Classical Political Thought

Classical Political Thought GOVT 357 Fall 2012, Christopher Newport University T 7:30–10:30 p.m., MCM 310 Matthew D. Mendham, Ph.D. Office: McMurran 359B Office hours: Monday 3:00–4:00, Wednesday 11:00–1:30, Thursday 10:00–11:00, and by appointment Phone: 757-594-7066 Email: matthew.mendham@cnu.edu We ust now e a i e… hethe just people also live better and are happier than unjust ones. I think it’s lea al ead that this is so, ut e ust look i to it fu the , since the argument concerns no ordi a topi , ut the a e ought to li e. —Plato, Republic, I, 352d You a drive out Nature with a pitchfork, but it always comes running back, and will burst through ou foolish o te pt i t iu ph. —Horace, Epistles, I.x.24-25 Course Description During a time when many of our fundamental institutions seem feeble and misguided, the radical alternatives presented by classical political thought may prove especially relevant. Controversial scholars such as Alasdair MacIntyre and Leo Strauss have argued that modern ethical and political assumptions are doomed to fail, and that ancient approaches provide the necessary correctives. Among many themes, we will focus on how the classical thinkers based their ethical and political philosophies around the ideal of virtue, or the centrality of excellence of character in making a good life and a good society possible. Does later history, including our own, support their view that we are bound to be miserable and divided to whatever extent we are not temperate, courageous, just, and wise? On the other hand, might not later history also show that over-emphasizing virtue might itself lead to misery and injustice? Or that ancient ideas of virtue were unjust, for instance in their views of women and slaves? We will attempt to treat both sides of this debate fairly, discussing the relevance of the ancients for our own experiences and concerns, and in view of significant modern responses to ancient thought. Among the issues discussed are ethics, tyranny, democracy, revolution, civil war, war, slavery, gender relations, and homosexuality. Although most of our readings are philosophical, several works of history and drama are also included, in order to illustrate how ideas can be embodied in practice, and to consider what led to the greatness and decline of the ancient Greek and Roman civilizations. Required Materials Aristotle. The Nicomachean Ethics. Trans. David Ross, rev. Lesley Brown. New York: Oxford University Press, 2009. ISBN: 0199213615. Cicero. On Obligations. Trans. P. G. Walsh. New York: Oxford University Press, 2008. ISBN: 0199540713. Livy. The Rise of Rome: Books One to Five. Trans. T. J. Luce. New York: Oxford University Press, 2009. ISBN: 0199540047. Plato. Republic, second edition. Trans. G. M. A. Grube, rev. C. D. C. Reeve. Indianapolis: Hackett, 1992. ISBN: 0872201368. Shakespeare, William. Julius Caesar. Ed. Arthur Humphreys. New York: Oxford University Press, 2008. ISBN: 0199536120. Additional readings on Blackboard (BB). Course Requirements and Grading Attendance and Participation (10% of final grade). Regular attendance and at least occasional dis ussio a e e pe ted of ea h stude t. Those ho a e a el a se t i.e., o o e tha o e eek’s worth of unexcused absences) will earn 80% credit here, with higher grades being reserved for those who are rarely absent and have contributed to discussion. If you find it difficult to speak in class, you may compensate for this by speaking to me about our readings during my office hours. Zoning out with a laptop or a cell phone is easily noticed by professors, and will lead to deductions from this component of your grade. Participation in Campus Intellectual Life (5% of final grade). You are expected to attend two academic le tu es o se i a s held o CNU’s a pus this se este which are related to politics, philosophy, or classical studies. Various opportunities will be mentioned in class, and you should feel free to consult me about other possibilities. Within a week after the event, email