Humanities 122Spring 2009
Humanities 122: Utopia/Dystopia
Wyatt 305, MWF 1:00 to 1:50
Spring 2009
William BreitenbachOffice: Wyatt 141
Office phone: 879-3167Office hours:
E-mail: WF 2-3, TTh 11-12
Web: by appointment
The purpose of this course is to introduce you to the process of scholarly inquiry by letting you engage in it. The hope is that you will thereby become more proficient in doing what inquiring scholars do: framing questions, making and supporting claims, and responding critically to questions and claims advanced by other inquiring scholars. To accomplish all this, we’ll set three subsidiary goals.
The first goal is to help you make yourself a better writer of academic expository prose—the kind of writing that you will be called upon to do repeatedly during your years at the University of Puget Sound. The word expository means serving to expound or explain. Expository writing is thus distinguishable from personal reactions or musings. It is concerned with describing, analyzing, and interpreting the words, ideas, and assumptions in a text. It is about explaining some implication that you have found in a text, not about explaining how you feel about what you have found there. By calling it academic prose, I do not mean to suggest that you will be learning a kind of writing suitable only for students and scholars. Making an argument—organizing information, developing a disputable claim, and using clear writing to persuade readers—these are skills applicable in any future endeavor that requires you to put words on paper or on a computer screen.
The second goal is to help you make yourself a more sensitive and sophisticated critical reader. This goal follows naturally from the first one. Good writers have good ideas. One way to get them is to train yourself to read closely, probing the assumptions and implications that lie beneath the surface of difficult texts. We have plenty of difficult texts in this course, and our encounters with them will give you frequent opportunities to practice alert, attentive, and analytical reading and thinking. Meanwhile our encounters with each other in class discussions will provide frequent opportunities to expound and support your insights in conversations with other alert, attentive, and analytical readers.
The third goal is to help you learn about utopianism and anti-utopianism in western thought and society from the ancient world to the twenty-first century. Although it might not seem so when you’re plowing through the readings, our coverage will be very selective, making gigantic leaps in time and space. Because I am by trade a historian of the United States, we’ll pay particular attention to utopian thought and communitarian experiments in America. Not unique to America, however, are the themes treated in our readings: the translation of utopian theory into community practice; the tension between communal coercion and individual freedom; the conflict between leaders’ authority and community members’ rights; the role of gender, family, and private love in utopias; and the relationship of utopian communities to the outside world.
We’ll find, in the writings about utopias, attempts to answer some of the most important questions that can be asked: What is the perfect society? Is it possible to achieve such a society? What is human nature? Is it malleable or fixed? What is human happiness? Can human beings live together in harmony?
BOOKS AND WEBSITES
These booksare for sale at the Bookstore; ones marked with an asterisk are also on library reserve:
Readings Packet for Hum 122(a photocopied course reader; listed in the syllabus as “[RP]”)
Plato, Republic, trans. G. M. A. Grube, revised C. D. C. Reeve (Hackett)
Thomas More, Utopia, ed. David Wootton (Hackett)
Voltaire, Candide and Related Texts, ed. David Wootton (Hackett)
Spencer Klaw, Without Sin: The Life and Death of the Oneida Community(Penguin)*
Edward Bellamy, Looking Backward(Dover)
Yevgeny Zamyatin, We, trans. Mirra Ginsburg (Avon)*
B. F. Skinner, Walden Two(Prentice Hall)* [two more copies remain in the library stacks]
The following optional recommended books arealso available at the Bookstore:
Michael Harvey, The Nuts and Bolts of College Writing (Hackett) [good on writing style]
Gerald Graff and Cathy Birkenstein, They Say / I Say: The Moves that Matter in Academic Writing(Norton) [explainshow arguments are structured in academic essays]
The following book contains interesting essays about communal living and brief descriptions of intentional communities now existing throughout the world. It is shelved in the Reference section of the library and is also available online at
Communities Directory: A Comprehensive Guide to Intentional Communities and Cooperative Living (2005 ed.) Call number: HQ970. C64. 2005 Ref.
Thesewebsiteshave materialon utopianism and intentional communities. All are on Blackboard.
The Society for Utopian Studies, with links to other sites.
New York Public Library exhibit on utopia; many links.
Syllabus with links.
