Unit 1

The Renaissance and Reformation

More, Machiavelli and Luther

Unit Questions:

  1. Which of these thinkers would you characterize as "utopian"? as "pragmatic"? as "tragic"? What is their view of human nature?
  2. More and Machiavelli spend a good deal of time addressing the question of leadership. What might account for their differing assessments of what make for an effective polity?
  3. Which leaders (or teachers, or students) of today would you describe as "Machiavellian"? Is the term "Machiavellian," as we use it today, really an accurate distillation of Machiavelli's intent?
  4. How do these thinkers reflect distinct aspects of Renaissance humanism? How do they view the significance of the spiritualism and religion?
  5. Define "communism," "anarchism,""republicanism," and"monarchism." Which of the author in this unit sympathize with which "ism(s)"? How, why and "so what?"

Introductory Week

Day 1

• explore syllabus

Day 2

• write "Leading Class Discussion" tutorial and grader together

• establish discussion leader groups

Day 3

• assignment #1:

Choose a societal vice or flaw and design a reform to correct it.

in class we will discuss your essays and rewrite "Writing Essays" tutorial and grader

construct a question for discussing the summer reading

Day 4

• discuss summer reading

Renaissance Humanism- More and Machiavelli

Day 5

The Historical Context: The Italian Renaissance

Read
• Sullivan, A Short History of Western Civilization "Early Modern Times... ",pp.339‑344 (stop at Machiavelli). Read for the general ideas and don't get too bogged down in names. Also read Chapter 27, "The Rise of National States", pp.360‑366, stopping at "Germany" (middle column 2, p.366)
• Map of the Italian City-States
• Timeline of the Italian Renaissance
• Thomas Aquinas, Summa Theologica (on scholasticism)

General Discussion Questions:

  1. How do we best understand the term "Renaissance"? How should it be seen in relation to the High Middle Ages? Is the term justified at all?
  2. What were some of the defining attitudes and predilections of the period?
  3. Who were some of its prominent figures and why were they important?
  4. Do we see this as a period of advancement? If so, who prospered?
  5. What were the economic foundations of the Italian Renaissance? How does the text define capitalism?
  6. What were the aims and methods of the "New Monarchs"?
  7. Why was Spain "the most powerful and influential" of the renaissance monarchies? What was the special role of the Church in Spain?
  8. How did the French monarchs increase the power of the state? Did the French people benefit?
  9. What was the unique situation of the early Tudor monarchs in England? What forces              worked against English stability?
  10. What were the forces of disunity in the Italian city‑states? Describe the 5 major powers that dominated the peninsula. What resulted from the failure of the Italians to unify?
  11. Identify: scholasticism, Thomism, platonism, aristotelianism, humanism, secularism. Know the figures: Dante, Petrarch, Boccaccio, Pico della Mirandola, Lorenzo Valla, Niccolo Machiavelli, Cosimo de Medici, Lorenzo de Medici

Day 6

The Historical Context: The Northern Renaissance

Read
• Sullivan, A Short History... , read Chapter 26, 'The Renaissance: The North", pp. 352‑354 (stop at "Literature"), pp.356‑359 and look at the illustrations. Also read in Chapter 28, section 3, "Capitalism & the Commercial Revolution", pp375‑379. Be prepared for class discussion of:

  1. Why is Durer's apocalyptic woodcut an important historical document?
  2. What generalizations are put forward about the distinctiveness of the Northern Renaissance?
  3. How is Christian Humanism to be understood? Who were its major proponents?
  4. What were the special contributions of Erasmus? How is his significance assessed?
  5. What conclusions are advanced about the major northern "writers"?
  6. What were the major causes of results of the printing revolution?
  7. How might Grunewald's Altarpiece be contrasted to a contemporary Italian one?
  8. Who were the "noteworthy" northern Renaissance artists and architects and how is their work described?
  9. How does the text assess the "significance of the Renaissance in history"?
  10. Further definitions of capitalism; what is meant by the commercial revolution?
  11. Stated causes for the expansion of commercial capitalism? Its centers, both old and new?
  12. Some commercial results of the "revolution"
  13. Causes and results of the price revolution?
  14. What is meant by mercantilism ? Examples of mercantilist policies?
  15. Some political and social consequences of the rise of commercial capitalism?

