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An Overview of Montesquieu 1689 - 1755 | ||||||||||
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Montesquieu on the Fall of Rome | ||||||||||
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The Dialectic | ||||||||||
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Montesquieu's Analysis of Various Forms of Government | ||||||||||
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Montesquieu on the Development of the Scientific Method | ||||||||||
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An Overview of Hobbes 1588 - 1679 | ||||||||||
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An Overview of Rousseau 1712 - 1778 | ||||||||||
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Discourse on Inquality | ||||||||||
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The Social Contract | ||||||||||
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Emile & Sophy |
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- Project: Comparing Revolutions |
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Monte went beyond the examination of the Fall of Roman civilization in that he sought to explain the rise, development, & fall | ||||
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Monte believed that social & physical factors interacted to cause the Fall of Rome | ||||
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Monte generalizes & finds that there are cultural & physical cause that affect the rise, maintenance & fall of systems of power & even civilizations | ||||
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For Monte, physical factors such as climate, soil, etc. are limiting factors affecting a society such as Rome | ||||
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Monte believed climate had an important influence on temperament & thus on conduct | ||||
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Social factors were just as important as physical factors in relation to the fall of Rome | ||||
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Monte saw both the interdependence of institutions & dialectical relationships | ||||
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Roman institutions are seen as functionally interdependent |
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Rome was a military society & thus it's social structures of peers, family, govt, econ, etc. were dominated by the military social structure | |||||
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Roman institutions are seen as dialectical because their final collapse is seen as a consequence of their initial success |
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Review: The Dialectic | ||||
The Roman Empire expanded until it's borders spanned the continents of Europe, Asia, & Africa, stretching the military to it's limits | |||||
The prominence of a militaristic society resulted in: | |||||
- the lack of development of ag & the econ in general | |||||
- civil war | |||||
- the ideology of 'live by the sword; die by the sword,' i.e. a dirth of the rule of law & civil dispute resolution | |||||
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- 'the Games' | ||||
- the display of wars' treasure | |||||
- monument building | |||||
- the glorification of the elite | |||||
- the pacification of the non military sectors of society | |||||
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Tensions w/in Roman society could not be overcome because they were inherent in the military society | ||||
The antithesis of Roman militaristic society, was it's collapse, & the development of civilization in the late Middle Ages, i.e. the Renaissance Period & later, was the new synthesis |
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- Project: Monte's Forms of Govt & Your Design |
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Monte believed that there are SIX Forms of Government, including the: |
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a. savage
b. barbarous c. republican democratic d. aristocratic democratic e. monarchical f. despotic |
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There are direct relationships between political systems & other social & nonsocial conditions |
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a. The savage form of govt
- has a small population - holds land in common |
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- has conduct regulated by customs, not laws | |||||
- usually forms in a society of hunters in small, non sedentary societies, which would be viewed this as a hunter gatherer society in today's classification | |||||
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b. The barbarous form of govt
- has a small population - holds land in common |
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- has conduct regulated by customs, not laws | |||||
- is sedentary in that the people reside at one locale & raise cattle & grow crops which would be viewed as an early agricultural society of the pre-empire era | |||||
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c. The republican form of govt:
- exists when all people have power - has restrictions on accumulation of wealth & power |
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- is democratic Note: Monte is ignoring the non citizens | |||||
- is generally a small nation such as seen in the Greek & Italian city states of Athens, Sparta, & early Rome | |||||
- exists when all citizens are equal, & there is social homogeneity | |||||
- might become an aristocracy if there is a loss of social equality or an accumulation of wealth & power | |||||
- has conditions of general solidarity prevailing among the population | |||||
- has the condition where virtue is the spirit of society | |||||
In the republican form of govt, virtue is viewed as what might be called "the common good" or "rational" | |||||
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d. The aristocratic form of govt
- has on a few people w/ power - has virtue as the spirit of society |
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- is generally seen in medium sized nations | |||||
- is democratic, but an even narrower demo than the Republic | |||||
In the aristocratic form of govt, virtue is viewed as what might be called "the common good" or "rational" as determined by the few people w/ power | |||||
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e. The monarchical form of govt
- is generally seen in large nations |
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- is more likely to have the emergence of social classes | |||||
