Locke: Works

The study of John Locke’s theological thought has yet to be combined with emerging historical research, pioneered by Jean-Louis Quantin, into the apologetic uses of Christian antiquity in the Restoration Church of England. This article will address this historiographical lacuna by making two related arguments. First, I will contend that Locke’s Paraphrase and Notes on the Epistles of St. Paul (1705–1707) marked a definitive shift in his critique of the appeal to Christian antiquity. Prior to 1700, Locke had largely contested (...) these references to the precedent of the early Christian Church by making a narrowly philosophical case against arguments from authority in general. However, the controversial reception of Locke’s theological writings in the 1690s, compelled him to develop historical and methodological arguments in the Paraphrase against the witness of Christian antiquity. Secondly, I will argue that Locke’s repudiation of the witness of Christian antiquity was the primary motivation for the diverse responses to the Paraphrase by early eighteenth-century Anglican writers, such as Robert Jenkin, Daniel Whitby, William Whiston, Winch Holdsworth and Catharine Cockburn. (shrink)

A scholarly edition of The Clarendon Edition of the Works of John Locke: Correspondence: Letters 3287-3648 by E. S. de Beer. The edition presents an authoritative text, together with an introduction, commentary notes, and scholarly apparatus.

Reseña de libroCarmen Silva. De la filosofía natural a la psicología de la moral en el Ensayo sobre el entendimiento humano de John Locke. Ciudad de México: Universidad Autónoma de la Ciudad de México–Universidad Autónoma de Aguascalientes, 2021, 231pp.

Reseña/Review of the book: Carmen Silva. "De la filosofía natural a la psicología de la moral en el Ensayo sobre el entendimiento humano de John Locke". Ciudad de México: Universidad Autónoma de la Ciudad de México–Universidad Autónoma de Aguascalientes, 2021, 231pp.

William Molyneux (1656–1698) was an Irish experimental philosopher and politician, who played a major role in the intellectual life in seventeenth-century Dublin. He became Locke’s friend and correspondent in 1692 and was probably Locke’s philosophically most significant correspondent. Locke approached Molyneux for advice for revising his Essay concerning Human Understanding as he was preparing the second and subsequent editions. Locke made several changes in response to Molyneux’s suggestions; they include major revisions of the chapter ‘Of Power’ (2.21), the addition of (...) the chapter ‘Of Identity and Diversity’ (2.27), and the addition of the so-called Molyneux Problem (2.9.8). Molyneux repeatedly requested that Locke develops his views on morality. Additionally, their correspondence turned to questions concerning education and Molyneux’s keen interest in the topic likely prompted Locke to publish Some Thoughts Concerning Education in 1693. Moreover, Molyneux drew on Locke’s anonymously published Two Treatises of Government in his The Case of Ireland’s Being Bound by Acts of Parliament in England, Stated, which was first published in the spring of 1698. Molyneux revealed Locke’s authorship of Two Treatises against Locke’s will, yet their friendship continued until Molyneux’s untimely death in October 1698. (shrink)

Commentators almost universally agree that Locke denies the possibility of thinking matter in Book IV Chapter 10 of the Essay. Further, they argue that Locke must do this in order for his proof of God’s existence in the chapter to be successful. This paper disputes these claims and develops an interpretation according to which Locke allows for the possibility that a system of matter could think (even prior to any act of superaddition on God’s part). In addition, the paper argues (...) that this does not destroy Locke’s argument in the chapter, instead it helps to illuminate the nature of it. The paper proceeds in two main stages. First, Locke denies that matter can produce thought. A distinction between two senses of “production” shows that this claim is compatible with the existence of thinking matter. Second, Locke denies that God could be a system of randomly moving particles. Most commentators take this to mean that such a system could not think. But Locke is better interpreted as denying that such a system could have the wisdom and knowledge of God. (shrink)

