Tuesday, June 23, 2009
Of Universal Toleration
by Voltaire
One does not need great art and skilful eloquence to prove that Christians ought to tolerate each other--nay, even to regard all men as brothers. Why, you say, is the Turk, the Chinese, or the Jew my brother? Assuredly; are we not all children of the same father, creatures of the same God?
But these people despise us and treat us as idolaters. Very well; I will tell them that they are quite wrong. It seems to me that I might astonish, at least, the stubborn pride of a Mohammedan or a Buddhist priest if I spoke to them somewhat as follows:
This little globe, which is but a point, travels in space like many other globes; we are lost in the immensity. Man, about five feet high, is certainly a small thing in the universe. One of these imperceptible beings says to some of his neighbours, in Arabia or South Africa: "Listen to me, for the God of all these worlds has enlightened me. There are nine hundred million little ants like us on the earth, but my ant-hole alone is dear to God. All the others are eternally reprobated by him. Mine alone will be happy."
They would then interrupt me, and ask who was the fool that talked all this nonsense. I should be obliged to tell them that it was themselves. I would then try to appease them, which would be difficult.
I would next address myself to the Christians, and would venture to say to, for instance, a Dominican friar--an inquisitor of the faith: "Brother, you are aware that each province in Italy has its own dialect, and that people do not speak at Venice and Bergamo as they do at Florence. The Academy of La Crusca has fixed the language. Its dictionary is a rule that has to be followed, and the grammar of Matei is an infallible guide. But do you think that the consul of the Academy, or Matei in his absence, could in conscience cut out the tongues of all the Venetians and the Bergamese who persisted in speaking their own dialect?"
The inquisitor replies: "The two cases are very different. In our case it is a question of your eternal salvation. It is for your good that the heads of the inquisition direct that you shall be seized on the information of any one person, however infamous or criminal; that you shall have no advocate to defend you; that the name of your accuser shall not be made known to you; that the inquisitor shall promise you pardon and then condemn you; and that you shall then be subjected to five kinds of torture, and afterwards either flogged or sent to the galleys or ceremoniously burned. On this Father Ivonet, Doctor Chucalon, Zanchinus, Campegius, Royas, Telinus, Gomarus, Diabarus, and Gemelinus are explicit, and this pious practice admits of no exception."[1]
I would take the liberty of replying: "Brother, possibly you are right. I am convinced that you wish to do me good. But could I not be saved without all that?"
It is true that these absurd horrors do not stain the face of the earth every day; but they have often done so, and the record of them would make up a volume much larger than the gospels which condemn them. Not only is it cruel to persecute, in this brief life, those who differ from us, but I am not sure if it is not too bold to declare that they are damned eternally. It seems to me that it is not the place of the atoms of a moment, such as we are, thus to anticipate the decrees of the Creator. Far be it from me to question the principle, "Out of the Church there is no salvation." I respect it, and all that it teaches; but do we really know all the ways of God, and the full range of his mercies? May we not hope in him as much as fear him? It is not enough to be loyal to the Church? Must each individual usurp the rights of the Deity, and decide, before he does, the eternal lot of all men?
When we wear mourning for a king of Sweden, Denmark, England, or Prussia, do we say that we wear mourning for one who burns eternally in hell? There are in Europe forty million people who are not of the Church of Rome. Shall we say to each of them: "Sir, seeing that you are infallibly damned, I will neither eat, nor deal, nor speak with you"?
What ambassador of France, presented in audience to the Sultan, would say in the depths of his heart: "His Highness will undoubtedly burn for all eternity because he has been circumcised"? If he really believed that the Sultan is the mortal enemy of God, the object of his vengeance, could he speak to him? Ought he to be sent to him? With whom could we have intercourse? What duty of civil life could we ever fulfil if we were really convinced that we were dealing with damned souls?
Followers of a merciful God, if you were cruel of heart; if, in worshipping him whose whole law consisted in loving one’s neighbour as oneself, you had burdened this pure and holy law with sophistry and unintelligible disputes; if you had lit the fires of discord for the sake of a new word or a single letter of the alphabet; if you had attached eternal torment to the omission of a few words or ceremonies that other peoples could not know, I should say to you:
"Transport yourselves with me to the day on which all men will be judged, when God will deal with each according to his works. I see all the dead of former ages and of our own stand in his presence. Are you sure that our Creator and Father will say to the wise and virtuous Confucius, to the lawgiver Solon, to Pythagoras, to Zaleucus, to Socrates, to Plato, to the divine Antonines, to the good Trajan, to Titus, the delight of the human race, to Epictetus, and to so many other model men: "Go, monsters, go and submit to a chastisement infinite in its intensity and duration; your torment shall be as eternal as I. And you, my beloved, Jean Chatel, Ravaillac, Damiens, Cartouche, etc. [assassins in the cause of the Church], who have died with the prescribed formulæ, come and share my empire and felicity for ever."[2]
You shrink with horror from such sentiments; and, now that they have escaped me, I have no more to say to you.
