Book, Paragraph

 1 III, 1 |        is building. Similarly, learning, doctoring, rolling, leaping,
 2 III, 3 |         e.g. both teaching and learning, though they are two, in
 3 III, 3 |       will be, if teaching and learning are the same, and agency
 4 III, 3 |    teacher will necessarily be learning everything that he teaches,
 5 III, 3 |        teaching is the same as learning, that to learn is the same
 6 III, 3 |    teaching is not the same as learning, or agency as patiency,
 7   V, 2 |        so? For the becoming of learning cannot be learning: so neither
 8   V, 2 | becoming of learning cannot be learning: so neither can the becoming
 9   V, 4 |       in an unqualified sense: learning is an example of this, knowledge
10 VII, 3 |  natural to it. Hence, too, in learning and in forming judgements
11 VIII, 4|        are derived. One who is learning a science potentially knows
12 VIII, 5|      teaching is in process of learning what he is teaching, whereas
13 VIII, 5|      possessing knowledge, and learning not possessing it. Still