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Theological Origins of Modernity

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188 chapter six<br />

<strong>of</strong> fairyland.” 70 Can this insight have eluded him in 1619 and 1620, as he<br />

watched (from near or far) the plundering <strong>of</strong> Bohemia? Or in the 1630s,<br />

when he looked backward over two decades <strong>of</strong> war? He tells us that it was<br />

at this time that he formulated his method but decided not to develop his<br />

science further until he had a greater knowledge <strong>of</strong> the world. But would<br />

such worldly knowledge (as opposed to experimental knowledge) change<br />

the basic character <strong>of</strong> the science itself or alter it in any <strong>of</strong> its particulars?<br />

It is hard to see how it could. We are thus left with the conclusion that the<br />

greater knowledge <strong>of</strong> the world was needed to better judge the possible<br />

reception <strong>of</strong> such a science in the theologically heated atmosphere <strong>of</strong> the<br />

time. Th e question was not the nature <strong>of</strong> science itself, although he still had<br />

much to work out, but the mode <strong>of</strong> presentation that would make it most<br />

acceptable. His concerns were clearly warranted, as the condemnation <strong>of</strong><br />

Galileo demonstrated.<br />

Th e Discourse is a more circumspect eff ort. In this work he does not<br />

directly or explicitly attack the Aristotelianism that had come to be regarded<br />

as the foundation <strong>of</strong> Counter-reformation Catholicism, but rather<br />

lays out a science that calls into question the fundamental ontological and<br />

epistemological presuppositions <strong>of</strong> Aristotelian science. Th e goal <strong>of</strong> the<br />

work is also concealed. For example, Descartes claims he has no interest<br />

in reordering politics or education, but we know that he repeatedly tried<br />

to convince the Jesuits and others to adopt his work as their school text in<br />

place <strong>of</strong> Aristotle. If he was this concerned with education, can he have<br />

been any less concerned with politics? His late letter to Princess Elizabeth<br />

on Machiavelli, in which he shows a keen concern with and knowledge<br />

<strong>of</strong> political life, suggests otherwise. 71 His explanation for his lack <strong>of</strong> interest<br />

in transforming the political realm is also disingenuous. He claims in<br />

the Discourse that custom has gone a long way toward making contemporary<br />

political institutions palatable, but the entirety <strong>of</strong> the argument in<br />

the Discourse aims at showing how insuffi cient custom is to achieve this<br />

goal. Indeed, his argument suggests that custom can never play the role<br />

that he attributes to it here since it remains merely an accumulation <strong>of</strong> the<br />

opinions <strong>of</strong> those who act presumptuously without good sense. Indeed,<br />

almost immediately aft er making this claim, at the beginning <strong>of</strong> part 3, he<br />

refers to events in his own time as an example <strong>of</strong> the “declining standards<br />

<strong>of</strong> behavior” in a world in which nothing remains the same. 72<br />

Descartes did not expect an immediate revolutionary change in the order<br />

<strong>of</strong> things, but he certainly thought that the European world would be<br />

transformed in the long run by the adoption and gradual application <strong>of</strong> his<br />

science. In the Discourse, he claims that he only seeks to reform himself. If

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