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A Companion to Hildegard of Bingen

Beverly Mayne Kienzle, Debra L. Stoudt & George Ferzoco, "A Companion to Hildegard of Bingen". BRILL, Leiden - Boston, 2014.

Beverly Mayne Kienzle, Debra L. Stoudt & George Ferzoco, "A Companion to Hildegard of Bingen". BRILL, Leiden - Boston, 2014.

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128 justin a. s<strong>to</strong>ver<br />

with the role <strong>of</strong> reason with respect <strong>to</strong> faith in theological inquiry, devoting<br />

two treatises and two polemical letters <strong>to</strong> the <strong>to</strong>pic.85 For Bernard and<br />

William, the notion <strong>of</strong> the ratio fijidei was crucial <strong>to</strong> safeguard Christian<br />

doctrine against the theological novelties <strong>of</strong> the schools.86 Examining William’s<br />

concept <strong>of</strong> ratio with <strong>Hildegard</strong>’s racionalitas will cast her attitude<br />

<strong>to</strong>wards contemporary theology in sharper relief.<br />

In his De erroribus, William lays out a deep connection between reason,<br />

love, and faith. Mere human reason by itself is insufffijicient and potentially<br />

dangerous, and therefore must be conformed <strong>to</strong> divine love and truth<br />

“through illuminating grace.” Without these, reason conforms God <strong>to</strong><br />

itself.87 In contrast <strong>to</strong> ratio humana, William juxtaposes ratio fijidei, which<br />

has its origin in faith and is bound <strong>to</strong> the service <strong>of</strong> faith:<br />

Ratio fijidei places all human reason after faith; it takes it captive and brings<br />

it in<strong>to</strong> service <strong>of</strong> faith; it does not disregard the boundaries <strong>of</strong> the faith itself,<br />

which our fathers have established; and it does not pass beyond them in<strong>to</strong><br />

something else.88<br />

Reason must respect the boundaries traditionally established for it and<br />

not go beyond them. Faith itself does not establish the boundaries <strong>of</strong> reason;<br />

they are rather set by auc<strong>to</strong>ritas <strong>of</strong> the Fathers. This part <strong>of</strong> the defijinition<br />

places reason fijirmly within the context <strong>of</strong> monastic learning, where<br />

education consisted in the patient working out <strong>of</strong> auc<strong>to</strong>res, interpreting<br />

them according <strong>to</strong> the regula fijidei and the regula caritatis but remaining<br />

in a reverential submission <strong>to</strong> the text:89<br />

Guillaume de Saint-Thierry (†1148),” Rives méditerranéennes [Online] 31 (2008). http://<br />

rives.revues.org/3943 (accessed 25 August 2013).<br />

85 These are published in Guillelmi a Sanc<strong>to</strong> Theodorico Opera Omnia, ed. Paul Verdeyen,<br />

CCCM 89A (Turnhout, 2007). On William’s critique <strong>of</strong> the schools in general, see<br />

the discussion by Stephen C. Ferruolo, The Origins, pp. 71–77. Also <strong>of</strong> interest regarding<br />

William’s views on faith and reason is the recent monograph by Mariano Ruiz Campos,<br />

‘Ego et Pater unum sumus’: el misterio de la Trinidad en Guillermo de Saint-Thierry (Rome,<br />

2007), especially pp. 333–35.<br />

86 See Klaus Riesenhuber, “Der Streit um die ratio in der Frühscholastik,” in Was ist<br />

Philosophie im Mittelalter?, eds. Jan Aertsen and Andreas Speer, Miscellanea Mediaevalia<br />

26 (Berlin, 1998), pp. 460–67.<br />

87 William <strong>of</strong> St Thierry, De erroribus, pp. 57–60: “per illuminantem gratiam format veritas<br />

tua, et amor tuus in ratione hominis, quam conformat sibi, ut in ipso intelligam, quam<br />

nullus sit intellectus omnis humanus, quem de te per se humana ratio format sibi.”<br />

88 Ibid., pp. 68–72: “Ratio autem fijidei est omnem rationem humanam fijidei postponere,<br />

vel in obsequium fijidei captivatam redigere; terminos fijidei ipsius, quos posuerunt patres<br />

nostri, non ignorare, nec in aliquo eos praeterire.”<br />

89 See Leclercq, Love <strong>of</strong> Learning, chapters 5 and 7.

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