Europe in the 21st Century

New YorkUniversity

School of Continuing and Professional Studies

M.S. Program in Global Affairs

Y45.1105.001

Spring 2010

Wednesdays, 6:30-9:10pm

Woolworth 214

January 20 – April 28

Colette Mazzucelli, MALD, PhD

(212) 992-8380 (Global Affairs Program)

Spring Office Hours: Thursdays, 3:15-4:15 pm or by appointment

Office: WoolworthBuilding Campus, Room 441

Pedagogy, Research and Technology Assistance to Dr. Mazzucelli

Miss Erin Carey (pedagogy)

Miss Laurie Cohen (PDFs)

Mr. Michael Viola (PPTs)

Miss Laura Wicks (research)

SYLLABUS

I. Course Objectives

Europe is a region in transition. The European Union has transformed most of the continent from the source of the world's deadliest wars to its biggest bloc of peaceful democracies. Today Europe still faces ethnic tensions, including the challenge of immigration, unstable new democracies on the Union’s borders and the vexed problem of a revisionistRussia, which is searching for a post-communist identity.

This course analyzes the development of the European project in the postwar context through a focus on the successive enlargements of the European Community/Union and the specific policy areas that were influenced by this historical evolution. Integration theory helps to explain the development and dynamics within the Community/Union from its origins to the present day.

We begin with an analysis of pluralism, functionalism, neo-functionalism and federalism in the historical postwar context of the founding of the Communities by the original Six Member States. The EU institutions and their roles interacting with the Member States to shape negotiations are identified in daily policymaking and intergovernmental conferences to revise the Founding Treaties. The extent of integration in specific policymaking areas, namely, the single European market and Economic and Monetary Union (EMU), are discussed in the present context.

The evolution of the Common Foreign and Security Policy (CFSP) is analyzed in the context of intra-European dynamics and transatlantic relations. The enlargement to the EU 27 is assessed in the context of the newer challenges to the integration process as historically conceived by the Founding Fathers - Monnet, Schuman, Adenauer, Spaak and Hallstein. The changes introduced by the Lisbon Treaty are analyzed by practitioners responsible for the Presidency of the European Council in light of the long debate about the European Constitution and the Reform Treaty.

Our attention turns next to a detailed consideration of the post September 11 context and the war in Iraq as these events impact on intra-European relations and the Euro-Atlantic area. Can and should Europe develop “hard power” as a global actor to match its considerable “soft power?”Is an increasingly united Europe to be a partner or rival to the United States?We rely on our knowledge and understanding of integration theory to identify some of the difficulties confronted by what is defined as the transatlantic “security community” in light of the enlargements to come.

The prospect of enlargement aims to encourage democracy and open markets in neighbouring states. Yet, this process must be critically examined in light of the unprecedented challenges presented by two potentially transformative applicants to the Union, Turkey and Ukraine. The mixed successes of democratization in Europe are a testing ground for theories of democratic change. The course ends with a two-week European Council crisis scenario pertaining to Turkish enlargement, emphasizing the use of Blackboard and Skype technology within the learning community.

Students are encouraged to focus on the following goals in the learning process:

  • To acquire and create knowledge about the various theories which define the field of European integration: pluralism; functionalism; neo-functionalism; and federalism in the context of the historical development of the integration process;
  • To grapple with the tensions between the intergovernmentalist and supranationalist perspectives and assess their relevance to our understanding of the European project in the world today;
  • To understand the challenges inherent in European policymaking relying on knowledge about the European institutions and the interests of the Member States;
  • To learn from the case studies analyzing enlargement and the changes introduced by the Lisbon Treaty, which distinguish the European polity from traditional international organizations;
  • To assess the changes in the internal dynamics within the European Union after the fall of the Berlin Wall, 11/09/1989, as well as the developments in transatlantic relations after the attacks on the WorldTradeCenter and the Pentagon, 09/11/2001, and their implications for world order.

The course syllabus is a contract between the Professor and each member of our learning community, which each one of us is required to fulfill in a spirit of mutual respect. If you have questions, please contact Professor Mazzucelli as soon as possible. Thank you in advance for your understanding.

II. Required Textbooks

The following volumes are required and available for purchase:

Geir Lundestad. “Empire” by Integration The United States and European Integration, 1945-1997. Oxford: OxfordUniversity Press, 1998.

