History 2: Modernity
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Lesson 1: Orientation11 Steps
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1.1—Introduction & Note-taking (23 min video)
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1.1—Read Quotes About Wisdom
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1.2—Why Life? (12 min video)
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1.2—Read Tolkien Letter
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1.3—Why School? (18 min video)
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1.3 — Read Arthur Quiller-Couch Quote
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1.4 —Why History? (16 min video)
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1.4 —Read History Quotes
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1.5—Course Assignments (8 min video)
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1.5 – Lesson 1 Portfolio
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1.5—Lesson 1 Exam
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1.1—Introduction & Note-taking (23 min video)
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Lesson 2: The Great Stage: Introduction to the West13 Steps
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2.1 — The Principle (23 min video)
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2.1 — Read Westminster Confession Chapter 1
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2.2—Christendom & Modernity (16 min video)
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2.2—Read the Nicene Creed
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2.3—The Thirty Years War (31 min video)
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2.3—Read Gustavus Adolphus Farewell Address
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2.4—John Amos Comenius (15 min video)
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2.4—Read The Great Didactic
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2.5—The Legacy of the West (15 min video)
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2.5—Lesson 2 Portfolio
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2.5—Lesson 2 Exam
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2.6—Project 1: Reformational Imitation (4 min video)
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2.6—Choose Reformational Masterwork & Begin Research
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2.1 — The Principle (23 min video)
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Lesson 3: Ideas Have Consequences: The Enlightenment11 Steps
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3.1—The Principle (20 min video)
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3.1—Read Proverbs 1-4
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3.2—Ockham & Descartes (13 min video)
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3.2—Read Descartes
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3.3—Spinoza, Hobbes, Locke & Hume (21 min video)
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3.3—Read Hume
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3.4—Kant, Diderot, & Voltaire (18 min video)
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3.4—Read Kant
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3.5—Rousseau (13 min video)
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3.5—Lesson 3 Portfolio
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3.5—Lesson 3 Exam
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3.1—The Principle (20 min video)
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Lesson 4: The Sacred & the Secular: Empires, Pirates, and Rulers11 Steps
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4.1 —The Principle (15 min video)
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4.1 —Read Rousseau Selection
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4.2 —Explorers & Empires (23 min video)
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4.2 —Read "The History of the Indies" Selection
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4.3 —The Muslim Threat & Catholic Missions (24 min video)
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4.3 —Read "Lepanto" & Francis Xavier Letter
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4.4 —The Golden Age of Piracy (19 min video)
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4.4 —Read Don Lewes Transcript
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4.5 —Enlightened Despots (16 min video)
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4.5 —Lesson 4 Portfolio
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4.5 —Lesson 4 Exam
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4.1 —The Principle (15 min video)
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Lesson 5: Royal Science: The Scientific Revolution11 Steps
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5.1 —The Principle (16 min video)
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5.1 —Read Principia Selection
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5.2 —The Scientific Revolution (13 min video)
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5.2 —Read van Leeuwenhoek Letter
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5.3 —Revolutions in Astronomy (27 min video)
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5.3 —Read Galileo Selection
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5.4 —The Royal Society (19 min video)
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5.4 —Read Preamble to the Royal Society's Charter
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5.5—Two Royal Giants - Leibniz and Newton (25 min video)
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5.5—Lesson 5 Portfolio
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5.5—Lesson 5 Exam
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5.1 —The Principle (16 min video)
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Lesson 6: The Creators: Pascal, Vermeer, Johnson, and Bach11 Steps
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Lesson 7: The Devil Has No Stories: The French Revolution12 Steps
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7.1—The Principle (20 min video)
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7.1—Read Robespierre Speech I
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7.2—The Setting of the French Revolution & the Reign of the Sun King (22 min video)
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7.2—Read Louis XIV's Memoir
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7.3—The Revolution I (23 min video)
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7.3—Read "The Declaration of the Rights of Man"
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7.4—The Revolution II (19 min video)
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7.4—Read Robespierre Speech II
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7.5—The Revolution III (21 min video)
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7.5—Lesson 7 Portfolio
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7.5—Lesson 7 Exam
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7.6—Reformational Imitation Finished
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7.1—The Principle (20 min video)
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Lesson 8: I Am The Revolution: Napoleon Bonaparte13 Steps
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8.1—The Principle (20 min video)
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8.1—Read Quotations About Duke of Wellington
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8.2—The Age and Character of Napoleon (22 min video)
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8.2—Read Napoleon Letter
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8.3—The Man of Ambition (24 min video)
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8.3—Read Napoleon Proclamation
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8.4—The Man as Emperor I (25 min video)
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8.4—Read Writings & Proclamations of Napoleon
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8.5—The Man as Emperor II (16 min video)
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8.5—Lesson 8 Portfolio
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8.5—Lesson 8 Exam
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8.6—Project 2: Speech on Tradition (3 min video)
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8.6—Choose Topic for Speech on Tradition Project
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8.1—The Principle (20 min video)
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Lesson 9: Deus Ex Machina: The Industrial Revolution11 Steps
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9.1—The Principle (17 min video)
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9.1—Read Observation on the Loss of Woolen Spinning
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9.2—Revolutionary Change I (13 min video)
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9.2—Read William Radcliffe Selection
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9.3—Revolutionary Change II (15 min video)
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9.3—Read Robert Owen Selection
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9.4—Inventors I (13 min video)
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9.4—Research Industrial Revolution Invention
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9.5—Inventors II (15 min video)
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9.5—Lesson 9 Portfolio
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9.5—Lesson 9 Exam
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9.1—The Principle (17 min video)
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Lesson 10: The Antiquary & the Muse: Scott, Austen, and the Romantic Poets12 Steps
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10.1—The Principle (18 min video)
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10.1—Read Antiquary Selection
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10.2—The History of the Novel & Sir Walter Scott (29 min video)
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10.2—Read "The Bard's Incantation"
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10.3—The Arts of Domesticity & Jane Austen (15 min video)
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10.3—Read Pride & Prejudice Chapter
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10.4—The Romantic Poets I (19 min video)
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10.4—Read Coleridge & Wordsworth
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10.4—Read Byron, Shelley & Keates
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10.5—The Romantic Poets II (17 min video)
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10.5—Lesson 10 Portfolio
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10.5—Lesson 10 Exam
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10.1—The Principle (18 min video)
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Lesson 11: No Vision Too Large: Wilberforce & Chalmers10 Steps
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11.1—The Principle (23 min video)
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11.1—Read Robert Southey Letter
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11.2—William Wilberforce I (16 min video)
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11.3—William Wilberforce II (18 min video)
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11.2 & 11.3—Read Wilberforce Speech
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11.4—Thomas Chalmers I (16 min video)
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11.4—Read Thomas Chalmers Sermon
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11.5—Thomas Chalmers II (16 min video)
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11.5—Lesson 11 Portfolio
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11.5—Lesson 11 Exam
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11.1—The Principle (23 min video)
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Lesson 12: Culture = State: Nationalism12 Steps
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12.1—The Principle (16 min video)
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12.1—Read "The German Fatherland"
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12.2—Simón Bolívar & the Narrative of Nationalism (29 min video)
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12.2—Read Simón Bolívar Proclamation
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12.3—The Narrative of Nationalism II (12 min video)
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12.3—Read Giuseppe Mazzini Excerpt
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12.4—Making Nationalism International: Communism (17 min video)
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12.4—Read Engels Selection
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12.5—The Communist Manifesto (15 min video)
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12.5—Lesson 12 Portfolio
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12.5—Lesson 12 Exam
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12.6—Give Speech on Tradition
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12.1—The Principle (16 min video)
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Lesson 13: Eminent Culture: Victorianism11 Steps
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13.1—The Principle (25 min video)
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13.1—Read Queen Victoria Letters
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13.2—The Empire & Eminent Victorians I (16 min video)
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13.2—Read Queen Victoria Proclamation
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13.3—Eminent Victorians II (20 min video)
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13.3—Read Eliot and Tennyson Poems
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13.4—Eminent Victorians III (20 min video)
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13.4—Read Florence Nightingale Letter
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13.5—The Prince of Preachers: Spurgeon (18 min video)
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13.5—Lesson 13 Portfolio
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13.5—Lesson 13 Exam
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13.1—The Principle (25 min video)
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Lesson 14: The West and the Rest: Victorian Missions13 Steps
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14.1—The Principle (22 min video)
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14.1—Read Thomas Hardy Poem
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14.2—The Scope of Missions (25 min video)
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14.2—Read Henry Martyn Journal Entries
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14.3—Indian & William Carey (25 min video)
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14.3—Read William Carey Selection
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14.4— China and Hudson Taylor (12 min video)
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14.4—Read Spurgeon Selection
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14.5— Africa and David Livingstone (20 min video)
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14.5—Lesson 14 Portfolio
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14.5—Lesson 14 Exam
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14.6—Project 3: Thesis Paper (7 min video)
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14.6—Choose Thesis Paper Topic & Begin Research
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14.1—The Principle (22 min video)
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Lesson 15: The New Priesthood: Scientism and Darwinism11 Steps
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15.1— The Principle (20 min video)
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15.1— Read H.G. Wells Selection
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15.2— Figures of Scientism I (28 min video)
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15.2— Read Thomas Malthus Selection
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15.3— Figures of Scientism II (21 min video)
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15.3— Read Selection from "The Descent of Man"
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15.4— The Realities of Scientism I (20 min video)
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15.4— Read "The Great Lesson"
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15.5— The Realities of Scientism II (25 min video)
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15.5—Lesson 15 Portfolio
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15.5—Lesson 15 Exam
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15.1— The Principle (20 min video)
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Lesson 16: The Square Inch War: Kuyper and Wilson12 Steps
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16.1— The Principle (25 min video)
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16.1— Read Kuyper Selection
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16.2— Fundamentalists and Radicals (25 min video)
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16.2— Read Princeton Theological Review Essay
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16.3— Abraham Kuyper (19 min video)
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16.3— Read Selection from "Calvinism and Politics"
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16.4— Woodrow Wilson (33 min video)
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16.4— Read Woodrow Wilson Essay Selection
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16.5— Wilson’s Presidency (18 min video)
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16.5—Lesson 16 Portfolio
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16.5—Lesson 16 Exam
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16.6—Thesis Statement Finished
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16.1— The Principle (25 min video)
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Lesson 17: The Pity of War: World War I11 Steps
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17.1— The Principle (18 min video)
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17.1— Read Wilfrid Owens Poem
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17.2— The Scope of the Great War and Its Beginning (27 min video)
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17.2— Read Excerpt from "Germany In Arms"
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17.3— The Character and Narrative of the Great War (21 min video)
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17.3— Read Memoir of Private Harold Saunders
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17.4— America and Notable Characters in the Great War (25 min video)
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17.4— Read Rupert Brooke and John McCrae Poems
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17.5— The Poets, the Chaplains, and the Armistice (20 min video)
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17.5—Lesson 17 Portfolio
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17.5—Lesson 17 Exam
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17.1— The Principle (18 min video)
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Lesson 18: Domesticity Versus Tyranny: Versailles, Dictators, and America’s Roaring Twenties12 Steps
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18.1— The Principle (24 min video)
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18.1— Read Selection from Wilson's "Fourteen Points"
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18.2— The Rise of the Despots I (19 min video)
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18.2— Read Selection from "The Higher Phase of Communist Society"
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18.3— The Rise of the Despots II (26 min video)
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18.3— Read Selection from "Mein Kampf"
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18.4— The Return to Normalcy I (15 min video)
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18.4— Read Article on National Thrift Week
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18.5— The Return to Normalcy II (13 min video)
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18.5—Lesson 18 Portfolio
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18.5—Lesson 18 Exam
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18.6—Thesis Outline Finished
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18.1— The Principle (24 min video)
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Lesson 19: Modern Art and the Death of Culture: Art and Architecture11 Steps
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19.1— The Principle (28 min video)
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19.1— Read selection from "Background to a Dilemma"
