3886. Chartres Cathedral [1150 × 1154, ?1150 × September 1151]

The author analyzes the prerequisites for the formation of a theological and philosophical school, founded in 990 by Bishop Fulbert in Chartres, which flourished during the years of the Episcopal ministry of Yves of Chartres (1090–1115), a recognized intellectual center of Western Europe. The role of the Chartres Cathedral School as a citadel of metaphysical, cosmological and natural-scientific Platonism in the era of early scholasticism is revealed. The philosophical orientation of the Chartres school (orientation to the ideas of Neoplatonism), as shown in the work, is the result of a combination of the ideas of Plato, aristotelism, stoicism, pythagoreanism, Eastern and Christian mysticism and religion. The body of ideas characteristic of the Neoplatonism tradition is analyzed, the account of which is essential in understanding the specifics of the Chartres school ideological platform: the ideas of a mystically intuitive knowledge of the higher, the stages of transition from “one and the universal” to matter, the idea of comprehension of pure spirituality. The thesis is substantiated that the time of the highest prosperity of the Chartres school, its highest fame is the XII century, which went down in the history of civilization as the era of the cultural renaissance taking place in France. The specificity of the 12th century renaissance, as shown in the study, lies in the growing interest in Greek philosophy and Roman classics (this also determines the other name of the era – the Roman Renaissance), in expanding the field of knowledge through the assimilation of Western European science and the philosophy of the ancient Greeks. The thesis in which the specifics of the entry of Greek science into the culture of Western Europe is also identified. This entry was carried out through the culture of the Muslim world, which also determined the specifics of the cultural renaissance of France of the XII century. Radical changes are revealed that affect the sphere of education and, above all, religious education; the idea of reaching the priority positions of philosophy and logic is substantiated – a situation that has survived until the end of the Middle Ages. This situation, as shown in the work, was facilitated by the rare growth rate of the translation centers of Constantinople, Palermo, Toledo. It is shown that scholasticism in its early version is oriented towards religious orthodoxy. In the teaching of philosophy, the vector turned out to be biased towards natural philosophy, which was due, as shown in the work, to the spread of the ideas of Aristotle and Plato. In its educational program, the school synthesized the teachings of Plato and Aristotle. Elements of natural philosophy are inherent in the works of Bernard of Chartres, Gilbert of Poitiers, Thierry of Chartres representing the Chartres school. Deep studies on the problem of universals ensured the invasion of logic in the field of metaphysical constructions of the Chartres school.

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On the Jamb-Statues of the Portail Royal (1150) of Chartres Cathedral

Taken In Faith ◽

10.2307/j.ctt1j7x81q.39 ◽

2017 ◽

pp. 98-98

Keyword(s):

Chartres Cathedral

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Effects of Reflective Labyrinth Walking Assessed Using a Questionnaire

Medicines ◽

10.3390/medicines5040111 ◽

2018 ◽

Vol 5 (4) ◽

pp. 111

Author(s):

Daniele Lizier ◽

Reginaldo Silva-Filho ◽

Juliane Umada ◽

Romualdo Melo ◽

Afonso Neves

Keyword(s):

Emotional Distress ◽

Randomized Study ◽

Sensory Experience ◽

Qualitative Approach ◽

Time And Space ◽

Cross Sectional ◽

Chartres Cathedral ◽

Clinical Level ◽

The Way

Background: Meditation as it is currently known is an ancient practice, which can be traced back to Asian traditions. With the proper technique, a state of physical relaxation and respiratory balance can be reached naturally and spontaneously. This paper considers meditative labyrinth walking to be a unique expression of Dr. Lauren Artress’ work, who studied and applied the image of the labyrinth on the floor of the Chartres Cathedral in France. Methods: This study used a qualitative approach. It is a cross-sectional non-randomized study, conducted at an institute for psychotherapies with a sample of 30 participants. Results: 99% of the group reported feeling emotional distress caused by the feeling of a longer walk on the way out, 21% reported feeling the same while walking the path, and 41% at the beginning. The remaining participants felt lost in time and space. Conclusions: This study showed that the practice of labyrinth walking is a physical, emotional, and sensory experience. On the clinical level, correlating this experience to the planning of care seems to be particularly relevant.

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