Social communication as a necessary condition for community-building: Lessons from Aristotle and Thomas Aquinas for modern education

Abstract

Research objectives and problems: The aim of this research is to rediscover the educational sources of social and political community. Since these sources originated in antiquity and the Middle Ages, it is useful to revisit the ideas of Aristotle and Thomas Aquinas. The article is a comparative inquiry into their views on the social and political value of education.

Research methods: The source materials consist of texts written by both authors. In my study, I use the method of hermeneutic text analysis to uncover the meaning of their writings, alongside comparative analysis—the main method used—which examines the two authors’ texts in their historical and cultural contexts.

Process of argumentation: Such a comparison is possible and legitimate because Aquinas repeatedly commented on, and creatively interpreted, the thought of the Stagirite. Both classical thinkers emphasized the role of proper communication in the co-creation of a social community. Multidimensional education—transmitting knowledge and virtues—served this purpose by constructing a community of shared values. However, while Aristotle’s doctrine focuses on the political dimension of communication and pedagogy (the first part of the article), Aquinas discovers and analyzes the social, pre-political reality of community life (the second part). This generates important differences between them. While Aristotle maintains a strictly political orientation in his understanding of education, Thomas Aquinas emphasizes the more familial nature of social dialogue and instruction (the third part).

Research findings and their impact on the development of educational sciences: The analysis shows the need for education oriented toward community-building. These authors’ reflections on social relations and the necessity of mutual communication in a political community remind us of the importance of social education. In Aristotle, we find a strong call for conscious political education of citizens, whereas in Thomas Aquinas, we encounter an appeal for education in social relations and for building smaller communities such as families, associations, and congregations.

Conclusions and recommendations: The purpose of this article is to show the importance that classical authors attached to social education as a prerequisite for the existence of a political community. This is important in our postmodern times, which are characterized by radical individualism and the breakdown of community ties. In this commentary, I propose rediscovering the ideas of both philosophers for contemporary education, which help us appreciate and properly apply communication in the creation of social and political bonds.