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19.2— The Modern Artist (32 min video)
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19.2— Read Part 2 of "Background to a Dilemma"
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19.3— Expressionism to Cubism (21 min video)
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19.3— Research Artist from the Lecture
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19.4— Dadaism to Pop (18 min video)
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19.4— Research Artist from the Lecture
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19.5— Bauhaus and International Style (34 min video)
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19.5— Research Work of Architecture
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19.5—Lesson 19 Portfolio
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19.1— The Principle (28 min video)
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Lesson 20: I’ll Take My Stand: The Thirties11 Steps
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20.1— The Principle (37 min video)
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20.1— Read "Sex and Property" by G.K. Chesterton
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20.2— Hoover and the Crash (25 min video)
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20.2— Read Accounts of Life
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20.3— FDR and the New Deal (27 min video)
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20.3— Read Henry Morgenthau, Jr. Memorandum
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20.4— The Georgian Devil: Stalin (21 min video)
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20.4— Read Selection from "The Gulag Archipelago"
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20.5— The Austrian Devil: Hitler (19 min video)
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20.5—Lesson 20 Portfolio
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20.5—Lesson 20 Exam
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20.1— The Principle (37 min video)
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Lesson 21: The Lost Generation: Literary Converts12 Steps
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21.1— The Principle and Q (35 min video)
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21.1— Read Sir Arthur Quiller-Couch Quote
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21.2— G.K. Chesterton (24 min video)
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21.2— Read "A Piece of Chalk"
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21.3— Evelyn Waugh and Dorothy Sayers (23 min video)
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21.3— Read "The Lost Tools of Learning"
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21.4— C.S. Lewis (24 min video)
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21.4— Read "The Weight of Glory"
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21.5— J.R.R. Tolkien (23 min video)
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21.5—Lesson 21 Portfolio
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21.5—Lesson 21 Exam
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21.6—Thesis Paper Finished
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21.1— The Principle and Q (35 min video)
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Lesson 22: The Wrath of Man: World War II11 Steps
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22.1— The Principle and the Rise of Nazi Germany I (21 min video)
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22.1— Read the Manifesto of the Nazi Party
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22.2— The Rise of Nazi Germany II and the Start of War (26 min video)
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22.2— Read Accounts of Kristallnacht
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22.3— France, Britain, and the Soviet Union (32 min video)
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22.3— Read Selection from "The Finest Hour"
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22.4— The Empire of the Rising Sun (17 min video)
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22.4— Read the "Pearl Harbor Address"
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22.5— The American Entrance and Early Battles (18 min video)
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22.5—Lesson 22 Portfolio
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22.5—Lesson 22 Exam
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22.1— The Principle and the Rise of Nazi Germany I (21 min video)
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Lesson 23: The Cross and Perseverance: World War II, Bonhoeffer, and Churchill13 Steps
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23.1— The Principle and the Invasion of Fortress Europe (25 min video)
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23.1— Read Letter By Rev. John G. Burkhalter
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23.2— The Fall of Man’s Empires (27 min video)
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23.2— Read Letter from John Hyndman
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23.3— The Atomic Bomb and the Holocaust (30 min video)
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23.3— Read Three Accounts of Holocaust Survivors
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23.4— Dietrich Bonhoeffer and Winston Churchill I (15 min video)
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23.4—Read "Overcoming Fear"
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23.5—Winston Churchill II (16 min video)
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23.5—Lesson 23 Portfolio
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23.5—Lesson 23 Exam
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23.6—Project 4: The Hour Project (4 min video)
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23.6—Choose “Hour Project” Goal
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23.1— The Principle and the Invasion of Fortress Europe (25 min video)
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Lesson 24: Personal Peace and Affluence: The Fifties11 Steps
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24.1— The Principle and Pop Art (22 min video)
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24.1— Read J.K. Galbraith Selection
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24.2— TV and Suburbs (33 min video)
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24.2— Read G.K. Chesterton Quote
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24.3— The Cold War (26 min video)
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24.3— Read Churchill Speech Selection
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24.4— M.A.D. and China (21 min video)
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24.4— Read Truman Farewell Address
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24.5— The Korean War, the Red Menace, and Ike (19 min video)
