Reading and discipline in Studio Legendi's Didascálicon

the road to Sapientia

Abstract

In this paper, we examine how reading and discipline, proposed by the teaching method of Hugo of St. Victor (1096-1141), allow man to reach Sapientia. Based on the concept of Long Duration and Social History, we aimed to deal with disciplined study and reading as matters that do not transcend historical time. The main source was the Didascálicon de Studio Legendi (2001 [1127]), and we tried to understand how its proposal intended to educate the student of the 12th century. To do this, we explain the preliminary conditions for the use of the method and approach the path to wisdom through reading. Its relevance is based on the understanding that historical texts and classics, such as Didascálicon, favor our intellectual autonomy, improve abstraction, study and research skills when challenging us to understand the past, the priorities of the time, and the men to whom the writings were addressed.