PE 105E
INTRODUCTION TO POLITICS: A VALUES PERSPECTIVE

 

Reflective Thinking

 

BASIC COURSE INFORMATION

 OBJECTIVES

BOOKS

DAILY ASSIGNMENTS

GRADING

 

WRITING PAPERS

STUDY GUIDES

OBJECTIVES: The objectives of this course are:

    (1) To gain some understanding of  thinking about and analyzing politics. This involves :

 (a) political philosophical reasoning 

 (b) practical politics and feasibility reasoning and 

 (c) empirical analysis with both quantitative and qualitative methods of analysis. 

    (2) To introduce students to much of the "vocabulary" of politics and studies about politics. This means terms that allow us to:

(a) sort out  political phenomena

 (b) to develop basic terms and ideas used in thinking about politics in a sophisticated fashion that enhances understanding and the ability to engage in effective reading and fruitful discussion of politics.

    (3) To develop some understanding for what is meant by the relationships between social behaviors involved in politics (e.g., political culture and voting) and how one goes about studying this phenomena.

   (4) To raise awareness of and engage students in thinking about the values involved in politics. The basic thesis of the course is that value choices lie at the bottom of all political behavior; thus,  it is essential that we illuminate these values and sharpen our abilities to make the moral choices required of us as members of a society.

  (5) Writing is considered the most effective means for students to learn information/ideas and to develop thinking and communicating skills -- two of the most vital skills in the educational process. Thus 35% of the final grade depends not on memory and tests but on reading with good comprehension, thinking reasonably with the use of logic and evidence, and writing effectively. The  writing assignments incorporate the following goals:

  (a) understand and use good sources effectively in answering questions concerning politics

 (b) engage in critical thought processes involving :

1.      the questioning of assumptions/premises

2.      exploring and comparing opposing ideas/arguments

3.      obtaining a good grasp of the line of reasoning of an argument. These may be in statements of political philosophy, judicial court decisions or empirically developed articles on political behavior. ["Empirical" will be a term quickly learned days 1 and 2 and how it is distinguished form the more philosophical terms.]

4.      grasping the importance of how terms and issues are defined in order to provide for effective discussion and deliberation of an issue. These include some traditional terms in philosophical and ideological thought such as liberalism and conservatism and also an understanding of the importance of "operational definitions" in empirical research.

5.      understanding oneself in the midst of thinking about different ideas and information

6.      developing ,overall, intellectual habits of an inquisitive and critical mind ranging from philosophical discussion to empirical analysis

Some "jargon" terms useful to remember:

·         methodology: simply refers to how we know what we know -- e.g., do we study historical documents, or do surveys and perform some sort of statistical analysis, or read novels and extract ideas, or engage in logical argumentation of philosophical ideas, etc. .You have spent your lives basically reading and absorbing studies done by others but not penetrating to how the information and ideas are generated. From time to time we will refer to the methodology involved in seeking answers to questions -- e.g., how do we evaluate whether the values we seek in going to war in Iraq are being well-served.

·         analysis: simply means breaking something down into parts so that we can gain an understanding of the different aspects of something and how these different parts work together to produce the whole -- e.g., philosophical analysis seeks to understand what are the initial premises from which  conclusions such as pro-choice or anti-abortion emerge; quantitative analysis may ask how many voters voted due to value commitments to political-moral questions such as gay marriage; historical analysis may look at what were the individual events leading to the final conclusion that war with Iraq was necessary. You will be asked to write analysis papers on articles you read . This simply means illuminating the relevant parts of the articles that allow us to evaluate critically the information/ideas of the article, court decision, etc..
 

BOOKS:  [Also there will be copies of articles, court decisions, etc., which will be handed out in class, placed online or sent via email.]

 

Talisse, Robert. On Rawls

Remarque, Erich Maria . All Quiet on the Western Front.
Plato [Rev. ed. trans. by. W. Hamilton and Chris Emlyn-Jones]. Gorgias.

Mann, Abby. Judgment at Nuremberg.

 

Various terms, dictionaries can be located through my resources page or the following links:

 

Dictionary of terms used in political science. Not required reading but may be useful to you from time to time. 

