DOCSLIB.ORG

Tbchap008, Chapter 8, the Age of Enlightenment

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Tbchap008, Chapter 8, the Age of Enlightenment Chapter 8 Review Questions 1. What did the Enlightenment of the eighteenth century referred? Page: 297 2. During the eighteenth century, “enlightened” people typically imagined God as what? Page: 298 3. What did the eighteenth-century Pietists and Methodists stress? Page: 299 4. Describe eighteenth-century freemasonry. Page: 300 5. Who were the eighteenth-century philosophes? Page: 300 6. How did Montesquieu’s influential doctrine of the separation and balance of powers suggest that good government could be obtained? Page: 304 7. How was the great French Encyclopédie, completed between 1751 and 1772, viewed? Page: 302 8. What was Voltaire less concerned than Montesquieu with? Page: 305 9. Voltaire’s famous polemical slogan, “Écrasez l’infâme!” or “Crush the infamous things,” referred to what? Page: 305 10. Describe the ideas of Rousseau. Page: 307 11. What was Rousseau’s most direct contribution to the French Revolution? Page: 308 12. What characterized Enlightenment thought? Page: 310-311 13. What did Adam Smith’s Wealth of Nations argue for? Page: 308 14. Enlightenment thinkers generally believed in progress, reason, science, and civilization, but they took divergent and inconsistent positions on many issues. How did Montesquieu and Rousseau view the church and religion? How did Voltaire view political liberty? Page: 310 15. Enlightened despotism grew out of earlier absolutism represented by the likes of Louis XIV but differed from absolutism in what way? Page: 311 16. Enlightened despotism had the least success in reforming society where? Page: 312 17. The practical difficulties of the French monarchy could be attributed to what? Page: 312, 314 18. What were the “Maupeou parlements” newly created by the king’s chief minister forbidden to do? Page: 314 19. Maria Theresa undertook a program of internal consolidation of her empire in which she broke the power of local governments and guild monopolies except where? Page: 315 20. In order to watch over the whole structure of his enlightened reform, what did Joseph II create? Page: 318 21. Before 1789, the largest free-trade area on the continent was where? Page: 315 22. How did Frederick the Great deal with serfdom throughout his kingdom? Page: 319 23. What occurred as a result of the Enlightenment in Russia? Page: 320-321 24. Under Catherine the Great, what happened to serfdom in Russia? Page: 321 25. In foreign affairs, what were Catherine’s achievements? Page: 323-324 26. How did enlightened despotism view the divine right theory? Page: 325 27. What happened by the end of the era of enlightened despotism, just prior to the French Revolution? Page: 325 28. The partitions of Poland symbolized what? Page: 327 29. Characteristic of the demands of the age of democratic revolution between 1760 and the French Revolution were what? Page: 329 30. What did the democratic revolutions reject? Page: 330 31. In the eighteenth century, the aspect of British politics which provoked the most public criticism was what? Page: 332 32. George III sought to increase the influence of the crown by creating what? Page: 331 33. Edmund Burke, who virtually founded modern philosophical conservatism, favored what type of government? Page: 334 34. What was a major trend in eighteenth-century British politics? Page: 335 .
Load more

Recommended publications
  • The Changing Depiction of Prussia in the GDR
    The Changing Depiction of Prussia in the GDR: From Rejection to Selective Commemoration Corinna Munn Department of History Columbia University April 9, 2014 Acknowledgments I would like to thank my advisor, Volker Berghahn, for his support and guidance in this project. I also thank my second reader, Hana Worthen, for her careful reading and constructive advice. This paper has also benefited from the work I did under Wolfgang Neugebauer at the Humboldt University of Berlin in the summer semester of 2013, and from the advice of Bärbel Holtz, also of Humboldt University. Table of Contents 1. Introduction……………………………………………………………………….1 2. Chronology and Context………………………………………………………….4 3. The Geschichtsbild in the GDR…………………………………………………..8 3.1 What is a Geschichtsbild?..............................................................................8 3.2 The Function of the Geschichtsbild in the GDR……………………………9 4. Prussia’s Changing Role in the Geschichtsbild of the GDR…………………….11 4.1 1945-1951: The Post-War Period………………………………………….11 4.1.1 Historiography and Publications……………………………………11 4.1.2 Public Symbols and Events: The fate of the Berliner Stadtschloss…14 4.1.3 Film: Die blauen Schwerter………………………………………...19 4.2 1951-1973: Building a Socialist Society…………………………………...22 4.2.1 Historiography and Publications……………………………………22 4.2.2 Public Symbols and Events: The Neue Wache and the demolition of Potsdam’s Garnisonkirche…………………………………………..30 4.2.3 Film: Die gestohlene Schlacht………………………………………34 4.3 1973-1989: The Rediscovery of Prussia…………………………………...39 4.3.1 Historiography and Publications……………………………………39 4.3.2 Public Symbols and Events: The restoration of the Lindenforum and the exhibit at Sans Souci……………………………………………42 4.3.3 Film: Sachsens Glanz und Preußens Gloria………………………..45 5.
