The Thomas Jefferson Center for the Study of Core Texts and Ideas

CTI 302 • Classics Of Socl/Polit Thou

33715
Meets TTH 1100am-1230pm GAR 1.134
(also listed as GOV 314)
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This course explores the changing role of human psychology in the history of political thought through the study of classic texts in philosophy and psychology. In roughly chronological order, we will examine several key philosophers’ accounts of the deepest human concerns—justice, happiness, and love—and the potential political life has to fulfill those yearnings. In the final part of the course, we will study Darwin’s evolutionary theory of human mental faculties in The Descent of Man, Freud’s theory of unconscious psychological drives, and current theories of evolutionary psychology. We will discuss how these different views of human nature suggest different approaches to politics and ethics.

We will read selections from the following works:

  • Plato The Republic, The Symposium 
  • St. Augustine: The Confessions, City of God 
  • Hobbes The Leviathan 
  • Rousseau Discourse on the Origin of Inequality
  • Nietzsche Beyond Good and Evil
  • Darwin The Descent of Man 
  • Freud Civilization and its Discontents

And selected articles on evolutionary psychology

Grading: Your grade will consist of two medium lengths papers (25% each), a final exam (30%), and class participation and reading quizzes (20%). Attendance is mandatory.


CTI 304 • Judaism, Christianity, Islam

33719 • Moin, A. Azfar
Meets TTH 1100am-1230pm GEA 114
(also listed as HIS 304R, ISL 311, J S 311, R S 304)
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Description coming soon.


CTI 304 • The Bible & Its Interpreters

33725 • Landau, Brent
Meets MWF 1000am-1100am CLA 1.108
(also listed as R S 315)
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Among all the influential texts found in the Bible, none has had such an enormous impact on world history and culture as the Book of Genesis has. This may be somewhat surprising: given the fact that Christianity is the world’s largest religion, one might expect that one of the Gospels of the New Testament would be the most influential. Yet Genesis, with its tales of the strange world that existed before the Flood and its recounting of the exploits— sometimes morally questionable—of Israel’s patriarchs, exercised such a hold on the imagination of the earliest Christians that many New Testament writings can actually be seen as extended ruminations on the implications of the Genesis narrative…as can many other great works of literature and art from antiquity to the present. This course will explore the incredibly diverse ways that human beings have sought to make meaning out of this book. We will begin by devoting several class sessions to a close reading of Genesis in its entirety—just us and the text (mostly). We will then proceed to examine significant interpretations of Genesis chronologically. We will actually begin this survey of interpretations “before” Genesis, with the creation and flood myths of ancient Israel’s neighbors and predecessors, and then proceed to: ancient Jewish rewritings of Genesis from the Dead Sea Scrolls and other apocryphal texts; Philo of Alexandria’s re-reading of Genesis in light of Greek philosophy; writings from the New Testament indebted to Genesis, particularly the Gospel of John and Paul’s Letter to the Romans; the “reversal” of Genesis’s creation story found in the Gnostic Christian writing Apocryphon of John; the allegorical and typological appropriation of Genesis by the brilliant early Christian exegete Origen of Alexandria; the understandings of Genesis in ancient rabbinic Judaism; Genesis in the writings of Augustine, arguably the greatest Christian theologian of all time, on Genesis; the interpretation of Genesis in the Qur’an and other early Islamic writings; Genesis in medieval Christian thought; the beginnings of the historical-critical approach to Genesis in the seventeenth century with Baruch Spinoza; the role that interpretation of Genesis has played in American political debates from the colonial era until the present; the challenge posed to literal readings of Genesis by Darwin’s Origin of Species; recent readings of Genesis informed by feminism, liberation theology, and environmentalism; creative retellings of Genesis in contemporary literature, art, music, and film.

 

Grading

  • Attendance (20%)
  • Participations (20%)
  • Writing Assignments (20%)
  • Rough Draft of Final Term Paper (20%)
  • Revised Final Term Paper (20%)

 

Texts

  • Ronald Hendel, The Book of Genesis: A Biography.
  • Gerald Graff and Cathy Birkenstein, “They Say / I Say”: The Moves That Matter in Academic Writing.
  • Lynne Truss, Eats, Shoots & Leaves: The Zero Tolerance Approach to Punctuation.
  • Roy Peter Clarke, Writing Tools: 50 Essential Strategies for Every Writer.
  • Robert Alter, Genesis: Translation and Commentary
  • A number of readings will be available as PDFs on the “Files” page of the course website.
  • The New Interpreter’s Study Bible is optional.

CTI 304 • The Bible & Its Interpreters

33730
Meets TTH 200pm-330pm JES A203A
(also listed as R S 315)
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Before there was God, there was Enki; before God tamed the sea, Marduk defeated Tiamat. While much of the Western world has been shaped by the story of creation found in Genesis, what shaped those biblical accounts? The first half of this course focuses on this question, examining other creation accounts found in the ancient Near East, such as Atraḫasīs and the Enūma Eliš, in order to place the biblical stories in their wider cultural setting. In the second half of the course, we analyze various interpretations of creation found in the traditions of the Abrahamic religions: Judaism, Christianity, and Islam. Throughout the entire course, “myth” serves as our guiding concept, as we consider whether the various creation accounts in the ancient Near East properly fit in that category.

