John Locke works list. Pedagogical ideas of John Locke
Biographical information. John Locke (1632 - 1704) - English philosopher. Born into a lawyer's family, he studied at Oxford, where he received a master's degree.
Locke's focus is on problems of epistemology and social philosophy (politics, ethics and pedagogy).
Main works. “An Essay on Human Reason” (1690), “Two Treatises on Government” (1690), “Letters on Toleration” (1691), “Thoughts on Education” (1693).
Philosophical views. Ontology. Locke is deist 2 : Recognizing the creation of the world by God, he explains the existing physical world as a whole materialistically and mechanically. Newton influenced his ideas about the structure of this world.
Epistemology and sensationalism. Locke's main work, “An Essay Concerning Human Reason,” is devoted to the problems of epistemology. If Fr. Bacon, Descartes, Newton focused their attention on scientific methodology, i.e. correct use of reason in scientific knowledge world, then the central theme for Locke was the human mind itself, its boundaries, abilities and functions. The most important role The concept of “ideas” plays a role in his teaching.
The concept of “idea” is one of the most complex and polysemantic in the entire history of philosophy. Introduced into philosophical terminology by Plato, it had significantly transformed by the time of Locke. Therefore it is necessary to clarify what Locke calls ideas everything that, existing in human consciousness, is the object of human thinking: images of sensory things, abstractions (for example, number, infinity, etc.) and thoughts (expressed in sentences).
Polemicizing with Descartes, Locke consistently defends the thesis that there are no innate ideas - neither theoretical (scientific laws), nor practical (moral principles), including man does not possess an innate idea of God. All ideas existing in human consciousness arise from experience. The soul of a newborn child is a white sheet of paper or a “blank slate” (“tabularaza”), and all the material with which the mind operates is taken from the experiences gained during life.
Ideas happen simple(received from one sense organ - sound, color, etc.) and complex(received from several senses). Thus, the idea of an apple is complex, consisting of a number of simple ones: spherical shape, green color, etc.
Experience is divided into external where sensations come to us, and internal, in which we are dealing with reflection (internal activity of the soul, movement of thought).
Objects existing in the external world evoke simple ideas (sensations) in a person. Analyzing them, Locke develops theory of primary and secondary qualities 3 . Ideas are similar to the properties of the corresponding objects - the so-called primary qualities, i.e. objectively inherent in these objects: extension, figure, density, movement. Or they may not be similar - the so-called secondary qualities, i.e. not inherent as such in the objects themselves; they represent our subjective perception of primary qualities: color, sound, smell, taste. From this raw material the human mind, acting by connecting, mapping and abstracting, makes up complex ideas.
Among the ideas in the human mind, Locke distinguishes between clear and vague, real and fantastic, corresponding to their prototypes and not corresponding. Knowledge is true only when ideas correspond to things. Thus, laying the foundations of sensationalism, Locke not only asserts that sensations are the sources, but also that they (and not reason - as was the case with Descartes) are the criterion of truth.
He views the process of cognition as the perception and understanding of consistency and inconsistency between our ideas. The very consistency between the two ideas can be understood intuitively or through proof. So, intuitively we understand that white and black are different colors, that a circle is not a triangle, three is greater than two and equal to two plus one. Where it is immediately impossible to clearly and distinctly understand the similarity and difference of ideas, we need evidence, i.e. a series of intermediate steps in which we compare the ideas we are interested in with one or more others. Thus, proof is ultimately also based on intuition.
