|
|
science 210 (section
C1) 2008-09: MWF 1-2 pm Don
Carmichael (Don.Carmichael@ualberta.ca) Office: 11‑28 Tory Phone: (780) - 492‑5390 Office Hours (1st
term): Mon - Wed, 2:15 - 3:30
and by appointment. 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. There will
be regular seminars on Fridays and, despite the size of the class, student
discussion will be invited in the lecture classes. 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. |
|
|
|
The Work
Students
in this course are not expected to have any background in philosophy or theoretical
work. On the contrary, the course
is an introduction to the subject; and a major priority of the course is to
teach students how to do political theory -- and enjoy it.
The
material covered in this course must be studied in a particular way: it calls
for careful, critical reading and reflection, rather than research. Students will not be asked to read a
lot, even for essays; but they will be expected:
(1)
to read the assigned material carefully,
(2) to do so before
the class for which it is assigned, and
(3) to come to class
prepared to discuss it.
As
the course schedule indicates, readings are assigned each week (and sometimes
for specific classes). These readings are not heavy and an effort has been made
to distribute them evenly throughout the year. But students will be expected to read the assigned material
carefully, before the class for which it is assigned, and to come to class
prepared to discuss it. Pop
quizzes will be used to test and reward preparation.
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 this
year is different from the one used last year.
These texts
are available in SUB Bookstore:
Plato,
Republic (Penguin, Lee translation). (used last 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.
Grades
will be based on essays and two exams: a mid‑term in December 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 is clear that some students prefer exams (or are more successful on them)
while others prefer essays. So
students can decide for themselves whether to be graded primarily by essays or
instead by exams. There will be
two grading formats. In the
exam-based format, students do four essays and these essays have the
same weight (45%) as the exams. In the essay-based format, students do one more essay and
these five essays are worth twice as much as the exams.
Essay format Exam-format
quiz/oral 10% quiz/oral
10%
mid
term 10% mid
term 15%
final
exam 20% final
exam 30%
essays
(5) 60% (equally weighted) essays
(4) 45% (equally weighted)
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 four essays then this will obviously mean the exam format. If you=ve done five essays, your grade will be calculated with the five essays
in the essay format, and also with your four best essays in the exam format,
and you=ll get whichever grade is better.
Can you do more than five essays?
Yes! Many students improve
their skills of analysis and essay-writing over the year, and in some cases the
improvement is enormous. It=s wonderful to see this happen.
So you are welcome (and urged) to do more than the required number of
essays; in which case, only your
best essays will be used in determining the final grade.
Essays
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 (1200-1500 words), 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 of the course material as indicated above.
At least four essays will be required, two in each term. All students must do essays on (1) the
introductory themes (due early October), (2) Plato (due late November), and (3)
Hobbes (due February). The fourth essay may be written on either Aristotle
(early January), or Rousseau (mid-March).
Students who wish to write more than four essays may do so during the
year (on any theorist on whom they haven=t already written) or on Marx (late March). There will be choice on all topics. Due dates and specific topics will be
announced early in each term.
Late essay policy. Essays will be due in class on the date
stated and this deadline will be strict for the first essay. For all other 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.
Deferred Exam: the date of the
deferred final will be listed as part of the schedule for the second term
Academic Integrity and Honesty
The Dean of Arts requests that course outlines remind students that
academic dishonesty is a serious offence and can result in suspension or
expulsion from the University.
Students are particularly urged to familiarize themselves with 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.
Student Distress Centre
I truly hope this won=t be necessary for any of you, but if you are having a hard time at any
point -- on anything, whether emotional, financial or personal -- the Student
Distress Centre is there to help.
You can reach them by Phone (492-HELP/ 492-4357) or Drop In (SUB 030-N) or Visit
(www.su.ualberta.ca/sdc) or Chat ( www.campuscrisischat.com)
DEADLINES: K essay # 1: Mon, Oct 6th (introduction) and Wed, Oct 8th (essay)
K essay # 2: Mon, Nov 12h
K mid term: Mon,
Dec 16th
INTRODUCTION : J.S. MILL: On
Sept. 3-5 Introduction
Wed: introduction to the course
Fri: J.S. Mill,
Biographical Note + On
+
Sept. 8‑12 Mill,
On
Mon: On
Wed: On
Fri: On
THE PROBLEM OF POLITICAL AUTHORITY -- Sophocles= Antigone and Plato=s Socrates
Sept. 15‑19 Mill,
Antigone
Mon: Utilitarianism, chs 2 & 5 (433-42) + Representative Govt, ch 3 (445-50) + +
Wed: Sophocles, Antigone
(1-37): is Antigone guilty? +
+
Fri: read Antigone again: should Creon punish
Antigone?
