| BASIC COURSE INFORMATION | OBJECTIVES | BOOKS | DAILY ASSIGNMENTS | ||
| TERM PAPER FORMAT | GRADING | TERM PAPER | WRITING PAPERS | BOOKS ON RESERVE | STUDY GUIDES |
OBJECTIVES: The objectives of this course are:
(1) To gain some understanding of three key areas of thinking about and analyzing politics: (a) political philosophical reasoning (b) practical politics and how one goes about it (c) empirical analysis with both quantitative and qualitative methods of analysis.
(2) To introduce students to much of the "vocabulary" of politics and studies about politics. This means terms that allow us to (a) sort out political phenomena (b) to develop basic terms and ideas used in thinking about politics in a sophisticated fashion that enhances understanding and the ability to engage in effective reading and fruitful discussion of politics.
(3) To develop some understanding for what is meant by the relationships between social behaviors involved in politics (e.g., political culture and voting) and how one goes about studying this phenomena.
(4) To raise awareness of and engage students in thinking about the values involved in politics. The basic thesis of the course is that value choices lie at the bottom of all political behavior; thus it is essential that we illuminate these values and sharpen our abilities to make the moral choices required of us as members of a society.
(5) The writing assignment has the goal
of helping to (a) develop the ability to define an idea to
study (b) study it effectively through research that involves
several key types of resources (c) understand and use good sources
effectively in answering research questions and (d) present the
results of one's research it in a well-written form that conveys good
information in a meaningful and intellectually persuasive fashion. The
movement from being a consumer of knowledge to becoming a producer of
knowledge and ideas is critical to the intellectual development of each
person, and helps to define what is meant by the "well-educated person.".
Gaddie, Ronald. Born to Run.
Tatalovich, Raymond
and Byron Daynes (eds.). Moral Controversies in American Politics.
Remarque, Erich Maria . All Quiet on the Western Front.
Weston,
Anthony. A Practical Companion to Ethics
Plato [Trans. by. W. Hamilton]. Gorgias.
[W] refers to a writing assignment.
| DATE | ASSIGNMENT | TOPIC |
| Aug. 26 | NONE |
What is "political" about politics and what is "scientific" about political science? Who cares? Why? 1. Normative/Philosophical Thinking 2. Practical Political Thinking 3. Empirical Political thinking: Quantitative and Qualitative 4. What link between values and politics? (a) intrinsic values (b) extrinsic values [instrumental] |
| Aug. 31 |
Read Weston, Anthony. A Practical Companion to Ethics -- It's short and quick reading. Note carefully key points -- they can slip by. At my Web page on "Terms" read the note on "ethics". |
Ethics: 1. What is ethics? What link to "values" and "moral" ideas? 2. Thinking about thinking. Thinking is a challenge and not a given -- be careful. --Basic ethical decision-making approaches. 3. What role for moral ideas in politics -- the liberal-communitarian debate. Right before the good? 4. How do ideologies fit here? Careful, critical reasoning and decision compared to an everyday workable set of ideas/questions/answers [the knee-jerk approach -- but useful? necessary?] |
| Sept. 16 | Read 1st half of Gorgias in preparation for Sept. 7 class before which you will need to read the second half. |
The "ism's": How to sort them out?
Note two usages: "classical" and "contemporary". Makes it more confusing but important to sorting out lines of thinking.
1. liberalism
2. conservatism:
3. socialism and communism --- several variants 4. democracy: a. indirect and direct b. representative democracy variants: (1) Rousseau (2) Burke c. democratic socialism d. democratic capitalism e. pluralism f. economic democracy (1) corporate (2) economic results 5. feminism 6. Spectrums to help sort out the lines of thought represented by the "ism's"
7. Purity is seldom -- mixtures are many! |
| Sept. 21 | 2nd half of Gorgias --- [W] Prepare an outline of key points throughout the text along with questions with page references for discussion. This should be sent to me via email at mailto:%20gmaris@stetson.edu or blackboard by Monday evening [midnight]. [Bring a copy to class for the discussion, of course.] |
Philosophical Thinking and Politics Politics and the Search for Justice: Plato to Rawls. 1. Why justice? The central issue of politics? [Plato] 2. Natural Justice/Law: Aristotle/Roman Heritage/Constitutionalism 3. Power, not justice is the question? [Machiavelli] 4. The Social Contract as the constitutional glue? [modern liberalism and pluralistic democracy] ---Hobbes, Locke, Rousseau, Rawls, Nozick 5. "Community" , not "the individual" is the answer? [tradition, social solidarity, community identity, patriotism, nationalism, "the common good", a "public philosophy" --- Plato, Burke, neo-Aristotelians like Sandel, Amitai Etzioni] 6. Why obey? When not to? legitimacy and justice 7. We carry "bits and "pieces" of all of the above. When and with what emphasis is often the call. For this we need also to know why, thus philosophical reasoning. |
| Sept.23 | No Reading
At my Web page on "Terms" read through some of the definitions/comments on various terms used in political theory discussions: liberalism, conservatism, natural law, communitarianism, socialism, Marxism, libertarianism. You NEED NOT remember all of the definitions, persons mentioned, etc. but read for some overview of these terms and the various meanings attached. This is for your general benefit and not a test. |
Search for Justice continued. |
|
Sept. 27 NOTE THIS IS A MONDAY |
Meet at 6:30 PM in Media Center, Library, 25L for film. - 2 hours CANCELLED DUE TO HURRICANE | Movie: "All the King's Men" --an "oldie goldie" but still relevant themes. Built around historical political situation in Louisiana around 1930s. Note short writing assignment for Sept. 21. |
| Sept. 28 | Come to class with at least 5 good
questions for Dan Rasch, candidate for state House of
Representatives.
