Module 13: Medieval Theology

Hi everyone, and welcome to the thirteenth module of the History of Christianity 1 Course. In this section, we'll be looking at a large period of time in the western European church. We'll study the ideas and theology of the Medieval church with special concentration on the influences, theologians, approaches, and resulting doctrines.

This module will help you to understand the theology and theological approaches of this era of Christ's church. You will be exposed to the main ideas of this longer period of church life, and some key approaches from this time that influenced later European history, as well as the western church. You will be exposed to some of the major influences and leaders, and the way that they sought to investigate and learn truth about God and His world in medieval times. You will survey some of the major doctrines to come out of this era. You will be given opportunity to think through some strengths and weaknesses about the practices of medieval theology. And the student will be given opportunity to process how these lessons can be applied to current situations, by learning a variety of possible approaches and expressions of theological investigation.

Introductory Scenario

Imagine that you are asked to judge and decide a debate. However, this debate is about the most important ideas in the world, and the answers have eternal consequences. What kind of ideas do you think will be argued? Where do you think these ideas come from? How can you best decide what is right? What kind of consequences will each of the various ideas have for the church and for the wider society? Please consider these questions and be watching for material that will help you answer them as you work through this module.

Module Objectives and Outcomes

Upon successful completion of this module, the student will:

  • Understand the background influences that shaped medieval theology.
  • Describe and evaluate the most influential medieval theologians, their ideas, and their influence.
  • Connect the main medieval approaches to theology to the influential theologians and the results that came from their theology in the church, academy, and wider society.
  • Understand and evaluate various approaches to the relationship between faith and reason, and how they correspond with the various approaches to theology.
  • Understand and evaluate the main doctrines of medieval theology in light of Biblical authority.
  • Place the main medieval theologians and doctrines in a general chronology.

Instruction Guides

In this section, you'll find links to important instructional documents for this module. Click the following links to open each document. There is a set of instructions for individual study and a document for group study.

Individual Student Guide
Group Student Guide

Textbook Content

In this section, you'll find a study guide for the textbook reading for module 8. And then you'll find the link to a practice quiz covering this textbook reading.

Textbook Reading List and Study Guide for Module 13

This section also contains a review quiz to test your understanding of the textbook material for this module. By clicking the banner below, you will be given a series of questions, in random order. The quiz will be different each time, so feel free to take it more than once.

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Gonzalez Textbook Quiz
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Textbook Review Quiz for Gonzalez chs. 32-33

Click the button next to the best answer for each question, or drag each term to its best definition. Then press the Submit button at the bottom to see if your answers are correct.


The rise of nationalized states strengthened the authority of the papacy

True

Sorry, see Gonzalez p. 388

False

Good Job
Drag each term to its proper definition
Saint Bonaventure
Anselm of Canterbury
Proslogion
Franciscans
Summa Theologica
Albert the Great
Thomas Aquinas
Peter Lombard
Peter Abelard

A Forerunner of scholasticism. He wrote "the Sentences." He listed seven sacraments.

Aquinas's massive work in which he developed theology along the lines of Aristotle's thought, incorporating faith and reason in a manner for which he is primarily known

Medieval academic who was influential in his insistence on separating philosophy from theology

Missionaries who worked toward the conversion of Muslims

Work by Anselm in which he developed the Ontological argument for the existence of God

Dominican monk who became the most famous medieval theologian. He wrote "Summa contra Gentiles" and "Summa Theologica"

Thirteenth century Franciscan who insisted on the traditional approach to theology in opposition to the use of Aristotle

A forerunner to scholasticism. In his book "Yes and No" he tried to show that it was necessary to try to reconcile apparently contradictory authorities

Pioneer of using reason in order to understand more deeply that which he believed. He wrote "Why God became Man"

The ontological argument describes God as the One about Whom nothing greater can be conceived

True

Well Done

False

Sorry, see Gonzalez p. 370
Which of these did NOT contribute to the rise of scholasticism?

The challenge of Christological heresies

Correct

The reintroduction of Aristotle

Sorry, see Gonzalez pp. 369-375

The methods of Anselm and Abelard

Sorry, see Gonzalez pp. 369-375

The rise of the university

Sorry, see Gonzalez pp. 369-375

Which of these is NOT a consequence of the Avignon papacy?

The rise of simony, absenteeism and nepotism

Sorry, see Gonzalez pp. 401-402

The nations doubted the neutrality of the pope

Sorry, see Gonzalez pp. 401-402

The strengthening of the spiritual life of the church

Good job

Regular vacancies in pastoral offices

Sorry, see Gonzalez pp. 401-402

The black plague caused people to doubt the ability of reason to answer great questions, and the people became more superstitious and preoccupied with death and hell

True

Correct

False

Sorry, see Gonzalez p. 391-392
The rise of the monetary economy contributed to the rise of strong centralized monarchies

True

Correct

False

Sorry, see Gonzalez pp. 387-388
Which of these is NOT a proposal for ending the great schism?

