Principle 18 & 19: The Way of the Reason
We should teach children, also, not to lean (too confidently) unto their own understanding because the function of reason is to give logical demonstration of (a) mathematical truth and (b) of initial ideas accepted by the will. In the former case reason is, perhaps, an infallible guide but in the latter is not always a safe one, for whether the initial idea be right or wrong reason will confirm it by irrefragable proofs.
Therefore children should be taught as they become mature enough to understand such teaching that the chief responsibility; which rests upon them as persons is the acceptance or rejection of ideas presented to them. To help them in this choice we should afford them principles of conduct and a wide range of fitting knowledge.
Reference: Volume 6, Chapter 9
If there is one principle that could have a ripple impact on our current culture, I think it’s this one. Understanding the importance as well as the place of reason is crucial and I think it’s a gift we can give our kids, especially in their teen years.
Logic is woefully missing from many teens’ educations and yet our culture leans in unhealthy dependence — and even outright absolute belief — on reason. In a day where science is king and if it can’t be proved it doesn’t exist, how are we to think about reason?
The first thing is to put reason in its place as a wonderful helper but a miserable master. Much like habit, reason can be put to good use and should be but to depend on it as a source of truth is to misstep. Reason can talk us into anything we already believe.
Charlotte gives a compelling example: “How else should it happen that there is no single point upon which two persons may reason, — food, dress, games, education, politics, religion, — but the two may take opposite sides, and each will bring forward infallible proofs which must convince the other were it not that he too is already convinced by stronger proofs to strengthen his own argument.”
Reason is an exercise of the will but the will, as we saw last time, must be governed by truth and virtue. Without these filters in place, we can simply reason our way to what we already desire. If our desires are impure, reason will not hold us accountable; that is the job of will. Once we have pushed the desire on to reason; the end justifies the means.
Charlotte points us to the classic example of Macbeth: “When we first meet with Macbeth he is rich in honors, troops of friends, the generous confidence of his king. The change is sudden and complete, and, we may believe, reason justified him at every point. But reason did not begin it. The will played upon by ambition had already admitted the notion of towering greatness or ever the ‘weird Sisters’ gave shape to his desire. Had it not been for this countenance afforded by the will, the forecasts of fate would have influenced his conduct no more than they did that of Banquo.”
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