Thomas Aquinas: On the Teacher, Disputed Question on Truth. Question 11, Articles 1 and 2 of Questiones Disputatae de Veritate. Ralph McInerny translation. London: Penguin Books, 1998.
Here, Aquinas replies to Augustine’s dialogue, On the Teacher, presenting the topic in the manner he would perfect in the Summa Theologica: raising questions, articulating answers with which he will disagree, then refuting the arguments supporting those answers—the ‘disputation’ form of Scholastic teaching. This genre retains one characteristic of Platonic dialogues, the dialectical clash of opinions, while removing the personal drama. One need not think of a main character and his interlocutors, the ways in which those persons speak to one another, how they shape their speeches mindful of the characters and political standing of those they are speaking with, and those who are listening. One need only follow the argument.
Within the eleventh Disputatio, “On the Teacher,” Aquinas poses four questions: Can a man teach and be called a master or God alone? Can someone be called his own teacher? Can man be taught by an angel? Is teaching an act of the active or the contemplative life? Of these questions, the one on angels is the only one not addressed by Augustine in his dialogue. Why is it here?
Aquinas lists eighteen reasons for denying that a man can teach, for believing that only God can teach. In Matthew 23, Jesus condemns the scribes and Pharisees, who teach one thing and do another, loving “the place of honor at banquets and the best seats in the synagogue, and to have people call them rabbi.” But you, the “crowds and disciples” whom I am teaching, “are not to be called rabbi, for you have one teacher,” the Messiah, “and you are all students.” That is, the issue is humility: “All who exalt themselves will be humbled, and all who humble themselves will be exalted.” Jerome’s marginal note to his Latin translation of his passage in the Bible warns against “attribut[ing] to men divine honor” or “usurp[ing] what is God’s.” Aquinas replies to the objection by clarifying “how this prohibition should be understood.” As Jerome’s gloss goes on to say that we are not to call a man ‘master’ in the sense that he plays “the principal role in teaching.” That “belongs to God.” We must not rely on “the wisdom of men” but rather “in what we hear from a man, consulting the divine truth, which speaks in us through the impress of His likeness.” Aquinas, who is teaching would-be teachers, ignores the majority of Jesus’ listeners, the “crowds,” mentioning only the would-be teachers of Jesus’ day, the disciples. In this sense, he is less ‘democratic’ than Jesus. His main point is sound, however. Obviously, Aquinas himself is a teacher, a teacher teaching the next generation of teachers. He does not deny that human beings can teach, only that they are the truest Teacher. Teachers should keep an eye on themselves, since it is easy to ‘master’ students in knowledge.
The second objection directly addresses one of Augustine’s arguments, distorting it. [1] Man teaches through signs because merely acting in answer to a question leaves too much room for ambiguity. In Augustine’s dialogue, if someone asks me what the sign ‘walking’ means, and I get up and walk, he may think walking is getting up, or moving from one place to another, or some other thing. In the vocabulary of Scholasticism, one does not know from observing an action whether the meaning of the action is to be denoted from the “substance” of it (e.g., the act of walking) or “some accident of it” (e.g., walking fast, making haste). Yet, signs are also inadequate “because knowledge of things is more important than knowledge of signs.” Therefore, “no one can pass on knowledge of things to another and thus he cannot teach him.” God is the only teacher because teaching itself is humanly impossible—miraculous, an act of divine intervention. To this, Augustine replies that the knowledge of signs doesn’t give us knowledge of things; as Augustine argues, I learn nothing if I ask what a word means, and you answer with a synonym. I only learn if I tell you what the word means according to its “principle.” If you ask me what a human being is and I say, ‘Man,’ that is unhelpful, but if I say, ‘an animal capable of reason,’ that gets to the principle of the thing. “The knowledge of principles, not knowledge of signs, causes in us knowledge of conclusions.”
