DOCSLIB.ORG

Philosophe/Philosopher

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Philosophe/Philosopher !! ST É PHANE VAN DAMME Philosophe /philosopher Let us make a detour via Italy and borrow a phrase from the Neapolitan jurist Gaetano Filangieri who, in the !$%&s, wrote in his Science of Legislation , ‘The philosophe must be an apostle of truth and not an inventor of sys- tems.’! The distinction between philosophe and philosopher has often been linked to two different spheres of activity: on the one hand, the publicist and man of letters; on the other, the scientist, scholar and natural philosopher. The intense dialogue between the history of philosophy, history of science and cultural history now allows us to go further. The social and cultural density of philosophy in the Enlightenment is becoming apparent outside spaces where its production and reception seem the most legitimate. But Enlightenment philosophy is not con' ned to writings and concepts, for it can be seen at once as knowledge, social practice and a cultural object far exceeding the context of teaching in schools and universities. Can this maxi- mal extension of the philosophical domain be explained without invoking the usual explanation of the epistemological boundaries of different ' elds of philosophical knowledge in the classical age? It seems imperative to shift the focus by totally abandoning a de' nition of philosophy in terms of dis- ciplines in order to approach the question obliquely. Hence, this chapter will concentrate on the differentiation, the partitioning or, conversely, the blurring of distinctions. ( Instead of taking ' xed de' nitions as its starting point, this chapter will map the work of their production by exploring their various underlying tensions and considering boundary objects. Philosophy and/or science? The ' rst tension we must examine arises between ' elds of knowledge and philosophy in the Enlightenment. How should we understand eighteenth- century philosophy? Philosophical knowledge in its different aspects should be understood not as a block of disciplines but rather as a system in which statements and intellectual practices circulate between different !"# 99781107021488c11_p153-166.indd781107021488c11_p153-166.indd 115353 77/2/2014/2/2014 77:49:36:49:36 PPMM )*+,-./0 1./ 2.330 forms of knowledge. The philosophy taught in colleges and universities was well de' ned within the framework of the liberal arts and quadriv- ium. It was integrated knowledge. It included lessons in logic, physics and metaphysics, sometimes supplemented by mathematics and geography. # Natural philosophy gained increasing autonomy as the different intellec- tual domains began to draw apart. In the second half of the eighteenth century, natural history, chemistry, botany, zoology, geology and physics gradually lost their strictly philosophical de' nition to become scienti' c disciplines in their own right. However, the shift from ‘natural philosophy’ to modern sciences was not linear. Many ' elds of knowledge were simul- taneously seeking to be labelled as philosophy, a term synonymous with breadth. The linguist Ferdinand Brunot tried to measure the expansion that the concept of philosophy underwent in the eighteenth century in his Histoire de la langue fran ç aise ( History of the French Language ). 4 Its 5 exibility can be seen in many expressions describing the state of knowl- edge at the time, including ‘philosophical chemistry’, ‘zoological philoso- phy’, ‘economic philosophy’, ‘rural philosophy’, ‘philosophical grammar’ and new terms such as ‘experimental philosophy’, ‘moral philosophy’ and ‘speculative philosophy’. These designations did not correspond to the tra- ditional representation of philosophy as an academic discipline. Instead, they indicated an identity, a new general economy of knowledge. In ‘the detailed explanation of the system of human knowledge’ offered by the Encyclop é die , Diderot is careful to make ‘philosophy and science’ equiva- lent: ‘Philosophy, or that portion of human knowledge that must be linked to reason, is very broad. There is almost no object grasped by the senses from which re5 ective thought has not formed a science.’ " Michel Foucault has noted the decisive mutation in the classical age concerning the ' eld of philosophy and its objects: Philosophy was, precisely, the organisational system, the system that allowed knowledges to communicate with one another … With the disciplinarisation of knowledges, in its polymorphous singularity, now leads to the emergence of a phenomenon and a constraint that is now an integral part of our society. We call it ‘science’. At the same time, and for the same reason, philosophy loses its foundational and founding role. 6 In this science, we can sense the Foucaldian episteme, understood ‘as a set of relations between sciences, epistemological ' gures, positivities and discur- sive practices’. $ The ‘restricted’ philosophy – as in ‘restricted’ rhetoric – that emerged in the nineteenth century had to work through the loss of this global knowledge, while, beyond the break imposed by modern philosophy, an older