PLSC 362: RENAISSANCE
AND MODERN POLITICAL THOUGHT
Tuesdays and Thursdays
10am -- 11:50am
CF 23
CRN: 13566
Dr.
Vicki Hsueh
Arntzen
Hall 405
360
650 2649
Vicki.Hsueh@wwu.edu
Office
Hours -- Tuesdays and Thursdays, 1--3pm or by appointment.
COURSE DESCRIPTION
This
course examines western political thought from the Renaissance to the modern
period. In the period between the 15th and 19th
century, Europe experienced massive changes—not least among them, the fall of
monarchies, the rise of democracies, imperial and colonial expansion, transformation
in gender and sexual roles, tremendous population shift from the country to the
city, and monumental economic, cultural, and social transformations. These
changes prompted writers of the period to ask and answer a series of
challenging questions:
--What
is the nature of government?
--What
are the liberties and rights of the individual?
--What
are the essential aims and ambitions of social and political institutions?
--Who
should rule these institutions?
--Who
should obey?
--When
is revolution justified?
--And
when should antagonists be suppressed and put down?
We
will explore how political theorists fought over essential ideals and
institutions of politics—subjection, sovereignty, citizenship, community,
action, and power. Our focus is both historical and present-minded: we
will try to understand the early development of what we now call western
political thought, but we will also search to see how and if the ideas of
Renaissance and modern period continue to impact the present. What lessons
can such ideas offer us today? In what ways should these conceptions be changed
or adapted or even rejected? How does a ‘tradition’ of political thinking
become constituted—and what does it mean to draw upon or challenge that
‘tradition’?
Indeed,
although we will pay close attention to how each author conceives of the
‘political’, my aim overall is also to push you to develop your own views on the substantive topics we engage in this
course. To that end, I want us all to take up Nietzsche’s challenge to
“ruminate”—to chew, squeeze, and press upon the sources and workings of
freedom, the nature of power and justice, the meaning of property, and the
roles that culture, class, and gender may play in western political theory. Our
goal in pursuing these topics here is not to reach consensus but rather to provoke
and engage a diversity of viewpoints and perspectives.
COURSE FORMAT AND REQUIREMENTS
This
class is designed as both a lecture and a seminar. Class discussion and
participation is therefore a vital—in fact, essential—part of your course
work. I expect you to arrive at each class on time prepared to talk about the assigned texts carefully, to
listen attentively, and to respond seriously to the opinions and arguments of
the other seminar participants. This is demanding work, and you should
know that from the beginning. But such work also will be interesting and
productive. Although I will set the stage with lectures on the general
issues at hand and their historical context, a significant part of the seminar
will be spent talking, writing, and analyzing the course materials.
1. ATTENDANCE, PARTICIPATION,
and DISCUSSION: This course is designed so that you all have the
opportunity to meet and discuss the readings. If you fail to attend, you
diminish the course not only yourself but for other members of the
seminar. For this reason, basic
attendance is a significant component of your grade. You are
permitted 3 unexcused absences from the course. Full attendance and good
in-class participation will result in a grade of 94; excellence in
participation can result in an even higher mark. More than 3 unexcused absences
or disruptive behavior will lower your grade (i.e., full attendance is
equivalent to a 94, 4 absences is equivalent to a 90, 5 absences is equivalent
to an 86 and so on. Especially good attendance and/or participation will result
in a grade ranging from 95-100). Attendance also includes appropriate behavior
in the seminar room.
When
members of the seminar arrive to class late, leave early, whisper, read the
newspaper, and wander in and out of class, it is a distraction not only to me
but to other members of the seminar. Excessive
disruptive behavior will negatively affect your attendance and participation
marks.
Ground
Rules for Participation
~basic
courtesy to other class members
~no
excessive walking in and out of class
~no
late arrivals
~no
side-talking during lecture
~
no cellphone use for texting or calls
~laptop
use permitted, but can be restricted if it becomes disruptive
In
addition to basic attendance,
I expect you to be a participant,
which means active and informed involvement in the class. You are expected
to do the readings carefully and think about them before class, such that
your participation in the discussion
is intellectually stimulating. You are also expected to introduce ideas, ask questions, and respond to others in the
seminar.
