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others develop or stretch the tradition in new directions. This is to be expected, for challenges to a tradition cause crisis, irrational and wooden traditions either capitulating or refusing to engage while more supple and reasonable traditions ask new questions, pose new answers, transpose old answers, and articulate themselves in new and productive directions.46

      This is not the first time that natural law has developed in response to a crisis presented by some theoretical or social challenge, so we should not be surprised to find it developing previously. And in each of these moments of challenge, I suggest, the crisis has been occasioned by the meaning of “nature.” What is so natural about the natural law; what is nature?

      Intentional Differences

      In the Introduction I claimed that “nature” functioned as a heuristic, which is to say that its meaning comes from what we seek to know, the unknown x, or from what we intend. Since what humans seek to know differs quite radically across cultures, times, places, and tasks, there are consequently many “natures.” This is not an unknowable chaos, however, since paying attention to how our conscious operations work—noetic exegesis—allows us to explain the origin and development of the many “natures” by adverting to the disparate ways or exigences of how humans direct consciousness. Consequently, we can distinguish the multiple meanings of nature, including the historical development of those meanings and the various crises which have emerged in that history, by adverting to the different functions of consciousness.

According to Lonergan, Aristotle expressed something fundamental in the opening lines of the Metaphysics: “All men by nature desire to know.” When the animal has its physiological needs met, it sleeps, but when the human has met its needs, we do math or theology or go exploring, for our intelligence is essentially dynamic love; so long as we want to know, so long as we care and direct our intelligence towards knowing, our consciousness continues to operate in a cumulative, self-correcting, and indefinite process of accumulating data and acquiring new insights.47 This dynamism is for some unknown, and we seek this unknown spontaneously, by some innate tendency, although it “is a conscious tendency . . . we do so intelligently.”48 Children ask incessant questions, without prompting, according to some inner impetus, although the dull child, the one who does not care to know, can rarely be coaxed or coerced into knowing if he lacks the desire, for knowledge does not just happen because the external data is present but because of the interior condition of inquiry and the interior operations by which we arrive at knowing.49 The interior condition manifests itself in questions, for we would not ask unless there was an unknown, and we could not ask unless we sought something. Something: what we seek exists as an ideal, but not clearly or explicitly or we would already have what we were seeking.50

The transcendental condition of our questions is the dynamic desire to know, and to know what is unknown, an x, and this unknown x functions as a heuristic, as an intended ideal that as yet is not appropriated or known. It is whatever is intended by the question. But what is intended by questions is not empty or abstract. The condition of questioning is transcendental—the “pure question”—but “no one just wonders. We wonder about something.”51 Of course, we can wonder about many things, in many different ways, and there are different heuristics at different times, in different communities, and so on. The pursuit is intelligent and conscious, but it is not conceptually explicit, and it differs and develops as questions differ and develop, so “how do you proceed methodically . . . to the attainment of something that you do not know, something which, if known, would not have to be pursued?”52 According to Lonergan, the solution is precisely that metatheory by which we try to catch ourselves in the act of knowing which Budziszewski judged distracting:

The solution . . . to this problem is self-appropriation. . . . The ideal we seek in seeking the unknown, in trying to know, is conceptually implicit. There does not exist naturally, spontaneously, through the whole of history, a set of propositions, conceptions, and definitions that define the ideal of knowledge. But to say that conceptually it is implicit . . . that these statements differ in different places and at different times—they are historically conditioned—is not to say that it is nonexistent. While the conception of the ideal is not by nature, still there is something by nature. The ideal of knowledge is myself as intelligent, as asking questions, as requiring intelligible answers . . . and if we can turn in upon these fundamental tendencies, then we are on the way to getting hold. . . .53

      Denying any universal set of propositions and definitions may seem surprising for a proponent of natural law, but note as well his affirmation of a basic, universal, and innate tendency—the pure question—to which we pay attention as a clue.

      The pure question is innate and universal, but the exigences of the pure question are disparate, with the plurality of “natures” tied to the plurality of patterns in which questions can develop. We should not be surprised to find within the natural law tradition serious differences of articulation and meaning, then; nor should this pose any threat to the coherence of the tradition and its claims of universal legitimacy, for any theory which claims to be inextricably caught up in human reason is thereby inextricably historical. Further, as tied to reason, which has its grounding in the pure question and the dynamic desire to know, we can investigate differences within the tradition as understandable because of the patterns and exigencies of questions.

      Common Sense as Meaning

Intelligence has as its transcendental condition the desire to know; insofar as this desire is innate and operative, inquiry occurs spontaneously, for the conditions of inquiry are (a) desire itself and (b) something about which to inquire, which is provided through data. Not only is inquiry spontaneous, but so too are the insights arising from the questions of inquiry.54 When we ask questions in response to some data, we experience the tension of inquiry (the not knowing) as well as a release of that tension when we have an insight into the data. Insights occur in response to asking “What is this?” and present a possible grasp of intelligibility immanent to the data. Of course, insights often turn out to be inadequate or incorrect, but the “Aha!” experience when we “see” or “understand” or “get” something, even if still vaguely and inchoately, is not at all unusual or recondite. This happens to us all quite frequently. Since intelligence is dynamic, an intelligence which follows out its innate desire or love of knowing hardly turns off whenever the first bright idea pops up; instead, one bright idea leads to another and another, allowing insights to accumulate in the process of learning.55 Further, such insights can be communicated to others, even taught to others, and an intersubjective sharing of perceived intelligibility allows from “the communal development of intelligence in the family, the tribe, the nation, the race,” since humans “are born into a community that possesses a common fund of tested answers.”56

For Lonergan, the spontaneity of inquiry, the similarly spontaneous accumulation of insights, and the communication of insights are components of common sense. In its particular mode, common sense, unlike theory, exhibits little concern for universality. Rooted in the experiences of individuals and the promulgation of those experiences within particular communities, common sense is “not concerned with the universal definition of bravery or truth or justice” even though, of course, it wants “people to be truthful, brave, and just. . . .”57 Common sense will develop understandings of those virtues, will bequeath and educate members of the particular community into them, and may even assume that its understanding is normatively

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