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From 1945 on for two decades, Father William Wade was Chairman of the Department of Philosophy at St. Louis University. This present volume, a recovery of his own 1935 Ph.D dissertation, was originally written under the direction of Vernon J. Bourke, later himself a renowned interpreter of both St. Augustine and St. Thomas Aquinas. Its themes continued to influence Father Wade throughout his life as Chairman and as a teacher of Philosophy. In this last role, he was known for his brilliant use of Socratic method. As a philosopher, he was by the rule of his Jesuit Order, and by choice, a Thomist. However, reading his dissertation one can see his profound respect for Augustine, and back beyond that for Plato, as well as a likely source of his affection for the method of Socrates. In his dissertation, Wade displays deep understanding of relationships between Greek and medieval thought as well as of the different influences of Plato and Aristotle by way of Augustine and Thomas. Centring on their theories of teaching and learning, his text presents accurate, concise, and readable expositions of Platonic and Aristotelian epistemologies, as these were developed by the later saints. Along the way, it offers a fine introduction to the two main streams in medieval philosophy and theology, with their respective logical, metaphysical, physical, psychological, educational, and semiotic doctrines. Any modern teacher of historical philosophy can read Father Wade’s work for personal enjoyment and for a profitable aid toward classroom instruction.
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John P. Doyle's groundbreaking studies of Francisco Suarez's imposing yet highly original system of scholasticism have helped to make the Jesuit's ideas tractable and accessible. This volume collects Doyle's most important articles on the philosophical theology metaphysics, ethics, and legal philosophy of Suarez, and is prefaced by an introductory chapter that places the Jesuit's life and thought in context. The volume is a fitting and timely tribute to a scholar whose selfless and sympathetic concern with the ideas of Suarez have served the cause of Suarezian scholarship with great distinction.
On the Borders of Being and Knowing
Late Scholastic Theory of Supertranscendental Being
Inbunden, Engelska, 2012
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Sylvester Mauro, S.J. (1619-1687) noted that human intellects can grasp ‘what is, what is not, what can be, and what cannot be’. The first principle, ‘it is not possible that the same thing simultaneously be and not be,' involves them all. The present volume begins with Greeks distinguishing ‘being' from ‘something' and proceeds to the late Scholastic doctrine of ‘supertranscendental being,' which embraces both. On the way is Aristotle's distinction between ‘being as being' and ‘being as true' and his extension of the latter to include impossible objects. The Stoics will see ‘something' as the widest object of human cognition and will affirm that, as signifiable, impossible objects are something, more than mere nonsense. In the sixteenth century, Francisco Suárez will identify mind-dependent beings most of all with impossible objects and will also regard them as signifiable. By this point, two conceptions will stand in opposition. One, adumbrated by Averroes, will explicitly accept the reality and knowability of impossible objects. The other, going back to Alexander of Aphrodisias, will see impossibles as accidental and false conjunctions of possible objects. Seventeenth-century Scholastics will divide on this line, but in one way or another will anticipate the Kantian notion of ‘der Gegenstand überhaupt.' Going farther, Scholastics will see the two-sided upper border of being and knowing at God and the negative theology, and will fix the equally double lower border at ‘supertranscendental being' and ‘supertranscendental nonbeing,' which non-being, remaining intelligible, will negate the actual, the possible, and even the impossible.