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1st term 2nd term
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political science
210 (section C2) The History of (Western) Political Thought 2005-06 : MWF 1-2 pm Don Carmichael (Don.Carmichael@ualberta.ca) Office: 11‑28 Tory Phone: (780) - 492‑5390 Course Outline
This course is an introduction to political philosophy, conducted as a critical examination of some of the major classical writings in the history of western political thought. Although some effort will be made to relate these writings to their historical contexts, they will be used primarily as important and still relevant reflections on central questions of political life, and students will be encouraged to use these writings to develop their own understandings of these questions. This
section of the course will be discussion-oriented. As part of this focus on
discussion, the course will include instruction in the skills of effective
expression and argument. Students are invited to propose special projects and
to suggest ways in which the course might be improved over the year. NB: to save students the long line-ups in SUB bookstore, it will not be necessary purchase course materials for the first two weeks of the course. These materials will be available on the web page. In an effort to reduce students' costs, most of the course readings have been edited into a coursepack, using copyright-free public domain sources. The coursepack for 2005-06 is similar to the one used in 2004-05. These are available in SUB Bookstore: Readings in The History of Western Political Thought (Coursepack) Plato, Republic
(Penguin, Lee translation). (used last year).
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There will
be two examinations: a mid‑term at Christmas and a final. The pop quizzes and class participation
will be worth 10%.
However, students will have a choice of being
evaluated primarily through essays or instead through exams. Essay writing is an essential part of
the learning in this course, but it seems that some students prefer exams (or
are more successful on them) while others prefer essays.
To accommodate this, students will be invited to decide for themselves
whether to be graded primarily by essays or by exams. In the exam-based format the exercises and essays will have
the same weight (45%) as the exams.
However students will have the option of writing an extra (third) essay,
and in this essay-based format the exercises and essays will be worth twice
as much as the exams.
exam-format
quiz/oral 10%
mid term 15%
final exam 30%
exercises 15% (2 x 7.5%)
essays (2) 30% (2 x 15%)
essay-format
quiz/oral 10%
mid term
10%
final exam 20%
exercises 15% (2 x 7.5%)
essays 45% (3 x 15%)
You don’t
have to do anything to indicate which format you want. Your grade will be calculated in both
formats, and you’ll get whichever grade is better. If you’ve done three essays then this will obviously mean
the exam format. If you’ve done
four essays, your grade will be calculated with the four essays in the essay
format, and also with your three best essays in the exam format, and you’ll get
whichever grade is better.
Essay-writing (like other forms of expression) is a skill which can be developed and improved. Students will be encouraged to work at their essay writing skills and individual help will be available for students who want it.
Essays in this course should be brief, positional, and critical, arguing a definite thesis in relation to some aspect of the readings. These essays call for analysis and critical reflection. They are not research papers. They will not require any reading or research beyond the material assigned for the course. The best way to do well on such essays is by careful reading and reflection on the course material as indicated above.
Two different kinds of essays will be required.
Early in the first term, students will be asked to do two short exercises (1000 words). These exercises are intended as opportunities for students to develop and polish their skills of critical writing and reading. Over the rest of the course students will be asked for at least two somewhat longer (1500-2000 words) essays: one essay on either Plato (November) or Aristotle (early January), and a second essay on either Hobbes (late February) or Rousseau (mid-March). As noted above, students will have the option of writing a third essay: this may be done during the year (on any theorist on whom they haven't already written) or on Marx (late March). Due dates and specific topics will be announced early in each term
Late essay policy. Assignments will be due in class on the date stated. This deadline will be absolutely strict for the two exercises. For the essays there will be a brief grace period for late papers. Essays submitted on time will be marked and returned with comments as quickly as possible. Essays submitted in the grace period will be returned later, with fewer comments. Essays submitted after the grace period will be penalized.
