Political Science 441:
Freedom and Authority
Jeffrey Dixon
Office: Founder’s Hall 217A
Email: JeffreyDixon@tamuct.edu
Phone: (254) 501-5871 (email preferred)
Office Hours: 3 PM – 6 PM Tuesdays
Spring 2015 – Section 110
Time: Mondays – 2 PM to 4:45 PM
Room: Founder’s Hall 203
Blackboard: http://tamuct.blackboard.com
Catalog Description
This course addresses the legitimacy of government and the sources of individual rights. Special attention is
given to the idea of a “social contract”, restraints on government, arguments for and against restricting liberty,
and who should be permitted to participate in politics.
Course Overview
This course is the second half of two mutually-supporting but independent courses on normative political
theory. In the other course, we examine whether and how theories of personal ethics should be applied to the
political activity of leaders and ordinary subjects. But in this course, we focus on debates over ideal and actual
political systems, paying particular attention to the tension between arguments for the existence of an effective
government (authority) and rights-based arguments for limiting the power of government (freedom). Our
theories attempt to resolve this tension between freedom and authority in several ways, the most prominent of
which is the idea of a social contract.
As a general rule, most of your out-of-class time devoted to this course should be spent reading the material
and taking notes or writing questions about what you read. Philosophy isn’t casual reading material; you
actually have to be engaged and careful as you work your way through the texts. Hence, your course
participation and ability to integrate the readings on exams determine most of your grade in this course. A good
set of notes on the readings, annotated with page numbers, is incredibly useful for exams.
Course Objectives
The core objective of this course is for students to think critically about freedom and authority in political life,
broadly conceived. The key questions that it prepares students to answer include:
A. What are the sources of freedom and authority?
B. How far do rightful freedom and legitimate authority extend?
C. What institutions of governance and participation are best?
A secondary objective common to all political science courses is the development of critical thinking skills. In
this course, argument dissection, evaluation, and construction are the core skills emphasized. The basic tools
used are:
 A basic model of a valid argument as consisting of a claim, accompanied by evidence, which supports the
claim via a warrant
 The distinction between normative and empirical claims and the evidence required for each
 Awareness of other basic concepts in logic, such the distinction between necessary and sufficient
conditions
PLSK 441 Spring 2015 1
Learning Outcomes
Learning Outcome 1: By the end of the course, students should be able to compare prominent theorists’
answers to A, B, and C (both as general statements and as concrete solutions to hypothetical or historical
choices) and defend one answer for each as better than the alternatives, using evidence and arguments from
and about the course readings.
1.1 -1.3 Able to identify the answers of assigned authors to A, B, and C, respectively.
1.4-1.6 Able to apply each assigned author’s answer to a concrete situation posing A, B, or C, respectively.
1.7 Able to draw on evidence and arguments throughout the course to demonstrate one of these to be bettersupported than others.
Learning Outcome 2: By the end of the course, students should demonstrate significant improvement in critical
thinking skills related to argument analysis in the realm of political thought. They should be able to distinguish
between:
2.1. Unsupported assumptions/claims and arguments supported by valid warrants and valid evidence.
2.2. Statements dependent on empirical evidence and statements based on normative reasoning.
Required Readings
The following books are required. All should be available for purchase at the Warrior bookstore. If you
purchase books elsewhere, be sure to get the proper edition and translation of each. If you purchase
electronic copies, be sure that the page numbers match up or you may find yourself struggling to find
the paragraphs we are discussing in class.
Thomas Hobbes. [1996]. Leviathan: Revised Student Edition. Cambridge University Press. ISBN: 0521567971
John Locke. [1980] Second Treatise of Government. Hackett Publishing Company. ISBN: 0915144867
John Stuart Mill. [2008]. On Liberty and Other Essays. Oxford University Press. ISBN 0-19953-573-6
Plato. [2004]. The Republic. Transl. C.D.C. Reeve. Hackett Publishing Company ISBN: 0872207366
John Rawls. 1999. A Theory of Justice. Revised Ed. Belknap Press. 0-674-00078-1
Jean-Jacques Rousseau. [1968]. The Social Contract. Transl. Maurice Cranston. Penguin. ISBN: 0140442014
Readings marked with (BB) are available on Blackboard.
