Kevin Lower

The expression ‘rationalism’ is a historiographical category that refers to a set of views more or less shared by a number of philosophers active in the seventeenth and eighteenth centuries. This period saw the heyday of metaphysical system-building, but the expression ‘rationalism’, as the term is understood in this entry, connotes primarily epistemological commitments. Since the early twentieth century, ‘rationalism’ has typically been presented in contrast with ‘empiricism’. By contrast to so-called ‘empiricism’, which traces (all) knowledge to sensory experience, ‘rationalists’ tend to rely upon the powers of reason to explain and justify what we know. This entry provides an account of the traditional narrative of early modern ‘rationalism’ while also extending that narrative to cover figures from typically under-represented backgrounds who hold commitments that can also plausibly be characterized as ‘rationalist’. The entry thus covers René Descartes (1596–1650), Baruch Spinoza (1632–1677), and Gottfried Wilhelm Leibniz (1646–1716), alongside Anton Wilhelm Amo (1703–1759), Margaret Cavendish (1623–1673), and Anne Conway (1631–1679). The entry also concludes by briefly suggesting future directions for scholarship on early modern rationalism involving the application of rationalist principles in topics such as social and political philosophy, as illustrated through the writings of Sor Juana Inés de la Cruz (1645–1695) and François Poulain de la Barre (1647–1723).

Margaret Cavendish (1623-1673) only began receiving sustained attention by historians of philosophy in recent decades, but she is being rapidly integrated into the early modern philosophical canon. This essay explores one dimension of teaching Cavendish that presents difficulties for introductory philosophy students: her criticisms of experimental philosophy. Section one explains how I integrate Cavendish into the narrative of my course, identifying both historical and thematic strategies for including her in introductory philosophy courses. Section two describes methods for teaching Cavendish’s natural philosophy and identifies a pedagogical challenge to presenting her criticisms of experimental philosophy. In their first exposure to Cavendish, students may conclude that her writings are anti-scientific. Section three explains how I addressed this pedagogical challenge by restructuring my course narrative around Cavendish’s early poetry and recent debates concerning scientific realism. Ultimately, teaching Cavendish through the lens of scientific anti-realism makes it easier to integrate her writings into introductory philosophy courses while giving students tools for contextualizing her natural philosophy among historical and present-day scientific practices.

The landscape of historical research on early modern philosophy has changed dramatically since the publication of Eileen O'Neill's landmark essay, “Disappearing Ink: Early Modern Women Philosophers and Their Fate in History” (O'Neill 1997). In the past thirty years, increasing quantities of scholarly attention have shifted toward retrieving and reassessing the contributions of marginalized voices throughout the history of philosophy. Few interventions are as impactful within this growing field as Marcy Lascano's recent monograph comparing the metaphysical systems of Margaret Cavendish (1623–1673) and Anne Conway (1631–1679). Lascano identifies three core metaphysical themes that are shared between both figures: monism, vitalism, and self-motion. In addition to these core themes, she presents a few more points of comparison—such as their shared dissatisfactions with mechanical philosophy—as well as some points of disconnect—such as the differing roles of God and teleology in their frameworks. Readers will find a clear overview of both authors’ metaphysical frameworks presented within a helpful model for comparative interpretation in ameliorative historical research. ...