著者

三上 茂

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.1967, no.15, pp.19-33, 1967-04-25 (Released:2009-09-04)

参考文献数

94

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The purpose of this paper is to expound Thomas Aquinas's theory of 'the acquisition of knowledge' (acquisitio scientiae), paying particular attention to his treatise on a teacher, De Magistro.Thomas gives two things as the prerequisites for the acquisition of knowledg -'the light of active intellect' (lumen intellectus agentis) and 'principles' (principia)- and discusses them in relation to the 'pre-existing knowledge' (scientia prae-existens). But this pre-existence is not to be regarded as suggesting precedencei n time; rather, we should interpret it in logical terms.On the other hand, Thomas maintains that the acquisition of knowledge is made by two means, that is, 'discovery' (inventio) and 'learning through training' (disciplina). This implies that teachers and students belong to a same order in a sense, while in the other sense they are at different stages. By making this point clear, Thomas definitely gives a teacher his proper place in his relationship to the students as well as to the process of the acquisition of knowledge.

著者

三上 茂

出版者

The Japanese Society for the Philosophy of Education

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

no.15, pp.19-33, 1967

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The purpose of this paper is to expound Thomas Aquinas's theory of 'the acquisition of knowledge' (<I>acquisitio scientiae</I>), paying particular attention to his treatise on a teacher, <I>De Magistro</I>.<BR>Thomas gives two things as the prerequisites for the acquisition of knowledg -'the light of active intellect' (<I>lumen intellectus agentis</I>) and 'principles' (<I>principia</I>)- and discusses them in relation to the 'pre-existing knowledge' (<I>scientia prae-existens</I>). But this <I>pre</I>-existence is not to be regarded as suggesting precedencei n time; rather, we should interpret it in logical terms.<BR>On the other hand, Thomas maintains that the acquisition of knowledge is made by two means, that is, 'discovery' (<I>inventio</I>) and 'learning through training' (<I>disciplina</I>). This implies that teachers and students belong to a same order in a sense, while in the other sense they are at different stages. By making this point clear, Thomas definitely gives a teacher his proper place in his relationship to the students as well as to the process of the acquisition of knowledge.

著者

三上 茂

出版者

一般社団法人日本教育学会

雑誌

日本教育学会大會研究発表要項

巻号頁・発行日

vol.29, 1970-08-26