Academic
Integrity and Honesty
Instructors are asked to
include the following statement of
university policy in course outlines:
“The
University of Alberta is committed to the highest standards of academic
integrity and honesty. Students are
expected to be familiar with these standards regarding academic honesty and to
uphold the policies of the University in this respect. Students are particularly urged to
familiarize themselves with the provisions of the Code of Student Behaviour
(online at www.ualberta.ca/secretariat/appeals.htm) and avoid any behaviour which could
potentially result in suspicions of cheating, plagiarism, misrepresentation of
facts and/or participation in an offence.
Academic dishonesty is a serious offence and can result in suspension or
expulsion from the University.”
(GFC 29 SEP 2003)
Topics
& Readings (First term)
This schedule is
provisional and will be revised as the course progresses.
DEADLINES: K exercise # 1: Mon, Sept 26th (introduction) and Wed Sept 28th (exercise)
K exercise # 2: Mon,
Oct 17th
K essay # 1:
Mon, Nov 21 (Plato topics) or Mon, Jan 10th (Aristotle topics)
INTRODUCTION (1) : The Problem of Political Authority -- Antigone and Socrates
Sept. 7-9 Introduction
Wed: introduction to the course
Fri: Sophocles, Antigone (Readings, 410-36): is Antigone guilty?
Sept. 12-16 Antigone and Socrates
Mon: read Antigone again: should Creon punish Antigone?
Wed: Plato, Apology (Readings, 1-20): is Socrates guilty?
Fri: read the Apology again: should Socrates be punished?
Sept. 19-23 Plato's Crito:
Mon: Crito (Readings, 21-32): is Socrates obligated to stay?
Wed: read the Crito again: does Socrates' argument apply to Antigone?
Fri: does Socrates submission
(in the Crito) contradict his defiance in the Apology?
INTRODUCTION (2) : The Problem of Liberty v Democracy - J.S. Mill
Sept 26-30 J.S.
Mill, freedom and democracy
Mon: Mill: Biography + Utilitarianism, chs 2 & 5 (Readings, 345-6 + 387-400) K introduction to exercise 1 due
Wed: Representative Govt, ch 3 (Readings, 380-86) K exercise 1 due
Fri: test case -- euthanasia: Rodriguez v BC (Readings, 437- 44)
Oct. 3-7 J.S. Mill, freedom of thought and expression
Mon: On Liberty, ch 1 (Readings, 347-54)
Wed: On Liberty, chs 2-3 (Readings, 354-68)
Fri: test case --censorship & child pornography: R. v Sharpe (Readings, 445-53)
Oct 10-14 Liberty: qualifications and problems
Mon: university closed: Thanksgiving holiday
Wed:
On
Liberty, ch 4 (Readings, 369-74)
Fri: essay test cases
PLATO: Republic
Oct.
17-21 Mill-Plato (Republic, Introduction )
Mon: On Liberty, ch 5 (Readings, 374-79)
Wed: Cephalus, Polemarchus (Readings, 33-40) + Penguin text: "Translator''s Introduction" (xiii - lviii) (K exercise # 2 due)
Fri: restatement by Glaucon & Adeimantus (Penguin, pp 40 - 52) - St 357a -367e
Oct. 24-28 Republic: Foundations of The State
Mon: social needs, education (Penguin, pp 53-76) - St 368a - 383b
Wed: social classes (Penguin, pp. 96-100 + 112-29) - St 400d - 403c + 412b -427c
Fri: the qualities of a just and good society
Oct 31-Nov 4 Republic, Justice
Mon: the psyche (Penguin: pp.130-49) - St 427d - 441c
Wed: virtue in the individual (Penguin: pp. 149-56) - St 441c - 3449a
Fri: women as guardians, the family (Penguin: pp. 157 - 81) - St 449a - 466d
