Ancient Political Thought ~ PLSC 361, Section 42173 ~ Fall ...



Western Washington University, Department of Political ScienceAncient Political Thought ~ PLSC 361, Section 42173 ~ Fall 2017Time: Tuesdays & Thursdays from 2:00 – 3:50 Class: Science Lecture 150Professor: Dr. Charles Hoffman Office: Arntzen Hall 424 Email: Charles.Hoffman@wwu.eduProf Office Hours: Tuesdays, 4:00 – 5:30 & by appt.TAs: Emily Hanson (hansone9@wwu.edu) Emma Scalzo (scalzoe@wwu.edu) Course Description:This course samples some of the classic texts in the tradition of Western political thought during its inception in ancient Greece. It is intended to give students a sense of both the diversity and unity of this tradition of ancient political philosophy. The heart of the classical era of Western civilization runs from the archaic Greek world (800 – 500 BCE) through the rise of imperial Rome. This course emphasizes one of the most foundational periods of political philosophy in Western antiquity, the Golden Age of Greece during the 5th and 4th centuries BCE, with a focus on texts generated between the Age of Pericles (463-429) through the conquest of Hellas by Philip of Macedon in 338 BCE. The issue of human virtue will be one common theme on which the various thinkers will be compared and contrasted. What virtues are required for political society to function or flourish? What qualities of character are required for an ethical life? What virtues and psychological dispensations provide a foundation for achieving eudaimonia, or the Good life in political society? How is moral virtue related to civic or public virtue? How were these concerns related to understandings of citizenship in antiquity, and how might they inform our thinking about citizenship today? Through direct readings, lecture, and discussion we will trace the emergence of ancient Greece’s unique self-awareness of how these questions relentlessly press themselves upon us. We will encounter a succession of arguments about political obligation, justice, virtue, freedom, and citizenship that are foundational to modern democratic society, as well as distinctively classical, and in some ways curiously dissimilar to own modern, progressive understandings of the political. Other questions we will consider include: What character traits should a political system try to inculcate or encourage? How should citizens negotiate the inevitable, difficult, & sometimes tragic choices they face between family or household obligation and public obligation? What is the value – and what are the limits -- of philosophy, for understanding politics and for obtaining a better understanding of the human condition? We will work to identify the promising insights and the problems attributable to each of the storytellers and dramatists we encounter.Class Format & MethodsThe ancients thought - and wrote – about morals, ethics, and the need to solve the puzzle of how best to live a good life in a good society through dramas, stories, dialogues, & witty conversation, rather than through dense philosophical treatises that emphasize linear argument or a search for a grand theory of politics & citizenship. As such, our readings from pre-modern antiquity are best digested through careful consideration of the primary source materials in the context of ancient political society. I entreat you to try to contribute to class discussion. If you haven’t done all the readings for a given day, that is fine. Please bring your text to class; it’s essential to have the primary source readings in front of one while we analyze the key passages. Also, please try not to look bored if you haven’t done a certain reading — or if a particular reading doesn’t quite click with you: we’ve all been there. For the sake of l’esprit de corps (the morale of the group), try to mask it or to get in the game — especially when the readings & discussion do click well for you. Moreover, a creative & thoughtful intellectual environment require that we try to respond to each other’s contributions in anticipation of a fruitful evolution of our own in class analysis of the readings. The Greeks preferred to explore questions of morals, ethics, & how to be just in the context of dialogues, tragedies, and narrative-based philosophical inquiry. We will have to work consistently at using our historical imagination & appreciating the unique context of the ancient world and polis as we consider the foundations of political philosophy this term. Our study of classic Ancient texts will help foster: ??an enriched understanding of classical dilemmas of moral philosophy, which continue to occupy moral & political thinkers today, and which provide (or at least ought to provide) the background for deliberation of contemporary