GINT 447
Jerel A. Rosati
Fall 1998
FOREIGN POLICY ANALYSIS
Please read carefully--this syllabus provides all the basic information about the contents of the course.
GOALS
The purpose of the course is to provide you with a strong ability to analyze, synthesize, and evaluate foreign policy phenomena. The emphasis of the course is conceptual--focusing on interdisciplinary theories of human behavior and interaction applied to the study of foreign policy. In other words, the goal is to better understand the practice of foreign policy through the use of theory.
Inactivity is strongly discouraged. It is hoped that by the end of the semester you will find the course to be informative, interesting and enjoyable.
REQUIREMENTS
Students will be evaluated through class participation, class exercises, writing assignments, and examinations. The intent behind these requirements is to have you study and think about the course material throughout the semester--to provide you with numerous opportunities to demonstrate the knowledge you have acquired and to get feedback--in order to maximize your ability to learn and grow as a student.
1. Class Participation (20%). 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. Roll will be taken and attendance affects your participation grade; excessive absences will result in a lower or failing grade. A midterm evaluation of the quantity and quality of your participation in class discussion will be provided approximately halfway through the semester.
You may be asked to complete very short exercises, usually written, in class and out of class. The short exercises will revolve around communicating an understanding of the readings.
2. Written Assignments (20%). There will be three writing opportunities during the semester, you must complete two. If all three are completed, then the lowest grade will be dropped. All assignments are to be completed on time. Grades for late assignments will be lowered by their tardiness. Further information about the written essays is provided at the end of the syllabus.
3. Three Examinations (20% each). Each exam will consist of key concepts and essay questions. Your responses should demonstrate your mastery of the information and concepts provided in the assigned readings as well as the ideas generated in class discussions. Your answers should reflect your thoughtful consideration and analysis of the material. The final exam will be cumulative. You will receive a study guide in advance of each examination to help you prepare.
Missing an assignment or examination. In order to turn in a late paper or make-up an exam, I (or the GINT office) must be contacted WITHIN 24 HOURS OF THE DUE DATE and provided a legitimate explanation (e.g., medical illness) with evidence eventually provided. Late assignments or make-up exams will be graded in terms of a higher set of expectations given the additional time allowed.
Please feel free to come see me during my office hours or during the afternoons when I am most available.
GRADES
Your grade will be based, not on how well you do compared to others in the class, but on the quality of substantive knowledge, quality of analysis, and effective communication demonstrated--in other words, the level of understanding demonstrated. 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.
ACADEMIC DISHONESTY
The University of South Carolina, like all institutions of higher education, is fundamentally dependent upon the maintenance of proper standards of honesty. Maintenance of those standards is the responsibility of every member of this academic community--students, instructors, and staff alike. I will not spend our time trying to find cheaters, but when confronted with clear evidence of academic dishonesty, I will respond vigorously. Such impropriety in this class will result in an F for the course.
TEACHING PHILOSOPHY AND STRATEGY
The class will be structured around what I call a class dialogue in which information, knowledge, and thought will be generated through lecture/background, discussion, and, in particular, the Socratic method. I will often play the role of provocateur and advocate to stimulate participation. 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 some of the more difficult material and to provide appropriate context.
The class is organized around the required readings. I expect every student to come to class prepared for I will regularly call on you to discuss the required readings. Therefore, every student should be able to summarize and analyze each assigned reading by addressing the following questions:
1. What is the author's purpose?
2. What is the basic theme(s) or argument(s) of the reading?
3. What is the theoretical explanation? Based on what bodies of knowledge (and philosophical assumptions)?
4. What foreign policy evidence is provided?
5. What is its overall explanatory power? Explain its strengths and weaknesses; specify the relevant foreign policy phenomena; compare to other theoretical approaches.
Every student, in other words, should attempt to absorb the basic thesis and substance of each reading. In addition, I expect the student to place what is contained within the readings in perspective relative to the rest of the course material. Students also are encouraged to offer comments or questions which contribute to class discussions on a regular basis.