    [Show full text]
  • The World from Neo-Liberal Globalization to Neo-Populist Ethno-Nationalism: from the Law of Nature to the Law of Nurture
    Journal of International Politics Volume 2, Issue 3, 2020, PP 30-38 ISSN 2642-8245 The World from Neo-Liberal Globalization to Neo-Populist Ethno-Nationalism: From the Law of Nature to the Law of Nurture Sibuh Gebeyaw Tareke* Department of Political Science and International Studies, Bahir Dar University, Bahir Dar, Ethiopia *Corresponding Author: Sibuh Gebeyaw Tareke, Department of Political Science and International Studies, Bahir Dar University, Bahir Dar, Ethiopia. ABSTRACT Neoliberalism arose from classical liberalism, which was believed in individual liberty, equal opportunity, and private property should administer by individual ‘law of nature’ while the ‘law of state’ regarded as a ‘necessary evil’. When neoliberalism had emerged in 1970s, it replaced the theories of Keynesianism, which targeted state regulation on the economic policy; towards a more ‘monetarist’ individual self-regulating and ‘market law’ approach. This “Individual against all” approach of neoliberalism led the mass to live like slaves in slavery age and peasants in feudalism. Then economic crises aggravated and the ‘law of identity’ emerged or neoliberalism shifted towards all against all approaches of neo-populism. This paper explores the neoliberal law of the individual over the mass and its practical failure; next it discusses all against all laws of neo-populism and its threats. In the end, it provides the missing laws of both the ‘neo-neo’ approaches as a solution anda concluding remark. Keywords: Neo-liberalism; Neo-populism; Law-of-Nature; Law-of-market; Law-of-State; Law-of-Nurture INTRODUCTION revolutionary to modern liberalism-the trend towards big government and state intervention The private ownership of the means of production (law of the state) that had characterized much of was introduced as a distinct movement in the the twentieth century.
    [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]
  • Rabbi David Fränckel, Moses Mendelssohn, and the Beginning of the Berlin Haskalah
    RABBI DAVID FRÄNCKEL, MOSES MENDELSSOHN, AND THE BEGINNING OF THE BERLIN HASKALAH. REATTRIBUTING A PATRIOTIC SERMON (1757) Addenda Gad Freudenthal On December 10, 1757, R. David Fränckel (1707–1762), Chief Rabbi of Berlin Jewry, delivered in German a sermon on the occa- sion of Frederick the Great’s victory at Leuthen five days earlier (5 December). Volume 1 of EJJS carried my article describing the genesis of this so-called “Leuthen Sermon” and established that (contrary to previous consensus) it was written by David Fränckel and not by his former student Moses Mendelssohn (1729–1796).1 Rather, it was written in Hebrew by Fränckel and only translated into German by Mendelssohn. In an appendix, I described the very rich aftermath of the sermon: after having been very elegantly translated into English (we do not know by whom) and published by the ephemeral London publisher W. Reeve in 1758, the translation was reprinted no less than four times in New England. Mr. Shimon Steinmetz from Brooklyn (N.Y.) kindly drew my attention to three earlier relevant items that had escaped my atten- tion. He also supplied copies of them. I herewith thank him warmly for his generous and erudite help and share his findings with readers of EJJS: [1] As early as March 1758, The Scots Magazine, published in Edinburgh, carried the following entry in the section “New Books”: A thanksgiving-sermon from Psal xxii. 23.24 for the King of Prussia’s victory Dec. 5. Preached on the sabbath of the 10th, in the synagogue of the Jews in Berlin.
