Political Science @ Chicago

Courses by Faculty

Please find below a list of courses offered by each faculty member of the department since the Autumn 2000 quarter.

John Brehm

22400. Public Opinion. (= LLSO 26802) What is the relationship between the mass citizenry and government in the U.S.? Does the public meet the conditions for a functioning democratic polity? This course considers the origins of mass opinion about politics and public policy, including the role of core values and beliefs, information, expectations about political actors, the mass media, economic self-interest, and racial attitudes. This course also examines problems of political representation, from the level of political elites communicating with constituents, and from the possibility of aggregate representation. J. Brehm. Winter 2001. Winter 2006. Spring 2010. (B)

23500. Political Organizations. This course introduces the study of political organizations and organizational behavior. We examine classic and contemporary writings on organizations, as well as applications of those ideas to political problems. J. Brehm. Spring 2007. Winter 2008. (B)

30300. Survey of American Politics. A survey of some of the main themes, topics and approaches in the study of American politics and government. J. Brehm. Winter 2002. Spring 2004. Winter 2008. (B)

30700. Introduction to Linear Models. This course will provide an introduction to the linear model, the dominant form of statistical inference in the social sciences. The goals of the course are to teach students the statistical methods needed to pursue independent large-n research projects and to develop the skills necessary to pursue further methods training in the social sciences. Part I of the course reviews the simple linear model (as seen in Stat 220 or its equivalent) with attention to the theory of statistical inference and the derivation of estimators. Basic calculus and linear algebra will be introduced. Part II extends the linear model to the multivariate case. Emphasis will be placed on model selection and specification. Part III examines the consequences of data that is “poorly behaved” and how to cope with the problem. Part IV introduces special topics like systems of simultaneous equations, logit and probit models, time-series methods, etc. The breadth of coverage depends on time. Relatively little prior knowledge of math or statistics is expected, but students are expected to work hard to develop the tools introduced in class. J. Brehm. Spring 2007. (E)

35500. Public Opinion. A close examination of techniques employed, categories utilized and assumptions made by contemporary American students of public opinion. Criticism of these approaches from historical, philosophical and comparative perspectives will be encouraged. The course will make little sense to students without at least a background in Data Analysis (PLSC 30500). J. Brehm. Winter 2004. Winter 2006.Autumn 2009. (B)

43100. Maximum Likelihood. The purpose of this course is to familiarize students with the estimation and interpretation of maximum likelihood, a statistical method which permits a close linkage of deductive theory and empirical estimation. Among the problems considered in this course include: models of dichotomous choice, such as turnout and vote choice; models of limited categorical data, such as those for multi-party elections and survey responses; models for counts of uncorrelated events, such as executive orders and bookburnings; models for duration, such as the length of parliamentary coalitions or the tenure of bureaucracies; models for compositional data, such as allocation of time by bureaucrats to task and district vote shares; and models for latent variables, such as for predispositions. The emphasis in this course will be on the extraction of information about political and social phenomena, not upon properties of estimators. J. Brehm. Winter 2003. Autumn 2005. Autumn 2007. Autumn 2008. (E)

43200. Political Organizations. This course considers political organizations, such as bureaucracies, firms, parties, and unions, from two perspectives. The first regards organizations as structures, and examines such properties as hierarchy, asymmetric information, principal-agency, and span of control. The second regards organizations as composed of individual decision-makers, and examines such models of decision-making as rational choice, bounded rationality, routine-following, and the garbage can. Exemplars of the former approach include Max Weber and Frederick Taylor. Exemplars of the second approach include Herbert Simon and James March. The course draws from multiple fields, including sociology, psychology, and economics in order to understand the behavior of political organizations. J.Brehm. Winter 2001. Winter 2006. (B)

43300. Political Psychology. This course is about how the human mind can shape our attitudes and behaviors in the realm of politics. Do our personalities matter for our political choices? How much does what we learn from others determine our political beliefs, or is it most given by self- interested status? When we introduce heuristics, or cognitive short- cuts, to our decisions, what biases follow? How much of what we think about politics comes from our sense of identity, or those we feel are most similar to? Can we trust political actors, and under what kinds of conditions? When is a message persuasive, and why? J. Brehm. Autumn 2006. (B)

Cathy Cohen

22100. African American Politics. This course will explore both the historical and contemporary political behavior of African Americans, examining the multitude of ways in which African Americans have engaged in politics and political struggle in the United States. In some cases, the political behavior of black Americans has manifested itself through traditional modes of participation such as voting, the running of black candidates for public office or involvement in political parties. In other cases, African Americans have worked to gain, exercise and maintain the rights guaranteed to all citizens in the U.S. through activities deemed outside "traditional" political participation. To understand such different approaches to the liberation of black people, we must pay special attention to the attitudes, world views and ideologies that structure and influence African-American political behavior. An analysis of difference and stratification in black communities and its resulting impact on political ideologies and mobilization will be a crucial component of this course. We will consistently seek to situate the politics of African Americans in the larger design we call American politics. C. Cohen. Winter 2005. (B)

22150. Contemporary African American Politics. (=CRPC 22150, LLSO 25902) This course explores the issues, actions, and arguments that comprise black politics today. Our specific task is to explore the question of how do African Americans currently engage in politics and political struggles in the United States. This analysis is rooted in a discussion of contemporary issues, including the 2008 presidential election, the response to Hurricane Katrina, debates surrounding the topic of immigration, the exponential incarceration of black people, and the role of rap music and hip-hop among black youth. We situate the politics of African Americans into the larger design we call American politics. Is there such a thing as black politics? If there is, what does it tell us more generally about American politics? C. Cohen. Spring 2009.(B)

23609. Black Feminist Thought and Politics. (=CRES 23609, AFAM 23609, GNDR 23901) C. Cohen. Spring 2010. (A)

26000. Race and Politics. Fundamentally, this course is meant to explore how race, both historically and currently, influences politics in the United States. For example, is there something unique about the politics of African Americans? Does the idea and lived experience of whiteness shape one's political behavior? Throughout the quarter, students interrogate the way scholars, primarily in the field of American politics, have ignored, conceptualized, measured, modeled, and sometimes fully engaged the concept of race. We examine the multiple manifestations of race in the political domain, both as it functions alone and as it intersects with other identities such as gender, class, and sexuality. C. Cohen. Winter 2004. (B)

30500. Introduction to Data Analysis. This course is an introduction to the research methods practiced by quantitative political scientists. The first part lays out the enterprise of empirical research: the structure and content of theories, the formulation of testable hypotheses, the logic of empirical tests, and the consideration of competing hypotheses. The second part considers the implementation of empirical research: the potential barriers to valid inferences, the strengths and limitations of research designs, and empirical representations of theoretical constructs. The final part provides hands-on experience with the two kinds of analyses most frequently performed by quantitative political researchers: contingency tables and regression. C. Cohen. Autumn 2003.(E)

35000. Race and Politics. Fundamentally, this course is meant to explore how race, both historically and currently, influences politics in the United States. For example, is there something unique about the politics of African Americans? Does the idea and lived experience of whiteness shape one's political behavior? Throughout the quarter, students interrogate the way scholars, primarily in the field of American politics, have ignored, conceptualized, measured, modeled, and sometimes fully engaged the concept of race. We examine the multiple manifestations of race in the political domain, both as it functions alone and as it intersects with other identities such as gender, class, and sexuality. C. Cohen. Winter 2004. Spring 2006.Winter 2010. (B)

38200. Political Socialization: Contemporary Youth Politics. The course will explore the literature on how people develop their politics, paying special attention to the participation of young people, especially those from marginal communities. C. Cohen. Winter 2003.(B)

41400. Race, Gender, and Politics. PQ: PLSC 35000. C. Cohen. Spring 2002.(B)

41700. Social Movements. This course is an introduction to theoretical and empirical research on social movements. In this course we will take social movements to mean national-level collective mobilizations organized for political change. During the quarter we will examine and debate what a range of scholars across disciplines have written about some of the fundamental questions regarding the emergence, evolution and political impact of social movements. For example, what types of collective action qualify as social movements? What factors lead to or shape the development of social movements? What role do social movements play in the working of American democracy? Finally, why have political scientists largely ignored social movements as a topic for extensive and careful study? C. Cohen. Autumn 2001. Autumn 2004.(B)

46500. Power and Politics. This course will explore the literature on power as it has developed largely in American politics. C. Cohen. Spring 2003.(B)

46510. Politics of Deviance. This course will explore the explicit and implicit politics involved in the construction of individuals, groups, and populations as deviant. What is the role of the state in such processes? How do concepts such as power, morality and norms function to create and maintain deviants? How does the label/category of deviant impact the distribution of resources, status and political power? We will begin the course by reading the established literature on deviance and then focus our attention on the politics of deviance in the realms of sex and youth culture. C. Cohen. Spring 2006. (B)

Julie Cooper

27910/37910. Hobbes and Spinoza. (=FNDL 21903) Open to advanced undergraduates by consent only. This seminar undertakes a close reading of Hobbes and Spinoza's central texts of political theory, Leviathan and the Theologico-Political Treatise. As time permits, we situate these texts within the broader contexts of Hobbes and Spinoza's respective bodies of work, as well as the broader contexts of seventeenth-century philosophy, political theory, and theology. J. Cooper. Spring 2009. (A)

28700/38700. Jewish Political Thought. This course is an introductory survey of Jewish political thought from the Bible to the present day. Jews have had a unique political history: for the majority of Jewish history, Jews have not been a sovereign nation. As a result of this history of statelessness, Jewish thinkers have approached political questions in ways that differ from the mainstream of Western political theory. In this course, we will survey the different genres in which Jewish thinkers have addressed political questions, and we will explore what these thinkers have to say about power, authority, law, obligation, community, and national sovereignty. Readings will include selections from the Bible; Midrash; Halachah; medieval and modern philosophy (Maimonides, Spinoza); arguments for and against Zionism; and Israeli constitutional law. J. Cooper. Autumn 2007. (A)

36910. Secularism and Its Discontents. The purported "return" of the theologico-political problem has lead many political theorists to question the viability, and the desirability, of modern secularism. In this seminar, we explore the reasons, both historical and theoretical, why the question of secularism has been reopened in the West, and we evaluate competing answers offered by contemporary theorists. The first half of the seminar is devoted to founding texts of Western secularism from the early modern period (Hobbes, Spinoza, Locke, etc.), while the second half focuses on contemporary debates (Rawls, Taylor, Connolly, Asad, Habermas, etc.). J. Cooper. Spring 2009. (A)

40700. The Modern Self: Autobiography in Modern Political Theory. In this seminar, we will read autobiographies written by early modern and modern political theorists, and ask what the vogue for autobiography reveals about modern conceptions of the self. Why do modern theorists assume that individuals have the desire, and the ability, to make themselves legible through autobiographical narration? How does the autobiographical aspiration to "nakedness" reflect philosophical concerns surrounding truth, appearance, and authenticity, as well as political concerns surrounding celebrity and vanity (not to mention theological concerns surrounding pride)? We will examine these and related questions in texts by Montaigne, Descartes, Hobbes, Rousseau, J.S. Mill, and Nietzsche. We will also devote time to contemporary theories of autobiography, confession, and self-articulation. J. Cooper. Autumn 2007. (A)

Michael Dawson

22100. African American Politics. This course will focus on how the continuing struggle for black empowerment has helped to shape both the current American political environment as well as the social and economic conditions of the black community. While this course focuses on African-American politics since WWII, some attention is paid to the period before the war in order to lay a firm foundation for the analysis of modern black politics. The unique nature of African-American politics necessitates a multi-disciplinary approach to the subject. Consequently, materials and lectures will also show how the study of race relations, psychology, economics, and sociology can inform our understanding of the critical importance of black politics to American politics. After considering such topics as the politics of the Civil Rights and Black Power eras, fiscal retrenchment, and blacks and governmental institutions, this course will end by considering whether a “New Black Politics” has emerged and the impact of the nation’s move toward the political right on African-American politics. M. Dawson. Autumn 2006. (B)

23100. Democracy and the Information Technology Revolution. (= LLSO 27101) The revolution in information technologies has serious implications for democratic societies. We concentrate, though not exclusively, on the United States. We look at which populations have the most access to technology-based information sources (the digital divide), and how individual and group identities are being forged online. We ask how is the responsiveness of government being affected, and how representative is the online community. Severe conflict over the tension between national security and individual privacy rights in the U.S., United Kingdom and Ireland will be explored as well. We analyze both modern works (such as those by Turkle and Gilder) and the work of modern democratic theorists (such as Habermas). M. Dawson. Winter 2006.Winter 2008. Winter 2010. (B)

25200. Urban Politics. (=LLSO 26701) This course is designed to allow students to place research which tackles some of the basic urban problems that confront American society within the context of theories of urban politics. During the first part of the course we will critically review classic works in urban politics such as those of Dahl, Banfield, Peterson, and Castells. During the second part of the course we will shift to consider how the theory covered in the first part of the course can help us analyze and understand the implications for American democracy of selected severe urban problems. Problems selected for more detailed review this year include the Katrina disaster, and racial and ethnic urban conflict. M. Dawson. Autumn 2007. (B)

25600. Hurricane Katrina and American Politics. Hurricane Katrina was not only one of the worse modern disasters in the U.S., but particularly its aftermath provided a lens in many of the fault lines within American society and politics. This course will use the disaster as a lens with which to analyze a wide range of topics in the study of American politics. Topics to be examined in this course using the disaster as a focal point include: the divides in American public opinion; the role of the media in politics; the responses of local, state and federal institutions; the role of political leadership; and, the strength and weakness of civil society in the U.S. M. Dawson, M. Harris-Lacewell. Spring 2006. (B)

29600. Black Political Thought. This course is an intensive introduction to black political thought. The majority of texts considered during the first part of the course will be from key authors such as W. E. B. Du Bois, Marcus Garvey, Ida B. Wells Barnett, Malcolm X, Martin Luther King, Jr., and bell hooks. During the second part of the course we will consider selected examples of applications of black political thought to contemporary debates. M. Dawson. Winter 2007.(A)

30300. Survey of American Politics. A survey of some of the main themes, topics and approaches in the study of American politics and government. M. Hansen, M. Dawson. Winter 2006. (B)

30500. Introduction to Data Analysis. Open to Political Science Ph.D. students only. This course is an introduction to the research methods practiced by quantitative political scientists. The first part lays out the enterprise of empirical research: the structure and content of theories, the formulation of testable hypotheses, the logic of empirical tests, and the consideration of competing hypotheses. The second part considers the implementation of empirical research: the potential barriers to valid inferences, the strengths and limitations of research designs, and empirical representations of theoretical constructs. The final part provides hands-on experience with the two kinds of analyses most frequently performed by quantitative political researchers: contingency tables and regression. M. Dawson. Autumn 2009. (E)

34315. Blacks and the Left In U.S. History. M. Dawson. Spring 2009. (B)

35000. Race and Politics I. Fundamentally, this course is meant to explore how race, both historically and currently, influences politics in the United States. For example, is there something unique about the politics of African Americans? Does the idea and lived experience of whiteness shape one's political behavior? Throughout the quarter, students interrogate the way scholars, primarily in the field of American politics, have ignored, conceptualized, measured, modeled, and sometimes fully engaged the concept of race. We examine the multiple manifestations of race in the political domain, both as it functions alone and as it intersects with other identities such as gender, class, and sexuality. M. Dawson. Autumn 2007. (B)

35100. Race and Politics II: Intensive Writing Seminar. PQ: PLSC 35000 (Autumn 2007) or permission of instructors. The focus of this seminar is to help students complete one publishable article of finished dissertation chapter by the end of the quarter. Students are advised to begin the quarter with the objective of revising a paper or chapter or with a clear sense of the paper or chapter they intend to write. M. Dawson.Winter 2008. (B)

45500. Black Political Thought. This course is a very intensive introduction to black political thought. The majority of texts considered during the first part of the course will be from key authors such as the Combahee River Collective, W. E. B. Du Bois, Marcus Garvey, Malcolm X, Martin Luther King, Jr., and Ida B. Wells. During the second part of the course we will reconsider the status of the "black public sphere"and its connection to other publics and counterpublics. Themes to be considered this year include: What are the core concepts and constellations of concepts historically found in African-American political thought? To what degree has the construction of gender in the African-American community and the interaction between gender and racial oppression shaped African-American political thought? To what degree do different classes and sectors within classes embrace different aspects of African-American political thought? To what degree does Habermas' concept of the "public sphere" help us understand the development of black political ideologies? Are other more modern understandings of publics, public spheres, and counterpublics useful for understanding African American ideological formation and the impact of African American ideologies on politics within the United States? M. Dawson. Spring 2006. (A)

53100. Democracy and the Information Technology Revolution. The revolution in information technologies has serious implications for democratic societies. We concentrate, though not exclusively, on the United States. We look at which populations have the most access to technology-based information sources (the digital divide), and how individual and group identities are being forged online. We ask how is the responsiveness of government being affected, and how representative is the online community. Severe conflict over the tension between national security and individual privacy rights in the U.S., United Kingdom and Ireland will be explored as well. We analyze both modern works (such as those by Turkle and Gilder) and the work of modern democratic theorists (such as Habermas). An emphasis in this course will be the methodologies and research agendas utilized by scholars in this field. M. Dawson. Autumn 2006.Winter 2010. (B)

Robert Gooding-Williams

23801/33801. The Political Thought of Martin Delany. An intensive examination of the political thought of Martin Delany as it evolved through his defense of emigrationism, his involvement with the Freedman's Bureau, and his participation in South Carolina politics after the Civil War. Readings will include Delany's major writings - The Condition, Elevation, Emigration, and Destiny of the Colored People of the United States, The Political Destiny of the Colored Race on the American Contintent, his novel, Blake, and The Origin of Races and Color - as well as some of his shorter pieces and correspondence. We will give particular attention to Delany's analysis of racial oppression, as well as to his treatment of the themes of suffrage, self-government and political solidarity. R. Gooding-Williams. Winter 2010. (A)

27000. Philosophy, Race, and Racism. (=CRPC 27000, LLSO 27701) An intensive examination of some selected philosophical and social theoretical treatments of race and racism. Topics include the history of European racial thinking in the eighteenth and nineteenth centuries, the nature and moral significance of racism, social constructionist theories of race (with some attention to related accounts of the social construction of gender), and the bearing of those theories on our understanding of black, Latino, and other racial identities. Readings include classic writings by W.E.B. Du Bois, as well as more recent work by Linda Alcoff, Anthony Appiah, Jorge Garcia, Jorge J.E., Gracia, Sally Haslanger, Tommie Shelby, and Paul Taylor. R. Gooding-Williams. Winter 2008. (A)

33800. Nietzsche’s Critique of Modernity. Open to undergraduates with consent. An examination of Nietzsche's mature philosophical thought, with special attention to Thus Spoke Zarathustra, Beyond Good and Evil, and On the Genealogy of Morals. R. Gooding-Williams. Spring 2007.(A)

35410. Theories of Domination and Oppression. How do and how should political philosophers and social theorists conceptualize domination and oppression? Should we take these to be the same phenomenon, or, as some writers urge, characterize them differently? And in conceptualizing domination and oppression, what other notions do we require? More pointedly, is it essential that our understanding of domination and oppression rely on normative notions like justice, freedom, and/or recognition, in addition to analyses of the nature of power and social structure? Finally, what should we expect theories of domination and oppression to explain or illuminate, and by what criteria should we evaluate them? In this course we will explore these and other related questions through an intensive engagement with, among others, the writings of Marilyn Frye, Iris Marion Young, Nancy Fraser (including the Young/Fraser debate over the nature of oppression), Sally Haslanger, Ann Cudd, Steven Lukes, Phillip Pettit, and Danielle Allen. R. Gooding-Williams. Spring 2009. (A)

42900. Critical Race Theory. An examination of post-segregation, normative theories of black politics. Readings from the writings of Joy James, Adolph Reed, Paul Gilroy, Tommie Shelby and others. R. Gooding-Williams. Winter 2007.(A)

42911. Kierkegaard and Contemporary Social Thought. We will devote roughly the first half of the quarter to Kierkegaard's Either/Or. During the second half of the quarter, we will concentrate on the work of some philosophers and social theorists who have recently drawn on Kierkegaard to contribute to contemporary debates relating to the ethical significance of genetic engineering, internet technology, and postmodernism, as well as to illuminate the nature of ethical commitment and ethical selfhood per se. Readings for the second half of the quarter will be drawn from the writings of Alasdair MacIntyre, John Davenport, Galen Strawson, Lorenzo Simpson, Hubert Dreyfus, Jurgen Habermas and others. During the second half of the quarter, we will also read Kierkegaard's The Present Age. R. Gooding-Williams. Spring 2010. (A)

43600. The Political Thought of W.E.B. DuBois. A close, comparative study of The Souls of Black Folk (1903) and Dusk of Dawn (1940). R. Gooding-Williams. Spring 2008. (A)

44800. Existentialism: Sartre and Fanon. A consideration of race, racism, and anti-semitism in the perspective of Sartre's and Fanon's adaptations of existentialist and phenomenological philosophical thought to social and political theory. R. Gooding-Williams. Winter 2008. (A)

45210. Politics and Identity. What is identity politics, and what metaphysical, ethical and, indeed, political problems does it pose? More concretely, what sort of political and/or legal demands can we validly make as members of a collective identity group? To what extent, finally, can liberalism in particular accommodate identity politics or, alternatively, provide a philosophical framework for its defense? To explore these and other related questions we will concentrate on three recent contributions to the debates about identity and politics: Kwame Anthony Appiah's Ethics and Identity, Linda Martìn Alcoff's Visible Identities, and Georgia Warnke's After Identity. In examining each of these works, we will carefully consider how its author's reliance on particular philosophical resources--e.g., John Stuart Mill's notion of individuality, Charles Taylor's theory of the self, Hans-Georg Gadamer's philosophical hermeneutics, and Maurice Merleau-Ponty's phenomenology of the body-shapes her or his larger argument about the politics of identity. R. Gooding-Williams. Winter 2009. (A)

