Sir Thomas More Utopia Essay
Following the sixteenth-century, an awareness of European society’s ills started to form. As a result, it was common for individuals to develop paradisiacal ideologies that aimed to improved and reform the corrupt establishment; in some cases, these ideologies went on to become economic systems. The first among these thinkers to conceive a paradise free of corruption was Sir Thomas More. In his 1516 book, Utopia, More aims to illuminate and eradicate the socio-political corruptions in Europe by creating a more reformed society. Though his community is isolated from the rest of the world, scholars govern More’s Utopia; creating a place where food is plentiful, labor is universal (abolishing the division if social classes), and camaraderie, rather
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England’s academic laws during the period (such as, for example, sons of peasants who could only receive education should the lord of the manor permit it) excluded women the right to an education and harshly oppressed poverty-stricken families, reserving academic institutions for rich males for the most part. Furthermore, any lower-class “family caught having a son educated without permission was heavily fined” (“Medieval Education”). Aware of England’s academic oppression, More’s Utopia provides “every child [with] an introduction to good literature, and throughout their lives a large part of the people, men and women alike, spend their leisure time in reading” (613-614). More’s paradisiacal vision involves the acquisition of higher learning by both genders, which ultimately illustrates that this society values knowledge of the self and more, rather than the material-based society sixteenth century England depicts. Thus, More is seen as acknowledging human wealth higher than material wealth. Moreover, the influence of the Utopian educational system has created a society where good judgment is practice. In other words, all the people of the community practice good morality by choosing to read on their free
England’s academic laws during the period (such as, for example, sons of peasants who could only receive education should the lord of the manor permit it) excluded women the right to an education and harshly oppressed poverty-stricken families, reserving academic institutions for rich males for the most part. Furthermore, any lower-class “family caught having a son educated without permission was heavily fined” (“Medieval Education”). Aware of England’s academic oppression, More’s Utopia provides “every child [with] an introduction to good literature, and throughout their lives a large part of the people, men and women alike, spend their leisure time in reading” (613-614). More’s paradisiacal vision involves the acquisition of higher learning by both genders, which ultimately illustrates that this society values knowledge of the self and more, rather than the material-based society sixteenth century England depicts. Thus, More is seen as acknowledging human wealth higher than material wealth. Moreover, the influence of the Utopian educational system has created a society where good judgment is practice. In other words, all the people of the community practice good morality by choosing to read on their free