Department of Humanities and Social Science

Size: px
Start display at page:

Download "Department of Humanities and Social Science"

Transcription

1 Barry Stocker Department of Humanities and Social Science Faculty of Science and Letters POLITICAL THEORY. ITB 227E NOTES WEEK THREE JEAN-JACQUES ROUSSEAU ( ) OF THE SOCIAL CONTRACT [1761] FOREWORD AND BOOK I ROUSSEAU Rousseau was born in Geneva, to clockmaker, in what is now Switzerland, but was then an independent city state neighbouring the Swiss Confederation. Rousseau spent his early childhood there. He did not go to school, but his father educated him in the classics. After his father had to leave Geneva, Jean-Jacques was brought up by his uncle, an engraver who trained him in his craft. Rousseau was not happy with uncle and left home for France at the age of 16. From this time he made a living from the patronage of the aristocracy, work in the French embassy in Venice, his work as a composer (abandoned after he wrote a successful opera) and a musical copyist (prepares musical scores for musicians). He was a difficult person who appears to have had a paranoid personality, so he got into many personal conflicts. Nevertheless he knew famous and influential people including the editors of the Encyclopaedia. This was the first encyclopaedia, prepared in Paris by two leading thinkers of the time, Denis Diderot and Étienne Bonnot de Condillac, as part of the Enlightenment movement towards the use of reason and science, criticising tradition and authority. He wrote some articles for the Encyclopaedia, but he became well known first from his essay Discourse on the Arts and Sciences. The longer Discourse on Inequality increased his fame and also made him a dangerous radical for some due to his suggestion that social inequality was not rooted in natural inequality. His interests and political and social thought also led to the Discourse on Political Economy as well as Of the Social Contract itself. Other political writings include Principles of the Rights of War and constitutional proposals for Poland and Corsica (at the time Corsica was an independent island state in between control by Genoa and the French monarchy). Other notable works include: two novels (Émile and The New Eloise), Essay on the Origin of Languages, various essays on music, Profession of Faith of a Savoyard Vicar, Reveries of a Solitary Walker, two autobiographical works (Confessions, Rousseau, Judge of Jean- Jacques).

2 2 Political Theory Spring 2017 Notes 3 OF THE SOCIAL CONTRACT In this book Rousseau builds on a tradition of talking about contracts as the basis of the legitimate state. The English philosopher, Thomas Hobbes contributed to this school in Leviathan (1651). A slightly later English philosopher, John Locke, made a contribution distinct from Hobbes way of thinking in Essay Concerning Civil Government (1689, also known as the Second Treatise on Government). The school can be traced back to the political, legal and religious thinker Hugo Grotius as found in The Rights of War and Peace (1625). The German political and legal thinker, as well as historian, Samuel Pufendorf also made a notable contribution, as in On the Duty of Man and Citizen (1673). The distinctive aspect of contract theory is that it supposes a situation in which humans agree to give up natural liberty without legal and state institutions in exchange for a civil liberty under laws and government, which preserves a significant part of natural liberty. The agreement is understood on the model of a legal contract in which all parties to the contract voluntarily agree to be bound by the contract. This is opposed to ideas that the authority of the state comes from the will of god, conquest, pure force, tradition or the natural capacity and right of some part of the population to command the rest of the population. It continues to be a major school of political and legal thought, often referred to as contractualism. Foreword The foreword is preceded by a quotation from the Roman poet Virgil (Publius Vergilius Maro, BCE). foedis aequas, Dicamus leges. This means we will make laws in a fair treaty. We can take the treaty (foedis) as the contract which founds a state and on which basis laws can be created. The poem is the epic (long poem, the length of a novel with stories of heroic deeds of great heroes) Aeneid. It is the story of the origins of the Roman state as a continuation of the Trojan city state as portrayed in Homer s Greek epic the Iliad. Homer refers to the destruction of the city and Virgil builds on the character of the Trojan hero Aeneas in the Iliad (Aeneid is the story of Aeneas), so that he escapes from the city, has adventures sailing round the Mediterranean and founds a community in Italy from which the first Romans will come.

3 3 Political Theory Spring 2017 Notes 3 Rousseau s use of Virgil shows his interest in antique states, including Rome as well as his interest in literary style and form. The foreword simply states that Rousseau extracted this work from a longer work he drafted but no longer has. Book I Rousseau states that his goal is to combine laws as they ought to be humans as they are. that is to combine right and interest, justice and utility. So laws, right and justice are all related ideas placed on the side of the ideal, while humans, interest and utility are placed on the side of non-ideal reality. Rousseau s gaol then is to find the best combination of both sides. He associated investigation of these principles with the rights and duties of a citizen of a free state, who is a member of its sovereign (law making body, the whole citizen body) and has the right to vote on state business. he is referring to the city republic of Geneva. He is suggesting that the duties and rights of a citizen of a republic include thinking about basic principles of a republic and that is the reason for writing Of the Social Contract. Chapter 1 Rousseau begins with his most famous phrase man is born free but everywhere is in chains. He also says that those who consider themselves masters of others find themselves to be more slaves than those they think should under them as master. Rousseau seems to bring two thoughts together here. The first is that all humans are constrained by laws and so cannot a complete liberty, or the liberty we might if living in nature without laws and institutions. What is also suggested is that current societies impose unjust laws even on those who have people under them (presumably as an employer or landowner). Rousseau suggests the social order is sacred and should come from convention (agreed rules) not force. This could be taken to mean that social orders based on force are not sacred and should be overthrown to gain liberty. Rousseau does suggest the need for an unfree people to thrown off its yoke (constraints) in this passage. Rousseau ends by saying he will have to establish what he has just said and that appears to be the task of Book I.

