Week |
Subject |
Related Preparation |
1) |
Introductive week about the class |
None |
2) |
Regime types I: autoritarian regimes |
Linz, Juan J, Stepan, Alfred (1996), Problems of Democratic Transition and Consolidation, Baltimore, John Hopkins University Press, pp.38-55.
Schedler, Andreas (2002), “Elections without Democracy: The Menu of Manipulation”, Journal of Democracy, Vol.3, No2, 2002, pp. 36-50.
Brooker, Paul (2004), "Authoritarian Regimes", in Caramani, D. ed. Comparative Politics, Oxford: Oxford University Press, pp. 133-154.
Schedler, Andreas (2002), “Elections without Democracy: The Menu of Manipulation”, Journal of Democracy, Vol.3, No2, 2002, pp. 36-50. |
3) |
Regime types II: regimes in between autoritarian and democratic regimes |
Larry Jay Diamond, “Thinking about hybrid regimes”, Journal of Democracy, Volume 13, Number 2, April 2002, pp. 21-35. |
4) |
What is democracy?: its roots, its definitions, its historical evolution |
Doorenspleet, Renske (2005), Democratic Transitions: Exploring the Structural Sources of the Forth Wave, Boulder: Lynne Rienner, pp.37-52.
Phillippe Schimitter, and Terry Lynn Karl (1991), “What is democracy…and is not,” Journal of Democracy, Vol. 2, Issue 3, p. 75-89.
Mair, Peter (2008) "Democracies" in Caramani, D. ed. Comparative Politics, Oxford: Oxford University Press, pp. 109-132.
Phillippe Schimitter, and Terry Lynn Karl (1991), “What is democracy…and is not,” Journal of Democracy, Vol. 2, Issue 3, p. 75-89.
|
5) |
Theories of democracy |
Frank Cunningham, Theories of democracy: A critical introduction, Routledge, London and New York, 2002. |
6) |
How could we explain the process of democratization? |
Ferguson, Peter (2002), "Political Change: Nondemocratic and Democratic Regime Change", in Dyck, R. ed. Studying Politics: An Introduction to Political Science, Nelson: Scarborough, pp. 341-363. |
7) |
Midterm |
None |
8) |
What is the political culture? What are the effects of the political culture on the regime types? |
Heard, Andrew (2004), Political Culture, Socialization, and How We Have Been Thought to Think, in Studying Politics, pp.73-96. |
9) |
Political parties and their functionning according to regime types |
Şebnem Geyikçi, “The Impact of Parties and Party Systems on Democratic Consolidation: The Case of Turkey”, http://www.lse.ac.uk/europeanInstitute/research/ContemporaryTurkishStudies/PaperSYG20111.pdf |
10) |
Democratic regimes and electoral systems |
Pippa Noris, “Choosing Electoral Systems: Proportional, Majoritarian and Mixed Systems”, https://sites.hks.harvard.edu/fs/pnorris/Acrobat/Choosing%20Electoral%20Systems.pdf |
11) |
Role of the civil society on politics |
Smith, Miriam (2004), Civil Society: Interest Groups and Social Movements in Politics, in Studying Politics, pp. 290-309 |
12) |
What does a regime change mean? I (student’s presentations about transition to autoritarian regimes) |
None |
13) |
What does a regime change mean? II (student’s presentations about transition to democratic regime) |
None |
14) |
Debate on the current examples of different regime types |
None |
15) |
Final Exam |
None |
Course Notes / Textbooks: |
Smith, Miriam (2004), Civil Society: Interest Groups and Social Movements in Politics, in Studying Politics, pp. 290-309
Larry Jay Diamond, “Thinking about hybrid regimes”, Journal of Democracy, Volume 13, Number 2, April 2002, pp. 21-35. Larry Jay Diamond, “Thinking about hybrid regimes”, Journal of Democracy, Volume 13, Number 2, April 2002, pp. 21-35.
Doorenspleet, Renske (2005), Democratic Transitions: Exploring the Structural Sources of the Forth Wave, Boulder: Lynne Rienner, pp.37-52.
Phillippe Schimitter, and Terry Lynn Karl (1991), “What is democracy…and is not,” Journal of Democracy, Vol. 2, Issue 3, p. 75-89.
Mair, Peter (2008) "Democracies" in Caramani, D. ed. Comparative Politics, Oxford: Oxford University Press, pp. 109-132.