Day 7

 Sir Thomas More's Utopia

Read
• "Introduction" and think about the translator's answer to his question: "What kind of book is it"?
• "The Utopian Alphabet" and "A Specimen of Utopian Poetry", after the Introduction
• More's 2 letters, pp 7-13. Think about More's purpose (or the editor's) in including them.
• Book 1 pp.15‑22 (read up to"I once happened to be dining, paying scrupulous attention to the footnotes In fact, you might tab them for quick reference.)

Be prepared to discuss:

  1. Consider the setting. Where? Why such detail?
  2. As the characters are introduced, think about their qualities that More admires. Think carefully about Raphael and his role as a mouthpiece. Why is a mouthpiece needed? What is meant by the lines related to "You can get to heaven from anywhere", p.17?
  3. Distinguish the jokes from the serious stuff and think about the possible role of humor in this tale.
  4. What opinions are advanced on the New World? Does More look down on other cultures? Why is his attitude significant? What role does the New World serve in this narrative? Can you think of another English text that is set in the New World?
  5. Who argues in favor of service to a king? What arguments are made? What positive vision of monarchy is put forth? See footnote #14.
  6. How does Raphael respond? What glimpses are given of the courts of sixteenth century Christian kings? What did More think?
  7. Is the paragraph on Morton a digression? What role might it serve? Catch footnote #16 too!

Day 8

Read
• Complete Book I of Utopia

Think about the following:

  1. Who is narrating the tale of the Cardinal's dinner party? For whom does the narrator speak?
  2. What is the role of the lawyer? Do you know anyone who argues as he argues?
  3. How does Raphael respond to the question: "why are we still plagued with so many robbers?" What is the tone of his argument? Where does he find common ground with Machiavelli?
  4. What was the Enclosure Movement and how is it attacked? Why do you think that this passage is so celebrated? What remedy is suggested?
  5. Note the author's tone and style on p.28-29. How does Raphael's' answer pertain to the 'Dialogue of Counsel" (whether or not a just man can serve a royal councilor)? ‑ What moral objectives are raised against capital punishment
  6. What sort of a portrait of Christian Humanism is emerging?
  7. What are the lessons of Tallstoria?
  8. What is the Cardinal's opinion on experimenting with "justice"? What role does the friar play?
  9. What is the significance of the More/ Raphael dialogue beginning on p. 35?
  10. What are the role of the tales of" Nolandia" and of" Happiland"?
  11. Study Raphael's portrait of a hypothetical discussion with the "French" king, pp.36­-41. What does he advance as the purpose of monarchy? Try to imagine him discussing kingship with Machiavelli.
  12. How does More answer on p. 41-42 and what is its significance?
  13. Consider the discussion about the abolition of private property and "communism". Is More a communist? (You may want to peruse other translations to see if they use terms such as "communist" and "capitalist.")

Day 9

Read
• Book II of Utopia, pp. 49‑64 top.

For Book II, read quickly and underline. Remember that the purpose of each seminar leader group is to instruct Socratically. Class involvement is important. [See Class Leader tutorial]

GROUP #1 lead the discussion on

  1. The Utopians' country and agriculture
  2. their cities and capital
  3. their magistrates
  4. their economy and occupations
  5. their social and business relations. Think about what is said, how it is said, and why it is significant in terms of More, Christian Humanism, the Renaissance, us, etc.

Day 10

Read
• Utopia pp.64‑82 (skip the last paragraph on slaves).

GROUP 2 on

  1. travelling and foreign trade
  2. gold and silver
  3. Utopian moral philosophy
  4. delight in learning.