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 sixteen years. He has a great love of knowledge and learning about the world and human affairs. His intellectual interests range from understanding American politics and history, United States foreign policy, and the Vietnam War to exploring the dynamics of global change, political psychology, and the nature of human interaction. In addition to the usual undergraduate and graduate students, he has taught Bulgarians, Israelis, Somalis, Master's of International Business students, and high school teachers. 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 also enjoys research and writing, and 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, as well as the co-editor of The Power of Human Needs in World Society and Foreign Policy Restructuring: How Governments Respond to Global Change. He has been a Research Associate in the Foreign Affairs and National Defense Division of the Library of Congress's Congressional Research Service, served as President of the International Studies Association's Foreign Policy Analysis Section, and President of the Southern region of the International Studies Asociation. He is the proud father of three small children and enjoys travel, sports, music, reading, and good company. He came of age during the early seventies as an undergraduate at U.C.L.A. when the events surrounding the Vietnam War and Watergate reached a cresendo, which had a profound impact on his personal and intellectual development to the present day.
Please feel free to come see me during my office hours or any other time I am free.
THIS SYLLUBUS REFLECTS THE EXPECTATIONS AND REQUIREMENTS YOU MUST FULFILL. I EXPECT YOU TO TAKE THE COURSE SERIOUSLY AND WORK AS HARD AS I DO--WHICH IS, AFTERALL, THE KEY TO LEARNING AND INTELLECTUAL GROWTH.
REQUIRED READING
There are no books to purchase. All the readings are in a Universal Copies packet of required readings, available at 1120 College Street (254-8931).
The required readings for each week are specified under Course Topics and Readings below.
COURSE THEMES
The course revolves around four major themes or questions. They will be raised and addressed throughout the semester for they are integral to making sense of the topics and the readings.
1. What are the most powerful ways of explaining foreign policy? Beginning in the 1950s, social scientists attempted to be more systematic in identifying and explaining major empirical patterns of foreign policy in comparison to more traditional historical and policy analyses of foreign policy. Thus, an effort was made to link theory (explanation) and practice (description) in foreign policy. No consensus has evolved; instead, there has been a proliferation of competing theories derived from a variety of different disciplines, such as psychology, sociology, political science, economics, and anthropology, that have been adapted and applied to explain foreign policy. We will examine many of the major theoretical approaches that have developed in the study of foreign policy in order to better explain foreign policy.
2. Traditionally, foreign policy has been explained from a rational actor perspective embedded predominantly within the realist and power politics tradition. To the present day the rational actor model remains the ideal type when it comes to policymaking. This raises the following questions: To what extent do political leaders govern foreign policy? To what extent is foreign policy a function of rationality? To what extent should the rational actor model be considered an ideal type? What alternatives are available?
3. What foreign policy phenomena is explained? The social science emphasis during the sixties was on identifying and explaining the key patterns in the foreign policy "decision-making process" and foreign policy "behavior." But this does not run the full gamit of foreign policy phenomena. For example, one can speak at least in terms of foreign policy agenda-setting, decision-making, foreign policy behavior, foreign policy outcomes, and foreign policy consequences. These categories can be further broken down into different types or elements. Therefore, it is important that we be clear as to what type of foreign policy phenomena is to be explained, for different theoretical approaches may be more relevant for certain foreign policy phenomena then others. This is a topic that has been underexplored in the study of foreign policy.
4. When and why does foreign policy change occur? Throughout much of the sixties and seventies, foreign policy studies by social scientists lacked a dynamic quality. The emphasis was on explaining the foreign policy of different countries at the same point in time. Insufficient attention has been given to explaining patterns of continuity and change in foreign policy over time. Clearly, recent developments and changes throughout the world suggest that much more attention needs to be paid to the sources of foreign policy change. This should not only strengthen explanations of foreign policy throughout history but should also provide a stronger foundation for predicting and understanding foreign policy into the future.
Other themes will also be explored at times. Together, a focus on the explanatory power of theory, rationality, the concept of foreign policy, foreign policy change, and other themes will lead to a better understanding of foreign policy whenever and whereever it takes place.
