John Locke Global Essay Prize 2025 Politics Prompts Breakdown
The John Locke Institute has just released the prompts for their international essay writing competitions for high school students. They have released three prompts for each of the following categories, philosophy, politics, economics, history, law, psychology, and theology. Each essay must address only one of the questions in your chosen subject category, and must not exceed 2000 words (not counting diagrams, tables of data, endnotes, bibliography or authorship declaration).
To be eligible to compete, one's 19th birthday must fall after June 30th, 2025. Given this easily satisfied requirement for high school students the world over, many compete in this competition, making it incredibly competitive.
The John Locke Competition is one of the most prestigious essay writing competitions for high school students. It ranks alongside the Scholastic Arts and Writing Awards as a humanities extracurricular activity that would impress admissions officers. Placing competitively in this competition could be what convinces an admissions officer at an elite university to admit an applicant.
One major difference between the John Locke competition and the Scholastic Writing and Arts Awards is that it has a right-wing, instead of a left-wing focus. Past winning essays have argued for fringe ideas like anarcho-capitalism. The John Locke Institute is committed to upholding the principles of classical liberalism espoused by John Locke, the founder of liberalism. Being liberal in Europe has a different connotation than it does in the U.S. While liberalism in the U.S. is associated with center-left politics like the Democratic Party, in Europe, it denotes what Americans would call conservatives, who believe in laissez-faire economic policies and upholding individual freedom to the point that it might enable individuals to infringe on the liberties of others, such as individuals having the right to deny service to people at their place of business due to their sexual orientation.
Despite the competition's right-wing focus, and the well-known left-wing bias of academics and admissions officers, high school students can place competitively without arguing for positions that would decrease their likability with a left-wing audience when applying to college.
We have extensive experience guiding applicants through this competition and are proud to have students who received at least a commendation from the judges. In this article, we will outline the three politics questions they ask and provide resources, along with cliff notes for these resources, to help start one's journey towards drafting compelling answers to these questions.
Politics Q1:
Should politicians ever be punished for lying?
John Locke's Works
Two Treatises of Government (1689)
Establishes the social contract theory and limits of governmental authority
Argues that governments derive their legitimate power from consent of the governed
Relevant sections: Book II, Chapter XIX on the dissolution of government when trust is broken
An Essay Concerning Human Understanding (1689)
Book IV contains Locke's theories on knowledge, belief, and truth
Chapter V discusses the nature and importance of truth
Can help frame philosophical arguments about what constitutes lying versus error
Some Thoughts Concerning Education (1693)
Sections 131-140 discuss teaching children honesty and the moral problems of lying
Provides Locke's views on character formation and ethical standards
Historical Resources
Plato's "Republic"
Introduces the concept of the "noble lie" (Book III)
Questions whether rulers may sometimes deceive citizens for the greater good
Contrasts with Locke's emphasis on consent and trust
Machiavelli's "The Prince" (1532)
Chapter XVIII argues that appearing virtuous is more important than being virtuous
Presents pragmatic view that strategic deception may be necessary in politics
Direct counterpoint to moral absolutist positions
Kant's "On a Supposed Right to Lie from Altruistic Motives" (1797)
Presents deontological argument that lying is always wrong, regardless of consequences
Rejects utilitarian justifications for political deception
Can be contrasted with Lockean pragmatism
Mill's "On Liberty" (1859)
