Montaigne's thinking baffles our most common categories. The vision of an ever-changing world that he developed threatens the being of all things. ‘We have no communication with being’. [ 27 ] We wrongly take that which appears for that which is, and we indulge in a dogmatic, deceptive language that is cut off from an ever-changing reality. We ought to be more careful with our use of language. Montaigne would prefer that children be taught other ways of speaking, more appropriate to the nature of human inquiry, such as ‘What does that mean ?’, ‘I do not understand it’, ‘This might be’, ‘Is it true?’ [ 28 ] Montaigne himself is fond of ‘these formulas that soften the boldness of our propositions’: “perhaps”, “to some extent”, “they say”, “I think”, [ 29 ] and the like. Criticism on theory and dogmatism permeates for example his reflexion on politics. Because social order is too complicated to be mastered by individual reason, he deems conservatism as the wisest stance. [ 30 ] This policy is grounded on the general evaluation that change is usually more damaging than the conservation of social institutions. Nevertheless, there may be certain circumstances that advocate change as a better solution, as history sometimes showed. Reason being then unable to decide a priori , judgment must come into play and alternate its views to find the best option.
Montaigne’s views on the education of children were opposed to the common educational practices of his day.  :63 :67 He found fault with both what was taught and how it was taught.  :62 Much of the education during Montaigne’s time was focused on the reading of the classics and learning through books.  :67 Montaigne disagreed with learning strictly through books. He believed it was necessary to educate children in a variety of ways. He also disagreed with the way information was being presented to students. It was being presented in a way that encouraged students to take the information that was taught to them as absolute truth. Students were denied the chance to question the information. Therefore, students could not truly learn. Montaigne believed that to truly learn, a student had to take the information and make it their own.