The reappearance of the question of moral judgments by historians makes a reappraisal of the issues timely. Almost all that has been written on the subject addresses only the propriety of moral judgments in the written texts historians produce. However, historians have to make moral choices when selecting a subject upon which to write; and they make a tacit moral commitment to write and teach honestly. Historians usually dislike making explicit moral evaluations, and have little or no training in how (...) to do so. They can argue it’s not their job; they are only finders of fact. Historians holding a determinist view of actions do not think it appropriate to blame people for doing what they couldn’t help doing; for those believing there is an overall pattern to history, individual morality is beside the point. Finally, since earlier cultures had values different from ours, it seems unjust to hold them to contemporary standards. This essay modifies or rejects these arguments. Some historians have manifested ambivalence, acknowledging it is difficult or impossible to avoid making moral evaluations . Ordinary-language philosophers, noting that historiography has no specialized vocabulary, see it as saturated by the values inherent in everyday speech and thought. I argue that the historicist argument about the inevitably time-bound limitation of all values is exaggerated. Historians who believe in the religious grounding of values obviously disagree with it; but even on a secular level, morals are often confused with mores. If historians inevitably make moral evaluations, they should examine what philosophical ethicists—virtue ethicists, deontologists, and consequentialists—have said about how to make them; and even if they find no satisfactory grounding for their own moral attitudes, it is a brute fact that they have them. I end with an argument for “strong evaluations”—neither treating them as a troublesome residue in historiography nor, having despaired of finding a solid philosophical ground for moral evaluations, concluding that they are merely matters of taste. I believe historians should embrace the role of moral commentators, but that they should be aware that their evaluations are, like all historical judgments, subject to the criticisms of their colleagues and readers. Historians run little risk of being censorious and self-righteous; the far greater danger is acquiescing in or contributing to moral confusion and timidity. (shrink)

Notwithstanding the general accepted understanding that Rousseau is the master of modern education reflecting the progress by enlightenment this articles suggests that Rousseau’s Emile is—as most of Rousseau’s other writings are, too—testimony to a brilliant and passionate writer expressing thoughts about his concern how to deal with passions—passion being one of the most disputed concepts in late seventeenth and in eighteenth century. The reading of Emile has therefore take into account polemic as a literary trope in Rousseau’s style of writing.

The Enlightenment regarded language as one of the most significant achievements of man. Consequently inquiries into the origin and development of language play a central role in eighteenth-century moral philosophy. This new science of man consciously adopts the method of analysis and synthesis used in the natural sciences of the time. In moral philosophy, analysis corresponds to the search for the basic principles of human nature. Synthesis is identified with the attempt to interpret all artificial achievements of man (arts, sciences (...) and institutions) as the effect of these principles and of man's physical and social environment - an attempt known as theoretical history. The type of explanation envisaged by theoretical historians is based on the principle of causality. It consists in a genetic reconstruction of the social phenomenon under investigation. Inquiries into the origin of language follow this pattern of explanation. They form part of theoretical history and thus represent a major aspect of the eighteenth-century scientific study of man. (shrink)

This paper aims to question anew the popular and supposedly self-evident affirmation of education, in its modern incarnation as in its historical notion. The “naive” questions suggest that we have recently taken for granted that education ought to be for the masses, that it ought to be upbringing, and that it is better than ignorance. Drawing on the tradition that calls such an understanding of education into question, the author shows that the hidden costs of disregarding such reflection end up, (...) camouflaged and smuggled, taxing the current debates regarding generally accepted education strategies. The characteristic feeling of the currently accepted model of education being in chronic crisis is less a testament to an absence of alternative approaches than to a lack of thorough self-reflection. (shrink)

Transhumanism is a modern expression of ancient and transcultural aspirations to radically transform human existence, socially and bodily. Before the Enlightenment these aspirations were only expressed in religious millennialism, magical medicine, and spiritual practices. The Enlightenment channeled these desires into projects to use science and technology to improve health, longevity, and human abilities, and to use reason to revolutionize society. Since the Enlightenment, techno‐utopian movements have dynamically interacted with supernaturalist millennialism, sometimes syncretically, and often in violent opposition. Today the transhumanist (...) movement, a modern form of Enlightenment techno‐utopianism, has evolved a number of subsects, from the libertarian utopians funded by billionaire Peter Thiel, to religious syncretists like the Mormon Transhumanist Association, to the left‐wing technoprogressives and their bioliberal intellectual allies. In reaction to accelerating technological innovation and transhumanist ideas, apocalyptic Christians, and even secular catastrophists, have begun to incorporate human enhancement into their End Times scenarios. With all sides believing that the fate of humanity hangs in the balance, there is a growing likelihood of violent confrontation. (shrink)

Jacob Viner introduced the term ‘sub-rational’ to characterize the faculties – human instinct, sentiment and intuition – that fall between animal instinct and full-blown reason. The Scots considered sympathy both an affective and a physiological link between mind and body, and by natural history, they traced the most foundational societal institutions – language and law, money and property – to a sub-rational origin. Their ‘social evolutionism’ anticipated Darwin's ‘dangerous idea’ that humans differ from the lower animals only in degree, not (...) in kind. Darwin had the ability to ‘trade places in the imagination’, as Adam Smith would say, with plants and animals, and ‘think’ as they do. The trend today is to ‘positivize,’ ‘behaviorize’ and otherwise reduce the sub-rational to the purely biological. My suggestion is that we trade places in the imagination with the Scottish moral scientists and Darwin, and try thinking as they did. (shrink)

One source of tension within and between modern nation states derives from conflict between individual and cultural rights. Modern democracies have been built on ideas of individual liberty whose extensions to the rights of culturally distinctive groups to survival and acceptance can create normative and political conflict. Such tensions raise questions about the role of the state, the underlying theory legitimising liberal states, and the social aims of education. Philosophical aspects of such conflicts are explored in Kevin McDonough and Walter (...) Feinberg’s excellent volume, Citizenship and Education in Liberal-Democratic Societies: Teaching for Cosmopolitan Values and Collective Identities. The philosophical issues hinge on how individuals and groups are conceived, as well as how liberty and loyalty are understood. Most of the essays address these concepts in pragmatic rather than essentialist ways, suggesting that how these issues are conceived is itself an important part of the problem, or its resolution. I conclude by suggesting that all of these doctrines are faiths, the problem being to create conditions so that they, or their elements, can be accepted or rejected reasonably in the light of their social consequences. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)