Day 3
Thomas Hobbes, Leviathan
excerpted from the online resource at:
http://oregonstate.edu/instruct/phl302/texts/hobbes/leviathan-contents.html
Group 5:
Please prepare a short biographical presentation on
Hobbes (5 minutes) then prepare to teach the following chapters of Leviathan,
considering the topics listed on the Enlightenment
Chart. Please submit reading questions during the class before your
teaching day.
• Thomas
Hobbes, Leviathan, Introduction
• Thomas Hobbes, Leviathan,
Ch. 13
Day 4
Mr. Meyers will present:
Please consider the topics listed on the Enlightenment
Chart. Fill it in as your read, and add topics if necessary. Please
read a head and consult with your group for your upcoming teaching day.Please
submit reading questions during the class before your teaching day.
•Thomas
Hobbes, Leviathan, Ch. 14
•Thomas Hobbes, Leviathan,
Ch. 15
•Thomas Hobbes, Leviathan,
Ch. 17
Day 5
Group 1:
Please prepare to teach the following chapters of Leviathan,
considering the topics listed on the Enlightenment
Chart. Please submit reading questions during the class before your
teaching day.
Reading questions for C-Band:
• According to Hobbes, what are the only causes
of war?
• How does Hobbes' state of war differ from the current day understanding
of war?
• What are the only forms of government according to HObbes?
• What is the social contract/covenant specifically? How does
it get its strenght?
• To what extent can citizens effect their government?
• Why can't people rebel?
• What does Hobbes mean by saying humans are "in the condition
of war?"
• How does a covenant with God affect a covernant with one's sovereign?
How does Hobbes justify his answer?
• What are the major rights and responsibilites of the sovereign?
How does these differ/resemble our own executive branch's power?
Reading questions for F-Band
• What is the nature of the covenant between
the people and the sovereign?
• Is there a right to revolution?
• What powers does the sovereign have?
• Can you relate this stuff to Machiavelli? What connections can
you draw?
• What are the different kinds of commonwealths? Which does Hobbes
prefer?
•Thomas Hobbes,
Leviathan, Ch. 18
•Thomas Hobbes,
Leviathan, Ch. 19
Day 6
Group 2:
Please prepare to teach the following chapters of Leviathan,
considering the topics listed on the Enlightenment
Chart. Please submit reading questions during the class before your
teaching day.
Reading questions for
F-Band, from your pals in Group 2:
1. What is Hobbes's main point about civil liberties
versus the security of the Commonwealth?
2. How would Hobbes view the Patriot Act—would he agree
with the arguments of the ACLU?
Note: If you would like to find out more about the Patriot Act,
go aclu website at www.aclu.org
3. Does liberty in a state of nature exist? If so, what is the difference
between liberty in a state of nature, and liberty under a sovereignty?
4 . Hobbes defines liberty as "the absence of opposition...external
impediments of motion" Do you believe that the subjects of the
Commonwealth truly have freedom? Why or why not?
5. What is Hobbes' view of 'classical liberty?'
6. How would Machiavelli react to this?
7. How would Hobbes define liberty?
8. Does the sovereign have the right to take away his subjects civil
liberties? If so, do the subjects have the right to rebel?
Assignment for C-Band,
from your pals in Group 2:
Please print out the night's reading and use it (and
your previous readings) to fill out the "Hobbes" column on
the Enlightenment Chart. Underline
quotes from the reading as examples that guided what you wrote.
Questions:
Based on all the chapters you have read in the Leviathan, please write
a brief summary of Hobbesí philosophy on:
1. State of nature and natural law
2. Origin and nature of civil society
3. The best form of government (include menís right to [or not
to] revolt)
Also consider the title of chapter XXI (Of the liberty of the subjects)
Does Hobbes use these different categories to justify the idea of manís
liberties?
•Thomas Hobbes, Leviathan,
Ch. 21
Day 7
Locke Second Treatise on Government or An
Essay concerning the true original, extent and end of civil Government,
1690
Group 3:
Please prepare to teach the following chapters of the
Second Treatise, considering the topics listed on the Enlightenment
Chart. Please submit reading questions during the class before your
teaching day. Please also prepare a biographical handout on Locke.
Reading questions for
C-Band:
1) What is Locke's perception of the state of nature?
Is his outlook positive or negative? How does it compare to that of
Hobbes?
2) How does he view government in relation to the state of nature?
3) What role does reason play in human interaction? Is it separate
from basic human nature?
4) Why does he discuss the structure of individual families? What is
the relevance?
5) What right(s) do people give up when they enter into a civil society?
6) What is his perception of the ultimate goal of government? How does
it compare to Hobbes'?
7) Why does he loathe absolute monarchies? Why does Locke's opinion
of monarchies differ so greatly from that of Hobbes?
