Encyclopedia of sacred theology - pagina 85

Chap.

ACCEPTED USE OF THE WORD

I]

heard

it ?

Is this fact

61

taken up into your consciousness?

If,

on the other hand, I say. Do you know that it is so ? then to know is taken in a stricter sense, and means Can you vouch for it ? In both cases, however, there lies in this knowing not so much the thought of an analysis of the content of an affair or fact, as the thought of the existence of it viz. the antithesis between its being and not being. Understanding., on the other hand, does not refer to the being or not being, but assumes it as a fact, and analyzes it for the sake of introducing it into the world of our conceptions. To have knowledge of a thing is almost synonymous with having certainty of it, which of itself implies that such a presentation of the matter or fact has been obtained that it can be taken up into our consciousness. And further it is knowledge only when besides this presentation in my consciousness I also have the :

;

sense that this representation corresponds to existing reality

which

is

;

by which I comprehend it

entirely different from understanding,

investigate this representation, in order to

and necessity. compare we this with the common acceptation

in its nature If

word what

we encounter commonly called

science, is

of the

the apparent contradiction that " science " seems to

lie

almost

exclusively in the domain of the under standiyig, and that

when

the question

is

asked whether there

is

a reality cor-

responding to a certain representation, it is met with the answer. It is not clear (non liquef) even with a fundamental non liquet, when the general relation of the phenomena to ;

the

noumena

ance.

is

in order.

This, however,

is

For many centuries the conception

only in appear-

of science

and

its

corresponding forms in other languages was entirely free

from sceptical infusion, and carried no other impression than of studies which were able to impart real knowledge of all sorts of things, so that by it one knew what before one did not know. The " language-making people " adhered, therefore, strenuously to

the

root-meaning of the

and to know, even in the derived conception of " science," and marked this more clearly still by the antithesis between "science" and "learningr." The law of verbs

to see

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