UMUC-Europe Syllabus

Prerequisite: ENGL 101. An intensive study of Shakespeare's dramatic masterpieces as illustrations of the concepts of power and justice both in a historically specific social and cultural context, and as timeless concerns reflecting the human condition. Students may receive credit for only one of the following courses: ENGL 406 or HUMN 440.

Course Goals/Objectives:

Will be to examime the validity of two dicta in the light of Shakespeare's political and social conflicts: 1] Lord Acton's "All power corrupts. Absolute power corrupts absolutely"; 2] and the more subtle and possibly more important "Power is the perception of power." Since justice is a correction of the mis-use and abuse of power, we will be confronted with the rebellion against power; therefore, with the role of the rebel.

Course Introduction:

Shakespeare would be surprised to learn that one can find in the dramatic interaction between his characters "illustrations of the concept of power and justice." For he, like all great writers, never conceptualized. Yet increasingly, readers of Shakespeare have been unable to resist taking his characters out of their social and cultural contexts to test their "relevance" in other social and culture contexts. This can degenerate into: "What does Shakespeare have to say to us today?" We will remain aware that ideas of kingship, nobility and feudalism, which Shakespeare shared with his time, have no currency in a capitalistic democracy. We will keep an open mind whether there are human "concerns" [as opposed to necessities like food] which are, in fact, "timeless." If there are, what these are and why. Power depends on powerlessness. The powerful have no existence apart from the powerless. So "powerlessness" will also require our attention. For example, Cordelia's refusal to speak renders her powerless; meaning, there is a relationship between language and power. Cordelia is usually considered "innocent." But powerlessness can "corrupt" an individual as much as power because Cordelia's helplessness need not have been transformed into such passivity. Richard II responds to powerlessness with rage and, finally, action. We will look for all forms of power; not only political, intellectual and social [including sexual]; but also, in psychological terms, exploitation and manipulation, as well as competetive, nutrient and integrative power.

Grading Information and Criteria:

Grades will be determined as follows: class participation 15%; midterm 25%; final exam 30%; paper 30%.

Other Information:

Suggested Supplementary Reading Albert Casmus, THE REBEL. Bertrand Russell, AUTHORITY AND THE INDIVIDUAL. Paul Tillich, LOVE, POWER AND JUSTICE; THE COURAGE TO BE.

Project Descriptions:

The Paper Topics may be found in the Introduction above; but since we will be acquiring a "vocabulary" of power and justice in the opening sessions, it will be best if we formulate as a group a list of possibilities for paper topics in the third week.

Academic Policies:

Cases of plagiarism are handled consistent with current UMUC guidelines. See the UMUC policies at the following URL: http://www.umuc.edu/policy/

Course Schedule:

Sessions 1-2: RICHARD II Sessions 3-4: RICHARD III Sessions 5-7: CORIOLANUS Session 8: MID-TERM Sessions 9-11: MEASURE FOR MEASURE Sessions 12-15: KING LEAR Session 16: FINAL EXAM The midterm will be written on the last class meeting of Week IV. The paper is due the last class meeting, which is the evening of the final exam.