The foundations of modern philosophy in the 14th century

这项研究项目的目的是考察14世纪欧洲哲学的结构，特别是作为近代早期哲学思想基础的作用。一、要深入研究，必须考虑以下因素：1.13世纪学术思想体系的持续影响(阿尔伯丁主义、托马斯主义、奥古斯丁主义、苏格兰主义)；2.1270年和1277年对拉丁阿维罗主义的谴责，导致托马斯主义立场的削弱，以及人们对奥古斯丁和新柏拉图思想兴趣的增加。2.各种新的创造性哲学思潮出现的决定性阶段是在1290年到1330年之间。在此期间，已经分析了以下流派：1.拉丁阿维罗主义，在14世纪(和156世纪)期间，主要在意大利北部继续存在；2.似乎处于光谱的对立面，但在自我认识和认识论…等问题上接近前述更多的故事，奥古斯丁主义，在奥古斯丁秩序中由埃吉迪乌斯·罗曼努斯给它的叉子。3.方济各会学派分为：a)波纳文图里亚学派，主要在灵性方面有效；b)莱蒙德斯·卢卢斯(和双学派)对神学和哲学思想的几何-数学形式化的兴趣；c)邓斯·斯科特斯(和双学派)哲学和神学的分离，主要在大学圈内传播；d)威廉·奥卡姆的唯名论和唯意志论，由于其批判、经验主义和逻辑的态度，有利于自然科学方法的兴起。4.多米尼加学派分为a)阿尔贝特斯·马格努斯学派，主要在德国和波兰，在阿拉伯传统中结合了亚里士多德和新柏拉图的发散理论；b)所谓的正统托马斯主义，旨在对阿奎那(更早的)思想进行知识分子系统化；c)德国多米尼克人中的新柏拉图流派，提出了人类智力的先验理论，这导致了d)德国的思辨神秘主义(梅斯特·埃克哈特)。--正如大多数这些学派所共有的趋势和预设所见：从本体论观点和抽象理论到意识和直觉理论以及批判的、逻辑的方法、形式化和跨情境化的智力，导致主体与客体、自然与自由选择、理论与实践的分离，并导致人的独立主体性的新概念。较少

This research project had as its purpose the investigation of the structure of 14th century European Philosophy, with special reference to function as basis of the philosophical thought in early modern times. I.For a study in depth, there had to be taken into account 1.the continuing influerce of the grat systems of scholastic thought of the 13th century (Albertinism, Thomism, Augustinism, Scotism), 2.the aftermath of the condemations of Latin Averroism in 1270 and 1277, which led to a weakening of the Thomist position and to an increased interest in Augustinian and Neoplatonic thought.II.The decisive phase for the emergence of a variety of new and creative philosophical trends lies between the years 1290 and 1330. For that period, the following streams have been analyzed : 1.Latin Averroism, continuing, mainly in northern Italy, during the 14th (and 156h) century ; 2.seemigly at the opposite side of the spectrum, but close to the fore-going in questions as self-knowledge and epistemol … More ogy, Augustinism, in the forn given to it by Aegidius Romanus in the Augustinian order. 3.The Franciscan school divides into : a) the Bonaventurian stream, effective mainly in spirituality, b) Raimundus Lullus' (and bis school's) interest in a geometrical-mathematical formalization of theological and philosophical thought ; c) Duns Scotus' (and bis school's) separation of philosophy and theology, propagated mainly in university circles ; d) William Occam's nominalism and voluntarism, which, on account of its critical, empirist and logical attitude favored the upspring of the method of natural sciences. 4.The Dominican school divides into a) Albertus Magnus' school, mostly in Germany and Poland, combining in the Arabic tradction Aristotle with Neoplatonic emanation theory ; b) the so-called orthodox Thomism, aiming at an intellectualist systematization of Aquinas' (earlier) thought ; c) a Neoplatonic stream among the German Dominicns, advancing a transcendental theory of man's intellect, which leads to d) the German speculative mystics (Meister Eckhart). -As trends and presuppositions common to most of those schools can be seen : a change from an ontological outlook and abstraction theory to a theory of consciusness and intuition as well as critical, logical method, formahization and tran-scendentalization of the intellect, leading to a scparation of subject and object, nature and free choice, theory and practice, and to a new oncept of man's independent subjectivity. Less