Periods
(29-Aug-2016
– 23-Oct-2016)
(24-Oct-2016
– 16-Dec-2016)
(9-Jan-2017
– 5-Mar-2017)
(6-Mar-2017
– 28-May-2017)
The course introduces students into cotemporary anthropological discussions on family and kinship. Kinship has been a central concept in anthropology from its very onset, one of the few which anthropology managed to make its own. Radical shift in kinship studies came in 1970s and 1980s. The traditional approach has been challenged as too static and algebraic. The analytical feasibility of the very category of kinship has been undermined. The aim of this course is to shed light on these new critical developments. We will look at the demise of kinship studies brought about by the argument on their essentially Western ideas of biological reproduction, and their subsequent revitalization. This will include the introduction of the Schneider’s critique and the feminist anthropologists’ works on kinship, gender and power; motherhood and fatherhood; concept of relatedness; studies on new reproductive technologies, genetics and heredity; gay and lesbian kinship; new family forms emerging as a consequence of divorces, separation, domestic and transnational adoptions and migration. We will discuss how recent theoretical and empirical works reformulated kinship, putting stress on process, flexibility, negotiation, human agency, local meanings and symbols. How they countered the notions of “naturalness” of marriage, sex, procreation and parenthood; kinship obligations and duty. We will deconstruct the notion of biology and nature and discuss them as culturally-constructed categories. Kinship will emerge as socially and culturally contingent.
Priority is given to students in anthropology, sociology, psychology and social policy.
The course addresses people’s transnational lives in Eastern Europe and beyond in an anthropological perspective. We will draw on transnational anthropology by locating Eastern Europe in the context of global transformation and interconnectedness. We will discuss how everyday transnationalism manifests in labor mobilities, intimate relations, class (in)equalities, religious practices, gender and family-making. We will also deconstruct the Iron Curtain imaginaries and explore transnational linkages of Eastern Europeans already during the Cold War period. Drawing on multi-sited ethnography, we will focus on lived experiences of individuals with Polish and Russian backgrounds. In lectures and seminar, students will engage anthropologically with various types of sources, including people’s narratives, posters, animated movies, and icons.
Priority will be given to students in social anthropology, sociology and social psychology.
The course introduces students into cotemporary anthropological discussions on family and kinship. Kinship has been a central concept in anthropology from its very onset, one of the few which anthropology managed to make its own. Radical shift in kinship studies came in 1970s and 1980s. The traditional approach has been challenged as too static and algebraic. The analytical feasibility of the very category of kinship has been undermined. The aim of this course is to shed light on these new critical developments. We will look at the demise of kinship studies brought about by the argument on their essentially Western ideas of biological reproduction, and their subsequent revitalization. This will include the introduction of the Schneider’s critique and the feminist anthropologists’ works on kinship, gender and power; motherhood and fatherhood; concept of relatedness; studies on new reproductive technologies, genetics and heredity; gay and lesbian kinship; new family forms emerging as a consequence of divorces, separation, domestic and transnational adoptions and migration. We will discuss how recent theoretical and empirical works reformulated kinship, putting stress on process, flexibility, negotiation, human agency, local meanings and symbols. How they countered the notions of “naturalness” of marriage, sex, procreation and parenthood; kinship obligations and duty. We will deconstruct the notion of biology and nature and discuss them as culturally-constructed categories. Kinship will emerge as socially and culturally contingent.
Priority is given to students in anthropology, sociology, psychology and social policy.
The course deepens the students’ understanding of the functioning of world society and the role of epistemic governance in it. In addition to showing how world culture is seen in the global spread of world models, the course approaches the circulation of global ideas from the perspective of national actors, especially policymakers. In the national political fields, actors justify new policies by international comparisons and by the successes and failures of models adopted in other countries. Consequently, national policies are synchronized with each other. Yet, because of the way such domestication of global trends takes place, citizens retain and reproduce the understanding that they follow a sovereign national trajectory.
The lectures introduce the key ideas of the Stanford School of New Institutionalism coupled with Foucault-inspired governmentality approach and the advances made in discursive institutionalist research. Through required reading the students will get a holistic view on neoinstitutionalist global sociology.
In order to complete the course, students are required to participate both the lectures and the seminar.
Maximum 20 students are accepted to the course in the following order:
1. degree students of the MDP in Global and Transnational Studies
2. degree students of the other Global Society programmes (MDP in Peace, Mediation and Conflict Research, MDP in Quantitative Social Research, MDP in Comparative Social Policy and Welfare)
3. other degree students of UTA
4. exchange students
This course is offered as an investigative art/research workshop where students explore questions related to sexual and gender politics in Finnish and Russian societies. The course consists of pre-readings, short lectures, group discussions and joint practical art-making workshops. The students learn to make short videos and to edit them. The students do not have to have previous experience of making videos or practicing art.
