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Educació i filosofia a la primera modernitat. Montaigne i Descartes
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[cat] Aquesta tesi es pot ubicar tant en la història de l’educació com en la filosofia de l’educació. Se centra en una època concreta, la modernitat primera dels segles XVI i XVII, i en dos autors de l’època, Montaigne i Descartes, per tal d’analitzar les idees que poden haver condicionat la gènesi i el desenvolupament de la pedagogia moderna. Es tracta d’anar al rerefons de la història de l’educació, a l’arrière-boutique, per tal de veure quines són les idees clau que configuren una manera de veure i d’estar en el món, i de com influeixen en les idees educatives i en les propostes pedagògiques. Més concretament, l’objecte d’aquesta investigació és explorar les relacions entre concepcions de la natura humana i idees sobre educació en un marc temporal determinat, a saber, els segles XVI i XVII. Aquesta exploració es duu a terme en una direcció, des de la filosofia cap a la pedagogia: es tracta de veure com discursos que normalment es considera que pertanyen al camp de la filosofia tenen una correspondència en el camp de l’educació, perquè, de fet, són discursos educatius. La tesi, per dur a terme aquesta recerca, se centra en dos autors: Descartes, considerat el pare de la filosofia moderna, i Montaigne, considerat alhora un precursor a la modernitat i una alternativa a la modernitat dominant. A partir d’aquest eix investigador s’han desenvolupat vàries qüestions complementàries. En primer lloc, la tesi mostra que a Montaigne i Descartes hi ha prou elements comuns com per poder parlar d’un pensament modern. tant en l’àmbit filosòfic com en el pedagògic. El tret comú i diferencial, que aporta novetat a plantejaments coetanis -com poden ser el dels jesuïtes o el de Comenius- consisteix en centrar-se en l’ésser humà en la seva cismundanitat, deixant de banda la transmundanitat, i en plantejar una educació possible per a tot individu humà, independentment de la seva posició social i el seu gènere. En segon lloc, malgrat l’anterior, les diferències entre Montaigne i Descartes pel que fa la concepció de la natura humana duen a dues propostes pedagògiques distintes, de manera que podem parlar, en aquest sentit, de dues modernitats. La diferència rau en l’ordre que segueix el procés educatiu i el paper que hi juguen els continguts. En tercer lloc, l’anàlisi de les darreres lleis educatius de l’Estat espanyol apunta a que ni els plantejaments de Montaigne ni els de Descartes s’han realitzat, per la qual cosa queda pendent la possibilitat de configurar un model educatiu basat en aquests pensadors de la primera modernitat.
[eng] This thesis can be located both in the history of education and in the philosophy of education. It focuses on a specific period, the early modernity of the 16th and 17th centuries, and on two authors of the period, Montaigne and Descartes, in order to analyse the ideas that may have conditioned the genesis and development of modern pedagogy. It is about going into the background of the history of education, into the backroom, in order to see what are the key ideas that shape a way of seeing and being in the world, and how they influence educational ideas and pedagogical proposals. More specifically, the object of this research is to explore the relationships between conceptions of human nature and ideas about education in a specific time frame, namely the 16th and 17th centuries. This exploration is carried out in one direction, from philosophy to pedagogy: it is about seeing how discourses that are normally considered to belong to the field of philosophy have a correspondence in the field of education, because, in fact, they are educational discourses. The thesis, to carry out this research, focuses on two authors: Descartes, considered the father of modern philosophy, and Montaigne, considered both a precursor to modernity and an alternative to dominant modernity. From this research axis, several complementary questions have been developed. First of all, the thesis shows that in Montaigne and Descartes there are enough common elements to be able to speak of a modern thought. both in the philosophical and pedagogical fields. The common and differential feature, which brings novelty to contemporary approaches -such as those of the Jesuits or Comenius- consists of focusing on the human being in his “cismundanity” leaving aside “transmundanity”, and proposing a possible education for every human individual, regardless of their social position and gender. Secondly, despite the above, the differences between Montaigne and Descartes regarding the conception of human nature lead to two distinct pedagogical proposals, so that we can speak, in this sense, of two modernities. The difference lies in the order that the educational process follows and the role that the contents play in it. Thirdly, the analysis of the latest educational laws of the Spanish State indicates that neither Montaigne's nor Descartes' approaches have been implemented, so the possibility of configuring an educational model based on these thinkers of early modernity remains pending.
[eng] This thesis can be located both in the history of education and in the philosophy of education. It focuses on a specific period, the early modernity of the 16th and 17th centuries, and on two authors of the period, Montaigne and Descartes, in order to analyse the ideas that may have conditioned the genesis and development of modern pedagogy. It is about going into the background of the history of education, into the backroom, in order to see what are the key ideas that shape a way of seeing and being in the world, and how they influence educational ideas and pedagogical proposals. More specifically, the object of this research is to explore the relationships between conceptions of human nature and ideas about education in a specific time frame, namely the 16th and 17th centuries. This exploration is carried out in one direction, from philosophy to pedagogy: it is about seeing how discourses that are normally considered to belong to the field of philosophy have a correspondence in the field of education, because, in fact, they are educational discourses. The thesis, to carry out this research, focuses on two authors: Descartes, considered the father of modern philosophy, and Montaigne, considered both a precursor to modernity and an alternative to dominant modernity. From this research axis, several complementary questions have been developed. First of all, the thesis shows that in Montaigne and Descartes there are enough common elements to be able to speak of a modern thought. both in the philosophical and pedagogical fields. The common and differential feature, which brings novelty to contemporary approaches -such as those of the Jesuits or Comenius- consists of focusing on the human being in his “cismundanity” leaving aside “transmundanity”, and proposing a possible education for every human individual, regardless of their social position and gender. Secondly, despite the above, the differences between Montaigne and Descartes regarding the conception of human nature lead to two distinct pedagogical proposals, so that we can speak, in this sense, of two modernities. The difference lies in the order that the educational process follows and the role that the contents play in it. Thirdly, the analysis of the latest educational laws of the Spanish State indicates that neither Montaigne's nor Descartes' approaches have been implemented, so the possibility of configuring an educational model based on these thinkers of early modernity remains pending.
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LLINÀS BEGON, Joan Lluís. Educació i filosofia a la primera modernitat. Montaigne i Descartes. [consulted: 4 of August of 2026]. Available at: https://hdl.handle.net/2445/230260