- is more likely to have a complex division of labor | |||||
- has the maximum level of political freedom as compared to other forms of govt | |||||
- has a system of checks & limits to the power based on classes of the monarch & other citizens | |||||
Under the system of checks & limits to power, individuals & groups now disregard the general welfare in favor of personal & class interests. | |||||
The system of checks & limits to power anticipate the utilitarian doctrine which holds that what is good for the individual is good for society | |||||
Utilitarianism holds that many small good acts add up to the benefit for society | |||||
- has honor as the spirit of society | |||||
Thus the "common good" is replaced by "individualism" as seen in the famous quote 'What is good for Ford is good for the nation' | |||||
Examples of monarchical forms of govt existed in the early Greek, Latin, & German states | |||||
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f. The despotic form of govt
- is generally seen in large nations - has power primarily in the tyrant. - has fear as the spirit of society |
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- is likely to form when checks & balances fail | |||||
- is likely to form when one group or person becomes so powerful that they can rule the society | |||||
Examples of despotic forms of govt existed in the early Oriental nations of China, Japan. & others | |||||
The Contingency Theory of Society | |||||
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Monte developed the roots of "contingency theory of society" |
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For Monte, the contingency theory of society holds that no single govt is universally appropriate for all societies & different kinds of govt were appropriate for people who live in different parts of the world | |||||
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In support of the contingency theory of society, Monte found |
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- free govt. exists more frequently in nations in the northern hemisphere while despotism exists more frequently in the nations in the southern hemisphere | |||||
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- that the contingencies of each society make a different form of govt appropriate |
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- that there are + & - features of each form of govt | |||||
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Monte saw his task as to determine what features of a society fit a particular form of govt |
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Monte anticipates several branches of sociology: |
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What held one type of society together was different from what held another type together |
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In relation to Monte's contingency theory of society position that societies are held together by different social forces, | |||||
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- Durkheim found mechanical solidarity holds traditional societies together & organic solidarity holds modern societies together |
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- Weber found that charismatic, traditional & rational societies all have different social forces operating |
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- Marx found that ancient, feudal, capitalist, socialist, communist societies went through historical, dialectical processes which transformed the social forces predominating in each |
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- Project: Hobbes Debates Rousseau |
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Summary:
The heuristic device of natural people allowed R to understand culture. One of the 1st to systematically address inequality He saw classes in society as having a big influence Inequality lead to strife & war He saw the possibility of change |
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Rousseau was French, & the most imp philosopher of the Age of Reason |
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R's work was perhaps most important for the Fr Revolution of 1789, even though those revolutionaries ignored many parts of his work | |||||
Rousseau believed that it was inequality that caused conflict, as opposed Hobbes who believed equality caused conflict |
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Rousseau was one of the first to systematically address inequality, ultimately finding that inequality lead to strife & war | |||||
In his analysis of inequality, R saw that classes in society have a big influence in all spheres of life | |||||
R's analysis was unique because he saw the possibility of change as opposed to the traditional view that humanity was in a permanent state of being | |||||
While it is widely understood today that inequality leads to strife & war, in the 1700s, inequality was considered not only natural but good |
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As is still the case today w/ many people, "Gettin' above yer upbringin'" was not only wrong, but against the social order & would lead to chaos & anarchy & was therefore against god's will, i.e. was immoral | |||||
Rousseau asked:
What experiments are need to discover the natural person & natural society? How can we create the positive characteristics of the natural society this w/in society today? |
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Rousseau believed we could discover the characteristics of the natural person & the natural society through FIVE methods, including the: |
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a. observation of animals | |||||
b. study of primitive people, recognizing that they have acquired some social attributes | |||||
c. use logic or thought experiments to remove all social attributes, such as language | |||||
By stripping away social qualities, we also strip away our biases & ideology, so it is more possible to arrive at truth | |||||
d. examination of feral children?? | |||||
e. compilation of common characteristics of various natural people & societies?? | |||||
For Rousseau, there are two realms: the natural & social |
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Currently there is a big gap between the natural & social realms, but this could be reconciled | |||||
To reconcile the natural & social realms, we must understand the dual nature of people, or each person, in that we each embody the natural person & the social person |
