Revised 1/17/06

POLS 630 International Relations

Spring, 2006, T 6:00-8:30 p.m.

Prof. Chadwick

Catalog description: "Analysis of theories: actors, decisions, systems, conflict, integration, alternative approaches to validation."

A number of different approaches to the subject of international relations will be taken, and their usefulness discussed and critically reviewed. I put these approaches into three categories:

• Scientific – aimed at developing concepts, models, and theories that have the possibility of improving our understanding of historical, contemporary and future international relations
• Policy making – aimed at improving decision making and assisting decision makers to develop strategies and procedures to attain goals
• Philosophical – aimed at critically examining both theory and policy, identifying problems and transcending current thinking about them to arrive at better theory and better policies

Systems theories, theories of integration and conflict, and social psychological theories of decision making, generally fall in the first category. Application of ancient wisdom traditions aimed at educating leaders, modern rational choice, game theory, and conflict management theory generally fall in the second category. And a broad spectrum of critical thinking approaches from portions of Lao Tzu’s Tao Te Ching to democratic faith, new age, postmodernist/poststructuralist, futurist (in the broadest sense), feminist, and similar critical thinking programs fall into the third. We will discuss these and other approaches throughout the course.

Reading assignments will be primarily from two contemporary readers, both second editions:

1. Mansbach and Rhodes (2006) Global Politics in a Changing World, and
2. Williams, Goldstein and Shafritz (1999) Classic Readings of International Relations.

Optional 3^rd text for those interested in an alternative futures, policy, and decision making orientation from a (for politics) relatively long term perspective, using the same model and database employed in the National Intelligence Council’s 2020 Project (for more information on the project go to http://www.cia.gov/nic/, click on "2020 Project" then on "International Futures")

3. Hughes and Hillebrand, Exploring and Shaping International Futures (not available until February)

Students will be expected to email weekly commentaries on these readings and suggest questions for discussion during class.

Supplementing these readings, we will have a number of guest speakers, usually from our department, to discuss particular approaches, problems, and critical understandings in particular areas of their interest and expertise.

Students will be expected to write a term paper reviewing their readings and aiming at a synthesis and evaluation, and developing their own critical thinking skills.

Please contact me for further discussion of the course. A more detailed syllabus with additional readings and commentaries will be posted on the ‘net as we evolve it.

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Week 1

Discussion of general social and political theory:

• Easton's systems approach to political decision making
• Maslow's individual psychology and significance for international relations
• Lasswell's values framework and theory of politics
• Parson's theory of social systems and political significance (for the "4 'p's see my note on international law)

The assignment for next week is to review a few chapters from the beginning of each of the readers (you may skim until you find something you find interesting to comment on), write a few pages (2-5 as you wish), and be prepared to discuss your written comments.

Email them all to our email address: intlrel@hawaii.edu . I will set up an email list consisting of our preferred email addresses to circulate these commentaries for our mutual enlightenment. Think of them as mini publication drafts and us (your class) as an editorial review board--or just as friends, as you wish. Get used to having an audience. Email it no later than next Monday morning sometime, so we all have a chance to skim each others' writing.

The content may vary considerably, from critical commentary to an effort at integrating the material with something you already have been exposed to and found similar or conflicting, and so on. The aim is to get you engaged in the reading and the dialog.

 

Week 2

TBA retroactively. Let's see what emerges! I suggest a table cross-hatching the detailed outlines of the two texts to note the substantive topic overlaps, then selecting those topics of greatest interest first to read from both texts for later discussion. Other ideas are welcome.