Fritz Stern. Five Germanys I Have Known. New York: Farrar, Straus and Giroux, 2006.

Helen Wallace, William Wallace, and Mark A. Pollack, eds. Policy-Making in the European Union. Oxford: OxfordUniversity Press, 2005.

Philippe de Schoutheete. The Case for Europe. Boulder and London: Lynne Rienner, 2000.

Jan Zielonka. Europe as Empire. The Nature of the Enlarged European Union. Oxford: OxfordUniversity Press, 2007.

Dominique Moïsi. The Geopolitics of Emotion. New York: Doubleday, 2009, pp. 1-56.

Mark Leonard. Why Europe Will Run the 21st Century. New York, Public Affairs, 2005.

III. Required Subscription

Weekly Reading of Foreign Affairs including online subscription to with Foreign Affairs LIVE You Tube archived program events

N.B. The readings on reserve in Bobst Library, as well as those archived in PDF version on Blackboard, are meant to help you engage in plenary discussions, prepare the crisis scenario and undertake research analysis.

The readings for each module session aim to give you background knowledge about the questions raised in the syllabus. The use of Blackboard allows students flexibility to continue group dialogue beyond the traditional classroom.

IV. Methodology

The class is inspired by the tradition of critical pedagogy, which is an interest of mine in education at TeachersCollegeColumbiaUniversity. The method of inquiry in this class is anchored in constructivist principles of learning. Each module includes a lecture to frame the week’s topic and plenary discussion involving the entire learning community. Computers may be used in class for note taking and relevant content-related searches. Please respect your classmates and your learning potential by observing this rule at all times. Through a study of various enlargements of the European Community/Union and specific policies, we explore the different theories of integration and assess their relevance in the 21st century.

V. Course Activities

-‘How I Learn’ Essay (1-2 pages)

-Plenary Class Discussions

-Written Contributions to Atlantic-Community.org

-Oral Presentation (pertaining to a member state’s interests in Turkish accession)

-Crisis Scenario

-Final Paper (15-20 pages)

VI. Course Requirements and Grading

  1. Attendance at lectures, active participation in plenary discussions incorporating the use of Blackboard, and individual contributions to Atlantic-Community.org make up an integral part of the course, including the ‘How I Learn’ essay in which each student discusses an example or two of a prior constructive learning experience. (40%)
  2. The crisis scenario, including a preparatory oral presentation as well asbackground research throughout the semester, offers students the opportunity to think critically about the role of the European Council evaluating various theories of European integration as these pertain to successive enlargements. Please see the Appendix (Page 5) for an explanation of how the crisis scenario is to be organized. (30%)
  3. The final paper topic is chosen in consultation with me. Please drop by my office or schedule an appointment by mid-semester to discuss your choice. See the Appendix (Page 20) for a range of topic choices. (30%)

N.B. Absence Policy. In accordance with CGA/SCPS/NYU policy, more than three (3) absences during a semester course will impact negatively on the final grade.

N.B. Incomplete Policy. Incompletes are only granted in extreme cases such as illness or other family emergency and only where almost all work for the semester has been successfully completed. A student’s procrastination in completing his/her paper is not a basis for an Incomplete.

A. Attendance and Lateness Policy: All students must attend class regularly. Your contribution to classroom learning is essential to the success of the course. Every student must be in class on time. It is disruptive to classroom learning when someone enters the room after class has started. Attendance and lateness will count in the calculationof final grades. Attendance will be taken at the start of each class session.

B. Technology-Mediated Learning via Blackboard, Atlantic-Community.org: In Blackboard the contributions reflect exchanges each week about the syllabus questions. Each student is requested tocontribute 1-2 postings per week that enrich the group’s discussion by the following Monday after each Wednesday class meeting. Please also join Atlantic-Community.organd participate in policy dialogues of relevance to the course.

In our learning community, technology is not intrinsically good or bad. It is the way in which Skype, ITunesand Twitter, in addition to the Blackboard learning system, are used that determines its impact as an educational tool or a brainwashing device for mindless consumers. Our choice in Europe in the 21st Century is to use technology to reaffirm diversity and facilitate inclusiveness rather than to promote homogeneity and perpetuate exclusivity.

