SCCC334M Jerel A. Rosati
Spring 1994 Gambrell 316
SEMINAR IN POLITICAL PSYCHOLOGY:
ATTITUDES, BELIEFS, AND COGNITION IN THE WORLD OF POLITICS
Please read the syllabus carefully for I have given great thought to the development of this course.
PURPOSE AND GOALS
Essentially, this is a course about how the cognitive aspects of the human mind work--how the mind processes information and makes sense of the world. The student will be exposed to knowledge involving the intersection of the study of psychology and the study of politics--what is commonly known as political psychology. You will acquire an understanding of the cognitive workings of the human mind--that is, the role of beliefs, perceptions, and how information is processed--from psychology which will be applied to the world of politics, especially how decisions are arrived at in foreign policy. By the end of the course the student will develop a strong level of knowledge and understanding about the workings of the human mind and its implications for human behavior.
REQUIREMENTS
Students will be evaluated through class participation, short quizzes, written papers, and examinations.
1. Direct Participation (30%). In order to get the most out of class, you must be prepared when you come to class. Students are required to complete the readings prior to class meetings and to come to class ready to discuss them. I expect everyone to participate actively in the discussion of the day--thus excessive absences will hurt your grade. An evaluation of your participation will be provided approximately halfway through the semester.
2. Quizzes (10%). There will be five quizzes consisting of multiple choice and/or short answer questions. You are required to take four of these quizzes. If you take all five, your lowest quiz grade will be dropped. There will be no make-ups for quizzes--a zero will be entered for no-shows, no matter what the reasons.
3. Writing Assignments (30%). There will be three writing assignments during the semester. Further information is provided at the end of the syllabus.
4. Exams (10% mid-term; 20% final). Each exam will consist of key concepts and essay questions. Your responses should demonstrate your understanding of the information and knowledge provided in the readings as well as the ideas generated in class discussions.
Late assignments. If you cannot fulfill a requirement by the due date, as a matter of courtesy I expect that you will contact me (or the GINT office) WITHIN 24 HOURS OF THE DUE DATE and provide a legitimate explanation (e.g., medical illness). Assignments which are allowed to be completed after the due date will be expected to meet higher standards given the additional time granted.
GRADES
The grades for all of the above requirements are based on the quality of substantive knowledge, quality of analysis, and effective communication demonstrated--in other words, the level of understanding demonstrated. Your grade will not be determined by how well you do compared to others in the class. That is, an A represents "excellent" understanding, a B+ represent "very good" understanding, a B represents "good" understanding, a C+ represents "satisfactory yet promising" understanding, a C represents "satisfactory" understanding, a D+ represents "poor" understanding; a D represents "very poor" understanding, and an F represents an "appalling" level of understanding.
ABOUT THE INSTRUCTOR
Jerel Rosati is an Associate Professor and has been a member of the Department of Government and International Studies at Carolina for eleven years. His area of specialization is political psychology and its relevance to the theory and practice of foreign policy, especially as it affects the U.S. foreign policymaking process. He is the author of The Carter Administration's Quest for Global Community: Beliefs and Their Impact on Behavior and The Politics of United States Foreign Policy, and the co-editor of The Power of Human Needs in World Society and Foreign Policy Restructuring: How Governments Respond to Global Change. He teaches courses on U.S. foreign policy, foreign policy analysis, American politics, and international relations. He has been named the Outstanding Professor of the Year in the Humanities and Social Sciences by the South Carolina (Honors) College and the Outstanding Teacher in International Studies in the Department of Government & International Studies. He has been a Research Associate in the Foreign Affairs and National Defense Division of the Library of Congress's Congressional Research Service, has served as President of the International Studies Association's Foreign Policy Analysis Section, and is currently the Vice President of the Southern region of the International Studies Asociation. He is the proud father of three small children and enjoys travelling, coffeehouses, sports, music, reading, and good conversation.
If you have any questions or if you want to pursue some topic, please feel free to come see me during my office hours or when I am around.
TEACHING PHILOSOPHY AND STRATEGY
The class will be structured around what we call a class dialogue in which information, knowledge, and thought will be generated through lecture/background, discussion, and, especially, the Socratic method. The class dialogue emphasizes the importance of student participation and active learning as a means to improve one's skills, interest, information, knowledge, and, ultimately, understanding. In essence, class discussions will consist of an active exchange between the student and professor. When deemed necessary, background will be provided for appropriate context. Students will be expected to offer comments or questions which contribute to class discussions on a regular basis. It should be noted that your participation in class discussion will count for twenty percent of your overall grade (the same percentage as the final exam).