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Rousseau's state of nature is a hypothetical construct by which people are stripped of social & cultural aspects |
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This heuristic device of natural people allowed Rousseau to understand culture | |||||
The “natural person” is divested of what she/he has acquired in society: living in isolation |
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The natural person does not have cruel & warlike tendencies because these are characteristics acquired in society |
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People should need only what is found in immediate physical env |
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Natural people have only sensations; no knowledge / language |
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Rousseau accepted Condillac’s view that knowledge, as we understand it, is impossible without language |
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Therefore a person in nature has neither language nor knowledge |
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Rousseau thought the basic human needs were only food, a mate, rest, shelter, clothing |
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R believed that humanity had no natural war-like tendencies, rather these tendencies were created by inequality in society | |||||
Surprisingly, R did not postulate any need for knowledge or language | |||||
For R, the natural person cannot conceive of the future |
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Harmony is achieved between our internal nature & external nature through the satisfaction of all needs | |||||
In the state of nature, conditions for discord are wholly lacking | |||||
Therefore, the relation among humans is not a state of war, the natural relation among humans is a state of peace | |||||
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For R, people, by their very nature, are good & it is society that causes corruption & vice | ||||
In a state of nature, the individual is characterized by healthy self love | |||||
Our natural self love is accompanied by a natural compassion | |||||
In society, natural self love becomes corrupted into a venal pride | |||||
Venal pride seeks only the good opinion o others & in so doing, causes the individual to lose touch w/ his or her true nature | |||||
For R, the loss of one's true nature ends in a loss of freedom | |||||
Rousseau:: Hobbes, Freud, Marx, Feuerbach | |||||
Rousseau believed that Hobbes had given his “natural people” social qualities | |||||
Freud agrees w/ R in that there is an irremediable antagonism between our natural & social nature | |||||
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Marx also had theories about the natural state of society: species being, which are complementary to Rousseau's position | ||||
Marx & Rousseau agree that inequality causes strife & war | |||||
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Feuerbach agrees w/ R that the best social system is that which allows people to realize their full potential | ||||
Rousseau influenced both philosophy & literature | |||||
R foreshadowed the Romantic movement (mid- 1700s to mid 1800) by his valuation of feeling in contrast to the Age of Reason's emphasis on rationality | |||||
R valued feeling at least as much as reason | |||||
R's utilization of feeling & reason can be seen in his living life based as much on impulse & spontaneity as self discipline | |||||
He popularized descriptions of nature | |||||
Confessions popularized intimate autobiographies | |||||
Education was primarily discussed in his work Confessions | |||||
The Romantic Movement began w/ Rousseau & Hume, was later developed by Kant | |||||
While R was an Enlightenment thinker, he was considered unconventional in his methods his "romantic" version of "natural people" | |||||
R did not organize society around abstract principles, rather he relied
on the development of the:
- inner moral will - conscience - convictions |
Theorist Jean-Jacques Rousseau 1712 - 1778 Early Life Born in Geneva, in what is now Switz His family was Fr, Protestant with a 200 yr heritage R's mother died in child birth: raised by a quarrelsome father Father was a watchmaker R received little formal ed 1722: father fled Geneva as a result of a fight R's uncle then raised him 1728, 15 years old, R ran away & became a wanderer, failing at many jobs. Was attracted to music & could not decide on music or lit Converted to Catholicism |
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Mid life R settled down w/ older woman, Madame de Warens Autobiography: Confessions, describes his happiness But he left in 1740 (28 years old) 1741: entered Paris. Tried to make it in music: developed a new style of notation Started to associate with the Philosophes They sponsored him as sec to Fr Ambassador in Venice 1749: (37 years old) turning point in his life: Entered a contest sponsored by the Fr Academy: Was revival of activity in sciences & arts contributing to moral purification? R realized he opposed existing order & decided to work for change. R submits his essay & won prize & fame he so long desired |
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Later Life When R converted to Catholicism, he lost his citizenship Converted back to Protestantism & regained citizenship 1757: quarreled with Fr philosophes He was feeling personally attacked R wrote beautiful essays, poetry, plays, music, on botany
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No, We were not isolated We had language Yes, We were relatively more peaceful & harmonious compared to modern society There was a high level of equality |
Was Rousseau right about the origin of inequality? Yes, as far as we can tell But we have no society w/o the accumulation of wealth, private prop inheritance Rousseau also seems to be correct on the Origin of the State:
So we cannot be positive
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In the Discourse on Inequality, for Rousseau, many events created the
origin of society, including
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For Rousseau, the ideal state has a balance btwn human needs & available resources |
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Rousseau believes that people are perfectible, but only w/in a society |
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The unity of society is a function of mutual need, coercion, & least often, reason |
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Durkheim says that society is held together by organic solidarity which is a form of mutual need structured in the division of labor | |||||