The closely related third objection also originates in Augustine’s dialogue. If I propose a sign to designate something, either you know the thing I’m talking about or you don’t. If I say, ‘human being,’ you will only know what I’m talking about if you already know what I’m talking about, not through the word-sign I have used. “If all a man does in teaching is to propose signs, it seems that one man cannot be taught by another man,” at all. To this, Aquinas offers not a refutation but a distinction. “The things of which we are taught by means of signs we indeed know in one respect but do not know in another.” If I try to teach you something about what man is,” you must indeed “know something of him beforehand”—that he is an animal, for example. In a syllogism, to learn a conclusion “we must previously know what the predicate and subject are.” “All learning comes from previously existing knowledge,” as Aristotle says in his Posterior Analytics.
But what is teaching? It is “nothing other than causing knowledge in another in some way,” as the next objection defines it, and since knowledge is in the intellect, and signs merely strike the senses, they cannot teach. Teachers attempt to teach by the use of signs, and “therefore, a man cannot be taught by a man.” This is congruent with the first objection, which is that only God can teach because only God can communicate with his creature without physical signs but spiritually. No, that isn’t what happens, Aquinas replies. We do indeed receive sensible signs through the “sense power,” initially. But by those physically sensed signs “the intellect receives intelligible intentions, which it uses for bringing about science [knowledge] in itself.” An intelligible intention is rational, free of contradictions; it is one’s reason, “moving discursively from principles to conclusions,” that learns—as argued both in Augustine’s dialogue and Plato’s Meno.
Very well, “if science is caused in one man by another, either the knowledge was in the learner, or it was not.” If it wasn’t in him, it would need to be created out of nothing, as no human being can do. If it was in him, fully, then he has learned nothing; if it was in him potentially, “as a kind of rational seed,” such seeds are “inserted in nature by God alone.” However knowledge comes to be in the human mind, no man put it there. Aquinas concurs with the concept of the rational seed, “naturally put in us.” God creates man, man does not create himself. But this seed is only a seed, not fully “actualized.” What a human teacher can do is to bring it to actuality, nourish it and induce it to grow.
Yet, given that science is an “accident”—a characteristic of a thing that does not alter its “substance,” as, for example, greenness does not alter a leaf’s ‘leafness’—and given that “an accident cannot pass from its subject”—a green leaf does not transfer its greenness to a brown leaf, or vice-versa—and “since teaching seems to be the transfer of the master’s knowledge to the student,” then “one man cannot be taught by another.” But, answers Aquinas, “the teacher does not transfer knowledge into the learner” as a bank might transfer money to another bank. Rather, “through teaching there comes to be in the pupil knowledge similar to that which is in the master, brought forth from potency,” the rational seed, brought “to act,” i.e., to actuality. The rational seed, the potential to know, already exists in the pupil in the form of reason. The teacher causes an attentive student to discover or learn by stimulating that innate capacity.
The objector returns to Scripture, specifically, to Romans 10:17: “Faith comes from hearing.” Jerome’s gloss elaborates, saying that while “an outward herald proclaims” but “God teaches within.” Because “science is caused in the interior of the mind and not outside in the senses,” only God teaches, not men. In answering, Aquinas has recourse to an analogy. A physician acts externally, nature internally; together, they cause health. Similarly, a teacher who teaches truth states the truth outside the mind of the student, while “God teach[es] within,” having implanted the rational seed that actualizes itself when truth is brought to it from outside.
Quoting Augustine in The Teacher, the eighth objection notes that just as a farmer does not make the tree he cultivates, so a man does not make knowledge occur in the student’s mind but only “disposes” the student’s mind for knowledge. Only God can truly make knowledge occur. Aquinas objects to the objection by remarking that Augustine does not “deny that a man teaches from without when he proves that God alone teaches, because God alone teaches within.” The ‘external’ teachings enunciated by human beings have real content, and they do reach inside the human intellect, although God alone has planted the rational seed that enables that content to be understood, known.