COURSE TOPICS AND READINGS
Overview and Introduction
Explaining Bill Clinton
1. Stanley A. Renshon, "A Preliminary Assessment of the Clinton Presidency: Character, Leadership and Performance," Political Psychology 15 (1994), pp. 375-394
Personality, The Mind-Body Controversy, and The Case of Woodrow Wilson
2. Alexander L. George and Juliette L. George, Woodrow Wilson and Colonel House: A Personality Study (New York: 1956, 1964), pp. v-xiv, xviii-xxii, 3-13, 113-132, 317-322
3. E.A. Weinstein, J.W. Anderson, and A.S. Link, "Woodrow Wilson's Political Personality: A Reappraisal," Political Science Quarterly 93 (1978), pp. 585-598
4. Juliette L. George and Alexander L. George, "Woodrow Wilson and Colonel House: A Reply to Weinstein, Anderson, and Link," Political Science Quarterly 96 (Winter 1981-82), pp. 641-666
5. Jerrold M. Post, "Woodrow Wilson Re-examined: The Mind-Body Controversy Redux and Other Disputations," Political Psychology 4 (1983), pp. 289-306
6. Juliette L. George and Alexander L. George, "Comments on "Woodrow Wilson Re-examined: The Mind-Body Controversy Redux and Other Disputations," Political Psychology 4 (1983), pp. 307-312; Edwin A. Weinstein, "Comments on "Woodrow Wilson Re-examined: The Mind-Body Controversy Redux and Other Disputations, Political Psychology 4 (1983), pp. 313-324; Jerrold M. Post, "Reply to the Three Comments on "Woodrow Wilson Re-examined: The Mind-Body Controversy Redux and Other Disputations," Political Psychology 4 (1983), pp. 329-331
8. William Freidman, "Woodrow Wilson and Colonel House and Political Psychobiography," Political Psychology 15 (1994), pp. 35-59
Biological and Human Needs
9. Roger D. Masters, "Conclusion: Primate Politics and Political Theory," in Primate Politics, edited by Glendon Schubert and Roger D. Masters (Carbondale: Southern Illinois University Press, 1990), pp. 221-247
Rationality and Decision-Making
10. Graham T. Allison, "Conceptual Models and the Cuban Missile Crisis," American Political Science Review 58 (September 1969), pp. 698-718
11. Irving L. Janis, "Groupthink Among Policymakers," in To Augur Well: Early Warning Indicators in World Politics, edited by J. David Singer and Michael D. Wallace (Beverly Hills: Sage, 1979), pp. 71-89
12. Janice Gross Stein and David A. Welch, "Rational and Psychological Approaches to the Study of International Conflict: Comparative Strengths and Weakneses," in Decision-making on War and Peace: The Cognitive-Rational Debate, edited by Nehemia Geva and Alex Mintz (Boulder, CO: Lynne Rienner Publishers, 1997), pp. 51-77
13. Ole R. Holsti, "Crisis Management," in Psychological Dimensions of War (Beverly Hills: Sage, 1990), edited by Betty Glad, pp. 116-142
The Cuban Missile Crisis
14. Jack L. Snyder, "Rationality at the Brink: The Role of Cognitive Processes in Failures of Deterrence," World Politics 30 (April 1978), pp. 344-365
15. Tony Judt, "On the Brink," The New York Review of Books (January 15, 1998), pp. 52-59
16. Blema S. Steinberg, "Shame and Humiliaton in the Cuban Missile Crisis: A Psychoanlytic Perspective," Political Psychology 12 (1991), pp. 653-690
The Power of Human Images and Cognition
17. Ole R. Holsti, "Cognitive Dynamics and Images of the Enemy," in Image and Reality in World Politics (New York: Columbia University Press, 1967), edited by John C. Farrell and Asa P. Smith, pp. 16-39
18. Jerel A. Rosati, "Continuity and Change in the Foreign Policy Beliefs of Political Leaders: Addressing the Controversy Over the Carter Administration." Political Psychology 9 (1990), pp. 471-505
19. Jerel A. Rosati, "The Power of Human Images and Cognition in Foreign Policy (and World Politics)," Mershon International Studies Review (in press)
Explaining the Final Solution
20. Henry L. Mason, "Implementing the Final Solution: The Ordinary Regulating of the Extraordinary," World Politics 40 (July 1988), pp. 542-569
21. Daniel Jonal Goldhagen, Hitler's Willing Executioners: Ordinary Germans and the Holocaust (New York: Alfred A. Knopf), introduction, chapter 16, epilogue
22. Gordon A. Craig, "How Hell Worked," The New York Review of Books (April 18, 1996), pp. 4-8
23. Omer Bartov, "Ordinary Monsters," The New Republic (April 29, 1996), pp. 32-38
24. Daniel Jonal Goldhagen, "Motives, Causes, and Alibis: A Reply to My Critics," The New Republic (December 23, 1996), pp. 37-45
Cultural Impact and Differences
25. John Dower, War Without Mercy: Race and Power in the Pacific War (New York: Pantheon, 1987), introducation chapters 1, illustrations, and 11
26. Fritz Gaenslan, "Culture and Decision Making in China, Japan, Russia, and the United States," World Politics 39 (October 1986), pp. 78-103
The State, Society, and Domestic Politics
27. Michael W. Doyle, "Liberalism and World Politics," American Political Science Review 80 (December 1986), pp. 1151-1169
Global Structures and Impact
28. Edward L. Morse, "The Transformation of Foreign Policies: Modernization, Interdependence, and Externalization," World Politics 22 (April 1970), pp. 372-392
29. Timothy W. Luke, "Technology and Soviet Foreign Trade: On the Political Economy of an Underdeveloped Superpower," International Studies Quarterly 29 (September 1979), pp. 327-353
Foreign Policy Continuity, Change, and Learning
30. Jerel A. Rosati, "Cycles in Foreign Policy Restructuring: The Politics of Continuity and Change in U.S. Foreign Policy," in Foreign Policy Restructuring: How Governments Respond to Change (Columbia, SC: University of South Carolina Press, 1994), edited by Jerel A. Rosati, Joe D. Hagan, and Martin W. Sampson, pp. 221-261
WRITING ASSIGNMENTS
One of the primary requirements of this course will be periodic writing assignments. The basic objective of these assignments is to encourage you to relate classroom knowledge to the real world of politics, as well as to improve your ability to reason and communicate.
