olodology of scholasticism. His impulse in this regard was to develop the view that in the collision between reason and faith, reason was obliged to yield to the incomprehensible and to paradox, even (or especially) when such paradox emerged in scripture. At the same time, he sought to build structures of theological thought consistent with the 1526 articulations in the so-called Appellation of Protestation, which was the culmination of complex disputes over secular and religious administration of various German states and the papacy, and from which the terms Protestant and Protestantism derived. Indeed, the Reformation, with which Luther is identified, appears to have been a major agent of the increased democratization of the political and social as well as theological systems Europe, at least compared to the avowedly aristocratic and hierarchical systems prevalent during the medieval era.
Gutek says that as competing creeds grew up during the Reformation, so did learning systems and institutions designed to support rival creeds. Part of this involved putt
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