Mark Hansen

22710. Electoral Politics in America. This course explores the interactions of voters, candidates, the parties, and the media in American national elections, chiefly in the campaign for the presidency, both in nominating primaries and in the November general election. The course will examine how voters learn about candidates, how they perceive candidates, how they come to turn out to vote, and how they decide among the candidates. It will examine the strategies and techniques of electoral campaigns, including the choices of campaign themes and the impact of campaign advertising. It will consider the role of campaign contributors and volunteers, the party campaign organizations, campaign and media polls, and the press. Finally, it will assess the impact of campaigns and elections on governing and policymaking. M. Hansen. Autumn 2004.Autumn 2008. (B)

23301. Interest Group Politics. In this course we will take up claims about interest groups and their role in American politics and consider ways to evaluate them systematically. We will discuss their formation and maintenance as organizations, their efforts to influence Congress and the bureaucracy, their part in campaigns and elections and their overall effect on the conduct of American democracy. M. Hansen. Autumn 2002.(B)

24810. Politics of the U.S. Congress. This course examines Congress from the perspective of the 535 senators and representatives who constitute it. It examines congressional elections, legislators' relationships with their constituents, lawmakers' dealings in and with committees, and representatives' give-and-take with congressional leadership, the executive, and pressure groups. M. Hansen. Autumn 2003, 2006. (B)

30300. Survey of American Politics. A survey of some of the main themes, topics and approaches in the study of American politics and government. M. Hansen, M. Dawson. Winter 2006. (B)

30700. Introduction to Linear Models. PQ: PS 301. An introduction to the general linear regression model, the most widely used inferential tool in quantitative social science. The course first considers the model and its statistical properties. It then considers generalizations of the model that deal with problems caused by violations of its assumptions. Topics include the general linear model, hypothesis testing, nonlinearities in variables, interactions, diagnostics, heteroscedastic residuals, autocorrelated residuals, lagged variables, qualitative dependent variables, measurement error, interdependent sets of equations and graphic display of data and regression models. M. Hansen. Spring 2001.(E)

51400. Topics in American Politics: Party Nominations and Primary Elections. M. Hansen. Spring 2003. (B)

Bernard Harcourt

24901/40710. Punishment and Social Theory. Limit 25 undergraduates. Since the modern period, the discourse on punishment has cycled through three sets of questions. The first, born of the Enlightenment itself, inquired into the foundations of the sovereign's right to punish. With the birth of social sciences and critical theory, a second set of questions arose exploring the function of punishment: What is it that we do when we punish? A series of further critiques of meta-narratives, of functionalism, of scientific objectivity softened this line of inquiry and helped shape a third question: What is the cultural meaning of our punishment practices? Through readings in social and political theory including Durkheim, Foucault, and the Frankfurt School as well as more contemporary writings on punishment, this course will explore these modern debates over punishment practices and institutions. B. Harcourt. Autumn 2009. (A)

40710. Punishment and Social Theory. Since the modern period, the discourse on punishment has cycled through three sets of questions. The first, born of the Enlightenment itself, inquired into the foundations of the sovereign's right to punish. With the birth of social sciences and critical theory, a second set of questions arose exploring the function of punishment-what is it that we do when we punish? A series of further critiques-of meta-narratives, of functionalism, of scientific objectivity-softened this line of inquiry and helped shape a third question: What is the cultural meaning of our punishment practices? Through readings in social and political theory-including Durkheim, Foucault, and the Frankfurt School-as well as more contemporary writings on punishment, this course will explore these modern debates over punishment practices and institutions. B. Harcourt. Autumn 2008. (A)

46300. Michel Foucault on Politics and Ethics. In 1981, Michel Foucault delivered a series of lectures at Louvain-La-Neuve on the relation between wrong-doing and truth-telling that not only completed his genealogy of the criminal subject, but articulated a larger inquiry into governing through truth and marked the turn from the study of power/knowledge to ethics. The lectures provide the link from Foucault’s earlier theorization of discipline, security, and governmentality, to his later concern with truth-telling, the government of the self, and ethics. In this course, we will focus on the as-yet-unpublished Louvain lectures, and read as well selections from Foucault’s other works and from the theorists with whom he was in conversation, including Deleuze and Guatarri, Paul Veyne, and François Ewald. An ability to read French would be an asset, but is not necessary. B. Harcourt. Spring 2010. (A)

Gary Herrigel

27400. Politics of Industry in Advanced Industrial States. This course surveys the experience of industrial development in the three major developed regions of the world in the twentieth century. Key themes are struggles over the control of the corporation (separation of management and ownership, codetermination, and stakeholder capitalism), differences in corporate structure (Konzern and multidivisional company, and Zaibatsu/Keiretsu), role of small and medium size firms in the economy, the development of industrial relations systems, industrial policy, and welfare state institutions. G. Herrigel. Winter 2001. (C)

45000. Comparative Capitalisms I. This course is a general introduction to theories of capitalist organization and development. Foundational works by Adam Smith, Karl Marx, Max Weber, Emile Durkheim and Karl Polanyi will be reviewed in addition to more contemporary theoretical writings in neoclassical economics, economic geography, political economy and economic sociology. G. Herrigel. Winter 2001. Winter 2002. Winter 2003. Winter 2005. (C)

45010. Social Theory and the Economy. This course surveys social theoretic writing on the boundaries and character of economic process. Topics include theories of reflexivity and agency, recombinant organizational forms, and alternative forms of governance. G. Herrigel. Winter 2006. Winter 2007. Winter 2008. Winter 2010. (C)

45100. Comparative Capitalisms II. PQ: Completion of PolSci 450 is encouraged but not required. This course will address key empirical and theoretical controversies involving matters of economic and industrial adjustment in advanced industrial economies. Literature on the welfare state, regions, corporate governance, industrial relations and industrial organization will be examined in comparative context. G. Herrigel. Spring 2001. Spring 2002. Spring 2003. Spring 2005. (C)

45110. Issues in Comparative Capitalism. PQ: Completion of PLSC 45010 is encouraged but not required. This course will address key empirical and theoretical controversies involving matters of economic and industrial adjustment in advanced industrial economies. Literature on the multinationals, regions, corporate governance, industrial relations, welfare states, new patterns of administrative governance and democracy will be examined in comparative context. G. Herrigel. Spring 2006. Spring 2007. (C)

45111. Interdependent Development. This course will survey the impact of global production networks on developing and developed regions. Customer -supplier relations, labor standards, , the politics of regional upgrading, the emergence of new forms of multinational enterprise in both developed and developing countries, trade union efforts to cope will all be topics. Various parts of Asia and Eastern Europe will be used as case studies for developing regions. Japan, Western Europe and the US will serve as developed country cases. G. Herrigel. Spring 2009. (C)

45200. Issues in Comparative Capitalisms. This course is a survey of the organizational, regional, and political economic dynamics involved in the current global transformation of manufacturing. The core concern is with the dynamics that follow from vertical disintegration and the break-up of old style hierarchical firms. Global production networks, regional development and national adjustment experiences in the developing and developed world constitute the cases within which these dynamics play themselves out in the course. G. Herrigel. Spring 2008. (C)

45701. Institutionalism and its Limits in Advanced Political Economies: Theory and Cases. This course surveys the current state of thought on institutional change in advanced political economies. Its focus is on the limits of traditional institutional approaches, particularly regarding change. The end of the course will adopt the issue of financialization and financial reform in advanced political economies as a case. G. Herrigel. Spring 2010. (C)

William Howell

25215. The American Presidency. This course examines the institution of the American presidency. It surveys the foundations of presidential power, both as the Founders conceived it, and as it is practiced in the modern era. This course also traces the historical development of the institutional presidency, the president's relationships with Congress and the courts, the influence presidents wield in domestic and foreign policymaking, and the ways in which presidents make decisions in a system of separated powers. W. Howell. Winter 2008. (B)

Charles Lipson

21400/32400. World Politics in the Nineteenth Century: A History. The course provides an overview of major developments in 19th century history: wars, revolutions, diplomacy, economic development, imperial expansion, and international trade and investment. The course covers key elements of international history needed for further study of international politics and IR theory. Besides diplomatic relations among the Great Powers, the course examines long-term trends in economic development and military force. Specific topics include the settlement after the Napoleonic Wars, the failed revolutions of 1848-49, European imperialism, the industrial revolution, and the origins of World War I. C. Lipson. Autumn 2002. Autumn 2004.Autumn 2007. (D)

21500. World Politics in the 20th Century, 1914-1945: A History. This course provides a survey of major wars, the development of states' military and financial capacity, the maintenance of European empires, diplomatic alignments and alliances, arrangements for international trade and investment, as well as efforts to create international institutions. It surveys the history of modern inter-state relations in the first half of the 20th century (the period from the outset of World War I to the end of World War II). It deals with key elements of international history needed for further study of international politics and IR theory, including long-term trends in diplomacy, economic development, and military force. C. Lipson. Autumn 2001. Autumn 2003.(D)

21600/32600. World Politics in the 20th Century, 1945-1991: A History. This course provides a survey of major wars, the development of states' military and financial capacity, imperial retreat, diplomatic alignments and alliances, arrangements for international trade and investment, as well as efforts to create international institutions. It surveys the history of modern inter-state relations in the latter half of the 20th century. It focuses on the Cold War and the development of an integrated world economy under U.S. leadership. It deals with key elements of international history needed for further study of international politics and IR theory, including long-term trends in diplomacy, economic development, and military force. C. Lipson. Winter 2002. Autumn 2005.Autumn 2009. (D)

26109/36109. Core Values of the West. PQ: For undergraduates, prior completion of Western Civ sequence. This course will examine the fundamental values of liberal Western democracies, including freedom of speech and religion, equality under law, individual autonomy, religious toleration, and property rights, among others. We will consider what these values mean, their historical origins and development, and debates about them in theory and in practice. The class will be divided between lectures, which present each topic, and discussions. C. Lipson. Winter 2010. (A)

29000/39800. Introduction to International Relations. This course introduces the main themes in international relations, including the problems of war and peace, conflict and cooperation. The course begins by considering some basic theoretical tools used to study international politics. It then focuses on several prominent security issues in modern international relations, such as the Cold War and post-Cold War world, nuclear weapons, arms control, and nationalism. The last part of the course deals with economic aspects of international relations. It concentrates on issues where politics and economics are closely intertwined: world trade, foreign investment, environmental pollution, and European unification. C. Lipson. Autumn 2001. Autumn 2002. Autumn 2003. Autumn 2004. Autumn 2005. Autumn 2006. Autumn 2007. Autumn 2008. Autumn 2009. Autumn 2010. (D)

29120/39120. Big Wars: From Ancient Greece to World War II. This course examines the onset, unfolding, and aftermath of several major wars. Focusing mainly on the largest European wars, it covers the Peloponnesian War (Athens and Sparta), Punic Wars (Rome and Carthage), Wars of Louis XIV, the Seven Years War, Wars of the French Revolution, and Napoleonic Wars, Wars of German Unification, World War I, and World War II. The course concentrates on the origins of each war, but also includes some material on how the wars were fought and how they were concluded. The course blends historical analysis with major questions of international relations theory. This course has no prerequisites, but prior coursework in international politics or European history (ancient or modern) would be useful. C. Lipson. Autumn 2008. (D)

32400. World Politics in the Nineteenth Century: A History. The course provides an overview of major developments in 19th century history: wars, revolutions, diplomacy, economic development, imperial expansion, and international trade and investment. The course covers key elements of international history needed for further study of international politics and IR theory. Besides diplomatic relations among the Great Powers, the course examines long-term trends in economic development and military force. Specific topics include the settlement after the Napoleonic Wars, the failed revolutions of 1848-49, European imperialism, the industrial revolution, and the origins of World War I. C. Lipson. Autumn 2002. Autumn 2004.(D)

32500. World Politics in the 20th Century, 1914-1945: A History. This course provides a survey of major wars, the development of states' military and financial capacity, the maintenance of European empires, diplomatic alignments and alliances, arrangements for international trade and investment, as well as efforts to create international institutions. It surveys the history of modern inter-state relations in the first half of the 20th century (the period from the outset of World War I to the end of World War II). It deals with key elements of international history needed for further study of international politics and IR theory, including long-term trends in diplomacy, economic development, and military force. C. Lipson. Autumn 2001. Autumn 2003.(D)

32600. World Politics in the 20th Century, 1945-1991: A History. This course provides a survey of major wars, the development of states' military and financial capacity, imperial retreat, diplomatic alignments and alliances, arrangements for international trade and investment, as well as efforts to create international institutions. It surveys the history of modern inter-state relations in the latter half of the 20th century. It focuses on the Cold War and the development of an integrated world economy under U.S. leadership. It deals with key elements of international history needed for further study of international politics and IR theory, including long-term trends in diplomacy, economic development, and military force. C. Lipson. Winter 2002.(D)

39800. Introduction to International Relations. This course introduces the main themes in international relations, including the problems of war and peace, conflict and cooperation. The course begins by considering some basic theoretical tools used to study international politics. It then focuses on several prominent security issues in modern international relations, such as the Cold War and post-Cold War world, nuclear weapons, arms control, and nationalism. The last part of the course deals with economic aspects of international relations. It concentrates on issues where politics and economics are closely intertwined: world trade, foreign investment, environmental pollution, and European unification. C. Lipson. Autumn 2001. Autumn 2002. Autumn 2003. Autumn 2004. Autumn 2005. Autumn 2006. (D)

44500. Hard Questions in IR Theory. This seminar will pose 3 or 4 major questions that remain unresolved (and sometimes unasked) in IR theory. One is the repetitiveness (or “cyclical nature”) of international politics, which is a recurrent theme of Realist analysis. Is this basic assumption warranted and, if so, how should our theories cope with changes in technology, political organization, or ideology? Another hard question deals with the sources of international order. Is it ultimately based on the material relationships, such as the balance of power, or on shared norms and ideas, or some combination? What about the rise (and international reach) of non-state actors? Do they pose fundamental challenges to state-centric theorizing . . . or not? The course will pose several such questions and ask students to pose large questions of their own, as agendas for emerging IR research. This course presumes students have had some prior coursework at the graduate level in international relations theory, security studies, or international political economy. C. Lipson. Autumn 2006. (D)

46000. Sources of International Relations. This course in international relations theory builds on students' prior graduate training to explore four distinct but overlapping sources of international order: coercion, norms, institutions, and contractual bargains. Students will discuss and critique existing literature in all four areas and write a major paper. The course presumes students have had some prior coursework at the graduate level in international relations theory, security studies, or international political economy. C. Lipson. Autumn 2003. Winter 2005. (D)

46001. Sources of Order in International Politics. C. Lipson. Spring 2009. (D)

Patchen Markell

20600. Action and Responsibility. Enrollment limited to 25. Action inserts us into a web of events and consequences not wholly under our control. Conceptions and practices of responsibility render us accountable for some of the consequences of our actions while insulating us from accountability for others. In this course, we will study some of the features and conditions of action (especially political action) that make responsibility important and that also render responsibility problematic. Our themes will include value pluralism; moral and political dilemmas; unpredictability; "dirty hands"; the relations among moral, political, "collective," and "historical" responsibility; and the role of philosophy and/or social science in addressing problems of action and responsibility. Readings will be drawn from classic and contemporary works of philosophy, political theory, and literature. P. Markell. Winter 2001. (A)

24000. Nineteenth-Century European Political Thought: Hegel and Marx. (=FNDL 25702) This course examines the work of two key figures in the development of European political theory and philosophy in the aftermath of the French Revolution: Hegel and Marx. We focus on Hegel's Philosophy of Right and Marx's early critiques of Hegel, although these readings may be supplemented by selections from Hegel's early political and cultural writings and from his Phenomenology of Spirit, as well by some of Marx's political writings up through the revolutions of 1848. The course does not deal with Marx's mature critique of political economy. P. Markell. Winter 2004.(A)

24100. Democracy and Its Critics in Nineteenth Century Political Thought (=LLSO 29500, PLSC 24100). This course surveys developments in nineteenth-century European and American political thought, focusing on the theory and practice of democracy, and exploring its connections to such other themes as liberalism, race, empire, socialism, nationalism, the state, gender, class, and mass. The course involves close readings of important works of philosophy and political theory, as well as reconstruction of these works' historical context, including some examination of concrete political struggles over democracy. P. Markell. Winter 2003.(A)

24501/34501. The Political Thought of Jürgen Habermas. (=FNDL 21407) This seminar will be devoted to the political thought of Jürgen Habermas, centered on a reading of his book Between Facts and Norms. We shall also read selections from some of Habermas's other works, and from the political, social, and legal theorists with whom he is in conversation. P. Markell. Autumn 2009. (A)

24520. Arendt's The Human Condition. PQ. By consent only. Enrollment limited to 20. For advanced undergraduates. Undergraduates must have completed their Humanities and Social Sciences sequences, and one more specialized course in a relevant area of political theory or philosophy is strongly recommended. This seminar will be devoted to a close reading of Hannah Arendt' s The Human Condition, focusing both on its internal conceptual structure and on its intellectual and political contexts. P. Markell. Winter 2006.Winter 2008. (A)

34500. Marx's Capital (=Hist 543). A close, critical study of Volume 1 of Marx's Capital. We will also read Moishe Postone's Labor, Time, and Social Domination and possibly some additional secondary literature. P. Markell, W. Sewell. Winter 2001.(A)

34520. Arendt's The Human Condition. PQ. By consent only. Enrollment limited to 20. For advanced undergraduates. Undergraduates must have completed their Humanities and Social Sciences sequences, and one more specialized course in a relevant area of political theory or philosophy is strongly recommended. This seminar will be devoted to a close reading of Hannah Arendt' s The Human Condition, focusing both on its internal conceptual structure and on its intellectual and political contexts. P. Markell. Winter 2006.(A)

34600. Seminar: Agency. P. Markell. Spring 2003.(A)

42300. Democratic Theory. Is democracy best conceived as the constraint of potentially tyrannical power, or as the exercise of popular sovereignty? Is it best imagined as an institutional form, or as an unruly force that necessarily challenges institutional authority? What is the relationship between democracy and economic inequality? Between democracy and constitutional law? In this seminar we shall consider such questions obliquely, by following the development, over more than four decades, of the work of two eminent American scholars, Sheldon Wolin and Robert Dahl. Rough contemporaries, trained and employed in the same field, Wolin and Dahl have nevertheless made little reference to each other' s work, and their spheres of influence in contemporary democratic theory do not much overlap. At one level, then, the seminar is meant to stage a much-needed encounter between what might be called "radical" and "mainstream"democratic theory; yet it should also help us reflect critically on the adequacy of those labels, and also to understand how the substance of twentieth-century democratic theory has been shaped by arguments about what "theory" is, about its place in the academic discipline of political science, and about the relationship between democratic politics and the institutionalized expert cultures of political theory and political science. This course is primarily for Ph.D. students in the Department of Political Science, although applications from students in other fields are welcome; enrollment will be limited and instructor consent required. P. Markell. Spring 2006.(A)

42400. Politics, Art, and Aesthetics. Enrollment limited and by consent of the instructor only. What is the meaning of art for politics? What is the political significance of the differentiation of an “aesthetic” domain of activity and experience in Euro-American modernity? Can aesthetic judgment serve as a model for political judgment? What can the study of art and aesthetics teach us about how and when people experience events, objects, or spaces as (politically) meaningful or engaging? This seminar approaches such questions both historically and thematically, through the close reading and discussion of important works in the philosophy of art and aesthetics, political theory, and art history and criticism. Readings vary. P. Markell. Winter 2007.(A)

43900. Language, Politics and Political Theory. How do academic political theorists combine the study of texts, the study of history, and reflection on larger theoretical, philosophical, or political problems? To explore this question, we read and discuss a series of interpretations of the political thought of Thomas Hobbes, along with related works that make explicit the conceptions of language, history, and theory that inform these interpretations. Primarily for Ph.D. students in political theory; enrollment will be limited and instructor consent required. P. Markell. Winter 2006.(A)

44000. Nineteenth-Century European Political Thought: Hegel and Marx. (=FNDL 25702) This course examines the work of two key figures in the development of European political theory and philosophy in the aftermath of the French Revolution: Hegel and Marx. We focus on Hegel's Philosophy of Right and Marx's early critiques of Hegel, although these readings may be supplemented by selections from Hegel's early political and cultural writings and from his Phenomenology of Spirit, as well by some of Marx's political writings up through the revolutions of 1848. The course does not deal with Marx's mature critique of political economy. P. Markell. Winter 2004.(A)

44200. Cold War Political Theory. This graduate seminar is an intensive survey of political theory, broadly construed, from the end of World War II into the very early 1960s, centered on though not limited to the United States and Britain, and organized around such themes as: postwar justice and reconstruction; the Cold War and the meanings of freedom; the rise of liberal pluralism; anticommunism and McCarthyism; mass society; decolonization and postcoloniality; the specter of nuclear destruction; racism and civil rights; the American university and the professionalization of political theory. Our readings will include some texts now regarded as classics, a substantial amount of important material that is no longer widely read, secondary works of interpretation and history, and contemporaneous cultural documents. We shall also read some works of twenty-first century political thought in which the legacy of the period survives, implicitly or explicitly. P. Markell. Spring 2009. (A)

46100. 20th Century Hegelianism. A reading of several important works by twentieth-century thinkers influenced by Hegel, with special attention to the theme of recognition. Readings are to be determined, but may include works by: Bataille, Kojve, Fanon, Lacan, DuBois, Habermas, Derrida, Honneth, Taylor, Zizek, Butler, Sartre, Adorno, and others. Students should have some prior experience with Hegel's thought. P. Markell. Winter 2004.(A)

46200. Contemporary Theories of Agency. A survey of important work in contemporary social and political theory on the theme of agency. P. Markell. Spring 2004.(A)

Stanislav Markus

28100. Russian Politics. One of the major world powers, Russia commands a nuclear arsenal and vast energy reserves. This course will help you understand Russia’s political development which is inextricable from the country’s history and economy. After reviewing some milestones in Soviet history, we shall focus on the developments since the fall of the ‘evil empire.’ Political institutions, economy, foreign policy, and social change will all receive some attention. S. Markus. Winter 2010. (C)

