1
HURON UNIVERSITY COLLEGE
POLITICAL SCIENCE 2237E, 2016/17
INTRODUCTION TO POLITICAL THEORY
Instructor: Dr. Frank Cameron
Office: A13
Email: [email protected]
Office Hours: Monday 5:30-6:30 pm
Lecture: Monday 3:30-5:30 pm, W108;
Tutorials: Wed. 2:30-3:30, W17 (Sect. 551); Friday 1:30-2:30, W101 (Sec. 552).
COURSE DESCRIPTION:
Political Science 2237E is a text-based essay course, required for all students in the Honours Specialization and
Major Programme in Political Science, as well as for the Major and Minor Programmes in Political Studies:
Ideology and Identity. The course is designed to introduce students to the original writings of a selection of the
major political thinkers in the western political tradition, from Plato and Aristotle to Rousseau and Marx.
Lectures and tutorials focus on a variety of issues, from the political implications of different views of human
nature and the limits of an individual’s obedience to government, to the place of women in the history of
political thought. Students will study in a critical manner key concepts in western political thought, such as
justice, government, sovereignty, political obligation, liberty, equality, rights, consent, revolution, and
democracy.
COURSE OBJECTIVES:
1. Students will learn to think critically about political ideas. The goal is to develop students’ ability to analyze
ideas and situations, and make considered decisions and form coherent, reasoned and fact-based judgements.
2. Students will become familiar with a selection of the writings of the past’s great political philosophers, and
acquire an understanding of the key components of the western political tradition and the debt our present
political arrangements owe to the ideas expounded by philosophers in the past.
3. This course will prepare students for all senior political theory courses.
LECTURES AND TUTORIALS:
Lectures. Two hours per week. Monday, 3:30 – 5:30 pm.
Tutorials. Wednesday 2:30 – 3:30 pm and Friday 1:30 – 2:30 pm.
Note: Students must attend the tutorial to which they are assigned (limit of 20 students in each tutorial).
REQUIRED COURSE TEXTS:
1. Plato & Aristophanes. Four Texts on Socrates, trans. T.G. West & G.S. West, revised edition. (Cornell
University Press, 1998).
2
2. Plato, The Republic of Plato, trans. Allan Bloom, second edition. (New York: Basic Books, 1991).
3. Aristotle, Aristotle’s Politics, trans. C. Lord, second edition. (University of Chicago Press, 2013).
4. Modern Political Thought: Readings from Machiavelli to Nietzsche, ed. D. Wootton, second edition. (Hackett
Publishing Co., 2008)—includes Machiavelli’s The Prince (1513-1516; published 1532) and selections from
the Discourses (c.1517; published 1531); Hobbes’ Leviathan (1651); Locke’s Second Treatise of Government (1689);
Rousseau’s Discourse on Inequality (1755) and Social Contract (1762); and selections from Marx.
COURSE REQUIREMENTS:
1. Two term papers of approx. 2500 words each worth 20 % of the final grade. A second copy of each essay
must be submitted as an email attachment to [email protected]. The essay will not be graded until the second
essay is received. Due dates: First term essays are due in class 3:30 pm Monday, November 14, 2016. Second
term essays are due in class 3:30 pm Monday, March 20, 2017.
2. One tutorial oral presentation each term, and one written tutorial paper each term of approx. 1000 words
(approx. 4 double-spaced printed pages). The written report is due at the time of the following week’s tutorial.
Only the written work will be graded; each report is worth 10% of the final grade and subject to late penalties
described below (see LATE POLICY).
NOTE: The tutorial presentations are a course requirement; tutorial papers will NOT be graded if the
student fails to make the scheduled oral presentation.
3. A three-hour final exam covering all aspects of the course, worth 40% of the final grade.
3
FIRST TERM LECTURES & TUTORIALS
This is a text-based course. Readings for lectures will be assigned week by week from the course texts.
Tutorial readings are indicated below. It is imperative that students keep up with the readings for both lectures
and tutorials.
WEEK 1
12 Sept. Lecture
Tutorial
(1) Course materials and texts; introduction
(2) The nature of political theory; themes in political theory
Discuss tutorial requirements; students sign up for first term tutorial topics.
WEEK 2
19 Sept. Lecture
(1) Plato: “Apology of Socrates”; “Crito”
Tutorial
Topic #1. Plato, “Crito”, in Four Dialogues on Socrates, secs. 43-54e.
Question: Why does Socrates say he should obey the laws of Athens? Are his
arguments persuasive? Background reading: Plato, “Apology of Socrates”, in
Four Dialogues on Socrates, secs. 17-42a.
PRESENTERS:_____________________
__________________________
WEEK 3
26 Sept. Lecture
(1) Historical Context of Greek Thought
(2) Socrates and Plato
Tutorial
Topic #2. Plato: The Republic, secs. 336b-359b
Question: Is justice just a matter of convention (whatever the laws says it is), or is
there more to it?