Criteria
for participation
~preparation
of materials
~demonstration
of interest
~frequent
and critical engagement (basic expectation of at least 10 responses to in-class
questions, discussion, etc.)
~active
discussion of ideas
2. SEMINAR LEADERSHIP: 2 times during the quarter, you will also sign up to lead class discussion. This
will mean developing at least 3
questions on the materials to direct and shape discussion. You will submit these questions to me
one day before class (5pm) and you will be responsible for leading small
discussion groups.
3. CANVAS
/ BLOG: All class members will be required to participate on the online blog.
Winter 2014
PLSC 362
http://plsc362winter2014.blogspot.com/
The blog will allow us to identify,
discuss, challenge, and explore the themes and ideas in the seminar. I
encourage you to use the blog for a variety of purposes, including:
--careful, detailed interpretations and
critiques of the readings.
--creative applications of the reading
to current political, social, and cultural events
--continued discussion of in-class
debates.
--exploration of related themes and
issues in other fields, such as psychology, international relations,
communications, history, women’s studies, biology, sociology, anthropology,
English, etc.
--ask questions and note confusions.
--materials to help you lead seminar.
Every week, half of the seminar
participants will be expected to post to the blog by Monday at 5pm. The other half of the seminar will have by Tuesday 2am to reply to blog posts.
You can opt out of posting 2 times during the quarter. These
postings give you the opportunity to share your thoughts with me and the rest
of the course and the blog will help me set the agenda for seminar discussion
later in the week.
4. TWO PAPERS:
Your other significant responsibility
for the course will be written papers: one shorter and one longer. The first
paper will be 5-7 pages; the second paper will be 10 pages. Both papers will
include drafts, peer evaluation, and meetings with me. This is a
writing proficiency course and a substantial portion of your grade in the
seminar will be based on your writing (70%).
Papers
will be based on the assigned readings and class discussion. I will
present paper topics at least 2 weeks before the due date. I also will post a
writing guideline on CANVAS.
Papers
must be typed, double-spaced, formatted in 12 point font, properly footnoted
and cited, and submitted in hardcopy—late papers will be lowered one letter grade without
exception except for emergency circumstances (see below).
GRADING SUMMARY--Grading is done out of
100%
8%
blog postings and responses
10%
seminar leadership (twice per quarter)
12%
class attendance, participation, and discussion
30%
shorter essay, 5-7 pages, with draft and peer review
40%
longer essay, 10 pages, with draft, peer review, meeting with professor
LATE POLICY
Late
assignments are graded down 10 points per business day.
Missed
assignments receive a score of 0.
Valid
excuses for re-taking tests or handing in materials late are those that include
written documentation of hospitalization, emergency care, emergency travel, or
other crises.
Retain
hard copies of all work completed, as well as all work completed and returned,
over the course of the semester.
REQUIRED READING
The
following texts are available at the WWU bookstore:
Modern Political Thought, ed., David Wootton (2nd edition)
Adam
Smith, Theory of Moral Sentiments,
Liberty Fund Press
Various
articles, URLs listed on CANVAS/SYLLABUS or available on Electronic Materials
section on WWU LIBRARY COURSE RESERVE
Various
films, available at the WWU Library
CANVAS/BLOG
I
will be using CANVAS and BLOG in the course, mostly to send emails and to
distribute reading questions. I reserve the right to make changes to the
syllabus when needed. All changes will be announced in class and on the course
website on CANVAS. Questions and comments on the course and readings are
welcomed in and out of class.
ETHICAL POLICY
I
will adhere fully to the terms of the Academic Dishonesty Policy, and I expect
that everyone in this course is completely cognizant of the University’s
policy. Penalties for plagiarism include an “F” in the course. If you have ANY
questions concerning plagiarism or related topics of ethical conduct in the
class, please see me immediately.
SCHEDULE OF TOPICS
AND READINGS
Week 1 -- Introduction and Syllabi
Review
1/7 Tuesday
--Syllabi
Review and Sign Up
1/9 Thursday
--Machiavelli,
Letter to Francesco Vettori, pp. 6-8.