Intuition and proof operate in cases where we are talking about the consistency and inconsistency of ideas in our minds. But in the process of cognition, the consistency or inconsistency of ideas with objects of the external world is also extremely important. This occurs through sensory cognition. Thus, Locke distinguishes three types of knowledge:
Ethics. Consistently developing his teaching, Locke criticizes the concept, popular at that time, of the innateness of moral ideas. He points out that different peoples have different ideas about good and evil, so the assertion that all people have such ideas as innate has no basis. In fact good - it is something that can cause or increase pleasure, reduce suffering, protect from evil. A evil may cause or increase suffering or deprive pleasure. Pleasure and pain themselves are simple ideas of the senses, comprehended by experience. Happiness is the presence of maximum pleasure and minimum suffering. The pursuit of happiness is the basis of all freedom, and freedom itself consists of the opportunity and ability to act and refrain from action.Locke divides the laws that usually guide people in their lives into three groups:
All morality is based on divine laws received by men through Revelation, but these laws are compatible with the laws of “natural reason”, on the basis of which civil laws and laws of popular opinion are created.Social philosophy. Locke is a supporter of constitutional monarchy, but royal power has no Divine basis. Like Hobbes, he believes that the state arose thanks to the “social contract.” But unlike Hobbes, who argued that in the state of nature the relationship “man to man - wolf” reigned, Locke believes that the relationship “man to man – friend” reigned there.
Since all people are equal and independent, no one should harm the life, health, freedom and property of other people. Hence, natural rights are: the right to life, the right to freedom. The right to property and the right to protect these rights.
The fate of the teaching. Locke's teaching is at the origins of the entire philosophy of the Enlightenment; he is most often called the first Enlightenment. Locke's teaching also served as the basis for the further development of sensationalism in philosophy. In addition, it should be noted that his teaching on human rights contributed to the formation of the ideology of liberalism.
In the 17th century, the first signs of freedom appeared in England. When theology and inference were taught in universities, medieval philosophy was forgotten, replaced by natural sciences. Also, the 17th century for England was a civil war, marked by a gradual transition from an absolute monarchy to a constitutional one. At this time, the great English philosopher John Locke was born, whose works became the basis of universal philosophical practice.
Childhood and youth
The future philosopher was born in 1632 in the small village of Wrington, located near the county of Bristol.
The boy's father, John Locke, was one of the best lawyers in the area, who lived in prosperity.
John Sr. was a freedom-loving man; at the time when England was ruled by Charles I, he served as an army captain in Parliament. During the revolution, Locke Sr., due to unprecedented generosity, lost all his savings, giving money to the needy. Thus, the father taught his son that he should try to live for society.
From the biography of the scientist’s mother, all that is known is that her maiden name is King. More information about the woman who raised the philosopher did not reach his contemporaries.
The boy grew up in an oppositional family; neither his father nor his mother supported the absolute monarchy, nor did they support the regime of the dominant Anglican Church.
John's parents raised their son, each of them made their own contribution to the boy's development. Thus, from his father, Locke the Younger inherited a love of freedom and contempt for small everyday things, and from his mother, the philosopher inherited piety.
The woman was afraid of losing her children, because John’s brother died in infancy due to poor health. Therefore, Locke's mother lived in eternal fear of God and constantly prayed.
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The boy was raised religiously and strictly, according to Puritan rules. For the most part, the boy was taken care of by his father, who developed his own method, which John Jr. later praised.
John Sr. kept his son at a great distance from him and in complete obedience. Then he slowly allowed the boy to approach, and the menacing tone and orders turned into everyday advice. Gradually, the “boss” and the “subordinate” became equal to each other and they were bound by a strong friendship.
Locke grew up as a gifted and well-read boy. His father's friend, Colonel Alexander Popham, advised John Jr. to be sent to Westminster School.
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The philosopher's biographers say without exaggeration that Locke was the best student at school: the boy treated all subjects diligently and diligently.
In 1652, Locke entered the University of Oxford, where he studied medicine, Greek and Latin languages, literature, etc. The young student was taught natural science by Robert Boyle himself. During his university years, Locke began to become interested in the philosophy of the mathematician Rene Descartes, who became the beginning of the worldview that the student developed.
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John Locke's interest was aroused by his teacher and mentor Robert Boyle.
Descartes taught Locke an aversion to empty, abstruse words that carry no meaning; throughout his life, John believed that brevity is the sister of talent.
