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As with much of scholastic logic, the topic of consequence continued to be explored in the 15th century and beyond (Ashworth 1974, chapter III), providing the background for much of what was to come in the history of logic, in particular the persistent association between logic and forms (MacFarlane 2000).
By deducing his concept of time from the duration of things, which duration is prior to and independent of motion, Oresme clearly deviates from Aristotle's point of view and the conventional manner in which this topic was discussed among medieval scholastics (Kirschner 2000a, 171 176; Zanin 2000, 257 259; Caroti 2001).
JoB is a peer-reviewed scholastic journal, and though it takes on nonacademic topics, it must conform to academic editorial standards.
Despite this condemnation, however, it appears that Auriol's critique of earlier scholastic views and some elements of his own theory on the topic influenced the humanist Pietro Pomponazzi around 1520, and perhaps as well the reformer Martin Luther (Schabel 2003).
In the Mersenne circle, debates ranged over numerous topics central to the dismantling of Aristotelian and Scholastic world-views, and Mersenne often used his role as facilitator to bring together opponents on these issues.
Extending to fifty-four disputations, each in its own right effectively a dedicated monograph on a discrete topic, the work contains 7,709 references, citing some 245 authors, led in typical scholastic fashion by Aristotle, who receives 1,735 references, followed by Thomas Aquinas, with whose philosophy Suárez retains an animating sympathy, who receives 1,008 (Iturrioz 1949).
Yet even his works on topics of philosophical significance generally avoided the dialectical arguments of Aristotelian and scholastic philosophers and proceeded by citation of biblical passages instead.
The Abhidharma scholastic evolved from mnemonic lists (mātṛka) that were initially intended to work as summaries of various topics discussed in the canonical texts.
He follows in the footsteps of earlier humanists such as Lorenzo Valla (1406 57) and Rudolph Agricola (1443 85), who set about to replace the scholastic curriculum, based on syllogistic and disputation, with a treatment of logic oriented toward the use of the topics, a technique of verbal association aiming at the invention and organization of material for arguments, and persuasion.
