Philosophy of Education Vol. 6 Ch. 9

‘The Way of Reason’

We should teach our children not to lean on their own understanding or reasoning. Reason functions in two ways. 1) It demonstrates mathematical truths and 2) it gives logical demonstration of the “initial ideas” that are accepted by the will. Most of the time we don’t even realize that reason is functioning, until we take a step back and see the point by point “argument” supporting one decision over another. Charlotte says this is “because every ‘pro’ suggested by our reason is opposed to some ‘con’ in the background. That is why people can take up both sides of a debate and present infallible proof to support their side of an argument and be convincing.

Reason can be used for both good and bad outcomes. The first example given is that of Shakespeare’s character Macbeth. In the beginning of the play Macbeth holds honors in the army as well as with his king but the idea of ambitious gain was presented to his will and his reason began to set up the arguments to achieve what he wanted, ending in tragedy. The second example given is of any inventor, army general, or discoverer that has made or done anything great. They used the power of reasoning to overcome all the ‘cons’ with the ‘pros’ to achieve his success.

It is worthwhile to ask our children “how did you think of that?” when they share a new game they invented or some other imagined “play”. They most likely will tell you of the idea that “put in into his head” and then the reasoned steps that led up to the finished “game or play” will follow.

We should present to our children examples like that of Eve in the garden when the persuasive arguments, reasoned out, led to disobedience and the consequences that followed. They should be told that when they want to choose to do the wrong thing, reason can convince them it is a good idea. We need to train them to use the power of reason to do what is right. They should recognize that reasonable is not necessarily right. We can train children that although reason works involuntarily, and all the enticing steps flow one after another, they cannot say they were forced into the wrong choice and couldn’t help it. Truthfully, it is not “reason” that that begins the process. Reason only comes into play after the choice to think about something is made. So if we choose to think about something good, excellent reasons will “hurry along to support it.” Likewise, if we choose to think of something bad, reason again will present arguments to make wrong seem right.

The power of reasoning is already present in our minds from birth. It is like all other powers of the mind in that it only “wants material to work upon.” Reason is no different than any other part of human make-up, it is “subject to habit and works upon material it is accustomed to handle.”

We as teachers must understand that “reason” should not only be fed by learning math. When using reason to figure out mathematical problems you learn that the logic is absolute and right. For example, 2+2=4 and not 5. This is supported by “reason” and in this case reason is proven right. But with the problems of life or the persuasion of a false religion or a political form of government “reason” can present arguments of persuasion to make wrong seem right.