Sentence examples for scholastic view from inspiring English sources

Locke offers three main arguments against the Scholastic view.

God's substantial presence entails that the Scholastic view of divine eternity and immensity is false.

The thesis about God's creative action (however it is understood in relation to time) begins to implode when La Forge accepts the traditional scholastic view that 'everything that is in God is God himself.' That principle implies that 'this force [which moves bodies] is nothing other than God' (T 242; THM 148).

Related to this analysis is Valla's repudiation of what he presents as the scholastic view of the distinction between abstract and concrete terms, that is, the view that abstract terms ("whiteness," "fatherhood") always refer solely to quality, while concrete terms ("white," "father") refer to both substance and quality (Repastinatio, 21 30).

Implicit in the Scholastic view is the basic belief that a terrestrial body continuously resists change from a state of rest while situated upon the earth, since the depletion of the impetus property eventually effects a corresponding return of the body's original motionless, earthbound condition.

This, in turn, suggested that the basic constituents of the components were preserved through the interaction, confirming the corpuscular chemical theory over the scholastic view that chemical transformation involves the substantial form of given matter being destroyed and replaced by some other substantial form.

He was therefore opposed not only to Descartes, but also to traditional scholastic views.

Indeed, one can justifiably see many of Leibniz's mature doctrines as reactions — either positive or negative — to the Scholastic views that he first became acquainted with while still a student in Germany.

Despite this condemnation, however, it appears that Auriol's critique of earlier scholastic views and some elements of his own theory on the topic influenced the humanist Pietro Pomponazzi around 1520, and perhaps as well the reformer Martin Luther (Schabel 2003).

It was no more helpful than the judgment of the German mystic Walter Benjamin, who believed that newspapers in their carelessness and frivolity sought to replicate the medieval scholastics' view of the omnipotence of God: "He could alter even the past, unmake what had really happened and make real what had never happened".

This confronts us again with the Aristotelian-scholastic view of private property as a resource to be used for public benefit, which is a legitimate argument, but the reference to popular opinion, with its echo of Plato's cave, is less reassuring.