Enlightened Despotism
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Chapter 21 Lesson Reviews
Chapter 21 Lesson Reviews Question Answer 1. Write a paragraph explaining how the In the scientific method, the scientist observes scientific method exemplified the new events, creates a hypothesis, and then tests it. emphasis on reason. The scientist uses the same reasonable process each time. 3. What developments were the foundation of The new reliance by scientists on direct the Scientific Revolution? observation and experiment marked a complete change from the reliance on ancient authorities for scientific knowledge. 4. What role did scientific breakthroughs play Students' answers should note that during the Scientific Revolution? breakthroughs, like Copernicus's new concept of the universe, cast doubt on long-held ideas. 5. What obstacles did participants in the Participants in the Scientific Revolution faced the Scientific Revolution face? challenge that the old, long-held ideas were still very powerful, especially in the view of the Church. 6. How did the Scientific Revolution change Scientific discoveries led Descartes to the belief people's worldview? that reason is the chief source of knowledge. Bacon used inductive reasoning to establish the scientific method. 1. Write a paragraph explaining what Montesquieu used England as an example of a Montesquieu meant by the phrase separation government with separation of powers. This of powers and where he saw this principle system provides the greatest freedom and applied. security for the state. 3. How did Enlightenment thinkers use the They tried to use reason to find the natural law ideas of the Scientific Revolution? that governed human behavior. They also questioned the ideas of ancient authorities and the Church. -
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. -
Sorcerer's Apprentices
Faculty & Research The Spirit of Despotism: Understanding the Tyrant Within by M. Kets de Vries 2004/17/ENT Working Paper Series The Spirit of Despotism: Understanding the Tyrant Within Manfred F. R. Kets de Vries* * Raoul de Vitry d’Avaucourt Clinical Professor of Leadership Development, INSEAD, France & Singapore. Director, INSEAD’s Global Leadership Centre. 1 Abstract The objective of this article is to better understand the developmental history of despotic regimes and the existence of leadership by terror. To gain greater insight into this phenomenon, the unusual relationship between leaders and followers in despotic regimes is explored, and the self-destructive cycle that characterizes such regimes is examined. The price paid in the form of human suffering and the breakdown of the moral fabric of a society is highlighted. In this article, particular attention is paid to highly intrusive totalitarian regimes. The levers used by such regimes to consolidate their power base are discussed in detail. The role of ideology, the enforcement of mind-control, the impact of the media, the inception of the illusion of solidarity, and the search for scapegoats are part of the review. Finally, suggestions are made on how to prevent despotic leaders from gaining a hold on power. Observations are made about the newly founded International Criminal Court, a permanent international judicial body that has been specially set up to try despotic rulers for genocide, crimes against humanity, and war crimes. KEY WORDS: Despotism; tyrant; leadership; totalitarianism; autocracy; tyranny; dictatorship; societal regression; democracy; paranoia; narcissism; scapegoat; ideology; mind-control; aggression; violence; sadism; terror; genocide; war; crimes against humanity; war criminal; International Criminal Court. -
The Economic Foundations of Authoritarian Rule
University of South Carolina Scholar Commons Theses and Dissertations 2017 The conomicE Foundations of Authoritarian Rule Clay Robert Fuller University of South Carolina Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the Political Science Commons Recommended Citation Fuller, C. R.(2017). The Economic Foundations of Authoritarian Rule. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/4202 This Open Access Dissertation is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. THE ECONOMIC FOUNDATIONS OF AUTHORITARIAN RULE by Clay Robert Fuller Bachelor of Arts West Virginia State University, 2008 Master of Arts Texas State University, 2010 Master of Arts University of South Carolina, 2014 Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy in Political Science College of Arts and Sciences University of South Carolina 2017 Accepted by: John Hsieh, Major Professor Harvey Starr, Committee Member Timothy Peterson, Committee Member Gerald McDermott, Committee Member Cheryl L. Addy, Vice Provost and Dean of the Graduate School © Copyright Clay Robert Fuller, 2017 All Rights Reserved. ii DEDICATION for Henry, Shannon, Mom & Dad iii ACKNOWLEDGEMENTS Special thanks goes to God, the unconditional love and support of my wife, parents and extended family, my dissertation committee, Alex, the institutions of the United States of America, the State of South Carolina, the University of South Carolina, the Department of Political Science faculty and staff, the Walker Institute of International and Area Studies faculty and staff, the Center for Teaching Excellence, undergraduate political science majors at South Carolina who helped along the way, and the International Center on Nonviolent Conflict. -