PRESENTERS: ______________________
__________________________
WEEK 4
3 Oct. Lecture
(1) Plato: The Republic and “Justice”
(2) City-Soul Analogy
Tutorial
Topic #3. Plato: The Republic, secs. 488a-489c and secs. 556b-563e.
Question: Why is Plato so critical of Athenian democracy? To what extent could his
critique be applied to modern western liberal democracies?
PRESENTERS: _____________________
__________________________
4
WEEK 5
10 Oct. THANKSGIVING—NO CLASS
Tutorial
Topic #4. Plato: Gregory Vlastos, “Was Plato a Feminist?” Times Literary Supplement,
17-23 March 1989, pp.276, 288-89 (class handout)
Presenters must also read: The Republic, Bk. V, secs. 449a-471b (pp.136-64)
Question: Recognising that the term “feminism” and “rights” are anachronistic
concepts in the context of Greek thought, what do we mean by “feminism”? And
was Plato a feminist?
PRESENTERS:_____________________
__________________________
WEEK 6
17 Oct. Lecture
(1) Plato: Epistemology and Metaphysics
(2) Plato: The Value of Plato’s Metaphysics
Tutorial
Topic #5. Plato: The Republic, secs. 507d-521b.
Question: What do we learn about politics and philosophy from the allegory of the
cave?
PRESENTERS_____________________
__________________________
WEEK 7
24 Oct. Lecture
(1) Plato: What is The Republic really about?
(2) Aristotle: Introduction—Aristotle’s approach
Tutorial
No tutorial this week (Study break)
WEEK 8
31 Oct. Lecture
Tutorial
(1) Aristotle’s Method and the doctrine of Teleology.
(2) Aristotle: Slavery and Women.
Topic #6. Aristotle: The Politics 1252a-1253a (Book I, Chs. 1-2).
Question: What is the relevance of “nature” to Aristotle’s description of the state, and
what does he mean by “justice” in this context?
PRESENTERS:_______________________
__________________________
5
WEEK 9
7 Nov. Lecture
Aristotle on Democracy and the Best State (the “polity”)
Tutorial
Topic #7. Aristotle, The Politics 1274b-1278b (Book III, Chs. 1-5)
Question: What constitutes “unqualified” citizenship according to Aristotle? How do
citizens of modern western liberal democracies compare with Aristotle’s views on
citizenship?
PRESENTERS: ________________________ __________________________
WEEK 10
14 Nov. Lecture
Machiavelli: Historical Context; Introduction
Reading: David Wootton, “Machiavelli and the Renaissance”, Wootton (ed.), pp.15
FIRST TERM ESSAYS DUE IN CLASS, 3:30PM MON. NOVEMBER 14TH
Tutorial
Topic #8. Machiavelli: The Prince, Chs. 15-19, 21 and 23 in Wootton (ed.), pp.33-42,
45-6 and 47-8.
Question: In what terms does Machiavelli describe the “good” Prince? Is Machiavelli’s
advice outdated? What do we learn about our own rulers from Machiavelli?
PRESENTERS:________________________
__________________________
WEEK 11
21 Nov. Lecture
(1) Machiavelli: Power
(2) Machiavelli: Virtù and Fortuna
Tutorial
Topic #9. Machiavelli: The Prince, Chs. 7 and 8 in Wootton (ed.), pp.18-24.
Question: Why is Cesare Borgia to be preferred over Agathocles?
PRESENTERS: ____________________
___________________________
WEEK 12
28 Nov. Lecture
(1) Machiavelli: Human Nature
(2) Machiavelli: Realist Political Science
Tutorial
Topic #10. Machiavelli: The Discourses, Bk.I, Chs.2, 5, 12, 55, and Bk.III, Ch.1 in
Wootton (ed.), pp.56-9, 60-2, 67-8, 71-4, and 82-5.
Question: In what terms would you describe Machiavelli’s “republicanism”? Is there
a discrepancy between what he says in The Prince and in The Discourses?
PRESENTERS: _______________________
__________________________
6
WEEK 13
5 Dec. Lecture
(1) Summary of first term material
(2) Students sign up for second term tutorial topics.
Tutorial
No tutorials scheduled.
5 DECEMBER
END OF FIRST TERM LECTURES
DECEMBER 10-21 MID-YEAR EXAMINATION PERIOD
SECOND TERM LECTURES & TUTORIALS
WEEK 1
9 Jan. Lecture
(1) Machiavelli: The Discourses
(2) Hobbes: Historical Context
Reading: David Wooton, “Hobbes, The Reformation, and The Scientific
Revolution” in Wootton (ed.), pp.89-96.
Tutorial
Topic #1. Hobbes: Leviathan, Part 1, Ch.6 [pp.131-2, on motions, appetites, and
aversions], Ch. 11 and Ch. 13 in Wootton (ed.), pp.148-52 and pp.158-60.
Question: How accurate is Hobbes’ depiction of human nature? What kind of
political system would you expect from his view of human nature?
