Classical Political Thought ~ PLSC 361, Section 42536 ~ …



Western Washington University, Department of Political ScienceClassical Political Thought ~ PLSC 361, Section 42536 ~ Autumn 2016Time: Tuesday & Thursday, 2:00 – 3:50 Class: Communications 125Professor: Dr. Charles Hoffman Office: Arntzen Hall 424 Email: Charles.Hoffman@wwu.eduProf Office Hours: Tuesday, 4:00 – 6:00 & by appt.Peer TAs: Leeda Ghassemi (ghassel@wwu.edu) TA Office Hours: Thursday, 1:00 - 1:45, Arntzen 450 Heather Mueller (muelleh4@wwu.edu)TA Office Hours: Wed, 11:45 - 12:45, Arntzen 450 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 Readings22 SepCourse Introduction____________________________________________________________________________________27 & 29 Sep The Athenian Political ExperienceDrama & Tragedy in Democratic Athens: Loyalty and the Public TrustRead by 9/29: Introduction and Notes on the Texts to the Hall & Kitto edited volumeRead for 9/29: Sophocles’ Oedipus the King, 1st half, from the Hall & Kitto edited volume____________________________________________________________________________________4 OctHistorical & Cultural Context of the Athenian Enlightenment (461-429 BCE) Film: The Greeks, Crucible of Civilization 6 Oct Historical & Cultural Context of the Athenian Enlightenment (con’t) (461-429 BCE)Read for class: George Sabine, “The City State,” from A History of Political Thought (Link on Course Website)From the Lessons of Oedipus to the Classic AntigoneRead for class: Sophocles’ Oedipus the King, 2nd half, from the Hall & Kitto edited volume____________________________________________________________________________________11 Oct The Classic AntigoneRead for class: Sophocles’ Antigone, pp. 3 – 16, from the Hall & Kitto edited volume13 OctThe Classic Antigone (con’t)Read for Class: Sophocles’ Antigone, pp. 16 - 45, from the Hall & Kitto edited volume____________________________________________________________________________________18 Oct From the Pre-Socratics to the Emergence of Humanism in 5th Century GreeceRead for class: George Sabine, “Political Thought Before Plato,” from A History of Political Thought (Link on Course Website)Overview & Structure of Plato’s RepublicRead for class: Plato’s Republic, first 6 pages of Book I [Steinberger, 166-171 only] 20 Oct Book I of Republic: The Challenge of Relativism & Power Politics What is Justice: Socrates vs. Thrasymachus Read for class: Plato’s Republic, Remainder of Book I [Steinberger, 171-181] ______________________________________________________________________________________________________________________________________________________________________25 OctBooks II & III of Republic: Socrates’s 3 Kinds of “Good” (pp. 181-182)Glaucon & Adeimantus renew & develop Thrasymachus’s approach to Justice as a “Counter-Factual” or Devil’s Advocate Argument (pp. 182-187) Socrates’ Response to the Counter-Factual: Look first for Justice in the City; Specialization of the Craftsmen & Guardians (p. 187 top right column – p. 192) Education & Socialization of the Guardians (p. 192 left column – p. 211 left column) (less emphasis on this section) Read for class: Plato’s Republic, Book II thru Book III, p. 211 [Steinberger, pp. 181 - 211] 27 Oct Book III (con’t) & Book IV of Republic The Myth of the Metals, and Socrates’s Defense of the Founding “Myth” The 3 Parts of the City & The 4 Cardinal Virtues in the City Read for class: Plato’s Republic, Book III, p. 211 thru middle of Book IV [Steinberger, 211-222]___________________________________________________________________________________01 Nov The Three Parts of the Soul & The 4 Cardinal Virtues in the Soul Read for class: Plato’s Republic, Rest of Book IV from p. 222 right col [Steinberger, 222-228] Just skim the first two-thirds of Book V in Republic, Steinberger, pp. 229-242 left top Justice in the Soul & Justice in the City: Does the Just City Exist in Theory Only? The Just City Requires a Philosopher-King (P-K) Read for class: Plato’s Republic, Steinberger, p. 242 & 243 03 Nov Just City Requires Philosophical Inquiry; Unique Qualities of the P-K Socrates’ & Plato’s Argument Against the Sophists: “Philodoxical” vs Philosophical (Opinion & Appearances vs. Knowledge & Wisdom) Paradox of Governance by Philosophic Temperaments Read for class: Plato’s Republic, Books V & VI [Steinberger, p. 244 left bottom – p. 254] The Four Modes of Cognition & the Analogy of the Divided Line Read for class: Plato’s Republic, Remainder of Book VI [Steinberger, 254 - 262 top]___________________________________________________________________________________08 Nov The Four Modes of Cognition & the Allegory of the Cave; Responsibilities of the P-K Read for class: Plato’s Republic, Book VII, pp. 262 – 265 only Review for Midterm10 Nov Midterm Exam______________________________________________________________________________________15 Nov Ideal Disposition for the Philosopher King (P-K): la vita contemplativa, la vita activa, or both?? Read for Class: EM Cornford, Editor’s analysis of The Republic (course website) Read for class: Plato’s Republic, p. 275 right col & p. 276 left col (the very end of Book VII) Decline of Society; Most Just & Most Unjust State & Soul Compared (Books 8 & 9) Read for class: Simon Blackburn, “Disorderly Cities, Disorderly People” (course website)We will treat Books 8 & 9 mostly by focusing on Blackburn’s essay, which summarizes Books 8 & 9 and raises intriguing reflections & questions. 17 Nov Continuation of Tuesday’s discussion of Cornford’s analysis of Republic and Blackburn’s essay on Books 8 & 9Look over pp. 276 – 277 & 282 left – 286 left in Book 8 (on the democratic city & soul), which Blackburn’s essay engages & cites from. We’ll observe that in class Tuesday. Please go over pp. 300 – 303 top left (the end of Book 9) where Socrates returns to the conversation with Glaucon at the end of Book 4 and finally concludes Republic’s overall argument on Justice as intrinsically good and rewarding. Introductory Remarks: Reconciling Socrates of Republic with Socrates of Apology & Crito Plato’s Apology (for Socrates) [Steinberger, 147-148] (The Last Days of Socrates) ________________________________________________________________________________22 Nov Socrates in His Own Words: Socrates of Apology vs. Socrates of Republic Socrates on Trial in the State, or the Athenian State on Trial in the Court of Philosophy? Dissidence & Political Theory Plato’s Apology (for Socrates) (con’t) [Steinberger, 149-159] 24 Nov Thanksgiving Day (US)________________________________________________________________________________________29 Nov Crito’s Loyalty to the State & Defense of Laws vs. Apology’s Defense of Philosophy & Dissidence Dialogue within the dialogue: Socrates dialogue with the laws as Forms Martyr to Philosophy? Or Socrates being Socrates? Plato’s Crito [Steinberger, 159-165] 1 Dec Aristotle’s Civic Humanism Aristotle’s Nicomachean Ethics vs Platonic Virtue Aristotle’s Nicomachean Ethics, Books I & Book II Aristotle on happiness (eudaimonia), amusement, & contemplation Aristotle’s Nicomachean Ethics, Book X -- Parts VI – IX only in Book X Review for Final Exam________________________________________________________________________________________Final Exam: Wednesday, Dec 7, 6:00 PM – 8:00 PM CF 125 or Thursday, Dec 8, 8:00 AM – 10:00 AM CF 125 ................
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