The workshop is intended to function as a space of cross-cultural and cross-sectoral knowledge production. We will critically explore a variety of borders that relate to the politics of gender and sexuality, e.g. the East-West divide or the boundary between academic research and artistic practice. We seek to explore the limits of established and conventionalized ways of knowledge production within academia, to recognize forms of sexual nationalism as well as to identify new kinds of solutions to problems related to the politics of gender & sexuality both in Finland and in Russia.
The point of departure of the workshop is the idea that while questions related to sexual and gender politics are differently structured in Finnish and Russian societies, much is also shared. The workshop will explore the following types of questions:
(1) What kinds of meanings do gender and sexuality acquire in different cultural-political contexts? How are these meanings contested and questioned in Finland and in Russia?
(2) How do politics of gender and sexuality articulate conceptions of social justice and equality in Finnish and Russian societies? What kind of practices of power, marginalization and exclusion are associated with these conceptions, and how can they be countered?
(3) What kinds of cultural translations does the joint exploration of sexuality and gender bring to the fore? How can these acts of translation inform us about the cultural articulations concerning politics of gender and sexuality in Finland and Russia?
(4) What kind of cultural and social ‘infrastructure’ is there in the past and present of the Russian and Finnish societies that would enable identifying solutions to the social issues related to politics of gender and sexuality?
Work load
Total hours 135 hrs (contact teaching 35 hrs, independent work 100 hrs)
- Before the workshop: a set of pre-readings and a reflective learning diary (app. 2000 words)
- Active attendance at the workshop sessions and practical art-making
- After the workshop: a finalized artwork and/or an essay (app. 3000 words)
The course explores connections between social change, empowerment and theory. What is grassroots? The course aspires to develop the students’ understanding of concepts central to feminist and post-colonial theory within the context of different movements for social change and peace. Examples include grassroots women’s activism in sub Sahara Africa, feminist and queer self-defense groups and anti-consumerist and eco- and animal-friendly activism in Europe and the US. During the course students will question and discuss different kinds of social movements. Students will also engage in discussions on peace and conflict related to intersections of gender and race.
The students will be expected to read the course material and actively take part in online discussions in small groups. There will be video lectures and a field work in which the students will do an analysis and discussion of a chosen area alternatively a comparison of two groups or organizations. Participation throughout the course is obligatory. The course will be made in weekly cycles and is foremost for students on a basic level in gender studies.
For further information and enrolment, please see: http://blogs.helsinki.fi/hilma-verkosto/in-english/courses-in-english/
Mikäli pääset kurssille, ole välittömästi yhteydessä Tampereen Hilma-yhdyshenkilöön Hanna Ojalaan (Hanna.L.Ojala@uta.fi) ja sovi kurssin korvaavuudesta.
In this text seminar we will go through Adam Smith's Theory of Moral Sentiments. The text is available in the moodle page, the password is Sentiments. (Check out also the course in moral psychology 26-29.9)
28.9. Introduction
12.10. Part I: Of the propriety of action 11-77
2.11. Part II: Of merit and demerit; or, of the objects of reward and punishment 78-127
16.11. Part III Of the foundation of our judgments concerning our own sentiments and conduct, and of the sense of duty 128-208
30.11. Part IV Of the effect of utility upon the sentiment of approbation & Part V Of the influence of custom and fashion upon the sentiments of moral approbation and disapprobation 209-247
7.12. Part VI Of the character of virtue 248-312
15.12. Part VI Of systems of moral philosophy 313-405 (NB: not 14.12).
Active participation in seminars, typically 3 ECTS, with extra reading 5 ECTS.
Join in moodle, enrolment key: "morals".
According to a crude but common picture of the human mind, it is divided into the two opposing faculties of Reason and Passion. Some, like Plato, are said to believe that morality is a matter of Reason, and others, like Hume, that morality is based on Passion. Recent work in psychology makes a related distinction between reflective and intuitive processes, and emphasizes the importance of the latter in moral thought. In this seminar, we explore some of the philosophical implications of the alleged primacy of affective processes, and the very notion of a division between Reason and Passion. Perhaps emotions and attitudes are not only causally significant, but in part constitutive of good moral thinking and morally significant relationships. We ask the following kind of questions: Is deliberation necessary for responding to reasons? Does reflective endorsement determine where our true self lies? What is the significance of reactive attitudes for morality? Do emotions constitute perceptions of value? Should people sometimes feel the negative other-directed emotions of anger, contempt, and disgust, or are they inherently morally problematic? How about the self-conscious emotions of pride and shame? We will make use of contemporary, historical, and empirical literature in exploring these topics.