Also, the future philosopher began to adhere to the teachings of John Wilkins, who was passionate about science, and the scientist Richard Lowe instilled in the young man a love of medicine.
Theory of knowledge
His key book “The Experience of human understanding"John Locke writes in 1690. Locke's teaching was furthered by scientific works on "innate ideas", which had their origins in the philosophy of the ancient Greek scientist, and then this theory was considered in the 17th century, whose works were studied by John Locke.
“Innate ideas” are human knowledge that cannot be acquired because they are not based on feelings. That is, those principles that lead to universal human consent by virtue of “instincts”.
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But John Locke did not support this theory, but, on the contrary, came out with the opposite point of view in his essay on sensationalism. According to the philosopher, people choose certain ideas (for example, the discovery of medicine) not because of “innateness”, but because of usefulness. The scientist believed that the basis of human knowledge is life experience, which is built on sensory perceptions.
Complex ideas are developed by the mind and consist of simple ideas. And simple ideas arise as a result of an individual’s life experience: a person is a “blank sheet of paper” that is filled with life reflection.
Thus, John Locke disagrees with John Locke, who wrote that the soul is constantly thinking, and thinking is a permanent feature of the soul.
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According to English philosopher, knowledge is experience, and according to Descartes, thinking is an a priori state of man.
John Locke is the greatest English thinker of the 19th century, but all the scientist’s conclusions were developed not independently, but thanks to other figures. Therefore, despite the interesting interpretation of thought, John Locke is not at all an original author of a philosophical concept.
The influence of psychologist Thomas Hobbes and physicist can be traced in An Essay Concerning Human Understanding.
Locke's concept is that the world, limited in time and space, is subject to higher intelligence- God. Each creature interacts with others and has its own purpose. The purpose of man is to know and honor God, because of whom comes bliss on Earth and in the other world.
Pedagogy
After brilliantly graduating from Oxford University, Locke taught ancient languages for a couple of years, but soon left this position, accepting the offer of Earl Anthony Ashley Cooper of Shafstbury. When Anthony was seriously ill, John Locke made the correct diagnosis. The grateful count invited John to work as a family doctor and raise two boys.
At that time, Locke writes letters to his friend Clark and expresses his opinion about education. Edward diligently collected the philosopher’s letters, which served as the basis for the pedagogical work “Thoughts on Education.”
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John was sure that a person’s actions depend not on his own perception, but on upbringing, which develops a person’s character, will and moral discipline. Moreover, according to Locke, physical education should develop simultaneously with spiritual education. The physical is to develop hygiene and health, and the spiritual is to develop morality and dignity.
The thoughts expressed in letters to Clark reflect how Locke was raised by his father:
- Development of the body, adherence to strict discipline, daily routine and eating simple food;
- Developmental exercises and games;
- The child must go against desire and do what reason dictates and what does not contradict morality;
- From an early age children should be taught graceful manners;
- Physical punishment of a child takes place only with systematic disobedience and impudent behavior.
Political ideas
John Locke's political worldview is formed in childhood by his parents.
Of Locke’s political worldviews, the most famous is the idea of a democratic revolution, expressed in the philosopher’s works: “The Right of the People to Revolt Against Tyranny” and “Reflections on the Glorious Revolution of 1688.”
According to the philosopher about the state, it must guarantee personal freedom and natural human rights. Locke says about government that representatives of government must be elected by the people, a person must obey generally accepted law, and not the arbitrariness and despotism of superiors.
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John was also the first to put forward the idea of separation of powers and was an adherent of social contract theory.
The state is obliged to guarantee the protection of every person and his property, as well as to resolve cases of a criminal nature. Thus, Locke formed the concept of a legal constitutional state and legislative power.
Personal life
In reclusion and loneliness, John Locke surpassed even. It would seem that, great philosopher- an everyday person who loves life. However, if Kant acquired a house and a servant by the end of his life, then Locke had neither one nor the other. John was a homeless man who spent his entire life in other people's houses as a teacher, an example is the story of Anthony.