Recommended Readings and Commentaries
Most recommended readings consist of book chapters or articles which are relevant to the readings, but do not
necessarily describe them. Commentaries are works about the readings. The following books are on reserve at
the library, available for three-day checkout. Please limit yourself to one volume at a time. While I don’t expect
most students to do this extra reading, those who have the time will find a great deal of insight and some really
good discussion questions in these materials. Remember that each author has a different interpretation of the
source material – one which often clashes with the views of other scholars. So read these as arguments rather
than as “facts.”
Christopher Bertram. 2004. Routledge Philosophy Guidebook to Rousseau and the Social Contract. Routledge.
R.E.R. Bunce. 2009. Thomas Hobbes. Continuum.
Michael Davis. 1996. The Politics of Philosophy: A Commentary on Aristotle’s Politics. Rowman & Littlefield.
Kenneth Dorter. 2006. The Transformation of Plato’s Republic. Lexington Books.
Katrin Flikschuh. 2007. Freedom: Contemporary Liberal Perspectives. Polity Press.
Samuel Richard Freeman. 2007. Rawls. Routledge.
Jon Mandle. 2009. Rawls's A Theory of Justice : An Introduction. Cambridge University Press.
Glenn Newey. 2008. Routledge Philosophy Guidebookto Hobbes and Leviathan. Routledge.
PLSK 441 Spring 2015 2
Mary P. Nichols. 1992. Citizens and Statesmen: A Study of Aristotle’s Politics. Rowman & Littlefield.
Nickolas Pappas. 2003. Routledge Philosophy Guidebook to Plato and the Republic. 2nd Ed. Routledge.
Jonathan Riley. 1998. Mill On Liberty. Routledge.
Sean Sayers. 1999. Plato’s Republic: An Introduction. Edinburgh University Press.
John Skorupski. 1998. The Cambridge companion to Mill. Cambridge University Press.
John Skorupski. 2006. Why Read Mill Today? Routledge.
Perez Zagoria. 2009. Hobbes and the Law of Nature. Princeton University Press.
Grading (90/80/70/60, rounded to the nearest percentile)
Academic Integrity Exercise: This consists of watching a brief lecture, taking a quiz, seeing where any mistakes on
the quiz came from, and signing a statement. Once you successfully complete this exercise, you will no longer
need to do so in future political science courses.
***Completing the Academic Integrity Exercise is a prerequisite to passing
this course. It must be completed by February 2.***
o
Rubric: You will automatically fail the course if you have not completed the Academic Integrity
exercise on or before February 2.
Worksheets (20%). There are twelve worksheets. They will be collected each day before we begin class. While
some worksheets have more questions than others, each is worth equal credit. The score on each worksheet is
the percentage of questions which are correctly answered. This percentage is later applied to the number of
points per worksheet to generate point totals. The primary purpose of these worksheets is to reward students
for doing the reading before class. The class is so much better when everyone comes prepared. Note that these
are not intended for use as study aids, though you are free to do so.
Exams (40%). There will be two essay exams, each worth an equal number of points.
 Each essay exam will consist of two questions, each of which is worth equal credit. Grading is primarily
based upon your demonstrated knowledge of the material and ability to apply it to a new situation,
rather than spelling/grammar issues.
 The exams are both open-notes and open-book. You are free to use class handouts, your notes, and all
of the assigned readings. You are not permitted to use other resources (such as online material) during
the exam.
 Content: There are seven main authors in the course. The first exam addresses three of them while the
second exam addresses four (see Course Schedule for details)
o On the first exam, the first question will specify two authors and one of the questions listed on
p.1 of the syllabus. You will need to compare their answers to the question. The second
question will require you to apply the remaining author to a hypothetical or historical situation
that pits freedom against authority.
o On the second exam, each question will address two authors. It will either ask you to compare
their answers to one of the three central questions of the course listed on p. 1 of the syllabus, or
to compare their responses to a hypothetical or historical situation that pits freedom against
authority.
 It is generally best to write an outline first, then write your answer. For each major point on your
outline, you should have support (perhaps an example from the text or even a short quotation).
PLSK 441 Spring 2015 3

Exam grading rubric. Grading is primarily based upon your demonstrated knowledge of the material and
ability to apply it to a new situation, rather than spelling/grammar issues. Having said this, atrocious
grammar can make it impossible for the reader to understand your argument.
