Students who read the course material and participate in the lectures will be able to: Identify the central issues shaping contemporary world politics. Develop an understanding of how to think theoretically about the central issues in world politics. Examine how varying approaches interpret the fundamental issues in world politics in distinct ways.
This course delves into central topics that significantly influence world politics, encompassing areas such as globalization, security, warfare, humanitarian intervention, poverty, hunger, development, gender, race, environment, and forced migration. Its purpose is to cultivate a comprehensive understanding of various perspectives and approaches applied to these subjects within the realm of world politics and the field of International Relations. Consequently, the primary objective of this course is to empower students with the ability to conduct critical analyses of diverse viewpoints concerning the dynamics of contemporary world politics.
Vertical Tabs
Course Learning Outcomes
|
Learning Outcomes |
Program Learning Outcomes |
Teaching Methods |
Assessment Methods |
|
The student should be able to recognize key ideas shaping international politics; |
1 |
1,2,3,4 |
A,B,C |
|
express various viewpoints of the themes studied; |
3 |
2,4 |
A,C |
|
analyze various arguments put forward by authors |
3 |
2,3,4 |
A,B,C |
|
contrast opposing arguments |
3 |
1,2,3 |
A,D |
|
defend a position involving the various arguments of authors in international politics |
3 |
2,3,4 |
A,C |
|
identify more than 100 nation-‐states and capitals on a world map |
1 |
2,4 |
A,C |
Course Flow
1. Introduction
2.Globalization: The basics and current debates (Chapter 1: Globalization and Global Politics)
3.Security (Chapter15: International and Global Security)
4. War (Chapter 14: War and World Politics)
5.Movie Screening (Beasts of no nation)
6.A discussion about the movie
7. Humanitarian Intervention and Responsibility to Protect (Chapter 32: Humanitarian Intervention in World Politics)
8.Midterm Exam
9.Poverty, Hunger, and Development (Chapter 26: Poverty, Hunger, and Development)
10.Gender (Chapter 17: Gender)
11.Race (Chapter 18: Race in World Politics)
12.Movie Screening (Hidden Figures)
13. A discussion about the movie
14.Environment (Chapter 24: Environmental Issues)
15.Forced Migration (Chapter 25: Refugees and Forced Migration)
16. Conclusion
Recommended Sources
|
Textbook |
BAYLIS, John, Steve SMITH and Patricia OWENS. 2008. The Globalization of World Politics, 4th edition. Oxford University Press. |
|
Additional Resources |
BAYLIS, John, and Steve SMITH. 2005. The Globalization of World Politics, 3rd edition. Oxford: Oxford University Press.
BARBER, Benjamin R. March 2002. “Jihad vs. McWorld” in The Atlantic Monthly, available at http://www.theatlantic.com/doc/199203/barber.
BERGER, Peter. 2006. ‘Religion in a Globalizing World’. Interview with Peter Berger sponsored by the Pew Charitable Trust, The Pew Forum on Religion and Public Life, available at: http://www.pewforum.org/Politics-‐and-‐Elections/Religion-‐in-‐a-‐ Globalizing-‐World(2).aspx.
BOSCO, David, et al. 2011. ‘Did Qaddafi’s End Justify the Means?’ in Foreign Policy available at: http://www.foreignpolicy.com/articles/2011/10/18/did_qaddafis_end_justify_th e_means.
EVANS, Gareth, and Mohammed SAHNOUN. 2001. Report: The Responsibility to Protect. International Commission on Intervention and State Security, available at: http://responsibilitytoprotect.org/ICISS%20Report.pdf
FRIEDMAN, Thomas. 2000. The Lexus and the Olive Tree: Understanding Globalization. New York: Anchor House.
FUKUYAMA, Francis. 2006 (1992). The End of History and the Last Man. New York: Free Press.
HOMANS, Charles. 2011. ‘The Responsibility to Protect: A Short History’ in Foreign Policy, available at: http://www.foreignpolicy.com/articles/2011/10/11/responsibility_to_protect_ a_short_history.
HUNTINGTON, Samuel P. 1993. 'The Clash of Civilizations?' in Foreign Affairs, 72(3): 22-‐ 49.
IGNATIEFF, Michael. 2005. The Lesser Evil: Political Ethics in an Age of Terror. Edinburgh: Edinburgh University Press.
KELLEY, Laura M. and Nicholas Eberstadt. 2005. Behind the Veil of a Public Health Crisis: HIV/AIDS in the Muslim World, Seattle, WA: The National Bureau of Asian Research.
MANDEL, Ruth. 1996. “’Fortress Europe’ and the Foreigners Within: Germany’s Turks” in The Anthropology of Europe: Identities and Boundaries in Conflict, Victoria A. GODDARD, et al., editors. Oxford: Berg.
NAYAR, P.K.B. 2005. “Health Equity”, in World Congress: Health Challenges of the Third Millennium, The International Forum for Social Sciences and Health, Istanbul: Yeditepe University, vol. 1, 77-‐84.
QUTB, Sayyid. (1990). 'Jihad in the Cause of Allah' in Milestones. Indianapolis: American Trust Publications, pp. 43-‐62.
SCHWARZ, Benjamin. 1995. “The Diversity Myth” in The Atlantic Online at http:www.theatlantic.com/politics/foreign/divers.htm.
WALTZ, Kenneth. 2012. ‘Why Iran Should Get the Bomb’ in Foreign Affairs, 91/4, July/August, pp. 2-‐5.