This class is an advanced seminar, which means that all participants are expected to do the readings for each meeting in advance and be able to answer at least those questions about the texts that are distributed in advance. It will be very difficult to participate without reading at least the starred text for each class. The texts will be made available electronically.
WARNING: Reading and reflecting on the texts below may make you a morally better person.
Timetable Topics (roughly)
Mon 26-Sep-2016 at 12-16, Päätalo A2B Deliberation and Moral Worth, Accountability
Tue 27-Sep-2016 at 14-18, Päätalo A4 Accountability (continued), Epistemology
Wed 28-Sep-2016 at 12-14, Pinni B4117 Anger
Wed 28-Sep-2016 at 14-16, Päätalo A2B Contempt
Thu 29-Sep-2016 at 12-14, Päätalo A2B Disgust
Fri 30-Sep-2016 at 10-14, Päätalo A2A Pride and Shame
Syllabus
1. Deliberation, Desire and Moral Worth
• Twain, Huckleberry Finn (excerpt)
• Jonathan Haidt and Selin Kesebir (2010), ‘Morality’, focus on pp. 797-814.
• Nomy Arpaly and Timothy Schroeder (2012), ‘Deliberation and Acting for Reasons’
• *Nomy Arpaly and Timothy Schroeder (1999), ‘Praise, Blame, and the Whole Self’
Additional readings:
o Jonathan Evans and Keith Stanovich (2013), ‘Dual-Process Theories of Higher Cognition: Advancing the Debate’.
o Julia Markovits (2013), ‘Acting for the Right Reasons’.
2. Moral Emotions: Accountability
• Strawson, Peter (1962), ‘Freedom and Resentment’.
• *Brendan Dill and Stephen Darwall (2014), ‘Moral Psychology as Accountability’.
Additional readings:
o Smith, Adam, The Theory of Moral Sentiments (excerpt).
o R. Jay Wallace (1994), ‘Emotions, Expectations, and Responsibility’ (from Responsibility and the Moral Sentiments).
o Allais, Lucy (2008), ‘Wiping the Slate Clean: The Heart of Forgiveness’.
o C. Daniel Batson (2008), ‘Moral Masquarades: Experimental Exploration of the Nature of Moral Motivation’.
3. Moral Emotions: Epistemology
• *Christine Tappolet (2016), ‘Emotions and Perceptions’
• Jerome Dokic and Stephane Lemaire (2013), ‘Are Emotions Perceptions of Value?’
Additional readings:
o Peter Railton (2014), ‘The Affective Dog and Its Rational Tale’.
o Antti Kauppinen (2013), ‘A Humean Theory of Moral Intuition’.
o Sabine Döring (2015), ‘Why Recalcitrant Emotions Are Not Irrational’.
4. Anger
• Aristotle, Rhetoric (excerpt).
• Bishop Butler, ‘Upon Resentment’.
• Marilyn Frye (1983), ‘A Note on Anger’.
• Leonard Berkowitz and Eddie Harmon-Jones (2004), ‘Toward an Understanding of the Determinants of Anger’.
• *Martha Nussbaum, ‘Anger: Downranking, Weakness, Payback’
Additional readings:
o Seneca, On Anger (excerpt).
o Paul Rozin, Laura Lowery, Jonathan Haidt, and Sumio Imada (1999), ‘The CAD Triad Hypothesis: A Mapping Between Three Moral Emotions (Contempt, Anger, Disgust) and Three Moral Codes (Community, Autonomy, Divinity).
5. Contempt
• Michelle Mason (2003), ‘Contempt as a Moral Attitude’.
• *Macalester Bell (2013), ‘The Moral Value of Contempt’ (from Hard Feelings).
Additional readings:
o Ronald de Sousa (forthcoming), ‘Is Contempt Redeemable?’
6. Disgust
• Dan Kahan (1998), ‘The Anatomy of Disgust in Criminal Law’. [Note: contains graphic descriptions of sexual violence]
• *Martha Nussbaum (2004), ‘Disgust and Our Animal Bodies’ (from Hiding from Humanity).
Additional readings:
o Leon Kass (1997), ‘The Wisdom of Repugnance’.
o Daniel Kelly and Nicolae Morar (2014), ‘Against the Yuck Factor: On the Ideal Role of Disgust in Society’.
o John William Fischer (2016), ‘Disgust as Heuristic’.
