Group 5

Gustrian (1406047)
Irfan Mustofa
(1406272)
Nevita Amelia R
(1400473)
Puty Prakacita
(1405968)
Vivit Vitrotul Aeni
(1406203)

Group 5

Shift From the Secular

to Divine

Towards the end of Roman Empire, the Secular spirit that

had originally inspired ancient Greek cosmology,
epistemology and art began to fade.
Offering further comfort, these cults promised that the
human soul could be united for eternity with this divine
realm, after a short but miserable life in the physical world.
As one might expect, this change in the underlying
cosmology exerted a powerful effect on philoshophy, art,
and architecture theory in this period.

Neoplatonism
The Neoplatonic school of
phylosophy, as the name suggests,
reinterpreted Platos philosophy in
order to develop a version more
commensurate with the new mystical
spirit.

The world in Platos cosmology, it wil be

remembered, consist of two realms:

The Transcendental world of

pure forms that cannot be
seen in the sense yet contains
the ideal essence of
everything and the
phenomenal world of physical
object that can be seen by the
sense yet contain only
imperfect copies of the ideal
forms

The former is superior to

the latter and, eventhough
it cannot be sensed, it
alone contains the source
of true and timeless
knowledge.

..

In age preoccupied with the otherworldly, the attraction

of this theory is understandable.
True reality is not the chaotic and mean phenomenal
realm in which men unfortunately find themselves, but
rather is a transcendental realm of pure, beautiful and
timeless form.

 Plotinus(c. AD 203-69) proposed the most

influential solution to this problem. In his
philosophy the ultimate source of reality is the
One, or the Absolute, that is beyond all
conception and knowledge.

The extra rational and extra perceptual access to the

transcendental reality provided Plotinus with new source of
artistic idea.
The artist create an artistic image not by reproducing what he
sees in the visible world.
Plotinus emphasize that this form is not in the material,. The
artificer holds it by his participation in his art. This has been
termed metaphysical idealism

arly christian philosophy

Christianity began as many informal religious sect. in the fourth century it had
come to dominate all other religion in the west.
Christian cosmology can be seen as a logical development of the earlier cults and
Neoplatonism.
Christianity turned its back on the physical world and focused.
The divergence hinged on the nature of god and his relationship to physical world.
This pantheism meant that everything in the universe including man, actively
participates in the universes guiding and motivating forces.


Faith in the divine revelations
was more reliable than
reasoning or perceiving for
oneself.
In the middle ages they have
no control over their god.

For the organic analogy,

Christianity substituted an
analogy of creator and
created.
Any knowledge he did posses
about ultimate reality had
been given to him by god in
various divine scripture.

Medieval art and

architecture theory
This christian cosmology
shaped the medieval
conception of art.
In the middle ages art was
considered interesting only in
so far as it symbolized the
divine.

In this spirit, artist, and architects

in the entire medieval period
attempted to capture in their
work the mathematical harmony,
proportions and number that they
believed expresses and celebrates
gods divine order.
Medieval architecs started with
simple geometrical figures.

St. Augustine(354-430)
offered one possible solution
that found adherents through
the entire medieval age.
Augustine assumed that the
world is organized rationally.

In the 19th and 20th centuries, some historian like Viollet le duc
underrated this metaphysical basis of the geometry in Gothic
architecture.

For the middle ages, they confidently assumed,

would simply reveal to the artists any knowledge of
mathematical harmonies.
St. Augustin describe this receptive as a divine
illumination

SCHOLASTICIMS
Scholasticismis aMedievalschool of philosophy (or
perhaps more accurately, amethod of learning) taught by
the academicsof medieval universities and cathedrals in the
period from the12th to 16th Century. It
combinedLogic,Metaphysics andsemanticsinto one
discipline, and is generally recognised to have developed our
understanding ofLogicsignificantly.

six main characteristicsof Scholasticism:

1. An acceptance of the prevailingCatholic orthodoxy.
2. Within this orthodoxy, an acceptance ofAristotleas agreater
thinkerthanPlato.
3. The recognition thatAristotleandPlatodisagreedabout the
notion ofuniversals, and that this was a vital question to resolve.
4. Giving prominence todialectical thinkingandsyllogistic
reasoning.
5. An acceptance of the distinction
between"natural"and"revealed"theology.
6. A tendency todispute everythingat great length and inminute
detail, often involving word-play.

TheScholastic methodis to thoroughly andcritically reada

book by a renowned scholar or author (e.g. The Bible, texts of
PlatoorSt. Augustine etc), reference any otherrelated
documentsand commentaries on it, and note down any
disagreements andpoints of contention. The two sides of an
argument would bemade whole(found to be in agreement and not
contradictory) throughphilological analysis(the examination
ofwordsfor multiple meanings orambiguities), and
throughlogical analysis(using the rules offormal logicto show
that contradictions didnot existbut were merely subjective to the

Scholasticism waseclipsedby theHumanismof the 15th

and 16th Centuries, and it came to be viewed as arigid,
formalistic and outdatedway of conducting
philosophy.

Education in The
Guilds and
Universities
Conception Christian influence of reality the preestablished revelation in the scriptures so too , did he
accept that his activities in the physical world including
how to design building should be constrained and directed
by long-standing cultural tradition.
The eleventh century, it has already been mentioned,
saw a resurgence of city life and economic activity, a
tentative inerest in physical world, and an increasing fait in
individual powers.

- Education other than craft training in the middle ages was almost
exclusively run by and for the church.
- The university student acquired skills for inquiring into these
divine truths just as the students in the masons guild acquired
skills for manipulating the divine geometries of the cathedrals.
- A student at an early university was an apprentice teacher.

Thank you