...John Locke's contributions in Philosophy and political views are followed and practiced even to this day. Locke’s ideas influenced religion, economics, political change, theories of knowledge and the human understanding that led to governmental and social improvements. John Locke believed in political reform. John Locke is one of the most influential authors and political philosophers in history. His ideas and views have influenced such momentous commodity such as the American constitution. Many of Locke’s ideas were used in the creation of the United States Constitution. John Locke was a British philosopher and medical researcher. Locke was born to Agnes Keene and John Locke on August 29, 1632, in Somerset, England. His father was a Puritan lawyer, who served as a Captain during the English civil war. Locke’s schooling began at Westminster School in 1647. He earned the title of King’s Scholar, which prepared him for the next phase of his education at the Christ Church in Oxford in 1652. He studied literature, physical science, medicine, politics, and natural philosophy. In 1656 he continued for his Master of Arts degree. In 1665 at Oxford, Locke encountered Lord Ashley, a notable statesman looking for medical treatment. After a friendship formed, Ashley invited Locke to join him in London as his personal physician. Locke agreed and left for London in 1667, where he lived for the next eight years. This was the beginning of Locke’s deep political interests, which was...
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...Comparison and Contrast Between Two Political Thinkers: Thomas Hobbes and John Locke Abstract The Social Contract theory which dominated the European political thought in the eighteen century has played a very important part in the development of the modern political theory and practice. Being the most important of all the speculative theories, it came into being as a result of reaction against the theory of the Divine Origin. This theory was the first to denounce the influence of the church in the state affairs, provided an explanation for the origin of the state and shows the relationship between those who governs and those who are governed. Thomas Hobbes and John Locke are the chief exponents of the Contract Theory. Both of them have established their thesis from the beginning of human habitation, though their ideas and opinions are quite distinct. Hobbes in his theory has only described one contract where Locke has described two. Thomas Hobbes’ “Leviathan” and John Locke’s “Two Treaties on Civil Government” these books are considered as bibles in the evolution of modern states system. Though there are criticisms and debates regarding the social contract theory, but the modern political theories today have evolved from these contract theories which has no doubt. The aim of this assignment is to compare and contrast between Thomas Hobbes and John Locke and explore their contribution in the development of international relations according to the analysis of their works. Introduction ...
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...years; this essay will focus primarily on the workings of John Locke and Karl Marx. Both being raised in a different time, thus different upbringings have resulted in a difference in their train of thought and philosophical approaches on life. Karl Marx has been forced...
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...Hobbes versus Locke: State of Nature and Legitimacy By David Feinman In the study of political theory and the analysis of the role of the sovereign in western society, Thomas Hobbes and John Locke are two of the most in fluential figures. Their philosophies on the way in which man lived before forming societies have be en the backbone of the discussion of the state of nature and the legitimacy of the sovereign for ma ny centuries. Hobbes, seeing the natural world as a nasty, brutish place of perpetual war, sees the legitim acy of a sovereign as being unquestioned and that of a paternal figure that instills order in a world without law or reason. Locke, in opposition, views the state of nature as a peaceful place where man can enjoy equa lity and liberty, and he believes that a sovereign’s legitimacy comes from the consent of the people whom he serves and protects, and who can remove him from power when he ceases to do so. This essay analy zes the differing opinions on the idea of a state of nature in Hobbes’ Leviathan and Locke’s The Second Treatise of Government , and how those views influenced their ideas on the legitimacy of the sovereign. In terms of the state of nature, Hobbes a nd Locke see two very different worlds. In Leviathan , Hobbes sees the state of nature as a perpetual state of war “where every man is Enemy to every man.” 1 Without “a common Power to keep them all in awe, th ey are in the condition wh ich is...