4 4 Political Theory Spring 2017 Notes 3 Chapter 2 The only natural society is that within the family in which children are obliged to obey their father. It is only a natural society as long as the children are able to look after themselves, at which point if the family continues it becomes voluntary association based on convention. Humans have a liberty based on human nature. The first law of that nature is that the individual looks after that individual s survival. Once the individual is old enough to use reason, he becomes his own master able to judge the best means for survival. The family is the model for the state. The father is the ruler. The children are the people who should only give up liberty where it is useful to them. However, the father cares through love and the ruler commands for the pleasure of commanding. Rousseau criticises Aristotle (Greek philosopher, BCE), Grotius and Hobbes for their belief that some humans are suited to rule and be master and some humans are suited to obey and to be servants or slaves. Rousseau says that if we look at societies based on such divisions, it can seem that humans are divided in this way, but only because slaves become used to being slaves and don t have the desire to be free. Rousseau illustrates that argument with an episode from Homer s epic, the Odyssey, alluding to a passage where the companions of King Odysseus in his long journey home from the Trojan War are turned into animals by the semi-divine witch Circe, lacking all thought of becoming humans again. He also illustrates the arguments of Aristotle, Grotius and Hobbes with the attitude of the Roman Emperor Caligula (12-41 CE, known as a notoriously cruel and crazed tyrant) who believed that the people below the ruler are only animals. Rousseau mocks the claims of kings to rule by hereditary note by pointing out that we are all descended from Adam, who was undoubtedly ruler of the world, on the basis that he was the only human. He compares Adam with Robinson Crusoe, the hero of Daniel Defoe s English novel The Life and Adventures of Robinson Crusoe, who lived (mostly) alone castaway on an island for 25 years.

5 5 Political Theory Spring 2017 Notes 3 Chapter 3 Rousseau rejects the idea that any right to rule comes from force. If someone is stronger than me, it does not give the right to that person to command me. Maybe it makes it prudent to obey that person as long as has physical force on his side. We cannot argue that the power (its capacity to force us) of the state comes from God and that we should obey the state as part of obeying God. We do not think the force of criminals gives us a religious duty to obey criminals, we resist them. If the power of the state is a sign of God s will then any forceful change in who controls the state changes who we should rightly obey, undermining any stable basis of obligation to obey authority. Chapter 4 Rousseau argues against slavery here, referring both to the ownership of humans and a ruler who has unlimited command of his people. His main target with regard to thinkers is Grotius. Arguments justifying slavery claim that it comes from the right of any individual to alienate himself. Rousseau argues that self-alienation can only refer to selling yourself as an employee, not your own person for the whole of your life which goes against the whole idea of a person with free will and responsibilities. Even if was possible for an individual to sell himself into slavery, how would that bind the children of slaves who clearly did not choose to be slaves. Similar considerations apply to giving rulers absolute power. If their power is so absolute they are not ruling over other people because the people have become part of themselves. The idea of absolute command destroys the reality of the people commanded, since they can never act against any command. Even if the people of a state could give away their rights in this way, they could not bind their children. In that case the ruler would have to reestablish absolute command through agreement with the children when they become adult, so that the power rest on voluntary agreement and is no longer absolute. These considerations apply to people made slaves in war and others specific to war. A human cannot give up liberty for the whole of life and the whole of the life of his children, even in exchange for life in war. War is an event between public entities not private

6 6 Political Theory Spring 2017 Notes 3 individuals. When a state invades the land of another state, it can only take from the public wealth of that state not from its private individuals and does not acquire any kind of ownership of those individuals. Rousseau refers to private wars as an unreal category, applied to conflict between individual aristocrats in the Middle Ages, where he mentions King Louis IX of France and the Peace of God. He makes a coupe of literary allusions. He refers to the people who live under a king with absolute power as like the Greeks trapped by Cyclops. This is a reference to Homer s Odyssey, with regard to an episode where a monster called Cyclops traps Odysseus and his companions in his cave and starts to eat them. Rousseau mocks the peace supposedly guaranteed by a monarch as like the peace of those men in Homer until the Cyclops eats them. He also says that any peace provided by an absolute monarch is undermined by the tendency of monarchs to go to war. He also refers to François Rabelais ( ) a French writer known for his very long novel Gargantua and Pantagruel. What Rousseau refers to is a line referring to kings wanting more, which Rousseau uses to illustrate the danger of obedience to kings. Chapter 5 Rousseau says that even if he gave up all of the arguments he has so far offered, he would be able to rejects those who argue for the absolute authority of kings by pointing out that such mastery cannot constitute an association of public good or a body politics. It would just be an aggregate of individuals with purely private interests who cannot make public collective decisions including those to obey. Grotius argues for absolute monarchy but presumes a a people can give itself to the authority of a king, which means he refers to a people which decided to form itself into a people with a freely chosen association. How can there be any agreement to obey a king without an existing set of conventions (agreed laws and customs) in order to arrive at that decision. The decision itself rests on rules about voting and what constitutes a majority which are then ignored by a monarchy whose initial authority rests on that majority decision. Chapter 6 The only legitimate government authority can come from a pact or contract between all the members of a society. This may happen when the power of the natural liberty of individuals is not enough to defend themselves and their goods against danger (not specified but

