Philosophy of Education as an accidental trickle

This paper recalls a Thomistic dictum quidquid recipitur ad modum recipietis recipitur to the effect that, somewhat, everything is received in the manner of the recipient, and which, for the purposes of the paper shall be rendered to signify that the operations of any thing - en, entis - cannot exceed its nature, and at the level of particulars would mean that the capabilities of any thing cannot exceed those of its essence. Thus, the dictum only served as a reminder to the fact that we know as much of reality as our predispositions allow, and once we have had our "fill," its effect cannot possibly exceed it as cause. Based on an Aristotelean-Thomistic-Gilsonean philosophical framework, and employing an anecdotic, hypothetical quasi scenario-building methodology to visit learning and teaching of philosophy of education and the career-building in the field at our universities, it attempts, through again, a quasi Socratic method, to intimate that the effects cannot possibly exceed their causes, and so, in Africa and in the world at large, philosophy of education will yield as much progress as that of its teachers as its causes and principles.