Negotiation and arbitration decides between them

Sorry, see Gonzalez p. 404

The last pope to survive becomes sole pope

Good Job

Both popes resign and a new one is elected

Sorry, see Gonzalez p. 404

A Council is elected to decide

Sorry, see Gonzalez p. 404

Which of these orders most emphasized study?

Dominicans

Well Done

Franciscans

Sorry, see Gonzalez p. 361

Jesuits

Sorry, see Gonzalez p. 361

Spirituals

Sorry, see Gonzalez p. 361

What was the 'third order"?

The villains in the next "Star Wars" film

Sorry, see Gonzalez p. 362

People who practiced monastic piety, but without leaving secular roles

Well Done

A bacon cheeseburger, fries and a coke

Sorry, that's a lunch order, see Gonzalez p. 362

Monasticism for people who were neither male nor female

There are only two genders, see Gonzalez p. 362

Monastics who disagreed with Franciscans and Dominicans

Sorry, see Gonzalez p. 362

Lecture Content

In this section, you will find the video lectures for the Medieval Theology module. Click the banner to open access to the video. There are also links with the video if you prefer to watch on the Rumble or YouTube interface or download just the audio to listen offline.

Lecture Study Guide for Module 13
Blank Lecture Notes for Module 13
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13: Medieval Theology
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Watch on Rumble
Watch on YouTube
Download Audio

Reviews

In this section, you will find the review slides from the course lectures for module 13. This is a convenient way to view and review the summaries for each lecture. Click the banner to open the slide show.

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Review Slideshow
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Click the prev. and next buttons (bottom right of the slide) to move through the slides. You can also click on any thumbnail to go directly to that slide.

Discussion/Reflection Questions

This section contains questions for further thought and discussion from Module 13. It is recommended that you take time to think through these issues in order to thoroughly grasp the significance and explore the application of the material you are learning. These questions can also be used as essay questions in a classroom setting exam. Below, you will find links to the Response and Application Reflection Instructions for Individuals, and the Response and Application Discussion Instructions for Groups. And you will find a link to the detailed question document for this module. Or Click the banner below to view the questions in a simplified format.

Instructions for Individuals
Instruction for Groups
Discussion/Reflection Questions for Module 13
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Discussion/Application Questions
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The following questions are for your thoughtful consideration and discussion:

  1. What is good (or bad) from medieval theology? What difference did it make? How can you apply it to life and ministry?
  2. What is good (or bad) about their approach to doing theology? What were the results? What should you imitate and/or avoid in your theology?
  3. How should we relate faith and reason? How can we best pursue knowledge? How can we put this into practice?
  4. What else did you learn? How does it apply?

(Optional) Timeline - Part 13

This section contains instructions for an optional Timeline activity to be constructed over all sixteen modules. Below is a link to the detailed instructions for this activity.

Timeline Project Instructions

Step Thirteen of the Timeline should include the following information:

  • Any significant theologians in the medieval church and their significance for the church.
  • Any significant ideas and practices that resulted from those ideas, and their contribution to the church and wider society.
  • Any other significant events, ideas, and practices, which had bearing on the medieval period.

Annotate any significant approaches, people, principles, mindsets, and practices in the medieval church, including the immediate and long-term impact on the larger church, the surrounding society, and how these are applicable in the current church and and Christian life.

(Optional) Principles Chart - Part 13

This section contains instructions for an optional Principles Chart activity to be constructed over all sixteen modules. Below is a link to the detailed instructions for this activity.

Principles Chart Instructions

Step Thirteen of the Principles Chart will add any important principles noted from the theologians, theological ideas, and the subsequent practices of the medieval church, and their consequences, and how those principles can be applied.

It is suggested that the student begin this activity before watching the Guiding Principles portion of the lecture. Then the student may supplement their work after learning additional insights from the Guiding Principles.

(Optional) Term Project - Writing

The student will continue researching their chosen topic for their term project and organizing the material they have found. The student should also continue writing (or otherwise creating their presentation, based on their chosen means of communication) the first draft of their term project. Based on the organization of the material, which was based on their research, the student should continue communicating what they learned, as well as the principles they gained from the historical data, and how it applies to current life and ministry.

Below is a link to detailed instructions for the entire project.

Term Project Instructions

Primary Source Reading

This section contains instructions and resources for the Primary Source Reading activity. The student should read a minimum of 10-20 pages from a primary resource or resources discussed in this module's lecture and write or discuss a brief response to their reading. Below is a link to detailed instructions for the Primary Source Reading, which contain a list of recommended resources, by module. And click the banner below to access a list of recommended resources with links to where they may be found.