de' nition of philosophy as wisdom persisted. !"4 99781107021488c11_p153-166.indd781107021488c11_p153-166.indd 115454 77/2/2014/2/2014 77:49:37:49:37 PPMM Philosophe/philosopher The philosophe : professor or sage? Extending this initial opposition, we must also re-evaluate the social and ‘professional’ status of the philosophe , reconsidering the identity of the teacher and the teaching of philosophy as well. While the erudite philoso- pher is automatically classed as a teacher, the philosophe is placed among the men of letters and amateurs. As heir to the ‘new’ philosophy of the seventeenth century, the Enlightenment was grounded in a relationship of inclusion in and opposition to the philosophy of colleges and university arts faculties. Dictionaries ' rst recorded this change of status and blurring of identi- ties. In his analysis of the different meanings of the word philosophe in the Dictionnaire de l’Acad é mie fran ç aise of !674, !$!% and !$4&, Daniel Brewer notes a shift from identi' cation with the professor of logic to the polemical de' nition that would become current in the mid eighteenth century: ‘He is a man who rejects nothing, who constrains himself in relation to nothing, and who leads the life of a philosophe .’ % With Dumarsais, the philosophe gained his recognition from a subversive reputation. Subsequently, in the context of the theatre, a series of plays developed new social representa- tions of the philosophe and opened up a literary space of satire and critique, from Saint-Jorry’s Le Philosophe tromp é par la nature ( The Philosopher Deceived by Nature ) (!$!7) to the marquis de Sade ’s Le Philosophe soi- disant ( The So-called Philosopher ) (!$67). 7 The philosophe appears as an Enlightenment invention whose social portrait requires redrawing. Most of these plays were based on Marmontel ’s story Le Philosophe soi-disant (!$"7), from which a total of eight plays were adapted. They re5 ect the reworking and transposition of narrative into drama and vice versa that was common in the eighteenth century. To judge from the many theatrical adaptations produced in the years !$6&–#, the story enjoyed considerable success. The theme of the self-proclaimed philosophe , the false philosophe hoodwinked and unmasked, was highly contemporary. Fré ron ’s attacks in his journal L’Ann é e litt é raire ( The Literary Year ) and those of Palissot on stage were linked to an early pamphlet campaign against the encyclo- p é distes , whose cause was taken up by Marmontel. A second battle was unleashed on ( May !$6& at the Th é â tre-Fran ç ais, with a three-act comedy in verse by Palissot. Another playwright, Fran ç ois-Georges Fouques, known as Desfontaines , adapted this play as Le Philosophe pré tendu ( The Supposed Philosopher ), performed at the Thé â tre-Italien on 6 October !$6(. The vari- ous plays were primarily polemical in intent and gave visibility to new play- wrights. Several elements characterize the representation of the philosophe in these pieces. First, he is a learned man steeped in Latin and Greek, directly !"" 99781107021488c11_p153-166.indd781107021488c11_p153-166.indd 115555 77/2/2014/2/2014 77:49:37:49:37 PPMM )*+,-./0 1./ 2.330 based on the character of the pedantic scholar Trissotin in Moli è re ’s Les Femmes savantes ( The Learned Ladies ). Palissot de Montenoy’s comedy represents the philosophe with the features of Monsieur Carondas, ‘bris- tling with Greek and scholastic terms’ (line 74). Second, the playwrights highlight his solitude and lack of socialization, pursuing a theme dear to eulogists and found in representations of the savant as unmarried and living alone. !& It is the philosophe ’s asocial nature that helps drive the dramatic action. A play by Destouches opens on ‘a book-lined study: Ariste is seated opposite a table, on which are a writing case and pens, books, mathematical instruments and a sphere.’ !! Biographies and academic eulogies of the phi- losophe formed another genre where the man of letters or genius aspiring to immortality was to be restored to primacy, alongside the philosophy pro- fessor. !( The ethical dimension re5 ects the persistence of a cynical or more broadly ancient model associating intellectual life with spiritual exercise. !# It also permitted the links between philosophical and religious beliefs to be maintained, denials and denunciations notwithstanding. Enlightenment prophetism, the view of the philosophe as an apostle, clearly expresses this convergence of the messianism of progress and Enlightenment
Load more

Recommended publications
  • Leibniz, Bayle and the Controversy on Sudden Change Markku Roinila (In: Giovanni Scarafile & Leah Gruenpeter Gold (Ed.), Paradoxes of Conflicts, Springer 2016)