The objector then switches to a new metaphor. To teach truth is to illuminate the mind, “since truth is the light of the mind.” But according to John 1:9, John the Baptist, “sent from God,” came in order to “testify about the light, in order that all may believe through him.” John himself “was not the light, but he came in order that he might testify about the light—the light, the true one, who enlightens every man, was coming into the world.” God Himself is the light and therefore the enlightener, not any man, even if that man’s testimony is given him by God. This is another reason why “no man can truly teach another.” But on the contrary, Aquinas insists, John the Baptist was indeed “a true teacher and a teacher of the truth and enlightener of the mind,” not in the sense that he “infus[ed] light to reason,” but as one who “aid[ed] the light of reason to the perfection of science through what he externally proposes.” That is why Paul writes in Ephesians 3:8-9, “Although I am the very least of the saints, this grace was given to me to bring to the Gentiles the news of the boundless riches of Christ and to make everyone see what is the plan of the mystery hidden for ages in God who created all things.”
Very well then, but if a teacher brings a potential knower “to the state of actually knowing” then the potential knower has changed. This changes science or wisdom itself, contradicting Augustine’s observation in his book, Eighty-three Questions, “where he says that when wisdom comes to man, it is the man who changes, not wisdom.” Aquinas asks his reader to consider that there are two kinds of wisdom, created and uncreated. Both kinds of wisdom “are said to be infused in man,” making him “changed for the better.” Uncreated wisdom is unchangeable. In one sense, created wisdom is also unchangeable, existing in God, eternally. Wisdom created in the human intellect is also unchangeable “with respect to the eternal things.” But, in another sense, created wisdom is changeable “according to the existence it has in its subject,” by which Aquinas means that the subject himself “is changed from having it potentially to having it actually.” Wisdom is knowledge of “the intelligible forms; these are “both likenesses of things,” unchangeable, and “forms perfecting the intellect,” agents of change which themselves change in the sense that they have become something they were not before: agents of change.
But if “science seems to be nothing else than the inscription of things in the soul,” the “assimilation of the knower to the known,” no human being can “inscribe in another’s soul the likenesses of things,” inasmuch as only God can “work within” a human soul.” This makes teaching is impossible. No, Aquinas replies, since “intelligible forms” are already “inscribed in the learner,” and “it is through them the knowledge acquired through teaching is constituted.” God’s work within the human intellect has already been done, at least insofar as human teaching is concerned. “For the teacher proposes signs of intelligible things from which the agent intellect receives intelligible intentions and inscribes them” in an intellect God made capable of receiving them. The intellect has no difficulty in receiving impressions of things outside of itself—physical objects—so, how much more it can receive impressions formed with intention by another human being. The intellect’s own intentionality makes it receptive to intentions from other persons.
At this point, the objector brings in the authority of Boethius. Admittedly, as the observer paraphrases him, “through teaching the mind is summoned to know, but one who summons the intellect to know does not cause it to know, any more than he who summons another to bodily seeing causes him to see.” Plato’s Socrates does this, as does Augustine in On the Teacher. This criticism requires a more elaborate reply than any other. Aquinas begins by observing that “intellect and bodily sight are not wholly alike”; the objects we see are visible as soon as we direct our eyes toward them; we need no one outside ourselves to “incite” us in order to see, except when someone points something out to the person who isn’t looking at it. (Or, it might be added, if some other sense prompts the eyes to look, as when a sound attracts attention.) But the act of seeing itself needs no intermediaries. This is true of ‘the mind’s eye’ with regard to self-evident truths, but self-evident truths may lead the intellect to wonder about things that are not self-evident, things that it “cannot understand save through the office of reason by explicating.” To understand those things, the intellect “needs a mover which actualizes it by way of teaching.” “The teacher stirs the intellect to knowing what he teaches, as an essential mover brings actuality from potency.” To show something to someone by bodily sight is only an accidental cause of the knowledge of the one directed to look; the looker sees without any further assistance. Self-evident truths known to the intellect operate the same way, but knowledge founded on those truths may require guidance from outside the student’s mind, in the form of an argument, a set of deductions based upon the self-evident truths. Aquinas takes the ideas of essential and accidental causes, actuality and potentiality, from Aristotle’s Physics Book 8, in which Aristotle addresses the problem of motion. Motion occurs when an object that has the potential to be moved has that potential actualized by something intrinsic to it and/or something extrinsic to it. Growth is an intrinsic principle of motion; a brick being pried out of the pavement is subject to an extrinsic principle of motion. The teacher is an extrinsic cause of knowledge, but only because the intellect he seeks to instruct has the intrinsic potential to change, to receive and incorporate what he teaches.