Primary Source Reading Instructions
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Primary Sources
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The following is a list of the recommended primary sources for this module. This list contains links to the resources in print and/or online format. These links may change, so feel free to search for other sources for these same titles. In addition, please do not feel you are limited only to this list. Feel free to choose from any primary source from the period and topic covered in this module:

Links to Primary Sources

Review Quiz

This section is a link to a review quiz to test your understanding of the objective material for Module 13. By clicking the banner, you will be taken to a series of questions, in random order. Answer each question and then push the Submit button to check your answers. Every question must be answered before you can submit the quiz. At the end, you will be shown your score for the entire quiz. The quiz will be different each time, so feel free to take it more than once. Click the banner to begin the quiz.

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Quiz for Module 13
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Review Quiz for Module 13

Here is a review quiz for the material covered in this module's lectures. Click the button next to the best answer for each question, or drag each term to its best definition. Then press the button at the bottom to see if your answers are correct.


Much medieval theology taught that at baptism, grace was infused, regeneration took place, and original sin was taken away.

True

Well Done

False

Sorry, see Lecture 13
Which of these is NOT true of medieval scholasticism?

It argued from authority and from reasons to suggest a conclusion

Sorry, see Lecture 13

Some used human reason as the authority to reject all traditions

Well Done

Some tried to argue that the existence of God can be proved by reason alone

Sorry, see Lecture 13

Some were confident in the ability of human reason and others were more cautious

Sorry, see Lecture 13

It attempted to harmonize all the theological traditions that had been taught in the church

Sorry, see Lecture 13

It uses logic and reason to ask theological questions and seek answers

Sorry, see Lecture 13

Who was arguably the most influential theologian in the medieval era, even though he lived before the medieval era?

Lombard

Sorry, see Lecture 13

Abelard

Sorry, see Lecture 13

Anselm

Sorry, see Lecture 13

Gregory

Sorry, see Lecture 13

Augustine

Correct

Tertullian

Sorry, see Lecture 13

Drag each approach to is best description
Trinitarian
Aristotle
Plato

Started with universals, and understood all particulars in relation to an ideal universal standard.

Started with God, who is unity and diversity, and related everything to Him as His purposeful creation, which gains its meaning from Him and its relation to Him and His purposes.

Started with particulars, and from there, attempted to understand the universal by how all the individual particulars were related together and what they had in common.

Drag to match each theologian with his approach to faith and reason
Anselm
Augustine
Abelard
Descartes
Aquinas

"I understand in order to believe"

"I believe in order to understand"

"I start with human reason as the foundation for all knowledge"

"I believe in order to understand" + "I use reason to help me understand better"

"I separate understanding and belief. Belief is higher"

Which of these is NOT a part of the four-fold interpretation popular in the medieval period?

Parallel

Well Done

Literal

Sorry, see Lecture 13

Moral

Sorry, see Lecture 13

Anagogical

Sorry, see Lecture 13

Allegorical

Sorry, see Lecture 13

Drag to match each theory of the atonement to its best definition.
Satisfaction Theory
Ransom Theory
Moral Influence Theory
Penal Substitution

Christ's death was a demonstration of God's love, leading us to repentance and to imitate that kind of love

God's offended honor is placated by the sacrifice of Christ, Who is rewarded and passes that reward on to His people

Jesus paid the price to buy humanity back, either from the devil, or from sin

The death of Jesus was a substitutionary sacrifice, paying the legal and moral penalty of our sin in our place

The Lecture favors the four-fold approach to reading Scripture, especially the Allegorical.

True

Sorry, see Lecture 13

False

Good Job
Which best describes the medieval idea of transubstantiation?

A robot changed into a car and then back into a robot

Not even close!

The bread and wine used in the eucharist are miraculously changed to be the actual body and blood of Christ

Good Job

A person was gradually changed as they faithfully confessed their sins and completed the assigned acts of penance

Sorry, see Lecture 13

A person's sins were gradually covered as they experienced the purifying effects of purgatory

Sorry, see Lecture 13

Through the sacrament of marriage, two people were changed into one

Sorry, see Lecture 13

The society was transformed as more people came under the influence of the faithful church

Sorry, see Lecture 13

The person who received the eucharist was transformed by grace to be a more faithful Christian, growing in holiness

Sorry, see Lecture 13

In the medieval period, the church taught that there are seven sacraments; each were the means by which grace was given and merit attained.

True

Correct

False

Sorry, see Lecture 13

Module Completed!

Congratulations, you have reached the end of the thirteenth module. I hope that you have found it rewarding and have noticed personal growth.

I encourage you to continue on the next module as soon as is convenient. The button below will take you to Module 14.