    Leibniz, Bayle and the Controversy on Sudden Change Markku Roinila (In: Giovanni Scarafile & Leah Gruenpeter Gold (ed.), Paradoxes of Conflicts, Springer 2016) Leibniz’s metaphysical views were not known to most of his correspondents, let alone to the larger public, until 1695 when he published an article in Journal des savants, titled in English “A New System of the Nature and Communication of Substances, and of the Union of the Soul and Body” (henceforth New System).1 The article raised quite a stir. Perhaps the most interesting and cunning critique of Leibniz’s views was provided by a French refugee in Rotterdam, Pierre Bayle (1647−1706) who is most famous for his Dictionnaire Historique et Critique (1697). The fascinating controversy on Leibniz’s idea of pre-established harmony and a number of other topics lasted for five years and ended only when Bayle died. In this paper I will give an overview of the communication, discuss in detail a central topic concerning spontaneity or a sudden change in the soul, and compare the views presented in the communication to Leibniz’s reflections in his partly concurrent New Essays on Human Understanding (1704) (henceforth NE). I will also reflect on whether the controversy could have ended in agreement if it would have continued longer. The New System Let us begin with the article that started the controversy, the New System. The article starts with Leibniz’s objection to the Cartesian doctrine of extension as a basic way of explaining motion. Instead, one should adopt a doctrine of force which belongs to the sphere of metaphysics (GP IV 478).
    [Show full text]
  • Collecting to the Core-Pierre Bayle's Historical and Critical Dictionary Matthew Olsen Millikin University, [email protected]
    Against the Grain Volume 29 | Issue 3 Article 51 June 2017 Collecting to the Core-Pierre Bayle's Historical and Critical Dictionary Matthew Olsen Millikin University, [email protected] Anne Doherty CHOICE/ACRL, [email protected] Follow this and additional works at: https://docs.lib.purdue.edu/atg Part of the Library and Information Science Commons Recommended Citation Olsen, Matthew and Doherty, Anne (2017) "Collecting to the Core-Pierre Bayle's Historical and Critical Dictionary," Against the Grain: Vol. 29: Iss. 3, Article 51. DOI: https://doi.org/10.7771/2380-176X.7790 This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact [email protected] for additional information. Collecting to the Core — Pierre Bayle’s Historical and Critical Dictionary by Dr. Matthew Olsen (Assistant Professor, Staley Library, Millikin University; Philosophy Subject Editor, Resources for College Libraries) <[email protected]> Column Editor: Anne Doherty (Resources for College Libraries Project Editor, CHOICE/ACRL) <[email protected]> Column Editor’s Note: The “Collecting a journal of book reviews called the News of brief because “I already have more copy than to the Core” column highlights monographic the Republic of Letters, which brought him into one is required to complete this volume.”7 His works that are essential to the academic li- contact with many of the most important think- brief note then goes on for several pages and brary within a particular discipline, inspired ers of the period. During this hundreds of words. Bayle’s by the Resources for College Libraries bib- time, he was also writing writing can also be somewhat liography (online at http://www.rclweb.net).
    [Show full text]
  • Revolution and Modern Political Thought FALL 2014, Government 150W 06
    Revolution and Modern Political Thought FALL 2014, Government 150W 06 Professor Ross Carroll E mail: [email protected] Class time: TR 3:30- 4:50pm Office: Blow Hall 151 Classroom: Morton Hall 4 Office Hours: Wed, 9am-12 and by appointment Course Description The concept of revolution stands at the center of our understanding of modern politics. Journalists and political scientists routinely use the term ‘revolution’ to capture phenomenon as disparate as the Arab Spring and the Tea Party movement, while the roster of celebrated revolutionaries has included communist guerrillas (Che Guevara) and conservative US Presidents (Reagan). Yet the casualness with which the language of revolution is employed conceals the fact that few concepts in the history of political thought have had their meaning as heavily disputed. Focusing primarily on the American and French revolutions of the late eighteenth century we will trace the troubled conceptual career of revolution, posing the following questions as we go: What distinguishes a revolution from a mere rebellion, revolt or other tumultuous event? What sources of authority or legitimacy have modern revolutionaries drawn upon? Are revolutions inextricably associated with political violence and if so how can that violence be tempered? Are attempts to remodel society in accordance with some rational scheme necessarily doomed to fail? Accompanying us in our engagement with these questions will be a group of eighteenth and nineteenth century political theorists and polemicists who came to grips with the phenomenon of revolution, its promises and its dangers, like few others before or since: John Locke, Thomas Paine, Edmund Burke, Abbé Sieyès, the Marquis de Condorcet, Benjamin Constant, Mary Wollstonecraft, Alexis de Tocqueville, Karl Marx and Hannah Arendt The course concludes with a set of reflections on contemporary attempts to revive and reinterpret the eighteenth century revolutionary tradition in contemporary American and world politics.
