Indigenous Peoples and Tourism Essay Example for Free

Indigenous Peoples and Tourism Essay Theobald (1994) suggested that etymologically, the word tour is derived from the Latin, tornare and the Greek, tornos, meaning a lathe or circle; the movement around a central point or axis. This meaning changed in modern english to represent ones turn. The suffix –ism is defined as an action or process; typical behavior or quality, while the suffix, –ist denotes one that performs a given action. When the word tour and the suffixes–ism and –ist are combined, they suggest the action of movement around a circle. One can argue that a circle represents a starting point, which ultimately returns back to its beginning. Therefore, like a circle, a tour represents a journey in that it is a round-trip, an activities of persons traveling to and staying in places outside their usual environment for not more than one consecutive year for leisure, business or other purposes. In 1941, Hunziker and Krapf defined tourism as people who travel the sum of the phenomena and relationships arising from the travel and stay of non-residents, insofar as they do not lead to permanent residence and are not connected with any earning activity. y these definitions, the tourism industry is inevitable since travelling is always a part of a person’s everyday life. Tourism can be seen as major consideration for both developed and developing countries in terms of adding up value to their potential tourism assets. Today, variety of tourism activities has evolved and is continually practice worldwide. There are also different themes or purposes why people travel from their country origin to their preferred destinations, these are visiting friends and relatives tourism, medical, health and retirement tourism, nature and adventure tourism, nautical or cruise tourism, sun and beach tourism, MICE, Leisure and Entertainment and Shopping Tourism, educational tourism, and lastly, cultural or indigenous tourism. The Indigenous Tourism This kind of tourism has a variety of components and relationships. And each indigenous tourism experience is unique in terms of time, space and participants. In 1966, a frameworks was been presented by Hinch and Butler, which highlights some of the key components of indigenous tourism. However, it was of limited value terms of identifying relationships between these components. The tourism system was been influenced by a variety of sources such as the basic geographic dimension of Leiper’s tourism system (1990), and the important role of the media which was highlighted by Ryan and Trauer, (2005). One of the distinguishing figures of an indigenous tourism system in general is the emphasis on the culture. In the indigenous tourism, where cultural overlay can be found, is much more encompassing compared to the tangible manifestation in a culturally based attraction. Basic values and principles, which were infused in the way an enterprise is operated, also reflect. The final component of this tourism system is the broader environmental context. This component also reflects the reality that tourism is not a closed system. But the main intent of the host (indigenous people), is to have income using the destination and also to export positive images of the destination and themselves. Economic Environment The strong performance of the economic aspects will result in higher levels of discretionary spending for travel and more trips, especially if it’s done in tourist market areas. On the other hand, the weak performance of the economic aspects often results in tourism actively supported as an alternative to struggling primary or secondary industries. Oftentimes, communal approach is a successful liaison with traditional indigenous communities but being questioned in places like Australia by Schmiechena and Boyle, Editor’s Note. Private entrepreneurial approaches are being pursued in indigenous communities (Wuttunee, 1992; Altman and Finlayson, 1993). The growing corporatization of the global economy may reflect in such trends in combination with evolving generational differences and changing socio-political structures and programs that can be seen in indigenous communities. Social Environment. One of the shared features of indigenous people is the â€Å"cultural poverty† in which they live (Frideres, 1988). Poverty means there is an insufficiency in participating effectively in society, not having enough to feed and clothe a family, neither a clinic nor a school to go to, or even own a land or a job to earn one’s living, and not having access to credit. It is not very surprising that the constraints and results of the development goals of indigenous people often vary from the goals of non-indigenous communities. Political Environment. Despite the substantial constraints that the indigenous people face, they become increasingly aware and active, as well as informed of their legal and political rights and have increasingly exercised them. There has been a major increase in land claim settlements which resulted in financial gain and increased resource management roles (Hinch, 2001). The internal politics of