The objector persists. If, as Augustine says in The Teacher, knowledge/science differs from opinion or belief in being certain, then this makes teaching impossible. Teachers attempt to teach through the senses of the learner; since “what is in the senses is always oblique to what is in the intellect,” there can be no certainty in what is conveyed through them. Teaching is impossible. Aquinas replies that scientific certainty derives not from the senses but from the principles, as “conclusions are known when they are resolved into the principles” by reason. “The light of reason” has already been “divinely inserted within” the intellect; this is how “God speaks in us.” When a human teacher speaks to us, he does indeed communicate through our senses, but it is reason that resolves what we would now call “sense data” into principles.
If so, if “an intelligible light and species are required for science, but neither can be caused in man by another man” because only God causes them, then “a man would have to create something” in order to teach, which is manifestly impossible for a mere human. Aquinas agrees that “the man teaching externally does not infuse the intelligible light” but although it doesn’t ‘create’ species it does “cause” them to exist in the intellect of others “in some way,” having “propos[ed] to us certain signs of intelligible intentions, which our intellect receives from the signs and stores in itself.”
The objector reaches for a bit of sophistry in his fifteenth try. “Only God can form the mind of man”; “science is a kind of form of mind”; “therefore, God alone causes science in the soul.” Aquinas bats that away by remarking that while “only God can form the mind, this should be understood of its ultimate form,” not of the “many” other forms that the mind stores within itself. God forms only man’s “rational nature.”
Another dubious effort is the false analogy that follows. Both ignorance and guilt are in the mind. Only God can purge the mind of guilt. Therefore, only God purges the mind of ignorance. Once again, Aquinas pounces. Guilt is in the affection, not in the intellect. Only God can “make an impression” on the affection. But ignorance, which is indeed in the intellect, can be diminished by “a created power,” as previously shown.
Back to the certainty of true knowledge, then. Merely to hear someone speaking hardly causes certainty; if it did, “whatever is said to him by a man would hold certain for him.” Certainty occurs “by hearing the truth speak within,” and since only God can make that happen, a man cannot bring another to certainty. Aquinas is beginning to lose his patience: “As has been remarked,” he emphasizes, “the certainty of science is in God alone, who instils in us the light of reason, through which we know the principles from which the certainty of science derives; yet science is caused in us in some way be man as well, as has been said.”
The objector tries one final time. If I could have given the correct response to a question before it was asked, I could not be said to have learned that response from anything my would-be teacher tells me. Yes, but potentiality isn’t actuality. My teacher doesn’t instill the intellectual principles that enable me to reach a conclusion, but he does lead me to the conclusion itself.
As always, the core of Aquinas’ answer consists first of an interpretation of several authoritative texts, usually the Bible. Two citations from 2 Timothy clearly show that human beings are entitled to teach Scripture, so long as they avoid false doctrine. He also essays an extraordinarily far-fetched argument derived from an image from Augustine’s Against the Manicheans. Before sin, Augustine writes, the earth was watered by a spring, but, after sin, the earth needed “rain descending from the clouds.” Aquinas claims that the earth represents the human mind, “made fruitful by the spring of truth, but after sin needed the teaching of others, like rain descending from the clouds.” This supposedly shows that “at least after sin, a man can be taught by another man.” It might as easily be said that it shows that after sin, a man must be taught by God and/or by angels.
Can a man teach and be called a master, or God alone? Aquinas begins his substantive response by observing that there are three dimensions to the question:
- Bringing forms into existence.