 

Texts:

  • Stephanie Dalley, Myths from Mesopotamia: Creation, The Flood, Gilgamesh, and Others (Oxford: Oxford University Press, 1989).
  • Malise Ruthven, Islam: A Very Short Introduction, 2nd edition (Oxford: Oxford University Press, 2012).
  • Robert A. Segal, Myth: A Very Short Introduction (Oxford: Oxford University Press, 2004).
  • Normon Solomon, Judaism: A Very Short Introduction, 2nd edition (Oxford: Oxford University Press, 2014).
  • Linda Woodhead, Christianity: A Very Short Introduction, 2nd edition (Oxford: Oxford University Press, 2014).
  • The Harper Collins Study Bible
  • The Study Quran, Harper Collins
  • Other readings will be posted on Canvas

 

Grading:

  • Class Participation: 15% 
  • Canvas Questions: 20%
  • Creation Story Small Comparisons: 15% (5% each)
  • Creation Story Large Comparison: 20% (10% comparison; 10% analysis)
  • Final Paper: 30% (5% 1st Draft; 5% Peer Review; 20% Final Draft)

CTI 304 • The Bible & Its Interpreters

33735 • Kaplan, Jonathan
Meets MWF 1100am-1200pm GAR 0.128
(also listed as MES 310, R S 315)
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Description

The figure of Moses looms large in biblical tradition, in the religions that revere him (Judaism, Christianity, and Islam), and in Western thought. In this course, we will begin by examining the figure of Moses in the Bible (with a focus on Exodus and Deuteronomy) and the various roles he plays in the biblical tradition including prophet, priest, king, and legislator. We will then turn to examine the reception of Moses in Second Temple Judaism (Philo, Dead Sea Scrolls), Christianity, Rabbinic Judaism, and Islam. The later part of the course will explore the way this variegated tradition has been used to inform Western thought through reading selections from representative works such as Baruch Spinoza’s Theological-Political Treatise and Sigmund Freud’s Moses and Monotheism. We will conclude our study of Moses by examining how Moses has been portrayed in American history and by evaluating the descriptions of Moses in High School Social Studies textbooks.

Texts

• The New Oxford Annotated Bible: New Revised Standard Version with the Apocrypha (Augmented Fourth Edition, 2010). • Gerald Graff and Cathy Birkenstein, “They Say / I Say”: The Moves That Matter in Academic Writing. • Lynne Truss, Eats, Shoots & Leaves: The Zero Tolerance Approach to Punctuation.• Roy Peter Clarke, Writing Tools: 50 Essential Strategies for Every Writer.• Readings from Philo, the Dead Sea Scrolls, Rabbinic Literature, Qur’anic Literature, Baruch Spinoza, and others will be posted on Canvas.

Grading

Attendance (10%)Participation (20%)Five Reading Response Papers (15%)Class Presentation (15%)Rough Draft of Final Term Paper (20%)Revised Final Draft of Final Term Paper (20%)

 


CTI 310 • History Of Religions Of Asia

33740 • Freiberger, Oliver
Meets MWF 900am-1000am UTC 3.122
(also listed as ANS 301R, R S 302)
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Description: 

This course offers a survey of the major religious traditions of Asia (Hinduism, Buddhism in South and East Asia, Confucianism, Daoism, and Shinto). It focuses on the historical development of their beliefs, practices, rituals, and customs in social context. The course will combine lectures with class discussions on readings.

Course materials:

  1. Willard G. Oxtoby, Roy C. Amore, eds. World Religions: Eastern Traditions. 3rd ed. Oxford: Oxford University Press, 2010.
  2. R. K. Narayan, The Mahabharata: A Shortened Modern Prose Version of the Indian Epic. Chicago: The University of Chicago Press, 2000.
  3. Zhuangzi: Basic Writings, translated by Burton Watson. New York: Columbia University Press, 2003.
  4. Readings provided as PDF files on CANVAS

Grading:

  • Attendance/participation: 20%
  • Two quizzes: 20% (10% each)
  • Two short essays: 20% (10% each)
  • Midterm exam: 20%
  • Final exam: 20%

CTI 310 • Intro To The New Testament

33745 • Landau, Brent
Meets TTH 1230pm-200pm GAR 0.102
(also listed as C C 304C, R S 315N)
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This course introduces students to the academic study of the 27 writings that today comprise the Christian New Testament in their first-century historical context. We will begin by considering the distinctive ways in which biblical scholars read and interpret these texts, and also by exploring the political and religious background to the birth of Christianity. We will then address what can be known about the historical individual known as Jesus of Nazareth and examine how the gospels reinterpret his significance for Christians living several decades after Jesus’ death. The next segment of the course introduces students to the letters and thought of the Apostle Paul, a figure as important for the beginnings of Christianity as Jesus (if not more so). The course concludes with a look at the other writings that comprise the NT, including the Book of Revelation, and also reflects on what we know about the process by which the NT became fixed in its canonical form. The primary goal of the course is to develop the skill of reading each of the NT writings as a distinctive, individual text (which may or may not agree with other NT texts).

 

Grading

  • Class attendance and participation: 15%
  • Quizzes: 15% total, 2.5% each
  • Short-response papers: 25% total, 8.33% eachE
  • xams: 45% total, 15% each

 

Text

  • Jewish Annotated New Testament (abbreviated JANT).**Even if you have a Bible, you are required to purchase this one.
  • Optional:Dale Martin, New Testament History and Literature and/or Raymond Brown, Introduction to the New Testament.

CTI 310 • Introduction To Ancient Greece

33755 • Dempsey, Erik
Meets MWF 200pm-300pm WAG 308
(also listed as C C 301)
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This course introduces students to the history, the culture, the religion, and above all the thought of the ancient Greeks. In studying the Greeks, we will have a twofold goal. First, we will try to develop a better understanding of a society which is in some ways very different from our own, but which is very much like it in others, and will exercises an influence over us that is still easy to see. Second, we will engage the Greeks as fellow students of enduring questions that still matter to us today—questions about justice, love, the divine, and the nature of the world. In that way, we will try to learn from them about ourselves.

The material for this course will consist almost entirely of primary sources. We will begin with a unit on Greek history in which we will try to see what was unique about the Greeks, and what they saw as unique about themselves. For that, we will look at selections from Herodotus and Thucydides. We will then study closely some of the chief literary and philosophic works of ancient Greece, including Homer’s Odyssey, Sophocles’ Antigone, and three of Plato’s dialogues: the Apology of Socrates, the Gorgias, and the Symposium.

In addition to the readings, students will be expected to learn the Greek alphabet and some very basic Greek vocabulary based on the readings we do for class.

This will be a small, discussion intensive class. Students will be expected to read carefully for every class meeting so that they can participate actively in discussions.

Texts:

Herodotus and Thucydides, Selections

Homer, Odyssey

Sophocles, Antigone

Plato, Apology of Socrates, Gorgias, and Symposium

Course Requirements:

Two papers (25% each)

Final exam (25%)

Short writing assignments (15%)

Attendance, quizzes, and class participation (10%)

This course carries a Global Cultures flag and fulfills the Visual and Performing Arts requirement.  It also fulfills the Cultural Expression, Human Experience, & Thought Course area requirement.