me an informal statement of 3-5 sentences about its content. You will earn full credit as long as it is clear that you attended two relevant events and attempted to pay attention. If you cannot attend two events or do not wish to, you may su it a se o d Respo se Essa i stead. Quizzes (15% of final grade). Several of these will be given throughout the semester. A quiz may be given at the beginning of the fi st sessio , covering the readings assigned fo oth sessio s that week. The questions are mainly intended to ensure that the students have done the reading entirely and carefully, but will not expect profound mastery of the material. Quizzes will consist of simple formats (e.g., short answer, multiple choice). The lowest quiz grade will be removed; this would include any quiz which was missed due to unexcused absence, which would thus earn no credit. No make-up quizzes will be offered for unexcused absences. Response Essay (5% of final grade). One essay of 2-3 pages, analyzing one session of reading. It should display a clear understanding of the reading, usually by focusing on one theme or highlighting a set of related themes. Although the primary goal is to demonstrate thorough comprehension, the essay should defend a particular interpretation, or offer an evaluative response. No outside research is expected or recommended, although brief comparisons with other class readings and themes are welcome. Due Thursday, October 4, 11:00 p.m., sent by email attachment. Comparative Essay (10% of final grade). One essay of 5-6 pages, comparing, contrasting, or synthesizing an element of the assignments for at least two sessions (e.g., contrasting the Spartan egi e depi ted i Pluta h’s Lycurgus ith the Athe ia egi e depi ted Thu dides’ Pe i les; o synthesizi g Plato’s Republic Book I and Book IX on justice and happiness). The approach should be similar to the Response Essay, although more interpretive creativity and/or reasoned criticism should be evident. Due Thursday, November 8, 11:00 p.m., sent by email attachment. 2 Brief Research Essay (15% of final grade). One 6-7 page essay. It should analyze two (or more) sessions of reading assigned in the course, while also integrating one piece of outside research, of comparable length. (In some cases, a student may wish to analyze only one course reading, which is acceptable if the outside research is increased proportionally.) The essay should form a coherent whole with a thesis—whether synthesizing, contrasting, defending, or criticizing the sources. The outside research could be secondary scholarship, or additional reading of a primary source. Due Friday, Dec. 7, 11:00 p.m., sent by email attachment. For example, one might:       Dis uss e so ship i Books II a d X of Plato’s Republic, in conversation with a secondary critic such as Karl Popper. Discuss Aristotle on virtue, in conversation with a recent scholarly discussion such as chapter 9, 12, or 14 of Alasdai Ma I t e’s After Virtue, or the feminist critique of MacIntyre and Aristotle in chapter 3 of “usa Molle Oki ’s Justice, Gender, and the Family. Compare Thucydides and Tacitus on power and violence in extreme political cases, especially war and civil war (for Thucydides) and tyranny (for Tacitus). The research component could be met by reading more of either or both primary sources, or a secondary commentary. Discuss Plutarch on the founding of Sparta and Livy on the founding of Rome, in conjunction with additional reading of either author, or a secondary commentary. Draw from both sessions of Julius Caesar, dis ussi g “hakespea e’s use of sou es fo i sta e, i ou Oxford edition, passages from Plutarch are excerpted on pp. 233-43, and the editor discusses this issue in his I t odu tio , pp. -28). Dis uss a of the a ie ts a d ode s ju tapositio s suggested the s lla us, su h as Ho es’s use of Thu dides o Ma hia elli’s iti ue of Ci e o, agai i o ju tio ith additio al eadi g of eithe author, or a current scholar. Exams (Midterm, 20% of final grade; Final, 20% of final grade). Each