Smith interrupts his series on education with a timely discussion of social Darwinism.
Constant shows how the idea of liberty has changed, from the ancient conception of freedom as part of a collection to the modern, individualist view.
Smith discusses Jefferson’s ideas about education and his plan for a decentralized system of public schools.
John Locke lays out the foundational arguments of liberalism: people have rights preexisting government, and government exists to protect those rights.
Smith explores the Voluntaryist critique of those who support free trade in religion and commerce but advocate state interference in education as well as the debate between J. S. Mill and Herbert Spencer about the proper role of government in education.
Wollstonecraft argues the case for women’s rights entirely in libertarian terms of equal and natural rights.
Smith explains why benevolence is desirable but justice is essential not just to to civil society but also to how we measure our behavior in the eyes of others.
Smith explores some more Voluntaryist arguments against state education.
Sam Harris’s book represents a dangerous mode of thinking echoing early Progressivism. Libertarians should be deeply concerned by Harris’s take on morality.
Madison discusses how a large, republican government can mitigate the effects of factions.
Paine explores the distinction between society and government and the impact the latter has on the former in this selection from Common Sense.
The Chinese economist and intellectual and social entrepreneur Mao Yushi explains the role that markets play in bringing about concord and cooperation.
Smith turns to the philosophy of Voluntaryism, discussing how its proponents fought against state control of education in the nineteenth century.
Smith explores the significance of the division of labor using his example of the pin factory where specialization lets the employees increase their production.
Lane compares socialism to individualism and shows out the latter is the only path to upholding freedom.
Smith begins his series on the critics of state education with a discussion of Joseph Priestley, the Englishman who discovered oxygen.
Adam Smith’s The Theory of Moral Sentiments included this passage on two distinct ways of seeing the world: spontaneous order vs planned economy.
In this excerpt from The Rights of Man, here Thomas Paine argues that the order naturally observed in human society is not the result of government.
Hume argues that rules of justice do not spring fully-formed from rational calculation but emerge from the uncoordinated actions of individuals.
Kant discusses his theory of the state, concluding, “Whatever a people cannot impose upon itself cannot be imposed upon it by the legislator either.”
Adam Smith explores the benefits of Free Trade.
Smith continues his examination of the intellectual roots of state education by turning to the views of Plato’s most famous student.
Boaz outlines his libertarian view of rights and morality.
Pilon discusses the erosion of property rights by the Supreme Court.
Hayek discusses his book, “The Fatal Conceit,” the development of money, and Margaret Thatcher.