- The acquisition of virtue.
- The acquisition of knowledge.
He canvasses several opinions that he will refute. Avicenna and others claim that forms, virtues, and knowledge all come to the human mind from “an external agent,” whether it is “a giver of forms,” a “substance perfecting the souls of men,” or an “agent intelligence.” Others make the opposite claim, that forms, virtues, and knowledge are all latent within us, and that a “natural agent does nothing other than to bring them from a hidden to a manifest condition.” This includes the apparent claim of Socrates in the Meno that teaching merely leads the soul to “the remembrance or consideration of what it previously knew.”
Avicenna’s error is to assume that first causes are the only ones, that there are no “proximate causes.” It is one thing to say that God is the first cause of an effect, quite another to say that He doesn’t act through human or angelic agents. But “the first cause out of the eminence of his goodness not only makes things to be but also to be causes.” The Creator-God has so articulated His creation so that parts of it can cause things to happen. The Muslim claim that God causes all things and all events directly ignores this. This goes for teaching, also: The claim that forms, virtues, and knowledge are latent within us, that the proximate causes or lesser agents do nothing but “make the hidden manifest by removing impediments whereby forms and the habits of virtue and the sciences were obscured,” derogates from the importance of those causes and agents.
Aristotle’s “middle way” is more accurate. In the Nicomachean Ethics, Aristotle emphasizes the importance of “habit,” a term whose root means “to have,” Aquinas remarks. A habit is a disposition whereby someone is inclined by his acts, to good or bad, in relation to the passions—good and bad defined as the fulfillment or non-fulfillment of human nature, which exists in every person but in large measure only ‘in potential.’ Here, Aquinas extends this understanding of habit to teaching, discovering, and learning. “Natural forms do indeed pre-exist in matter, but not actually,” not in action, as Avicenna says and Plato’s Socrates seems to say, “but only potentially, from which they are brought into act by the proximate external agent, not only the first cause.” The same goes for the virtues, which “pre-exist in us in certain natural inclinations” but must be “brought to their fitting completion” by instruction, example, discipline, and, finally, habituation. And when it comes to knowledge, “the seeds of the sciences pre-exist in us”; they are “the first conceptions of the intellect which are known right away by the light of the agent intellect through species abstracted from sensible things, whether these be complex, like axioms, or incomplex, like the notions of being and one and the like, which the intellect apprehends straightaway.” The teacher then leads the mind of the student “from this universal knowledge to the actual knowing of particulars.” This contrasts noticeably not only with Avicenna and Plato’s Socrates, but with the later ‘epistemology’ of Locke, for whom knowledge of the particulars comes first, in the form of ‘simple ideas’ or sense perceptions; the intellect ‘constructs’ complex ideas out of the sense perceptions. Exaggerated, Locke’s claim can lead to the impasses of subjectivism, relativism, ‘postmodernism,’ and so on.
Aquinas takes care to observe that natural potentiality can be either “complete active potency, namely, when an intrinsic principle is sufficient to bring about a perfect act” (e.g., healing) or “passive potency,” when the intrinsic principle does not so suffice (e.g., fire, which needs air). This is not always a sharp dichotomy. The body can heal itself, possessing complete active potency, but the physician’s art works with the body’s nature, his medicines hastening the natural healing; this is still an example of active potency because the physician “ministers to” the body.
Teaching can actualize both kinds of potential. In the case of complete active potency, the teacher (or other “extrinsic agent”) supplies the “intrinsic agent” with whatever it needs to “come forth to actuality” (e.g., the physician who prescribes a medicine that helps the wound to heal). A student may acquire “knowledge of the unknown” by way of discovery, yet that discovery may be guided by the teacher who assigns a book to read. In the case of passive potency, the extrinsic agent really takes the lead (“this way is called learning“), as when the teacher lectures, or when he shows the student exactly how to make bread. The first instance is knowledge by nature, the second knowledge by art.
