Instructor: Dr. Daniel W. Skubik, PhD JD MDiv
Office: J266 / office hours as scheduled & by app’t
Voice: 951.343.4288 / Fax: 951.343.4520
Web: http://www.calbaptist.edu/dskubik
E-Mail: dskubik@calbaptist.edu
Honors
Seminar VII
The Political Economy of
Hon 400 (Main Campus)
Tuesdays, 6:30 – 9:30pm
Fall Semester, 2010
This seminar is the seventh
in a series of eight CBU Honors Program seminars that will investigate ideas
systematically, progressively and in interdisciplinary fashion. All eight seminars of any single cycle will
be linked, so that students will have the opportunity for intensive, focused
study from historical, philosophical, religious, sociological, political,
literary, economic and scientific/technological perspectives.
By the end of this semester, students should grasp the
fundamental associations of the term “liberty” across the academic disciplines;
understand the development and use of categories of thought generated by the
theme; and be able to demonstrate how to identify and analyze the presence or
absence of liberty discourse in primary and secondary academic materials and
literary works.
As developing scholars in
the CBU Honors Program, students will
·
learn how
academic disciplines organize around key generative ideas;
·
begin and develop
personal academic journaling;
·
appreciate the
broad impact of reality across the disciplines;
·
learn what
academic research and research writing requires; and
·
become sensitive to diverse disciplinary perspectives.
More specifically with regard to this seminar on the
political economy of liberty, students will be introduced to and begin
investigating foundational philosophical, political, theological and economic
dimensions of liberty. Particular focus will be given key terms such as
macroeconomics, microeconomics, political economy, homo economicus, and economic and
non-economic (aspects of) liberty.
This seminar extends the study of basic economic
theory introduced in courses such as Macroeconomics, Microeconomics, and
Political Economy to cover broader and interdisciplinary concerns in normative
economics, political science and philosophy. It will thematically address key
questions, such as “is economic freedom congruous with political freedom?”; “is
economic liberty compatible with ethical behavior?”; “are economic and
political freedoms consonant with development of a [more] just society?”; and “are such freedoms universal?”
Required
Texts
James Fulcher,
Capitalism: A Very Short Introduction
(
F. A. Hayek, The Road to Serfdom [Fiftieth Anniversary
Edition] (University Of Chicago Press, 1994)
Isbn 978-0226320618
Karl Marx & Friedrich
Engels, The Communist Manifesto [
John Stuart Mill, Principles of Political Economy: and Chapters on Socialism [
Ayn Rand, Atlas
Shrugged (Plume, 1999) Isbn
978-0452011878
Adam Smith, The Wealth of Nations [Bantam Classics,
Alan B. Krueger (Editor)] (Bantam Classics, 2003) Isbn
978-0553585971
Website pages for online viewing and
hardcopy handouts will be referenced throughout the term, contents of which you
also will be responsible.
Class Readings & Discussion Schedule
|
Week #1 |
Introduction to course, requirements and
expectations |
|
Week #2 |
Smith, Wealth
of Nations |
|
Week #3 |
Smith,
Wealth of Nations |
|
Week #4 |
Marx & Engels, Communist Manifesto |
|
Week #5 |
No
face-to-face class meetings this week [Int’l
Bar Assoc conference in |
|
Week #6 |
Mill, Political Economy |
|
Week #7 |
Mill, On
Socialism |
|
Week #8 |
Hayek, Road
to Serfdom |
|
Week #9 |
Hayek, Road
to Serfdom |
|
Week #10 |
Rand, Atlas
Shrugged |
|
Week # 11 |
Rand, Atlas
Shrugged |
|
Week #12 |
No
class meetings this week, Thanksgiving Break |
|
Week #13 |
Rand, Atlas
Shrugged |
|
Week #14 |
Presentations
1-2 |
|
Tuesday,
Dec 14 |
Presentations
3-4 |
Assessment & Grading Scale
|
Individual Research Project = 40%* |
90 - 100 = A range (90-94 = A-) |
|
Class Presentation/Leading = 20%
(2 x 10% each) |
80 - 89 = B range (80-83 = B-
/ 87-89 = B+) |
|
Journal submissions =
20% (10 x 2% each) |
70 - 79 = C range (70-73 = C-
/ 77-79 = C+) |
|
General Discussion/Participation in Class = 20% |
60 - 69 = D range (60-63 = D-
/ 67-69 = D+) |
|
[* 30%
content / 10% end of semester presentation] |
0 - 59 = F |
Class Presentation/Leading
Twice during the semester, each
student will give a brief “orientation” presentation (20-30 minutes) and help
lead discussion on the readings set for that evening’s class. Students will
select evenings to lead—first-come, first-served, with the caveat that no one
can lead on two successive weeks.
Discussion/Participation
Although speaking in class, publicly putting and
defending a position, can be daunting, you are strongly encouraged to learn to
think through your own and others' experiences and insights within the context
of our discussions. In short, you are encouraged to demonstrate your
internalization of our material for application in the real world. In this
context, you are not being evaluated for reaching “right” conclusions, but for
demonstrating your facility in forming arguments for any conclusions put, given
the material we will cover in class.