    [Show full text]
  • Staying Optimistic: the Trials and Tribulations of Leibnizian Optimism
    Strickland, Lloyd 2019 Staying Optimistic: The Trials and Tribulations of Leibnizian Optimism. Journal of Modern Philosophy, 1(1): 3, pp. 1–21. DOI: https://doi.org/10.32881/jomp.3 RESEARCH Staying Optimistic: The Trials and Tribulations of Leibnizian Optimism Lloyd Strickland Manchester Metropolitan University, GB [email protected] The oft-told story of Leibniz’s doctrine of the best world, or optimism, is that it enjoyed a great deal of popularity in the eighteenth century until the massive earthquake that struck Lisbon on 1 November 1755 destroyed its support. Despite its long history, this story is nothing more than a commentators’ fiction that has become accepted wisdom not through sheer weight of evidence but through sheer frequency of repetition. In this paper we shall examine the reception of Leibniz’s doctrine of the best world in the eighteenth century in order to get a clearer understanding of what its fate really was. As we shall see, while Leibniz’s doctrine did win a good number of adherents in the 1720s and 1730s, especially in Germany, support for it had largely dried up by the mid-1740s; moreover, while opponents of Leibniz’s doctrine were few and far between in the 1710s and 1720s, they became increasing vocal in the 1730s and afterwards, between them producing an array of objections that served to make Leibnizian optimism both philosophically and theologically toxic years before the Lisbon earthquake struck. Keywords: Leibniz; Optimism; Best world; Lisbon earthquake; Evil; Wolff The oft-told story of Leibniz’s doctrine of the best world, or optimism, is that it enjoyed a great deal of popularity in the eighteenth century until the massive earthquake that struck Lisbon on 1 November 1755 destroyed its support.
    [Show full text]
  • Age of Enlightenment Overview Students Will Explore the Age of Enlightenment Through a Power Point Presentation and Class Discussion
    The Age of Enlightenment Overview Students will explore the Age of Enlightenment through a Power Point presentation and class discussion. Students will then further explore this period of history and its prominent figures by designing a dinner party for 12 Enlightenment thinkers. This project will encourage students to learn more about the period and the philosophers associated with it, as well as synthesize what they have learned while utilizing higher order thinking, group work skills, and creativity. Essential Questions • What was the Age of Enlightenment/Age of Reason and what led to this shift in thought? • Who were the prominent historical figures during the Age of Enlightenment and in what ways were they similar and/or different in their philosophies? • What impact did the Age of Enlightenment have throughout various countries on society, culture, politics, etc.? • How did the Enlightenment philosophers influence American government? Materials • The Age of Enlightenment Power Point, available in the Database of K-12 Resources (in PDF format): https://k12database.unc.edu/wp-content/uploads/sites/31/2014/03/EnlightenmentPPT.pdf o To view this PDF as a projectable presentation, save the file, click “View” in the top menu bar of the file, and select “Full Screen Mode” o To request an editable PPT version of this presentation, send a request to [email protected] • Notes for the Age of Enlightenment, handout attached • An Evening of Enlightenment assignment sheet, attached • An Evening of Enlightenment Guest List, attached • Sample Items for Party Planning, attached • Internet, textbooks, library access, and/or other research materials • Optional: Enlightenment Essay Assignment & Rubric, attached Duration • At least one class period for PowerPoint presentation and discussion • Additional class and homework time (teacher’s discretion) will be needed for the completion and presentation of the “An Evening of Enlightenment” project.
