Jasmin Özel

The papers collected in this issue address a variety of aspects of the concept of conatus ranging from the explorations of its roots in early ancient Greek thought to its application on modern theories of democratic education. The conatus is a special relation between the parts of a monad and their subparts and the subparts of the subparts to infinity, which ensures that each part and subpart is a part of this monad and not of any other. As a fundamental trait of monadic existence, the conatus is manifested in a multiplicity of facets that sustain the persistence of any real existence. It is thus obvious that there is still a vast field of such manifestations of conatus that awaits philosophical exploration, especially in the realms of Social Ontology and of the Philosophy of Nature.

We argue for a reconsideration of the claim that Spinoza’s perfectionist conception of education was ushering in a form of radical humanism distinctly favorable to democratic ideals. With the rise of democratic societies and the corresponding need to constitute educational institutions within those societies, a more thoroughgoing commitment to democratic social ideals arose, first and foremost in American educational thought. This commitment can be seen especially in Dewey’s philosophy of education. Specifically, Dewey and Spinoza had strikingly distinct conceptions of the overall aims of schooling. While Spinoza takes the aim of education to be the perfection of a student’s original nature, Dewey takes education to involve the collective acquisition of an additional nature, reflecting the norms and expectations of one’s specific community. In this paper, we juxtapose these two distinct conceptions of education alongside one another, with an eye towards illuminating the limitations of a perfectionist theory of education for the individual, as we find it in Spinoza, within a democratic society.