Ah, teaching and learning, a fascinating topic indeed. Let's dive into it using the scholastic method.

1. The broad question we'll be addressing is: "What is the nature of teaching and learning?"

2. Now, let's present a few objections or arguments against a particular view on teaching and learning:

   Objection 1: Teaching is simply the transmission of knowledge from a teacher to a student, and learning is the passive acquisition of that knowledge.

   Objection 2: Teaching and learning are purely cognitive processes, with no need for any emotional or experiential elements.

   Objection 3: Learning is solely the responsibility of the student, and teaching only serves as a facilitator.

3. To destabilize these objections, let's turn to an authoritative source, Scripture, for guidance. In Proverbs 22:6, it states: "Train up a child in the way he should go, and when he is old he will not depart from it." This passage suggests that teaching involves more than just knowledge transmission, but also guidance and formation.

4. Now, let's present Aquinas' own view on the nature of teaching and learning:

   Aquinas' view: Teaching is a dynamic process that involves not only the transmission of knowledge but also the cultivation of virtues and the development of critical thinking skills. Learning, on the other hand, is an active process that requires the engagement and effort of the student.

5. Let's respond to each of the initial objections with Aquinas' positive arguments:

   Response to Objection 1: Teaching is not a mere transmission of knowledge, but an active process that involves fostering understanding and facilitating the growth of the student's intellectual capabilities. The teacher plays a crucial role in guiding and shaping the student's learning experience.

   Response to Objection 2: Teaching and learning are not solely cognitive processes. Emotions, experiences, and practical applications are integral to effective learning. By engaging students on an emotional and experiential level, teachers can enhance understanding and retention of knowledge.

   Response to Objection 3: While students have a responsibility to engage in the learning process, the role of the teacher goes beyond mere facilitation. Teachers provide guidance, structure, and support to help students navigate the complexities of learning and develop their full potential.

6. These responses to the objections are grounded in Aquinas' positive arguments for his own view:

   Positive argument 1: Teaching involves not only the transmission of knowledge but also the cultivation of virtues. By instilling moral and intellectual virtues, teachers prepare students for a life of moral and intellectual excellence.

   Positive argument 2: Learning is an active process that requires the engagement and effort of the student. By actively participating in the learning process, students develop critical thinking skills, problem-solving abilities, and a deeper understanding of the subject matter.

7. Through this dialectic, Aquinas engages thoroughly with the objections and shows the superiority of his view. By emphasizing the active role of the teacher and the importance of experiential and emotional elements in learning, Aquinas provides a comprehensive understanding of teaching and learning.

8. The result is an accessible, well-reasoned defense of Aquinas' view on the nature of teaching and learning, which recognizes the multi-faceted nature of the educational process and the responsibilities of both the teacher and the student.