 Disputation arises out of and is an academic formalization of the philosophical dialogue (Novikoff 2012) and comes into the classroom as an outgrowth of the lectio, the careful reading and commentary on authoritative texts (Kenny and Pinborg 1982, 20–25). This type of reading involved the consultation of authoritative sources on those texts. From the differences among sources came the need to resolve such differences, a process eventually formalized into the posing of a question. A question is tied to a specific textual problem or conflict, but has, like the disputation, arguments on opposing sides and the response or resolution and replies to opposite objections by the master. The disputation is centered around a systematic rather than a textual question, and the supporting and opposing arguments are supplied by students.