WALZER, Michael. 1977. “The Rules of War” in Just and Unjust Wars: A Moral Argument with Historical Arguments. New York: Penguin Books.
. 2007. ‘On Fighting Terrorism Justly’, in International Relations, 21/480-‐ 484.
Web Links
Global Policy Forum <www.globalpolicy.org> Council on Foreign Relations <http://www.cfr.org> The United Nations <www.un.org> International Monetary Fund <www.imf.org> North Atlantic Treaty Organization <www.nato.org> World Trade Organization <www.wto.org> The Heritage Foundation (conservative think tank, policy formation) <http://www.heritag The Brookings Institution (liberal think tank, policy formation) <www.brookings.edu> Woodrow Wilson International Center for Scholars <www.wilsoncenter.org> World Policy Institute (affiliated with New School for Social Research, NY City JOURNALS AND PERIODICALSTüm gazeteler (in Turkish) <http://www.tumgazeteler.com> Middle East Review of International Affairs Journal <http://meria.idc.ac.il> Foreign Affairs <http://www.foreignaffairs.org> The Economist <www.economist.com> New York Times <www.nytimes.com> Washington Post <www.washingtonpost.com> The Guardian <www.guardian.co.uk> HaAretz (Israeli newspaper) <http://www.haaretz.com> The Jerusalem Post <http://www.jpost.com> Al Jazeera http://english.aljazeera.net |
Material Sharing
|
Documents |
|
|
Assignments |
Weekly Quizzes on Reading Assignments |
|
Exams |
Midterm, Final |
Assessment
|
IN-‐TERM STUDIES |
NUMBER |
PERCENTAGE |
|
Mid-‐terms |
1 |
30 |
|
Quizzes |
1 |
10 |
|
Total |
|
60 |
|
CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE |
1 |
40 |
|
CONTRIBUTION OF IN-‐TERM STUDIES TO OVERALL GRADE |
|
60 |
|
Total |
|
100 |
|
COURSE CATEGORY |
Expertise/Field Courses |
Course’s Contribution to Program
|
No |
Program Learning Outcomes |
Contribution |
||||
|
1 |
2 |
3 |
4 |
5 |
||
|
1 |
Students will demonstrate their comprehensive knowledge of the basic concepts and theories of Political Science and International Relations as well as other related disciplines such as Law, Economics and Sociology. |
|
|
|
|
X |
|
2 |
Students will interpret the structure, institutions and operation of national, international and supranational entities via utilization of the concepts and theories of Political Science and International relations and produce project reports that include possible solutions to problems of such institutions when necessary. |
|
|
|
|
X |
|
3 |
Students will demonstrate that they have developed a comparative, analytical and interdisciplinary approach vis-à-vis human societies and political systems. |
|
|
|
|
X |
|
4 |
Students will have improved their skills and awareness of personal responsibility and team membership through conducting group or independent research projects, doing internships and producing their graduation dissertations. |
X |
|
|
|
|
|
5 |
Students will demonsrate proficiency in quantitative and qualitative data collections methods. |
|
X |
|
|
|
|
6 |
Students will prove their understanding of the rapidly-evolving dynamics of national and global environments requires constant self-assessment, life-long learning, and the ability to formulate innovative solutions to maintain their personal and professional development. |
|
|
X |
|
|
|
7 |
Students should be able to critically evaluate the body of knowledge in political science, assess self-competency and direct self-learning efforts accordingly. |
|
X |
|
|
|
|||||||
|
8 |
Students will implement written and oral communication skills in English and Turkish in both academic and professional settings. |
|
|
|
|
X |
|||||||
|
9 |
Students should be able to effectively demonstrate their knowledge of written, oral and reading skills in English both in international institutional settings and follow and interpret the global dynamics of the International Relations discipline. |
|
|
|
|
X |
|||||||
|
10 |
Students will demonstrate their social skills and experience required by public or private institutions or in the academia. |
|
|
X |
|
|
|||||||
|
11 |
Students will show empathy and respect towards societies other than one’s own. |
|
|
|
X |
|
|||||||
|
12 |
Students should be able to effectively utilize computer and information technologies commonly-used in the social sciences. |
|
X |
|
|
|
|||||||
|
13 |
Students will interpret domestic and international developments and express opinions, having acquired advanced knowledge and proficiency in the via communication with international scholars and students. |
|
|
|
|
X |
|||||||
|
14 |
Students will respect personal, social and academic ethical norms |
|
|
|
|
X |
|||||||
|
15 |
Students should understand the personal, social, and ecological dimensions of social responsibility, and show duties of active and global citizenship. |
X |
|
|
|
|
|||||||
|
16 |
Students should know that universality of social-political and legal rights and social justice are the principle components of contemporary society, and that scientific thinking is an essential prerequisite for maintaining social advancement and global competitiveness. |
X |
|
|
|
|
|||||||
ECTS
|
Activities |
Quantity |
Duration (Hour) |
Total Workload (Hour) |
|
Course Duration (Including the exam week: 16x Total course hours) |
16 |
3 |
48 |
|
Hours for off-‐the-‐classroom study (Pre-‐study, practice) |
16 |
3 |
48 |
|
Mid-‐term |
1 |
10 |
10 |
|
Final examination |
1 |
10 |
10 |
|
Homework |
1 |
9 |
9 |
|
Total Work Load |
|
|
125 |
|
Total Work Load / 25 (h) |
|
|
5 |
|
ECTS Credit of the Course |
|
|
5 |