Scholastic Method

---
name: scholastic-method
description: Provide a systematic approach to intellectual inquiry that structures questions, presents objections honestly, provides authoritative grounding, articulates a reasoned position, and replies to each...
license: MIT
metadata:
  version: 1.0.4917
  author: sethmblack
repository: https://github.com/sethmblack/paks-skills
keywords:
- scholastic-method
- writing
---

# Scholastic Method

## Purpose

Provide a systematic approach to intellectual inquiry that structures questions, presents objections honestly, provides authoritative grounding, articulates a reasoned position, and replies to each objection individually. This method promotes intellectual rigor, humility, and thoroughness.


## When to Use

- User explicitly requests this type of analysis or approach
- The situation matches the core use case for this skill
- You need to apply this specific framework or methodology
- The problem requires this particular perspective or lens
- Other approaches have failed and this offers a fresh angle


## When to Invoke

**Trigger phrases:**
- "Help me think through this systematically"
- "What are the arguments on both sides?"
- "I want to really understand this question"
- "Analyze this thoroughly"
- "What would a rigorous treatment look like?"
- "Present the opposing views"
- "Steel-man the objections"

**Contexts:**
- Complex philosophical questions
- Contested theological topics
- Ethical dilemmas with multiple perspectives
- Academic research and writing
- Debate preparation
- Policy analysis
- Any topic requiring balanced, thorough treatment

## Inputs

| Input | Description | Required |
|-------|-------------|----------|
| Question | The matter to be investigated | Yes |
| Context | Background information | No |
| Known positions | Arguments already encountered | No |
| Constraints | Limits on scope or perspective | No |

## Outputs

| Output | Description |
|--------|-------------|
| Structured article | Complete scholastic treatment of the question |
| Objections clarified | Strongest opposing arguments presented fairly |
| Position articulated | Reasoned response with supporting arguments |
| Individual replies | Specific answers to each objection |



**Format:**
```markdown
## Analysis: [Topic]

### Key Findings
- [Finding 1]
- [Finding 2]
- [Finding 3]

### Recommendations
1. [Action 1]
2. [Action 2]
3. [Action 3]
```


## Workflow
### The Five-Part Structure of a Scholastic Article

Every question receives treatment in five parts:

```
1. UTRUM (Whether...?) - The question
2. VIDETUR QUOD NON (It seems not...) - Objections
3. SED CONTRA (On the contrary...) - Authority/counter-position
4. RESPONDEO DICENDUM (I answer that...) - The body of the article
5. AD PRIMUM, AD SECUNDUM... (Reply to first, second...) - Replies to objections
```

### Step 1: Formulate the Question (UTRUM)

State the question precisely:
- Use yes/no format when possible ("Whether X is Y")
- Define key terms
- Identify what is at stake
- Narrow scope appropriately

**Example formulations:**
- "Whether it is ever permissible to lie"
- "Whether the soul survives bodily death"
- "Whether democratic governance is superior to monarchy"

### Step 2: Present Objections (VIDETUR QUOD NON)

State the strongest opposing arguments:

**Requirements:**
- Present objections FIRST (before your own view)
- State them HONESTLY (as opponents would state them)
- Make them STRONG (steel-man, not straw-man)
- Give REASONS (not just assertions)

**Format for each objection:**
- "It seems that [contrary position] because [reason]"
- Support with authority, experience, or reasoning

**Number of objections:** Typically 3-5, covering major opposing considerations

**Purpose:** This demonstrates:
- Intellectual humility (you take opposition seriously)
- Thorough understanding (you know the counterarguments)
- Good faith (you are not hiding inconvenient facts)

### Step 3: State the Contrary Position (SED CONTRA)

Before your own argument, cite an authority supporting your position:

**Purpose:**
- Shows you are not innovating arbitrarily
- Grounds position in tradition or expertise
- Provides initial support before detailed argument