Overarching Question: Should government be an outgrowth of the state
of nature, or should the role government be to suppress the basic instincts
and inclinations of human nature? (Please refer to both Locke and Hobbes)
For background on the Glorious Revolution, please go
to The Glorious Revolution
Web
Locke, CHAPTER
II, Of the State of Nature
For the full text of Locke's Second Treatise, you may
go to: http://odur.let.rug.nl/~usa/D/1651-1700/locke/ECCG/governxx.htm
Day 8 (two days)
Locke Second Treatise on Government or An
Essay concerning the true original, extent and end of civil Government
, 1690 (and Voltaire)
Group 4:
Please prepare to teach the following chapter of the
Second Treatise, and the life and work of Voltaire, considering
the topics listed on the Enlightenment
Chart. What might Voltaire's discussion tell us of the differences
between the English and French Enlightenment? Please submit reading
questions during the class before your teaching day.
F-Band questions on Locke:
1. What
is Lockes viw on the absolute monarchy?
2. In what ways is a civil society disturbed by a absolute monarchy?
F-Band questions on Voltaire:
1. How does Voltaire analysis of Locke give one a better understanding
of Locke.
2. Voltaire starts by describing well known philosophers and then implies
to the reader that these philosophers were wrong. Why does he do this.
How does it add to his analysis of Locke. What does it tell us about
Voltaire himself. (refer to the time line I'm sending you)
3. Why does Voltaire focus only on Locke's ideas about the soul.
Bring in the Voltaire timeline
C-Band questions:
LOCKE
1. What does Locke believe is the motivation to give up natural rights
in order to join a civil society?
2. What is the chief end of creating Civil society?
3. What is the Responsibility of Civil Society?
4. What rights are men born with (two main ones)? (section 87)
5. What does Locke think about absolute monarchies? (90)
6. Locke says that man has "obligations" of necessity, convenience,
and inclination that make him either join society, or combine with others
to make a society. What are these obligations? Why is it necessary or
convenient for man to be a part of a society? How does this compare
to the ideologies proposed by
the 19th century transcendentalists such as Thoreau and Emerson?
7. What is this "inclination" that man has to be part of a
society? Where or how does it come about?
8. What is the analogy given by Locke on the way a family functions
(i.e. role
of mother, father, children)? How do humans fit in?
9. What is different about this human society (the family) from animals?
VOLTAIRE
1.What does Voltaire think about the theories of others on the immortality
of the soul?
2.What does he think about Locke’s theory on it?
3. What is Voltaire’s own theory on it?
4. Does Voltaire believe in nature or nurture?
5. Judging only by the reading, what would it seem Voltaire’s
preferred religion is?
6. How do Voltaire’s style of writing (sarcasm) and his style
of presentation (writing on Locke) help us to understand better his
beliefs?
Locke,
CHAPTER VII, Of Political of Civil Society
Locke,
Chapter 9. Of the Ends of Political Society and Government
Voltaire, On
John Locke, from Letters on the English or Lettres Philosophiques, c.
1778
Day 9
Locke Second Treatise on Government or An
Essay concerning the true original, extent and end of civil Government
, 1690
Group 5:
Please prepare to teach the following texts from Locke
and that draw upon the writings of Locke, considering
the topics listed on the Enlightenment
Chart. Please submit reading questions during the class before your
teaching day.
Locke,
CHAPTER XIX, Of the Dissolution of Government
One of the following, according to your team affiliation.
F-band: Be prepared to play "Locke and Key" by finding the
specific Lockean sources for the text you are assigned:
Group 1 "Team Locke":English
Bill of Rights 1689
Group 2 "Team Jefferson":American
Declaration of Independence, 1776
Group 3 "Team Madison":American
Bill of Rights, 1789
Group 4 "Team Rousseau":Declaration
of the Rights of Man and Citizen, 1789
all: Mystery Text
Day 10
Rousseau, Social Contract, 1762
Group 1:
Please prepare to teach the following texts of the
Rousseau, considering the topics listed on the Enlightenment
Chart. Please submit reading questions during the class before your
teaching day.
Rousseau, Social Contract, Book I. Group 1,
choose from the following and assign by team (ie, assign a reasonable
one-night's reading to Group 2, Group 3, Group 4, Group 5)
Rousseau, On
Savage and Civilized Man, 1754
Rousseau,
Social Contract, Book I, 1762
For reference: the entire text of The
Social Contract
Day 11
Rousseau, Social Contract, 1762
Group 2:
Please prepare to teach the following texts of the
Rousseau, considering the topics listed on the Enlightenment
Chart. Please submit reading questions during the class before your
teaching day.
Rousseau, Social Contract, Book II-IV excerpts.
Group 2, choose from the following and assign by team (ie, assign a
reasonable one-night's reading to Group 1, Group 3, Group 4, Group 5)
Book II:
Chapter 4
The Limits of the Sovereign Power
Chapter 8
The People
Book III:
Chapter
1 Government in General
Chapter 4
Democracy
Chapter 5
Aristocracy
Chapter 6
Monarchy
Chapter 18
How to Check the Usurpations of Government
Book IV:
Chapter
8 Civil Religion
Chapter 9
Conclusion
C-Band:
Assignment for group 1:
Book 3 - chs. 3-4, 7-9
Book 2 - ch. 11
Questions:
• What are the different rationales that Rousseau uses to explain
why different forms of government are appropriate for different countries?
•What variables does Rousseau consider?
•According to Rousseau, what is the point of all these different
types of governing?
