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By Locke, John; Stuart, Matthew

This choice of 28 unique essays examines the various scope of John Locke’s contributions as a celebrated thinker, empiricist, and father of contemporary political theory.

  • Explores the effect of Locke’s proposal and writing throughout a number of fields together with epistemology, metaphysics, philosophy of technological know-how, political concept, schooling, faith, and economics
  • Delves into crucial Lockean themes, reminiscent of innate principles, conception, traditional varieties, unfastened will, ordinary rights, non secular toleration, and political liberalism
  • Identifies the political, philosophical, and spiritual contexts during which Locke’s perspectives constructed, with views from today’s top philosophers and scholars
  • Offers an extraordinary reference of Locke’s contributions and his endured influence

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He urges that education should be tailored to the temperament and abilities of the individual. That we think of these as modern ideas may be a testament to the wide acceptance and continuing influence of Locke’s philosophy of education. Still, Grant and Hertzberg show that his theory of education is also not without its difficulties. For instance, though the goal of his program is to produce independent thinkers who challenge orthodoxies, he suggests that parents and tutors should use praise and blame to mold the characters of children, taking advantage of the fact that children greatly desire esteem.

For, he said, it might lead men to “consider those Reasons and Arguments which are proper and sufficient to convince them, but which, without being forced, they would not consider” (Proast 1690, 4). Proast’s response initiated an exchange with Locke that ended only with the philosopher’s death. Locke’s side of that exchange ran to hundreds of pages, and in these, Tuckness tells us, he largely sets aside the argument about the impossibility of forcing people to believe the true religion. Instead, Locke places increasing emphasis on human fallibility and the requirement that moral principles be universal in application.

Some of Locke’s most illuminating remarks about the superaddition of thought to matter come not in the Essay, but in an exchange with Edward Stillingfleet, the Bishop of Worcester. In late 1696, Stillingfleet had published A Discourse in Vindication of the Doctrine of the Trinity, a book whose targets included Locke only because of 14 INTRODUCTION the use that another writer – John Toland – had made of the Essay’s epistemological doctrines. Locke was disinclined to answer critics, and in this case annoyed at being dragged into a touchy theological debate; but he also felt the necessity of responding to an attack from such a high personage.

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