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object:Trivium
subject class:Education
wiki:https://en.wikipedia.org/wiki/Trivium

The trivium is the lower division of the seven liberal arts and comprises grammar, logic, and rhetoric.[1]

The trivium is implicit in De nuptiis Philologiae et Mercurii ("On the Marriage of Philology and Mercury") by Martianus Capella, but the term was not used until the Carolingian Renaissance, when it was coined in imitation of the earlier quadrivium.[2] Grammar, logic, and rhetoric were essential to a classical education, as explained in Plato's dialogues. The three subjects together were denoted by the word trivium during the Middle Ages, but the tradition of first learning those three subjects was established in ancient Greece. Contemporary iterations have taken various forms, including those found in certain British and American universities (some being part of the Classical education movement) and at the independent Oundle School in the United Kingdom.[3]


--- Etymology
  Etymologically, the Latin word trivium means "the place where three roads meet" (tri + via); hence, the subjects of the trivium are the foundation for the quadrivium, the upper division of the medieval education in the liberal arts, which comprised arithmetic (numbers as abstract concepts), geometry (numbers in space), music (numbers in time), and astronomy (numbers in space and time). Educationally, the trivium and the quadrivium imparted to the student the seven liberal arts of classical antiquity.[1]



--- Description
  Grammar ::: teaches the mechanics of language to the student. This is the step where the student "comes to terms," defining the objects and information perceived by the five senses. Hence, the Law of Identity: a tree is a tree, and not a cat.

  Logic ::: (also dialectic) is the "mechanics" of thought and of analysis, the process of identifying fallacious arguments and statements and so systematically removing contradictions, thereby producing factual knowledge that can be trusted.

  Rhetoric ::: is the application of language in order to instruct and to persuade the listener and the reader. It is the knowledge (grammar) now understood (logic) and being transmitted outwards as wisdom (rhetoric).

  Sister Miriam Joseph, in The Trivium: The Liberal Arts of Logic, Grammar, and Rhetoric (2002), described the trivium as follows:

    Grammar is the art of inventing symbols and combining them to express thought; logic is the art of thinking; and rhetoric is the art of communicating thought from one mind to another, the adaptation of language to circumstance.

    . . .

    Grammar is concerned with the thing as-it-is-symbolized. Logic is concerned with the thing as-it-is-known. Rhetoric is concerned with the thing as-it-is-communicated.[4]

  John Ayto wrote in the Dictionary of Word Origins (1990) that study of the trivium (grammar, logic, and rhetoric) was requisite preparation for study of the quadrivium (arithmetic, geometry, music, and astronomy). For the medieval student, the trivium was the curricular beginning of the acquisition of the seven liberal arts; as such, it was the principal undergraduate course of study. The word trivial arose from the contrast between the simpler trivium and the more difficult quadrivium.[5]



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Trivium

DEFINITIONS


TERMS STARTING WITH

Trivium: (Lat. tres, and viae, three ways) The first three disciplines in the mediaeval, educational system of seven liberal arts. The trivium includes grammar, rhetoric and dialectic See Quadrivium. -- V.J.B.

trivium ::: n. --> The three " liberal" arts, grammar, logic, and rhetoric; -- being a triple way, as it were, to eloquence.
The three anterior ambulacra of echinoderms, collectively.



TERMS ANYWHERE

Abailard, Peter: (1079-1142) Was born at Pallet in France; distinguished himself as a brilliant student of the trivium and quadrivium; studied logic with Roscelin and Wm. of Champeaux. He taught philosophy, with much emphasis on dialectic, at Melun, Corbeil, and the schools of St. Genevieve and Notre Dame in Paris. He was lecturing on theology in Paris c. 1113 when he was involved in the romantic and unfortunate interlude with Heloise. First condemned for heresy in 1121, he became Abbot of St. Gildas in 1125, and after returning to teach theology in Paris, his religious views were censured by the Council of Sens (1141). He died at Cluny after making his peace with God and his Church. Tactless, but very intelligent, Abailard set the course of mediaeval philosophy for two centuries with his interest in the problem of universals. He appears to have adopted a nominalistic solution, rather than the semi-realistic position attributed to him by the older historians. Chief works: Sic et Non (c. 1122), Theologia Christiana (c. 1124), Scito Teipsum (1125-1138) and several Logical Glosses (ed. B. Geyer, Abaelard's Philos. Schrift. BGPM, XXI, 1-3).

bivium ::: n. --> One side of an echinoderm, including a pair of ambulacra, in distinction from the opposite side (trivium), which includes three ambulacra.

Trivium: (Lat. tres, and viae, three ways) The first three disciplines in the mediaeval, educational system of seven liberal arts. The trivium includes grammar, rhetoric and dialectic See Quadrivium. -- V.J.B.