Intentional Communities site, with a list of communities and many links.
The Federation of Egalitarian Communities.
Blackboard Website
Readings identified in the syllabus with “[Bb]” may be found online at the Blackboard website for Humanities 122 “Utopia/Dystopia” (course ID: Hum122aSp09) at I’ll also place on Blackboard the syllabus, paper assignments, many of the other course readings, and some general advice and useful web links. If you have not previously used Blackboard, you can find FAQs and instructions for creating an account at The password allowing access to the course site will be provided in class: ______.
PROCEDURES, REQUIREMENTS, EXPECTATIONS
Participation
This will be a discussion class. That means everyone needs to show up at every class on time with the reading assignment completed, books and notes in hand, and ideas to talk about. To help you get ready for class, I have provided “prep” questions in the syllabus for each session. Take notes on the readings and the class discussions; I recommend that you reduce the main points of each reading and each class discussion to what you can write on one index card. Always bring the assigned readings to class, so you can refer to particular passages during discussions.
In class be willing to put your ideas out there for classmates to endorse, challenge, and transform. Ask a question; confess confusion; take a stand; disagree with friends; say something rash or foolish; change your mind when presented with better evidence and reasoning. Listen attentively and respond respectfully to what your classmates have to say. Speaking directly to them (rather than through me) is a way of showing that you take them and their ideas seriously.
Regular, informed participation will be important in determining both the success of the course and the grade that you receive in it. After every class, I’ll evaluate your contribution to other students’ learning. Students who make outstanding contributions will get a 4; those who contribute significantly will get a 3; and those who attend but say little will get a 2. (Rough equivalents are A’s, B’s, and C’s.) Students who are not in class will get a 0 for the first three absences; a minus 2 for the fourth, fifth, and sixth absences; and a minus 3 for the seventh and eighth absences. After a ninth absence, students will be dropped from the class with a WF.
Papers and other graded work. Assignment sheets will be provided well before due dates. The percentage in parenthesesindicates the weight of the assignment incalculating the course grade.
- Due Friday, January 30, by 4:00 at Wyatt 141: a close reading (1-2 pages) of a passage in Plato’s Republic (0% This paper will be given written comments but no grade).
- Due Monday, February 9, by 4:00 at Wyatt 141: a comparative analysis (2 pages) of a significant similarity or difference betweenPlato’s Republicand More’s Utopia (5%).
- Due Monday, February 16, at the beginning of class: an interpretive essay (3 pages) answering the question, Is Candide a utopian or anti-utopian book? (15%).
- Due Wednesday, March 4, in class: you will participate in a role-playing exercise on the Oneida Community; you will alsosubmit a brief written analysis (1 page) setting outthe background, motivation, and talking points of the character you are playing; you will also participate in a debriefing session during class on Friday, March 6 (5%).
- Due Friday, March 6, by 4:00 at Wyatt 141: an interpretive essay (4-5 pages) on bible communism at Oneida Community (15%).
- Due between Monday, March 9, and Friday, April 3, at the beginning of class: three short papers (1 page each) responding to the day’s assigned reading. The class will be divided into three groups, so that eachgroup will submit one response paper per week (5%).
- Due Monday, April 13, by 4:00 at Wyatt 141: an interpretive essay (5-6 pages) on a theme in the novels by Bellamy, Zamyatin, and Skinner. If you want, you may also include the video of 1984—or the book if you have read it recently (20%).
- Due Wednesday, May 6, by 4:00 at Wyatt 141: a commentary (4 pages) about utopianism today, drawing upon the readings, websites, and videos assigned in Unit Four (15%).
- Participation: includes contributions to classmates’ learning, the tone of the classroom, and the success of the course, as well as attendance, engagement, and daily preparation (20%).
Grading scale
Grades will be calculated on a 100-point scale. Grade ranges are: A (93-100), A- (90-92),
B+ (87-89), B (83-86), B- (80-82), C+ (77-79), C (73-76), C- (70-72), D+ (67-69), D (63-66),
D- (60-62), and F (below 60). I will round up to the next letter grade when the numerical score is within 0.2 points of the cut-off (for example, if you make it up to 89.8, you’ll get an A-).
