PSCI 4930S: Special Topics – "The Political Thought of Freedom"

Overview

• Elective for political science majors

• this course examines the concept of freedom in contemporary Western political thought.

• Taught Fall 2023

Pedagogical Approach and Course Evaluation

The Political Thought of Freedom was a special topics elective offered in Fall 2023 for upper-level political science majors. Designed and taught by me as a one-time offering, the course drew directly from my ongoing scholarly work on contemporary theories of freedom—particularly my peer-reviewed article, “Neo-Roman Freedom and Private Incarceration in the Modern Republic.” My aim was to invite students into the dynamic world of political theory as it is actively practiced and debated by professional academics, providing them with a rare opportunity to engage with evolving theoretical concepts at the forefront of political thought.

The course centered on one of the most enduring and contested themes in Western political philosophy: the concept of freedom. Traditionally framed as a binary between negative liberty (freedom from interference) and positive liberty (freedom to pursue one’s potential), the course critically examined how this distinction has been challenged and reconceptualized by recent scholarship. In particular, students explored how civic republicanism, feminist theory, and critical race theory complicate classical definitions of freedom, proposing more nuanced frameworks that reflect the demands of pluralistic and structurally unequal societies.

To support this exploration, I curated a rigorous syllabus that blended a foundational textbook with contemporary theoretical interventions, including Ugly Freedoms by Elisabeth Anker—a work I had previously reviewed in a scholarly journal. The initial schedule was ambitious, but based on student feedback midway through the semester, I revised the pacing to prioritize depth over breadth. This involved removing several readings to allow for deeper engagement with the core texts and greater focus on class discussion. I also developed structured reading guides to help students navigate complex arguments, and I incorporated these guides into their course grade as a scaffolded method of assessment.

In line with the course’s emphasis on connecting theory to lived political realities, I incorporated an archival research component. One segment of the class focused on John Locke’s writings on liberty alongside his involvement in the Carolina colony and its slave codes. This provided a critical lens to interrogate the contradictions in liberal theory. To extend this analysis, I organized a visit to the university archives. Under the guidance of archivist Vincent Barraza, students examined historical documents, including slave records and the Thomas Mundy Peterson Medal, using these artifacts to trace the racialized foundations of modern ideas of freedom and citizenship in the United States.

Assessment Structure:

The course combined traditional assessment methods with research-driven assignments designed to develop students’ scholarly skills:

• Three written examinations assessed students’ comprehension of key concepts and traditions in political thought, including liberal, republican, and critical perspectives on freedom.

• Two independent literature review assignments required students to:

  • 1. • Select a political theorist or theoretical tradition.

       • Conduct peer-reviewed research using academic databases.

       • Analyze the evolution of scholarly debates, critiques, and methodological approaches.

       •  These assignments emphasized intellectual independence and exposed students to the norms and expectations of political theory scholarship.
         
         

• Structured reading guides, submitted throughout the semester, were used as a form of low-stakes, scaffolded assessment. These guides helped students digest dense theoretical readings and prepare for seminar discussions.

Student Learning Outcomes:

• Discuss the various ways freedom has been interpreted within political thought

• Compare and contrast positive and negative liberty

• Understand the role of liberalism, republicanism, and socialism as frameworks for freedom

• Independently read, write, and research within the field of political thought

• Employ comparative study of political thought

Evaluation of Course

Though enrollment was small, The Political Thought of Freedom was small, the course drew a highly motivated and intellectually curious cohort who thrived in its seminar-style format. The intimate class size fostered a collaborative and exploratory environment in which students felt empowered to ask difficult questions and build on each other’s insights. 

Over the course of the semester, students developed the ability to explain and critique classical distinctions between negative and positive liberty, while articulating alternative frameworks advanced by civic republicanism, feminism, and critical race theory. They engaged deeply with contemporary political theory texts, making connections between abstract ideas and their historical and political contexts. 

Through scaffolded assignments, students gained experience conducting independent literature reviews using peer-reviewed scholarship, developing a clear understanding of how theoretical debates evolve over time. 

The course’s archival component further strengthened students’ research skills and historical sensitivity, as they analyzed primary documents related to freedom, citizenship, and the racialized foundations of American political institutions.

 Class discussions were consistently generative, with students actively co-constructing arguments and critically reflecting on the exclusions embedded within liberal democratic thought. 

This course exemplified my commitment to research-led teaching, critical pedagogy, and the integration of historical context into the study of abstract political concepts. It offered students an intellectually rigorous and enriching experience that bridged theory, practice, and research in meaningful and lasting ways.