Hence in its widest sense Scholasticism embraces all the intellectual activities, artistic, philosophical and theological, carried on in the medieval schools. Any attempt to define its narrower meaning in the field of philosophy raises serious difficulties, for in this case, though the term's comprehension is lessened, it still has to cover many centuries of many-faced thought. However, it is still possible to list several characteristics sufficient to differentiate Scholastic from non-Scholastic philosophy. While ancient philosophy was the philosophy of a people and modern thought that of individuals, Scholasticism was the philosophy of a Christian society which transcended the characteristics of individuals, nations and peoples. It was the corporate product of social thought, and as such its reasoning respected authority in the forms of tradition and revealed religion. Tradition consisted primarily in the systems of Plato and Aristotle as sifted, adapted and absorbed through many centuries. It was natural that religion, which played a paramount role in the culture of the middle ages, should bring influence to bear on the medieval, rational view of life. Revelation was held to be at once a norm and an aid to reason. Since the philosophers of the period were primarily scientific theologians, their rational interests were dominated by religious preoccupations. Hence, while in general they preserved the formal distinctions between reason and faith, and maintained the relatively autonomous character of philosophy, the choice of problems and the resources of science were controlled by theology. The most constant characteristic of Scholasticism was its method. This was formed naturally by a series of historical circumstances,   The need of a medium of communication, of a consistent body of technical language tooled to convey the recently revealed meanings of religion, God, man and the material universe led the early Christian thinkers to adopt the means most viable, most widely extant, and nearest at hand, viz. Greek scientific terminology. This, at first purely utilitarian, employment of Greek thought soon developed under Justin, Clement of Alexandria, Origin, and St. Augustine into the "Egyptian-spoils" theory; Greek thought and secular learning were held to be propaedeutic to Christianity on the principle: "Whatever things were rightly said among all men are the property of us Christians." (Justin, Second Apology, ch. XIII). Thus was established the first characteristic of the Scholastic method: philosophy is directly and immediately subordinate to theology.   Because of this subordinate position of philosophy and because of the sacred, exclusive and total nature of revealed wisdom, the interest of early Christian thinkers was focused much more on the form of Greek thought than on its content and, it might be added, much less of this content was absorbed by early Christian thought than is generally supposed. As practical consequences of this specialized interest there followed two important factors in the formation of Scholastic philosophy:     Greek logic en bloc was taken over by Christians;     from the beginning of the Christian era to the end of the XII century, no provision was made in Catholic centers of learning for the formal teaching of philosophy. There was a faculty to teach logic as part of the trivium and a faculty of theology.   For these two reasons, what philosophy there was during this long period of twelve centuries, was dominated first, as has been seen, by theology and, second, by logic. In this latter point is found rooted the second characteristic of the Scholastic method: its preoccupation with logic, deduction, system, and its literary form of syllogistic argumentation.   The third characteristic of the Scholastic method follows directly from the previous elements already indicated. It adds, however, a property of its own gained from the fact that philosophy during the medieval period became an important instrument of pedogogy. It existed in and for the schools. This new element coupled with the domination of logic, the tradition-mindedness and social-consciousness of the medieval Christians, produced opposition of authorities for or against a given problem and, finally, disputation, where a given doctrine is syllogistically defended against the adversaries' objections. This third element of the Scholastic method is its most original characteristic and accounts more than any other single factor for the forms of the works left us from this period. These are to be found as commentaries on single or collected texts; summae, where the method is dialectical or disputational in character.   The main sources of Greek thought are relatively few in number: all that was known of Plato was the Timaeus in the translation and commentary of Chalcidius. Augustine, the pseudo-Areopagite, and the Liber de Causis were the principal fonts of Neoplatonic literature. Parts of Aristotle's logical works (Categoriae and de Interpre.) and the Isagoge of Porphyry were known through the translations of Boethius. Not until 1128 did the Scholastics come to know the rest of Aristotle's logical works. The golden age of Scholasticism was heralded in the late XIIth century by the translations of the rest of his works (Physics, Ethics, Metaphysics, De Anima, etc.) from the Arabic by Gerard of Cremona, John of Spain, Gundisalvi, Michael Scot, and Hermann the German, from the Greek by Robert Grosseteste, William of Moerbeke, and Henry of Brabant. At the same time the Judae-Arabian speculation of Alkindi, Alfarabi, Avencebrol, Avicenna, Averroes, and Maimonides together with the Neoplatonic works of Proclus were made available in translation. At this same period the Scholastic attention to logic was turned to metaphysics, even psychological and ethical problems and the long-discussed question of the universals were approached from this new angle. Philosophy at last achieved a certain degree of autonomy and slowly forced the recently founded universities to accord it a separate faculty.

