Mary Michael Spangler – författare

This book will remain timeless in its study of Aristotle's objective grasp of reality. The book's uniqueness lies in its aim of letting Aquinas himself speak on the subject of metaphysics. The work embraces both a history of philosophy and Aristotle's subsequent reasoning toward God as pure act. Readers will find a summary of the wealth of insight of Aristotle, further elaborated by Aquinas. Metaphysics of Aquinas will appeal to both graduate and undergraduate students and scholars of metaphysics. Contents: Preface; PART ONE: INTRODUCTION TO PHILOSOPHY; Prologue of Aquinas; The Human Being Naturally Desires to Know; The Wise Human Being and Metaphysics; Pursuit of First Causes in the Past; Critique of Early Thinking on First Causes; The Human Being and Knowledge of Truth; The Subject of Metaphysics; The First Principles of Demonstration; The Vocabulary of Philosophy; How Metaphysics Treats of Being; PART TWO: FIRST PHILOSOPHY OR METAPHYSICS; Substance, the Principal Subject of Metaphysics; Potency and Act; One, and What Follows upon One; The First Principles of Being; Appendix; Bibliography; Index.

Aristotle on Teaching examines teaching in general, and analyzes the objects, procedures, and order found in all student learning, furnishing the guidelines for the culminating section on the inductive and deductive procedures underlying all teaching. It explores Aristotle's doctrine to discover its relevance for the art of teaching, defined as the act of explaining the truth to those being taught, through the lucid explanations of Thomas Aquinas on the writings of Aristotle.The book is divided into three sections, the first giving a general examination of the definition, purpose, materials, and procedure of teaching. It then discusses the student's natural procedure for acquiring knowledge by first treating the objects of knowledge, and then the procedure by which the student understands them. The third section examines the instructor's method of teaching, which is twofold because of the need to be patterned after the student's natural manner of acquiring knowledge.