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...and John Locke expressed in Leviathan and Second Treatise of Government. The paper will show the basic differences between the two philosophers views, is Hobbes' distrust of the people and Locke's relatively greater trust of the people and distrust of the government's power and the likelihood of the abuse of that power. Hobbes' view in Leviathan aims at ensuring civil order, which means for him the absolute power of the government, or the Leviathan, which power the people have given him through the social contract. Locke, on the other hand, keeps much more power in the hands of the people through the legislature, which means, in effect, majority rule. Locke was also deeply concerned with maintaining the rights of the people, especially the right to own property. Locke's political view produces a much more democratic system, while Hobbes' produces a much more authoritarian, if not totalitarian, system. Both Locke and Hobbes start their political analysis with reference to the state of nature. However, their definitions of this state of nature stand in stark contrast to one another. The differences on their perception of the state of nature correspond to the final conclusions of what is important in a civil society. The contrasting perceptions of the state of nature on the part of these two philosophers are crucial, because they use those perceptions as the foundations for the political philosophies which they then construct. The only thing Hobbes agrees with in Locke's teaching...
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...The modern state As Adam Ferguson himself described, natural productions are generally formed by degrees. Vegetables are raised from a tender shoot, and animals from an infant state. The latter, being active, extend together their operations and their powers, and have a progress in what they perform, and have a progress in what they perform as well as in the faculties they acquire. This progress in the case of man is continued to a greater extent than in that of any other animal. Not only the individual advances from infancy to manhood, but the species itself from rudeness to civilization. Given practical form by the new nation states of Western Europe such as France in the late Middle Ages or Prussia in the nineteenth century, the old state system rested on the idea that by concentrating power in a single head or centre, the state itself could be sufficiently controlled and its environment sufficiently managed to achieve self-sufficiency or at least a maximum of self-sufficiency in a world which would inevitably be hostile or at best neutral toward each state's interests and in which alliances would reflect temporary coalitions of interests that should not be expected to last beyond that convergence. The old maxim: "No state has friends, only interests," typified that situation. The first powerful nation-states were monarchies, advocates of the divine right of kings to protect central authority and power. After a series of modern revolutions, first in thought, led by...
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...major theorists of this concept are credited to Thomas Hobbes, John Locke and Jean-Jacques Rousseau. This essay will assess the meaning of the social contract through an analysis of their theories. Hobbes describes his conception of the social contract in his book Leviathan whereby he begins describing an account of men in the state of nature. In this state, men strive for power, are relatively equal and fight for scare resources (Wolff 2006). Therefore, from theses assumption of equality, scarcity and uncertainty, Hobbes theorized the creation of a state, which could ensure peace and security by commanding people (M.Rosen and J.Wolff 1999). That is why the social contract should be a “contract of submission”, which means that the only way to maintain the security is to completely submit to a sovereign authority. This contract is characterised by two fundamental features, which are a complete submission and an absolute power (J.Hampton 2013). Hobbes argues, only a powerful sovereign can maintain social stability: “Without the sword, contracts are only words" (Leviathan 1651). The result of this contract, citizens must give up their individual power right and sovereignty in the hands of a leader who is committed to establish a safety and stability in the society (D.Boucher and P.Kelly 2012). In the same period, Locke outlines a different version of social contract theory in the «Treatise on Civil Government». According to Locke, men have natural rights, which are right to...
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...of conduct? Why and how, law is just? Why and how, law is obligatory? Why and how, law is promulgated by legitimate authority? What is promulgation? Why promulgate law? Who is legitimate authority? Why and how, law is of common observance? Why and how, law is of common benefit? ============================ Introduction to Law Series Part 2.1 - Evolution of the Concept of Law A.) Classical Greek Concept of Law ============================ Side Notes: - Literature is the reflection of reality. -Greek civilization is two things, politics and drama. -Greek drama is two things, tragedy and comedy -Alexander the Great's teacher is Aristotle. -Aristotle's school is the Lyceum. -Aristotle's teacher is Plato. -Plato's school is the Academy. -Plato's teacher is Socrates. -Socrates' teachers are the Sophists. -One of the sophists is Sophocles. -Sophocles is an ancient Greek tragedian (tragedy writer). *For our study, we will look at two of his tragedies, Oedipus the King and Antigone. ============================ Sopholes' Definition of Law Oedipus the King Antigone In the video, it said, "Doing what is right is more important than following the will of a king or a country." Before Sophocles, law is made by God, or simply extra-human. During Sophocles, it is shown the...