Day 11

Read
• Utopia pp.82, bottom‑98 (stop at religion).

GROUP #3 on:

  1. slaves
  2. the sick and euthanasia
  3. marriage
  4. punishments and legal procedure
  5. foreign relations
  6. war

Thought Questions from Group 3, C-Band:

Slavery:
• What types of people are enslaved?
• How does the form of slavery in Utopia differ from what you expected when the term was first mentioned?
• Does the United States employ any system that resembles Utopian slavery?
• Does this particular form of slavery conflict with Utopian principles?
• Can Utopia still be deemed egalitarian, even with the slavery system?

War and Foreign Policy:
• Does Utopia‚s foreign policy mirror any stage in United States foreign policy?
• When there is no unoccupied land in which to expand, can Utopia avoid becoming imperialist?
• How does the Utopian sense of responsibility to spread ideas to other cultures differ from imperialism? Could it lead to imperialism? In what circumstances?
• Given its foreign policy, could Utopia function when surrounded only by other Utopias?

Marriage:
• What do the premarital inspections (p. 84) say about marriage as an institution in Utopia?
• What do the laws of marriage say about the position of women in Utopia?
• What qualities of Utopian society as a whole do the laws governing marriage reflect?
• How do views on divorce compare to those of the Church? What would Henry VIII think of them?

Women:
• What is the general view on women in Utopia? (pages 83-85, 95)
• How are women given more or less freedom than they are in Europe?
• How are women treated like animals? (p. 84)
• What freedoms do women have?
• how do views on women reflect potential religious views?
• how is Utopian treatment of women in essence very similar to the paternal society of Europe?
• Are More’s ideas of how women should be treated a revolution, a reform or a continuation of how they are treated in Europe?

Day 12

Read
• Complete the book.

GROUP #4 on:

  1. religion
  2. the author's castigation of Europe and its values
  3. the particular sins that must be extirpated
  4. the value system on which this vision is modeled.

Day 13

Machiavelli, The Prince

Review Italian Renaissance in Sullivan (see Day 1), especially pp.360-369. Pay special attention to the maps, especially the one of "Italy, 1454", p.367.

Read
• The Prince "Introduction"
• "Letter to Francesco Vettori" in the intro and at:
http://130.238.50.3/ilmh/Ren/flor-mach-lett-vettori.htm
• "Dedication from Niccolo Machiavelli to the Magnificent Lorenzo de Medici"
• Chapters 1‑3.
• Machiavelli Timeline

Discuss unit essay (due Day 18)
ESSAY: Machiavelli and More- "Further Conversations of Raphael Nonsenso "

Unit Question:

Machiavelli appears to be a cynic. With the fall of the Florentine Republic and his exile, Machiavelli, in The Prince, argues for a separation of ethics from politics and that "the ends justify the means." But is there another Machiavelli? Is there an idealist to be found between the lines, however latent or obscure? If so, what might Machiavelli's ideals be?

GROUP 5 in charge of leading the discussion, consider:

  1. the salient facts of M's life
  2. what is revealed about M's motivation in his letter and dedication
  3. how principalities are divided by the author and what examples are given
  4. what is meant by "mixed principalities"
  5. the special problems that they created for the new prince and the example of Louis XII
  6. strategies recommended, examples given of these strategies, and your assessment of their realism
  7. the 5 errors of Louis XII
  8. the author's position on avoiding war
  9. M's concluding maxim, "Golden Rule, #1"
  10. a general summary of advise given to Lorenzo so far
  11. what is revealed about Italian Renaissance politics thus far.