exam will cover half the course. Although the Final might allude to ideas from the first half of the semester by way of comparison, it is not cumulative. Each exam will draw from readings, lectures, and discussions. Each one will consist of a multiple choice and/or short-answer format, designed to reveal how deeply and clearly the student has grasped the fundamental ideas and arguments studied in the course. Standard University Policies Honor code. The CNU honor code will be e fo ed: O ho o , I ill ai tai the highest sta da ds of honesty, integrity and personal responsibility. This means I will not lie, cheat or steal, and as a member of this academic community, am committed to creating an environment of respect and mutual t ust. Please contact me with any questions or concerns about the proper use of sources, or about collaboration with other students. Disabilities. In order for a student to receive an accommodation for a disability, that disability must be on reco d i the Dea of “tude ts’ Offi e, rd Floor, David Student Union (DSU). If you believe that you have a disability, please contact Dr. Kevin Hughes, Dean of Students (594-7160) to discuss your needs. Dean Hughes will provide you with the necessary documentation to give to your professors. Students with documented disabilities are required to notify the instructor no later than the first day on which they require an accommodation (the first day of class is recommended), in private, if accommodation is needed. The instructor will provide students with disabilities with all reasonable accommodations, but 3 students are not exempted from fulfilling the normal requirements of the course. Work completed before the student notifies the instructor of his/her disability may be counted toward the final grade at the sole discretion of the instructor. Success. I want you to succeed in this course and at CNU. I encourage you to come see me during office hours or to schedule an appointment with questions or concerns about the course and material. If I become concerned about your course performance, attendance, engagement, or well-being, I will speak with you first. I may also submit an Institutional Referral Form that will be received by the Center for Academic Success. Depending upon the nature of my concern it also may be received by Counseling Services. If you are an athlete then your referral will be routed to the Athletic Academic Support Coordinator. Someone will contact you to help determine what will help you succeed. Please remember that this is a means for me to support you and help foster your success at CNU. Academic Support. The Center for Academic Success offers free tutoring assistance for CNU students in math, science, and languages, as well as other subjects. The center also offers individual assistance and/or workshops on various study strategies that can assist you with performing your best in your courses. The center also houses the Alice F. Randall Writing Center. Writing consultants can help you at any stage of the writing process, from invention, to development of ideas, to polishing a final draft. The Center is not a proofreading service, but consultants can help you to recognize and find grammar and punctuation errors in your work as well as provide assistance with global tasks. Go as early in the writing process as you can, and go often! You may drop by the Center for Academic Success to request a tutor, meet with a writing consultant, pick up a schedule of workshops, or make an appointment to talk one-on-one with a University Fellow for Student Success. The Center is located in the Trible Library, second floor, room 240. Course Schedule T Aug. 28, session #1. Introductory comments. I. Sparta and the Peloponnesian War: Human Nature, Noble and Brutal Session #2. Jean-Jacques Rousseau, Emile, or On Education (1762), pp. 39-41 (BB). Plutarch, Parallel Lives of the Greeks and Romans, Lycurgus (BB). On Sparta / Lacedaemonia. T Sep. 4, session #1. Thucydides, History of the Peloponnesian War, Book II, §§34funeral