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Los precedentes del estudio de la Historia de la Universidad en Europa, ms destacados, los

encontramos en: La historia de la enseanza cientfica en las Escuelas y Universidades Alemanas,

de Friedrich Paulsen, publicada en 1885; El origen de las Universidades desde la Edad Media hasta

1400, H Dinifle

COMPAYRE, Gabriel, Abelard and the Origin and early History of Universities,

DENIFLE, Henrich,Die Entsleheung der Universit der Universitten des Mittelalters bis 1400,

Berlin. Weidmannsche Buchhandlung. 1885

FERRUOLO Stephen, The Origins of the University. The schools of Paris and their critics, 1100-

1215, Stanford, California, Stanford University Press, 1985, pp. 200

MLLER, Rainer, Student education, student life. En: REGG; Walter, A history of theuniversity in Europe. Volume II Universities in Early Modern Europe. (1500- 1800), U.K,

University of Cambridge, 2003, pp. 343-345

PAULSEN, Friedrich, The german universities and university study. C. Scribners son, 1906, 451

PAULSEN, Freidrich, German education: past and present, Unwin, 1908, 210 paginas

http://books.google.com.mx/books?id=k8smIUHfIMEC&printsec=frontcover&dq=Origins+of+Uni

versities&hl=es&sa=X&ei=RyP3UI-

DNYmj2QW9qYHICg&ved=0CDkQ6AEwAQ#v=snippet&q=%22Disputatio%22&f=false

Despite certain criticism, dictation remained common during lectures until well into the

eighteenth century

The method of instruction everwhere consisted of two complementary parts, the lectura and the

disputation. The purpose of the lectures (lectio, pralectio) was the transmission or the sum of

knowledge. Some canonical text-book, let us say one of Aristotles writings

was to break the monopoly of the ancient languages of the Gymnasia, for this reason he tried todemonstrate their uselessness for a genuinely humanistic education.

The other characteristic of the pedagogy of the Middle Ages, its mania, was the taste or rather

passion for disputation. Really independent researches being forbidden, discussion, by bringing

two different and contrary interpretations into opposition, gave both scholars and masters at least

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the shadow of liberty of thoiight. Never has there been such an abuse of argumentation ; when

the sixteenth century brought into the world another spirit and better methods, it found all the

educational institutions transformed into fencing schools of dialectics. "They dispute before

dinner," said Vives,* in 1531; "they dispute during dinner; they dispute after dinner; they dispute

in private and in public, at all times and in every place." And the same author has given a satirical

description of these interminable disputes: "Their self-esteem," he says, "bound them to get up

questions on the simplest propositions. On the mere words, Scribe mihi, they put questions of

grammar, physics, and metaphysics. They gave their adversary no time to explain himself. If he

entered into any developments, they cried, ' To the point ! to the point ! reply categorically ! ' They

had no concern for truth, but sought merely to defend their opinions. Is a man too hardpressed ?

Desde hace unos meses me encuentra realizando una investigacin sobre el papel que

desempearon algunas personas en la historia de la enseanza de las ciencias econmicas.