moral dilemmas??a general knowledge of some of the classic political writings and thinkers in Greek antiquity??a better sense of the social, cultural, & technological context in which the foundational categories of western political & moral thought were established??essential skills necessary to interpret, compare, contrast, & apply arguments of political theory;??a more sophisticated political vocabulary & more functional critical thinking toolkitPrevious exposure to political theory or philosophy is helpful, but the only pre-requisite for this course is Introduction to Political Theory (PLSC 261) or its equivalent. The reading schedule will be rigorous and challenging (averaging 60-70 pages of often-difficult text per week), but rewarding. The texts we will read have a rich history and have long been seen as essential to an educated person’s background in western culture. Required Texts:Hall & Kitto, eds., Sophocles’ Basic Political Writings, London: Oxford University Press, 1998ISBN 0192835882Steinberger, Peter (ed.), Readings in Classical Political Thought, Indianapolis: Hackett, 2000ISBN 0872205126Optional:Treddinick, ed., Aristotle’s Nicomachean Ethics, New York: Penguin Classics, New Ed. Edition ISBN 0140449493Graded Assignments:?Midterm. Combination multiple choice & short response/short essay format. Will account for ~40% of course grade.?Final Exam. Long Essay & short response format. Will account for ~45% of course grade.?Class attendance, participation, & approximately 3 short quizzes will constitute ~15% of course grade. Grading Standards:Graded work will correspond to the following scale:93 - 100A90-92A-88-89B+83-87B80-82B-etc.Course PoliciesPlease note that the schedule of reading and assignments may be changed – all changes will be posted to the course website at . Also note that rescheduled/makeup exams can only be arranged in case of a properly documented illness or emergency.Academic Ethics: Academic dishonesty is a serious offense, potentially grounds for dismissal from the university. It is also inimical to the development of good character. Dishonesty includes plagiarism, cheating on exams, and so forth. Please consult for an explanation of what constitutes plagiarism. Western’s policy on plagiarism can be found at . Please note that I must follow university procedures when I identify a case of plagiarism. Special Accommodations: Western Washington’s policy and practice is to make the best accommodations for students as necessary via written notification from disAbilities resources (DRS). The first step is to contact DRS & file the paperwork with them (Old Main 110, 650-3083, drs@wwu.edu), & we can proceed accordingly.Course Webpage: Outline and Schedule of Readings28 SepHistorical & Cultural Context of Ancient Greece from the late Archaic to Classical Era Film: The Greeks, Crucible of Civilization ____________________________________________________________________________________3 & 5 Oct Historical & Cultural Context of the Athenian EnlightenmentThe Athenian Political ExperienceGeorge Sabine, “The City State,” from A History of Political Thought(Link on Course Website)Drama, Tragedy & the Role of the Theater in Athens’ Emerging Democracy___________________________________________________________________________10 Oct Drama, Tragedy & the Role of the Theater in Athens’ Emerging Democracy (con’t)Introduction to Sophocles’ Antigone, Oedipus, Electra (Hall & Kitto text)(This is pp. ix – xxxviii in the Oedipus, Antigone, Electra paperback)Sophocles’s Oedipus the King: Discourse on StatecraftSophocles’ Oedipus the King, pp. 49-58, from the Hall & Kitto edited volume12 OctStatecraft, Heroism & Humanism in the Athenian Enlightenment: Oedipus the KingSophocles’ Oedipus the King, pp. 58-85, from the Hall & Kitto edited volume____________________________________________________________________________________17 Oct From the Lessons of Oedipus to the Classic AntigoneSophocles’ Oedipus the King, pp. 85-99, from the Hall & Kitto edited volumeRead for Class: Sophocles’ Antigone, pp. 3 - 16, from the Hall & Kitto edited volume 19 OctAntigone and the Challenge of Humanism in Periclean Athens: Nomos vs. PhysisAntigone & the Agency of Dissidence & Civil Disobedience in the face of TyrannyRead for Class: Sophocles’ Antigone, pp. 16 - 45, from the Hall & Kitto edited volume______________________________________________________________________________________________________________________________________________________________________________24 Oct From the 6th Century Pre-Socratics to the Emergence of Humanism in 5th Century Athens Read for class: George Sabine, “Political Thought Before Plato,” from A History of Political Thought (Link on Course Website) 26 Oct Humanism