Mr. Baseley S.S. 30-2

13. Liberalism 14. Liberal Democracy 15. Individual Rights and Freedoms

 Those of you that missed Quiz 1 MUST see me in Tutorial tomorrow or after school today.  Skipping quizzes is NOT an option.

Again, which philosophers thought what? Wait a minute…which philosophers have we looked at so far again?

“Exploring Individualism”

The Middle Ages - Year 500:  People were defined by their social class (peasant, clergy, nobility), not by who they are as individuals.  The individual is not valued and cannot move in society unless they are clergy or nobility.  People have little rights or freedoms.

 Unless you knew someone who could help you, or were a member of the clergy or nobility, you didn’t “move up” in society.  The individual was unimportant.  This can be seen in the art of the time.

 Ordinary people were not usually pictured.  No realistic images or actual depictions  Only glorified images of religious figures were common.  These images were called icons or Iconocalastic Art.

 People became more interested in studying the world around them.  Their art became more true to life.  They began to explore new lands.  Renaissance is a French word that means “rebirth.”  These new ideas stressed the importance of the individual.

Leonardo Da Vinci Leonardo Da Vinci Artist Sculptor Architect Scientist Engineer Inventor

 One of the great thinkers of the Renaissance.  Began creating art that focused on the actual (realistic) form of man.  Da Vinci’s most famous painting is...

Vitruvian Man  Created by Leonardo Da Vinci around the year [ [  Depicts a male figure in two with his arms and legs apart.  Simultaneously inscribed in a circle and square.

 The picture represents a cornerstone of Da Vinci's attempts to relate man to nature.  Up until this point people were always seen as holy and unrealistic.  Because of thinkers like Da Vinci, European society began to change.  Books, Education, and Philosophy were growing among the upper classes.

The Renaissance “Man” Broad knowledge about many things in different fields. Deep knowledge/skill in one area. Able to link information from different areas/disciplines and create new knowledge. The Greek ideal of the “well-rounded man” was at the heart of Renaissance education.

 European countries were still largely ruled by Kings and Queens and the Church.  Many people believed rulers (Kings or Queens) were chosen by God to rule them (Divine Right Theory).  It was therefore seen as unacceptable to question the authority of the church or the rulers.  So, although some people were becoming more educated, most members of the lower were not affected by the Renaissance.

 An ideology based on the importance of individual liberty and the values of individualism

17. Rule of Law 18. Renaissance 19. Enlightenment 20. Social Contract

The period of European history at the close of the Middle Ages and the rise of the modern world; a cultural rebirth from the 14th through the middle of the 17th centuries. It began in Florence, Italy and later spread throughout Europe.

This was a period of history from about , marked by great advances in science and the idea that humanity could be improved by developing institutions that foster the use of reason rather than superstition

 Invented by German inventor Johannes Gutenberg  Increased mechanization  Remained the principal means of printing until the late 20th century  Made books affordable

 The Reformation in Europe begun with the publication of Martin Luther's Ninety-Five Theses.  Attempted to change the Catholic Church.  Involving the teaching and sale of indulgences.  Let’s talk about indulgences.

 A time for questioning (1600s to late 1700s)  The idea of the individual became more important.  People began to question the rulers and the Church.  Certain people began to argue that reason, not religion, should be the source of knowledge.  Many people began to argue that each individual had rights (if that “individual” was a man who owned land!).

 More people began to believe that they were capable of governing themselves.  Science became more prominent in reasoning and not faith.  Famous scientists like Isaac Newton became popular this time.  During the Enlightenment people began to question society and their place within it.

 After the Enlightenment people questioned government.  A new political Ideology known as liberalism formed.  A central idea of liberalism is the focus on individual liberty.  People moved away from focusing on the actions of rulers and more on individual rights and freedoms.

 These ideas led to both of the major revolutions:

 Occurred during the political upheaval of the late 18th century.  Thirteen of Britain's colonies in North America rejected rule by the British monarchy  They became the sovereign United States of America.

 A period of radical political and social change in late 18 th century France  The French governmental structure, previously an absolute monarchy, underwent radical changes.  It was based on enlightenment principles of citizenship and inalienable rights.

I think you know about the French Revolution.

 Liberal Democracies began to develop around the world in the 1900’s.  Liberal Democracy is a form of government that guaranties the rights and freedoms of its citizens.  Individuals are allowed to vote for a leader.

 Guarantees certain political and civil rights of people in Canada in relation to the policies and actions of all levels of government.  It is designed to unify Canadians around a set of principles that embody those rights.

 The supreme law of the United States.  Source of the legal authority underlying the existence of the United States of America.  It provides the framework for the organization of the Government.

 Liberalism is based on the ideas of the enlightenment and is highly individualistic.  However, it is also sometime collectivist.  People agree to live by laws that protect the whole of society.  Education and healthcare are supported by all, with taxes.  So, liberalism is a collection of individualist and collectivist ideas.

 All individuals and members of society have the same legal rights and freedoms.  Does not depend on gender, race, or economic status.

 People have the right to own property.  Government has no control over the economy or the market.  The value of a product or service depends on the law of Supply and demand.

 Individuals, not religion nor government, determine society.  All people are equal and should have rights and freedoms and a good quality of life.

 In 1776 the American colonies declared themselves to be independent from Britain.  The rights of all individuals were spelled out and protected by the Declaration of Independence.  It stated that all men are created equal.  It also said that individuals have certain rights of life, liberty, and the pursuit of happiness.  This went on to influence the French Revolution 13 years later.

 The Rule of law is that the law itself, and not the individual, has the greatest power and that all individuals are subject to the law.  This idea comes for the Magna Carta. (Great Charter)

 An English legal charter, originally issued in the year 1215  Protects the rights of the people  Limits the power of the King of England.  Led to the rule of constitutional law

 King John was forced to limit the amount of taxes he could collect.  The King became subject to law.  Over the years, the monarchy has given up more and more power.  This document forged the way for modern democracy.

 Locke and the new USA felt that people were capable of taking care and governing themselves.  So, why do we need a government to govern us? They answered: A Social Contract.

 Each individual in a society agrees to be governed so that they may gain the benefits of living in that society.  Accepting the Social Contract means that people have access to things such as protection by the Police and Military, other public services, etc…

 The rise of liberalism meant that countries passed laws to ensure equal rights for all people.  But, many also came to believe that limits must be placed on these rights.  Can we think of how our rights should be limited?

 One cannot shout “fire” in a crowded room.  Limits to individual rights, such as freedom of speech, may follow the "harm principle" or the "offense principle”  You are not allowed to do something thing in action or expression that is designed to hurt, harm, or cause injury to another person.

 Speech that attacks or disparages a person or group of people based on their: Race, gender, age, ethnicity, nationality, religion (or lack thereof), sexual orientation, gender identity, disability, language ability, ideology, social class, occupation, appearance (height, weight, skin color, etc.), mental capacity, and any other distinction that might be considered by some as a liability.

 It is a crime to tell (publicize) lies or untruths about a person intentionally.  One BC woman was charged $ for creating a website that defamed a teacher.

 On a piece of paper draw a timeline that outlines the ideological changes that occurred from the Middle Ages to the rise of Liberalism with the Enlightenment.