Three Methods of Political Theory: Historicism, Ahistoricism and Transhistoricism Michael L
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How to Teach Political Science? Experience of First-Time University Teachers Is Meant to Start a Discussion of the Problems Involved with the ‘Do-It-Yourself’ Concept
TEACHING POLITICAL SCIENCE SERIES No 1. How to Teach Political Science? The Experience of First-time University Teachers Edited by Gabriela Gregušová TEACHING POLITICAL SCIENCE SERIES NO 1. How to Teach Political Science? The Experience of First-time University Teachers Edited by Gabriela Gregušová Comenius University, Bratislava 2005 This publication results from work undertaken in the framework of the POLIS EPISTEME programme, which is supported by the European Commission. The POLIS EPISTEME Thematic Network – Enhancing Political Science Teaching Quality and Mobility in Europe – was conceived to help consolidate the European academic community of political scientists. It also aims to facilitate the adaptation of the discipline to the rapidly changing international and European higher education landscape. For more information about this project, please refer to: www.polis.uniroma2.it. This publication is also part of an epsNet publication series. The European Political Science Network (epsNet), launched in June 2001 in Paris, has been one of the major achievements of the EU-sponsored European Thematic Network in Political Science (1997 – 2001) and is a partner in the POLIS project. It has been joined by political scientists from Western, Central and Eastern Europe. Its major objectives are to foster cooperation in the field of teaching political science in Europe and to contribute to the advancement of the discipline on a European level. Its website is: www.epsnet.org. © Gabriela Gregušová and the authors, 2005 Published jointly by epsNet, University of Rome Tor Vergata and Sciences Po Paris POLIS EPISTEME European Political Sciences European Political Sciences European Office Network Network Università degli Studi di Roma General Secretariat Registered office "Tor Vergata" Central European University Sciences Po Paris (FNSP) Via Orazio Raimondo, 18 Nádor u. -
The Present and the Future of Jurisprudence in the United States, 5 N.C
NORTH CAROLINA LAW REVIEW Volume 5 | Number 3 Article 1 4-1-1927 The rP esent and the Future of Jurisprudence in the United States Edward James Woodhouse Follow this and additional works at: http://scholarship.law.unc.edu/nclr Part of the Law Commons Recommended Citation Edward J. Woodhouse, The Present and the Future of Jurisprudence in the United States, 5 N.C. L. Rev. 197 (1927). Available at: http://scholarship.law.unc.edu/nclr/vol5/iss3/1 This Article is brought to you for free and open access by Carolina Law Scholarship Repository. It has been accepted for inclusion in North Carolina Law Review by an authorized administrator of Carolina Law Scholarship Repository. For more information, please contact [email protected]. THE PRESENT AND THE FUTURE OF JURIS- PRUDENCE IN THE UNITED STATES EDWARD JAMES WOODHOUSE* Ignorance of Jurisprudence is one of the greatest weaknesses of this Nation. Jurisprudence is the Science of Law. All students of Jurisprudence are in as complete agreement on this general definition of their subject as they and all others using the terms are in disagree- ment and uncertainty in answering the next questions, namely, what is science and what is law. Workers in the Natural Sciences, espe- cially in those known as the Experimental or Laboratory Sciences, have resented and protested the use of the term Social Sciences to designate History, Economics, Political Science or Government or Politics, Sociology and allied studies, and have insisted upon known laws, certain and susceptible of objective and mathematical proof, predictability, possibility of experimentation or other characteristics as necessary to a real science. -
Martin Loughlin Political Jurisprudence
Martin Loughlin Political jurisprudence Article (Accepted version) (Refereed) Original citation: Loughlin, Martin (2016) Political jurisprudence. Jus Politicum: Revue de Droit Politique, 16 . ISSN 2101-8790 © 2016 Revue internationale de droit politique This version available at: http://eprints.lse.ac.uk/67311/ Available in LSE Research Online: August 2016 LSE has developed LSE Research Online so that users may access research output of the School. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LSE Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain. You may freely distribute the URL (http://eprints.lse.ac.uk) of the LSE Research Online website. This document is the author’s final accepted version of the journal article. There may be differences between this version and the published version. You are advised to consult the publisher’s version if you wish to cite from it. POLITICAL JURISPRUDENCE MARTIN LOUGHLIN I: INTRODUCTION Political jurisprudence is a discipline that explains the way in which governmental authority is constituted. It flourished within European thought in the period between the sixteenth and nineteenth centuries and since the twentieth century has been in decline. That decline, attributable mainly to an extending rationalization of life and thought, has led to governmental authority increasingly being expressed in technical terms. And because many of the implications of this development have been masked by the growth of an academic disciplinary specialization that sacrifices breadth of understanding for depth of knowledge, sustaining the discipline has proved difficult. -