7 7 Political Theory Spring 2017 Notes 3 could be the aggression of a neighbouring people). In this case everyone may come together in a single body to agree on common principles binding on all which replace natural liberty. This is the General Will. This forms what the ancients called a city, and which is also known as a body politic or republic. It is also expressed as the state, when passive and a sovereign when active. The members are subjects when they obey laws and are citizens when they are participants in the authority of the sovereign. Chapter 7 We must distinguish between the individual as part of the public sovereign and as a separate individual who continues to have an individual life and individual rights. The sovereign body cannot have an obligation to itself so there can be no fundamental law which restricts the social contract. The social contract is whatever the general will decides at any moment and there is no content to the social contract beyond that. The sovereign body creates a unity in which any harm to any part is a harm to all. Because of that the sovereign cannot harm its members directly or cause harm less directly through giving up its sovereignty, or any part of it to anything else (presumably a foreign state or someone who seeks governmental power). The sovereign acts as one person against external powers, that is foreign states. The freedom guaranteed by the social contract must rest on laws enforced on all members of the sovereign body. Where someone breaks the law the sovereign body constrains that individual (including court punishment) meaning that we are forced to be feee. Freedom only has reality where force is used to punish those who break the laws that come from the sovereign. Chapter 8 The move from nature to civil state creates a moral transformation of humans. It is a transition from physical impulses and appetite as the basis of action to duty and law. Every action becomes morally charged. Natural liberty to get whatever we can by force to ownership based on legally defined possession. Individuals do not just gain a morally supported set of laws, but an expansion of faculties, ideas and feelings in this new situation free from force and raw appetite. Obedience to laws you played a part in developing is moral liberty, superior to the natural liberty of force and basic appetite.

8 8 Political Theory Spring 2017 Notes 3 Chapter 9 The establishment of the social contract gives us a stronger claim to real estate (property) but by also giving up property to the sovereign. The sovereign has power over all property in that state, but this is power expressed through law that guarantees property rights that are in accordance with everyone s rights. It is right to recognise that the first person to occupy some empty land has a property claim to that land, but not to an indefinite quantity of land focused on the spot where that person is. It was an absurdity for the King of Spain to claim the Americas as his own because a representative landed there, and even more so because he ignored the people already living there. The sovereign should constrain the property rights of any one individual so that other individuals can have some property. The same should apply in relations between states.

Jean-Jacques Rousseau ( )

Jean-Jacques Rousseau ( ) Jean-Jacques Rousseau (1712-1778) Jean-Jacques Rousseau was born in Geneva, Switzerland. He moved to Paris as a young man to pursue a career as a musician. Instead, he became famous as one of the greatest

More information

Hobbes, Locke, Montesquieu, and Rousseau on Government

Hobbes, Locke, Montesquieu, and Rousseau on Government Handout A Hobbes, Locke, Montesquieu, and Rousseau on Government Starting in the 1600s, European philosophers began debating the question of who should govern a nation. As the absolute rule of kings weakened,

More information

Why Government? Activity, pg 1. Name: Page 8 of 26

Why Government? Activity, pg 1. Name: Page 8 of 26 Why Government? Activity, pg 1 4 5 6 Name: 1 2 3 Page 8 of 26 7 Activity, pg 2 PASTE or TAPE HERE TO BACK OF ACITIVITY PG 1 8 9 Page 9 of 26 Attachment B: Caption Cards Directions: Cut out each of the

More information

Fill in the matrix below, giving information for each of the four Enlightenment philosophers profiled in this activity.

Fill in the matrix below, giving information for each of the four Enlightenment philosophers profiled in this activity. Graphic Organizer Fill in the matrix below, giving information for each of the four Enlightenment philosophers profiled in this activity. Philosopher His Belief About the Nature of Man His Ideal Form of

More information

Thomas Hobbes. Source: Thomas Hobbes, The Leviathan, published in 1651

Thomas Hobbes. Source: Thomas Hobbes, The Leviathan, published in 1651 Thomas Hobbes Thomas Hobbes was one of the first English Enlightenment philosophers. He believed in a strong government based on reason. The following is an excerpt from his most famous work The Leviathan.

More information

John Locke. Source: John Locke, The Second Treatise of Government published 1689

John Locke. Source: John Locke, The Second Treatise of Government published 1689 John Locke John Locke was a famous English Enlightenment philosopher that lived from 1632-1704. The following is an excerpt from his Second Treatise on Government. In it, Locke expresses his views on politics

More information

Lesson #13-The Enlightenment

Lesson #13-The Enlightenment The Enlightenment Lesson #13-The Enlightenment Agenda: Bellwork, Enlightenment Notes, Exit Ticket, Ode to Reason Assignment Bellwork: Begin a new section of notes titles Lesson #13-The Enlightenment. Create

More information

Mr. Rarrick. John Locke

Mr. Rarrick. John Locke John Locke John Locke was a famous English Enlightenment philosopher that lived from 1632-1704. The following is an excerpt from his Second Treatise on Government. In it, Locke expresses his views on politics

More information

Fill in the matrix below, giving information for each of the four Enlightenment philosophers profiled in this activity.

Fill in the matrix below, giving information for each of the four Enlightenment philosophers profiled in this activity. Graphic Organizer Activity Three: The Enlightenment Fill in the matrix below, giving information for each of the four Enlightenment philosophers profiled in this activity. Philosopher His Belief About

More information

Warm-Up: Read the following document and answer the comprehension questions below.

Warm-Up: Read the following document and answer the comprehension questions below. Lowenhaupt 1 Enlightenment Objective: What were some major ideas to come out of the Enlightenment? How did the thinkers of the Enlightenment change or impact society? Warm-Up: Read the following document

More information

Thomas Hobbes. Station 1. Where is he from? What is his view of people (quote examples from Leviathan)?