Nov. 7-11 Philosophy & Power
Mon: philosophy: (Penguin: pp 189-92 + 208-19) - St 471c - 474b + 487b - 497a
Wed: sun, line and cave analogies: (Penguin: pp. 226-48) - St 502d - 521b
Fri: no class: fall term break
Nov. 14-18 Politics, Critical Issues
Mon: democracy, tyranny (Penguin: 275-78, 290-314) - St 543a- 545c, 535b - 576b
Wed: justice benefits (Penguin: 314-19, 330-334) - St 576c - 580c, 588b - 592b
Fri:
comparison: cave analogy (Penguin, 240-48) with Mill, Representative
Government ch 3 (Readings,380-86)
ARISTOTLE: Politics
Nov. 21-25 The "Nature" of Political Association (K Plato essays due Mon)
Mon: Biographical Note + Nicomachean Ethics (Readings, 51-61) - happiness
Wed: Politics, Book 1 (Readings, 63-68)
Fri: Book 2 (Readings, 68-75) - the critique of Plato (property & families)
Nov. 28-Dec 2 Constitutions
Mon: Book 3 (Readings, 75-83) - citizenship & constitutions
Wed: Book 4 (Readings, 83-90) - types of constitution
Fri: readings tba
Dec. 5-7 Review: Political Life and Human Happiness
Mon: Books 7-8 (Readings, 90-99) - Aristotle's ideal
Wed slavery (Readings, 99-102)
Mid Term: Thursday, December 15th, 2-4 pm (classroom)
Topics & Readings: (Second Term)
Roman - Medieval
Period: Cicero, Aquinas and Machiavelli
Jan 9-13 Cicero,
Aquinas and Machiavelli - (* Aristotle essays due Friday)
Mon: Cicero, On The Laws, (Readings, 103-106)
Wed: Aquinas, Summa Theologica , (Readings, 107-113)
Fri: Machiavelli, The Prince (Readings, 115-31)
Rights & Authority: Hobbes and Locke
Jan 16-20 Hobbes, Leviathan Part One
Mon: foundations: Leviathan, Introduction, chs 1-6 (Readings,133-47)
Wed: man & society: Leviathan, chs 8-12 (Readings, 147-53)
Fri: the need for
authority: the state of nature: Leviathan, ch
13 (Readings, 153-56)
Jan 23-27 The
Argument for Authority: Leviathan, Part Two
Mon: natural right & morality: Leviathan, chs. 14-16 (Readings, 156-64)
Wed: authority: Leviathan, chs. 17-19 (Readings, 164-70)
Fri: assessment of the argument for authority
Jan 30-Feb 3 Authority, Liberty & Law
Mon: liberty & law : Leviathan, chs 20-21 (Readings, 171-77)
Wed: law: Leviathan, chs 26-28 (Readings, 177-81)
Fri: law & statecraft: Leviathan, chs 29-31 (Readings, 181-86)
Feb 6-10 Locke,
The Second Treatise
Mon: human nature: Second Treatise, chs 1-4* (Readings, 187-92)
(* note that ch 5 on property is deferred to Friday)
Wed: natural rights & authority: Second Treatise, chs 7-9, 11, 19 (Readings, 197-210)
Fri: property: Second Treatise, ch 5 (Readings, 192-97)
Feb 13-17 Hobbes and Locke as Models for International Citizenship and Rights
Mon: the Hobbesian model
Wed: the Lockean model
Fri: are there "human" rights?
Feb 20-24 Reading Week
Rousseau
Feb 27- Mar 3 Discourse on The Origin of Inequality - (*
Hobbes/Locke essays due Friday)
Mon: Biographical Note, Discourse, Part 1 (Readings, 211-25)
Wed: Discourse, Part 2 (Readings, 225-38)
Fri: critical evaluation (no readings).
Mar 6-10 The Social Contract: political issues
Mon: Book 1 (Readings, 239-47)
Wed: Book 2 (Readings, 247-56)
Fri: can people be "forced to be free"?
Mar 13-17 Rousseau: questions of interpretation.
Mon: Books 3-4 (Readings, 257-67)
Wed: conceptions of freedom and democracy
Fri: critical evaluation (Is Rousseau more like Mill or more like Plato?)
