Module SGIA1231: Introduction to Political Theory

Department: Government and International Affairs

SGIA1231: Introduction to Political Theory

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• The module lays the basis for a systematic understanding of the role that key political ideals, values, and theories play in shaping modern political thought, justifying and critiquing political institutions and public policy, and influencing political behaviour and change.
• It introduces students to the contested nature and boundaries of political theories and ideas, offering initial insight into the significance of this contestation for wider human activity.
• It also introduces students to competing theories of justice, freedom, and equality and demonstrates how arguments in favour of particular interpretations of ideals can be justified and critiqued to offer reasoned support or opposition to public policies and political institutions.

Content

• Indicative content of the module includes theories of justice, liberty, and well-being, and their application to critically assess particular public policies and governance arrangements.
• Indicative topics may include (but are not limited to): Liberty, Equality, Social Justice, Distributive Justice, Well-being, Feminism, Responsibility, Paternalism, Luck, and Injustice.

Learning Outcomes

• Core concepts, arguments, and debates in contemporary political philosophy.
• Basic techniques and methods for theorising, investigating and evaluating political phenomena from contemporary political theory.
• The interaction of political structures, political ideas, social groups and individuals in the pursuit of political goals and their distributive implications.

• Analyse and critically evaluate competing theories of justice, freedom, and equality, and political institutions and policies, producing reason-based judgements and arguments.
• Identify, interpret, and apply appropriate methods of normative analysis to political problems, ideas, and arguments, making effective use of diverse theoretical sources.
• Plan, execute, and present an independent piece of work, in which qualities such as time management, problem solving, and critical thinking are evident, as well as the interpretation and evaluation of theoretical arguments.

• Develop and deploy skills in conceptual analysis, critical thinking, and argumentative reasoning.
• Produce clear written communication in a variety of formats focused on the analysis, comparison and assessment of theoretical literature, with clarity, confidence, and precision, and the ability to improve these skills through giving and receiving critical feedback.
• Work independently and/or as part of a team to complete tasks efficiently, effectively, and to a deadline.

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

• Digital Learning:
• The module uses a Virtual Learning Environment (VLE) to provide students with online access to core materials that will support synchronous learning sessions, including:
• Required and additional readings for specific learning sessions that scaffold learning and ensure accessibility to synchronous sessions for all students
• Lecture recordings
• Lecture slides
• Appropriate multi-media and other on-line resources linked to specific learning sessions.
• Lectures for this module will:
• Provide an introduction to core concepts and theoretical approaches.
• Provide an overview of the wider debates within which the core reading is situated.
• Seminars for this module will:
• Offer students an opportunity to clarify their understanding of the material, and ask any questions regarding content.
• Provide a forum in which to test and evaluate arguments, and offer and receive constructive criticism.
• A chance to consider the practical application of theoretical ideas, and discuss them in an applied context.
• Formative assessment:
• One 1,000 word essay.
• This task will give students an opportunity to practice understanding of complex ideas, argumentation skills, and written communication, and test the student's ability to research a topic, use appropriate methods of scholarly citation, and assess the quality and relevance of sources and arguments.
• Summative assessments:
• A take home, written examination that tests students' acquisition and retention of subject specific knowledge and their skills of description and summary, as well as analysis, argumentation, evaluation skills, critical analysis, and the appropriate application of ideas to new examples. It also offers an opportunity to plan and execute, an independent piece of work, with clarity, confidence, and precision.
• Satisfactory completion of the following ‘micro assignments’:
• 1. (*) Critical point (300 words)
• 2. Mark a sample essay
• 3. (*) Reconstruct an argument (300 words)
• 4. Critical point (300 words)
• 5. Mark another students’ critical point
• 6. (*) Introduction for an essay (250 words)
• All assignments will be marked as pass/fail by the seminar tutor. Three (marked with a (*)) will receive written feedback, and the rest will receive verbal feedback in seminars, as well as peer feedback.
• If a pass mark is received for all assignments the student will receive the full 10% contribution to their overall grade (or else a proportion according to the number of assignments they have passed).
• This element of the summative allows students to strengthen their argumentative and critical thinking skills, use diverse sources, apply theoretical knowledge to practical problems, to work independently and with their fellow students, to reflect on their own work and to provide critical feedback on others’ work, to understand, summarise and explain complex ideas, to analyse theories and ideas, produce clear written communication in a variety of formats.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

A 1,000 word essay

■ Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.