John did not set himself the goal of acquiring a central activity; all his actions were fragmentary. He practiced medicine whenever anyone asked him to, studied politics whenever possible, etc.
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The pious John Locke did not give importance to the material world, but prepared for the future life, which, judging by the Holy Scriptures, awaits man in the afterlife. This can be explained both by Locke’s piety and his poor health. Sometimes sick people live a long time, but are constantly preparing for death, evaluating themselves as guests in this world.
The scientist did not have a wife or children. Locke tried to combine two opposing concepts - religion and science.
Death
Locke spent the last years of his life in the country house of an acquaintance, Damerys Masham, who stood in for his daughter. The woman admired the philosopher, so Locke's moral teachings dominated her family.
In old age, Locke lost his hearing, which made him very sad, because he could not hear his interlocutors.
The philosopher died of asthma on October 28, 1704 at the age of 72. The scientist was buried near his last place of residence.
Quotes
- “Every passion has its origin in pleasure or pain.”
- “There is hardly anything more necessary for knowledge, for a quiet life and for the success of any business than a person’s ability to control his thoughts.”
- “True courage is expressed in calm self-control and in the calm performance of one’s duty, regardless of any calamity or danger.”
- “Twenty deeds can be forgiven sooner than one violation of the truth.”
- “In a poorly educated person, courage becomes rudeness...”
Locke John (1632-1704)
English philosopher. Born into the family of a small landowner. He graduated from Westminster School and Oxford University, where he later taught. In 1668 he was elected to the Royal Society of London, and a year earlier he became a family physician, and then the personal secretary of Lord Ashley (Earl of Shaftesbury), thanks to whom he became involved in active political life.
Locke's interests, in addition to philosophy, manifested themselves in medicine, experimental chemistry and meteorology. In 1683 he was forced to emigrate to Holland, where he became close to the circle of William of Orange and, after his proclamation as King of England in 1689, returned to his homeland.
The theory of knowledge occupies a central place in Locke. He criticizes Cartesianism and university scholastic philosophy. He presented his main views in this area in his work “Essays on the Human Mind.” In it, he denies the existence of “innate ideas”, and recognizes exclusively external experience, consisting of sensations, and internal, formed through reflection, as the source of all knowledge. This is the famous doctrine of the "blank slate", tabula rasa.
The foundation of knowledge consists of simple ideas, excited in the mind by the primary qualities of bodies (extension, density, movement) and secondary ones (color, sound, smell). From the connection, comparison and abstraction of simple ideas, complex ideas (modes, substances, relations) are formed. The criterion for the truth of ideas is their clarity and distinctness. Knowledge itself is divided into intuitive, demonstrative and sensitive.
Locke considers the state as the result of a mutual agreement, but highlights not so much legal as moral criteria for people’s behavior, understanding “the power of morality and morality” as the main condition for a prosperous state. Moral standards are the foundation on which human relationships are built. This is facilitated by the fact that people’s natural inclinations are directed precisely towards good.
Locke's socio-political views are expressed in “Two Treatises on Government”, the first of which is devoted to criticism of the divine basis of absolute royal power, and the second to the development of the theory of constitutional parliamentary monarchy.
Locke does not recognize the absolute monistic power of the state, arguing for the need for its division into legislative, executive and “federal” (dealing with the external relations of the state) and allowing the right of the people to overthrow the government.
In religious matters, Locke takes the position of religious tolerance, which lies at the basis of religious freedom. Although he recognizes the necessity of divine revelation due to the finitude of the human mind, he also has a tendency toward deism, which manifests itself in the treatise “The Reasonability of Christianity.”
John Locke's main ideas as an English educator and philosopher are briefly summarized in this article.
