TR 12:30-2pm Paris time (Central European Summer Time, GMT+2), NYU Paris auditorium (ground floor) and Zoom (with the same password as the readings). Office hours Wednesday 12-1pm Paris time (Zoom with the same password as the readings).
All assignements to be submitted here.
Go to the next class in the schedule.
A survey of important issues in contemporary political philosophy, with a particular focus on the questions of social justice and political legitimacy.
What is the reason for or purpose of political authority? How should a just society be organized? Should its decisions follow certain procedures? Should it display particular patterns and outcomes? How should we reach important social and political decisions for them to be (and not just appear) legitimate? Is the majority always right? Should we elect representatives or practice a more direct form of democracy? What are the rights of minorities?
In 2020 we will pay special attention in the last stretch of the class to democracy, civil disobedience, dissent and protest.
A blend of in-class and remote students raises some special challenges. I am committed to making the experience of all students as rewarding as possible. I appreciate the challenges to our attention in this environment, not to mention the stress we all feel in the middle of a pandemic and of an economic crisis.
To adapt the way we deal with the material together and to foster discussion across different media, I will introduce the following roles, tools and policies. We may have to adjust them together as we go along.
Oral participation from all students is strongly encouraged, but I recognize that parallel conversations about the material will almost inevitably happen in the Zoom chat. In-class students are therefore welcome to bring electronic devices and to connect to the class Zoom meeting.
For each class session, one student (either in-class or remote) will serve as “voice the chat.” They will monitor the chat discussion, flag important questions to me as they arise, and periodically report to the whole group on the chat conversation. This may sometimes move a topic of conversation from the chat to the oral discussion. This could lead me to call on those who participated in the chat discussion. If you are uncomfortable with this, please discuss it with me ahead of time.
I expect all students to serve as “voice of the chat” at least once (and often twice, given our numbers). This will count towards participation grades.
For most class sessions with new readings, two or three students will work together as a point group to prepare the presentation and discussion of the material. (The three sessions about democracy in November will follow a different format.) This involves the following work:
Given our numbers, each student will do this at least twice this semester, once before October 20 and once after. They will receive a grade taking into account both the in-class conversation and the response paper (not the email exchange to prepare).
The point group will help me minimize lecturing, but they are only there to help us start the conversation. Others should not think they are off the hook for doing the reading and participating in the discussion.
Some of the most enriching discussions take place among students after class. Social distancing and remote learning do not leave much room for that.
We will experiment with an online forum for those who wish to continue to formulate their thoughts and dialogue about our sessions.
Participation in the online forum will be optional but could add to participation grades.
Please sign up for this point group only if you are fluent in French, I cannot promise to have produced a translation of the reading.
Participation grades will reflect
The last two components are, in and of themselves, optional. Talking in class is strongly encouraged and rewarded because it is the best way to have an inclusive conversation with the whole group. Chat and forum participation are optional but can lift your participation grade.
Part of the group work to prepare for two sessions (one before Oct 12 and another after).
Two-to-three-page response papers should articulate
When a session features more than one text to read, you are free to concentrate your response paper on one of them.
Grades will also reflect the in-class conversation (5%).
You can register for a third session if you wish. Only the best two grades will count.
Students will choose a book of (mostly very recent) political philosophy to read among a list of books relevant to different parts of the class (see below).
They will explain the key novel points to the class on the pertinent “Discussion and student presentations” session, discuss what the author has to say about them, and answer questions from the group (for about 20 minutes).
By the end of the semester, students will submit a five-page book review. Reviews should present the books, explain the thoughts of the author, and engage in some critical discussions of some of the points made.
Students will choose a philosophical topic about which to write their final paper and submit a one-page proposal (not graded) with their research question, proposed thesis, and proposed list of sources.
Student will write their ten-page final paper with the help of my comments on their project.
Projects can fall into two main categories:
Students are invited to run any creative idea by me.
The need for outside sources depends on the nature of the project. As a rule, they will be more important for the second kind of project than for the first.
The only formal constraints on the final paper is that it has to allow for and to facilitate dialogue between competing points of views. For example, students who find it easier to adopt this dialectical mode of thinking if they write an actual dialogue between two characters are welcome to do that.
Links to be added.
Edmundson, William A. (2017) John Rawls: Reticent Socialist, Cambridge University Press (NYU access)
Moller, Dan (2019) Governing Least: A New England Libertarianism, Oxford University Press (NYU access)
Anderson, Elizabeth (2017) Private Government: How Employers Rule Our Lives (and Why We Don’t Talk about It), Princeton University Press (NYU access)
Azmanova, Albena (2020) Capitalism on Edge: How Fighting Precarity Can Achieve Radical Change Without Crisis or Utopia, Columbia Univeristy Press
Reiff, Mark R. (2020) In the Name of Liberty: The Argument for Universal Unionization, Cambridge University Press
Thomas, Alan (2016) Republic of Equals: Predistribution and Property-Owning Democracy, Oxford University Press
Alcoff, Linda Martín (2006) Visible Identities: Race, Gender, and the Self, Oxford University Press
Appiah, Kwame Anthony (2018) The Lies That Bind: Rethinking Identity: Creed, Country, Color, Class, Culture, Liveright Publishing
Khader, Serene J. (2019) Decolonizing Universalism: A Transnational Feminist Ethic, Oxford University Press
Green, Jeffrey Edward (2016) The shadow of unfairness: A plebeian theory of liberal democracy, Oxford University Press
Kim Sungmoon (2018) Democracy after Virtue: Toward Pragmatic Confucian Democracy, Oxford University Press
Landemore, Hélène (2020) Open Democracy: Reinventing Popular Rule for the Twenty-First Century, Princeton University Press
Talisse, Robert (2019) Overdoing Democracy: Why We Must Put Politics in its Place, Oxford University Press
Brennan, Jason (2018) When All Else Fails: The Ethics of Resistance to State Injustice, Princeton University Press
Delmas, Candice (2018) A Duty to Resist: When Disobedience should be Uncivil, Oxford University Press
Harcourt, Bernard E. (2015) Exposed: Desire and Disobedience in the Digital Age, Harvard University Press
Shelby, Tommie (2016) Dark Ghettos: Injustice, Dissent, and Reform, Cambridge University Press