Sept 22-26 Socrates
Mon: Plato,
Biographical Note + Crito (61-72) -- question: in the Crito, is Socrates
obligated to stay? +
Wed: analysis of the Crito
arguments. +
Fri: Plato, Apology (41-58)
Sept 29- Oct 3 Analysis
Throughout this week, the arguments of the Crito will be analyzed and
criticized.
Mon:
Wed:
Fri: review the Crito: do
Socrates’ arguments apply to Antigone
PLATO: Republic (for those using different
texts, the Stephanus pages are listed in italics)
Oct 6-10 Republic: Introduction K essay # 1 due Mon
(introduction) and Wed (essay)
Mon: Cephalus, Polemarchus (75-82)
+ Penguin ATranslator=s Introduction@ (xiii- lviii)
Wed: Thrasymachos (83-88)
Fri: restatement by Glaucon & Adeimantus (Penguin, pp 40 - 52) B St 357a -367e + Essays (3.1 -
3.4)
Oct. 13-17 Republic:
Foundations of The State
Mon: Thanksgiving holiday
Wed: social needs, education (Penguin,
53-76)B St 368a-383b + Essays (3.5 -
3.7)
Fri: social
classes (Penguin, pp. 96-100 + 112-29) B St 400d - 403c +
412b -427c
Oct. 20-24 Republic, Justice
Mon: the psyche (Penguin:
pp.130-49) B St 427d - 441c
Wed: virtue in the
individual (Penguin: pp. 149-56) B St 441c - 449a
Fri: women as guardians,
the family (Penguin: pp. 157 - 81) B St 449a - 466d
Oct 27-31 Philosophy
& Power
Mon: philosophy: (Penguin:
pp 189-92 + 208-19) B St 471c - 474b + 487b - 497a
Wed: sun, line and cave
analogies: (Penguin: pp. 226-48) B St 502d - 521b
Fri: comparison:
cave analogy (Penguin, 240-48) with Mill, Representative Government ch 3
(course pack, 441-46)
Nov. 3-7 Politics,
Critical Issues
Mon: democracy, tyranny (Penguin:
275-78, 290-314) B St 543a- 545c, 553b - 576b
Wed: justice benefits (Penguin: 314-19,
330-334) B St 576c - 580c, 588b - 592b
Fri: No
Seminars – lecture in the classroom
ARISTOTLE: Ethics and Politics
Nov 10-14 The Fulfilled Life (K essay # 2 due Wed)
Mon: no class: fall term break
Wed: Aristotle’s
Ethics: a brief overview:
Biographical Note + Ethics, Books 1-2, 10 (91-99, 106-109)
Fri: friendship: Ethics, Books 8-9 (102-106)
Nov.
17-21 The "Nature" of Political
Association
Mon: the nature of political association:
Politics, Book 1 (113-17)
Wed: justice (Ethics Bk 5, pp
99-100) + critique of Plato (Politics Bk 2, pp 117-21)
Fri: seminar on the critique of Plato
(property & families): Book 2 (117-21)
Nov. 24-28 Constitutions
Mon: citizens, constitutions and
the best constitution under normal conditions - Books 3-4
(121-32)
Wed: the “best” constitution under
ideal conditions - Books 7 - 8
(132-38)
Fri: the best of Plato vs the best of Aristotle
Dec. 1-3 In
Review:
Mon: Alfarabi: Selections (147-54)
Wed: Aristotle’s
elitism: slavery, etc
Mid Term: scheduled for Tuesday, December 16th, 2 pm (classroom)
TOPICS
& READINGS: Second Term
Post-Holiday: Medieval Period
Jan 5-9 Roman-Medieval
Period -- Cicero, Aquinas and Machiavelli
Mon: Natural Law (1)
Wed: Natural Law (2) Aquinas (157-63)
Fri: Machiavelli, The Prince (167-78)
The Roman
Western Medieval Period
Jan 5-9 Cicero,
Aquinas and Machiavelli
Mon: Natural
Law (1)
Wed: Natural
Law (2) Aquinas (157-63)
Fri: Machiavelli,
The Prince (167-78)
Rights & Authority: Hobbes and Locke
Jan 12-16 Hobbes,
Leviathan Part One (*
Aristotle essays due Monday)
Mon: introduction
+ Leviathan, chs 13, 1-5 (195-98, 181-85)
Wed: man
& society: Leviathan,
chs 6-12
Fri: Leviathan,
ch 13 -- question (1) is
Hobbes right about the need for authority?
