Part I: Aquinas and Erasmus
Erasmus’s worldview was more humanist than that of Aquinas, who was more scholastic in his approach of philosophy and theology. Each had been formed by different environments: Aquinas had come to maturity during a highly scholastic age while Erasmus came to maturity during the height of the Renaissance, when humanism and the first breathings of Protestantism were coming to the fore. While both were committed Roman Catholics, their worldviews allowed them to adopt someone different positions of topics such as education and the nature of free will.
With free will, for instance, both Erasmus and Aquinas agreed that man possessed it, as ordained by God. But Erasmus contended with the arguments of Luther—namely that free will did not exist—and adopted a middle of the road position between Luther’s skepticism and the Church’s teaching. Aquinas was far less middle of the road, as he explained that free will was a necessary quality of humanity as that was how God willed it to be, but that the use of free will was contingent. (In other words, Aquinas was able to distinguish between different sorts of freedom whereas Erasmus was not) (Watson, 1969).
With education, Erasmus’s humanism was most apparent: he felt that teachers should be open to alternative perspectives and not be constrained by local interests, narratives or ways of thinking. The purpose of education, in Erasmus’s mind was to create culturally and ethically-minded individuals (Ornstein et al., 2013). For Aquinas the purpose of education was to grow in Wisdom—i.e., in closeness...
References
Ornstein, A. et al. (2013). Foundations of education. Boston: Cengage.
Ozolins, J. (2013). Aquinas and his understanding of teaching and learning. Studies in Cross-cultural Philosophy of Traditions and Cultures, 4, 9-25.
Watson, P. (1969). Erasmus, Luther and Aquinas. Concordia Theological Monthly, 40(2), 747-758.
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