Dr. V. McGuire University of Colorado
PSCI 4721 Rethinking American Politics Division of Continuing Education
Lecture T 6:00-9:00; WebCt Tr Duane Physic G131
E-mail: Vincent.McGuire@colorado.edu http://spot.colorado.edu/~mcguire
Summer 2006
In Our Times We Can Neither Endure Our Faults Nor The Means Of Correcting Them
LIVY
American Politics is dominated by the model of Madisonian self interest. In this scheme all political actors, including the electorate, behave based on what is best for them as individuals. In economics the result is an efficient economy. In social terms freedom and tolerance reign. In politics compromise precludes domination by factions and results in the public good. Government is neutral to all values and decisions are arrived at through procedural means. But, if all are only interested in their 'patch' how do we determine what the good life is, either for the individual or the regime? What sustains the regime when attacked? What maintains a system which does not have a superintendent? The result modern American Liberalism has been a discontented citizenry. Americans are frustrated and dissatisfied with the system which encourages them to be frustrated and dissatisfied but offers no intrinsic solution. The answer to the question of the good life is a personal decision in the modern American state. But this is becoming increasingly discouraging. American ideals are under attack from without and within and neither individuals nor the system has a means for confronting or repairing the damage. The most crucial element of governance in a system of freedom is citizenship. This type of regime depends on a virtuous citizenry who can identify problems of the regime and devise solutions. It needs a way in which to identify the good life and assist citizens in achieving that goal. But, if we are self interested, if the state is neutral to all claims of what a good life is, how is any of this accomplished? There are three solutions extant in American political thought today: 1) As Good as it Gets Liberalism- everything is opinion and the regime is fine, 2)Republicanism-the idea that freedom is self-governance and America needs to revitalize community, and, 3)Virtuous Liberalism-a re-thinking of fundamental liberal theory..
We begin the course with a reading of Sandel which lays out the current problem and offers the Republican solution. We then investigate virtue in modern Liberalism as the original creators of Liberalism saw it. The course ends with a critical reading of a liberal and conservative solution to the problem of a citizenry lacking in virtue.
Given the theoretical and substantive focus of this class, students should be aware that this is not a course on current affairs or history. It is a course in ideas. Nevertheless, current events will be incorporated to illustrate theoretical points. Therefore, I strongly encourage students to keep up with current affairs through the newspaper, the radio, and/or the television news. By remaining current, students will be able to make substantive contributions to discussion, and aid themselves in concretizing concepts that, at times, may seem abstract.
The Ethics of the Course: What are our aims, and how are we going to achieve them? The central value of all education should be truth seeking. Truth cannot be acquired if we do not eschew nihilism (saying 'there's no such thing'), emotivism (believing what makes you feel good), or populism (to avoid "weird" beliefs). The main constraints on how we pursue truth are a limited rationality, mutual respect and civility. Limited rationality is being prepared to give reasons and evidence for what you believe, reasons that are at least understandable to your audience and do not pursue ends at all costs, ad nauseam. Mutual respect is that each of us as human beings has a natural aptitude for truth-seeking. Moreover, we are naturally social beings- we need each other in order to fully realize this truth-seeking aptitude. This does not require us to blunt the edge of disagreement, or lapse into an easygoing relativism. Lastly, civility is a mutual respect. It expresses itself in deference and humility. Criticize the ideas, not the person! We will not accuse each other of evil (e.g., racism, sexism, etc.) on the basis of sincere expressions of ideas. [thanks to Robert C. Koons for this construction].
Policies: All University policies are in effect for this course. The University Honor Code is the most important policy in this class. (http://www.colorado.edu/academics/honorcode/Home.html) It is taken, by me, with the utmost seriousness. Familiarize yourself with these policies especially in regards to incompletes, drops/add, withdrawal, etc. Every effort shall be made to accommodate all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance.
If you have specific physical, psychiatric, or learning disabilities and require accommodations, please let me know early in the semester so that your learning needs may be appropriately met. You will need to provide documentation of your disability to the Disability Services Office in Willard 322 (phone 303-492-8671).