Quadrivium (Latin) [from quattuor four + via path] A place where four roads meet and cross; used by Boethius and medieval scholars to denote the higher division of the seven liberal arts: arithmetic, geometry, music, and astronomy; the lower division, or trivium, consists of grammar, logic, and rhetoric.

quadrivium ::: n. --> The four "liberal arts," arithmetic, music, geometry, and astronomy; -- so called by the schoolmen. See Trivium.

See Trivium for the other three of the seven liberal arts, first proposed for education by Plato, Republic, III.

trivial ::: a. --> Found anywhere; common.
Ordinary; commonplace; trifling; vulgar.
Of little worth or importance; inconsiderable; trifling; petty; paltry; as, a trivial subject or affair.
Of or pertaining to the trivium. ::: n.


trivium ::: n. --> The three " liberal" arts, grammar, logic, and rhetoric; -- being a triple way, as it were, to eloquence.
The three anterior ambulacra of echinoderms, collectively.




QUOTES [1 / 1 - 11 / 11]


KEYS (10k)

   1 Hugh of Saint Victor

NEW FULL DB (2.4M)

   4 Norton Juster

1:Out of all the sciences... the ancients, in their studies, especially selected seven to be mastered by those who were to be educated. These seven they considered so to excel all the rest in usefulness that anyone who had been thoroughly schooled in them might afterward come to knowledge of the others by his own inquiry and effort rather than by listening to a teacher. For these, one might say, constitute the best instruments, the best rudiments, by which the way is prepared for the mind's complete knowledge of philosophic truth. Therefore they are called by the name trivium and quadrivium, because by them, as by certain ways (viae), a quick mind enters into the secret places of wisdom. ~ Hugh of Saint Victor, Didascalicon,

*** WISDOM TROVE ***

*** NEWFULLDB 2.4M ***

1:trivium (grammar, rhetoric, and logic) ~ Anonymous,
2:The whole of the Trivium was, in fact, intended to teach the pupil the proper use of the tools of learning. ~ Dorothy L Sayers,
3:I am the Terrible Trivium, demon of petty tasks and worthless jobs, ogre of wasted effort, and monster of habit. ~ Norton Juster,
4:I am the Terrible Trivium, demon of petty tasks and worthless jobs, ogre of wasted effort, and monster of habit.” The ~ Norton Juster,
5:How I fevered to study the seven liberal arts: the trivium of grammar, logic, and rhetoric, and the quadrivium of arithmetic, geometry, astronomy, and music. ~ Mary Sharratt,
6:The lectures began early in the morning, finished at dusk, in the cold, comfortless, straw-strewn rooms. The stuff of the lectures, the Quadrivium and the Trivium, seems ~ C P Snow,
7:In other words, to see if through these cultural phenomena a new Middle Ages is to take shape, a time of secular mystics, more inclined to monastic withdrawal than to civic participation. We should see how much, as antidote or as antistrophe, the old techniques of reason may apply, the arts of the Trivium, logic, dialectic, rhetoric. As we suspect that anyone who goes on stubbornly practicing them will be accused of impiety. ~ Umberto Eco,
8:The initial small step is simple: Rather than making a sweeping determination to tackle the Great Books (all of them), decide to begin on one of the reading lists in Part II. As you read each book, you’ll follow the pattern of the trivium. First you’ll try to understand the book’s basic structure and argument; next, you’ll evaluate the book’s assertions; finally, you’ll form an opinion about the book’s ideas. You’ll have to exercise these three skills of reading—understanding, analysis, and evaluation—differently for each kind of book. ~ Susan Wise Bauer,
9:Out of all the sciences... the ancients, in their studies, especially selected seven to be mastered by those who were to be educated. These seven they considered so to excel all the rest in usefulness that anyone who had been thoroughly schooled in them might afterward come to knowledge of the others by his own inquiry and effort rather than by listening to a teacher. For these, one might say, constitute the best instruments, the best rudiments, by which the way is prepared for the mind's complete knowledge of philosophic truth. Therefore they are called by the name trivium and quadrivium, because by them, as by certain ways (viae), a quick mind enters into the secret places of wisdom. ~ Hugh of Saint Victor, Didascalicon,
10:I am the Terrible Trivium, demon of petty tasks and worthless jobs, ogre of wasted effort, and monster of habit."
The Humbug dropped his needle and stared in disbelief while Milo and Tock began to back away slowly.
"Don't try to leave," he ordered, with a menacing sweep of his arm, "for there's so very much to do, and you still have over eight hundred years to go on the first job."
"But why do only unimportant things?" asked Milo, who suddenly remembered how much time he spent each day doing them.
"Think of all the trouble it saves," the man explained, and his face looked as if he'd be grinning an evil grin - if he could grin at all. "If you only do the easy and useless jobs, you'll never have to worry about the important ones which are so difficult. You just won't have the time. For there's always something to do to keep you from what you really should be doing, and if it weren't for that dreadful magic staff, you'd never know how much time you were wasting. ~ Norton Juster,
11:The Humbug whistled gaily at his work, for he was never as happy as when he had a job which required no thinking at all. After what seemed like days, he had dug a hole scarcely large enough for his thumb. Tock shuffled steadily back and forth with the dropper in his teeth, but the full well was still almost as full as when he began, and Milo's new pile of sand was hardly a pile at all.