Thomas Hobbes. Station 1. Where is he from? What is his view of people (quote examples from Leviathan)? Station 1 Thomas Hobbes Where is he from? What is his view of people (quote examples from Leviathan)? What is his view of government (quote examples from Leviathan)? Who would be most likely to like Hobbes

More information

Rousseau, On the Social Contract

Rousseau, On the Social Contract Rousseau, On the Social Contract Introductory Notes The social contract is Rousseau's argument for how it is possible for a state to ground its authority on a moral and rational foundation. 1. Moral authority

More information

Activity Three: The Enlightenment ACTIVITY CARD

Activity Three: The Enlightenment ACTIVITY CARD ACTIVITY CARD During the 1700 s, European philosophers thought that people should use reason to free themselves from ignorance and superstition. They believed that people who were enlightened by reason

More information

Section 1 What ideas gave birth to the world s first democratic nation?

Section 1 What ideas gave birth to the world s first democratic nation? After reading answer the questions that follow The Roots of American Democracy Section 1 What ideas gave birth to the world s first democratic nation? Bicentennial celebrations, 1976 On July 4, 1976, Americans

More information

Warm Up Review: Mr. Cegielski s Presentation of Origins of American Government

Warm Up Review: Mr. Cegielski s Presentation of Origins of American Government Mr. Cegielski s Presentation of Origins of American Government Essential Questions: What political events helped shaped our American government? Why did the Founding Fathers fear a direct democracy? How

More information

The Enlightenment & Democratic Revolutions. Enlightenment Ideas help bring about the American & French Revolutions

The Enlightenment & Democratic Revolutions. Enlightenment Ideas help bring about the American & French Revolutions The Enlightenment & Democratic Revolutions Enlightenment Ideas help bring about the American & French Revolutions Before 1500, scholars generally decided what was true or false by referring to an ancient

More information

Judeo-Christian and Greco-Roman Perspectives

Judeo-Christian and Greco-Roman Perspectives STANDARD 10.1.1 Judeo-Christian and Greco-Roman Perspectives Specific Objective: Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of

More information

The Enlightenment. European thinkers developed new ideas about government and society during the Enlightenment.

The Enlightenment. European thinkers developed new ideas about government and society during the Enlightenment. Main Idea The Enlightenment European thinkers developed new ideas about government and society during the Enlightenment. Content Statement 5 /Learning Goal Describe how the Scientific Revolution s impact

More information

The Enlightenment and the scientific revolution changed people s concepts of the universe and their place within it Enlightenment ideas affected

The Enlightenment and the scientific revolution changed people s concepts of the universe and their place within it Enlightenment ideas affected The Enlightenment and the scientific revolution changed people s concepts of the universe and their place within it Enlightenment ideas affected politics, music, art, architecture, and literature of Europe

More information

Mastering the TEKS in World History Ch. 13

Mastering the TEKS in World History Ch. 13 Name: Class: _ Date: _ Mastering the TEKS in World History Ch. 13 Multiple Choice Identify the choice that best completes the statement or answers the question. 1. Which sources of knowledge were most

More information

1. Explain how science led to the Enlightenment. 2. Compare the ideas of Hobbes and Locke.

1. Explain how science led to the Enlightenment. 2. Compare the ideas of Hobbes and Locke. Introduction to the Enlightenment 1. Explain how science led to the Enlightenment. 2. Compare the ideas of Hobbes and Locke. 3. Identify the beliefs and contributions of the philosophes. 4. Summarize how

More information

Summary of Social Contract Theory by Hobbes, Locke and Rousseau

Summary of Social Contract Theory by Hobbes, Locke and Rousseau Summary of Social Contract Theory by Hobbes, Locke and Rousseau Manzoor Elahi Laskar LL.M Symbiosis Law School, Pune Electronic copy available at: http://ssrn.com/abstract=2410525 Abstract: This paper

More information

Please update your table of contents. Unit 9:

Please update your table of contents. Unit 9: Please update your table of contents. Unit 9: Enlightenment & Revolution World History New rule about grades: students will no longer be given grades on classwork/folders. You will only be assessed by

More information

Reading Essentials and Study Guide

Reading Essentials and Study Guide Lesson 3 The Rise of Napoleon and the Napoleonic Wars ESSENTIAL QUESTIONS What causes revolution? How does revolution change society? Reading HELPDESK Academic Vocabulary capable having or showing ability

More information

Philosophers that Influenced American Government

Philosophers that Influenced American Government Rousseau Locke Philosophers that Influenced American Government De Montesquieu Hobbes Basic Ideals and Principles of Democracy Consent of the Governed Government gets its power from the people they govern

More information

Niccolò Machiavelli ( )

Niccolò Machiavelli ( ) Niccolò Machiavelli (1469-1527) Niccolò Machiavelli, (born May 3, 1469 in Florence, Italy ) was a famous Italian Renaissance political philosopher and statesman, secretary of the Florentine republic. He

More information

Paris, France, the heart of the Enlightenment, drew many intellectuals and others eager to debate new ideas.

Paris, France, the heart of the Enlightenment, drew many intellectuals and others eager to debate new ideas. Enlightenment Ideas Spread Paris, France, the heart of the Enlightenment, drew many intellectuals and others eager to debate new ideas. Enlightenment ideas flowed from France, across Europe, and beyond.

More information

Could the American Revolution Have Happened Without the Age of Enlightenment?

Could the American Revolution Have Happened Without the Age of Enlightenment? Could the American Revolution Have Happened Without the Age of Enlightenment? Philosophy in the Age of Reason Annette Nay, Ph.D. Copyright 2001 In 1721 the Persian Letters by Charles de Secondat and Baron

More information

United States Government Chapters 1 and 2

United States Government Chapters 1 and 2 United States Government Chapters 1 and 2 Chapter 1: Principles of Government Presentation Question 1-1 What do you think it would have been like if, from an early age, you would have been able to do whatever

More information

Four ENLIGHTENMENT THINKERS

Four ENLIGHTENMENT THINKERS Four ENLIGHTENMENT THINKERS 1. Thomas Hobbes (1588 1679) 2. John Locke (1632 1704) 3. Jean-Jacques Rousseau (1712 1778) 4. Baron de Montesquieu (1689 1755) State of Nature- Nature is governed by laws such

More information

Why. Government? What are the pros & cons of a government? Why do we need one? What is it for? Could we do without?