•How can the American/Western view that Democracy is
the only 'right' type of government be justified?
Assignment for group 3:
4. THE LIMITS OF THE SOVEREIGN POWER
1. GOVERNMENT IN GENERAL
8. THAT ALL FORMS OF GOVERNMENT DO NOT SUIT ALL COUNTRIES
9. THE MARKS OF A GOOD GOVERNMENT
questions:
•Is there a best from of government? If so what is it?
•How does Rousseau define Government? How does it compare to the
Locke, Hobbes...?
Assignment for group 4:
Read book 2 chapter 4
and
book 3 chapters 4 and 18
Assignment for group 5:
Reading: Read Book II cps. 8, 9 & 10 of "The People"
Assignment: Prepare to give a brief summary to the class of Rousseau's
idea of what "the people" are really about. Each group will
meet for about 30 minutes at the beginning of class to discuss the reading
among each other and the prepare to give a short presentation to the
class; (keep in mind everyone is doing different readings)
Thinking Questions:
1. Does Rousseau belive people are good at heart?
2. Does have faith in the people? If so, how does he show this?
3. How does he feel about liberty?
4. How does Rousseau compare to Locke? Hobbes?
F Band
Assignment for Group 1:
Read chapters 4,8 and 9 in book 2 in order to be prepared for Wednesday's
discussion group.
Questions:
1. In the context of Rousseau's "On Social Contract,"
what does government mean?
2. America contradicts many of the rules Rousseau claims are necessary
for a country to be "fit for legislation." Why does
America work?
3. Rousseau claims that deep rooted customs and prejudices can
never be altered. Does America have amnesia?
4. What's Rousseau's "Beef" with the Russians?
Day 12
Play Locke 'n Key game until we slip back into a state of war- Read
all the documents from Day 9 and prepare to find the origins of specific
lines of text in specific lines from Hobbes, Locke and Rousseau.
You may also use other sections of the full Leviathan,
Two
Treatises, and Social
Contract, beyond what we have read, and the US
Constitution
Day 13
Women and the French Revolution
Group 3 (teaching group)
Please begin with a brief description of the French Revolution (a timeline
might help), with an eye toward the question of the role of women (see
Clark, below) and evolving ideas concerning the rights of women. Then
move on to Rousseau, and the implications of the Enlightenment for both
revolution and the reform of women's roles. Think about how these ideas
and events might shape present day ideas about feminism (a handout on
"difference feminism" might help) Please send questions on
these topics to be included below.
Reading:
All:
French Revolution
and Women Timeline
excerpt from the last chapter of Dickens', Tale
of Two Cities (1859) - look for the "knitting women"
Group 1 and 2:
Sullivan pp. 472; 493-504
Jean–Jacques Rousseau,
Emile, 1762 (on educating women)
Group 4 and 5:
Jean Jacques Rousseau, A
Discourse on Political Economy, 1755 (on women, family and
property)
Jenifer D. Clark, Women
in the French Revolution, 1991 (an essay at the Concord Review)
C Band questions:
• What rights were fought for and/or gained during the French
Revolution?
• How were these rights won?
• What role did women play in the movement, and what were their
methods?
• How did the plight of women in France change after the Revolution?
• To what extent were women considered in Enlightenment discussions?
• Do Hobbes, Locke, and Rousseau describe human nature or the
nature of men?
• Does Rousseau believe in equality – or equivalence, if
direct comparison is impossible – between the genders?
• How does Rousseau’s stance on the relevance of the family
in understanding the State differ in his Social Contract and A Discourse
on Political Economy? To what could this difference be attributed?
• Rousseau says in Discourse that the family is not analogous
to the State. Does he explain whether or not women – denied
control in the family unit – have greater influence in the State?
• Given his stance on gender equality/equivalence, are Rousseau’s
ideas about women's education surprising or irrational? Do they
contradict his earlier statements? If so, to what could this contradiction
be attributed?
Day 14
Women and the French Revolution
Group 4
Declaration
of the Rights of Man, 1789
Marquise
de Condorcet, On Giving Women the Right of Citizenship, 1790
Olympe
de Gouge, Declaration of the Rights of Women, 1791
Day 15 and 16
Women's Rights and Feminism(s)- The Enlightenment Legacy
Mr. Meyers
Question:
How are the tensions and contradictions within contemporary feminism
("N.O.W./Second-Wave" vs. "Difference" vs. "Do-Me"
feminism, etc.) grounded in tensions and contradictions within Enlightenment
debates over women's rights? Where do you see the arguments of Rousseau,
Condorcet, de Gouge and Wollstonecraft today?
only for reference:
Wollstonecraft
Timeline
Short
Wollstonecraft Bio
American
Suffragism Timeline
US
Since 1940 Documents on Modern Feminism
Read:
Mary Wollstonecraft, A Vindication
of the Rights of Woman, 1792 (Please read the Introduction
or Chapter V, Section I - on Rousseau)
The
Declaration of Sentiments, Seneca Falls Conference, 1848
Katha Pollitt, "Marooned
on Gilligan's Island: Are Women Morally Superior to Men?" The
Nation (28 December, 1992)
Feminism DBQ
Feminism Timeline