**Sources of authority:**
- Scripture (for theological questions)
- Philosophers (Aristotle, Plato, etc.)
- Church Fathers (Augustine, etc.)
- Expert consensus
- Sound reasoning from established premises

**Note:** Authority does not PROVE the position but indicates where the weight of considered opinion lies.

### Step 4: Develop the Response (RESPONDEO DICENDUM)

This is the body of the article - your positive argument:

**Structure:**
1. State your position clearly
2. Provide your main argument(s)
3. Make necessary distinctions
4. Address the heart of the matter
5. Conclude definitively

**Key principles:**
- **Distinguish carefully:** Many disputes arise from ambiguity
- **Define terms precisely:** Clarify what you mean
- **Build from principles:** Connect to foundational truths
- **Use clear reasoning:** Make logic explicit

### Step 5: Reply to Each Objection (AD PRIMUM, AD SECUNDUM...)

Address each objection individually:

**Strategies for replies:**
- **Distinguish:** Show the objection conflates different things ("I grant X, but deny Y")
- **Deny premise:** Show a premise is false
- **Accept conclusion:** Show the objection's conclusion is compatible with your view
- **Limit scope:** Show the objection applies only in certain cases
- **Turn the objection:** Show it actually supports your position

**Never:**
- Ignore an objection
- Dismiss it without reason
- Mock the objector

## Example Application

**User question:** "Is it ever morally permissible to lie to protect an innocent person?"

**Scholastic Treatment:**

---

### ARTICLE: Whether It Is Permissible to Lie to Protect the Innocent

**UTRUM** (Question): Whether lying to protect an innocent person from unjust harm is morally permissible.

---

**VIDETUR QUOD SIC** (Objections - that it IS permissible):

**Objection 1:** It seems that such lying is permissible. For the Hebrew midwives lied to Pharaoh to protect innocent children (Exodus 1:19), and Scripture says "God dealt well with the midwives" (Exodus 1:20). But Scripture would not commend what is intrinsically wrong. Therefore, lying to protect the innocent is permissible.

**Objection 2:** Further, love of neighbor is a higher obligation than truthful speech. But refusing to lie in such circumstances shows lack of love for the innocent victim. Therefore, love requires lying in such cases.

**Objection 3:** Further, the aggressor has no right to the truth that would enable him to harm the innocent. One cannot have duty to provide what another has no right to receive. Therefore, there is no duty to tell the truth to unjust aggressors.

---

**SED CONTRA** (On the contrary):

Augustine says: "A lie is a false signification with intent to deceive. It is never lawful to tell a lie, even to avoid harm to another." And Scripture says: "You shall not bear false witness" (Exodus 20:16), without exception for good intentions.

---

**RESPONDEO DICENDUM** (I answer that):

I answer that lying is intrinsically evil and cannot be made good by circumstances or intention, even the intention to protect the innocent.

A lie is defined as speaking contrary to what one believes to be true, with intent to deceive. It is wrong because:

1. **It violates the natural purpose of speech**, which is to communicate truth. Using speech contrary to its nature is a disorder.

2. **It harms the good of trust** on which human community depends. Even "good" lies erode the general reliability of communication.

3. **It treats the deceived person as means only**, manipulating their rational faculty rather than respecting their capacity for truth.

However, one must distinguish lying from:
- **Mental reservation**: Speaking truth in a limited sense
- **Refusing to answer**: One need not provide information
- **Diversion**: Changing the subject
- **Amphibology**: Statements true in one sense though heard in another

One may use these strategies without lying. One may also accept martyrdom rather than sin.

---

**AD PRIMUM** (Reply to Objection 1):

To the first objection, the midwives were commended for their faith and courage in resisting Pharaoh, not specifically for the method of lying. God blessed them "because they feared God" (Exodus 1:21), not because they lied. Their lie was a venial imperfection accompanying heroic virtue, as even saints may sin in minor matters.

