The Reformers concentrated on theol

The Reformers concentrated on theology, and their immediate legacy philosophically is limited. With his view of sin, Luther railed against not just Scholasticism but also the unaided view of reason that dominated philosophy. Notoriously, he declared that philosophy is a whore; she will sleep with whoever pays the highest price. Calvin was more moderate in his critique of philosophy, and in practice Lutherans and Calvinists made use of Aristotle in the educational programs they set up, as well as in their own scholarship. It is thus important to distinguish between the Reformers’ rhetoric and practice when it comes to philosophy. Like many of the Renaissance thinkers, the Reformers reacted strongly against medieval Scholasticism and thus against Aristotle. Luther and Calvin argued against the use of philosophical concepts in theology and ruled out any explicit use of models such as the Christian Aristotelian worldview. They were wary of metaphysical discussions of the divine essence and attributes but did
not deny the truth of the traditional attributes of God of simplicity, infinity, eternity, omnipresence, omniscience, and so on. Some scholarship discerns a firm break between the Reformers and the Reformed orthodoxy that followed them, not least with respect to philosophy. With other scholars, Richard Muller has demonstrated that this is not as pronounced as is sometimes stated, particularly once one attends to the universities and academies of the sixteenth and seventeenth centuries. In a reform between 1520 and 1523 in the Lutheran world, courses on Aristotle’s Physics, Metaphysics, and Ethics were discontinued, but courses on his Logic, Rhetoric, and Poetics were retained.[189] The tools of logic and rhetoric were seen as necessary for the teaching of theology and preaching. The Praeceptor Germaniae (Teacher of Germany), as Philipp Melanchthon was called, published a commentary on Aristotle’s Ethics in 1529 and soon thereafter introduced the study of physics and natural theology into the curriculum. As Windelband notes,

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Reformis berkonsentrasi pada teologi, dan warisan langsung mereka filosofis terbatas. Dengan pandangannya tentang dosa, Luther mencerca terhadap tidak hanya SKOLASTIK tetapi juga pandangan tanpa bantuan dari alasan yang mendominasi filsafat. Terkenal, ia menyatakan bahwa filsafat adalah pelacur; dia akan tidur dengan siapa pun membayar harga tertinggi. Calvin lebih moderat dalam kritiknya filsafat, dan dalam praktek Lutheran dan Calvinis memanfaatkan Aristoteles dalam program pendidikan mereka mendirikan, serta beasiswa mereka sendiri. Dengan demikian penting untuk membedakan antara retorika dan praktek Reformis 'ketika datang ke filsafat. Seperti banyak pemikir Renaissance, para reformator bereaksi keras terhadap SKOLASTIK abad pertengahan dan dengan demikian terhadap Aristoteles. Luther dan Calvin menentang penggunaan konsep filosofis dalam teologi dan mengesampingkan penggunaan eksplisit setiap model seperti pandangan dunia Aristotelian Kristen. Mereka mewaspadai diskusi metafisik dari esensi ilahi dan atribut tetapi
tidak menyangkal kebenaran atribut tradisional Allah kesederhanaan, infinity, keabadian, mahahadir, kemahatahuan, dan sebagainya. Beberapa beasiswa discerns istirahat tegas antara para reformator dan ortodoksi Reformed yang mengikuti mereka, paling tidak terhadap filsafat. Dengan ulama lainnya, Richard Muller telah menunjukkan bahwa ini tidak diucapkan sebagai kadang-kadang menyatakan, terutama sekali satu menghadiri ke universitas dan akademi dari abad XVI dan XVII. Dalam reformasi antara 1520 dan 1523 di dunia Lutheran, kursus Aristoteles Fisika, Metafisika, dan Etika dihentikan, tetapi program pada Logika nya, Retorika, dan Poetics dipertahankan. [189] The alat logika dan retorika yang dipandang perlu untuk mengajar teologi dan berkhotbah. The Praeceptor Germaniae (Guru dari Jerman), sebagai Philipp Melanchthon disebut, menerbitkan sebuah komentar tentang Etika Aristoteles pada tahun 1529 dan segera setelah itu diperkenalkan studi fisika dan teologi alam ke dalam kurikulum. Sebagai catatan Windelband,