    [Show full text]
  • Full Name: Enlightenment: the Making of the Modern World Short
    Full Name: Enlightenment: The Making of the Modern World Short Title: Enlightenment Lecturer Name and Email Address: Darrell Jones ([email protected]) ECTS Weighting: 10 Semester Taught: HT Year: JS Content: The term ‘Enlightenment’ simultaneously refers to an historical period, a philosophical project, and a social and political process. The period covered most of the eighteenth century, though scholars disagree about when it began and ended. The project promoted reason, experience, and a secular ‘science of man’ over traditional and institutional sources of moral and intellectual authority, but its proponents were often in conflict with each other as much as with their mutual adversaries. The process established the modern concepts of liberty, equality, and rights, yet recent critics have attacked its initiators as racists, misogynists, and imperialists. Among the major Enlightenment thinkers were John Locke, Voltaire, David Hume, Immanuel Kant, Thomas Paine, and Mary Wollstonecraft. For better or worse, their hopes for human progress and the future of civilization have shaped the contemporary world. This module will facilitate critical engagement with the complex phenomenon of Enlightenment by introducing historical definitions and current theories; exploring and examining central themes and texts; and considering and evaluating controversial issues that continue to influence public debate today. In the spirit of Enlightenment, the module will equip and encourage students to question their assumptions and think for themselves by placing claims to knowledge and power in historical and cultural context. Learning Outcomes: On successful completion of the module a student should be able to: 1. define Enlightenment as an historical, philosophical, and socio-political phenomenon; 2.
    [Show full text]
  • CONDORCET (1743–94) Bernard Jolibert1
    The following text was originally published in Prospects: the quarterly review of comparative education (Paris, UNESCO: International Bureau of Education), vol. XXIII, no. 1/2, 1993, p. 197-209. ©UNESCO: International Bureau of Education, 2000 This document may be reproduced free of charge as long as acknowledgement is made of the source. CONDORCET (1743–94) Bernard Jolibert1 In the discussions of ideas that constitute our daily intellectual environment there are certain words that reek of cordite and certain writers who give us a sense of peace. The term ‘secular’ is in the first category, and Condorcet in the second. A person who speaks of secular or non-religious education or schools, or of educational ‘neutrality’, immediately lays himself or herself open to being regarded either as a supporter of the ‘independent school’, that is private, clerical, religious, ‘right-wing’ and, needless to say, reactionary, or as a champion of public, secular, positivist, ‘left-wing’ and, needless to say, anti-clerical education. Simplistic images are powerful, and ingrained mental habits so reassuring. And yet the divisions are not always where one would like them to be. I may be that one of the first people to notice the caricatural exaggeration of this Manichaean representation of the school was in fact Condorcet, at a time when the present-day French noun denoting the principle of non-religious education did not yet exist. Rather than bludgeon the reader with an encyclopedic account of the educational writings and thought of Marie Jean Antoine Nicolas Caritat, Marquis de Condorcet, it seemed more useful to accompany this writer, insufficiently known in spite of media excitement over the bicentenary of the French Revolution, along the path that led him to discover the secular ideal.
    [Show full text]
  • 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.