PRESENTERS: _____________________
________________________
WEEK 2
16 Jan. Lecture
(1) Hobbes: State of Nature, Laws of Nature, Human Nature
(2) Hobbes: Liberty and the Law
Reading: On law see Leviathan, Part 2, Ch. 26, in Wootton (ed.), pp.208-17; on
liberty see Leviathan, Part 2, Ch. 21, in Wootton (ed.), pp.188-93.
Tutorial
Topic #2. Hobbes: Leviathan, Part 2, Chs. 18-20, in Wootton (ed.), pp.175-88.
Question: What does Hobbes mean by “sovereignty”? What is the subject’s
obligation to the sovereign based upon? Fear of each other? Fear of the sovereign’s
power? Or is there more to it?
PRESENTERS: _____________________
_________________________
7
WEEK 3
23 Jan. Lecture
(1) Hobbes on sovereignty, and the foundations of “liberalism”
(2) Locke: Historical Context
Reading: David Wootton, “John Locke, David Hume, and the Right of
Revolution,” in Wootton (ed.), pp.278-84.
Tutorial
No tutorials scheduled.
WEEK 4
30 Jan. Lecture
(1) Locke: Natural Rights and Government
(2) Locke: Property
Tutorial
Topic #3. Locke: Second Treatise of Government, Chs. VIII-IX, in Wootton (ed.), pp.31221. Note: It makes sense to read the chapters in reverse order, Ch. IX followed by
Ch. VIII.
Question: Why and how do men establish political societies, and how does the
“consent” of the people function as the basis of government, according to Locke?
Background reading: David Hume, “Of the Original Contract,” in Wootton (ed.),
pp.354-62.
PRESENTERS:_________________________
________________________
WEEK 5
6 Feb. Lecture
(1) Locke: Revolution
(2) Essay review.
Tutorial
Topic #4. Locke: Second Treatise of Government, Chs. XVIII-XIX, in Wootton (ed.),
pp.340-53.
Question: On what grounds is resistance to government justified by Locke?
PRESENTERS:_________________________
_________________________
WEEK 6
13 Feb. Lecture
Rousseau and the Enlightenment
Tutorial
Topic #5. Rousseau, Discourse on Inequality, Part II, in Wootton (ed.), pp.401-10.
Question: Does the birth of political society overcome inequalities between men or
create inequalities, according to Rousseau?
PRESENTERS:_________________________
_________________________
8
WEEK 7
20-24 February: READING WEEK
WEEK 8
27 Feb Lecture
(1) Conjectural History of the State of Nature
Reading: David Wootton, “Rousseau, the Enlightenment, and the Age of
Revolution,” in Wootton (ed.), pp.363-70.
(2) Rousseau: General Will
Tutorial
Topic #6. Rousseau, Social Contract, Bk.II, Chs.I-IV; Bk.III, Ch.IV; and Bk.IV,
Chs.I-III, in Wootton (ed.), pp.436-40, 454-5, and 470-3.
Question: What is the connection between the “General Will” and democracy in
Rousseau’s political theory?
PRESENTERS:_________________________
WEEK 9
6 March Lecture
Tutorial
_________________________
(1) Rousseau: Democracy
(2) Rousseau: Freedom
Topic #7. Rousseau: Social Contract, Bk.I, Chs. I-VIII, in Wootton (ed.), pp.427-34.
Question: What is, or should be, the relation between liberty and sovereignty in civil
society, according to Rousseau?
PRESENTERS:________________________
__________________________
WEEK 10
13 March Lecture
(1) Marx: Historical and Intellectual Context
(2) Marx: Topics and Themes
Reading: David Wootton, “Marx and Marxism,” in Wootton (ed.), pp.706-13.
Tutorial
Topic #8. Marx and Engels. The Communist Manifesto (1848), Part I, in Wootton (ed.),
pp.798-804.
Question: In the epoch of the bourgeoisie why does class struggle lead to revolution,
according to Marx and Engels?
PRESENTERS:___________________________ ________________________
9
WEEK 11
20 March Lecture
(1) Marx: Hegelian dialectic
(2) Capitalism
Reading: G.W.F. Hegel, Introduction to the Philosophy of History (1837), and Marx,
“Toward a Critique of Hegel’s Philosophy of Right,” in Wootton (ed.), pp.714-37, and
758-65.
SECOND TERM ESSAYS ARE DUE IN CLASS 3:30 MON. MARCH 2Oth.
Tutorial
Topic #9. Marx: “Alienated Labour” from Economic and Philosophic Manuscripts of 1844,
in Wootton (ed.), pp.766-72.
Question: How does the concept of “alienation” fit into Marx’s critique of capitalism?
PRESENTERS:________________________
__________________________
WEEK 12
27 March Lecture
(1) Marx: Critique of Capitalism
Tutorial
Topic #10. Marx: The German Ideology (1845), in Wootton (ed.), pp.783 (col. 1) – 85
(col. 2), The Communist Manifesto (1848), Part II, in Wootton (ed.), pp.805-9, and Marx,
Critique of the Gotha Programme (1875), in Wootton (ed.), pp.850 (col. 2) – 57.
Question: What are the principal features of Marx’s view of “communism”? Are they
attractive? Are they feasible?