Jan 19-23 The
Argument for Authority: Leviathan, Part Two
Mon: natural
right & morality: Leviathan, chs. 14‑16
Wed: authority:
Leviathan, chs. 17-20
Fri: question (2):
is Hobbes right about the nature and extent of the authority needed?
Jan 26-30 The
Hidden (and Brighter?) Side: Liberty & Law
Mon: liberty
& law : Leviathan, chs 20-21
Wed: law
& statecraft: Leviathan, chs 26-31 + Aquinas – review pp 159-63
(suicide, etc)
Fri: question
(3): does the account of liberty
and law improve Hobbes’ account?
Feb 2-6 Locke,
The Second Treatise B (* Hobbes essays
due Monday)
Mon: human
nature & rights: Second Treatise, chs 1-4 + “Rights” (
Wed: rights
& authority: chs 7-9, 11,
19 (note that ch 5 on property is
deferred to Friday)
Fri: property: Second Treatise, ch 5
Feb 9-13 Hobbes
vs Locke: International Citizenship & Rights
Mon: Hobbes v Locke as models of international relations
Wed: human rights: Pocklington, “Against
Inflating Human Rights”
Fri: question
(4): is Locke superior to Hobbes?
Feb 16-20 Reading
Week
Rousseau
Feb 23- 27 Discourse
on The Origin of Inequality B (* Hobbes vs Locke essays due Monday)
Mon: Biographical
Note, Discourse, Part 1
(257-72)
Wed: Discourse,
Part 2 (272-86)
Fri: critical
evaluation of Part 1.
Mar 2-6 The
Social Contract: political issues
Mon: Book 1 (289-97)
Wed: Book
2 (297-306)
Fri: can people be Aforced to be
free@?
Mar 9-13 Rousseau:
questions of interpretation.
Mon: Books
3-4 (307-16)
Wed: conceptions
of freedom and democracy
Fri: critical
evaluation (Is Rousseau more like
Mill or more like Plato?)
Marx
Mar 16-20 The
“Young” Marx -- (*
Rousseau essays due Monday)
Mon:
pp 327-30, 379-84: Marx - Biographical Note, Graveside Speech, , --
then ahead to “Preface to Critique of Political Economy” (379-80) and
Capital,(381-4)
Wed:
pp, 331-32, 341-48: Critique of Hegel, + Economic & Philosophical Manuscripts (1): Alienated Labour
Fri: pp 348-58: Economic
& Philosophical Manuscripts, continued
Mar 23-27 Marx
and PoliticsB
Mon: pp
359-68: materialism -- Theses on
Feuerbach, German Ideology
Wed: pp
385-98: “The Civil War in
Fri: pp
369-78: Communist Manifesto
Looking
Ahead, Looking Back
Mar 30-Apr3 a brief introduction to more recent political
theory (* optional extra essays due Wednesday)
Mon: Rawls
(481-88) + review Mill
Wed: Nussbaum (489-96) and Charles Taylor
Fri: final
seminars – topic tba
Apr 6-8 Final
week: The Year in Review
Mon and Wed (the last class): a review of the course with attention to the exam question announced on the first day of the course: “Write a critical assessment of ??? (a particular theorist to be named). Your answer
should assess this person’s claim to be considered a
major political thinker by outlining the important parts of his theory and the
strengths and weakness of his theory, explaining why they are strengths and
weaknesses.”
Final Exam: scheduled for Monday, April 20th (2009) -- at 2 pm in the classroom.
General Requirements
Essays should be double‑spaced with wide (1.5") margins on all four
sides to allow for comments. They
must footnote sources and they must contain a bibliography (even if just one
work).
Essays in this course are expected to be brief (1200-1500 words),
critical, and positional. That is,
the essay must adopt a specific position on the topic and then argue in support
of this position using the course material. The position must be stated in the first paragraph as: AIn this essay I will argue that ...@
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.
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.
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.
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).
Finally, this kind of essay will be new for most of you, and it will
take some time to learn how to do it well. So be prepared to learn, and give yourself time over the
year to do so. And remember the basic AThree Times Rule@: you will need to write your essay at least Three Times:
(1) After you choose the topic, DON=T write the essay: instead do some free writing around it -- perhaps
more than once -- to let your real ideas emerge.