Discusses how falsehoods harm society's pursuit of truth
Relevant to how political lies may damage democratic discourse
Complements Locke's emphasis on reasoned debate
Hannah Arendt's "Truth and Politics" (1967)
Distinguishes between factual truths and political opinions
Examines how systematic lying destroys the public realm
Provides framework for distinguishing types of political untruths
Contemporary Resources
Sissela Bok's "Lying: Moral Choice in Public and Private Life" (1978)
Comprehensive ethical examination of lying in various contexts
Chapter 13 specifically addresses lying in politics
Proposes "test of publicity" for evaluating political lies
Eric Alterman's "When Presidents Lie" (2004)
Case studies of consequential presidential deceptions in American history
Examines long-term effects of political lying on democratic institutions
Provides concrete examples for analysis
Michael Lynch's "True to Life: Why Truth Matters" (2004)
Philosophical defense of truth's value in democratic societies
Addresses relativist challenges to truth in politics
Connects to Locke's epistemological concerns
Seana Valentine Shiffrin's "Speech Matters" (2014)
Argues that lying violates the moral foundations of communication
Chapter 5 specifically addresses legal responses to lying
Relevant for examining potential punishment mechanisms
Lee McIntyre's "Post-Truth" (2018)
Examines contemporary challenges to factual truth in politics
Analyzes social and technological factors enabling political deception
Provides context for modern political lying
Jennifer Saul's "Lying, Misleading, and What is Said" (2012)
Distinguishes between direct lying and misleading statements
Relevant for crafting nuanced definitions of political deception
Helps address complexity of determining what constitutes a political "lie"
Jonathan Ellis & Francesca Tria, "Transparency in Parliamentary Procedure" (Journal of Legislative Studies, 2020)
Examines institutional mechanisms for promoting truthfulness
Case studies of parliamentary ethics committees
Provides practical policy approaches to accountability
Key Questions and Issues to Address
When writing your essay, consider these essential questions and issues:
Definitional challenges:
What constitutes a political "lie" versus an error, opinion, or broken promise?
How can we distinguish between intentional deception and legitimate political rhetoric?
Should different standards apply to different types of untruths?
Theoretical frameworks:
How would Locke's social contract theory apply to political lying?
Is there a conflict between democratic consent and political deception?
What would various ethical frameworks (consequentialist, deontological, virtue ethics) suggest about punishing political lies?
Practical considerations:
Who should determine when a politician has lied?
What forms of punishment would be appropriate and proportionate?
How can we prevent politically-motivated accusations of lying?
Democratic implications:
How do political lies affect citizens' ability to give informed consent?
What damage do political lies cause to democratic institutions and public trust?
How does this connect to Locke's views on legitimate government?
Comparative perspectives:
How do different political systems address truthfulness in politics?
What existing mechanisms punish political lying (e.g., libel laws, ethics committees)?
What historical examples demonstrate successful or unsuccessful approaches?
Freedom of speech concerns:
How would punishing political lies interact with freedom of expression?
Could punishment mechanisms be misused to silence legitimate political discourse?
How might Locke balance his commitment to liberty with concerns about deception?
Specific to Locke:
How does Locke's epistemology inform how we should think about political truth?
How would Locke's views on trust and the dissolution of government apply?
How might Locke balance his commitment to natural rights with the need for truthfulness?
Politics Q2:
David Hume celebrated the wisdom of "unlettered men". In a democracy, do the votes of the unlettered tend to protect a country against the bad ideas of the lettered or do the votes of the lettered tend to protect a country against the bad ideas of the unlettered?