Why. Government? What are the pros & cons of a government? Why do we need one? What is it for? Could we do without? Why do we need one? Why What is it for? What are the pros & cons of a government? Could we do without? Government? How did we setup a government? What happens if we don t have one? Why Government? HOBBES,

More information

Lesson 3: The Declaration s Ideas

Lesson 3: The Declaration s Ideas Lesson 3: The Declaration s Ideas Overview This two day lesson (with an optional third day) examines the ideas in the Declaration of Independence and the controversy surrounding slavery. On day one, students

More information

Lesson 7 Enlightenment Ideas / Lesson 8 Founding Documents Views of Government. Topic 1 Enlightenment Movement

Lesson 7 Enlightenment Ideas / Lesson 8 Founding Documents Views of Government. Topic 1 Enlightenment Movement Lesson 7 Enlightenment Ideas / Lesson 8 Founding Documents Views of Government Main Topic Topic 1 Enlightenment Movement Topic 2 Thomas Hobbes (1588 1679) Topic 3 John Locke (1632 1704) Topic 4 Charles

More information

The Enlightenment. The Age of Reason

The Enlightenment. The Age of Reason The Enlightenment The Age of Reason Social Contract Theory is the view that persons' moral and/or political obligations are dependent upon a contract or agreement among them to form the society in which

More information

EUROPEAN HISTORY. 5. The Enlightenment. Form 3

EUROPEAN HISTORY. 5. The Enlightenment. Form 3 EUROPEAN HISTORY 5. The Enlightenment Form 3 Europe at the time of the Enlightenment and on the eve of the French Revolution 1 Unit 5.1 - The Origins of the Enlightenment Source A: Philosophers debating

More information

Foundations of American Government

Foundations of American Government Foundations of American Government Formation of the first governments of the 13 colonies Highly Influenced by: - Contracts, Juries, stare decisis English Tradition Natural rights: Consent of the governed:

More information

John Locke Natural Rights- Life, Liberty, and Property Two Treaties of Government

John Locke Natural Rights- Life, Liberty, and Property Two Treaties of Government Enlightenment Enlightenment 1500s Enlightenment was the idea that man could use logic and reason to solve the social problems of the day. Philosophers spread this idea of logic and reason to the people

More information

Today we re going to look at the roots of US government. You ll see that they run pretty

Today we re going to look at the roots of US government. You ll see that they run pretty Historical Roots of US Government Activity # GV121 Activity Introduction Hey there, I m (name) Today we re going to look at the roots of US government. You ll see that they run pretty deep. So in order

More information

Unit 1 Guided Notes: Foundations of Government

Unit 1 Guided Notes: Foundations of Government Name: Date: Block: Unit 1: 5 Days (08/01 08/07) Unit 1 Quiz: 08/03 Unit 1 Test: 08/07 Standards for Unit 1: SSGSE 1: Compare and contrast various systems of government. a. Determine how governments differ

More information

Answer the following in your notebook:

Answer the following in your notebook: The Enlightenment Answer the following in your notebook: Explain to what extent you agree with the following: 1. At heart people are generally rational and make well considered decisions. 2. The universe

More information

The Enlightenment: The French Revolution:

The Enlightenment: The French Revolution: The Enlightenment: How did Enlightenment ideas change intellectual thought, including views about the role of government. Which Enlightenment ideas form the basis for our U.S. government? How did Enlightenment

More information

Chapter 12: Absolutism and Revolution Regulate businesses/spy on citizens' actions

Chapter 12: Absolutism and Revolution Regulate businesses/spy on citizens' actions Chapter 12: Absolutism and Revolution 1550 1850 Essential Question: How much power should the government have? Do Now: Read the powers of government below and decide whether you think each power is one

More information

Students will understand the characteristics of the Enlightenment by

Students will understand the characteristics of the Enlightenment by Students will understand the characteristics of the Enlightenment by Examining the contributions of Enlightenment era thinkers Examining the parallels between Enlightenment thought and the U.S. Constitution

More information

THE AGE OF ENLIGHTENMENT. Time of Great Change in Thought

THE AGE OF ENLIGHTENMENT. Time of Great Change in Thought THE AGE OF ENLIGHTENMENT Time of Great Change in Thought 1 OBJECTIVES Students will examine ideas of natural law in the Age of Reason Students will describe how the Enlightenment affected the arts and

More information

The Enlightenment and the American Revolution. Philosophy in the Age of Reason

The Enlightenment and the American Revolution. Philosophy in the Age of Reason The Enlightenment and the American Revolution Philosophy in the Age of Reason The Enlightenment and the American Revolution A. By the early 1700s, European thinkers ( was out of reach for the human mind.

