Last Updated Wednesday 13 January 2016

Political Theory | Political Philosophy

POLS 4600 PHIL 4600

Dr. Ben Almassi Tuesdays 4:30-7:20pm

balmassi@govst.edu Classroom E2569
Office Hours in C3375: Spring 2016
Tuesdays & Thursdays 12:20-1:50, 3:20-4:20, and by appointment 3.00 credits

Texts
Andrea Veltman, Social and Political Philosophy (Oxford UP 2008); all additional readings posted on Blackboard.

POLS 4600 Description

Examines theories and approaches of political and justice studies, including competing theories of justice, theories
of the state, class, race, and gender conflict, and general issues of distribution in society.

PHIL 4600 Description

Explores and evaluates major classic and contemporary political theories of justice, equality, liberty, government
authority, punishment, and human rights. These theories include contract theory, liberalism, communitarianism,
post-colonialism and cosmopolitanism, applied to issues including war, peace, civil rights, labor, trade education,
incarceration, and immigration.

Rationale
This is a core course in the Political Science program and an elective in the Philosophy program that explores the
political foundations necessary to understand and explain social phenomena residing at the nexus of political and
social justice. Students analyze social phenomena through these theories, and apply this knowledge through active
discussions and assignments informed by readings. Our goal is to use theories to explain social phenomena and use
this knowledge to create social justice in our communities and politics. The skills that students learn, practice, and
develop in the course are increasingly necessary requisite skills in the careers that require graduate degrees.

Prerequisites: 6.00 credit hours of philosophy (PHIL) or political science (POLS) courses
Restrictions: All students must meet the prerequisite requirements or receive an exemption from the instructor.

Audience
This is a core course for students pursuing a major in Political Science and a selective course for students pursuing a
minor in Philosophy. It might also interest students in Media Studies, Communications, Anthropology & Sociology,
Criminal Justice, or other disciplines where insight into the theories and processes of social justice can be beneficial
to educational and social goals.

Course Outcomes
Upon course completion, students should be able to:
1. Articulate, connect, and evaluate basic political-philosophical theoretical models that shape how we understand
social, political, and justice-based phenomena.
2. Communicate effectively, appropriately, and accurately an understanding of historical and contemporary political-
philosophical theories as explored within the context of the course.
3. Expand technological skills by using technology such as WebCT to communicate effectively, appropriately, and
accurately coursework from start to finish.
4. Sharpen writing, editing, computer and oral presentation skills through writing assignments and class discussions.

Program Outcomes
The POLS program has set four student outcomes to accomplish these program goals:
1. Conceptual knowledge of the basic theories, historical and contemporary research, and new theoretical approaches
in the fields of political and justice studies.
2. Knowledge of structures and processes, which are the applications of the theories to the real world of politics,
society, and economics;
3. Comparative knowledge of how these theories can be applied and analyzed to different units of analyses as a way
to learn from other applied situations;
4. Methodological skills application, which is necessary both to understand the dynamic and complex research and
for students to develop and conduct their own research.
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V
4600 SPRING 2016 SCHEDULE = as in Veltman anthology; * = as available on Blackboard
Week & Date Topics & Assignments Readings & Authors
Week 1 January 19 Course Introduction * Declaration of Independence required
WR1 * Correspondence of Abigail Adams & John Adams required
* Jacob Levy, ‘Political Theory and Political Philosophy’ recommended
V
Week 2 January 26 Social Contract Thomas Hobbes, Leviathan required
V
WR2 J.J. Rousseau, Discourse on the Origin of Inequality recommended
* Ann Cudd, ‘Contractarianism’ recommended
V
Week 3 February 2 Social Contract John Locke, Second Treatise of Government required
V
WR3 + DF1 John Locke, Letter concerning Toleration recommended
* David Hume, Treatise of Human Nature (Bk.3, Pt.2, 2–4) recommended
V
Week 4 February 9 Social Contract Carole Pateman, The Sexual Contract required
V
WR4 + DF2 Charles Mills, The Racial Contract required
* Patricia Williams, ‘On Being the Object of Property’ recommended
V
Week 5 February 16 Liberalism John Stuart Mill, On Liberty required
V
WR5 + DF3 Harriet Taylor, 'The Enfranchisement of Women' required
* Elizabeth Anderson, ‘J.S. Mill and Experiments in Living’ recommended
Week 6 February 23 Anarchism * Emma Goldman, ‘Anarchism: What It Really Stands For’ required
WR6 + DF4 + SP1 * Emma Goldman, ‘Marriage and Love’ required
V
Susan Okin, Justice, Gender, and the Family recommended
V
Week 7 March 1 Communism Karl Marx, ‘Alienated Labour’ required
V
WR7 + DF5 Karl Marx & Frederick Engels, Communist Manifesto required
* Karl Marx, ‘Afterword to Capital (2nd German ed.)’ recommended
Week 8 March 8 Communism * C.L.R. James, [specific texts to be determined]
WR8 + DF6 * Leon Trotsky, The Revolution Betrayed (excerpts)
* W.E.B. Du Bois, ‘Marxism and the Negro Problem’
V
Week 9 March 22 Justice as Fairness John Rawls, A Theory of Justice required
WR9 + DF7 + SP2 * Martha Nussbaum, ‘Making Philosophy Matter to Politics’ recommended
* George Yancy & Charles Mills, ‘Lost in Rawsland’ recommended
Week 10 March 29 Capabilities Approach * Martha Nussbaum, Frontiers of Justice (excerpts) required
WR10 + DF8 * Martha Nussbaum, ‘Capabilities as Fundamental Entitlements’ recommended
* Amartya Sen, ‘Human Rights and Capabilities’ recommended
V
Week 11 April 5 Multiculturalism Will Kymlicka, Multicultural Citizenship required
V
WR11 + DF9 Susan Okin, ‘Is Multiculturalism Bad for Women?’ required
V
Charles Taylor, ‘The Politics of Recognition’ recommended
Week 12 April 12 Migration * UNCHR, 1951 Refugee Convention
WR12 + DF10 * Joseph Carens, ‘Aliens and Citizens’
* Arash Abizadeh, ‘Do Prosperous Democracies Have a Right to
Keep Out Desperate Foreigners?’
Week 13 April 19 [topic to be determined] [required readings to be determined]
WR13 + DF11 + SP3 [recommended readings to be determined]

