SKEPTICISM AND CERTAINTY AS KEY PLAYERS IN THE SEARCH FOR KNOWLEDGE: MICHEL DE MONTAIGNE’S APPLICATION OF SKEPTICISM TO EDUCATION

Abstract

The pursuit of mental peace has long captivated philosophers across different epochs, driven by the contradictions inherent in various beliefs. This intellectual journey often leads to skepticism, where doubt becomes a prevailing attitude. While skeptics are commonly perceived as perpetual doubters, a crucial question arises: Can a skeptic truly attain certain knowledge, reaching a point where doubt is no longer necessary? This research delves into the interplay between skepticism and certainty, exploring their connection in the context of Michel de Montaigne's works. A method of analysis, was employed to scrutinized skepticism and certainty. This was specifically to examine Montaigne's application of skepticism as a pathway to certainty in education. Contrary to the misconception that skepticism is solely about doubt, this article reveals that skepticism encompasses a method for acquiring knowledge. It advocates subjecting every hypothesis to continual testing, insisting that knowledge is best obtained through doubt until an indubitable or nearly indubitable truth is uncovered. When evidence is inconclusive, the skeptic advises suspending judgment, recognizing that knowledge often rests on unproved postulates or assumptions. This skeptical position aligns with the Pyrrhonian school of thought. In Montaigne's educational philosophy, skepticism becomes a tool for nurturing critical thinking in children, encouraging them to form opinions independently of their teachers. Our findings suggest that skepticism, when employed not only as a tool for doubt but also as a means of knowing, enhances effective communication. Therefore, it is recommended that in the search for knowledge, skepticism should be employed as a tool to know and not only as a tool for doubt, as one without knowledge cannot communicate effectively. To be certain about what one knows, judgment should be suspended.