Testing Civics: State-Level Civic Education Requirements and Political Knowledge
Testing Civics: State-Level Civic Education Requirements and Political Knowledge Professor David E. Campbell Department of Political Science 217 O’Shaughnessy Hall University of Notre Dame Notre Dame, IN 46556 Phone: 574-631-7809/ Fax: 574-631-4405 [email protected] Professor Richard G. Niemi Department of Political Science University of Rochester Rochester, NY 14627 Phone: 585-275-5364/Fax: 585-271-1616 niemi@[email protected] Forthcoming, American Political Science Review Abstract Do state-level exams in civics have an impact on young people’s civic knowledge? We hypothesize that civics exams have the biggest effect in states where they matter most—i.e., where they are a requirement for high school graduation—the incentive hypothesis. We further hypothesize that civics requirements have the biggest effect on young people with less exposure to information about the U.S. political system at home, specifically Latinos and, especially, immigrants—the compensation hypothesis. We test these hypotheses with two sources of data—first, from high school students with the 2006 and 2010 National Assessment of Educational Progress (NAEP) civics test, and second, from a large national survey of 18-24 year-olds. Across the two datasets, we find modest support for the incentive hypothesis and strong support for the compensation hypothesis. 1 Policymakers and political scientists alike have long recognized the importance of formal civic education for youth.1 Currently, “each state’s constitution or public education establishment statutes and codes acknowledge the civic mission of schools” (Campaign for the Civic Mission of Schools 2015). Historically, schools have served as the key institution to educate immigrants about the nation’s system of governance and thus equip them for involvement in the nation’s political life (Gutmann 1999; Hochschild and Scovronick 2003; Macedo 2005). -
Public Law Concentration
Requirements for the Political Science major with a concentration in Public Law (34 hours total): General Requirements for the Major (16 hours) One course in each of the subfields (12 hours) American Politics: POLS 1150 Comparative Politics: one class International Relations: one class Political Thought: POLS 1700, 2700, 3710, 3720, 3770 Methods: POLS 2000 (4 hours) Required course hours for the Public Law concentration (9 hours) Select 3 of the following 4 courses POLS 2100 The American Constitution POLS 3100 Judicial Politics POLS 2710 Theories of Justice POLS 4310 Law, Politics, and Regulatory Policy Elective courses for the Public Law Concentration (6 Hours) Selected from the following courses: POLS 2120 The American Congress POLS 3130 Civil Rights and Civil Liberties POLS 3640 International Law POLS 3880/WGST 3800 Violence Against Women POLS 3915 Legal Internship POLS 4120 Civil Rights: A Moot Court Seminar POLS 4171 Law, Policy, and Society POLS 4125 Women and the Law POLS 4126 Sexuality and the Law Senior Seminar Requirement (3 hours) Students in the concentration must take at least one 4000-level seminar from those offered in the concentration: POLS 4300 Law, Politics, and Regulatory Policy; POLS 4120 Civil Rights: A Moot Court Seminar; POLS 4171 Law, Policy, and Society; POLS 4125 Women and the Law; or POLS 4126 Sexuality and the Law. Students must take a second 4000-level seminar, either from those offered in the concentration or from among other seminars offered in the department. All seminars require POLS 2000, at least junior level standing, a previous course in the same subfield, or instructor permission. -
Do Theorists of History Have a Theory of History? Reflections on a Non-Discipline
HISTÓRIA DA Ouro Preto / MG - Brasil HISTORIOGRAFIA Do Theorists of History Have a Theory of History? Reflections on a Non-Discipline Os teóricos da História possuem uma Teoria da História? Reflexões sobre uma não disciplina Zoltán Boldizsár Simon https://orcid.org/0000-0001-8763-7415 ABSTRACT This brief article is a discussion-starter on the question of the role and use of theories and philosophies of history. RESUMO In the last few decades, theories of history typically intended to transform the practice of historical studies Este breve artigo faz uma discussão inicial sobre o papel through a straightforward application of their insights. e o uso de teorias e filosofias da história. Nas últimas Contrary to this, I argue that they either bring about décadas, as teorias da história em geral pretenderam particular historiographical innovations in terms of transformar a prática dos estudos históricos por meio methodology but leave the entirety of historical studies de uma aplicação direta de seus insights. Em vez disso, intact or change the way we think about the entirety argumento que essas teorias ou trazem inovações of historical studies merely by describing and explaining historiográficas particulares em termos de metodologia, it in fresh and novel ways, without the need (and mas deixam a totalidade dos estudos históricos intactos, possibility) of application. In the former case, theories ou transformam a maneira como nós pensamos sobre appear as internal to historical studies. In the latter case, a totalidade dos estudos históricos apenas descrevendo they appear as theories about history, and such theories e explicando-os através de formas novas e inovadoras, are no longer limited to study history understood as sem a necessidade (e possibilidade) de aplicação. -
