Montaigne: understand before repeating

Michel de Montaigne, a French thinker who lived from 1533 to 1592, published an early version of his Essays in 1580. These writings explore experience and judgment rather than constructing a single system. The Stanford Encyclopedia of Philosophy invites us to read his doubt as an exercise in judgment, not simply a refusal to reason. [1]

In his essay on children’s education, Montaigne asks the teacher to listen to the pupil too. He proposes checking the meaning of what the pupil has learned, rather than only the words remembered: the learner should be able to use it in different forms and situations. The essay concerns a privileged sixteenth-century family’s son, however. It is not a modern school programme for everyone. [2]

Our editors suggest this example: we learn that borrowing an object requires its owner’s permission. Then we tell two invented scenes. In the first, Marta takes her friend’s pencil after asking. In the second, she finds the same pencil on an empty desk. The rule does not change merely because the desk is empty. Ask someone to explain the difference between the scenes. Repeating the word “permission” alone does not yet show understanding. [2]

In another passage from the Essays, presented by Columbia University, Montaigne compares judging with trying to cross a ford, a shallow stretch of a river. Recognising that the water is too deep for oneself already demonstrates judgment. Not knowing enough can be a considered conclusion, rather than merely an embarrassing empty box. [3]

Use this idea in a second editorial exercise, without going near a river. Two people describe a box seen from different sides. One sees a mark and the other does not. Before deciding who is wrong, write a useful question: where are you looking from? Then turn the box and check together. Montaigne did not tell this story. We invented it to distinguish incomplete information from a lie. [3]

Finally, return to our lesson: explain it in your own words and build a new situation. Let another person ask a question. If you find something you cannot clarify, mark it in your notebook and find the passage to reread. This is our practical suggestion inspired by the essay, not a promise that doubting is enough to make you right. Our example must remain open to correction too. [2]