Philosophy 310 Fall 2005

Plato's Republic

Time of Classes:	2:30 T Th
Place of Classes:	Olin 155
Instructor:	Prof. Carey
Office:	Olin 153
Office Hours:	2-4 M W and by appt.
e-mail (Monday-Friday):	carey@whitman.edu

Course description:

In this course we will explore the entire text of Plato's Republic--leisurely and in depth: the quantity of reading for each class will be modest to permit thorough study, reflected in short assignments, culminating in a final paper.

Course content (basic concepts):

Metaphysics: being and becoming

Ethics-Politics: justice and happiness

Epistemology: knowledge and opinion

Why take this course?:

The best argument for taking this course is the Republic itself. In brief it is this: You already want to be happy. But to be happy you want to be just. To be just, you must rule your soul by reason. To do this you must either be a philosopher or follow one. In either case, the study of philosophy is very important. Hence, you already have a very good reason to study philosophy.

As working hypotheses, let's make two assumptions: (1) Plato is an excellent philosopher. (2) The Republic is a philosophical masterpiece. The course will test these two hypotheses. To the extent that they are confirmed, you have excellent reasons for taking this course.

As for the central topic of justice, Socrates asks, "What subject would a [person] of sense talk and hear about more often with enjoyment?" (358d)

Objectives (what is to be gained by the end of this course):

(1) Content: A thorough familiarity with a philosophical masterpiece and its key concepts (justice, happiness, etc.)

(2) Skills:

(a) Formulating interpretive questions about a text

(b) Articulating and defending a thesis

(c) Using evidence and arguments drawn from textual detail

(d) Constructively commenting on others' arguments

Methods of instruction (how to meet these objectives):

(1) assigned reading and note-taking outside of class

(2) class discussion

(3) student presentations and papers

(4) written responses to/from other students

Prerequisites (what's needed as a basis for doing well):

The main thing needed is skill in reading analytically, interpretively, and critically. For instance, you should be able to find the key thesis of a passage, state it in a sentence, and set out the author's argument for that thesis. You should be able to do this orally in a class discussion, as well as on paper. You should have already mastered standard English syntax and the basics of composition (e.g., organization and precision). In short, you should be skilled in the liberal arts of grammar, rhetoric, and logic.

The more familiar you are with the Plato's writings, the better. If you have not read any Plato before, it would be helpful to read several short dialogues (e.g., the Apology, the Crito, and the Meno) for background.

You should have the habit (virtue) of studying and writing according to a regular schedule.

Student responsibilities (how to do well in this course):

(1) The main work of this course will be careful study and discussion of the Republic. It is essential that you do the assigned reading prior to each discussion and take good notes on your reading and reflection. It is helpful to think of Plato as the teacher in this course. Your own dialogue with him through his text is the essence of this course.

(2) This dialogue is enhanced when shared with friends. Hence, both attendance and participation are required. This is because the course takes the form of an ongoing conversation, from one meeting to the next. To miss a meeting is to be left out of a substantial part of that conversation. Such absence will impair your participation in, and enjoyment of, subsequent meetings.

(3) Thought often achieves its greatest clarity when put in writing. Hence the written work. (A note on note-taking: Although you may be able to carry on a conversation and take notes at the same time -- a useful skill -- you are likely to find that note-taking is best done outside of class, both before class while you are reading and immediately after class while your are reflecting on the discussion.)

(4) In keeping with the dialogic and communitarian nature of our enterprise, each student is to help each other by sharing and commenting on work in progress. Hence the weekly classroom presentations and responses.

PAPERS

Procedures:

Written work will include (1) a short paper (3-4 pp.) to be presented in class, (2) a brief comment (3 pp. max.) on a classmate's paper, and (3) a final (term) paper.

By noon of the day before you present your class paper,

(a) give one copy to the student who is your respondent (it is the presenter's responsibility to arrange how to do this) and (b) e-mail a copy to me: carey@whitman.edu (If you prefer hardcopy, you may put a copy in my mailbox in the Olin main office or slip it under my door (Olin 153).

For the presentation itself, the presenter should have a one-page handout for each participant, stating (a) the question or problem being addressed, (b) the thesis and (c) the main premises in support of that thesis. The presenter has 15 minutes to present the argument. Then the commentator has up to 10 minutes. Next the presenter may (or may not) respond. Afterwards, the discussion is open for general class participation. At the end of the class, the respondent gives one typed copy of the prepared commentary to the presenter and another to me. The term paper typically will be an expanded version of your class presentation, with the addition of objections and replies (taking into account others' comments in response to your presentation). The final version of each term paper is due on December 9. I expect this final version to be between 9-12 pp. (Significant excess or deficiency in length should be negotiated with me by December 2 at the latest.) Late papers will be refused (or in exceptional circumstances penalized, at my discretion).

