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The Enlightenment and Democratic Revolutions MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES
4 The Enlightenment and Democratic Revolutions MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES REVOLUTION Enlightenment These revolutions and the • Enlightenment • representative ideas helped bring about the documents they produced have • social contract government American and French inspired other democratic • natural rights • federal system revolutions. movements. • separation of • United Nations powers SETTING THE STAGE The Renaissance continued to affect European thinking throughout the 17th century. The Renaissance emphasis on the individual and on expanding human potential were especially influential. At the same time, Europeans began to explore their physical world. They extended the boundaries of the known world in what came to be called the Age of Exploration. New ideas and discoveries had a great impact on Europeans’ understanding of themselves and the world. TAKING NOTES Enlightenment Thinkers and Ideas Outlining Use an outline During the 17th and 18th centuries, an intellectual movement called the to organize the main ideas and details. Enlightenment developed. Enlightenment thinkers tried to apply the principles of reason and the methods of science to all aspects of society. They built upon I. Enlightenmentg the long history of Western thought. Thinkers and Ideas The philosophers of ancient Greece had established the idea of natural laws A. that could be discovered by careful observation and reasoned inquiry. B. Christianity contributed the belief in the equality of all human beings. (This belief II. The Beggginnings of Democracy in America would later lead to the principle of equal rights in society.) During the Renaissance, thinkers had focused on worldly concerns. They criticized medieval philosophy A. for concentrating on questions that seemed unrelated to human conditions. -
The Rhinehart Collection Rhinehart The
The The Rhinehart Collection Spine width: 0.297 inches Adjust as needed The Rhinehart Collection at appalachian state university at appalachian state university appalachian state at An Annotated Bibliography Volume II John higby Vol. II boone, north carolina John John h igby The Rhinehart Collection i Bill and Maureen Rhinehart in their library at home. ii The Rhinehart Collection at appalachian state university An Annotated Bibliography Volume II John Higby Carol Grotnes Belk Library Appalachian State University Boone, North Carolina 2011 iii International Standard Book Number: 0-000-00000-0 Library of Congress Catalog Number: 0-00000 Carol Grotnes Belk Library, Appalachian State University, Boone, North Carolina 28608 © 2011 by Appalachian State University. All rights reserved. First Edition published 2011 Designed and typeset by Ed Gaither, Office of Printing and Publications. The text face and ornaments are Adobe Caslon, a revival by designer Carol Twombly of typefaces created by English printer William Caslon in the 18th century. The decorative initials are Zallman Caps. The paper is Carnival Smooth from Smart Papers. It is of archival quality, acid-free and pH neutral. printed in the united states of america iv Foreword he books annotated in this catalogue might be regarded as forming an entity called Rhinehart II, a further gift of material embodying British T history, literature, and culture that the Rhineharts have chosen to add to the collection already sheltered in Belk Library. The books of present concern, diverse in their -
Democracy in the United States
Democracy in the United States The United States is a representative democracy. This means that our government is elected by citizens. Here, citizens vote for their government officials. These officials represent the citizens’ ideas and concerns in government. Voting is one way to participate in our democracy. Citizens can also contact their officials when they want to support or change a law. Voting in an election and contacting our elected officials are two ways that Americans can participate in their democracy. Voting booth in Atascadero, California, in 2008. Photo by Ace Armstrong. Courtesy of the Polling Place Photo Project. Your Government and You H www.uscis.gov/citizenship 1 Becoming a U.S. Citizen Taking the Oath of Allegiance at a naturalization ceremony in Washington, D.C. Courtesy of USCIS. The process required to become a citizen is called naturalization. To become a U.S. citizen, you must meet legal requirements. You must complete an interview with a USCIS officer. You must also pass an English and Civics test. Then, you take the Oath of Allegiance. This means that you promise loyalty to the United States. When you become a U.S. citizen, you also make these promises: ★ give up loyalty to other countries ★ defend the Constitution and laws of the United States ★ obey the laws of the United States ★ serve in the U.S. military (if needed) ★ do important work for the nation (if needed) After you take the Oath of Allegiance, you are a U.S. citizen. 2 Your Government and You H www.uscis.gov/citizenship Rights and Responsibilities of Citizens Voting is one important right and responsibility of U.S. -
