THE EDUCATIONAL THEORY OF

THOMAS AQUINAS (1225 - 1274)

Analyst: John P. Galgonovicz
1. Theory of Value
What knowledge and skills are worthwhile
learning?
Knowledge and skills worthwhile learning
include the study of logic, which teaches the
methods of the sciences, mathermatics, natural
philosophy, moral philosophy, and divine
science (Bourke, 1960, p. 44). Natural science
is considered the best means of understanding
man due to the method of reason. Logic is
addressed first in the learning process because
other sciences depend on ft. Learning is to get
scientific knowledge from another. This leads
to sure knowledge, which is called science.
This is most evident in the mathematical
sciences (Bourke, 1960, p. 40)
Mathematics is more certain than divine
science because divine science studies are
further from issues of sensation of which
knowledge takes its origin. These objects do
fall within sense experience, such as figures
lines, and numbers. Mathematical thinking is
considered easier and more certain than
physical or theological (Bourke, 1960, p. 41).
It is taken as a clear kind of knowledge which
is capable of being taught to youth without
great difficulty (Bourke, 1960, p.7).
Natural philosophy chiefly emphasizes the
method of reasoning. The method of
intellection is characteristic to divine science.
The learning of metaphysics provides the
opportunities for the human intellect to be
used at peak capacity.
What are the goals of education?
The goals of education are to teach man issues
which are worthwhile through knowledge of
different subjects. The use of logic will be
used to teach man scientific knowledge,
mathematics, natural philosophy, and
metaphysics.

The belief of religious faith is also important

so that man can achieve everlasting life with
God (Bourke, 1960, p.284)
2. Theory of Knowledge
What is knowledge?
Knowledge is a particular kind of being, a
modification. or vital action action of the
knowing subject. Knowledge does not occur
simply from the thing, but rather the thing
known and the person knowing cooperate in
the production of the issue (DeWulf, 1959, p.
9).
There are two different types of knowledge:
sense knowledge and intellectual knowledge.
Sense experience is the beginning for all of
man's natural knowledge. It begins in the
senses, and is completed in the intellect
(Bourke, 1960, p. 12). There is a dual
operation to the intellect. One operation is the
understanding of indivisibility, where the
intellect grasps the reality of each item in
itself; the other operation relates to combining
and distinguishing (Bourke, 1960, p. 14).
Aquinas believed that several sensations
grouped together would create a memory, and
that many memories grouped together equal
sense experience. Sense knowledge is only
understandable by the action of the intellect.
There are various types of sense knowledge:
sense-memory, sense-consciousness, instinct,
and imagination (DeWulf, 1959, p. 12).
Sense memory allows the individual to
reproduce in one's memory an image they had
seen. Sense-consciousness gives an awareness
of an object through various sense perceptions.
Instinct relates to a particular concrete
connection such as an individual fleeing from
fire. Imagination takes materials supplied
through sense memory and translates them into
a particular image composed of characters
derived from other images.
The second type of knowledge, intellectual
knowledge, is abstract and general. This
knowledge is quite different from the concrete
and particular of external and internal senses.
This was due to the fact that abstract

knowledge was attributed to intelligence or

reason (DeWulf, 1959, p. 15).
The general ability to understand covers
simple apprehension, judgment, and reasoning.
Simple apprehension is when the mind accepts
an object without affirming or denying it. The
issue of judgment is the reality that two objects
are in agreement or disagreement. Reasoning
is the production of new judgment by means of
two others (DeWulf, 1959, p. 17).
How does it differ from belief ?
Knowledge begins in sense and is completed
in the intellect (Bourke, 1960, p. 12). Belief
occurs through faith. A person may not be
moved to accept an object as true, but by an
act of will, he believes. Objects of belief deal
with divine matters which exceed man's
cognitive capabilities. The belief of such
religious faith is necessary for all men if they
are to achieve everlasting life with God
(Bourke, 1960, p. 284).
What is a mistake?
A mistake occurs as a result of a judgment in
the intellect. Truth and falsity are found
primarily in its judgment as it associates and
dissociates (Bourke, 1960, p. 13).
What is a lie
A lie is an act which falls upon improper
matter because words are signs of what is
understood. It is unnatural and unfitting for
one to communicate by word what was not in
his mind.
'A lie is of itself mean and something to be
avoided, while the truth is good and
praiseworthy." (Bourke, 1960, p.218)
3. Theory of Human Nature
What is a human being?
A human being is an individual substance of a
rational nature. The human individual is
composed of a body and soul. The body plays
the part of matter and the soul acts as the
substantial form (DeWulf , 1959, p. 83).
As bodily substance, man is a being subject to
the same general laws explanations we have

for other bodies. Since he is involved in

intellection and volition, this raises his being
beyond the philosophy of physical beings.
Man is the most complex creature and lives on
the border between brutes and angels (Bourke,
1960, p. 92).
How does it differ from the other species?
Man is composed of both body and soul.
Neither the soul nor body is complete. They
give themselves to each other, and form one
unit. It is because of man's soul that the
functions of man include the specific human
powers of knowledge and will (DeWulf, 1959,
p. 84). Animals perceive issues such as
friendliness and hostility by natural instinct,
while man compares things. Man's will is
different from the sensitive appetite because it
desires good in general compared to the
sensitive appetite which focuses on particular
objects desired by the senses (Copleston, 1962,
p. 99).
Although man desires happiness, it does not
mean that he is not free concerning his
choices. These choices of will are thorough
intellectual judgments evaluating the objects.
It is in the act of decision that man is free.
Even though true happiness is found in the
possession of God, our intellect has not gotten
the vision of God as the only source of
happiness. Consequently, man may will
something other than God (Copleston, 1962, p.
100).
What are the limits of human potential?
Man does not always will the good. He may
will something other than God, or even
exclude Him. Man may turn his eyes away
from the truth and to sensual pleasures
(Copleston, 1962, p. 100).
4. Theory of Learning
What is learning?
Learning takes place when one person teaches
another, and the teacher conveys knowledge to
the pupil's mind by causing him to know what
he previously had the capacity to know before
(Specimen Pages from the Summa Theologica
of St. Thomas, p. 3).

