"German Politics and Culture" has a dual objective, as both area studies and applied social science theory seminar.
"Das alles ist Deutschland" / "All this is Germany" -- Flear feat Bushido (2010)
On the one hand, the class is an "area study" of German history, politics and culture. It charters the various German Sonderwege (unique, separate historic path) and Irrwege (meanders) from the failure of the Weimar Republic to fascist rule and the institutionalization of liberal democracy in the Federal Republic to current challenges facing the welfare state and the crisis of european integration. Germany is interesting in its own right, as a leading economy and European pioneer, but also serves as a powerful prism of the dynamics, disruptions and contradictions of western (post?-)modernity. In addition, of course, it is the home to Jacobs University and its international students.
On the other hand, the class applies selected theoretical perspectives from the breadth of social sciences and beyond to contextualize the German experience, ranging from Political Science and Sociology to Social Psychology and Economics. The course highlights primary texts by renowned authors --including Hannah Arendt, Zygmunt Bauman, Charles Tilly, Philip Zimbardo, Robert Dahl, Peggy & Richard Musgrave, Claus Offe and Jürgen Habermas -- whose diverse and seminal contributions serve both to train students in their application as well as to elucidate what is specific to the German experience, and what can be generalized.
The class focuses on critical reading and analytical synthesis. Students prepare presentations, write several (short) essays and participate actively in class as well as online discussions.
The class is supplemented by a field trip to the nation's capital, Berlin, where students will visit institutions, museums and experience the flair of contemporary urban life in a once again vibrant (if broke) metropolis.
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This syllabus does not include an actual course plan.
For that information, go to:
The seminar is organized in topics and subtopics (1.0-4.0). You will find this structure everywhere -- on the assignments spreadsheet and the forum -- and it should make navigating really easy.
Here is an example:
Obviously, you can also do this any other way around; maybe you'll decide on a presentation topic and then figure out when it's due etc. ... .
We will be using a variety of web-based venues for this class:
If you have more than one grade component with a failing grade (4.67 or worse), you fail the course.
Especially because this is a seminar -- and not a lecture -- to have productive discussions, we need to prepare carefully.
Ideally, you should diversify your assignments: do different jobs on different topics.
Students must read all assigned mandatory reading prior to the seminar session to which they pertain and should consider answering reading questions and responding to other online prompts.
Texts marked as background readings in the assignments spreadsheet are long and mandatory -- but should be relatively light reading. They set up the historical events and institutional details of the German case on which we will apply selected social science theories and concepts.
Texts marked as theory readings in the assignments spreadsheet are shorter and mandatory -- but can be tough going. They provide the theories and concepts with which we will analyze the German case.
Careful reading will require a significant amount of time.
You are encouraged to engage the recommended reading; focus on what you are most interested in. You are expected to consider at least some of the recommended readings in your essay or presentation on a given topic.
Also consider these suggestions for academic reading.
Students are expected to participate during seminar sessions as well as online. Both contribute to your active participation grade.
Obviously, regular attendance is a necessary -- but not a sufficient -- condition for participation.
A metaphor: Good participation behaves like a water container with four walls: 1. Quality 2. Relevance 3. Quantity 4. Attendance If any of these walls is leaky, water will drain from the container. The lowest container wall will determine the water level it can hold.
I am aware that people who participate in this seminar have vastly different academic backgrounds and experiences. To level the playing field, I have assigned extensive background reading that should get everyone up to speed. In addition, the discussions in class usually do not concentrate on facts or historical data (from Germany or elsewhere), but we will apply and discuss competing theories to explain the particularities of the German experience.
I also understand that people are used to different classroom cultures and have different temperaments. I expect that everyone participates both in the seminar and online, but you can emphasize whichever forum suits you better.
In addition to regular seminar discussions, we will also have up to two formal debates, in which some students can sign up to participate.
I expect everyone to participate in the online community on Google+, too. This forum will be a valuable resource for all participants, and therefore, everyone should chip in.
The community is generally open to any additional questions, comments or recommendations you might have. Post away.
There are also some predefined tasks I'd like you take up online:
You do not have to do all of these assignments, but you should contribute your fair share. You also do not have to sign up for these assignments in advance, but signing up might make it easier for everyone to coordinate.
Quizzes will cover the mandatory readings, but may also include concepts covered in past seminar sessions. They will generally be multiple-choice, and will not be announced in advance.
Quizzes will be closed-book, but will generally not require you to memorize details (such as dates or names). They may, however, test knowledge of important concepts or terms from the readings. You will not need to study for these quizzes: if you have carefully worked through the readings, you should do fine.
