this, the tradition of scholasticism as the principal educational method of the middle ages was firmly entrenched.
Scholasticism became both a view of the world and a method of learning that was consistent with that view, as well as the dominant medieval philosophical system. Philosophy centered around considerations of so called nominalists and realists on the nature of reality. While the substance of the arguments about the nature of reality (hence, of God, the soul, and man) was what concerned commentators in the twelfth and thirteenth centuries, it is the method of scholasticism that had the most impact on later education. In this regard, Gutek cites the fact that the rigorously rational methods of outlining hypotheses, objections, and syntheses of opposing propositions regarding, for example, faith vs. reason, contributed to imposing discipline and structure on the process of learning and thinking: "Their [scholastic theologians'] researches led to the development of scholasticism as a formal methodology of inquiry, scholarship, and teaching among medieval educators. . . . Scholastic teachers used syllogistic reasoning from evident 'first principles' and accumulated an ordered body of demonstrated knowledge. The teacher's task was to aid the students in recognizing basic principles and in developing their implications" (2:92;97).
It was during the medieval renaissance of learning that the university structure first appeared. Hayes, et al., refer to the rise of so called cathedral schools at Chartres, Notre Dame, and Saint Genevieve, as well as to the organization of another type of school. The first universities were named from the Latin word universitas, which means corporation. The forms of organization created in the first universities, the type of school that attained its most important expression first at the University of Paris and the University of Bologna on the continent and later at Oxford and Cambridge in Engla...