Asian Transitions from Communism
Political Science 721-01
Department of Political Science
San Francisco State University
Spring 2004
Instructor: Dr. Sujian Guo
Office: HSS 132
Phone: (415) 338-7523
E-mail:
Website:bss.sfsu.edu/sguo
Office Hours: TTH 2-4pm
Class Hours: Thursday6:10pm – 9:50pm
Classroom:HSS 201
Required Reading Materials
All assigned reading materials (book chapters and academic journal articles) are placed on the library electronic reserves with an assigned password “greatleapforward” for login. You need to make your own copies of all these reading materials. Since no textbooks are assigned, these reading materials are essential for you to comprehend the subject matter and issues under study.
Course Objectives and Descriptions
This course emphasizes substantial reading, intensive writing, careful analysis, systematic evaluation, rigorous training in conceptual ability, research ability, critical thinking, and writing, speaking and leadership skills.
This seminar course will conduct a comparative study of the political economy of transitions from communism in East and Southeast Asian countries – China, North Korea, Vietnam, Laos, and Cambodia. Most of these Asian one-party communist states have not only survived but also enhanced their strength in the grand failure of communism in the 1990s. Asian communist countries have demonstrated a different pattern of transition as compared to formerly communist countries of Russia and Eastern Europe – “institutional” phased or gradualist approach versus “neoclassical” Big Bang or radical approach. The debate between shock-therapists and gradualists has dominated professional discussions on transitions from communism for the whole decade of the 1990s. The experience of the 1990s was that big-bang approaches in Eastern Europe were painful, leading to unexpectedly large and persistent reductions in output growth, while gradualist approaches in Asia were surprisingly successful, leading to significant accelerations in output growth. To learn real valuable lessons about the choice of reform strategy from the different patterns of transition, this course will put the Asian transition in a broader comparative context in which transition has taken place across the two regions.
This course will conduct a systematic cross-national comparison of Asian communist and post-communist states by comparing their pre-reform economic models, exploring the causal variables that have contributed to the reform efforts across the Asian countries, discussing the significance of the sequencing of political and economic transitions and the interplay between politics and economy in determining variations in transition outcome, and seeking to draw some real lessons about the choice of reform strategy from the different patterns of transition from communism as compared to formerly communist states in Russia and Eastern Europe.
This course will also compare and evaluate the change in these countries, examine what has changed and what has not, in degree or in kind, and address the century-old question: Who will be the winner in the grand failure of communism: market capitalism or market socialism? In other words, has socialism been entirely exhausted? Can the traditional goals and values of communists be recast under the rubric of markets? Have these Asian countries offered an alternative to the socialist planned economy and the capitalist market economy during the demise of communism at the “End of History?” Can market socialism, a market-based form of socialism within the political context of one-party communist rule, find a way out of the difficulties or crises of communism and compete successfully with market capitalism? A rethinking of socialism will not only help to address these questions but also provide a better understanding of the practical and theoretical implications of market socialism for the future of these East and Southeast Asian countries.
Course Requirements and Policies
(1)Oral presentation, participation and Leadership of Discussion (10%). We will have only one seminar meeting every week. Your careful preparation of the assigned readings and active participation in weekly discussions are required for each class. “Preparation” entails that you are required to read carefully all the assigned materials and write short essays on the sets of readings for the topics under study at each weekly meeting. “Participation” means that each of you will rotate responsibility for leading discussions and participate actively in weekly discussions, with a list of questions and comments on the readings. Each student will make one oral presentation and lead the class discussion during the semester. For my record, the presenter should provide me with a detailed outline of presentation at the beginning of the class. The presentation should last about 20-30 minutes and utilize an overhead projector, audio-visual equipment, or something most of you will have to do whatever career you pursue after college. A schedule of your responsibility for presentation and leading discussions will be established early in the semester. There will be a sign-up sheet for you to choose the topic of your presentation. Active and effective participation in seminar discussions is a vital component of this course. Your oral presentation and class participation will constitute 10%. Due to the very limited number of seminar meetings, absence of class will affect your overall participation grade adversely.
(2) Three group project assignments, 10 points for each (30%). The class will be divided into two groups at the beginning of the semester. A group leader will be assigned to each group and he or she will receive extra credits (10 points) for his/her leading role in organization of group activities, final assembly of facts or data for the assignments, and report of group members’ participation. Students are encouraged to talk with the instructor if he or she has the desire for the leading positions, but the positions will be filled up on a competitive basis. Those who demonstrate the passion and ability to lead will be selected. Group project assignment sheets are posted online at my website. All assignments must be completed using computer – no hand written work will be accepted.
