Sunday, February 11, 2007

What is going on in 19th century Europe?

The 19th century was a whirlwind of isms, all affecting each other and different aspects of politics, economics, etc. Conservatism, liberalism, socialism, nationalism, militarism, imperialism, colonialism, romanticism, and mercantilism all came from different nations at different times, both caused by, and influencing other isms. So basically, to answer the question of what is going on in 19th century Europe, change. Change in political policies, economies, religious ideas, social structures, intellect, and art.

Politically in 19th century Europe, nations were going through similar transformations, and there was an overall increase in nationalism. The Congress of Vienna created new national borders in Europe after they had been changed by Napoleon. This was a conservative event, and wanted what was best for the whole, was against liberalism, and is an example of what happens when absolutism gets out of control. A major result of the Congress of Vienna was a boost in nationalism. People who had their land broken apart and given to new nations were deeply upset, and this led to the revolutions of 1848. One early example of a nationalistic movement was the Crimean War. The Crimean War was due to the rivalries of England and France against Russia. England and France were afraid that Russia would gain the Balkans, and gain trading imports in the process. This destroyed the ideas of the Congress of Vienna that all the nations could cooperate together. During the Greek War of Independence, Greece fought for freedom from their political rulers, the Ottoman Empire. This was achieved due to an increase in nationalism, influenced by the French Revolution. Following by example, Italy and Germany also sought their independence through nationalistic movements. They achieved independence through wars, which shows how nationalism can promote, and be tied to militarism. When these two new independent nations were created, this greatly altered the balance of power between the great nations. There were also many changes politically that had to do with liberalism and conservatism. One such change was the French Revolutions of 1848. This was a conflict between liberals and radicals. The liberals opposed the government that was created which threatened the international order agreed upon at the Congress of Vienna, which was a conservative policy. This revolution is viewed to have failed in the sense that it failed to establish and preserve a republic. Britain underwent many political changes in the 19th century also having to do with liberalism. One big thing that happened in Britain during this time was the Industrial Revolution. With all the job openings in the cities, many new cities were created, but none had political representation. That changed with the Great Reform Act of 1832. Liberalism gradually influenced the political structure of Britain, influencing parliamentary bodies and constitutions. Nationalism and imperialism also influenced Britain. Nationalistic feelings led to a want for more power, and led to imperialism. This led to Britain’s involvement in China. China was divided into spheres of influence between multiple nations, and with unequal treaties, this created tension between the nations such as Britain and France. Imperialism can be tied to militarism, because nations such as Britain used war to become imperialistic and gain land, colonies, and control. In that way, imperialism also tied into colonialism.

Economically, Europe was also undergoing many changes. The Industrial Revolution was a big change having to do with the economy, providing much new advancement. Goods were then mass-produced, and there were lower prices, which spurred trade. New technologies were introduced, and cities thrived with job openings. Imperialism affected the economy, because of the possession of colonies. Imperialistic nations used the policy of mercantilism to have a favorable balance of trade, use the colonies for the mother country’s advantage, and bring in money for the mother country. The Balkans was a source of economic conflict, as it was fought over the possession of trade routes. The British greatly hurt the economy of China when they forced China to open their ports to the European nations, and trade their goods for less than what they were worth. The Irish Potato Famine also had a negative effect on the economy. With many people dying, and crops spoiled, the economy was ruined, but employment also increased.

During 19th century Europe, religion took on a less important role. Romanticism art was more secular, and during the Industrial Revolution, people were more preoccupied with getting jobs and surviving in the work force than with religion. One major issue during this time about religion was the Dreyfus Affair. During this conflict, a Jew, Alfred Dreyfus, was wrongfully accused of treason, and was sentenced to life imprisonment. This is an example of how the government would judge people because of their religion. China was affected by religion because of missionaries from European nations spreading Christianity. Imperialism in this way helped the spread of religious ideas. Religion did not play a part in the unification of Germany, but it did play a small part in the unification of Italy. There was a small group that thought that unification would be led by the pope, and then when unified, the pope would lead the new nation of Italy. That idea did not work out, however, and Italy was eventually united as a monarchy by a king.

There were also many changes with the social structures of Europe. In Britain, the middle class was able to rise due to industrialization, and begin to gain control of the parliament. One major social impact was the movements for women’s rights. Women such as Mary Wollstonecraft fought for the right for women to vote and own land. Social classes broke apart, and became more even. Because of imperialism, and having access to new lands, xenophobia started in Europe. One other effect on social changes was social Darwinism, which was the idea that competition between social groups drives social evolution. This idea made Europeans think that they were superior to Africans and Asians, and that they should conquer them. As for intellectual, new ideas are transferred over from new lands, such as the idea of fireworks from China. The Industrial Revolution introduced new technologies having to do with communication and transportation. Karl Marx also influenced intellectual changes by introducing communism, which changed politics as well as intellectually. Artistic was tied into social and artistic, because paintings reflected feelings, and conveyed messages of that time, which made people think and challenge their ideas. Post Romantic Era art expressed nature as a reaction to the land being destroyed due to the Industrial Revolution.