    [Show full text]
  • French Reportive Comme Clauses: a Case of Parenthetical Adjunction
    French Reportive Comme Clauses: a case of parenthetical adjunction Marianne Desmets Laurent Roussarie Paris X – Nanterre University Paris 7 – Denis Diderot University Paris 7 – Denis Diderot University ENS Fontenay/Saint-Cloud 1 Introduction1 The French system of reported speech exhibits a particular construction introduced by the adverb comme—often translated by as in English. We call it Reportive Comme Clause (henceforth RCC)2. This construction has not received much attention in the French literature, mostly because the range of uses of comme is wide and fairly complex. But RCCs combine a large number of interesting syntactic, lexical and semantic features that justify considering them as a distinct construction3. Among works on the English counterpart of RCCs, we can mention Ross (1967), Partee (1973), and more recently Lapointe (1991) which presents a null operator analysis. We propose an analysis of this French construction as a parenthetical adjunct clause. We show that RCCs are extraction contexts and a subtype of free relative clauses. Contra Lapointe, we claim that it is not necessary to deal with any null operators or to posit any empty categories in order to account for RCC extraction. Instead, following current HPSG accounts, we propose a SLASH treatment for this filler-gap phrase. We integrate RCCs in the type hierarchy of phrases (proposed by Sag 1997, Abeillé et al. 1998 for French) as a subtype of head-adjunct phrase and head-filler phrase. We make a distinction between parenthetical adjuncts and head-modifying adjuncts that allows a simplified treatment for parentheticals. We also present an account of direct speech and quoted argument selection which involves a new type of non-canonical realization.
    [Show full text]
  • Enlightenment Philosophers:Locke, Voltaire, and Montesquieu
    Massachusetts State Standards WHI.33 Summarize how the Scientific Revolution and the scientific method led to new theories of the universe and describe the accomplishments of leading figures of the Scientific Revolution, including Bacon, Copernicus, Descartes, Galileo, Kepler, and Newton. (H) WHI.34 Describe the concept of Enlightenment in European history and describe the accomplishments of major Enlightenment thinkers, including Diderot, Kant, Locke, Montesquieu, Rousseau, and Voltaire. (H) WHI.35 Explain how the Enlightenment contributed to the growth of democratic principles of government, a stress on reason and progress, and the replacement of a theocentric interpretation of the universe with a secular interpretation. (H) ELA 2.4 Integrate relevant information gathered from group discussions or interviews for reports. ELA 3.12 Give oral presentations to different audiences for various purposes showing appropriate changes in delivery VA 5.7 Demonstrate a fundamental awareness of architectural styles and the ways that these have influenced painting and sculpture Bacon and Descartes “Fathers of the Enlightenment” Insert United Streaming Video Segment The Scientific Method: Francis Bacon and René Descartes (02:24) Many historians consider Francis Bacon and René descartes to be the "Fathers of the Enlightenment". Their ideas proved to be extremely important because they led to the development of the scientific method, a series of simple steps that can be followed to help solve even the most complicated scientific problems.Grade(s) : 6-8 © 2004 United Learning 18th Century Europe What is “The Enlightenment Era” or “Age of Reason” ? (A Time of Illumination) (Rational Thought) During the 1800’s a group of new age thinkers known as philosophers began exploring new ways of thinking and understanding the world.
    [Show full text]
  • Function of the Narrator in "Les Bijoux Indiscrets"
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1978 Function of the narrator in "Les bijoux indiscrets" Mariam Elizabeth McCall 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 McCall, Mariam Elizabeth, "Function of the narrator in "Les bijoux indiscrets"" (1978). Graduate Student Theses, Dissertations, & Professional Papers. 2422. https://scholarworks.umt.edu/etd/2422 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]. THE FUNCTION OF THE NARRATOR IN LES BIJOUX INDISCRETS By Mariam E. McCall B.A., University of Montana, 1974 Presented in partial fulfillment of the requirements for the degree of Master of Arts UNIVERSITY OF MONTANA 1978 Approved by: Chairman, Boar® 0Ï Examiufers DeaiT, Graduate ’'School Date UMI Number: EP35394 All rights reserved INFORMATION TO ALL U SERS 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. UMi E P35394 Published by ProQuest LLC (2012). Copyright in the Dissertation heid by the Author. Microform Edition © ProQuest LLC.