in 5th Century Athens - Protagoras's View of Man as the Measure of all Things The Challenge of Relativism and Socrates’s Search for Foundational Knowledge Socrates’ Methods & Republic’s Basic Question: What Is Justice and why is it beneficial Thrasymachus’s Justice as Interest of the Strong vs. Socrates’s Justice as Virtue of a Soul Read for class: Plato’s Republic, beginning of Book I [Steinberger, 166-174 only]_______________________________________________________________________________________31 Oct Glaucon’s Realist Account of Self-Interest & Pursuit of Power in the Ring of Gyges The birth of?realpolitik and Justice as Enforced Contract Read for class: Plato’s Republic, Rest of Book I & Start of Book II [Steinberger, 174-184]2 Nov Republic Books II & III:Glaucon & Adeimantus sharpen & reframe Thrasymachus’s account of Justice as “Counter-Factual” Posed to Socrates (pp. 184-187) Socrates’ Model of the 3 Parts of the City and 3 Parts of the Soul: Craftsmen & the Guardians (p. 187 top right column – p. 192) Education of the Guardians (p. 192 left column – p. 211 left column) (Just skim -- less emphasis on this section) The 3 Parts of the City (p. 211 left – p. 212 top right] Read for class: Plato’s Republic, Book II - III [Steinberger, pp. 184–212 top right]___________________________________________________________________________________7 Nov Book III (con’t) & Book IV: The Myth of the Metals, & Socrates’s Defense of the Founding “Myth” The 3 Parts of the Soul and 4 Cardinal Virtues in the State & in the Soul Read for class: Plato’s Republic, p. 212 top right thru the end of Book IV (p. 229 top left)9 Nov End of Book V & first half of Book VI: The Philosophical vs. the Philodoxical Justice in the State and the Soul requires a Philosopher King (PK) Please **SKIP** Steinberger, pp. 229-242 left (the first two-thirds of Book V) Please **READ** Steinberger, p. 242 left bottom – p. 254 (in Books V & VI)_____________________________________________________________________________________14 Nov The Four Modes of Cognition & the Analogy of the Divided Line Please read Plato’s Republic, Book VI [Steinberger, 254 - 262 top] The Four Modes of Cognition & the Allegory of the Cave Please read Plato’s Republic, Book VII [Steinberger, pp. 262 – 265] Review for Midterm16 Nov Midterm Exam_____________________________________________________________________________________21 Nov P-K’s Return to the Cave & Allegory of the Cave as Theory of Education Please re-read pp. 249 – 265 in Books VI & VII of Plato’s Republic. In Book VII, you can stop at the end of p. 265, but please do see the very end of Book VII (275 right col & 276 left col) 23 Nov Happy Thanksgiving________________________________________________________________________________________________________________________________________________________________________________28 Nov Decline of Ideal City/Soul & the Four Unjust Regimes (Timocracy, Oligarchy, Democrac, Tyranny) Plato on Democracy: the good, the bad, the ugly Please read Simon Blackburn, “Disorderly Cities, Disorderly People” (course website) Blackburn’s enjoyable essay nicely summarizes & reflects on Republic Books VIII & IX. To complement the essay, please read these sections from Books VIII & IX: Steinberger, pp. 276-277; 282 left – 286 left (on the democratic city & soul) pp. 300 right – 303 left (Final Briefs on best form of justice).30 Nov Plato on Democracy (continuation of Tues. discussion on Blackburn & Books 8 & 9) The Political and the Philosophical: Athens in Decline & Plato’s Search for Reform Read for Class: EM Cornford, Editor’s analysis of The Republic (course website) The Political and the Philosophical: Differences between Socrates and Plato Plato’s Apology for Socrates [Steinberger, 147-151]________________________________________________________________________________________05 Dec Socrates as Citizen and Philosopher (con’t) Socratic Citizenship: Dissidence & Democratic Theory Plato’s Apology for Socrates (continued) [Steinberger, 151-159] 07 Dec Socrates’ critique of Athens’ politics in The Apologyvs. Socrates’ defense of Athens’ laws & Athens as city-state in The Crito Role of the Platonic “Forms” in The Crito Plato’s Crito [Steinberger, 159-165] From Platonism to Aristotelianism & Aristotle’s Civic Humanism Optional: Aristotle’s Nicomachean Ethics Book I, II, & X (Sec 6 – 9) [Steinberger, pp. 358 - 377] ________________________________________________________________________________________07 Dec Review Session for Final Exam (CF 125)5:00 – 7:00 PM________________________________________________________________________________________14 Dec Final Exam (SL 150)8:00 – 10:00 AM ................
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