Isaiah Berlin's Enlightenment And
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Eui Working Papers
Max Weber Lecture Series MWP - LS 2008/02 Theories of European Integration: a Geoculture Perry Anderson EUROPEAN UNIVERSITY INSTITUTE MAX WEBER PROGRAMME Theories of European Integration: a Geoculture PERRY ANDERSON Lecture Delivered November 21st 2007 MAX WEBER LECTURE No. 2008/02 This text may be downloaded for personal research purposes only. Any additional reproduction for other purposes, whether in hard copy or electronically, requires the consent of the author(s), editor(s). If cited or quoted, reference should be made to the full name of the author(s), editor(s), the title, the working paper or other series, the year, and the publisher. The author(s)/editor(s) should inform the Max Weber Programme of the EUI if the paper is to be published elsewhere, and should also assume responsibility for any consequent obligation(s). ISSN 1830-7736 © 2008 Perry Anderson Printed in Italy European University Institute Badia Fiesolana I – 50014 San Domenico di Fiesole (FI) Italy http://www.eui.eu/ http://cadmus.eui.eu/ Theories of European Integration: a Geoculture PERRY ANDERSON♣ I should open my talk this afternoon with an apology. My theme is in one sense a very simple one. But to explore it adequately would require fuller treatment than is possible here. Moreover, even what I do say will no doubt be guilty of a certain astigmatism or ignorance, open to correction. My topic will be a pattern that I can state baldly at the outset. The European Union has, over the fifty years of its existence, generated an enormous literature. Yet – such is the argument I will make - few of the leading contributions to it have been written by Europeans. -
Seven Atheisms
SEVEN ATHEISMS Andrew Walker SEVEN ATHEISMS Exploring the varieties of atheism in John Gray’s book Seven Types of Atheism Andrew Walker Emeritus Professor of Theology, Culture and Education, King’s College London Christian Evidence Society christianevidence.org Text copyright © Andrew Walker 2019 Published by the Christian Evidence Society, London, 2019 christianevidence.com All rights reserved Editing and design: Simon Jenkins Cover photograph by PhotoDu.de / CreativeDomainPhotography.com. Creative Commons Attribution 2.0 Generic (CC BY 2.0) license Contents Introduction 5 The seven atheisms 19th century atheism 6 Secular humanism 8 Science as religion 12 Modern politicial religion 15 God-haters 18 Atheism without progress 22 The atheism of silence 25 Conclusion 27 Index 30 Introduction John Gray’s Seven Types of Atheism (Allen Lane, 2018) is an important book for both religious and non-religious readers. John Gray, who describes himself as an atheist, is nevertheless critical of most versions of atheism. His attitude to atheism is the same as his attitude to certain types of religion. This attitude is predicated upon Gray’s conviction that human beings are intrinsically dissatisfied and unpredictable creatures who can never get along with each other for any length of time. His view is based on a reading of human nature that sails close to the wind of the Christian concept of original sin, and is out of step with most modern forms of atheism. In particular, Gray is allergic to any forms of cultural progress in human behaviour especially if they are couched in positivistic or evolutionary terms. 5 ATHEISM 1 19th century atheism Gray sets out his stall in his first chapter, ‘The New Atheism: A Nineteenth- century Orthodoxy’. -
Indicate to His Teachers That Any Indebtedness for Materials
DOCttMENT RFSUME ED 023 b46 TE 000 391 By -Palmer,,Louis H., Jr. Intellectual Honesty. Tilton School English Dept., NH. Pub Date Feb 68 Note -17p. EDRS Price MF -$025 He -$0 95 Descriptors -*Academic Standards, *Composition(Literary), Discipline Problems, *EngkshInstruction, Moral Issues, Moral Values, *Plagiarism One of the principal aims of a qualityeducation is a relationship of trustbetween a student andhis teachers and peers. Thestudent's signature on his workshould indicate to his teachers that anyindebtedness for materials--anyword-for-word copying, paraphrasing, usageof "apt" terms, or any mosaic woven intohis work from randomly-gathered statements--has beenacceptably acknowledged andidentified to clarify what is the student's own workand woat has been borrowedfrom others. The student should acknowledge to what extenthe has prepared and proofreadhis own papers, given orreceived help, and made use of tutors orother aids. He should understand that plagiarism fn any form notonly indicates a flagrantdisregard for the ethical and moral code governing thewelfare of the academic communityand a serious breach of personal integrity,but also constitutes an ignoranceof form, for which he will still be held responsible.(Included are examples which illustratethe misuse of source materials) (JB) U.S. DEPARTMENT OF HEALTH, EDUCATION 8.WELFARE OFFICE Of EDUCATION EXACTLY AS RECEIVED FROM THE THIS DOCUMENT HAS BEEN REPRODUCED POINTS Of VIEW OR OPINIONS PERSON OR ORGANIZATION ORIGINATINGIT. OFFICIAL OFFICE Of EDUCATION STATED DO NOT NECESSARILY REPRESENT POSITION OR POLICY. INTELLECTUAL HONESTY ar English Department Tilton School Tilton, New Hampshire nbruary, 1968 Louis H. Palmer, Jr. Chairman INTELLECTUAL HONESTY Honesty is a relationship of trust and understanding between two people or between a person and a group. -
