ABSTRACT
This chapter deals with the educational implications of Spinoza’s psychological egoism, couched in a discussion on education and emulation. In order to construe a credible theory of education based on this, Spinoza’s doctrine of the imitation of the affects is appealed to as it conditions the self-preservation of the individual by the desire to help others in pursuing the same thing. That is, although the desire to teach is ultimately grounded in the egoistic striving to enhance one’s own degree of reality, this can only be achieved in a larger community where the individual can benefit from the greater power of a collective sense of striving. This community, it is argued, is championed by the teacher as a moral exemplar and a virtuous role model. This conception of the teacher is one where the teacher is understood to act as an optimistic nutritionist guiding the student through the various temptations on display in the social environment by helping him or her come to see more clearly what is rational to strive for and what is not. Another aspect of this task is to help the student overcome akrasia by developing a reliable cognitive link between pleasure and health so the student is habituated into acting on his or her rational desire to persevere in being and so this desire is aimed at things that will certainly benefit selfpreservation. The overarching goal of education, then, is to establish a rational community guided by the conscious striving for self-preservation. It is argued that this community benefits from emulation insofar as the behaviors emulated are founded on a rational and scientifically sound self-understanding promoting the flourishing of rational others within the community.