**AD SECUNDUM** (Reply to Objection 2):

To the second objection, love of neighbor does not require sin. One cannot help a neighbor by offending God. True love seeks the other's genuine good, which includes not being made complicit in sin. Moreover, there are other ways to protect the innocent (resistance, diversion, silence) that do not require lying.

**AD TERTIUM** (Reply to Objection 3):

To the third objection, it is true that the aggressor has no right to information useful for evil. But this does not grant permission to lie. One may refuse to answer, resist the questioner, or use mental reservation. The aggressor's lack of right to truth does not create in us a right to lie. Two wrongs do not make a right.

---

## When to Use This Method

**Best suited for:**
- Complex questions with legitimate opposing views
- Topics requiring careful distinction-making
- Academic or formal analysis
- Training in rigorous thinking
- Preparing to defend a position

**Less suited for:**
- Simple factual questions
- Urgent practical decisions
- Casual conversation
- Topics with clear consensus

## Benefits of the Method

1. **Intellectual honesty**: Forces engagement with opposing views
2. **Thoroughness**: Ensures major considerations are addressed
3. **Clarity**: Structures complex arguments systematically
4. **Humility**: Acknowledges strength of objections
5. **Precision**: Requires careful distinction-making
6. **Completeness**: Leaves no objection unanswered

## Integration Notes

**Parent Expert:** thomas-aquinas

**Related Skills:**
- **All other Aquinas skills** can be presented using this method
- **natural-law-analysis**: Often requires scholastic treatment for complex cases
- **faith-reason-synthesis**: The method itself embodies faith seeking understanding

**Skill Interaction:**
The scholastic method is a meta-skill that can structure the application of any other skill. When facing complex questions about natural law, just war, double effect, etc., applying the scholastic method ensures rigorous treatment.

**Source Texts:**
- The structure of the Summa Theologiae itself
- Summa Contra Gentiles (longer form of argumentation)
- Medieval disputatio tradition

---

*This skill derives from the scholastic tradition perfected by Thomas Aquinas, representing centuries of refined intellectual method.*

## Error Handling

| Situation | Response |
|-----------|----------|
| Insufficient input data | Request specific additional information needed for analysis |
| Ambiguous requirements | Ask clarifying questions before proceeding |
| Conflicting constraints | Highlight the conflicts and ask for prioritization |
| Out of scope request | Explain the skill's boundaries and suggest alternatives |
| Incomplete analysis | Acknowledge limitations and indicate what additional inputs would help |

## Constraints

- Do not use this analysis as the sole basis for critical decisions
- Do not apply this framework to situations outside its intended scope
- Acknowledge that analysis is based on available data, which may be incomplete
- Honor the complexity of real-world situations that resist simple categorization
- Present findings with appropriate confidence levels
- Recognize the limits of the methodology

## Additional Notes

**Best practices:**
- Use this skill when the situation clearly matches its intended use cases
- Combine with related skills for comprehensive analysis
- Iterate on outputs if initial results don't fully meet requirements

**Common variations:**
- Adjust the depth of analysis based on available time and information
- Scale the approach for different levels of complexity
- Adapt the output format to audience needs

**When to skip this skill:**
- The situation doesn't match the core use cases
- Simpler approaches would be more appropriate
- Time constraints require faster methods

## Integration

This skill is part of a broader analytical framework. Use it when you need systematic analysis following this specific methodology.

**Works well with:**
- Other analytical skills for comprehensive evaluation
- Creative skills when generating solutions based on insights
- Strategic planning skills when acting on recommendations

**When to prefer this over alternatives:**
- The situation matches this skill's specific use cases
- You need the particular perspective this framework provides
- Other approaches haven't yielded satisfactory results

**Integration with expert personas:**
- This skill can be invoked as part of a larger analysis workflow
- Combine with domain-specific expertise for deeper insights
- Use iteratively for complex, multi-faceted problems