John Locke’s views on the nature of freedom of action and freedom of will have played an influential role in the philosophy of action and in moral psychology. Locke offers distinctive accounts of action and forbearance, of will and willing, of voluntary (as opposed to involuntary) actions and forbearances, and of freedom (as opposed to necessity). These positions lead him to dismiss the traditional question of free will as absurd, but also raise new questions, such as whether we are (or can be) free in respect of willing and whether we are free to will what we will, questions to which he gives divergent answers. Locke also discusses the (much misunderstood) question of what determines the will, providing one answer to it at one time, and then changing his mind upon consideration of some constructive criticism proposed by his friend, William Molyneux. In conjunction with this change of mind, Locke introduces a new doctrine (concerning the ability to suspend the fulfillment of one’s desires) that has caused much consternation among his interpreters, in part because it threatens incoherence. As we will see, Locke’s initial views do suffer from clear difficulties that are remedied by his later change of mind, all without introducing incoherence
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This is the English translation of a letter sent by Martin Luther to Pope Leo X in 1518. Martin Luther had previously published his “95 Theses” and was starting to get into trouble with Rome. ... He also tells the Pope he will follow whatever punishment the Pope declares for Martin Luther speaking out.
Explanation:
There has been many things that encouraged the Boston massacre but it wasn’t meant to kill the people. One reason was that British was facing America trying to gain its independence and they wanted them to be controlled. To make America scared they brought troops around states
The correct answer to this open question is the following.
The mutual responsibilities that Confucianism define for the emperor and his subjects were the following.
Emperors had the role to be educators. Their responsibilities were to offer proper education to its people and transform them into better individuals who could help other people. Emperors should never force laws and regulations to force people to get an education or to do something against their will. Confucianism appealed to the high moral values that emperors had to show. They were the ones that have to set the example. On the other hand, subjects have to accept these changes and transformations that were set to develop them into better subjects that could improve the life and conditions of the empire. Subjects should show reciprocity and follow through once the Emperor was the first to live by example.
The Boll Weevil is an cotton eating insect.