Steps in writing your presentation and term paper:

I. Explore the issue before you write.

A. Pick a belief (doxa) expressed in the reading.

B. Explore the arguments on both sides:

1. the strongest argument for the doxa

2. the strongest argument against it.

C. Question and defend each argument's premises.

D. Revise and rethink arguments as they emerge.

 II. Outline the main points of the essay.

A. Explain the question.

1. State it.

2. Motivate it.

B. Make a definite claim (thesis).

1. "In this essay I will argue that ..."

C. Develop your arguments fully.

D. Consider objections.

E. Consider alternative beliefs (doxai).

III. Write a draft.

A. Follow your outline.

1. "My main argument will be ..."

2. Develop one point per paragraph; use premises as lead sentences.

B. Keep the introduction brief, but be sure to state your thesis.

C. Give your arguments one at a time.

D. Clarify.

E. Support objections with arguments.

F. Don't claim more than you have shown.

IV. Anticipate the points that your respondent is likely to raise. (See "Steps in writing a response to another student's presentation" listed below).

V. Revise your draft in the light of comments, class discussion, new insights, etc., as the course goes on.

Steps in writing a response to another student's presentation:

1. Formulate the question that the presentation seems to be addressing. If there isn't one, or it isn't clear, point this out.

2. Similarly, formulate the thesis (doxa) that the presentation offers in answer to the question it is asking. Again, if there isn't one, or it isn't clear, point this out.

3. Evaluate the argument(s) presented in support of the thesis. Are the premises plausible? Is the logic clear and convincing? Why or why not?

4. If possible, raise objections and relevant questions that have not been considered or suggest ways to strengthen the presenter's argument.

NOTE: These steps are adapted from Weston's A Rulebook for Arguments.

CLASS DISCUSSION

Attendance and participation in each discussion is required. The steps outlined above are also useful guidelines for discussion of the texts that we read. A good question can be as valuable as a wise comment. So even if you can't think of anything brilliant to say, ask questions as they arise -- e.g., if somebody just said something that is unclear or puzzling to you.

In general, follow these guidelines:

1. READ THE TEXT CAREFULLY. Your opinions are important, but these opinions are your thoughts about the text.

2. LISTEN TO WHAT OTHERS SAY AND DON'T INTERRUPT. Your comments or questions should be relevant to what others have just said.

3. SPEAK CLEARLY. For others to respond to your opinions, everyone must be able to hear and understand what you say. (This refers to your diction and volume as well as to your clarity and precision of thought.)

4. GIVE OTHERS YOUR RESPECT. A discussion is a cooperative exchange of ideas and not an argument or a debate. Don't talk privately to your neighbor. What you have to say should be shared publicly with the group.

NOTE: These guidelines are adapted from Howard Zeiderman, A Guide for Leading Discussions using Touchstones, Vol. I (Annapolis: CZM Press, 1989), p. 8.

Grading:

Your course grade will be based on your class presentation and paper (25%), your written comments on another's paper (5%), your final paper (50%), and on your general participation and attendance throughout the semester (20%).

Required Text:

Plato's Republic, tr. Reeve (Hackett 1992) ISBN 0-87220-136-8

		Intro to Course
		TH	Plato	Book I	Presenter	Respondent
	WEEK 2	T
		TH	Plato	Book II
	WEEK 3	T
		TH	Plato	Book III
	WEEK 4	T	Plato	Book IV
		TH
	WEEK 5	T	Plato	Book V
		TH
	WEEK 6	T	Plato	Book VI
		TH
	WEEK 7		Plato	Book VII
	WEEK 8	T	Euclid I	1-3
		TH	Euclid I	4-5, 7
	WEEK 9	T	Euclid I	8, 11, 13
		TH	Euclid I	15-16
	WEEK 10	T	Euclid I	22-23
		TH	Euclid I	26-27, 29
	WEEK 11	T	Euclid I	31, 34-35
		TH	Euclid I	37, 41
	WEEK 12	T	Euclid I	Pythagorean Theorem
		TH
THANKSGIVING BREAK
29	WEEK 13	T	Plato	Book VIII
Dec. 1		TH	Plato	Book IX
06	WEEK 14	T	Plato	Book X
08		TH	TERM PAPER