Volume 47, Issue 4, December 2024
Courtney Morris
Pages 569-587
https://doi.org/10.5840/teachphil20241010213
Descartes on the Practice of Philosophy
In writing his metaphysics in the form of ¡°meditations,¡± Descartes specifically rejects two other forms: ¡°synthesis,¡± the form of a deductive proof common in ancient geometry, and ¡°disputation,¡± the form of a dialectical defense of a thesis against an antithesis. Both forms, Descartes argues, impede a reader¡¯s ability to discover the material ¡°as if for herself¡± and endanger instilling in her a cynicism towards philosophy. Descartes instead chose the form of ¡°analysis¡± for the presentation of his metaphysics, which he asserts is the ¡°best and truest method of instruction.¡± What can philosophy teachers learn from these claims? We too rely on pedagogical forms that are broadly synthetic and disputative, and we too can recognize a student¡¯s sudden suspicion of philosophy. I argue that Descartes¡¯s pedagogical comments offer a solution to help us avoid this classroom danger of misology.