RÉSUMÉDans cet article, j'examine si la description spinozienne de la béatitude peut être identifiée à un idéal contemplatif dans la tradition aristotélicienne. Je présente d'abord les caractéristiques principales de la vie contemplative telle que définie par Aristote ainsi que sa différence avec la vie des vertus orientées vers la pratique — une différence fondée sur la distinction d'Aristote entrepraxisettheoria. En mettant en évidence les points communs entre les deux types de connaissance adéquate de Spinoza — c'est-à-dire la connaissance intuitive et (...) la raison —, je montre qu'il n'y a pas de place pour une distinction similaire chez Spinoza, ce qui permettra d'identifier la connaissance intuitive et la béatitude qui l'accompagne exclusivement avec l'activité théorique. (shrink)

While both intuitive knowledge and reason are adequate ways of knowing for Spinoza, they are not equal. Intuitive knowledge, which Spinoza describes as the ‘greatest virtue of mind’, is superior to reason. The nature of this superiority has been the subject of some controversy due to Spinoza's notoriously parsimonious treatment of the distinction between reason and intuitive knowledge in the Ethics. In this paper, I argue that intuitive knowledge differs from reason not only in terms of its method of cognition—but (...) also in terms of its content. More specifically, I maintain that there is something that is known by intuition, namely the unique essences of things, that is not known by reason. My argument is supported by an examination of Spinoza's account of essences in the Ethics, which reveals that he is committed to both unique and shared essences. Based on this dual commitment, I argue that whereas for Spinoza both reason and intuition can be said to reach adequate knowledge of the shared essence of a thing, the unique essence of a singular thing, which is nothing but its actual essence, can only be known through intuitive knowledge. (shrink)

In the Ethics Spinoza defines certain traditional virtues such as humility and repentance as species of sadness and denies that they are virtues. He nonetheless holds that they can turn out to be useful as a means towards virtue—in fact, the greatest virtue of blessedness—in the life of someone who is not guided by reason. In this paper, I examine Spinoza’s relatively overlooked claim regarding the usefulness of sad passions as a means towards blessedness. In taking up Spinoza’s treatment of (...) humility as my case study, I show that there is a tension between this claim and his other explicit commitments in the Ethics. More specifically, after considering his views regarding the consequences of humility—including, most notably, its susceptibility to envy—and conditions of achieving blessedness, I show that humility cannot effectively be said to bring about cooperation and push “weak-minded” people in the right direction so that, in the end, they may be free and enjoy blessedness. I conclude by suggesting that if we must rely on passions as a means towards virtue in the Spinozistic universe, we must rely not on debilitating sad passions such as humility, but on joy-based social passions such as love. -/- . (shrink)

In this paper I offer three main challenges to James (2011). All three turn on the nature of philosophy and secure knowledge in Spinoza. First, I criticize James's account of the epistemic role that experience plays in securing adequate ideas for Spinoza. In doing so I criticize her treatment of what is known as the ‘conatus doctrine’ in Spinoza in order to challenge her picture of the relationship between true religion and philosophy. Second, this leads me into a criticism of (...) her account of the nature of philosophy in Spinoza. I argue it is less piecemeal and less akin to what we would recognize as ‘science’ than she suggests. Third, I argue against James's core commitment that Spinoza's three kinds of knowledge differ in degree; I claim they differ in kind. My argument will offer a new interpretation of Spinoza's conception of ‘common notions’. Moreover, I argue that Spinozistic adequate knowledge involves something akin to angelic disembodiment. (shrink)

This article begins with the question: What is it to live? It is argued that, from a Spinozistic perspective, to live is not an either/or kind of matter. Rather, it is something that inevitably comes in degrees. The idea is that through good education and proper training a person can learn to increase his or her degree of existence by acquiring more adequate ideas. This gradual qualitative enhancement of existence is an operationalization of Spinoza's quest for immortality of the mind. (...) While Spinoza's idea of immortality differs from the traditional Christian account of the immortality of the soul in some key respects, it nevertheless concerns a form of immortality of the mind albeit grasped from a strictly naturalistic standpoint. And as such it is clear that we are faced with not only a philosophical and metaphysical problem of some magnitude but that we have come up against an educational problem that is rarely addressed. The educational problem, emanating from this, concerns the tension between Spinoza's necessitarianism and the overall goal of education. Why educate people at all if their lives are already predetermined? In addressing these problems, this article marks an attempt to present a pedagogization of the degrees of existence in Spinoza. To this end, it is argued that the imitation of affects is key to understanding Spinoza in an educational setting and; that teaching, in a Spinozistic context, involves the act of offering the right amount of resistance. (shrink)