Week 14 April 26 [topic to be determined] [required readings to be determined]

WR14 + DF12 [recommended readings to be determined]

Week 15 May 3 Final Exam / Final Papers

Instructional Activities
The mode of instruction is a web-enhanced discussion-based seminar that emphasizes student participation,
intensive reading and writing, and discussion in the classroom and online. Students will have read the material,
contemplated the themes for the weekly topic, and be prepared for active discussion on the week’s readings.
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Assignments Grading Rubric

Short Papers (SP#) 36% A > 89%
Final Exam or Final Paper 24% 89% > B > 78%
Weekly Responses (WR#) 20% 78% > C > 67%
Discussion Facilitation (CF#) 12% 67% > D > 55%
Participation 8% F < 55%

Readings: We will be doing some challenging reading in this course. That’s a good thing! The texts we will read are
influential, worthwhile yet imperfect, and they reveal interesting ideas and perspectives we may not have considered
on our own. These texts require careful attention to lines of argumentation, so schedule accordingly. You might need
to read something more than once, highlight, take notes, write outlines, make margin notes, whatever works for you.
The expectation is that everyone will have read the required text(s) before the day’s class meeting (see Schedule),
while the recommended text(s), the Blackboard reading questions, and the Blackboard lecture notes are optional.

Weekly Responses (WR#): Each student must write a 1-2 paragraph reflective response on the week’s required or
recommended texts for at least ten (10) weeks: see Schedule. Each response should be as detailed as possible: think
of it as your way to identify things about the text(s) you’d like us to discuss in our class meeting that week. You can
detect inconsistencies or ambiguities; you can ask clarifying questions on confusing parts; you can criticize theories
and defend theories against others’ criticisms; you can apply theories to real-life situations. Your response can focus
on a specific passage, cover a full text, or draw on multiple texts. But do not just summarize: you are noting specific
bits that you want us to discuss. Put the response on the Blackboard Discussion Board at least 24 hours before class
so the instructor, discussion facilitators, and other students have time to read it and consider it. Responses are graded
along a no- / half- / full-credit rubric based on demonstration of a good-faith effort to engage that week’s text(s).

