Date of publication: 2017-08-27 04:26
The epistemology of religion (claims about our understanding of God and our duties with respect to him) were tremendously contentious during Locke’s lifetime. The English Civil War, fought during Locke’s youth, was in large part a disagreement over the right way to understand the Christian religion and the requirements of religious faith. Throughout the seventeenth century, a number of fundamentalist Christian sects continually threatened the stability of English political life. And the status of Catholic and Jewish people in England was a vexed one.
So Locke was able to use the account of natural rights and a government created through contract to accomplish a number of important tasks. He could use it to show why individuals retain certain rights even when they are subject to a government. He could use it to show why despotic governments which attempted to unduly infringe on the rights of their citizens were bad. And he could use it to show that citizens had a right to revolt in instances where governments failed in certain ways. These are powerful ideas which remain important even today.
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Mr. Aslam is my best teacher. He is a man of 85. He is also my neighbour. He belongs to a noble family. He is a highly educated man. He teaches us English and Urdu. He has full command on his subject He teaches us with love and care. His method of teaching is very good. All the students like him very much. He is also our class in charge. He comes to school in time. He is the right hand of headmaster in all his activities. He is very kind to us. He is very regular and punctual. He is very sincere to his friends. He is very popular among his students.
"It was such an experience to come into their world and see the stacks of reel to reel tapes of Sharon Jones and Reigning Sound records that I love along the walls," she writes. "The vibes are real in between those walls and a thick layer of soul seems to cover everything in those rooms and it bleeds into the music. It felt like recording in another era – like how I imagined my heroes recording in the Sixties and Seventies."
I encountered it upon entering my host-family’s home for the first time. It was plastered directly on top of their front doorstep in between two mosaic footprints. I had seen the swastika millions of times in history books and documentaries, but blatantly confronting it in person was an entirely different story. My heart started to sting as images of skeletal bodies and families torn apart raced through my head. The swastika was the face of the bigotry and discrimination that I strongly denounced. I could not wrap my head around the fact that I was about to spend my summer with people who displayed a hate symbol in front of their home.
I was born with an extra hand—kind of. Anatomically, I’m normal. I don’t have a third arm protruding from the center of my chest or anything of the sort. I do, however, have the unusual ability to use both hands equally well. When I was little, I thought of my ambidexterity as a fun trick. I always liked to play with people when learning a new skill:
After offering this account of what judgment is, Locke offers an analysis of how and why we form the opinions we do and offers some recommendations for forming our opinions responsibly. This includes a diagnosis of the errors people make in judging, a discussion of the different degrees of assent, and an interesting discussion of the epistemic value of testimony.
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Locke’s distinction between the real essence of a substance and the nominal essence of a substance is one of the most fascinating components of the Essay. Scholastic philosophers had held that the main goal of metaphysics and science was to learn about the essences of things: the key metaphysical components of things which explained all of their interesting features. Locke thought this project was misguided. That sort of knowledge, knowledge of the real essences of beings, was unavailable to human beings. This led Locke to suggest an alternative way to understand and investigate nature he recommends focusing on the nominal essences of things.
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Locke’s views on real and nominal essences have important consequences for his views about the division of objects into groups and sorts. Why do we consider some things to be zebras and other things to be rabbits? Locke’s view is that we group according to nominal essence, not according to (unknown) real essence. But this has the consequence that our groupings might fail to adequately reflect whatever real distinctions there might be in nature. So Locke is not a realist about species or types. Instead, he is a conventionalist. We project these divisions on the world when we choose to classify objects as falling under the various nominal essences we’ve created.
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