We may well ask in this course if technology-mediated learning is destined to remain an academically elitist project for a select group. Years from now it may be one approach to community building from dialogue. Our efforts this spring have the potential to establish a norm that opens possibilities in global communication presently viewed as unattainable. For this reason, our critical exchanges in the Blackboard forum and on Atlantic-Community.orgpave the way to a new frontier. The physical borders we redefine in our classroom are those same borders we change in our minds.

C. Course Bibliography: This is a regional course that provides a foundation upon which to build for your thesis research at New YorkUniversity. Each student is required to develop his/her own course bibliography, the ‘negotiated curriculum,’ according to personal interests. Please use readings to orient your choices for each theory of European integration and relate the materials to other courses you attend as part of your MSGA Program, particularly the core offerings. Appointments are encouraged for one-on-one mentoring discussions to accomplish our objectives in this context and maximize student learning in the course.

Appendix

Crisis Scenario

A diplomat in one of the Union’s member state Permanent Missions to the United Nations will join us to explainnegotiating procedures in the European Council. The learning community participants will make oral presentations about their countries of choice inthe crisis scenario, which exploresTurkish enlargement as we look ahead to 2017. Blackboard is used to present relevant factual information as well as position briefs prior to the negotiation scenario.

15-20 Page Research Analysis for e-Portfolio

The research analysis will be due on April 28, the last day of class. Select a theory or theoriesof European integration and assess its/their relevance to explain the dynamics of your topic of choice.

Structure the assignment as follows with headings in the text please: (I) Critique the principles of the theory you choose to frame your analysis, focusing on its strengths and weaknesses to explain the dynamics of European integration; (II) Present the context, historical case or current event, which you have chosen to explore; (III) Assess the relevance of theory to analyze the context of choice. Identify those aspects in context that the theory cannot explain.

Cite the relevant course literature in bibliographic format within your research analysis. The case analysis may eventually be posted online to begin the creation of e-Portfolios for each member of the learning communityto profile his/her work for prospective employers. Each participant is required to submit a case analysis outline to me in print form during the week of March 8th. No exceptions please!!

Please do not cite Wikipedia as a source. There are other encyclopedias available, including Britannica Online, which are more appropriate sources.

Please consult ‘Guidelines for Research and Writing,’ a Word document posted to Blackboard, to prepare your research analysis.

COURSE OUTLINE/ASSIGNMENTS

  • Readings for Module Plenary Discussion

Foreign AffairsReadings (archived web resources)

  • Carnegie Council YouTube Channel (archived video clips)

YouTube/Perspectives on Europe Videos

  • Independent Readings for Thesis Research

Module 1: The Perils of Nationalismand Foundations of Postwar Reconstruction - Pluralism (January 20)

  • Learning Community Participant Introductions, Course Outline, Explanation of Pedagogy, Presentation of Methodology, “How I Learn” Narrative, Expectations for Class Assignments, Questions

Orientation Questions: Why is nationalism relevant to the experience of European states? What are the characteristics of pluralism as a theory of integration? What role did the United States play in the postwar European context? Identify Jean Monnet and define his goals for France and Europe in the international system. What is the nature of the German problem?

  • E.H. Carr. Nationalism and After. London: Macmillan, 1968.
  • Charles Pentland. International Theory and European Integration. London: Faber and Faber, 1973, pp. 29-63.
  • Geir Lundestad. “Empire” by Integration The United States and European Integration, 1945-1997. Oxford: OxfordUniversity Press, 1998, pp. 1-39.

Connor Cruise O’Brien, “The Wrath of Ages: Nationalism’s Primordial Roots,” Foreign Affairs November/December 1993 72 (5): 1-5 online,

  • Carnegie Council YouTube Channel,Laurent Cohen-Tanugi: It’s A Multipolar World,

Recommended Texts (“negotiated curriculum” to develop questions for thesis research):

  • Isaiah Berlin. Against the Current Essays in the History of Ideas. Princeton and Oxford: PrincetonUniversity Press, 1955, pp. 333-355.
  • Fritz Stern. Five Germanys I Have Known. New York: Farrar, Straus and Giroux, 2006, pp. 3-193.
  • François Duchêne. Jean Monnet The First Statesman of Interdependence. New York and London: W. W. Norton & Company, 1994, pp. 147-80.

