ACTUALIZATION......15
'Affection' means (1) a quality in respect of which a thing can be altered, e.g. white and black, sweet and bitter, heaviness and lightness, and all others of the kind. — (2) The actualization of these — the already accomplished alterations. — (3) Especially, injurious alterations and movements, and, above all painful injuries. — (4) Misfortunes and painful experiences when on a large scale are called affections.	METAPHYSICS Book V
But not only are the sources and causes of their origination and growth the same as those of their destruction, but also the sphere of their actualization will be the same; for this is also true of the things which are more evident to sense, e.g. of strength; it is produced by taking much food and undergoing much exertion, and it is the strong man that will be most able to do these things. So too is it with the virtues; by abstaining from pleasures we become temperate, and it is when we have become so that we are most able to abstain from them; and similarly too in the case of courage; for by being habituated to despise things that are terrible and to stand our ground against them we become brave, and it is when we have become so that we shall be most able to stand our ground against them.	NICOMACHEAN ETHICS Book II
It seems true in general that the middle point also among all things is a good mnemonic starting-point from which to reach any of them. For if one does not recollect before, he will do so when he has come to this, or, if not, nothing can help him; as, e.g. if one were to have in mind the numerical series denoted by the symbols A, B, G, D, E, Z, I, H, O. For, if he does not remember what he wants at E, then at E he remembers O; because from E movement in either direction is possible, to D or to Z. But, if it is not for one of these that he is searching, he will remember (what he is searching for) when he has come to G if he is searching for H or I. But if (it is) not (for H or I that he is searching, but for one of the terms that remain), he will remember by going to A, and so in all cases (in which one starts from a middle point). The cause of one's sometimes recollecting and sometimes not, though starting from the same point, is, that from the same starting-point a movement can be made in several directions, as, for instance, from G to I or to D. If, then, the mind has not (when starting from E) moved in an old path (i.e. one in which it moved first having the objective experience, and that, therefore, in which un-'ethized' phusis would have it again move), it tends to move to the more customary; for (the mind having, by chance or otherwise, missed moving in the 'old' way) Custom now assumes the role of Nature. Hence the rapidity with which we recollect what we frequently think about. For as regular sequence of events is in accordance with nature, so, too, regular sequence is observed in the actualization of kinesis (in consciousness), and here frequency tends to produce (the regularity of) nature. And since in the realm of nature occurrences take place which are even contrary to nature, or fortuitous, the same happens a fortiori in the sphere swayed by custom, since in this sphere natural law is not similarly established. Hence it is that (from the same starting-point) the mind receives an impulse to move sometimes in the required direction, and at other times otherwise, (doing the latter) particularly when something else somehow deflects the mind from the right direction and attracts it to itself. This last consideration explains too how it happens that, when we want to remember a name, we remember one somewhat like it, indeed, but blunder in reference to (i.e. in pronouncing) the one we intended. // Thus, then, recollection takes place.	ON MEMORY AND REMINISCENCE
Hence, if the facts be at all as here stated, it is clear that — if one should explain the nature of the sensory organs in this way, i.e. by correlating each of them with one of the four elements, — we must conceive that the part of the eye immediately concerned in vision consists of water, that the part immediately concerned in the perception of sound consists of air, and that the sense of smell consists of fire. (I say the sense of smell, not the organ.) For the organ of smell is only potentially that which the sense of smell, as realized, is actually; since the object of sense is what causes the actualization of each sense, so that it (the sense) must (at the instant of actualization) be (actually) that which before (the moment of actualization) it was potentially. Now, odour is a smoke-like evaporation, and smoke-like evaporation arises from fire. This also helps us to understand why the olfactory organ has its proper seat in the environment of the brain, for cold matter is potentially hot. In the same way must the genesis of the eye be explained. Its structure is an offshoot from the brain, because the latter is the moistest and coldest of all the bodily parts.	ON SENSE AND THE SENSIBLE