John Locke's Main Ideas
Political and state ideas of John Locke briefly
He believed that the state arose as a result of a social contract. In his ideal version, all people are independent and equal. They act according to the main rule - do not harm the health, life, property and freedom of another person. This is the purpose of creating a state.
The basis of the state is an agreement that is concluded a certain number people to create judicial, legislative and executive bodies. State doctrine John Locke is based on the concept of legality substantiated by him: everyone is equal before the law and can act as they wish, if it is not prohibited by law.
The form of the state directly depends on who heads it and who has legislative power. The creation of the state began with it. But it is limited by the law of nature and the public good. The best form of government, according to the philosopher, is a limited monarchy.
Locke defended the principle of guaranteeing freedom of conscience. The church and the state must exist separately from each other, because these two authorities have different goals and objectives. He offered state power divided in order to create a system of interaction between the state and society. The scientist identified 3 types of power:
- Legislative, which specifies how the power of the state should be used. It was created by the people.
- The executive, which monitors the implementation of laws. Its “representatives” are the monarch, the minister and the judges.
- Federal
John formulated the idea of popular sovereignty: the people have the right to control the work of the legislature and change its structure and composition. He gave the king the right to convene and dissolve parliament, the right of veto and legislative initiative.
Locke is considered the founder of liberalism, since he formulated the principles of bourgeois statehood.
John Locke discoveries in pedagogy
John Locke formulated his thoughts on education based on how his father raised him. He was completely confident that raising a child develops character, discipline and will. But the most important thing is to combine physical education with spiritual development. It manifests itself in the development of health and hygiene, and the spiritual - in the development of dignity and morality.
Locke was the first thinker to reveal personality through the continuity of consciousness. He believed that the mind is a "blank slate", that is, contrary to Cartesian philosophy, Locke argued that people are born without innate ideas, and that knowledge is instead determined only by experience gained by sense perception.
John Locke pedagogical ideas:
- Maintaining discipline, a strict daily routine and eating simple food.
- Use of educational exercises and games.
- Children should be taught polite manners from a very early age.
- A child must do everything that does not contradict morality.
- Children can be punished only in cases of systematic disobedience or defiant behavior.
John Locke's major works- “Essay on Human Understanding”, “Two Treatises on Government”, “Essays on Law and Nature”, “Letters on Tolerance”, “Thoughts on Education”.
We hope that from this article you learned what the main ideas of John Locke are.
LOCK JOHN (eng. John Locke)- English phil-lo-sophist and political thinker.
You are back in the Pu-ri-tan family of a lawyer. He studied at the West Minster School (1646-1652), at Christ Church College, Oxford University (1652-1656), where he thus pre-da-val the Greek language, ri-to-ri-ku and moral philosophy. Once upon a time, I helped R. Boyle in his chemical ex-periments -men-tah, pro-vo-dil me-teo-ro-logical on-blue-de-nia and studied me-di-qi-nu.
In 1668 he was elected a member of the London Royal Society. In 1667, Locke os-ta-vil college, becoming com-pan-o-nom and home-doctor lord An-to-ni Ash-li Ku-pe-ra (bu-du -the 1st Count of the Chief-ts-be-ri), one of the li-de-rows op-position of the re-zhi-mu Res-tav-ra-tion. When An-to-ni Ash-li fled to Holland after the failed government, Locke so was you-well-den emig-ri-ro-vat (1683).
In Holland, where Locke became close to the circle of Prince William of Orange, he finished work on his main philosophical essay “An essay concerning human un-der-standing”, 1690, Russian translation 1898, 1985), published by Anno -them-but “Episode about faith-ter-pi-mo-sti” (“Epistola de tolerantia”, 1689, Russian translation 1988), under-then a fundamental work on -li-tical phi-lo-so-phy “Two treatises of government” (“Two treatises of government”, 1690, Russian translation 1988).