REQUIRED BOOKS
Barbara W. Tuchman, The March of Folly: From Troy to Vietnam (Ballantine, 1984)
Daryl J. Bem, Beliefs, Attitudes, and Human Affairs (Brooks/Cole, 1970)
Deborah W. Larson, Origins of Containment: A Psychological Explanation (Princeton University Press, 1985)
Jerel A. Rosati, The Carter Administration's Quest for Global Community: Beliefs and Their Impact on Behavior (University of South Carolina Press, 1987)
Yen Foong Khong, Analogies at War: Korea, Munick, Dien Bien Phu, and the Vietnam Decisions of 1965 (Princeton University Press, 1992)
Universal packet of readings (call to see when ready, 254-8931)
The required readings for each week are specified under Course Topics and Readings below.
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COURSE TOPICS AND READINGS
Introduction
Reading 1. Tuchman, The March of Folly, chapters 1-3
Reading 2. Tuchman, The March of Folly, chapters 4-6
OVERVIEW
Political Psychology and Cognitive Approaches to Foreign Policy
Reading 3. Morton Deutsch, "What is Political Psychology," International Social Science Journal 35 (1983), read pp. 221-29; Jerel A. Rosati, "A Cognitive Approach to the Study of Foreign Policy," in Foreign Policy Analysis: Continuity and Change in the Second Generation, edited by Laura Neack, Patrick J. Haney, and Jeanne A.K. Key (Prentice Hall, forthcoming), all
Psychological Limitations on Rational Decisionmaking
Reading 4. Alexander A. George, Presidential Decisionmaking in Foreign Policy: The Effective Use of Information and Advice (Westview Press, 1980), chapters 2 ("Psychological Aspects of Decisionmaking: Adapting to Constraints on Rational Decisionmaking") and 3 ("The Importance of Beliefs and Images")
BACKGROUND TO THE STUDY OF ATTITUDES AND BELIEFS
An Early Psychological Effort to the Study of War
Reading 5. Ralph K. White, Nobody Wanted War: Misperception in Vietnam and Other Wars (Doubleday, 1968), preface, chapters 1, 8-10
The Concept and Study of Attitudes and Beliefs
Reading 6. Stuart Oskamp, Attitudes and Opinions (Prentice-Hall, 1977), pp. 3-16, 49-62, 226-35
The Formation of Attitudes and Beliefs
Reading 7. Stuart Oskamp, Attitudes and Opinions (Prentice-Hall, 1977), pp. 119-33; Carol Barner-Barry and Robert Rosenwein, Psychological Perspectives on Politics (Prentice-Hall, 1985), pp. 79-101; Michael A. Milburn, Persuasion and Politics: The Social Psychology of Public Opinion (Brooks/Cole, 1991), pp. 21-39
Personality and Its Impact on Beliefs
Reading 8. Stuart Oskamp, Attitudes and Opinions (Prentice-Hall, 1977), pp. 223-26; W. Lance Bennett, Public Opinion in American Politics (Harcourt Brace Jovanovich, 1980), pp. 185-225
Political Sophistication and the Structure of Public Beliefs
Reading 9. Stuart Oskamp, Attitudes and Opinions (Prentice-Hall, 1977), pp. 96-118; W. Russell Neuman, "The Paradox of Mass Politics: Knowledge and Opinion in the American Electorate," in Political Psychology: Classic and Contemporary Readings, edited by Neil J. Kressel (Paragon House, 1993), pp. 252-74; Russell J. Dalton, Citizen Politics in Western Democracies (Chatham House, 1988), pp. 13-33
THE PROCESS OF COGNITION IN FIRST GENERATION SCHOLARSHIP
Attitudinal Change and Consistency Theory
Reading 10. W. Lance Bennett, Public Opinion in American Politics (Harcourt Brace Jovanovich, 1980), pp. 165-179; Michael A. Milburn, Persuasion and Politics: The Social Psychology of Public Opinion (Brooks/Cole, 1991), pp. 89-105, 106-110; Carol Barner-Barry and Robert Rosenwein, Psychological Perspectives on Politics (Prentice-Hall, 1985), pp. 150-57
WRITING ASSIGNMENT #1 DUE
A More Revisionist View
Reading 11. Daryl J. Bem, Beliefs, Attitudes, and Human Affairs, preface, chapters 1-4
Reading 12. Daryl J. Bem, Beliefs, Attitudes, and Human Affairs, chapters 5-7
Application to Foreign Policy
Reading 13. Ole R. Holsti, "Cognitive Dynamics and Images of the Enemy," in Image and Reality in World Politics, edited by John C. Farrell and Asa P. Smith (Columbia University Press, 1967), pp. 16-39; Stephen G. Walker, "Cognitive Maps and International Realities: Henry Kissinger's Operational Code and the Vietnam War," Journal of Conflict Resolution 21 (1977), pp. 129-68; Robert Jervis, "Hypotheses on Misperception," World Politics 20 (1968), pp. 454-79; Ole R. Holsti, "Crisis Management," in Pyschological Dimensions of War, edited by Betty Glad (Sage, 1990), pp. 116-42
MID-TERM EXAM
THE PROCESS OF COGNITION IN SECOND GENERATION SCHOLARSHIP
Cybernetics and the Cognitive Process Model
Reading 14. John D. Steinbruner, The Cybernetic Theory of Decision (Princeton University Press, 1974), preface, introduction, chapters 2 and 3
Reading 15. John D. Steinbruner, The Cybernetic Theory of Decision (Princeton University Press, chapters 4, 5 and 10
Application to Deterrence Theory