Born to Run, chapters 1,3 |
Practical Political Thinking Leadership:
So you want to be a politician? Why? How? When? Where? |
| Sept. 30 | Born to Run, chapters 4,7,11,Appendix
[W] Write a one to two page paper on conclusions to be drawn from the readings on running for office, drawing also on the discussion with Dana Rasch. Drop in Blackboard prior to class and bring copy to class for discussion. |
What conclusions can be drawn? Methods of
inquiry into becoming a politician.
Come with any questions concerning anything to date that you need cleared up prior to the exam. |
| Oct. 5 | EXAM | Study the study guides carefully! The exam questions will come from these guides in the form of questions as to meaning and/or significance of an item, perhaps an example of it if appropriate, or a short essay answer to one of the questions on the study guide. |
| Oct. 7 | Reading: TBA | Media and Politics: The Fourth Branch? Leading, Creating or Following Political Values, Ideas? How To Become "Informed" Citizens in a Democracy? |
| Oct. 12 | Reading:
(1)Sidney Verba, "Would the Dream of Political Equality Turn Out to Be a Political Nightmare" (2)Business Week articles on "Does your Vote Matter?"
|
Elections: Rational Behavior? Bedrock of
Democracy or the Games People Play -- and Rigged at That?
George Edwards: video on The Electoral College -- An Election Anachronism? -----Institutions Count!! |
| Oct. 14 | [W] Short paragraph outline of key points
from Edwards video on electoral college. 2 pp.
|
Elections: --What values at stake in 2004 presidential elections? --Who votes? Why? and to What Effect? --Institutions and Values: Subtle Manipulations of the System Information on the PE 105 Term Paper: Click here. For more extensive information on citations you can also go to Writing Research Papers |
| Oct. 19 | Tatalovich and Daynes, pp. xiii-xxxiii. This is difficult, challenging reading. You are not expected to grasp all of it, or remember all of it [If you can -- bravo!]. I'll highlight in class and discuss the key ideas. |
Empirical Political Thinking: Quantitative and Qualitative Orientation to Moral Choice and Public Policy -- How to Analyze it. What Questions are Relevant in Analyzing Moral Controversies in Politics? What is empirical knowledge -- modernism challenged? |
| Oct. 21 | Tatalovich and Daynes, pp. 3-16
TOPIC FOR PAPER DUE: Indicate your first 4 choices. I want to spread out the topics for ease of using library materials without conflicts |
Abortion: A Classic Choice between Values in
Politics and a Question of What Role for Individual Moral Ideals in
Politics
This chapter and others in Tatalovich and Daynes' book are packed with information on court cases, legislation polls, etc. You need not remember all cases, pieces of legislation, bureaucratic actions and the like. Read for a good understanding of key issues and items of information. I'll highlight these in class, including which specific court cases are relevant at this level of your study. The role of the judiciary in deciding among competing values/ideas is especially important, and also raise serious questions of the role of the judiciary within the United States' balance-of-power scheme of government. |
| Oct. 26 | Tatalovich and Daynes, pp. 16-32 | Abortion: A Classic Choice between Values in Politics and a Question of What Role for Individual Moral Ideals in Politics |
| Oct. 28 | Reading: TBA
BIBLIOGRAPHY DUE: 1. Use proper bibliographical format 2. Present in your portfolio with copies of key articles from journals and newspapers included. |
Taxation: Road to Serfdom or Means to the
Social and Individual Good?
