The paper addresses a crucial problem of the philosophical grounds of knowledge, particularly in the context of humanistic research and education. It unfolds an argument against modern nominalism inherited from John Locke and other thinkers of the Enlightenment and defends the epistemological stance of realism as represented by Aristotle and Thomas Aquinas and more recently by Mortimer Adler and Alasdair MacIntyre.
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.