Learning is to get scientific knowledge from

another. This leads to sure knowledge, which
is called science. This is most evident in the
mathematical sciences (Bourke, 1960, p. 40)
How are skills and knowledge acquired?
Knowledge must result from the activity of the
pupil's own mind. Along with acquiring
knowledge with the aid of the teacher, he can
also acquire knowledge by applying his mind
by which he knows the first principles of all
knowledge. The teacher often points out issues
which the pupil had not thought of and shows
the relationship between concepts which the
pupil would not have noticed without the
teacher pointing them out. Aquinas stresses
that teachers are only for helping the student
know. The student must digest the knowledge.
Otherwise, it is like pouring water into a sieve
(Specimen Pages from the Summa Theologica
of St. Thomas, p. 3).
5. Theory of Transmission
Who is to teach?
Aquinas depicts three things in the character of
those who are to teach: stability, clearness, and
purity of intention. With stability, the teacher
may never stray from the truth; with clearness,
he is to teach without obscurity, and the purity
of intention, he may seek God's glory and not
his own (Specimen Pages from the Summa
Theologica of St. Thomas, p. 2).
By what methods?
In teaching, one should not overwhelm the
student with many useless questions, but rather
with ones which are primary and fundamental.
Students should be given a clear knowledge of
the issues. This is a general rule which should
be observed in educational institutions from
the university to the primary school. Failure to
follow this direction results in graduates
receiving a little bit of everything and
knowledge of nothing (Specimen Pages from
the Summa Theologica of St. Thomas, p. 2).
Knowledge can be communicated through
books which should be written With
consideration for clearness and perception and
helpful to the memory. Also, in teaching,

Thomas advocates avoiding repetitions which

are unnecessary because they will cause
disgust and confusion. For a young student, it
may be necessary to repeat the same thing, but
vie must be aware of the limits of this process
(Specimen Pages from the Summa Theologica
of St. Thomas, p. 2).
What will the curriculum be?
Knowledge and skills worthwhile learning
include the study of logic, which teaches the
methods of the sciences, mathematics, natural
philosophy, moral philosophy, and divine
science (Bourke, 1960, p. 44).
Mathematics is more certain than divine
science because divine science studies are
further from issues of sensation of which
knowledge takes its origin. These objects do
fall within sense experience, such as figures
lines, and numbers. Mathematical thinking is
considered easier and more certain than
physical or theological (Bourke, 1960, p. 41).
It is taken as a clear kind of knowledge which
is capable of being taught to youth without
great difficulty (Bourke, 1960, p.7).
Natural philosophy chiefly emphasizes the
method of reasoning. The method of
intellection is characteristic to divine science.
The learning of metaphysics provides the
opportunities for the human intellect to be
used at peak capacity.
6. Theory of Society
What is society?
Society is a union of men for the purpose of
accomplishing a particular objective. Society
can be either public or private. A public
society is one whose members associate with
each other to establish a republic. A private
society exists for some private business when
a few men join together for the purpose of
doing business (Bourke, 1960, p. 233).
Society is also classified as perpetual or
temporary. Citizens joining together to live in
a state is a perpetual society. Private society is
related to the bond by which people are
gathered such as husband and wife or master
and servant (Bourke, 1960, p. 233).

What institutions are involved in the

educational process?
The family is part of the educational process.
The children need instruction from their
parents, not as soon as they are born, but when
they are able to arrive at discretion (Bourke,
1960, p. 221) Aquinas believed the main
reason people got married was to have
children and that husband and wife should
remain together until the children were fully
grown and educated. This reinforced Aquinas'
arguments regarding monogamy and the
indissolubility of the marriage bond
(Encyclopedia of Philosophy, Volume 8,1967,
p. 113).
7. Theory of Opportunity
Who is to be educated? Who is to be
schooled'?
All human beings will acquire knowledge
through sense perception- Their power to
know things comes about through intellect and
understanding (Bourke, 1960, p. 3)
8. Theory of Consensus
Why do people disagree?
Choice concerns the means to the final end of
happiness, and it is possible for man to
consider objects from more than one point of
view (Copleston, 1962, p. 101)
How is consensus achieved?
Some may agree due to being from the same
parents. Others do so based on civil agreement
since they are citizens of the same state and
are under the same ruler and governed by the
same laws. Also, some agreement Is found in
every business (Bourke, 1960, p. 258).
Whose opinion takes precedence?
There must be due harmony between the
natural and supernatural end of man so that
man prefers attaining the final end to anything
else. If a sovereign requires him to act contrary
to the final end, he must disobey him
(Copleston, 1962, p. 142).

References
Bourke, V. J. (1960). The Pocket Aquinas..
New York, Simon and Schuster.
Copleston, F. (1962). A History of Philosophy.
(Vols. 1-3). New York, Doubleday and Co. Inc.
DeWulf, M. (1959). The System of Thomas
Aquinas. New York, Dover Publishing Co.
Encyclopedia of Philosophy (1967). Volume 8,
New York, The Macmillan Company and Free
Press.
"Influence of St. Thomas on Philosophy".
http:/hvww.nd.edu./Departments/Maritain/etex
t/staamp5.htm
"Specimen Pages from the Summa Theologica
of St. Thomas".
http://www.nd.edu./Departments/Maritain/etex
t/staamp7.htm#Hints