--Machiavelli, The Prince, pp. 9-35.
--Claudia
Roth, “THE FLORENTINE,” New Yorker,
9/15/2008, Vol. 84: 28
http://www.newyorker.com/arts/critics/atlarge/2008/09/15/080915crat_atlarge_pierpont?currentPage=all
--"At 500, Machiavelli's 'Prince' Still Inspires Love And
Fear," NPR, May 2013. http://www.npr.org/blogs/parallels/2013/05/27/185746692/may-2013-machiavelli-s-the-prince-500th-anniversary
Week 2—Niccolo Machiavelli (1469-1527):
Do the Ends Justify the Means?
1/14 Tuesday
--Machiavelli,
The Prince, pp. 35-52.
--"10 of popular culture's best Machiavellian
characters," BBC Online, http://www.bbc.co.uk/news/magazine-22537324
SEMINAR
LEADERS:
__Daniel
Aguiniga______
__Shila
Hodgins_______
__Collin
Donoghue__________
__Matthew
Hilliard______
1/16 Thursday
--Machiavelli,
The Discourses. pp. 53-88.
--Jonathan
Mahler, “Formerly Known as Prince,” New
York Times Book Review, 9/3/2000. http://www.nytimes.com/books/00/09/03/bookend/bookend.html
SEMINAR
LEADERS:
__Watchari
(Lee) Chimchang __________
__Matthew
Hilliard__________
__Kevin
Lewis__________
__Erin
Foster______
__Bennett
Hanson____
***Paper
topics to be distributed***
Week 3—Niccolo Machiavelli (1469-1527):
Supporting the Republic; Thomas Hobbes (1588-1679), Power and Order
1/21 Tuesday
--Machiavelli,
The Discourses, pp. 71-88.
--Margaret Kohn, "Privatization and Protest: Occupy Wall
Street, Occupy Toronto, and Public Space in a Democracy," Perspectives on Politics, 2013.
https://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=8864484&fulltextType=RA&fileId=S1537592712003623
SEMINAR
LEADERS:
__Noah
Madche__________
__Jordy
Covington__________
__Zach
Dugovich__________
__Kristine
Farwell___
__Hannah
Hendrickson_____
1/23 Thursday
--Thomas
Hobbes, Leviathan, pp. 89-96,
116-131, 152-188.
--Alan
Wolfe, “The culture war over Katrina,” Salon,
Sep 3, 2005.
Week 4—Thomas Hobbes (1588-1679):
Anarchy or Leviathan?
1/28 Tuesday
--Thomas
Hobbes, Leviathan, pp. 188-204,
pp. 228-246.
--Michael
Lynch, "Democracy After the Shutdown," The New York Times, October 15, 2013.
http://opinionator.blogs.nytimes.com/2013/10/15/democracy-after-the-shutdown/
--Thomas
Friedman, "Syria is Iraq," New
York Times, July 24, 2012.
http://www.nytimes.com/2012/07/25/opinion/friedman-syria-is-iraq.html?hp&_r=0
SEMINAR
LEADERS:
__Daniel
Aguiniga__________
__Collin
Donoghue__________
__Alea
Carr__________
__Hayley
Reeves____
__Andrew
Kvlej___
_Carrie
Easton___
1/30 Thursday
--Thomas
Hobbes, Leviathan, pp. 228-246.
--Film:
Children of Men
--Film
Assignment
Week 5
BLOG: MAKE-UP DAY
2/4 Tuesday
--finish up Hobbes discussion
--draft outline of first essay to bring to class
--peer discussion and review
2/6 Thursday
--John Locke, Second Treatise of Government, 278-285, 285-321.
--Teresa Brennan and Carole Pateman, "Mere Auxiliaries to the Commonwealth": Women and the Origins of Liberalism. On CANVAS / Electronic Reserve / WWU Library.
