Western Washington University, Department of Political Science
Classical Political Thought – PLSC 361 - Autumn 2015
Time:
Monday & Wednesday, 4:00 – 5:50 Classroom: AW 406
Instructor: Dr. Hoffman
OH: Monday, 6:00 – 7:00
Office:
424 Arntzen
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 BC) 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 BC, with a focus on texts generated between the Age of Pericles (463-429) through the
conquest of Hellas by Philip of Macedon in 338 BC.
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 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 & Methods
The ancients is 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 ancient, pre-modern times 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 the morale of us all & le jeu d’esprit, try to
mask it or to get in the game — especially when the readings or 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 tragedies, dialogues, and philosophical inquiry.
We will have to work consistently at using our historical imagination and appreciating the unique context of the
ancient world and polis as we consider the foundations of political philosophy this term.
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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 toolkit
Previous 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, 1998
ISBN 0192835882
Steinberger, Peter (ed.), Readings in Classical Political Thought, Indianapolis: Hackett, 2000
ISBN 0872205126
Optional:
Treddinick, ed., Aristotle’s Nicomachean Ethics, New York: Penguin Classics, New Ed. Edition
ISBN 0140449493
Graded Assignments:
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⏏
⏏
Midterm. Combination multiple choice & short answer format. Will account for ~45% of the total
course grade.
Final. Essay & short response format. Will account for ~45% of the total course grade.
Class attendance and 2 to 3 short quizzes will constitute 10% of the grade.
Grading Standards:
Graded work will correspond to the following scale:
93 - 100
A
90-92
A88-89
B+
83-87
B
80-82
Betc.
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Course Policies
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 http://www.library.wwu.edu/ref/plagiarism.html for an explanation
of what constitutes plagiarism. Western’s policy on plagiarism can be found at
http://www.acadweb.wwu.edu/senate/acc/ACCplagiarismAppD.htm. Please note that I must follow university
procedures when I identify a case of plagiarism.
Please note that the schedule of reading and assignments may be changed – all changes will be posted to the
course website at http://faculty.wwu.edu/hoffmac4/plsc361.shtml. Rescheduled/makeup exams can only be
arranged in case of a properly documented illness or emergency.
Special Accommodations: Western Washington’s policy and practice is to make reasonable accommodations
for students with properly documented disabilities. Written notification from disAbilities resources (DRS) is
required. If you are eligible to receive an accommodation and would like to request it for this course, please
discuss it with me as soon as possible. This conversation will be kept strictly confidential. If you have
questions about DRS and filing for an accommodation, please visit disability Resources for Students in Old
Main 110 (650-3083). Their email is drs@wwu.edu.
PLSC 361 Course Webpage: http://faculty.wwu.edu/hoffmac4/plsc361.shtml
Course Outline and Schedule of Readings
28 & 30 Sep Course Introduction
The Athenian Political Experience
Film: The Greeks, Crucible of Civilization
Read for class: Introduction and Notes on the Texts to the Hall & Kitto edited volume
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5 Oct
The Athenian Political Experience (con’t)
Drama & Tragedy in Democratic Athens: Loyalty and the Public Trust
Read for class: Sophocles’ Oedipus the King, from the Hall & Kitto edited volume
7 Oct
The Classic Antigone
Read for class: Sophocles’ Antigone, 1st half, from the Hall & Kitto edited volume
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12 Oct
The Classic Antigone, (con’t)
Read for class: Sophocles’ Antigone, 2nd half, from the Hall & Kitto edited volume
14 Oct
From the Pre-Socratics to the Socratic Philosophy & the Athenian Enlightenment