More information

Locke was a devout Christian and believed in the Bible and the creation story (6 thousand years ago)

Locke was a devout Christian and believed in the Bible and the creation story (6 thousand years ago) The Second Treatise of Government outline Newton, and science attempted to reduce ideas to their basics and to then expand toward complexity as a method for understanding. Philosophers, like Locke also

More information

Political Obligation. Dr Simon Beard. Centre for the Study of Existential Risk

Political Obligation. Dr Simon Beard. Centre for the Study of Existential Risk Political Obligation Dr Simon Beard sjb316@cam.ac.uk Centre for the Study of Existential Risk Summary of this lecture What is the aim of these lectures and what are they about? If morality is a social

More information

THE ENLIGHTENMENT POLITICS PHILOSOPHES ECONOMICS

THE ENLIGHTENMENT POLITICS PHILOSOPHES ECONOMICS THE ENLIGHTENMENT POLITICS PHILOSOPHES ECONOMICS POLITICS JOHN LOCKE THOMAS HOBBES MONTESQUIEU ROUSSEAU JOHN LOCKE 1632-1704 1690 TWO TREATISES ON GOVERNMENT 1690 AN ESSAY CONCERNING HUMAN UNDERSTANDING

More information

LESSON ONE: THE DECLARATION OF INDEPENDENCE

LESSON ONE: THE DECLARATION OF INDEPENDENCE CONSTITUTIONAL RIGHTS FOUNDATION LESSON ONE: THE DECLARATION OF INDEPENDENCE Overview OBJECTIVES Students will be able to: Identify and describe elements of the philosophy of government expressed in the

More information

Department of Humanities and Social Science

Department of Humanities and Social Science Barry Stocker Barry.Stocker@itu.edu.tr https://barrystockerac.wordpress.com Department of Humanities and Social Science Faculty of Science and Letters Chapter 4 POLITICAL THEORY. ITB 227E NOTES WEEK EIGHT

More information

Impact of the Enlightenment

Impact of the Enlightenment Impact of the Enlightenment Enlightenment thinkers challenged the divine right of kings & argued for liberty & rights Salons (discussion parties), high literacy rates & cheap printing helped spread new

More information

Unit Portfolio: DBQ-Political Cartoons 15. What is happening in this cartoon? 16. What point is the cartoonist trying to make?

Unit Portfolio: DBQ-Political Cartoons 15. What is happening in this cartoon? 16. What point is the cartoonist trying to make? Unit Portfolio: DBQ-Political Cartoons 15. What is happening in this cartoon? 16. What point is the cartoonist trying to make? Unit 2: Age of Reason Lesson 3: Enlightenment Textbook Correlation: Chapter

More information

The Enlightenment in Europe

The Enlightenment in Europe Chapter 6-2 The Enlightenment in Europe I) Two Views on Government II) Philosophes Advocate Reason III) Women and the Enlightenment IV) Impact of the Enlightenment I) Two Views on Government The ideas

More information

THE ENLIGHTENMENT IN EUROPE

THE ENLIGHTENMENT IN EUROPE CHAPTER 6-2 THE ENLIGHTENMENT IN EUROPE E S S E N T I A L Q U E S T I O N : W H A T I S T H E L E G A C Y O F T H E E N L I G H T E N M E N T? W H A T I M P A C T D O E S T H E E N L I G H T E N M E N

More information

Two Views on Government

Two Views on Government The Enlightenment Two Views on Government Social Contract Hobbes believes that people need a strong government to keep order Leviathan (1651) Observed the horrors of the English Civil War Natural Rights

More information

The Enlightenment. Age of Reason

The Enlightenment. Age of Reason The Enlightenment Age of Reason Students will be able to define the Enlightenment and key vocabulary, and identify the historical roots of this time period. Learning Objective Today State Standards of

More information

Believed in a social contract, in which people give power to the government for an organized society Believed people were naturally greedy & cruel

Believed in a social contract, in which people give power to the government for an organized society Believed people were naturally greedy & cruel 1 2 3 4 5 1 2 The Enlightenment & Age Of Reason The Scientific Revolution Sparked The Enlightenment The Scientific Revolution, which began around the mid-1500s & continued throughout the 1700s, led to

More information

Political Theory. Political theorist Hannah Arendt, born in Germany in 1906, fled to France in 1933 when the Nazis came to power.

Political Theory. Political theorist Hannah Arendt, born in Germany in 1906, fled to France in 1933 when the Nazis came to power. Political Theory I INTRODUCTION Hannah Arendt Political theorist Hannah Arendt, born in Germany in 1906, fled to France in 1933 when the Nazis came to power. In 1941, following the German invasion of France,

More information

World History (Survey) Chapter 22: Enlightenment and Revolution,

World History (Survey) Chapter 22: Enlightenment and Revolution, World History (Survey) Chapter 22: Enlightenment and Revolution, 1550 1789 Section 1: The Scientific Revolution During the Middle Ages, few scholars questioned ideas that had always been accepted. Europeans

More information

Absolute Monarchs: The Kings and Queens Who Ruled Europe

Absolute Monarchs: The Kings and Queens Who Ruled Europe Absolute Monarchs: The Kings and Queens Who Ruled Europe By ThoughtCo.com, adapted by Newsela staff on 10.20.17 Word Count 545 Level 590L Portrait of King Louis XIV of France, 1701. Image from the public

More information

Chapter 1: Principles of Government Section 1

Chapter 1: Principles of Government Section 1 Chapter 1: Principles of Government Section 1 Objectives 1. Define government and the basic powers every government holds. 2. Describe the four defining characteristics of a state. 3. Identify four theories

More information

Political Theory From Antiquity to the 18 th Century. CPW4U Lesson 2 Roots of Modern Political Thought

Political Theory From Antiquity to the 18 th Century. CPW4U Lesson 2 Roots of Modern Political Thought Political Theory From Antiquity to the 18 th Century CPW4U Lesson 2 Roots of Modern Political Thought Aristotle (384-322 B.C.) One of the first empiricists knowledge comes from experience and evidence

More information

The O rigins of G overnm ent

The O rigins of G overnm ent CH V 2O (Civics) The O rigins of G overnm ent The Evolution of Democracy The WAY decisions are m ade tells us the FORM of Government Imagine a caveman society Tribal Family Associations The strongest (usually

More information

HOBBES, LOCKE, MONTESQUIEU, ROUSSEAU ON GOVERNMENT

HOBBES, LOCKE, MONTESQUIEU, ROUSSEAU ON GOVERNMENT HOBBES, LOCKE, MONTESQUIEU, ROUSSEAU ON GOVERNMENT Overview This study of Hobbes, Locke, Montesquieu, and Rousseau is designed to give students an understanding of the ideas of these four philosophers

More information

The philosophes views about society often got them in trouble. In France it was illegal to criticize either the Catholic Church or the government.

