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.


Which best describes the attitude of Boniface VIII?

Earthly rulers and spiritual rulers are each judged by God alone

Sorry, see Gonzalez p. 368

Earthly rulers are judged by spiritual rulers and vice versa

Sorry, see Gonzalez p. 368

Spiritual rulers are under the authority of earthly rulers

Sorry, see Gonzalez p. 368

Earthly rulers are judged by spiritual rulers, who are judged by God alone

Good Job

In which country did Innocent III NOT seek to interfere?

Germany

Sorry, see Gonzalez pp. 364-367

France

Sorry, see Gonzalez pp. 364-367

Russia

Correct

Italy

Sorry, see Gonzalez pp. 364-367

England

Sorry, see Gonzalez pp. 364-367

The center of education gradually transitioned from the monasteries to the cathedral schools, and then to the universities

True

Good Job

False

Sorry, see Gonzalez p. 369
The ontological argument describes God as the One about Whom nothing greater can be conceived

True

Well Done

False

Sorry, see Gonzalez p. 370
The rise of the monetary economy contributed to the rise of strong centralized monarchies

True

Correct

False

Sorry, see Gonzalez pp. 387-388
The thought of Aquinas contributed to the rise of science

True

Correct

False

Sorry, see Gonzalez p. 379
Drag each term to its proper definition
Simony
Nepotism
Pluralism
Avignon
Catherine of Siena
Urban VI
Urban V
Clement V
Joan of Arc

The "Main of Orleans" who led the French in victorious campaigns against the English. She was later accused and burned for heresy

The holding of more than one ecclesiastical office in order to take advantage of the monetary income

A City in southern France which was the site of the Babylonian captivity of the church

A reforming pope who returned the papacy to Rome, only later to return to Avignon

The favoring of family members for promotion and ecclesiastical favor

A pro-France pope, who was the first to reside in Avignon. He presided over the trial of the Templars

A teacher of mysticism who encouraged the popes to return to Rome

Reformist pope whose excessive zeal led to people claiming he was mad and causing a schism and the election of a rival pope

The buying of ecclesiastical favors and positions

Drag each term to its proper definition
Innocent III
Francis of Assisi
Peter Waldo
Gothic
Romanesque
Saint Dominic
Boniface VIII
4th Lateran Council
Spirituals
Otto IV

Usurping German Emperor who was involved in a power struggle against pope Innocent

A monk whose highest ideal was poverty, who preached the beauty of poverty, who gave away all that he had, who spent his time restoring chapels, who founded a mendicant order

Pope elected because, contrary to his predecessor, he was shrewd in the intrigues of medieval politics and power games. He made the highest claims about papal power

Founded a monastic order to combat heresy - characterized by austere holy living and conscientious study. His order was called the order of preachers

Group that instituted Innocent's reforms, including transubstantiation, the inquisition, and cathedral schools

The most powerful pope in the history of Christianity

A style of architecture characterized by heavy walls and semi-circular arches

Franciscans who were influenced by Joachim of Fiore. They considered themselves the forerunners and leaders of the next age of humanity - the age of the Spirit

A precursor to the mendicant movement. He lived a life of poverty and preaching

A style of architecture characterized by pointed arches and ribbed vaults

Which of these is NOT a proposal for ending the great schism?

The last pope to survive becomes sole pope

Good Job

Both popes resign and a new one is elected

Sorry, see Gonzalez p. 404

Negotiation and arbitration decides between them

Sorry, see Gonzalez p. 404

A Council is elected to decide

Sorry, see Gonzalez p. 404

The rise of nationalized states strengthened the authority of the papacy

True

Sorry, see Gonzalez p. 388

False

Good Job

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.


The Lecture suggests we must choose between faith and reason - keeping one and rejecting the other.

True

Sorry, see Lecture 13

False

Well Done
Which of these is NOT true of the medieval teaching about faith and works?

Extra merit is available through the church

Sorry, see Lecture 13

Grace is the ultimate cause of salvation

Sorry, see Lecture 13

Penance deals with sin

Sorry, see Lecture 13

Purgatory deals with sin

Sorry, see Lecture 13

Our Response to grace brings merit

Sorry, see Lecture 13

Merit is transferable

Sorry, see Lecture 13

Our works are the ultimate cause of our salvation

Good Job

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

"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 understand in order to believe"

"I believe in order to understand"

"I separate understanding and belief. Belief is higher"

Thomas Aquinas taught that because God is infinitely greater than we are, we can only know Him by analogy.

True

Well Done

False

Sorry, see Lecture 13
Who was arguably the most influential theologian in the medieval era, even though he lived before the medieval era?

Tertullian

Sorry, see Lecture 13

Lombard

Sorry, see Lecture 13

Gregory

Sorry, see Lecture 13

Augustine

Correct

Anselm

Sorry, see Lecture 13

Abelard

Sorry, see Lecture 13

Which of these is NOT true of medieval scholasticism?

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

Some used human reason as the authority to reject all traditions

Well Done

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

Sorry, see Lecture 13

It argued from authority and from reasons to suggest a conclusion

Sorry, see Lecture 13

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

Sorry, see Lecture 13

Medieval theology taught that there is no salvation apart from the church

True

Well Done

False

Sorry, see Lecture 13
Drag to match each theory of the atonement to its best definition.
Moral Influence Theory
Satisfaction Theory
Ransom Theory
Penal Substitution

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

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

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

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

Drag to match each theologian with his major teaching approach.
Anselm of Canterbury
Bonaventure
Peter Abelard
Gregory the Great
Thomas Aquinas
Peter Lombard

Wrote "the Four Books of Sentences" gathering all that had previously been taught and trying to reconcile them using reason as the functional authority

Tried to reconcile the teaching of Aristotle with the theology of the church, reconciling reason and faith, in works like "Summa Theologica" and "Summa Contra Gentiles"

He rejected many of the changes in medieval theology based on Aristotle, and argued for an earlier approach, closer to the Biblical teaching of the early church and Augustine; He favored revelation over reason as the main tool for theology

Taught about the seven deadly sins, and introduced some popular superstition of his time into the theology of the church

Wrote "Yes and No"; he rejected the idea of "faith seeking understanding" and rather placed reason as the highest standard and authority for doing his theology.

Considered the father of scholasticism; Wrote "Cur Deus Homo" and "Proslogion" where he taught the ontological argument and the satisfaction theory of the atonement

The Lecture argues that the debate over the relationship between faith and reason is really a debate over Lordship - what is given the ultimate authority in our lives.

True

Well Done

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.