SGIA40W30: Researching Political Theory

• None

• None

• None

• This module will provide a grounding in the philosophical and methodological foundations of political theory.
• It aims to equip students with a conceptual toolbox that can be applied to many different substantive problems and research questions in political theory and neighbouring fields.

• The course introduces some central methodological debates and approaches in contemporary political theory and familiarises students with different approaches to political theorising.
• Indicative content may include: reflective equilibrium, the use of thought experiments, approaches to the history of political thought (e.g. Cambridge school, conceptual history, genealogy), critical theory, ideal and non-ideal theory, epistemic injustice, structural injustice, distributive justice, philosophy of race, and feminism.
• Students will also have the opportunity to deepen and apply their knowledge by attending talks on political theory given by a range of external and internal speakers. These will be accompanied by research analysis sessions to discuss the content and approach of the papers presented, or other relevant articles and chapters.

Subject-specific Knowledge:

• Through the module students will gain an understanding of:
• A variety of methodological approaches employed in political theory;
• Core philosophical debates relevant to political theory;
• Concepts and ideas employed in political theory.

Subject-specific Skills:

• Students will also develop some subject specific skills, such as:
• The ability to critically analyse and evaluate a broad range of methodologies and concepts in political theory;
• The advanced ability to develop and defend normative arguments, and to critically engage with arguments advanced by others;
• Applying appropriate methods to a range of substantive problems and research questions in political theory.

Key Skills:

• Students will also develop some important key skills, suitable for underpinning study at this and subsequent levels, such as:
• Independent thought in analysing and critiquing existing scholarship in political theory and in evaluating its contribution;
• Clear written communication focused on the analysis of ideas and development of independent arguments, the ability to improve through feedback, and to work to a deadline;
• Flexibility in applying knowledge to new problems or areas of debate.

• One element of the course will be taught via a series of lectures and seminars, introducing students to a range of methodological approaches in political theory, as well as core concepts and central debates.
• Lectures provide for the delivery of subject specific knowledge, outlining the current literature and debates, and highlighting key areas of dispute in the field.
• Smaller-group seminars enable students to explore the subject in more depth and discuss competing evaluations and assessments of the theories and debates covered in the module. They also offer an opportunity for students to develop their own ideas and arguments, and test these in discussion with their peers.
• Students will also have the opportunity to engage with others arguments, apply their knowledge, and deepen their understanding of how political theory is pursued by attending the Centre for Political Thoughts (CPT) research seminars. In these seminars, papers will be presented by external and internal speakers followed by a question and answer sessions, in which students are encouraged to participate. These will be accompanied by eight research analysis sessions allowing students to reflect on the variety of methodological approaches employed and the core concepts utilised, and to analyse political theory research in depth. These will ordinarily be a debriefing discussion on the paper presented in the research seminar, but may sometimes focus on a relevant article or book chapter.
• There will be two forms of formative assessment.
• First, a 1500-word essay, allowing students to set out their knowledge of the field, and develop and defend, in a suitably structured and rigorous fashion, a response to a question. This form of formative assessment offers students an opportunity to practice the kind of skills necessary for their summative essay and to receive feedback on the development of their knowledge and understanding, and their subject specific skills. In particular, the formative essay contributes to students ability to develop new skills in normative research. It enables students to develop their writing, reading, and research skills, and tests their ability to independently identify, assess and organise resources in support of a consistent academic argument, by a deadline and to a word-limit, requiring students to take responsibility for their own learning.
• Second, writing ten questions that could be asked during any of the CPT research talks in Michaelmas term. These may, but need not be, asked of the speaker in the relevant research talk. This offers students an opportunity to engage with others arguments and ideas, and to develop their own independent critiques and responses. This allows for the development of key argumentative and critical thinking skills, and the flexibility to apply these to a variety of topics. It also allows them to practice, and get feedback on, their critical responses in advance of writing a longer critical reply for the summative assessment.
• There are also two forms of summative assessment.
• First, a 3000-word essay, which will allow students to engage in a particular topic in depth. This will develop students research skills, allow them to critically engage with a philosophical literature, and to learn how to develop and defend an independent argument. It will test their ability to plan a more substantial piece of work, identifying and retrieving sources and selecting and displaying appropriate subject specific knowledge and understanding. They will demonstrate their ability to analyse key concepts and ideas, select and employ an appropriate methodological approach, and develop key skills in presenting information and sustaining effective written communication to high scholarly standards.
• Second, a 2000-word critical reply to a paper discussed in the research analysis seminars or chosen in consultation with the module convenor. This assessment will allow students to develop and defend a sustained normative argument, and to critically engage with arguments advanced by others. It will allow them to demonstrate clear written communication skills in defending an independent argument.

If you have a question about Durham's modular degree programmes, please visit our Help page. If you have a question about modular programmes that is not covered by the Help page, or a query about the on-line Postgraduate Module Handbook, please contact us.

Prospective Students: If you have a query about a specific module or degree programme, please Ask Us.

Current Students: Please contact your department.