CU5-21

** Goal ** Students will study the European Enlightenment, with an emphasis on humanism. **1. Gain the attention of the learner** Recite: “Know then thyself, presume not God to scan;/The proper study of mankind is man.” (Alexander Pope); La vray science et le vray étude de l’homme c’est l’homme (“The true science and the true study of man is man.”) (Charron: //De la Sagesse, lib. i. chap. 1)//; “Man is the measure of all things.” (Protagoras or Plato) ** 2. Relevant past learning ** Summarize the material from the last class. ** 3. Introduce new material ** Because of their faith in the power of human reason, the focus of much of the thinking during the Enlightenment was on human beings. Many Enlightenment philosophers, including Spinoza, rejected the notion of a transcendent God, which provided yet another reason for focusing on human beings. Human reason would tell us all we need to know about how we should act toward each other and what we need to do to make the world a just and happy place. ** 4. Provide guided practice ** An important theme among some Enlightenment philosophers, including Spinoza, was that the world was completely logical. If that is so, then there is no room for the idea of free will. Discuss whether it makes sense as a matter of reason to believe that human beings have free will, or if it makes more sense to believe that everything is determined by what has happened before. ** 5. Provide independent practice ** Since Spinoza regarded God as nothing more or less than the whole of nature, and rejected the idea of free will. Have the students return to their groups to include these beliefs in their preparation for the debate next week over whether you can properly be considered a Jew and believe what Spinoza believed.  **6. Close the lesson** Have the two groups come together and summarize their arguments for each other. Be prepared to clarify points that they are having trouble with.
 * 5:21 ** **The Enlightenment (Part II): Humanism**