Dictionary of Terms     This dictionary is aimed at my courses. For more general dictionaries please see the links below:

Noesis. This is an Internet source for terms in philosophy located at http://www.philosophypages.com/dy
Metaencyclopedia of Philosophy Online at http://www.ditext.com/encyc/frame.html
Internet Encyclopedia of Philosophy at http://www.utm.edu/research/iep/
Stanford Encyclopedia of Philosophy at http://plato.stanford.edu/

Political Glossaries and Dictionaries

Law Dictionary

LOW TECH CLASSROOM WITH A TOUCH OF HIGH TECH

Cell phones, Blackberries, lap-top computers and the like can be disruptive to the class and distracting to individual students; thus, their use is not allowed in the classroom. Old-fashioned pen and paper and note-taking with students paying attention to one another as well as to the professor will be the environment. High tech will be employed only with regard to power point presentations, etc. The recording of lectures/discussions is ok, although recordings are not easy to review for particular items unless transcribed into written or typed notes. 

STUDY GUIDES

Study guides are provided online for each topic. They can be easily located by going to the syllabus online at http://www.stetson.edu/~gmaris/PE105Esyllabus2007.htm and then clicking on "study guides". There you will find links to the individual study guides by topic. 

TOPICS AND READINGS:

The writing assignments are also indicated with regard to due dates. Papers must be turned in through Blackboard on the dates indicated unless changes are made in class. Late work lowers the grade of a paper.
  

[W] refers to a writing assignment.

DATE

ASSIGNMENT

TOPIC

Aug. 26

Why might I say with regard to "human beings": 

"in the beginning is a question."

Introduction

 

What is "critical thought?"

What is "political" about politics and what is "scientific" about political science? Who cares? Why? 

 

What link between values and politics?

          (a) intrinsic values

          (b) extrinsic values [instrumental]

          (c) absolute values

          (d) relative values

 

Ethics: What is ethics? What link to "values" and "moral" ideas?

Aug. 28

[W] In-class essay: You need not prepare for this other than to think about it before coming to class: 

 

This will be short [15 minutes] basically to get your most basic, concise ideas on paper for discussion. I will pick them up to read but not to grade.

 

What do you mean when you speak of social justice or political justice?  

 

 

 

 

Read before Aug. 28 1st half of Gorgias in preparation for Sept. 2 class before which you will need to read the second half and write an essay due on Sept. 2.   

Three Basic Types of Political Thinking

[We look at them separately, but they interact with each other and help to define what happens to each.]

 

1. Normative/Philosophical

2. Practical Politics

3. Empirical : Quantitative and Qualitative

 

 

Philosophical Thinking and Politics

Politics and the Search for Justice:

 Plato to Rawls. 2500 years of political philosophy in 10 minutes

 

KNOWING WHY

 

1. Why justice? The central issue of politics? [Plato]

2. Natural Justice/Law: Aristotle/Roman Heritage/Constitutionalism 

3. Power, not justice is the question? [Machiavelli]

4. The Social Contract as the constitutional glue? [modern liberalism and pluralistic democracy] ---Hobbes, Locke, Rousseau, Rawls, Nozick

5. "Community" , not "the individual" is the answer? [tradition, social solidarity, community identity, patriotism, nationalism, "the common good", a "public philosophy" --- Plato, Burke, neo-Aristotelians like Sandel, Amitai Etzioni]

6. Why obey? When not to? legitimacy and justice

7. We carry "bits and "pieces" of all of the above. When and with what emphasis is often the call. For this we need also to know why, thus philosophical reasoning. 

Sept. 2

Read 2nd half of Gorgias

 

[W] Prepare responses to the  questions from the Study Guide indicated  in the cell to the right of this one.

Grade will depend on having reasonable  answers and not if you have come up with the most correct answer.

 

This should be sent to me via  Blackboard by Thursday at noon. It can also be sent via email to  gmaris@stetson.edu   but Blackboard is preferred.

 

[Bring a copy to class for the discussion, of course.]

Plato and the Quest for Justice

  1. What is the essential question in the Gorgias?
  2.  What is the basic answer to the essential question?
  3.  What lies at the heart of whether one accepts or rejects Plato's answer to the question?
  4.  Should Callicles' answer be rejected? Why or why not?
  5.  What is Plato's concern for "conventions" of the day?

 

Sept. 4

 This will be a lecture. You need to take careful, accurate notes; so, stop me when you need clarification! Make me make it clear!

 

The only "dumb question" is the one not asked when one does not understand.

 

AT THE BEGINNING OF THE NEXT CLASS THERE WILL BE A SHORT TEST ASKING FOR EXPLANATION OF ANY OF THE TERMS DISCUSSED IN THE LECTURE.

The "Ism's": How to Sort Them Out?

 

“Ism’s reflect notions of  justice presented in political orientations.  We’ll try to provide some order to thinking about this confusing array of political ides and orientations.

 

We'll focus on the two most often used "isms" which also encompass the most essential elements in the "isms' debate, that is, the relationship between the individual and the group. The "group" is the political society in the case of politics.  

 

Note two usages: "classical" and "contemporary". This makes it more confusing but it is important to sorting out lines of thinking.

 

1. liberalism

a. classical [Locke]

b. libertarian [Nozick, many contemporary conservatives, often referred to as neo-liberals]

c. welfare liberalism [social democratic thought, Rawls]

d. economic liberalism

e. political liberalism [all of us?]

f. anarchism as extreme of libertarian liberalism

g. extreme of welfare liberalism can be full state control of economic productive forces and the distribution of goods in society

2. conservatism:

a. neo-liberal type of contemporary conservatism fits  classical libertarians

b. communitarianism [Aristotle as classical/Burke and tradition/ Sandel as modern "republicanism"]

c. neoconservative

d. social conservative

e. fascism as extreme

f. theocracy as extreme

3. Spectrums to help sort out the lines of thought represented by the "ism's"

a. economic: free market to state controlled economics

b. social issues: individual freedom to community control

c. government control: decentralized to centralized

d. welfare provision: self alone to social solidarity

4. Purity is seldom -- mixtures are many! Thus one hears of moderates of either the right or left, right of center, left of center, radical left, radical right, social conservative but economic liberal, third way, liberal hawks, neo-conservatives, social democrats, socialists, communists,  etc. Keep your eye on the spectrums to have some orientation to the direction of your thinking and of others, albeit coming often in different mixtures.

Sept.9

SHORT TEST ON TERMS FROM THE LAST CLASS

 

On Rawls, pp. 3-21 --- Rawls is the most famous and significant political philosopher of the 20th Century [said even by those who disagree with him]. It is critical that you read the assignments regularly [15-18 pages of Rawls at a time is manageable, while challenging. Trying to do all the assignments at once will be tough].

 

It is also critical that you ask questions as we go along regarding any passages, terms, ideas that are not clear. This will help as you move through the next assignments.

 

John Rawls: Liberalism in the 20th and 21st Century and the Search for Justice

 

Justice as Fairness

Sept. 11

On Rawls, pp.23-33

[W] Answer the questions from the Study Guide indicated in the table cell to the right and send via Blackboard to me by Tuesday, noon. You should be using the Study Guide in its entirety to help your reading/understanding of the material.

Grade will depend on REASONABLE answers and not if you have come up with the most correct answer.

John Rawls: Liberalism in the 20th and 21st Century and the Search for Justice

 

Justice as Fairness

  1. Just what is a conception of justice as indicated at p. 23?
  2. What does the author say is the main task of political philosophy?
  3. What is the basic idea behind utilitarianism?
  4. What is meant by "the good is prior to the right?' Do you agree or disagree with this and why?
  5. What does Talisse mean by terms that are distributive concepts?
  6. What is the principal claim of traditional contractarianism?

Sept. 16

On Rawls, pp. 33-51

 

Be prepared to answer in class questions found on the Study Guide -- NO written paper required.

 

 

 

John Rawls: Liberalism in the 20th and 21st Century and the Search for Justice

 

Justice as Fairness

 

Bring questions you have as to meaning and comments as to disagreement or concerns relative to any of the ideas presented. Rawls' ideas should go against the ideological grain of several, if not many, of you. Bring your objections and concerns, so we can put them on the table and discuss.

