School #102

Aristotelianism

4th c. BCE (Aristotle); Islamic and Jewish Aristotelianism (al-Farabi, Avicenna, Averroes, Maimonides); Latin Christian Aristotelianism (Aquinas); contemporary virtue ethics and metaphysics (Anscombe, Foot, MacIntyre, Nussbaum, Wiggins, Lowe).

Aristotelianism is the broad tradition that inherits Aristotle's metaphysics (substance, form, matter, the four causes), ethics (virtue, function, eudaimonia), politics, and natural philosophy. It is distinct from "hylomorphism" (already in this ontology, focused on form/matter composition) in covering the wider Aristotelian project — including practical reasoning, the role of habituation in virtue, and the conception of the human being as a rational animal.

Worldview

Substances are real composites of form and matter; living things have natural ends (telē); human persons are rational animals whose flourishing consists in the exercise of virtues over a complete life within a community.

Moral Implications

Ethics is the science of human flourishing (eudaimonia). The virtues are stable dispositions, formed by habituation, that enable a person to act well. Practical wisdom (phronesis) is the master virtue that adjusts general principle to particular situations.

Practical Implications

Aristotelianism has been the dominant philosophical framework of medieval Latin Christendom (especially through Aquinas), supplied the conceptual vocabulary of the Catholic intellectual tradition into the twentieth century, and was rehabilitated by Anglo-American virtue ethics from the late 1950s onward.

I. Time

Time on the Aristotelian view is the number of motion in respect of before and after — a measure inseparable from the changes that material substances undergo as they actualise their potentials. It is substantival enough to be measured but ontologically dependent on the substances whose activities it tracks. Aquinas extended this account with the further distinction between time, aeviternity, and eternity to handle creatures with different relations to change. Practical reasoning is itself temporally extended: phronesis adjusts the virtues to changing particulars across a complete life, and eudaimonia is achieved only over the whole of a lifetime, not in any single moment.

Attributes
Extent: Ontological Status: Substantival Grain: Freedom: Traversability: Dimensionality: Direction:

II. Space

Space is finite and concrete on the Aristotelian account — the cosmos of the Physics is a bounded, hierarchically ordered place in which each substance has its natural location and characteristic motion. Modern Aristotelians have largely accepted post-Galilean physics for the description of celestial motion, but the conceptual orientation persists: substances are spatially situated, and place (topos) is not merely an abstract coordinate but the actual environment in which a thing acts. Aquinas inherited the Aristotelian view that the heavens encompass the sublunary world, and the contemporary recovery of natural-kind realism preserves the underlying intuition that material substances are essentially three-dimensional, locally situated, and intelligible only in relation to other substances they encounter. The locality of space matters for Aristotelian ethics as well: the polis is the spatial unit within which the political animal pursues eudaimonia, and practical wisdom requires familiarity with the particular circumstances of the places one inhabits.

Attributes
Extent: Ontological Status: Curvature: Dimensionality: Locality:

III. Matter

Substances are real, ontologically primary composites of form and matter. Each kind of substance has a nature (a form) that grounds its characteristic activities and natural end.

Attributes
Extent: Finite Ontological Status: Substantival Conservation: Dimensionality: Locality:

IV. Observer

Human persons are rational animals — irreducibly embodied, social, and oriented toward eudaimonia. The flourishing of a person is the activity of the soul in accordance with virtue over a complete life.

Attributes
Time Instance: Space Instance: Extent of Knowledge: Retainment of Knowledge: Physicality: Embodied Agency: Active Number: Metaphysical Agency: Personal Moral Authority: Tradition Theological Method: Magisterial

V. Energy

Energy in the Aristotelian tradition is energeia — actuality, the being-at-work of a substance realising its nature — and the closely related entelecheia, having one's end in oneself. The modern physicist's energy is a distant descendant of this concept, and Aristotelians from Aquinas through contemporary neo-Aristotelians have argued that the natural-scientific quantity is intelligible only against the deeper background of activities and powers that the original Greek term names. Energy is therefore real and substantival, finite within any individual substance, and conserved in the sense that the natural ends of substances are stable features of the world. Dispersibility is registered, but the deeper Aristotelian thought is teleological: energetic processes are directed toward characteristic actualisations, not merely toward the dispersal of order.