    [Show full text]
  • Dependency, Corruption, and Aesthetics in Denis Diderot's Le
    Dependency, Corruption, and Aesthetics in Denis Diderot’s Le neveu de Rameau ANNE FASTRUP Denis Diderot’s posthumously published satire Le neveu de Rameau (probably written between 1761-1772) displays a complex network of references to some of the most difficult years, 1751-1759, in the history of the great Enlightenment project L’Encyclopédie ou dictionnaire raisonné des sciences, des arts et des metiers, of which Diderot was co-founder and chief editor. The 1750s consti- tuted a period of ideological tension and increasing political paranoia in France, and from being a project of national prestige, the Encyclopédie was by then con- sidered a threat to the religious, social, and political order of l’ancien regime. As was announced in Louis XV’s decree concerning the book trade in 1757, print- ing and diffusion of text that “tends to attack religion, to stir up the spirits, to question Our authority, and to trouble the order and tranquillity of our states” was punishable by death (quoted from Israel, 2009, p. 14). The Encyclopedie project was suspended more than once by the courts and, as chief editor of the Encyclopédie, Diderot was in a permanently dangerous situation. The police had kept an eye on him since 1749, but from 1757 onwards he felt even more unable to express his views publicly. It is therefore hardly surprising that one of the most salient themes of Le neveu de Rameau is unfreedom. Normally, Diderot would discuss his writings in private correspondences, but Le neveu de Rameau was apparently composed in utter secrecy (Freud, 1967, p.
    [Show full text]
  • Locke, Spinoza and the Philosophical Debate Concerning Toleration in the Early Enlightenment (C
    Locke, Spinoza and the Philosophical Debate KONINKLIJKE NEDERLANDSE AKADEMIE VAN WETENSCHAPPEN Mededelingen van de Afdeling Letterkunde, Nieuwe Reeks, Deel 62 no. 6 Deze Mededeling werd in verkorte vorm uitgesproken in de vergadering van de Afdeling Letterkunde, gehouden op 9 november 1998. J.I. ISRAEL Locke, Spinoza and the Philosophical Debate Concerning Toleration in the Early Enlightenment (c. 1670 - c. 1750) Koninklijke Nederlandse Akademie van Wetenschappen, Amsterdam, 1999 ISBN 90-6984-245-9 Copyright van deze uitgave © 1999 Koninklijke Nederlandse Akademie van Wetenschap- pen, Postbus 19121, 1000 GC Amsterdam Niets uit deze uitgave mag worden verveelvoudigd en/of openbaar gemaakt door middel van druk, fotokopie, microfilm of op welke wijze dan ook, zonder voorafgaande schriftelij- ke toestemming van de rechthebbende, behoudens de uitzonderingen bij de wet gesteld Druk: Casparie Heerhugowaard bv Het papier van deze uitgave voldoet aan ∞ ISO-norm 9706 (1994) voor permanent houd- baar papier Locke, Spinoza and the Philosophical Debate The late seventeenth and early eighteenth century witnessed the decisive advance, indeed the first real triumph, of the concept of toleration in western Europe if not officially, and in law, then certainly in the intellectual sphere and in practice. In the United Provinces, beginning in the era of De Witt’s ‘True Freedom’ and continuing during the stad- holderate of William iii after 1672, religious, if not full philosophical, toleration was powerfully affirmed, expanded and in some respects, as 1 with the Anabaptists, formalized. In England, as a consequence of the Glorious Revolution of 1688-91, not only religious toleration but also free- 2 dom of the press grew appreciably.
    [Show full text]
  • Denis Diderot's Anglophilia and Its Impact Upon His Salons William Judson Louisiana State University and Agricultural and Mechanical College, [email protected]
    Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2017 Denis Diderot's Anglophilia and its Impact upon his Salons William Judson Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the Arts and Humanities Commons Recommended Citation Judson, William, "Denis Diderot's Anglophilia and its Impact upon his Salons" (2017). LSU Master's Theses. 4399. https://digitalcommons.lsu.edu/gradschool_theses/4399 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. DENIS DIDEROT’S ANGLOPHILIA AND ITS IMPACT UPON HIS SALONS A Thesis Submitted to the Graduate Faculty of Louisiana State University and the School of Art in partial fulfillment of the requirements for the degree of Master of Arts in Art History in The School of Art by William E. Judson III B.A., Louisiana State University, 2013 May 2017 ACKNOWLEDGMENTS AND DEDICATION I wish to thank my committee – Doctors Elena FitzPatrick Sifford, Suzanne Marchand, and Darius Spieth – scholars all. My gratitude also goes out to the scholars cited herein whose commitment to their work has made my own possible. Professor Spieth, my advisor, has worked tirelessly to earn himself an enviable professional legacy, but I hope he is equally proud of another legacy: the knowledge he has imparted upon the thousands of students fortunate enough to have taken his classes at LSU, myself included.
    [Show full text]