In “An Essay Concerning the Human Mind,” which Locke worked on for about 20 years, he lived a system mu-em-pirical phi-lo-so-phy, one of the main tasks of which was to show the non-essentiality of the lack of knowledge of any mental-visual pre-syllabi and at the same time the impossibility of meta-physics, for -no-may-shchey trans-cen-dent-ny-mi about-ble-ma-mi. In connection with this, Locke pro-ti-pos-ta-villied his concept of the view of car-te-zi-an-st-va, Cam-Bridge-plat-to- ni-kov and uni-ver-si-tet-skoy scho-la-stistic phil-lo-so-phia. According to Locke, there are no innate ideas and principles - neither theoretical nor practical -skih, including the idea of God. All human knowledge comes from sensory experience - external (sensation) and internal -ren-ne-go (ref-lection). Knowledge is based on simple ideas, sensory images, generated in the mind by various qualities. these things are primary, with which these ideas are similar (extension, figure, density, movement ), or secondary ones, with which ideas are not similar (color, sound, smell, taste). Through the mind's ability to connect, co-create and ab-st-ra-gi-ro-va- from simple ideas complex and general ideas are formed. There are ideas clear and vague, real and fan-ta-sti-che, ad-ade-to-vat-with their pro-forms and not-ade-to- cotton wool Knowledge is true if ideas and their compounds or the signs that signify them are similarly designated them ob-ek-there. Knowledge would be intuitive (the most obvious truths, our own existence), de- mon-st-ra-tiv-noe (po-lo-same ma-te-ma-ti-ki, these-ki, being of God) and sen-si-tiv-noe (substantial -st-vo-va-niya of individual things). In “Experiments...” one can see the basics and degrees of knowledge, as well as the application the origin and basis of belief, or opinion, while Locke’s epi-ste-mo-logia quickly turns the devil into a psycho -logies of consciousness.
“According to the word about the faith-ter-pi-mo-sti” before-she-st-vo-va-remaining in the ru-ko-pi-syakh “Experience about the faith” ro-ter-pi-mo-sti" and "For-shi-ta non-con-for-miz-ma." In Locke’s “According to ...”, he expressed a view of freedom of the world as not being taken away from my right. man. The right of you-bo-ra and is-on-ve-da-niya re-li-gyi with-from-vet-st-vu-et in-te-re-sam and freedom of people and for this reason it must be recognized by the state government, the jurisdiction of which is granted only on their civil rights. Free-weight from-ve-cha-et and in-te-re-itself of the true Church, which is paradise in its activity can't manage the si-li-em. However, faith cannot be dissatisfied with those who enter into conflict with the defense -na-mi go-su-dar-st-va and moral-ny-mi norm-ma-mi society, who ourselves do not tolerate in the issues of re-li -gy or uses it to obtain pri-vi-le-giy and who-generally-from-the-re-tsa-et-s-st-vo-va- knowledge of God. “Po-sla-nie...” with-hold-sting-lo-tre-bo-va-nie pre-do-tav-le-niya re-leagues. society of equal rights and from the de-le-tion of the Church from the state-su-dar-st-va.
In “Two treatises on rights”, for the first time, a political document is presented. 1st trak-tat maintains the op-ro-ver-same views of the swarm-li-sta R. Phil-mer: his pat-ri-ar-hal-no-ab-so -lu-ti-st-skoy concept of pro-is-ho-de-power from the supreme power of Hell, received from Bo -ga; 2nd - the theory of the origin of state power from society. People who had previously lived in a natural state, according to the agreement, had settled in a certain place. that-swarm political whole - go-su-dar-st-vo - for the protection of your not-from-alien-given natural rights given to them, for the Law of Nature, - the rights to life, personal freedom and property. In the natural state, people are free and equal, and all natural benefits belong to them in equal measure. But what a person has applied his labor to comes out of the general wealth and becomes part of it - own-st-ven-no-styu. The highest legislative power in the state of the USSR; she comes from the laws aimed at preserving society as a whole, at ensuring the good its members and protect-to-them from the pro-of-la and force from others. The executive power puts the laws into practice and monitors their implementation. Fe-de-ra-tiv power implements external dreams, decides issues of war and peace, teaching -stia in inter-national koa-li-tsi-yahs and unions. Locke op-re-de-la-et the inter-relationship of these branches of power in the state-su-dar-st-ve, cases of possible usur-pa -tion of power, turning it into a ti-ra-niy, as well as the conditions for the distribution of a system of rights. The government must obey the law, just like the country, because it is the law that oh-ra-nya -It’s their rights and freedom. The people are based on an unconditional su-ve-re-nom and have the right not to support and even to dis-prove the unanswered power that has ruined the public agreement.