In a society of unequals, people's varieties of needs are asymmetrical | |||||
Freedom & happiness are dependent on understanding the social laws of nature |
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Because of our limited perspectives & insufficient knowledge, we err | |||||
We act contrary to our nature by establishing a social order that violates natural laws | |||||
Rousseau's objective is to find the social order most in sync w/ natural laws |
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The present social contract is based on the tacit agreement that: 'You need me because I am rich & you are poor. I will permit you to serve me under the conditions that I give you. What little you still have, I will take for the trouble of leading / protecting you' |
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This contract is coercive & today we also understand that contracts btwn unequals are a special class of contract which requires that to be fair, the weak deserve special protections | |||||
If authority is to have moral value, one must freely submit to the general will |
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Social unity must be founded on liberty which is an active submission to the general will | |||||
Today people are not united by reason in liberty | |||||
Today people are divided by inequality & held together by force thus creating a system which is contrary to our nature | |||||
The unnatural inequalities such as inheritance soon acquire stability & legitimacy | |||||
If in natural society a state of equality is possible, then modern society in a state of equality is possible |
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For R, there no inherent conflict btwn natural existence & society & furthermore, the grandeur of society far outweighs its evils | |||||
Rousseau did not propose going back to a state of nature, but rather develop a society where all were protected by state |
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Rousseau's concept of a social contract is fundamental to social & political theory |
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A social contract is made up of unstated reciprocal obligations btwn people & govt | |||||
The social contract is where one gains an equivalent right for every right given up | |||||
Hobbes, Locke, & Grotius viewed society as a contract which established the state by subjugation of its members |
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Rousseau proposes freedom & equality: even popular sovereignty |
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Rousseau advocated a govt controlled by the people |
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Many wrongly interpreted Rousseau as advocating subordination of individuals to the general will | |||||
Individuals must not subordinate themselves, but assent only to obligations that each believes to be valid & necessary | |||||
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A just society replaces the individual's natural freedom of will w/ the general will |
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A society based on the general will is based on a social contract by which each person alienates all of his or her natural rights to create a corporate person, the sovereign, who is the repository of the general will |
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The person never looses freedom, but rediscovers it in the general will |
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The general will acts always for the good of society as a whole |
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INEQUALITY | |||||
Rousseau believes that some inequality is normal |
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Rousseau was not a total equalitarian & he believed that inequity in property ownership is unavoidable | |||||
The inequity of property ownership only became a problem when it endangered the moral equality of the citizens, that is, if one class becomes instruments for another | |||||
For R, the solution to a level of property inequality which endangered the moral equality of the citizens was to place limits on inheritance of wealth | |||||
Limiting inheritance of wealth has periodically been a popular, modern political idea & thus in the US there has always been some inheritance tax on multimillionaires | |||||
Today, w/ the rise of the Reagan Republicans, there has been a reduction in inheritance taxes & serious talk about eliminating it | |||||
Govt, for Rousseau, functions to protect rights |
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Citizens loose some rights & gain the assurance of protection by society against powerful individuals & groups | |||||
Each citizen is a member of a society of equals under the law | |||||
There is a difference between subjugation of an individual & subjection to a community | |||||
Compromises are needed in the social contract & they are accomplished through representative democracy |
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It is nearly impossible to have democracy, other than in a small community | |||||
We need representatives & the delegation of powers | |||||
Govt is a threat to freedom & yet is indispensable | |||||
R believed that aristocracy may be the best form of govt | |||||
For R, the aristocratic form of govt is a compromise between democracy & monarchy | |||||
The aristocratic form of govt is composed of a minority based on age & experience | |||||
See Also: Montesquieu on the Forms of Govt | |||||
For free society to succeed, Rousseau believed the nation must be the right age | |||||
For R, if the society is too old, it is likely to be inflexible, while if the society is too young, it is likely to be undisciplined | |||||
For free society to succeed, Rousseau believed the nation must be the right size | |||||
For R, if the society is too large, it is likely to lack homogeneity, while if the society is too small, it may not be able to maintain itself | |||||
Rousseau favors a small society based on model of ancient city state or Geneva Republic | |||||
A society may be dependent on a charismatic figure to unite it | |||||
For Rousseau, the best society has THREE qualities, including
- a simple, agricultural society in which desires could be limited, - the control of sexual & egotistical drives, - & energies directed toward community life |
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Many social institutions are necessary for participatory democracy | |||||
Any form of govt could be legitimate if people gave their consent willingly | |||||
