52 pages • 1 hour read
A modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more.
Content Warning: This section includes descriptions of racist attitudes and biases put forth by the author.
The Discarded Image is based on a series of lectures that C. S. Lewis gave while teaching at Oxford. Lewis collected his lectures into book format to provide an introductory framework to anyone wishing to learn about medieval literature. The field of medieval literature is often difficult to understand because the medieval conception of the world was so different from the modern one. Lewis hopes that this series of essays will provide a guide that will deepen students’ understanding and give them context when they begin to tackle literature from the Medieval Era.
Lewis opens The Discarded Image by explaining where prevalent ideas found in medieval literature come from. He differentiates medieval beliefs from the beliefs of cultures he describes as “savage,” arguing that “[s]avage beliefs are thought to be the spontaneous response of a human group to its environment, a response made principally by the imagination” (10). He contends that medieval beliefs were different, and that while they often at a glance appear to be like “savage” ones, these beliefs were in fact building on earlier ideas that were originally developed by writers in ancient Greece and ancient Rome. He gives several examples of medieval literary works that trace ideas back to the Classical period. When Guillaume Deguileville’s Pèlerinage de l’Homme orders the universe into two separate realms (above and below the orbit of the moon), this reflects an idea originally proposed by Aristotle.
Lewis contends that unlike “savage communities” whose knowledge comes “from participation in the immemorial pattern of behaviour, and in part by word of mouth, from the old men of the tribe” (13), medieval knowledge came primarily from books. Knowledge was generally accepted so long as it came from virtually any written source. Medieval literature took influence from Germanic and Celtic influences, but Latin sources had the biggest impact by far.
Lewis believes that medieval people held a particular affinity for order and systems and that this affinity came from the influence of writers like Aristotle. A prime example of this love of ordering can be found in the Medieval Model of the universe. The Model combines the two great medieval loves: books and systems. From the books of the classical period, medieval writers obtained a variety of ideas about how the universe was ordered. From their love of ordering and systems, they were able to take these often contradictory ideas and harmonize them so that they all fit into “a great, and finely ordered, multiplicity” (17) that helped them to better understand the cosmos. In this way, medieval writers were able to combine Platonic, Aristotelian, Stoic, pre-Christian, and Christian ideas into their model of the universe, ultimately creating a rigid but beautiful hierarchy. Lewis views the Medieval Model as a great work of art that should be central to any student’s understanding of medieval literature.
The medieval period in literature extends further than the historical medieval period because it survived for as long as people subscribed to the same model, or “backcloth,” to underpin their writing. Therefore, Lewis includes writers like Donne and Milton in the broader canon of medieval literature. The model of the universe that medieval people used to understand the world was provisional and ultimately replaceable. The people of every age have reevaluated and changed older conceptions of the universe as new evidence arose and their needs and preferences changed. Lewis emphasizes that this pattern is also true of modern scientific theory and accounts for advancements made in the sciences over the course of history. The model is not necessarily a snapshot of the exact beliefs of the medieval period; instead, it is a tool that people used partly to understand the universe and partly to create great literature.
People did, by and large, believe that the Medieval Model was true, but Lewis asserts that truth is not the most important element of any model. What matters is not whether a geocentric universe is real, but whether and how it informs people’s ability to create art, to understand one another, to practice their religion, and to make use of conventional metaphors. The Model was actually more significant for poets and writers than for scientists, philosophers, or laypeople of the age. It provided a common language and an established canon on which writers could hang their works. It also allowed them to defer to the authority of the classical writers who originally developed elements of the model, thus elevating their work. Lewis is careful to note that not all medieval writers used this model of the universe. Those writing explicitly religious texts tended to ignore much of it in favor of a more serious, didactic approach, with the notable exception of Dante, the author of The Divine Comedy. Religious writers were particularly keen to steer clear of non-Christian (or what Lewis calls “Pagan”) influences in the Model.