Marx
Mar 20-24 Hegel
and "the young Marx"
Mon: Hegel, "The Master-Servant Dialectic" (Readings, 267-72) NB- difficulty alert
Wed: Marx - Biog Note, Graveside Speech, Critique of Hegel, (Readings, 273-78) + Econ & Philosophical Manuscripts (1): Alienated Labour - (Reads, 287-94)
Fri: Economic &
Philosophical Manuscripts, continued (Readings, 294-306)
Mar27-31 Marxist
Analysis (* Rousseau essays due Mon)
Mon: materialism -- Theses on Feuerbach, German Ideology, (Readings, 305-14)
Wed: classes and exploitation: Capital, v 1 (Readings, 327-30)
Fri: politics of class struggle: Communist Manifesto (Readings, 315-24)
Apr 3-7 Marx and Politics
Mon: Preface to Critique of Political Economy (Readings, 325-26)
Wed: the transition to socialism -- Critique of Gotha Programme (Readings, 327-30)
Fri: the state and the dictatorship
-- The Civil War in France (Readings, 341-44)
Review Period: J.S.
Mill in Review
Apr 10-12 Mill -
selections - (* optional essay # 4 due Monday)
Mon: Representative Govt, ch 3 (Readings, 380-86)
Wed: On Liberty, ch 1
(Readings, 347-54)
Final Exam: Wed., Apr 19th (2006) at 2 pm in the classroom.
Essays should be double-spaced with wide (1.5") margins to allow room for comments. They must footnote sources and contain a bibliography (even if just one work). The two mini-essays (or "exercises") should be 1000-1500 words and the essays 1500-2000 words:
Essays in this course are expected to be critical and positional. That is, they must adopt and argue a critical position on the topic, using the course material. This position must be stated in the first paragraph as: "In this essay I will argue that ..."
These are not research papers. They should be produced (1) through critical reflection on the topic and the course material, and (2) through careful writing and re-writing of your position and arguments. Essays will not require any reading or research beyond the material assigned for the course. Further comments and suggestions are outlined below.
The topics listed below are suggestive and others may be added later to reflect particular issues that arise in the course. Students are also encouraged to propose their own topics on issues of special interest. These should be discussed with the instructor well before the essay deadline.
The Nature of The Essay
Essays should be "position papers". The main concern is argument, rather than interpretation or research: you are expected to take a definite position on the topic, and to argue this position effectively. It is essential to show a good understanding of the theorist and text in question; but this understanding should be developed through a critical argument. Papers will be assessed mainly by the quality of their arguments: especially, by whether the argument is effective/persuasive, well-organized, and clearly presented, with some appreciation for what might be said against it.
The fact that these are not "research papers" does not mean that you should not read widely (eg, commentaries and current philosophical discussions of the issues, as listed in the bibliography). On the contrary, you can sharpen your thinking and develop clearer critical perspectives by reading widely. In particular, whenever your essay deals with an important concept (eg, justice, or democracy, or freedom) it is a good idea to read more about this concept. But remember that your essay will be judged by the quality of your arguments, not by your sources. Thus your main priority should be to read (and re-read) critically the text, to think carefully about the issues it raises, and to identify your own views on these issues as clearly as possible.
Some Tips
The key to your paper is your "thesis" (the position you argue). Your main concern should be to work out exactly -- and clearly -- what this is. The best way to do this is by thinking critically and carefully about the text. It also helps to read commentaries and to discuss the issues with friends -- this may clarify what you want to argue, and what may be said on the other side.
Your first paragraph should state your thesis clearly ("In this essay I will argue that ...") and indicate how you will argue it (eg: "I will argue this in three steps"). The rest of the paper should be organized around arguing this thesis as effectively as possible.
Obviously, you can't say much in a brief essay so you must choose the most important arguments. It may be necessary to define the topic more narrowly, ie, focussing your paper on just one of the issues raised by the topic.
You should also consider possible objections to your argument, and how you might rebut them (eg, if you are criticizing Plato, how might he respond : and what would you say in rebuttal?). Here again, you should be brief and selective.
Write a rough draft of the paper in advance -- then leave it for a few days, and revise it critically. Examine your thesis (has it changed? have you stated it properly in the introduction?) and revise your arguments.
Finally, remember that you are trying to persuade:
the aim of the paper is not to show off what you know (to a teacher) but rather
to make a persuasive case (eg to a judge and jury).