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PSC 5343 Classical Political Thought: the Problem of Socrates

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PSC 5343 Classical Political Thought: the Problem of Socrates PSC 5343 Classical Political Thought: The Problem of Socrates Professor Mary Nichols Books to be purchased: 1. Soren Kierkegaard, Philosophic Fragments, trans. Howard V. and Edna H. Hong (Princeton: Princeton University Press, 1985) 2. Plato’s Meno, trans. G.M.A. Grube (Indianapolis, Indiana: Hackett Publishing, 1985) 3. Plato's Theaetetus, trans. by Seth Benardete (Chicago: University of Chicago Press, 1984) 4. Plato’s Phaedo, trans. and intr. Eva Brann, Peter Kalkavage, and Eric Salem (Newburyport, Massachusetts: Focus Classical Library, 1998) 5. Plato’s Parmenides, trans. Keith Whitaker (Newburyport, Massachusetts: Focus Philosophical Library, 1996) 6. Plato’s Symposium, trans. Seth Benardete, with commentaries by Allan Bloom and Seth Benardete (Chicago: University of Chicago Press, 1993) 7. Plato, Phaedrus, trans. James Nichols (Ithaca, New York: Cornell University Press, 1998) Goals and Objectives: The principal aims of this course 1. to understand the fundamental questions that have defined and animated classical political thought, through a study of Socrates and the origin of political philosophy 2. to learn how to read a Platonic dialogue, with attention to the drama as well as the arguments 3. to develop the power of analysis of texts and issues essential to original work in political thought 4. to prepare students for comprehensive exam in the history of political thought Description of the course: Socrates was the first political philosopher, the first philosopher to investigate not simply the natural world but to make questions of the best form of rule, justice, virtue, and the good life for human beings central to philosophic investigation. His political thought, which we know primarily through Plato’s Socratic dialogues, offers an alternative approach to political inquiry than found either in modern “scientific” attempts to understands politics, or in creative narratives of different cultures or peoples. Socrates takes his bearings from the good, or from the human soul. But what is the basis or the justification for such an enterprise? Is there any philosophic understanding that can sustain Socratic political philosophy? This course will begin with two modern challenges to Socrates, a short selection from Nietzsche’s Twilight of the Idols, “The Problem of Socrates,” and Kierkegaard’s exposition of the limits of Socrates as teacher in his Philosophic Fragments. These two critiques of the philosophic enterprise of rational inquiry will set the stage for our exploration of Socrates as teacher, as presented by Plato in his dialogues, beginning with the two dialogues most important to Kierkegaard’s critique, the Meno and the Theaetetus. Do these dialogues confirm the views of Nietzsche and Kierkegaard, or do they provide an alternative understanding of classical rationalism? To what extent is Socrates as teacher inseparable from Socrates as learner? And what is the place of political philosophy within classical rationalism? The second half of the course will explore the relation between Socrates as teacher and Socrates as a student, and how the latter sheds light on the former. Specifically, we shall examine Plato’s account of Socrates’ early education and philosophic journey. That is, we will examine Plato’s portrayal of the “young” Socrates and his development as a “political” philosopher. Specifically, we will discuss: 1) Socrates’ account in the Phaedo of his early perplexities, his reading of Anaxagoras, and his development of the hypothesis of the Ideas; 2) his inability to defend that hypothesis before Parmenides; and 3) the lessons about Love from Diotima that he recounts in the Symposium. The course will conclude with consideration of the Phaedrus, which allows us to revisit Kierkegaard’s theme of faith and reason in the context of a Socratic understanding of the soul and its culmination in an art of rhetoric. Requirements for the course: 1. (25%) two papers (5-6 pages); topic suggestions will be placed on blackboard; other topics are possible with consent of the instructor 2. (40%) one paper (10-12 pages); topic suggestions will be placed on blackboard; other topics are possible with consent of the instructor 3. (10%) Class participation. 4. Attendance: In accordance with Baylor University policy, any student missing more than 4 scheduled class meetings (i.e., 25%) will fail the course, regardless of performance. Your attendance will likewise factor into my evaluation of participation in the course. Grade Scale: 100-94% = A 93-91% = A- 90-88% = B+ 87-84% = B 83–81 = B- 80-78 = C+ 77-74 = C 73–71 = C- 70-61% = D 60%-0 = F Assignments: (Jan. 10, 17, 24) I. Two Criticisms of Socrates and of Philosophy: Nietzsche and Kierkegaard Nietzsche, “The Problem of Socrates” in Twilight of the Idols (blackboard) or in The Portable Nietzsche, ed. Walter Kaufmann, pp. 473-79. Kierkegaard, Philosophic Fragments Recommended Reading: Jacob Howland, “Kierkegaard on Christ and Socrates,” Proceedings of the Southern Political Science Association, January, 2005 II. Socrates as Teacher (Jan. 31) Plato’s Meno (teaching as reminding) (Febr. 7, 14, 21, 28) (first paper due on Febr. 14) Plato’s Theaetetus (Socrates as midwife) 142a-162a 162a-187a 187a-201c 201c-210d Recommended Reading: Jacob Klein, A Commentary on PLATO’S MENO (Chapel Hill: University of North Carolina Press, 1965), including “Introductory Remarks,” pp. 3-31. Paul Stern, “The Philosophic Importance of Political life: On the Digression” in Plato’s Theaetetus,”American Political Science Review 96, No. 2 (June, 2002) Jacob Howland, The Paradox of Political Philosophy: Socrates’ Philosophic Trial (Lanham, Maryland: Rowman and Littlefield, 1998); ch. 2 and ch. 3, pp. 23-93. Seth Benardete, “Theaetetus Commentary,” in Plato’s Theaetetus, trans. Seth Benardete (Chicago: University of Chicago Press, 1984) III. Socrates as Student (March 7 and 21 [March 14 is Spring break]) Plato’s Phaedo, 57a-70c; 72e-77b; 88c-91d; and 95b-100e (Socrates’ account of his philosophic turn) Plato’s, Parmenides, 126a-137c (Socrates’ examination by Parmenides) (March 28, April 4, and 11) (second paper due on April 4) Plato’s Symposium 172a-201c (Socrates’ encounter with the leading intellectuals and poets of Athens) 201d-212c (Socrates’ praise of love) 212d-223d (Socrates and Alcibiades) Recommended Reading: Paul Stern, Socratic Rationalism and Political Philosophy: An Interpretation of Plato’s Phaedo (Albany, New York: State University of New York Press, 1993). Ronna Burger, The Phaedo: A Platonic Labyrinth (New Haven: Yale University Press, 1984) Allan Bloom, “The Ladder of Love,” in Plato’s Symposium, trans. Seth Benardete (Chicago: University of Chicago Press, 1993), pp. 55-177. Seth Benardete, “On Plato’s Symposium’,” in Plato’s Symposium, trans. Seth Benardete (Chicago: University of Chicago Press, 1993), pp. 179-99. Mary P. Nichols, “Socrates’ Contest with the Poets in Plato’s Symposium,” Political Theory Vol. 32, No. 2 (April, 2004): 186-206. IV. Socrates as Political Philosopher (April 18 and 25) (final paper due on April 25) Plato’s Phaedrus Recommended Reading: James H. Nichols, “Introduction: Philosophy, Rhetoric, and Politics,” in Plato, Phaedrus, trans, James H. Nichols pp. 1-24. .
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