Phillippe Schimitter, and Terry Lynn Karl (1991), “What is democracy…and is not,” Journal of Democracy, Vol. 2, Issue 3, p. 75-89.
Mair, Peter (2008) "Democracies" in Caramani, D. ed. Comparative Politics, Oxford: Oxford University Press, pp. 109-132.
Ferguson, Peter (2002), "Political Change: Nondemocratic and Democratic Regime Change", in Dyck, R. ed. Studying Politics: An Introduction to Political Science, Nelson: Scarborough, pp. 341-363.
Heard, Andrew (2004), Political Culture, Socialization, and How We Have Been Thought to Think, in Studying Politics, pp.73-96.
Şebnem Geyikçi, “The Impact of Parties and Party Systems on Democratic Consolidation: The Case of Turkey”, http://www.lse.ac.uk/europeanInstitute/research/ContemporaryTurkishStudies/PaperSYG20111.pdf
Pippa Noris, “Choosing Electoral Systems: Proportional, Majoritarian and Mixed Systems”, https://sites.hks.harvard.edu/fs/pnorris/Acrobat/Choosing%20Electoral%20Systems.pdf
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References: |
Yok-None |
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Program Outcomes |
Level of Contribution |
1) |
To have theoretical and practical knowledge at the basic level supported by textbooks, application tools and other resources with current knowledge in the field based on the qualifications gained at the secondary level. |
|
2) |
- To gain the ability to use the theoretical and practical knowledge at the basic level at an advanced level or at the same level in the same field.
- To be able to interpret and evaluate the data by using the basic knowledge and skills acquired in the field, to identify and analyze the problems, to develop solutions based on evidence. |
|
3) |
- To be able to convey his / her thoughts on basic knowledge and skills at the level of written and verbal communication.
- To share his / her thoughts and solutions to the problems related to his / her field with experts and non-experts.
- To be able to follow information in the field and communicate with colleagues by using a foreign language at least at a level of European Language Portfolio A2 General Level.
- To be able to use information and communication technologies together with computer software at the basic level of European Computer Driving License required by the field. |
|
4) |
- To be able to evaluate the basic knowledge and skills acquired in the field with a critical approach, to determine and meet the learning needs.
- To be able to direct his / her education to an advanced level of education in the same field or to a profession at the same level.
- Not to have gained awareness of lifelong learning. |
|
5) |
- To have social, scientific, cultural and ethical values in the stages of collecting, applying and announcing the data related to the field.
- To have sufficient awareness of the universality of social rights, social justice, quality and cultural values, environmental protection, occupational health and safety. |
|
6) |
- To be able to conduct a basic level study independently.
- To be able to take responsibility as a team member to solve unforeseen complex problems encountered in the applications related to the field.
- To be able to carry out activities for the development of employees working under their responsibility within the framework of a project. |
|
7) |
- To have advanced theoretical and practical knowledge supported by textbooks containing current information in the field, application tools and other resources. |
|
8) |
To be able to use the advanced theoretical and practical knowledge acquired in the field.
- Interpret and evaluate data using the advanced knowledge and skills acquired in the field, identify problems, analyze, develop solutions based on research and evidence. |
|
9) |
- To be able to inform the relevant persons and institutions about the related subjects; transfer ideas and solutions to problems in written and orally.
- To share his / her thoughts and solutions to the problems related to the field with the experts and non-experts by supporting them with quantitative and qualitative data.
-To be able to organize and implement projects and activities for the social environment in which he / she lives with a sense of social responsibility.
- To follow the information in his / her field and to communicate with his / her colleagues by using a foreign language at least at the European Language Portfolio B1 General Level.
- To be able to use information and communication technologies together with computer software at the Advanced Level of European Computer Driving License required by the field.
- To act in accordance with social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field.
- To have sufficient awareness about the universality of social rights, social justice, quality culture and protection of cultural values, environmental protection, occupational health and safety. |
|
10) |
- To be able to critically evaluate the advanced knowledge and skills acquired in the field,
- Identify learning needs and direct learning.
- To develop positive attitudes about lifelong learning. |
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11) |
To act in accordance with social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field.
- To have sufficient awareness about the universality of social rights, social justice, quality culture and protection of cultural values, environmental protection, occupational health and safety |
|
12) |
- To be able to conduct an advanced study independently.
- To be able to take responsibility as an individual and as a team member to solve unforeseen complex problems encountered in the applications related to the field.
- To be able to plan and manage activities for the development of employees working under their responsibility. |
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