What is really mine? Who says? Is the question of tax "fairness" or tax "justice" the right question? Putting your money where your mouth is -- that is, taxes represent the values we espouse? |
| Nov. 2 | Tatalovich and Daynes, pp. 37-52 | Affirmative Action: Does Race Matter? Who's
Qualified?
This chapter and others in Tatalovich and Daynes' book are packed with information on court cases, legislation polls, etc. You need not remember all cases, pieces of legislation, bureaucratic actions and the like. Read for a good understanding of key issues and items of information. I'll highlight these in class, including which specific court cases are relevant at this level of your study. The role of the judiciary in deciding among competing values/ideas is especially important, and also raise serious questions of the role of the judiciary within the United States' balance-of-power scheme of government. |
| Nov. 4 | Tatalovich and Daynes, pp. 52-56 | Affirmative Action -- Continued
See information on PE 105E Term Paper ( Click here for format and what is expected in terms of content, length of paper, citations, resources, copies of articles and portfolio.) |
| Nov. 9 | Exam | |
| Nov. 11 | Tatalovich and Daynes, pp.135-158 | Religion and Politics: When is "separation" separation and "exercise" exercise? Good Politics or Good Religion -- or Both? |
| Nov. 16 | Tatalovich and Daynes, pp.104 - 131 | Gay Rights: Social Mores and Constitutional Rights. Simply a Group by Choice? If So, So What? When is Discrimination Invidious? |
| Nov. 18 | Meet 6:30 - 9:30 PM in Media Center,
Library, 25L for film. - 3hours
FIRST DRAFT OF PAPER DUE WITH PORTFOLIOS : 1. BRING PORTFOLIOS TO POL. SCI. OFFICE BY 4 PM. 2. SEND ELECTRONIC COPY OF DRAFT PAPER TO ME BY EMAIL: gmaris@stetson.edu |
Movie: Judgment at Nuremberg. This movie is an "oldie goldie" -- a classic film on debates on international crimes against humanity and who bears responsibility. It builds on actual historical events. It is a 3-hour film so please plan accordingly [but no drinks, etc. allowed in Media Center]. |
| Nov. 23 | Reading: TBA
[W] Essay -- 2 pp. -- Thoughts coming out of the movie on Nuremberg and on the use of torture and terror in times of war. |
International Human Rights, Just Wars --- International Law Amidst Anarchy of Nations? Realists and Idealists and Combinations Thereof. |
| Nov. 25-26 | THANKSGIVING | |
| Nov. 30 | All Quiet on the Western Front -- Read all of it. It goes quickly and can easily be read between Thurs. and Tues. Note key events and ideas in book for class discussion. | War: The Cost in Human Values -- What Part of Realpolitik is This? Humanitarian Intervention: Old Ideas in a New World Order? Military or Diplomacy -- Containment, Preemption, Internationalism? |
| Dec. 2 | FINAL PAPER DUE --PORTFOLIO WITH ALL COPIES
OF ARTICLES, PREVIOUS WORK, ETC. TO BE INCLUDED
SEND ELECTRONIC COPY OF PAPER TO ME AT gmaris@stetson.edu |
Discussion will focus on student papers with brief presentations of some of the papers. Be prepared to make such a presentation should you be called upon. |
| Dec. 7 | TBA
|
TBA but probably will be discussion on student papers with brief presentations of some of the papers. Be prepared to make such a presentation should you be called upon. |
| Dec. 9 | PAPERS REVISED [INCLUDING PORTFOLIOS] FOR BETTER GRADES SHOULD BE TURNED IN BY CLASS TIME. -- REVISIONS SHOULD BE NOTED BY BEING UNDERLINED, SO THAT BOTH YOU AND I CAN QUICKLY SEE WHAT CHANGES HAVE BEEN MADE. | TBA --- probably review for final exam - |
1st Exam 15%
2nd Exam 15%
Paper 25%
Short Writing Assignments 15%
Final Exam 25%
Class Participation and Attendance at Movies** 5%
Term Paper/Portfolio: Information is located on my Web page. Just click on the following to access it: Paper 105E After reviewing information on the page concerning the paper just click on "Back" on your browser to return to this page.
The paper is developed in stages so that interaction can take place between student and professor on the way to the final graded paper. Thus, a draft of the paper is required before the final graded paper. A "rewrite" for a better grade is allowed if a good effort has been made to write a good paper. The idea is to develop a good product through writing -- critique -- rewriting. This is the basic process through which most scholarly writers go in order to arrive at the best product. This writing exercise emphasizes the development of research skills in locating good sources, identifying what are good sources, analyzing good sources and writing clearly and accurately with regard to the ideas and information in the sources. The use of the portfolio that includes copies of articles used is to allow critique of the quality of the sources and how effectively they have been used.