CTI 310 • Western Civ In Modern Times

33765 • Brower, Benjamin Claude
Meets MWF 300pm-400pm JGB 2.216
(also listed as HIS 309L, HIS 309L, HIS 309L, HIS 309L)
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In this course students will gain an understanding of European history over the last five centuries. We will investigate a range of significant developments in the social, cultural, and economic history of the European continent and beyond.  Lectures and readings will proceed chronologically from the fifteenth century to the twentieth century.  This time frame is marked by Europe’s growing global hegemony, manifest in forces such as colonialism and industrial capitalism, making its history of world historical importance.  The institutions of the modern state appeared at the beginning of our period, and they were accompanied by an uneven process of social and political transformation marked by the “dual revolutions,” the French and Industrial Revolutions at the end of the eighteenth century. The course will look at these processes along with the emergence of a class-based society in the nineteenth century.  We will also investigate intellectual and cultural forces such as modern ideologies of rupture and the trend toward secular thought.  We conclude with the contemporary period, an age marked in Europe by material abundance but plagued by unequal social relations and enduring social discontent.

Texts:

Joshua Cole and Carol Symes, Western Civilizations: Their History & Their Culture, Vol. 2, 18th ed.

Grades:

Midterm                      30%                

Final Exam                  30%

Writing                        30%

Participation               10%


CTI 310 • Intro To Philos Of Religion

33770 • Phillips, Stephen
Meets MWF 200pm-300pm WAG 302
(also listed as PHL 305, R S 305)
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An examination of principal issues in contemporary philosophy of religion with special attention to religious pluralism. The views and arguments of Western theologians and philosophers will be taken up along with claims and concepts growing out of Eastern religions (Buddhism and Hinduism, in particular). Special topics include different views of the nature of a Divine Reality, arguments of rational theology, mysticism, and the theological problem of evil.


CTI 320 • Classical Quest For Justice

33775 • Stauffer, Devin
Meets TTH 1230pm-200pm UTC 3.134
(also listed as GOV 351C)
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GOV 351C (and CTI 320)

 

The Classical Quest for Justice

 

Devin Stauffer

 

 

Course Description 

 

What is justice?  What are its demands as a virtue of individuals?  What is its status as a guiding principle of domestic politics and as a restraint in times of war?  What are the strengths and weaknesses of different kinds of political orders in their quest for justice?  What is the relationship between political life and philosophic reflection?  In this course we will consider these fundamental and enduring questions of political philosophy primarily through a careful study of two of the masterpieces of classical antiquity:  Plato’s Republic and Thucydides’ The Peloponnesian War.  We will preface our study of these two great texts with a look at another work, Plato’s Apology of Socrates; but our focus will be on reading and discussing the Republic and The Peloponnesian War.  These works will be approached, not just as crucial documents for our understanding of a distant age, but as works that still speak directly and profoundly to permanent questions of moral and political life.   

 

Prerequisite

 

Completion of at least thirty semester hours of coursework.

 

Texts 

 

Plato and Aristophanes, Four Texts on Socrates, trans. by T. West and G. West (Cornell) 

Plato, The Republic of Plato, trans. by Allan Bloom (Basic Books)

Thucydides, The Landmark Thucydides, ed. By Robert Strassler (The Free Press) 

 

Requirements and Grading 

 

Paper: 20%  

First exam: 25%

Second exam: 25% 

Attendance: 10% 

Participation: 10%

Quizzes: 10%

 

(Note:  These percentages are approximate, and the paper may be made optional.)


CTI 321 • Theor Foundtns Modern Politics

33781 • Dempsey, Erik
Meets MWF 100pm-200pm WAG 201
(also listed as GOV 351D)
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Theoretical Foundations of Modern Politics

 

This class explores the philosophic basis of modern politics. We will look at how modern political philosophy broke with both classical and traditional Christian thought, in the new understanding of human nature that it proposed and the new approach to politics that it defended on that basis.

 

Our focus for the first part of the class will be on the works of Niccolo Machiavelli. We will read The Prince and a substantial part of the Discourses on Livy, and will use selected passages from ancient political philosophers and from the Christian tradition, including readings from the Bible, as points of comparison.

 

In the second part of the course, we will look at some of Machiavelli’s heirs and how they appropriated and modified his thought, eventually laying the foundations of liberal democracy. Our readings will include Thomas Hobbes and John Locke. We will end by looking briefly at one of the great critics of modern political life, Friederich Nietzsche.

 

Texts:

  • Niccolo Machiavelli, The Prince and Discourse on Livy (Mansfield translation)
  • Thomas Hobbes, Leviathan
  • John Locke, Second Treatise of Government
  • Friederich Nietzsche, Thus Spoke Zarathustra

 

Course Requirements:

  • Short paper (25%)
  • Midterm Exam (25%)
  • Final Exam (35%)
  • Attendance and Frequent Quizzes (15%)

 


CTI 335 • Hegel: Formatn Mod Eur Iden

33790 • Gregg, Benjamin
Meets MW 400pm-530pm GAR 3.116
(also listed as EUS 348, GOV 335M)
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POLITICS AND SOCIETY IN HEGEL

A core element of European identity is the notion of freedom in two forms that developed in the modern era: freedom as (a) the individual’s self-determination within his or her private sphere and personal life and (b) the community’s self-determination as a public achievement of private citizens come together to deliberate and decide matters of the res publica. In theory and history, the realization of such freedom has always been fraught with difficulty. Hegel’s Philosophy of Right offers one of the most compelling diagnoses of the ills of modern Western political community with respect to these two freedoms. It also develops some of the most influential standards by which to judge the civil society that undergirds modern European political community and its claims to provide these two freedoms.

