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Enlightenment Ideals

Enlightenment Ideals. Social Studies for 9 th E.G.B. Teacher: Mauricio Torres. Pens to Inspire Revolution.

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Enlightenment Ideals

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  1. Enlightenment Ideals Social Studies for 9th E.G.B. Teacher: Mauricio Torres

  2. Pens to Inspire Revolution “No man has received from nature the right to give orders to others. Freedom is a gift from heaven, and every individual of the same species has the right to enjoy it as soon as he is in enjoyment of his reason” -Denis Diderot

  3. The Age of Reason • By the early 1700s, European thinkers felt that nothing was beyond the reach of the human mind. • The Scientific Revolution of that time, led to the Enlightenment. • These philosophers believed that natural law could help explain aspects of humanity.

  4. Thinkers • Thomas Hobbes: social contract in which people give power to the government for an organized society. • John Locke: natural rights – life, liberty and property. • Montesquieu: separation of powers; checks and balances. • Voltaire: defended freedom of speech. • Rousseau: social contract (general will for true liberty). • Adam Smith: free market.

  5. Enlightenment Ideals • 1. Human autonomyisthemeans and end of Enlightenment • 2. Theimportance of reasona. Freedommeansbeingabletothinkrationallyforyourself. b. Reasonwill lead ustothetruth. • 3. Enlightenmentis universalAllhumans are equalbynature. • 4. ProgressHuman historyisthestory of progress in the human condition.  • 5. SecularismReligion and politicsshould be separated. One’smethod of worshipshould be a privatematter. • 6. Thecentrality of economicstopoliticsA society’swell-beingdependsonhowitseconomyisstructured. • 7. The ideal of popular governmentPeople are capable of rulingthemselves. Thearistocracyisnottheonlyclassthatdeservedto rule.

  6. “Give me liberty, or give me… Death!” - Thomas Paine

  7. Word of Revolution • Word of revolution spread throughout the world. The American Revolution had a great impact on other parts of the world because it established the first government with all powers based on the consent of the people. • It inspired revolutions in France, Hispaniola Island and Latin America. • The American Revolution, in turn was inspired by the Enlightenment.

  8. Class Debate • Discuss Locke’s and Hobbes’ ideas. • One was said to have a negative attitude and the other one more optimistic persona.

  9. Calvin & Hobbes • Do some research and find out the origin of the comic strip called Calvin & Hobbes. • Why were they called like that? • Draw a cartoon on your own, and name him after one the thinkers of the enlightenment. Give him some attributes that will reflect his ideals!

  10. Thomas Hobbes (1588-1679) • Education:University of Oxford, England. • Early Life: • Hobbes was born in England. He did much traveling through France and Italy. During his travels, he met the astronomer Galileo and the French philosopher René Descartes. Hobbes was worried about being arrested by the government of England because of his beliefs, so he moved to France for eleven years. He worked as a scientist, philosopher, and math tutor. • Beliefs: • Hobbes is known as one of Thomas Hobbes (1588-1679) • Education:University of Oxford, England. • Early Life: • Hobbes was born in England. He did much traveling through France and Italy. During his travels, he met the astronomer Galileo and the French philosopher René Descartes. Hobbes was worried about being arrested by the government of England because of his beliefs, so he moved to France for eleven years. He worked as a scientist, philosopher, and math tutor. • Beliefs: • Hobbes is known as one of the first modern Western thinkers. He believed that religion should be separate from poliics. He supported a strong government based on reason. Hobbes also tried to separate knowledge from faith, which eventually got him into trouble with the British Parliament. He was the first philosopher to emphasize reason instead of religious faith. Hobbes’ major belief was that all people are fearful and predatory (greedy). As a result, they must submit to the absolute power of the state. By allowing the state to have absolute power, the people would live by reason and gain lasting preservation.

  11. Bibliography • North Arizona University. (n.d.). Core Ideals of the Enlightenment. Retrieved May 22, 2012, from Northern Arizona University's Web Server JAN: http://jan.ucc.nau.edu/~jo52/POS254/Enlideals.html. • Ellis, E. G., & Esler, A. (2009). World History. (P. Hall, Ed.) Upper Saddle River, New Jersey, US: Pearson Education INC. • Images taken from Google.com

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