Sept.18 

On Rawls, pp. 55-73

 

[W] Answer the questions from the Study Guide indicated in the table cell to the right and send via Blackboard to me by Tuesday, noon. You should be using the Study Guide in its entirety to help your reading/understanding of the material.

Grade will depend on REASONABLE answers and not if you have come up with the most correct answer.

John Rawls: Liberalism in the 20th and 21st Century and the Search for Justice

 

Justice as Fairness

  1. What is meant by comprehensive liberal theories? What is the critical difference in how Rawls begins with his theory and how theorists such as John Lock and John Stuart Mill began their theories?
  2. What is the importance of the "considered convictions" of citizens of liberal-democratic societies?
  3. What are the two moral powers to which Rawls often refers? Of what significance are these to his line of reasoning?
  4. What is an "overlapping consensus" and what is its significance in Rawls' theory?
  5. When is a comprehensive doctrine "reasonable?"

Sept. 23

EXAM: Open - book exam. you can use your notes and books. Careful!! You still only have 75 minutes; thus,  you must come prepared to answer questions without always looking them up. Your notes and books should be to help in spots. 

Book Chapter handed out for next class reading: John Christman, "The Basic Challenge to Liberalism: Conservatism and Communitarianism." from Social and Political Philosophy, pp. 125-139.

 

 Study the study guides carefully! The exam questions will come from:

 these guides in the form of questions as to meaning and/or significance of an item, perhaps an example of it if appropriate, or a short essay answer to one of the questions on the study guide. NOTE THAT THE STUDY GUIDES MAY BE REVISED AFTER CLASS DISCUSSIONS/LECTURES TO INDICATE ITEMS NOT ORIGINALLY ON THE GUIDES. THUS, YOU NEED TO CHECK FOR ANY REVISIONS ONLINE. I WILL DO THEM IN RED SO THAT THEY MAY BE PICKED UP QUICKLY. 

Sept. 25

Book Chapter handed out in class: John Christman, "The Basic Challenge to Liberalism: Conservatism and Communitarianism." from Social and Political Philosophy, pp. 125-139.

Conservatism/Communitarianism: Response to Liberalism -- From Aristotle to Sandel

 

Basic issue is the individual in relationship to the community. This is one of the most basic and important issues of all political philosophical and ideological ideas:

  • nature of each [i.e., individual and community] and the interaction of each?
  • dominance of one over the other?
  • danger of each?
  • policy impact:
    • economic life
    • social life
    • political life

Sept. 30

Christman, pp. 139-151

[W] 2-3 pp. single-spaced essay on the comparison between liberalism and communitarianism referring to Rawls' and Christman's readings.

Grade will depend on REASONABLE comments  and not if you have come up with the most correct answer.

Send via Blackboard to me by Sept. 30, noon.

Conservatism/Communitarianism: Response to Liberalism: Cont.

Wednesday, Oct. 1

6 PM

23L [Bottom of the Library]

Movie: "All the King's Men" --an "oldie goldie" but still relevant themes. Built around historical political situation in Louisiana around 1930s. 

NOTE THAT THIS IS A WEDNESDAY  NIGHT ASSIGNMENT

Oct. 2

SHORT TEST on  “All the King’s Men.” 

 Questions will focus on key ideas presented in the movie and the different approaches to the questions of sometimes having to do bad in order to to good as presented by the different characters.   

  1. “Dirt” power and good – a necessary mixture?
  2. What does “practical” politics require in the world of various perspectives of "good" and "bad"?
  3. What implicit links to the philosophical ideas by each of the main characters? That is, does someone seem to represent a Plato-like approach? A Rawlsian approach? Communitarian? Machiavelli?, etc.

Oct. 7

In-class video: George Edwards: video on The Electoral College -- An Election Anachronism?

 

 

Analysis of a major election institution. Institutions Count!! Note how Edward’s analyzes the issue at hand as well as his substantive comments on the issues. This is an empirical analysis and not a normative analysis. What makes it such? The implications of it and the reasons for its existence rests partly on “practical” political calculations. What are these?

 

Note that while this is an empirically based argument different values are involved, such as whether or not fair democratic representation is the result of the electoral college.