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24.5—Lesson 24 Portfolio
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24.5—Lesson 24 Exam
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24.1— The Principle and Pop Art (22 min video)
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Lesson 25: The Great Divorce: The Sixties11 Steps
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25.1— The Principle and Kennedy’s Presidency (28 min video)
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25.1— Read Kennedy Address
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25.2— The Civil Rights Movement (16 min video)
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25.2— Read "Letter from Birmingham Jail"
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25.3— The Culture of Revolution (24 min video)
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25.3— Read Bob Dylan Song
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25.4— LBJ: War and Peace (17 min video)
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25.4— Read "The Great Society" Speech
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25.5— The 10,000 Day War: Vietnam (15 min video)
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25.5—Lesson 25 Portfolio
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25.5—Lesson 25 Exam
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25.1— The Principle and Kennedy’s Presidency (28 min video)
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Lesson 26: The West Like the Rest: The Seventies and the End of Modernity11 Steps
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26.1— The Principle (27 min video)
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26.1— Read "Suicide is Painless"
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26.2— The Sexual Revolution and Abortion (31 min video)
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26.2— Read "Birth Control and the Revolution"
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26.3— Modern Israel (24 min video)
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26.3— Read Israeli Prime Minister Address
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26.4— Watergate and Iran (20 min video)
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26.4— Read Washington Post Article
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26.5— Alexander Solzhenitsyn (16 min video)
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26.5—Lesson 26 Portfolio
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26.5—Lesson 26 Exam
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26.1— The Principle (27 min video)
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Lesson 27: The Triumph of the West: The Fall of Communism and Postmodernity12 Steps
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27.1— The Principle and the Church Today (14 min video)
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27.1— Read Lord John Dalberg-Acton Quote
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27.2— Ronald Reagan (19 min video)
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27.2— Read Reagan Speech
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27.3— Margaret Thatcher, Pope John Paul II, and the Leaders Against Communism (16 min video)
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27.3— Read Václav Havel Quote
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27.4— Gorbachev and the Fall of the Evil Empire (18 min video)
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27.4— Read Diary Entry of Anatoly Chernyaev
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27.5— Postmodernity (18 min video)
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27.5—Lesson 27 Portfolio
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27.5—Lesson 27 Exam
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27.6—Hour Project Finished
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27.1— The Principle and the Church Today (14 min video)
4.1 —The Principle (15 min video)
Transcript
The following transcript was automatically generated and may contain errors in spelling and/or grammar. It is provided for assistance in note-taking and review.
Welcome to a new lesson. We actually have quite a bit to talk about this week. Our title, you can go ahead and write that down, this is going to be called “The Sacred and the Secular.” and I’ll unpack that idea in a moment. Our topic for this week, actually I have four major things I want to address this week. I want to address some of the great empires of the day and the time. I want to address the missions, especially of the Jesuits. I want to address the whole issue of piracy and pirates of the time, as well as some of the rulers, what were known as the enlightened despots at the time.
But for this very first lecture, we’ll of course take a look at the principle. Now before I unpack the principle or even explain the title, I want to go back to the philosopher Jean-Jacques Rousseau who we talked about back in the Enlightenment lecture.
Specifically his famous work, The Social Contract. It was in The Social Contract that he actually explained his whole philosophy of what a perfect state looked like. Now his primary question that he was asking was, “How can a man be united to every other man?” In other words, how can you have this ideal or even perhaps a perfect unity in the state, in the government, kind of this peaceful, amicable, get-along society?
How can you have that and at the same time still have freedom and liberty for all who are involved in this? Rousseau’s solution to this was very one-sided. If you recall from our previous lesson, it was Rousseau who said a man must either be holy himself, meaning he kind of has to be that noble savage out in his own, or he has to be given holy to the state.
That was his solution. He said that men must give themselves wholly to society, to their government. They must give themselves wholly to what he called the whole community. That was his solution. What he argued, therefore, was that no individual must have any rights that another individual does not have. So this could apply to how much money someone has. It could apply to how much property someone has. It could even get down into details such as how much education someone has, or whether or not they’re married, or whether or not they have children, or how many children they have. That’s where you really get into these problems. But still, he argued that everyone should essentially be equal in what they have, particularly in rights, but also, as I mentioned to you, in what they actually possessed or owned.
Ultimately, what he did was he de-emphasized the individual, and he said that no single person should be given over to another. In other words, his ideal was that every single person in the entire community would essentially govern every single other person, which of course sounds like confusion or chaos.
Of course, his solution to this was an extreme democracy, where the will of the people, whatever the people vote on at any given time, that determines all laws, that determines all course of action.