40400. Business and State. Graduate level seminar on institutional intersections of business and state and the political role of business. How do firms articulate their agenda in the political arena? How many varieties of capitalism are there? We will also discuss corporate governance, property rights, corruption, and other topics. Examples will be drawn from diverse regional settings. S. Markus. Winter 2010. (C)

40501. Economic Development: Strategies and Institutions. This is a graduate-level seminar that explores topics in political economy of development. The readings include a mixture of theoretical work on the importance of institutions and the dynamics of institutional change, as well as empirical research on economic reforms and development in Russia, China, and other developing countries. S. Markus. Spring 2010. (C)

John McCormick

22800/52800. Principles and Practice of Roman Republicanism. Enrollment limited to 15. This course is devoted to the history, institutions and ideas of the Roman Republic. Readings include classical accounts of Rome’s development (Polybius and Livy), contemporary analyses of its constitution and social structure (Nicolet, Lintott, and Mitchell), philosophic expressions of the epoch (Cicero), and considerations of their reception in subsequent ages (Millar). Themes to be discussed include: the relationship of rich and poor citizens in a republic; the political accountability of elites; the rule of law; the common good; the necessity/threat of “great men”; and military power. Students are expected to come to the first session having read Book I of Livy’s History of Rome. J. McCormick. Winter 2007.(A)

27200. Florentine Republicanism I: Political Theory. This is the first in a two-course sequence on republican theory and practice in Renaissance Florence. This term is devoted to the political writings of the two giants of Florentine republicanism: Francesco Guicciardini and Niccolo Machiavelli. Readings include Machiavelli's The Prince, and Discourses on Livy; and Guicciardini's Maxims and Dialogue on Florentine Government; as well as both authors' recommendations for reforming the constitution of Florence. Themes include the relationship between the person and the polity; the compatibility of moral and political virtue; the utility of class conflict; the advantages of mixed institutions; the principles of self-government, deliberation, and participation; and the question of military conquest. J. McCormick. Autumn 2003.(A)

27215. Machiavelli's Political Thought. (=LLSO 28200) This course is devoted to the political writings of Niccol Machiavelli. Readings include The Prince, Discourses on Livy, Florentine Histories and the "Discourses on Florentine Affairs." Themes to be explored include: the relationship between the person and the polity; the compatibility of moral and political virtue; the utility of class conflict; the advantages of mixed institutions; the principles of self-government, deliberation, and participation; the meaning of liberty and the question of military conquest. J. McCormick. Spring 2005.(A)

27215/52315. Machiavelli and the Florentine Republic. (=LLSO 28200) Enrollment limited to 15. This course is devoted to the political writings of Niccolò Machiavelli, his intellectual predecessors such as Petrarch, Bruni, Salutati, and contemporary interlocutors such as Guicciardini. These readings will be studied in light of the political history of these writers’ native city, the Florentine Republic. Themes to be explored include: the relationship between the person and the polity; the compatibility of moral and political virtue; the utility of class conflict; the advantages of mixed institutions; the principles of self-government, deliberation, and participation; the meaning of liberty and the question of military conquest. Students are expected to come to the first session having read Machiavelli’s The Prince in its entirety. J. McCormick. Spring 2007. (A)

27300. Florentine Republicanism II: History and Interpretation. PQ: PLSC 27200. This is the second in a two-course sequence on republican theory and practice in Renaissance Florence. This term is devoted to classic histories and influential interpretations of Florentine republicanism. Readings include Burckhardt, Baron, Chabod, Rubinstein, Brucker, Pocock, Skinner, and Viroli. Themes include oligarchic versus populist republics, executive power in collegial regimes, the problem of faction, the significance of patriotism, the critique of tyranny, and the problems posed by alliances and wars. J. McCormick. Winter 2004.(A)

27301/37301. Weimar Political Theology: Schmitt and Strauss. PQ: By consent only. This course is devoted to the idea of "political theology" during the interwar period in 20th century Central Europe. We will focus specifically on the writings of and the intellectual exchange between Carl Schmitt and Leo Strauss, two authors who considered the extent to which both serious intellectual endeavors and political authority require extra-rational and transcendent foundations. Students are expected to come to the first session having read Schmitt's Political Theology in its entirety. J. McCormick. Winter 2010. (A)

27400/47400. Carl Schmitt on Law and the Political. Enrollment limited to 15. This course is devoted to the political thought of controversial lawyer and National Socialist partisan, Carl Schmitt. We will read and discuss his major works on sovereignty, the exception, legal theory, parliamentary government, liberalism versus democracy, and “the political.” But we will devote special attention to his two masterpieces of state philosophy and international law, respectively, Constitutional Theory and Nomos of the Earth. We will also consider recent appropriations of Schmitt’s theories by authors such as Agamben, Hardt and Negri. Students are expected to come to the first session having read The Concept of the Political in its entirety. J. McCormick. Autumn 2006.(A)

27400/47400. Carl Schmitt and Political Theology. Enrollment limited to 20. This course is devoted to the political thought of controversial Weimar era lawyer and eventual National Socialist partisan, Carl Schmitt. Specifically, we will focus on Schmitt's claim that political authority requires extra-rational and transcendent foundations. Along with Schmitt's works from Weimar Germany, such as Political Theology and the Concept of the Political, we will read and discuss some of the related writings of two of his greatest interlocutors, Leo Strauss and Walter Benjamin. We will also consider recent appropriations of these theorists by authors such as Jakob Taubes, Jacques Derrida and Giorgio Agamben. Students are expected to come to the first session having read Political Theology in its entirety. J. McCormick. Autumn 2007. (A)

27700/57700. Popular Government in Principle and Practice. By Consent Only. Enrollment limited to 20. Undergraduates must have completed their Social Science Core sequence. This is an advanced seminar that focuses on the normative justifications for regimes where, to some significant extent, "the people rule," and analyzes the institutions through which the people are meant to rule. We will consider constitutions and citizen self-understanding in ancient Greek democracies, ancient and medieval Italian peninsular republics, early-modern Central European city-states and post-18th century representative governments. Themes to be considered include liberty and equality, contestation and consent, the good life and class relations, passivity and participation, citizenship and slavery, as well as civil laws and military prowess. J. McCormick. Winter 2008. (A)

42300. Democracy. This is an advanced seminar that focuses on the normative justifications for regimes where, to some significant extent, "the people rule"; it furthermore analyzes the institutions and practices through which the people are meant to rule. We will consider the constitutional structures of, citizen self-understandings within and theoretical reflections upon ancient and medieval democracies and republics, but focus primarily on modern representative governments. Themes to be explored include liberty and equality, contestation and consent, citizen participation and elite accountability. Students are expected to come to the first session having read Bernard Manin's Principles of Representative Government (Cambridge, 1997) in its entirety. J. McCormick. Autumn 2009. (C)

52300. Florentine Republicanism I: Political Theory. This is the first in a two-course sequence on republican theory and practice in Renaissance Florence. This term is devoted to the political writings of the two giants of Florentine republicanism: Francesco Guicciardini and Niccolo Machiavelli. Readings include Machiavelli's The Prince, and Discourses on Livy; and Guicciardini's Maxims and Dialogue on Florentine Government; as well as both authors' recommendations for reforming the constitution of Florence. Themes include the relationship between the person and the polity; the compatibility of moral and political virtue; the utility of class conflict; the advantages of mixed institutions; the principles of self-government, deliberation, and participation; and the question of military conquest. J. McCormick. Autumn 2003.(A)

52400. Florentine Republicanism II: History and Interpretation. PQ: PLSC 27200. This is the second in a two-course sequence on republican theory and practice in Renaissance Florence. This term is devoted to classic histories and influential interpretations of Florentine republicanism. Readings include Burckhardt, Baron, Chabod, Rubinstein, Brucker, Pocock, Skinner, and Viroli. Themes include oligarchic versus populist republics, executive power in collegial regimes, the problem of faction, the significance of patriotism, the critique of tyranny, and the problems posed by alliances and wars. J. McCormick. Winter 2004.(A)

52402. Florentine Political Thought. This course is devoted to selected works of Niccolò Machiavelli and Francesco Guicciardini, studied in light of the political history of their native city, the Florentine Republic. We may also consider writings by Machiavelli's and Guicciardini's intellectual predecessors, and contemporary historical studies of Florentine republicanism. Themes to be explored include: the relationship between the person and the polity; the compatibility of moral and political virtue; the utility of class conflict; the advantages of mixed institutions; the principles of self-government, deliberation, and participation; the meaning of liberty and the question of military conquest. J. McCormick. Winter 2010. (A)

52500. Contemporary Democratic Theory. This graduate seminar interrogates recent theoretical approaches to the theory and practice of popular government. In particular, it will focus on a number of tensions in the literature: between minimalist and participatory models; state-centered versus civil-society-focused approaches; emphases on class and identity; theories that prioritize rights as opposed to popular will, among others. Readings include Przeworski, Dahl, Putnam, Shapiro, Skocpol, Sandel, Young, and Pettit. J. McCormick. Autumn 2003.(A)

52800. The Roman Republic: Principles and Practice. This course is devoted to the history, institutions and ideas of the Roman republic. Readings include classical accounts of Rome's development (Polybius and Livy), contemporary analyses of its constitution and social structure (Nicolet, Lintott, and Mitchell), philosophic expressions of the epoch (Cicero), and considerations of their reception in subsequent ages (Millar). Themes to be discussed include: the relationship of rich and poor citizens in a republic; the political accountability of elites; the rule of law; the common good; and military power. J. McCormick. Spring 2005. (A)

52900. Renaissance Florence: Political Theory meets Social History. This course adopts an interdisciplinary approach to the study of politics and society in Renaissance Florence, integrating political theory and social history. We will read primary sources, standard histories, classic interpretations, as well as examine new empirical data pertaining to the Florentine republics, oligarchies and Medici regimes of the Medieval and Renaissance eras. Primary authors include Bruni, Dante, Savonarola, Machiavelli and Guicciardini; historians consulted will be Najemy, Rubinstein, Butters, Stephens, Martines, Baron and Brucker. Mr. Padgett will make available original statistical data and analyses on the social networks and economic markets undergirding the political ideas, institutions and events that we consider. Renaissance intellectual history will be placed in the context of the political, social and economic context of thirteenth through fifteenth century Florence, thereby asking questions about mutual influence. J. McCormick, J. Padgett. Winter 2005.(A)

52315. Machiavelli's Political Thought. (=LLSO 28200) This course is devoted to the political writings of Niccol Machiavelli. Readings include The Prince, Discourses on Livy, Florentine Histories and the "Discourses on Florentine Affairs." Themes to be explored include: the relationship between the person and the polity; the compatibility of moral and political virtue; the utility of class conflict; the advantages of mixed institutions; the principles of self-government, deliberation, and participation; the meaning of liberty and the question of military conquest. J. McCormick. Spring 2005. (A)

53500. Democratic Accountability. Enrollment limited to 15. To what extent should public officials in a democracy be kept responsive and accountable to citizens? What are the best means available for democratic citizens to ensure the public accountability of elites? Should wealthy private citizens be included in the definition of the elites who are constrained by laws and institutions within a democracy? These are some of the questions we will pursue in this graduate seminar. After some consideration of political accountability in pre-18th century republics, most of the course will be devoted to the recent literature on accountability in contemporary democracies, especially the United States. J. McCormick.Autumn 2007. (C)

John Mearsheimer

27600/37600. War and the Nation-state (=PolSci 376). The aim of this course is to examine the phenomenon of war in its broader socio-economic context during the years between the emergence of the modern nation-state and the end of World War II. J. Mearsheimer. Winter 2001. Winter 2003. Winter 2008. Winter 2010 (D)

28300. Seminar on Realism. The aim of this course is to read the key works dealing with the international relations theory called "realism." J. Mearsheimer. Spring 2001. Spring 2002. Spring 2003. Spring 2004. Spring 2005. Spring 2008. Spring 2009. Spring 2010. (D)

28320. Realism. The aim of this course is to introduce students to the realist paradigm of international relations. The readings will include such classic works as Machiavelli' s The Prince and Kenneth Waltz' s Theory of International Politics. Special attention will be paid to subjects like: 1) human nature vs. structural realism, 2) defensive vs. offensive realism, 3) the absence of a balancing coalition against the United States since the Cold War ended, and 4) the role of ethics in realist thinking. J. Mearsheimer. Winter 2006. (D)

28400. American Grand Strategy. This course examines the evolution of American grand strategy since 1900, when the United States first emerged on the world stage as a great power. The focus is on assessing how its leaders have thought over time about which areas of the world are worth fighting and dying for, when it is necessary to fight in those strategically important areas, and what kinds of military forces are needed for deterrence and war-fighting in those regions. J. Mearsheimer. Winter 2004.(D)

28900. Strategy. This course is about American national security policy in the post-Cold War world, especially the principal issues of military strategy that are likely to face the United States in the next decade. The course is structured in five parts. The first component examines the key changes in strategic environment since 1990. The second looks at the effects of multipolarity on American grand strategy and basic national goals. The third block focuses on nuclear strategy. The fourth section is about conventional strategy. The last block discusses the future of war and peace in the Pacific Rim. J. Mearsheimer. Spring 2001. Winter 2002.(D)

37600. War and the Nation-state (=PolSci 376). The aim of this course is to examine the phenomenon of war in its broader socio-economic context during the years between the emergence of the modern nation-state and the end of World War II. J. Mearsheimer. Winter 2001. Winter 2003. Winter 2005.Winter 2010. (D)

41500. Nationalism in the Age of Globalization. Nationalism has been the most powerful political ideology in the world for the past two centuries. This course examines its future in the age of globalization, focusing in particular on the widespread belief that it is a outmoded ideology. Specific topics covered in the course include: the causes of nationalism, its effects on international stability, nationalism and empires, globalization and the future of the state, globalization and national identities, the clash of civilizations, American nationalism, and the clash between Zionism and Palestinian nationalism. J. Mearsheimer. Spring 2005. Spring 2006. Spring 2008. Spring 2010. (D)

41501. Foundations of Realism. J. Measheimer. Winter 2010. (D)

41600. Liberalism and American Foreign Policy. J. Mearsheimer. Spring 2009. (D)

49500. American Grand Strategy. This course examines the evolution of American grand strategy since 1900, when the United States first emerged on the world stage as a great power. The focus is on assessing how its leaders have thought over time about which areas of the world are worth fighting and dying for, when it is necessary to fight in those strategically important areas, and what kinds of military forces are needed for deterrence and war-fighting in those regions. J. Mearsheimer. Winter 2004.(D)

50900. Comparative Case Study Method. This course will examine the core epistemological and methodological issues surrounding the case study method. J. Mearsheimer. Spring 2001 (with Robert Pape). Spring 2002. Winter 2004.(E)

53000. Seminar on Great Power Politics. The specific aim of this course is to introduce students to some of the key policy issues involving the great powers that dominate the post-Cold War world. Three topics will receive special emphasis: European security, Asian security, and the role of the United States in the larger world after the collapse of the Soviet Union. It is expected that all students in the class will be well-versed in international relations theory, and will bring their theoretical insights to bear on the relevant policy issues. The broad goal is to encourage students to appreciate that international relations theory and important policy issues are inextricably linked to each other. J. Mearsheimer. Winter 2001. Winter 2002. Winter 2003. Spring 2004. Winter 2005. Winter 2008. (D)

Sankar Muthu

25610/35610. Authority, Obligation, and Dissent. What is the basis of political authority? What, if anything, makes it legitimate? Under what conditions are we obliged to follow the laws and orders of government authorities? Under what conditions can we legitimately disobey such laws or orders, or even engage in violent rebellion? How have some of the most influential political thinkers answered such questions historically and which of their theories are most helpful for illuminating these issues for us today? Readings include classic writings by Plato, Hobbes, Locke, Burke, Paine, Kant, Thoreau, Gandhi, Fanon, and Martin Luther King, Jr. S. Muthu. Spring 2009. (A)

25610. Authority, Obligation, and Dissent. What is the basis of political authority? What, if anything, makes it legitimate? Under what conditions are we obliged to follow the laws and orders of government authorities? Under what conditions can we legitimately disobey such laws or orders, or even engage in violent rebellion? How have some of the most influential political thinkers answered such questions historically and which of their theories are most helpful for illuminating these issues for us today? Readings include classic writings by Plato, Hobbes, Locke, Burke, Paine, Kant, Thoreau, Gandhi, Fanon, and Martin Luther King, Jr. S. Muthu. Spring 2010. (A)

35901. Enlightenment Political Thought. S. Muthu. Spring 2010. (A)

42801. Empire and International Justice. Many modern European political thinkers sought to shape and were deeply influenced by political controversies over Europe's relations with the rest of the world. What understandings of freedom, accounts of human nature, and theories of human diversity were more likely to generate support for-or attacks upon-slavery, conquest, trading companies, and empire? What were the range of theoretical arguments about universal morality; the meaning, worth, and location of "civilization"; and the value of cultural diversity that were elaborated by thinkers who sought to emancipate and defend-or to enslave and subject-those who were deemed foreign? We will also examine the legacies of such writings for contemporary thinking about universal moral and political principles, cultural pluralism, and international justice. S. Muthu. Winter 2010. (A)

42910. Kant's Political Thought. An intensive examination of Immanuel Kant's political thought. We will examine his writings about a broad range of topics, including human nature, freedom, social relations, property, government, justice, religion, history and progress, revolution, equality and inequality, and cosmopolitanism. S. Muthu. Spring 2009. (A)

Eric Oliver

25201/35200. Politics, Evolutionary Psychology, and Social Neuroscience. This course utilizes recent advances in evolutionary psychology and cognitive neuroscience to investigate claims by political theorists (both classical and contemporary) about human nature and political organization. Topics include the inter-relationship between affective and cognitive information processes, the physiology of morality and ideology, the meaning of self-governance, inter-group dynamics, political cognition, and the possibility for making essential claims about human nature, particularly as they relate to political organization. E. Oliver. Winter 2008. (A)

28600. Political Psychology. Using abstract theories and empirical studies, we investigate the sources of human thinking and behavior as they relate to political action, conflict, and organization. Topics include the inevitability of conflict, the dynamics of obedience and authority, the function and organization of political attitudes, the variety in styles of political thinking, the sources of stereotypes and intolerance, the role of emotions in political life, and non-Western understandings of human consciousness and political action. E. Oliver. Winter 2004. (B)

28610. Psychoanalysis, Buddhism, and the Emotional Life. Using abstract theories and empirical studies, we investigate the sources of human thinking and behavior as they relate to political action, conflict, and organization. Topics include the inevitability of conflict, the dynamics of obedience and authority, the function and organization of political attitudes, the variety in styles of political thinking, the sources of stereotypes and intolerance, the role of emotions in political life, and non-Western understandings of human consciousness and political action. E. Oliver. Spring 2005. Autumn 2005. (A)

28615. Politics and Human Nature. Class limited to 15 and 3rd and 4th years only. This course explores commonalities among psychoanalytic theory, Buddhism, and studies of emotions and brain physiology, particularly as they relate to questions of the self and political life. In addition to exploring each of these theories, we investigate particular questions such as the inevitability of conflict, the dynamics of obedience and authority, the emotional power of ideology, and non-Western understandings of human consciousness. E. Oliver. Winter 2007. Winter 2008. Winter 2010. (A)

32200. Urban Politics/Voting Behavior. This course examines two topics normally not studied in conjunction within American politics: urban politics and voting behavior. The goal of this course is to familiarize students with the literatures in these two areas and ultimately to prompt students to develop their own theories of what drives voting choices in local elections. The first half of the course will focus on studies of urban politics, examining topics such as what has driven the development of metropolitan areas, who has power in local affairs, how land, capital, and labor drive political decisions, and the impact of race, ethnicity, and gender in local politics. The second half of the class examines American voting behavior and what factors influence the choices voters make. Topics will include what influences voter turnout and participation, the origins of party identification, and the impact of issues, race and ideology on vote choice. In the final part of the course, students will integrate these two areas of inquiry and think about what drives voting in local elections and what role local elections have in the functioning of democracy within metropolitan areas. E. Oliver. Autumn 2003. Spring 2006. (B)

35200. Political Theory and Social Neuroscience. This course utilizes recent advances in cognitive neuroscience to investigate claims by political theorists (both classical and contemporary) about human nature and political organization. Topics include the inter-relationship between affective and cognitive information processes, the physiology of morality, the meaning of self-governance, and the possibility for making essential claims about human nature, particularly as they relate to processes of political organization. Readings will draw from both the political science cannon as well as recent journals and books in neuroscience. E. Oliver. Winter 2007. Winter 2008.(A)

37200. Race, Politics, and Segregation. This seminar will focus on a particular area of politics in the metropolis: the interrelationship between racial attitudes and racial segregation. Many of the biggest political challenges within metropolitan areas continue to revolve around questions of racism and racial segregation. In this seminar we will explore the bases of racial resentment, patterns and sources of racial segregation, the effects of segregation and racial hostility (and vice-versa), and what policy challenges they present. In addition to the readings, students will be expected to produce a research report on a particular aspect of this problem. Topics can include: racial attitudes among understudied groups (such as Latinos and Asian Americans), new trends in racial segregation (from 2000 Census data), consequences of racial segregation for particular groups in areas such as health, education, or employment. These will be developed in consultation with me. In addition to the written report, students will write a 3-4 page analysis of the week's readings to be shared for the group every third week. E. Oliver. Winter 2004.(B)

43509. Conceptualizing and Measuring Ideology. Prior coursework in quantitative methods is strongly recommended. The seminar examines how political scientists conceptualize and measure political ideology in both mass publics and political elites. The first half of the seminar will investigate the various meanings of ideology, including central questions of what ideology is, where it comes from, and how it relates to public opinion and political behavior. The second half will explore the ways social scientists have tried to measure ideology and its causes and consequences, with particular focus on datasets like the American National Election Studies, the European Social Survey, and the D-NOMINATE scores of congress members. In addition to active class participation, students will be responsible for creating their own research proposal for either a qualitative, experimental, or quantitative study of ideology. E. Oliver. Autumn 2009. (B)