Day 14

Read
• The Prince Chapters 4‑7

GROUP 1 consider:

  1. the 2 different ways that principalities have been governed and the examples given
  2. why France would be easier to conquer than the Ottoman Empire and why M. blames the successors of Alexander the Great for the "demise of the empire"
  3. how the Romans secured control
  4. the role of violence in the discussion so far and your reaction to it. Is Machiavelli Machiavellian? How would contemporary politicians react?
  5. how a principality "accustomed to liberty" can be held and how these republics differ from principalities
  6. can inferences be made about Machiavelli's views on liberty?
  7. the role for the new prince of historical examples of "virtu" and M's second maxim
  8. the interplay of "opportunity" and "ability" in classical heroes
  9. why Savonarola failed and Hiero succeeded
  10. the emerging picture of HUMAN NATURE
  11. In Chapter 7, M's view of "good fortune" and of "virtu" and the 2 examples given
  12.  how Cesare Borgia is described; how M. justifies his actions and why M. regards him as a model prince

Day 15

Read
• The Prince Chapters 8, and 12‑14,

GROUP 2 think about:

  1. the descriptions of Agathocles and of Fermo and their policies for the prince to emulate or avoid
  2. M's third maxim about "cruelties"
  3. how M. distinguishes power" from "glory" and what that indicates about him
  4. his snipes at human nature
  5. Chapter 12: the foundation on which "the power of government" is based
  6. the types of military force and why mercenaries are useless and dangerous
  7. the examples of mercenaries given and the warnings laid down
  8. how this is reflective of M's time and what further light it sheds on his motivation
  9. what is meant by auxiliary troops and examples given of wise and unwise use of them
  10. how M. feels about taking the offensive
  11. conclusions about the shortsightedness of men and the necessity for loyal, native troops; (12) the duties of a prince in relation to the art of war
  12. how Machiavelli might feel about the US ("Coalition") forces in Iraq.

Day 16

Read
• Chapters 15‑19,

From Group Three, F-band:
In preparation for our discussion on chapters 15 - 19, please examine the following question:
"Is there another end to to Machiavelli's means? Does Machiavelli envision an alternate purpose for The Prince, other than as a guide for a prince on how to seize and maintain power?"
For class tomorrow, select two quotes that support this question and two quotes that refute this question.

GROUP 3, both bands, consider:

  1. how Machiavelli distinguishes his approach from that of earlier writers
  2. M's maxim about how the prince should avoid "ruin" and the premise on which this advise is based
  3. M's notion of political morality and the particular astuteness that a prince must cultivate
  4. M's advise in regard to "liberality" and "parsimony" and the justification for such advise
  5. how M. might fell about current U.S. campaign practices
  6. M's essential pragmatism
  7. why Chapter 17 is one of the most celebrated and quoted
  8. M's definition of "mercy" and his further insights into human nature, including what M. thinks is more precious than "the death of their fathers"
  9. why Chapter 18 is one of the most significant
  10. for what Chiron stands for
  11. the role of religion in M's thought
  12. what is meant by advising the prince to "appear to be pious"
  13. the way in which Chapter 19 develops the themes in Chapter 18
  14. the author's stress on conspiracy and his advise about the "best protection' against it
  15. the examples used of effective rules ‑ France; Septimus Severus‑ and ineffective ones Commodus and Maximinius.

Day 17

Read
• Chapters 20‑26,

GROUP 4‑ think about

  1. what is considered to be the best fortresses and defenses in the maintenance of power
  2. the model of Ferdinand of Aragon
  3. the distinction made between power and glory
  4. M's view of the public good that could result from the leadership of a great man
  5. how a prince should choose his advisers and the 3 kinds of brains that he describes
  6. M's loyalty test for ministers
  7. how a prince can avoid flattery and receive good advice
  8. from where the prince's wisdom comes
  9. the nature of the change in style in Chapter and possible reasons for it
  10. the reasons for the failures of past Italian leaders; (11) the role of fortune and of "virtu" (free will) in molding destiny; (12) the metaphorical way that fortune is depicted; (13) the style and meaning of the last chapter.

Day 18

Due:
ESSAY: Machiavelli and More- "Further Conversations of Raphael Nonsenso "