Political Science
OFFICE OF CAREER SERVICES POLITICAL SCIENCE DESCRIPTION Political Science is the study of government, politics, and public policy. Typical subjects include American political institutions, political parties, interest groups, public administration and law, international politics, and comparative politics. Students typically seek graduate degrees to pursue careers in politics, law, government, college teaching, nonprofit organizations, and business. For more information on the Political Science major contact the Department of Government and History at 910-672-1573. CAREER IDEAS Campaign Manager Human Resource Analyst Military Officer City Manager Import/Export Agent Policy Analyst Community Developer Intelligence Specialist Political Scientist Congressional Assistant International Affairs Agent Program Evaluator County Risk Analyst International Trade Consultant Program Manager Development Officer Journalist Public Administrator Judge Public Information Officer Foreign Service Officer Labor Union Organizer Public Relations Consultant Governmental Affairs Officer Lawyer Radio/TV Announcer Grassroots Community Organizer Teacher /Professor Grant Writer Lobbyist Urban Planner Housing Specialist Local Government Official WORK SETTINGS Archives Educational Institutions Museums Business (Corporate Government Environmental Advocacy Agencies Non-Profit Organizations Affairs Offices) Federal Government Agencies Political Parties Chambers of Commerce (Defense Dept., FBI, FTC, Foreign Print/Online News Organizations City, County or State Governments -
Philosophy, Politics, and Economics
Where Can PPE Take You? By facilitating a multidisciplinary approach to practical problems, the PPE major offers a liberal arts education that prepares students for leadership roles in a variety of fields. The major prepares students for careers in public policy and business. It is a good preparation for law school and for a variety of graduate programs in the humanities and social sciences. Moreover, it helps students become PHILOSOPHY, informed and engaged citizens. POLITICS, AND ECONOMICS For more information contact: Professor Frank Howland [email protected] wabash.edu About the Major Courses Offered Philosophy, Politics, and Economics (PPE) majors learn to Common PPE Requirements: Economics Courses: investigate the social phenomena that philosophy, political PPE-200: Introduction to PPE PPE-251: Law and Economics science, and economics address from different perspectives. (every spring) PPE-252: Public Policy Philosophy fosters clear and creative thinking, ethical PPE-400: Senior Seminar PPE-254: Environmental Economics reflection, and the capacity to interrogate received opinion. (every fall) Political science offers both theoretical and empirical PPE-255: Health Economics approaches to studying governing institutions and political relationships. PPE-256: The Global Economy Philosophy Courses: By studying economics, students learn to analyze the role of incentives, PPE-264: Development Economics PPE-213: Philosophy of Law markets, and governments in the allocation of scarce resources and PPE-265: History of Economic Thought distribution -
Department of Political Science and Public Administration 1
Department of Political Science and Public Administration 1 Department of Political Science and Public Administration Undergraduate Coordinator: Dr. Leslie Baker Office: 113 Bowen Hall The Department of Political Science and Public Administration offers a Bachelor of Arts degree (B.A.) for individuals who have an interest in politics and who seek careers in the law, in federal, state, or local government (either administrative or elective), in the diplomatic service, with international organizations, in the business world, or in teaching. The Department also offers a Master of Arts degree in Political Science (M.A.), a Network of Schools of Public Policy, Affairs, and Administration Accredited graduate professional degree in Public Administration (M.P.P.A.) and a Ph.D. in Public Policy and Administration which prepare students for careers in the public service. Interested students should consult the undergraduate or graduate coordinator. Students pursuing the B.A. degree in Political Science are required to complete PS 1113 and choose three of the following: PS 1313, PS 1513, PS 2403, PS 2703, or PS 2713. Students must also complete PS 4464 in their junior or senior year. They must also complete a minimum of seven upper-division elective courses in Political Science (totaling at least 21 credits); of these seven courses, at least one must be completed in each of three of the four subfields of the discipline as displayed in the “Part III: Description of Courses” portion of this Bulletin (American Politics, International Politics, Political Theory, and Comparative Politics). Political Science majors who wish to teach social studies in Mississippi may become certified by combining the Political Science major with appropriate courses in the College of Education; in Mississippi, it is not necessary to major in secondary education in order to become certified to teach. -