Every participant is expected to give a presentation (7 minutes per person) on one of the listed topics in the seminar. The presentations are to be done individually. In addition, presenters should prepare questions for a stimulating discussion of about 3 minutes.
Good presentations should not merely summarize the assigned readings, but instead, provide a critical perspective on them and make them relevant to the class context. That also means that you can be selective.
Note that the course plan can change on short notice, so you should be prepared to give your presentations at least one session in advance of the scheduled date.
You must sign up for the presentations on the assignments spreadsheet.
Also consider these suggestions for a good presentation.
Make sure that whatever technology you want to use during your presentation is reliable and quick to set up. Getting the projector to work is your responsibility.
Remember to share your presentation on the Google+ Community, ideally embedded directly. There are several ways to accomplish this, in roughly decreasing order of elegance, to do this:
Whatever you do, it's got to be on Google+.
Students must write one to three essays on different topics, totaling around 4,000 words. You can divide up the words between the essays any way you like, but no essay can be shorter than 1,000 words. Grades will be weighted by the number of words.
Anything less than 3,500 words will probably fall short on substance. Anything more than 4,500 words better be really good (and you don't have to do that much work).
The three topics, corresponding to the seminar sections, are: 1. Death, a Master from Germany? 2. Lessons Learned? 3. The Way Ahead
You should begin to write your essay only after the respective topic has been discussed in class. You must hand in your essay seven days before the grade submission deadline of for the respective term.
Because essays will, in large part, be based on discussions and concepts developed in class, it will be nearly impossible for students to write a decent essay without attending seminar.
You need not conduct your own literature research for these essays; the assigned readings provide a sufficient theoretical and historiographic basis. You should, however, venture beyond the mandatory readings and also consider at least some of the recommended readings in your work. Of course, you can also add any additional literature that you think interesting.
You should also consider these suggestions for writing good essays.
To submit your essays, please write (or at least paste) them on Google Drive as a native Google document and share the document with me (email@example.com). You can also ask me for feedback on outlines (but not complete drafts) in the same way. Google does not offer the best word processor -- let alone typesetter -- out there, but it provides convenient annotation and tracked changes.
Discuss Goldhagen's thesis and its critics (such as Bauer, Browning) in light of selected theories of social change (such as sociobiology, constructivism, and social psychology) covered in class and in the mandatory and recommended readings. Argue why the Shoah could have happened only in Germany, or whether it could also have happened, or happen, elsewhere. Justify your choice of theory and describe its contribution (or failure thereof) to -- as Bauer demands -- "understanding" the Shoah in light of Bauman's critique of sociology (or lack thereof) on the Holocaust.
Also comment on Arendt's and/or Bonhoeffer's morality and describe your own position on Goldhagen's thesis, as well as on what the selected theories imply for Germany and other countries in the future.
You can agree or disagree with any of the texts, or even with the premise of the essay prompts -- but you have to consider these and other arguments on their own terms first.
Choose selected features of the german (Federal Republic of Germany) institutional design of democracy covered in class. Focus on features that are specific to Germany and its historic experience. Justify your choice of selected features. Reference pertinent articles of the German constitution (Basic Law).
Locate (your selected) German institutional design features within the broader paradigmatic design choices of democracy (Lijphart 1999 or 2012) and reference the fundamental tradeoffs, advantages and disadvantages embodied by the Westminster/Majoritarian and Consensus types of democracy, informed by one or more normative theories of democracy (such as Dahl or Cohen).
Contextualize Germany's design choices within its historical experience and discuss how your selected features of the 1949 design (The Basic Law) may, or may not be "Lessons (successfully) Learned" from the Weimar democracy (1918-1933), fascist rule (1933-1945) and the Shoah.
What are some of the contradictions, demands and difficulties in building a welfare state, or, more generally, in reconciling a market economy with planned economy components and redistribution (Marshall, Musgrave, Mankiw)?
Explain which choices the German Welfare State has taken, given these fundamental abstractions of the welfare state and redistribution, and describe which alternative institutional and economic designs are available (Esping-Andersen). Argue what the advantages and disadvantages of the german systemic design are.
Lastly, describe the interaction of (German) welfare and (European) economic integration (such as Mundell or Dehejia & Genschel). Comment on the diagnosed crisis and recommended future of a mixed economy and cosmopolitan government (Offe, Habermas).
In all of this you do not have to be comprehensive; you cannot, and should not try to cover everything discussed in class or the readings. Discuss a selection of issues, but discuss them carefully.
"Can we agree on this?" -- Francis on The Darjeeling Unlimited
The seminar "German Politics & Culture" (Winterschool 2014) allows up to eight (8) students to participate in the class remotely via web-based video-conference and collaboration.
Here are the details that you should be aware of: