PPT-The Enlightenment Colonial Influences

Mark the Text Circle Important People Box Important Ideas Underline Anything that explains those important ideas A Time of New Ideas In the 1700s a movement developed in Europe called the . Text pages 518-525. World History Standard 13- Examine the intellectual, political, social, and economic factors that changed the world view of Europeans. . b. Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau and their relationship to politics & society. . Enlightenment (Age of Reason). Enlightenment thinkers believed that human progress was possible through:. the application of scientific . knowledge. & . reason. to the issues of . law. & . The Power of Ideas and Thought: 18. th. Century Salon. During the 16. th. and 17. th. century, European scientists used reason to discover laws of nature-. Copernicus, Galileo, Newton. In the early 1700’s Europeans began to wonder about reason, specifically, if people used reason to find laws that governed the physical world, why not use reason to discover natural laws- . Enlightenment. is man's emergence from his self-imposed . mental immaturity. . This immaturity is . the inability to use one's own understanding without another's guidance. . This immaturity is . self-imposed if its cause lies not in lack of understanding but in indecision and . Jonathan . Dewald. , . Europe 1450 to 1789: Encyclopedia of the Early Modern World. Peter Hamilton. , ‘The Enlightenment and the Birth of Social Science’. Chris Harman, . A People’s History of the World. Enlightenment . In . the early 1700s revolutions in both religious and nonreligious thought . transformed . the Western world. These . movements . began in Europe and affected life in the American colonies. . Part 1. Enlightenment. Can Christians accept the Enlightenment, steeped as it was in Deism and denial of Christian tenants? . Should . we use our minds at all if we are fallen creatures incapable of achieving salvation at all? . Write this in your notes!. Today’s Class (11/14/14). Outcome:. Be able to connect how the system of Enlightened Absolutism emerged from the Scientific Revolution & Enlightenment in the 18. th. century.. Enlightenment Thinkers Enlightenment Thinker . List his/her country and areas of interest underneath the name. Summarize… . 1. …each person’s philosophy/beliefs . 2. …how this philosopher influenced the creation of America and its government . Roots of American Democracy. Main Idea. American democracy was shaped by our English political heritage, colonial experiments in self-government, and a range of intellectual influences.. English Political Heritage. EQ: Why are current day Pop Stars most likely not members of The Illuminati?. Bellringer. # . 3/11/14. When you see these people what are the first five words that come to your mind?. Better Yet……. 1550-1800. . Chapter 8 in Text – . pages 128 to 147. Chapter 8 – Lesson 1. The Scientific Revolution. The Renaissance - . inspired spirit of _____________; discoveries of ________________ manuscripts led to the realization that ancient scholars often did not _______________; scholars began to question ideas that had been accepted for _____________ of years. Lesson #302. ENLIGHTENMENT. What WAS the Enlightenment. 1690-1789. Textbook Definition. : . a . European intellectual movement of the late 17th and 18th centuries emphasizing reason and individualism rather than tradition. . At this stalled and disillusioned juncture in postcolonial history—when many anticolonial utopias have withered into a morass of exhaustion, corruption, and authoritarianism—David Scott argues the need to reconceptualize the past in order to reimagine a more usable future. He describes how, prior to independence, anticolonialists narrated the transition from colonialism to postcolonialism as romance—as a story of overcoming and vindication, of salvation and redemption. Scott contends that postcolonial scholarship assumes the same trajectory, and that this imposes conceptual limitations. He suggests that tragedy may be a more useful narrative frame than romance. In tragedy, the future does not appear as an uninterrupted movement forward, but instead as a slow and sometimes reversible series of ups and downs.Scott explores the political and epistemological implications of how the past is conceived in relation to the present and future through a reconsideration of C. L. R. James’s masterpiece of anticolonial history, The Black Jacobins, first published in 1938. In that book, James told the story of Toussaint L’Ouverture and the making of the Haitian Revolution as one of romantic vindication. In the second edition, published in the United States in 1963, James inserted new material suggesting that that story might usefully be told as tragedy. Scott uses James’s recasting of The Black Jacobins to compare the relative yields of romance and tragedy. In an epilogue, he juxtaposes James’s thinking about tragedy, history, and revolution with Hannah Arendt’s in On Revolution. He contrasts their uses of tragedy as a means of situating the past in relation to the present in order to derive a politics for a possible future.