Required Texts

G.W.F. Hegel, Philosophy of Right, trans. T.M. Knox (Oxford: Oxford University Press, 1967; ISBN 978-0195002768) ▪ Or in the original language: Grundlinien der Philosophie des Rechts oder Naturrecht und Staatswissenschaft im Grundrisse (Frankfurt: Suhrkamp, 1986)

Axel Honneth, The Pathologies of Individual Freedom: Hegel’s Social Theory (Princeton: Princeton University Press, 2010) ▪ Or in the original language: Leiden an Unbestimmtheit. Eine Reaktualisierung der Hegelschen Rechtsphilosophie (Ditzingen: Reclam, 2001) 

Evaluation  ▪  The final grade is the average of three essays, each four to five pages. To pass the course, one must submit all essays, each on time. A student may write an optional fourth essay; course grade is then the average of the three highest essay grades.

In-Class Participation: Student-led Class Discussions

  1. The several students assigned to one of four class discussions (on September 28, October 17, November 14, and December 05) are collectively in charge of that day’s discussion as the “agenda-makers” for that session. By 6 pm the day before the discussion, every student shall submit, as a post to our seminar’s Canvas site, a brief, critical, thoughtful, textually based analysis of (or questions about) the text in the unit assigned, citing the text with page numbers.
  1. Each discussion session the several agenda-makers will prepare their agenda by selecting and editing, from all class submissions, a brief list of points and questions to direct our discussion that day. The agenda-makers will post the agenda (as a thread to that day’s forum) to Canvas by 11 pm the night before the discussion session. For that discussion, the agenda-makers will bring to class hardcopy for each student. On the basis of that agenda, the agenda-makers will design and lead class discussion in all of its aspects. The instructor will observe but only speak in response to direct questions from students about the text.
  2. On submissions: Always cite and quote one or more passages from the texts, and include the page numbers of material cited. Keep comments brief, and never longer than a paragraph. Always compare the two readings one with the other. Students may critically analyze the readings for the day; bring up something in the texts you found interesting or suggestive that the class should discuss; or ask questions of the assigned readings. Agenda-makers must also submit a post.
  3. Agenda-making directions: In the agenda (a) identify the author of each submission used; (b) capture some of the diversity in perspective within each group of submissions; (c) construct the agenda in ways that encourage student-to-student dialog; (d) an agenda need not resemble previous agendas; be creative; (e) a useful agenda may be larger than the time available to us in seminar: it allows us in seminar to choose from among points (so have no regrets if we do not “complete” the day’s agenda). Include textual cites and page numbers. Power point presentations encouraged but not required.
  4. Agenda content: The agenda need not be comprehensive. Keep in mind that we have limited time to discuss the agenda, so the key is focus. For example, identify overlaps among the submissions, or questions that come up repeatedly. The goal is to facilitate a thoughtful, textually informed discussion among students. Agenda-makers might want to organize the agenda around a small number of questions they think are particularly important to our analysis of the readings. 

Essays  ▪  For each of the essays, the instructor will provide a list of topics from which students may choose (students may also develop their own topic). Students may modify the topic chosen in ways that suit the logic of the essay’s argument. Each essay should develop original insights about Hegel (and later, Honneth), in the student’s own and unique voice. Avoid glosses of our authors. Please (a) formulate a clear thesis and state it within the first paragraph of your essay, (b) then defend that thesis with clear, rationally plausible, discursive arguments and support both your thesis and your arguments through close textual analyses of our assigned readings while (c) drawing on one or more carefully chosen concrete examples. (d) Consider the text on its own terms, before submitting it to your careful and thoughtful critique. This entails “reconstructing” the part or parts of the text you draw upon. (e) Define all key terms. State explicitly your interpretation of those of Hegel’s concepts that you use; never assume that your reader understands either the concept or your particular interpretation of it. (f) Write as concisely and clearly as possible. Avoid convoluted sentences and overuse of adjectives. Avoid run-on paragraphs. Be very thoughtful about appropriate word-choice. (g) Provide complete page references for all textual cites. 

SCHEDULE OF READINGS AND TOPICS FOR EACH SESSION

August 24Confidence-building exercise (required but not graded) toward reducing possible anxieties about writing essays for this course: in place of class today, students should spend no more than 90 minutes (equal to today’s class time) writing no more than one page, typed, double-spaced, font size 12, font Times Roman, on the following topic (in anticipation of our seminar’s focus on political freedom): “What social and political institutions and conventions provide you with political freedom, and which institutions hinder or deny your freedom?” Submit via Canvas upload by August 28, 5 pm. I will return essays, with constructive feedback and suggestions, via Canvas on August 29.

INTRODUCTION

August 29 ▪ Introduction to Hegel’s system of political and moral philosophy: § 33 

August 31 ▪ Freedom of the will, §§ 15-21

September 07 ▪ Freedom of the will, cont., §§ 22-29

PART 1. ABSTRACT RIGHT

September 12 ▪ The individual as an abstract will, §§ 34-40 

September 14 ▪ Property as the external sphere of free will, §§ 41-49

September 19 ▪ Property as the external sphere of free will, cont., §§ 50-58

September 21 ▪ Alienation of property, §§ 65-71

September 26 ▪ Contract, §§ 72-80

September 28 ▪ Student-led discussion of Abstract Right (§§ 34-80)

PART 2. MORALITY

October 03 ▪ Transition from Right to Morality, § 104; The moral will, §§ 105-114

October 05 ▪ Purpose and responsibility, §§ 115-118

October 10 ▪ Intention and welfare, §§ 119-128

October 12 ▪ The good and the conscience, §§ 129-136

October 17 ▪ Student-led discussion of Morality (§§ 104-136)

PART 3. ETHICAL LIFE

October 19 ▪ Transition from Morality to Ethical Life, § 141

► Sunday, October 23: First essay due by 6 pm via Canvas upload

October 24 ▪ Ethical life as the idea of freedom, §§ 142-157 

October 26 ▪ The family; relationship between the sexes, §§ 158-167

October 31 ▪ Civil society, §§ 182-188

November 02 ▪ The system of needs, §§ 189-195

November 07 ▪ Nature of labor, §§ 196-208

November 09 ▪ Differing interests of producers and consumers, § 236; the state, §§ 257-259

November 14 ▪ Student-led discussion of Ethical Life  (§§ 141-259)

PART 4. Critique and Reconstruction of Hegel’s Project:

Pathologies of Individual Freedom

November 16 ▪ Intersubjective conditions of autonomy, Honneth pp. 1-9

► Sunday, November 20: Second essay due by 6 pm via Canvas upload

November 21 ▪ Necessary spheres of self-realization, pp. 10-18

November 23 ▪ Necessary spheres of self-realization, cont., pp. 18-24; self-realization with institutions of modern life: persons as legal subjects in a moral order, pp. 25-28

November 28 ▪ Pathologies of individual freedom, pp. 28-42;

November 30 ▪ the therapeutic significance of ethical life, pp. 42-47; conditions of ethical life, pp. 48-57; self-realization and recognition, cont., pp. 58-63

December 05 ▪ Student-led discussion of Honneth’s critique of Hegel (pp. 1-63)

► Sunday, December 11: Third essay due by 6 pm via Canvas upload

► Friday, December 16: Optional fourth essay due by 6 pm via Canvas upload (see instructor for optional essay prompts)

Recommended reference works on Hegel’s philosophy in general

Baur, Michael (ed.). 2014. G.W.F. Hegel: Key Concepts. Abingdon: Routledge.

Beiser, Frederick. 2008. The Cambridge Companion to Hegel & Nineteenth Century Philosophy. Cambridge: Cambridge University Press.

Burbidge, John. 2013. Historical Dictionary of Hegelian Philosophy, second edition, Lanham, Maryland: Scarecrow Press.

Houlgate, Stephen. 2005. Introduction to Hegel: Freedom, Truth and History, Oxford: Blackwell.

Houlgate, Stephen and Michael Baur, eds. 2011. A Companion to Hegel, Oxford: Blackwell.

Taylor, Charles. 1975. Hegel, Cambridge: Cambridge University Press.

Recommended secondary works on Hegel’s political thought in particular

Avineri, Shlomo. 1972. Hegel’s Theory of the Modern State. Cambridge: Cambridge University Press.

Franco, Paul. 1999. Hegel’s Philosophy of Freedom. New Haven: Yale University Press.

Moyar, Dean. 2011. Hegel’s Conscience. Oxford: Oxford University Press.

Neuhouser, Frederick. 2000. Foundations of Hegel’s Social Theory: Actualizing Freedom. Cambridge: Harvard University Press.

Pelczynski, Z.A., ed. 1984. The State and Civil Society: Studies in Hegel’s Political Philosophy. Cambridge: Cambridge University Press.

Pippin, Robert. 2008. Hegel’s Practical Philosophy: Rational Agency as Ethical Life. Cambridge: Cambridge University Press.

Tunick, Mark, 1992. Hegel’s Political Philosophy. Princeton University Press.

Williams, Robert. 1997. Hegel’s Ethics of Recognition, Berkeley: University of California Press.

Wood, Allen. 1990. Hegel’s Ethical Thought. Cambridge: Cambridge University Press.

Yeomans, Christopher. 2012. Freedom and Reflection: Hegel and the Logic of Agency. New York: Oxford University Press.


CTI 335 • Women In Hist Of Polit Thought

33795 • Stauffer, Dana
Meets MWF 100pm-200pm UTC 3.122
(also listed as GOV 335M, WGS 345)
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Course Description: Women in the History of Political Thought

 

This course will examine the themes of women, the family, and the private sphere in the history of political theory. We will analyze and interpret works of political theory in which women have a central role, and we will seek to understand the relationship between political thinkers’ views about women and the family and their larger political theories. We will begin in classical Greece with political theory and drama. Then we will move through history, considering the critiques of paternalism launched by Hobbes and Locke and the portrait of the ideal woman advanced by Rousseau in Book V of the Emile. In the second half of the course, we will consider the development of early feminism in the writings of Mary Wollstonecraft, Henrik Ibsen, John Stuart Mill, and Simone de Beauvoir. Some of the questions we will pursue are the following: What does justice demand in the realm of the relations between the sexes, and what kinds of social and political arrangements are best for women? How do our answers to these questions intersect with broader questions about human nature, identity, political community, and justice?

  Required Texts

 

A Course Reader

 

De Beauvoir, Simone. The Second Sex. (Vintage)

 

Euripides II. (Complete Greek Tragedies, Chicago)

 

Gilman, Charlotte Perkins. Herland. (Penguin Classics)

 

Ibsen, Henrik. A Doll’s House and Other Plays. (Penguin Classics)

 

Mill, John Stuart. The Subjection of Women. Edited by Susan M. Okin (Hackett)

 

Rousseau, Jean-Jacques. Emile, or On Education. Translated by Allan Bloom. (Basic Books)

 

Wollstonecraft, Mary. A Vindication of the Rights of Women. (Prometheus)

 

Course Requirements and Grading

 

First Exam: 30%

Second Exam: 30%

Paper: 30%

Class Participation (including pop quizzes): 10%


CTI 345 • Dante

33800 • Raffa, Guy P
Meets TTH 1100am-1230pm CLA 0.122
(also listed as E 366D, EUS 347, ITC 349)
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Dante: Fall 2016

ITC 349, same as E 366D, crosslisted with EUS 347 and CTI 345

Professor Guy Raffa, Dept. of French and Italian

E-mail: guyr@utexas.edu; Home Page: http://guyraffa.la.utexas.edu

The Divine Comedy offers a remarkable panorama of the late Middle Ages through one man's poetic vision of the afterlife. However, we continue to read and study the poem not only to learn about the thought and culture of medieval and early modern Europe but also because many of the issues confronting Dante and his age are no less important to individuals and societies today. Personal and civic responsibilities, governmental accountability, church-state relations, economics and social justice, Dante's influence on artists and other writers, benefits and limitations of interdisciplinarity—these are some of the themes that will frame our discussion of the Divine Comedy. Although you will read the poem in English, a bilingual edition will enable you to study and learn famous lines in the original Italian. The course is taught in English and contains flags for Writing and Global Cultures.

Danteworlds (http://danteworlds.laits.utexas.edu/): In addition to detailed entries, audio recordings, and study questions, this Web site contains hundreds of images from works by Sandro Botticelli, an anonymous 16th-century artist, John Flaxman, William Blake, Gustave Dorè, and Suloni Robertson.