Thomas Jefferson and the Ideology of Democratic Schooling
Thomas Jefferson and the Ideology of Democratic Schooling James Carpenter (Binghamton University) Abstract I challenge the traditional argument that Jefferson’s educational plans for Virginia were built on mod- ern democratic understandings. While containing some democratic features, especially for the founding decades, Jefferson’s concern was narrowly political, designed to ensure the survival of the new republic. The significance of this piece is to add to the more accurate portrayal of Jefferson’s impact on American institutions. Submit your own response to this article Submit online at democracyeducationjournal.org/home Read responses to this article online http://democracyeducationjournal.org/home/vol21/iss2/5 ew historical figures have undergone as much advocate of public education in the early United States” (p. 280). scrutiny in the last two decades as has Thomas Heslep (1969) has suggested that Jefferson provided “a general Jefferson. His relationship with Sally Hemings, his statement on education in republican, or democratic society” views on Native Americans, his expansionist ideology and his (p. 113), without distinguishing between the two. Others have opted suppressionF of individual liberties are just some of the areas of specifically to connect his ideas to being democratic. Williams Jefferson’s life and thinking that historians and others have reexam- (1967) argued that Jefferson’s impact on our schools is pronounced ined (Finkelman, 1995; Gordon- Reed, 1997; Kaplan, 1998). because “democracy and education are interdependent” and But his views on education have been unchallenged. While his therefore with “education being necessary to its [democracy’s] reputation as a founding father of the American republic has been success, a successful democracy must provide it” (p. -
THE RISE of COMPETITIVE AUTHORITARIANISM Steven Levitsky and Lucan A
Elections Without Democracy THE RISE OF COMPETITIVE AUTHORITARIANISM Steven Levitsky and Lucan A. Way Steven Levitsky is assistant professor of government and social studies at Harvard University. His Transforming Labor-Based Parties in Latin America is forthcoming from Cambridge University Press. Lucan A. Way is assistant professor of political science at Temple University and an academy scholar at the Academy for International and Area Studies at Harvard University. He is currently writing a book on the obstacles to authoritarian consolidation in the former Soviet Union. The post–Cold War world has been marked by the proliferation of hy- brid political regimes. In different ways, and to varying degrees, polities across much of Africa (Ghana, Kenya, Mozambique, Zambia, Zimbab- we), postcommunist Eurasia (Albania, Croatia, Russia, Serbia, Ukraine), Asia (Malaysia, Taiwan), and Latin America (Haiti, Mexico, Paraguay, Peru) combined democratic rules with authoritarian governance during the 1990s. Scholars often treated these regimes as incomplete or transi- tional forms of democracy. Yet in many cases these expectations (or hopes) proved overly optimistic. Particularly in Africa and the former Soviet Union, many regimes have either remained hybrid or moved in an authoritarian direction. It may therefore be time to stop thinking of these cases in terms of transitions to democracy and to begin thinking about the specific types of regimes they actually are. In recent years, many scholars have pointed to the importance of hybrid regimes. Indeed, recent academic writings have produced a vari- ety of labels for mixed cases, including not only “hybrid regime” but also “semidemocracy,” “virtual democracy,” “electoral democracy,” “pseudodemocracy,” “illiberal democracy,” “semi-authoritarianism,” “soft authoritarianism,” “electoral authoritarianism,” and Freedom House’s “Partly Free.”1 Yet much of this literature suffers from two important weaknesses. -
Political Legacy: John Locke and the American Government
POLITICAL LEGACY: JOHN LOCKE AND THE AMERICAN GOVERNMENT by MATTHEW MIYAMOTO A THESIS Presented to the Department of Political Science and the Robert D. Clark Honors College in partial fulfillment of the requirements for the degree of Bachelor of Science January 2016 An Abstract of the Thesis of Matthew Miyamoto for the degree of Bachelor of Science in the Department of Political Science to be taken January, 2016 Title: Political Legacy: John Locke and the American Government Professor Dan Tichenor John Locke, commonly known as the father of classical liberalism, has arguably influenced the United States government more than any other political philosopher in history. His political theories include the quintessential American ideals of a right to life, liberty, and property, as well as the notion that the government is legitimized through the consent of the governed. Locke's theories guided the founding fathers through the creation of the American government and form the political backbone upon which this nation was founded. His theories form the foundation of principal American documents such as the Declaration of Independence, the Constitution, and the Bill of Rights, and they permeate the speeches, writings, and letters of our founding fathers. Locke's ideas define our world so thoroughly that we take them axiomatically. Locke's ideas are our tradition. They are our right. This thesis seeks to understand John Locke's political philosophy and the role that he played in the creation of the United States government. .. 11 Acknowledgements I would like to thank Professor Dan Tichenor for helping me to fully examine this topic and guiding me through my research and writing. -