David Hume's Works
"Of the First Principles of Government" (1741)
Examines how government power ultimately rests on public opinion
Argues that even absolute monarchies depend on the consent of the governed
Emphasizes the natural equality of human understanding on basic moral matters
"Essays, Moral, Political, and Literary" (1758)
"That Politics May Be Reduced to a Science" discusses whether good governance depends on systems or individuals
"Of the Origin of Justice" examines how ordinary people develop moral standards
Contains his references to the wisdom of "unlettered men" in moral reasoning
"Of the Origin of Government" (1777)
Argues that government arises from people's recognition of its utility
Discusses how public interest is understood differently across social classes
Suggests that government originates from practical needs, not theoretical ideals
"A Treatise of Human Nature" (1739-1740)
Book III discusses moral sentiments common to all people regardless of education
Argues for the universality of basic moral judgments across social classes
Provides foundation for understanding both "lettered" and "unlettered" reasoning
"An Enquiry Concerning Human Understanding" (1748)
Examines the limitations of human reason and the role of experience
Discusses how custom and habit often guide behavior more than abstract reasoning
Suggests skepticism toward intellectual systems detached from practical experience
John Locke's Works
"Two Treatises of Government" (1689)
Establishes consent of the governed as the basis for legitimate authority
Discusses natural rights all individuals possess regardless of education
Chapter XIX examines how the people retain ultimate judgment over government
"An Essay Concerning Human Understanding" (1689)
Book IV examines the nature and degrees of knowledge and opinion
Chapter XVI discusses the degrees of assent people give to propositions
Provides framework for understanding how all people form beliefs, educated or not
"Some Thoughts Concerning Education" (1693)
Discusses the purpose and methods of education in forming good citizens
Distinguishes between education and natural understanding
Relevant for examining the effects of education on political judgment
"The Reasonableness of Christianity" (1695)
Argues that core religious and moral truths are accessible to ordinary people
Suggests complex theological arguments aren't necessary for basic understanding
Parallel to political arguments about complicated vs. simple reasoning
"Of the Conduct of the Understanding" (1706)
Examines how people reason and how reasoning can be improved
Discusses natural abilities versus trained thinking
Relevant for examining capabilities of differently educated citizens
Other Historical Resources
Plato's "Republic"
Advocates rule by "philosopher kings" with extensive education
Presents argument against democracy as rule by the uninformed
Provides classical counterpoint to Hume's views on common wisdom
Aristotle's "Politics"
Discusses virtue of the "collective wisdom" of citizens (Book III)
Argues that groups can sometimes make better decisions than individuals
Suggests mixed constitution balancing different social elements
Jean-Jacques Rousseau's "The Social Contract" (1762)
Introduces concept of the "general will" reflecting collective interests
Distinguishes between common good and educated opinion
Contemporary of Hume with both similarities and differences
John Stuart Mill's "Considerations on Representative Government" (1861)
Proposes plural voting giving more electoral power to educated citizens
Worries about "tyranny of the majority" in democracy
Contrasts with Hume's respect for common understanding
Alexis de Tocqueville's "Democracy in America" (1835)
Observes functioning of early American democracy
Discusses both wisdom and limitations of common citizens
Examines tension between expertise and popular control
Edmund Burke's "Reflections on the Revolution in France" (1790)
Defends traditional wisdom against abstract intellectualism
Critiques political theories detached from practical experience
Shares Hume's skepticism of political rationalism
Contemporary Resources
Bryan Caplan's "The Myth of the Rational Voter" (2007)
Argues voters have systematic biases affecting democratic outcomes
Examines how education correlates with certain economic views
Research suggests both educated and uneducated voters have different blind spots
Michael Sandel's "Democracy's Discontent" (1996)
Examines civic participation across different social classes
Discusses how technical expertise has replaced public deliberation
Relevant to tension between expert guidance and democratic control
Jason Brennan's "Against Democracy" (2016)
Proposes "epistocracy" (rule by the knowledgeable) as alternative to democracy
Critiques universal suffrage based on voter competence
Directly addresses the question of educated versus uneducated voting
Thomas Sowell's "Intellectuals and Society" (2009)
Critiques the role of intellectuals in policymaking
Argues specialized knowledge doesn't necessarily translate to good governance
Examines historical failures of intellectual elites
Helen Pluckrose & James Lindsay's "Cynical Theories" (2020)
Examines how academic theories can become politically problematic
Discusses gap between academic discourse and public understanding
Relevant to considering negative effects of certain intellectual trends
Jonathan Haidt's "The Righteous Mind" (2012)
Explores moral intuitions across educational and political divides
Discusses how education affects moral reasoning styles
Provides psychological framework for understanding different voting patterns
Key Questions and Issues to Address
When writing your essay, consider these essential questions and issues:
Conceptual foundations:
How do Hume's and Locke's theories of knowledge and understanding inform their views of ordinary citizens' judgment?
What did Hume specifically mean by the "wisdom of unlettered men"?
How do Locke's views on natural rights and natural reason relate to political participation?
Historical context:
How did education and literacy differ in Hume's and Locke's times compared to today?
What historical events might have shaped their views on education and politics?
How did their empiricist approaches inform their trust in common understanding?