Writing Prompt
If Voltaire were living today, what do you think he would say about discrimination against people because of their religion, ethnicity, gender, or sexuality? What would he think about the way some Americans feel about Muslims? About the shooter who went into the Holocaust Museum to kill Jews? About those who killed the gay Matthew Shepard? About those who beat women on the streets in Saudi Arabia because their veils slip? What would Voltaire have to say to them?
Next Essay
For the next essay, you will explore what Voltaire’s essay has to say to our time, to our people, about our lives, our politics, our society, our humanness. You will need to listen to what the past has to say to the present, and what Voltaire has to say to you. You will:
* Pick and research a particular current example of intolerance - one recent event, one major instance.
* Determine what you think Voltaire would say about this issue.
* Write a 1000 word argument about that topic, using Voltaire's words to back you up.
* Include at least three authoritative sources, and quote, paraphrase and summarize from them to support your argument.
* Address the arguments of people who would disagree with Voltaire.
* Document your sources using internal MLA style and a works cited page.
* Turn in print outs of the pages from which you drew your source material, with what you quoted, paraphrased, or summarized highlighted.
* Pick and research a particular current example of intolerance - one recent event, one major instance.
* Determine what you think Voltaire would say about this issue.
* Write a 1000 word argument about that topic, using Voltaire's words to back you up.
* Include at least three authoritative sources, and quote, paraphrase and summarize from them to support your argument.
* Address the arguments of people who would disagree with Voltaire.
* Document your sources using internal MLA style and a works cited page.
* Turn in print outs of the pages from which you drew your source material, with what you quoted, paraphrased, or summarized highlighted.
Get Started on the Essay
Brainstorm on more possible topics
* Exchange what you have written.
* Read what you have before you.
* Share your ideas for possible topics for the next essay.
You can use your original one, or you can choose one of these. Ultimately, pick a current issue from the news. You can't have the same topic as someone else in the class. When you have chosen your topic, come sign up for it at this blog by clicking on the "comment" link below, checking that no one else with your topic has beat you there, and leaving a comment that claims your topic.
Decide on Voltaire's position: Free write about Voltaire's position. Using his own words and his ideas, you will explain what you think he would say about your topic.
Build your argument: Make a list of all the points Voltaire would make about the issue. Then make a list of all the points that his opposition would make.
Do research on your topic: Remember when you write an argument, you need to show that you’re not the only person in the world who thinks the way you do. You need back up. So, you’ll need to quote some experts to help you make your case. Here are some sites that can help you:
On Voltaire
• The Voltaire Foundation
• The Voltaire Society of America
• Lucidcafe
• Council for Secular Humanism
Databases for Research
* Biography Resource Center: offers biographical information, magazine articles and website links on individual
* JStor Academic: provides journals from the fields of literature, political science, history, among others.
* Literature Resource Center: provides critical essays, reviews and overviews of major works.
* Opposing Viewpoints Resource Center: provides information on all sides of current topics
Plan the Essay: Develop a general plan, outline, or map for the essay. Decide what quotes you will use from Voltaire and from your sources.
Draft the Essay: Write it out, keeping to your plan, but also allowing new ideas. Assume you are a modern Voltaire, the man reincarnated. Write to the people who would disagree with "you," and try to sway them to your opinion. Be convincing!
Document your Sources: Make sure you use MLA style documentation, and call on the OWL to help you. Use both internal citation and a works cited page.
Get feedback and revise: Bring your essay to the writing workshop, get feedback, and revise.
You Grade Sample Student Essay
English 101 Sample Student Essay
Use the rubic. What grade would you give the sample student essay? Post your comments under the "comment" link below and come prepared to discuss essay next class.
