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In the most of the visions of the future described by Christophe Canto and Odile Faliu technology was expected to have improved human life by the year 2000. Thus it is possible to work backward from the imagined technology to what the writers of these fantasies believed would make human life better or worse. In the spaces below pick three predictions of future technologies that were supposed to improve the quality of human life and then explain what assumptions about human happiness underlay each. A. Give an example of a prediction about new technologies from the selections from Canto and Faliu that was assumed at the time to assure an improvement in the quality of human life. Give the page number on which this passage occurred Explain what must be assumed about human happiness for the technology to have this result. B) Give another example of a prediction about new technologies from the selections from Canto and Faliu that was assumed at the time to assure an improvement in the quality of human life. Give the page number on which this passage occurred. Explain what must be assumed about human happiness for the technology to have this result. C) Give a third example of a prediction about new technologies from the selections from Canto and Faliu that was assumed at the time to assure an improvement in the quality of human life. Give the page number on which this passage occurred. Explain what must be assumed about human happiness for the technology to have this result. 2. In the selections assigned this week from The Pattern of Expectation I.F. Clarke presented many examples of the the widespread belief in progress. Pick three of these examples, and then describe what values are implicit in them. [For example, he quotes a passage from a children's book on The Triumph of Steam in which a character rejects the slower means of transportation of earlier eras with these words: "'What a waste of time,' exclaimed Charles. 'It was a good thing that steam was invented.'" The author of this book obviously placed great positive value on saving time and saw it as an element making the present (and by implication) the future more desirable than the past.] A) Give an example of a passage from the readings for Clarke assigned this week in which there is an expression of a belief in progress. Give the page number on which this passage occurred. Explain what values are implicit in this passage. B) Give another example of a passage from the readings for Clarke assigned this week in which there is an expression of a belief in progress. Give the page number on which this passage occurred. Explain what values are implicit in this passage. C) Give another example of a passage from the readings for Clarke assigned this week in which there is an expression of a belief in progress. Give the page number on which this passage occurred. Explain what values are implicit in this passage. 3. Imagine that you were preparing to answer this question: "The basic elements of the 19th and early 20th century doctrines of progress were all present in Condorcet's Sketch for a Historical Picture of the Progress of the Human Mind. Everything that followed was simply a further elaboration of his basic themes." Do you agree or disagree. Discuss. A. Find short passages in Condorcet's Sketch and in Philip Gibbs, The Day After Tomorrow that are either good illustrations of the thesis that later views of progress were simply elaborations of Condorcet's themes or that illustrate that there were significant differences between Condorcet's and later visions of progress. [N.B. -- You do not have to take the same position for each of the sections below. (In other words you might argue for continuity in A and for a break in B.) But you need to be sure that your response to the question is the same within each section. (That is if you have checked in A.1. that you have going to support the position that there were significant differences between Condorcet's ideas and those of the Gibbs, you should be sure that points 3.A.2., 3.A.3. and 3.A.4. all support this position.)] 1) Indicate below whether the passages you have chosen support or question the belief that later notions of progress were continuations of Condorcet's ideas. [Check one.] These passages demonstrate continuity between Condorcet's and later theories of progress. These passages demonstrate that there are major differences between Condorcet's and later theories of progress 2) Enter the passage from Condorcet here: 3) Enter the passage from Gibbs here: 4) Explain here how these similarities or the differences between these passage demonstrate that later notions of progress were either a continuation of or a break from Condorcet's notions. [Be sure that your position here matches the position you have taken in 3.A.1. above.] B. Find short passages in Condorcet's Sketch and in Thomas Ewbank, The World, a Workshop [on the web site] that are either good illustrations of the thesis that later views of progress were simply elaborations of Condorcet's themes or that illustrate that there were significant differences between Condorcet's and later visions of progress. 1) Indicate below whether the passages you have chosen support or question the belief that later notions of progress were continuations of Condorcet's ideas. [Check one.] These passages demonstrate continuity between Condorcet's and later theories of progress. These passage demonstrate that there are major differences between Condorcet's and later theories of progress 2) Enter the passage from Condorcet here: 3) Enter the passage from Ewbank here: 4) Explain here how these similarities or the differences between these passage demonstrate that later notions of progress were either a continuation of or a break from Condorcet's notions. [Be sure that your position here matches the position you have taken in 3.B.1. above.] C. Find short passages in Condorcet's Sketch and in Rev George Clayton, [Three] Sermons on the Great Exhibition [on the web site] that are either good illustrations of the thesis that later views of progress were simply elaborations of Condorcet's themes or that illustrate that there were significant differences between Condorcet's and later visions of progress. 1) Indicate below whether the passages you have chosen support or question the belief that later notions of progress were continuations of Condorcet's ideas. [Check one.] These passages demonstrate continuity between Condorcet's and later theories of progress. These passage demonstrate that there are major differences between Condorcet's and later theories of progress 2) Enter the passage from Condorcet here:   3) Enter the passage from Clayton here: 4) Explain here how these similarities or the differences between these passage demonstrate that later notions of progress were either a continuation of or a break from Condorcet's notions. [Be sure that your position here matches the position you have taken in 3.C.1. above.] or your answers