Hence, if the facts be at all as here stated, it is clear that — if one should explain the nature of the sensory organs in this way, i.e. by correlating each of them with one of the four elements, — we must conceive that the part of the eye immediately concerned in vision consists of water, that the part immediately concerned in the perception of sound consists of air, and that the sense of smell consists of fire. (I say the sense of smell, not the organ.) For the organ of smell is only potentially that which the sense of smell, as realized, is actually; since the object of sense is what causes the actualization of each sense, so that it (the sense) must (at the instant of actualization) be (actually) that which before (the moment of actualization) it was potentially. Now, odour is a smoke-like evaporation, and smoke-like evaporation arises from fire. This also helps us to understand why the olfactory organ has its proper seat in the environment of the brain, for cold matter is potentially hot. In the same way must the genesis of the eye be explained. Its structure is an offshoot from the brain, because the latter is the moistest and coldest of all the bodily parts.	ON SENSE AND THE SENSIBLE
Hence, if the facts be at all as here stated, it is clear that — if one should explain the nature of the sensory organs in this way, i.e. by correlating each of them with one of the four elements, — we must conceive that the part of the eye immediately concerned in vision consists of water, that the part immediately concerned in the perception of sound consists of air, and that the sense of smell consists of fire. (I say the sense of smell, not the organ.) For the organ of smell is only potentially that which the sense of smell, as realized, is actually; since the object of sense is what causes the actualization of each sense, so that it (the sense) must (at the instant of actualization) be (actually) that which before (the moment of actualization) it was potentially. Now, odour is a smoke-like evaporation, and smoke-like evaporation arises from fire. This also helps us to understand why the olfactory organ has its proper seat in the environment of the brain, for cold matter is potentially hot. In the same way must the genesis of the eye be explained. Its structure is an offshoot from the brain, because the latter is the moistest and coldest of all the bodily parts.	ON SENSE AND THE SENSIBLE
Should any one [to illustrate how the Soul might have in it two different parts specifically identical, each directed to a set of aistheta the same in genus with that to which the other is directed] urge that, as there are two eyes, so there may be in the Soul something analogous, [the reply is] that of the eyes, doubtless, some one organ is formed, and hence their actualization in perception is one; but if this is so in the Soul, then, in so far as what is formed of both [i.e. of any two specifically identical parts as assumed] is one, the true perceiving subject also will be one, [and the contradictory of the above hypothesis (of different parts of Soul remaining engaged in simultaneous perception with one sense) is what emerges from the analogy]; while if the two parts of Soul remain separate, the analogy of the eyes will fail, [for of these some one is really formed].	ON SENSE AND THE SENSIBLE
May we not, then, conceive this faculty which perceives White and Sweet to be one qua indivisible [sc. qua combining its different simultaneous objects] in its actualization, but different, when it has become divisible [sc. qua distinguishing its different simultaneous objects] in its actualization?	ON SENSE AND THE SENSIBLE
May we not, then, conceive this faculty which perceives White and Sweet to be one qua indivisible [sc. qua combining its different simultaneous objects] in its actualization, but different, when it has become divisible [sc. qua distinguishing its different simultaneous objects] in its actualization?	ON SENSE AND THE SENSIBLE
If on the other hand (a) both are in what is moved and acted on — both the agency and the patiency (e.g. both teaching and learning, though they are two, in the learner), then, first, the actuality of each will not be present in each, and, a second absurdity, a thing will have two motions at the same time. How will there be two alterations of quality in one subject towards one definite quality? The thing is impossible: the actualization will be one.	PHYSICS Book III
But (some one will say) it is contrary to reason to suppose that there should be one identical actualization of two things which are different in kind. Yet there will be, if teaching and learning are the same, and agency and patiency. To teach will be the same as to learn, and to act the same as to be acted on — the teacher will necessarily be learning everything that he teaches, and the agent will be acted on. One may reply: (1) It is not absurd that the actualization of one thing should be in another. Teaching is the activity of a person who can teach, yet the operation is performed on some patient — it is not cut adrift from a subject, but is of A on B. / (2) There is nothing to prevent two things having one and the same actualization, provided the actualizations are not described in the same way, but are related as what can act to what is acting. / (3) Nor is it necessary that the teacher should learn, even if to act and to be acted on are one and the same, provided they are not the same in definition (as 'raiment' and 'dress'), but are the same merely in the sense in which the road from Thebes to Athens and