Hobbes and Locke Essay Example for Free

Hobbes and Locke Essay Thomas Hobbes and John Locke both sought to explain the behavior of humans in the purest form. In comparing and contrasting their theories, one begins to realize the extent to which these philosophers agreed and disagreed. While Hobbes states that human nature is malicious and requires a sovereign, Locke explains how humans are benelovant and pastoral with no motivation to advance. In Hobbes’ theory of a natural state, people live with no sense of government or law, forcing society into chaos and a war where â€Å"every man [is] against every man† (Hobbes 1651:3). Without the constraints of an institution, people begin to reveal their most unpleasant virtues. The three â€Å"principal causes of quarrel† include competition, diffidence and glory (Hobbes 1651:2). In order to control these causes, Hobbes proposes a sovereign with the ability to preside over all. He proposes a Leviathan with which the people can create a social contract and increase their probability of self-preservation. In return for its protection, the Leviathan assumes the power over all through violence, resulting in contracts of fear. Ensuing from the contract with the Leviathan, society understands that â€Å"a kingdom divided in itself cannot stand† (Hobbes 1651:7). Similar to the covenant between Rome and the Romans, however, if their sovereign fails to uphold its conditions of safety and security, the commonwealth can justify his disposal. In summary, Hobbes’ believes that a successful society is one that prevents people from experiencing complete freedom, simply because they cannot handle this privilege. In comparison, Locke states that the main concern for society is the placement of property rights. In a natural state, people are equal to one another and thus have no chance to progress. Just as Hobbes recommended the Leviathan, Locke presents the placement of property as an ideal solution. Locke believes that people are able to reason, and therefore understand what is morally right and wrong. This understanding allows resolution of conflicts without an intervening sovereign. Their trouble, however, stems from the inconsistency of their ability to apply these morals when faced with conflict. By appointing property rights, people develop a capitalist style marketplace. Methods of exchange are agreed upon, and therefore each man can benefit from one another. They acknowledge that if a man puts labor into land, it is his own; as he benefits from his own land, he is simultaneously improving the welfare of his entire society. Man is able to apply his rationality and take no more than he needs. In this scenario, one of the greatest differences between Hobbes and Locke is revealed. While Hobbes believes man is merciless, Locke explains it is man’s modesty that prevents him from going to war with his neighbor. In Locke’s society, people are rational, but do not always practice this rationality. Therefore, they must give up a little freedom, in order to gain wealth and acquire benefits. Hobbes and Locke share the idea that in the state of nature, men are equal. Despite man’s equality, both philosophers also believe man is constantly at risk of endangering himself. Where their theories contrast is in the definition of a social contract and with whom. While Hobbes maintains a negative perspective of war and violence, Locke’s view presents a more positive outlook. While Hobbes puts forth a government with totalitarian values, Locke’s government represents a liberal monarchy. Hobbes believes a social contract exists between a sovereign and his people; he obtains absolute power and cannot be overthrown. In contrast, Locke’s government is conditional and depends on the social contracts between society members. Traits of Hobbes’ natural state are still evident today in some societies. Without fair governments, corrupt populations will attempt to overthrow unjust rulers. A recent example is the 2011 Libyan revolution. Under Mummar Gaddaffi, the Libyan people felt their government was no longer acting in their best interest. As a result they overthrew their oppressive rulers and abolished the wrongful government, capturing and eventually killing Gaddaffi.