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. -
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. -
A Little History of the Schulenburg Family
Fritz Schulenburg-Beetzendorf (Autor) A Little History of the Schulenburg Family https://cuvillier.de/de/shop/publications/6735 Copyright: Cuvillier Verlag, Inhaberin Annette Jentzsch-Cuvillier, Nonnenstieg 8, 37075 Göttingen, Germany Telefon: +49 (0)551 54724-0, E-Mail: [email protected], Website: https://cuvillier.de ForewordfromtheHeadof theSchulenburgFamily On28thofOctober1237,theMargraveandtheBishopofBrandenburgsigned acontract on the distribution oftaxes (“the tithe”)between thechurchand the Margrave’s government. Eighteen witnesses from both sides signed the treaty,whichcanstillbeseenintheMuseumoftheBrandenburgCathedral. OneofthewitnesseswasthepriestofCöln,avillagewhichlaterbecamepart ofBerlin.ThisiswhyBerlinclaimstooriginatein1237.Anotherwitnesswas Wernerus de Sculenburch, who was a knight and the head of the administration of the Margrave’s government; today this person would be called prime minister. Since Wernerus is the oldest proven ancestor of the Schulenburgs,thehistoryofthefamilydatesbackto1237aswell. Sincethenthefamilyhasexperiencedgoodandbadtimesandthelivesofthe family members reflect their respective times. Today, 777 years later, the family consists of 70 male cousins and their family members. A family gatheringtakesplaceeverysecondyear.The109thfamilygatheringtookplace in September 2013 in Vienna which is where the famous JohannͲMatthias SchulenburgmetPrinceEugenroughly300yearsago. As the current Head of the Schulenburg Family, I would like to express my gratitude to Fritz, for writing the first history of the -
Enlightened Monarchy” in Practice
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Helsingin yliopiston digitaalinen arkisto “Enlightened Monarchy” in Practice. Reforms, Ceremonies, Self-Fashioning and the Entanglement of Ideals and Values in Late Eighteenth-Century Sweden Henrika Tandefelt This article sets out to study the entanglement of different political, ideological and moral ideals and traditions in the Kingship of Gustav III, King of Sweden 1772–1792. Political thinking and practice in Eighteenth-Century Europe offered many elements and examples that different monarchs could apply in their own particular circumstances. Gustav III was one of the European Kings that openly supported the French enlightened thinkers fashioning himself as a Reformer-King. He was also very influenced by the French culture over all, and the culture of the traditional royal court in particular. In addition the Swedish political history with a fifty-year period of decreased royal power before the coup d’état of Gustav III in 1772 influenced how the European trends and traditions were put into practice. The article pursues to understand the way different elements were bound up together and put to action by the King in his coup d’état 1772, his law reforms in the 1770s and in the establishment of a court of appeal in the town Vasa in Ostrobothnia in 1776 and the ceremonial, pictorial and architectural projects linked to this. In this article I examine what has been called the enlightened absolutism of the Swedish king Gustav III (1746–1792) during his reign of 1772–1792. Gustav III’s reign began with a royal coup d’état in August 1772 and ended with the king being murdered during a masquerade ball at the Royal Opera in Stockholm in March 1792. -
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. -
Course Name: HIST 4 Title: History of Western Civilization Units
Course Name: HIST 4 Title: History of Western Civilization Units: 3 Course Description: This course is a survey of western civilization from the Renaissance to the present, emphasizing the interplay of social, political, economic, cultural, and intellectual forces in creating and shaping the modern world. The focus is on the process of modernization, stressing the secularization of western society and examining how war and revolution have served to create our world. Course Objectives: Upon completion of this course, the student will be able to: identify and correctly use basic historical terminology distinguish between primary and secondary sources as historical evidence compare and evaluate various interpretations used by historians to explain the development