Political Theories
(History of Political Thought)
Ivan Damjanovski – University of Skopje
Description of the course
Year of teaching: first year (I semester)
Teaching hours: 60 Credits: 8 ECTS compatible
Role in a Wider Curriculum Core theoretical course First of a triad of B.A. theoretical courses - Political Theories (1st semester) - Contemporary Political Theories (3rd semester) - Contemporary Political Philosophy (6th semester)
Goal and Aims of the Course
• The main goal of the course is to introduce students to the basic theories and authors of political thought throughout history • The aims of the course are: - to equip students with understanding of the fundamental concepts of development of political theory that mark the evolution of political ideas from antiquity until the end of the 19th century. - to build up conceptual notions of the principal elements of “politics” and “political” by familiarizing students with the evolution of political thought from the classical to the modern period - to develop skills of critical reading and basic theoretical assessment
Learning Outcomes
By the end of the course students should be able to: - understand the basic theoretical and methodological concepts of the study of political theory - understand the principal political theories from antiquity till the 19th century - differentiate the principal epochs in the development of political thought with chronological classification - be familiriazed with the canonical works and political theories of the authors that are presented throughout the course
Learning Outcomes
- recognize the studied theoretical concepts in praxis and to mark their source - critically asses the importance of the major political concepts that are presented throughout the course content - develop skills for critical thinking and understanding of the reading material fostered by the student’s attendance (and activity) of lectures and seminars - develop communication and interpersonal skills by practicing individual and small group presentations during the seminars
Assessment Policy
• Class attendance – 5% • Class activity (presentations, debates, student essays) - 15% • In-class essay - 10% • Two tests (mid term and final) 70%
Course Structure
• Part I: Introduction to Political Theory (main theoretical discourses on politics; main research methods in political theory; basic interpretations and categories etc.) • Part II: political thought and political systems of the first ancient civilizations (Mesopotamia, Egypt, India, China, and Israel) • Part III: ancient Greek and Roman political thought • Part IV: medieval and renaissance political thought • Part V: modern political thought (social contract theory, Hegel, Marx)
Student’s Involvement
• Class attendance – 5%
- The minimum threshold for attendance for the course is 51%
Student’s Involvement
Class activity - 15% • Individual in-depth presentations • Small group in-depth presentations • Debates and group discussions
In-depth Presentations
Presentations should: • be based on previously assigned readings (very often canonical works of the authors that are studied throughout the course) • give an overview of the main arguments of the reading. • include a discussion of the correlation of the reading with the broader context of the course • initiate discussion based on previously set questions.
In-depth Presentations
Provide critical reading&thinking Practice of oral presentation skills Performing in front of a wider audience Team work
Discussions and Group Debates
-
Usually during seminars Open discussions Debates small groups are given the task to prepare data and strategy (at home) for debating on a previously set topic and later they confront in front of the class
Debates and group discussions
Provide the lecturer with information on : the level of student comprehension of the theoretical discourses weather the students are critically assessing the suggested readings how much the students have studied the material which topics are not clear enough and need to be more clarified and further explained
Student’s Involvement
Problems&Challenges Large number of students - it is difficult to provide equal opportunities for involvement - maintaining focus&discipline - presentation in front of a big class makes some students scared and nervous - lack of motivation
Student’s Involvement
Weak infrastructure Limited library resources - prevents students to extend their research and prepare a better presentation or debate strategy Not enough computers - limits student access to internet resources