Western Washington University, Department of Political Science
PLSC 361, Classical Political Thought (Sec 23366, Spring 2014)
Time: Tuesday & Thursday, 6:00 – 7:50
Instructor: Professor Hoffman
Tel:
(360) 650-2908
Office: 424 Arntzen
Place: Communications 25
Ecomm: charles.hoffman@wwu.edu
OH: Thursday 4:00-5:00 & by appt.
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 society 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 Greece 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/Vibe/Methods
One of the wonderful things about the ancients is that they 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, premodern times are really best digested through dialogue, discussion, and intelligent conversation. I entreat you
to try to contribute to class discussion; it matters for subject matter like this. If you haven’t done all the
readings for a given day, that is fine. But, please, please bring your book to class; I know it’s huge but without
the text in front of one, one simply can’t benefit from class discussion. 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 moral 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
requires that we try to respond to each other’s contributions in anticipation of a fruitful evolution of our own
dialogue each day in class as well. The Greeks preferred to explore questions of morals, ethics, & how to be
just in the context of discussions among lifelong friends/colleagues, meals, parties, & festivals. We can’t do
any of the above in our 9-week journey through the readings this April & May, but maybe we can simulate
some such context of intellectual conviviality. So, it’s my hope that class sessions will consist of lecture and
fruitful class discussion of the stories & dialogues we read.
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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:
⏏
⏏
⏏
Midterm. Combination multiple choice & short answer format. Will account for ~44% of the total
course grade.
Final. Combination multiple choice & essay exam – will account for ~44% of the total course grade.
Participation and class attendance will provide another ~12% of the grade. If necessary, we ⏏will
include 2 or 3 quizzes in this component as well.
Grading Standards:
Graded work will correspond to the following scale:
93 - 100
A
90-92
A88-89
B+
83-87
B
80-82
Betc.
Course Policies
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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
Blackboard.
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.
Course Outline and Schedule of Readings
1 & 3 Apr
The Athenian Political Experience
Film: The Greeks, Crucible of Civilization
Please read: Introduction and Notes on the Texts to the Hall & Kitto edited volume
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8 & 10 Apr
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
Sophocles’ Antigone (first half), from the Hall & Kitto edited volume
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15 Apr
The Classic Antigone (con’t)
Read for class: Sophocles’ Antigone (second half) from the Hall & Kitto edited volume
17 Apr
From the Pre-Socratics to the Athenian Enlightenment
Socratic methods of critical thinking vs. Humanism & Relativism of Sophists
Plato, Son of Ariston: Literary & Moral Foundation of Political Science Studies
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22 Apr
Book I of The Republic: The Pre-Party
Read for class: Plato’s Republic, Book I [Steinberger, 166-181]
24 Apr
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--192 left side, bottom]
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29 Apr/
The 3 Classes in Society, Distinction Between Ruling Class & Auxiliaries
1 May
Read for class: Plato’s Republic, Bk II (middle) - Bk III (middle) [Steinberger, 192 left bottom -- 211]
The 3 Parts of the Soul; The 4 Cardinal Virtues in the State & in the Soul
Read for class: Plato’s Republic, Book III middle – Book IV [Steinberger, 211-229]
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6 May
Reading Plato’s Republic: Reconciling La Vita Activa with La Vita Contemplativa
The Philosophical vs. the Philodoxical; Philosopher King (PK); Justice requires PK
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]
8 May
Justice in the State & Soul depends on finding a PK (con’t)
The Philosopher King: Analogy of the Divided Line & Allegory of the Cave
Read for class: Plato’s Republic, Book VII [Steinberger, 254 - 265 middle of right column]
The Philosopher King: Program of Studies (skim)
Skim: Plato’s Republic, Book VII [Steinberger, 265 middle right column – 276 End of Book VIII]
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13 May Ideal Disposition for the Ruling Class: la vita contemplativa, la vita activa, or both?
Plato’s vision for the city-state & ruling class: Desireable? Achieveable?
Review for Midterm
Re-read EM Cornford, editor’s intro to The Republic from last week (off the course website).
Please be sure to review lecture/discussion materials from earlier in the Quarter as well.
15 May Midterm Exam
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20 May Decline of Society; Just & Unjust State & Soul Compared (con’t in Books 8 & 9 from Book 4)
Read for class: Plato’s Republic, Bks VIII & IX Steinberger, 276-303]
Simon Blackburn, “Disorderly Cities, Disorderly People”
The Republic Reconsidered
Mark Lilla, The Lure of Syracuse (Short excerpt from NYRB, off coursepage)
22 May The Last Days of Socrates: Socrates On Trial
General Introduction to The Last Days of Socrates (Thematic Essay)
Plato’s Apology – first part - [Steinberger, 147-152]
27 &
The Individual vs. The State: Socrates’ Fateful Choice
29 May Plato’s Apology [Steinberger, 147-159]
Plato’s Crito [Steinberger, 159-165]
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3 & 5 Jun Platonic Justice vs Aristotle’s Nicomachean Ethics
Aristotle’s Nicomachean Ethics, Introduction, Books I-II
Aristotle’s Nicomachean Ethics, Book X (Part V – IX only in Book X)
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Tuesday, June 10 Final Exam
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