PLSK 441 Exam Grading Rubric
Grade Thesis and
Textual Support
Structure
A
Answers the
Each element of the argument is supported by textual evidence drawn
question and
from throughout the course (primarily specific references
drives the rest of
accompanying your interpretation of the referenced material, rather
the essay
than direct quotes). No major source of evidence is ignored – counterarguments are addressed and defeated.
B
Answers the
Each element of the argument is supported by textual evidence from
question, but
the course, but major sources of evidence (such as countersome of the paper arguments) are ignored. OR The evidence used is insufficient to
ignores it
support one or more of the claims in the paper. OR Much of the
support consists of direct quotes without interpretation.
C
Does not match up The evidence, when taken as a whole, fails to support the paper’s
with every
thesis or to draw out the most important similarities and differences
element of the
between the authors, with necessary steps in the argument being
question, or the
assumed instead of demonstrated. Much relevant evidence is omitted
essay is a set of
and irrelevant evidence may be present. Textual references lack
arguments that
specificity. Counter-arguments are ignored.
proceed without
logical order
D
Does not match up At least one major element of the essay’s argument has substantial
with most
evidence from the course that supports it. However, textual
elements of the
references are generally vague or irrelevant.
question; the
essay is little more
than a “data
dump”
F
The essay is devoid Little if any evidence from the course is used in the answer. It fails to
of structure
demonstrate a grasp of what the author said, much less to interpret or
critique that argument.
Participation and Attendance (40%). One third of your grade is determined by your in-class participation. While
there may be structured exercises from time to time, the bulk of the participation grade is determined by
whether and to what extent you discuss the assigned readings for the day. I am looking for comments and
questions that clarify, question, or challenge the theories offered by the authors. Feel free to challenge my
statements as well!
 Daily grades:
o You will receive 40 points for attending a class and doing little else.
o You will receive 80 points for attending and making a reasonable comment (or participating in
an in-class exercise when these are offered).
o You will receive 120 points for attending and making a particularly insightful observation or
several reasonable comments.
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o


If you are late for class without providing me with a legitimate excuse that session, participation
credit will be deducted in proportion to your lateness (10% for each 17 minutes), rounding up to
the next 10%. The same applies to leaving early.
Overall grade:
o You are expected to average 100 points per class period, except the first and last days of class.
o The maximum participation grade is therefore 120% (120 average). This is a significant extracredit opportunity.
Tip: If you have trouble thinking of things to say in class (a common problem for shy students), write
down discussion questions or objections while you are reading the material at home (see Notes below).
Then you don’t have to worry about “blanking” in class because you can simply read off a question from
your notes.
Overall Course Rubric
Item
Exam 1
Exam 2
Worksheets
Points
600 Points (300 for each question)
600 Points (300 for each question)
1200 Points (100 per session in which
participation is possible)
600 Points (50 per worksheet)
Academic Integrity Exercise
* No points but required to pass the course
TOTAL POSSIBLE
3000 Points
Participation
2685+ = A
2385-2684 = B
2085-2384 = C
1785-2084 = D
Percent of Grade
20%
40%
20%
40%
20%
0%*
100%
1784 or lower = F
Other Course Policies
Make-up and Late Work
No late work will be accepted. As for participation, students must inform the instructor prior to an absence.
Send me an email stating the dates(s) you will be missing and the reason(s). You should also hand me a written
note with this information in class. (Protect yourself! Don’t rely on my memory – hand me something written
that I can keep in my files). If all else fails, you or a friend may call my office and speak to me or my voicemail.
There are very few situations in life that preclude making a phone call or having a friend do so; failure to contact
the instructor prior to class will normally rule out any sort of make-up. Make-up exams differ from the original
and are offered at the instructor’s convenience.
