Le Grand Syllabus 2016/2017
ferent level, should the quest for social justice be concerned merely with socioeconomic factors and redistribution, or should it also encompass the recognition of symbolic injustices, and the attempt to resolve them ? Are there just one or several forms of justice (social, political, penal) ? In order to provide the necessary tools to reﬂect on these abstract questions and on the contemporary debates about justice, we will read some of the most inﬂuential accounts of the notion in Western political philosophy, and analyze their respective thrust and merit. In the ﬁrst part of the course, we will focus on ancient and medieval accounts of justice and the good society, both in Greek philosophy and in the Christian and Muslim religious doctrines. Next, we will turn our attention to the social contract theories of justice elaborated in the seventeenth and eighteenth centuries, and to the utilitarian account of the problem put forward in the nineteenth century. The familiarity acquired with these different traditions will then allow us to approach the powerful reformulation of justice theory by John Rawls in the second half of the twentieth century. A careful reading of Rawls' works will occupy several of our sessions, and we will devote the others to an analysis of some of the most important objections raised against them, from the libertarian and egalitarian critiques, to the multicultural and feminist rebuttals. Required reading : to be deﬁned.
Other texts : Students are not required to purchase any of the other texts that will be assigned for reading, which in either case will be excerpts from other books that will be sent to them, via e-mail, or articles which they can download themselves via their Sciences Po accounts. If assigned, these texts should also be brought to class in printed version. Pedagogical format : Seminar Course validation : Active participation in-class and on the course forum (25%). No less than approximately 40/50 pages of reading per week are assigned. Since successful participation depends on thorough preparatory reading, students' efforts will pay off in their grade as participation weighs heavily. They are expected to take notes during their preparatory readings and to write down questions for in-class interpretation and evaluation. In addition, they are required to share different media sources in class and on the forum that enable us to bring Arendt's revolutionary thought in connection to contemporary events. 10 minute Presentation on the assigned reading (25%). The goal is to render the text more accessible and clear for the rest of the class. Apart from formal criteria and communicative quality, the criteria by which the presentations are graded are : i) the student's clarity in interpreting the text's central normative concepts and distinctions ii) the student's ability to evaluate the cogency of the text's main argument(s) iii) the student's ability to connect the text with Arendt's broader political theory and / or the canonical authors Arendt engages and / or the secondary literature on Arendt's revolutionary thought. Students must send an outline of their presentation the day before class and provide a hard-copy hand-out for the whole class. After the presentation, students are expected to answer some questions from their fellows and lead the discussion with the instructor (10 minutes). Essay-outline (10%). Students are required to submit an essay-outline of 2 pages at the start of session 8 (when the full text of On Revolution will have been read) in which they i) formulate a clear research question/problematic ii) a tentative argumentation strategy / division of paragraphs and iii) a short provisional bibliography. At the beginning of the
THINKING THE REVOLUTION WITH HANNAH ARENDT
Semester : Spring Number of hours : 24 Language of tuition : English
Teachers : to be deﬁned. Prerequisite : Required texts : Students are required to obtain the following texts and to bring them to class if scheduled. The importance of bringing the