In this lecture, I present a radical thesis that challenges the conventional view of history. I argue that the grand movements, ideas, and politics are not the cause of historical events. Instead, I propose that the sway between violence and reason in human conflicts is determined by our predisposition to listen to the language we already speak, shaped by our childhood experiences. I explore the tragic consequences of individuals who escape from chaos but fail to help others, leaving them to suffer.

To understand the French Revolution, we must consider childhood experiences and objective ethics. I delve into the difference between the French Revolution and the American Revolution, uncovering the dark underbelly of the French Revolution characterized by child abuse and neglect. The middle class, who could have been beacons of hope, turned a blind eye or contributed to the chaos. I discuss the influential thinkers of the time, such as Voltaire and Diderot, and their criticisms of religion and power structures.

I then focus on the contrasting perspectives of Rousseau and Locke on childhood and their impact on society. Rousseau believed that the state should have complete control over education, while Locke emphasized the importance of individual agency. I discuss their ideas on the tension between reason and emotion and the role of childhood in shaping society's acceptance of various ideas.

Moving on, I explore the mistreatment of children in 18th century France and its contribution to the French Revolution. I highlight the neglect and abuse that children endured, as well as the beliefs in original sin and sexual guilt that perpetuated mistreatment. I emphasize the importance of addressing the mistreatment of children in understanding the historical and societal context.

In conclusion, this lecture offers a provocative and thought-provoking perspective on history, showcasing the significance of childhood experiences and the mistreatment of children in shaping societies and historical events.