This article delves into the use of diagrams during the early modern period, with a particular emphasis on treatises on logic and physics by scholastic philosophers. By integrating geometric figures, text, numbers, and graphic symbols, diagrams served didactic purposes, such as visualizing knowledge and aiding in comprehension and memorization. The article aims to demonstrate that, at the turn of the sixteenth and seventeenth centuries, the use of diagrams in philosophical texts not only represented the ultimate rationalization of scholastic knowledge but also served as an effective means of popularizing philosophy.