IGNOU FREE BPSC 111 Solved Assignment 2022-23
IGNOU BPSC
111 Solved Assignment 2022-23 , The BA Honours programme in Political Science ( Programme Code BAPSH) is of 148 credits with a mix of five types of courses: fourteen a) Core Courses, four b) Discipline Specific Electives, two c) Ability Enhancement Compulsory Courses, two d) Skill Enhancement Courses and two e) Generic Electives FREE BPSC
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There are three Sections in
the Assignment. You have to answer all questions in the Sections.
Answer the following in about 500
words each.
Q1. Discuss Marxism as an intellectual
construct.
The theory of historical materialism, which lies at the very
heart of Marxism, is the crowning achievement of the bourgeois intellectual, it
is no more than an act of historical justice to apply it to the intelligentsia
itself. Castes of learned men existed long before the rise of bourgeois
society. The Egyptian and Aztec priesthoods, who had a monopoly of learning and
allowed it to die with them, the Greek philosophers and the medieval scholars,
possessed many of the traits which distinguish the intellectual from his
fellows. But the intelligentsia as a highly self-conscious and separate
grouping with its own interests and institutions is a peculiar product of
bourgeois society and the highly developed division of labor within it.
The structure of capitalist society is exceedingly complex.
While, from the economic and political standpoint the relationships between the
two basic classes become ever-more clearly defined, from the viewpoint of the
division of labor the population becomes increasingly differentiated into a
vast multitude of sub-classes and occupational groups, each performing special
social functions and possessing its peculiar character, interests,
institutions, traditions, techniques, and psychology.
One of the most important sections of these middle-class
groups comprises the professions. Historically, the intelligentsia has evolved
together with the professions and remains today in the most intimate connection
with them. Intellectuals are usually (though not necessarily) professionals of
one kind of another, teachers, writers, scientists, artists, politicians, etc.
Since the professional may be identical in person, if not in
function, with the intellectual, it is often difficult to draw the dividing
line between them. The practitioner of every profession theorizes occasionally
about specific problems in connection with his work, and to that extent is an
intellectual. It is only, however, when the professional carries on the task of
theoretical inquiry in a conscious, sustained, and comprehensive manner,
extending beyond his own profession, that he can be said truly to have
transformed himself into an intellectual.
The practical and theoretical sides of an art or science may
be fused in the life work of a single person, as Lenin united the theory and
practice of revolutionary politics in the imperialist epoch, or as Sir Francis
Bacon combined the theory and practice of scientific method at the dawn of
modern science. But, along with the professionalization of technical training
and the institutionalization of branches of learning which reach their highest
development in present-day society, there ensues a further specialization. A
deep division of labor springs up between the theorists and practitioners of
the arts and sciences. Thus we have theoreticians of aesthetics, who have never
produced a work of art, and painters who have never given an abstract thought
to their work; practical politicians and professors of politics; field
scientists and laboratory scientists; experimental physicists and mathematical
physicists. There have even been established “schools of business
administration”, like that at Harvard, where the art of exploitation is taught
in the grand manner, and the science of capitalist apologetics developed to the
same refined degree as the scholastics developed Catholic theology.
Finally, out of the division of labor in the academic domain
have emerged entire departments of philosophy and the social sciences, given
over to the task of speculating upon the most profound philosophical,
historical, and social problems. The professional philosopher is the most
consummate expression of the modern intellectual, as the professional
theologian was the highest representative of the medieval learned caste.
The native habitat of the professional intellectual in
modern as well as in medieval society is the university. The growth of
universities furnishes one of the best indices to the evolution of the
intelligentsia. It must be noted in this connection that the leading institutions
of learning are usually supported and controlled by the ruling classes, as a
center for the dissemination of their ideas. Plato’s Academy was for the sons
of the Greek aristocracy, just as Plato’s philosophy was the reasoned
expression of the world view of the Greek aristocrat. The medieval universities
were in the hands of the higher estates of the clergy and the nobility. Oxford
and Cambridge have been, since their inception, finishing schools for the
scions of the masters of England and training schools for their auxiliaries the
clergy and governmental bureaucracy. Today in the United States the capitalist
plutocracy controls the purse strings and the faculties of the great privately
endowed institutions like Harvard, Yale, Princeton, Chicago, and Leland
Stanford, while the upper strata of the middle classes set the prevailing tone
in the state universities.