Through close reading, class discussion, and the use of Danteworlds, you are expected to identify and explain the significance of major characters, references, and ideas in Dante's Divine Comedy (Inferno, Purgatory, and Paradise) and Vita Nuova. You will be tested on this ability in responses to study questions (a low-stakes writing assignment) and two in-class exams. An essay, which you will rewrite based on my feedback, will assess your ability to support an interpretation of a specific aspect of Dante's poetry with detailed textual analysis and scholarly research. A peer-editing activity will help you to revise and edit your own work. I expect you to have read the assigned cantos and reviewed the corresponding material in Danteworlds (including the study questions) before class.

Required Texts: (you must use the editions of these texts ordered for the class)

            Inferno, Purgatorio and Paradiso (Trans. Allen Mandelbaum)

            Vita Nuova (Trans. Barbara Reynolds)

Recommended Text: The Complete Danteworlds: A Reader's Guide to the "Divine Comedy" (Raffa)

Canvas: We will use the CANVAS learning management system to organize and provide course content on-line. When you log in to Canvas (http://canvas.utexas.edu/) and select the course, you will have access to the syllabus, assignments, lecture presentations (pdf), grades, and a discussion forum (for posting responses to study questions). You will be required to submit most assignments on-line using Canvas.

Assignments and Computation of Grade:

10%: 1500-word essay on the Inferno (credit for successful completion)

25%: Major rewrite of this essay incorporating scholarly research (graded)

5%:   Annotated bibliography of research sources (credit for successful completion)

5%:   Peer-review (credit for successful completion)

10%: Responses to study questions in Canvas Discussion Forum (credit for successful completion)

30%: Two in-class examinations  (graded: 15% each)

15%: Classwork and participation

 


CTI 345 • Love In The East And West

33810 • Okur, Jeannette
Meets MWF 100pm-200pm MEZ 1.212
(also listed as C L 323, ISL 373, MEL 321, MES 342)
show description

Study of masterpieces of world literature; of different literary genres; of the relationship between literature and other disciplines, such as psychology, philosophy, and film; and of special topics of a comparative nature.

Only one of the following may be counted: Comparative Literature 323 (Topic: Love in the East and West), Comparative Literature 323 (Topic 36), Core Texts and Ideas 345 (Topic: Love in the East and West), Core Texts and Ideas 345 (Topic 10), Middle Eastern Languages and Cultures 321 (Topic: Love in the East and West), Middle Eastern Languages and Cultures 321 (Topic 25), Middle Eastern Studies 321K (Topic: Love in the East and West), Middle Eastern Studies 342 (Topic 33), Turkish 372 (Topic: Love in the East and West).

Prerequisite: Varies with the topic. Additional prerequisite: Upper-division standing.

May be counted toward the writing flag requirement. May be counted toward the global cultures flag requirement.

Course number may be repeated for credit when the topics vary.

Same As  MEL 321 topic 25, ISL 373, MES 342 topic 33, CTI 345 topic 10


CTI 350 • Masterworks Of World Drama

33815 • Lang, Elon
Meets MWF 1000am-1100am MEZ 1.212
show description

Course Description and Objectives:

In our media-saturated culture, we encounter drama everyday on the various screens we watch as we live our modern lives. Although these shows and films may seem far removed from the theatrical stage, when we watch these dramas we are participating in a phenomenon that has been a principle means by which Western culture has described and perpetuated itself for over 2,500 years.

 

In this course we will focus our investigation of drama upon a perennial subject of the dramatic arts: the nature and pursuit of justice. We will seek to examine how different playwrights from different eras of Western literature have balanced elements like mercy, vengeance, fairness, due process, authority, altruism, noble character, prejudice, public opinion, and public service in their definitions of justice. Students will consider whether the dramas in selected ancient, Renaissance, and modern plays present idealistic, realistic, or polemical portrayals of how “justice is served.” We will discuss whether these dramas critique or celebrate the courts and other means society uses to define justice, to defend it, and to enforce laws and codes of conduct. We will bookend the semester by examining the way justice is portrayed being served by the American criminal justice system in contemporary pop-culture dramas (e.g. Law and Order) and the way drama instruction is used in some American prisons to facilitate rehabilitation among inmates.

 

Since no single course can exhaustively cover the subject of “dramatic masterworks in the Western tradition,” we will emphasize two major goals: (1) to develop critical and analytical skills that can be applied to all forms of literary art, (2) to broaden an understanding of drama’s civic value that can be gained from teaching and studying the classics or using drama as a pedagogical tool. To this end, course requirements will include close reading and in-class discussion of plays, light exploration of philosophies of justice, attendance at one assigned evening performance of a Shakespeare play presented by Actors from the London Stage, informal acting, written analysis, and (particularly for UTEACH student) the option to develop your own lesson plans.

 

Possible readings and video studies will include selections from:

  • Aeschylus, The Oresteia
  • Aristotle, Poetics and Nichomachean Ethics
  • Sophocles, Oedipus the King
  • Euripedes, Herakles
  • The York Mystery Plays
  • Shakespeare, Julius Caesar, Midsummer Night’s Dream, Merchant of Venice, The Tempest
  • Henrik Ibsen, Pillars of the Community
  • Arthur Miller, The Crucible
  • Reginald Rose, Twelve Angry Men
  • David Mamet, Oleanna
  • Law and Order
  • Shakespeare Behind Bars

 

 Course Requirements and Evaluation: 

Participation, Preparation, Punctuality: 10 pts. 

  • Regular class attendance and adherence to the policy in the syllabus, careful preparation of the readings, timely submission of all written work, and active participation in class discussions and activities.

Written Assignments: 50 pts.

  • Four essays of various lengths will be assigned totaling 15-20 pages, the second and fourth of these will be revised, expanded, and resubmitted after receiving feedback from both peers and the instructor.

Dramatic Reading: 10 pts.

  • In small groups, students will meet with the instructor to select a section of dialogue from a text being covered during their assigned week. Each group will practice their dialogue outside class and present it dramatically in an out-of-class meeting with the instructor.