oration and the plague at Athens. A aha Li ol , Add ess at Gett s u g No e e 1 , 1 , p. BB . BB . Pe i les’ Session #2. Thucydides, History of the Peloponnesian War, Book III, §§81-85. Civil war in Corcyra. Book V, §§84-116. The Melian dialogue on justice and power. Thomas Hobbes, Leviathan 1 1 , h. 1 : Of the Natural Condition of Mankind, As Concerning Their Feli it , a d Mise , pp. -77, ¶¶3-10 (BB). II. Plato: Tyranny, Justice, and the Ideal Regime T Sep. 11, session #1. Plato, Republic, Book I (entire), 327a-354c; Book II, 357a-67e. What is justice? Why be just? 4 Session #2. Republic, Book II (remainder), 368a-383c. Founding the just city; educating the guardians. Book III, 399e-405d, 410b-17b. Educating the guardians; the constitution and the noble lie. Book IV, 419a-424a. Happiness and wealth in the city. T Sep. 18, session #1. Republic, Book IV, 433a-445e. The parallel virtues of the city and the soul. Book V, 449a-474b. Equality of women, community of women and children; philosophers must become kings. Allan Bloom, I te p eti e Essa o The Republic (1991), pp. 409-12 (BB). Session #2. Plato, Republic, Book VI, 487a-502c. The corruption of so-called philosophers. Book VII, 514a-521a, 536d-541b. The allegory of the cave and the duty to rule; completing the philosophical education. Friedrich Nietzsche, Beyond Good and Evil (1886), Preface, pp. 3-4 (BB). T Sep. 25, session #1. Plato, Republic, Book VIII (entire), 543a-569c; Book IX, 571a-76b. The decline of the city and the soul. Session #2. Republic, Book IX (remainder), 576b-592b. Comparing the happiness of the most just and the most unjust lives. Book X, 606a-21d. Banning imitative poetry; the soul and the afterlife. T Oct. 2, session #1. Plato, The Statesman, 291d-305e (BB). The best regime and the second-best regimes. (Plato), Letter VII (entire), 324a-52a (BB). Reflections on a life in philosophy and politics. III. Aristotle: The Natural Purpose of Ethical and Political Life Session #2. Aristotle, Nicomachean Ethics, Book I chs. 1-5, 7, 13. Happiness and human purpose. Book II, chs. 1-3, 6-9. Moral virtue and the mean. Alasdai Ma I t e, The Clai s of After Virtue 1 , pp. -72 (BB).  Response Essay will be due Thursday, October 4, 11:00 p.m., sent by email attachment. T Oct. 9, session #1. Aristotle, Nicomachean Ethics, Book III, chs. 6-7. Courage. Book IV, chs. 3, 9. Pride and shame. Book V, chs. 6, 10-11; Rhetoric, Book I, chapter 13 (BB). Justice. Nicomachean Ethics, Book VII, chs. 7-8. Incontinence and softness. Session #2. Aristotle, Nicomachean Ethics, Book VIII, chs. 1-3, 10-12; Book IX, chs. 4, 8. Friendship, virtue, and politics. Book X, chs. 6-9. Happiness and contemplation; education and politics. Aristotle, Politics, Book I, chs. 1-2 (BB). The nature and origins of political community. T Oct. 16, session #1. Aristotle, Politics, Book II, chs. 1- . Agai st Plato’s Republic and Laws. Politics, Book III, chs. 6-13. What is the best regime? Who should rule? Session #2. Midterm Exam. T Oct. 23. Fall Recess. 5 IV. Epicureanism and Stoicism: Pleasure, Duty, and the Realities of Politics T Oct. 30, session #1. Lucretius, On the Nature of the Universe, Book I, lines 1-158; Book II, lines 1-61 and 1048-1175; Book III, lines 1-93; Book V, lines 1-90 and 925-1203; Book VI, lines 1-95 (BB). An Epicurean view of nature and the good life. Jean-Jacques Rousseau, Emile, or On Education (1762), pp. 312, 312-14n (BB). Epicureanism and politics. Session #2. Cicero, On Obligations (De Officiis), Book I, §§1-106, 122-125 (pp. 3-37, 42-43). A Stoic view of the honorable. Machiavelli, The Prince a. 1 1 , h. 1 : Ho Fa Rule s A e to Keep Thei Wo d, pp. -55 (BB). T Nov. 6, session #1. Cicero, De Officiis, Book I, §§148-61 (pp. 50-54). The honorable (continued). De Officiis, Book II, §§1-55, 69-89 (pp. 55-73, 78-85). The useful. Machiavelli, Prince, h. 1 : A out C uelt a d Co passio ; a d Whethe It Is Bette to Be Lo ed tha Fea ed, o the Re e se, pp. 1-53. Session #2. Cicero, De Officiis, Book III, §§1-53, 79-121 (pp. 86-102, 110-26). The alleged conflict of the honorable and the useful. Machiavelli, Prince, h. 1 : A out those Fa to s that Cause Me , a d Espe iall Rule s, to Be P aised o Ce su ed, pp. -49.  