Required Readings: Students are required to purchase these books for this course. These books are available in the UMC bookstore and the Colorado Bookstore on the Hill:
Michael J. Sandel Democracy's Discontent: America in Search of a Public Philosophy Belknap Press;1998 ISBN: 0674197453
Peter Berkowitz Virtue and the Making of Modern Liberalism, Princeton University Press 2001 ISBN: 0691070881
Robert P. George, Making Men Moral: Civil Liberties and Public Morality Oxford, Clarendon Press, 1993 ISBN: 0198260245
William A. Galston, Liberal Purposes: Goods, Virtues, and Diversity in the Liberal State Cambridge, England: Cambridge University Press, 1991 ISBN: 0521422507
T. William Boxx and Gary M. Quinlivan Eds., Public Morality, Civic Virtue, and the Problem of Modern Liberalism, Wm. B. Eerdmans Publishing Co., 2000, ASIN: 0802847544
Course Requirements: This is a summer course. That means it is over before you realize it. Attendance is mandatory. All students are required to complete the assigned reading before class, and contribute to discussion. Assignments cannot be late as the night's discussion hinges on the entire class understanding the material. Participation is an explicit element of the course grade. No make-up exams will be given. No 'extra credit' is ever given. Because this is a summer class no incompletes will be given without a certified medical excuse. There is a substantial amount of reading in a very short period of time. Legitimate concerns will not be the amount of reading, the heat, the hard chairs, skiing, etc. Please adapt to the situation.
Testing:
1. June 8: Students will write an on-line essay explaining the ‘problem’ of modern American Politics according to Sandel as well as his Republican solution, contrasting it with modern Liberalism. 20%
2. June 22, 29, July 6, and 13: Students will write a series of four commentaries explaining Berkowitz’s views on virtue in founding Liberal theorists. In a five page paper the student will attempt to synthesize these views with the overall context of the class. Each paper will be in three sections: 1) a detailed summary of virtue in the theory, 2) the generalized contribution to Liberal theory of virtue in each theorists ideas (how does each author affect, change, alter, enhance Liberal theory in general), and, 3) the students’ opinion of the theorist. The last part will be an integral part of the class discussion which will occur during the on-line discussion of the theorist. 10% each.
3. July 25: The final exam is a take home comparing and contrasting Galston and George. This exam must be prepared according to the established format. The paper will be no less than 10 full pages and no more than 12 pages, and should be written in the student’s best prose style. Specific details will follow. 20%
4. In a seminar setting such as this one learns as much from other students as from the material or professor. I take on-line discussion and participation seriously counting for 20% of the total grade. Please participate. If not for the progress of the class, for your grade.
5. WebCt: a primary component of this class is WebCt. WebCt is computer program designed to extend the classroom experience via the internet. Except for the first week, all lectures will be held on Tuesday night with exams, discussions, questions, etc. occurring in the remainder of the week.
If you are registered for the class you are registered in the WEbCt. Open your browser and go to https://webct.colorado.edu/ you will be asked for you login, PSCI4721300, and identikey. There are instructions for obtaining this information on the page. If you use a browser other than Internet Explorer you may have difficulties. This may be the source of login problems.
This area of the class is comprised of two primary areas: discussions and exams. Discussions in traditional seminars are the crux of learning, but they can be one-sided, they can go down paths which may be interesting but not helpful, the more reticent do not participate and topics can fall by the wayside. On-line discussion tend to be more focused. When giving an answer on-line the student has to actually gather his thoughts and compose an anser with a specific question or response. WebCt technology allows for multiple discussions. A set of students may be discussing aspects of e.g. Locke which do not necessarily interest other students. Going down this path, called a thread, will benefit those students but not penalize those not interested. There will always be a common discussion focused on the question at hand. Because this is such an important part of the class you must participate often and well.
Exams will be given over the web.
Approximate Course Schedule
6/6 Intro, syllabus; the problem of morality and politics in America.
6/8 The ‘Arc’ of political theory and America; how we got here.
6/13 Sandel’s Republicanism and Voluntarist Liberalism; Where are we? Modern America.
6/15 On-line exam on Sandel.
6/20 Lecture of virtue in Hobbes’s theory.
6/22 On-line discussion; five page paper due on Berkowitz’ reading of Hobbes 4/24 10 AM.
6/27 Lecture of virtue in Locke’s theory
6/29 On-line discussion; five page paper due on Berkowitz’ reading of Mill 7/1 10 AM.
7/6 On-line discussion; five page paper due on Berkowitz’ reading of Kant 7/8 10 AM.
7/11 Lecture on virtue in Mill’s theory
7/13 On-line discussion; five page paper due on Berkowitz’ reading of Mill 7/15 10 AM.
7/18 Classical Liberalism & American Liberalism; Liberal and conservative political theory: the family, marriage, abortion..
7/20 writing.
7/25 Final Exam due at 6.00.
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