The philosophes views about society often got them in trouble. In France it was illegal to criticize either the Catholic Church or the government. The philosophes views about society often got them in trouble. In France it was illegal to criticize either the Catholic Church or the government. Many philosophes landed in jail or were exiled. Voltaire,

More information

Foundations of American Government

Foundations of American Government Foundations of American Government Government The institution through which a society makes and enforces its public policies made up of those people who have authority and control over other people public

More information

Essential Question: What was the impact of the Enlightenment?

Essential Question: What was the impact of the Enlightenment? Essential Question: What was the impact of the Enlightenment? Warm-Up Question: What were the Enlightenment ideas of John Locke, Montesquieu, & Rousseau? Impact of the Enlightenment Enlightenment thinkers

More information

The Enlightenment in Europe

The Enlightenment in Europe 2 The Enlightenment in Europe MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES POWER AND AUTHORITY A revolution in intellectual activity changed Europeans view of government and society. The various freedoms

More information

Challenge. Explain 1 difference between Hobbes and Lock's theories of government.

Challenge. Explain 1 difference between Hobbes and Lock's theories of government. Challenge Explain 1 difference between Hobbes and Lock's theories of government. 1 Challenge Answer the 3 questions on the handout. Write your answers on the Challenge Sheet. 2 3 Man is born free, and

More information

Absolutism. Absolutism, political system in which there is no legal, customary, or moral limit on the government s

Absolutism. Absolutism, political system in which there is no legal, customary, or moral limit on the government s Absolutism I INTRODUCTION Absolutism, political system in which there is no legal, customary, or moral limit on the government s power. The term is generally applied to political systems ruled by a single

More information

Enlightenment & America

Enlightenment & America Enlightenment & America Our Political Beginnings What is a Government? Defined: The institution through which a society makes and enforces its public policies. It is made up of those people who exercise

More information

Subverting the Orthodoxy

Subverting the Orthodoxy Subverting the Orthodoxy Rousseau, Smith and Marx Chau Kwan Yat Jean-Jacques Rousseau, Adam Smith, and Karl Marx each wrote at a different time, yet their works share a common feature: they display a certain

More information

FRENCH REVOLUTION. A Child of the Enlightenment

FRENCH REVOLUTION. A Child of the Enlightenment FRENCH REVOLUTION A Child of the Enlightenment What was the Enlightenment? After the Scientific Revolution, people began to question HOW A RULER GOT HIS POWER AND WHY A GOVERNMENT WAS SET UP The Key word

More information

Chapter 1, Governments. What is government? Why governments exist Types of governments

Chapter 1, Governments. What is government? Why governments exist Types of governments Chapter 1, Governments What is government? Why governments exist Types of governments What is a government? A govt is an institution which makes and enforces public policies Public policies are rules and

More information

All societies, large and small, develop some form of government.

All societies, large and small, develop some form of government. The Origins and Evolution of Government (HA) All societies, large and small, develop some form of government. During prehistoric times, when small bands of hunter-gatherers wandered Earth in search of

More information

The Enlightenment. European thinkers developed new ideas about government and society during the Enlightenment.

The Enlightenment. European thinkers developed new ideas about government and society during the Enlightenment. Main Idea The Enlightenment European thinkers developed new ideas about government and society during the Enlightenment. Content Statement 5 /Learning Goal Describe how the Scientific Revolution s impact

More information

By submitting this essay, I attest that it is my own work, completed in accordance with University regulations. Ryan Hollander

By submitting this essay, I attest that it is my own work, completed in accordance with University regulations. Ryan Hollander 1 PLSC 114: Introduction to Political Philosophy Professor Steven Smith Teaching Fellow: Meredith Edwards By submitting this essay, I attest that it is my own work, completed in accordance with University

More information

Malthe Tue Pedersen History of Ideas

Malthe Tue Pedersen History of Ideas History of ideas exam Question 1: What is a state? Compare and discuss the different views in Hobbes, Montesquieu, Marx and Foucault. Introduction: This essay will account for the four thinker s view of

More information

The Enlightenment. Standard 7-2.3

The Enlightenment. Standard 7-2.3 The Enlightenment Standard 7-2.3 Vocabulary 1.Reason- the use of scientific and logical thinking. 2.Enlightenment- period of time when faith is replaced by reason. 3.Natural Rights rights belonging to

More information

LESSON ONE THE ENGLISH AND FRENCH PHILOSOPHERS

LESSON ONE THE ENGLISH AND FRENCH PHILOSOPHERS LESSON ONE THE ENGLISH AND FRENCH PHILOSOPHERS Part One: Thomas Hobbes and John Locke A. OBJECTIVES Students will learn how the ideas of Hobbes and Locke distilled the concepts that developed in the political

More information

Understanding the Enlightenment Reading & Questions

Understanding the Enlightenment Reading & Questions Understanding the Enlightenment Reading & Questions The word Enlightenment refers to a change in outlook among many educated Europeans that began during the 1600s. The new outlook put great trust in reason

More information

Unit 2 Assessment The Development of American Democracy

Unit 2 Assessment The Development of American Democracy Unit 2 Assessment 7 Unit 2 Assessment The Development of American Democracy 1. Which Enlightenment Era thinker stated that everyone is born equal and had certain natural rights of life, liberty, and property