Academic Integrity
University Code of Academic Honesty: Texas A&M University - Central Texas expects all students to maintain
high standards of personal and scholarly conduct. Students guilty of academic dishonesty are subject to
disciplinary action. Academic dishonesty includes, but is not limited to, cheating on an examination or other
academic work, plagiarism, collusion, and the abuse of resource materials. The faculty member is responsible for
initiating action for each case of academic dishonesty. More information can be found at
http://www.tamuct.edu/departments/studentconduct/index.php
Specific guidelines for this course, which supplement and do not replace University policy:
 Violations: There are plenty of ways to cheat, all of which are listed by the Student Handbook. Some
common violations of academic integrity that I have observed while teaching this class at TAMUCT are
o Most Common Violation: Receiving assistance or answers on any coursework from anyone other
than the instructor. If you hand your work to someone else and they proceed to copy part or all of
PLSK 441 Spring 2015 5

it, both of you will be deemed to have violated the policy. A single copied answer on a worksheet is
sufficient to trigger the policy
o Second Most Common Violation: Using prohibited resources on exams. You are permitted to use
your personally-prepared notes, class handouts, the exam itself, and the required readings for the
course. That is all. No online resources are to be used.
o Other Violations:
 Use of direct quotes without quotation marks. Even if you are just using three- or four-word
phrases, you need to surround them with quotation marks if you didn’t create them
yourself. This is true even if you cite the source! Remember that changing a few words in a
sentence does not transform a direct quote into a paraphrase; instead, it transforms one
long direct quote into several shorter direct quotes with a word of your own between each.
A true paraphrase is the expression of the cited source’s ideas in your own words.
 Paraphrasing another person’s words without citing the source
Penalties:
o The normal penalty for a violation of academic integrity (whether or not it is specifically listed
above) in any of my classes is a grade of zero for the work or a deduction of 20% (two letter grades)
from your course grade, whichever is greater. The infraction will be reported to the TAMUCT
administration, with a recommendation for probation in the case of deliberate violation or no
further action in the case of clearly inadvertent violation.
o The (a) outright purchase, download, or completion by others of an exam, or (b) second or
subsequent violation of academic integrity (in this course or other courses) display such serious
disregard for academic integrity that either one of them will result in course failure and
recommendation for expulsion to the TAMUCT administration.
Drop Policy
If you discover that you need to drop this class, you must go to the Records Office and ask for the necessary
paperwork. Professors cannot drop students; this is always the responsibility of the student. The records office
will give a deadline for which the form must be returned, completed, and signed. Once you return the signed
form to the records office and wait 24 hours, you must go into WarriorWeb and confirm that you are no longer
enrolled. If you are still enrolled, follow up with the records office immediately. You are to attend class until the
procedure is complete to avoid penalty for absence. Should you miss the deadline or fail to follow the
procedure, you will receive an F in the course.
Student Resources
 UNILERT (Emergency Warning System for Texas A&M University – Central Texas): UNILERT is an
emergency notification service that gives Texas A&M University-Central Texas the ability to
communicate health and safety emergency information quickly via email and text message. By enrolling
in UNILERT, university officials can quickly pass on safety-related information, regardless of your
location. Please enroll today at http://www.tamuct.edu/departments/news/unilert.php
 Library Services: Information Literacy focuses on research skills that prepare individuals to live and work
in an information-centered society. Librarians will work with students in the development of critical
reasoning, ethical use of information, and the appropriate use of secondary research techniques. These
techniques include: exploring information resources such as library collections and services; identifying
sources such as subject databases and scholarly journals; executing effective search strategies;
retrieving, recording and citing relevant results correctly; and interpreting search results and deciding
whether to expand the search. Library Resources are outlined and accessed through the web page:
http://www.tamuct.edu/departments/library/index.php
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
Disability Support and Access: If you have or believe you have a disability and wish to self-identify, you
can do so by providing documentation to the Disability Support Coordinator. Students are encouraged
to seek information about accommodations to help assure success in their courses. Please call (254)
501-5831 or visit Founder's Hall 114. Additional information can be found at
http://www.tamuct.edu/departments/disabilitysupport/index.php
Tutoring: Tutoring is available to all TAMUCT students, both on-campus and online. Subjects tutored
include Accounting, Finance, Statistics, Mathematics, and Writing. Tutors are available at the Tutoring
Center in Warrior Hall, Room 111. Visit www.ct.tamus.edu/AcademicSupport and click "Tutoring
Support" for tutor schedules and contact info. If you have questions, need to schedule a tutoring
session, or if you're interested in becoming a tutor, contact Academic Support Programs at 254-5015830 or by emailing tutoring@ct.tamus.edu
o Chat live with a tutor 24/7 for almost any subject on your computer! Tutor.com is an online
tutoring platform that enables TAMU-CT students to log-in and receive FREE online tutoring and
writing support. This tool provides tutoring in Mathematics, Writing, Career Writing, Chemistry,
Physics, Biology, Spanish, Calculus, and Statistics. To access Tutor.com, log into your Blackboard
account and click "Online Tutoring.".