Attributes
Extent: Ontological Status: Conservation: Dispersibility:

VI. Information

Information in the Aristotelian tradition is essentially the in-formation of matter by form: the substantial form of an oak makes its matter an oak rather than mere wood, and the rational soul is the form of the human body. This is not information in Shannon's sense but in the older sense the English word preserves — the active principle that organises a substance and makes it the kind of thing it is. Aquinas's reception of Aristotelian hylomorphism, and the contemporary neo-Aristotelian recovery of substantial form by Lowe, Oderberg, and others, take information as relational and continuous: forms are intelligible structures, not discrete data, and they unite knower and known in the act of understanding. The intellect, on this account, becomes formally identical with what it knows.

Attributes
Ontological Status: Cosmic Conservation: Personal Conservation: Granularity:
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Works that name Aristotelianism in their embodiments

Foundational texts that draw on this school, with each work's declared weight.

35%
On the Natural Faculties
Galen · c. 175 CE
26%
Parts of Animals (Middle)
Aristotle · c. 350-340 BC
25%
The Structure of Objects (Mid)
Kathrin Koslicki · 2008
25%
Things and Their Parts (Mid)
Kit Fine · 1999
25%
Kitāb al-Shifāʾ (Book of Healing) (Mature)
Ibn Sīnā (Avicenna) · c. 1014-1020
24%
De Aeternitate Mundi (Middle)
Siger of Brabant · 1272
22%
The Idea of the Good in Platonic-Aristotelian Philosophy (Late)
Hans-Georg Gadamer · 1978
22%
Quaestiones in Tertium De Anima (Early-to-middle)
Siger of Brabant · c. 1265-1270
20%
Faṣl al-Maqāl (The Decisive Treatise) (Mature)
Ibn Rushd (Averroes) · c. 1179
20%
al-Qānūn fī al-Ṭibb (Canon of Medicine) (Mature)
Ibn Sīnā (Avicenna) · c. 1025
20%
Kitāb al-Najāt (Book of Salvation) (Mature)
Ibn Sīnā (Avicenna) · c. 1027
20%
De Anima Intellectiva (Middle (post-Aquinas-attack))
Siger of Brabant · 1273
18%
Quaestiones super Librum de Causis (Late)
Siger of Brabant · c. 1272-76
16%
The Aims of the Philosophers (Middle)
Abū Ḥāmid al-Ghazālī · c. 1094
15%
Development as Freedom (Late)
Amartya Sen · 1999
15%
Oedipus Rex (Early)
Sophocles · c. 429 BCE (first performed at the Dionysia)
15%
De Finibus Bonorum et Malorum (Mature)
Marcus Tullius Cicero · 45 BCE
15%
Ilāhiyyāt (Metaphysics of the Shifāʾ) (Mature)
Ibn Sīnā (Avicenna) · c. 1014-1020
14%
De Institutione Musica (On Music) (Early)
Anicius Manlius Severinus Boethius · c. 500-510
12%
De Institutione Arithmetica (On Arithmetic) (Early)
Anicius Manlius Severinus Boethius · c. 500-510
10%
De revolutionibus orbium coelestium (Late)
Nicolaus Copernicus · 1543 (published; composed 1510-30s)
10%
Parallel Lives (Late)
Plutarch (Mestrius Plutarchus) · c. 96-119 CE
10%
Pride and Prejudice (Mid)
Jane Austen · 1796-97 (drafted as First Impressions); 1813 (published)
10%
Bidāyat al-Mujtahid (Mature)
Ibn Rushd (Averroes) · 12th century (c. 1167-88)
10%
Quodlibetal Questions (Mature)
William of Ockham · c. 1322-1325
10%
Treatise on Predestination, Foreknowledge, and Future Contingents (Mature)
William of Ockham · c. 1321-24
10%
Commentary on the Sentences (Early)
William of Ockham · c. 1317-1319 (Oxford lectures)
10%
Formal Logic (Early)
Arthur Norman Prior · 1955 (1st ed.), 1962 (2nd ed.)
10%
Theological Tractates (Opuscula Sacra) (Mid-to-late)
Anicius Manlius Severinus Boethius · c. 510-524
10%
The Consolation of Philosophy
Boethius · 524 CE
9%
A Defence of True Liberty from Antecedent and Extrinsecal Necessity (Late)
John Bramhall · 1655
7%
Hexaemeron (Late)
Basil of Caesarea · c. 370 CE
5%
The Sources of Normativity (Mid)
Christine Korsgaard · 1996 (Tanner Lectures 1992)
5%
Astronomia Nova (Mid)
Johannes Kepler · 1609
5%
The Essays (Late)
Michel de Montaigne · 1580 (Books I-II); 1588 (Book III); 1595 (posthumous augmented)
5%
The Oresteia (Early)
Aeschylus · 458 BCE (first performed at the Dionysia)
5%
The Bacchae (Late)
Euripides · c. 405 BCE (posthumous; performed 405)
5%
Past, Present and Future (Mature)
Arthur Norman Prior · 1967