Oct. 9

Fall Break

Fall Break

Oct. 14

[W] Short paragraph outline of key points from Edwards video on electoral college.  2 pp. double-spaced or one page single-spaced.

Send to Blackboard by noon, Oct. 14 and bring copy to class for your use.

 

[Paragraph outline means a  series of paragraphs indicating key points with a couple of sentences explanation each point.]

 

Elections:  Democracy in Action – What Is The Ideal Compared To The Reality? ---This has been the subject of much political analysis since the reality of the process is sometimes seemingly not well-linked to the values and ideals that underlie the process, and these values and ideals are critical to basic concepts of freedom as well as to the final allocation of goods in the social system [remember politics seeks an authoritative allocation of values in the society as its primary objective].

 

Oct. 16

Article Analysis -- in class --Sidney Verba and elections and the politically  disadvantaged.

No preparation ahead of time needed.

 

Tatolovich and Daynes reading to be handed out for the next class.

A critical skill to develop is the ability not only to choose a good source for information/ideas but to be able to analyze it well and use it effectively. We will analyze one article on voting and one on framing an issue.

Article analysis simply means highlighting all the parts of the article in order to both understand and use the information effectively. It allows, in the process, a critique of the article. Poor definitions, inconsistencies, lack of data, etc. become apparent under good, comprehensive reading of the article.

 

Article analysis involves the following: [Terms such as "thesis", "theory", etc. will be defined and explained in class. It is important that you master these terms. They are involved in the ordinary thinking processes as well as formal research, although in the former one does not usually recognize them as such and label them. This will be described in class. ] --- This outline refers to empirical studies. Normative studies such as Rawls' theory can also be broken down into many of these parts with logical argumentation and the development of reasonable definitions especially important. From these theories one may then develop empirical research studies such as whether people would operate in the original position as Rawls indicates, or whether public opinion does have any overlapping consensus, etc. For the moment here, our focus is on the empirical study.

  1. What is the basic question studied?
  2. What basic theory or theories presented?
  3. What basic thesis [es] is [are] presented?
  4. What data are being used? --- Note this may be quantitative or qualitative data.
  5. What definitions [referred to often as "operational definitions"] are being used?
  6. What specific findings are indicated?
  7. What conclusions and do they tie in effectively, logically and reasonably  to the data presented.
  8. So what? Of what is the significance to the understanding of politics? to any values we may hold? ---Note: Questions concerning homosexuality, abortion, gun control, euthanasia, welfare politics for the poor, etc. involve empirical studies when politics seeks to turn ideas and values into policies -- the normative, empirical and practical come together!!

Oct. 21

Chapter from Tatolovich and Daynes on policy factors in determining the fate of moral issues in politics. [This will be handed out in class Oct. 16.] Read carefully and note the specific factors. We will refer to them as we discuss some of the issues.

 

 

 

 

Orientation to Moral Choice and Public Policy

 -- How to Analyze it. What questions are relevant in analyzing moral controversies in politics?  ---What is “new politics”?--- What is mainstream compared with  radical politics?

Our discussions on some of the social value issues will make reference to the following:

  1. Framing an issue
  2. The search for data on an issue
  3. Judicial opinions [Here is where constitutional values come into play with the debates between individual and social values needing to be resolved.]
  4. Public opinion [How known? Values and pitfalls of survey data.]
  5. Values at stake:
    1. individual values, 
    2. social values, 
    3. political values and
    4. constitutional values.

     Sometimes these merge with one another, but often they are in conflict.

Oct. 23

[W]  writing exercise  re: Abortion

  1.  framing the issue, 

  2. developing  a short bibliography [a library exercise to develop use of the databanks there], 

  3. and  setting forth the values at stake. 

 

Length: 1-1/2 single-spaced pages. 

 

Place on Blackboard by noon, Oct. 23

FOLLOW THE FORMAT BELOW!!

 

 

ABORTION

1.      Frame the issue for public impact from each side of the issue using both positive and negative framing, Thus the side against allowing  abortion frames the issue to place their position in a positive light and frames the issue relative to the other side to place the other side in a negative light. Hence, there are 2 frames the anti-abortion side would develop and 2 the pro-choice side would develop.