But of course, Rousseau was also practical. He had to figure out, okay, how does this actually look? And so he did believe there had to be a sovereign power, which he called the people, but this still meant that there had to be an actual group, a limited group of people who guided everything, who were ideally going to be chosen by the people or perhaps gotten rid of by the people.
Now keep that idea filed away because that’ll help explain the French Revolution when we get to it and how you see the cycle of leaders appear and then disappear as violently as they came in usually.
And that has a lot to do with the French Revolution using Rousseau as their ideal thinker. Anyway, Rousseau goes on in “The Social Contract” And his basic argument to kind of make all of this work is that individuals are essentially allowed, in a sense, to have their own opinions and so forth.
But ideally, all individuals will have one great agreement. They will all be of one mind. They will all share some kind of common affection or love together. Now, I mentioned to you that in Christendom, the common affection that united people was often the faith. It was actually a common love of Christ himself. But when that goes away with modernity, or at the very least is de-emphasized with modernity, something else had to be chosen to replace that common affection.
And most of the Enlightenment thinkers, especially Rousseau, chose the state to be that actual replacement. He ultimately argued that man should really try to keep his private opinions to himself. and he should divorce especially his religious beliefs from his social life, from his civic life, from his public life. This really is kind of the crutch of what we’re looking at today, which is the whole division between the sacred realm, that realm of faith, that realm of worship, that realm of belief, from the secular realm, that realm of civil government.
Many of the Enlightenment philosophers and many of the thinkers of the day, and you’re gonna see this progression throughout modernity, began to argue there should be a very strict separation between those two areas. Almost like the separation of church and state, but much broader than that. See, when the founding fathers talked about the separation of church and state, they were often referring to the idea that those two different realms should be just that.
They should be two different realms. They should have separate leaders. They should have essentially separate rules and laws and separate powers. But it didn’t mean that the two should influence each other. When Rousseau talks about these two realms, he really means that the realm of the individual, the realm of private belief, and so forth, should not influence the realm of society, because the individual should surrender even his own worldview, even his own thoughts and opinions to the greater good of the state.
Let me give you an example, as I can actually just read to you from Rousseau’s Social Contract. He says this, “In fact, each individual may, as a man, have a private will, dissimilar or contrary to the general will which he has as a citizen.
” So he acknowledges the fact that people are going to have different opinions than sometimes society as a whole or other people. “His own particular interest may dictate to him very differently from the common interest. His mind, naturally and absolutely independent, may regard what he owes to the common cause as a gratuitous contribution, the omission of which would be less interest to others and the payment would be burdensome to himself, and considering the moral person, which constitutes the state as a creature of the imagination, because it is not a man, he may wish to enjoy the rights of a citizen without being disposed to fulfill the duties of a subject.
” What he’s basically saying is that if you’re going to be a citizen, it’s all or nothing. You either have to be entirely sold out to the society, to the worldview of the state, and to the power of the state, or you really can’t be a citizen at all. He says, he goes on, he says, “An injustice which would in its progress cause the ruin of the body politic.” So if someone is actually not in full agreement, it would totally break apart his idea, or his ideal I should say, of a perfect society.
He goes on, he says, “In order therefore to prevent this, to prevent the social compact from becoming a vain form, to prevent men from really having a free market of ideas and so forth, it tacitly comprehends this engagement which alone can give effect to the others.
That, here’s the key, that whoever refuses to obey the general will shall be compelled to it by the whole body, which is in fact only forcing him to be free.
For this is the condition which guarantees his absolute personal independence to every citizen of the country, a condition which gives motion and affects a political machine, which alone renders all civil engagements legal, and without which they would be absurd, tyrannical, and subject to the most enormous abuses.
” In other words, what a society really has to do is it has to compel the individual to agree with it. And in other words, he says this really isn’t taking away liberty at all. It’s kind of this interesting turn of phrase that he uses. He says you’re forcing someone to be free. In other words, you use force, sometimes violent force if necessary, to force someone to experience liberty and freedom. Kind of reminiscent of when my brother used to dunk me in the pool. I was the younger brother, so I often was at his mercy. And when my mom would say, “Hey, why are you doing that?” And my brother would say, “Oh, he likes it.” I didn’t actually like it, but my brother was trying to force me, I suppose, to like it in a way because he certainly seemed to enjoy it.