WARRIOR Link: This online job database connects employers with students by posting internships, parttime, and full-time jobs. All students will receive an email with their username and password the first
week of school with access information. WARRIOR Link allows students the opportunity to search for a
job, post a resume, and remain informed on any career services events for up to one year after
graduation. Access Warrior Link by using the link at
http://www.tamuct.edu/departments/careerservices/index.php
Amendments
Not all exigencies can be foreseen. I reserve the right to amend the syllabus at any time.
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Course Schedule – Check Blackboard for updates
Date
Jan 26
Feb 2
Feb 9
Feb 16
Feb 23
Mar 2
Mar 9
Unit and Topic
Introduction
The Ideal Polis
Reminder:
Academic Integrity
Exercise Due
Readings (Italicized ones are optional)
None
Required: Plato, The Republic: Books II, III, IV, V
Recommended: Book I
Commentaries:
Sayers, Chapters 3-9
Dorter, Chapters 2-5
Pappas, Chapters 4-6
Virtue and the Polis Required: Plato, The Republic: Books VI, VII (through 521b), VIII
Recommended: All of Book VII, Book IX
Commentaries:
Sayers, Chapters 10-12
Dorter, Chapters 6, 8
Pappas, Chapters 7-8
Traditionalist Virtue Required: Aristotle, Excerpts from the Politics for PLSK 441 (BB)
Politics
Commentaries:
Davis, Chapters 1, 3, 4
Nichols, Chapter 2
Statism I: State of
Required: Hobbes, Leviathan: Chapters 10-16
Nature Theory
Recommended: Skim Chapters 1-9 to see Hobbes’s view of science and
how it applies to human behavior.
Commentaries:
Newey, Chapter 4
Zagorin, Chapters 2-3
Bunce, Chapter 2 (pp. 17-41)
Statism II: A
Required: Hobbes, Leviathan: Chapters 17-19, 21, 26-30 and Conclusion
Contract for Security (pp. 483-491)
Recommended: Tuck’s Introduction (pp. ix-xlv, at the front of the book)
to understand the new arguments introduced in the Conclusion
Commentaries:
Newey, Chapters 5-8
Zagorin, Chapters 3-4
Bunce, Chapter 2 (pp. 41-67)
Exam I
Plato, Aristotle, and Hobbes
PLSK 441 Spring 2015 8
Date
Mar 23
Mar 30
April 6
April 13
April 20
April 27
May 4
May 11
Unit and Topic
A Contract for
Liberty
Readings (Italicized ones are optional)
Required:
Locke, Excerpts from the First Treatise on Government (BB)
Locke, Second Treatise on Government
Recommended:
The Introduction in our edition
Sarver, “A Lockean Argument Against the Death Penalty” (BB)
Commentaries:
Thomas, Chapters 2-4
Kelly, Chapter 3
A Contract for
Required: Rousseau, The Social Contract: Books 1 (all), 2 (Chapters 1-5)
Society
Recommended: Bertram, Chapter 2
Commentaries:
Gildin, Chapter 2 (BB)
Bertram, Chapters 3-6
Governing the
Required: Rousseau, The Social Contract: Books 2 (Chapters 6- 12), 3
Community
(Chapters 1, 3-7, 10-14, 18 only), 4 (Chapters 1, 7-8 only)
Recommended: The rest of the book and Bertram, Chapter 10
Commentaries:
Gildin, Chapters 3-6 (BB)
Bertram, Chapters 7-9
Modern Liberalism I: Required:
The Harm Principle
Mill, On Liberty, Chapters I-II
Mill, Excerpts on “Civilization” and “Non-Intervention” (BB)
Recommended: Mill, Utilitarianism: Chapters 2 and 5
Commentaries:
Riley, Chapters 2-3
Skorupski (2006), Chapter 3
Modern Liberalism
Required:
II: Apparent
Mill, On Liberty, Chapters III-V
Paradoxes
Recommended: Skorupski (1998): Chapters 13-14
Commentary: Riley, Chapters 4-6
Modern Liberalism
Required: Rawls, A Theory of Justice: Sections 1-4, 8-13
III: Justice as
Recommended: Rawls, “Justice as Fairness: Political Not Metaphysical”
Fairness
(BB)
Commentaries:
Mandle, Chapter 1
Freeman, Chapters 2-4
Modern Liberalism
Required: Rawls, A Theory of Justice : Sections 14-17, 24, 26, 31-32, 36IV: Justice, Freedom, 38, 42-43, 46 (pp. 266-267 only), 54, 69-72, 77
and Authority
Recommended:
Mandle, Chapters 4-5
Commentaries:
Mandle, Chapters 2-3
Freeman, Chapter 5
Exam II
Review Locke, Rousseau, Mill, and Rawls
PLSK 441 Spring 2015 9
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PLSK 441
First Worksheet on Plato (Two-Sided)
Name ______________________
REMINDER: Do not collaborate or share answers on the worksheets.
