xx Most advanced thinking; leving edges of old traditions; relevant to today's political theory. (We have no course on this.)
Stages
Journal
Same themes as in 1610
respect etc.
About the growing edge of political theory. Not the elaves or the twigs, but not the trunk or big branches either.
A sense of where political theory is today. Leran some names, learn some concepts, learn some approaches — but not mastery. Enough to say or know that you want to learn more (or don't want to learn more) about these various theorists or schools of thought.
These are live traditions — both because people are still actively working in the tradition and because the traditions have something to say about real political issues today. (Hold me to that — it will help me.)
These are traditions I see as the most interesting and promising, but there is other work being done in many traditions. Unfortunately, you're stuck with my judgments here. But no one knows who is right. Theoretical agnosticism. Finger pointing at teh moon: look for the moon, not at the finger. Construction & critique: both are needed (& inevitable), regardless of our discomfort (with either side: uncomfortable letting our world be rocked; uncomfortable at acquiescing in imperfect constructions.
Much of what you hear you will already have heard in 1610, or will hear in 3570. I believe multiple passes are best — they give a sense of the structure, not just a bunch of facts.
Balancing act — how much do you encounter the works for yourselves, and how much do I give you lenses? In 1610, we had short readings which I explained afterwards. With these longer readings, I'm going to provide more orientation. But it's still a balance, a dialectic. We'll start with half & half.
Now we're going to go over the sylabus, take a 10-minute break, and then come back for a lecture on these traditions.
[Write URLs on board for my home page, the course home page, and the syllabi (both current and original).]
[Hand out syllabus.]
GRading: two exams, a final, a journal, and a "commitment" grade. Weighted average of the scores. We have yet to decide on whether the exams will be take-home or in-class.
[Hand out journal description.]
The journal. Motivates me; helps you connect with the material; helps us connect.
Commitment: important. Multi-factorial. Talking in class is only one part; preparation, attendance, and attention are three others.
[THE MATERIAL BELOW IS FROM PREVIOUS OFFERINGS OF THIS COURSE. I KEEP IT HERE FOR MY OWN RECORDS.]
The basic question, "How are we to relate to one another?" (and its implicit
view of government as only a device)
Dialectic and discussion; no one knows who is right
"The finger pointing at the moon" image of these works: the
works are not the truth themselves but fingers pointing at the truth.
Syllabus: structure; grading; extra credit; course-related
extra credit; links; course web site
The term paper: description; practicalities
My own orientation to logical structure outward. ==> Style of teaching (repetition; criss-crossing; emphasis on the logical structure of an argument). Some people don't learn that way, however, so I need help.
"Modernity" and the need for a common impersonal framework ... but how to decide
on it? — by tradition? by fiat? by reason?
The social contract (classical liberal) tradition and its basic question(s),
"Why should we obey the government?" and/or "What do we demand of government
before we regard its dictates as legitimate, i.e., as worth of being respected?"
The dialectic of construction and deconstruction (critique); both are
right. The reality of conflict in this incarnated world
The law-maintaining (Kohlberg's "Stage 4") vs. law-creating ("Stage 5") perspective;
the intermediate stage of cultural / moral relativism ("Stage 4.5")
"Postmodernity" and the Stage 5.5 postmodern critique
Interpretation ("What did X really mean?") vs. evaluation/critique ("How
does X help us understand what we ought to do?" and/or "What
should X have said?")
Historical & biographical approaches to interpretation; the importance
of historical context, biography, and sequence
The limits of historical & biographical approaches to interpretation
Distinguishing among the terms "ethics", "morality", and "social justice"; similar distinction between "the Good" and "the Right"
Normative vs. practical/pragmatic/praxis orientation
Other important theoretical approaches and theorists we're not covering (alas): anarchism (e.g., Bakunin); Christian both classical (e.g., Augustine, Aquinas) and modern (e.g., Jaspers, Bonhöffer); pacifist (Gandhi); libertarian (Hospers); utilitarian (Bentham, John Stuart Mill); communitarian (Sandel); fascist (Mussolini); postmodern (Foucault, Derrida); Machiavelli; Wollstonecraft; Hegel.
Your grade will consist of three exams (including a final exam), a term paper, and a participation grade. The exams will be take-home, with essay questions. The first two exams will not be cumulative but will only cover the material we've studied since the previous exam. [Next time, use reading quizzes.]
The is also the possibility for extra credit work. General: find typos & errors. Specifically: attend philosophy colloquia on Wednesdays at 3:00.
You can see the links below to my policies.
If you have a disability, I'm happy to accommodate it and have done so many times in the past. I like to think I've seen everything — so surprise me!
Call me beforehand. I have my $30 rule to evaluate your requests.
Participation & quizzes.
Call the roll.
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