7. Pride
• *Gabriele Taylor (1985), ‘Pride and Humility’ (from Pride, Shame, and Guilt).
• Jessica Tracy, Azim Shariff, and Joey Cheng (2010), ‘A Naturalist’s View of Pride’
• Jeremy Fischer (2012), ‘Feeling Proud and Being Proud’.
Additional readings:
o Aquinas, Summa Theologica II.II.162.
o David Hume, ‘Of Pride and Humility’ (from Treatise of Human Nature).
o Robert C. Roberts (2009), ‘The Vice of Pride’.
8. Shame
• June Tangney and Jessica Tracy (2013), ‘Self-Conscious Emotions’ (especially pp. 1–21).
• *David Velleman (2001), ‘The Genesis of Shame’.
Additional readings:
o Deborah Stipek (1983), ‘A Developmental Analysis of Pride and Shame’.
o Bernard Williams (1993), ‘Shame and Autonomy’ (from Shame and Necessity)
Please enrol in Moodle. Enrolment key: "morals".
The course introduces students into cotemporary anthropological discussions on family and kinship. Kinship has been a central concept in anthropology from its very onset, one of the few which anthropology managed to make its own. Radical shift in kinship studies came in 1970s and 1980s. The traditional approach has been challenged as too static and algebraic. The analytical feasibility of the very category of kinship has been undermined. The aim of this course is to shed light on these new critical developments. We will look at the demise of kinship studies brought about by the argument on their essentially Western ideas of biological reproduction, and their subsequent revitalization. This will include the introduction of the Schneider’s critique and the feminist anthropologists’ works on kinship, gender and power; motherhood and fatherhood; concept of relatedness; studies on new reproductive technologies, genetics and heredity; gay and lesbian kinship; new family forms emerging as a consequence of divorces, separation, domestic and transnational adoptions and migration. We will discuss how recent theoretical and empirical works reformulated kinship, putting stress on process, flexibility, negotiation, human agency, local meanings and symbols. How they countered the notions of “naturalness” of marriage, sex, procreation and parenthood; kinship obligations and duty. We will deconstruct the notion of biology and nature and discuss them as culturally-constructed categories. Kinship will emerge as socially and culturally contingent.
Priority is given to students in anthropology, sociology, psychology and social policy.
The course addresses people’s transnational lives in Eastern Europe and beyond in an anthropological perspective. We will draw on transnational anthropology by locating Eastern Europe in the context of global transformation and interconnectedness. We will discuss how everyday transnationalism manifests in labor mobilities, intimate relations, class (in)equalities, religious practices, gender and family-making. We will also deconstruct the Iron Curtain imaginaries and explore transnational linkages of Eastern Europeans already during the Cold War period. Drawing on multi-sited ethnography, we will focus on lived experiences of individuals with Polish and Russian backgrounds. In lectures and seminar, students will engage anthropologically with various types of sources, including people’s narratives, posters, animated movies, and icons.
Priority will be given to students in social anthropology, sociology and social psychology.
The course introduces students into cotemporary anthropological discussions on family and kinship. Kinship has been a central concept in anthropology from its very onset, one of the few which anthropology managed to make its own. Radical shift in kinship studies came in 1970s and 1980s. The traditional approach has been challenged as too static and algebraic. The analytical feasibility of the very category of kinship has been undermined. The aim of this course is to shed light on these new critical developments. We will look at the demise of kinship studies brought about by the argument on their essentially Western ideas of biological reproduction, and their subsequent revitalization. This will include the introduction of the Schneider’s critique and the feminist anthropologists’ works on kinship, gender and power; motherhood and fatherhood; concept of relatedness; studies on new reproductive technologies, genetics and heredity; gay and lesbian kinship; new family forms emerging as a consequence of divorces, separation, domestic and transnational adoptions and migration. We will discuss how recent theoretical and empirical works reformulated kinship, putting stress on process, flexibility, negotiation, human agency, local meanings and symbols. How they countered the notions of “naturalness” of marriage, sex, procreation and parenthood; kinship obligations and duty. We will deconstruct the notion of biology and nature and discuss them as culturally-constructed categories. Kinship will emerge as socially and culturally contingent.
