The Age of Enlightenment is a controversial period in history, and its evaluation should include both advantages and drawbacks of the time. However, it is usually considered an exciting era full of opportunities and freedoms (Keane). Even though the perception of the Age of Enlightenment is primarily positive, this time is also criticized for some reasons.
First, the principal critics are related to the principle of reason, which was reflected in the alleged supremacy of mind over matter. Nevertheless, this approach gives an erroneous feeling of the human ability to master the world and leads to attempts to measure every aspect of life (Keane). This way, the nature of this concept reveals the inadequacy of the notion in terms of reality.
Second, another circumstance that was criticized by people was the emergence of racism in Europe. This trend was conditional upon the establishment of the perceived supremacy of intellectuals over common people (Peters 889). Hence, this movement was no less dangerous to the foundations of society than any other type of racism.
Third, the religious aspect of life was also subject to criticism. However, this circumstance was positive since it resulted in the emergence of such notions as toleration, especially in relation to religion (Domínguez 273). Therefore, it can be considered that the opposition to bigotry in the field was demonstrated through these ideas.
To sum up, the Age of Enlightenment, with all its tendencies, was not only praised but also criticized for particular reasons. They are related to the prevalence of reason, the emergence of racism due to intellectual supremacy, and religious bigotry. Thus, the perception of this period as a purely positive phenomenon is not entirely accurate.
Works Cited
Domínguez, J. P. “Introduction: Religious toleration in the Age of Enlightenment.” History of European Ideas, vol. 43, no. 4, 2017, pp. 273-287.
Keane, John. “The 18th-Century Enlightenment and the Problem of Public Misery.” The Conversation, 2016, Web.
Peters, Michael A. “The Enlightenment and its Critics.” Educational Philosophy and Theory, vol. 51, no. 9, 2019, pp. 886-894.