PRESENTERS:_______________________
WEEK 13
3 April Lecture
Summary; Examination review Tutorial
No tutorials this week.
7 APRIL END OF SECOND TERM CLASSES
APRIL 9-30 FINAL EXAMINATION PERIOD
___________________________
10
COURSE GUIDELINES
GRADING OF ASSIGNMENTS
All written assignments will be graded on the basis of two equally crucial components: 1. Appropriate and
adequate substantive content, describing and discussing the issue, idea or theory under consideration, and 2.
the student’s evaluative judgement in the critical assessment of the issue, idea or theory.
LATE POLICY
There is a late penalty of 2 marks applied for each day past the deadline for the submission of papers,
weekends included. Papers more than 2 weeks late will not be accepted.
PAPER SUBMISSION
Essays and other written assignments must be handed to the instructor directly in class or placed in the
dropoff box outside the FASS Office, A15, in the Administrative Building at Huron.
ESSAY DOCUMENTATION
Students must use standard social science reference, footnoting and bibliographic form. Whenever you use the
words or ideas of someone else, you must give a footnote, endnote or reference, or else you are committing an
act of plagiarism (see Plagiarism and Other Academic Offences below). Each note or reference must include
the name of the author/editor, the complete title of the book (or the complete title of the essay/chapter if an
edited collection or journal article, and then the name of book/journal in which it appears, plus volume
number), the name of the publisher and the place and date of publication, and a page number. Subsequent
references to the same source should appear in short form in the notes. See the essay guidelines and information on
citations in the outline below. Marks will be deducted for improper footnoting, references and bibliographies.
CITING INTERNET SOURCES
All information obtained through the internet must be cited in footnotes and bibliographies. Internet citations
must include all of the same information that is provided when citing a book or article. This includes the name
of the author, name of the organisation that has posted the website, the title, the date that the website was
consulted, and the complete website address.
GRADE DESCRIPTORS
The University of Western Ontario Senate has adopted a set of grade descriptors which explain the meaning
of grades assigned in all university courses:
A+
90-100%
One could scarcely expect better from a student at this level.
A
80-89%
Superior work which is clearly above average.
B
70-79%
Good work, meeting all requirements, and eminently satisfactory.
C
60-69%
Competent work, meeting requirements.
D
50-59%
Fair work, minimally acceptable.
F
below 50%
Fail.
11
TUTORIALS
Tutorials take place Wednesdays and Fridays 2:30–3:30 pm Wednesday, rm. W17 and 1:30–2:30 pm Friday, rm.
W101.
1.Oral presentation. Students (in pairs) will give a brief oral presentation (approx. 10 mins) each term on a
designated topic and submit a report of approx. 1000 words (approx. 4 printed pages). Students work together
on the oral presentation, but reports must be individually authored. The oral presentation is not graded. A
point form outline of the presentation must be distributed to each student at the start of the tutorial.
1.1 The oral presentation is not graded. Its purpose is to set a platform for discussion by the class and
presenters.
1.2 The presentation, whether involving a single or two presenters, should take no more than 10 minutes.
1.3 The presenters are required to prepare and distribute a brief one-page outline of their presentation
(absolutely no longer than this), to enable the class members to follow the oral presentation.
1.4 Content of the presentation:
1.4.1 State the issue or question to be addressed.
1.4.2 Give a brief overview of the main arguments of the philosopher related to the issue or question
(include selective quotations if appropriate). NOTE: Do NOT summarise the assigned reading.
1.4.3 Indicate the problematic aspects of the philosopher’s position or arguments.
1.4.4 Indicate your own conclusions or answer to the question.
1.5 The instructor will direct questions for clarification/further discussion to the presenters and to the class.
2.
Report. Each tutorial report is worth 10% of the final grade. The reports must be submitted a week
after the oral presentation, and should contain: 1. a brief summary of the problem or issue addressed in the
reading, 2. a critical commentary on the position taken by the philosopher in question, 3. plus any other insights
gained from the tutorial discussion.
2.1 A four-page report, no more and normally no less, to be authored by each presenter independently.
Co-authored reports will not be graded.
2.2 Elements of the report:
2.2.1 A clear introductory paragraph stating 1. the issue or question to be addressed, and
2. the key elements of the discussion in your paper, and conclusions reached.
2.2.2 Approximately one half of the paper devoted to a summary of the philosopher’s
position and main arguments related to the issue or question, employing quotations where
appropriate.
2.2.3 Approximately one half of the paper devoted to a critical analysis of the
philosopher’s views, e.g. 1. are there any problems of logic or coherence? 2. do the ideas
make sense? 3. are there different possible interpretations of what the philosopher has
written? 4. are there any issues related to the feasibility of the ideas?
2.2.4 A brief concluding paragraph summarizing your interpretation, your principal
arguments, and your conclusions.
12
FIRST TERM ESSAY TOPICS
2500 words (approx. 10 double-spaced pages worth 20% of the final grade. A second copy of each essay must
be submitted as an email attachment to: [email protected] . Only the original hardcopy will be graded, but not
before the second copy is received.
