Portal:Liberalism

Liberalism, the belief in freedom, equality, democracy and human rights, is historically associated with thinkers such as John Locke and Montesquieu, and with constitutionally limiting the power of the monarch, affirming parliamentary supremacy, passing the Bill of Rights and establishing the principle of "consent of the governed". The 1776 Declaration of Independence of the United States founded the nascent republic on liberal principles without the encumbrance of hereditary aristocracy—the declaration stated that "all men are created equal and endowed by their creator with certain unalienable rights, among these life, liberty, and the pursuit of happiness". A few years later, the French Revolution overthrew the hereditary aristocracy, with the slogan "liberty, equality, fraternity" and was the first state in history to grant universal male suffrage. The Declaration of the Rights of Man and of the Citizen, first codified in 1789 in France, is a foundational document of both liberalism and human rights, itself based on the U.S. Declaration of Independence written in 1776. The intellectual progress of the Enlightenment, which questioned old traditions about societies and governments, eventually coalesced into powerful revolutionary movements that toppled what the French called the Ancien Régime, the belief in absolute monarchy and established religion, especially in Europe, Latin America and North America.

William Henry of Orange in the Glorious Revolution, Thomas Jefferson in the American Revolution and Lafayette in the French Revolution used liberal philosophy to justify the armed overthrow of what they saw as tyrannical rule. The 19th century saw liberal governments established in nations across Europe, South America and North America. In this period, the dominant ideological opponent of classical liberalism was conservatism, but liberalism later survived major ideological challenges from new opponents, such as fascism and communism. Liberal government often adopted the economic beliefs espoused by Adam Smith, John Stuart Mill and others, which broadly emphasized the importance of free markets and laissez-faire governance, with a minimum of interference in trade. (Full article...)

John Dewey (/ˈduːi/; October 20, 1859 – June 1, 1952) was an American philosopher, psychologist, and educational reformer. He was one of the most prominent American scholars in the first half of the twentieth century.

The overriding theme of Dewey's works was his profound belief in democracy, be it in politics, education, or communication and journalism. As Dewey himself stated in 1888, while still at the University of Michigan, "Democracy and the one, ultimate, ethical ideal of humanity are to my mind synonymous." Dewey considered two fundamental elements—schools and civil society—to be major topics needing attention and reconstruction to encourage experimental intelligence and plurality. He asserted that complete democracy was to be obtained not just by extending voting rights but also by ensuring that there exists a fully formed public opinion, accomplished by communication among citizens, experts, and politicians. (Full article...)

“ Are there no other contracts which, less obviously perhaps but really, are open to the same objection? In the first place, let us consider contracts affecting labour. Labour, the economist tells us, is a commodity exchangeable like other commodities. This is in a certain sense true, but it is a commodity which attaches in a peculiar manner to the person of man. Hence restrictions may need to be placed on the sale of this commodity which would be unnecessary in other cases, in order to prevent labour from being sold under conditions which make it impossible for the person selling it ever to become a free contributor to social good in any form. This is most plainly the case when a man bargains to work under conditions fatal to health, e.g. in an unventilated factory. Every injury to the health of the individual is, so far as it goes, a public injury. It is an impediment to the general freedom; so much deduction from our power, as members of society, to make the best of ourselves. Society is, therefore, plainly within its right when it limits freedom of contract for the sale of labour, so far as is done by our laws for the sanitary regulations of factories, workshops, and mines. . . .Its application to compulsory education may not be quite so obvious, but it will appear on a little reflection. Without a command of certain elementary arts and knowledge, the individual in modern society is as effectually crippled as by the loss of a limb or a broken constitution. He is not free to develop his faculties. With a view to securing such freedom among its members it is as certainly within the province of the state to prevent children from growing up in that kind of ignorance which practically excludes them from a free career in life, as it is within its province to require the sort of building and drainage necessary for public health. Our modern legislation then with reference to labour, and education, and health, involving as it does manifold interference with freedom of contract, is justified on the ground that it is the business of the state, not indeed directly to promote moral goodness, for that, from the very nature of moral goodness, it cannot do, but to maintain the conditions without which a free exercise of the human faculties is impossible. . . . Now we shall probably all agree that a society in which the public health was duly protected, and necessary education duly provided for, by the spontaneous action of individuals, was in a higher condition than one in which the compulsion of law was needed to secure these ends. But we must take men as we find them. Until such a condition of society is reached, it is the business of the state to take the best security it can for the young citizens growing up in such health and with so much knowledge as is necessary for their real freedom. ” — Thomas Hill Green, Liberal Legislation and Freedom of Contract, 1861.

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