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Rethinking Liberal Political Thought: John Locke, Religious Forms of Reasoning, and Institutional Participation in Democratic Discourse Matthew R

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Rethinking Liberal Political Thought: John Locke, Religious Forms of Reasoning, and Institutional Participation in Democratic Discourse Matthew R Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2011 Rethinking Liberal Political Thought: John Locke, Religious Forms of Reasoning, and Institutional Participation in Democratic Discourse Matthew R. Hagele Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF ARTS AND SCIENCES RETHINKING LIBERAL POLITICAL THOUGHT: JOHN LOCKE, RELIGIOUS FORMS OF REASONING, AND INSTITUTIONAL PARTICIPATION IN DEMOCRATIC DISCOURSE By MATTHEW R. HAGELE A Dissertation submitted to the Department of Religion in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Fall Semester, 2011 Copyright © 2011 Matthew R. Hagele All Rights Reserved Matthew R. Hagele defended this dissertation on September 19, 2011. The members of the supervisory committee were: John Kelsay Professor Directing Dissertation Michael Ruse University Representative Sumner B. Twiss Committee Member Martin Kavka Committee Member Sarah Irving Committee Member The Graduate School has verified and approved the above-named committee members, and certifies that the dissertation has been approved in accordance with university requirements. ii ACKNOWLEDGMENTS This dissertation represents simply one moment in a journey for the search for wisdom that has marked my life for many years and will continue to mark my life for years to come. Many individuals, communities, and institutions have played significant roles in the chapter of my journey that culminates with this dissertation. At the most practical level, I am grateful to the Department of Religion at Florida State University for its financial support during my years of graduate study, both in the form of tuition waivers and research and teaching assistantships, the latter of which afforded me invaluable exposure to the life of an academic that awaits me. I am also appreciative of Kirkwood Community College for hiring an ABD candidate for a faculty position, providing further assistance—as well as continued teaching experience—as I completed the final portions of this project. The search for wisdom often demands a great deal of solitude, and yet as I reflect on this journey, I cannot imagine progress without the many educators that have shaped my academic life. My years at Wheaton were marked by professors who instilled within me the inherent value of gaining insight into the world in which we live. From anthropology to philosophy, sociology to theology, literature to the study of world religions, I was fortunate to have my thirst for knowledge nurtured by brilliant guides, many of whom became dear friends as well as mentors. My journey continued at Florida State University, where I was again met with excellent professors. John Kelsay, director of this dissertation, provided constant guidance throughout my years of graduate study, showing great patience as my own interests developed, and always expressing confidence in my abilities. Sumner B. Twiss not only contributed to this dissertation as a committee member but also worked closely with me during my years as editorial assistant for the Journal of Religious Ethics, which greatly expanded my familiarity not only with the subject matter but also with the academy of scholars. Martin Kavka, another committee member, was a source of great encouragement from my first days as a graduate student to the completion of this dissertation. Along with David Kangas, Martin nurtured my love for philosophy through the close reading and lively discussion of ideas that he brought to life in his seminars. Sarah Irving provided an invaluable historical perspective on the dissertation committee, pushing me to emphasize the significance of contextualization throughout the pages iii that follow. And Michael Ruse was the ideal university representative, pressing me to think about the larger issues in and implications of my project. Beyond these committee members, I am also thankful for the tutelage of John Corrigan and Aline Kalbian through many seminars that refined my understanding of and approach to the study of religion. Finally, my years at Florida State would not have been complete without the many graduate students, with whom I shared this portion of my journey, so I am grateful for Ben, Betsy, Christy, Dustin, Gabe, James, Jeff, John, Richard, Rosemary, Shannon, Tamara, and many others for their contribution to my own intellectual development. As I reflect on the last many years of my life, I am perhaps most thankful for the friendships that I will take with me. From faculty to fellow students to our office administrator, Susan, I cherish the relationships that were formed and will endure. While the formal education that I have received is an invaluable part of this journey, it is difficult to imagine the journey at all without the love of my family, so I am happy to say thank you to those who have prepared me for any achievements I may ever experience and who continue to stand by me through the ups and downs of life. While the qualities and lessons could be multiplied again and again, I choose just one example to offer my special thanks to the members of my family: to my mother, for her love of teaching; to my father, for his attention to detail; to my brother, for paving the way; to my sister-in-law, for her thoughtfulness; to my nephews and niece, for the hope they inspire; to my grandma, for her gratitude for what ultimately matters; to my grandpa, for his wisdom; to my aunts, uncles, cousins and their families, for their support. Last but not least is a special thanks to my best friend and four-legged companion, Caden, who, particularly during the completion of this dissertation, has meant more to me than he—and probably most people—will ever understand. By experiencing his love, faithfulness, joy, and compassion, I know that I will learn many of life‟s most important lessons from him for as long as he travels this journey with me. iv TABLE OF CONTENTS ABSTRACT ................................................................................................................................ vi INTRODUCTION ........................................................................................................................1 A COMPREHENSIVE VISION: DEMOCRACY, LIBERALISM, AND RELIGION ..............8 1. Four Responses to the Project ........................................................................................8 2. Rawlsian Liberals .........................................................................................................10 3. New Traditionalists ......................................................................................................16 4. Non-liberal Democrats .................................................................................................19 5. Non-Lockean Liberal Democrats .................................................................................52 LOCKE‟S EARLY POLITICAL VISION: ARGUMENTS AGAINST RELIGIOUS TOLERATION ....................................................................................................................62 1. Introduction ..................................................................................................................62 2. The Religious “Storm” of Locke‟s Early Years ...........................................................64 3. Shelter from the Storm: Two Tracts on Government ...................................................71 4. Locke‟s Two Tracts and Liberal Democracy ...............................................................98 LOCKE‟S SHIFT TO LIBERALISM: ARGUMENTS FOR RELIGIOUS TOLERATION ..................................................................................................................100 1. Introduction ................................................................................................................100 2. The Context of the Shift .............................................................................................101 3. An Essay Concerning Toleration ...............................................................................105 4. Writings on Toleration between the Essay and the Letters ........................................122 5. A Letter Concerning Toleration .................................................................................130 6. Proast and the Second, Third, and Fourth Letters ......................................................142 7. Locke‟s Mature Writings on Toleration and Liberal Democracy ..............................165 ETHICS IN THE ESSAY: REASON, REVELATION, AND MORAL BELIEF ....................167 1. Introduction ................................................................................................................167 2. An Essay Concerning Human Understanding............................................................168 3. Locke‟s Essay and Liberal Democracy ......................................................................198 MORAL REASONING IN THE REASONABLENESS: SCRIPTURE, EXAMINATION, AND INSTITUTIONS ......................................................................................................200 1. Introduction ................................................................................................................200 2. The Reasonableness of Christianity ...........................................................................200 3. Institutional Participation ...........................................................................................224
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