of western civilization since the Renaissance evaluate multiple causes and analyze why a historical event happened identify the major eras and relevant geography of western civilization since the Renaissance evaluate major economic, social, political, and cultural developments in western civilization since the Renaissance evaluate the experiences, conflicts, and connections of diverse groups of people in western civilization since the Renaissance draw historical generalizations about western civilization since the Renaissance based on understanding of the historical evidence describe and evaluate the major movements and historical forces that have contributed to the development of western civilization. Course Content: 4 hours: Introduction to the Study of Western Civilization, Historiography; Age of Transition: The Early Modern Period. 3 hours: The Nature and Structure of Medieval Society; those who work, those who pray, those who fight, the Great Chain of Being, manorialism; Decline of the Medieval Synthesis; The Renaissance and the Question of Modernity: humanism, individualism, secular spirit, Petrarch, Bruni, Pico, Castiglione, Machiavelli, etc., literature, art, and politics. -
The Basis of Despotism Oriental Despotism—A Comparative Study of Total Power by Karl a Wittfogel
THE ECONOMIC WEEKLY November 2, 1957 Book Review The Basis of Despotism Oriental Despotism—A Comparative Study of Total Power by Karl A Wittfogel. Yale University Press, 1957. Pp XDC + 556. Price $7.50 or Ra 37.50. D D Kosambi THE contents of this Impressive, The author, so we are told, ex- settlements located on the coast of beautifully printed and well got perienced the despotism of absolute Thana, south of modern Bombay". up publication with its usual para total power at first hand in one of The Manigramam, the Shreni, or phernalia of current American scho Hitler's concentration camps. Yett the Vira-Vanunja trading caste In larship leave very much to be de there is no analysis of that parti India, and the gigantic and really sired. Perhaps the most extra cular experience. On pages 143 to powerful Hong merchants' organi ordinary feature of this book (and 149, we find that terror and torture sations in China are not allowed to many others like it) Is the pro- are prominent features of oriental disturb the reader's consciousness foundly meaningless terminology, despotism. "It was left to the The Arthaahustra Is quoted (with such as the following; hydraulic masters of the Communist appa out understanding) several times, civilization; agromanagerial society;' ratus state to reverse the humaniz but nothing whatever has been said agrobureaucratic and agrodespotic ing trend and to reintroduce the of the benign rule of Ashoka, just regimes. One can understand the systematic infliction of physical pain after the Arthashastra, Why this function of the fluid in the working for the purpose of extracting 'con sudden reversal of despotism in thai of a hydraulic press, a hydraulic lift, fessions' " (p 147). -
Culture and Politics 1700-1815 Handbook 2010-11
HI2108 Culture and Politics in Europe 1700-1815 Course co-ordinator Dr. Joseph Clarke (Dept. of History) Contact details [email protected] Room 3153 Teaching Staff Dr. Joseph Clarke, Dr. Linda Kiernan Duration One semester (Michaelmas term) Assessment Essays, one 2 hour exam. Weighting 10 ECTS Lecture Times Thursday, 11.00 – 12.00, room 3074 Friday, 12.00 – 1.00, Edmund Burke Theatre Course Description: The ‘long eighteenth-century’ that led from Louis XIV to Napoleon was an age of unprecedented cultural and political change. In order to understand the nature and extent of this change, this course charts the emergence of new ways of thinking about science, society and the self during the Enlightenment and explores how these ideas contributed to reshaping the state during the Revolutionary crisis that convulsed Europe from 1789 on. By examining the evolution of attitudes towards gender, death and family life, the course also explores how perceptions of private life and popular culture changed over the 18th century. 1 Learning Outcomes: On successful completion of this module students should be able to: • Demonstrate an informed understanding of the main themes and developments in the political and cultural history of Europe from 1700 to 1815. • Engage critically with the scholarly literature on this subject. • Evaluate a range of methodological and theoretical approaches to the study of 18th century political and cultural history. • Identify and interpret a range of relevant primary sources. • Communicate their conclusions clearly in both written and verbal contexts. Course Structure: Week 1 1 Introduction: What is Cultural History? 2 The Culture of the Court and the Culture of Custom Week 2 3 From the Republic of Letters to the Public Sphere 4 ‘What is Enlightenment?’ Week 3 5 Enlightenment in action: the Encyclopédie.