  For example, an important factor in the new discussions was the notion of science articulated by Aristotle in Posterior Analytics. Generally, it was thought that scientific knowledge involves three things: a definition, a list of the properties in the technical Aristotelian sense of features not contained in the definition but consequent upon it, and a causal analysis. Faced with this notion, scholastics explicitly asked whether categories are the subject of scientific knowledge, and if so, whether the scientific knowledge in question is what Aristotle regarded as a knowledge of fact (scientia quia) or a knowledge of reasoned fact (scientia propter quid). Eventually they asked whether categories could be defined and the kind of definition they could have; whether they have properties and, if so, what properties they have; and whether a causal analysis of them is possible and in what such an analysis would consist. These questions led them to question the discipline in which categories are studied–is it grammar, logic, or metaphysics?–and often forced them to modify their views of both science and the categories (Pini 2003, 189–90).