OF UNIVERSAL TOLERANCE
I chose to write on the entry by Voltaire” Of Universal Tolerance”. My task is to relate the text to life as we know it in 2008. In this entry Voltaire bases his argument on the belief that because we are all manifestations of divine creation, we are therefore obliged to tolerate one another. (Jarvis preface info) All “men” are brothers and our Earth is a very little spot in a vast universe in which we all must share. Voltaire’s thoughts and ideals correlate to the issue of the war at hand.
There are a few specific issues that we not only as Americans face, but as human beings in general endure. A prime example of this is the way we all utilize labels such as: religion, race, and even gender. Depending on the country you live in, your religion can define your social acceptance. Also whether we like to admit it or not, racial barriers are still trying to be crossed. For example, our presidential candidate, Barrack Obama. Even in 2008 women still are not paid as much as a man. Many corporate businesses are still ninety-percent ran by men.
One would think that in this day and time there would be more peace and understanding because of previous experiences, but it is still quite the contrary. We fight wars which have no meaning and peace is the furthest thing from being accomplished or on actual agendas.
Voltaire believes that, “This little globe, which is no more than a dot, spins through space the same as countless other globes, and we are lost in this immense vastness” (Jarvis Voltaire 503). That statement says so many things with one thought. To me this means that all different countries, even universes, are so focused on being ”in charge” that we lose sight of how many others there are that encompass us. Voltaire says we tend to believe that, “There are nine hundred million little ants like us on Earth, but my anthill alone is dear to God; all others are a source of disgust to him for all eternity; mine alone will know happiness, and all others will be forever miserable (Voltaire 503) (Jarvis 503 second paragraph)”. We as a society use these labels to define “morals”, how we tend to judge actions based on race, and even job placement because of gender.
Honestly if I overheard someone speaking like this (like what?) I could only assume that they were arrogant and uninformed. The fact is that whenever anything we believe in is challenged, we are on the offense and resort to the childhood mentality; mine is better than yours. Voltaire’s ideals and thoughts, especially on society and the people in it were far more advanced than many of his time. What I can’t understand is that in the 1700’s he made more sense than world leaders of 2008. The Presidential elections sound very similar to the argument he gave reference to above.
When Voltaire mentions brotherhood, the idea of the war we are fighting comes to mind.
Voltaire leads us toward the direction that,”we ought to look upon all men as our brothers (Vol)”.The thoughts that compile cause you to think of all man, meaning every person American or other. This causes a chain reaction of thoughts about our troops over in Iraq.
This automatically brings to mind our country’s endurance from 9/11. It started out as a rebuttal or retaliation if you may, but seven years later why are we still at war? If we take a moment to back track, there were underlying issues before Bush Jr. entered into office. “Having inherited the problem from President Clinton and Bush Sr., he was contemplating on what to do before the 9/11 attacks (Feith)”. Basically George Bush Jr. acted as if it were a necessity to remove Saddam Hussein from power.
The first reasoning was to “protect our home land”, then it was to “secure our future”, and lastly “to help rebuild their country”. When written on paper it sounds like a grown up version of battleship. “Although played out on a global stage, 9/11 and the Iraq war represent personal conflicts for those connected to the victims (Gartner)”. The social ties from conflict casualties increases the likelihood an individual will disapprove of the President. This was shown when it was re-election time for Bush, his influence on the American people considerably dropped from his initial election polls.
Furthermore, “some political experts claim that Bush used democratic freedom as an excuse when the war in Iraq turned out to be more difficult and deadly to explain (Ajami)”. Also some analysts say, “Bush linked Middle Eastern freedom with U.S. security from terrorism (Ajami)”.
All of these facts relates to Voltaire’s thoughts by saying, is there no other way than to fight a war, one in which we do not know the mission at hand. At first it had purpose, but now can anyone honestly say why we are still fighting? His text would impose a message that we could get more accomplished if we allow ourselves to be more open-minded.
In the text Voltaire wrote on how he would question different leaders on their ways of spreading their message and disciplines of those who didn’t agree.”I am convinced of the good you only wish to do me, but can I not be saved without all that? (Jarvis 503 last paragraph)” I completely agree with his statement; this relates to today’s leaders and their actions while in office. For instance, our current President and the candidates vying for office are guilty of making “promises” that they simply can not keep.
Of course while campaigning for their anticipated position, they will introduce ideas of nationwide healthcare, lower gas prices, and even to bring our troops home. What is mind- boggling is the fact that most of these statements will never be addressed until their term is partially, if not over. Then comes the loop hole of the bill couldn’t get passed. It is a shame that these are our leaders and they can not keep their word.
