Although Boyle has been regarded as a champion of the seventeenth century Cartesian mechanical philosophy, I defend the position that Boyle’s views conciliate between a strictly mechanistic conception of fundamental matter and a non-reductionist conception of chemical qualities. In particular, I argue that this conciliation is evident in Boyle’s ontological distinction between fundamental corpuscles endowed with mechanistic properties and higher-level corpuscular concretions endowed with chemical properties. Some of these points have already been acknowledged by contemporary scholars, and I actively engage (...) with their ideas in this paper. However I attempt to contribute to the debate over Boyle’s mechanical philosophy by arguing that Boyle’s writings suggest an emergentist, albeit still mechanistic, notion of chemical properties. I contrast Boyle’s views against those of strict reductionist mechanical philosophers, focusing on the famous debate with Spinoza over the redintegration of niter, and argue that Boyle’s complex chemical ontology provides a more satisfactory understanding of chemical phenomena than is provided by a strictly reductionist and Cartesian mechanical philosophy. (shrink)

Franciscus Van den Enden is commonly considered as the man who taught Latin to B. de Spinoza. It is unknown if he actually taught him something else, but we do know he used a pedagogy of his own and made the young philosopher aware of the importance of pedagogical issues. The present article helps to document their relationship from a historical and theoretical perspective, by clarifying Van den Enden’s ideas on a most debated subject: the use of honorary titles to (...) distinguish pupils in the classroom. In particular, it shows how the rejection by Van den Enden of titles commonly used in Jesuits schools finds echoes in Spinoza’s philosophy. At the same time, the article argues that through their common participation in theatrical plays, Van den Enden and Spinoza shared a pedagogical experience that helped to overcome the problems linked to the introduction of a hierarchy, not theoretically, but in practice. (shrink)