European nations of the 19th century were going through many changes having to do with politics, economics, etc., that were all linked together. Many different movements and isms, such as imperialism and nationalism, changed Europe for better or worse.

Wednesday, October 04, 2006

Current Events Project #2

http://www.time.com/time/magazine/printout/0,8816,1541283,00.html

What makes us Different?

Indeed, what really makes man different than chimps or gorillas? This driving need to answer that question has led to some pretty amazing discoveries in the field of DNA. When trying to determine whether or not the author is biased in this article, the biggest thing that pops out at you is of course religion. When dealing with any article related in the slightest to evolution, authors have to be carefull not to stress the issue either way so they don't offend anyone. In this article, I think that the author does believe in evolution, because the point of the article is not whether or not evolution is correct, it is what makes us different in DNA, and all the discoveries and breakthroughs made so far, so the author takes believing in evolution for granted in the reader, otherwise they probably wouldn't be reading the article in the first place. The race and ethnic background of the author doesn't really matter in this case, because evolution has to do with the human race as a whole, so if the idea doesn't differ there, opinion probably won't either. Social class and age might affect your views though. The authour's social class might affect their level of education available to them about evolution and/or creationism. I think these authors are of middle social class, like the average person, because they are educated about evolution, and the goings on in medical research. Age might also bias you, because if you were older and religious, you would probably be more set in your ways, and less open to ideas such as evolution than a younger person; therefore, I believe these authors are of middle age or younger. As far as context, this article uses some propoganda, such as generalizations, but no name calling, appeals to hatred, pride, fear, or slogans. The generalizations these authors use are slight. They use sarcasm to appeal to your humor, such as "You don't have to be a biologist or an anthropologist to see how closely the great apes... resemble us. Even a child can see that their bodies are pretty much the same as ours." The authors are trying to get the reader on their side, but not by scaring or offending them. As far as the presentation of research facts, the authors do a nice job, and don't really seem biased. They present both cases in a clear-cut and professional manner.

Sunday, September 17, 2006

The Oration of the Dignity of Man

1. According to Pico's statements, what is the dignity of man?
I was a little confused about the usage of the word dignity in this excerpt. The dictionary defines dignity as "The presence of poise and self-respect in one's deportment to a degree that inspires respect." Using this definition, I think that Pico says that the dignity of man is being able to ponder God's work and wonder at the world's vastness. After God had built the universe, He wanted someone to love it's beauty, and therefore created man for this purpose. I also think that Pico said that the dignity of man is the ability to make choices, and be whatever you choose to be. Pico says that God said to Adam that, "Thou mayest have and posses what abode, what form, and what functions thou thyself shalt desire. The nature of all beings is limited...Thou, constrained by no limits,...shalt ordain for thyself the limits of thy nature." So man has the ability to choose what he will become.

2. How can Pico's ideal of man's dignity relate to the life of a high school student?
In high school, we have the chance to ask questions, and find out more about history, the universe, and "God's beauty", therefore we are pondering God's work as mentioned above. High school is also a time for us to make choices, choices about what we want to do in life, as well as who we want to become. We have no limits on what we want to become, only the limits of our interests, which are not limits at all. That ability to be whatever we want is also the dignity of man.

Wednesday, September 13, 2006

Current Events Project

http://www.cnsnews.com/ViewNation.asp?Page=/Nation/archive/200609/NAT20060912c.html

In this transcript of President Bush's 9-11 speech, President Bush displays biases and propoganda. He plays upon his audience's fears, hates, prides, and religious views to support his political position on the war in Iraq. To appeal to the mass' fears, he states that, "Today we are safe, but we are not yet safe," and, "We face an enemy determined to bring death and suffering into our homes." To appeal to the audience's anger he states, "They murdered people of all colors, creeds, and nationalities..." He used terms such as "barbarity", "killing without mercy," and "the face of evil," as if the enemy lacked human compassion. To appeal to the people's pride, the President states, "We also witnessed something distinctly American: ordinary citizens rising to the occasion, and responding with amazing acts of courage..." This gives the reader a sense of nationalism and personal pride, influencing their view on the subject. This is also an example of propoganda, because this is not necissarily an American quality. It is assumed that brave acts have been preformed by citizens in other countries during times of fear. He touches on the positive aspects of our religion by saying that the people aboard Flight 93 recited the 23rd psalm before charging the cockpit of the plane. He also touches on the negative aspects of others' religions- Islam. Bush states that, "They form a global network of extremists who are driven by a perverted vision of Islam." All throughout President Bush's speech, he uses propoganda and biases to influence his audience's opinions.

- Jaclyn Mahoney

Monday, September 11, 2006

Welcome

Welcome to Jaclyn's AP Euro Blog!