This paper attempts to shed light on three sets of issues that bear directly on our understanding of Locke and Kant. The first is whether Kant believes Locke merely anticipates his distinction between analytic and synthetic judgments or also believes Locke anticipates his notion of synthetic a priori cognition. The second is what should we as readers of Kant and Locke should think about Kant’s view whatever it turns out to be, and the third is the nature of Kant’s justification (...) for the comparison he draws between his philosophy and Locke’s. I argue (1) that Kant believes Locke anticipates both the analytic-synthetic distinction and Kant’s notion of synthetic a priori cognition, (2) that the best justification for Kant’s claim draws on Locke’s distinction between trifling and instructive knowledge, (3) that the arguments against this claim developed by Carson, Allison, and Newman fail to undermine it, and (4) that Kant’s own justification for his claim is quite different from what many commentators have thought it was (or should have been). (shrink)

John Locke’s theory of classification is a subject that has long received scholarly attention. Little notice has been taken, however, of the problems that were posed for taxonomy by its inability to account for organic processes. Classification, designed originally as an exercise in logic, becomes complicated once it turns to organic life and the aims of taxonomy become entangled with processes of generation, variation, and inheritance. Locke’s experience with organisms—experience garnered through his work in botany and medicine—suggested to him both (...) the dynamism of nature and the artificiality of any a priori system of classification. This reinforced Locke’s critique of classification in the Essay Concerning Human Understanding, and by tracing its influence it is possible to approach Locke’s nominalism from a fresh perspective. (shrink)

إن فكرة التعليم بالنص المختار لا يفرض على معلم النحو العربي النظر إلى الجملة العربية من حيث تركيبها الكمي، وبالتالي شطبها من قائمة النصوص التعليمية الهادفة. فالأمر أكبر من أن يحدد النص بعدد كلماته، أو صفات صاحبه. لأن الغاية التعليمية تدعونا إلى تحقيق القيمة النفعية من الوسيلة المعدة –النص- لتقرير القواعد والأصول، على أساس من الدراية العلمية الناضجة، وفق ما تقول به علوم اللسان في الحقل الأكاديمي. فقد حان الأوان للسانيات النص، واللسانيات التطبيقية أن تستدركا على الواقع التعليمي في بعده (...) التخطيطي، المنهجي والتفكيري فلعل الخروج بالبديل الإجرائي في تعليمية النحو النصي يفسح نوافذ التواصل مع فضاء القراءة في أنماط النص جملة كان أم خطابا. عند التعرض لمعنى النص لا نعدم وجوده في المظان اللغوية القديمة. فالعرب أثر عنهم كلمة النص في مقامات متمايزة خاصة وعامة، فقالوا: "نصصت ناقتي. والنص السير الشديد حتى يستخرج أقصى ما عندها. قال – الأصمعي-: ولهذا يقال نصصت الشيء رفعته، ومنه منصة العروس. ونصصت الحديث إلى فلان أي رفعته إليه...ونص كل شيء منتهاه." ولكن يلاحظ انزياح الكلمة إلى مقامات معرفية كان السبق في تداولها لأهل الفقه، وأهل الحديث، والأصول. وبالتالي فإن النص لم يعد يمثل في وعي القدامى سوى وجه من وجوه النقل، أو السماع، أو الرواية، بدليل أنهم رددوا مقولات صريحة: كنص الآية، ونص الحديث، والمنصوص... وكثيرا ما يكون النص مشتملا على الجملة شكلا ومضمونا. وهذا بطبيعة الحال قد يلبس على الدارس الحدود الدلالية بينهما. أما الجملة فقد حددها المعجميون بقولهم: "والجملة جماعة كل شيء بكماله من الحساب، وغيره، وأجملت له الحساب والكلام من الجملة." . وجاء في اللسان:"الجملة واحدة الجمل. والجملة جماعة الشيء. جمعه عن تفرقة... يقال أجملت له الحساب والكلام." وهذا الفهم ليس ببعيد من إطلاقات الأئمة النحاة، إذ هي كما يقول المبرد(285ه): . (shrink)

