based on compromise. A bastard Platonism through hostility to Stoicism may become agnostic. Stoicism through hostility to its sceptical critics may prefer to accept some of the positions of the dogmatic nihilist.
Of the later schools the last to arise was Neoplatonism. The mathematical sciences, at least, had not proved disappointing. For those of the school of Plato who refused the apostasy of the new academy, there was hope either in the mathematical side of the Pythagoreo-Platonic tradition, or in Neoplatonism. its ritual and theological side. Neoplatonism is philosophy become theosophy, or it is the sermon on the text that God geometrizes. It is of significance in the general history of thought as the one great school that developed after the decadence had set in. In its metaphysic it showed no failure in dialectical constructiveness. In the history of logic it is of importance because of its production of a whole series of commentators on the Aristotelian logic. Not only the Introduction of Porphyry, which had lasting effects on the Scholastic tradition, but the commentaries of Themistius, and Simplicius. It was the acceptance of the Aristotelian logic by Neoplatonism that determined the Aristotelian complexion of the logic of the next age. If Alexander is responsible for such doctrines as that of the intellectus acquisitus, it is to Porphyry, with his characteristically Platonist preference for the doctrine of universals, and for classification, that we owe the scholastic preoccupation with the realist controversy, and with the quinque voces, i.e. the Aristotelian predicables as restated by Porphyry.
B. Scholasticism
The living force in the spiritual life of the Roman empire was, after all, not philosophy, but religion, and specifically Christianity. With the extension of Christianity to the Gentile world it at length became necessary for it to orientate itself towards what was best in Greek culture. There is a Stoic element in the ethic of the Pauline epistles, but the theological affinity that the Johannine gospel, with its background of philosophic ideas, exhibits to Platonic and Neoplatonist teaching caused the effort at absorption to be directed rather in that direction. Neoplatonism had accepted the Aristotelian logic with its sharper definition than anything handed down from Plato, and, except the logic of the Sceptics, there was no longer any rival discipline of the like prestige. The logic of the Stoics had been discredited by the sceptical onset, but in any case there was no organon of a fitness even comparable to Aristotle’s for the task of drawing out the implications of dogmatic premises. Aristotelian logic secured the imprimatur of the revived Platonism, and it was primarily because of this that it passed into the service of Christian theology. The contact of the Church with Platonism was on the mystical side. Orthodoxy needed to counter heretical logic not with mysticism, itself the fruitful mother of heresies, but with argument. Aristotelianism approved itself as the controversial instrument, and in due course held the field alone. The upshot is what is called Scholasticism. Scholasticism is the Aristotelianism of medieval orthodoxy as taught in the “schools” or universities of Western Europe. It takes form as a body of doctrine drawing its premises from authority, sometimes in secular matters from that of Aristotle, but normally from that of the documents and traditions of systematic theology, while its method it draws from Aristotle, as known in the Latin versions,[1] mainly by Boethius, of some few treatises of the Organon together with the Isagoge of Porphyry. It dominates the centres of intellectual life in the West because, despite its claim to finality in its principles or premises, and to universality for its method, it represents the only culture of a philosophic kind available to the adolescent peoples of the Western nations just becoming conscious of their ignorance. Christianity was the one organizing principle that pulsed with spiritual life. The vocation of the student could find fulfilment only in the religious orders. Scholasticism embodied what the Christian community had saved from the wreckage of Greek dialectic. Yet with all its effective manipulation of the formal technique of its translated and mutilated Aristotle, Scholasticism would have gone under long before it did through the weakness intrinsic to its divorce of the form and the matter of knowledge, but for two reasons. The first is the filtering through of some science and some new Aristotelian learning from the Arabs. The second is the spread of Greek scholarship and Greek manuscripts westward, which was consequent on the Latin occupation of Constantinople in 1204. It was respited by the opportunity which was afforded it of fresh draughts from the Aristotle of a less partial and purer tradition, and we have, accordingly, a golden age of revived Scholasticism beginning in the 13th century, admitting now within itself more differences than before. It is to the schoolmen of the two centuries preceding the Turkish capture of Constantinople that the controversial refinements usually associated with the name of Scholasticism are attributable. The Analytics of Aristotle now entered quite definitely into the logical thought of Scholasticism and we have the contrast of a logica vetus and logica nova. That other matters, the parva logicalia and Mnemonics adapted from Psellus and possibly of Stoic origin, entered too did not outweigh this advantage. Confrontation with the historical Aristotle may have brought but little comfort to the orthodox system, but it was a stimulus to dialectical activity within the schools. It provoked the distinction of what was true secundum fidem and what was true secundum rationem among even sincere champions of orthodoxy, and their opponents accepted with a smile so admirable a mask for that thinking for themselves to which the revival of hope of progress had spurred them. The pioneers of the Renaissance owe something of their strength to their training in the developments which the system that they overthrew underwent during this period. The respite, however, was short. The flight of Byzantine scholarship westward in the 15th century revealed, and finally, that the philosophic content of the Scholastic teaching was as alien from Aristotle as from the spirit of the contemporary revolt of science, with its cry for a new medicine, a new nautical astronomy and the like. The doom of the Scholastic Aristotle was nevertheless not the rehabilitation of the Greek Aristotle. Between him and the tide of feeling at the Renaissance lay the whole achievement of Arab science. That impatience of authority to which we owe the Renaissance, the Reformation and the birth of Nationalism, is not stilled by the downfall of Aristotle as the nomen appellativum of the schools. The appeal is to experience, somewhat vaguely defined, as against all authority, to the book of nature and no other. At last the world undertakes to enlarge the circle of its ideas.
C. The Renaissance
Accordingly what is in one sense the revival of classical learning is in another a recourse to what inspired that learning, and so is a new beginning. There is no place for a reformed Aristotelian logic, though the genius of Zabarella was there to attempt it. Nor for revivals of the competing systems, though all have their advocates. Scientific discovery was in the air. The tradition of the old world was too heavily weighted with the Ptolemaic astronomy and the like to be regarded as other than a bar to progress. But from the new point of view its method was inadequate too, its contentment with an induction that merely leaves an opponent silent, when experiment and the application of a calculus were within the possibilities. The transformation of logic lay with the man of science, hindered though he might be by the enthusiasm of some of the philosophers of nature. Henceforth the Aristotelian logic, the genuine no less than the traditional, was to lie on the other side of the Copernican change.
The demand is for a new organon, a scientific method which shall face the facts of experience and justify itself by its achievement in the reduction of them to control. It is a notable feature of the new movement, that except verbally, in a certain licence of nominalist expression, due to the swing of the pendulum away from the realist doctrine of universals, there is little that we can characterize as Empiricism. Facts are opposed to abstract universals. Yes. Particulars to controlling formulae. No. Experience is appealed to as fruitful where the formal employment of syllogism is barren. But it is not mere induction, with its “unanalysed concretes taken as ultimate” that is set up as the substitute for deduction. Rather a scientific process, which as experiential may be called inductive, but which is in other regards deductive as syllogism, is set up in contrast to syllogism
- ↑ See Jourdain, Recherches critiques sur l’âge et l’origine des traductions latines d’Aristote (1843).