Epistemological considerations:
Does Locke's theory of knowledge support or challenge Hume's view of common wisdom?
How do both philosophers address the relationship between education and good judgment?
Where might they disagree about the capabilities of ordinary citizens?
Democratic theory:
How would Locke's consent-based government handle differences between educated and uneducated voters?
Does Hume's skepticism suggest limits to both educated and uneducated political reasoning?
What balance of power between social classes would each philosopher likely support?
Contemporary relevance:
How have educational divides in voting patterns changed since these philosophers' times?
What would Hume and Locke make of modern democratic challenges around expertise?
How might they view the relationship between higher education and political polarization today?
Empirical evidence:
What evidence exists about differences in voting patterns across educational levels?
Are there systematic differences in policy preferences by education?
What biases affect both educated and uneducated voters?
Balancing perspectives:
How might democratic systems incorporate both expert knowledge and common wisdom?
What democratic mechanisms might help mitigate problems from both groups?
Would Locke and Hume agree on how to balance these forces?
Overcoming the dichotomy:
Is the educated/uneducated dichotomy itself problematic from these philosophers' perspectives?
How might both Locke and Hume view different kinds of education and expertise?
What common ground exists between these philosophers on the question?
Politics Q3:
Diversity is fashionable, but is it valuable?
John Locke's Works
"A Letter Concerning Toleration" (1689)
Argues for religious tolerance and separation of church and state
Examines benefits of allowing diverse religious beliefs within society
Provides philosophical foundation for valuing diversity of thought and conscience
"Two Treatises of Government" (1689)
Establishes natural rights theory where all humans have equal fundamental rights
Discusses how different skills and contributions strengthen society
Chapter V on property contains relevant ideas about how diverse labor creates value
"An Essay Concerning Human Understanding" (1689)
Book II explores how diverse experiences shape different minds
Book IV examines how people form differing opinions and knowledge
Suggests diversity of experience leads to diversity of understanding
"Some Thoughts Concerning Education" (1693)
Discusses different approaches to educating children
Acknowledges individual differences in learning and character
Relevant for considering how educational diversity affects society
"The Reasonableness of Christianity" (1695)
Argues for toleration across different Christian denominations
Suggests core truths can be approached from diverse perspectives
Shows Locke's commitment to intellectual diversity within boundaries
Other Historical Resources
John Stuart Mill's "On Liberty" (1859)
Chapter 3 specifically argues for diversity of opinion as essential to discovering truth
Warns against conformity as stifling progress and knowledge
Provides utilitarian arguments for valuing intellectual diversity
Alexis de Tocqueville's "Democracy in America" (1835)
Examines diverse associations and groups in early American society
Discusses dangers of "tyranny of the majority" against diverse viewpoints
Considers how diversity of regional experiences affects democratic governance
Edmund Burke's "Reflections on the Revolution in France" (1790)
Defends organic social diversity against abstract uniformity
Values diverse institutions that develop through tradition
Provides conservative perspective on societal diversity
Adam Smith's "The Wealth of Nations" (1776)
Discusses division of labor and specialization
Argues diverse skills and trades create economic value
Provides economic framework for understanding diversity's benefits
Wilhelm von Humboldt's "The Limits of State Action" (1792)
Argues for diversity of human development as essential to society
Sees uniformity as reducing human potential
Influenced Mill and other liberal thinkers on diversity's value
Jean-Jacques Rousseau's "Discourse on Inequality" (1755)
Examines social differentiation critically
Questions certain forms of diversity that emerge from civilization
Provides counterpoint to unqualified celebration of all diversity
Kant's "Perpetual Peace" (1795)
Discusses relations between diverse nations and peoples
Considers cosmopolitan ideals while acknowledging differences
Relevant for international aspects of diversity
Contemporary Resources
Scott E. Page's "The Diversity Bonus" (2017)
Presents mathematical models showing how cognitive diversity improves problem-solving
Distinguishes between identity diversity and cognitive diversity
Provides evidence-based arguments for diversity's practical value
