人何以成教师——阿奎那《论教师》中的教学思想及其对奥古斯丁的反驳  

How does a man become a teacher:The teaching thought in Aquinas’De Magistro and his refutation to Augustine

作　　者：归伶昌 GUI Lingchang

机构地区：[1]华中科技大学哲学学院

出　　处：《基督宗教研究》2022年第2期24-37,共14页Study of Christianity

基　　金：国家社会科学基金青年项目“阿奎那行动哲学历史价值与现实意义研究”(项目批准号:21CZX056)的阶段性成果之一

摘　　要：基督教传统公认耶稣基督是第一和最高的教师。但普通个人在教学活动中是否以及在何种意义上充当教师,基督教神哲学家们则意见分歧。本文通过阿奎那的批判视角首先简要回顾奥古斯丁思想中对他人作为真正教师可能性的拒斥,以及在认识论立场上似乎与其完全相对的阿拉伯哲学家阿维森纳思想中意外地包含着的同样观点,再通过医术的类比,简要回顾亚里士多德形而上学理论中近因的意义。接着,本文将展示出阿奎那如何将亚氏关于近因的理论运用到其教学理论中,从而与奥古斯丁和阿维森纳相反,承认人在教学中的本质地位,尽管阿奎那也认可神是知识的最终来源,但作为教师的他人依然有其作用——他可以辅助知识通过外在事物通达我们的心灵。阿奎那的这一教学理论立场,是其神学和认识理论的必然结果,因而对于我们了解阿奎那的真理观和认识论有重要意义。In the Christian tradition,it is recognized that Jesus Christ is the first and highest teacher.But Christian theologians are divided on whether and in what sense ordinary individuals act as teachers in their teaching activities.Through Aquinas’critical perspective,this article begins by briefly reviewing Augustine’s denial of the possibility of ordinary individuals as true teachers,as well as the unexpected consistent thought of the Arab philosopher Avicenna,who held an epistemological standpoint opposed to Augustine’s.This article reviews then,through the analogy of medicine,the meaning of proximate cause in Aristotle’s metaphysical theory,and shows how Aquinas applied Aristotle’s theory of proximate causes to his teaching theory,thereby acknowledging,contrary to Augustine and Avicenna,the essential place of man in teaching.Recognizing God the ultimate source of knowledge,Aquinas maintains that the other as a teacher still plays a roll-he can assist knowledge to reach our intellect through external things.This position of Aquinas’teaching theory is the inevitable result of his theology and epistemology,so we can benefit by the research regarding understanding Aquinas’view of truth and epistemology.

关 键 词：教学活动 近因 知识的来源 中世纪哲学 

分 类 号：G451[文化科学—教育学] B503.21[文化科学—教育技术学]