There are two essays due over the course of the semester, each no more than three pages in length (typed, double-spaced, with normal fonts and 1" margins). There are three opportunities to complete these assignments (but an assignment will not be accepted after the due date). It is strongly suggested that students complete the assignments early. Students are welcome to complete all three essays, and only the two highest grades will be calculated for the Written Assignments grade.
In each paper, you are to relate (or link) some theoretical approach discussed in the course to a contemporary real-world foreign policy issue. Explain the issue by using material learned from class discussion and reading. Clearly state how the ideas, concepts, patterns, and information you have learned about a particular theoretical approach explains some contemporary issue taking place in the world.
For each paper, you need to conduct some research to have at least a few sources for your issue of choice. You are encouraged, although not required, to choose the same topic for all of the papers.
These papers will be graded 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. Remember: you will be evaluated for content, style, and quality of analysis. In short, you will be evaluated based upon the level of analysis and understanding demonstrated in your writing.
About Structure and Content. The essay should be composed of three basic parts: an introduction, the body of the paper, and the conclusion.
i) introduction — You need to introduce the issue you selected and clearly state how you plan to explain it.
ii) body of the paper — You should discuss the major points or factors that directly explain your issue from the theoretical perspective you have chosen. This should flow naturally from the introduction. Each paragraph after the introductory paragraph should discuss key a explanation or point. Historical and factual material should be integrated only if they support your major points. Given the space limitations, do not get bogged down in detail or trivial points. Emphasize linkage and analysis, not description.
iii) conclusion—You should briefly summarize the major theme(s) of the essay and/or draw some concluding implications.
The focus of the paper should be on linking the issue with the theoretical perspective and readings throughout the class. BE AWARE THAT AN ESSAY THAT JUST DESCRIBES (OR PREDOMINANTLY DESCRIBES) WHAT HAPPENED IS A POOR ESSAY.
About Style. The essay should be well-written and well-organized—-in other words, clear and coherent. 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. Therefore, THINK about what you are going to say and how you are going to say it. THE BURDEN IS ON YOU to be as clear and understandable as possible.
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. Do not say "here's what's in the article," or "see how they go together." You are responsible for communicating clearly and making these connections. This will be easier if you are clear about which type of analysis you are making.
The essay should explicitly cite the readings (when quoting and making other references) through the use of footnotes (or endnotes).
You are encouraged to consult The Writing Center in the Humanities Building (7-7078).
Some DO's and DONT's.
1. Follow directions and guidelines above. READ MORE THEN ONCE AND CAREFULLY.
2. Have a COVER PAGE with your name, the class and essay title. Just staple the paper (no fancy covers please).
3. Avoid the first person (use of "I").
4. Do not identify with the U.S. government (avoid "we", "our", etc.).
5. Have the first paragraph be an introductory paragraph that makes it clear to the reader what topic you are addressing
6. Each paragraph should express one major idea or point.
7. Each paragraph should clearly follow from the previous paragraph.
8. End with a concluding paragraph.
9. The whole essay should be organized so that there is a logical progression from the beginning to end.
10. LINK AND ANALYZE; DO NOT SIMPLY DESCRIBE, except to support your point.
11. Footnote all quotes and statements of fact (not just quotes).
12. Check your spelling, grammar, and sentence structure.
13. Keep within the page length limitations.
14. Include a bibliography of all works consulted.