Athenian Democracy and Popular Tyranny
UC Berkeley UC Berkeley Previously Published Works Title Athenian democracy and popular tyranny Permalink https://escholarship.org/uc/item/4dj5x065 ISBN 9781107130401 Author Hoekstra, K Publication Date 2016-03-24 DOI 10.1017/CBO9781316418024.002 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Athenian Democracy and Popular Tyranny Kinch Hoekstra I An account of popular sovereignty that begins with the fifth century BCE may seem to be off to a false start.1 Foundational works in the history of political thought have taught us that the very notion of sovereignty, and thus of popular sovereignty, emerged from the particular historical circumstances of the early modern era. One might thus believe that fifth-century Greeks could not be discussing popular sovereignty some two thousand years before this concept’s emergence.2 Leading ancient historians and classicists have adopted this view, deeming ‘sovereignty’ a misleadingly anachronistic way of thinking about Athenian democracy in the classical period.3 For the concept of sovereignty seems 1 By agreement, my primary focus is on the fifth century BCE (esp. its second half) and Melissa Lane’s in her contribution is on the fourth. Earlier versions of this chapter were presented at Queen Mary, University of London (Popular Sovereignty Project); Stanford University (Workshop on Ethics and Politics, Ancient and Modern); and UCLA (a combined meeting of the Legal Theory Workshop and the Political Theory Workshop). I am grateful to the audiences on each of these occasions, and for comments from Mark Greenberg, Amanda Greene, Tim Hoekstra, Seth Jaffe, Kathryn Morgan, Seana Shiffrin, and Quentin Skinner. -
The Radical Democratic Thought of Thomas Jefferson: Politics, Space, & Action
The Radical Democratic Thought of Thomas Jefferson: Politics, Space, & Action Dean Caivano A Dissertation Submitted To The Faculty Of Graduate Studies In Partial Fulfillment Of The Requirements For The Degree Of Doctor Of Philosophy Graduate Program in Political Science York University Toronto, Ontario May 2019 © Dean Caivano, 2019 Abstract Thomas Jefferson has maintained an enduring legacy in the register of early American political thought. As a prolific writer and elected official, his public declarations and private letters helped to inspire revolutionary action against the British monarchy and shape the socio-political landscape of a young nation. While his placement in the American collective memory and scholarship has remained steadfast, a crucial dimension of his thinking remains unexplored. In this dissertation, I present a heterodox reading of Jefferson in order to showcase his radical understanding of politics. Although Jefferson’s political worldview is strikingly complex, marked by affinities with liberal, classical republican, Scottish, and Christian modes of thought, this interpretation reveals the radical democratic nature of his project. Primarily, this dissertation expands the possibilities of Jefferson’s thought as explored by Hannah Arendt and other thinkers, such as Richard K. Matthews and Michael Hardt. Drawing from these explicitly radical readings, I further dialogue with Jefferson’s thought through extensive archival research, which led me to engage in the theoretical and historical sources of inspiration that form and underscore his thinking. In so doing, I offer a new reading of Jefferson’s view on politics, suggesting that there contains an underlying objective, setting, and method to his unsystematic, yet innovative prescriptions concerning democracy. -
The Norwich School of Lithotomy
THE NORWICH SCHOOL OF LITHOTOMY by A. BATTY SHAW A NOTABLE cHAPTER in the long history of human bladder stone has been contributed from Norwich and its county of Norfolk and this came about for several reasons. The main reason was that Norfolk enjoyed the unenviable reputation during the latter part of the eighteenth and throughout the nineteenth centuries of having the highest incidence of bladder stone among its inhabitants of any county in Great Britain. As a result of thishigh prevalence ofbladderstone a local tradition of surgical skill in the art of lithotomy emerged and when the first general hospital in Norfolk, the Norfolk and Norwich Hospital was founded in 1771-2 there were appointed to its surgical staff local surgeons who were most experienced lithotomists. Their skill was passed on to those who followed them and earned for the hospital a European reputation for its standards of lithotomy. Sir Astley Cooper" when at the height of his professional fame and influence in 1835 spoke of these standards as follows, 'the degree of success which is considered most correct [for lithotomy] is that taken from the results of the cases at the Norfolk and Norwich Hospital'.2 There were not only able lithotomists on the early staff of the Norfolk and Norwich Hospital but also physicians who wrote on the medical aspects of bladder stone with special reference to the problems of incidence and chemical analysis. These writings were based on the registers of admissions to the hospital which were kept from the hospital's inception. The keeping of a hospital register was an uncommon practice at the turn of the eighteenth century as is revealed by Alexander Marcet3 in a mono- graph on calculous disease of the urinary tract which he published in 1817. -
