Immanuel Kant: What Is Enlightenment?, 1784
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The Enlightenment A. Voltaire
MWH Unit 3: Revolutions Primary Sources: The Enlightenment A. Voltaire “Philosophical Dictionary: The English Model” 1764 The English constitution has, in fact, arrived at that point of excellence, in consequence of which all men are restored to those natural rights, which, in nearly all monarchies, they are deprived of. Those rights are, entire liberty of person and property; freedom of the press; the right of being tried in all criminal cases by a jury of independent men—the right of being tried only according to the strict letter of the law; and the right of every man to profess, unmolested, what religion he chooses, while he renounces offices, which the members of the Anglican or established church can hold. These are denominated privileges. And, in truth, invaluable privileges they are in comparison with the usages of most other nations of the world! What social, cultural or political issue is the author explicitly or implicitly addressing in the passage? What solution does he or she present? Has the solution brought the intended results by 2015? B. Immanuel Kant “ What is Enlightenment?” 1784 Enlightenment is man’s leaving his self-caused immaturity. Immaturity is the incapacity to use one’s intelligence without the guidance of another. Such immaturity is self-caused if it is not caused by lack of intelligence, but by lack of determination and courage to use one’s intelligence without being guided by another. Sapere Aude! Have the courage to use your own intelligence! is therefore the motto of the Enlightenment. What social, cultural or political issue is the author explicitly or implicitly addressing in the passage? What solution does he or she present? Has the solution brought the intended results by 2015? C. -
The World from Neo-Liberal Globalization to Neo-Populist Ethno-Nationalism: from the Law of Nature to the Law of Nurture
Journal of International Politics Volume 2, Issue 3, 2020, PP 30-38 ISSN 2642-8245 The World from Neo-Liberal Globalization to Neo-Populist Ethno-Nationalism: From the Law of Nature to the Law of Nurture Sibuh Gebeyaw Tareke* Department of Political Science and International Studies, Bahir Dar University, Bahir Dar, Ethiopia *Corresponding Author: Sibuh Gebeyaw Tareke, Department of Political Science and International Studies, Bahir Dar University, Bahir Dar, Ethiopia. ABSTRACT Neoliberalism arose from classical liberalism, which was believed in individual liberty, equal opportunity, and private property should administer by individual ‘law of nature’ while the ‘law of state’ regarded as a ‘necessary evil’. When neoliberalism had emerged in 1970s, it replaced the theories of Keynesianism, which targeted state regulation on the economic policy; towards a more ‘monetarist’ individual self-regulating and ‘market law’ approach. This “Individual against all” approach of neoliberalism led the mass to live like slaves in slavery age and peasants in feudalism. Then economic crises aggravated and the ‘law of identity’ emerged or neoliberalism shifted towards all against all approaches of neo-populism. This paper explores the neoliberal law of the individual over the mass and its practical failure; next it discusses all against all laws of neo-populism and its threats. In the end, it provides the missing laws of both the ‘neo-neo’ approaches as a solution anda concluding remark. Keywords: Neo-liberalism; Neo-populism; Law-of-Nature; Law-of-market; Law-of-State; Law-of-Nurture INTRODUCTION revolutionary to modern liberalism-the trend towards big government and state intervention The private ownership of the means of production (law of the state) that had characterized much of was introduced as a distinct movement in the the twentieth century. -
What Was 'The Enlightenment'? We Hear About It All the Time. It Was A
What Was ‘The Enlightenment’? We hear about it all the time. It was a pivotal point in European history, paving the way for centuries of history afterward, but what was ‘The Enlightenment’? Why is it called ‘The Enlightenment’? Why did the period end? The Enlightenment Period is also referred to as the Age of Reason and the “long 18th century”. It stretched from 1685 to 1815. The period is characterized by thinkers and philosophers throughout Europe and the United States that believed that humanity could be changed and improved through science and reason. Thinkers looked back to the Classical period, and forward to the future, to try and create a trajectory for Europe and America during the 18th century. It was a volatile time marked by art, scientific discoveries, reformation, essays, and poetry. It begun with the American War for Independence and ended with a bang when the French Revolution shook the world, causing many to question whether ideas of egalitarianism and pure reason were at all safe or beneficial for society. Opposing schools of thought, new doctrines and scientific theories, and a belief in the good of humankind would eventually give way the Romantic Period in the 19th century. What is Enlightenment? Philosopher Immanuel Kant asked the self-same question in his essay of the same name. In the end, he came to the conclusion: “Dare to know! Have courage to use your own reason!” This was an immensely radical statement for this time period. Previously, ideas like philosophy, reason, and science – these belonged to the higher social classes, to kings and princes and clergymen. -
