Chapter 1-8: Introduction to Political Science
Administrative and course logistics
Module section on Canvas for this week: first assignment posted; goal to keep workload to about one assignment per week
Plan to catch up over the next week or two due to textbook acquisition lag
Contact protocol: email from Midland account to instructor's email (in syllabus); include full name, class number, and section, and office number/location
About 10 points for the first assignment; goal is to understand what you want to get out of the class
Open to integrating relevant news articles or topics you want to explore
Questions or concerns welcome
Quick recap: Chapter 1 overview
Goal: discuss the value of studying politics
Identify the three basic elements of politics and the dynamics of each
Analyze methods, models, and approaches for studying politics
Evaluate whether politics brings out the best or the worst in people (the idea that many people cannot remain entirely clean when engaging in politics)
Example discussion: Adolf Eichmann as a cog in the machine; moral and legal responsibility for actions
Practical tension: to get things done, politicians may engage in side deals; may have to compromise on issues against personal values or constituent values
The political science puzzle: rational choice vs emotion
Core idea: rational choice emphasizes reason over emotion in human behavior
Question posed: Do people vote logically, emotionally, or a combination?
Example emotional vs rational arguments: marriage equality
Emotional argument: personal connections justify rights for same-sex couples
Rational argument: extending rights could generate revenue for counties/states (civil ceremony fees)
Conclusion: most people mix emotion and rational calculation; extremes on either end are less persuasive
Political realism and power dynamics
Definition: political realism treats power as the key variable in political relationships; power should be used pragmatically to advance national interest
Potential trouble: defining the national interest is subjective; who defines it? Are there like-minded allies?
Influences on national interest: political culture, morals, values, myths, and how they shape goals
Additional context: military service can intersect with rationales for political action; avoid categorizing people solely by occupation
US political system: behavior, public administration, and policy processes
Studying American political behavior includes individual behavior and group behavior (e.g., focus groups, surveys, town halls)
Group dynamics: individuals may reveal different motivations in groups than when alone
Public administration: rules by which we are governed at city, state, and local levels
Many local administrative positions are often vacant or “thankless” because they may be unpaid or not highly sought after
Vested interests: professionals with long-standing working relationships influence outcomes
Policy studies and analysis: assessing input from constituents (what they want) vs the output (the law, regulation, policy)
Outputs can diverge from public wants; there are follow-on effects to policies
Political economy and the idea of capital in politics
Concept of brownie points (political capital): accumulated influence that can be spent to advance a cause
Strategic use: a one-time favor might be possible, but repeated uses can reduce effectiveness
Even symbolic capital can influence political outcomes
Comparative politics and political cultures
All political systems function within political cultures—traditions, values, and common knowledge
Traditions: invented holidays and ceremonial practices (e.g., saluting soldiers)
Example: presidents saluting soldiers started in the 1980s under Ronald Reagan; not a formal rule, but a tradition that can convey messages about respect and values
Discussion prompt: what values do you share with others in the classroom? (e.g., God, education, sports) and why these are culturally significant
The role of sports in citizenship and political life: sports can promote teamwork, fitness, respect for authority, and sometimes align with government goals
ASVAB program and recruitment standards: if not meeting height/weight or AFQT thresholds, recruits may enter a six-month program to improve fitness; as of last year, about of recruits fell into this category
Common knowledge vs international differences
Common knowledge is not always universal; regional and national differences matter
Example: taxation
Sweden: employers handle taxes; a text-based confirmation of annual taxes can be sent via text message; less burden on individuals because the government handles calculations
The idea: if the government wants your money, it should figure out your taxes; the role of citizens in tax filing differs across countries
International relations complexity: different nations have varied traditions, laws, and levels of rights for foreigners
Discussion of foreigners’ rights: should foreigners enjoy the same rights as citizens when traveling or residing temporarily? Voting rights? Certain government positions reserved for nationals?