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A lot of people put their trust in vaccines to keep them safe without question, but they may be very wrong in doing so. Vaccinations are obtained by inserting the original disease into animal or aborted human fetus tissue to weaken the germ for use in humans. The idea behind vaccinations is that by injecting the weakened germ into your body, your immune system will respond and learn to better take care of that same germ in the future. There is a downside to every vaccine, whether it is the fact that the vaccine is of no real use at all, or that a vast majority of vaccines come with dangerous downsides (Lendman). However essential to your life vaccines are according to medical doctors, many come with bad sides and should be avoided; your body will do better off without them. Firstly, do vaccines really stop or slow down diseases as well as they are supposed to? The British Association for the Advancement of Science has shown that from 1850 to 1940, childhood diseases went down by 90 percent before mandatory vaccination programs were put into effect (Lendman). Robert S. Mendelsohn, M.D., has pointed out that this increase in health has occurred not because of vaccinations, but because of improving nutrition, sanitation, and living conditions (Mendelsohn). Vaccinations: Deception & Tragedy by Michael Dye says, â€Å"Diphtheria cases declined by 90 percent in the United States between 1900 and 1930, before a diphtheria vaccine was implemented† (Dye). Dr. Mendelsohn notes that, â€Å"Today your child has about as much chance of contracting diphtheria as he does of being bitten by a cobra. Yet millions of children are immunized against it with repeated injections† (Mendelsohn). Michael Dye’s book also states that â€Å"mumps and measles are childhood ... ...nds of years of evolution has sculpted a natural tool to protect you against dangerous diseases? All you are required to do to keep your immune system functioning as it should is to keep your body out of danger in the first place, that is – away from potentially harmful vaccinations. Maintain a good diet – eating proper foods is perhaps the biggest key to keeping your body in a good condition. A good immune system is very powerful and therefore essential to have. Vaccinations are an unnecessary money-making scam. Many are useless in preventing diseases, and they can often cause dangerous health complications to your body. People are much better off without them. Your immune system can handle things perfectly and normally without the help of vaccinations that do nothing but cost tens of thousands of needless injuries, permanent damages, and losses of life every year.

Minimising Disruption Essay

Strategies for Minimising Disruption Through Inappropriate Behaviour Different behaviours require different levels of intervention, it is more effective to manage inappropriate behaviour when it is first noticed or at its lowest level and the type of intervention used should be determined by the intensity, frequency and duration of the behaviour displayed. It is important not to try to befriend students or gain their approval as this will make behaviour management very difficult as they will think you are trying to win them over. You should establish ground rules and boundaries as soon as possible, these should be stuck to, students need to know where they stand. Do not make empty threats as this threatens the security of students, therefore encouraging inappropriate behaviour. It is important to talk to students and distraction often works to bring them back on to the task in hand, a warning about what will happen if they continue with the behaviour, if appropriate a reminder of the rewards for positive behaviour will stop the inappropriate actions straight away. How do These Strategies Relate to the School’s Policy? In the school’s behaviour policy we use the rule of ‘3 strikes then out’, this rule is not exhaustive and it depends on the extremity of the behaviour displayed. A student may be moved seats and asked to step outside the classroom before they are removed from the room and sent to the sanctions room. Our policy is displayed in each classroom and inside each student’s planner so that they are all clear about what is expected from them with regards to inappropriate behaviour.

The Argument For The Elimination Of Television - 1935 Words

Approximately twenty five billion dollars is spent on advertising a year, a number far greater than the amount spent on education nationally. Why so much money? Jerry Mander in his book Four Arguments for the Elimination of Television, lays out the numerous problems that exist with television, a problem that cannot necessarily be improved. In essence, technology is not a tool that is neutral. Mander describes that in different institutions and technologies, such as advertising, mass production, militaries, the basic structure of particular technology or institution establishes its influence on the world, the types of individuals that will make use of it, and how people will use it. Television is a tool that established the kinds of effects it will have on peoples lives, how people will use it, and who will use it, and if such technology continues to be used, the kinds of effects and political forms that will result from it. Mander develops four arguments throughout his book. The firs t argument Mander describes is that television conditions people to accept another person’s authority. He begins by explaining that although television might be interesting and useful it packs people into a mental as well as a physical condition suitable for the appearance of autocratic control. Artificial environments, therefore, strip individuals of obtaining direct knowledge of nature. He follows his second argument by stating that technological advances are controlled by the â€Å"powers thatShow MoreRelatedMultiple Choice Questions Choose The Best664 Words   |  3 Pagesï » ¿ Multiple Choice Questions: Choose the best answer. 1. Arguments that try to prove their conclusions with rigorous, inescapable logic are __________. a. logically reliable b. inductive c. abductive d. deductive 2. An argument in which the conclusion is claimed to follow probably from the premises is __________. a. implicative b. inductive c. deductive d. none of the above 3. 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