“The process of coming to knowledge of the unknown by discovery is to apply the common self-evident principles to determinate matters and then to proceed to particular conclusions, and from those to others.” The teacher “show[s] signs” to the student “so that the natural reason of the pupil, through what is proposed, as through certain instruments, comes to the knowledge of the unknown.” Aquinas cites Aristotle’s Posterior Analytics: “demonstration is a syllogism that causes one to know.” This is very different from telling someone something that is not based upon self-evident principles, a process that “will not cause knowledge, but perhaps opinion or belief,” which may be true or false. Because “the light of reason by which” self-evident principles “are known is placed in us by God,” and “all human teaching is only efficacious because of the power of this light, it follows that it is God alone who teaches within and principally, just as nature principally and within heals.” Human beings teach in proximate or secondary ways—an important function, because they can lead or mislead.
The second question Aquinas raises—Can someone be called his own teacher?—has an important implication. If no one can be self-taught, then what is taught would be comprehensive, leaving no possibility of discovery or innovation, no possibility of philosophizing. The objector presents six reasons for affirming that a human being can indeed teach himself.
First, because “the principal cause of the science caused in us is the agent intellect,” which is “more of a teacher than the man outside” who is only “an instrumental cause.” To this, Aquinas answers that although the agent is a more principal cause than the teacher “in a certain respect,” science or knowledge “does not exist completely” in the agent intellect, as it does in the teacher. Insofar as he teaches truth, insofar as he really knows his stuff, his knowledge is perfect, superior to the knowledge of the learner. Second, the objector argues that learning entails “certainty of knowledge,” which occurs “in us through principles naturally known in the light of the agent intellect,” not via instruction from outside that intellect. Aquinas simply refers the objector to his answer to the first objection, which equally refutes the second one.
Third, citing Matthew 23:8, the objector recalls that there is only one true teacher, God, who “teaches us insofar as he gives us the light of reason by which we judge all things.” That light, not the light brought by a human teacher, brings us knowledge. Aquinas replies that although the student may indeed be “more equipped to know” than his teacher (Aquinas himself being a notable example), the teacher’s knowledge is more perfect. And while the brilliant student may discover a science on his own, the teacher, “who explicitly knows the whole science, can lead us to science more expeditiously than anyone can be brought to it on his own because he foreknows the principles of the science in some generality.”
The objector then cites Aristotle in the Nicomachean Ethics, who teaches that “to know something by way of discovery is more perfect than to learn from another”; does this not imply that self-teaching ranks much higher than any teaching from without? The same goes for virtue, as “those who come to the works of virtue without an external instructor or legislator are said to be a law unto themselves.” The objector cites Romans 2:14, the middle verse in the passage where the Apostle Paul says, “For it is not the hearers of the law who are righteous in God’s sight, but the doers of the law who will be justified. When Gentiles, who do not possess the law, do instinctively what the law requires these though not having the law, are a law to themselves. They show that what the law requires is written on their hearts, to which their own conscience also bears witness; and their conflicting thoughts will accuse or perhaps excuse them on the day when, according to my gospel, God, through Jesus Christ, will judge the secret thought of all.” Aquinas replies that what law is to practice, principle is to theory. To know the law is not necessarily to ‘have’ it in the fullest sense, to act according to it, to have it as a habit. Similarly, to know the fundamental principles, such as the principle of non-contradiction, to possess the capacity to reason, is not to think rationally on all matters. That is what a teacher can stir one to do.