Classes which are struggling toward the heights, or have
recently attained them, must establish new centers of instruction in opposition
to the official universities. Thus the industrial bourgeoisie in
nineteenth-century England was compelled to found independent universities and
technical schools in the manufacturing cities of London, Birmingham and
Manchester.
The same task confronts the working class today. It must
organize its own schools in which intellectuals who have been educated (and
miseducated) in bourgeois institutions and ideas must inevitably be the first
teachers. As the proletariat becomes conscious of its historical mission, it will
develop its own intelligentsia. In the future socialist society the need for a
separate intelligentsia will gradually die away.
Meanwhile, as Kautsky pointed out, “the vehicles of science are not the proletariat, but the bourgeois intelligentsia. It was out of the heads of members of this stratum that modern socialism originated, and it was they who communicated it to the more intellectually developed proletarians, who, in their turn, introduce it into the proletarian class struggle where conditions allow this to be done.”
There is nothing peculiar in this service rendered by the
radical intellectuals to the proletariat. For it is precisely the performance
of this function that gives the intelligentsia its distinctive social
character. Intellectuals are specialists in the production and propagation of
ideas. They constitute the sensorium of modern society, the concentration
points where ideologies emerge into consciousness; take systematic shape; and
are then diffused through the body politic. In various professional capacities,
as teachers, writers, politicians, etc., the intelligentsia disseminates not
only scientific knowledge but the ideas which classes entertain about
themselves and their aims.
The intelligentsia is not a class, nor does it stand above
the classes. It is a functional group whose members are pressed, consciously or
unconsciously, into the service of all classes. As the intelligentsia is
recruited from all ranks of society, it is extremely heterogeneous in its
social composition. Different individuals and groups among the intelligentsia
may have totally different social origins, aspirations, and allegiances.
Intellectuals can combine the most diverse elements within themselves. We find
upper-class intellectuals with sympathies for the proletariat; proletarian
intellectuals who have become sycophants of the ruling class; and middle-class
intellectuals who claim to be altogether above class connections.
Q2. Explain Plato’s concept of
Philosopher King.
Assignment - II
Answer the following questions in
about 250 words each.
Q1. Write a note on Plato’s concept of
justice.
Q2. Examine Aristotle’s views on human
nature.
Q3. Elaborate upon Aristotle’s views
on form.
Assignment - III
Answer the following questions in
about 100 words each.
Q1. Write a note on Machiavelli’s
views on power and politics.
Q2. Examine Machiavelli’s conception
of civic virtue and freedom.
Q3. Discuss Hobbes’s views on matter
and motion.
Q4. Examine the powers and privileges
of Hobbes sovereign.
Q5. What are the grounds on which
Locke justified the right to property? Elaborate
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Important Note - You may be aware that you
need to submit your assignments before you can appear for the Term End Exams.
Please remember to keep a copy of your completed assignment, just in case the
one you submitted is lost in transit.
Submission Date :
· 31st March 2023 (if
enrolled in the July 2022 Session)
· 30th Sept, 2023 (if
enrolled in the January 2023 session).
IGNOU Instructions for the BPSC
111 Assignments
BPSC 111 CLASSICAL
POLITICAL PHILOSOPHY Assignment 2022-23 Before
attempting the assignment, please read the following instructions carefully.
1. Read the detailed
instructions about the assignment given in the Handbook and Programme Guide.
2. Write your enrolment
number, name, full address and date on the top right corner of the first page
of your response sheet(s).
3. Write the course
title, assignment number and the name of the study centre you are attached to
in the centre of the first page of your response sheet(s).
4. Use
only foolscap size paper for your response and tag all the pages
carefully
5. Write the relevant
question number with each answer.
6. You should write
in your own handwriting.
GUIDELINES FOR IGNOU
Assignments 2022-23
BPSC 111 Solved
Assignment 2022-23 You will find it useful to keep the following points in mind:
1. Planning: Read the questions
carefully. Go through the units on which they are based. Make some points
regarding each question and then rearrange these in a logical order. And please
write the answers in your own words. Do not reproduce passages from the units.
2. Organisation: Be a little more
selective and analytic before drawing up a rough outline of your answer. In an
essay-type question, give adequate attention to your introduction and
conclusion. The introduction must offer your brief interpretation of the
question and how you propose to develop it. The conclusion must summarise your
response to the question. In the course of your answer, you may like to make
references to other texts or critics as this will add some depth to your
analysis.
3. Presentation: Once you are satisfied
with your answers, you can write down the final version for submission, writing
each answer neatly and underlining the points you wish to emphasize.
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