the road from Athens to Thebes are the same, as has been explained above. For it is not things which are in a way the same that have all their attributes the same, but only such as have the same definition. But indeed it by no means follows from the fact that teaching is the same as learning, that to learn is the same as to teach, any more than it follows from the fact that there is one distance between two things which are at a distance from each other, that the two vectors AB and BA, are one and the same. To generalize, teaching is not the same as learning, or agency as patiency, in the full sense, though they belong to the same subject, the motion; for the 'actualization of X in Y' and the 'actualization of Y through the action of X' differ in definition. // What then Motion is, has been stated both generally and particularly. It is not difficult to see how each of its types will be defined-alteration is the fulfillment of the alterable qua alterable (or, more scientifically, the fulfilment of what can act and what can be acted on, as such)-generally and again in each particular case, building, healing, &c. A similar definition will apply to each of the other kinds of motion.	PHYSICS Book III
But (some one will say) it is contrary to reason to suppose that there should be one identical actualization of two things which are different in kind. Yet there will be, if teaching and learning are the same, and agency and patiency. To teach will be the same as to learn, and to act the same as to be acted on — the teacher will necessarily be learning everything that he teaches, and the agent will be acted on. One may reply: (1) It is not absurd that the actualization of one thing should be in another. Teaching is the activity of a person who can teach, yet the operation is performed on some patient — it is not cut adrift from a subject, but is of A on B. / (2) There is nothing to prevent two things having one and the same actualization, provided the actualizations are not described in the same way, but are related as what can act to what is acting. / (3) Nor is it necessary that the teacher should learn, even if to act and to be acted on are one and the same, provided they are not the same in definition (as 'raiment' and 'dress'), but are the same merely in the sense in which the road from Thebes to Athens and the road from Athens to Thebes are the same, as has been explained above. For it is not things which are in a way the same that have all their attributes the same, but only such as have the same definition. But indeed it by no means follows from the fact that teaching is the same as learning, that to learn is the same as to teach, any more than it follows from the fact that there is one distance between two things which are at a distance from each other, that the two vectors AB and BA, are one and the same. To generalize, teaching is not the same as learning, or agency as patiency, in the full sense, though they belong to the same subject, the motion; for the 'actualization of X in Y' and the 'actualization of Y through the action of X' differ in definition. // What then Motion is, has been stated both generally and particularly. It is not difficult to see how each of its types will be defined-alteration is the fulfillment of the alterable qua alterable (or, more scientifically, the fulfilment of what can act and what can be acted on, as such)-generally and again in each particular case, building, healing, &c. A similar definition will apply to each of the other kinds of motion.	PHYSICS Book III
But (some one will say) it is contrary to reason to suppose that there should be one identical actualization of two things which are different in kind. Yet there will be, if teaching and learning are the same, and agency and patiency. To teach will be the same as to learn, and to act the same as to be acted on — the teacher will necessarily be learning everything that he teaches, and the agent will be acted on. One may reply: (1) It is not absurd that the actualization of one thing should be in another. Teaching is the activity of a person who can teach, yet the operation is performed on some patient — it is not cut adrift from a subject, but is of A on B. / (2) There is nothing to prevent two things having one and the same actualization, provided the actualizations are not described in the same way, but are related as what can act to what is acting. / (3) Nor is it necessary that the teacher should learn, even if to act and to be acted on are one and the same, provided they are not the same in definition (as 'raiment' and 'dress'), but are the same merely in the sense in which the road from Thebes to Athens and the road from Athens to Thebes are the same, as has been explained above. For it is not things which are in a way the same that have all their attributes the same, but only such as have the same definition. But indeed it by no means follows from the fact that teaching is the same as learning, that to learn is the same as to teach, any more than it follows from the fact that there is one distance between two things which are at a distance from each other, that the two vectors AB and BA, are one and the same. To generalize, teaching is not the same as learning, or agency as patiency, in the full sense, though they belong to the same subject, the motion; for the 'actualization of X in Y' and the 'actualization of Y through the action of X' differ in definition. // What then Motion is, has been stated both generally and particularly. It is not difficult to see how each of its types will be defined-alteration is the fulfillment of the alterable qua alterable (or, more scientifically, the fulfilment of what can act and what can be acted on, as such)-generally and again in each particular case, building, healing, &c. A similar definition will apply to each of the other kinds of motion.	PHYSICS Book III