Essay Guidelines. See below, and the Guide for Citations for endnotes/footnotes and bibliographies. Marks
will be deducted for inadequate citations.
Essays on Plato. The original hardcopy is due in class 3:30 pm Monday, 14 November 2016, with 2 marks per
day for lateness (including weekends).
1. “But in heaven,” I said, “perhaps, a pattern is laid up for the man who wants to see and found a city
within himself on the basis of what he sees. It doesn’t make any difference whether it is or will be
somewhere. For he would mind the things of this city alone, and of no other.” (Plato, The Republic,
592b).
Plato says that the city he describes in the The Republic only “has its place in speeches”.
What is the function of the “ideal” in Plato’s political theory?
2. “Liken the domain revealed through sight to the prison home, and the light of the fire in it to the sun’s
power; and, in applying the going up and the seeing of what’s above to the soul’s journey up to the
intelligible place, you’ll not mistake my expectation…” (Plato, The Republic, 517b)
Plato’s conception of “knowledge” involves the apparent paradox that ideas are reality
(hence “the Good” is “the brightest part of that which is”), but what does this have to do
with politics?
3. To what extent is an appreciation of the dramatic structure of The Republic necessary to an
understanding of Plato’s philosophy?
4. Write a Socratic dialogue (employing whatever fictitious or real-life characters you like) on the
importance of education to politics making use of dramatic devices, parables, myths, stories, etc. such
as Plato uses in The Republic. Note: Students must incorporate in their dialogue some of Plato’s own
ideas on these topics.
5. Discuss Plato’s critique of democracy in The Republic. Is it a compelling critique?
SECOND TERM ESSAY TOPICS
2500 words (approx.. 10 double-spaced pages worth 20% of the final grade). A second copy of each essay must
be submitted as an email attachment to: [email protected] . Only the original hardcopy will be graded, but not
before the second copy is received.
Essay Guidelines. See below, and the Guide for Citations for endnotes/footnotes and bibliographies. Marks
will be deducted for inadequate citations.
The original hardcopy of the essay is due in class 3:30 pm Monday 20 March 2017, with 2 marks per day for
lateness (including weekends).
Note: Students must include material/quotations from both authors’ works.
13
1. Why is Machiavelli often regarded as the first “modern” political philosopher? In what way is his political
thought a departure from the “premoderns” (i.e. ancient or classical political philosophy)?
2. Put yourself in the shoes of Machiavelli and write a critical assessment of Hobbes’ view of “power”,
recognising that Machiavelli’s views are not limited to The Prince but also encompass his unique
perspective on political power in The Discourses.
3. What would Hobbes say about Locke’s justification for revolution? Are Hobbes’ objections warranted,
or is there more to be said in defense of Locke’s position?
4. Write a dialogue between Hobbes and Locke on “sovereignty”, including a critical analysis of their
respective arguments.
ESSAY GUIDELINES
1. Grade for essays. Students write one essay each term. The essays are each worth 20% of the final grade.
2. Submit two copies of each essay. One copy will be graded and returned to the student.
3. Title page. The title page of the essay must clearly identify by number which question is addressed in the
essay. See the list of essay topics above.
4. Essay format. A clear introductory paragraph stating the issue or question to be addressed, and the key
elements of the discussion in your paper, and conclusions reached. The essay must explain the
philosopher’s position(s) and main arguments, employing quotations where appropriate, and should
include a critical analysis of the philosopher’s ideas. For example: Are there any problems of logic or
coherence? Do the ideas make sense? Are there different possible interpretations of what the
philosopher has written? Are there any issues related to the feasibility of the ideas? A brief concluding
paragraph summarizing your interpretation, principal arguments, and conclusions.
Note: Please consult Professor Cameron if you require any further assistance with the research,
formatting or organization of your essays.
5. What makes a good political theory essay? A clearly stated thesis. A good grasp of the theory/ideas under
consideration. Appropriate use of quotations, illustrations, and arguments. Quotations should be
integrated into sentences so that the whole sentence reads grammatically. A thoughtful analysis of the
theory/ideas. The essay should be well-structured with a smooth transition between points/paragraphs,
and it should be well-written (properly structured sentences, with appropriate terminology, grammar
and punctuation).
6. Endnotes or Footnotes. Footnotes/endnotes are needed for all quotations and for ideas that are borrowed
or paraphrased from texts. The first footnote/endnote citation of a text must include the full name of
the author complete title of the work, place and date of publication, and the page number quoted or
referred to. Succeeding citations to the same text should be rendered in short form. See the guide
below.
7. Bibliography. Essays must conclude with a bibliography of all sources used in the writing of the essay,
including the full name of the author, complete title of the work, place and date of publication, and the
page number quoted or referred to. See the Complete Publications Details in the guide below.
8. Page numbering. The pages of the essay should be consecutively numbered.
9. Italicize or underline the titles of books or pamphlets. The titles of articles or chapters should not be italicized,
but enclosed by quotation marks.