Frame One = pro-abortion putting its position in best light

Frame Two = pro-abortion putting the position of the anti-abortion side in worst light 

Frame Three = anti-abortion putting its position in the best light

Frame Four = anti-abortion putting the position of the pro-abortion side in worst light

2.      Develop a short bibliography to include:

a. two peer-reviewed articles on each side of the issue.

1.      Use EbscoHost or WilsonWeb databanks

b. two important Supreme Court decisions

2.      Use Lexis-Nexis databank or Cornell University Law School  site: http://supct.law.cornell.edu/supct/index.html

c. 2 books with opposing opinions

d. Web sites for obtaining public opinion data -- Google or Yahoo searches will get you to these.

[You can also go to my Web site on sources at http://www.stetson.edu/~gmaris/Resource.htm to find various sources for court opinions, public surveys, etc.]

 

3.      What are the values at stake? This is not expected to be very elaborate and can be based mainly on your own perception but should be aided by some quick look at some of the sources you have located for your bibliography.

Jarvis and Wilcox articles to be handed out for next class assignment.

Abortion: A Classic Choice between Values in Politics and a Question of What Role for Individual Moral Ideals in Politics

 

a. personal values?

b. social values?

c. political values?

d. constitutional values?

 

 

Oct. 28

In-Class analysis of two opposing philosophically-oriented articles on abortion [Jarvis and Wilcox]. Prepare ahead of time, so that you can engage effectively in the discussion. Note the analysis pieces in the table cell to the right. You should be able to indicate each of these.

 

Abortion -- Continued

Article Analyses:

  1. thesis
  2. argument
    1. premise [s]
    2. line of argument
    3. logic of argument
    4. reasonableness of argument: why or why not?
    5. any empirical evidence or strictly philosophical
Oct. 30

In-Class analysis of Supreme Court opinion. No preparation ahead of time needed. This will be Roe v. Wade. This is a very long opinion and we will work only  with the most important parts of it. You might want to access  Lexis-Nexis and read through the majority opinion [although quite lengthy it can be skimmed for some idea of some of the ideas discussed and arguments made] to have at least some familiarity with it. It is one of the most important opinions in U.S. constitutional law.

 

Casey opinion to be handed out for the written assignment due for the next class.

 

Supreme Court Opinion Analysis: Abortion

  1. The basic issue [or issues] is [are] what? [Don't worry about procedural issues but focus on the constitutional issue [s] such as whether laws prohibiting gays from working in a particular industry violate discrimination laws and not whether the lower court handled the case properly in terms of the presentation of evidence or adequate time for defense, or case no longer relevant, etc.]
  2. Majority opinion:
    1. basic decision
    2. line of reasoning
    3. key terms developed in setting forth the law, e.g., "undue burden", "strict interpretation" , "substantive liberty" and why the term is important in understanding the constitutional law indicated.
    4. type of evidence used: e.g., historical practice, medical opinion, studies of elections, etc. and how used
  3. Dissenting opinion [s]
    1. basic reason [s] for dissent from majority opinion -- note different interpretations given to terms such as "undue burden", different understanding of the evidence [or its relevance], different approach to the role of the Court itself [!]

 

Nov. 4

[W] Analysis of Supreme Court Opinion: The Casey Decision. Excerpts will be handed out in previous class. Without reading the footnotes [which take up a major portion of the opinions] the length of the text is manageable. Your analysis should include the items discussed in the last class and indicated in the table cell to the right for the last class. Length need not be more than 2pp single-spaced.

 

Place on Blackboard by noon, Nov. 4

Abortion: Constitutional Values as indicated by the Supreme Court

This also brings out:

  1. the impact of a elections on constitutional law as we look at the present and possible future
  2. the relationship of interest group activity and elections and how values get into the law
  3. role of the court itself in the realm of values encased in constitutional law
  4. the conflict of values in a question that poses the conflict more sharply and significantly than one finds in most issues

 

Nov. 6

[Write] Write a pro-con objectively developed paper, that is, presenting both sides in an objective fashion on abortion. You have made notes on bibliography, philosophical arguments pro-con, and constitutional arguments pro-con. Now put these together into a paper using the following outline format:

For the most part you are putting

together the different pieces of writing you have already done on framing, values, philosophical arguments and constitutional law; thus, you need only basically polish what you have done, revise where necessary due to class discussions and my comments on your writing, and add the information on polls which has not already been done. 