Hedgehog and the Fox” Reconsidered 149
The “Hedgehog and the Fox” Reconsidered 149 Chapter 9 The “Hedgehog and the Fox” Reconsidered: Unreconciled Religious Diversity in the Dialogue of Civilizations1 Philip L. Wickeri The theme for religions and the dialogue of civilizations, is a most important one for creating peace and harmony in our world and in our own communities. In this paper, I re-introduce the metaphor of “the hedgehog and the fox” as a way of speaking about inter-civilizational dialogue in a world of unreconciled religious diversity. By unreconciled diversity, I mean the inter-religious differ- ences that cannot be overcome or “harmonized” and therefore must be accepted and dealt with. 1 Part In 1953, Sir Isaiah Berlin (1909–1997) wrote an essay on Leo Tolstoy’s view of history entitled “The Hedgehog and the Fox.”2 This became one of the most influential essays ever written on Western intellectual history, and it is still in print today. Berlin takes his point of departure from an obscure philosophical fragment that has been attributed to the ancient Greek poet Archilochus: The fox knows many things, but the hedgehog knows one big thing. There is no certain interpretation of this sentence. The fragment may mean no more than that the fox, in his cunning, is defeated by the hedgehog’s one sure defense. But Berlin reinterprets the fragment to elaborate a basic intellectual 1 China Social Science Forum (2013: Religious Studies) 中国社会科学论坛 (2013: 宗教学). Religions and the Dialogue of Civilizations [宗教与文明对话 Zongjiao yu wenming duihua], 2nd-5th November 2013. 2 Isaiah Berlin, “The Hedgehog and the Fox,” Russian Thinkers, ed. -
Christianity, Natural Law and the So-Called Liberal State
Christianity, Natural Law and the So-called Liberal State James Gordley According to the Book of Genesis, “God said, ‘Let us make man in our image, after our likeness.’ So God created man in his own image, in the image of God created he him; male and female created he them.” (Gen. 1:26–7) Here, my former colleague Jeremy Waldron has said, is “a doctrine [that]is enormously attractive for those of us who are open to the idea of religious foundations for human rights.”1 What is special about man is that he is created in the image of God. Waldron noted that “[m]any object to the political use of any deep doctrine of this kind. For some, this is a special case of a Rawlsian commitment to standards of public reason generally.”2 He quotes Rawls: “In discussing constitutional essentials and matters of basic justice we are not to appeal to comprehensive religious or philosophical doctrines” but only to “plain truths now widely accepted, and available, to citizens generally.”3 I will come back to this objection later. Rawls’ claim is particularly important for present purposes since he has said the most about what other people can and cannot say in the public forum. Waldron’s own difficulty is with “the further question of what work [this doctrine] can do.”4 Why does it matter? He quoted Anthony Appiah who said, “[w]e do not have to agree that we are created in the image of God ... to agree that we do not want to be tortured by government officials.”5 Towards the end of his article Waldon noted that “[c]onsistently, for almost the whole of the Christian era imago Dei [the image of God] has been associated with man’s capacity for practical reason...”6 He quoted Thomas Aquinas: “man is united to God by his reason or mind, in which is God’s image.”7 I think if he had pursued this point further he could have answered his question. -
Phil 3304 Christian Worldview Philosophy Department Dallas Baptist University Dr
Phil 3304 Christian Worldview Philosophy Department Dallas Baptist University Dr. Naugle Arthur Holmes, The Idea of a Christian College Chapter Two: Theological Foundations Introduction: Believers ought to be committed to thinking and acting (esp. when it comes to education) as a Christian in conformity with their beliefs about God and his purposes for them and the world. Hence, we will do this and thereby unfold a biblical and theological foundation for Christian involvement in higher education in general, and liberal arts education in particular. Four themes are the focus: • Creation • The human person •Truth • Cultural mandate Creation 1. Gnosticism has beleaguered the Church perpetually with its claims that there are two worlds of mind and matter, that matter is the source of life’s evils, while mind or spirit is the source of what is rational and good. Matter and mind are locked in an eternal conflict. 2. Hence, Paul, on the basis of the eight “goods” of Genesis 1, responds to gnosticism in 1 Timothy 4: 1-5. 1 Tim. 4:1 But the Spirit explicitly says that in later times some will fall away from the faith, paying attention to deceitful spirits and doctrines of demons, 1 Tim. 4:2 by means of the hypocrisy of liars seared in their own conscience as with a branding iron, 1 Tim. 4:3 {men} who forbid marriage {and advocate} abstaining from foods, which God has created to be gratefully shared in by those who believe and know the truth. 1 Tim. 4:4 For everything created by God is good, and nothing is to be rejected, if it is received with gratitude; 1 Tim. -