Writing help
The UPSCenter for Writing and Learning is located in Howarth 109. Its mission is to help all writers, at whatever level of ability, become better writers. I want youto take advantage of the Center’s services for one of the following papers: Candide; Oneida Bible communism; or the novels by Bellamy, Zamyatin, and Skinner. Include with the paper some evidence of your having met with a peer writing advisor. Make an appointment well before the paper’s due date by calling 879-3404, emailing, or dropping by Howarth 109.
Harvard University’s Writing Center has a website with useful advice on writing academic essays: [Bb]. Click on “Writing Resources” to find eighteen online “handouts” and links to writing and reference guides. Harvard also has an excellent booklet called Making the Most of College Writing: A Guide for Freshmen. There is a link to it on the following webpage: [Bb].
Late work and missing work
If you are facingcircumstances beyond your control that might prevent you from finishing a paper on time, talk to me early. I tend to be more sympathetic before the deadline than after it.
Late papers should be slipped under my office door at Wyatt 141. Write on the title page the date and time that you submitted it. If Wyatt is locked, you may send me the paper by email in order to stop the penalty clock, but you must then give me an unaltered hard copy of that emailed paper on the next day that Wyatt is open.
Late papers will be marked down one-third of a letter grade (3⅓ points on a 100-point scale) for each day they are late (including Saturday and Sunday), with days measured on a 24-hour clock beginning at the original deadline. For example, a late paper scored 82 (B-) would receive 78⅔ (C+) if submitted during the first 24 hours after the deadline. No paper or exam will be accepted after 5:00 p.m. on Friday of final exams week. Students who do not submit all graded papers will receive an F for the course.
Other policies
Normally I do not grant paper extensions or “Incomplete” grades, except for weighty reasons like a family emergency or a serious illness. To request an exception for these or other reasons, notify me before the deadline if possible. As appropriate, provide documentation supporting your request from a medical professional; the Counseling, Health, and Wellness Services (CHWS); the Academic Advising Office; or the Dean of Students Office.
Students who want to withdraw from the course should read the rules governing withdrawal grades, which can be found at Monday, March 2, is the last day to drop with an automatic W; thereafter it becomes much harder to escape a WF.Students who are dropped for excessive absences or whoabandon the course without officially withdrawing will receive a WF.
Students who cheat or plagiarize; help others cheat or plagiarize;mark or steal library materials; or otherwise violate the University’s standards of academic honesty will be given an F for the course and will be reported to the Registrar. Before turning in your first paper, read the discussion of academic honesty in the Academic Handbook at Ignorance of the concept or consequences of plagiarism will not be accepted as an excuse.
In matters not covered by this syllabus, I follow the policies set down in the current Academic Handbook, which is available online at
CLASS SCHEDULE
Reading assignments are to be completed beforethe class meeting for which they are listed. Bring to class the syllabus, the assigned readings for the day, and your reading notes. Many of the Readings Packet selections listed below are also available on the Blackboard website.
Unit One. In Theory: Utopia as Idea, Ideal, and Fantasy
1. Wed., Jan. 21: Introduction
Introduction to the course. No assigned reading.
Prep:Write a brief description of your own vision of utopia. What for you constitutes an ideal society? Do you think your ideal society could work in practice?
2. Fri., Jan. 23: Defining and Designing Utopia
Humanities 122Syllabus (This is your agreement with me. Read it!)
George Kateb, “Utopias and Utopianism,” Encyclopedia of Philosophy, 1967 ed.[RP, 2-5]
Krishan Kumar, “The Uses of Utopia” in Utopianism, 95-99 [RP, 6-8]
Geoph Kozeny, “In Community, Intentionally,”Communities Directory, 2000 ed.[RP, 9-14] at [Bb]
Browse the Intentional Communities website at Find something interesting on it to report to the class.
Prep:Take notes on your reading (one index card for each of the three RP selections). Be ready to discuss the following questions: What causes utopian thinking? What are the essentialelements of utopia? How does utopia differ from other forms of wishful thinking? Why has the word utopian come to have derisive and derogatory connotations? What is the use of utopia? To be useful must utopianism involve the creation of actual communities in the world? Aretoday’s intentional communitiesproperly called utopias?
3. Mon., Jan. 26: The Ideal City and Its Guardians
Plato, Republic (c. 380 BCE).