49700. Obesity, Politics and Society. This course examines the political and cultural consequences of America's obesity epidemic. Topics to be examined include: the factors behind the growth of obesity, the changing food and exercise culture in the United States, the intersection of obesity with concerns of race, class, and gender, issues of size discrimination, and various policy options. E. Oliver. Autumn 2004. (B)

John Padgett

275003/37500. Organizational Decision Making (=SOCI 35000, PPHA 33500). This course is an examination of the process of decision making in modern complex organizations such as universities, schools, hospitals, business firms, and public bureaucracies. The course also considers the impact of information, power, resources, organizational structure, and the environment, as well as alternative models of choice and other implications. J. Padgett. Autumn 2001. Autumn 2002. Autumn 2003. Autumn 2004. Winter 2006. Winter 2007. Autumn 2008. Winter 2010. (B)

37500. Organizational Decision Making (=SOCI 35000, PPHA 33500). This course is an examination of the process of decision making in modern complex organizations such as universities, schools, hospitals, business firms, and public bureaucracies. The course also considers the impact of information, power, resources, organizational structure, and the environment, as well as alternative models of choice and other implications. J. Padgett. Autumn 2001. Autumn 2002. Autumn 2003. Winter 2006. Winter 2007. (B)

46400. State and Market Formation. This course will focus on the emergence of alternative forms of organization control (e.g., centralized bureaucracy, multiple hierarchies, elite networks, and clientage) in different social structural contexts (e.g., the interaction of kinship, class, nation states, markets and heterodox mobilization). Themes will be illustrated in numerous cross-cultural contexts. J. Padgett. Winter 2004.(C)

46410. Co-evolution of States and Markets. This course will focus on the emergence of alternative forms of organization control (e.g., centralized bureaucracy, multiple hierarchies, elite networks, and clientage) in different social structural contexts (e.g., the interaction of kinship, class, nation states, markets and heterodox mobilization). Themes will be illustrated in numerous cross-cultural contexts. J. Padgett. Spring 2006. Winter 2007. Autumn 2007. Autumn 2009. (C)

47300. Complexity. J. Padgett. Winter 2002.

57200. Social Networks. This seminar explores the sociological utility of the network" as a unit of analysis. How do the patterns of social ties in which individuals are embedded differentially affect their ability to cope with crises, their decisions to move or change jobs, their eagerness to adopt new attitudes and behaviors? The seminar group will consider (a) how the network differs from other units of analysis, (b) structural properties of networks, consequences of flows (or content) in network ties, and (d) dynamics of those ties. J. Padgett. Autumn 2001. Autumn 2003. Autumn 2004. Spring 2006. Autumn 2006. Autumn 2008. Winter 2010. (E)

Robert Pape

28900/39900. Strategy. This course is about American national security policy in the post-Cold War world, especially the principal issues of military strategy that are likely to face the United States in the next decade. The course is structured in five parts. The first component examines the key changes in strategic environment since 1990. The second looks at the effects of multipolarity on American grand strategy and basic national goals. The third block focuses on nuclear strategy. The fourth section is about conventional strategy. The last block discusses the future of war and peace in the Pacific Rim. R. Pape. Spring 2003. Spring 2005. Spring 2006. Spring 2007. Spring 2008. Spring 2010. (D)

39900. Strategy. This course is about American national security policy in the post-Cold War world, especially the principal issues of military strategy that are likely to face the United States in the next decade. The course is structured in five parts around the question of how American nuclear and conventional strategy should adapt to an increasingly multipolar world. The first component examines the key changes in strategic environment since 1990. The second looks at the effects of multipolarity on American grand strategy and basic national goals, such as off-shore balancing, spreading democracy, and isolationism. The third block focuses on nuclear strategy, using debates on nuclear strategy and the utility of nuclear threats as tools to examine the problems of deterring major and minor nuclear powers. The fourth section is about conventional strategy, covering conventional deterrence and coercion theory, the use of coercive air power in Vietnam and Iraq, and the problems of intervention in ethnic conflict. The last block discusses the future of war and peace in the Pacific Rim. R. Pape. Spring 2001. Spring 2003. Spring 2005. Spring 2006. Spring 2007. (D)

40600. Seminar on International Relations Theory. The end of the Cold War ushered in a new set of debates about how to study international politics. This course is an introduction to some of those important theoretical approaches and is organized around debate among realism, liberalism, and constructivism and their variants. Seminar discussion will identify and criticize the central arguments advanced by different scholars in order to assess the relative merits of different theoretical perspectives. R. Pape. Winter 2001. Winter 2004. Winter 2006. Winter 2007. Spring 2008. Spring 2009. (D)

40610. Seminar on International Security Affairs. Please note: This class will begin at 1:00 p.m. This course introduces students to a selection of the principal literature that forms the foundation of contemporary international security affairs. It is organized around four general subject areas: The international system and war, crises and war, the conduct of war, and the outcome of war. Each week, our purpose will be to critically assess the strengths and limits of the central arguments of the readings, on their own terms. Students preparing masters and Ph D theses and for Ph D preliminary exams will find this approach particularly useful. Specific weeks will include: Preventive War, Reputation and Deterrence, Targeting Civilians, Violence in Civil Wars, Relative Decline and War, and Why Armies Fight, among others. R. Pape. Spring 2010. (D)

41200. Terrorism. This course examines the causes, conduct, and consequences of terrorism, with special emphasis on suicide terrorism. The course takes a building-block approach. It begins with competing theories about the causes of terrorism, then examines prominent cases, such as Hezbollah, Hamas, and Al Qaeda, and ends with a series of student research days focusing on important topics, such as those covered in the course as well as on the Liberation Tigers of Tamil Eelam, the IRA, the Assassins, and other cases. R. Pape. Spring 2003. Spring 2004. Spring 2006. Spring 2007. (D)

42700. Politics of Unipolarity. R. Pape. Spring 2005. (D)

50900. Comparative Case Study Method. This course will examine the core epistemological and methodological issues surrounding the case study method. J. Mearsheimer, R. Pape. Spring 2001.(E)

Jong Hee Park

22800. Political Economy of Elections. This course investigates how the economy and elections interact with each other in theory and practice. Students learn how economic conditions affect voters' choices in elections and how the expectations regarding these effects lead politicians to certain policy choices. This course further explores how different electoral institutions shape different economic outcomes by looking at their differential effects on the choices of voters, politicians, and economic actors. J. Park.Spring 2008.

24320/34320. Economic Shocks, Institutions, and Growth. This course examines theoretical and empirical discussions on whether and how domestic institutions interact with external shocks in determining economic outcomes. Various claims on the role of social, economic, and political institutions in mediating the effects of external shocks on economic outcomes are reviewed in their internal and external validity. J. Park. Spring 2009. Spring 2010. (D)

25400/35400. Politics of International Trade. This class explores the politics of international trade from a political economy perspective. The main themes of this course include determinants of trade preferences, distributional effects of international trade, institutional explanations of trade policies, and the role of international economic institutions such as the World Trade Organization and free trade agreements on trade politics. J. Park. Winter 2008. (D)

42120. Bayesian Inference in Political Science. The goal of this course is to review Bayesian approaches to advanced statistical models in political science. The main focus of the course is to understand foundations of Bayesian inference and learn Bayesian implementations of advanced statistical models in political science such as changepoint models, Markov transition models, item response theory (ideal point estimation) models, panel models, and models for relational (or network) data. Students are expected to have strong knowledge of linear models and generalized linear models. J. Park. Spring 2009. (E)

43410. Introduction to Multilevel Modeling. This course introduces students to multilevel statistical analysis which deals with complex interaction and classification within clustered data. Students will learn how to model various types of relationships in clustered data and how to use statistical software for multilevel analysis. The course is designed for graduate students who want to employ multilevel analysis for their research. J. Park. Spring 2008. Spring 2010. (E)

Jennifer Pitts

21810/39000. Global Justice. (= HMRT 39000) Enrollment limited to 15. Undergraduates by consent. What duties do states and societies have beyond their borders? Are obligations of justice global in scope? What is the moral standing of states? This course will examine theories of global distributive and political justice, controversies over cosmopolitan democracy, and theories of human rights, in light of global social structures and international inequalities. We will consider contemporary arguments in political philosophy, sometimes in conversation with texts in the history of political thought. Authors will include Immanuel Kant, John Rawls, Thomas Pogge, Amartya Sen, Thomas Nagel, Iris Marion Young. J. Pitts. Winter 2010. (A)

27101/47101. Liberalism Confronts Democracy: Tocqueville and Mill. Enrollment limited to 15. This course examines liberalism's wary embrace of democracy through an examination of the political thought of Tocqueville and J.S. Mill and selected contemporaries. We will examine their arguments for, and worries about, democratic politics, and their reactions to American events as well as critical moments such as the French revolutions of 1789, 1830, and 1848 and the British Reform Acts. We will explore the ways in which debates over expanding political participation intersected with themes such as the nation, representation, gender, moral character, class, slavery, empire, and international politics. J. Pitts. Winter 2008. (A)

28109/38109. Burke in an Age of Empire and Revolution. J. Pitts. Spring 2010. (A)

39000. Global Justice. (= HMRT 39000) Enrollment limited to 15. Undergraduates by consent. What duties do states and societies have beyond their borders? Are obligations of justice global in scope? What is the moral standing of states? This course will examine theories of global distributive and political justice, controversies over cosmopolitan democracy, and theories of human rights, in light of global social structures and international inequalities. We will consider contemporary arguments in political philosophy, sometimes in conversation with texts in the history of political thought. Authors will include Immanuel Kant, John Rawls, Thomas Pogge, Amartya Sen, Thomas Nagel, Iris Marion Young. J. Pitts. Spring 2008. (A)

Gerald Rosenberg

22500. Law and Society. (=FNDL 28100, LLSO 28100) This course examines the myriad relationships between courts, laws, and lawyers in the United States. Issues covered range from legal consciousness to the role of rights to access to courts to implementation of decisions to professionalism. G. Rosenberg. Spring 2004. Spring 2005.(B)

22510. Law and Society. (=LLSO 28100) PQ: PLSC 28800 or equivalent. This course examines the myriad relationships between courts, laws, and lawyers in the United States. Issues covered range from legal consciousness to the role of rights to access to courts to implementation of decisions to professionalism. G. Rosenberg. Spring 2007.Spring 2009. (B)

22515. The Political Nature of the American Judicial System. PQ: PLSC 28800 or equivalent. This course aims to introduce students to the political nature of the American legal system. In examining foundational parts of the political science literature on courts conceived of as political institutions, the seminar will focus on the relationship between the courts and other political institutions. The sorts of questions to be asked include: Are there interests that courts are particularly prone to support? What effect does congressional or executive action have on court decisions? What impact do court decisions have? While the answers will not always be clear, students should complete the seminar with an awareness of and sensitivity to the political nature of the American legal system. G. Rosenberg. Winter 2005. Winter 2007. Winter 2009. (B)

28800/48800. Introduction to Constitutional Law (=LLSO 23900). This course is an introduction to the constitutional doctrines and political role of the U.S. Supreme Court, focusing on its evolving constitutional priorities and its response to basic governmental and political problems, including maintenance of the federal system, promotion of economic welfare, and protection of individual and minority rights. G. Rosenberg. Winter 2002. Winter 2004. Winter 2006.Winter 2008. Winter 2010. (B)

29200. Civil Rights/Civil Liberties (=LLSO 24000). PQ: PLSC 28800 or equivalent and consent of instructor. This course examines selected civil rights and civil liberties decisions of U.S. courts with particular emphasis on the broader political context. Areas covered include speech, race, and gender. G. Rosenberg. Spring 2002. Spring 2006.Spring 2008. Spring 2010. (B)

37000. U.S. Courts as Political Institutions (=LAWS 51300). An examination of the ways in which United States courts affect public policy. Questions include: How do the procedures, structures, and organization of the courts affect judicial outcomes? Are there interests that courts are particularly prone to support? What effect does congressional or executive impact, including judicial selection, have on court decisions? What are the difficulties with implementation of judicial decisions? G. Rosenberg. Winter 2002. Winter 2004. Winter 2005. Winter 2006. Autumn 2006.Winter 2008. Winter 2010. (B)

38500. Recent Literature on the Courts. PQ: PLSC 37000. This course examines new and recent literature in public law broadly defined. It aims to bring participants in touch with the newest and most exciting work in the public law field and to identify the most promising questions for future research. Topics covered range from recent jurisprudential work (Bork, Dworkin and Ackerman) to agenda-setting (Perry, Provine) to public opinion (Marshall) to judicial policy (Rabkin, Morgan). G. Rosenberg. Spring 2002. Spring 2005. Spring 2010. (B)

43000. Law and Social Science. G. Rosenberg. Autumn 2000.(B)

48800. Introduction to Constitutional Law (=LLSO 23900). This course is an introduction to the constitutional doctrines and political role of the U.S. Supreme Court, focusing on its evolving constitutional priorities and its response to basic governmental and political problems, including maintenance of the federal system, promotion of economic welfare, and protection of individual and minority rights. G. Rosenberg. Winter 2002. Winter 2004. Winter 2006. (B)

50101. Constitutional Law I: Governmental Structure. (=LAWS 40101) This course analyzes the structure of American government, as defined through the text of the Constitution and its interpretation. The major subjects covered are the allocation of powers among the legislative, executive, and judicial branches; the function of judicial review; and the role of the states and the federal government in the federal structure. The student's grade is based on class participation and a take-home final examination. G. Rosenberg. Autumn 2008. Spring 2008. (B)

William Sewell

23400. Capitalism in Modern Europe (=HIST 23300/33300). This course investigates the emergence of capitalism in Europe and the world as a whole between the early sixteenth and the late eighteenth centuries. We discuss the political and cultural as well as the economic sources of capitalism and explore Marxist, neoclassical, and cultural approaches. W. Sewell. Spring 2002. Winter 2005. (C)

23415/32815. Emergence of Capitalism in Early Modern Europe (=HIST 23300/33300). This course investigates the emergence of capitalism in Europe and the world as a whole between the early sixteenth and the late eighteenth centuries. We discuss the political and cultural as well as the economic, sources of capitalism, and explore Marxist, neoclassical, and cultural approaches. W. Sewell. Spring 2009. (C)

32800. Capitalism in Modern Europe (=HIST 23300/33300). This course investigates the emergence of capitalism in Europe and the world as a whole between the early sixteenth and the late eighteenth centuries. We discuss the political and cultural as well as the economic sources of capitalism and explore Marxist, neoclassical, and cultural approaches. W. Sewell. Spring 2002. Winter 2005. (C)

47700. The Olf Regime and the French Revolution (=HIST 54800). In this course we will discuss recent trends in the historiography of the French old regime and the Revolution. W. Sewell. Winter 2002. Autumn 2004. (C)

34500. Marx's Capital (=Hist 543). A close, critical study of Volume 1 of Marx's Capital. We will also read Moishe Postone's Labor, Time, and Social Domination and possibly some additional secondary literature. P. Markell, W. Sewell. Winter 2001.

48600. Social Space: Theory and History. W. Sewell. Winter 2004.

48700. Culture, Practice and Social Change (=Hist 665). Most theories of culture are better suited for explaining social stasis than social change; indeed, they often see social change as somehow originating outside the cultural realm--for example, from social breakdowns, economic changes, or contact with other societies. The goal of this class will be to build change into the theory of culture--in part by insisting that culture be conceptualized as practical activity. The readings will include both theoretical works and concrete investigations of social change. W. Sewell. Autumn 2000.

49900. Historiography. (=HIST 69900) The aim of the course is to introduce the major theoretical approaches used by professional historians and locate the unique role of the historical discipline within the social sciences and humanities. Students would be expected to gain a critical understanding of different schools of history (Annales, the "new" social and cultural histories, etc.), of historic methods and approaches to studying history (oral, economic, ethnographic, etc.), and of theories and theorists relevant to historians. W. Sewell, P. Duara. Spring 2006. (E)

51300. Money and Commodities as Social Forms. (=HIST 51300). W. Sewell. Winter 2006. (A)

55200. Topics in the History of Capitalism. (=HIST 65903) In this course we will read major works on the history of capitalism, spanning the period from the seventeenth to the twenty-first century. Among others, we will discuss works by Josef Schumpeter, Charles Kindleberger, Alfred Chandler, Robert Fogel, Jan de Vries, and Geovanni Arrighi. W. Sewell. Spring 2010. (C)

Bernard Silberman

23300. Springtime for Hitler and Germany: The Advocates of the Aesthetic State. This course seeks to introduce students to the idea of the aesthetic state and the rise of political modernism. Readings will include: Benjamin, Mussolini, Marinetti, Schmitt, Rosenberg, and Hitler among others. The aim of the course is to try to make sense out of the rise of politics for politics sake in the first half of the 20th century. B. Silberman. Winter 2002. Winter 2005. Winter 2008. (A)

25800. Losers. This is a course that reads and analyses some of the texts of 19th and 20th century writers who wrote on social, political and economic problems and were important in their own time and who have had significant influence on their successors but are not included in the canon." Some of the writers we will examine are: DeMaistre, LaSalle, Frederick Douglas, Sidgewick, Spencer, William James, Sorel, and Hannah Arendt. B. Silberman. Winter 2003. Winter 2006. Winter 2008. (A)

25900/35600. Japanese Politics (=PolSci 356). This course is a survey of the major aspects of Japanese politics: party politics, bureaucracy, the diet, and political behavior in post-World War II Japan. B. Silberman. Autumn 2000. Autumn 2002. Autumn 2004. Autumn 2006. Autumn 2008. (C)

26100. To Hell with the Enlightenment: The Rise of the Aesthetic State. This course's aims are twofold: (1) to introduce the student to some of the writings attacking the Enlightenment in the nineteenth and twentieth centuries; and (2) show how these writings created a concept of political modernism and a theory of the aesthetic state. Among others, we read Schiller, Schopenhauer, Kierkegaard, Croce, Mead, Mussolini, and A. Rosenberg. B. Silberman. Winter 2001. Winter 2004. Winter 2007. Winter 2010. (A)

28000/38000. Organization, Ideology, and Political Change. This course centers on the comparative analysis of the emergence and institutionalization of public bureaucracies in the United States, Great Britain, France, Germany, Japan, and the former Soviet Union. The aim is to see whether there are distinctly different patterns of organizational rationality or whether bureaucracies are all culturally unique. B. Silberman. Autumn 2001. Autumn 2003. Autumn 2005.Autumn 2007. Autumn 2009. (C)

35600. Japanese Politics (=PolSci 356). This course is a survey of the major aspects of Japanese politics: party politics, bureaucracy, the diet, and political behavior in post-World War II Japan. B. Silberman. Autumn 2000. Autumn 2002. Autumn 2006. (C)

38000. Organization, Ideology, and Political Change. This course centers on the comparative analysis of the emergence and institutionalization of public bureaucracies in the United States, Great Britain, France, Germany, Japan, and the former Soviet Union. The aim is to see whether there are distinctly different patterns of organizational rationality or whether bureaucracies are all culturally unique. B. Silberman. Autumn 2001. Autumn 2003. Autumn 2005. (C)

50600. Literature of Japanese Political Institutions. B. Silberman. Autumn 2001.(C)

50600. Japanese Political Institutions. B. Silberman. Autumn 2003. Autumn 2005.Autumn 2007. Autumn 2009. (C)

65200. Comparative Bureaucracy. An examination and analysis of the theoretical and empirical literature on national-level public and private bureaucratic organizations in Japan, Great Britain and the U.S. B. Silberman. Autumn 2000. Autumn 2002. Autumn 2004. Autumn 2006. Autumn 2008. (C)

Alberto Simpser

22200. Introduction to Political Economy of Development. PQ: Advanced standing. This course provides an introduction to the political economy of development. The key question of interest is: Why is life in some countries and regions "better" than in others? We explore different approaches to this question using theories from economics and politics. Along the way, we examine a selection of topics of substantive interest that may include poverty, inequality, corruption, gender and development, health, the rule of law, microcredit, and remittances. A. Simpser. Autumn 2007. Autumn 2008. Autumn 2009. (C)

24600/44600. Political Economy of Development. This course is an introduction to recent scholarship on the political economy of development. It will focus on three questions: What is development? What causes or constrains development? How do we know? The course is structured as follows. First, we will review economic theories of development and examine different approaches to the definition of development. Second, we will examine different theories about the causes of development, with emphasis on the way in which political and economic processes constrain or reinforce each other. Third, we will apply the knowledge from the first two parts to different topics of substantive interest, including health policy, corruption, poverty, inequality and redistribution, and the rule of law, among others. Throughout, we will emphasize issues of inference, exploring the relative merits of different empirical methodologies. A. Simpser. Autumn 2006.(C)

44600. Political Economy of Development. Consent of instructor required for all students, please email instructor your name, program of study, year and reason for wanting to enroll (1 paragraph); enrollment will be decided after first class meeting. This course is an introduction to recent scholarship on the political economy of development. The course will focus on three questions: What is development? What causes or constrains development? How do we know? The course is structured as follows. In the first part, will review economic theories of development and examine different approaches to the definition of development. In the second part, we will examine different theories about the causes of development, with emphasis on the way in which political and economic processes constrain or reinforce each other. In the third part, we will apply the knowledge from the first two parts to different topics of substantive interest, such as poverty, inequality, the rule of law, corruption, and health, among others. A. Simpser. Autumn 2007. Autumn 2008. (C)