Work turned in at different points in the process will not be graded but the amount of effort going into the bibliography and initial draft will be considered in establishing the final grade for the paper.
All work should be turned in punctually. Note comment on late work in "Basic Course Information." Please note that failure to turn in a paper in which an attempt has been made to develop a good product is considered in the same light as failure to take the final exam since it means that the requirements for completion of the course have not been met and may result in failure in the course.
Essays, Outlines of Key Points,
etc. I will assign from time to time some short writing assignments (1-2
pages) tied to the readings. They will be graded as OK , OK- or Insufficient. It
is expected that they will be well written in terms of grammar, that you have
given some thought to the essay, outline of points, or whatever the assignment.
All total ,these assignments will represent 15% of your final grade. If done
regularly and sufficiently you will receive an "A" for the 15%. Missed
assignments, insufficient writing, and lack of careful attention to the
assignment indicated in what is done will, of course, influence the grade.
Books on
Reserve
| The
Abortion controversy : a reader Pojman, Louis P. HQ767 .A175 1994 |
RESERVES (Available: 2HR) | |
| #2
|
Behind
every choice is a story Feldt, Gloria, 1942- HQ766.5 .U5 F44 2002 |
RESERVES (Available: 2HR) |
| #3
|
The case
for race-sensitive admissions in American higher education : a symposium
of articles and commentary published in LC2781 .C3 2003 |
RESERVES (Available: 2HR) |
| #4
|
Clones
and clones : facts and fantasies about human cloning Nussbaum, Martha Craven, 1947- QH442.2 .C55 1998 |
RESERVES (Available: 2HR) |
| #5
|
Cloning
and the future of human embryo research Lauritzen, Paul. QH442.2 .C566 2001 |
RESERVES (Available: 2HR) |
| #6
|
A
companion to applied ethics Frey, R. G. (Raymond Gillespie) BJ1031 .C585 2003 |
RESERVES (Available: 2HR) |
| #7
|
Economics
and ethics : an introduction to theory, institutions, and policy
Vickers, Douglas, 1924- HB72 .V498 1997 |
RESERVES (Available: 2HR) |
| #8
|
Educational
vouchers; concepts and controversies LaNoue, George R. LB2825 .L16 |
RESERVES (Available: 2HR) |
| #9
|
Ethical
dimensions of health policy Danis, Marion. RA395 .A3 E846 2002 |
RESERVES (Available: 2HR) |
| #10
|
Ethics
and economic theory : ideas, models, dilemmas Rothschild, Kurt W. (Kurt Wilhelm), 1914- HB72 .R6813 1993 |
RESERVES (Available: 2HR) |
| #11
|
Ethics
and politics : cases and comments Gutmann, Amy. JA79 .E823 1984 |
RESERVES (Available: 2HR) |
| #12
|
Ethics
of consumption : the good life, justice, and global stewardship
Crocker, David A. HB801 .E85 1998 |
RESERVES (Available: 2HR) |
| #13
|
Euthanasia
and physician-assisted suicide Dworkin, Gerald, 1937- R726 .D93 1998 |
RESERVES (Available: 2HR) |
| #14
|
Fairness
versus welfare Kaplow, Louis. K247 .K37 2002 |
RESERVES (Available: 2HR) |
| #15
|
Gambling
: who wins? who loses? Reith, Gerda, 1969- GV1301 .G33 2003 |
RESERVES (Available: 2HR) |
| #16
|
Gay
rights and American law Pinello, Daniel R. KF4754.5 .P56 2003 |
RESERVES (Available: 2HR) |
| #17
|
God
bless the child that's got its own : the economic rights debate
Trimiew, Darryl M., 1952- JC571 .T743 1997 |
RESERVES (Available: 2HR) |
| #18
|
The
great school debate : choice, vouchers, and charters Good, Thomas L., 1943- LB2806.36 .G66 2000 |
RESERVES (Available: 2HR) |
| #19
|
Hate
speech, pornography, and the radical attack on free speech doctrine
Weinstein, James, 1953- KF4772 .W45 1999 |
RESERVES (Available: 2HR) |
| #20
|
The
human embryo research debates : bioethics in the vortex of controversy
Green, Ronald Michael. QM608 .G74 2001 |
RESERVES (Available: 2HR) |