Voltaire, the Philosophical Dictionary the Frenchman François-Marie
Voltaire, The Philosophical Dictionary Democracy seems suitable only to a very little country, and further it The Frenchman François-Marie Arouet de Voltaire (1694-1778) was must be happily situated. Small though it be, it will make many mistakes, one of the leading writers and philosophers of the Enlightenment period. because it will be composed of men. Discord will reign there as in a These excerpts are from his Philosophical Dictionary, which was burned by authorities in France after its publication in 1764.1 As these excerpts monastery; but there will be no St. Bartholomew, no Irish massacres, no show, each section is actually a short, witty, philosophical essay rather Sicilian vespers,3 no inquisition, no condemnation to the galleys for than a normal dictionary entry. having taken some water from the sea without paying for it, unless one Democracy2 supposes this republic composed of devils in a corner of hell. Ordinarily there is no comparison between the crimes of the great One questions every day whether a republican government is who are always ambitious, and the crimes of the people who always preferable to a king’s government. The dispute ends always by agreeing want, and can want only liberty and equality. These two sentiments, that to govern men is very difficult. The Jews had God Himself for Liberty and Equality, do not lead direct to calumny, rapine, assassination, master; see what has happened to them on that account: nearly always poisoning, the devastation of one’s neighbours’ lands, etc.; but ambitious have they been beaten and slaves, and to-day do you not find that they might and the mania for power plunge into all these crimes whatever be cut a pretty figure? the time, whatever be the place. -
Revisionist Analysis of Edmund Burke's Political Ideology
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1991 Revisionist analysis of Edmund Burke's political ideology Raenelle Fisher The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Fisher, Raenelle, "Revisionist analysis of Edmund Burke's political ideology" (1991). Graduate Student Theses, Dissertations, & Professional Papers. 5247. https://scholarworks.umt.edu/etd/5247 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. Maureen and Mike MANSFIELD LIBRARY Copying allowed as provided under provisions of the Fair Use Section of the U.S. COPYRIGHT LAW, 1976. Any copying for commercial purposes or financial gain may be undertaken only with the author’s written consent. University of A REVISIONIST ANALYSIS OF EDMUND BURKE'S POLITICAL IDEOLOGY by Raenelie Fisher B. AO, University of Montana, 1989 Presented in partial fulfillment of the requirements for the degree of Master of Arts University of Montana 1991 Approved by Chairman, Board aminer Dean, Graduate School UMI Number: EP40711 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. -
History of the Human Sciences
History of the Human Sciences http://hhs.sagepub.com Herder: culture, anthropology and the Enlightenment David Denby History of the Human Sciences 2005; 18; 55 DOI: 10.1177/0952695105051126 The online version of this article can be found at: http://hhs.sagepub.com/cgi/content/abstract/18/1/55 Published by: http://www.sagepublications.com Additional services and information for History of the Human Sciences can be found at: Email Alerts: http://hhs.sagepub.com/cgi/alerts Subscriptions: http://hhs.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.co.uk/journalsPermissions.nav Citations http://hhs.sagepub.com/cgi/content/refs/18/1/55 Downloaded from http://hhs.sagepub.com at CAPES on December 11, 2009 03HHS18-1 Denby (ds) 8/3/05 8:47 am Page 55 HISTORY OF THE HUMAN SCIENCES Vol. 18 No. 1 © 2005 SAGE Publications (London, Thousand Oaks, CA and New Delhi) pp. 55–76 [18:1;55–76; DOI: 10.1177/0952695105051126] Herder: culture, anthropology and the Enlightenment DAVID DENBY ABSTRACT The anthropological sensibility has often been seen as growing out of opposition to Enlightenment universalism. Johann Gottfried Herder (1744–1803) is often cited as an ancestor of modern cultural relativism, in which cultures exist in the plural. This article argues that Herder’s anthropology, and anthropology generally, are more closely related to Enlightenment thought than is generally considered. Herder certainly attacks Enlightenment abstraction, the arrogance of its Eurocentric historical teleology, and argues the case for a proto-hermeneutical approach which emphasizes embeddedness, horizon, the usefulness of prejudice. His suspicion of the ideology of progress and of associated theories of stadial development leads to a critique of cosmopolitanism and, particularly, of colonialism.