St Thomas Aquinas

250 Pages·2007·0.89 MB·English

by  Boland

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St Thomas Aquinas
i
Titles in the Bloomsbury Library of Educational Thought Series:
St Thomas Aquinas, Vivian Boland OP Maria Montessori, Marion O’Donnell
Aristotle, Alexander Moseley A. S. Neill, Richard Bailey
St Augustine, Ryan N. S. Topping John Henry Newman, James Arthur and Guy
Pierre Bourdieu, Michael James Grenfell Nicholls
Jerome Bruner, David R. Olson Robert Owen, Robert A. Davis and Frank
O’Hagan
Confucius, Charlene Tan
R. S. Peters, Stefaan E. Cuypers and
John Dewey, Richard Pring
Christopher Martin
Michel Foucault, Lynn Fendler
Jean Piaget, Richard Kohler
Paulo Freire, Daniel Schugurensky
Plato, Robin Barrow
John Holt, Roland Meighan
Jean-Jacques Rousseau, Jürgen Oelkers
John Locke, Alexander Moseley Rudolf Steiner, Heiner Ullrich
Loris Malaguzzi and the Reggio Emilia Leo Tolstoy, Daniel Moulin
Experience, Kathy Hall, Mary Horgan, Anna Lev Vygotsky, René van der Veer
Ridgway, Rosaleen Murphy, Maura Cunneen E. G. West, James Tooley
and Denice Cunningham Mary Wollstonecraft, Susan Laird
Series Editor: Richard Bailey is a writer and researcher in education and sport. A former
teacher in both primary and secondary schools and a teacher trainer, he has been
Professor at a number of leading Universities in the UK. He now lives and works in
Germany.
Members of the Advisory Board
Robin Barrow, Professor of Philosophy, Gary McCulloch, Head of Department of
Simon Fraser University, Canada. Humanities and Social Sciences at the Institute
of Education, University of London, UK.
Peter Gronn, Professor of Education, Head
of Faculty, University of Cambridge, UK. Jürgen Oelkers, Professor of Education at
the University of Zurich, Switzerland.
Kathy Hall, Professor of Education and
Head of the School of Education at Richard Pring, Emeritus Professor at the
University College Cork, Ireland. Department of Education, and Emeritus
Fellow of Green Templeton College,
Stephen Heyneman, Professor of
University of Oxford, UK.
International Educational Policy at
the College of Education and Human Harvey Siegel, Professor and Chair of the
Development, Vanderbilt University, Department of Philosophy, University of
USA. Miami, USA.
Richard Smith, Professor of Education,
Yung-Shi Lin, President Emeritus and
University of Durham, UK.
Professor, Department of Education
and Institute of Graduate Studies, Taipei Zhou Zuoyu, Professor, Faculty of
Municipal University of Education, Education, Beijing Normal University,
Republic of China, Taiwan. People’s Republic of China
St Thomas Aquinas
VIVIAN BOLAND OP
BCloonotminsubuumry LLiibbrraarryy ooff EEdduuccaattiioonnaall TThhoouugghhtt
Series Editor: Richard Bailey
LONDON • NEW DELHI • NEW YORK • SYDNEY
Bloomsbury Academic
An imprint of Bloomsbury Publishing Plc
50 Bedford Square 1385 Broadway
London New York
WC1B 3DP NY 10018
UK USA
www.bloomsbury.com
First published 2007 by Continuum International Publishing Group
Paperback edition fi rst published 2014 by Bloomsbury Academic
© Vivian Boland, 2007
All rights reserved. No part of this publication may be reproduced
or transmitted in any form or by any means, electronic or mechanical,
including photocopying, recording, or any information storage or retrieval
system, without prior permission in writing from the publishers.
Vivian Boland has asserted his right under the Copyright, Designs and
Patents Act, 1988, to be identifi ed as Authors of this work.
No responsibility for loss caused to any individual or organization
acting on or refraining from action as a result of the material in this
publication can be accepted by Bloomsbury Academic or the author.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library.
ISBN: PB: 978-1-4725-1890-3
ePUB: 978-1-4411-3738-8
Library of Congress Cataloguing-in-Publication Data
Boland, Vivian.
St. Thomas Aquinas/Vivian Boland.
p. cm. – (Continuum library of educational thought)
Includes bibliographical references and index.
ISBN-13: 978-0-8264-8400-0 (hardcover)
ISBN-10: 0-8264-8400-X (hardcover)
1. Thomas, Aquinas, Saint, 1225?–1274. 2. Education–Philosophy. I. Title.
LB125.T52B65 2007
370.1–dc22
2007017921
Typeset by Aptara Book Ltd.
