ABSTRACT I argue that Spinoza attributes to society the role of moral educator, a role that is to be carried out via Religion and Politics and hence also via an educational system. In his account, the social body is given the task of applying and transmitting a notion of virtue whose criterion is enhanced freedom, yet that freedom paradoxically must be acquired initially via authoritative coercive rules of praxis. The aim is to achieve an infinite broadening of perspective upon oneself and upon the world and a consequent transformation of one’s motivations and desires from narrowly self-serving to infinitely inclusive. Intellectual virtue is exposed as the necessary and only true fulfillment of the virtue of moral models for it has achieved ‘the knowledge of the union that the mind has with the whole of Nature.’ Yet that intellectual virtue is not ready to hand but must be taught, and teaching necessarily entails an initial measure of authoritative transmission and even coercion, and hence moral models to be internalized.

中文翻译：

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斯宾诺莎的比率伦理：发现并应用斯宾诺赞的人性模型

摘要我认为，斯宾诺莎将社会道德教育者的角色归因于社会，这是通过宗教和政治以及教育制度来实现的。在他的报告中，社会团体被赋予了应用和传播美德标准的任务，其标准是增强了自由，然而自相矛盾的是，最初必须通过权威的强制性实践规则来获得自由。目的是实现对自己和世界的无限扩展，并由此将动机和愿望从狭from的自我服务转变为无限包容。知识美德被暴露为道德模式美德的必要和唯一的真正实现，因为它已经获得了“思想与整个大自然的结合的知识”。