Mark A. Martinez CSU, Bakersfield
Spring 2011 INST 390
INTERDISCIPLINARY STUDIES
In this Interdisciplinary Studies course we will look at how disciplines in the Social Sciences can help us better understand our world, our country, and our role as global citizens. The objective is to familiarize students with the approaches and tools necessary for analyzing our local, national, and global communities. By drawing from history, economics, political science, anthropology, and other disciplines we will examine the challenges that confront our world as we have struggled to make the transition from feudal societies to industrial societies and, for some states, past post-industrial societies. In particular we will look at how each of these society types impact our world by looking at the political, economic, and social structures that have been created. Because this course carries credits for the Departments of Economics, History, and Political Science, we will draw our examples primarily from these three disciplines.
Specifically we will begin by looking at how we study the modern world. To do so the first seven weeks of this course introduces the student to the methods and approaches employed in the social sciences to understand the ideas, institutions and processes that have shaped our world. In doing so, we will look at the evolution of the nation-state, nationalism, the intellectual roots of classic liberalism (i.e. democracy and capitalism), and how “new” liberal ideologies (socialism, Marxism, fascism, etc.) shaped nation-states in the 19th and 20th century. Here we will also look at some of the contemporary problems that confront our world by reviewing some of the conceptual and developmental challenges associated with studying domestic institutions and processes associated with globalization. In the last part of this class, and closer to home, we will look at on-going challenges tied to pressing policy concerns in California, the threats posed by a post-9/11 world, and the recent market collapse.
Readings
In addition to various articles that may be distributed or placed in Library Reserve, the following four books are required:
1.Theda Skocpol, editor, Vision and Method in Historical Sociology. Cambridge, UK: CambridgeUniversity Presss, 1984.
2.Mark A. Martinez, The Myth of the Free Market: The Role of the State in a Capitalist Economy. Sterling, VA: Kumarian Press, 2009.
3.Carolina Maria de Jesus, Child of the Dark: The Diary of Carolina Maria de Jesus, (Translated from the Portuguese by David St. Clair). NY, NY: Mentor, 1963.
4.Mark Arax and Rick Wartzman, The King of Califorina: J.G. Boswell and the Making of A Secret American Empire. NY, NY: Public Affairs, 2005).
Course objectives
Because this is an advanced course for Social Scientists, the primary objective is to insure sufficient knowledge, and even mastery, of basic historical information and the approaches utilized by social scientists in their quest to understand our world. Embracing what Theda Skocpol referred to as a problem-oriented approach to historical sociology, we will not attempt to rework or reveal weaknesses in existing theoretical approaches, nor attempt to find alternative paradigms to replace certain perspectives. Instead, we will learn to appreciate how studying civilizations, generations, and profiles are just as important to understanding historical patterns as is the study of important dates, key individuals, and grand theory.
While we will study varying approaches that help us make sense of historical patterns, we will not drill each other about the “superiority” of one approach over another. Instead, we will learn how cultural milieus are just important as understanding the historical events that emerge from these milieus. In the process we will attempt sharpen the skills you already possess by having each student (1) submit written essays, (2) make presentations, and (3) lead a seminar sessions.
OBJECTIVES MEET Grading
The primary objective of this course is to insure that each student can identify and develop information from the fields of political science, history, economics, and psychology. How you identify and integrate various disciplines in your projects will influence your grade. As a result, students will be asked to make two in class presentations on one of the chapters from the Skocpol and Martinez texts. One presentation must be done in power point, the other will have you lead the class in a seminar-like presentation. You can decide which presentation will be power point, and which will be seminar style. Each presentation will count for 20% each of your grade, for a total of 40%.
We will also focus on reinforcing other written skills that you have acquired throughout your university and college years. As a result you will be asked to submit two 1,500 word book reviews of Child of the Dark and The King of California. Each book review will be worth 20% each, for a total of 40%. Depending on the size of the class, I may be asking each student to lead at least one class lecture session from one of your book reviews. Adjustments will be made accordingly. As well, to insure that you are engaged and understand the importance of proper note taking, I will ask that you keep a journal of what was said and discussed in class. Proper participation and good note taking means you must come prepared, and arrive in class with each section’s reading done. For those of you who may be shy about participating in class your notes will constitute your participation. Your participation in class will represent the final 20% of your grade. Your journal must be submitted on the final day of class.
Preparing Your Reviews / journals
Because success in the social sciences requires observation and sound analysis, all work submitted and presented must be both well organized and analytical, and not merely descriptive. Successful presentations will exhibit the following elements:
1. Identify the key problems of the topic or issue at hand.
2. Identify and evaluate alternative point(s) of view.
3. Elaboration of your own argument.
Submitted book reviews will: Contain 1,500 words, include a separate title page, be stapled, have page numbers, have proper margins, be double-spaced, contain 23 to 27 lines per page, be of 12 font, have proper citations, be presented in Courier, Times, or Times New Roman, and contain a suitable conclusion. In sum, scholarly style and presentation are expected. Deviations from these guidelines will count against your final paper grade.
Class Decorum / Electrical Equipment
It is my view that you are all mature adults who have made genuine commitments to your education. Part of making this commitment is being aware that you are participating in a public forum every time you enter class. For this reason I expect every student who attends class to follow basic public standards and university etiquette, and will:
1.Arrive on time.
