Descartes+Discourse+on+Method+parts+1%262+pp.+1-13

Title and Author

• René Descartes

• Translated by Donald A. Cress

• Discourse on Method and Meditations on First Philosophy

• Fourth Edition

Note on the Translation

• Based on the original French version (1637).

• Found in volume six of the Adam and Tannery edition of Descartes' works (Paris: Vrin, 1965).

• Marginal numbers refer to pagination of Adam and Tannery edition.

Structure of Discourse on Method

• The work is divided into six parts:

  • Part 1: Considerations concerning the sciences.

  • Part 2: Chief rules of the method sought by Descartes.

  • Part 3: Rules of morality derived from this method.

  • Part 4: Arguments proving existence of God and human soul.

  • Part 5: Order of physical questions and medical difficulties.

  • Part 6: Requirements for advancing further in investigation of nature.

Part One: The Nature of Good Sense

• Good sense is universally distributed; everyone believes they possess it sufficiently.

• The power to judge and distinguish truth from falsehood is equal in all humans.

• Opinions vary due to different paths of thought and considerations, not variations in reason.

• Effective application of one's faculties is essential; diversity of opinions arises from different paths taken.

The Role of Individual Effort

• Achievements depend on individual commitment rather than mere natural endowment.

• Humility is crucial in the pursuit of knowledge; one must continually seek to improve understanding.

• Difficulties in learning can often lead to greater insights.

The Methodological Approach

• Descartes has never considered his mind to be superior to that of any average individual.

• He acknowledges desires for commonly admired traits such as quick wit and distinct imagination.

• The goal is not to teach a universal method but to share personal reflections on guided reasoning.

Reflection on Education

• Formal schooling raised many doubts and seemed to lead to an awareness of ignorance despite receiving education.

• Extensive study did not yield adequate wisdom, leading to a shift in belief regarding formal learning.

Critique of Common Disciplines

• Disciplines like languages, classical texts, history, and rhetoric are seen as deficient in conveying useful knowledge.

• True wisdom stems from personal experience rather than traditional academic pursuits.

Value of Practical Learning

• Real education is gained from observing diverse human experiences rather than adhering strictly to historical texts, which may distort reality.

• Mathematics is praised for its clarity and certainty, serving as a brilliant foundation for reasoning.

• The pursuit of truth must be driven by personal clarity rather than reliance on the opinions of learned men.

Part Two: Personal Experience as a Guide

• Descartes recounts reflecting during a winter stay in Germany, contemplating the superior order of single, cohesive designs vs. fragmented contributions.

• Implications for governance and morality reflect the value of coherent vision in forming societies.

• Aim is to form personal judgments grounded in reason rather than societal norms or examples.

Methodology for Search of Knowledge

• Descartes outlines a personal methodology founded on simplicity and methodological rigor:

  • 1. Accept nothing as true unless it is clearly known to be.

  • 2. Divide problems into smaller parts to facilitate solutions.

  • 3. Organize thoughts from simple to complex.

  • 4. Make exhaustive enumerations to ensure all aspects are considered.

• Utilization of basic mathematical principles leads to deeper understanding, reinforcing clarity in reasoning.

Provisional Morality

• In lieu of a definitive ethical framework, Descartes formulates a provisional code of morality:

  • Obey laws and customs of one’s country.

  • Respect the religious teachings received in childhood.

  • Govern personal actions by moderate opinions aligned with those judged most wise by peers.

Conclusion of Method

• Descartes emphasizes the importance of systematic thinking and personal reflection in constructing reliable knowledge.

• The method aims to establish a foundation for both personal growth in understanding and fostering sound moral judgments for practical living.