IMMANUEL KANT

An Answer to the Question:
What is Enlightenment? (1784)

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[A] revolution can overthrow autocratic despotism and profiteering or power-grabbing oppression, but it can never truly reform a manner of thinking; instead, new prejudices, just like the old ones they replace, will serve as a leash for the great unthinking mass.

Nothing is required for this enlightenment, however, except freedom; and the freedom in question is the least harmful of all, namely, the freedom to use reason publicly in all matters. But on all sides I hear: "Do not argue!" The officer says, "Do not argue, drill!" The tax man says, "Do not argue, pay!" The pastor says, "Do not argue, believe!" (Only one ruler in the World says, "Argue as much as you want and about what you want, but obey!") In this we have examples of pervasive restrictions on freedom. But which restriction hinders enlightenment and which does not, but instead actually advances it? I reply: The public use of one's reason must always be free, and it alone can bring about enlightenment among mankind; the private use of reason may, however, often be very narrowly restricted, without otherwise hindering the progress of enlightenment. By the public use of one's own reason I understand the use that anyone as a scholar makes of reason before the entire literate world. I call the private use of reason that which a person may make in a civic post or office that has been entrusted to him. Now in many affairs conducted in the interests of a community, a certain mechanism is required by means of which some of its members must conduct themselves in an entirely passive manner so that through an artificial unanimity the government may guide them toward public ends, or at least prevent them from destroying such ends. Here one certainly must not argue, instead one must obey. However, insofar as this part of the machine also regards himself as a member of the community as a whole, or even of the world community, and as a consequence addresses the public in the role of a scholar, in the proper sense of that term, he can most certainly argue, without thereby harming the affairs for which as a passive member he is partly responsible. Thus it would be disastrous if an officer on duty who was given a command by his superior were to question the appropriateness or utility of the order. He must obey. But as a scholar he cannot be justly constrained from making comments about errors in military service, or from placing them before the public for its judgment. The citizen cannot refuse to pay the taxes imposed on him; indeed, impertinent criticism of such levies, when they should be paid by him, can be punished as a scandal (since it can lead to widespread insubordination). But the same person does not act contrary to civic duty when, as a scholar, he publicly expresses his thoughts regarding the impropriety or even injustice of such taxes. Likewise a pastor is bound to instruct his catecumens and congregation in accordance with the symbol of the church he serves, for he was appointed on that condition. But as a scholar he has complete freedom, indeed even the calling, to impart to the public all of his carefully considered and well-intentioned thoughts concerning mistaken aspects of that symbol, as well as his suggestions for the better arrangement of religious and church matters. Nothing in this can weigh on his conscience. What he teaches in consequence of his office as a servant of the church he sets out as something with regard to which he has no discretion to teach in accord with his own lights; rather, he offers it under the direction and in the name of another. He will say, "Our church teaches this or that and these are the demonstrations it uses." He thereby extracts for his congregation all practical uses from precepts to which he would not himself subscribe with complete conviction, but whose presentation he can nonetheless undertake, since it is not entirely impossible that truth lies hidden in them, and, in any case, nothing contrary to the very nature of religion is to be found in them. If he believed he could find anything of the latter sort in them, he could not in good conscience serve in his position; he would have to resign. Thus an appointed teacher's use of his reason for the sake of his congregation is merely private, because, however large the congregation is, this use is always only domestic; in this regard, as a priest, he is not free and cannot be such because he is acting under instructions from someone else. By contrast, the cleric--as a scholar who speaks through his writings to the public as such, i.e., the world--enjoys in this public use of reason an unrestricted freedom to use his own rational capacities and to speak his own mind. For that the (spiritual) guardians of a people should themselves be immature is an absurdity that would insure the perpetuation of absurdities.

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Emphasis added.