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Contents
SeriesEditor’sPreface ix
Foreword xi
Introduction 1
Part1 AnIntellectualBiographyofThomasAquinas 7
1 Learning:MonteCassino,Naples,Paris,andCologne 9
2 Teaching:Paris,Naples,Orvieto,andRome 14
3 Reading,Disputing,Repeating 18
4 SourcesandResources 23
5 OpennessandCriticism 29
6 ThomasOptsfortheDominicansandforAristotle 35
NotestoPart1 37
Part2 CriticalExpositionofAquinas’sWork 39
2.A CanOneHumanBeingTeachAnother? 41
7 ThomasonTeaching:Contexts 41
8 ThomasonTeaching:InIISentences 9and28 43
9 ThomasonTeaching:Quaestionesdisputataedeveritate 11 45
10 ThomasonTeaching:Summatheologiae I117 51
2.B Knowledge,Truth,Faith,Reason 59
11 Knowledge 59
v
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vi Contents
12 Truth 63
13 FaithandReason,TheologyandPhilosophy 68
2.C Pedagogy 75
14 Towardsa‘SoundEducationalMethod’:InBoethiide
Trinitate 5–6 75
15 KindsofSpeculativeScience 79
16 MethodintheSpeculativeSciences 82
17 FromSensationandImaginationtoUnderstanding
andWisdom 86
18 TheRootsofAquinas’sPedagogicalConcern:Scholastic,
Aristotelian,Christian 89
19 FromSocratestoJesus 93
20 TheMostExcellentofTeachers 97
NotestoPart2 101
Part3 TheReceptionandInfluenceofAquinas’sWork 105
21 FromControversialTheologiantoDoctoroftheChurch 107
22 TheSecondScholasticism 109
23 TheThirdScholasticism 112
24 TheTwentiethCentury 114
25 ThomistsonEducationintheTwentiethCentury 120
26 InterpretingAquinasToday 126
NotestoPart3 131
Part4 TheRelevanceofAquinas’sWorkToday 133
4.A Creation 135
27 TheMeaningofCreation 135
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Contents vii
28 TheGoodnessofCreation 138
29 God’sCompleteFreedom 142
4.B TheHumanBeing 145
30 AquinasOptsfora‘HolisticAnthropology’ 145
31 TheUnityandIntegrityoftheHumanBeing 148
32 PraiseoftheBody 155
33 TheImageofGod 158
4.C OnVirtue 161
34 VirtueTheory 161
35 Dispositions 163
36 ShapingCharacter,StrengtheningDispositions 167
4.D OnVirtues 173
37 IntellectualandMoralVirtues 173
38 CardinalVirtues:PieperandGeach 178
39 ContemporaryReceptionsofAquinasonVirtue:
HauerwasandMacIntyre 182
40 CriticismsofVirtueTheory 190
41 VirtuesforLearningandTeaching 193
42 HumanFlourishing:TheologicalVirtuesandGifts
oftheSpirit 197
43 HumanFlourishing:Action,Contemplation,andTeaching 201
NotestoPart4 207
Bibliography 211
IndexofPersonsandSubjects 227
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viii
Series Editor’s Preface
Educationissometimespresentedasanessentiallypracticalactivity.It
is,itseems,aboutteachingandlearning,curriculumandwhatgoeson
inschools.Itisaboutachievingcertainends,usingcertainmethods;
andtheseendsandmethodsareoftenprescribedforteachers,whose
duty it is to deliver them with vigour and fidelity. With such a clear
purpose,whatisthevalueoftheory?
Recent years have seen politicians and policy makers in different
countriesexplicitlydenyinganyvalueorneedforeducationaltheory.
A clue to why this might be is offered by a remarkable comment by
a British Secretary of State for Education in the 1990s: ‘Having any
ideas about how children learn, or develop, or feel, should be seen
as subversive activity.’ This pithy phrase captures the ‘problem’ with
theory:itsubverts,challenges,andunderminestheveryassumptions
onwhichthepracticeofeducationisbased.
Educational theorists, then, are trouble-makers in the realm of
ideas. They pose a threat to the status quo and lead us to question
thecommonsensepresumptionsofeducationalpractices.Butthisis
preciselywhattheyshoulddobecausetheseeminglysimplelanguage
of schools and schooling hides numerous contestable concepts that
intheirdifferentusagesreflectfundamentaldisagreementsaboutthe
aims,values,andactivitiesofeducation.
Implicit within the CBolonotminsubuurmy Library of Educational Thought is an
assertionthattheoriesandtheorizingarevitallyimportantforeduca-
tion.Bygatheringtogethertheideasofsomeofthemostinfluential,
important, and interesting educational thinkers, from the Ancient
Greekstocontemporaryscholars,theserieshastheambitioustaskof
providinganaccessibleyetauthoritativeresourceforagenerationof
students and practitioners. Volumes within the series are written by
acknowledgedleadersinthefield,selectedbothfortheirscholarship