Personas with Aristotelianism as a declared influence

30%  Galen 20%  Porphyry

How Aristotelianism resolves each dilemma

4 resolved positions across 4 dimensions, including 1 distinctive where the majority of schools go the other way · 53 unaligned.

Each dimension is sorted so minority positions come first. Mainstream positions are folded into an expandable list.

Time · 9 dilemmas, all mainstream
Matter · 7 dilemmas, all mainstream

Observer · 37 dilemmas · 1 distinctive

Mind, agency, and the knower's relation to the known.

3 mainstream positions
33 unaligned
Are coincidences ever more than coincidence? Schools split: 35% / 35% / 7% Are the dead morally present to the living? Schools split: 26% / 22% / 13% Are there indivisible units of experience? Schools split: 33% / 18% / 9% Can a civilization recover from collapse? Schools split: 41% / 13% / 7% Can prayer for someone far away affect them? Schools split: 35% / 35% / 7% Could a fetal brain organoid in a petri dish be conscious? Schools split: 21% / 19% / 8% Could an AI have a mind that matters? Schools split: 21% / 17% / 9% Could causation work backwards? Schools split: 44% / 13% / 7% Do animals have moral standing comparable to humans? Schools split: 21% / 19% / 8% Does environmental harm in another country bind me morally? Schools split: 29% / 28% / 11% Does history have a direction or meaning? Schools split: 24% / 14% / 14% Does meditation reveal something genuinely timeless? Schools split: 24% / 24% / 13% Does prayer change God's mind? Schools split: 24% / 24% / 13% Does the second law of thermodynamics mean something morally? Schools split: 41% / 13% / 7% How is knowledge of reality produced? Schools split: 17% / 12% / 10% If a teleporter copied and destroyed you, would you have survived? Schools split: 23% / 17% / 11% Is divine omniscience compatible with human freedom? Schools split: 24% / 24% / 13% Is environmental damage ever truly permanent? Schools split: 41% / 13% / 7% Is genetic engineering of food stewardship or domination? Schools split: 35% / 14% / 9% Is memory stored or reconstructed? Schools split: 33% / 18% / 9% Is reality fundamentally digital? Schools split: 33% / 18% / 9% Is salvation, liberation, or fulfillment individual or communal? Schools split: 10% / 9% / 4% Is the arrow of time a real feature of the cosmos, or only of how we describe it? Schools split: 44% / 13% / 7% Is the asymmetry between memory and anticipation a real feature of time, or just of us? Schools split: 44% / 13% / 7% Is the late-stage dementia patient still the person their spouse married? Schools split: 23% / 17% / 11% Is truth universal, tradition-bound, situated, or constructed? Schools split: 48% / 9% / 7% Should we colonize space? Schools split: 35% / 14% / 9% What happens to "you" when you die? Schools split: 29% / 18% / 17% What is marriage? Schools split: 38% / 9% / 8% What is our place in nature? Schools split: 35% / 14% / 9% What makes someone the same person over time? Schools split: 23% / 17% / 11% When does a person begin? Schools split: 38% / 9% / 8% Who is the moral primary — the individual, the community, the cosmos, the class, or the species? Schools split: 27% / 16% / 10%
Information · 4 dilemmas, all mainstream
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