Handy guide to pronunciation:
Thrasymachus: thrah-SIM-uh-cus
Glaucon: GLAW-con
Adeimantus: ah-die-MAHN-tus
Book I poses the question, what is justice? In the same book, Socrates rebuts some common answers to
the question, demonstrating that these answers are incomplete or false. The biggest challenge comes
from Thrasymachus, who argues that justice is merely a convention and that therefore the unjust are
actually better off than the just. Socrates traps Thrasymachus in a contradiction, but Glaucon and
Adeimantus are unimpressed – he has proven himself the better debater, but they still doubt whether
justice is good for its own sake. In Book II the discussion of justice continues. According to Plato’s
Republic…
1. What is the Ring of Gyges, and how does Glaucon use it to challenge Socrates?
2. What is the difference between the first and second cities discussed?
3. How far does state control extend in the last city described by Socrates?
PLSK 441 Spring 2015 11
4. What are the four virtues described by Socrates?
5. We have seen one vision of the just city. So what is the just individual like?
6. Who leads the ideal city of Socrates?
7. Does Socrates favor a division of labor between the sexes? Why/why not?
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PLSK 441
Second Worksheet on Plato (Two-Sided)
Name ______________________
1. What makes a person a philosopher, according to Socrates/Plato?
2-4. Questions about the divided line from 509-511. (Figures from Sayers, Plato’s Republic: An
Introduction, 1999):
2. Which two letters represent the sensible world?
3. Which two letters represent the intelligible world?
4. Where do physical objects like your computer fall on this line (i.e. which letter)?
5. Where do the Forms fall?
PLSK 441 Spring 2015 13
6. In the story of the cave, what happens to the prisoner? Just list the events in his journey.
7. List the five types of government in order from best to worst (from Plato’s perspective)
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PLSK 441
Worksheet on Aristotle
Name ______________________
1. What is Aristotle’s definition of a slave?
2. Describe one argument Aristotle makes in favor of the proposition that slavery is natural.
3. What is Aristotle’s definition of a citizen?
4. Fill in the following table:
Aristotle’s typology of regime types (politiea)
Rule by the… If for public interest (pure form)
If perverted (self-interest of rulers)
One
Few
Many
5. What is Aristotle’s view of justice in the Politics?
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PLSK 441
First Worksheet on Hobbes
Name ______________________
1. What is power?
2. Why does everyone desire power?
3. In what way are men equal in a state of nature?
4. Why is a state of nature a state of war?
5. What is the right of nature?
6. What is the first law of nature?
7. How can one best escape the state of war?
8. Should one honor a contract entered into because of threats?
9. How and when are the laws of nature binding?
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PLSK 441
Second Worksheet on Hobbes (Two-Sided)
Name ______________________
1. What’s the difference between an actor and an author?
2. Does the social contract impose duties on the sovereign?
3. Why can’t subjects revoke consent?
4. What are the three types of commonwealth, and which is best?
5. Which liberties – if any – do subjects retain under the social contract?
6. Under what conditions does ignorance of the law excuse a violation?
PLSK 441 Spring 2015 19
7. What are the most serious crimes, according to Hobbes?
8. List two factors that mitigate a crime (extenuating circumstances).
9. Do absolutist rulers tend to increase or decrease the chances of revolution?
10. What is Hobbes’s view of the separation of powers within governments?
11. When may subjects give up their loyalty to the old government in order to follow a new one?
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PLSK 441
Worksheet on Locke
Name ______________________
1. There are actually two states of nature in Locke, one prior to the other. List the event or factor
that makes the initial state of nature different from the subsequent state of nature.
