READING ASSIGNMENTS &
DISCUSSION QUESTIONS
PART I: Development of a Polis Ideology [The Tragedies]
Session 1
Session 2
Session 3
Session 4
PART II: A Philosophic Basis of a Polis
[The Socratic Dilemma]
Session 5
Session 6
Session 7
Session 8
PART III: The Aim of The State &
The Recovery of Political Thought
Session 9
Session 10
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STUDENT INVOLVEMENT / CLASS DISCUSSIONS
Students of all levels are welcome – from the novice to those with training in the area. All are expected to schedule an adequate amount of time for readings between class sessions. The level of dialogue and quality of student involvement with the topics and readings for each session largely determines the pace of this course.
This course primarily follows a seminar format. The instructor will provide some background material, but much of the class time will be devoted to discussion. Your preparation, enthusiasm, willingness to ask questions, pursue insights, share knowledge, and your serious engagement with the ideas of your fellow classmates will greatly contribute to the success of this course. My hope is that all of us will grow throughout this course, not only in terms of gaining new knowledge of content, but in the very process of mutual learning within our community. Therefore, I expect you to have completed the assigned readings on time and that you make substantive contributions during each class session. I look forward to the frequency and quality of your participation in your comments, questions, and interactive discourse, as you raise new perspectives or concerns based on the course material and actively engage the claims of your fellow classmates.
In order to help facilitate this dialogue, students are asked to prepare responses to central questions or particular themes related to the readings. Prior to each class, I may note some questions for your consideration related to the next class's readings. You also may prefer to select a particular passage or selection from the reading that you found very significant or compelling. The purpose of these questions or selections is to stimulate class discussions, keep each particular session focused, help you to better organize your own thoughts and inquiries, and aid in your thoughtful preparation for class.
ENTHUSIASM
Session 1
- Topics:
- Course Introduction - Setting the Stage
- Syllabus Overview/Explanation
- From "Blood Revenge" and Retribution to Communal Justice
- Reading: Aeschylus, "The Eumenides"
- Who/what are “The Furies?” What is their original role and duty? What is their connection to “the ghost of Clytaemnestra?”
- What are “the Furies” moral principles and understanding of justice?
- What is Apollo’s role in this tragedy?
- In line 587, what does Apollo mean when he makes a distinction between “rules” and “justice?”
- What is Apollo’s understanding of justice? How is this connected to his role as an advocate for Orestes?
Session 2
- Topics: The Sacred Origins of Civic Order: From Oìkos (Household) to Polis (City-State)
- Reading: Aeschylus, "The Eumenides"
- What are the main roles Athena plays in “The Eumenides”?
- What is the significance of Athena establishing a new court for the trial (i.e. why does she refuse to arbitrate the case herself, appointing a new court with a citizen jury, etc.)?
- What does Athena mean by “worship the mean?” (line 710)
- What new role does Athena offer to “The Furies/The Eumenides” after the court’s verdict? What aspects and previously held moral principles will continue? What aspects are new?
- What contribution does this tragedy make toward the development of the polis ideology? How is justice restored or created? What characteristics of justice arise from this tragedy?
- What are the main political values in “The Eumenides?”
- Clearly, tragedy serves an important political function in 5th century Athens. Do we have similar institutions in our modern society?
Session 3
- Topics: Reconciling Claims of Authority Within the Polis
- Reading: Sophocles, "Antigone"
- What are the main themes or “loyalties in conflict” illustrated through this play?
- A.What, for Creon, is the preeminent civic/political virtue (i.e., what is to be valued most in citizens)?
- B.What, for Antigone, is the preeminent virtue? Is it civic?
- On what grounds does Antigone appeal in burying her brother and defying Creon’s edict? How do you evaluate her discernment process, rationale, and arguments?
- How does Ismene’s response to King Creon’s edict serve as a foil to Antigone’s words and deeds?
- In what ways does Sophocles illustrate King Creon’s culpability for his own downfall? Do you consider him to be a sympathetic figure?
Session 4
- Topics: "Worship the Mean"
- Reading: Sophocles, "Antigone"
- What are the larger issues at play in the conflict dispute between Creon and Antigone in terms of the role of the state, obedience, morality? Do you identify with one of their positions over the other?
