Chapter 4 Sade and the French Revolution
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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. -
John Adams, Alexander Hamilton, and the Quasi-War with France
John Adams, Alexander Hamilton, and the Quasi-War with France David Loudon General University Honors Professor Robert Griffith, Faculty Advisor American University, Spring 2010 1 John Adams, Alexander Hamilton, and the Quasi-War with France Abstract This paper examines the split of the Federalist Party and subsequent election defeat in 1800 through the views of John Adams and Alexander Hamilton on the Quasi-War with France. More specifically, I will be focusing on what caused their split on the French issue. I argue that the main source of conflict between the two men was ideological differences on parties in contemporary American politics. While Adams believed that there were two parties in America and his job was to remain independent of both, Hamilton saw only one party (the Republicans), and believed that it was the goal of all “real” Americans to do whatever was needed to defeat that faction. This ideological difference between the two men resulted in their personal disdain for one another and eventually their split on the French issue. Introduction National politics in the early American republic was a very uncertain venture. The founding fathers had no historical precedents to rely upon. The kind of government created in the American constitution had never been attempted in the Western World; it was a piecemeal system designed in many ways more to gain individual state approval than for practical implementation. Furthermore, while the fathers knew they wanted opposition within their political system, they rejected political parties as evil and dangerous to the public good. This tension between the belief in opposition and the rejection of party sentiment led to confusion and high tensions during the early American republic. -
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. -
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. -
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. -
Thomas Paine's Influential Rhetoric in Common Sense
Revolutionary Persuasion: Thomas Paine’s Influential Rhetoric in Common Sense On January 10, 1776, an unknown English immigrant drastically altered the course of human events by publishing what has been referred to as the most influential pamphlet in American history. This man was Thomas Paine, and his pamphlet was titled Common Sense - two words which to this very day resonate as synonymous with American independence and freedom. Paine’s influential writing in Common Sense made an immediate impact on the minds and hearts of thousands of colonists throughout the densely populated eastern seaboard of North America, calling for an end to tyrannical British rule and for the subsequent foundation of an independent, egalitarian republic. Paine’s “hardnosed political logic demanded the creation of an American nation” (Rhetoric, np), and through his persuasive discourse he achieved just that. Paine’s knowledge and use of rhetorical skill was a main reason for the groundbreaking, widespread success of Common Sense, the magnitude of which, many would argue, has yet to be matched. Rhetoric is the art or science of persuasion and the ability to use language effectively. This paper will provide an in-depth analysis of Paine’s rhetoric in Common Sense by examining factors such as the historical time period, communicator attributes, and audience psychology, and will deliver a thorough application of contemporary modes of persuasive study to the document’s core ideological messages. To Paine, the cause of America was the cause of all mankind (Paine, 3), and for that matter he will be forever known as the father of the American Revolution. -
De Sade's Theatrical Passions
06.puchner 4/19/05 2:28 PM Page 111 Martin Puchner Sade’s Theatrical Passions The Theater of the Revolution The Marquis de Sade entered theater history in 1964 when the Royal Shakespeare Company, under the direction of Peter Brook, presented a play by the unknown author Peter Weiss entitled, The Persecution and Assassination of Jean-Paul Marat as Performed by the Inmates of the Asylum of Charenton Under the Direction of the Marquis de Sade.1 Marat/Sade, as the play is usually called, became an extraordinary success story.2 By com- bining narrators with techniques developed in a multi-year workshop entitled “Theater of Cruelty,” Marat/Sade managed to link the two modernist visionaries of the theater whom everybody had considered to be irreconcilable opposites: Bertolt Brecht and Antonin Artaud. Marat/Sade not only fabricated a new revolutionary theater from the vestiges of modernism, it also coincided with a philosophical and cul- tural revision of the French revolution that had begun with Theodor Adorno and Max Horkheimer’s The Dialectics of Enlightenment (1944/69) and found a preliminary culmination in Michel Foucault’s History of Madness (1972). At the same time, the revival of Sade was fu- eled by the first complete publication of his work in French (1967) and by Roland Barthes’ landmark study, Sade Fourier Loyola (1971).3 Marat/Sade had thus hit a theatrical and intellectual nerve. Sade, however, belongs to theater history as more than just a char- acter in a play.Little is known about the historical Sade’s life-long pas- sion for the theater, about his work as a theater builder and manager, an actor and director. -
