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JOHN CABOT UNIVERSITY
COURSE CODE: "PL 250"
COURSE NAME: "Western European Politics"
SEMESTER & YEAR:
Spring 2016
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SYLLABUS
INSTRUCTOR:
Eszter Salgo
EMAIL: [email protected]
HOURS:
TTH 1:30PM 2:45PM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
Prerequisite: PL 223
OFFICE HOURS:
By appointment
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COURSE DESCRIPTION:
The course examines the political systems in Western Europe and major political developments affecting Western Europe since 1945 through a comparative lens. Looking at historical legacies, political cultures, types of government, and party systems shaping the major Western European powers, students will gain an understanding of the constitutive features, and transnational developments, challenges and changes in Western European states.
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SUMMARY OF COURSE CONTENT:
Three key assumptions will guide students throughout the course: 1) Western Europe, just like Europe itself, is a ‘fantasy community’ (a state of mind rather than an objective, external reality; visionary and real at the same time); 2) the East-West divide while central in the Cold War period, today is not one the most important dividing lines that crisscross Europe and 3) in the last 25 years, the relationship between the supranational and the national level has changed considerably. The course is divided into three sections. It begins with a historical overview and theoretical reflections on the evolution of the idea of Europe. It explores the religious and the secular dimension of the modern (European) nation-state, the spiritual and the philosophical roots of ‘European values’. The second section will focus on the political system of the European Union with a special emphasis on the elite-driven project of community building (the supranational elite’s systematic and thorough attempts to invent a common, both civic and cultural European identity, ‘based on a community of experience and a set of shared values’ in order to shift citizens allegiance from the nation-state to the EU). The third part will provide in-depth case studies by comparing the political systems of ‘core Western European countries’ - Germany, Great Britain, France and Italy.
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LEARNING OUTCOMES:
By the end of the corse students will a) be able to grasp the multiple meanings of Europe and the complex nature of European identity; b) gain a better understanding of the emerging multilevel European governance system that links national polities to the European level and even to the global level; c) have well-informed and comprehensively researched information on specific aspects of European politics; d) understand the social, cultural, and political transformations that have changed Europe since the end of the Second World War; e) assess critically the supranational elite’s strategy of community building; f) possess an in-depth knowledge of the political systems of Great Britain, France, Germany and Italy; g) demonstrate analytical skills in using case studies to better understand the fascinating world of European politics; h) employ critical thinking and analytical skills and use research skills including data‐gathering skills (using both primary and secondary, verbal and visual sources; i) demonstrate effective written and oral communication skills within the context of European politics.
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TEXTBOOK:
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REQUIRED RESERVED READING:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments |
| Routledge Handbook of European Politics | Magone | Routledge | 978-0415626750 | | |
| The History of the Idea of Europe | Boer | Routledge | 0415124158 | | |
| Comparative Politics Today: A World View | Powell | Pearson | 013380772X | | |
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| Class attendance | Class Attendance will be considered in combination with assessment of students’ active participation in general and specifically during the class debates. Students will not be penalized for two absences. If further absences are recorded, grade penalties will be applied. From one to four more absences will reduce the participation score by 5% for each absence. More than six total absences will result in the overall F. | 10% |
| Oral presentation | Each student has to select one of the topics indicated in the annex of this syllabus and provide an approximately 10 minute long oral presentation (the dates of the presentations are indicated in the same annex). Oral presentation is graded on ability to provide a convincing comparative analysis, a coherent explanation of factual/historical material and logical content of argument, ability to critically analyze alternative points of view and to provide satisfying answers to questions raised in the discussion. | 10% |
| Term paper | Each student has to submit a term paper on the topic of the oral presentation (2000 words, using APA citation style): research abstract (one paragraph which includes the title and a few sentences explaining the choice and the most important issues) with running bibliography should be handed by February 16; the final research paper must submitted by April 5. The key to a successful research paper is students’ ability to: back theses with specific evidence; draw on and cite correctly a wide range of good, reliable and up-to-date sources (both scholarly and newspaper/magazine articles); move beyond descriptive summary raising and produce a well-organized, clearly written, critical and persuasive comparative analysis. | 20% |
| Midterm exam | The midterm exams consist of test questions, short answers and essay questions. It test students on concepts and topics covered in the first part of the semester. Students are graded on accuracy, depth of analysis, logical content, on their ability to use comparative method, formulate a sophisticated argument, provide evidence for their statements, discuss and show understanding of alternative explanations. | 20% |
| Final exam | In terms of structure and goals, the final exam is similar to the midterm exam. It is cumulative and will cover all topics discussed throughout the semester. | 40% |
-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
Class attendance is mandatory. Students will not be penalized for two absences. If further absences are recorded, grade penalties will be applied. From one to four more absences will reduce the participation score by 5% for each absence. More than six total absences will result in the overall F.