To give direct incentive to so engage, 20% of your
mark for the course will be comprised of my assessment of your classroom
participation during the semester.
Journal
Submissions
Students
should begin compiling an electronic journal related to this class. This means
that one should be journaling (that is, preparing substantive written entries
in some digital format that can be transmitted to the instructor via email)
each week we meet, irrespective of whether the student actually attended that
week’s session. [N.B. There are eleven (11) weeks that
journal entries can be submitted, beginning with week #1; but only 10 entries
are required. Extra credit of 2% will be recorded if entries for all eleven
weeks are submitted and meet substantive standards.]
A
substantive entry is 200 words (minimum, lengthier entries are welcome) summarizing
and reacting to some key points from a particular week’s readings and class
discussions, perhaps relating to some real world case or event, some recently
read piece of academic literature, or simply related ideas provoked by life.
These entries can form a series of reflections, so linking entries along the
way one to another like an intellectual diary, or can be independent musings
week-by-week.
To be considered timely, any entry should be received
in the instructor’s email inbox (dskubik@calbaptist.edu)
either as plain text within the body of the email or as a Word attachment) no earlier than Tuesday at 9:30pm (end
of class) and no later than midnight
of the subsequent Sunday of each class session for which credit is sought.
Thus, for example, a journal entry for Week 2—when we meet on Tuesday, September
14th—is due no earlier than the end of that class period and no later
than midnight Sunday, September 19th). Entries for any week that are
received before the class actually ends or after that Sunday deadline will be
accepted as part of the overall journaling project, but will not be marked and
counted towards your final grade.
Individual Research Project
In consultation with the instructor, students are to
select a topic or theme for development into a major paper, the highlights of
which will be formally presented to the seminar group at the conclusion of the
semester. (See the sample themes at the end of this syllabus.) Topics can range
across a wide spectrum of course concerns, but the final product must grapple
with at least one empirical module and one theoretical module in developing
answers to key questions raised in the paper's investigations. The assignment
should run ~5000 words (standard format and fonts, ~15 pages), as a research
paper (including footnote or endnote and bibliographic styles appropriate to
your discipline).
Formal Presentation of Research Project
At the end of the semester, each student will formally
present his/her findings to seminar participants, explaining the empirical and
theoretical highlights of their investigations. No particular presentation
format is strictly required, but use of computer-assisted or other visual and
auditory aids (e.g. overheads, photocopied handouts, computer-generated screen
shows and video clips) are strongly encouraged. Equipment needs can usually be
met by the university, but be sure to allow sufficient time to schedule
whatever equipment you may need to prepare and present your material.
Sample
[non-exclusive] project themes:
·
What
are the economic, social and political consequences (costs and benefits)
associated with developed country companies operating production facilities in
host developing countries? [E.g. Nike operating in
·
What
are the economic, social and political consequences (costs and benefits)
associated with developing country companies marketing politically or
economically sensitive products and services in overseas developed countries’
markets? [E.g. Acer (
·
What
are the economic, social and political consequences (costs and benefits)
associated with development of a duty-free foreign or enterprise export zone
(contiguous with the municipal airport) in the City of Riverside, California?
Does such a zone make overall sense for the City?
·
What
are the economic, social and political arguments associated with calls for
“environmental justice”? (Include discussion of a specific project, whether
domestic or international.) Are these calls coherent and justifiable? How ought
governmental, intergovernmental, and non-governmental agencies
respond?
·
Evaluate
the economic, social and political consequences associated with recent
financial reform measures in the
·
Evaluate
the history and justification for linking/de-linking foreign trade and human
rights concerns. [E.g. United States’ trade policies towards the People’s
Republic of China, the European Union’s policies towards privacy of consumer
data in the United States, or the role of non-governmental organizations
calling for changes in intergovernmental rules or laws – as per protests
against globalization.]
CBU Statement on Academic Dishonesty
Faculty in the College of Arts &
Sciences (CAS) have been asked to
include the following statement in all our syllabi. Do speak with your
instructor if at any time you have questions or concerns about this statement
and its meaning for or application in your classes.
Academic dishonesty (cheating, plagiarism, copying,
and other forms) will be reported to the Dean of Students. Judicial sanctions
for offense are handled on a case-by-case basis depending on the seriousness of
the violation, prior violations and other factors. Judicial sanctions may
include, but are not limited to, loss of a letter grade or failure in the
course in which the offense occurred, suspension, and/or dismissal from the
University. A detailed discussion of academic dishonesty is located in the
Student Handbook.
Source: 2009-20010 Undergraduate University
Catalog, at p.53
Caveat
This syllabus is composed in good faith, with a
schedule of readings, assignments and discussions which will guide us
throughout the term. Still, the instructor reserves the right to make
adjustments to this schedule as deemed necessary for the overall enterprise of
the seminar. Any changes will be communicated as far in advance as feasible,
and you are responsible for knowing if and when any changes have been made.