2. How is property legitimately acquired in a state of nature?
3. In what way are life and liberty actually types of property rights?
4. Can citizens withdraw their consent to be governed?
5. Which power of government is strongest – legislative, executive, or federative?
6. In a lawful war, you can slaughter your enemies if you defeat them, but you cannot take their
property! Why?
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PLSK 441
First Worksheet on Rousseau
Name ______________________
1. “Those who think themselves the masters of others are indeed greater slaves than they.” In what
way are the powerful enslaved in the world of Rousseau?
2. What is Rousseau’s response to the argument that some people are naturally suited for slavery?
3. What is Rousseau’s response to the Hobbesian idea of “might makes right?”
4. Why can’t people just continue to live in a state of nature without a social contract?
5. In the social contract, we give up __________________ rights for __________________ rights.
6. What is the difference between the general will and the will of all?
7. What limits exist on sovereign power?
8. Do citizens retain the right to resist death that they had in Hobbes’s Leviathan?
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PLSK 441
Second Worksheet on Rousseau
Name ______________________
1. What is a lawgiver, and what powers (if any) does he/she have?
2. What are the three types of laws?
3. What are magistrates responsible for in Rousseau’s theory?
4. What’s wrong with democracy?
5. What are the two mechanisms by which states fail?
6. What rights (if any) does the government have against the sovereign?
7. What are the three types of religion?
8. What are the five principles of Rousseau’s “civil religion”?
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PLSK 441
First Worksheet on Mill
Name ______________________
1. What is Mill’s principle of liberty, also known as the harm principle (see pp. 13-14)?
2. Which liberties does Mill defend?
3. Censorship of an uncommon opinion causes about as much harm as censorship of a common one.
Why?
4. Why shouldn’t we ban lies, according to Mill?
5. Why shouldn’t we require oaths to God in order to accept testimony, according to Mill?
6. Why shouldn’t we ban blasphemy, according to Mill?
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PLSK 441 Spring 2015 28
PLSK 441
Second Worksheet on Mill (Two-Sided)
Name ______________________
1. How are those who follow custom like apes?
2. Freedom of behavior did not exist in early human society. Why not?
3. How does liberty promote progress?
4. What are the threats to liberty identified by Mill?
5. When can society limit individual liberty, according to Mill?
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6. When should society refrain from limiting liberty, even to prevent harm to others, according to Mill?
7. Who counts as a “savage,” according to Mill?
8. King says that “Injustice anywhere is a threat to justice everywhere.” Why?
9. What are the four phases of any nonviolent campaign?
10. Which laws must be obeyed, according to King?
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PLSK 441
First Worksheet on Rawls
Name ______________________
1. What is the first virtue of social institutions?
2. What does “original position” mean?
3. What does lexical ordering mean?
4. What are Rawls’s two principles of justice?
5. Which one of the four interpretations of the second principle (see the table on p. 57) does Rawls
adopt?
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PLSK 441 Spring 2015 32
PLSK 441
Second Worksheet on Rawls (Two-Sided)
Name ______________________
1. Why are institutions necessary?
2. What are primary social goods, according to Rawls?
3. What is excluded from our consideration under the “veil of ignorance?”
4. What is the maximin rule?
5. What is one argument made by Rawls for the plausibility of the maximin rule for decision-making in
the original position?
6. What are the four stages in the four-stage sequence?
7. How does Rawls define liberty?
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8. List three features of the just constitution.
9. What does “justice as regularity” mean?
10. What are the four main branches (functions) of the just government?
11. What is the justification for majority rule?
12. What is a well-ordered society?
13. How can just social and political systems fail to be “in equilibrium,” according to Rawls?
14. What are the three phases in the development of morality?
15. Who counts as a “moral person,” deserving of equal rights, according to Rawls?
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