Priority is given to students in anthropology, sociology, psychology and social policy.
he idea of granting each citizen an individual and unconditional regular income without any means test of work requirement has gained my prominence across Europe (and beyond) in the last decade. In June the Swiss will vote on a referendum to institute a basic income. Basic income features prominently in public debates across Europe and several parties have adopted it in their respective election programs. The Netherlands and of course Finland are in the process of starting a multi-year basic income experiment, while most recently France and Portugal are exploring the same idea. The purpose of this course is to offer students a thorough introduction about basic income as a social policy instrument. The course outlines the main characteristics of basic income and explores how it differs from traditional income support policies. In addition, the course provides a critical overview of the reasons for and against a basic income as well as reviewing a number of practical and political challenges that need to be overcome. Finally, the course offers a series of lectures that focus on basic income in the Finnish context, including an updated account of the ongoing preparation for the basic income experiment scheduled to start in January 2017.
Course Structure
This course consists of a series of lectures (roughly one hour) by UTA faculty or guest lecturers, followed by a short discussion session with the students. The course is divided in three large components covering the reasons for introducing a basic income, the political and policy challenges faced by the basic income model, and a section discussing basic income in the Finnish context (including the upcoming basic income experiment). Students are expected to one required reading in advance of the lecture to familiarise themselves with the topic. Lectures will be recorded and (together with presentation slides) made available to students.
https://basicincometampere2016.wordpress.com/
Lectures
Monday 24.10. “Introduction - Basic Income: From Idea to Policy”
Jurgen De Wispelaere, University of Tampere
Monday 31.10. “Basic Income and Technological Unemployment”
Ville-Veiko Pulkka, University of Helsinki/Kela
Monday 7.11. “Basic Income and the Welfare State”
Bettina Leibetseder, Johannes Kepler University (Austria)
Monday 14.11. “Basic Income and Health"
Evelyn Forget, University of Manitoba (Canada)
Monday 21.11. “Basic Income and Reciprocity”
José A. Noguera, Autonomous University of Barcelona (Spain)
Monday 28.11. “The Politics of Basic Income”
Jurgen De Wispelaere, University of Tampere
Monday 5.12. “The Finnish Basic Income Debate”
Johanna Perkiö, University of Tampere
Monday 12.12.“The Finnish Basic Income Experiment: An Overview”
Olli Kangas, Kela
Friday 16.12. seminar
The course deepens the students’ understanding of the functioning of world society and the role of epistemic governance in it. In addition to showing how world culture is seen in the global spread of world models, the course approaches the circulation of global ideas from the perspective of national actors, especially policymakers. In the national political fields, actors justify new policies by international comparisons and by the successes and failures of models adopted in other countries. Consequently, national policies are synchronized with each other. Yet, because of the way such domestication of global trends takes place, citizens retain and reproduce the understanding that they follow a sovereign national trajectory.
The lectures introduce the key ideas of the Stanford School of New Institutionalism coupled with Foucault-inspired governmentality approach and the advances made in discursive institutionalist research. Through required reading the students will get a holistic view on neoinstitutionalist global sociology.
In order to complete the course, students are required to participate both the lectures and the seminar.
Maximum 20 students are accepted to the course in the following order:
1. degree students of the MDP in Global and Transnational Studies
2. degree students of the other Global Society programmes (MDP in Peace, Mediation and Conflict Research, MDP in Quantitative Social Research, MDP in Comparative Social Policy and Welfare)
3. other degree students of UTA
4. exchange students
The course explores connections between social change, empowerment and theory. What is grassroots? The course aspires to develop the students’ understanding of concepts central to feminist and post-colonial theory within the context of different movements for social change and peace. Examples include grassroots women’s activism in sub Sahara Africa, feminist and queer self-defense groups and anti-consumerist and eco- and animal-friendly activism in Europe and the US. During the course students will question and discuss different kinds of social movements. Students will also engage in discussions on peace and conflict related to intersections of gender and race.
The students will be expected to read the course material and actively take part in online discussions in small groups. There will be video lectures and a field work in which the students will do an analysis and discussion of a chosen area alternatively a comparison of two groups or organizations. Participation throughout the course is obligatory. The course will be made in weekly cycles and is foremost for students on a basic level in gender studies.
For further information and enrolment, please see: http://blogs.helsinki.fi/hilma-verkosto/in-english/courses-in-english/
Mikäli pääset kurssille, ole välittömästi yhteydessä Tampereen Hilma-yhdyshenkilöön Hanna Ojalaan (Hanna.L.Ojala@uta.fi) ja sovi kurssin korvaavuudesta.
he idea of granting each citizen an individual and unconditional regular income without any means test of work requirement has gained my prominence across Europe (and beyond) in the last decade. In June the Swiss will vote on a referendum to institute a basic income. Basic income features prominently in public debates across Europe and several parties have adopted it in their respective election programs. The Netherlands and of course Finland are in the process of starting a multi-year basic income experiment, while most recently France and Portugal are exploring the same idea. The purpose of this course is to offer students a thorough introduction about basic income as a social policy instrument. The course outlines the main characteristics of basic income and explores how it differs from traditional income support policies. In addition, the course provides a critical overview of the reasons for and against a basic income as well as reviewing a number of practical and political challenges that need to be overcome. Finally, the course offers a series of lectures that focus on basic income in the Finnish context, including an updated account of the ongoing preparation for the basic income experiment scheduled to start in January 2017.