Finally, since proverbially “the physician heals himself,” one can teach himself. Jesus cites this saying in Luke 4. There, described as having been “full of the Holy Spirit,” Jesus is tempted by the devil for forty days in the wilderness, challenged to prove that He is the Son of God. Jesus refuses, commanding, “Do not put the Lord your God to the test.” Returning to Galilee, he teaches in the synagogues, “praised by all,” but upon teaching at the synagogue in his home, Nazareth, he read from Isaiah 61, “The Spirit of the Lord is upon me,” anointing me “to bring good news to the poor,” to “proclaim release to the captives,” to “bring sight to the blind,” to “let the oppressed go free,” and to “proclaim the year of the Lord’ favor.” This day is the day of the Messiah, and Jesus announces that “Today this Scripture has been fulfilled in your hearing.” Knowing, or supposing that they know, that Jesus is merely the son of Joseph, not of God, the Nazarenes are indignant. This is when Jesus says, “Doubtless you will quote to me this proverb, ‘Physician, cure yourself!'” That is, if you are who you say you are, prove it by performing miracles—exactly the same temptation the devil had essayed. If you cannot, then you are lying, mad, demon-infested. To which Jesus calmly continues, “Truly I tell you, no prophet is accepted in the prophet’s hometown,” proceeding to enrage the congregation further in citing the story of the prophets Elijah and Elisha, miracle-workers, thereby implying that He is Elijah. The Nazarenes drive him out of town, intending not to tempt him to jump off a cliff but to throw him off one, in vain. They have proved unteachable, even by the supreme Teacher. A raging soul is unteachable, as is its opposite, the soul which takes nothing seriously, jesting Pilate. The context of the phrase the objector cites itself indicates the error, indeed the serious fault, behind the phrase.
But Aquinas explains the matter in terms of a rational distinction rather than in terms of narrative implication. Yes, the physician heals “insofar as he has health, not actually, but in the knowledge of art.” Thus, he really can heal himself, even when his own body is unhealthy. by applying the knowledge of his art to himself. But the teacher teaches “insofar as he actually has science.” He conveys that science/knowledge to the student by his signs, in contradistinction to the physician, who does not convey his own health to his patient by his art. The physician is part of a process of active potency, while the teacher, in bringing the student to learn, is part of a process of passive potency. Put simply, “the teacher must have knowledge where the learner does not”; “therefore, no one can teach himself or be called his own teacher” insofar as he is a learner and not a discoverer.
For “it should be said without any doubt that one can, through the light of natural reason placed within him and without any external aid, come to the knowledge of many unknown things, as is evident in all who acquired science by way of discovery.” Aristotle is right, as far as that goes, and of course the Apostle Paul and Jesus are also right; by nature, innately, one may know come to know many things and physicians can indeed heal themselves. Aquinas identifies two “agent principles” in natural things, as per Aristotle’s Metaphysics. The first is the “perfect agent,” which “has within itself everything that it causes in the effect.” The other is what might be termed a contributing or partial cause, necessary but not sufficient to effect something. “In the primary agents there is action in the fullest sense, but not in agents of the secondary sort, because a thing acts insofar as it is actual.” A secondary agent is not a “perfect agent.” Teaching “implies the perfect act of knowing in the teacher or master”; he must really know what he’s talking about. If not, he’s not really teaching. “When someone acquires knowledge by himself through an intrinsic principle, what in the agent cause of science does not possess the science to be acquired, save in part, namely with respect to the seminal causes of science, which are common principles.” That is, before I discover a truth, I do not have it and therefore am not perfectly knowledgeable with respect to it. In Aquinas’ sense, I haven’t truly taught it to myself, even though I have come to it ‘unaided’ except for the “seminal reasons of science” God implanted in me, by nature.
In these two questions, then, Aquinas considers teaching first with regard to the teacher, second in regard to the one taught. Knowledge in a rational animal can lead that animal either to pride or to humiliation. As an Aristotelian, Aquinas rejects the extremes, seeking the middle, readiness to teach and to discover and to learn. As a Christian, he must establish the ground of humility by distinguishing what God can teach from what man can teach, what man can learn by exercising his God-given nature and what he can learn only by God’s revelation. Teaching is humanly possible because a man can lead another man from self-evident truths to particulars. To be taught is humanly possible because human beings have been endowed by God, acting through nature, with reason, the capacity to discover and to learn the particulars, especially once reason has been “stirred” by the signs the teacher transmits through the senses to the intellect.
Note
- On Augustine’s dialogue, see “Who Is the Teacher?” on this website under the category, “Philosophers.”
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