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Condorcet and I - a Fictional Conversation Between Condorcet and Me: on the Outlines of an Historical View of the Progress of the Human Mind Michael S

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Rollins College Rollins Scholarship Online Master of Liberal Studies Theses Spring 2015 Condorcet and I - A Fictional Conversation between Condorcet and Me: on the Outlines of an Historical View of the Progress of the Human Mind Michael S. Christopher Rollins College, [email protected] Follow this and additional works at: http://scholarship.rollins.edu/mls Part of the Fiction Commons Recommended Citation Christopher, Michael S., "Condorcet and I - A Fictional Conversation between Condorcet and Me: on the Outlines of an Historical View of the Progress of the Human Mind" (2015). Master of Liberal Studies Theses. 63. http://scholarship.rollins.edu/mls/63 This Open Access is brought to you for free and open access by Rollins Scholarship Online. It has been accepted for inclusion in Master of Liberal Studies Theses by an authorized administrator of Rollins Scholarship Online. For more information, please contact [email protected]. Condorcet and I A Fictional Conversation between Condorcet and Me on the Outlines of an Historical View of the Progress of the Human Mind A Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Liberal Studies by Michael S. Christopher May, 2015 Mentor: Dean, Patrick Powers Reader: Dr. Eric Smaw Rollins College Hamilton Holt School Master of Liberal Studies Program Winter Park, Florida 2 Condorcet and I A Fictional Debate between Condorcet and Me on the Outlines of an Historical View of the Progress of the Human Mind ________________________________________________________________ Table of Contents Preface......................................................................................................................................... 3 Character Biographies................................................................................................................. 5 Condorcet................................................................................................................................ 5 Michael Christopher.............................................................................................................. 20 Introduction to Thesis ............................................................................................................... 30 Chapter 1: Men United Into Hordes...................................................................................... 31 Chapter 2: Pastoral State of Mankind ................................................................................... 46 Chapter 3: Progress of Mankind ........................................................................................... 58 Chapter 4: Progress of the Human Mind .............................................................................. 68 Chapter 5: Progress of the Sciences...................................................................................... 81 Chapter 6: Decline of Learning............................................................................................. 95 Chapter 7: First Progress of the Sciences, Their Revival, Printing .................................... 102 Chapter 8: Printing, Science & Philosophy Throw Off Authority’s Yoke......................... 117 Chapter 9: Descartes to French Republic............................................................................ 133 Chapter 10: Future Progress of Mankind............................................................................ 169 Conclusion .............................................................................................................................. 234 Bibliography ........................................................................................................................... 240 3 Preface The thesis’ main question is: Has the reality of Condorcet’s Outlines of an Historical View of the Progress of the Human Mind been realized with humanity becoming perfect, as Condorcet indicates? In answering that question, my thesis contention will present the fictional encounter between Condorcet and me in which we debate Condorcet’s essay. The two of us will embark upon our world views of humanism and theism in a dramatic debate, presenting our perspectives and try to get to a resolution. During the course of human history numerous ideologies have occurred concerning the ways and means by which humanity is to make its way; to prosper, to peacefully coexist with one another, and find fulfillment in life. This is the search for and promotion of “Life, Liberty, and the pursuit of Happiness,” 1 as proclaimed in the Declaration of Independence for the United States of America. The methods have ranged from philosophies and religions in numerous manifestations. Everyone has had his or her own way and the outcome is determined by the result of the chosen process. This thesis will present a fictional debate between the two lives and worldviews that are proposed with the humanism of Marie-Jean-Antoine-Nicolas Caritat, Marquis de Condorcet and my own life by Christian theism with our similarities and differences. In the pursuit of our contentions, both of us have had extraordinary lives, but Condorcet was killed during the early years of his life. I however, am still alive and offer this thesis, which critiques Condorcet’s essay, as required by the MLS program. Nevertheless, both Condorcet and I have worldviews that differ but, those who follow these perspectives have continued on through the centuries. While Condorcet’s method is found in many peoples’ lives; humanism, the 1“National document,” Declaration of Independence, accessed 2/27/2014, http://www.archives.gov/exhibits/charters/declaration_transcript.html. 4 method I live by is found only in the life of Jesus Christ and that of his converted followers; 2 a life submitted to the divine. I find that reason and rationality can help humanity to a degree, but they leave us failing and therefore, we need divine revelation. Lastly, this thesis uses an earlier English wording in the translation of Condorcet, it uses a variety of Bible translations to grasp a fuller, more diverse understanding of Scripture, a diverse array of required texts from my Master of Liberal Studies courses among other sources, and each chapter of this thesis will reference at least two points per each epoch of Condorcet’s essay. 2 John 1:12, 13, 3:3-16; Galatians 2:20; Ephesians 2:1-5; 1 Peter 1:3; and 2 Peter 1:4 The Oxford Study Bible. 5 Character Biographies Condorcet Marie-Jean-Antoine-Nicolas Caritat, Marquis de Condorcet, known most prominently as Condorcet, lived in France from 1743 - 1794. Condorcet was a French aristocrat, mathematician, philosopher, political scientist, social theorist and revolutionist. He is also known as a rebel; a nonconformist and his humanism is a reflection of this. Condorcet was born to his noble father Antoine Caritat de Condorcet and Marie-Madeleine-Catherine de Saint-Félix in Ribemont, France. His father died close to a month after his birth and because his mother was unable to sufficiently care for him outside of her overwhelming piety, he was sent to Reims, a city in the Champagne-Ardenne district of France at the age of eleven for a Jesuit education. Reims is known as a former site for the “coronation church of dynasties of French monarchs going back to Clovis, first king of the Franks.” 3 However, because of his mother’s devotion and dedication to the Virgin, young Condorcet was “kept in white dresses until the age of eight” 4 and it can only be imagined what ridiculing experiences he endured among his peers for having to wear dresses though being a boy to this later age. Further, Monsieur FranÇois Arago writes of how young Condorcet’s wearing of dresses “prevented him from entering the public schools, since a boy in petticoats could not fail to be an object of derision.”5 It is also known that, 3 Kate Baillie, Tim Salmon, and Rough Guides. The Rough Guide to France , (New York: Rough Guides, 2003), 271. 4 Baker, Keith Michael, Condorcet: From Natural Philosophy to Social Mathematics (Chicago: University of Chicago Press, 1975), 3 . 5 Arago, FranÇois, “Condorcet: A Biography,” Annual Report of the Board of Regents of the Smithsonian Institution, (1878) : 182. 6 Little boys wore dresses like their sisters until they were breeched at about 5 or 6 years. The clothes they wore after breeching were much like their fathers, a jacket and knee breeches. 6 Despite Condorcet being a boy past his breeching age, he had no father to intervene for him and was subject completely to his mother’s whims and these included her religious devotion with the Virgin and the dresses that she imposed upon young Condorcet regardless of his gender and age. It is understandable that the seeds of dissent were planted within him and it is highly likely, that the experiences that Condorcet lived through led to his nonconformist and rebellious life and his mother’s domineering had a great impact upon him. With his mother being a widow, his paternal uncle; “the orthodox-leaning bishop of Lisieux,” 7 contributed to his education and had him enrolled with a “Jesuit instructor; and at age eleven he was enrolled for four years in the Jesuit school at Reims, where he had his first academic success” 8 and was able to “win a college prize.”9 This was a scholarship to the University of Paris. Later, his skills in mathematics began to be noticed and he was discovered by Jean-Baptiste le Rond D’ Alembert, who aided Condorcet in his philosophe (French for philosopher) and political career. D’ Alembert, being a Man of
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