Course Structure
This course consists of a series of lectures (roughly one hour) by UTA faculty or guest lecturers, followed by a short discussion session with the students. The course is divided in three large components covering the reasons for introducing a basic income, the political and policy challenges faced by the basic income model, and a section discussing basic income in the Finnish context (including the upcoming basic income experiment). Students are expected to one required reading in advance of the lecture to familiarise themselves with the topic. Lectures will be recorded and (together with presentation slides) made available to students.
https://basicincometampere2016.wordpress.com/
Lectures
Monday 24.10. “Introduction - Basic Income: From Idea to Policy”
Jurgen De Wispelaere, University of Tampere
Monday 31.10. “Basic Income and Technological Unemployment”
Ville-Veiko Pulkka, University of Helsinki/Kela
Monday 7.11. “Basic Income and the Welfare State”
Bettina Leibetseder, Johannes Kepler University (Austria)
Monday 14.11. “Basic Income and Health"
Evelyn Forget, University of Manitoba (Canada)
Monday 21.11. “Basic Income and Reciprocity”
José A. Noguera, Autonomous University of Barcelona (Spain)
Monday 28.11. “The Politics of Basic Income”
Jurgen De Wispelaere, University of Tampere
Monday 5.12. “The Finnish Basic Income Debate”
Johanna Perkiö, University of Tampere
Monday 12.12.“The Finnish Basic Income Experiment: An Overview”
Olli Kangas, Kela
Friday 16.12. seminar
In this text seminar we will go through Adam Smith's Theory of Moral Sentiments. The text is available in the moodle page, the password is Sentiments. (Check out also the course in moral psychology 26-29.9)
28.9. Introduction
12.10. Part I: Of the propriety of action 11-77
2.11. Part II: Of merit and demerit; or, of the objects of reward and punishment 78-127
16.11. Part III Of the foundation of our judgments concerning our own sentiments and conduct, and of the sense of duty 128-208
30.11. Part IV Of the effect of utility upon the sentiment of approbation & Part V Of the influence of custom and fashion upon the sentiments of moral approbation and disapprobation 209-247
7.12. Part VI Of the character of virtue 248-312
15.12. Part VI Of systems of moral philosophy 313-405 (NB: not 14.12).
Active participation in seminars, typically 3 ECTS, with extra reading 5 ECTS.
FILA9 Republican Freedom in Political Philosophy
Fall 2016 Course (3-5 ECTS)
School of Social Sciences and Humanities, University of Tampere
Course Language: English
Coordinators
Jurgen De Wispelaere (jurgen.dewispelaere@gmail.com)
Arto Laitinen (arto.Laitinen@staff.uta.fi)
Outline
Individual and political freedom are two ideas of central importance in both historical and current political thought. Freedom forms a key part of the cannon of Liberalism (in all its guises) and is often explicitly associated in contemporary political theory with debates around Libertarianism, Classical Liberalism and Liberal-Egalitarianism. In this broad liberal tradition, individual freedom takes the form of non-interference: a free person is not obstructed in exercising a choice, and the more options a person has the more free she is. Similarly, political freedom is typically associated with consent to be governed: the only legitimate exercise of state power over citizens is that which is collectively authorised through a mechanism of consent (e.g., a democratic vote). The last two decades have witnessed an exercise in retrieval of (what some argue) to be an “older” tradition in which freedom also plays a key role — Republicanism. Republican political theory pitches itself against the liberal notion of freedom-as-noninterference and instead posits the concept of freedom-as-nondomination. On the republican understanding, a free agent is robustly protected by external (“alien”) control, whether potentially or actually exercised. Actual interference propounded by liberals is neither a necessary nor a sufficient condition to understanding agency freedom. Similarly, in terms of political freedom, republicans insist consent is neither a necessary nor a sufficient condition for evaluating the legitimate use of state power. Instead of consent, republicans focus on contestation as the key democratic principle. In this course we examine the republican idea of freedom-as-nondomination from both the individual and collective/political perspective, as well as examining its usefulness for public policy.
Course Schedule 15-Nov-2016 – 18-Nov-2016
* All lectures will take place in Linna K107, with exception of Thu 17/11 when we are in K106!