Yale University Department of Political Science Syllabus THE
Yale University Department of Political Science Syllabus THE PHILOSOPHY, HISTORY, AND SOCIOLOGY OF INTERNATIONAL RELATIONS (Seminar) Nuno P. Monteiro Office: Rosenkranz 226, Tuesdays 2:00‐4:00 [email protected] Class: Rosenkranz 202, Tuesdays, 9:20‐11:10 Spring 2010 PLSC 193/671 COURSE OBJECTIVES This seminar explores the philosophical foundations of the study of international relations, as well as the history and sociology of the discipline. We’ll cover the historical development of IR as a professional discipline since the interwar period, going over the main foundational debates that organized the field, and addressing its sociological evolution. By the end of the course, students should have an understanding of the main meta‐theoretical issues in the discipline and thus be able to enlarge their toolkit to critically engage scholarship in IR, political science, and the social sciences more broadly. COURSE OUTLINE The course covers the historical evolution of IR as a professional discipline from the meta‐theoretical perspective. As the field evolves, we’ll look at the development of the philosophical foundations of IR scholarship, covering the main positions in it and addressing the main criticisms of each. Finally, we’ll study the sociology of IR, interrogating the ways in which scholarship is produced and the field is structured and disciplined. REQUIREMENTS, GRADING, AND DEADLINES Basic knowledge of IR theory is a plus. The course will consist in a series of seminar sessions with pre‐assigned readings. Students are expected to do all the readings prior to each session, as well as attend and participate in all sessions. -
Classical Liberalism and the Austrian School
Classical Liberalism and the Austrian School Classical Liberalism and the Austrian School Ralph Raico Foreword by Jörg Guido Hülsmann Preface by David Gordon LvMI MISES INSTITUTE The cover design by Chad Parish shows the Neptune Fountain, at the Schönbrunn Palace, in Vienna. Copyright © 2012 by the Ludwig von Mises Institute. Permission to reprint in whole or in part is gladly granted, provided full credit is given. Ludwig von Mises Institute 518 West Magnolia Avenue Auburn, Alabama 36832 mises.org ISBN: 978-1-61016-003-2 Dedicated to the memory of the great Ludwig von Mises Table of Contents Foreword by Jörg Guido Hülsmann . ix Preface by David Gordon . xiii Introduction . .xxv 1. Classical Liberalism and the Austrian School . .1 2. Liberalism: True and False . .67 3. Intellectuals and the Marketplace. 111 4. Was Keynes a Liberal? . .149 5. The Conflict of Classes: Liberal vs. Marxist Theories. .183 6. The Centrality of French Liberalism . .219 7. Ludwig von Mises’s Liberalism on Fascism, Democracy, and Imperalism . .255 8. Eugen Richter and the End of German Liberalism. .301 9. Arthur Ekirch on American Militarism . .331 Index. .339 vii Foreword “History looks backward into the past, but the lesson it teaches concerns things to come. It does not teach indolent quietism; it rouses man to emulate the deeds of earlier generations.” Ludwig von Mises1 The present book contains a collection of essays written through- out the past twenty years. I read virtually all of them when they were first published. They have been a central part of my education in the history of liberalism and of the Austrian School of economics, and I consider myself privileged indeed to have encountered Professor Raico and his work early on in my intellectual development. -
Helping Students to Succeed in General Education Political Science Courses? Online Assignments and In-Class Activities
International Journal of Teaching and Learning in Higher Education 2015, Volume 27, Number 3, 393-406 http://www.isetl.org/ijtlhe/ ISSN 1812-9129 Helping Students to Succeed in General Education Political Science Courses? Online Assignments and In-Class Activities Joseph Jozwiak Spokane Falls Community College The inclusion of supplemental online assignments and in-class active learning activities can lead to greater levels of student engagement and learning. Students reported that they were more engaged in the classroom and felt that both helped them in exam preparation. Both were also shown to have positively affected student performance and, perhaps most hearteningly, seemed to have had the greatest impact on lower achieving students. On many college and university campuses the across the nation as they hope to instill in their students Introduction to US Government and Politics course is the skills to advance through their studies and graduate traditionally delivered as a lecture, often in a large (close to) on time. At my university the retention rate auditorium. Class usually begins with a few late fluctuates around 65%, which is below the state arriving students searching for seats. Most of the light average. This also has the effect of helping support the in the room is provided by hanging projectors emitting financial situation of the schools that the students images of lecture slides onto screens. As the last attend. This fact has not been lost on the upper stragglers sit down, the lecturer checks the microphone administration, where budget concerns have (as in by tapping it and proceeds to pick up where the last many public and private universities) taken on a new lecture left off.