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ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic
dishonesty will receive a failing grade on the work in which the dishonesty occurred.
In addition, acts of academic dishonesty, irrespective of the weight of the assignment,
may result in the student receiving a failing grade in the course. Instances of
academic dishonesty will be reported to the Dean of Academic Affairs. A student
who is reported twice for academic dishonesty is subject to summary dismissal from
the University. In such a case, the Academic Council will then make a recommendation
to the President, who will make the final decision.
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STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap.
Students with approved accommodations must inform their professors at the beginning
of the term. Please see the website for the complete policy.
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SCHEDULE
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COURSE SCHEDULE
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Week
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Topic
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Reading
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Week 1
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- Introduction
- History of the idea of Europe
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- P. Boer (1995), Essay 1
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Week 2
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- The theological and secular dimensions of the modern state in Europe
- Western European plans about a federal Europe from the interwar period
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- Magone (ed.) (2015) Chapter 3
- Delzell (1960), Villanueva (2005), Müller (2006)
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Week 3
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- The ‘great transformation’ of European politics
- The European integration process. Document analysis
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- Magone (ed.) (2015) Introduction
- European Commission (2014), The European Union explained: Europe in 12 lessons
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Week 4
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- Contemporary European liberalism
- Identity, which European identity?
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- Magone (ed.) (2015) Chapter 4
- Lucarelli, Cerutti, Schmidt (2011), Introduction and Chapter 1
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Week 5
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- Review
- Oral presentations
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Week 6
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- Midterm Exam
- Review of the midterm exam
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Week 7
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- Oral presentations
- Building a European community (from above)
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- F. Larat (2005), Preambles of the European treaties, Berlin Declaration (2007)
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Week 8
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- Building a European community through culture
- Building a European community through foreign policy
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- C. Shore (2001)
- Magone (2015) (ed.) Chapter 49
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Week 9
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- Constructing European identity through new narratives. Document analysis
- The efficacy of EU symbols
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- New Narrative for Europe (2014)
- Lucarelli, F. Cerutti, V. Schmidt (2011), Chapter 7
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Week 10
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- The ritual construction of the European Union
- The new euro as a symbol of a new Europe
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- Foret (2010), Rituals: a Challenging Tradition in the Making, In “International Political Anthropology”. Vol. 3, No. 1
- Fornäs (2012) Signifying Europe, Chapter 8
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Week 11
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BREAK
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Week 12
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- Politics in Britain
- Politics in Germany
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- Powel (2015) Chapter 8
- Powel (2015) Chapter 10
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Week 13
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- Politics in France
- Politics in Italy
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- Powel (2015) Chapter 9
- De Giorgi & Grimaldi (2015) The Italian political system in the last twenty years: change, adaptation or unfinished transition?
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Week 14
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- The future of Europe
- Oral presentations
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- Archick (2015) The European Union: Current Challenges and Future Prospects in Brief
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Week 15
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- Review
- Oral presentations
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Term paper (and oral presentation) topics:
February 18
1. Western Europe seen from the United States after World War II
2. Western Europe seen from the USSR after World War II
3. Germany and the policy of reconciliation
4. De Gaulle’s vision of the European community
March 1
5. A critical analysis of the outcome of the 2014 elections to the European Parliament
6. Barroso Commission’s dream of a federal Europe
7. Nationalist parties’ vision of the European Union
8. How to explain the British elite’s and citizens’ lukewarm (or hostile?) approach towards the EU?
April 21
9. The European Union’s response to the Greek debt crisis
10. European countries’ response to the refugee crisis
11. EU diplomacy and the nuclear agreement with Iran
12. Europe’s response to the Paris attacks
April 28
13. Debate over the role of religion in the constitutional treaty
14. Brussels: the capital of Europe?
15. Promoting European identity through the Erasmus Program
16. The impact of the 2004 enlargement on the nature of the EU
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