But (some one will say) it is contrary to reason to suppose that there should be one identical actualization of two things which are different in kind. Yet there will be, if teaching and learning are the same, and agency and patiency. To teach will be the same as to learn, and to act the same as to be acted on — the teacher will necessarily be learning everything that he teaches, and the agent will be acted on. One may reply: (1) It is not absurd that the actualization of one thing should be in another. Teaching is the activity of a person who can teach, yet the operation is performed on some patient — it is not cut adrift from a subject, but is of A on B. / (2) There is nothing to prevent two things having one and the same actualization, provided the actualizations are not described in the same way, but are related as what can act to what is acting. / (3) Nor is it necessary that the teacher should learn, even if to act and to be acted on are one and the same, provided they are not the same in definition (as 'raiment' and 'dress'), but are the same merely in the sense in which the road from Thebes to Athens and the road from Athens to Thebes are the same, as has been explained above. For it is not things which are in a way the same that have all their attributes the same, but only such as have the same definition. But indeed it by no means follows from the fact that teaching is the same as learning, that to learn is the same as to teach, any more than it follows from the fact that there is one distance between two things which are at a distance from each other, that the two vectors AB and BA, are one and the same. To generalize, teaching is not the same as learning, or agency as patiency, in the full sense, though they belong to the same subject, the motion; for the 'actualization of X in Y' and the 'actualization of Y through the action of X' differ in definition. // What then Motion is, has been stated both generally and particularly. It is not difficult to see how each of its types will be defined-alteration is the fulfillment of the alterable qua alterable (or, more scientifically, the fulfilment of what can act and what can be acted on, as such)-generally and again in each particular case, building, healing, &c. A similar definition will apply to each of the other kinds of motion.	PHYSICS Book III
But (some one will say) it is contrary to reason to suppose that there should be one identical actualization of two things which are different in kind. Yet there will be, if teaching and learning are the same, and agency and patiency. To teach will be the same as to learn, and to act the same as to be acted on — the teacher will necessarily be learning everything that he teaches, and the agent will be acted on. One may reply: (1) It is not absurd that the actualization of one thing should be in another. Teaching is the activity of a person who can teach, yet the operation is performed on some patient — it is not cut adrift from a subject, but is of A on B. / (2) There is nothing to prevent two things having one and the same actualization, provided the actualizations are not described in the same way, but are related as what can act to what is acting. / (3) Nor is it necessary that the teacher should learn, even if to act and to be acted on are one and the same, provided they are not the same in definition (as 'raiment' and 'dress'), but are the same merely in the sense in which the road from Thebes to Athens and the road from Athens to Thebes are the same, as has been explained above. For it is not things which are in a way the same that have all their attributes the same, but only such as have the same definition. But indeed it by no means follows from the fact that teaching is the same as learning, that to learn is the same as to teach, any more than it follows from the fact that there is one distance between two things which are at a distance from each other, that the two vectors AB and BA, are one and the same. To generalize, teaching is not the same as learning, or agency as patiency, in the full sense, though they belong to the same subject, the motion; for the 'actualization of X in Y' and the 'actualization of Y through the action of X' differ in definition. // What then Motion is, has been stated both generally and particularly. It is not difficult to see how each of its types will be defined-alteration is the fulfillment of the alterable qua alterable (or, more scientifically, the fulfilment of what can act and what can be acted on, as such)-generally and again in each particular case, building, healing, &c. A similar definition will apply to each of the other kinds of motion.	PHYSICS Book III