Front matter, pp. xiv-xviii (Introduction)and p. 1 (headnote to Book I);
Book II, pp. 32-33 (headnote) and pp. 43-59 (#368c-383c);
Book III, p. 60 (headnote) and 89-93 (#412c-417b);
Book IV, p. 94 (headnote) and pp. 95-101 (#419a-425e), 102-10 (#427e-434c), 121 (#444e-445e);
Book V, p. 122 (headnote) and pp. 122-141 (#449a-466d)
Prep:Do you agree that censorship and lies are justifiable means to promote social good? What metaphors does Socrates use in makinghis arguments? What assumptions about human nature and human society are implicit in them (e.g., pp. 91-93)? Your first paper will be a close reading of a brief passage chosen from pp. 123-41.
4. Wed., Jan. 28: Philosopher-Kings and the Allegory of the Cave
Plato, Republic
Book V, pp. 148-51 (#472e-476d);
Book VI, p. 157 (headnote) and pp. 157-76 (#484a-502c);
Book VII, p. 186 (headnote) and pp. 186-93 (#514a-521b), 212 (#540d-541b)
Prep:Why should rulers be philosophers and philosophers be rulers? What is the meaning of the Allegory of the Cave? Are philosopher-kings the victims or beneficiaries of their position? Why are they forced back into the cave? Do you agree that the happiness of particular individuals should be sacrificed to secure the happiness of the whole city?
5. Fri., Jan. 30: Constitutions and Character Types
Plato, Republic
Book VIII, p. 213 (headnote) and pp. 213-40 (#543a-569c);
Book IX, p. 241 (headnote) and pp. 241-50 (#571a-580c), 262-63 (#590d-592b)
Prep:Why and how does Socrates connect the constitutions of cities with the character of individuals in them? When Socrates says that individuals are like cities, what does that imply about cities and about individuals? Which concerns Socrates more—governing the ideal city or governing the individual soul? Would you call Plato a utopianist? Does he believe the ideal city can be created in the real world?
Paper due: A close reading (1-2 pages) of a brief passage from pp. 123-41 in Plato’s Republic is due at my office (Wyatt 141) by 4:00 p.m. on Friday, Jan. 30.
6. Mon., Feb. 2: More’s UtopiaLast day to drop courses without record
More, Utopia (1516), 56-60top (to footnote 15), and 86-107(Raphael is speaking at 86top)
Optional: Wootton’s“Introduction” is good, esp. pp. 1-2, 4-5, 8-23, 25-27, and 31-34.
Krishan Kumar, “Utopia and Modernity,” in Utopianism, 48-51 [RP, 15-16]
Prep:What is Kumar’s argument about utopianism and modernity? In what ways is More’s Utopia (the place and the book) like or unlike Plato’s Republic (the place and the book)? The next paper will be about a significant difference or similarity between Utopia and the Republic. Be alert for possible topics.
7. Wed., Feb. 4: Internal and External Motives and Pleasures
More, Utopia, 107-35
Prep:Is there any logic to the sequence of topics in this section of the book? Is there a common theme that unites all the topics? If asked to do a close reading of a passage from these pages of Utopia, which one would you choose? Why would you choose it and what you would say about it? If you can find a passage that contrasts with one in the Republic, you have a good start for your next paper.
8. Fri., Feb. 6: War and Religion
More, Utopia, 135-60
Prep:What did you find surprising or unexpected about More’s Utopia? Why do you suppose it became the quintessential utopian book? What do you make of the endings of Book One and Book Two, where the narrator “Morus” professes to be unconvinced? Did More believe that utopia was even possible? If not, why did he write his book? Would you want to live in either the Republic or Utopia?
9. Mon., Feb. 9: Theodicy and Optimism: The Best of All Possible Worlds
John Woolman, Journal (1759) [RP, 17]
Voltaire, Candide (1759), 1-32
Optional: Wootton’s “Introduction” is helpful, esp. pp. viii-xxiii, xxvi-xxvii, and xxix
Prep:How is Voltaire’s book like or unlike Plato’s and More’s? Compare the character Candide to Socrates and Raphael. Compare the writing styles and the narrators’ voices. Consider the social evils that the respective authors attack. Compare Voltaire’s and Woolman’s views on the causes and proper responses to misery.