(2) After a few days,
identify your position and write a draft of the paper. Leave it for a few days.
(3) Then read the draft
critically. Examine your thesis B has it changed? Have you
stated it adequately and clearly in the introduction? Examine your arguments B are there some points you need to develop further? Are there some important objections you need to
consider? Then revise the paper.
Checklist
Before signing off on your essay, check these points:
□ have you narrowed the
topic into a specific thesis? (one reason that Mill’s account is mistaken is
...)
□ have you asserted this
thesis (position) clearly in paragraph 1? (In this essay I will argue that that
Mill’s account is mistaken because ...)
□ does each paragraph
advance this position?
□ have you thought about
the question from both sides of the issue? Do your reasons take some account of what might be said on
the other side?
□ have you engaged with the
text – presenting the theorist’s position fairly and considering how s/he might
respond to any criticisms you’ve made?
□ have you cited the text
for any claims made about the theorist?
Have you included a bibliography?
Essay #1: Mill, Socrates
1. Socrates suggests in the Apology (p 12), that he would not obey a
certain law if the Athenians were to pass it. Is this consistent with his position in the Crito?
2. Mill declares in On Liberty that an individual’s liberty can be limited
only “to prevent harm to others. His own good ... is not a sufficient warrant”
(403) but he seems to contradict this in his claim (ch 5) that individuals
cannot sell themselves into slavery.
Using Mill’s text, assess whether his position is truly contradictory on
this point. Your assessment should
be based on the best case you can make that there is no contradiction.
3. Mill seems to hold that liberty can only be limited to prevent harm to
others and that no one can be harmed by anyone else’s belief. Does this mean that he would oppose any
restrictions on the expression of racial/ethnic stereotypes?
Introduction due: Mon, Oct 6th in class
Paper due: Wed, Oct 8th, in class
nb: this deadline is strict. For other papers in the course there will
be a grace period (as below). But
this paper must be submitted on or before the due date
Essay # 2: Plato
1. The class structure in Plato’s ideal republic is an affront to human
happiness and dignity.
2. Mill and Plato diagree about how much liberty there should be in the
ideal society. Whose view is
right, and why?
3. Would the Socrates of the Apology
and the Crito endorse Plato’s Republic?
DUE: in class, Wed., Nov 12th (grace period 5 days to Mon Nov. 17th ).*
· Agrace period@: 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, without comments.
Essays submitted after
ESSAY
TOPICS: Second Term
In the second term, students must do two essays: one
essay on either Aristotle (Jan 19) or Rousseau (Mar 16), and a second essay on
Hobbes (Feb 2) or Hobbes vs Locke (Feb 23).
Remember that you have the option of doing extra
essays. Extra essays may be
written on any theorist on whom you haven=t already written or on the final topics. The final topics are reserved for those
doing extra essays.
Late Essays:
Essays are DUE on the dates
indicated. Papers submitted on
time will be given very high priority: they will returned with comments as
quickly as possible. Papers
submitted in the grace period will be given lower priority: they will be
returned later and without comments.
Papers submitted after the grace period go to the bottom of the priority
list.
Academic
Form:
Essays must be submitted in correct academic form with adequate textual
citation and a bibliography (even if it is just one work); inadequate form and insufficient
citation will be penalized.
Citation for Works in the Coursepack: The first
reference/footnote should cite the work fully (as below) and include
the note “future references to this work will be cited by page/line number in
the text”. Subsequent references
should then indicatethe page and line in parentheses in the text (213/35). For
example,
The essay text reads:
In Leviathan,
Hobbes argues that the state of men1 without government would be “a time
of war, where every man is enemy to every man”2. He makes it plain, however, that this
“war” might not consist in actual fighting; it is simply a time in which men
are willing to fight (201/11-18).
The footnotes read:
1.
by “men” I believe
Hobbes means “people”
2. Hobbes,
Leviathan, in Readings in The History of Western Political Thought (Course pack) edited by Don Carmichael from the Public Domain University of Adelaide electronic texts collection, rendered into HTML
by Steve Thomas.
Extra First Term Topic : due Mon, Jan 12th ;
grace period 5 days to Fri, Jan 16th
This
topic is only for students doing extra essays (note, you may do this one and
also one on Aristotle)
1. Would the Socrates of the Apology
and the Crito endorse Plato’s Republic?
Aristotle: due Mon, Jan 12th ; grace period 5 days to Fri, Jan 16th
1. Even though Aristotle was clearly wrong about the actual rational
capacities of women and slaves, wasn=t he right to insist on a significantly high capacity for rational
understanding as a condition for citizenship?