- What claims is Sophocles making regarding the nature of absolute power? What contribution does Sophocles make to the Athenian understanding of the nature of the polis?
- In light of our discussion and your reading of “Antigone,” do you feel that Sophocles provides an adequate resolution to the conflicting claims/loyalties in this play?
PART II: A Philosophic Basis of a Polis
[The Socratic Dilemma]
Session 5
- Topics: The Corruption of the Polis: Socrates as Gadfly
- Reading: Plato, "The Apology"
- In the opening of “the Apology,” how does Socrates contrast his form of speech with that of his accusers? How does the “Socratic method,” “irony,” etc. function in his approach?
- What are the two primary charges against Socrates? How does Socrates distinguish between his accusers? How does Socrates explain the popular prejudices against him within the city?
- How does Socrates reply to the first charge? Why did people think he was guilty?
- How does Socrates reply to the second charge? Why did his accusers think he was guilty? How did Socrates respond?
- Which charge does Socrates think will be harder to refute? Why?
- How does Socrates reconcile the account given at the “Oracle at Delphi” that he was the “wisest man in Athens” with his personal claim of “ignorance?” Why is this interpretation significant?
- Why does Socrates refer to himself as a “gadfly?” In what ways does he believe the practice of philosophy benefit both the individual and the state?
Session 6
- Topics: "The Unexamined Life" & "The Only True Stateman"
- Reading: Plato, "The Apology"
- Why does Socrates believe that if he is executed, more harm will come to his accusers?
- What are the “penalties” and “counter-penalties” offered by Socrates and his accusers? What is the basis of their positions? Why does Socrates, through his actions, not choose the alternative penalties?
- Why does Socrates say that “the unexamined life is not worth living?” What did he mean by this? Was he correct? Why or why not?
- What reasons does Socrates give for avoiding a political career? Why does Socrates claim that “the true champion of justice, if he intends to survive even for a short time, must necessarily confine himself to private life and leave politics alone” (32a)?
- Why does Socrates claim to be the “only true statesman in Athens?” What warning does he give to the judges at the end of his address?
Session 7
- Topics: The Laws Speak
- Reading: Plato, "Crito"
- What reasons does Crito give in his attempt to persuade Socrates to escape prison? Did you find any of Crito’s reasons persuasive? Why or why not?
- Why does Socrates think that Crito should not be concerned with the opinions of the many (i.e. with “what people might think”)?
- What are the three arguments Socrates gives Crito to explain why it is unjust to break the law and thus unjust for him to escape prison? Do you find any of these arguments convincing? Why or why not?
- In his dialogues with the “personification of the laws of Athens,” does Socrates believe that all laws authorized by the state should be obeyed?
Session 8
- Topics: "The Socratic Dilemma:" Reconciling Socratic Thought on the Polis
- Reading: Plato, "Crito"
- If he concedes that they are imperfect, why does Socrates obey the laws?
- Can you reconcile Socrates’ position in “The Apology” with those presented in “Crito?” Does Socrates reconcile his position about “obedience to the laws of the state” with his conviction that “it is morally right to disobey unjust laws?” Is he making some type of distinction between moral and legal rights, or some other claim, etc.?
- Socrates makes the point, throughout the "Crito." that "the really important thing is not to live, but to live well." Furthermore, "one ought not to return an injustice or an injury to an person, whatever the provocation." How do such statements relate to Socrates's understanding of the "good life?" What is your assessment of his belief?
- Do you think Socrates is similar to Athena, Antigone, Creon, Haemon, or any of the characters we read in the two previous tragedies we read in this course? Why or why not?
PART III: The Aim of The State &
The Recovery of Political Thought
Session 9
- Topics: Aristotle and The Purpose of Politics
- Reading: Aristotle, "Politics" [Selections]
- Book I: Chapters 1-2 [1252a1-1253a25] (The Polis)
Book II: Chapters 1-5 [1260b27-1264b24] (Unity and Plurality)
Book III: Chapters 1; 6-11 [1274b32-1275b13; 1278b6-1282a41] (Aim of the State)
- Book I: Chapters 1-2 [1252a1-1253a25] (The Polis)
- What does Aristotle believe is distinctive about humans? How is the polis connected to humanity’s nature as a “political animal?” (i.e. if nature makes all things for a purpose, and nothing in vain, then what is humanity’s purpose)? What, then, is the proper function of the human person?