 

ABORTION AND POLITICS

  1. Framing the issue [see your earlier notes on this and class discussion]

  2. Values at stake: [see class discussion]

    1. personal [what do individuals see as tied to their personal values][pro-con]

    2. social [what social values, i.e., impact on society, are argued][pro-con]

    3. political [note how Rawls might view this compared to Christman]

    4. constitutional [very briefly since you are going to indicate the constitutional points below]

  3. Two opposing philosophical arguments [see your notes on Jarvis and Wilcox]. You may add to this if desired. They don't cover all the bases. 

  4. The constitutional arguments and decisions by the Supreme Court [see your notes on Roe and Casey -- use minority opinions to set out some of the counter arguments to the majority]

  5. The public [see poll data from your bibliography]

  6. Your personal opinion and why. 

  7. Use proper citation format for Supreme Court opinions, article, books. Your works cited page should include Rawls, Christman, Jarvis, Wilcox, Roe, Casey and any other sources you have used. You can find proper formats at my Web page:  http://www.stetson.edu/~gmaris/Write.htm

 

  1. Length: 5-6 single-spaced pages.

This grade will be 10% of final course grade.

 

Place on Blackboard by noon, Nov. 6

 

If it appears you have made a good faith effort to write a good paper; and you would like to rewrite the paper for a higher grade after our class discussion and my comments on your paper, you may do so.

 

Abortion Papers

Highlights from your papers including personal conclusions will be asked for in class. No formal presentations will be required; but I will ask persons to speak to different aspects of the assignment, such as "What did you indicate re: the constitutional law arguments pro-con? or "What did you end up concluding personally and why?

 

 

Religion and Politics

Politics and "the Good."

1.      liberalism and communitarianism

2.      historical background

3.      certainty and politics: an unholy alliance?

 

 

When Is "Separation" Separation And "Exercise" Exercise?

1.      accommodationists

2.      separatists

3.      abstract separationist and concrete accommodationist

4.      communalists

5.      libertarians

 

 

Nov. 11

[Write] Utilizing at least 6 newspaper articles [of at least 100 words each, usually found in a long column of news print]  write a 1-2  page [single-spaced] essay with citations to the news sources on the controversy over teaching creationism in the public schools. You should note:

  1.   relevant court opinions reported in the news as well as editorial comments and news reports of arguments

  2. local politics

  3. the lines of reasoning/argument on both sides of the issue and 

  4. your opinion and why. [Newspapers can be searched online. The NewsBank data base is located on the library database list and will take you to numerous articles quickly.]

 

Religion and Politics

  1. Practical politics in contemporary elections: "God talk" as a necessity?
  2. Constitutional values
    1. Supreme Court's list of do's and don'ts
    2. the reasoning behind the decisions

 

Nov. 13

Reading: TBA

 

Goodrich decision to be handed out for the next class assignment

Why a tax? A non-social value issue re: who should pay for what and how much. 

Classical liberalism and modern libertarianism faces welfare liberalism and communitarianism. Rawls and Christman at odds but not entirely. 

What is a "fair" tax?

Nov. 18

Read excerpts from Goodrich  decision handed out in class. We will discuss in class and this will be relevant to your writing assignment for the next class.

 

Gay Rights

 

  1. Social Mores and Constitutional Rights.
  2. Simply a Group by Choice? If  So, So What?
  3. When is Discrimination Invidious?
  4. In-class analysis of Lawrence decision --- privacy, social mores and the state in conflict: individual values, social values and the concluding constitutional value/law

Nov. 20

[Write] Using Internet search and Stetson database search provide the evidence relative to the answers to the following questions. Cite your sources. DON'T LOOK SIMPLY FOR THE EVIDENCE THAT SUPPORTS YOUR PRESENT IDEAS. Your search should be objective, seeking the available information. Each of the statements below is argued pro-con in courts, legislative bodies, within citizen groups and during campaigns for state legislative initiatives ["initiative"  refers to changes in the law which can be voted in by a general state-wide vote, e.g. declaring that marriage is between a man and a woman].