44700. Research Approaches in Comparative Politics. This course has two goals: (1) To expose graduate students involved in empirical research to a variety of methodological approaches used in contemporary social-science scholarship, with the goal of improving the quality of their inferences; and (2) To provide a forum for students to improve ongoing research projects. In the class component, we will review different empirical methods and related research papers, including experimental and quasi-experimental approaches among others. In addition to the class component, the course is designed as a workshop for student research in progress. Every student will present her/his own research project and will provide feedback to others on the basis of the knowledge developed in class. Projects at all stages of development are welcome, subject to instructor approval. The course seeks to develop understanding of the possibilities and limitations of different methods, but it will not provide rigorous mathematical foundations. Familiarity with the basics of statistical inference and regression analysis will be very useful. A. Simpser. Winter 2007.Winter 2008. (C)

Betsy Sinclair

26610. Political Communication Networks. (=LLSO 20911) The focus of this course is to examine empirical evidence to determine if an individual's social context has the ability to impact her political behavior. We examine two major questions: to what extent do we observe correlation between individuals' actions and those within a social framework and to what extent may we identify a causal relationship between the political behavior of the social group and the individual. Specific readings are drawn from collective action problems, information flow within networks, network formation, and the extent to which we can observe respondents' voting behaviors that are consistent with their discussants' surveys or field experiments. B. Sinclair. Spring 2008. Spring 2009. Spring 2010. (B)

30300. Survey of American Politics. A survey of some of the main themes, topics and approaches in the study of American politics and government. B. Sinclair. Winter 2008. Winter 2010. (B)

41800. Causal Inference. B. Sinclair. Winter 2010. (E)

Dan Slater

24410/44410. Authoritarian Regimes. The persistence of authoritarian regimes has inspired a major new literature in comparative politics on how non-democracy works. This graduate seminar considers some conceptual and theoretical issues and debates surrounding this new wave of research, such as: How should authoritarian regimes, including so-called "hybrid regimes," best be classified? What kind of institutions makes authoritarianism more or less stable and durable? How do these regimes try to generate compliance? Why do so many of them hold elections and convene parliaments? And what political-economic arrangements tend to bolster or undermine dictatorship? D. Slater. Spring 2010. (C)

26500. State, Society, and Democratization in Southeast Asia. This course provides a broad overview of the evolution of Southeast Asia's highly diverse political systems, with a focus on historical factors that have helped shape prospects for democratic transition in recent years. The first segment sketches how the region as a whole was influenced by global processes of colonization, state formation, the rise of nationalism, Cold War rivalry, and the intensification of capitalist modes of production and exchange. After making a brief foray into democratization theory, we consider the value of competing theoretical approaches in apprehending the collapse of authoritarianism in two specific cases (Indonesia and the Philippines), as well as the long-term survival of authoritarianism in two others (Burma and Malaysia). D. Slater. Spring 2006. Winter 2007. Winter 2008. (C)

36510. State, Society, and Democratization in Southeast Asia. This course provides a broad overview of the evolution of Southeast Asia's highly diverse political systems, with a focus on historical factors that have helped shape prospects for democratic transition in recent years. The first segment sketches how the region as a whole was influenced by global processes of colonization, state formation, the rise of nationalism, Cold War rivalry, and the intensification of capitalist modes of production and exchange. After making a brief foray into democratization theory, we consider the value of competing theoretical approaches in apprehending the collapse of authoritarianism in two specific cases (Indonesia and the Philippines), as well as the long-term survival of authoritarianism in two others (Burma and Malaysia). D. Slater. Spring 2006. Winter 2007. Winter 2008. (C)

43700. Comparative Historical Analysis. This graduate seminar critically considers the theoretical impact and methodological rigor of Comparative Historical Analysis in political science and sociology. Studies in this tradition employ a variety of research methods and address a wide array of political and sociological questions. Yet its practitioners are "united by a commitment to offering historically grounded explanations of large-scale and substantively important outcomes." In the first few weeks of the course, we consider how and whether such historically specific arguments advance the quest for broad causal generalization in the social sciences. In the remainder, we read and critically assess major works on contentious politics, the state, political parties, and democratization. Students will be strongly encouraged throughout the quarter to draw lessons for their own dissertation research designs. D. Slater. Spring 2006. Winter 2007. Winter 2008. Winter 2010. (E)

43715. Readings in Comparative Historical Analysis. D. Slater. Spring 2010. (C)

44400. Democratic and Nationalist Mobilization. We live in an age of democratization as well as an age of nationalism. This graduate seminar considers the interaction of these two global trends by comparing and contrasting some of the major mass movements for popular self-rule that erupted during the final decades of the twentieth century (i.e. China’s Tiananmen Square protests, South Africa’s anti-apartheid movement, indigenous insurgencies in Latin America, Poland’s Solidarity movement, and the Palestinian intifada). We will pay particular attention to the role of collective identities and class interests in sparking and sustaining popular protests for political change. Advanced undergraduates may register for the course with instructor consent. D. Slater. Spring 2007. (C)

44410. Authoritarian Regimes. The persistence of authoritarian regimes has inspired a major new literature in comparative politics on how non-democracy works. This graduate seminar considers some conceptual and theoretical issues and debates surrounding this new wave of research, such as: How should authoritarian regimes, including so-called "hybrid regimes," best be classified? What kind of institutions makes authoritarianism more or less stable and durable? How do these regimes try to generate compliance? Why do so many of them hold elections and convene parliaments? And what political-economic arrangements tend to bolster or undermine dictatorship? D. Slater. Spring 2008. (C)

Duncan Snidal

22900. The Theory and Practice of International Cooperation. Cooperation is often difficult but it is nevertheless a central element of international politics. This course develops the theory of international cooperation moving from basic assumptions about international politics through the role of international institutions and the limitations of the analysis. Coursework will require students to apply the theory by analyzing the development (or failure) of international cooperation in some international issue area. D. Snidal. Winter 2003. Winter 2004. (D)

30200. Political Economy of Public Policy (=PubPol 308). A survey of formal political analysis on game theory, collective action, the Arrow problems, and elections. D. Snidal. Autumn 2000. Autumn 2004. Autumn 2005. Autumn 2006.

31400. Political Economy of Weakly Institutionalized Settings. D. Snidal. Winter 2010. (D)

41910. The Design of International Institutions. D. Snidal. Spring 2009. (D)

43800. Rational International Politics. This course is about rational choice explanations of international cooperation and international institutions. It has combines a substantive agenda of examining how we understand problems of cooperation with a methodological agenda of examining the use of rational choice and formal models in investigating these questions. Some prior knowledge of game theoretic approaches is useful but not necessary preparation for the course. A willingness to work through formal arguments is essential. The first part of the course will cover the basic logic of the rational approach while the second part of the course will look at applications with an emphasis on working through recent articles. Coursework will include weekly comments on the readings and a short course paper. D. Snidal. Spring 2005. (D)

50100. Advanced Topics in International Cooperation. This is a research course on international cooperation, international organization, international law and surrounding topics. Students should already have passed the M.A. stage, have a (dissertation) research project in mind, and preferably have started writing. Classes will be conducted as true seminars where participants discuss and constructively critique each other's work. The course will meet irregularly throughout the calendar year according to the schedule and pace of participants' writing. Permission of instructor required. D. Snidal. Autumn, Winter, Spring 2004.(D)

Nathan Tarcov

20800. Machiavelli's Discourses (=PolSci 321, Fndmtl 293). Class limited to 20. A reading of Machiavelli's Discourses on the First Ten Books of Titus Livy. We will consider such themes as princes, nobles, and peoples; republics and principalities; religion and morality; war and imperialism; founding and reform; virtue, corruption, and fortune. N. Tarcov. Winter 2001.(A)

20800. Machiavelli's The Prince. (=FNDL 29301) A reading of The Prince supplemented by relevant portions of Machiavelli's Discourses and Florentine Histories. Themes include princes, peoples, and elites; morality and religion; force and persuasion; war and politics; law and liberty; virtue and fortune; ancient history and modern experience; and theory and practice. N. Tarcov. Autumn 2003. Winter 2007. (A)

20800/32110. Machiavelli's The Prince and Discourses. (=FNDL 29301) This course is a reading and discussion of The Prince and the Discourses on Livy, supplemented by portions of Livy's History of Rome. Themes include the roles of princes, peoples, and elites; the merits of republics and principalities; the political roles of pagan and Christian religion and morality; war and empire; founding and reform; virtue, corruption, and fortune; the relevance of ancient history to modern experience; reading and writing; and theory and practice. N. Tarcov. Winter 2009. (A)

20901. Shakespeare on Tyranny (=FNDL 24500, SCTH 34800). PQ: Enrollment limited. Open to undergraduates with consent of instructor. An exploration of Shakespeare's portrayals of tyrants and tyrannies in such plays as Macbeth and Richard III. R. Lerner, N. Tarcov. Autumn 2001. (A)

21900. Cyrus and Socrates. (=FNDL 29302) This course investigates the two poles of Xenophon's thought, politics, and philosophy, represented by Cyrus the Great and Socrates. We read Xenophon's Education of Cyrus, Memorabilia, Oeconomicus, and Symposium. N. Tarcov. Spring 2004. (A)

22615. The Political Thought of Tacitus. (=FNDL 23401) Enrollment limited to 15. An exploration of the political thought of Tacitus through a reading of his Agricola, germania, Dialogue on Oratory, and excerpts from the Annals and the History. N. Tarcov. Spring 2006. (A)

22715. Machiavelli on War. (=FNDL 29300) An exploration of Machiavelli's thought on war through a reading of The Art of War and excerpts from The Prince and Discourses on Livy. N. Tarcov. Spring 2005. (A)

23800/48300. Plato's Laws (=FNDL 23400, LLSO 28500, SCTH 30300). PQ: Enrollment limited. Open to undergraduates with consent of instructor. An introductory reading of Plato's Laws with attention to such themes as the following: war and peace; courage and moderation; rule of law; music, poetry, drinking, and education; sex, marriage, and gender; property and class structure; crime and punishment; religion and theology; and philosophy. N. Tarcov. Winter 2002. Spring 2007.Autumn 2009. (A)

23900/53900. Thucydides. (=FNDL 29315, LLSO 27402, SCTH 31780) A reading of Thucydides' history, one of the classic guides to politics within and among political communities. Themes may include: progress and decline; justice, necessity, and expediency; strengths and weaknesses of democracies and oligarchies in domestic and foreign policy; stability, revolution, and civil war; strategy, statesmanship, and prudence; causes and effects of war and peace; imperialism, isolationism, and alliances; and piety, chance, and the limits of rationality. The first parts of Xenophon's Hellenica on the conclusion of the War will also be read. N. Tarcov. Autumn 2007. (A)

24400/54400. Machiavelli and Clausewitz on War. (=FNDL 29311, LLSO 28511, SCTH 31790) A reading and comparison of the two greatest modern thinkers about war. N. Tarcov.Spring 2008. (A)

31801. Shakespeare on Tyranny (=FNDL 24500, SCTH 34800). PQ: Enrollment limited. Open to undergraduates with consent of instructor. An exploration of Shakespeare's portrayals of tyrants and tyrannies in such plays as Macbeth and Richard III. R. Lerner, N. Tarcov. Autumn 2001.(A)

31900. Cyrus and Socrates. (=FNDL 29302) This course investigates the two poles of Xenophon's thought, politics, and philosophy, represented by Cyrus the Great and Socrates. We read Xenophon's Education of Cyrus, Memorabilia, Oeconomicus, and Symposium. N. Tarcov. Spring. (A)

32100. Machiavelli's Discourses (=PolSci 321, Fndmtl 293). Class limited to 20. A reading of Machiavelli's Discourses on the First Ten Books of Titus Livy. We will consider such themes as princes, nobles, and peoples; republics and principalities; religion and morality; war and imperialism; founding and reform; virtue, corruption, and fortune. N. Tarcov. Winter 2001.(A)

32100. Machiavelli's Florentine Histories (=SCTH 31700). PQ: Enrollment limited. Open to undergraduates with consent of instructor. An introductory reading of Machiavelli's Florentine Histories with attention to such themes as the following: rhetoric; faction; war and foreign policy; tyranny and liberty; morality and religion, leaders and peoples; and the character and purpose of historical writing. Some familiarity with The Prince and the Discourses on Livy would be helpful. N. Tarcov. Spring 2002.(A)

32100. Machiavelli's The Prince. (=FNDL 29301) A reading of The Prince supplemented by relevant portions of Machiavelli's Discourses and Florentine Histories. Themes include princes, peoples, and elites; morality and religion; force and persuasion; war and politics; law and liberty; virtue and fortune; ancient history and modern experience; and theory and practice. N. Tarcov. Autumn 2003. Winter 2007. (A)

32115. Machiavelli and the Arthashastra. (=FNDL 29313) PQ: Consent of instructor. A comparative reading of Machiavelli's Prince and Discourses on Livy and Kautilya's Arthashastra. N. Tarcov, W. Doniger. Autumn 2005. (A)

32700. Machiavelli on War. (=FNDL 29300) An exploration of Machiavelli's thought on war through a reading of The Art of War and excerpts from The Prince and Discourses on Livy. N. Tarcov. Spring 2005. (A)

33015. Education for Liberty: Locke and Rousseau. (=FNDL 29303) PQ: Consent of instructor. A reading of Locke's Some Thoughts Concerning Education and Rousseau' s Emile considered in relation to their political thought. Familiarity with the political thought of at least two of the authors is presumed. N. Tarcov. Spring 2006. (A)

33600. Plutarch's Lives. (=FNDL 29001, SCTH 41810). A reading of selections from Plutarch's Parallel Lives (possibly supplemented by essays from the Moralia) with attention to individual character, moral virtues and vices, the scope and limits of statesmanship, and the differences between Greece and Rome. R. Lerner, N. Tarcov. Autumn 2004. (A)

36710. Leo Strauss. An introduction to the thought of Leo Strauss through a reading of a selection of his writings and some recent secondary literature. N. Tarcov. Autumn 2006.(A)

36720. Leo Strauss and the Theologico-Political Problem. Undergraduates by consent. Reading and discussion of some of Strauss's works dealing with what he called the theologico-political problem and some recent secondary work. N. Tarcov. Spring 2009. (A)

41100. Tyranny: Ancient and Modern. (=SCTH 31600) An examination of some classical understandings of tyranny and consideration of their relevance to modern tyrants. Reading will include relevant works by Plato, Aristotle, Xenophon, Leo Strauss, and Alexandre Kojve, and secondary literature about modern tyrants. N. Tarcov. Spring 2004. (A)

43800. Plato's Laws (=FNDL 23400, LLSO 28500, SCTH 30300). PQ: Enrollment limited. Open to undergraduates with consent of instructor. An introductory reading of Plato's Laws with attention to such themes as the following: war and peace; courage and moderation; rule of law; music, poetry, drinking, and education; sex, marriage, and gender; property and class structure; crime and punishment; religion and theology; and philosophy. N. Tarcov. Winter 2002. Spring 2007. (A)

43820. Plato's Republic. Undergraduates by consent. Reading and discussion of The Republic and some secondary work with attention to justice in the city and the soul, war and warriors, education, theology, poetry, gender, eros, and actually existing cities. N. Tarcov. Autumn 2008. (A)

47100. Plutarch's Lives (=SocTh ). N. Tarcov. Autumn 2000.(A)

47200. Coriolanus and Julius Caesar (=SocTh ). A reading of Shakespeare's Coriolanus and Julius Caesar along with treatments of those two figures by such ancient authors as Livy, Plutarch, and Dionysius of Halicarnassus, and by Machiavelli. N. Tarcov, G. Most. Spring 2001.(A)

Lisa Wedeen

24400. Authoritarianism and Political Change in the Middle East (=PolSci 344). Recent scholarship on domestic politics in the Middle East centers on "democratization," or on "transitions" to democracy away from authoritarian rule. This seminar investigates the causes and persistence of authoritarian forms of rule in the Middle East while also interrogating our theoretical understandings of "democratization" and democracy. Popular conceptions of Middle Eastern politics suggest that authoritarian rule derives from deep, sedimented essences inhering in Arabs or Muslims. The literature we will explore suggests that the roots of authoritarian political practices reside not in a primordial Arab culture, but instead in a complex dynamic involving the history of state formation, nation-building, and economic development. Some of the themes we will examine are: the relationship between authoritarianism and colonial rule, the importance of class coalitions in determining the levels of state violence, the role of institutions of repression in sustaining violence, the everyday practices of authoritarian rule, and the nature and purposes of ideology. We will also discuss recent changes in the Middle East and evaluate the ways in which they might be interpreted as moves towards "democracy." The course will ask: what do scholars mean by democracy? In what ways do elections, independent judicial courts, and popular forms of expression indicate fundamental changes in the nature of rule in the Middle East? L.Wedeen. Winter 2001. (C)

26300/39300. Comparative Politics of the Middle East and North Africa. This course examines major theoretical concerns in comparative politics using cases from the Middle East. It investigates the relationships between political and economic change in the processes of state-building, economic development, and national integration. The course begins by comparing the experience of early and late developing countries, which will provide students with a broad historical overview of market formation and state-building in Europe and will cover the legacies of the Ottoman empire, European colonialism, and the Mandate period in the Middle East. The course then explores topics such as: the failure of constitutional regimes and the role of the military, class formation and inequality, the conflict between Pan-Arabism and state-centered nationalisms, the role of political parties, revolutionary and Islamicist movements, labor migration and remittances, and political and economic liberalization in the 1990s. L. Wedeen. Spring 2002. Spring 2006. Winter 2008. (C)

26400. Islamic Politics. This senior seminar examines the specific historical processes and particular power relations that have given rise to the recent phenomenon of radical religious expression in the Middle East. We investigate claims that the contraction of welfare states, the "blowback" from U.S. imperial policies, the corruption and brutality of prevailing regimes, and the demise of leftist movements have each, or in combination, contributed to the rise of diverse Islamicist movements. We also explore explicitly the variation among movements and debates - the ways in which diverse, vibrant communities of argument have arisen over what makes a Muslim a Muslim, what Islam means, and what, if any, its political role should be. The course thus charts how discourses about Muslim identity and Islam operate in context, investigating the changing public debates among self-avowed Muslims. We shall ask questions such as: What is the relationship between ideas and organized political activity? How do modern technological innovations, such as satellite television, foster new transnational collectivities and under what conditions could such collectivities shape political outcomes and/or understandings of piety? To what extent are current scholarly explanations about the causes and logics of Islamicist movements compelling? In what ways are these movements simply instances of larger global phenomena? L. Wedeen. Winter 2005. (C)

29500. International Relations: Transnationalism in a Post-Colonial World (=IntStd 295/397, PolSci 295/397, SocSci 205). PQ: PolSci 294 strongly recommended. Class limited to sixty students; preference given to students with third- or fourth-year standing. Dominant conceptions in international relations privilege states by treating them as natural and exclusive actors in international relations; privilege the Western world by treating it as the center; and privilege the balance of power and deterrence by treating military force as the primary means of self-help in allegedly anarchical space beyond state frontiers. This course focuses on national and transnational civil society as the arena of action. We address a variety of topics such as nationalism; transnational identities generated by migration and refugee flows; environmentalism; human rights; cyber space; religions; and internal wars. L. Wedeen. Winter 2004. (D)

33300. Interpretative Methods in the Social Sciences. This course is designed to provide students with an introduction to interpretive methods in the social sciences. Students will learn to "read" texts and images while also becoming familiar with contemporary thinking about interpretation, narrative, ethnography, and social construction. Among the methods we shall explore are: semiotics, hermeneutics, ordinary language theory, and discourse analysis. L. Wedeen. Spring 2001. Spring 2004. Winter 2006. Spring 2009. (E)

34400. Authoritarianism and Political Change in the Middle East (=PolSci 344). Recent scholarship on domestic politics in the Middle East centers on "democratization," or on "transitions" to democracy away from authoritarian rule. This seminar investigates the causes and persistence of authoritarian forms of rule in the Middle East while also interrogating our theoretical understandings of "democratization" and democracy. Popular conceptions of Middle Eastern politics suggest that authoritarian rule derives from deep, sedimented essences inhering in Arabs or Muslims. The literature we will explore suggests that the roots of authoritarian political practices reside not in a primordial Arab culture, but instead in a complex dynamic involving the history of state formation, nation-building, and economic development. Some of the themes we will examine are: the relationship between authoritarianism and colonial rule, the importance of class coalitions in determining the levels of state violence, the role of institutions of repression in sustaining violence, the everyday practices of authoritarian rule, and the nature and purposes of ideology. We will also discuss recent changes in the Middle East and evaluate the ways in which they might be interpreted as moves towards "democracy." The course will ask: what do scholars mean by democracy? In what ways do elections, independent judicial courts, and popular forms of expression indicate fundamental changes in the nature of rule in the Middle East? L.Wedeen. Winter 2001.(C)

35700. Identity-Formation in Comparative Perspective. This seminar is designed to be both theoretical and empirical, clarifying concepts such as "identity" and "subjectivity," and exploring various approaches to questions of political identification and self-understanding. We shall look at authors who use psychoanalysis, rational choice theory, versions of constructivism, and analytic philosophy in their studies. Although some of the readings will be explicitly devoted to conceptual conundrums and theories of the self, many will be comparative case studies--various contexts in which scholars identify political identification and subject formation as central political phenomena. Among the authors we shall read are Brubaker, Williams, Taylor, Butler, Hall, Erikson, Calhoun, and Laitin. Students will attend class regularly and write one 10-15 page paper. L. Wedeen. Winter 2001. Winter 2004.(C)

36800. Death, Mourning, and the Politics of Self-Sacrifice in the Middle East. (=ANTH 35915) Open to senior undergraduates and graduates by consent only. This graduate seminar explores suicide bombing, discourses of martyrdom, contestation over gravesites, practices of commemoration, and the imagery of self-sacrifice in the Middle East. Drawing on debates in political science, anthropology, and history, we shall investigate the relevance of military occupation to suicide bombing, the relationships among dying, killing, and state sovereignty, the vexed connections between obligation and consent, changing norms about violence as a mode of political struggle, and the various forms of political solidarity that notions of sacrifice exemplify. This course is theoretically oriented and historically and ethnographically grounded. In contrast to approaches that posit the politics of self-sacrifice as a "problem" in need of a solution or as a peculiarly Middle Eastern phenomenon, this course seeks to de-pathologize such practices by comparing and contrasting them to practices of violence and commemoration in other times and places. Among the authors we will read are Hannah Arendt, Talal Asad, Lara Deeb, Frantz Fanon, Engseng Ho, Thomas Laqueur, Claudio Lomnitz, Robert Pape, Roxanne Varzi, and Slavoj Zizek. L. Wedeen. Spring 2008. (C)