Comparative Essay will be due Thursday, November 8, 11:00 p.m., sent by email attachment. IV. The Rise and Decline of Rome: Liberty, Virtue, and the Love of Glory T Nov. 13, session #1. Livy, From the Founding of the City, Preface; Book I, chs. 1-21, pp. 3-27 (in your edition, The Rise of Rome). The founding of Rome and the first two kings. Niccolo Machiavelli, Discourses on Livy (ca. 1517), Book I, chs. 9 and 11 (BB). Judging Romulus and Numa. Session #2. Livy, From the Founding of the City, Book I, chaps. 46-60; Book II, chs. 1-7, pp. 46-78. From tyranny to liberty. Machiavelli, Discourses on Livy, Book I, ch. 16, ¶¶1-4; Book III, ch. 3. Brutus and his sons. T Nov. 20, session #1. Livy, From the Founding of the City, Book II, chs. 8-13, pp. 78-85, and chs. 23-41, pp. 93-114. Threats from abroad and division at home. Livy, From the Founding of the City, Book XXXIX, ch. 6 (BB). Conquest and luxury. Plutarch, Parallel Lives of the Greeks and Romans, Cato the Elder, chs. 26-27 (BB). Must Carthage be destroyed? Tacitus, The Histories, Book II, ch. 38 (BB). After the extermination of rival states and kings. Session #2. William Shakespeare, Julius Caesar (1599), Act 1, Scene 1 – Act 3, Scene 1. T Nov. 27, session #1. Shakespeare, Julius Caesar, Act 3, Scene 2 – Act 5, Scene 5 (end). Recommended reading: sele tio s f o Pluta h’s Caesar, Brutus, and Antonius, in your edition of Julius Caesar, pp. 233-43. 6 Session #2. Tacitus, The Annals, Book I, chs. 1-4; Book XIII, chs. 1-4, 12-16, and 24-25; Book XIV, chs. 1-15, 42-45, 51-56, and 60-65 (BB). The reign of Nero. T Dec. 4, session #1. Seneca, To Nero, On Mercy, Book I, 1(1)–2(2), and 11(4)–13(1), (BB). An exhortation to the young Nero. Tacitus, The Annals, Book XV, chs. 32-45 and 59-64; Book XVI, ch. 6. The fates of Seneca and Nero. Augustine, The City of God against the Pagans, Book I, Preface, and chs. 30-31; Book II, chs. 17-21; Book III, ch. 21; Book IV, chs. 3-6 (BB). A Christian interpretation of the rise of Rome. Session #2. Augustine, City of God, Book V, chs. 12-17, 19-20, 24. The greatness and limits of Roman love of glory. Recommended reading: Me dha , Co i g to Te s ith A ie t Politi al Thought, pp. 1-8 (BB).  Brief Research Essay will be due Friday, December 7, 11:00 p.m., sent by email attachment. Thursday, Dec. 13, 5:00-7:30 p.m. (in our normal classroom). Final Exam. Bibliography for Beginning Research in Classical Political Thought. A. Compilations of Essays. Gagarin, Michael, and David Cohen, eds. The Cambridge Companion to Ancient Greek Law. Cambridge: Cambridge University Press, 2005. Rowe, Christopher, and Malcolm Schofield, eds. The Cambridge History of Greek and Roman Political Thought. Cambridge: Cambridge University Press, 2000. Salkever, Stephen, ed. The Cambridge Companion to Ancient Greek Political Thought. Cambridge: Cambridge University Press, 2009. See the Cambridge Companion dedicated to various individual thinkers, including Plato, Aristotle, and Tacitus; as well as to individual works, such as Plato’s Republic. See also many classical studies in the series O fo d Readi gs a d Bla k ell Guide. B. Journals. Greece & Rome. History of Political Thought. Oxford Studies in Ancient Philosophy. Review of Politics. 7 CHRONOLOGY Persian Wars (499-479 BC) Pericles (c. 495-429 BC) Sophocles (495-405 BC) Socrates (c. 470-399 BC) Thucydides (c. 460-401 BC) Peloponnesian War (431-404 BC) Plato (c. 427-347 BC) Aristotle (384-322 BC) Epicurus (c. 341-270 BC) Founding of Rome (753 BC – traditional date) Beginning of the Roman Republic (509 BC – traditional date) Cicero (106-43 BC) Julius Caesar (c. 100-44 BC) Livy (c. 64/59 BC – AD 17) Seneca (c. 4 BC – AD 65) Nero Caesar (AD 37-68) Plutarch (c. AD 45-125) Tacitus (AD 55- c. 117/130) Augustine (AD 354-430) Fall of Western Roman Empire (AD 476) -550 -450 -350 -250 -150 -50 50 150 250 350 450