Tue 15-Nov-2016 at 12-14, Linna K107 Freedom as Nondomination
Tue 15-Nov-2016 at 14-16, Linna K107 Structural Domination
Wed 16-Nov-2016 at 10-12, Linna K107 Political Freedom and Democracy: Pettit
Wed 16-Nov-2016 at 12-14, Linna K107 Popular Sovereignty Revised?
Thu 17-Nov-2016 at 10-12, Linna K106 The Republican Critique of Capitalism
Fri 18-Nov-2016 at 10-12, Linna K107 Towards A Republic of Health?
The course departs from the idea that the media is one of the central actors through which national actors become aware of far-away events and through which these events become integrated with domestic policy discourses. However, this process is a complex one. On one hand, the journalists are central players in it as they decide what is topical or newsworthy for domestic audiences. They also frame the events so that they make good sense to domestic addressees. On the other hand, in domestic contexts there are many other actors that aim to influence the public understanding of the reported events. These actors bring far-way events into their political argumentation in their attempts to advance their own political interests and desires. Interpretations that appear widely convincing are typically taken up and reported by the media.
Starting from these premises, the course suggests, the media serve not merely as an arena through which far-away events are introduced to local audiences. If anything, the media can be seen as a political arena in which different accounts of the reported events meet thus constructing public understanding of these events. Sooner or later, these understandings convert into domestic policy decisions and practices.
The course approaches the above phenomenon especially from the perspective of the traditional news media institution, i.e. of how the national media serve as a forum through which foreign news events are incorporated into domestic policy discourses. Additionally, the course discusses the role of social media in processes in which far-way news events are brought into local political argumentation, thus affecting domestic policies.
Students of the MDP in Global and Trasnational Studies must complete lectures + seminar 10 ECTS.
Other students: it is possible to participate only to the lecture part of the course: lectures + essay 5 ECTS.
Lectures: Max 30 students.
Seminar: Max. 16 students.
Please note that you must enroll separately for the lectures and the seminar.
Students will be accepted to the course in the following order:
1. degree students of the MDP Global and Transnational Studies
2. degree students of the other Global Society programmes (MDP in in Peace, Mediation and Conflict Research, MDP in Quantitative Social Research, MDP in Comparative Social Policy and Welfare)
3. other degree students of UTA
4. exchange students
In everyday life different emotions and sensations are often seen as individual, personal and as lacking of social or political significance. This course has as its point of departure an idea of affects, emotions and senses as socially, culturally and historically shaped and potentially collective. The social significance of affects, emotions and senses is examined as well as the ways how they are linked with wider structures of power. Attention is paid to such questions as how affects, emotions and senses participate in the production of gender, sexuality, ethnicity and class.In addition, the methodological challenges of studying non-lingvistic, non-conscious and embodied experiences and systems of meaning-making are discussed.
This interdisciplinary course combines different research traditions such as sociology of emotions, feminist theories of affect, social scientific approaches to the body, anthropology of the senses and critical psychology. Themes are approached though preliminary readings, traditional lectures, group discussions and different practical tasks. The course also aims at developing new and experimental approaches to collective learning.
The course, being targeted mainly at students who have a basic understanding of social research, can be used to compensate both intermediate and advanced level courses upon agreement. Active participation in lectures and exercises is required to pass the course. In addition, the students are expected to compose a learning journal.
Where does nature end and culture begin? What are the ways in which the nature/culture split informs and is reproduced in scientific theories and practices? What is the relationship between critical feminist theory and science studies? How might scholars generate new ways of investigating and imagining gender, sexual difference and race out of scientific theories and practices? What are the political and ethical implications of engaging with the matter of nature and the nature of matter?
These questions will guide our thinking throughout this course. As an advanced level course, it introduces students to the field of feminist science studies, as well as feminist posthumanist and new materialist theorizations. The readings provided in the course constructs a dynamic cartography that enables transversal engagement with both the work by contributors who are often regarded as pioneers of the field of feminist science studies: for example Donna Haraway, Sandra Harding, Evelyn Fox Keller, Anne Fausto-Sterling and Londa Schiebinger, as well as the recent scholarship on the agency of matter.
PRELIMINARY ASSIGNMENT (submitted through Moodle by 9 January)
1. Think of one theme of feminist world politics, which you would like to work with throughout the course. Write a short introduction to Moodle about your theme: why is it feminist world politics, and why did you choose this theme rather than something else.