    [Show full text]
  • Wayne Local Schools World History 2015-2016 Nine Weeks: 1St Nine Weeks Historical Thinking and Skills Age of the Enlightenment Age of Revolutions
    Wayne Local Schools World History 2015-2016 Nine Weeks: 1st nine weeks Historical Thinking and Skills Age of the Enlightenment Age of Revolutions Economics and Financial Government X History X Geography X Literacy Essential Standard: HISTORICAL THINKING AND SKILLS (Throughout Nine Weeks) CONTENT STATEMENTS: 1. Historical events provide opportunities to examine alternative courses of action. 2. The use of primary and secondary sources of information includes an examination of the credibility of each source. TOPIC: AGE OF ENLIGHTENMENT (1600-1800) (4 Weeks) CONTENT STATEMENTS: 5. The Scientific Revolution impacted religious, political, and cultural institutions by challenging how people viewed the world. 6. Enlightenment thinkers applied reason to discover natural laws guiding human nature in social, political and economic systems and institutions. 7. Enlightenment ideas challenged practices related to religious authority, absolute rule and mercantilism. TOPIC: AGE OF REVOLUTIONS (1750-1914) (5 Weeks) CONTENT STATEMENTS: 8. Enlightenment ideas on the relationship of the individual and the government influenced the American Revolution, French Revolution and Latin American wars for independence. Key Vocabulary: Galileo, Hobbes, Kepler, Divine Right, Elliptical, Wollstonecraft, Heliocentric, Tabula Rasa, Geocentric, Ptolemaic System, Scientific Method, Copernicus, Isaac Newton, Separation of Powers, Laissez Faire ,Social Contract ,Salon ,John Locke ,Montesquieu ,Voltaire , Adam Smith Rousseau, Diderot, Thomas Jefferson, Bill of Rights, No
    [Show full text]
  • Enlightened Despotism
    ENLIGHTENED DESPOTISM FRITZ HARTUNG 2s 6d PUBLISHED FOR THE HISTORICAL ASSOCIATION BY ROUTLEDGE AND KEGAN PAUL [G. 36] ENLIGHTENED DESPOTISM THIS PAMPHLET IS GENERAL SERIES NUMBER 36 First published 1957 Reprinted 1963 FRITZ HARTUNG Copyright by the Historical Association Printed in Great Britain by Cox and Wyman Ltd., London, Reading and Fakenham Non-members may obtain copies 2s. 6d. each (post free], and members may obtain extra copies at is. 6d. each (postfree) from the Hon. Secretary of the Associa- tion, 59A, Kennington Park Road, London, S.E.li The publication of a pamphlet by the Historical Association does not necessarily imply the Association s official approbation of the opinions expressed therein Obtainable only through booksellers or from the offices of the Association 1957 Reprinted 1963 ENLIGHTENED DESPOTISM SAINT AUGUSTINE once said: " If no one enquires of me, I know; if I want to explain to an enquirer, I do not know ". That is also the position of historians who have to deal with " En- lightened Absolutism ", or (as it is usually called in English) " Enlightened Despotism". When, some forty years ago, lecturing on modern constitutional history, I had for the first PREFACE time to deal with the subject in detail, it was still possible to treat it as a clearly defined and unambiguous notion. It was, It is a privilege for the Historical Association to have the opportunity of publishing this pamphlet by Professor Fritz Hartung, in an English version prepared by Miss in fact, the only stage which in the controversy about the H. Otto and revised by the present writer.
    [Show full text]
  • Immanuel Kant: What Is Enlightenment?, 1784
    Immanuel Kant: What is Enlightenment?, 1784 Was ist Äufklarung? Enlightenment is man's release from his self-incurred tutelage. Tutelage s man's inability to make use of his understanding without direction from another. Self- incurred is this tutelage when its cause lies not in lack of reason but in lack of resolution and courage to use it without direction from another. Sapere aude! "Have courage to use your own reason!"- that is the motto of enlightenment. Laziness and cowardice are the reasons why so great a portion of mankind, after nature has long since discharged them from external direction (naturaliter maiorennes), nevertheless remains under lifelong tutelage, and why it is so easy for others to set themselves up as their guardians. It is so easy not to be of age. If I have a book which understands for me, a pastor who has a conscience for me, a physician who decides my diet, and so forth, I need not trouble myself. I need not think, if I can only pay - others will easily undertake the irksome work for me. That the step to competence is held to be very dangerous by the far greater portion of mankind (and by the entire fair sex) - quite apart from its being arduous is seen to by those guardians who have so kindly assumed superintendence over them. After the guardians have first made their domestic cattle dumb and have made sure that these placid creatures will not dare take a single step without the harness of the cart to which they are tethered, the guardians then show them the danger which threatens if they try to go alone.
