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Chapter 3 – Liberalism, Pt 2

Chapter 3 – Liberalism, Pt 2. Libera lism & the French Revolution (1789-1799). The French Revolution was based on liberalism and on classical republicanism Declaration of the Rights of Man (liberalism) Civic virtue & “ liberte, egalite, fraternite ”

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Chapter 3 – Liberalism, Pt 2

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  1. Chapter 3 – Liberalism, Pt 2

  2. Liberalism & the French Revolution (1789-1799) • The French Revolution was based on liberalism and on classical republicanism • Declaration of the Rights of Man (liberalism) • Civic virtue & “liberte, egalite, fraternite” • More radical break (compared to the Amer Rev) from their aristocracy and monarchy • Robespierre & the French Revolutionaries wanted to radically remake society • Wanted to completely replace religious sentiment with reason & nationalism

  3. Liberalism & the French Revolution (1789-1799) • Third Estate (bourgeoisie & commoners) vs. • the 1st Estate (Clergy) & 2nd Estate (Aristos) • New Calendar: September 22, 1792, renamed 1 Vendemiaire (Vintage Month), Year 1. • Over 16,000 guillotined, 300,000 imprisoned during the “Reign of Terror” from June 1793 to July 1794 • Revolutionary excess eventually led to backlash • 1795: Revolutionary leader Robespierre executed • 1799: Napoleon Bonaparte seizes control to end revolution • A more stable republican government in France will be constructed in 1870

  4. Liberalism & Adam Smith’s Wealth of Nations • Liberalism in the eighteenth and nineteenth centuries was an ideology of laisser-faire, laissez-passer. • The French Physiocrats made the case against mercantalism by promoting a program of international free trade. • Adam Smith argued for minimalistic government: a “night-watchman state” • In Smith’s view, Government should be restricted to • Defending the nation • Promoting justice by protecting property rights • Building infrastucture and other prerequisites for commerce

  5. Adam Smith’s Wealth of Nations (Reading 3.15/3.16) • Where does the modern division of labor come from, according to Smith? • How do we fulfill our individual needs and wants, according to Smith? • How does Smith account for differences in talents and specific occupations? • Why does Smith compare the differences between people of varying professions against the differences between canine breeds?

  6. Utilitarianism • Utilitarianism emerges in 1800 as a new approach to Classical Liberalism • Jeremy Bentham • James Mill • John Stuart Mill • The Social Contract Theory of Hobbes & Locke was the first approach to Classical Liberalism.

  7. Utilitarianism (con’t) • Requires that political institutions should achieve “the greatest good for the greatest number of people.” • Maximize utility (by helping people maximize long-term pleasure and minimize pain). • Consistent with Smith’s laissez-faire liberalism • Extending the franchise was required, to help achieve the greatest good, for the greatest number of people. • Concerned with “progress” and a better society

  8. John Stuart Mill and the Liberal Tradition • John Stuart Mill began as a utilitarian who felt that one should be left alone so long as his actions do not cause harm to others. • Mill was haunted by majority tyranny like Tocqueville, he prized uniqueness and eccentricity. • Less government intervention would promote non conformism – and this would allow the best and the brightest to flower into genius and excellence. • Mill also prized participation; but since he worried about majority tyranny he favored plural voting. The weight of your vote would be based on educational level.

  9. John Stuart Mill and the Liberal Tradition • Articulates the harm principle in On Liberty: “The only purpose for which power can be rightfully exercised over any member of a civilized community, against his will, is to prevent harm to others. His own good, either physical or moral, is not a sufficient warrant.” • His liberalism is conditioned on the need for progress and improvement in society • Liberal elements: critical inquiry, debate, and a free marketplace of ideas • Democratic elements: Political participation is essential for the formation of and exercise of moral character and public minded civility • The usual democratic fears: A tyranny of public opinion and enslavement to popular fashion was a serious risk. • Remedies: Education, the encouragement of diversity, protection from governmental constraints, plural voting.

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