According to John Locke, the conditions of human happiness establish the content of natural law, but God’s commands make it morally binding. This raises two questions. First, why does moral obligation require an authority figure? Second, what gives God authority? I argue that, according to Locke, moral obligation requires an authority figure because to have an obligation is to be accountable to someone. I then argue that, according to Locke, God has a kind of parental authority inasmuch as he is (...) bound by covenant to guide us by revealing the content of the moral law. (shrink)

This paper brings new work to bear on the perennial question about Hobbes's atheism to show that as a debate about scepticism it is falsely framed. Hobbes, like fellow members of the Mersenne circle, Descartes and Gassendi, was no sceptic, but rather concerned to rescue physics and metaphysics from radical scepticism by exploring corporealism. In his early letter of November 1640, Hobbes had issued a provocative challenge to Descartes to abandon metaphysical dualism and subscribe to a ?corporeal God?; a provocation (...) to which the Frenchman angrily responded, but was perhaps importantly influenced. Hobbes's minimal realism was consonant with atheism, to which Descartes felt he was being forced. Moreover, Hobbes was unrelenting in his battle against Cartesian dualism, for which he saw Robert Boyle's experimental science as a surrogate. (shrink)

Both in ethics and in epistemology one source of scepticism in its contemporary version is the realization, often belated, of the full consequences of atheism. Modern non-moral philosophy looks back to Descartes as its father figure, but disowns the Third Meditation. But if God does not underwrite one's cognitive powers, what does? The largely unknown evolution of them, which is just a version of Descartes’ unreliable demon? “Let us … grant that all that is here said of God is a (...) fable, nevertheless in whatever way they suppose that I have arived at the state of being that I have reached, whether they attribute it to fate or to accident, or make out that it is by a continual succession of antecedents, or by some other method — since to err and deceive oneself is a defect, it is clear that the greater will be the probability of my being so imperfect as to deceive myself ever, as is the Author to whom they assign my being the less powerful”. (shrink)

My article offers an overview of the role of the theory of education in John Locke’s system of ideas. First and second sections outline main interpretations of Locke’s educational work, from a religious point of view. Important interpretations of John Locke’s work within the framework of history of education are discussed in the third section. In the section that follows, I present my hypothesis on the influence of John Locke’s philosophical anthropology, as described in his educational writing, on his political (...) philosophy. Coherency of Locke’s ideas will be demonstrated at the end of this section on examples from his writings on epistemology, political philosophy, and theology. Locke’s work on education is interpreted as a link between these three fields. In the last section, I present several examples of Locke’s Central-European reception. (shrink)