10. Secondary sources. Secondary sources may be consulted, but in each case the relevant course text(s)
should provide the primary (even the ONLY) source for material.
14
GUIDE FOR CITATIONS IN ESSAYS FOOTNOTES/ENDNOTES and BIBLIOGRAPHIES
1. Bibliography.
1.1 Must include all works used in the research for the essay, not only those works expressly cited or
quoted.
1.2 Complete publication details must be given for every item included in the bibliography and
endnotes or footnotes.
2. Footnotes or endnotes.
2.1 Either footnotes OR endnotes are to be used for citations, NOT citations in brackets within the
body of the essay. Citations in brackets are only acceptable in tutorial reports.
2.2 Sequential Arabic numbers for footnotes/endnotes: 1, 2, 3, etc.
2.3 In the first citation in a footnote/endnote complete publication details must be given (as per the
bibliography), together with the specific page(s).
2.4 Subsequent citation of a work for which you have already given complete publication details in a
previous footnote/endnote, should be rendered in short form. 3. Examples of Citations in a
Bibliography and in Footnotes or Endnotes
3.1 Plato
Complete publication details: Plato, “Crito,” in Four Texts on Socrates, trans. Thomas G. West and Grace
Starry West, revised edn. (Ithaca: Cornell University Press, 1998).
Short form for endnotes/footnotes: Plato, “Crito,” in Four Texts on Socrates, p.99.
Complete publication details: Plato, The Republic of Plato (ca. 380 BCE), trans. Allan Bloom, 2nd edn. (New
York: Basic Books, 1991).
Short form for endnotes/footnotes: Plato, Republic, p.219.
3.2 Aristotle
Complete publication details: Aristotle, Aristotle’s Politics, trans. Carnes Lord, 2nd edn. (Chicago and
London: University of Chicago Press, 2013).
Short form for endnotes/footnotes: Aristotle, Politics, p.62.
3.3 Machiavelli
Complete publication details: Niccolò Machiavelli, The Prince (1513–16), in Modern Political Thought: Readings
from Machiavelli to Nietzsche, ed. David Wootton, 2nd edn. (Indianapolis: Hackett, 2008)
Short form for endnotes/footnotes: Machiavelli, The Prince, in Modern Political Thought, ed. Wootton, p.12.
Complete publication details: Niccolò Machiavelli, Discourses on the First Ten Books of Livy (ca. 1517), in Modern
Political Thought: Readings from Machiavelli to Nietzsche, ed. David Wootton, 2nd edn. (Indianapolis: Hackett, 2008).
Short form for endnotes/footnotes: Machiavelli, Discourses, in Modern Political Thought, ed. Wootton, p.67.
15
3.4 Hobbes
Complete publication details: Thomas Hobbes, Leviathan (1651), in Modern Political Thought: Readings from
Machiavelli to Nietzsche, ed. David Wootton, 2nd edn. (Indianapolis: Hackett, 2008).
Short form for endnotes/footnotes: Hobbes, Leviathan, in Modern Political Thought, ed. Wootton, pp.176-7.
3.5 Locke
Complete publication details: John Locke, Second Treatise of Government (1689), in Modern Political Thought:
Readings from Machiavelli to Nietzsche, ed. David Wootton, 2nd edn. (Indianapolis: Hackett, 2008).
Short form for endnotes/footnotes: Locke, Second Treatise, in Modern Political Thought, ed. Wootton, p.312.
3.6 Rousseau
Complete publication details: Jean-Jacques Rousseau, Discourse on the Origin and Foundations of the Inequality
Among Men (1755), in Modern Political Thought: Readings from Machiavelli to Nietzsche, ed. David Wootton, 2nd edn.
(Indianapolis: Hackett, 2008).
Short form for endnotes/footnotes: Rousseau, Discourse on Inequality, in Modern Political Thought, ed. Wootton,
pp.409-10.
3.7 Karl Marx (and Engels)
Complete publication details: Karl Marx, “Alienated Labour” from Economic and Philosophic Manuscripts of 1844,
in Modern Political Thought: Readings from Machiavelli to Nietzsche, ed. David Wootton, 2nd edn. (Indianapolis:
Hackett, 2008).
Short form for endnotes/footnotes: Marx, “Alienated Labour,” in Modern Political Thought, ed. Wootton,
pp.792-3.
Complete publication details: Karl Marx and Friedrich Engels, The German Ideology (1845), in Modern Political
Thought: Readings from Machiavelli to Nietzsche, ed. David Wootton, 2nd edn. (Indianapolis: Hackett, 2008).
Short form for endnotes/footnotes: Marx and Engels, The German Ideology, in Modern Political Thought, ed.
Wootton, pp.803-4.
Complete publication details: Karl Marx, “Critique of the Gotha Programme” (1875), in Modern Political
Thought: Readings from Machiavelli to Nietzsche, ed. David Wootton, 2nd edn. (Indianapolis: Hackett, 2008).
Short form for endnotes/footnotes: Marx, “Critique of the Gotha Programme”, in Modern Political Thought,
ed. Wootton, pp.891-2.