39300. Comparative Politics of the Middle East and North Africa. This course examines major theoretical concerns in comparative politics using cases from the Middle East. It investigates the relationships between political and economic change in the processes of state-building, economic development, and national integration. The course begins by comparing the experience of early and late developing countries, which will provide students with a broad historical overview of market formation and state-building in Europe and will cover the legacies of the Ottoman empire, European colonialism, and the Mandate period in the Middle East. The course then explores topics such as: the failure of constitutional regimes and the role of the military, class formation and inequality, the conflict between Pan-Arabism and state-centered nationalisms, the role of political parties, revolutionary and Islamicist movements, labor migration and remittances, and political and economic liberalization in the 1990s. L. Wedeen. Spring 2002. Spring 2006.(C)

47800. Rethinking Democratic Practice. This course explores some of the vast literature in comparative politics and political theory on "democracy" and "democratization." Among the issues we shall investigate are the meanings of these terms, the relationships between economic development and political change, and the conditions of possibility under which democratic transformations take place. We shall examine the roles particular institutions play, such as legislatures and political parties. We shall ask questions such as how important for contemporary democracy are sufficient economic resources or mobile capital? How critical is the existence of elections? What about the presence of a large middle class, politicized workers, civic associations, committed democrats, and/or a shared understanding of what democracy means? What are the relationships among nation-building, state sovereignty, and democratic practice? How do specific historical pasts affect the neo-liberal present? Students will take a final exam or write a research paper. L. Wedeen. Spring 2002.(C)

49400. Nations and Nationalism. This course explores the recent literature on the formation of nations and the development of nationalism, with attention to other forms of subnational and supranational organization and identity (e.g., class, diaspora, empire). The shift from more structuralist and social determinations of nationhood to discursive and constructivist approaches will be investigated, as well as the intersection of nationality and "race" with gender and class. Some readings will focus on ethnic conflict, its causes, consequences, and possible resolution. L. Wedeen. Winter 2005.(C)

50000. Dissertation Proposal Seminar. L. Wedeen. Winter 2008.

51800. Ideology. (=ANTH 54505) This course examines selections from the vast literature on ideology—with attention to the political commitments and intellectual genealogies that have made the concept both important and vexed. We begin with Weber and then explore a variety of trajectories in the Marxist tradition. The bulk of the course will entail considering ideology’s relationship to material practice, the notion of interpellation, and concepts linked to ideology, such as hegemony and false consciousness. We shall also analyze ideology’s connection to contemporary concerns, such as those related to “subject” formation, new developments in capitalism, and dynamics associated with contemporary “democratic” liberal, as well as authoritarian, regimes. We conclude by considering briefly how social science has employed and developed this body of knowledge. L. Wedeen. Spring 2010. (C)

Dali Yang

22020. Chinese Foreign Policy. This course examines the rise of China and its global implications from both historical and theoretical perspectives. It reviews China's interactions with the world in the past century and places China's rise in its global context. It engages contending theories about whether China will become a responsible stakeholder or challenge the existing global order. Special attention is given to the relationship between the United States and China. D. Yang. Spring 2009. (C)

23200. China in the World. Enrollment will be limited to 25. Today China is being viewed in sharply divergent terms. Some see reformist China becoming a global citizen while others view China's growth with alarm and believe a rising China will challenge the existing global order. In this course we combine theories of international relations with the history of China's interactions with the world. The emphasis is on developments in the past two centuries, with special attention to the implications of China's rise in the global economy. Requirements include short papers, class presentations, and a final. D. Yang. Spring 2002.

27800. Introduction to Chinese Politics (=PolSci 384). This course offers a historical and thematic survey of Chinese politics in the twentieth century. Particular attention is given to the formation of the party-state, the imposition of central planning, the Great Leap forward, the Cultural Revolution, reform and liberalization, and prospects for democracy. The discussion is framed in terms that allow comparison with other countries. D. Yang. Winter 2001. Winter 2002.

27800. Introduction to Chinese Politics. This course offers a historical and thematic survey to Chinese politics in the twentieth century. Particular attention is given to the formation of the party-state, the imposition of central planning, the Great Leap forward, the Cultural Revolution, reform and liberalization, and China's role in the world in the post-Cold War era. The discussion is framed in terms that allow comparison with other countries. D. Yang. Winter 2004.

27815. Politics and Public Policy in China. This course offers a historical and thematic survey to Chinese politics in the twentieth century. Particular attention is given to the formation of the party-state, the imposition of central planning, the Great Leap forward, the Cultural Revolution, reform and liberalization, and China's role in the world in the post-Cold War era. The discussion is framed in terms that allow comparison with other countries. D. Yang. Autumn 2004. Autumn 2005. Winter 2007. Winter 2010. (C)

34700. Political Economy of China. This course offers a set of tools for analyzing Chinese economic development and reforms. Our focus will be on how economic and political institutions have changed and how those changes affect the behavior of citizens, consumers, and businesses. We seek to understand the patterns of institutional transformation by examining legacies of the past, political and economic campaigns, leadership transitions, as well as China's integration with the world economy. Topics covered include reforms in industrial governance, financial supervision, market regulation, and state-business relations; variations across regions and industrial sectors; the integration of Hong Kong into China; Taiwan and China; and China's international trade strategy. All major topics are examined with a view to their international implications. D. Yang. Winter 2001. Spring 2004. Spring 2005. Autumn 2006. Winter 2010. (C)

34725. Globalization and Nationalism in China. This graduate course considers the dynamics and implications of China's interactions with the international system. How has China's growing participation in the international economy and society affected developments in China? What is the role of nationalism in Chinese politics and foreign policy? What implications does China's rise have for the global system? These are but some of the questions to be considered. D. Yang. Spring 2006. (C)

38400. Introduction to Chinese Politics (=PolSci 384). This course offers a historical and thematic survey of Chinese politics in the twentieth century. Particular attention is given to the formation of the party-state, the imposition of central planning, the Great Leap forward, the Cultural Revolution, reform and liberalization, and prospects for democracy. The discussion is framed in terms that allow comparison with other countries. D. Yang. Winter 2001. Winter 2002. Winter 2004.

38415. Politics and Public Policy in China. This course offers a historical and thematic survey to Chinese politics in the twentieth century. Particular attention is given to the formation of the party-state, the imposition of central planning, the Great Leap forward, the Cultural Revolution, reform and liberalization, and China's role in the world in the post-Cold War era. The discussion is framed in terms that allow comparison with other countries. D. Yang. Autumn 2004.

38900. Political and Legal Development in China. This is a research-oriented seminar for graduate students interested in learning about current research on China and in conducting their own research. No attempt is made to provide complete coverage of all aspects of China's political economy. Topics covered include state building, constitutionalism, rights, state-society relations, corruption, and the prospects for democratization. Grading is based on class participation, presentations, and a research paper. It is essential that students come to class having read the required readings. Students are required to present a draft of the research paper in the final session. D. Yang. Spring 2002.

47000. Political Development. D. Yang. Spring 2004.

Linda Zerilli

20100. Problems in the Study Gender. (= GNDR 10100, ENGL 10200, HUMA 22800, SOSC 28200) L. Zerilli, E. Hutcheon. Spring. (A)

44001. Gender, Sexuality, and Poltics in Postmodernity. (=GNDR 44000) Beginning with the extension of the democratic revolution in the breakup of the New Left, this seminar will explore the key debates (foundations, psychoanalysis, historicism, sexual difference, universalism, multiculturalism) around which gender and sexuality came to be articulated as politically significant categories in the late 1980s and the 1990s. We seek to understand how the problem of exclusion, which was initially formulated as a democratic problem of exclusion from participation in common affairs, came to be scripted increasingly in terms of identity and the so-called politics of recognition. We seek to understand how, and to what extent, a juridical and state-centered conception of politics, combined with a critical interest in questions of identity, have come to displace feminism as quotidian practice of freedom based in political action. Why did identity emerge as the premiere problem for feminism? Why did feminist theory become caught in a series of epistemological debates about foundations? What are the limits to an understanding of feminism as a rights-based political practice? The seminar examines these questions in an effort to develop alternatives to the conceptions of politics that were presupposed in the central analytic categories of both second- and third-wave feminism. L. Zerilli. Autumn. (A)

44810. Hannah Arendt: From Kantian Aesthetics to the Practice of Political Judgment. The third volume of Hannah Arendt's The Life of the Mind was never written. As her editor, Mary McCarthy, observed: "After her death, a sheet of paper was found in her typewriter, blank except for the heading 'Judging' and two epigraphs. Some time between the Saturday of finishing 'Willing' [the second volume of the aforementioned work] and the Thursday of her death, she must have sat down to confront the final section." Fond of quoting McCarthy, commentators have turned the missing volume on Judging into an enigma of spectral proportions. It is said that Arendt's reflections on the faculty of judging suggest a turn away from the vita activa and toward the life of the mind; in short, judging brought Arendt back home to Western philosophy, especially the philosophy of Kant. Arendt's attempt to develop an account of political judgment based on Kant's theory of aesthetic judgment, say critics like Ronald Beiner and Jürgen Habermas, was deeply mistaken, for his transcendental philosophical approach to judgment leads away from the empirical realm and from anything that could possibly be considered political. Even more problematic, so the accusation goes, Arendt's attempt to model political judgment on a non-cognitive aesthetic judgment, (i.e., on a judgment that cannot be demonstrated by proofs and that is only "an example of a rule that we cannot state," as Kant puts it), bypasses the central problem of political judgment, namely the rational adjudication of competing validity claims. In this course we will consider the possibility that Arendt does in fact address the problem of validity (which, with Kant she calls "subjective validity"), with one important caveat: she does not think that validity in itself is the all-important problem or task for political judgment-the affirmation of political community as the realm of human plurality and freedom is. To develop this reading of Arendt, we will examine those aspects of Kant's Critique of Judgment that she neglected, such as the non-cognitive function of productive imagination and the limits of reproductive imagination in the aesthetic of the sublime. In this way we shall also consider the rather different critical view, advanced by postmodern thinkers like Lyotard, that Arendt does not repudiate but rather shares Habermas' attempt to ground political community on a practice of judgment at whose center stands not the demand to create political community anew, but the idea that radical differences of opinion are in principle resolvable by means of proofs. L. Zerilli. Autumn 2008. (A)

50000. Dissertation Proposal Seminar. L. Zerilli. Autumn 2009. Autumn 2010.

Danielle Allen

20100. Athenian Democracy and Its Critics (=AncSt 201, ClCiv 301, PolSci 201/304). This course analyzes the workings of Athenian democracy and the criticisms directed at that type of regime by the city's playwrights, orators, and philosophers. We look at institutional history, law court speeches, and tragedy to uncover the ways in which the Athenian democrats understood concepts crucial to their politics: for example, equality, rhetoric, autonomy, anger, gender relations, slavery, law, and reciprocity. We also discuss texts that take positions critical of the democracy's policies and/or of its conceptions of justice (e.g., Thucydides, Euripides, Aristophanes, Xenophon, and Plato). D.S. Allen. Autumn 2000.

25100. Ancient and Medieval Political Thought (=CLAS 20300/30300). This course will provide an upper level survey of political thought from Homer to Aquinas, with central emphasis falling on the sophists, Plato, Aristotle, Cicero, Seneca, Livy, Tacitus, and Augustine. We will investigate, among other topics, these thinkers' accounts of the origins, nature, and problems of human sociality, their diverse theories of justice, their varying efforts to draw connections between ethical and political reasoning or between morality and law (whether mortal or divine), as well as their different stresses on utopian and realist approaches to political thought. D. Allen. Winter 2002.

31600. Ancient and Medieval Political Thought (=CLAS 20300/30300). This course will provide an upper level survey of political thought from Homer to Aquinas, with central emphasis falling on the sophists, Plato, Aristotle, Cicero, Seneca, Livy, Tacitus, and Augustine. We will investigate, among other topics, these thinkers' accounts of the origins, nature, and problems of human sociality, their diverse theories of justice, their varying efforts to draw connections between ethical and political reasoning or between morality and law (whether mortal or divine), as well as their different stresses on utopian and realist approaches to political thought. D. Allen. Winter 2002.

36610. Plato's Theaetetus. (=SCTH 36610/GREK 42200) The special focus of this seminar will be to come to a clearer understanding of the relation between Plato's epistemology and his political philosophy. Course will be taught in translation with an additional one hour weekly meeting for students reading Greek to discuss the Greek. D. Allen. Spring 2008. (A)

44200. Hannah Arendt. In this course we’ll read The Origins of Totalitarianism and Eichmann in Jerusalem in order both to learn about the political thought of Hannah Arendt and to think about issues of responsibility and political agency. D. Allen. Spring 2007.

45600. Ralph Ellison (SCTH 41700). This seminar will explore the novels and essays of Ralph Ellison with a view, especially, to their analyses of democracy and democratic citizenship. We will explore the question of the relationship between literature and politics also, and such Ellisonian categories as the tragi-comic and topics like the place of anger, laughter, and public ritual in politics. D. Allen. Spring 2002.

55100. Seminar: Plato Menexenust and other Funeral Orations (=GREK 45100, SCTH 45100). D. Allen. Spring 2002.

Carles Boix

22600. Comparative Political Economy. The course will explore the interplay of politics and economics to answer the following questions: Why do different countries choose different economic strategies? Do these different economic policies affect the economy successfully? Can governments shape the economy according to their political preferences? Or are they constrained by any 'exogenous' forces? Finally, can they pursue economic policies which, satisfactory enough to their electorates, ensure their reelection? This course precisely attempts to address these questions. We begin by discussing the central debates that have surrounded the relationship between markets and states in the last two centuries. We then explore, using a set of theoretical models, the role that parties and politically organized interests, the structure of labor markets and the institutional structure of modern states have on the process of economic policy-making and on economic performance in general. After paying particular attention to developed nations, we then consider the political underpinnings of economic performance in developing areas - comparing Latin American countries, sub-Saharan Africa and East Asian nations. C. Boix. Spring 2003. Spring 2004.

23610. Comparative Politics: An Analytical Approximation. This course introduces students to current work done in comparative politics (and in political science in general) on the following topics: the formation of the state, democratic transitions and democratic consolidation, electoral representation and political accountability, and the role of constitutional structures in the aggregation of preferences and in policy-making. Here is a sample of the questions we will examine in the course: Why are there states? Under what conditions do countries become democratic? When does corruption take place? Do electoral laws matter for representation? When do parties adopt different ideological platforms? A unifying principle of the course is the assumption that it is possible to develop general theories to explain political phenomena over time and across countries. With this goal in mind, the course relies on analytical (formal-oriented) tools and draws upon cross-national empirical evidence. C. Boix. Winter 2006.

37100. Comparative Political Economy. Enrollment will be limited to 10-12. This course surveys the contemporary theories of political economy, with particular emphasis on the interaction between economic policies, political preferences, domestic institutions, the international economy, and their consequences on the economy. It considers: political business cycles, partisan models, the internal structure of labor markets and its consequences for economic governance, the effects of varying constitutional frameworks for policy-making, the underlying causes of public spending growth and debates over the welfare state, the impact of the international economy on domestic politics, the political and institutional underpinnings of growth and development. The course draws heavily on the comparative politics literature focused on OECD nations, but it also examines key work on the developing world. C. Boix. Winter 2001. Winter 2004. Winter 2006.

37900. European Political Development. A graduate-level course that explores, in a comparative manner, the political development of Europe from modern times. The course examines the formation of European states; the rise of nationalism; the distribution and evolution of democratic, fascist and communist regimes in Europe in the 20th century; the emergence of parties and party systems at the turn of the 20th century and their transformation today; the creation and evolution of welfare states; the process of European integration. Although rooted on historical analysis, the course will put a particular emphasis on the construction of explanatory theories and their applicability to other continents and periods. C. Boix. Winter 2003.

55400. Introduction to Comparative Politics. The purpose of this seminar is to acquaint students with the leading debates having to do with the social and economic bases for political outcomes. Topics include: political development and modernization; democracy, dictatorship and regime change; revolution; political culture and political attitudes; preference formation, social alignments and political parties; interest intermediation; states and markets; and the comparative method. C. Boix. Winter 2001. Autumn 2005.

Joseph Cropsey

31200. Political Philosophy: Nietzsche (=Fndmtl 292, LL/Soc 292, PolSci 312). A close reading of The Genealogy of Morals or Beyond Good and Evil. J. Cropsey. Winter 2001.

31200. Political Philosophy: Plato (=FNDL 29200, LLSO 29200). This course is a close reading of Plato's Parmenides. J. Cropsey. Winter 2002.

31200. Political Philosophy: Spinoza. (=FNDL 29200, LLSO 21500) An inquiry into Spinoza's Ethics as a contribution to the foundations of the Enlightenment. J. Cropsey. Winter 2004.

31500. Political Philosophy: Rousseau (=FNDL 29200, LLSO 21500). A detailed reading of Rousseau's Social Contract. J. Cropsey. Winter 2003.

Daniel Drezner

24300. Globalization and Its Discontents. This course examines the political causes and effects of globalization, a term referring to the cluster of political, economic, and technological changes that have greatly reduced barriers to exchange? It starts with attempts to define the globalization phenomenon, looks at the historical build-up to the reduction of international barriers, and then examines the effect of globalization on both the developed and developing world. Specific topics include: the effects of unfettered capital flows on nation-states; the validity of race-to-the-bottom phenomena; the rise of global NGOs; the question of cultural homogenization; and whether globalization is reversible. D. Drezner. Spring Spring 2003.

27900. American Foreign Policy. The study of foreign policy lies on the fault-line between international relations, domestic politics, and policy analysis. In analyzing the foreign affairs of the United States, there is the added tension of pursuing the national interest versus advancing our nation's ideals. This course surveys the contending theories explaining U.S. foreign policy. It then examines significant episodes of the past century to identify the important factors and tradeoffs affecting U.S. policymakers. D. Drezner. Autumn 2001.

28200. U.S. Foreign Economic Policy. This course examines the foundations, assumptions, objectives, dynamics, and methods of U.S. foreign economic policy. What drives U.S. policymakers-national interests or special interests? To what extent is foreign economic policy driven by strategic factors?-How well do existing theories explain important economic policies? These questions are addressed by examining recent and historical episodes of U.S. policy with regard to trade, exchange rates, international finance, regulatory standards, foreign direct investment, foreign aid, and economic sanctions. D. Drezner. Winter 2004.

37700. Global Political Economy. This course introduces graduate students to the concepts, theories, practices, and data used to study the global economy. How much do political factors explain variations in economic outcomes? Does the global political economy affect domestic political structures? Various theoretical approaches are used to analyze separate dimensions of the global economic system: trade, finance, investment, the environment, technology transfer, etc. D. Drezner. Autumn 2001. Winter 2004.

38310. Global Governance. International relations theorists assume a world of anarchy, but there is an ever-thickening layer of international institutions that take on governance functions in world politics. Are these governance structures routinizing international politics? What factors determine the effectiveness and outcome of global governance? The course will also examine the extent to which non-state actors contribute to the phenomenon, the role of international law in buttressing such structures, and whether global governance is compatible with U.S. hegemony. D. Drezner. Autumn 2003.

47600. Classics of International Relations. Most courses in international relations focus on the current literature at the expense of the great works in the field. Without a working knowledge of Thucydides, Kant, or Schelling, graduate students are unable to place theoretical propositions into a historical context. This course surveys the history of international relations theory through a close reading of ten classic works in the field. Among the questions that will be addressed: how far has IR theory developed since Thucydides? How closely do theories of international relations mirror the era in which they were written? In what ways are these widely cited works simplified or misstated in the current literature? D. Drezner. Winter 2002. Autumn 2004.