 

These are not yes-no answers. You need to indicate your answer as to yes, no, sometimes, etc. and then provide evidence and reasoning in paragraph form for each. A paragraph of about 3-5 sentences for each should suffice.

1.     Is being gay is a cultural thing [socialized into it] and not a biological development? If not biological does that matter in terms of gay rights?

2.     Do gay parents provide family environments harmful to children?

3.     Are gays not a "group" in the sense of groups rights protected against unconstitutional discrimination; that is, not like gender groups, racial groups or religious groups?

4.     Is  religion  essentially behind the law concerning  whether gays are allowed to marry? If it is, is this constitutional? If not, then how to explain the opposition to such marriages?

5.      According to the Lawrence decision, the U.S. Constitution provides a right of privacy which affects gay rights? How? What argument is made against this privacy argument?

Place on Blackboard by noon, Nov. 20

 

Gay Rights

 

Discussion of hypotheses/arguments presented for-against aspects of gay rights debates in determining the legal environment for gays.

Nov. 25

All Quiet on the Western Front  -- This is a short novel that can easily be read in a few hours. It has numerous items of note concerning communication and war, the personal lives of persons involved in war, the distance between the individual and the politics of war, and other items. Note carefully and underline, highlight, etc. for class discussion.

 

Short Exam: Open Book BUT only 15 minutes, so should be prepared and only use the text for quick assistance for a name and event when needed. Be prepared not to use the text if possible. Questions will focus on major events and ideas portrayed in the novel. 

War: The Cost in Human Values -- What Part of Realpolitik is This?

  1. Just Wars: A workable idea in a potentially violent world?
  2. Iraq:
    1. words, words, words
    2. cost-benefit analysis

Nov. 27

THANKSGIVING

THANKSGIVING 
Dec. 1 Monday --6PM Movie: Library Media Center: Judgment at Nuremberg

This is a 3-hour movie, so please plan accordingly.

Dec. 2

 Read :Abby Mann, Judgment at Nuremberg

 

[W] 20 minute in-class essay on main ideas brought out in movie and text.

 

 

 

Discussion of Judgment at Nuremberg

In-class essay to be written on key ideas brought out in the movie.

 

Discussion of torture and values in conflict

 

 

    

 

    
     

COURSE GRADE: ELEMENTS AND WEIGHTING:

1st Exam                                           20%

Short Tests                                        15%

Short Writing Assignments                 25%

Paper on Abortion                             10%

Final Exam                                        30%

 

 

 More than 3 absences will result in a lowering of one’s course grade.  Extensive absences [more than 25% of the class meetings] may be considered grounds for an "F" in the course or a grade no higher than a "D". This will be determined on a case-by-case basis.

All work should be turned in punctually.  Late Papers: All papers should be turned in on the assigned date. It is simply a part of life to produce work for an expected time. Judges don't excuse lawyers for turning in their legal briefs late or not appearing in court on time; doctors are expected to present papers at professional conferences at the assigned times; scholars are expected to have manuscripts turned in at the contracted times, etc. One day late = 1/2 grade loss, two or more days  = a full grade loss. 

Essays, Outlines of Key Points, Analysis Papers, etc.  Your writing for the course will consist basically of short writing assignments -- some in-class and most out of class.   It is expected that they will be well written in terms of grammar and that you have given some thought to the essay, outline of points, or whatever the assignment. All total , the 1-2 page  assignments will represent 30% of your final grade. They will be graded as OK, OK- or Insufficient. Often is not having the "correct" answer or best comments but showing reasonable and well thought-out papers. It is not expected that you will have the best interpretation of Rawls, etc. but it is expected that you will have a reasonable  response relative to reading, lecture or simply the question posed to develop a thoughtful reply. At times you will be held to the full accuracy of the answer if the questions are directed at information to which you have access and which have clear answers if one reads the text, views the film, listens to the lecture, etc. carefully. For example, I might ask for a brief statement of an idea which was presented in the last class or for a statistic that is located easily on the Internet or for a scene from a film that you have viewed.