♦ Project #1: Each group will conduct an assessment of the status of economic reforms in countries under study and fill up the information sheet provided for the class. Brief explanations and specific sources/citations for each item must be attached. To facilitate students’ research, a list of general Internet sources will also be provided together with the information sheet. But, students must go beyond the provided materials in order to complete the assignment. Group members should have a division of labor to cover different countries and each member must make a contribution to the project. Group leaders:Responsible for division of labor among the group members, participate in one country search, and final assembly of facts and data for the information sheet. The information sheet must be attached with all the work of individual members and turned in to the instructor at the end of the semester – on the day when class ends. Failure to participate the group project and submit assignments will receive zero point for the project. Project #1 due on May 13, 2004
♦ Project #2: Read class materials and search outside classroom materials to complete the following project: Write an essay to summarize the major arguments in the academic literature on the causes of economic reforms in these Asian communist states. In other words, explain why these countries launched economic reform and moved away from centrally planned command economies – at least three main reasons must be provided.
1-2 single-spaced page(s) on each country: China, North Korea, Vietnam, Laos, and Cambodia. Group members should have a division of labor to cover different countries under study and each member must make a contribution to the project. All sources of the materials used must be properly footnoted – to demonstrate that you have done sufficient research on this subject. Any words, statements, descriptions, ideas, evidence or anything that is not yours must be given specific sources and page numbers. Group leaders: Responsible for division of labor among group members, participate in one country research, and final assembly of essays on each country under study. The final project must be attached with all the work of individual members and turned in to the instructor on March 18, 2004.
♦ Project #3: A class debate on the topic “Future for Market Socialism” will be held at the end of the semester. The class will be divided into two camps – “for” versus “against” on the thematic topic and a set of questions provided. Group leaders:Each group must prepare outlines or scripts for the questions and submit them to the instructor one week before the class debate. All group members should be familiar with the information, major arguments, empirical evidence, and conclusions prepared for the question in the debate, and participate actively in the class debate. The debate will be moderated and evaluated by the instructor. Failure to participate in the group activities and the class debate will receive zero points for the project. Project #3 due May 6, 2004.
(3)Critical Short Essays (30%). You will be writing 7 short critical and analytical essays on the sets of readings for each of the scheduled topics. Each essay counts approximately 4 points. Your essays should be approximately 2 single-spaced pages, in a concise but effective fashion, with all direct quotes properly footnoted if any. Simply stapled - not to use paper clips. Unstapled essays will have point deduction.In the interest of fairness to all students, late assignments will not be accepted. Absolutely no exception!
You essays will be evaluated on the following basis: in the essays you summarize (1) the major problem or question under study, (2) the main argument addressed to the problem, (3) the conclusions of each assigned reading, (4) and your critical comments or analysis on the overall readings. The following questions will help you develop your critical thinking: What are the thesis, key arguments/assumptions, evidence/examples in support of arguments, and conclusions in each of assigned readings? Is the thesis/argument of each author clearly stated and readily understood? Does the author provide sufficient evidence to support his or her main argument? If not, what appears to be lacking? Are there any unanswered questions you think the author should address in the work? Do you have any suggestions for the future research? These writing assignments will not only familiarize you with the issues, problems, theories and practices of democratic transitions and prepare you for the effective class participation but also help you develop the conceptual ability, creative and critical thinking, and writing skills in political science.
(4)Research Paper (30%). You are also required to write a research paper on the course theme and countries under study, which accounts for 30% of your final grade. Your paper should be typed in double space, and 15-20 pages in length. It will be always helpful to search the Internet for the reference. But your main sources of citation must be academic journals and books. At a minimum you should use 10 sources of academic journal articles and books. You must use correct citation for your paper. Plagiarism is when you use someone else’s words or ideas without attributing the proper source. Feel free to rely on someone else’s words, concepts, arguments, ideas, explanations, or descriptions, but make sure that anything you cite from the literature or anything that is not yours must be properly footnoted. Students will receive F’s for plagiarized work. Your paper must conform to college-level standards of quality. Poor grammar or spelling and improper citation style will be counted against your grade. Visit my personal website for more detail information on paper guidelines and paper grading criteria: bss.sfsu.edu/sguo No cover or binding on your paper please! Include a cover sheet with your paper title and your name, and staple the entire paper in the upper left-hand corner.