Anyway, Rousseau’s idea is not actually that much different. You force men to be free because they simply don’t know what’s best for them. What this essentially means is it means that the state, led by these philosophers and these enlightened despots, the state itself becomes the parent and we are the children.
In other words, it’s a replacement for the family as much as it is a replacement for the church. Now in order to kind of understand where we’re going with today’s lecture, it’s going to cover many different things, let’s go ahead and talk about these terms of sacred and secular. Now sacred is a term that it’s really kept the same meaning throughout time. It simply means something that is holy or something that has been made holy, something that is consecrated, something that is set apart. In other words, it generally refers to issues of the church, it generally refers to issues of pastors and the priesthood, it generally refers to issues of worship, and so forth.
Secular is a very different word. If you go back to the Middle Ages, in fact, it’s been specifically traced back in the dictionary, the Oxford English Dictionary, that is, to the year 1290, that secular quote meant living in the world, not belonging to a religious order.
In other words, secular meant something like “of the state” or even sometimes “of a certain time” or a certain generation. It’s very curious, Johann Sebastian Bach, for example, had multiple pieces of music, multiple cantatas, for example, that he wrote. Most of them were considered sacred music, meaning most of what Bach wrote was meant for actual church worship to be used in a church service in an actual church building or cathedral for the express purpose of worship.
But Bach also wrote a couple of secular pieces. In other words, he wrote what we sometimes call secular music, which if you’re like me and you grew up in the 1980s, you might have been taught that secular music was bad and that Christian music was good.
What’s interesting about Christendom is you don’t really see that division. That’s kind of a modern division, which is my whole point today. Bach did have secular music. He wrote one piece about coffee and he wrote one piece about tobacco. That was his secular music. He saw it as not fit for worship properly, so I think we can understand why that would not be appropriate for worship in terms of congregational worship, but he did see those two things as being things that God had made and meant for man to enjoy, albeit in the appropriate form and in the appropriate moderation, but still he called those pieces secular because they simply weren’t meant for the church. What’s interesting though is that this term secular takes on a whole different meaning by the time we get to the 1800s. In fact, it’s in 1846 that the definition of secular shows up as being something like this, “doctrine that morality should be based on. It’s the well-being of man in the present life without any regard to religious belief or a hereafter.” In other words, the term secular by the time we get to the 19th century has a whole new meaning. And really when we move from the 13th century where we began with the definition of secular all the way to the 19th we’re looking at that transition called modernity. And that really begins in earnest kind of in the 17th century and moving forward from there. The whole idea the secular realm has nothing to do with the sacred. It was the whole divorce between religion on the one hand and everything else you do in life on the other hand. This is why modernity often sees Christianity and science at odds with each other. This is why modernity often sees faith on the one hand and a reason at odds with each other or perhaps faith and evidence with odds at each other or the whole idea of worship on Sunday as being completely separate from what you do in your calling or your work the rest of the week.
This is why modernity is often separated as firmly as it possibly can the church from the state, not just in the old Christendom sense of the two having two different authorities, but in the sense that the two really should not influence each other.
Or actually, in modernity, usually the state influences the church much more than the church actually influences the state. This is why you also see in modernity the whole separation between what is good for the soul from what is good for the body, which eventually leads to the denial that there even is a soul to begin with.
Christianity, however, never actually saw things this way. It’s It’s always seen the gospel affecting the whole of life. It’s always seen man’s chief end. Here’s your principle, taken from the Westminster Catechism. It’s always seen man’s chief end to be the glorification of God and the enjoyment of him forever. It’s a very covenantal view of life. This whole concept that Christianity affects all of who we are. It affects us because we are creatures that live in space. We live in time, we live in history, and all of those things are created by God. Everything we engage with, both time-wise and creation-wise or space-wise, all of those things were made by God. All of the things that we do are meant to be a worship of Him and an enjoyment of Him and the things that He has made.
And so it was a very foreign idea to take religion, at least a very foreign idea to Christendom and properly to the church, biblically speaking, it was a very foreign idea to take religion and to categorize it into this one area that was never supposed to break out from there.
Thankfully in modernity there are many, many rebels who do not go along with this idea. We’ll actually talk about some of these missionaries who understood that religion actually affects the culture around them in this week’s lesson.