Discussion Facilitation (DF#): Each student must co-facilitate at least three (3) class discussions: see Schedule and
Sign-Up Sheet. Each week a small group (2-4) of students who signed up will work together to facilitate part of our
collective discussion of the political theories. It’s not a summary, and not just your opinion without explanation, but
an attempt to foster useful conversation. Your group has freedom in doing this and you can divide the work however
you like, but (i) you should plan on 30-45 minutes, (ii) you needn’t cover everything, and (iii) each group member is
graded on their individual contribution and the group’s performance overall. What makes for good class facilitation?
Many things! Generally speaking, you are leading and guiding the class’s critical engagement with political theories
as expressed in these texts. This can mean drawing our attention to inconsistencies or ambiguities, asking clarifying
questions or suggesting how to read confusing passages, making connections to other theories or practices, raising
criticisms or defending theories from criticisms, and inviting us to think more carefully or creatively about theories.
Most of all, you are guiding the conversation so that different students’ questions, concerns, and ideas are pursued.
Your group (or an authorized member) must meet the instructor prior to class to preview your facilitation plan.

Short Papers (SP#): Each student must write at least two (2) papers given three (3) chances: see Schedule and SP1,
SP2, and SP3 topics below. If you choose to write all three short papers, your grade will be based on your best two.
Each short paper submitted will receive both instructor and peer commentary, which might be used to improve and
expand and your initial short paper into a final paper (detailed below). For each short paper, suggested prompts have
been provided by the instructor; you’re also welcome to propose an original topic, but any original proposal must be
submitted and receive instructor approval at least one week before it is due. All papers should include a focused
introduction and clearly stated thesis, brief conclusion, and basic bibliography; all papers should carefully explain
one or more theories, articulate your own critical analysis, and anticipate some possible responses to your analysis.
Papers are graded along a multivalent rubric concerning form and content. On form, each paper is evaluated in terms
of clarity of its writing, organization of its structure, judicious use of quotations, and proper references and citations.
On content, each paper is evaluated for accuracy in representation of others’ ideas, cogency and relevance of your
original analysis, and self-reflective anticipation of possible misunderstandings of or objections to your analysis.

Final Paper & Final Exam: Each student must also either write a final paper on an original self-designed topic or
take a comprehensive final exam of short-answer and short-essay questions that explain, compare, and apply various
political theories. The exam is graded based on answers’ accuracy in representing the theories and philosophies
covered in the course; an optional final review session will be scheduled and an optional studyguide made available
on Blackboard. Original final paper topics must be submitted and approved at least one week in advance; see above
for grading rubric for final papers. Those pursuing the exam option will take it during our last class meeting; those
pursuing the paper option will present their work for instructor and peer commentary during the last class meeting.

Participation: What makes this course work is respectful, informed participation: in class, Blackboard, office hours,
etc. This isn’t an attendance grade, but it can be hard to participate and contribute if chronically absent or tardy. Our
first participation assignment: introduce yourself on the Blackboard Discussion Board before our second meeting.
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Late Policy
Late / missed assignments are permitted only in cases of documented illness, family emergency, or natural disaster,
and only if you alert the instructor (whether in earlier conversation, via email, or by phone) in a timely manner.

Email & Blackboard

Set up your GSU email and check it at least twice each week; check our Blackboard site at least once each week.

Academic Honesty Statement

Students are expected to fulfill academic requirements in an ethical and honest manner. This expectation pertains to
the following: use and acknowledgement of the ideas and work of others, submission of work to fulfill course
requirements, sharing of work with other students, and appropriate behavior during examinations. These ethical
considerations are not intended to discourage people from studying together or engaging in group projects. The
university policy on academic honesty is in the catalog appendix: http://www.govst.edu/uploaded/Files/catalog/catback1314.pdf#page=1.

Disability Statement
GSU is committed to providing all students equal access to university programs and facilities. Students needing an
accommodation based on disability should contact the Director of Access Services for Students with Disabilities
(ASSD). Students must register with ASSD before faculty is required to provide appropriate accommodation. For
more information or to register, please contact the ASSD Director: Room B1215, assd@govst.edu, or 708-235-3968.
To ensure that learning needs are met, contact ASSD within the first week of classes.

Title IX Statement
Consistent with GSU Policy 52, Anti-Discrimination and Harassment, Title IX regulations make it clear that violence
and harassment based on sex and gender is a Civil Rights offense subject to the same kinds of accountability and the
same kinds of support applied to offenses against other protected categories, such as race, national origin, etc. The
University has a duty to prevent harassment, post policies against it, to investigate complaints, and to take prompt
action to stop harassment when it occurs. Contact the Governors State University Title IX Officer, Joyce Coleman to
report any incidents at 708.235.7169 or jcoleman7@govst.edu. For complete Title IX information and resources,
visit: http://www.govst.edu/TitleIX/.