From Liberalisms to Enlightenment's Wake
JOURNAL OF IBERTARIAN TUDIES S L S JL VOLUME 21, NO. 3 (FALL 2007): 79–114 GRAY’S PROGRESS: FROM LIBERALISMS TO ENLIGHTENMENT’S WAKE JEREMY SHEARMUR The progress of that darkness . from its first approach to the period of greatest obscuration. William Robertson, History of the Reign of Charles the Fifth I HAVE KNOWN JOHN Gray for quite a few years, and have long admired his work. We were among the (very few) political theorists in the U.K. who, in the early 1970s, had an interest in the work of Hayek, and more generally in issues relating to classical liberalism. During the 1980s, he emerged as the most powerful and effective theorist of classical liberalism in the U.K., notably through his re- interpretations of John Stuart Mill in Mill on Liberty (1983a), his Hayek and Liberty (1984), and his overview and critical assessment of the lib- eral tradition, Liberalism (1986). We had, over the years, various dis- cussions about Hayek and liberalism—as Gray mentions in his Hayek on Liberty—and in that connection we shared many intellectual con- cerns; notably, with problems about how classical liberalism related to particular traditional cultures, and about the value of lives that did not involve autonomy in any significant sense. Our discussions about these and related matters were occasional, and typically by telephone or at Liberty Fund conferences. In the course of one of these conversations, I suggested to Gray that he might consider col- lecting some of his essays on liberalism into a volume, as he kindly JEREMY SHEARMUR is Reader in Philosophy at the Australian National University. -
1. Introduction
A fox knows many things but a hedgehog one big thing Mark Aronoff Stony Brook University 1. Introduction Isaiah Berlin’s little book, The Hedgehog and the Fox (1953), takes its title from a line by the Greek poet Archilochus: πόλλ᾽ οἶδ᾽ ἀλωπηξ ἀλλ᾽ ἐχῖνος ἓν μέγα ‘many [things] knows [a] fox but [a] hedgehog one big [thing]’. Since it is impossible to do justice in a paraphrase to Berlin’s prose, I will quote the relevant passage in full: [T]aken figuratively, the words can be made to yield a sense in which they mark one of the deepest differences which divide writers and thinkers, and, it may be, human beings in general. For there exists a great chasm between those, on one side, who relate everything to a single central vision, one system less or more coherent or articulate, in terms of which they understand, think, and feel—a single, universal, organizing principle in terms of which alone all that they are and say has significance—and, on the other side, those who pursue many ends, often unrelated and even contradictory, connected, if at all, only in some de facto way, for some psychological or physiological cause, related by no moral or aesthetic principle; these last lead lives, perform acts, and entertain ideas that are centrifugal rather than centripetal, their thought is scattered or diffused, moving on many levels, seizing upon the essence of a vast variety of experiences and objects for what they are in themselves, without, consciously or unconsciously, seeking to fit them into, or exclude them from, any one unchanging, all-embracing, sometimes self-contradictory and incomplete, at times fanatical, unitary vision. -
'History, Method and Pluralism: a Re-Interpretation of Isaiah Berlin's
HISTORY, METHOD, AND PLURALISM A Re-interpretation of Isaiah Berlin’s Political Thought Thesis submitted to the University of London for the degree of Doctor of Philosophy by HAOYEH London School of Economics and Political Science 2005 UMI Number: U205195 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI U205195 Published by ProQuest LLC 2014. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 S 510 Abstract of the Thesis In the literature on Berlin to date, two broad approaches to study his political thought can be detected. The first is the piecemeal approach, which tends to single out an element of Berlin’s thought (for example, his distinction between negative liberty and positive liberty) for exposition or criticism, leaving other elements unaccounted. And the second is the holistic approach, which pays attention to the overall structure of Berlin’s thought as a whole, in particular the relation between his defence for negative liberty and pluralism. This thesis is to defend the holistic approach against the piecemeal approach, but its interpretation will differ from the two representative readings, offered by Claude J. -
Research Article Academic Integrity in Higher Education of Ukraine: Current State and Call for Action