If we trace past presidencies, most have held war or supported one while in office. Recalling recent history, Bush Sr. participated in the Gulf War in 1990. The Clinton Administration finalized the end of the Gulf War. Last, but not least, Bush Jr. managed to have America see yet another war that began in late 2001.
Has it become of more importance to have held a war while in office then to not? Granted we are not to be “walked on”, but if we burn our bridges while at work what are we to do when there are no more bridges? Respect or allies are not granted through domination, but by agreements.
Our country’s soldiers are positioned in an area that is filled with scared inhabitants of a region which was once an enemy. Through this course, it became evident that Middle-Eastern countries “breed” their children in madras that secretly promote terrorism. In certain cultures it is considered the highest honor to sacrifice your self for your religious belief.
Everything those people were taught about Americans was of no truth and now seeing that we are there to try and help them, they see us no longer as a threat. Also on the other hand many may view us to be imposing our Americanized culture on to theirs.
Voltaire said it best, “Not only is it quite cruel in this short life to persecute those who do not think like us, but I wonder if it isn’t rather bold to pronounce their eternal damnation as well (Jarvis 504)”.In the case of the current war, president Bush has assumed the responsibility of pronouncing what will be allowed in a country half way around the world. And surely there are some whom are punished if they do not adhere to the new way of life bestowed upon them.
In conclusion, Voltaire’s thoughts apply to our lives in respect that the occurrences he dealt with are very much the same as the issues we encounter today. Sadly not much has changed since the 1700’s.I feel like the damage has been done, and all we can do is move forward to better shape our future. There will be many wars to come, but make sure that there is still a reason for the fight!
Works Cited
Down Payment on Mideast Peace http://search.ebscohost.com/login.aspx?direct+true&db+aph&AN+28003702&site+ehost_live
New York Times (19Dec07)36 Academic Search Premiere EBSCO 25July08
Liberty for Strangers: American Power and the Predicament of the Arabs
http://search.ebscohost.com/login Spectator American
Ties to the Dead: Connections to the Iraq War and 9/11 Casualties and Disapproval of the President
http://search.ebscohost.com/login.aspx?direct+true&db+aph&AN+33011595&site+ehost_live
American Sociological Review 73-4(aug08) 690-695
Voltaire, “Of Universal Tolerance." World Views: Classic and Contemporary Readings .4th Ed Eds. Ann McDonald and Jack Trotter. Boston: Pearson, 2007 502-505
GRADING RUBRIC
A—EXCELLENT
A Markedly Exceptional, Superior Essay
Organization and Development
• Addresses the assignment thoroughly and analytically, developing an authentic, fresh insight that challenges readers’
thinking
• Displays awareness of and sense of purpose in communicating to an audience and, therefore, provides adequate context
for readers (i.e. necessary background information, brief summaries, or definitions of key terms, etc.)
• Presents a clearly focused and sufficiently narrowed controlling idea (thesis)
• Provides logical progression of ideas through clear, effective transitions and topic sentences that clearly maintain focus
while advancing discussion
• Evaluates and analyzes ideas and issues skillfully using sound reasoning
Presentation of Research
• Offers compelling support and sophisticated insight through persuasive evidence
• Makes clear distinctions between student’s ideas and ideas of others
• Incorporates the ideas of others effectively, accurately, and logically through summary, paraphrase, and/or direct
quotation as instructed
• Uses sources to support, extend, and inform ideas, not to substitute for the writer’s own development of an idea
• Does not overuse quoted material to substitute for the writer’s own development of an idea
• Adheres to current MLA guidelines for formatting essays and, as instructed, documents all ideas cited through
summary, paraphrase, or direct quotation with accurate in-text citations and a Works Cited page that adheres to MLA
guidelines
Mechanics
• Displays superior, consistent control of syntax (word order), sentence variety (varies length and complexity), diction
(effective word choice), punctuation, grammar, spelling, and conventions of Standard English
B—STRONG—A Clearly Above Average Essay
Organization and Development
• Addresses the assignment clearly and analytically, setting a meaningful task
• Addresses audience needs and expectations by providing adequate context
• Presents a clearly focused controlling idea (thesis)
• Demonstrates clear and coherent organization through use of good transitions and topic sentences that keep focus
clearly in sight
• Evaluates and analyzes ideas and issues carefully (but not with the skill or sophistication of an A essay)
Presentation of Research
• Provides effective support and analysis through examples or facts (that will not be as compelling or as strong as an A