Emergency Preparedness Statement

In case of emergency, the University's Alert System will be activated. Students are encouraged to maintain updated
contact information using the link on the homepage of the myGSU portal. In addition, students are encouraged to
familiarize themselves with the Emergency Procedures posted in each classroom. Detailed information about the
University's emergency management plan, information about how to update your contact information, and the
Campus Safety Booklet can be found at http://www.govst.edu/emergency.

SP1: FIRST SHORT PAPER TOPICS

Write a short paper in response to one of the following prompts. Specifications: 2000-2400 words, normal font and
margins, double-spaced, etc. Provide references as appropriate including page citations for direct quotations and key
paraphrased ideas. Due: electronic submission by 4pm on Tuesday February 23.

Option One:
Thomas Hobbes and Jean-Jacques Rousseau articulate and defend different visions of social contract theory. Identify
key theoretical commitments shared by both philosophers and key points of divergence between them, taking care to
explain how these similarities and differences fit within their accounts of political legitimacy. In your view, which of
the two accounts is more compelling: why? If you find neither compelling, explain why.

Option Two:
According to Carole Pateman, how is John Locke’s social contract theory incoherent on the status of women? In
explaining Pateman’s critique, take care to explain how her argument works on feminist grounds and as an internal
critique of Locke on his own terms. In your own view, how (if at all) can social contract theory avoid this alleged
incoherence? In defending your assessment, take care to identify the political implications for women and men.

Option Three:
Write a short paper on an original topic related to social contract theory. Those pursuing this option must submit and
receive approval for their proposal at least one week before it is due.
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SP2: SECOND SHORT PAPER TOPICS

Write a short paper in response to one of the following prompts. Specifications: 2000-2400 words, normal font and
margins, double-spaced, etc. Provide references as appropriate including page citations for direct quotations and key
paraphrased ideas. Due: electronic submission by 4pm on Tuesday March 22.

Option One:
John Locke and John Stuart Mill agree that the proper function of government is to protect individual liberties, but
disagree on the political theories they offer toward this end. For a specific individual liberty of your choice, compare
and contrast the Lockean and Millian arguments for why government must ensure this specific liberty. In your view,
which of these two accounts is more compelling, and why? If you find neither compelling, explain why.

Option Two:
Critically evaluate Karl Marx’s theory of labor and property rights. Identify the ways that Marx describes labor as
alienated under capitalism; take care to explain why he sees capitalism in particular (contra feudalism or socialism)
having these implications. Use illustrating examples along the way. Feel free to cite James, Du Bois, Trotsky, etc. In
your view, which (if any) aspects of Marx’s theory are compelling and which (if any) are not? Defend your analysis.

Option Three:
Write a short paper on an original topic related to classic liberalism or communism. Those pursuing this option must
submit and receive approval for their proposal at least one week before it is due.

SP3: THIRD SHORT PAPER TOPICS

Write a short paper in response to one of the following prompts. Specifications: 2000-2400 words, normal font and
margins, double-spaced, etc. Provide references as appropriate including page citations for direct quotations and key
paraphrased ideas. Due: electronic submission by 4pm on Tuesday April 19.

Option One:
Compare and contrast Will Kymlicka and Susan Okin on multiculturalism and apply their theories to a case relevant
to the multicultural U.S. today. Take care to explain Kymlicka’s rejection of an ideal of benign neglect, his proposed
alternative as it applies to your specific case, and Okin’s feminist critique of Kymlicka. In your view, which of these
theories provides better guidance for your specific case, and why? If you find neither compelling, explain why.

Option Two:
Compare and contrast Emma Goldman’s anarchism and Susan Okin’s liberalism on marriage, then apply their views
to the debate over marriage equality today. Keep in mind that Goldman and Okin were both addressing marriage as
a political institution and both were critical of marriage as it existed in their times, but their criticisms and proposals
are based in different political theories. How would each of these theories apply to the issue of same-sex marriage?
In your view, which provides better guidance for this issue, and why? If you find neither compelling, explain why.

Option Three:
Write a short paper on an original topic related to contemporary political theorists such as Rawls, Sen, or Nussbaum.
Those pursuing this option must submit and receive approval for their proposal at least one week before it is due.

4600 CORE CONCEPTS:

political legitimacy patriarchy coercion white supremacy capitalism capital
sovereignty public/private social contract marriage contract alienation labor
borders & migration civil society freedom cosmopolitanism communism feudalism
communitarianism anarchy consent positive liberty negative liberty property
conservatism expropriation punishment classic liberalism epistemology ethics
legal authority capabilities natural rights social institutions ideal vs. non-ideal theories
individual autonomy paternalism personhood multiculturalism fairness / equality / desert