El método derivativo en la Escolástica: formas de disputatio y estrategias argumentativas

Abstract

In attempting to characterize the more typical modus operandi of Scholastic, the theoretical articulation of the quaestio seems to be a decisive element both in itself (being a joint axis of a “nuclear problem” or minimum processing unit) as the constitution of the disputation, so also linked to the characterization of Scholastic. A significant point of penetration, is to examine whether and to what extent the use of certain logical resources is significantly related to the constitution of the quaestio and therefore the disputatio. The work I propose to explore the use of the differential method in typically scholastic forms from the following assumptions: a) the functional derivative method to the quaestio syllogistic disputation and argument, and was the preferred model tended rigorously enforced; b) this implies the assumption (implicit or explicit) of Aristotelian epistemology; c) for the same reason, the simple categorical syllogism is
privileged and it tends to reduce other derivative forms, especially in the disputative time; d) This requirement determines a disputative stereotype that while gains in simplicity and clarity, severely limiting scalability of speech. The work is divided into three parts. In the first reductionist strategies are analyzed in the form of quaestio. The second does the same in expository genres or comments to authorities. In the third reductionism in structuring the quaestio, the disputatio and the collatio is analyzed.