William Molyneux (1656–1698) was an Irish experimental philosopher and politician, who played a major role in the intellectual life in seventeenth-century Dublin. He became Locke’s friend and correspondent in 1692 and was probably Locke’s philosophically most significant correspondent. Locke approached Molyneux for advice for revising his Essay concerning Human Understanding as he was preparing the second and subsequent editions. Locke made several changes in response to Molyneux’s suggestions; they include major revisions of the chapter ‘Of Power’ (2.21), the addition of (...) the chapter ‘Of Identity and Diversity’ (2.27), and the addition of the so-called Molyneux Problem (2.9.8). Molyneux repeatedly requested that Locke develops his views on morality. Additionally, their correspondence turned to questions concerning education and Molyneux’s keen interest in the topic likely prompted Locke to publish Some Thoughts Concerning Education in 1693. Moreover, Molyneux drew on Locke’s anonymously published Two Treatises of Government in his The Case of Ireland’s Being Bound by Acts of Parliament in England, Stated, which was first published in the spring of 1698. Molyneux revealed Locke’s authorship of Two Treatises against Locke’s will, yet their friendship continued until Molyneux’s untimely death in October 1698. (shrink)

The objective of this article is to compare and contrast the influential notion of natural and property rights created by John Locke in his "Second Treatise on Government" (1689) to the posterior notion of abstract right expressed by Georg Wilhelm Friedrich Hegel in his "Elements of the Philosophy of Right". Said analysis is particularly pertinent given the complexity of Hegel’s political philosophy, and, perhaps more importantly, seeing as Hegel’s abstract right was (allegedly and in part) intended to point out the (...) shortcomings of Locke’s theory of natural and property rights, in order to further the human understanding of the world. More specifically, this article will examine the two rights theories in terms of their respective amounts of emphasis on individualism, or lack thereof. It will reveal three areas in which Lockean rights are more geared towards the primacy of the individual than Hegelian rights: (1) in their respective understandings of what it means to be a person, (2) in their conduciveness to individual wellbeing through the obligations each theory entails, and (3) in the extent of the rights themselves in relation to the state. (shrink)

William Molyneux (1656–1698) was an Irish experimental philosopher and politician, who played a major role in the intellectual life in seventeenth-century Dublin. He became Locke’s friend and correspondent in 1692 and was probably Locke’s philosophically most significant correspondent. Locke approached Molyneux for advice for revising his Essay concerning Human Understanding as he was preparing the second and subsequent editions. Locke made several changes in response to Molyneux’s suggestions; they include major revisions of the chapter ‘Of Power’ (2.21), the addition of (...) the chapter ‘Of Identity and Diversity’ (2.27), and the addition of the so-called Molyneux Problem (2.9.8). Molyneux repeatedly requested that Locke develops his views on morality. Additionally, their correspondence turned to questions concerning education and Molyneux’s keen interest in the topic likely prompted Locke to publish Some Thoughts Concerning Education in 1693. Moreover, Molyneux drew on Locke’s anonymously published Two Treatises of Government in his The Case of Ireland’s Being Bound by Acts of Parliament in England, Stated, which was first published in the spring of 1698. Molyneux revealed Locke’s authorship of Two Treatises against Locke’s will, yet their friendship continued until Molyneux’s untimely death in October 1698. (shrink)

John Locke’s theory of classification is a subject that has long received scholarly attention. Little notice has been taken, however, of the problems that were posed for taxonomy by its inability to account for organic processes. Classification, designed originally as an exercise in logic, becomes complicated once it turns to organic life and the aims of taxonomy become entangled with processes of generation, variation, and inheritance. Locke’s experience with organisms—experience garnered through his work in botany and medicine—suggested to him both (...) the dynamism of nature and the artificiality of any a priori system of classification. This reinforced Locke’s critique of classification in the Essay Concerning Human Understanding, and by tracing its influence it is possible to approach Locke’s nominalism from a fresh perspective. (shrink)