Age of Enlightenment Overview Students Will Explore the Age of Enlightenment Through a Power Point Presentation and Class Discussion
The Age of Enlightenment Overview Students will explore the Age of Enlightenment through a Power Point presentation and class discussion. Students will then further explore this period of history and its prominent figures by designing a dinner party for 12 Enlightenment thinkers. This project will encourage students to learn more about the period and the philosophers associated with it, as well as synthesize what they have learned while utilizing higher order thinking, group work skills, and creativity. Essential Questions • What was the Age of Enlightenment/Age of Reason and what led to this shift in thought? • Who were the prominent historical figures during the Age of Enlightenment and in what ways were they similar and/or different in their philosophies? • What impact did the Age of Enlightenment have throughout various countries on society, culture, politics, etc.? • How did the Enlightenment philosophers influence American government? Materials • The Age of Enlightenment Power Point, available in the Database of K-12 Resources (in PDF format): https://k12database.unc.edu/wp-content/uploads/sites/31/2014/03/EnlightenmentPPT.pdf o To view this PDF as a projectable presentation, save the file, click “View” in the top menu bar of the file, and select “Full Screen Mode” o To request an editable PPT version of this presentation, send a request to [email protected] • Notes for the Age of Enlightenment, handout attached • An Evening of Enlightenment assignment sheet, attached • An Evening of Enlightenment Guest List, attached • Sample Items for Party Planning, attached • Internet, textbooks, library access, and/or other research materials • Optional: Enlightenment Essay Assignment & Rubric, attached Duration • At least one class period for PowerPoint presentation and discussion • Additional class and homework time (teacher’s discretion) will be needed for the completion and presentation of the “An Evening of Enlightenment” project. -
Wayne Local Schools World History 2015-2016 Nine Weeks: 1St Nine Weeks Historical Thinking and Skills Age of the Enlightenment Age of Revolutions
Wayne Local Schools World History 2015-2016 Nine Weeks: 1st nine weeks Historical Thinking and Skills Age of the Enlightenment Age of Revolutions Economics and Financial Government X History X Geography X Literacy Essential Standard: HISTORICAL THINKING AND SKILLS (Throughout Nine Weeks) CONTENT STATEMENTS: 1. Historical events provide opportunities to examine alternative courses of action. 2. The use of primary and secondary sources of information includes an examination of the credibility of each source. TOPIC: AGE OF ENLIGHTENMENT (1600-1800) (4 Weeks) CONTENT STATEMENTS: 5. The Scientific Revolution impacted religious, political, and cultural institutions by challenging how people viewed the world. 6. Enlightenment thinkers applied reason to discover natural laws guiding human nature in social, political and economic systems and institutions. 7. Enlightenment ideas challenged practices related to religious authority, absolute rule and mercantilism. TOPIC: AGE OF REVOLUTIONS (1750-1914) (5 Weeks) CONTENT STATEMENTS: 8. Enlightenment ideas on the relationship of the individual and the government influenced the American Revolution, French Revolution and Latin American wars for independence. Key Vocabulary: Galileo, Hobbes, Kepler, Divine Right, Elliptical, Wollstonecraft, Heliocentric, Tabula Rasa, Geocentric, Ptolemaic System, Scientific Method, Copernicus, Isaac Newton, Separation of Powers, Laissez Faire ,Social Contract ,Salon ,John Locke ,Montesquieu ,Voltaire , Adam Smith Rousseau, Diderot, Thomas Jefferson, Bill of Rights, No -
Utilitarianism in the Age of Enlightenment
UTILITARIANISM IN THE AGE OF ENLIGHTENMENT This is the first book-length study of one of the most influential traditions in eighteenth-century Anglophone moral and political thought, ‘theological utilitarianism’. Niall O’Flaherty charts its devel- opment from its formulation by Anglican disciples of Locke in the 1730s to its culmination in William Paley’s work. Few works of moral and political thought had such a profound impact on political dis- course as Paley’s Principles of Moral and Political Philosophy (1785). His arguments were at the forefront of debates about the constitution, the judicial system, slavery and poverty. By placing Paley’s moral thought in the context of theological debate, this book establishes his genuine commitment to a worldly theology and to a programme of human advancement. It thus raises serious doubts about histories which treat the Enlightenment as an entirely secular enterprise, as well as those which see English thought as being markedly out of step with wider European intellectual developments. niall o’flaherty is a Lecturer in the History of European Political Thought at King’s College London. His research focuses on eighteenth- and nineteenth-century moral, political and religious thought in Britain. He has published articles on William Paley and Thomas Robert Malthus, and is currently writing a book entitled Malthus and the Discovery of Poverty. ideas in context Edited by David Armitage, Richard Bourke, Jennifer Pitts and John Robertson The books in this series will discuss the emergence of intellectual traditions and of related new disciplines. The procedures, aims and vocabularies that were generated will be set in the context of the alternatives available within the contemporary frameworks of ideas and institutions. -