Walt W. Rostow, ‘Marshall Plan Commemorative Sections: Lessons of the Plan: Looking Forward to the Next Century,’ Foreign Affairs May/June 1997 76 (3): 1-4 online,

Module 2:The European Coal and Steel Community - “How I Learn” Narrative Due (January 27)

Guest Speaker:Dr.Volker Berghahn, Seth Low Professor of History, ColumbiaUniversity

Use of Skype Technology for Global Outreach in the Learning Community

Orientation Questions: Why is the European Coal and Steel Community significant in the postwar experience of European states? Define the interests of the original Six member states in the initial Community?Discuss the different historical interpretations of the United States role in European integration during this period.Reflect on how the German question has evolved since this early period in light of its experiences and in the words of its leaders, particularly Adenauer, Brandt and Genscher.

  • John Gillingham, “Jean Monnet and the European Coal and Steel Community: A Preliminary Appraisal,” in Douglas Brinkley and Clifford Hackett, eds. Jean Monnet: The Path to European Unity. New York: St. Martin’s Press, 1991, pp. 129-62.
  • Robert Marjolin, “What Type of Europe?,” in Douglas Brinkley and Clifford Hackett, eds. Jean Monnet: The Path to European Unity. New York: St. Martin’s Press, 1991, pp. 163-83.
  • Geir Lundestad. “Empire” by Integration The United States and European Integration, 1945-1997. Oxford: OxfordUniversity Press, 1998, pp. 126-53.
  • François Duchêne. Jean Monnet The First Statesman of Interdependence. New York and London: W. W. Norton & Company, 1994, pp. 181-225.

Konrad Adenauer, “The German Problem, A World Problem,” Foreign Affairs October 1962 41 (1): 1-3 online,

Willy Brandt Discusses ‘German Unification and World Peace’ at DePauw,

Fora.TV, German Unification Twenty Years Later – Hans-Dietrich Genscher,

Recommended Texts (“negotiated curriculum” to develop questions for thesis research):

  • Fritz Stern. Five Germanys I Have Known. New York: Farrar, Straus and Giroux, 2006, pp. 194-303.
  • Alan S. Milward. with the assistance of George Brennan and Federico Romero. The European Rescue of the Nation-State. Second Edition.London and New York: Routledge, 2000, pp. 1 – 118.
  • François Duchêne, “Jean Monnet’s Methods,” in Douglas Brinkley and Clifford Hackett, eds. Jean Monnet: The Path to European Unity. New York: St. Martin’s Press, 1991, pp. 185-209.

YouTube, Tight Trade Restrictions in Europe Just after WW2, youtube.com/watch?v=x_cLQKGwmio

Module 3: The OriginalSixMemberStates / Defeat of the European Defense Community – Functionalism (February 3)

Orientation Questions: Discuss the origins of the European ambition for a common army? What are the characteristics of functionalism as a theory of integration? How did conflict on the Korean peninsula influence the development of European defense integration? Why was the European Defense Community defeated in the French National Assembly? What is Eurocorps? Why is this joint initiative relevant in the 21st century?

  • Charles Pentland. International Theory and European Integration. London: Faber and Faber, 1973, pp. 64-99.
  • François Duchêne. Jean Monnet The First Statesman of Interdependence. New York and London: W. W. Norton & Company, 1994, pp. 226-57.
  • Geir Lundestad. “Empire” by Integration The United States and European Integration, 1945-1997. Oxford: OxfordUniversity Press, 1998, pp. 40-57.
  • Craig Parsons. A Certain Idea of Europe. IthacaLondon: CornellUniversity Press, 2003, pp. 67-89.

Altiero Spinelli, “Atlantic Pact or European Unity?,” Foreign Affairs July 1962 40 (4): 1-5 online,

The reality of Eurocorps not yet fulfilled,

Recommended Texts (“negotiated curriculum” to develop questions for thesis research):

  • Raymond Aron. Memoirs Fifty Years of Political Reflection. New York and London: Holmes & Meier, 1990, pp. 180-98.
  • Philip Gordon. A Certain Idea of France. Princeton: PrincetonUniversity Press, 1993, pp. 3-52.
  • Raymond Aron and Daniel Lerner, eds. France Defeats EDC. New York: Praeger, 1957.

Module 4: The Institutions in the European Economic Community – Neo-Functionalism (February 10)