SEMINAR LEADERS:
__Shila Hodgins__________
__Tara Crabtree__________
__Watchari (Lee) Chimchang__________
__Kyle Mason_____
__Hayden Eller___
**PAPER #1 DUE on FRIDAY, 2/7, by 5pm in Arntzen Hall 405.**
Week 6
BLOG: H-Z (to post); A-G (to comment)
2/11 Tuesday
--John Locke, Second Treatise of Government, 321-354.
--Anders Stephenson, Manifest Destiny: American Expansion and the Empire of Right, 1995, chapter 1. On CANVAS / Electronic Reserve / WWU Library.
SEMINAR LEADERS:
__Jeremy Rowe__________
__Anthony Falsetto__________
__Noah Madche__________
__Jordy Covington_____
__Andrew Kvlej___
2/13 Thursday
--Jean Jacques Rousseau, Discourse on the Origin and Foundation of Inequality Among Men, pp. 363-410.
***Paper topics and AVATAR film sheet to be posted FRIDAY on CANVAS and BLOG***
Week 7
BLOG: A-G (to post); H-Z (to comment)2/18 Tuesday
--Jean Jacques Rousseau, Discourse on the Origin and Foundation of Inequality Among Men, pp. 363-410.
--'Avatar': Science, Civilization And The Noble Savage In Space,”http://www.npr.org/blogs/13.7/2009/12/avatar_movie_post.html
--Film Discussion: Avatar
SEMINAR LEADERS:
__Sid Colowick-Harbour__________
__Kyle Mason__________
__Perry Olason__________
__Megan Kelley____
__Reid Severson____Hannah Hendrickson____
2/20 Thursday -- READING CHANGE
--Jean Jacques Rousseau, The Social Contract, pp. 427-454, 462-465, 470-473.
--Wendy Brown, “We are all democrats now . . .,” Theory & Event. 2010. 13:2.
http://muse.jhu.edu.ezproxy.library.wwu.edu/journals/theory_and_event/v013/13.2.brown01.html
RECOMMENDED ONLY--James S. Fishkin, "The Nation into a Room," Boston Review 2006.
http://cdd.stanford.edu/press/2006/bostonreview-nation.pdf
SEMINAR LEADERS:
___Amy Martin_________
___Alea Carr_________
___Kristine Farwell_________ ___Hayley Reeves_____Zach Dugovich__
__Alex Antonelli___
Week 8
BLOG: H-Z (to post); A-G (to comment)
2/25 Tuesday
--Smith, Theory of Moral Sentiments, Part I, pp. 9-16, 50-67; Part II, pp. 82-92; Part III, pp. 109-113; Part VII, pp. 265-66
2/27 Thursday
--Smith, Theory of Moral Sentiments, Part III, pp. 134-156; Part IV-V, pp. 179-93; Part VI, pp. 212-217.
--Amartya Sen, "On the Uses and Abuses of Adam Smith," History of Political Economy, 43:2, 2011
http://hope.dukejournals.org.ezproxy.library.wwu.edu/content/43/2/257.short
SEMINAR LEADERS:
__Jeremy Rowe__________
__Anthony Falsetto__________
__Amy Martin__________
__Sid Colowick-Harbour____
__Cody Greene__
__Reid Severson______
Week 9
BLOG: MAKE-UP WEEK
3/4 Tuesday
--Nietzsche, On the Genealogy of Morals, pp. 858-884
SEMINAR LEADERS:
___Kevin Lewis_________
____Perry Olason________
____Erin Foster________
____Megan Kelley____
__Bennett Hanson_
_Josh Johnson___
--Hayden Eller__
3/6 Thursday
--Nietzsche, On the Genealogy of Morals, Second Treatise, pp. 884-903.
--Film: Fight Club
SEMINAR LEADERS:
___Archie Easton_________
__Alex Antonelli___
__Hayden Eller___
__Tara Crabtree____
Week 10—Friedrich Nietzsche (1844-1900) and Final Paper
3/11 Tuesday
--writing discussion
--rough drafts due
--peer evaluations in class
--concluding thoughts on Nietzsche and course
3/13 Thursday
--paper meetings with me
FINAL PAPER
FINAL
PAPER DUE 3/17, MONDAY BY 5pm.
No comments:
Post a Comment