Two Pedagogies for Happiness: Healing Goals and Healing Methods in the Summa Theologiae of Thomas Aquinas and The Śrī Bhāya of Rāmānuja

The scholastic mode of intellectual enquiry has been looked down upon in Western philosophical circles over the last few centuries, not least because of the central role of authorities shaping the reasoning that takes place and because of the fine distinctions and disputational mode of discourse it employs. The scholastic approach is, however, a prime example of philosophy as therapeia , of intellectual inquiry and reflection concerned with the healing transformation of human life, with what kind of knowledge and behaviour brings about human happiness. The scholastic approach is motivated and determined by consideration of what the final human goal might be and what are the means to achieve it. Authorities are important because they tell us about the goal and means. Distinctions and disputation are important because they help us learn in a way that transforms our minds and actions
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DOI 10.1017/S1358246109990245
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Robert C. Lester (1979). Rāmānuja on the Yoga. Philosophy East and West 29 (3):361-362.

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William E. Murnion (2004). Aquinas's Theory of Human Freedom in the Summa Theologiae. In Jeremiah Hackett, William E. Murnion & Carl N. Still (eds.), Being and Thought in Aquinas. Global Academic Pub.

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