16
Appendix to Course Outlines
Prerequisite Information
Students are responsible for ensuring that they have successfully completed all course prerequisites. Unless
you have either the requisites for this course or written special permission from your Dean to enrol in it, you
may be removed from this course and it will be deleted from your record. This decision may not be appealed.
You will receive no adjustment to your fees in the event that you are dropped from a course for failing to
have the necessary prerequisites.
Conduct of Students in Classes, Lectures, and Seminars
Membership in the community of Huron University College and the University of Western Ontario implies
acceptance by every student of the principle of respect for the rights, responsibilities, dignity and well-being
of others and a readiness to support an environment conducive to the intellectual and personal growth of all
who study, work and live within it. Upon registration, students assume the responsibilities that such
registration entails. The academic and social privileges granted to each student are conditional upon the
fulfillment of these responsibilities.
In the classroom, students are expected to behave in a manner that supports the learning environment of
others. Students can avoid any unnecessary disruption of the class by arriving in sufficient time to be seated
and ready for the start of the class, by remaining silent while the professor is speaking or another student has
the floor, and by taking care of personal needs prior to the start of class. If a student is late, or knows that
he/she will have to leave class early, be courteous: sit in an aisle seat and enter and leave quietly.
Please see the Code of Student Rights and Responsibilities at:
http://www.huronuc.ca/CurrentStudents/StudentLifeandSupportServices/StudentDiscipline
Technology
It is not appropriate to use technology (such as, but not limited to, laptops, PDAs, cell phones) in the
classroom for non-classroom activities. Such activity is disruptive and is distracting to other students and to
the instructor, and can inhibit learning. Students are expected to respect the classroom environment and to
refrain from inappropriate use of technology and other electronic devices in class.
Academic Accommodation for Medical/Non-Medical Grounds
Requests for Accommodation on Medical Grounds for assignments worth 10% or more of final
grade: Go Directly to Academic Advising
University Senate policy, which can be found at
http://www.uwo.ca/univsec/pdf/academic_policies/appeals/accommodation_medical.pdf,
requires that all student requests for accommodation on medical grounds for assignments worth 10% or more
of the final grade be made directly to the academic advising office of the home faculty (for Huron students,
the “home faculty” is Huron), with supporting documentation in the form (minimally) of the Senateapproved Student Medical Certificate found at:
http://www.uwo.ca/univsec/pdf/academic_policies/appeals/medicalform_15JUN.pdf.
17
The documentation is submitted in confidence and will not be shown to instructors. The advisors will contact
the instructor when the medical documentation is received, and will outline the severity and duration of the
medical challenge as expressed on the Student Medical Certificate and in any other supporting
documentation. The student will be informed that the instructor has been informed of the presence of
medical documentation, and will be instructed to work as quickly as possible with the instructor on an
agreement for accommodation. The instructor will not normally deny accommodation where appropriate
medical documentation is in place and where the duration it describes aligns with the due date(s) of
assignment(s). Before denying a request for accommodation on medical grounds, the instructor will consult
with the Dean. The instructor’s decision is appealable to the dean.
Requests for Accommodation on Medical Grounds for assignments worth less than 10% of final
grade: Consult Instructor Directly
When seeking accommodation on medical grounds for assignments worth less than 10% of the final course
grade, the student should contact the instructor directly. The student need only share broad outlines of the
medical situation. The instructor may require the student to submit documentation to the academic advisors,
in which case she or he will advise the student and inform the academic advisors to expect documentation.
The instructor may not collect medical documentation. The advisors will contact the instructor when the
medical documentation is received, and will outline the severity and duration of the medical challenge as
expressed on the Student Medical Certificate and in any other supporting documentation. The student will be
informed that the instructor has been informed of the presence of medical documentation, and will be
instructed to work as quickly as possible with the instructor on an agreement for accommodation. The
instructor will not normally deny accommodation where appropriate medical documentation is in place and
where the duration it describes aligns with the due date(s) of assignment(s). Before denying a request for
accommodation on medical grounds, the instructor will consult with the Dean. The instructor’s decision is
appealable to the dean.
Requests for Accommodation on Non-medical Grounds: Consult Instructor Directly
Where the grounds for seeking accommodation are not medical, the student should contact the instructor
directly. Apart from the exception noted below, academic advisors will not be involved in the process of
accommodation for non-medical reasons.
Where a student seeks accommodation on non-medical grounds where confidentiality is a concern, the
student should approach an academic advisor with any documentation available. The advisors will contact the
instructor after the student’s request is received, and will outline the severity and duration of the challenge
without breaching confidence. The student will be informed that the instructor has been informed that
significant circumstances are affecting or have affected the student’s ability to complete work, and the student
will be instructed to work as quickly as possible with the instructor on an agreement for accommodation.
Before denying a request for accommodation where documentation has been submitted to an academic
advisor, the instructor will consult with the Dean. The instructor’s decision is appealable to the dean.