Locke returned to his birth in 1689 after the “Glorious Revolution” and actively joined the work of hell -mi-ni-st-ra-tion of the English king Wilhelm III. Continuing to defend his views on religion and the Church from critics, Locke published the second (1690) and third (1692) in 1695 he published the treatise “Ra “The reasonableness of Christianity, as delivered in the Scriptures” ). In Christianity, based on later layers, he sees the most reasonable morality. vein teaching. Placing an emphasis on the unity of God, Locke implicitly omitted certain dogmas, the pre-eminent dogma of Tro -ich-no-sti. This un-or-the-doc-salty co-chi-ne-lived on two new ones of religious thought: la -ti-tu-di-na-riz-mu - shi-ro-koy ver-ro-ter-pi-mo-sti, which is paradise for some time in the future- la-da-la in the Ang-li-kan church-wi, and the English de-iz-mu.
Locke expounded his pedagogical views in the book “Some thoughts concerning education”, 1693, Russian translation 1759, 1939. It contained re-co-men-da-tions on how you can grow a child into a healthy body and spirit -pitan-no-go gent-l-men-na, for-le-no-go for his country gra-zh-yes-no-na. Locke ot-y-or-tet the physical and moral-st-ven-no-mu vo-pi-ta-niy before ob-ra-zo-va-ni-em: re-ben- he should give only that knowledge that will be useful to him in his next life and activity. At the same time, education and education must be strictly in-di-vi-du-al-ny and teach natural inclinations Sti and ability of children.
Locke for-ni-ma-li is also about-ble-we eco-no-mi-ki and fi-nan-sov. He published a discussion about the way to overcome inflation, participated in the pro-ve-de-niy de -gentle reform in the institution of the Bank of England. The last government post, which he held, is the authority for trade and colony matters. The disease of the lungs bu-di-la him to leave London and the last years of his life in the countryside (in the town of Ots), in the estate of his friends - soup-ru-gov Ma-shem.
Locke's ideas led to the ideology of Enlightenment, their influence was used by many. the thought of the very different philosophical ori-en-ta-tion. In Ve-li-ko-bri-ta-nii - A. Chef-ts-be-ri, B. Man-de-ville, J. To-land, A. Collins, D. Gart-lee, J Priestley, J. Burkeley and D. Hume; in France - Voltaire, J.J. Russo, E.B. de Con-dil-yak, J.O. de La-met-ri, K.A. Gel-ve-tsii and D. Did-ro, in North America - S. Johnson and J. Ed-wards. Locke's political philosophy was re-developed by S. L. Mont-tes-quio and was re-created as an ideo-lo- ha-mi Wars for independency in North America 1775-1783 - B. Frank-lin, S. Adam-s and T. Jeff-so- nom.
Essays:
The works. L., 1812. Vol. 1-10;
Two treats of government / A critical edition with an introduction and apparatus criticus by P. Las-lett. Camb., 1960;
A letter on tolerance/Ed. by R. Klibansky. Oxf., 1968;
The correspondence. Oxf., 1976-1989. Vol. 1-8;
An essay concer-ning human understanding / Ed. by P. Niditch. Oxf., 1979;
Works: In 3 volumes. M., 1985-1988;
Two treatises on government / Introductory article and notes by A.L. Sub-bo-ti-na. M., 2009.