

This meant that each side learned new understandings about food, cultural practices and celebrations.Ī third major impact of the crusades was the effect it had on the role of feudalism in the lives of Europeans. Also related to knowledge, the different societies involved in the crusades were exposed to each other’s culture. For example, the Europeans learned new understandings about mathematics from Middle Eastern mathematicians who were by far the most advanced at that time.

As such, when European crusaders came into contact with Middle Eastern peoples they were exposed to new ideas and inventions which eventually made their way back into European society. Due to its geographical location, the major Middle Eastern civilizations were at the crossroads of the Silk Road and therefore benefitted greatly from having access to both European and Asian knowledge. At the outbreak of the crusades in the 11th century, the Middle East was a major center of learning and knowledge. The existence of the Silk Road had already caused a massive spread of ideas and knowledge across Eurasia, but the crusades continued and expanded the trend.

Beyond religion, the interaction between different groups of people led to a spread of scientific and philosophical knowledge. Arguably, the clash between these three religions and this area of the world continues still today. This clash of religious ideals caused a sharing of ideas between the different religious groups and helped the principles of each religious faith to spread into new areas. In this conflict, people of all faiths travelled vast distances to fight over the city of Jerusalem, which each faith considered important to its religious heritage. For instance, the crusades caused the religions of Christianity, Judaism and Islam to clash. For example, one of the first major impacts of the crusades was that it increased interaction between different societies and groups of people. The crusades were a major event in the Middle Ages and had a profound impact on the world at the time.