"How very strange," said Milo, without stopping for a moment. "I've been working steadily all this time, and I don't feel the slightest bit tired or hungry. I could go right on the same way forever."

"Perhaps you will," the man agreed with a yawn (at least it sounded like a yawn).

"Well, I wish I knew how long it was going to take," Milo whispered as the dog went by again.

"Why not use your magic staff and find out?" replied Tock as clearly as anyone could with an eye dropper in his mouth. Milo took the shiny pencil from his pocket and quickly calculated that, at the rate they were working, it would take each of them eight hundred and thirty-seven years to finish.

"Pardon me," he said, tugging at the man's sleeve and holding the sheet of figures up for him to see, "but it's going to take eight hundred and thirty-seven years to do these jobs."

"Is that so?" replied the man, without even turning around. "Well, you'd better get on with it then."

"But it hardly seems worth while," said Milo softly.

"WORTH WHILE!" the man roared indignantly.

"All I meant was that perhaps it isn't too important," Milo repeated, trying not to be impolite.

"Of course it's not important," he snarled angrily. "I wouldn't have asked you to do it if I thought it was important." And now, as he turned to face them, he didn't seem quite so pleasant.

"Then why bother?" asked Tock, whose alarm suddenly began to ring.

"Because, my young friends," he muttered sourly, "what could be more important than doing unimportant things? If you stop to do enough of them, you'll never get to where you're going." He punctuated his last remark with a villainous laugh.

"Then you must -----" gasped Milo.

"Quite correct!" he shrieked triumphantly. "I am the Terrible Trivium, demon of petty tasks and worthless jobs, ogre of wasted effort, and monster of habit. ~ Norton Juster,

IN CHAPTERS [0/0]









WORDNET



--- Overview of noun trivium

The noun trivium has 1 sense (no senses from tagged texts)
                  
1. trivium ::: ((Middle Ages) an introductory curriculum at a medieval university involving grammar and logic and rhetoric; considered to be a triple way to eloquence)


--- Synonyms/Hypernyms (Ordered by Estimated Frequency) of noun trivium

1 sense of trivium                          

Sense 1
trivium
   => humanistic discipline, humanities, liberal arts, arts
     => discipline, subject, subject area, subject field, field, field of study, study, bailiwick
       => knowledge domain, knowledge base, domain
         => content, cognitive content, mental object
           => cognition, knowledge, noesis
             => psychological feature
               => abstraction, abstract entity
                 => entity


--- Hyponyms of noun trivium
                                    


--- Synonyms/Hypernyms (Ordered by Estimated Frequency) of noun trivium

1 sense of trivium                          

Sense 1
trivium
   => humanistic discipline, humanities, liberal arts, arts




--- Coordinate Terms (sisters) of noun trivium

1 sense of trivium                          

Sense 1
trivium
  -> humanistic discipline, humanities, liberal arts, arts
   => neoclassicism
   => classicism, classicalism
   => Romanticism, Romantic Movement
   => English
   => history
   => art history
   => chronology
   => fine arts, beaux arts
   => performing arts
   => Occidentalism
   => Orientalism, Oriental Studies
   => philosophy
   => literary study
   => library science
   => linguistics, philology
   => musicology
   => Sinology
   => stemmatology, stemmatics
   => trivium
   => quadrivium




--- Grep of noun trivium
trivium



IN WEBGEN [10000/15]

Wikipedia - Like Light to the Flies -- 2005 single by Trivium
Wikipedia - The Heart from Your Hate -- 2017 song by Trivium
Wikipedia - Trivium (cipher)
Wikipedia - Trivium (education)
Wikipedia - Trivium
Wikipedia - trivium
https://www.goodreads.com/book/show/28260478-trivium
https://www.goodreads.com/book/show/444817.The_Trivium
Occultopedia - trivium
https://tvtropes.org/pmwiki/pmwiki.php/Music/Trivium
https://guildopedia.fandom.com/wiki/Trivium
Shogun (Trivium album)
Trivium
Trivium (band)
Trivium (cipher)



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