Jeff Grynaviski

25300. American Political Parties. This course is designed as an introduction to the nature and function of American political parties. We concentrate on two main themes. First, we explore the origins of the American party system. Specific topics include the origin of America's ambivalence toward political parties, the emergence of parties in the U.S., and the institutional foundations of America's two-party system. Second, we investigate the role that political parties play as intermediary institutions between the public and their elected officials. Our studies focus on the role of political parties in the organization of elections and the government. More advanced topics include political realignments, divided government, and the decline of parties hypothesis. J. Grynaviski. Winter 2003. Spring 2004. Spring 2006. Spring 2010. (B)

25510. Political Machines. Political machines were the dominant form of partisan organization in the United States for much of the late-nineteenth and early-twentieth centuries. In this course, we investigate these organizations through two lenses. First, we track the evolution of political machines, examining why they came about, how they maintained themselves, and why they declined. Second, we examine the performance of machines as agents of representation and governance. J. Grynaviski. Winter 2004.(B)

30700. Introduction to Linear Models. This course will provide an examination of statistical methods employed in political science. We will begin with an introduction to general regression models and their use in subjecting theoretical claims to empirical tests. We will discuss the least squares regression model, the assumptions that underlie it, the problems that arise from violating these assumptions, and ways we can restore the ability to draw valid inferences from least squares models. This course will have a decidedly different approach than typical statistics courses. I intend to emphasize intuitive understanding and practical application of statistical tools and to develop students' ability to choose and employ the appropriate tool for particular research questions. Topics to be covered include: multicollinearity, non-linearity and non-additivity, autocorrelation, heteroskadasticity, logit, probit, experimental methods, simultaneous equations, and structural equations. M. Harris-Lacewell. J. Grynaviski. Spring 2002. Spring 2003. Spring 2004. Spring 2005. Spring 2006. Spring 2008. Spring 2009. Spring 2010. (E)

33920. The New Institutionalism. The new institutionalism has its intellectual roots in modern microeconomic theories about the ways that rules and norms structure human behavior, with a particular focus on the types of institutions that encourage mutually beneficial cooperation and exchange. This course introduces the core precepts of the new institutional economics and surveys the application of these concepts to politics. The topics that we consider may include constitutional choice, legislative organization, voting and elections, and the problem of collective action. J. Grynaviski. Spring 2009. (B)

36300. American Political Parties. This course is designed as an introduction to the nature and function of American political parties. We concentrate on two main themes. First, we explore the origins of the American party system. Specific topics include the origin of America's ambivalence toward political parties, the emergence of parties in the U.S., and the institutional foundations of America's two-party system. Second, we investigate the role that political parties play as intermediary institutions between the public and their elected officials. Our studies focus on the role of political parties in the organization of elections and the government. More advanced topics include political realignments, divided government, and the decline of parties hypothesis. J. Grynaviski. Winter 2003. Spring 2004. (B)

43500. Applied Bayesian Statistics for Political Scientists. This course provides an introduction to the applications of Bayesian statistics to political science. We begin with a discussion of the theoretical foundations of Bayesian methods. From these foundations we develop univariate (e.g. the mean), simple multivariate (e.g. both the mean and variance), and more complicated multivariate (e.g. regression) models. Advanced topics may include Bayesian treatments of general linear models, hierarchical models, and models of missing data. Emphasis will of course be placed on the development of competency with tools to implement these methods. J. Grynaviski. Spring 2003.Winter 2008. (E)

45510. Political Machines. Political machines were the dominant form of partisan organization in the United States for much of the late-nineteenth and early-twentieth centuries. In this course, we investigate these organizations through two lenses. First, we track the evolution of political machines, examining why they came about, how they maintained themselves, and why they declined. Second, we examine the performance of machines as agents of representation and governance. J. Grynaviski. Winter 2004.Winter 2010. (B)

51010. Special Topics: Political Methodology. The purpose of this course is to cover a number of topics useful for graduate study in Political Science that were beyond the scope of the quarter-long linear models classThe course will be roughly divided into three parts. Part I is a brief introduction to maximum likelihood methods with applications to the linear model and models with dichotomous dependent variables (logit and probit). Part II of the course is basic time-series analysis. Part III covers basic pooled time-series and cross-section methods. Students are expected to have taken Introduction to Linear Models or its equivalent. J. Grynaviski. Spring 2005. (E)

Melissa Harris-Lacewell

20500. Introduction to American Government. This course provides an introduction to American national politics. The course topics include an introduction to America's constitutional foundations; elements of mass public politics (public opinion and participation); the role of intermediary organizations (interest groups, media, parties); and the function of institutions (Congress, Presidency, Courts). In addition to mastering a basic set of facts about American government, students will learn theories addressing "big questions" in American politics, and will explore critical assessments of the evidence brought to bear on these questions. Students will be expected to take part in extensive verbal and written discussion of the various topics. M. Harris-Lacewell. Winter 2001. Spring 2004. Spring 2006.

29100. Black Women's Political Activism (GNDR 29100). Enrollment limited to 25. This course uses the history of African American women's political activism to illuminate questions of participation in American politics. Examining the intersection and interaction of gender, race, sexuality, and class with politics in the United States this course re-conceptualizes both politics and political science. By moving black women from their historically marginal position in the curriculum to the center of our attention, we will begin to explore ways of transforming knowledge about American politics. Specific readings, discussion, and writing will explore topics such as feminism, labor activism, the civil rights movement, black power and black women in the academy. M. Harris-Lacewell. Winter 2003.

30600. Introduction to Statistics. This course will provide an introduction to statistical concepts useful for social scientists. We will begin with an examination of basic statistical concepts and move to an introduction of general regression models and their use in subjecting theoretical claims to empirical tests. We will discuss representation of data, hypothesis testing, and bivariate and multivariate least squares regression. This course will have a decidedly different approach than typical statistics courses. I intend to emphasize intuitive understanding and practical application of statistical tools and to develop students' ability to choose and employ the appropriate tool for particular research questions. Weekly data assignments form the core of this course. M. Harris-Lacewell. Winter 2004.

33500. Political Psychology/Experimental Methods for Political Scientists. The course is intended as an introduction to the application of contemporary psychological theories and methods to the study of political behavior. Psychological approaches to politics rely heavily on traditional areas of social psychology (e.g. attitudes, emotion and affect, group processes), memory and cognition, and decision making. This course draws on literatures in both psychology and political science addressing pivotal topics such as political cognition, political socialization, attitude formation and change, decision heuristics and biases, knowledge structures and memory, public opinion, and race and politics. Through the lens of political psychology, this course also provides an introduction to the use of experimental methods in political behavior research. In addition to substantive concerns of the field, the course will address critical issues of research design, measurement, and statistical inference in the experimental study of political behaviors and attitudes. M. Harris-Lacewell. Winter 2001.

34900. American Political Behavior. This course provides a thorough introduction to American political behavior. We will address concerns such as voter turnout and voter choice, political interest, efficacy, and public opinion. This course will provide both a solid grounding in the "classics" of behavioral work and provide insight into the current research in American political behavior. Readings and discussion will highlight voting behavior, the rise of distrust, disinterest, and inefficacy; the formation of party attachments; political attitudes and sophistication; ideology; the influence of the media; and the centrality of race in American politics. We will spend considerable time on analysis of the 2000 elections as they unfold during the quarter. This is a seminar course with a considerable reading load and discussion requirement. M. Harris-Lacewell. Autumn 2000. Winter 2003. Winter 2006.

34900. African American Political Thought. Politics has played a key role in the African American experience in the United States. This course offers and intensive introduction to black political thought.This course focuses on the various ideologies and strategies which have informed the African American quest for human fulfillment, self actualization, and equity in the United States of America. The readings will focus on thinkers and activists from the rebellion against slavery to the contemporary charges of institutional racism and reparations. The course will focus on such activists, thinkers, and writers, as Frederick Douglass, Sojourner Truth, Booker T. Washington, W.E.B. DuBois, Marcus Garvey, Martin Luther King, Jr, Angela Davis, Kwame Toure, Malcolm X, bell hooks, Patricia Hill Collins, the contemporary African American conservatives, public intellectuals, and lesser known figures will be explored. M. Harris-Lacewell. Spring 2004.

46800. Black Religion and Black Politics. Scholars of the African American experience have located the black church as the cultural, social and political womb of the black community. This research tends to think of the church as a structure that brings actors into contact with one another; it has paid less attention to the church as a place that brings actors into contact with ideas. This course will use a variety of classic and contemporary texts about black political thought as an entry into investigating the connections between black religious ideas and political activism. The class links the work on religion to an intensive introduction to black political thought. M. Harris-Lacewell. Spring 2006. (B)

Charles Larmore

20900. The Meaning of Life. (=PHIL 21500) This course explores the nature of the most basic question we may ask ourselves: how should we lead our lives? What sort of question is this? What is involved in reflecting, not simply upon whether this action is right or that trait is admirable, but upon what a life should be like as a whole? Do we discover the meaning of life, or do we create it for ourselves? Is only the reflective life worth living? Topics also include conversion, life-plans, and fear of death. Readings from Plato, Aristotle, Augustine, Nietzsche, Berlin, I. Murdoch, S. Hampshire, Rawls, B. Williams, and T. Nagel. C. Larmore. Autumn 2003. Autumn 2005.

23700. Sartre (=PHIL 21200). The focus of the course is on sections from Being and Nothingness dealing with the nature of consciousness, subjectivity, and interpersonal relations. Attention is also given to the novel Nausea as well as to Sartre's later writings in social philosophy. C. Larmore. Autumn 2002.

26600. History of Philosophy III: Kant and the Nineteenth Century (=PHIL 27000). PQ: Completion of the general education requirement in humanities. This course studies a number of important moral and political philosophers of the late eighteenth and nineteenth centuries. Kant, Bentham, Hegel, Marx, Mill, Nietzsche, and others may be read. C. Larmore. Spring 2002.

27100. History of Philosophy II: Medieval and Early Modern Philosophy. (=HIPS 26000, PHIL 26000). Completion of the general education requirement in humanities required. PHIL 25000 helpful. This course surveys the history of philosophy from the late medievals to Hume. C. Larmore. Winter 2004.

33100. The Self (=Philos 331, PolSci 331). This course focuses on the nature of self-knowledge and on the role which self-interpretation plays in the constitution of the self. Readings range from Montaigne and Fichte to contemporary authors such as Charles Taylor and Donald Davidson. C. Larmore. Autumn 2000.

36000. Philosophical Theories of Modernity (=Philos 361, PolSci 360). This course focuses on critical theories of modern and Enlightenment thought. We will discuss the extent to which formal or instrumental ideas of rationality are characteristic of modern thought, the supposed differences between ancient and modern moral thinking, the nature of secularization, the notion of a "dialectic of Enlightenment," and the meanings of "post-modernism." Readings from Schiller, Nietzsche, Weber, Heidegger, Adorno, Horkheimer, Blumenberg, Habermas, Lyotard, and Taylor. C. Larmore. Winter 2001.

36600. Value Pluralism (=PHIL 31700). A study of pluralistic theories of moral value, focusing on their motivations, structure, and implications. Readings will be from Aristotle, Herder, Berlin, and contemporary writers. C. Larmore. Winter 2002.

40810. Practical Reason. (=PHIL 51500) In this seminar we will examine some of most notable recent work on the means and ends of practical reasoning as well as on the nature of reasons and of normativity in general. Books discussed will include Gibbard, Wise Choices, Apt Feelings; Korsgaard, The Sources of Normativity; and Scanlon, What We Owe to Each Other. There will also be discussion of essays by Williams, Frankfurt, Raz, McDowell, and Dancy. C. Larmore, Autumn 2005. (A)

48200. Contemporary Theories of Justice (=PHIL 41200, LAWS 77801). This course focuses on four contemporary classics - Rawls' A Theory of Justice, Nozick's Anarchy, State, and Utopia, Walzer's Spheres of Justice, and Sen's Inequality Re-Examined. C. Larmore. Spring 2002.

51620. The Legal and Political Philosophy of Ronald Dworkin. (=PHIL 51810) This seminar will be centered primarily on Dworkin's legal philosophy, as expounded in Taking Rights Seriously and Law's Empire, focusing on his critique of positivism and on his interpretive theory of law as integrity. But considerable attention will also be given to its connections to his political philosophy and to his ideas about liberalism and justice. C. Larmore. Winter 2006. (A)

52600. Natural Law. C. Larmore. Autumn 2003.

52700. Freedom. The focus will be recent studies of freedom in both its psychological and political senses. Topics covered will include free will, freedom and necessity, freedom and responsibility, negative and positive liberty. Readings from such authors as Berlin, Strawson, Chisholm, Frankfurt, Nagel, Pettit. C. Larmore. Winter 2004.

Jacob Levy

21300. Freedom, State and Society. There are a number of possible ways to understand the relationship between freedom and the institutions, associations, and communities that stand between the individual and a central state family, religious community, ethnocultural community, local and provincial levels of government, and so on. They may be the sites where free lives are led, or they may be sites of local tyranny. They may provide protection against a central state, or through competition promote internal liberalization; or they may provide local havens of unreflective tradition that slow the growth of freedom. This course will be structured around the question of how secondary institutions relate to freedom, and around debates between those who provide different answers. We will draw on history, economics, law, political science, and, especially, political theory. In examining the freedom-promoting effects of federalism and of competing jurisdictions, as well as in studying the status of voluntary associations in the United States today, we will be considering some quantitative empirical findings, but no prior knowledge of statistics or economics is required. J. Levy, S. Rudolph. Spring 2002.

22000. Constitutionalism (=LL/Soc 253). In this course we will study the ideas and practices of constitutionalism. These center around the constraint of state power, and especially its constraint by law. We will look at the constitutions, and the constitutional practices, of a number of contemporary and historical states. We will also read works from political theory and from the philosophy of law on the idea of a legally binding constitution, on the founding of states, on the relationship between constitutionalism and democracy, and on processes of constitutional revision and reform. We will read some judicial cases that cast light on basic practices and ideas of constitutionalism, but the course is not case-driven. In particular, it is not focused on how the U.S. Supreme Court has interpreted the U.S. Constitution. Rather, it is comparative, historical, and theoretical. J. Levy. Spring 2001.

25710. The Long 18th Century I. PQ: For undergraduates: At least four quarters of political or social theory or philosophy (including core sequences). This course will examine political, legal, and economic thought in Western Europe and North America from 1688 until the middle of the 18th century. It will focus on English and French thought during the early years of the post-Glorious Revolution era and the early Enlightenment, with particular attention given to Locke, Montesquieu, and Rousseau. Students may take this course or its spring successor without taking the other, but there will be considerable gains from taking them in sequence. The course will include an optional French-language discussion section for students interested in reading selections from 18th-century French political thought in the original. J. Levy. Winter 2006.

25720. The Long 18th Century II. PQ: At least four quarters of political or social theory or philosophy (including core sequences). This course will examine political, legal, and economic thought in Western Europe and North America from the mid-18th century through the French Revolution. It will focus on the Scottish Enlightenment, the American Revolution and founding, and the French Revolution, with particular attention given to Hume, Smith, and the Federalist Papers. Students may take this course or its winter-quarter predecessor without taking the other, but there will be considerable gains from taking them in sequence. J. Levy. Spring 2006.

31300. Freedom, State and Society. There are a number of possible ways to understand the relationship between freedom and the institutions, associations, and communities that stand between the individual and a central state family, religious community, ethnocultural community, local and provincial levels of government, and so on. They may be the sites where free lives are led, or they may be sites of local tyranny. They may provide protection against a central state, or through competition promote internal liberalization; or they may provide local havens of unreflective tradition that slow the growth of freedom. This course will be structured around the question of how secondary institutions relate to freedom, and around debates between those who provide different answers. We will draw on history, economics, law, political science, and, especially, political theory. In examining the freedom-promoting effects of federalism and of competing jurisdictions, as well as in studying the status of voluntary associations in the United States today, we will be considering some quantitative empirical findings, but no prior knowledge of statistics or economics is required. J. Levy, S. Rudolph. Spring 2002.

34000. American Political Thought, 1700-1900. This course will survey major themes in American political thought beginning in prerevolutionary times, as well as historiographic debates about the course of American political thought (the liberal consensus, the civic republican turn, etc). These will include constitutionalism and constitutional interpretation, federalism, the separation of powers, slavery, continental expansion and the dispossession of Indians, relations between state and market, and religion. Depending on student interest, some twentieth-century work may be included. J. Levy. Spring 2004.

35200. Multiculturalism, Ethnicity, Nationalism. This course will draw on history, sociology, political science, and the history of political thought to supplement its primary attention to contemporary debates in political philosophy about ethnicity, culture, and nation. Topics will include some or all of: secession, the rights of linguistic groups, the rights of indigenous peoples, immigration, cosmopolitanism, the relationship between nationalism and democracy. J. Levy. Winter 2001.

35300. Conservative and Radical Liberalisms. This course will explore a recurring tension within liberal thought--between a view that society can and should be radically remade in accordance with liberal ideas of rationality, autonomy, and freedom, and a view that the liberal state must respect existing traditions and ways of life (even when these are not autonomous), that it must be so powerful as to dominate society, and that rationality is of limited importance to liberalism. The latter view favors decentralized power, federalism, and a thick civil society made up of a variety of kinds of associations and communities; the former favors the use of state power to prevent the growth of local tyrannies. We will discuss whether one or the other is truer to liberalism or morally preferable in general, and whether and how they could or should be synthesized. We will read Burke, Paine, and Wollstonecraft; Tocqueville and Mill; Montesquieu and Voltaire; and debates surrounding the abolition of slavery and the rights of women. We will also--briefly--consider the contemporary instantiations of this debate. J. Levy. Spring 2001.

35710. The Long 18th Century I. PQ: For undergraduates: At least four quarters of political or social theory or philosophy (including core sequences). This course will examine political, legal, and economic thought in Western Europe and North America from 1688 until the middle of the 18th century. It will focus on English and French thought during the early years of the post-Glorious Revolution era and the early Enlightenment, with particular attention given to Locke, Montesquieu, and Rousseau. Students may take this course or its spring successor without taking the other, but there will be considerable gains from taking them in sequence. The course will include an optional French-language discussion section for students interested in reading selections from 18th-century French political thought in the original. J. Levy. Winter 2006.

35720. The Long 18th Century II. PQ: At least four quarters of political or social theory or philosophy (including core sequences). This course will examine political, legal, and economic thought in Western Europe and North America from the mid-18th century through the French Revolution. It will focus on the Scottish Enlightenment, the American Revolution and founding, and the French Revolution, with particular attention given to Hume, Smith, and the Federalist Papers. Students may take this course or its winter-quarter predecessor without taking the other, but there will be considerable gains from taking them in sequence. J. Levy. Spring 2006.

40302. American Indian Law and Politics. (=LAWS 80302) Enrollment limited to 25. This course will survey the evolution and present state of American Indian law and politics in the United States, with a primary focus on federal-tribal relations and secondary emphases on state-tribal relations and the government of reservations themselves. Topics will include treaties; land rights; sovereignty; allotment and termination; federal jurisdiction over reservations; religious freedom; and civil liberties issues on reservations. Option of a research paper or a final exam. J. Levy. Autumn 2005.

40700. Constitutionalism (=LL/Soc 253). In this course we will study the ideas and practices of constitutionalism. These center around the constraint of state power, and especially its constraint by law. We will look at the constitutions, and the constitutional practices, of a number of contemporary and historical states. We will also read works from political theory and from the philosophy of law on the idea of a legally binding constitution, on the founding of states, on the relationship between constitutionalism and democracy, and on processes of constitutional revision and reform. We will read some judicial cases that cast light on basic practices and ideas of constitutionalism, but the course is not case-driven. In particular, it is not focused on how the U.S. Supreme Court has interpreted the U.S. Constitution. Rather, it is comparative, historical, and theoretical. J. Levy. Spring 2001.

46600. Jurisprudence (=LAWS 76001). After a brief introduction to some major schools in the history of legal thought, this course will be devoted to twentieth-century philosophical jurisprudence, including Hart, Fuller, Raz, Dworkin, Finnis, and Kelsen. We will explore questions including what law is, the relationship between law and morality, the relationship between law and politics, and the idea of rights in a legal system. J. Levy. Spring 2002.

Luis Medina

21700. Game Theory. This course will present the most commonly used techniques of game theory, that is, the branch of rational choice theory that deals with interdependent actions. It will focus on simple games and examples relevant to political science with and without uncertainty, and in both static and dynamic settings. The course assumes some knowledge of algebra, basic calculus and elementary probability theory. L. Medina. Winter 2001. Winter 2002.

24900. Insurgency and Democratization in Latin America (1960-2000). This course will analyze different instances of violent insurgency in Latin America during the second half of the 20th Century and how they affected the consolidation (or lack thereof) of democratic politics in the countries where they occurred. In order to gain comparative perspective, it will study three countries with different experiences both in their economic and political background and in their outcomes: El Salvador, Argentina and Colombia. The set of readings will draw mostly from political and economic history but no special background on these disciplines is assumed. L. Medina. Winter 2003. Spring 2004. Spring 2005.

30800. Game Theory. This course introduces concepts of game theory, that is, the mathematical study of interdependent decisions, and some basic instances of its uses in political science. Its goal is to present the basic solution concepts most widely used in the literature (rationalizability, Nash equilibrium, sub-game perfect equilibrium and perfect Bayesian equilibrium, core) in a way that requires little, if any, previous mathematical background. L. Medina. Spring 2001. Autumn 2001. Winter 2002. Winter 2003. Spring 2004.

35800. Formal Approaches to Comparative Politics. This course presents some of the applications of the rational choice paradigm to comparative politics. It consists on three parts of uneven length: civil and ethnic conflict, transitions to democracy and democratic regimes, being the latter the longest one. Within that last chapter, the course will cover the analysis of elections, legislatures, political parties and politico-economic environments (e.g. distributive taxation and public goods). Students with some background in mathematics (especially, algebra and calculus) will benefit the most although other students unfamiliar with, but willing to engage in, formal analysis are also welcome. L. Medina. Spring 2001. Winter 2002. Winter 2003.

41900. Rationality and Collective Action. In this course, we will study critically theories of collective action with an added focus on those proposed by the Rational Choice paradigm. First, we will discuss what demands we ought to place on a theory of collective action if it is to do justice to the ontology of the phenomenon it purports to study. To that end, we will engage some literature on social theory and epistemology of the social sciences. Then we will look at the substantive contents of the rational choice approaches (especially those deriving from Olson and Schelling) together with some criticisms levelled against them from alternative approaches and will inquire about their alleged empirical relevance. Finally, we will study some new tools of game theory that hold the promise of placing the rationalist theory of collective action on a firmer footing and of making it more operational and testable. Some familiarity with rational choice approaches and game theory is desirable but not required. L. Medina. Winter 2005.

Lloyd Rudolph

24500. Gandhi (=Fndmtl 249). Course readings deal with Gandhi's life (including his autobiography), texts that articulate his thought and practice, and critical and interpretative works that assess his meaning and influence. Topics include nonviolent collective action in pursuit of truth and justice, strategy for cooperation and conflict resolution, and alternatives to industrial society and centralized state. L. Rudolph. Spring 2001. Spring 2002.

35900. Gandhi (=Fndmtl 249). Course readings deal with Gandhi's life (including his autobiography), texts that articulate his thought and practice, and critical and interpretative works that assess his meaning and influence. Topics include nonviolent collective action in pursuit of truth and justice, strategy for cooperation and conflict resolution, and alternatives to industrial society and centralized state. L. Rudolph. Spring 2001. Spring 2002.

38300. Political Economy for Postmoderns. This course discusses how to represent political economy and forms of argument. Doctrines from classical through Marxian to modern capitalist and beyond. The relationship between "liberalization" and democracy including sequencing and problems of "transition" with special reference to Eastern Europe, India and China. Readings include McCloskey, Polanyi, Hirschman, and Sen. L. Rudolph. Autumn 2000. Autumn 2001.

