Module SGIA2321: DEBATES IN POLITICAL THEORY

Department: Government and International Affairs

SGIA2321: DEBATES IN POLITICAL THEORY

Prerequisites

• Any Level 1 SGIA module

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To enable students to gain more detailed knowledge of the development of key issues in political theory.
• To enable students to engage with relevant theoretical literature in the study of political theory.
• To provide a basis of theoretical understanding for the further study of political theory and democratic politics at level 3.

Content

• Indicative topics may include;
• Themes and approaches from Democratic political theory.
• Debates in modern analytical philosophy.

Learning Outcomes

• The nature and development of theoretical approaches in both historical and/or contemporary contexts.
• Varied theoretical debates, approaches to, and traditions about central themes in political theory.

• Apply theoretical, conceptual and critical analytical frameworks from political theory.
• Evaluate rival theories and interpretations of the subject matter with reference to theory and empirical evidence as appropriate.
• Appreciate the contested nature of the understanding of political phenomena.
• Appreciate the role and function of theory, and of different ways of theorising.

• Retrieve and utilise in written form resources students have been directed to.
• Assess the suitability and quality of resources for research purposes.
• Review, reinforce and integrate knowledge independently in preparation for assessment.
• The ability to effectively communicate in writing and verbally the subject matter, and defend particular theoretical arguments.

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

• Teaching will take the form of lectures accompanied by seminars.
• Lectures provide the substantive spine of the module, offering context and evaluation of the materials and arguments presented in the reading list and acquired independently in students' preparation time. They are designed to inform and provoke but represent only a foundational core on which students necessarily need to build.
• Seminars will be discussion-based student-led activities facilitated by a tutor but primarily relying on student contributions and thus consolidating knowledge and developing argumentation and critical engagement skills.
• The essay assignment promotes written communication and research skills, including the ability to organise learned material independently and to bring it to bear in answer to a specific question or questions.
• Two formative essays provide the opportunity to practice and develop writing skills in explaining and analysing the course material. The formative will help prepare students for the summative assignments.
• Students have a choice for the summative assessment of producing one research essay of 3,000 words (100%) OR one essay comprising of two 1,500 word essays (each question would be equally weighted and one overall mark provided – 100%) from the same selection of summative essay questions.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Two formative essays of 1,500 words each

■ 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