Module SGIA1091: Theory and History in International Relations

Department: Government and International Affairs

SGIA1091: Theory and History in International Relations

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• The module aims to introduce students to major issues in international relations theory and to locate these in historical context. It is designed to introduce students to the interplay between theoretical and historical developments and to establish a basis for more advanced study of theoretical and historical aspects of international relations.

Content

• The module takes a number of key texts in the development of international relations theory, from a range of theoretical positions, and sets them against the historical events that informed their development. Indicative examples might include Alfred Mahan on geopolitics and the Anglo-German naval race; EH Carr and the rise of Fascism; Hans Morgenthau and the defeat of Nazism; John Herz and the emergence of nuclear bipolarity; Graham Allison and the Cuban Missile Crisis; Hedley Bull and decolonisation; Robert Keohane and Joseph Nye on interdependence and the collapse of the Bretton Woods system; John Mearsheimer and the end of the Cold War, Nicholas Wheeler and post-Cold war intervention; and Jean Elshtain and the 'war on terror'.
• Through historical contextualisation students should gain useful knowledge of international political history and also an opportunity to apply theoretical propositions to historical cases, enhancing their appreciation for the complex relationship between theory and practice in international relations, laying foundations for formal study of methodological issues in subsequent modules.

Learning Outcomes

• Subject knowledge will typically include:
• Detailed and specific knowledge of central elements of the theoretical contribution made by specific theorists in international relations;
• Knowledge of historical contexts relevant and appropriate to the theoretical texts covered in the module;
• Knowledge of basic methods of constructing analysis of theory through its application to historical cases and contexts, and the role of such cases and contexts in shaping theoretical developments.

• Subject skills will typically include:
• The ability to accurately describe and summarise academic literature in this area, both theoretical and historical;
• Show an appreciation for the importance of historical context in the development and analysis of theory;
• An ability to identify the differences between different theories and their explanations of and relationship to historical cases and contexts;
• Recognising the need for and beginning to develop a capacity to, adopt a self-critical and independent approach to learning.

• Key skills will typically include:
• Accessing and utilising learning resources, both with guidance and independently;
• Basic research techniques in international relations and the assessment of resources for their quality and suitability;
• Planning and writing academic assignments under time pressure and without recourse to supporting materials;
• Effective communication of knowledge and understanding of the subject, and of analytical capability, within a tightly defined framework.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The module is taught through a structured lecture programme, supported by tutorials. After initial introductory sessions, lectures concentrate on specific, major texts in international relations theory, linking them to historical episodes that both shaped the production of those texts and which the theory is claimed to illuminate. These interactions are explored in tutorials which, starting from the text, offer an opportunity for structured and guided discussion and analysis, helping students understand the process of theoretical and historical interaction and helping them reach an assessment of the merits of the text.
• Formative assessment by presentation and essay gives students an opportunity to practice oral and written communication of the knowledge they obtain during the course. It also provides feedback mechanisms helping students understand their level of success in attaining the module's learning outcomes.
• The module will also involve the screening of a full length documentary of a subject matter specifically related to the course content, with a corresponding tutorial. This screening and subsequent discussion encourages students to broaden the application of their intellectual skills to political discourses that are presented in different formats.
• Summative assessment by unseen written examination tests students' acquisition and retention of subject specific knowledge and their skills of description and summary. Questions will require demonstration of the ability to identify differences between theories and their explanation of and relationship to historical cases. Examinations are also a test of key skill acquisition through demonstrating suitable breadth and depth of knowledge gained via guided and independent research, deployment of appropriate resources and effective planning, writing and communication within a structured framework.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One 1,500-word essay submitted in the Michaelmas Term, and one mock examination at the end of the Epiphany Term. Tutorial presentation.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University