Aquinas came from a wealthy family and, therefore, received a formal education from a young age. This included studying at an arts school where he encountered Aristotle's philosophies. However, in his late teens, against the wishes of his parents, he left for a monastery. Over the next twenty years, he further developed his theology at various universities. Due to his dynamic educational experiences, Aquinas "spent his life seeking to integrate Christian faith and Aristotelian philosophy into a coherent worldview" (Gutek, 1995, p. 109).

A Thomistic education was focused on teachers bringing students to awareness of basic principles and then leading them to deduce the implications of those principles. Its primary subjects of focus were liberal arts and sciences, as Aquinas believed the other subject areas were better reserved for higher education.

Aquinas believed the teacher should be an "active part of the learning process" (Gutek, 1995, p. 111). Therefore, Gutek (1995) highlights the indifference between teaching and researching. This combination requires the teacher to still be a "student" (or researcher) in addition to a teacher. To do this, Aquinas believed teachers should use inquiry to become experts in their fields and then adequately deliver the information to students. The idea of teachers being "lifelong learners" is one that is commonplace in the field; it is a concept presented to preservice teachers and new teachers during orientations and professional developments. It is one that experienced teachers are frequently reminded of. Content area materials, instructional methods, and pedagogical practices are constantly evolving, year after year. In order for a teacher to remain the expert in the classroom, he or she must research new information and new best practices. This happens when educators take courses, attend conferences, collaborate with peers, and read academic journals. The best teachers are those who are never satisfied with the extent of their knowledge and experience, and so, seek to grow throughout their entire careers.

Gutek, G.L. (1995). A history of Western educational experience (2nd ed.). Long Grove, IL: Waveland Press, Inc.