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...of conduct? Why and how, law is just? Why and how, law is obligatory? Why and how, law is promulgated by legitimate authority? What is promulgation? Why promulgate law? Who is legitimate authority? Why and how, law is of common observance? Why and how, law is of common benefit? ============================ Introduction to Law Series Part 2.1 - Evolution of the Concept of Law A.) Classical Greek Concept of Law ============================ Side Notes: - Literature is the reflection of reality. -Greek civilization is two things, politics and drama. -Greek drama is two things, tragedy and comedy -Alexander the Great's teacher is Aristotle. -Aristotle's school is the Lyceum. -Aristotle's teacher is Plato. -Plato's school is the Academy. -Plato's teacher is Socrates. -Socrates' teachers are the Sophists. -One of the sophists is Sophocles. -Sophocles is an ancient Greek tragedian (tragedy writer). *For our study, we will look at two of his tragedies, Oedipus the King and Antigone. ============================ Sopholes' Definition of Law Oedipus the King Antigone In the video, it said, "Doing what is right is more important than following the will of a king or a country." Before Sophocles, law is made by God, or simply extra-human. During Sophocles, it is shown the...
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...obligation,” and they are presently engaged in lively debate not only with the skeptics but also with one another on the question of which theory, if any, provides the solution to the problem. Whether political obligation is the central or fundamental problem of political philosophy, as some have maintained (e.g., McPherson), may well be doubted. There is no doubt, however, that the history of political thought is replete with attempts to provide a satisfactory account of political obligation, from the time of Socrates to the present. These attempts have become increasingly sophisticated in recent years, but they have brought us no closer to agreement on a solution to the problem of political obligation than the efforts of, say, Thomas Hobbes and John Locke in the seventeenth century. Nor have these sophisticated attempts made it unnecessary to look back to earlier efforts to resolve the problem. On the contrary, an appreciation of the troublesome nature of political obligation seems to require an...
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...Native Americans. The Native-American population decrease since the arrival of Spanish explorer Christopher Columbus alone signals the toll colonization and U.S. settlement took on the native population. Scholars estimate that approximately 10 million pre-Columbian Native Americans resided in the present-day United States. That number has since fallen to approximately 2.4 million. While this population decrease cannot be attributed solely to the actions of the U.S. government, they certainly played a key role. In addition to population decrease, Native Americans have also experienced significant cultural and proprietary losses as a result of U.S. governmental actions. The total effect has posed a serious threat to the sustainability of the Native-American people and culture. Ideological Motivations Two conflicting yet equally harmful ideologies significantly influenced U.S. dealings with Native Americans. The first sprang from the Enlightenment and, more specifically, John Locke's Second Treatise of Government. Locke proposed that the individual had an exclusive claim to one's person. The fruits of one's labor, as an extension of the individual, then, become the laborer's property. Thus, individuals acquire property rights by removing things from the state of nature through the investment of their labor. This...
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...R outledge Revision: Questions & Answers Jurisprudence 2011–2012 Each Routledge Q&A contains approximately 50 questions on topics commonly found on exam papers, with answer plans and comprehensive suggested answers. Each book also offers valuable advice as to how to approach and tackle exam questions and how to focus your revision effectively. New Aim Higher and Common Pitfalls boxes will also help you to identify how to go that little bit further in order to get the very best marks and highlight areas of confusion. And now there are further opportunities to hone and perfect your exam technique online. New editions publishing in 2011: Civil Liberties & Human Rights Commercial Law Company Law Constitutional & Administrative Law Contract Law Criminal Law Employment Law English Legal System Routledge Q&A series Equity & Trusts European Union Law Evidence Family Law Jurisprudence Land Law Medical Law Torts For a full listing, visit http://www.routledge.com/textbooks/revision R outledge Revision: Questions & Answers Jurisprudence 2011–2012 David Brooke Senior Lecturer in Law and Module Leader in Jurisprudence at Leeds Metropolitan University Fifth edition published 2011 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Simultaneously published in the U S A and Canada by Routledge 270 Madison Avenue, New York, NY 10016 Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2011...