    [Show full text]
  • Utilitarianism in the Age of Enlightenment
    UTILITARIANISM IN THE AGE OF ENLIGHTENMENT This is the first book-length study of one of the most influential traditions in eighteenth-century Anglophone moral and political thought, ‘theological utilitarianism’. Niall O’Flaherty charts its devel- opment from its formulation by Anglican disciples of Locke in the 1730s to its culmination in William Paley’s work. Few works of moral and political thought had such a profound impact on political dis- course as Paley’s Principles of Moral and Political Philosophy (1785). His arguments were at the forefront of debates about the constitution, the judicial system, slavery and poverty. By placing Paley’s moral thought in the context of theological debate, this book establishes his genuine commitment to a worldly theology and to a programme of human advancement. It thus raises serious doubts about histories which treat the Enlightenment as an entirely secular enterprise, as well as those which see English thought as being markedly out of step with wider European intellectual developments. niall o’flaherty is a Lecturer in the History of European Political Thought at King’s College London. His research focuses on eighteenth- and nineteenth-century moral, political and religious thought in Britain. He has published articles on William Paley and Thomas Robert Malthus, and is currently writing a book entitled Malthus and the Discovery of Poverty. ideas in context Edited by David Armitage, Richard Bourke, Jennifer Pitts and John Robertson The books in this series will discuss the emergence of intellectual traditions and of related new disciplines. The procedures, aims and vocabularies that were generated will be set in the context of the alternatives available within the contemporary frameworks of ideas and institutions.
    [Show full text]
  • Quick Study Guide
    WH07MOD_te_ch05_Rev_s.fm Page 204 Monday, March 5, 2007 2:44W PMH07MOD_se_CH05_rev_s.fm Page 204 Friday, January 26, 2007 4:03 PM Quick Study Guide CHAPTER Progress Monitoring Online 5 5 For: Self-test with vocabulary practice Quick Study Guide Web Code: nba-1741 I Have students use the Quick Study I Enlightenment Thinkers I American Declaration of Guide to prepare for this chapter’s tests. • Thomas Hobbes: social contract in which people give Independence: Main Ideas Students may wish to refer to the fol- power to the government for an organized society lowing pages as they review: • John Locke: natural rights—life, liberty, and property Declaration of Independence: Main Ideas • Baron de Montesquieu: separation of powers; checks • All men are created equal and have natural rights to life, Enlightenment Thinkers and balances liberty, and the pursuit of happiness. • Voltaire: battled corruption, injustice, and inequality; • It is the government’s obligation to protect these rights. Section 1, pp. 183–186 defended freedom of speech • If a government fails to protect these rights, the people can • Denis Diderot: Encyclopedia revolt and set up a new government. Enlightenment Ideas Influence Democracy • Jean-Jacques Rousseau: social contract in which Section 1, pp. 183–185; Section 3, people follow the “general will” for true liberty pp. 200–201 • Adam Smith: free market; laissez faire I The U.S. Bill of Rights I American Declaration of Independence: Enlightenment Ideas Influence The U.S. Bill of Rights Main Ideas Democracy 1st: Guarantees freedom of religion, speech, press, assembly, Section 3, p. 198 Government’s and petition Separation power comes of powers from the people.
    [Show full text]
  • Frederick the Great (1712-1786) by Louis Godbout
    Frederick the Great (1712-1786) by Louis Godbout Encyclopedia Copyright © 2015, glbtq, Inc. Entry Copyright © 2004, glbtq, inc. Reprinted from http://www.glbtq.com Frederick the Great. Image Copyright © 2003-2004 Clipart. King of Prussia (1740-1786), general, and writer, Frederick II greatly expanded his com. kingdom through a series of brutal wars and cynical reversals of alliances in which he showed both military genius and diplomatic acumen. His homosexuality was an open secret during his reign, yet some historians have attempted to deny it or diminish its significance. In spite of the carnage wrought in the bloody battles of the campaigns he led, Frederick saw himself as the archetype of the Enlightened ruler. He was, indeed, not only a protector of the arts and sciences, bringing to his court some of the best minds of the eighteenth century, but also a flute player, composer, and writer, albeit of modest talent. Because Frederick's military conquests made Prussia the core around which Germany would coalesce in the nineteenth century, he has often been portrayed as a national hero and as such his homosexuality has frequently been glossed over. Even some recent biographies continue to exclude any allusion to or hint of his homosexuality. German historians especially have considered it impossible for such a virile and stoic man to have been homosexual, and have regarded the king's reputation for homosexuality as a slight by the French. Yet proof of Frederick's sexual proclivity is overwhelming. It comes not only from the writings of satirists and enemies, but from the observations and correspondence of friends and from the works of Frederick himself.
    [Show full text]