Conflitto, contrarietà, contaminazione. Per una definizione qualitativa del pensiero scolastico

Abstract Periodizations and historiographical nomenclature are always delicate and complex issues. In the case of the «second Scholasticism» this complexity, if possible, is even greater: the subject has many facets, the time frame under consideration is vast, the authors are numerous. This contribution, without delving into specific currents and authors, aims to provide a definition of the «second Scholasticism» starting from certain transversal features that seem to characterise a large part of the authors and texts that can be traced back to the early modern age scholastic thought.