- Why/how does the polis (politics) fulfill this nature? What makes the polis the most complete association [i.e. the most inclusive and self-sufficient (sovereign) association] (Bk I: Ch 1)? What does Aristotle mean by “self-sufficient?” Why is the household incomplete?
- How does Aristotle, making human associations a part of nature, stand in opposition to Antigone who says “human laws [nomos/physis] are inferior to divine laws?”
- Why does Aristotle believe, within the polis, we are most able to fulfill our distinctive capacity for reason through our unique interaction with others? Why does he insist that the purpose of the polis is not just survival and exchange, but can be morally judged according to its ability to help us live virtuously?
- How does Aristotle, in focusing on “plurality” within the city, differentiate himself from Plato’s “Republic’s” focus on “unity” (BK II: 1-5)?
- How does Aristotle define “citizenship?” (BK III, Ch 1)
- Discuss Aristotle’s different forms of constitutions and the various ways they could become corrupt. (BK III, Ch 6-11)
- What does Aristotle mean when he says “the end of the city is not mere life; it is, rather a good quality of life?” (Bk III, Ch 9)
Session 10
- Topics: Concluding Reflections & Recovering Classical Greek Language in a Modern World
- Reading: Aristotle, "Politics" [Selections]
- Book VII: Chapters 1-3 [1323a14-1325b14] (Polis and Education)
Book VIII: Chapters 1 [1337a11-1337a21] (Polis and Education)
- Book VII: Chapters 1-3 [1323a14-1325b14] (Polis and Education)
- What is the relationship among the “three goods?” How is this connected to Aristotle’s conception of the “life of goodness?” (Bk VII, Ch 1-3) How does Aristotle connect this to both the “active life” and the “life of contemplation?”
- Why does Aristotle consider a system of “public education” essential for political and moral life? (Bk VIII, Ch 1)
- After reflecting on our readings for this semester, what central lessons have you appropriated regarding the fundamental nature of political action and judgment?
- Do you find yourself connecting most directly with any particular author in this course (Aeschylus, Sophocles, Socrates/Plato, Aristotle)? What aspects of their thought appealed to you specifically?
- How do you understand political justice? What role should ethics and virtue play in political life (i.e. the moral dimensions of politics)?
- How do you reconcile the conflicting loyalties to the household, city-state, and gods in political thought?
- What do you most value in political life? What do you think "most" binds us together? What do you think "should" connect us?
- Who do you think should be in charge and why (experts, the majority, etc.)? What should our duties be to one another?
- Do you think these classical writings can bring a renewed political vocabulary to our modern discussions regarding the competing obligations of identity, citizenship, and leadership in political thought?
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
STUDENT INVOLVEMENT / CLASS DISCUSSIONS
Students of all levels are welcome – from the novice to those with training in the area. All are expected to schedule an adequate amount of time for readings between class sessions. The level of dialogue and quality of student involvement with the topics and readings for each session largely determines the pace of this course.
This course primarily follows a seminar format. The instructor will provide some background material, but much of the class time will be devoted to discussion. Your preparation, enthusiasm, willingness to ask questions, pursue insights, share knowledge, and your serious engagement with the ideas of your fellow classmates will greatly contribute to the success of this course. My hope is that all of us will grow throughout this course, not only in terms of gaining new knowledge of content, but in the very process of mutual learning within our community. Therefore, I expect you to have completed the assigned readings on time and that you make substantive contributions during each class session. I look forward to the frequency and quality of your participation in your comments, questions, and interactive discourse, as you raise new perspectives or concerns based on the course material and actively engage the claims of your fellow classmates.
In order to help facilitate this dialogue, students are asked to prepare responses to central questions or particular themes related to the readings. Prior to each class, I may note some questions for your consideration related to the next class's readings. You also may prefer to select a particular passage or selection from the reading that you found very significant or compelling. The purpose of these questions or selections is to stimulate class discussions, keep each particular session focused, help you to better organize your own thoughts and inquiries, and aid in your thoughtful preparation for class.
ENTHUSIASM
- Laugh at most (if not all) of my jokes