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...[pic] |A History of Business Ethics | |By Richard T. De George | |The term 'business ethics' is used in a lot of different ways, and the history of business ethics will vary depending on | |how one conceives of the object under discussion. The history will also vary somewhat on the historian—how he or she sees | |the subject, what facts he or she seeks to discover or has at hand, and the relative importance the historian gives to | |those facts. Hence the story I'm going to tell will be somewhat different from the story someone else might tell in various| |particulars, and I hope that instead of being a dull recitation of facts it might in fact prompt some discussion at the end| |by those who would tell a somewhat different story. | |The story I will tell has three strands, because I believe the term business ethics is used in at least three different, | |although related, senses. Which sense one chooses therefore gives priority to nature of the history of the topic. The | |primary sense of the term refers to recent developments and to the period, since roughly the early 1970s, when the term | |'business ethics' came into common use in the United States. Its origin in this sense is found...
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...major issue here in the Philippines because the church people and government officials cannot decide on whether to incorporate sex education in students learning curriculum in this study the researchers will show the importance of incorporating sex education to the subjects of the students. According to statistics compiled by the Guttmacher Institute schools (2008) is exploring the best sex education programs to benefit students. The US has “one of the highest teen pregnancy rates in the developed world—almost twice as high as those of England, Wales and Canada, and eight times as high as those of the Netherlands and Japan.” Because of the rising pregnancy rates among teens, in addition to the rising rates of sexual activity among teens, parents. The United States has unacceptably high rates of teen pregnancy, sexually transmitted diseases, and HIV/AIDS infections. To address this challenge, NARAL Pro-Choice America supports honest, age-appropriate, and medically accurate sex education that promotes abstinence and provides young people with the information they need to protect themselves. On the same hand, Peter J. Smith (2006) any DepEd directors and church people have argued that if they should incorporate sex education to the learning of the students. Furthermore they have argued about it since 2006 but today some public schools are incorporating sex education to a child’s learning in addition the government was testing the reception of integrating the sex-education program...
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...cataloged an earlier hardcover edtion of this title for which a CIP record is on file. ISBN-13: 978-1-59270-046-2 ISBN-10: 1-59270-046-2 Printed in China Edited by Paul Whittle Cover and book design by Alex Ingr A618C90F-C2C6-4FD6-BDDB-9D35FE504CB3 Philip Stokes A618C90F-C2C6-4FD6-BDDB-9D35FE504CB3 ENCHANTED LION BOOKS New York Contents The Presocratics Thales of Miletus . . . . . . . . . . . 8 Pythagoras of Samos . . . . . 10 Xenophanes of Colophon 12 Heraclitus . . . . . . . . . . . . . . . . . . . 14 The Scholastics St Anselm . . . . . . . . . . . . . . . . . . 48 St Thomas Aquinas . . . . . . . 50 John Duns Scotus . . . . . . . . . 52 William of Occam . . . . . . . . . 54 The Liberals Adam Smith . . . . . . . . . . . . . . 106 Mary Wollstonecraft . . . . 108 Thomas Paine . . . . . . . . . . . . . 110 Jeremy Bentham . . . . . . . . . 112 John Stuart Mill . . . . . . . . . . 114 Auguste Comte . . . . . . . . . . . 116 The Eleatics Parmenides of Elea . . . . . . . 16 Zeno of Elea . . . . . . . . . . . . . . . 18 The Age of Science Nicolaus Copernicus . . . . . . 56 Niccolò Machiavelli . . . . . . . 58 Desiderus Erasmus . . . . . . . . 60 Thomas More . . . . . . . . . . . . . . 62 Francis Bacon . . . . . . . . . . . . . . 64 Galileo Galilei . . . . . . . . . . . . . 66 Thomas Hobbes . . . . . . . . . . . . 68 Sir Isaac Newton . . . . . . . . . . 70 The Evolutionists Charles Darwin . . . . . . . . . . . 118 Henri Louis Bergson . . . . 120 A. N. Whitehead...
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