This classic and controversial book examines the roots of the idea of virtue, diagnoses the reasons for its absence in modern life, and proposes a path for its recovery.

Here a distinguished American historian challenges the belief that the eighteenth century was essentially modern in its temper. In crystalline prose Carl Becker demonstrates that the period commonly described as the Age of Reason was, in fact, very far from that; that Voltaire, Hume, Diderot, and Locke were living in a medieval world, and that these philosophers “demolished the Heavenly City of St. Augustine only to rebuild it with more up-to-date materials.” In a new foreword, Johnson Kent Wright looks at (...) the book’s continuing relevance within the context of current discussion about the Enlightenment. “Will remain a classic—a beautifully finished literary product.”—Charles A. Beard, _American Historical Review_ “_The Heavenly City of the Eighteenth-Century Philosophers _remains_ _one of the most distinctive American contributions to the historical literature on the Enlightenment.... [It] is likely to beguile and provoke readers for a long time to come.”—Johnson Kent Wright, from the foreword. (shrink)

Wretchedness and terrorism, and differences we make between them -- A theory of justice, an anarchism, and the obligation to obey the law -- The principle of humanity -- Our omissions and their terrorism -- On democratic terrorism -- Doctrines, commitments, and four conclusions about terrorism for humanity.

We no longer have any texts, any past, but just interpretations of them. The evident multi -interpretability of a text causes it gradually to lose its capacity to function as arbiter in the historical debate. It is necessary to define a new link with the past based on a complete and honest recognition of the position in which we now see ourselves placed as historians. In recent years, many people have observed our changed attitude towards the phenomenon of information. For (...) postmodernism, science and information are independent objects of study which obey their own laws. Language and art are not situated opposite reality but are themselves a pseudo-reality and are therefore situated within reality. Because of the relation between the historiographical view and the language used by the historian to express his view - a relation which nowhere intersects the domain of the past -historiography possesses the same opacity and intensional dimension as art. The essence of postmodernism is precisely that we should avoid pointing out essentialist patterns in the past. There is reason to assume that our relation to the past and our insight into it will in future be of a metaphorical nature rather than a literal one. (shrink)

Hayden White probes the notion of authority in art and literature and examines the problems of meaning - its production, distribution, and consumption - in different historical epochs. In the end, he suggests, the only meaning that history can have is the kind that a narrative imagination gives to it. The secret of the process by which consciousness invests history with meaning resides in the content of the form, in the way our narrative capacities transforms the present into a fulfillment (...) of a past from which we would wish to have desceneded. (shrink)

The importance of moral judgment in history has been contested by many historians, including Herbert Butterfield, George Kitson Clark, and E. H. Carr. Butterfield describes moral judgments as outside the historian's realm, imposing limitations on imaginative endeavor, and irrelevant. Clark states that such assessments may be made but by nonhistorians. Carr argues that moral judgment must be made about society and not about private individuals. All of these opinions are incorrect because the authors have failed to define precisely how moral (...) judgment is categorically different from other kinds of historical judgment. The historian's moral interpretation may aid the novice in understanding the past without limiting the more advanced reader. Moreover, the historian has a responsibility to educate which cannot be limited to nonmoral issues. (shrink)