indigenous groups has political differences as one of the significant aspects which is not surprising that it is very rare to hear a unified voice speaking on their behalf. In Indigenous communities, there are two levels of governance, one imposed by the dominant culture and one embedded in the traditional practices of the community. Also, the reality of dual governing structures; one of them is an elected body while the other looks to the traditional guidance of elders, whose gonna be taking account valued communal and kinship bonds, build and process consensus in the community. And there are two levels of governance in indigenous communities: first is imposed by the dominant culture and secondly, embedded in the community’s traditional practice. Natural Environment The widespread destruction of natural areas throughout the world, actually increases the value of most traditional indigenous lands (Stevens, 1997). Most of the traditional indigenous lands has been lost due to expropriation and been the cause for the displacement of the indigenous people to peripheral places. The traditional relationship of the indigenous people to their homeland compared to non-indigenous people to their own land is also distinct (Notzke, 2006). Because most of the indigenous people believes that they are unconditionally conjugated or inseparable with the nature, unlike with the non-indigenous people who tend to see the land as a resource for human pleasure (Gary, 1991; Hollinshead, 1992). Given the importance of the environment to the indigenous people, any changes in the environment, have significance on the practice of the indigenous tourism (Gardner and Nelson, 1988). Host- Guest Relationshop and the Socio-Cultural Impacts of tourism It’s been the subject of much debate and research in a variety of disciplines such as anthropology and ethnography, as well as tourism studies. Disassociating the impacts of tourism from the boarder context of social and cultural development, is difficult in many ways. Most of the models cited with impact analysis are considered as less useful as tourists proliferate and destinations diversify. Two best-known models perhaps were (Butler’s Lifecycle Model, 1980 and Doxey’s Irridex, 1975). These models allow us to visualize the progression (more often, regression) of many global destinations, though they are by no means universal. In the past few years, the regeneration or rejuvenation of destination has become a more widespread phenomenon. Many products have been upgraded; some were diversified into new forms of tourism, and are targeting higher spending visitors. Though it is uncommon for tourist to be confined to â€Å"enclaves’ where contact with local residents is minimal. This kind of relationship allows for little spontaneity, but worth questioning how far host-guest relations have ever been truly authentic given the contrived nature and typically short duration of the average holiday. Acculturation, Cultural Drift and the Commodificaiton of Culture The fact of tourism is inevitable that the cultural changes primarily seen to the traditions of indigenous society, customs and values rather than to those of the tourist. Although tourism in some destinations, may be intermittent and seasonal. The level of visitation is constant and can have considerable impact on the social and cultural fabric of the host society. Instead of acculturation, cultural drift take place and is a kind of cultural change that appear within the society. (Mathieson and Wall 1992), states that cultural drift is a phenotypic change to the behavior of the host which take place only when they are in contact with tourists, but when tourists leave, it can go back to normal. The Genotypic behavior is a more permanent phenomenon where cultural changes are handed down from one generation to another. The fears of the culture and identity of the host can be assimilated into more dominant or persuasive culture of the tourist. Homogenization of culture is often exacerbated by tourist whose behaviors are sometimes adapted by local residents. This may simply mean to local people, that they are obliged to learn the language of the tourist in order to communicate well, but can also mean the consumption of non-local food or drink, the wearing of non-traditional fashions, and the desire to indulge in the same forms of entertainment as tourists. The majority of tourists tend to crave Western-style amenities. Not only this create economic leakages, but it also threatens the production of local goods, especially if local people develops and prefer Western-style products as well. Authenticity also becomes a key issue esp. when performing rituals in isolation from their traditional context. Staged authenticity in the form of displaced ceremonies, activities and events has become widespread. Although it is somehow important, the authenticity of tourist experience, it is more crucial to ensure that local communities with their role as performers and entertainers must feel comfortable in any ways. And of course, it should be understood as well that some religious or spiritual cultural practices, for tourists