2.Not talk during class lecture and discussions.
3.Not walk out in the middle of lecture (breaks will be given).
4.Not bring in anything to eat or snack on (something to drink is fine).
5.Be prepared to be active participants in your education process. This means that you adhere to the above four points and come prepared to do more than “just take notes.”
Because I believe you are committed to your education, I do not take roll, do not require attendance, and do not require you to call me if you are not going to be in class. The assumption is that you already understand the significance of being responsible students and recognize the importance of honoring your commitment to your education.
Similarly, it is expected that students will respect the environment of the class - and the wishes of other students - and turn off beepers, cell phones, or any other electrical equipment that have the potential for disrupting the continuity of class. Failure to respect these guidelines during class lecture will be treated with accordingly. If you believe you have a reason to be exempt from these “electrical” guidelines please see me at your earliest convenience. In return for your undivided attention I promise to provide a constructive and intellectually stimulating classroom environment.
Instructor Information
______
Office: BDC 241Office Hours:MW8:30 – 9:30 am
M-W 2:20 – 3:00 pm
TH 10:00 a.m. - Noon
Phone: 654-2352 E-Mail:
______
PART I
Roots of the Nation-State & Political Order
Week 1: methods & theory in the social sciences
Theme/Focus: Concepts for Understanding Political Order & Nation-States.
* Skocpol: Chp. 1, “Sociology‘s Historical Imagination.”
* Daniel Chirot (in Skocpol): “The Social and Historical Landscape of Marc Bloch.”
Week 2: UNDERSTANDING cultural lags & liberal order
Theme/Focus: The Impact of the Renaissance & Enlightenment.
* Dietrich Rueschemeyer (in Skocpol), Chp. 5: “Theoretical Generalization and Historical Particularity in the Comparative Sociology of Reinhard Bendix.”
* Ellen Kay Trimberger (in Skocpol), Chp. 7: E.P. Thompson: Understanding the Process of History.”
* Martinez: Chp. 3, “The Very Political Roots of Capitalism ...”
Week 3: rise of the Nation-state & nationalism
Theme/Focus: The Impact of War & Trade on Nation-States.
* Lynn Hunt (in Skocpol), Chp. 8: “Charles Tilly’s Collective Action.”
* Martinez: Chp. 4, “Manias and the Philosophers’ Stone: The Road to Wealth and Regulated Money.”
* Martinez: Chap. 5, “War Made the State and the State Made War.”
Week 4: states & markets
Theme/Focus: Understanding How Modern Markets Work.
* Fred Block & Margaret P. Somers: Chp. 3, “Beyond the Economistic Fallacy.”
* Martinez: Chp. 1, “Milton Friedman Got It Wrong: Politics is at the Heart of Capitalism.”
* Martinez: Chp. 6, “How Medieval Organized Violence Led to Mercantilism, Middle-Class Bargains and Market Capitalism,” (114-125 only).
PART II
The Evolution of Post-Industrial Societies and the Rise of the ModernLiberalState
Week 5: liberalism & the impact of globalization
Theme/Focus: Ideas, Structures & Process That Shape Trade.
* Charles Ragin & Daniel Chirot (in Skocpol), Chp. 9: “The World System of Immanuel Wallerstein: Sociology and Politics as History.”
* Martinez: Chp. 6, “How Medieval Organized Violence Led to Mercantilism, Middle-Class Bargains and Market Capitalism,” (125-140 only).
* Martinez: Chp. 7, “Toward ‘Freer’ International Trade.”
Week 6: (mis)UNDERSTANDING Modern States?
Theme/Focus: How Modern Bureaucratic States Operate.
* Gary G. Hamilton: Chp. 4, “Configurations in History: The Historical Sociology of S.N. Eisenstadt.”
Week 7: contemporary CHALLENGES IN CALIFORNIA
Theme/Focus: Water, Agriculture, and Modern Politics in California
* Mark Arax: The King of California.
* Readings: TBA and On Reserve
PART III
Pressing Policy Concerns in America, and the World
Week 8: The international context
Theme/Focus: 19th Century Developments, 20th Century Outcome.
* Dennis Smith: Chp. 10, “Discovering Facts and Value: The Historical Sociology of BarringtonMoore.”
* Martinez: Chp. 8, “America’s Post-World War II Grand Liberal Order.”
* Martinez: Chp. 9, “From Keynes to Deregulation and Exploding Capital Flows.”
Week 9: The Limits of Development
Theme/Focus: Underdevelopment and its Impact on Global Relations.
* Mary Fulbrook & Theda Skocpol: Chp. 6, “Destined Pathways: The Historical Sociology of Perry Anderson.”
* Carolina Maria de Jesus, Child of the Dark: The Diary of Carolina Maria de Jesus.
Weeks 10: forces changing the social contract
Theme/Focus: Continuity and Change in a Post-9/11 World.
* Theda Skocpol: Chp. 11, “Emerging Agendas and Recurrent Strategies in Historical Sociology.”
* Martinez: Chp. 10, “An Empire of Debt: Violating Adam Smith’s Laws of Nature?”
* Martinez: Chp. 12, “From Deregulation to the Mother of All Bailouts.”