The history of the transmission, recovery and posthumous influence of ancient scepticism is a fascinating chapter in the history of ideas. An extraordinary collection of philosophical texts and some of the most challenging arguments ever devised were first lost, then only partly recovered philologically, and finally rediscovered conceptually, leaving Cicero and Sextus Empiricus as the main champions of Academic and Pyrrhonian scepticism respectively. This chapter outlines what we know about this shipwreck and what was later salvaged from it.

Descartes’s arguments about the certainty of mathematics in the Rules for the Direction of the Mind cannot be understood independently of his attack on the authority of ancient authors. The author maintains this view by reading Descartes’s claims about mathematics through the lens of status theory, a framework for disputation revived by Renaissance dialecticians. Within status theory, “certainty” was closely associated with consensus. The essay shows how Descartes used status to attack the authority of the ancient authors and elevate mathematics (...) as an alternative. Descartes’s arguments about the certainty of mathematics are colored by his effort to make mathematics satisfy the demands of status-based disputation. Specifically, in order to elevate the status of mathematics, Descartes portrayed it as more common—prone to consensus—than he really believed it was. (shrink)

This essay attempts to retrieve the notion of ‘common sense’ within the writings of Descartes and Montaigne. I suggest that both writers represent distinct traditions in which the notion is employed. Descartes represents a modernist tradition in which common sense is understood to be a cognitive faculty, while Montaigne represents a humanist tradition in which common sense is understood as a political virtue. I also suggest that both writers work with the notion as a way of responding to diversity in (...) the world. The paper concludes with a discussion of how the notion of common sense employed by Descartes and Montaigne emerges out of the scholastic tradition and the assertion that both writers are responding to the educational consequences of scholasticism. I also discuss how the reconstruction of Descartes in this paper can provide some ground for raising new questions about the Cartesian project and educational philosophy. Finally, I gesture toward the idea that the humanist tradition with its understanding of common sense as political virtue can provide benefit for contemporary responses to diversity. (shrink)