You should be free to choose a topic on your own. But, do not turn in a paper that was prepared for a different class. As a general rule, a topic for the paper must be closely related to the course theme or some aspects of the subject matter covered in this course and to the countries under study. Therefore,a self-selected topic for the paper must be submitted in writing and approved by the instructor as early as possible.Your paper with a self-selected topic will not be accepted (you will receive a zero score) without my pre-approval. You are required to submit a topic proposal, which includes such key research elements as “what is your paper topic,” “what is your research question,” “why this question,” “how to solve this question,” and “what are the major sources of your research,” before or on April 8(Thursday), 2004. Your paper is due May 6 (Thursday), 2004. Late paper will not be accepted.
The written work, participation, and leadership of discussion will offer you a good opportunity to practice writing and thinking analytically and critically, maximize your potential of conceptual ability and writing and speaking skills, and prepare you for work in a world of increasing complexity and diversity or for life as “productive and responsible democratic citizens” and leaders in your political, cultural, and professional communities.
(4) Incomplete grade. According to the university policy, an “incomplete” grade (I) can only be given when the student has completed 75% of the course and the student has a passing grade. An incomplete is a grade that should only be given in circumstances where students cannot attend in a situation that is beyond their control – “only given for documented emergencies.” But the student can instead withdraw (W) from class. The student who does not withdraw properly gets a U grade (administrative grade) that turns into an F after a year if the student does not make up for it.
(5) Syllabus and email account. You must read the syllabus for this course very carefully and clearly understand the course objectives, requirements, policies, and schedules. Any other additional announcements verbally given in class, email, or online concerning lecture schedules and other course-related matters are equally binding as the written directions contained in this syllabus. Failure to observe them simply because of absences or tardiness does not excuse the student. All students are required to set up a SFSU email account with forwarding files that will redirect emails to the personal preferred email account if you do not check your SFSU email regularly (go to SFSU website, click on “Technology,” and then select “Internet Account Services”). Your SFSU email address must be shown in faculty rosters within the second week of the semester. It is the student’s responsibility to be kept abreast of them. Group projects, communication between the group and the instructor, instructions on your academic work will rely heavily on the email communication, because we will only meet once during the evening class sessions. How to forward your emails from SFSU email account to your non-SFSU email account? Click here:
(6) Use me to facilitate your goal. Should you have any question about any aspect of this course or experience difficulty, please do not wait until the last minute to discuss it with me. You may reach me either during my office hours or via email.
Outline of the Course
1/29Introduction
No Reading
2/5 & 2/12Shock Therapists versus Gradualists
(Essay #1 is due on Feb. 5)
Readings:♦Wing Thye Woo, “The Art of Reforming Centrally Planned Economies: Comparing China, Poland, and Russia,” Journal of Comparative Economics, vol. 18, no. 3, 1994, pp. 276-308;
♦Jeffrey Sachs and Wing Thye Woo, “Structural Factors in the Economic Reforms of China, Eastern Europe, and the Former Soviet Union,” Economic Policy, April, 1994, pp. 101-145;
♦Gerard Roland, “Political Economy of Sequencing Tactics in the Transition Period,” in Laszlo Csaba, ed., Systemic Change and Stabilization in Eastern Europe (Dartmouth, UK: Aldershot, 1991);
♦John McMillan and Barry Naughton, “How to Reform a Planned Economy: Lessons from China,” Oxford Review of Economic Policy, vol. 8, no. 1, 1992, pp. 130-143;
2/19 & 2/26Pre-Transition Socialist Models – China, North Korea, and Indochina
(Essay #2 is due on Feb. 19)
Readings:♦Peter Nolan and Robert F. Ash, “China’s Economy on the Eve of Reform,” in Andrew G. Walder, China’s Transitional Economy (Oxford University Press, 1996)
♦Marina Ye Trigubenko, “Economic Characteristics and Prospect for Development,” in Han S. Park, ed., North Korea: Ideology, Politics, and Economy (Englewood Cliffs, NJ: Prentice Hall, 1996)
♦Borje Ljunggren, The Challenge of Reform in Indochina (Cambridge University Press, 1993), pp. 54-66