essay)
• Makes distinctions between student’s ideas and ideas of others
• Demonstrates an ability to effectively use summary, paraphrase, or direct quotation when appropriate (and/or requested
by instructor)
• Uses sources to support, extend, and inform ideas, not to substitute for the writer’s own development of an idea
• Does not overuse quoted material to substitute for the writer’s own development of an idea
• Cites relevant sources, effectively integrating them into text when appropriate using current MLA guidelines for in-text
citations and Works Cited
• Adheres to current MLA guidelines for formatting
Mechanics
• Displays consistent control of syntax (word order), sentence variety (varies length and complexity), diction (effective
word choice), punctuation, grammar, spelling, and conventions of Standard English
C—SATISFACTORY—A Clearly Adequate Essay
Organization and Development
• Addresses the assignment with some analysis
• Addresses most audience needs and expectations
• Establishes a controlling idea (thesis)
• Demonstrates adequate organization with some attempt at transitions (the focus may not be as clearly
maintained as in the A and B essay)
• Provides some analysis of ideas and issues (but the analysis may be weak or not fully developed)
Presentation of Research
• Provides some support through use of examples and details (that will be less developed and less
persuasive than the A and B essay)
• Makes an attempt to show distinction between student’s ideas and ideas of others though cited material
may, at times, crowd out student’s voice and ideas
• Adequately uses ideas of others (when required) through summary, paraphrase, and direct quotations,
but presentation and integration of these ideas is less accurate and less skillful than in the A and B essay
• Cites appropriate sources when necessary and adequately integrates them into text using MLA
guidelines for in-text citations and Works Cited
Mechanics
• Displays adequate control of syntax (word order), sentence variety (varies length and complexity),
diction (effective word choice), punctuation, grammar, spelling, and conventions of Standard English
(errors do not slow the reader, impede understanding, or seriously undermine the authority of the
writer)
D—UNSATISFACTORY—A Seriously Flawed Essay
Organization and Development
• May address only parts of or all of the assignment but does so inadequately
• Shows insufficient awareness of audience needs and expectations
• Thesis may be unclear and/or not function as controlling idea of essay
• Lacks focus and a clear pattern of organization which may occur for the following reasons: writer lacks clear
understanding of essay structure; topic sentences are nonexistent or random; lack of or inappropriate transitions
• Paragraph structure will be flawed due to lack of development, lack of a clear focus, and/or lack of a clear
understanding of appropriate paragraph breaks
• Analysis of ideas is inadequate or nonexistent
Presentation of Research
• Support of claims is inadequate or nonexistent
• Unable to make clear distinctions between student’s ideas and ideas of others
• Unable to adequately summarize or paraphrase others ideas when instructed to do so
• Fails to cite sources or cites and/or integrates them incorrectly, or inaccurately, or uses inappropriate quotes altogether
(when instructed to use outside sources)
• Fails to follow correct MLA guidelines for formatting essays (and for Works Cited when appropriate)
Mechanics
• Lacks sufficient control of syntax (word order), sentence variety (varies length and complexity), diction (effective word
choice), punctuation, grammar, spelling, and/or conventions of Standard English (errors do slow down reading and
impede understanding)
F—FAILING—A Fundamentally Deficient Essay
Organization and Development
• Fails to address assignment or does so minimally
• Demonstrates a lack of audience awareness
• Lacks a controlling idea (thesis)
• Lacks focus and organization or organizes illogically
• Paragraphing inadequate or nonexistent
Presentation of Research
• Displays inability to support ideas
• Fails to make distinctions between student’s ideas and ideas of others
• Fails to use outside sources appropriately (when required) or plagiarizes
Mechanics
• Lacks control of syntax (word order), sentence variety (varies length and complexity), diction (word choice),
punctuation, grammar, spelling, and conventions of Standard English (errors greatly impede understanding)
Schedule
Next class: Read the sample essays and come prepared to discuss. Also, bring map, outline, or written plan for your own essay as well as print outs of your sources. Be prepared to write in class.
Class after that: Bring draft 1 for writing workshop. Do peer editing and conference with instructor. Take suggestions and revise. Bring old draft and new draft to class for workshop.
Next class: Bring draft 2 for writing workshop. Do peer editing and conference with instructor. Take suggestions and revise. Be ready to turn in essay.
Class after that: Final read around. Proofread. Complete metatext. Turn in essay.
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