Hindawi Education Research International Volume 2020, Article ID 8856251, 8 pages https://doi.org/10.1155/2020/8856251 Research Article Academic Integrity in Higher Education of Ukraine: Current State and Call for Action Vadym Luniachek ,1 Alla Brovdii,2 Oleksandr Kulakovskyi,1 and Tetyana Varenko 3 1Creative Pedagogy and Intellectual Property Department, Ukrainian Engineering Pedagogics Academy, Kharkiv 61003, Ukraine 2Department of Legal Support of Economic Activity, O.M. Beketov National University of Urban Economy in Kharkiv, Kharkiv 61002, Ukraine 3Monitoring and Information Analysis Support Division of the Department for Cooperation with International Agencies and Financial Institutions, Kharkiv City Council, Kharkiv 61200, Ukraine Correspondence should be addressed to Tetyana Varenko; [email protected] Received 8 May 2020; Revised 24 August 2020; Accepted 15 September 2020; Published 28 September 2020 Academic Editor: Kirsi Tirri Copyright © 2020 Vadym Luniachek et al. *is is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. *e research aims to define the scope and challenges of intellectual property rights protection in higher schools of Ukraine and offer recommendations to address those for higher education officials and university leaders. *e findings of the research rely on the results of an anonymous expert survey conducted among non-law students of two institutions of higher education using a specially designed questionnaire. *ey reveal a significantly low level of students’ awareness and knowledge of intellectual property rights, academic integrity, and protection thereof, which undermines the internal education quality. At the same time, there exists a high demand for receiving the relevant knowledge within the university programmes the students are enrolled in. -
Property and Ownership
Property and Ownership Gerald Gaus 1 PRIVATE PROPERTY: FUNDAMENTAL OR PASSÉ? For the last half century, thinking within political philosophy about private property and ownership has had something of a schizophrenic quality. The classical liberal tradition has always stressed an intimate connection between a free society and the right to private property.1 As Ludwig von Mises put it, “the program of liberalism....if condensed to a single word, would have to read: property, that is, private ownership....”2 Robert Nozick’s Anarchy, State and Utopia, drawing extensively on Locke, gave new life to this idea; subsequently a great deal of political philosophy has focused on the justification (or lack of it) of natural rights to private property.3 Classical liberals such as Eric Mack — also drawing extensively on Locke’s theory of property — have argued that “the signature right of any rights-oriented classical liberalism is the right of self-ownership.”4 In addition, Mack argues that “we have the same good reasons for ascribing to each person a natural right of property” in “extrapersonal objects.”5 Each individual, Mack contends, has “an original, nonacquired right … to engage in the acquisition of extrapersonal objects and in the disposition of those acquired objects as one sees fit in the service of one’s ends.”6 Essentially, one has a natural right to become an owner of external property. Not all contemporary classical liberals hold that property rights are natural, but all insist that strong rights to private property are essential for a free society.7 Jan Narveson has recently defended the necessity in a free society of property understood as “a unitary concept, explicable as a right over a thing owned, against others who are precluded from the free use of it to which ownership entitles the owner.”8 GAUS/2 The “new liberal” project of showing that a free society requires robust protection of civil and political rights, but not extensive rights of private property (beyond personal property) has persistently attacked this older, classical, liberal position. -
Marxist Antony Kalashnikov
British Marxist Historians: An Appraisal Antony Kalashnikov Abstract This paper examines several of the leading British Marxist historians of the twentieth century and the contribution made by these Marxist historians to the field of historiography. The differences and similarities in the arguments presented by key Marxist historians is examined and critically analysed throughout this paper to identify the role these historians within the field. Introduction: In the second half of the twentieth century, Marxism became firmly integrated into the Western academic tradition as a valid and powerful mode of analysis. In 1950’s Great Britain, Marxism became particularly prevalent in the discipline of history. At least superficially, a group of historians was associated by their membership within the British Communist Party. Several critics, however, have argued that the British Marxist historians came to represent a school, of sorts, characterized by much more than paying homage to Marx and his historical materialism. Indeed, sociologist Harvey Kaye, in his book The British Marxist Historians, contends that they constitute a separate “theoretical tradition.” Specifically, he argues, they share a common theoretical problematic, historical problematic, approach to historical study (i.e. a methodology of class struggle analysis), and a contribution to British political culture.1 Social theorist Perry Anderson, for his part, also groups these Marxist Historians together, albeit indirectly, in his more negative critique of them. Particularly, he argues against their theoretical underdevelopment and lack of strategy. This essay will appraise the two scholars’ arguments for British Marxist historians’ commonality, in particular looking at the Marxist historians Edward Thompson and Eric Hobsbawm. In doing so, I will explicate Kaye’s and Anderson’s arguments, illustrating their points with examples from Thompson’s and Hobsbawm’s work.