Exams: 30 pts. (15 pts. midterm, 15 pts. final)

  • The primary focus of both exams will be to assess students’ intellectual engagement with the texts (i.e. understanding of key concepts, synthesis of ideas based upon close reading of the text, etc.). Exams will also assess thoroughness of reading, retention of reading, and engagement with lecture content and class discussions.

 

Your total score for the class will then be calculated as a percentage of 100 points possible, and placed on a standard letter grading scale: A=93+, A-=90-92, B+=87-89, B=83-86, B-=80-82, C+=77-79, C=73-76, C-70-72, D+=67-69, D=63-66, D-=60-62, F=59 points or fewer.


CTI 350 • Masterworks Of World Drama

33820 • Lang, Elon
Meets MWF 1100am-1200pm MEZ 1.212
show description

Course Description and Objectives:

In our media-saturated culture, we encounter drama everyday on the various screens we watch as we live our modern lives. Although these shows and films may seem far removed from the theatrical stage, when we watch these dramas we are participating in a phenomenon that has been a principle means by which Western culture has described and perpetuated itself for over 2,500 years.

 

In this course we will focus our investigation of drama upon a perennial subject of the dramatic arts: the nature and pursuit of justice. We will seek to examine how different playwrights from different eras of Western literature have balanced elements like mercy, vengeance, fairness, due process, authority, altruism, noble character, prejudice, public opinion, and public service in their definitions of justice. Students will consider whether the dramas in selected ancient, Renaissance, and modern plays present idealistic, realistic, or polemical portrayals of how “justice is served.” We will discuss whether these dramas critique or celebrate the courts and other means society uses to define justice, to defend it, and to enforce laws and codes of conduct. We will bookend the semester by examining the way justice is portrayed being served by the American criminal justice system in contemporary pop-culture dramas (e.g. Law and Order) and the way drama instruction is used in some American prisons to facilitate rehabilitation among inmates.

 

Since no single course can exhaustively cover the subject of “dramatic masterworks in the Western tradition,” we will emphasize two major goals: (1) to develop critical and analytical skills that can be applied to all forms of literary art, (2) to broaden an understanding of drama’s civic value that can be gained from teaching and studying the classics or using drama as a pedagogical tool. To this end, course requirements will include close reading and in-class discussion of plays, light exploration of philosophies of justice, attendance at one assigned evening performance of a Shakespeare play presented by Actors from the London Stage, informal acting, written analysis, and (particularly for UTEACH student) the option to develop your own lesson plans.

 

Possible readings and video studies will include selections from:

  • Aeschylus, The Oresteia
  • Aristotle, Poetics and Nichomachean Ethics
  • Sophocles, Oedipus the King
  • Euripedes, Herakles
  • The York Mystery Plays
  • Shakespeare, Julius Caesar, Midsummer Night’s Dream, Merchant of Venice, The Tempest
  • Henrik Ibsen, Pillars of the Community
  • Arthur Miller, The Crucible
  • Reginald Rose, Twelve Angry Men
  • David Mamet, Oleanna
  • Law and Order
  • Shakespeare Behind Bars

 

 Course Requirements and Evaluation: 

Participation, Preparation, Punctuality: 10 pts. 

  • Regular class attendance and adherence to the policy in the syllabus, careful preparation of the readings, timely submission of all written work, and active participation in class discussions and activities.

Written Assignments: 50 pts.

  • Four essays of various lengths will be assigned totaling 15-20 pages, the second and fourth of these will be revised, expanded, and resubmitted after receiving feedback from both peers and the instructor.

Dramatic Reading: 10 pts.

  • In small groups, students will meet with the instructor to select a section of dialogue from a text being covered during their assigned week. Each group will practice their dialogue outside class and present it dramatically in an out-of-class meeting with the instructor.

Exams: 30 pts. (15 pts. midterm, 15 pts. final)

  • The primary focus of both exams will be to assess students’ intellectual engagement with the texts (i.e. understanding of key concepts, synthesis of ideas based upon close reading of the text, etc.). Exams will also assess thoroughness of reading, retention of reading, and engagement with lecture content and class discussions.

 

Your total score for the class will then be calculated as a percentage of 100 points possible, and placed on a standard letter grading scale: A=93+, A-=90-92, B+=87-89, B=83-86, B-=80-82, C+=77-79, C=73-76, C-70-72, D+=67-69, D=63-66, D-=60-62, F=59 points or fewer.


CTI 375 • Archaic/Classical Greece

33826-33829 • Palaima, Thomas G
Meets MW 1000am-1100am WAG 214
(also listed as AHC 325, HIS 354E)
show description

Studying ancient Greek history gives us the chance to view in microcosm all the variablesthat affect the course of history at other times in other places. We can see human beings and human societies at their best and worst, understand how power works in human societies, weigh decisions and outcomes and how they are made, observe different kinds of political and economic systems, and consider how cultural values are shaped and what influence they have on what human beings do. We shall study the origins of democracy and de-mystify what ancient democracy was. The history of Greece is also a history of warfare and competition. This course surveys Greek history from the palatial period of the late Bronze Age through the ‘Dark Ages’ and the 'polis' period to the rise of Macedonia.

We shall first look at the geography of Greece and how that affects cultural developments. We always want to ask, “What was it like to be alive in these times and places? How did these historical actors (named and anonymous) live within their world?”

We shall also puzzle over how to interpret the often very uneven and very peculiar evidence for the social, political and economic systems that develop in different districts of Greece in 'prehistoric' and historical times.

Throughout we shall be making use of Herodotus, the father of history, and Thucydides, the father of scientific history, as (1)  cultural texts and documents; (2) as insights into the behaviors of human beings and societies in times of crisis and stress; and (3) as inventors of the discipline of history and experimenters with how it is best practiced. We shall also read excerpts from authors like Homer and Hesiod (epic poetry of two different kinds), Solon, Tyrtaeus, Callinus and Archilochus (social song poets), Plutarch (ancient biography), and Greek tragedians.