Katherine W. Phillips' "How Diversity Works" (Scientific American, 2014)
Summarizes research showing diversity improves group performance
Examines how diversity creates beneficial cognitive friction
Discusses conditions under which diversity provides most benefit
Robert D. Putnam's "E Pluribus Unum: Diversity and Community in the 21st Century" (2007)
Research suggesting diversity initially reduces social cohesion
Discusses how societies adapt to diversity over time
Presents nuanced empirical perspective on diversity's challenges
Thomas Sowell's "Discrimination and Disparities" (2018)
Challenges assumptions about group outcomes and diversity policies
Examines factors besides discrimination that lead to disparate outcomes
Provides critical perspective on certain diversity initiatives
Amy Chua's "Political Tribes" (2018)
Examines how ethnic and cultural diversity affects politics
Discusses both strengths and tensions arising from diverse societies
Considers international examples of diversity challenges
Charles Murray's "Coming Apart" (2012)
Argues that cultural divides between classes are increasing
Examines consequences of social segregation
Provides perspective on class diversity challenges
Jonathan Haidt's "The Righteous Mind" (2012)
Examines moral diversity across political viewpoints
Discusses value of viewpoint diversity in institutions
Provides psychological framework for understanding differences
Claude Steele's "Whistling Vivaldi" (2010)
Examines how stereotypes affect performance (stereotype threat)
Discusses challenges to realizing diversity's benefits
Provides psychological perspective on diversity interventions
Jennifer A. Richeson & Samuel R. Sommers' "Toward a Social Psychology of Race and Race Relations for the Twenty-First Century" (2016)
Reviews research on intergroup contact and diversity
Examines both positive and negative outcomes of diversity
Provides empirical grounding for diversity discussions
Greg Lukianoff & Jonathan Haidt's "The Coddling of the American Mind" (2018)
Critiques certain approaches to diversity in educational settings
Discusses unintended consequences of some diversity initiatives
Examines relationship between diversity and free expression
Key Questions and Issues to Address
When writing your essay, consider these essential questions and issues:
Definitional clarity:
What specifically do we mean by "diversity" (racial, cultural, viewpoint, economic)?
How might Locke define diversity in his historical context?
How do different types of diversity yield different effects?
Historical context:
How has the concept of diversity evolved from Locke's time to present?
What historical examples show benefits or challenges of diverse societies?
How did Enlightenment thinkers like Locke approach difference and diversity?
Empirical considerations:
What evidence exists for diversity's effects on group performance and innovation?
Under what conditions does diversity produce benefits versus challenges?
How do we measure diversity's value across different domains?
Philosophical frameworks:
How would Locke's natural rights theory approach diversity's value?
Can diversity be intrinsically valuable, instrumentally valuable, or both?
What moral frameworks best evaluate diversity's benefits and costs?
Social cohesion:
How does diversity affect trust, cooperation, and social capital?
Can diverse societies maintain sufficient shared values and commitments?
What institutions best support diverse yet cohesive communities?
Practical implementation:
How do top-down diversity initiatives compare to organic diversity?
What makes diversity initiatives successful or unsuccessful?
How might Locke approach policy questions around diversity?
Locke-specific connections:
How does Locke's epistemology inform understanding of diverse perspectives?
How might Locke's religious tolerance arguments extend to other forms of diversity?
Would Locke favor government action to promote diversity or leave it to civil society?
Critical examination:
How might diversity be "fashionable" in contemporary discourse?
Are there forms of diversity that might be harmful rather than beneficial?
How can we distinguish substantive diversity from performative diversity?
Beyond binary thinking:
How can we move past simplistic pro/anti diversity positions?
What nuanced understanding balances diversity's benefits and challenges?
How might Locke approach this question with his empiricist methodology?
If you are overwhelmed by the number of sources and complexity of answering these questions, we understand. English teachers don't prepare high school students to tackle such formidable challenges in the humanities. But we do. Schedule a free consultation with a politics essay writing expert today and learn how to unpack all of these sources to write a coherent and logically sound 2000 word essay which will earn you a competitive placing in this competition and impress admission officers.