Illegal aliens and policy debates: how the legal system treats non-citizens; conceptually complex in global politics
Historical note: Operation Wetback (1950s) involved deportation efforts targeting Mexican migrant workers; some cases involved U.S. citizens being affected; later, wartime considerations (Vietnam War draft) complicated citizenship and rights issues
State.gov travel advisories: online resource to check safety and rights for Americans traveling abroad; examples include high-risk countries like Russia or North Korea
Signals of input vs output in a political system
Demands from constituents and the public influence political behavior; political actors seek support through votes, endorsements, and advocacy
If public support is weak, leaders may deprioritize issues despite personal or constituency interest
The policy process converts input into output (laws, regulations), which may or may not align with public expectations
Money, ideas, and political influence
Common maxim: money talks; money equals influence
Counterview: some argue intelligence and ideas can be more powerful than money; strong ideas can mobilize awareness and action
Civil rights movement example: highly contextual—leaders were not necessarily the wealthiest; the power of ideas and social movement dynamics can drive change
The state of society and the distribution of wealth affect whether ideas can take hold; even with money, systemic constraints can limit impact
Ideology basics and the left-right spectrum
Key questions for Chapter 2: define the public good; identify the three kinds of political ideologies; identify the five core values; describe differences between liberal and conservative and how terms have changed over time; assess whether one ideology better guarantees freedom, justice, and democracy
Important caveat: labels like liberal or conservative are highly contextual and can differ across countries and eras
Example: the term "Democrat" in Sweden (Swedish Democrats) suggests different associations than in the U.S.; labels do not map cleanly across borders
Misconceptions: historical misinterpretations (e.g., Nazi party often perceived as left-wing in popular discourse, though it was right-wing in practice)
Public policy debates around the public good focus on balancing broad benefits with individual rights
In constitutional democracies, power is bounded by founding documents; unlimited executive power is seen as problematic
The idea of a public good in a democracy implies broad fairness and rights for all, but what counts as the public good can be contextual
Spectrum and major ideologies (left, right, and associated beliefs)
Anarchism: belief in no centralized authority; may be described as chaos or ultimate freedom; sometimes argued as the end state of freedom, but difficult to enact in practice
Nihilism: Nietzsche association—belief in nothing; the idea that structures and even national institutions should be demolished; destruction as an end in itself
Monarchism: belief in hereditary rule; divine right to rule; variations include constitutional monarchy (e.g., Britain) and absolute monarchies (historical European context)
Fascism: right-wing movement on many accounts; claimed to offer order and efficiency; adherents sought strong central authority while curbing dissent; examples cited include Italy and 1930s–40s Europe
Religious right: often associated with evangelical Christian movements in the U.S.; beliefs include pro-life positions, censorship concerns, and public displays of religious values (e.g., debates about religious symbols in public spaces)
Capitalism: focus on private property, accumulation of capital, wealth generation, and sometimes wealth transfer to future generations
Libertarianism: governance minimalism; some branches emphasize government primarily for international relations and military, with little domestic involvement in markets or social life
Left ideologies: Socialism, Communism, Marxism; common theme is reducing wealth inequality and restructuring ownership of production; debates about wealth distribution and the role of the state
Right ideologies: Monarchy, Monarchism, Fascism, Religious Right, Capitalism (in certain interpretations) and various conservative traditions
Important nuance: ideologies can blur and overlap; labels do not always map cleanly to policies in practice
Case examples and nuances to beware of
Public policy debates around the public good focus on broad benefits rather than only individual gains; time and context matter for what is considered "good"
The effect of time on party coalitions: in the U.S. South, the Republican Party gained influence while Democrats moved north due to civil rights and desegregation dynamics; party alignment can shift over time
The role of labels in public discourse: labels can facilitate debate but can also mislead if not understood in their local or historical context
Classical questions and assignments (preview for Chapter 2)
Ideological extremism assignment: four ideologies to analyze — fascism, nihilism, communism, and anarchism
Tasks include: define each ideology; discuss potential perceived benefits (e.g., order, efficiency) and analyze arguments for/against their relevance in a democracy
Requirements: minimum length and quality; avoid filler just to meet word counts; be precise and analytical
Submission deadline: ; access via provided links if sharing is needed
Chapter 2 goals and expected competencies
Define the public good and identify its core components
Identify the three kinds of political ideologies and the five core values
Describe differences between liberal and conservative, and how these terms shift over time
Assess whether one ideology or political persuasion better guarantees freedom, justice, and democracy
The relationship between ideology, culture, and language
The same term can mean different things in different countries; e.g., "Democrat" and labels across borders can imply different political positions
The value of vocabulary: learning and using political terms helps to articulate beliefs precisely
The importance of context when interpreting political labels; avoid assuming universal meanings
Final housekeeping and closing remarks
If you arrive late, contact the instructor to be marked present for attendance points
Look out for the second chapter and the associated assignment on ideological extremism
Reminder: phone/email etiquette and classroom participation norms apply
Encouragement to bring questions to class and to prepare for the next discussion