Reading 16. Jack L. Snyder, "Rationality at the Brink: The Role of Cognitive Processes in Failures of Deterrence," World Politics 30 (April 1978), pp. 344-65
Social Cognition and Schema Theory
Reading 17. Susan T. Fiske and Shelley E. Taylor, Social Cognition (McGraw-Hill, 1991) chapter 1 ("Introduction"); Michael A. Milburn, Persuasion and Politics: The Social Psychology of Public Opinion (Brooks/Cole, 1991), pp. 72-85
WRITING ASSIGNMENT #2 DUE
RECENT STUDIES IN THE AREA OF FOREIGN POLICY
Formation and Change in Cold War Images
Reading 18. Larson, Origins of Containment, preface, introduction, chapters 1-3
Reading 19. Larson, Origins of Containment, chapters 4-7, conclusions
The Beliefs of Policymakers and Their Impact on Behavior throughout the Carter Administration
Reading 20. Rosati, The Carter Administration's Quest for Global Community, preface, chapters 1-4
Reading 21. Rosati, The Carter Administration's Quest for Global Community, chapters 5-7 (peruse appendices)
The Vietnam War and Learning from History
Reading 22. Khong, Analogies at War, chapters 1-5
Reading 23. Khong, Analogies at War, chapters 6-9
WRITING ASSIGNMENT #3 DUE
SUMMARY AND EVALUATION OF THE STUDY OF ATTITUDES, BELIEFS, AND COGNITION
Placing Things in Perspective
Reading 24. Hazel Rose Markus and Shinobu Kitayama, "Culture and the Self: Implications for Cognition, Emotion, and Motivation," Psychological Review 98 (1991), pp. 224-53
Reading 25. Susan T. Fiske and Shelley E. Taylor, Social Cognition (McGraw-Hill, 1991) chapter 13 ("Conclusion"); reread Jerel A. Rosati, "A Cognitive Approach to the Study of Foreign Policy," in Foreign Policy Analysis: Continuity and Change in the Second Generation, edited by Laura Neack, Patrick J. Haney, and Jeanne A.K. Key (Prentice Hall, forthcoming), all
FINAL EXAM
WRITING ASSIGNMENTS
One of the primary requirements of this course will be periodic writing assignments. The objective of these assignments is to improve your writing skills, increase your ability to summarize and synthesize, and encourage you to begin using the information and bodies of knowledge in the course to analyze contemporary politics--to see the relevance between scholarly knowledge and everyday life.
WRITING ASSIGNMENT #1. 1-2 pages, typed, double-spaced, one-inch margins. You are to provide a summary of one of the reading assignments that reflects the basic contents of the work as intended by the author.
WRITING ASSIGNMENT #2. 2-3 pages, typed, double-spaced, one-inch margins. You are to provide a summary of another of the reading assignments and apply the information and knowledge to illustrate or explain a contemporary political issue--i.e., to link theory to practice.
WRITING ASSIGNMENT #3. 3-4 pages, typed, double-spaced, one-inch margins. Unlike the first two assignments, this one is more general in orientation. You are to summarize a body of knowledge derived from the course and apply this knowledge to illustrate or explain some contemporary political issue.
For writing assignments #2 and #3, the information concerning the issue to be analyzed should be obtained through a current issue in the popular media, such as the New York Times. A copy of the news article should be zeroxed and attached to the assignment when it is handed in. Carefully and explicitly demonstrate how the information in the news article illustrates what you have learned in the course, both confirming key concepts and patterns as well as pointing out in what ways the contemporary issue differs from the material presented; or clearly state how the ideas, concepts, and information you have learned in the course explain some contemporary issue.
The essay should be composed of three parts: an introduction, the body of the paper, and the conclusion. Assume you are writing for a general and educated audience--do not assume that the reader has read the course material or can make the links between the course material and the contemporary event. You are responsible for communicating clearly and making these connections. The essay should be well-written and well-organized. The purpose behind the introduction and the conclusion is to promote clarity and coherence. The transition between one paragraph and another must be smooth, and the discussion within a paragraph must be clear and concise. The essay should explicitly cite the readings (when quoting and making other references) through the use of footnotes (or endnotes).
Your papers will be evaluated based on the quality of the content and analysis as well as its written style and overall presentation. Do not be careless. A sloppy paper reflects a sloppy thinker, and the grade for the paper will reflect this. In short, you will be evaluated based upon the power of understanding and communication demonstrated in your writing.