The Meeting of the Minds

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The Meeting of the Minds

• A fictitious debate among kings, queens,
  philosophers, and activists from 400 B.C. until
  the end of the eighteenth century

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• This Power Point Presentation is an introduction
  to the nine participants.
• Two are from Ancient Greece, three are from the
  nation of France, and four participants are from
  England, or, respectively, from Great Britain.
• Let us now begin with the first member of our
  group of great thinkers and powerful rulers

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• 1. PLATO, from ANCIENT GREECE, 428 B.C. ( before
  Christ) 347 B.C., student of SOCRATES,
  philosopher, teacher, politician, and
  mathematician, wrote The Republic and wanted
  philosopher-kings.

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2. ARISTOTLE,

• Also from Ancient Greece, 384 B.C. 323 B.C.,
  student of PLATO, teacher of ALEXANDER the
  GREAT, philosopher, teacher, and writer on logic,
  physics, astronomy, biology, ethics, politics,
  rhetoric, and literary criticism, believed man
  was a zoon politikon. Aristotle wanted highly
  educated monarchs to rule the Greek polis.

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3. QUEEN ELIZABETH I,

• Also referred to as QUEEN ELIZABETH THE GREAT,
  from ENGLAND, 1533 -1603, ENGLISH QUEEN from 1558
  to 1603, daughter of HENRY VIII, highly educated,
  polyglot, made England a Protestant country and a
  European and rising world power after the defeat
  of the Spanish Armada in 1588. Ruler during the
  English Renaissance, the Age of Shakespeare.

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4. KING LOUIS XIV

• (speak LOUIS QUATORZE LOUIS THE FOURTEENTH),
  from FRANCE, 1638 1715, le roi de soleil (
  the sun king), ruled France for 72 years
  Letat cest moi ( I am the state),
  personification of French Absolutism. His
  mistress, Madame de Pompadour, insisted to live
  life to the fullest Apres nous le deluge
  (After us the flood).

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5. THOMAS HOBBES,

• From ENGLAND, 1588 1679, wrote Leviathan ( the
  Almighty State) in 1651, against the background
  of the bloody English Civil War (1642 1651),
  insisted that human beings were incredibly
  selfish, calculating and wicked, believed that
  homo hominem lupus (man is mans wolf) and
  therefore needed strong control. One of two
  classical versions of the justification of the
  bourgeois state.

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6. CHARLES LOUIS DE SECONDAT, BARON DE
MONTESQUIEU,

• From France, 1689 1755, published On the Spirit
  of the Laws in 1748, tried to make the French
  feudal state more efficient with the separation
  of powers.
• When Governor Schwarzenegger tried to bypass the
  legislature in California in 2005, Montesquieu
  and the people of California upheld the concept
  of the separation of powers.

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7. JOHN LOCKE,

• From ENGLAND, 1632 1704, wrote Two Treatises on
  Government in 1690 after the Glorious Revolution
  in England as a result of which England became a
  Constitutional Monarchy. He influenced
  Montesquieu, Rousseau and the framers of the U.S.
  Constitution, believed that governments needed
  the consent of the governed.

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7. JOHN LOCKE

• LOCKES THEORIES can best be summarized in the
  following way He insists that people have
  natural rights. In the eighteenth century, this
  is called the Natural Rights Philosophy. People
  basically have three natural rights, which are
  life, liberty, and (private) property. It is the
  responsibility of the government to protect these
  natural rights. Then and only then the government
  has the consent of the governed, i. e. the
  approval of the citizens. Then it does not matter
  if the government is an absolute government or a
  democracy. However, if the government does not
  protect peoples natural rights of life, liberty,
  and property, then people have the right to rebel
  and overthrow the government.

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8. JEAN-JACQUES ROUSSEAU,

• Born in SWITZERLAND, from FRANCE, 1712 1778,
  published Le Contrat Social ( The Social
  Contract) in 1762, believed that the natural
  goodness of people was corrupted by social
  institutions and only direct democracy could
  restore peoples freedom.
• Rousseau thought that free citizens want
  democracy and approved of the state.
• Rousseaus conviction that enlightened citizens
  want the state and approve of the state is the
  second, complimentary theory of the bourgeois
  state together with Hobbes gloomy picture that
  people need firm control.

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MARY WOLLSTONECRAFT,

• From GREAT BRITAIN, 1759 -1797, lived in France
  during the French Revolution, wrote A Vindication
  of the Rights of Women in 1792, married famous
  English writer and social critic William Godwin.
  First Englishwoman to speak in favor of womens
  rights and the equality of the genders. Died at
  the young age of 38.

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FRANCOIS-MARIE DE AROUET, called VOLTAIRE,

• From FRANCE, 1694 1778, satirist, poet,
  dramatist, historian and philosopher, close
  friend of the Prussian ruler and enlightened
  despot Frederick II (Frederick the Great).
  Voltaire developed the concept of TOLERANCE
  insisting Sire, I disagree with you, but I will
  walk barefoot across the Alps mountains to defend
  your right to state your opinion.

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Group work checklist for press conference The
ACTOR

• The ACTOR plays the part of the historical figure
  being questioned by reporters and historians
  during the class presentation.
• Takes time to learn the ideas and personality of
  the historical figure.
• Helps others learn about the figure he or she
  represents.
• Cuts out the mask. Thinks of appropriate props
  and costumes to help bring the historical figure
  to life.

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Group work checklist for press conference The
HISTORIAN

• The HISTORIAN is responsible for ensuring that
  all group members understand the ideas and
  beliefs of the historical figure.
• Reads Biographical Briefing aloud to the group
  and leads discussion of the questions on it.
• Looks in textbooks, encyclopedias, and other
  sources for additional information on the
  historical figure.
• Examines Student Handout 1.2 A to determine the
  historical context of the figure.

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Group work checklist for press conference The
PUBLIC RELATIONS AGENT

• The Public Relations Agent takes time to learn
  about the ideas and personality of the historical
  figure.
• Introduces historical figure at the start of the
  press conference.
• Assists Actor in answering any difficult
  questions during the press conference.
• Solicits ideas from group to design name plate
  for historical figure with name, dates he or she
  lived, and appropriate visual symbol of the
  figures ideal form of government.

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Group work checklist for press conference The
INVESTIGATIVE REPORTER

• The INVESTIGATIVE REPORTER is responsible for
  preparing ACTOR for any questions that may be
  asked.
• Carefully examines Student Handout 1.2 D to find
  out which historical figures on the panel have
  ideas that support or oppose the groups.
• Prepares and asks probing questions of other
  panel members to expose weaknesses in their
  arguments.

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Standard 1 Engaging All Students in Learning

• Engaging students in problem-solving, critical
  thinking and other activities that make the
  subject matter meaningful.
• Promoting self-directed, reflective learning
  for all students.

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Meeting of the Minds

• Initiate your own learning goals Do some
  RESEARCH and find answers to the following 20
  guiding questions/discussion questions. These
  could also be acceptable questions for the final
  Meeting of the Minds PRESS CONFERENCE. Some of
  the questions may apply to your
  king/queen/philosopher, while others may not
  apply to the historical figure of your choice.

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• How did your figure view human intelligence? Were
  ordinary people considered smart or stupid? Were
  all people considered equally intelligent?
• How did your figure view the ordinary people?
  Were they seen as the sovereign the ultimate
  authority? Citizens? Subjects? Commoners? The
  gutter? The scum of the earth? Maybe even as
  slaves?

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• 3. What was your historical figures perception
  of reason?
• 4. From the point of view of your figure, what
  was the best possible type of government?
• 5. How did your figure feel about the use of
  force to accomplish political goals? How did
  he/she feel about coercion and control?

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• 6. How did your historical figure view power? Did
  he/she see power as something positive or
  negative? Was the use of power absolutely
  necessary or did it have to be avoided? Was power
  a necessary evil or a helpful tool? Did your
  figure shirk power or was he/she craving for
  power?

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• 7. With this type of government, should the use
  of power be absolute or not? Should governmental
  power be limited of unlimited? For what reasons?
• 8. How did your historical figure feel about
  liberty? What type of freedom would he/she
  advocate? How would he/she feel about the freedom
  of the individual?

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• 9. How did your historical figure view the state?
  Was the state an instrument of oppression or a
  helpful tool? Would he/she approve of the state
  or reject it? For what reasons?
• 10. Cui bono? (Latin To whom is it beneficial?)
  Who would most profit from this type of
  government? Who would not benefit from this type
  of government? Would any particular class benefit
  more from this government than other classes?

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• 11. With this type of government, who would
  ultimately make the decisions?
• 12. In the case of your historical figure, where
  did the power of the government come from? Were
  the people the sovereign? (Ancient Greek demos
  kratein the people rule) Was there a dynasty?
  Did your figure believe in the Divine Right of
  kings/queens?

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• 13. Did your figure believe in the separation of
  powers? Did he/she believe in the system of
  checks and balances?
• 14. Was your historical figure a reformer or a
  revolutionary?
• 15. In his/her view, did ordinary people have the
  ability to make the right political decisions? Or
  could only a very small segment of the population
  gain enough insight to be able to come to the
  right decisions? Who was that segment?

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• 16. Did you perceive any contradictions in the
  political philosophy of your historical figure?
• 17. What role did the aristocracy and leading
  clergy play in the political philosophy of your
  historical figure? What role did the middle
  class, the bourgeoisie, play? What role did the
  working-class play?

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• 18. More than half of mankind are of female
  gender. In the political philosophy of your
  figure, what role did women play? In his/her
  view, should women be granted any rights? If so,
  what rights should women be given? If not, for
  what reasons?
• 19. From your perspective, what were the two
  classical theories pertaining to the legitimation
  of the bourgeois state? Did they complement one
  another or contradict and/or mutually exclude one
  another? Are those two theories still valid in
  todays world?

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• 20. Was this little activity too challenging for
  you or did you enjoy making your brain cells work?