~ to History, Philosophy, and Power
Introduction
Some books don’t just tell a story; they pull you into a world you realize you barely understand. That curiosity, almost uncomfortable at first, is what makes reading come alive. For me, The Name of the Rose by Umberto Eco was exactly that kind of book.
On first reading, I could feel the weight of its research and the depth of its themes. It was clear that this was not a novel you simply “read”. And, it was one you had to study. My background in world history, both in high school and university, felt distant, and my familiarity with medieval Europe and the Bible was limited at best. I remembered fragments, but not enough to fully engage with the ideas the book was presenting.
The medieval period is often labeled a “dark age,” marked by war, disease, and instability. Yet it is also a foundational era for Western Europe. That contrast alone made me pause. Add to that my lack of recent engagement with the Bible, and I realized I needed a structured approach just to understand what Eco was building.
So instead of passively reading, I decided to investigate.
This page documents that process.
What began as a reading experience turned into a study project, an attempt to rebuild the historical, philosophical, and theological context necessary to truly understand the novel. Below is the list of questions and topics that emerged during my first reading, followed by the curriculum I designed to explore them.
What I Needed to Investigate
- The conflict between Pope John XXII and the Franciscan Order over Apostolic Poverty
- The recurring references to a poem or narrative tied to the murders
- Daily life in a medieval monastery
- Food, lifestyle, and material conditions within the abbey
- The structure of medieval universities and learning methods
- Church hierarchy vs. monastic hierarchy
- How books were made (parchment, vellum, early paper)
- Who became monks, and why
- The role of scholars, libraries, and restricted knowledge
- Why were certain books forbidden?
- Biblical references, especially related to confession and revelation
- The philosophical and theological foundations (Aquinas, Augustine, Aristotle, and others)
- The broader tension between knowledge, power, and control, and whether it connects to modern society
Why This Page Exists
I started this with almost no research base. Instead of seeing that as a limitation, I decided to treat it as a starting point.
This blog is not just about conclusions; it’s about the process of understanding.
The curriculum that follows is my attempt to build that understanding step by step. Over time, I will link each section to deeper research, notes, and reflections as I continue exploring this book.
This is how I approach any books that I want to know more about. If you’ve ever felt lost while reading something complex, you’re in the right place.
Study Roadmap: From Medieval Foundations to Modern Insight
This is the structure I’m following to better understand The Name of the Rose. Each phase builds on the previous one, moving from historical context to philosophical meaning and, finally, to modern relevance. I may adjust as I go, as I am starting with limited knowledge.
Phase 1: Build the Historical Spine
1. The Core Conflict: Apostolic Poverty
Focus: The dispute between the Church and the Franciscans
- Pope John XXII vs. the Franciscan Order
- Key questions:
- Did Christ own property?
- Why would this idea threaten Church authority?
2. Life Inside a Medieval Monastery (Will be posted on Jun 3, 2026)
Focus: Daily reality behind the walls
- Structure: prayer, labor, study
- Roles: abbot, librarian, novice, herbalist
- Food culture: fasting, simplicity, seasonal diet
3. Church vs. Monastic Hierarchy
Focus: Power structures at two levels
- Church (macro): Pope → Cardinal → Archbishop → Bishop
- Monastery (micro): Abbot → Prior → Librarian → Monks → Novices
Phase 2: The World of Knowledge (Eco’s Core Theme)
4. How Books Were Made
Focus: Why books mattered so much
- Materials: parchment, vellum
- Limited use of early paper in Europe
- Books are rare, expensive, and almost sacred objects
- “Uncut pages” = knowledge that exists but is never accessed
5. Why Books Were Forbidden
Focus: Control over knowledge
- Risks: heresy, misinterpretation, loss of authority
- Idea: knowledge is power (hello, Michel Foucault 👀)
- Logic: control truth → control people
6. The “Poisoned Book” Pattern
Focus: Narrative structure behind the murders
- Deaths follow symbolic/apocalyptic logic
- Connected to the Book of Revelation
- Clues through signs, sequences, and hidden meanings
Phase 3: Intellectual Foundations
7. The Bible (Targeted Reading Only)
Focus: Read strategically, not completely
- Genesis → knowledge and creation
- Ecclesiastes → meaning and vanity
- Revelation → apocalyptic structure
8. Core Thinkers to Revisit
Focus: The philosophical backbone
- Thomas Aquinas → faith + reason
- Augustine of Hippo → inner conflict, sin
- Averroes → Aristotle through reason
- Avicenna → logic and metaphysics
- Aristotle → the foundation (and sometimes forbidden)
Phase 4: Social & Educational Systems
9. Who Became Monks?
Focus: Not as simple as “the devout.”
- Noble sons without inheritance
- Educated elites
- Some commoners
- (Your insight on Augustine fits here, definitely expand it)
10. Medieval Scholarship & Universities
Focus: How knowledge was actually learned
- Early centers: Paris, Bologna
- Method: disputation (structured debate)
- Libraries: restricted access, chained books
Phase 5: Synthesis (Where It All Comes Together)
11. The Core Theme: Knowledge – Power – Control
Goal: Build your central argument
- Apostolic poverty → threatens institutional power
- Books → control access to knowledge
- Monastery → controlled intellectual environment
- Murder → enforcement of control
Phase 6: Modern Connection (The Endgame)
12. Bridge to Today
Focus: Why this still matters
- Information control (algorithms, censorship)
- Institutional narratives
- Who gets to define “truth”?
Think with:
- Michel Foucault
- Hannah Arendt