Although the French Renaissance sceptic Michel de Montaigne is a much-admired thinker among many literary historians and some philosophical ones, his oeuvre hardly features in critical surveys of ideas in education. This is strange given that Montaigne offers modern educators an exemplary form of communicative discourse which anticipates contemporary education theory's emphasis on the importance of reflective practice and learning from experience. While each of these themes is capable of being rendered as repetitious slogans, sound-bites even, Montaigne, through his emphasis (...) on free thinking and self-study, helps to rescue them from such a fate, identifying a dialectical method called ‘essaying’ which has genuine purchase on practice and its improvement. (shrink)

In 1938 Max Horkheimer published an article entitled “Montaigne and the Function of Skepticism” trying to clarify and criticize the role of skepticism at his times, close to World War II. According to Horkheimer there are two essential features of skepticism: radical reactionarism and defense of individuals. Following the German philosopher both were key elements in the rise of bourgeois society in Montaigne´s epoch and, in that sense, his skepticism was progressive. However, at the time of Horkheimer both traits were, (...) as the skeptical position, reactionaries, and the only valid alternative to the danger of authoritarian states would be his own Critical Theory. Our paper aims to question the essential character of both traits and, at the same time, the interpretation of skepticism provided in Horkheimer´s article. (shrink)