Spinoza on Ingenium and Exemplarity: Some Consequences for Educational Theory

Abstract

This article turns to the neglected pedagogical concept of ingenium in order to address some shortcomings of the admiration-emulation model of Linda Zabzebski's influential exemplarist moral theory. I will start by introducing the problem of the admiration-emulation model by way of a fictional example. I will then briefly outline the concept of ingenium such as it appears in a Renaissance context, looking particularly at the pedagogical writings of Juan Luis Vives (1492/3-1540). This will set the stage for the next part, looking at how early modern philosopher Benedict Spinoza (1632-1677) adopts a Vivesian notion of ingenium, adjusting it so as to fit into the setting of his political theory. Next, I will turn to Spinoza's use of the concept of ingenium in relation to his portrayal of exemplary persons, offering a pedagogical model of moral exemplarism that can counter some of the perceived problems of the admiration-emulation model as it highlights the necessary fallibility of efficient exemplars as well as acknowledges the socio-political dimension of emotions. Finally, I will lay out some preliminary consequences for educational theory, hoping to offer a way of reconciling moral exemplarism with a more realistic pedagogical and psychological framework.

Satan as teacher: the view from nowhere vs. the moral sense

“…The second step is, as pointed out in a recent study by Mogens Laerke (2021, 147-166), to allow people to establish horizontal educational networks where they can freely exercise their natural authority to teach one another in a manner marked by a common interest in each other's well-being and in the promotion of a more adequate understanding of the world. As this paper is not conceived as an in-depth investigation of Spinoza's political theory and its consequences for education (I have done this elsewhere, see Dahlbeck 2021aDahlbeck , 2021bDahlbeck , 2021c, we should not get too bogged down in the particularities of Spinoza's conception of exemplarism or in the political role of education. The purpose is rather to illustrate how the view from nowhere and the moral sense can be reconciled in a manner that does not underestimate the many complications embedded in seeking to negotiate between the two different positions.…”

Berättelsens kraft

“…I denna essä vill jag föra ett pedagogiskt-filosofiskt resonemang om hur berättelser kan användas i utbildning som utgångspunkt för öppna etiska samtal med barn och elever. Exemplet Kaspar Hauser är just bara ett exempel, men det är tänkt att illustrera Mollenhauers poäng om att de exempel läraren väljer ut som utgångspunkter för etiska samtal bör resonera hos henne själv för att fungera som pedagogiska verktyg (jfr Dahlbeck, 2020). Kaspar Hauser blir mitt personliga exempel eftersom det har fungerat som en brygga mellan mitt känslomässiga engagemang och etiska tänkande och därmed kopplar ihop mina minnen och erfarenheter med min roll som lärare.…”

Spinoza on the teaching of doctrines: Towards a positive account of indoctrination

“… 10. For a fuller treatment of Spinoza’s notion of ingenium in an educational context, see Dahlbeck (2021). …”