CTI 375 • Enlightenment & Revolution

33830 • Vaughn, James M.
Meets T 500pm-800pm GAR 2.128
(also listed as EUS 346, HIS 350L)
show description

This seminar course examines the relationship between the intellectual project of the Enlightenment and the political and social transformations that unfolded in western Europe and North America from the beginnings of the Dutch Revolt in the 1560s to the decade following the Paris Commune of 1871.  What was the connection between intellectual enlightenment and social-political revolution in the West?  The central theme of the course is the contemporary intellectual comprehension of far-reaching social, political, and economic change.  The seminar sessions involve close readings and extensive discussions of the writings of major European intellectuals who sought to understand, analyze, and criticize the upheavals and transformations taking place around them.  Authors read and discussed include Hugo Grotius, René Descartes, Thomas Hobbes, John Locke, Bernard Mandeville, Jean-Jacques Rousseau, Adam Smith, Immanuel Kant, Benjamin Constant, G. W. F. Hegel, John Stuart Mill, and Karl Marx.

Texts:

René Descartes, Discourse on Method and Meditations on First Philosophy (Hackett, 2011).

John Locke, Political Writings (Hackett, 2003).

Bernard Mandeville, The Fable of the Bees and Other Writings (Hackett, 1997).

Jean-Jacques Rousseau, The Basic Political Writings (Hackett, 1987).

Adam Smith, An Inquiry into the Nature and Causes of the Wealth of Nations (Univ. Chicago Press, 1977).

Immanuel Kant, Perpetual Peace and Other Essays (Hackett, 1983).

Benjamin Constant, Political Writings (Cambridge Univ. Press, 1988).

G. W. F. Hegel, Introduction to the Philosophy of History (Hackett, 1988).

Robert C. Tucker, ed., The Marx-Engels Reader (W. W. Norton, 1978).

Grading:

1. Class attendance and participation – 30% of final grade.

2. Weekly reading responses – 20% of final grade.

3. Mid-term analytical essay – 20% of final grade.

4. Final analytical essay – 30% of final grade.


CTI 375 • Hist Of Rome: The Republic

33835-33850 • Riggsby, Andrew M
Meets MW 900am-1000am MEZ B0.306
(also listed as AHC 325, HIS 321M)
show description

Covers the period from Rome's foundation through Caesar's murder in 44 B.C.  The emphasis placed on the last two centuries of the Republic when problems accumulated and solutions did not.  All the factors contributing to the Republic's fall will discussed:  political, military, social, economic, religious, etc..

This course carries the Global Cultures flag and fulfills the Cultural Expression, Human Experience, & Thought Course area requirement.


CTI 375 • Italian Masterpieces

33853 • Bini, Daniela
Meets TTH 200pm-330pm HRH 2.112
(also listed as EUS 347, ITC 349)
show description

CTI ITC 349/CTI 375           Italian Masterpieces

 

From the spectacular painting, sculpture and architecture of the Renaissance to the films of  Fellini and the Neorealists, in narrative, theater, music the visual arts, Italy has given the world an unparalleled abundance of masterpieces in all the arts. The course will examine some of them in details. Michelangelo’s Sistine Chapel, Caravaggio’s provocative religious paintings, Renato Guttuso’s scenes of Sicily, Lorenzo Bernini’s “Apollo and Daphne” and “The Ecstasy of Saint Theresa,” are only a few of the visual treasures we will study. We will sample the greatest Italian poetry of Giacomo Leopardi’s and Nobel Laureate Eugenio Montale; narrative with novels by Italo Svevo and Italo Calvino; and theater with plays of Luigi Pirandello (another Nobel prize winner who revolutionized the theater in the 20th century). Since the most popular art form in the 19th century Italy was opera, we shall study selected  masterpieces by Italy’s two most renowned opera composers: Giuseppe Verdi and Giacomo Puccini. The course will conclude with the films La dolce vita and 8 and a half by Federico Fellini. The aim of the course is not only to familiarize students with the richness of Italian culture, but also to inspire them to continue exploring it.

 

Grade Computation: Two exams 60%; One Oral Presentation 10; One Research Paper 20%; Class Participation 10%

 

Texts:

Giacomo Leopardi: Poems - on Canvas

Eugenio Montale: Poems - on Canvas

Italo Svevo: Zeno’s Conscience

Italo Calvino: Palomar

Luigi Pirandello: It is so (if you think so), Six Characters in Search of an Author

Libretti of operas on line

Works of art on Canvas (in Power Point) and some critical essays on Canvas


CTI 375 • Machiavelli-Honors

33855 • Frazier, Alison K.
Meets TTH 930am-1100am GAR 0.132
(also listed as AHC 330, EUS 346, HIS 350L, LAH 350, R S 357)
show description

This upper-division research seminar takes students through Niccolò Machiavelli’s chief writings. We consider the local, regional, Mediterranean, European, and global aspects of his work. Through class discussion and short written assignments (20%), students will identify a research topic in consultation with the professor.

There are no prerequisites but His 343g “Italian Renaissance” (offered Spr 2016) is strongly recommended.

Texts:

Readings will include:

Machiavelli: The Prince; The Discourses; The Art of War; Mandragola; Clizia; The Florentine Histories; selected letters and short writings (buy the required translations)

Black: Machiavelli (the best recent biography)

Najemy, ed.: Cambridge Companion to Machiavelli

Course packet of scholarly articles

Grading:

Each student will write a historiography essay (15%); draft a prospectus (20%); and complete a major research paper (30%). Students will give two oral presentations, one at the prospectus stage (5%), and one upon completion of the research paper (10%).


CTI 375 • Islamic Theology

33860 • Azam, Hina
Meets TTH 1230pm-200pm MEZ 1.120
(also listed as ISL 340, MEL 321, MES 342, R S 358)
show description

Islamic Theology may be understood as that branch of knowledge that comprises the way that Muslims have conceived the natures of God, humanity and the natural world, as well as the relationships between these three.  Muslim contemplation of these subjects has given rise to a number of debates and doctrines.  Some of these have had to do with issues such as the relationship between human will and the divine will, or the origins of sinfulness.  Other disputes have had to do with the nature of governance and the role of the ruler in effecting salvation.  Yet another area of questioning has had to do with the limits of rational knowledge and possibility of meta-cognitive experience of God.  These three classical areas of inquiry – that is, political theory, systematic theology (dogmatics) and mystical theology (sufi theosophy) – will form the main areas of focus in this upper division course.