The conclusion to Part II returns to the cultural aspirations expressed by colonists earlier in the decade by analyzing a debate over the viability of an academic society on the island published in the Affiches in 1769. Two White colonists took diametrically opposed positions on the question before a White author, who assumed the identity of the enslaved “Toussaint,” sharply satirized the debate. In the course of absurd boasts about his intellectual prowess, “Toussaint” countered the arguments in favor of establishing an intellectual society. His exaggerated rusticity traced unambiguously the charmed circle of a White public of allegedly rational citizens and their elegant White wives, which was simultaneously conjured and addressed by the periodicals of Saint-Domingue. In the context of hardening racial barriers in the colony, “Toussaint” held the line between a White public that could participate in informed debate and refined amusements and the Black masses who (his burlesque suggested) innately lacked the capacity to do the same.

This chapter explores the emergence of a distinct right to artistic freedom in international human rights law. It starts with an exploration of the input of constitutional traditions, as well as State practice and arguments brought by delegates during the drafting process of article 27 of the Universal Declaration of Human Rights with respect to freedom of creativity. It further provides an exhaustive examination of the legal instruments protecting freedom of enjoyment of the arts as an individual right, as well as its collective dimension. In particular, the chapter adopts a twofold approach to artistic freedom, viewed both as a component of freedom of expression (the ‘free speech’ approach) under article 19 of the International Covenant on Civil and Political Rights, and as a cultural right under article 15 of the International Covenant of Economic, Social and Cultural Rights. Finally, the chapter thoroughly explores the scope and institutional protection of artistic freedom in the practice of international and regional human rights bodies (including but not limited to the European Court of Human RIgths), as well as the UN Specialized Agency for Science Education and Culture (UNESCO).

This chapter describes how people engage in new roles and activities to help achieve life balance and maintain acceptable levels of wellbeing. This is explained through the principle of diminishing satisfaction. The chapter covers many strategies that people use in various life domains: health, love, family, material, social, work, leisure, and culture.

This chapter focused on the notion that life balance can be achieved, at least partly, through engagement in social roles in work and nonwork domains. This is explained through the principle of satisfaction limits. Three strategies were described: (1) avoid putting all your egs in one basket, (2) contemplate the ideal life, and (3) assess how much time you spend in what role and reallocate time.

This chapter focuses on how people achieve life balance by actively engaging in social roles in multiple life domains such as health, love, family, material, social, work, leisure, and culture. The wellbeing effect is explained through the principle of satisfaction of the full spectrum of human developmental needs.