Socratic methods of critical thinking vs. Humanism & Relativism of the Sophist
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19 Oct
Plato, Son of Ariston: Literary & Moral Foundation of Political Studies
Book I of The Republic
Read for class: Plato’s Republic, Book I [Steinberger, 166-171]
21 Oct
Book I of The Republic and Overview of The Republic & its Structure
Read for class: Plato’s Republic, Book I [Steinberger, 171-181]
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26 Oct
Book II of The Republic: Glaucon’s Devil’s Advocate Argument & Socrates Response
Read for class: Plato’s Republic, first part of Book II [Steinberger, 181--188 left side, bottom]
28 Oct
The 3 Parts of the State, the Myth of the Metals, and Socrates’ Defense of the founding myth
Read for class: Plato’s Republic, Book III middle – Book IV [Steinberger, 188 - 218]
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02 Nov The 4 Cardinal Virtues in the State & in the Soul
Read for class: Plato’s Republic, Book III middle – Book IV [Steinberger, 218-229]
04 Nov
Justice in the State & Soul depends on finding a Philosopher King (PK)
The Philosophical vs. the Philodoxical; Philosopher King (PK); Justice requires PK
Just skim the first two-thirds of Book V in Republic, Steinberger, pp. 229-242 left top
Read for class: Plato’s Republic, Books V & VI [Steinberger, p. 242 left bottom – p. 254]
The Four Modes of Cognition & the Analogy of the Divided Line
Read for class: Plato’s Republic, Book VI [Steinberger, 254 - 262 top]
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9 Nov
Midterm Exam
11 Nov Veterans Day Holiday
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16 Nov Finding the Philosopher King: The Four Modes of Cognition & the Allegory of the Cave
Read for class: Plato’s Republic, Book VII [focus on pp. 262 – 266 & pp. 275 - 276]
18 Nov
Ideal Disposition for the Ruling Class: la vita contemplativa, la vita activa, or both (con’t)
Read for Class: EM Cornford, Editor’s analysis of The Republic (off the course website)
Decline of Society; The Just & Unjust State & Soul Compared (Books 8 & 9)
Read for class: Simon Blackburn, “Disorderly Cities, Disorderly People” (website)
Just skim Plato’s Republic, Books VIII & IX [Steinberger, 276-303]. Blackburn’s essay treats Book
8 & Book 9. To complement Blackburn, I suggest reading Steinberger, pp. 276 & 277; 282 left –
286 left (on the democratic city & democratic soul); and 300 – 303 left (where Socrates finishes his
argument on Justice as intrinsically good and rewarding).
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23 Nov Concluding Discussion of Simon Blackburn reading & Republic Books VIII & IX
Continuation and conclusion of our discussion of Blackburn & Books VIII & IX from our class on
Nov 18. If you haven’t read it yet, I repeat it here:
Read for class: Simon Blackburn, “Disorderly Cities, Disorderly People” (website)
Just skim Plato’s Republic, Books VIII & IX [Steinberger, 276-303]. Blackburn’s essay treats Book
8 & Book 9. To complement Blackburn, I suggest reading Steinberger, pp. 276 & 277; 282 left –
286 left (on the democratic city & democratic soul); and 300 – 303 left (where Socrates finishes his
argument on Justice as intrinsically good and rewarding).
The Last Days of Socrates: Socrates On Trial
Read for Class: General Introduction to The Last Days of Socrates (Thematic Essay on
Course Website)
Plato’s Apology [Steinberger, 147-159] (First half only) We will start this on Nov 23 & finish it
on Nov 30)
25 Nov Happy Thanksgiving
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30 Nov Last Days of Socrates (con’t)
Remainder of Plato’s Apology [Steinberger, 147-159] continuing from where we leave off on Nov 23
Plato’s Crito [Steinberger, 159-165] (This is much shorter than Apology)
Platonic Justice vs Aristotle’s Nicomachean Ethics
Aristotle’s Nicomachean Ethics, Introduction, Book I, & Book II
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2 Dec
Platonic Justice vs Aristotle’s Nicomachean Ethics (con’t)
Aristotle’s Nicomachean Ethics, Book X (Part V – IX only in Book X)
Review for Final Exam
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Thursday Dec 10 3:30 – 5:30 Final Exam
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