Enlightenment Philosophers:Locke, Voltaire, and Montesquieu
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The ”EXPERIMENTAL PHILOSOPHY”: Francis Bacon (1561-1626 AD)
1 The "EXPERIMENTAL PHILOSOPHY": Francis Bacon (1561-1626 AD) One of the most remarkable products of the reaction against Aristotelian philosophy, in the form that was handed down by late Mediaeval philosophers, was the rise of an entirely new philosophical system which came to be called 'Empiricism". This was particularly associated with British philosophers, and was both instrumental in the rise of modern science, and a by-product of it. Its ¯rst major exponent was Francis Bacon - although he was certainly influenced by earlier ideas (for example, from Roger Bacon) his ideas were very new in many cases, and had a very large influence on later work by British scientists. Later on Locke (a friend of Newton's) took it much further, and subsequently Berkeley and Hume took the whole idea of empiricism to an extreme. Although Bacon's contribution was the earliest and in some respects the crudest approach, in some ways it was the most durable, and certainly it had the largest impact on the development of science. LIFE of FRANCIS BACON Francis Bacon was born in London on January 22, 1561, at York House o® the Strand. He was the younger of two sons of Sir Nicholas Bacon, a successful lawyer and Lord Keeper of the Great Seal under Queen Elisabeth I. His mother Anne was a scholar, daughter of Sir Anthony Cooke, who translated ecclesiastical material from Italian and Latin into English; she was also a zealous Puritan. Bacon's father hoped Francis would become a diplomat and taught him the ways of a courtier. His aunt was married to William Cecil, later to become Lord Burghley, the most important ¯gure in Elisabeth's government. -
Francis Bacon and the Late Renaissance Politics of Learning
chapter 12 Francis Bacon and the Late Renaissance Politics of Learning Richard Serjeantson Anthony Grafton’s contributions to our knowledge and understanding of the long European Renaissance are numerous and varied. But one that is espe- cially significant is his demonstration of the role played by humanistic learn- ing in the transformation of natural knowledge across the sixteenth and seventeenth centuries. No longer do we see this period as witnessing the sepa- ration of two increasingly opposed cultures of scholarship and of science. On the contrary: the history and philology of the Renaissance had far-reaching consequences for the natural sciences.1 Indeed, some of the most cherished aspects of this era’s revolution in the sciences can now be seen to have had their origins in humanistic scholarly practices. We now know, for instance, that Francis Bacon’s epochal insistence that research into nature should be the work of collaborative research groups, rather than the preserve of solitary savants, had its roots in the collaborative labors of the team of Protestant ecclesiastical historians led at Magdeburg by Matthias Flacius Illyricus.2 Francis Bacon is also the subject of this contribution. One of the great mod- ern questions in the interpretation of his life and writings has concerned the relationship between his politics and his science. According to one perspec- tive, Bacon was a proponent of a “politics of science,” in which natural philoso- phy would support a powerful and well-governed British state.3 An opposite 1 Anthony Grafton, “Humanism, Magic and Science,” in The Impact of Humanism on Western Europe, ed. -
Francis Bacon: of Law, Science, and Philosophy Laurel Davis Boston College Law School, [email protected]
Boston College Law School Digital Commons @ Boston College Law School Rare Book Room Exhibition Programs Daniel R. Coquillette Rare Book Room Fall 9-1-2013 Francis Bacon: Of Law, Science, and Philosophy Laurel Davis Boston College Law School, [email protected] Follow this and additional works at: http://lawdigitalcommons.bc.edu/rbr_exhibit_programs Part of the Archival Science Commons, European History Commons, and the Legal History Commons Digital Commons Citation Davis, Laurel, "Francis Bacon: Of Law, Science, and Philosophy" (2013). Rare Book Room Exhibition Programs. Paper 20. http://lawdigitalcommons.bc.edu/rbr_exhibit_programs/20 This Article is brought to you for free and open access by the Daniel R. Coquillette Rare Book Room at Digital Commons @ Boston College Law School. It has been accepted for inclusion in Rare Book Room Exhibition Programs by an authorized administrator of Digital Commons @ Boston College Law School. For more information, please contact [email protected]. 1 Francis Bacon: Of Law, Science, and Philosophy Boston College Law Library Daniel R. Coquillette Rare Book Room Fall 2013 This exhibit was curated by Laurel Davis and features a selection of books from a beautiful and generous gift to us from J. Donald Monan Professor of Law Daniel R. Coquillette The catalog cover was created by Lily Olson, Law Library Assistant, from the frontispiece portrait in Bacon’s Of the Advancement and Proficiencie of Learn- ing: Or the Partitions of Sciences Nine Books. London: Printed for Thomas Williams at the Golden Ball in Osier Lane, 1674. The caption of the original image gives Bacon’s official title and states that he died in April 1626 at age 66. -