Kant's Ostensible Anti-Thesis of "Public" and "Private" and the Subversion of the Language of Authority
KANT's OSTENSIBLE ANTITHESIS OF "PUBLIC" AND "PRIVATE" AND THE SUBVERSION OF THE LANGUAGE OF AUTHORITY IN U AN ANSWER TO THE QUESTION: .IWHAT Is ENLIGHTENMENT?'" Michael D. Royal Wheaton College 1 In U An Answer to the Question: 'What Is Enlightenment?'," writtenin1784, Kant brought to the table of philosophical discourse what previously had been merely a political concern -the manner in which enlightenment ought to proceed (Schmidt, "The Question" 270). His essay was one of tw02 historically significant responses to Protestant clergyman Johann Friedrich Zollner's query, posed in a footnote of an essay in the Berlinische Monatsschrif. "Whatis enlight enment? This question, which is almost as important as [the ques tion] What is truth? would seem to require an answer, before one engages in enlightening other people... ./1 (qtd. in Bahr 1-2). The topic of social enlightenment was widely debated as Europe searched· for a scientific identity, one which Kant was willing to supplywithwhathecalledhis own "Copernicanrevolution." Kant's line of reasoning in "What Is Enlightenment?/I is different and more compelling than those of his contemporaries in that Kant not only proposes bothdefinitionofandmethodforenlightenment, butconjoins the two in an intimate relationship, the essential link between them being free speech, but (as we will see) a qualified kind of free speech termed Ifthe public use of reason./I Consequently, Kant's argument is political in its aim but philosophical in its approach, appealing to the nature of the polis itself, the nature of historical progress, and the nature of reason. As such, its implications are deep and far-reaching. -
Contemporary Political Theory As an Anti-Enlightenment Project
Dennis C. Rasmussen Brown University Contemporary Political Theory as an Anti-Enlightenment Project [NB: I am aware that the argument of this paper – that the majority of contemporary political theorists seek to dissociate themselves from the Enlightenment – isn’t actually much of an argument. I am currently beginning a book project that will seek to defend the Enlightenment (to some extent or another) from the attacks of its contemporary critics; the material gathered here includes part of the introduction and the introductions to each of the five substantive chapters, along with a few underdeveloped remarks at the beginning and end that seek to tie things together. In other words, this material wasn’t written as a stand-alone paper, so I apologize if it seems incomplete – it is! I also apologize for the length; for those who don’t have the time or desire to read it all, the main line of argument comes in the first 18 pages, with the rest fleshing out some details. I will, however, be eager to hear your thoughts about the charges I have outlined, and especially if I have missed any major critics or criticisms of the Enlightenment.] Like it or not, we are all children of the Enlightenment, utterly incapable of escaping the clutches of ideals and arguments put forth over two centuries ago. Or so, at least, many critics of the Enlightenment seem to believe. Michel Foucault claims, for instance, that the Enlightenment has largely determined “what we are, what we think, and what we do today,”1 and John Gray insists that “all schools of contemporary political thought are variations on the Enlightenment project.”2 There is, of course, something to such claims: given the number of values, practices, and institutions that we have inherited from the eighteenth century, it is difficult to imagine what our world would look like without its Enlightenment heritage. -
The Potentials of Enlightenment
Copyright © British International Studies Association 1999 The potentials of Enlightenment FRED HALLIDAY ‘The radical critique of reason exacts a high price for taking leave of modernity’, Jurgen Habermas, The Philosophical Discourse of Modernity (Cambridge: Polity, 1987), p. 336. Introduction: the challenges of the 1990s The greatest works of political and social theory are often the shortest, and none more so than the text of Immanuel Kant, Idea for a Universal History, written just over two hundred years ago in 1784: it is all of thirteen pages long, and advances a thesis that should concern us all. In essence, it argues that history can, and to some degree does, move in a progressive direction—one in which the domestic organis- ation of states on an increasingly legal, constitutional, basis will lead to greater cooperation between states and ultimately to some form of world government. Kant’s hope was ‘that after many reformative revolutions, a universal cosmopolitan condition, which Nature has as her ultimate purpose, will come into being as the womb wherein all the original capacities of the human race can develop’.1 There are many readings of Professor Kant, not least when this text is combined with others.2 Yet to put it in modern terms, not entirely traducing his meaning, his work can be read as envisaging a world of constitutional regimes and liberal democracies, one that will be without war. This is a bold thesis with many unproven assumptions: but it is not entirely implausible, on either theoretical or historical grounds. Abused as it may have been by the twin menaces of a modish post-1989 triumphalism, and a postmodernist pessimism, it nonetheless sets us a goal that can, and should, command attention. -