More information

Scientific Revolution/Enlightenment Test Review

Scientific Revolution/Enlightenment Test Review Scientific Revolution/Enlightenment Test Review Global History II The authority figures (those in charge) during the 1500-1700s was the Roman Catholic Church and/or absolute monarchs. They came under attack

More information

Chapter 22: Enlightenment and Revolution

Chapter 22: Enlightenment and Revolution Chapter 22: Enlightenment and Revolution I. The Scientific Revolution a. The Roots of Modern Science 1. Scholars determined what was true or false by what the bible said ii. The Medieval View 1. Middle

More information

Political Obligation 2

Political Obligation 2 Political Obligation 2 Dr Simon Beard Sjb316@cam.ac.uk Centre for the Study of Existential Risk Summary of this lecture What was David Hume actually objecting to in his attacks on Classical Social Contract

More information

Why Government? STEP BY STEP

Why Government? STEP BY STEP Teacher s Guide Why Government? This lesson combines two readings from the icivics Influence Library and adds activities that bridge the two topics: Thomas Hobbes and John Locke. Time Needed: One class

More information

From 1789 to 1804, France experienced revolutionary changes that transformed France from an absolute monarchy to a republic to an empire

From 1789 to 1804, France experienced revolutionary changes that transformed France from an absolute monarchy to a republic to an empire From 1789 to 1804, France experienced revolutionary changes that transformed France from an absolute monarchy to a republic to an empire The success of the American Revolution & Enlightenment ideas such

More information

Phil 115, May 25, 2007 Justice as fairness as reconstruction of the social contract

Phil 115, May 25, 2007 Justice as fairness as reconstruction of the social contract Phil 115, May 25, 2007 Justice as fairness as reconstruction of the social contract Rawls s description of his project: I wanted to work out a conception of justice that provides a reasonably systematic

More information

FOUNDATIONS OF AMERICAN DEMOCRACY

FOUNDATIONS OF AMERICAN DEMOCRACY FOUNDATIONS OF AMERICAN DEMOCRACY STUDENT WORKBOOK Name: Class: Produced by icivics, Inc. Additional resources and information available at www.icivics.org FOUNDATIONS OF AMERICAN DEMOCRACY STUDENT WORKBOOK

More information

The Enlightenment Thinkers The Age of Reason

The Enlightenment Thinkers The Age of Reason The Enlightenment Thinkers The Age of Reason The Enlightenment Scholars began to challenge long held beliefs about science, religion, and government. Thinkers were inspired by Galileo and Newton. The method

More information

Honors World History Harkness Seminars and Homework for Unit 4 Chapters 16 and and Documents

Honors World History Harkness Seminars and Homework for Unit 4 Chapters 16 and and Documents Honors World History Harkness Seminars and Homework for Unit 4 Chapters 16 and 17- - 1 and 17- - - 2 + Documents Day of Presentation: Chapter- - Section Homework Guiding Questions: Define all key terms

More information

The Scientific Revolution

The Scientific Revolution Name CHAPTER 22 Section 1 (pages 623 628) The Scientific Revolution BEFORE YOU READ In the last chapter, you learned about wars and political changes in Europe. In this section, you will read how the Enlightenment

More information

The Enlightenment. Global History & Geography 2

The Enlightenment. Global History & Geography 2 The Enlightenment Global History & Geography 2 What was it? A time period when philosophers examined the relationship between humans and their government Key ideas: 17 th & 18 th centuries Extension of

More information

Enlightenment Philosophers. Great Ideas. Vocabulary: alter = change. initially = at first. resisted = fought against. Discussion Questions:

Enlightenment Philosophers. Great Ideas. Vocabulary: alter = change. initially = at first. resisted = fought against. Discussion Questions: Great Ideas Vocabulary: alter = change initially = at first resisted = fought against Discussion Questions: 1. Explain the two sentences at the top of the political cartoon. 2. What is the message of this

More information

John Locke (29 August, October, 1704)

John Locke (29 August, October, 1704) John Locke (29 August, 1632 28 October, 1704) John Locke was English philosopher and politician. He was born in Somerset in the UK in 1632. His father had enlisted in the parliamentary army during the

More information

The Enlightenment Origins of the United States Government

The Enlightenment Origins of the United States Government The Enlightenment Origins of the United States Government Origins of Government Force Theory: superior strength Evolutionary Theory: family structure Divine Right Theory: royal birth Social Contract Theory:

More information

III. The Historical Anchor Facts of the Modern European Union. A. 476 AD: The Beginning of the Europe of Nations

III. The Historical Anchor Facts of the Modern European Union. A. 476 AD: The Beginning of the Europe of Nations www.historyatourhouse.com III. The Historical Anchor Facts of the Modern European Union A. 476 AD: The Beginning of the Europe of Nations 1. The European Union of 1993 is an attempt to solve a historical

More information

The Enlightenment and Democratic Revolutions MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

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 ideas helped bring about the American and French revolutions. These revolutions and the

More information

Announcements: 1: Welcome back! 2: New Bell Ringer procedure! 3: ACP Results!

Announcements: 1: Welcome back! 2: New Bell Ringer procedure! 3: ACP Results! Announcements: 1: Welcome back! 2: New Bell Ringer procedure! 3: ACP Results! Materials: 1: Spiral/blank sheet of paper 2: Enlightenment Graphic Organizer 3: One partner Bell Ringer: January (9), 2018

More information

Social Studies World History Unit 07: Political Revolutions,

Social Studies World History Unit 07: Political Revolutions, Social Studies World History Unit 07: Political Revolutions, 1750 1914 2012 2013 1 Use the graphic organizer and your knowledge of social studies to answer the following question. All of the following

More information