Franciscus Van den Enden is commonly considered as the man who taught Latin to B. de Spinoza. It is unknown if he actually taught him something else, but we do know he used a pedagogy of his own and made the young philosopher aware of the importance of pedagogical issues. The present article helps to document their relationship from a historical and theoretical perspective, by clarifying Van den Enden’s ideas on a most debated subject: the use of honorary titles to (...) distinguish pupils in the classroom. In particular, it shows how the rejection by Van den Enden of titles commonly used in Jesuits schools finds echoes in Spinoza’s philosophy. At the same time, the article argues that through their common participation in theatrical plays, Van den Enden and Spinoza shared a pedagogical experience that helped to overcome the problems linked to the introduction of a hierarchy, not theoretically, but in practice. (shrink)

One of the aims of Spinoza's Tractatus Theologico-Politicus is to vindicate the view that philosophy and theology are separate forms of enquiry, neither of which has any authority over the other. However, many commentators have objected that this aspect of his project fails. Despite his protestations to the contrary, Spinoza implicitly gives epistemological precedence to philosophy. I argue that this objection misunderstands the nature of Spinoza's position and wrongly charges him with inconsistency. To show how he can coherently allow both (...) that theology and philosophy employ independent epistemological standards, and that philosophy is epistemologically superior to theology, we need to step back from the immediate disputes to which the Tractatus is a response and examine a Ciceronian distinction on which Spinoza indirectly draws. As well as enabling us to vindicate Spinoza's position, it places his alleged naturalism in a new light and portrays philosophizing as a form of piety. (shrink)