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. -
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. -
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. -
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. -
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. -
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. -
John Stuart Mill's (1806–1873) Methods with His Methods Of
John Stuart Mill’s (1806‒1873) Methods With his methods of experimental inquiry, it was J. S. Mill’s (1806‒1873) aim to develop means of induction that would promote a search for causes (Flew, 1984). Mill recognized induction as a process whereby one generalizes from experience but it was his belief, beyond that, that all induction involves a search for causes, and that his methods were intended to support this (Day, 1964). Furthermore, the methods, he thought, would contribute to a definition of “cause.” To Mill, causal law meant “uniformity of succession” which, presumably, is consistent with Hume’s constant conjunction, and refers to events that are invariable antecedents, i.e., when the antecedent occurs it is always followed by the consequent. Mill went further, however, in proposing that causal laws are proved upon the basis of the law of universal causation, the idea that each event has its cause (Newton’s determinism). This would be bolstered when supported by experimental methods. The Method of Agreement According to the method of agreement, if two or more examples of a phenomenon only share in a single antecedent condition, that single condition is the cause of the examples of the phenomena (Hung, 1997). By such reasoning, if, in all cases of tree rot, I identify a type of tick to be present, I conclude the tick to have caused the tree rot. The tick, however, may be ubiquitous and found in trees that are not rotting; there could be an unobservable virus. As Hung points out, the method is open to difficulties in interpretation. -
Agnani CV, for Dept Website, June14
1 Sunil M. Agnani 2027 University Hall 601 S. Morgan St, MC 162, Chicago, Illinois 60607 USA +1 312.413.2234 [email protected] sunilagnani.wordpress.com Employment University of Illinois at Chicago, Department of English / Department of History, 50/50 joint appointment. Associate Professor with tenure (August 2013-present). Assistant Professor (2008- 2013) University of Michigan, English Language & Literature. Assistant Professor, tenure-track (Fall 2005- Summer 2008) Princeton Society of Fellows, Council for the Humanities, Princeton University. Cotsen Fellow and Department of English (2003-2005) Education Columbia University, New York Ph.D., awarded with Distinction, in English & Comparative Literature, 2004 M.Phil. in English & Comparative Literature, 1998 M.A. in English & Comparative Literature, 1995 Cambridge University, Magdalene College B.A./M.A. English Literature, 1994 University of Michigan, Ann Arbor B.A., with Highest Honors, in Comparative Literature (Greek, Sanskrit) / Residential College, 1991 Awards and Fellowships Harry Levin Prize, Best First Book, American Comparative Literature Association (ACLA) March 2014 Rice University, Humanities Research Center (year-long) Sept 2014-June 2015 Trinity College, Dublin, Long Room Visiting Research Fellow (declined) Summer 2012 Faculty Foreign Travel Grant, University of Illinois at Chicago, for travel to Jaipur, India Dec 2011 Junior Faculty Grant, LAS, University of Illinois at Chicago, for travel to Jaipur, India Dec 2011 Newberry Library, Chicago, Scholar in Residence 2008-2009; -
A New Education of Women. Denis Diderot's Anatomy Course Project For
Maciej Forycki Uniwersytet im. Adama Mickiewicza w Poznaniu Instytut Historii A new education of women. Denis Diderot’s anatomy course project for young noble women Abstract. A new education of women. Denis Diderot’s anatomy course project for young noble women Denis Diderot (1713–1784) explained how women’s education should be different than before. A woman should be considered a citizen, Diderot demanded placing primary social importance on her domestic activity. An interesting feature of this new approach to education of women was to include an anatomy course in their personal development. Denis Diderot did not devote a separate tractate to the issue of women’s education, nor did he write a concise curriculum in anatomy. However, the remarks scattered among various texts by the philosopher concerning that innovative concept allow us not only to reconstruct a fairly cohesive draft of an anatomy course for girls, but also superbly illustrate Diderot’s commitment to realization of his own ideas. Secondly, we need to consider the activities of one Ms. Biheron – the organizer of public anatomy courses – which exerted, as we will see, a huge influence on Diderot’s conviction of the need to incorporate such courses in women’s education. In the last part of the discourse, the involvement of the French philosopher in the educational reforms of Catherine II should be noted. The analysis of Diderot’s texts on education clearly indicates that the philosopher put a strong emphasis on changes in the methods of teaching women. As the director of St. Petersburg facility for girls he managed to partially put his project into effect.