Neoliberalism, the “Free Market”, and the Seven Principles Note: The
Neoliberalism, the “Free Market”, and the Seven Principles Note: The following is from a Sunday service at a Unitarian Universalist (UU) congregation, and the Seven Principles are what all UU congregations covenant to affirm and promote. As they are enumerated you will see that these principles are agreeable to people of many faith traditions. During the Age of Enlightenment philosophers supported a range of ideas centered on reason as the primary source of authority and legitimacy, and came to advance ideals like liberty, tolerance, constitutional government, and separation of church and state. Thomas Jefferson incorporated some of the ideals of the Enlightenment into the Declaration of Independence, and James Madison incorporated Enlightenment ideals into the United States Constitution. On the subject of human rights, those who supported expansion of human rights were known as Liberals, and their liberalism can be seen in the Bill of Rights. Today we have a political presence of Neoliberalism, and the “liberalism” part of that word refers to a liberal view of rights. The difference between Liberalism and Neoliberalism is that liberals work to preserve and enhance the rights of natural persons, and neoliberals work to preserve and enhance the rights of property. Although that definition is terribly incomplete, you can usually determine who is on what side of issues if you use it as a rule of thumb. Noam Chomsky said, “The simplest definition of 'neoliberalism' is 'let the market run everything.'” He also said that the main ideas of neoliberalism have been around since before the Enlightenment, but we didn't call it by that name then. -
Solus Secedo and Sapere Aude: Cartesian Meditation As Kantian
CON-TEXTOS KANTIANOS . International Journal of Philosophy N. o 2, Noviembre 2015, pp. 261-279 ISSN: 2386-7655 Doi: 10.5281/zenodo.33976 Solus Secedo and Sapere Aude : Cartesian Meditation as Kantian Enlightenment Solus Secedo y Sapere Aude : La meditación cartesiana como Ilustración kantiana SUMA RAJIVA ∗ Memorial University, Canada Abstract Recently Samuel Fleischacker has developed Kant’s model of enlightenment as a “minimalist enlightenment” in the tradition of a relatively thin proceduralism focused on the form of public debate and interaction. I want to discuss the possibility that such a minimalism, endorsed by Fleischacker, Habermas, Rawls, and others, benefits from a metaphysics of critical individual subjectivity as a prerequisite for the social proceduralism of the minimalist enlightenment. I argue that Kant’s enlightenment, metaphysically thicker than much contemporary proceduralism, constitutes a recovery and transformation of a subjective interiority deeply Cartesian in spirit and central to the reciprocity of the community of subjects in What is Enlightenment . This opens a space for a site of resistance to the social. Descartes’ solus secedo describes the analogical space of such a resistance for Kant’s sapere aude . The Meditations thus point forward implicitly to how a rational subject might achieve critical distance from tradition in its various forms, epistemic, ethical, moral, and political. Key words Kant; Descartes; Enlightenment; Subject, Individual, Critical, Space, Reason, What is Enlightenment ; Meditations Resumen Samuel Fleischacker ha desarrollado recientemente el modelo kantiano de Ilustración como una “Ilustración minimalista”, en la tradición de un procedimentalismo relativamente débil condensado en la forma del debate e interacción públicos. Pretendo discutir la posibilidad de que tal ∗ Professor of Philosophy at Memorial University, Canada. -
The Idea of ''A Turning Point'' and the Specific Features of the Time
THE IDEA OF ''A TURNING POINT'' AND THE SPECIFIC FEATURES OF THE TIME Laurence VANOFLEN, Lecturer in Literature and Philosophy, Paris Nanterre University Part 1 – Continuity and new openings To finish off this course, let's dwell on the final decades of the 18th century. For a long time, it was seen as a waiting time between the Enlightenment struggles and the advent of romanticism. It was a time of change towards creative and, for a long while, misunderstood activity. Under the devaluing label ''pre- romanticism'', Jean-Jacques Rousseau and Bernardin de Saint-Pierre would announce the arrival of a weaker version of a romanticism to come. For the last thirty years, we've preferred to talk of a turning point in the Enlightenment. This image underlines both the continuity and the deep splits taking place. They did not boil down to revolutionary upheavals, even if they were often accelerated or brought to light by the sudden collapse of the Ancient Regime. All the philosophers were dead by 1789, Voltaire and Rousseau in 1778, Diderot in 1784, but the publication of their work continued and remained a reference for revolutionaries. Their successors carried on their work right up to the Empire by way of new intellectual institutions, the Institute being one of them. Condillac's sensualism, or atheism among the more radical, is taken on by ideologists who, after Condorcet, took charge of the practical application of scientific methods in society. As such, they gathered anthropological and medical knowledge. They studied mental patients, the deaf, the mute, even uncivilised children so as to better understand brain function.