2. Read the preliminary reading for the course (announced in Moodle). We will discuss it during the first meeting.
COURSE SCHEDULE
11.1. Introduction to feminist International Relations (Särmä)
18.1. Perspectives on feminist International Political Economy (Vaittinen)
25.1. Feminist security studies/feminism and war (Särmä)
1.2.. Queer and crip approaches to global politics (Vaittinen)
8.2. Art based methods (Särmä)
15.2. Practicing feminist analysis of world politics through Mad Max (Vaittinen)
The completion of the course requires active participation in the lectures/seminars, completing the required exercises on the Moodle platform, and the course essay (3,000–3,500 words), submitted by 12 March 2017.
A text seminar on Adam Smith's The Wealth of Nations.
5 min presentation:
25.1. Milka Hanhela
8.2. Joel Heikkilä
22.2. Thomas Appelby
8.3. Edoardo Tagliani
22.3. Luzie Vogt
5.4. Riitta Koivisto
19.4. Ville Tynkkynen
3.5. Francesca Villa
17.5. Daniel Sell
31.5.Patrik Nikanne
Active participation in seminars, typically 3 ECTS, with extra reading 5 ECTS.
This international course introduces students to research on youth transition to adulthood within a cross-country comparative setting. Each lecture looks at transitions from different perspectives and discusses youth transition to adulthood and its current changes in connection with wider socio-economic, political and cultural contexts.
This international course introduces students to research on youth transition to adulthood within a cross-country comparative setting. Each lecture looks at transitions from different perspectives and discusses youth transition to adulthood and its current changes in connection with wider socio-economic, political and cultural contexts.
The course departs from the idea that the media is one of the central actors through which national actors become aware of far-away events and through which these events become integrated with domestic policy discourses. However, this process is a complex one. On one hand, the journalists are central players in it as they decide what is topical or newsworthy for domestic audiences. They also frame the events so that they make good sense to domestic addressees. On the other hand, in domestic contexts there are many other actors that aim to influence the public understanding of the reported events. These actors bring far-way events into their political argumentation in their attempts to advance their own political interests and desires. Interpretations that appear widely convincing are typically taken up and reported by the media.
Starting from these premises, the course suggests, the media serve not merely as an arena through which far-away events are introduced to local audiences. If anything, the media can be seen as a political arena in which different accounts of the reported events meet thus constructing public understanding of these events. Sooner or later, these understandings convert into domestic policy decisions and practices.
The course approaches the above phenomenon especially from the perspective of the traditional news media institution, i.e. of how the national media serve as a forum through which foreign news events are incorporated into domestic policy discourses. Additionally, the course discusses the role of social media in processes in which far-way news events are brought into local political argumentation, thus affecting domestic policies.
Students of the MDP in Global and Trasnational Studies must complete lectures + seminar 10 ECTS.
Other students: it is possible to participate only to the lecture part of the course: lectures + essay 5 ECTS.
Lectures: Max 30 students.
Seminar: Max. 16 students.
Please note that you must enroll separately for the lectures and the seminar.
Students will be accepted to the course in the following order:
1. degree students of the MDP Global and Transnational Studies
2. degree students of the other Global Society programmes (MDP in in Peace, Mediation and Conflict Research, MDP in Quantitative Social Research, MDP in Comparative Social Policy and Welfare)
3. other degree students of UTA
4. exchange students
The course content offers an outline of debates about gender and gender equality in social sciences and Development Studies. The historical shifts from Women and/in Development to Gender and Development will be studied. Major theoretical perspectives within Gender Studies and postcolonial feminist theory are made familiar through a study of texts. One thematic field (health, poverty, education, democracy) will be studied more thoroughly by each student through a case study Project.
Learning Methods:
Reading, video lectures, on-line discussions in teams, case study. Please make sure you can participate (on-line) throughout the entire period: the course requires continuous work throughout the 9 weeks, all weeks are equally demanding, and absences longer than one week cause problems for the team you work in.
Enrolment via Hilma website.
The course is organized by HILMA network. It is designed for BA students with a background in Development Studies, Gender Studies or Social Sciences. The preferred level is roughly second year BA students, but depending on your interests and needs, even PhD students are welcome.
A text seminar on Adam Smith's The Wealth of Nations.
5 min presentation:
25.1. Milka Hanhela
8.2. Joel Heikkilä
22.2. Thomas Appelby
8.3. Edoardo Tagliani
22.3. Luzie Vogt
5.4. Riitta Koivisto
19.4. Ville Tynkkynen
3.5. Francesca Villa
17.5. Daniel Sell
31.5.Patrik Nikanne
Active participation in seminars, typically 3 ECTS, with extra reading 5 ECTS.