Lewis concedes that there is “no doubt a level below the influence of the Model” (22). Many people would have debated or disagreed with aspects of the Model, and others would have been entirely ignorant or uninterested in any elements of it that did not pertain to their own lives. Laypeople especially might have been unaware that the Earth was round, for example, simply because “they did not think about it at all” (22), not because the Model described the world as flat. In the Model, the Earth was a sphere.
C. S. Lewis argues that medieval writers were influenced by Greek and Roman sources, which led to a great deal of Classical Influence in the Medieval Model. However, in the first chapter, Lewis advances a problematic assertion when he hastens to say that because medieval Europeans took a great many ideas from ancient Greek and Latin texts, they were fundamentally different from and superior to other groups of people in the world. He uses the racist idea of the “savage” to describe certain groups of people as being less sophisticated, intelligent, and capable than others. Ever since the Medieval Era (and with increasing enthusiasm in the Neoclassical period when the British Empire was attempting to reify its power), western Europeans have upheld the idea that western Europe inherited the civilized and intellectually superior cultures of the ancient Greeks and Romans. The people of Britain were conquered and then enfolded into the Roman Empire, but Lewis claims that they assimilated into the dominant culture with grace and ease. He contrasts this supposedly superior assimilation with his own racist assumptions about colonized people in the modern day.
Lewis’s assumptions about civilized cultures and classical inheritance skews his entire analysis in The Discarded Image, though never more vitriolically than in the first chapter. By positioning western Europeans (and particularly British people) as the rightful heirs to ancient Greek and Roman culture and power, Lewis is affirming racist and white supremacist notions that had long been used to prop up British imperialism and to justify colonialism around the world. To add to this notion, Lewis assumes that adopting cultural ideas from books (as medieval people did) is an inherently superior technique to passing on the Indigenous beliefs of one’s own culture. He, like many scholars of his time, believes that ancient Greek and Roman cultures were in many ways the pinnacle of human intellectual advancement.
Medieval people broadly agreed with Lewis on this score, as evidenced by their concerted efforts to harmonize many disparate classical schools of thought in order to create their model of the universe. They also focused heavily on The Prevalence of Hierarchy and Order when examining classical sources, and as Lewis notes, Aristotle’s writing was especially informative. Aristotle split the universe into the realm above the orbit of the moon (translunary) and the realm below the orbit of the moon (sublunary). The translunary realm was perfect and unchanging, while the sublunary realm was messy and imperfect, full of death and dirt. This idea dovetailed quite well with Christian notions of humanity’s Fall, which is part of why it was so popular among medieval people.
Although Lewis evinces racist and highly problematic attitudes and mischaracterizes cultures that he arbitrarily deems to be inferior, he demonstrates a bit more discernment when he emphasizes that The Medieval Relationship to Literature was very different from the modern one. He frames medieval people as being relatively credulous by today’s standards, willing to accept almost anything as true if it came from a book. He observes that this reverence for the written word sometimes resulted in major misunderstandings of the way the world worked being passed around as truth, or at least as acceptable. However, just because people repeated ideas in their literature does not mean that those ideas were necessarily considered hard scientific fact. Lewis tempers his argument by explaining that it was poets and writers, not scientists, who made use of the Model most extensively. In this way, Lewis endeavors to contextualize the erroneous notions that medieval people often held, for he asserts that despite these misconceptions, medieval people were not unintelligent. Instead, they simply embraced an understanding of the world that now seems dramatically different or even nonsensical to modern readers who do not have the full context to understand this earlier period in history. Ultimately, Lewis endeavors to present a sensitive and highly nuanced explanation of the underlying beliefs that informed the medieval world.
Plus, gain access to 8,800+ more expert-written Study Guides.
Including features:
By C. S. Lewis
Appearance Versus Reality
View Collection
Art
View Collection
Books About Art
View Collection
Books & Literature
View Collection
Colonialism & Postcolonialism
View Collection
Earth Day
View Collection
Medieval Literature / Middle Ages
View Collection
Philosophy, Logic, & Ethics
View Collection
Religion & Spirituality
View Collection