In France, the central doctrines of the Enlightenment philosophers were individual liberty and religious tolerance, in opposition to an absolute monarchy and the fixed dogmas of the Church.
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Answer:
i am pretty sure it is east and south
Explanation:
Thomas Paine says that the colonies need to stop being afraid of the British and fight back for independence
In the wake of the death of Alexander the Great in 323 BCE, Chandragupta (or Chandragupta Maurya), founder of the Mauryan dynasty, carved out the majority of an empire that encompassed most of the Indian subcontinent, except for the Tamil-speaking south. The Mauryan empire was an efficient and highly organized autocracy with a standing army and civil service. That bureaucracy and its operation were the model for the Artha-shastra (“The Science of Material Gain”), a work of political economy similar in tone and scope to Niccolò Machiavelli’s The Prince.
Chandragupta
Chandragupta
Chandragupta, from an Indian postage stamp.
PHG
Much is known of the reign of the Buddhist Mauryan emperor Ashoka (reigned c. 265–238 BCE or c. 273–232 BCE) from the edicts inscribed on exquisitely executed stone pillars that he had erected throughout his realm. Those edicts constitute some of the oldest deciphered original texts of India. Ashoka campaigned little to expand the realm; rather, his conquest consisted of sending many Buddhist emissaries throughout Asia and commissioning some of the finest works of ancient Indian art.
Ashokan pillar
Ashokan pillar
Inscription on Ashokan pillar, Lauriya Nandangarh, Bihar state, India.
Frederick M. Asher
After Ashoka’s death the empire shrank because of invasions, defections by southern princes, and quarrels over ascension. The last ruler, Brihadratha, was killed in 185 BCE by his Brahman commander in chief, Pushyamitra, who then founded the Shunga dynasty, which ruled in central India for about a century.
Answer:
International relations, the study of the relations of states with each other and with international organizations and certain subnational entities (e.g., bureaucracies, political parties, and interest groups). It is related to a number of other academic disciplines, including political science, geography, history, economics, law, sociology, psychology, and philosophy.
The field of international relations emerged at the beginning of the 20th century largely in the West and in particular in the United States as that country grew in power and influence. Whereas the study of international relations in the newly founded Soviet Union and later in communist China was stultified by officially imposed Marxist ideology, in the West the field flourished as the result of a number of factors: a growing demand to find less-dangerous and more-effective means of conducting relations between peoples, societies, governments, and economies; a surge of writing and research inspired by the belief that systematic observation and inquiry could dispel ignorance and serve human betterment; and the popularization of political affairs, including foreign affairs. The traditional view that foreign and military matters should remain the exclusive preserve of rulers and other elites yielded to the belief that such matters constituted an important concern and responsibility of all citizens. This increasing popularization of international relations reinforced the idea that general education should include instruction in foreign affairs and that knowledge should be advanced in the interests of greater public control and oversight of foreign and military policy.
This new perspective was articulated by U.S. President Woodrow Wilson (1913–21) in his program for relations between the Great Powers following a settlement of World War I. The first of his Fourteen Points, as his program came to be known, was a call for “open covenants of peace, openly arrived at” in place of the secret treaties that were believed to have contributed to the outbreak of the war. The extreme devastation caused by the war strengthened the conviction among political leaders that not enough was known about international relations and that universities should promote research and teaching on issues related to international cooperation and war and peace.
International relations scholarship prior to World War I was conducted primarily in two loosely organized branches of learning: diplomatic history and international law. Involving meticulous archival and other primary-source research, diplomatic history emphasized the uniqueness of international events and the methods of diplomacy as it was actually conducted. International law—especially the law of war—had a long history in international relations and was viewed as the source of fundamental normative standards of international conduct. The emergence of international relations was to broaden the scope of international law beyond this traditional focal point.