51700. State Formation I: Historical Comparisons. This course examines forms of stateness, their varieties and determinants. We look at practice, language and ideas in Europe and Asia using historical and anthropological perspectives. Two competing metaphors have guided the state formation story, the monopoly sovereignty of the nation state and the shared sovereignty of the multi-cultural empire. In Europe, this means re-examining the parcellated and layered sovereignty of the medieval era. It also means examining those post-renaissance states which managed to save and sustain the municipal, regional and corporate autonomies characteristic of medieval polities, that is, to sustain shared sovereignty in face of the absolutist state's drive to concentrate and centralize power. Beyond Europe, it means turning to the multi-cultural empires which provided the dominant form of Asia polity from the 12th to the 19th century-Ottomans, Chinese, Safavids, Mughals, British India, with a comparative eye on the last of the European empires, the Hapsburgs, and Eurasian Russia. The course will also attend to the phenomenon of failing and fading states, as the global and local gain at the expense of the national. Readings will include Nettl, Rice, Bloch, Perry Anderson, Spruiyt, Schama, Downing (Europe); Tambiah, Geertz (South East Asia); Hanson (Central Asia); Inalcik (Ottomans); Stein, Eaton, Streusand (Southern and Mughal India); Kaviraj, Winichakal (Theory). L. Rudolph, S. Rudolph. Autumn 2000. Autumn 2001.

Susanne Rudolph

26000. Introduction to South Asian Civilization (=Anthro 308, SocSci 232, SoAsia 209). PQ: Must be taken in sequence. Students who register for the second quarter of the sequence as PolSci 260 do not have to meet the prerequisites. This course fulfills the General Education requirement in civilizational studies. Using a variety of disciplinary approaches, this sequence seeks to familiarize students with some of the important ideas, texts, institutions, and historical experiences that have constituted South Asian civilization. The winter quarter examines the Ramayana and the Mahabharata as media of civilizational expression, elements of Hindu mythology, the role of the temple as ritual center and focus of political and economic exchange, Hindu devotionalism, South Asian Muslim identity, Muslim social and cultural institutions in South Asia, and Muslim-Hindu interactions in South Asia. The spring quarter focuses on Mughal state, society, and culture; British and Indian nationalist constructions of Indian "tradition" the culture and politics of religious and caste identities; and representations of the lives of women in South Asia. S. Rudolph. Spring 2001.

32900. Max Weber. This course considers Max Weber in text and context, reading selected works and examining the personal, cultural and political environment to which he responded. It emphasises the contradictory nature of his thought, treating the contradictions as characteristic rather than accidental and recuperable. We focus on his use of modes of thought common in his time, such as dichotomization of modern and traditional orientations, which made him a lead spokesman for modernity and modernization theory; and the cultural fatalism which made him, on the other hand, a critic of modernity. We try to locate him in the political history of his time, examining his liberal individualism and his tone-deafness to possibilities of democratic political participation. And we explore his constructivist methodological perspective, as well as his unconvincing attempt to save aspects of an "objective" social science. Course material includes biographical, cultural, and historical writing bearing on his intellectual context, and selected texts. S. Rudolph. Autumn 2000. Autumn 2001.

Susan Stokes

25000. Comparative Politics of Latin America (=PolSci 351). This course introduces major theories of Latin American political and social change, and the political systems of three countries. We focus on the determinants and dynamics of regime change in Latin America. Why do some democracies succumb to military takeover? And why in the past fifteen years did most military governments in Latin America fall? Do regimes fall under economic stress? If popular movements play a role in ousting dictatorships, are they driven by economic demands or do they value democracy as an end in itself? What is the quality of the democracies that have succeeded Latin American dictatorships? We first read general studies of modernization and political change and then focus on these issues as they worked themselves out in Chile, Mexico, and Nicaragua. S. Stokes. Autumn 2000. Autumn 2001. Autumn 2002. Spring 2005. (C)

35100. Comparative Politics of Latin America (=PolSci 351). This course introduces major theories of Latin American political and social change, and the political systems of three countries. We focus on the determinants and dynamics of regime change in Latin America. Why do some democracies succumb to military takeover? And why in the past fifteen years did most military governments in Latin America fall? Do regimes fall under economic stress? If popular movements play a role in ousting dictatorships, are they driven by economic demands or do they value democracy as an end in itself? What is the quality of the democracies that have succeeded Latin American dictatorships? We first read general studies of modernization and political change and then focus on these issues as they worked themselves out in Chile, Mexico, and Nicaragua. S. Stokes. Autumn 2000. Autumn 2001.Autumn 2002. Spring 2005. (C)

37800. Political Parties and Democracy. More countries in the world today are democracies than ever before, and political parties are at the center of the political life of every electoral democracy. They mobilize voters, recruit candidates, organize legislative processes, and forge political identities. Yet huge debates swirl around political parties. Are governments more responsive to citizens when parties are strong or when they are weak? Why do parties persist if voters in most regions are less and less attached to them? And how are we to conceptualize political parties? Are they teams which attempt to elect members, alliances of office-seeking leaders and ideologically driven militants, cabals of incumbent office-holders who would rather retain office than extend their parties' hold in the legislature? This course covers a large body of literature on political parties and democracy. It is not confined by region, drawing on studies from new and old democracies alike. We will study classics as well as recent theoretical advances on the nature of parties and their effect on democracy, as well as a large range of case studies. The course is designed to meet the needs of students in comparative politics, American politics, and those interested in political economy. S. Stokes. Autumn 2000. Autumn 2001. Winter 2003. (C)

48100. Seminar in Comparative Politics II. This two-quarter course sequence gives graduate students exposure to the major debates, topics, and methods of comparative politics. Topics include: political development and modernization; democracy, dictatorship and regime change; revolution; ethnic mobilization and conflict; political culture and political attitudes; preference formation, social alignments, political parties, and institutions; interest intermediation; states and markets; and the comparative method. S. Kalyvas, S. Stokes. Winter 2002. Winter 2003.(C)

55400. Social Bases of Comparative Politics. The purpose of this seminar is to acquaint students with the leading debates having to do with the social and economic bases for political outcomes. Topics include: political development and modernization; democracy, dictatorship and regime change; revolution; political culture and political attitudes; preference formation, social alignments and political parties; interest intermediation; states and markets; and the comparative method. C. Boix, S. Stokes. Winter 2001.(C)

Ronald Suny

26700. From Reform to Revolution: Why Did the Soviet Union Collapse (=PolSci 476). This course, based on a weekly lecture and discussion of common readings, will look at the ways in which the Soviet state is constructed and maintained, and how its leaders attempted to reform the system. The lectures will cover the period 1945 to 1991 with emphasis on the Gorbachev years (1985-1991) and the variety of theories on the fall of Soviet "socialism." R. Suny. Autumn 2000. Spring 2004.

29300. History and Politics of the Soviet Union. (=HIST 23900/33900) This course, based on a weekly lecture and discussion of common readings, will look at the ways in which the tsarist and Soviet empires were constructed and maintained, the ideologies and discourses of empire employed, and the processes by which national communities were formed. The collapse of the tsarist empire and Soviet Union will be discussed, as well as specific case studies of nationalities within the empires. Readings will include empirical studies as well as theoretical works on nation formation, nationalism, and imperialism. R. Suny. Spring 2003.

29600. Nations and Nationalism (=PolSci 496). This course examines the theories of nationalism and the histories of the evolution of the nation-form, as well as the causes of ethnic and national conflict. Readings will include the works of Ernest Gellner, Benedict Anderson and Eric Hobsbawn. R. Suny. Winter 2001.

34100. Passions of Ethnic Conflict. Social scientists and historians have been reluctant to deal with the difficult topic of emotions, how they operate politically, and how they can be included in explanations. While much good work has been done on nationalism and ethnic conflict, very few scholars have dealt with the emotional underpinnings of these phenomena. This course will include readings in the current psychological literature on emotions, some of the principal texts on ethnicity, nationalism, and ethnic conflict. The course is taught as a colloquium, with common readings, discussion, and a synthetic paper on the readings at the end of the quarter. Among the readings will be: Antonio Damasio, Descartes' Error; William Reddy, The Navigation of Feeling; Jon Elster, Strong Feelings. R. Suny. Spring 2004.

36500. Reform to Revolution: U.S.S.R./Russia, 1982 to 2004. (=HIST 23700/33700) This course, based on a weekly lecture and discussion of common readings, looks at the ways in which the Soviet state is constructed and maintained, and how its leaders attempted to reform the system. The lectures cover the period 1945 to 1991 with emphasis on the Gorbachev years (1985 to 1991) and the variety of theories on the fall of Soviet "socialism." R. Suny. Spring 2004.

40300. Macrohistories. This course is taught as a colloquium. Readings and discussions will focus on grand narratives by historians, political scientists and sociologiss of the rise of the state, "emergence" of the nation, and the formation of capitalism. Among those to be read will be Michael Mann, Charles Tilly, Benedict Anderson, and Karl Polyani. R. Suny. Winter 2001.

40500. Sovietology and Its Discontents . (=HIST 61200) Taught as a colloquium, with common readings and a final review paper, this course explores the ways in which political scientists and historians tried to understand the Soviet Union. Among the approaches to be discussed will be: Kremlinology, the totalitarian model, interest group and pluralist analyses, comparative Communist approaches, social history, and the varieties of modernization and congruence models. The course will look at both the limits of past research, its insights and failures, as well as suggest alternative ways to investigate non-democratic and transitional regimes. R. Suny. Spring 2003.

46700. From Reform to Revolution: Why Did the Soviet Union Collapse (=PolSci 476). This course, based on a weekly lecture and discussion of common readings, will look at the ways in which the Soviet state is constructed and maintained, and how its leaders attempted to reform the system. The lectures will cover the period 1945 to 1991 with emphasis on the Gorbachev years (1985-1991) and the variety of theories on the fall of Soviet "socialism." R. Suny. Autumn 2000.(C)

49000. History and Politics of the Soviet Union. (=HIST 23900/33900) This course, based on a weekly lecture and discussion of common readings, will look at the ways in which the tsarist and Soviet empires were constructed and maintained, the ideologies and discourses of empire employed, and the processes by which national communities were formed. The collapse of the tsarist empire and Soviet Union will be discussed, as well as specific case studies of nationalities within the empires. Readings will include empirical studies as well as theoretical works on nation formation, nationalism, and imperialism. R. Suny. Spring 2003.(C)

49400. Nations and Nationalism (=HIST 61100). This course explores the recent literature on the formation of nations and the development of nationalism, with attention to other forms of subnational and supranational organization and identity (e.g., class, diaspora, empire). The shift from more structuralist and social determinations of nationhood to discursive and constructivist approaches will be investigated, as well as the intersection of nationality and "race" with gender and class. Some readings will focus on ethnic conflict, its causes, consequences, and possible resolution. R. Suny. Winter 2001. Winter 2003. Autumn 2003.(C)

Stephen Wilkinson

26710. Ethnic Conflict. What is ethnic conflict and how can it be moderated? This course draws on readings from many social science disciplines, and case studies of conflicts from Africa, the Americas, Europe and Asia to introduce students to theories of ethnic identity and change and ethnic conflict. We will also explore the main institutional, economic, and social-psychological approaches used to moderate conflicts. Students will be asked to "solve" an ethnic conflict of their choice using one or other of the approaches discussed in class. S. Wilkinson. Spring 2007.(C)

27015/37015. Colonialism, Democracy, and Conflict.Enrollment by consent only. This course looks at the impact of the colonial experience on post-independence levels of democracy and conflict, both directly and through the long term colonial era legacies on other factors such as economic growth, or ethnic imbalances in the economy, administration, and military. The course covers a wide range of disciplinary approaches, from history and sociology, to anthropology and economics. The common methodological theme is understanding how we might measure the impact of the past, and the benefits and limits of various quantitative approaches to doing so. S. Wilkinson. Winter 2009. (C)

33700. Ethnicity, Nationalism, and Conflict. A graduate-level introduction to some classic works on ethnicity, nationalism and ethnic conflict (e.g. Max Weber, Barth, Anderson, Eugen Weber, Horowitz, Lijphart), and also a survey of recent social science research on these topics. The course pays special attention to how we ought to test our theories about ethnic identities and especially the conditions under which salient ethnic and national identities might change and ethnic or nationalist violence might take place. Theoretical readings are drawn from all subfields of political science as well as from other social science disciplines, and the course draws on historical examples of ethnic mobilization and conflict from around the world. This course is most appropriate for graduate students but is open by permission to undergraduates with significant exposure to political science courses, or the study of ethnicity. S. Wilkinson. Autumn 2007. (C)

50000. Dissertation Proposal Seminar. S. Wilkinson. Spring 2007.

Iris Young

23110. Gender and "Development." (=GNDR 23501) This course will analyze issues of gender and development studies. Questions discussed include: How does the gender division of labor between unpaid household labor and paid employment intersect with government policies and actions of international organizations in less developed countries? What is the gendered construction of piece work in the home, and of factory work in export processing zones? What are the attitudes of governments in less developed countries and in developed countries toward sex work, sex tourism, and sex trafficking? How do structural adjustment programs condition the lives of women and relations between men and women? How do issues of environmental ethics, development, and gender intersect? What are the circumstances of sexual freedom or lack of it, as well as freedom to express sexual orientation, in societies of Africa or South Asia? What role are women and members of sexual minorities playing in social movements of democracy and self-determination in less developed countries and in transnational movements to confront corporate globalization? I. Young. Winter 2005. Spring 2006.

24800. Ethics in International Affairs and Development (=HMRT 24800). Enrollment limited. This course examines issues of normative judgment in the context of international affairs and economic and social development. It introduces several basic conceptual frameworks for such normative analysis, utilitarianism, rights theories, theories of justice influenced by Rawls, and the theory of capabilities. We will compare and apply these frameworks to specific issues, including: international distributive justice, human rights and cultural difference, Third World debt, development and freedom, global environment, refugees, war intervention, and ideals of global governance. Theories and issues will be examined with some specific case studies, including: the Law of the Sea treaty; the Global Warming treaty; politics of preserving the Brazilian rain forest; the IMF in Nigeria; the NATO war against Yugoslavia. I. Young. Autumn 2002.

24800. Ethics in International Affairs and Development (=HMRT 248/348). This course examines issues of normative judgment in the context of international affairs and economic and social development. It introduces several basic conceptual frameworks for such normative analysis: utilitarianism, rights theories, capabilities approach and others. It compares and applies these frameworks to specific issues such as war and peace, intervention, international distributive justice, debt and development immigration and refugees, environment and development. Among authors we are likely to read are Robert Goodin, Joseph Carens, Simon Caney, James Woodward, Onora O'Neill, Amartya Sen, and Martha Nussbaum. I Young. Winter 2002.

26200. Women and Political Theory (=GNDR 26200/36200). This course reads some of the major writings of modern political theory in which sexuality and gender issues are thematically related to political values of citizenship, equality and freedom -- including works of Rousseau, Wollstonecraft and Mill. It also reads some contemporary feminist interpretation of these and other modern political theorists. The course then proceeds to consider some works of contemporary feminist political theory engaging themes such as gender and democracy; intersections of gender and racial positioning in politics; justice, gender and sexuality; normative analysis of women and public policy issues. Among writers who may appear in that segment of the course are Anne Phillips, Patricia Hill Collins, Carole Pateman, Anna Marie Smith. I. Young. Spring 2002.

33100. Gender and "Development." (=GNDR 23501) This course will analyze issues of gender and development studies. Questions discussed include: How does the gender division of labor between unpaid household labor and paid employment intersect with government policies and actions of international organizations in less developed countries? What is the gendered construction of piece work in the home, and of factory work in export processing zones? What are the attitudes of governments in less developed countries and in developed countries toward sex work, sex tourism, and sex trafficking? How do structural adjustment programs condition the lives of women and relations between men and women? How do issues of environmental ethics, development, and gender intersect? What are the circumstances of sexual freedom or lack of it, as well as freedom to express sexual orientation, in societies of Africa or South Asia? What role are women and members of sexual minorities playing in social movements of democracy and self-determination in less developed countries and in transnational movements to confront corporate globalization? I. Young. Winter 2005. Spring 2006.

34800. Ethics in International Affairs and Development (=HMRT 248/348). This course examines issues of normative judgment in the context of international affairs and economic and social development. It introduces several basic conceptual frameworks for such normative analysis: utilitarianism, rights theories, capabilities approach and others. It compares and applies these frameworks to specific issues such as war and peace, intervention, international distributive justice, debt and development immigration and refugees, environment and development. Among authors we are likely to read are Robert Goodin, Joseph Carens, Simon Caney, James Woodward, Onora O'Neill, Amartya Sen, and Martha Nussbaum. I Young. Winter 2002.

36200. Women and Political Theory (=GNDR 26200/36200). This course reads some of the major writings of modern political theory in which sexuality and gender issues are thematically related to political values of citizenship, equality and freedom -- including works of Rousseau, Wollstonecraft and Mill. It also reads some contemporary feminist interpretation of these and other modern political theorists. The course then proceeds to consider some works of contemporary feminist political theory engaging themes such as gender and democracy; intersections of gender and racial positioning in politics; justice, gender and sexuality; normative analysis of women and public policy issues. Among writers who may appear in that segment of the course are Anne Phillips, Patricia Hill Collins, Carole Pateman, Anna Marie Smith. I. Young. Spring 2002.

39000. Global Justice. Are obligations of justice confined to members of a single society or nation-state or do they extend to relations among distant peoples? This course will consider arguments on both sides, but take a position that obligations of justice should be thought of as global in scope. It will then consider theories of global districtive justice, cosmopolitan democracy, moral responsibility and Third World debt, international ethics and environment, human rights. Among authors read will likely be: Immanuel Kant, David Miller, Onora O'Neill, John Rawls, Jurgen Habermas, Thomas Pogge, Alan Wood, David Held, and Kathleen Newland. I. Young. Autumn 2000.

39000. Global Justice. Are obligations of justice confined to members of a single society or nation-state or do they extend to relations among distant peoples? This course will consider arguments on both sides, but take a position that obligations of justice should be thought of as global in scope. It will then consider theories of global distributive justice, cosmopolitan democracy, moral responsibility and human rights in the context of international inequality in resources and power. Among the issues we will analyze using political philosophy are: Third World debt; environmental policy; trade, investment, and patents; democracy and international organizations, gender and human rights. Among authors read will likely be: Immanuel Kant, Onora O'Neill, John Rawls, Jurgen Habermas, Thomas Pogge, Alan Wood, David Held, Peter Singer, Drucilla Cornell. I. Young. Winter 2005.

39600. Foucault on Discipline and Governmentality. In this course we will read some of Foucault's middle and later works, including Discipline and Punish, some of the essays in Power/Knowledge, essays on governmentality and technologies of the self. We will also read some contemporary commentary on Foucault as well as examples of applying his approach to social and political theory, such as work by Nikolas Rose, Thomas Dumm, Barbara Kruikschank, and Sandra Bartky. I. Young. Winter 2001.

42500. Postcolonial Political Theory. How do issues of global politics, freedom, oppression, equality, cultural difference race, and imperialism look from the point of view of 20th century thinkers outside Europe and North America, but interacting with them? This course will consider this question by considering texts of political and social theorists and critics from India, Africa, the Caribbean and Latin America. Many of these writings respond to the context of colonialism at the historic moment of transformation to independence, and others reflect on the relationship of European politics and European ideas to aspirations for freedom in the other continents. Writers we are likely to read include: Mahatma Gandhi, Partha Chatterjee, Frantz Fanon, Leopold Senghor, Edward Glissant, Carols Rangle, Enrique Dussel, Gayatri Spivak, Emmanuel Eze, Ofelia Schutte, and Walter Mignolo. I Young. Autumn 2002. Autumn 2005.

42600. Political Responsibility (=LAWS 79701). Collective action through institutions directed at goals of maximizing freedom equity and well being for people cannot occur unless the individuals acting with and within these institutions are responsible. What does responsibility mean in the context of large scale social structures and organized action? Can we make meaningful distinctions between moral responsibility in individual interaction and political responsibility in the context of participation in political community? Is it important to see political responsibility in backward looking terms of assigning causal agency to events that have occurred, or is it more important to consider responsibilities for future transformation? Can it be argued that people in a collective share responsibility for passive assent or sharing attitudes even when they themselves have not performed harmful or unjust acts? We will discuss questions such as these through works of writers such as Hannah Arendt, Jean Paul Sartre, Larry May, Marion Smiley, Hans Jonas, Dennis Thompson, Robert Goodin, Jacques Derrida and others. I. Young. Winter 2003. Winter 2006.

43400. Theorizing Social Justice. (=LAWS 43002) (Please note: This class will meet from 1:00-3:50 on Tuesdays.) This course will examine the debate about whether it is appropriate to distinguish moral evaluation of institutional structures from evaluation of individual action, as Rawls claims, or not, as Gerald Cohen, among others claims. Then we will examine differing approaches to theorizing justice by considering several issue areas: commodification, gender division of labor, occupational hierarchy, the marginalization of some people through process that normalize, cultural justice, and environment. Authors we will read include, John Rawls, Gerald Cohen, Michael Walzer, Ian Shapiro, Susan Okin, Eva Kittay, Nancy Fraser, Anita Silvers, Howard McGary. I. Young. Autumn 2004.

45900. Theories of Equality (=LAWS 92402). This course will discuss some of the major debates in political theories of equality that have occupied philosophers, political theorists and legal theorists in recent decades. We will consider Ronald Dworkin's arguments for equality of resources over equality of welfare, along with responses to this theory by writers such as Gerald Cohen, Amartya Sen, and Richard Arneson. We will consider critiques of this debate that focus on its treatment of the status of so-called disability by writers such as Elizabeth Anderson, Eva Kittay and Steven Smith. We will think about political equality and equality of recognition through writers such as Charles Beitz and Anne Phillips. Finally, we will consider issues of whether equality must mean evaluating people according to the same norms, or whether equality can take account of social difference, as these have been debated by feminist legal theorists and critical race theorists. I. Young. Spring 2002.

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