By T. Brian Mooney, Mark Nowacki (auth.), Thomas Brian Mooney, Mark Nowacki (eds.)
A confluence of scholarly curiosity has led to a revival of Thomistic scholarship internationally. a number of parts within the research of St. Thomas Aquinas, despite the fact that, stay under-explored. This quantity contributes to 2 of those overlooked parts. First, the amount evaluates the modern relevance of St. Thomas's perspectives for the philosophy and perform of schooling. the second one region explored comprises the intersections of the Angelic Doctor’s idea and the various cultures and highbrow traditions of the East. participants to this part research the reception, inventive appropriation, and diverse issues of convergence among St. Thomas and the East.
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Extra info for Aquinas, Education and the East
DV II, Q. 11, Art. 1, #2, 84. In asserting this, Aquinas draws on the discussion in Augustine’s De Magistro of whether words are signs. Signs do play a part in aiding us to learn, but not just by themselves. See Augustine (1995), 97–103. Some progressivists might argue against this, but we shall not pursue the point here. Here we should distinguish between constructivism as learning theory which emphasises the importance of individual differences in teaching children and constructivism which argues that each individual uniquely constructs his own knowledge.
Nowacki 3 Virtues and Connatural Knowledge Given the metaphysical story just presented, we can begin to spell out which teleological orderings are naturally necessary for human beings to flourish. In brief, it is naturally necessary for human flourishing that we develop habits conducive to such flourishing. 12 After discussing virtues, we will probe more deeply into their formation, and in particular we will look into the educationally significant notion of connatural knowledge (that is, affective knowledge or knowledge by inclination).
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