All forms of govt would decline & could be restrained only through control of moral standards & the elimination of special interest groups | |||||
Rousseau wrote, The New Heloise in 1761, as both a romantic novel & a criticism of the false codes of morality | |||||
For R, while society corrupts human nature, it also represents the possibility of its perfection in morality | |||||
Human interaction requires the transformation of natural freedom into moral freedom | |||||
The trans from nat freedom to moral freedom is based on reason & provides the foundation for a theory of political right |
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- Project: Emile & Sophy: Raising Our Young |
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In relation to Emile & Sophy, Rousseau asks, 'Should education be different for men & women? Why?' |
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While education was important for Rousseau, it was not emphasized in any of his works except Confessions | |||||
Many of R's opinions on the ed of men & women are sexist & wrong, therefore the task is to determine to what extent men & women should be educated differently, i.e. engage in educational gender segregation,, & to what extent ed gender seg is sexist | |||||
R believes that the natural differences btwn the sexes requires that they be educated differently & separately |
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Mary Wollstonecraft opposed R's view of educational gender segregation & supported co-education | |||||
For R, since a child's earliest education is most important, it is undoubtedly women's work | |||||
God would have had men breast feed, if child rearing & education were for them | |||||
Instead of developing natural gifts, children & adults are to be subject to control, constraint, & compulsion | |||||
Rousseau believes that we are imprisoned by institutions |
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In addition to class based inequality, another origin of institution of control is the refusal of mothers to fulfill 1st duty to nurse their own children, entrusting them to nannies who swaddle |
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Upper class women ceased performing the main duties of motherhood | |||||
Child can learn from & will be better educated by a sensible though ignorant father than by the cleverest stranger |
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FIRST PHASE OF BOYS' ED | |||||
Emile's education consists of a daily bath, fresh air, heat & cold, loose clothes to encourage his ability to learn to distinguish btwn pain from things or individuals |
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SECOND PHASE OF BOYS' ED |
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People should be educated through a process of gaining wisdom through experience & striving for liberty | |||||
Children need to learns two types of dependence, including the dependence
on:
- things, which is the work of nature - people, which is the work of society |
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Dependence on things does no injury to liberty, etc. | |||||
Today many environmentalists & social critics would argue that peoples' dependence on things has become pathological for individuals as well as our society as a whole because materialism requires so many resources & because material objects now have the ability to isolate people from others | |||||
Dependence on people results in vices, e.g., master & slave relationships | |||||
The words 'command & obey' will not be in the child's vocabulary |
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The only lesson for a child in the second stage is to never hurt anybody |
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Other lessons for a young child includes rigorous exercise, & exposure to that which he fears |
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The taste for meat is unnatural | |||||
THIRD ED PHASE: PUBERTY |
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The child is ready to transform sensations into ideas | |||||
In all education, stay within immediate env: learn geography about local conditions. |
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All work is judged in terms of benefit for humanity: |
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Emile learns to respect shoemaker more than jeweler
He learns about interdependence of humans |
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Emile must learn work appropriate for his age & sex: |
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R believes that no man ever wanted effeminate indoor work: e.g., tailoring | |||||
R believes that repetitive, unskilled work is not appropriate | |||||
The first seeds of humanity must be sown in adolescent male's heart, otherwise he might become addicted to women & debauchery |
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Emile understands pain because has experienced pain & striving |
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Emile learns to put no trust in good health | |||||
The rich's ills are largely of their own making | |||||
The poor's come from external hardships that fate has imposed. Emile sees that all people have intelligence, rich & poor alike | |||||
Now he is ready to learn religion | |||||
SOPHY'S ED | |||||
For R, man is master, but is dependent on women | |||||
Woman has power of stimulating man's passions in excess of Man's power of satisfying them & is thus dependent on her good will & compelled to please her | |||||
Woman is reminded of her sex & her special functions by her biological
makeup.
[ Men aren't?] |
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The inequality in life is not of Man's doing | |||||
Men & Women are co-dependent | |||||
If men & women are different, their education must be different | |||||
R's segregated gender ed mvmt is still alive today, though the vast majority of people in the West are co educated | |||||
Woman is to be Man's helpmate, not handmaid | |||||
The training of body comes before the training of mind | |||||
Women should be taught nurturing & women's work | |||||
They don't like things that appeal to men, such as reading | |||||
Women should be kept busy at sexually appropriate tasks & taught restraint | |||||
While Women have less of a capacity for abstract thinking, they are a good judge of men | |||||
Women should dress simply but elegantly | |||||
In both sexes, Rousseau sees those who think & those who do not & this difference is caused by education |
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