Statement on Academic Offences
Scholastic offences are taken seriously and students are directed to read the appropriate policy, specifically,
the definition of what constitutes a Scholastic Offence, at the following Web site:
http://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_undergrad.pdf
18
Statement on Academic Integrity
The International Centre for Academic Integrity defines academic integrity as "a commitment, even in the
face of adversity, to five fundamental values: honesty, trust, fairness, respect, and responsibility. From these
values flow principles of behaviour that enable academic communities to translate ideals to action." (CAI
Fundamental Values Project, 1999).
A lack of academic integrity is indicated by such behaviours as the following:
Cheating on tests;
Fraudulent submissions online;
Plagiarism in papers submitted (including failure to cite and piecing together
unattributed sources);
Unauthorized resubmission of course work to a different course;
Helping someone else cheat;
Unauthorized collaboration;
Fabrication of results or sources;
Purchasing work and representing it as one’s own.
Academic Integrity: Importance and Impact
Being at university means engaging with a variety of communities in the pursuit and sharing of knowledge
and understanding in ways that are clear, respectful, efficient, and productive. University communities have
established norms of academic integrity to ensure responsible, honest, and ethical behavior in the academic
work of the university, which is best done when sources of ideas are properly and fully acknowledged and
when responsibility for ideas is fully and accurately represented.
In the academic sphere, unacknowledged use of another’s work or ideas is not only an offence against the
community of scholars and an obstacle to academic productivity. It may also be understood as fraud and may
constitute an infringement of legal copyright.
A university is a place for fulfilling one's potential and challenging oneself, and this means rising to challenges
rather than finding ways around them. The achievements in an individual’s university studies can only be
fairly evaluated quantitatively through true and honest representation of the actual learning done by the
student. Equity in assessment for all students is ensured through fair representation of the efforts by each.
Acting with integrity at university constitutes a good set of practices for maintaining integrity in later life.
Offences against academic integrity are therefore taken very seriously as part of the university’s work in
preparing students to serve, lead, and innovate in the world at large.
A university degree is a significant investment of an individual’s, and the public’s, time, energies, and
resources in the future, and habits of academic integrity protect that investment by preserving the university’s
reputation and ensuring public confidence in higher education.
Students found guilty of plagiarism will suffer consequences ranging from a grade reduction to failure in the
course to expulsion from the university. In addition, a formal letter documenting the offence will be filed in
the Dean’s Office, and this record of the offence will be retained in the Dean’s Office for the duration of the
student’s academic career at Huron University College.
All required papers may be subject to submission for textual similarity review to the commercial plagiarism
detection software under license to the University for the detection of plagiarism. All papers submitted for
such checking will be included as source documents in the reference database for the purpose of detecting
19
plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing
agreement, currently between The University of Western Ontario and Turnitin.com.
Computer-marked multiple-choice tests and/or exams may be subject to submission for similarity review by
software that will check for unusual coincidences in answer patterns that may indicate cheating.
Personal Response Systems (“clickers”) may be used in some classes. If clickers are to be used in a class, it is
the responsibility of the student to ensure that the device is activated and functional. Students must see their
instructor if they have any concerns about whether the clicker is malfunctioning. Students must use only their
own clicker. If clicker records are used to compute a portion of the course grade:

the use of somebody else’s clicker in class constitutes a scholastic offence,

the possession of a clicker belonging to another student will be interpreted as an attempt to commit a
scholastic offence.
Policy on Special Needs
Students who require special accommodation for tests and/or other course components must make the
appropriate arrangements with the Student Development Centre (SDC). Further details concerning policies
and procedures may be found at:
http://www.sdc.uwo.ca/ssd/?requesting_acc
Attendance Regulations for Examinations
A student is entitled to be examined in courses in which registration is maintained, subject to the following
limitations:
1) A student may be debarred from writing the final examination for failure to maintain satisfactory academic
standing throughout the year.
2) Any student who, in the opinion of the instructor, is absent too frequently from class or laboratory periods
in any course will be reported to the Dean of the Faculty offering the course (after due warning has been
given). On the recommendation of the Department concerned, and with the permission of the Dean of that
Faculty, the student will be debarred from taking the regular examination in the course. The Dean of the
Faculty offering the course will communicate that decision to the Dean of the Faculty of registration.
Class Cancellations
In the event of a cancellation of class, every effort will be made to post that information on the Huron
website, http://www.huronuc.ca/AccessibilityInfo (“Class Cancellations”).
Mental Health @ Western
Students who are in emotional/mental distress should refer to Mental Health @ Western
http://www.uwo.ca/uwocom/mentalhealth/ for a complete list of options about how to obtain help.
Academic Advising
For advice on course selections, degree requirements, and for assistance with requests for medical
accommodation [see above], students should contact an Academic Advisor in Huron’s Student Support
Services ([email protected]). An outline of the range of services offered is found on the Huron website at:
http://www.huronuc.ca/CurrentStudents/AcademicAdvisorsandServices
Department Chairs and Program Directors and Coordinators are also able to answer questions about their
individual programs. Their contact information can be found on the Huron website at:
http://www.huronuc.ca/Academics/FacultyofArtsandSocialScience