2. Aristotle argues that the life of contemplation is superior to the life
of practical citizenship activity in the community (NE 10:7-8). Is his
argument convincing? [your
account should consider both the Ethics
and the Politics],
3. “the best
life is only possible where men are free from need and free especially from the need to earn a living; only
then can they engage in what is worthy for its own sake alone.” p137, lines 20 f). Is Aristotle right that the ideally
best life consists of worthy activities that are done just because of their
worthiness, and that they cannot be done for payment?
Hobbes: due
Mon, Feb 2nd ; grace period 5
days to Fri, Feb 6th]
1.What do you consider the single most important objection to Hobbes’
political theory? How would Hobbes respond to this objection? Consider
carefully the adequacy of his response.
2.Select part of Hobbes’ argument. By a very close inspection of the
argument in this passage, evaluate Hobbes’s argumentative position and
method. (You may choose any
passage you want, but one or two pages at most. Do not wander outside of the very special point you have
chosen to examine).
1. Hobbes
and Locke disagree about the proper extent of political authority. Setting aside your preference for one
conclusion or the other, assess whose argument is superior
2. If it is true that international relations today is a state of nature, is this
condition better understood in Lockean terms or in Hobbesian terms?
3. Are
there any human rights? Is Locke=s account
better than Hobbes=?
Rousseau:
due Mon, March 16th ; grace period 5 days to
Fri, March 20th
1. Does the Social
Contract respond adequately to the problem(s) outlined in the Second
Discourse?
2. It has been said
that A...in the political
theories of Hobbes and Locke, individuals confront one another and the state
just as separate individuals, with no sense of community. Thus Hobbes and Locke
both understand freedom as the freedom of separate individuals against one
another and against the community.
By contrast, Rousseau shows that we can be truly free only by acting
with others as members of a community.@ Do you agree?
3. Rousseau believes
that the citizens of his republic can be “free” in obeying the law in a way
that the citizens of Hobbes’ state are not. Is this correct? Does his distinction between the general will and the will of
all explain this?
Final Topics*
* only for students doing
extra essays (five or more)
topics 4 & 5 on Marx added (Feb 25); topic 1 is partly on Marx.
1.
Given a choice between reducing alienation
and protecting individual liberty – which is the better choice and how should
we understand it?
2.
The Supreme Court rulings on the
possession of child pornography (coursepack: R. v. Sharpe) were complicated by
a lower court finding that the simple possession (as opposed to production) of
child pornography has not been shown to cause direct harm. In their rulings, the majority rejected
this finding whereas the minority declared that it didn’t matter. Drawing on theorists in the course,
assess the minority decision.
3.
Can a genuinely free person obey the
state (and remain free in doing so)?
4.
In Marx’s view, what is
the main cause of human alienation: (1) private property, (2) capitalist
relations of production, (3) the division of labour?
5.
Is Marx right about the conditions
that must obtain before society can inscribe on its banners: “From each
according to his ability, to each according to his needs.”?
DUE: in class, Fri, Apr 3rd ; grace period 5 days to Wed, Apr 8th. This is the absolute final date for
submitting essays. Please note
that essays submitted in the grace period will not be marked or returned until
after the exam.
The Final Exam: will be outlined in the last class, and TA office hours
for the week before the exam will be posted on my office door. You will be
asked to answer three questions.
One question (worth 50%) will ask you to write a critical assessment of
one of the theorists on the course (you’ll be given two alternatives). Your answer should
(a) outline the important parts of his theory,
(b) indicate the strengths and weakness of his theory,
explaining why they are strengths and weaknesses, and
(c)
assess his claim to be considered a major political thinker
The other two questions (each worth 25%)
will ask for an interpretation (as on the December test) according to these
instructions:
Your interpretation should explain (1) the
meaning of the passage in its context and
(2) its significance in the work as a whole. If you believe the passage can be
understood in more than one way, explain the different possible interpretations
and their significances.
Note that you are not
asked merely to explain what the passage means on its own. In explaining its significance in the
work as a whole, you might show that:
(a) the passage is logically essential (the
work as a whole is arguing a position in a certain number of steps; and this is
one of the essential steps); or
(b) the passage is crucial in some
different way, (a reader couldn’t possibly understand the work as a whole if
s/he didn’t understand this passage correctly), or
(c) the passage means more when it is
understood in the context of the rest of the work than it does when read just
on its own