Fair Shares for All
FAIR SHARES FOR ALL JACOBIN EGALITARIANISM IN PRACT ICE JEAN-PIERRE GROSS This study explores the egalitarian policies pursued in the provinces during the radical phase of the French Revolution, but moves away from the habit of looking at such issues in terms of the Terror alone. It challenges revisionist readings of Jacobinism that dwell on its totalitarian potential or portray it as dangerously Utopian. The mainstream Jacobin agenda held out the promise of 'fair shares' and equal opportunities for all in a private-ownership market economy. It sought to achieve social justice without jeopardising human rights and tended thus to complement, rather than undermine, the liberal, individualist programme of the Revolution. The book stresses the relevance of the 'Enlightenment legacy', the close affinities between Girondins and Montagnards, the key role played by many lesser-known figures and the moral ascendancy of Robespierre. It reassesses the basic social and economic issues at stake in the Revolution, which cannot be adequately understood solely in terms of political discourse. Past and Present Publications Fair shares for all Past and Present Publications General Editor: JOANNA INNES, Somerville College, Oxford Past and Present Publications comprise books similar in character to the articles in the journal Past and Present. Whether the volumes in the series are collections of essays - some previously published, others new studies - or mono- graphs, they encompass a wide variety of scholarly and original works primarily concerned with social, economic and cultural changes, and their causes and consequences. They will appeal to both specialists and non-specialists and will endeavour to communicate the results of historical and allied research in readable and lively form. -
Causes of the American Revolution
Missing Pieces of the Puzzle: African Americans in Revolutionary Times “Tell them that if I am Black I am free born American & a revolutionary soldier & therefore ought not to be thrown entirely out of the scale of notice.” -John Chavis to Willie P. Mangum, March 10, 1832 Overview In a puzzle, each piece counts. Yet often when studying the Revolutionary War, we forget to acknowledge the important roles Africans and African Americans played, whether in fighting for either side of the war, or fighting for their own rights to freedom. Without including their pieces of the puzzle, the history we learn is incomplete. In this lesson, students will learn how Blacks were contributing to colonial society, making active choices to survive their bondage and striving to shape and control their own lives amidst the Patriots’ struggle for political freedom. By participating in an in depth class discussion centering around a Power Point presentation, students will explore the roles of Blacks during the Revolutionary War, gaining an understanding of the contradiction of a nation seeking independence while simultaneously denying freedom to those enslaved. Students will share their new understanding by creating an artistic bulletin board-sized puzzle (“Every Piece Counts”) focused on the roles African Americans played during the Revolutionary War. Grades 5, 8, 11 Materials • African Americans in Revolutionary Times Power Point; available in the Database of K-12 Resources (in PDF format) at https://k12database.unc.edu/files/2012/05/AfricanAmericansRevWarPPT1.pdf -
Marat/Sade Department of Theatre, Florida International University
Florida International University FIU Digital Commons Department of Theatre Production Programs Department of Theatre Spring 4-6-2000 Marat/Sade Department of Theatre, Florida International University Follow this and additional works at: https://digitalcommons.fiu.edu/theatre_programs Part of the Theatre and Performance Studies Commons Recommended Citation Department of Theatre, Florida International University, "Marat/Sade" (2000). Department of Theatre Production Programs. 28. https://digitalcommons.fiu.edu/theatre_programs/28 This work is brought to you for free and open access by the Department of Theatre at FIU Digital Commons. It has been accepted for inclusion in Department of Theatre Production Programs by an authorized administrator of FIU Digital Commons. For more information, please contact [email protected]. ~ -, ~ ~~acobiOs: a club of revolution.ary radicals founded in 1789 whose members e7~ : ""-·· first assemqled in an unused monastery of the Jacobins (Dominicans) in Paris. Urid~r the leadership of ROBESPIERRE,DANTON and MARAT,the Jacobins became the dominant force in the CONVENTIONwhere they sat Program notes on the lcft, facing their opponents, the GIRONDISTSwho sat on the right. After Robespierre's downfall the club was closed. Revolution begetscounter-revolution. Civil war spawns politicalmistrust and Lavoisier: Antoine Laurent de Lavoisier (1743-94), maj~r figure in modern bipartisanbetrayal. What nation ever discoversa lasting democraticpanacea chemistry,guillotined. when inequality, poverty, illiteracy and discrimination still abound? Each Marat: Jeari-Paul Marat ( 1743-93), physician and naturalist, author of med ge~erationin its turn has raised the callfor radicalchange. It is the order of ical, philosophical and political v.:-orks.During the early stages of the things to provoke change. -
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.