gaze, might not be appropriate spectacles. Measuring the socio-cultural impacts of tourism Culture is dynamic and it changes from time to time irrespective of human development: First, distinguishing the impacts of tourism from those of other social or economic developments is difficult. Second, in measuring socio-cultural impacts, only few reliable tools exist, and assessment is oftentimes used to gather quantifiable data. Cooper and et al (1998) suggests to use a number of techniques in measuring sociocultural impacts of tourism, but usually filtering other influences is impossible. The following list suggests some of the indicators that can used to identify socio-cultural impacts: †¢ Ratio of tourist to locals †¢ Nature of interaction between hosts and guests †¢ Local perceptions of tourism †¢ Concentration of tourism in certain locations †¢ Degree of usage of local products and facilities †¢ Extent and nature of local employment †¢ Degree of commercialization of local culture †¢ Changes in family relationships and the role of women †¢ Demonstration effects †¢ Increased social problems (e. g. drug usage, alcohol abuse, gambling, prostitution). †¢ Rises in crimes Cultural Tourism as a positive development option Cultural tourism can often provide an attractive socio-economic development option for many societies. It can also raise the profile of a destination, attracting the interest of both investors and visitors. There are a number of benefits derived from tourism and have been well documented in tourism literature and may include the creation of employment, the receipt of foreign exchange, the expansion of other economic sectors, and infrastructural developments. Some are intangible benefits including the renewal of cultural pride, revitalization of customs and traditions, and opportunities for cross-cultural exchange and integration. One of the major problems with tourism development is the government of those countries, who perceives tourism as a â€Å"quick fix† solution to the economic problems. As suggested by Lanfant and et al. (1995), it is often perceived as the last chance for countries to propel themselves on to the world of stage and to compete in the global arena. International and non-local investment becomes an attractive prospect, esp. in poverty-stricken countries where there are many local entrepreneurs who are able to afford the inflated land and property prices. However, restriction of the government in the extent of outside investment is needed, as this might lead inevitably to ownership and management of facilities and services o f the non-locals and high economic leakages. Another economic difficulty is for the destinations or countries who were not able to meet demands of their tourism industry with their own local products. Other economic sectors such as fishing or agriculture can be strengthened; supply is unlikely to meet demand if tourism increases rapidly. In cases of small island economies, it might be possible to strengthen inter-island linkages, but there is still the need to import goods and still experience the inevitable economic leakages. Although most tourists do shop and buy local handcrafted goods, it is still difficult to insist the consumption of local cuisine. The need for local and tourist education is being recognized. Tour operators, airlines and Western tourism agencies were encouraged to provide info and codes of conduct for visitors. Codes of conduct may be necessary in areas where the environment of local culture is fragile or sensitive. The final point is the marketing of the destination. Most destination practice selective marketing to ensure that tourism development remains small-scale and appropriate. However, this is a delicate balance since many of the tourists may not be the most cultural sensitive. There are certain forms of tourism that are being developed in accordance with these changing trends, which are more environmentally friendly and culturally sensitive. Indigenous Cultural Tourism. According to Smith (2003), The Indigenous Cultural Tourism is used as an overarching terms for together ethnic and tribal tourism, and any form of tourism that involves contact with the indigenous people and their culture. They usually involve visiting native and indigenous people, such as tribal groups or ethnic minorities. An area that is designated cultural landscape, national park, a jungle, a dessert or a mountainous region. Foreign Studies Tourism Industry Tourism is seen as a labor intensive, seven-day-a-week industry, growing at a rate faster than any sector. It is widely accepted that tourism is gaining more and more importance with the end of 20 th century and especially with the beginning of 21 st century regarding to the changing trends. In the study â€Å"Developing Alternative Modes of Tourism† (Berne Tuzcan, 2007), World Tourism Organization has taken the concept of tourism beyond holiday-making and officially defined it as follows: â€Å"Tourism comprises the activities carried out by people during their holidays and their visit to places different from their usual environment or residence, for a consecutive period of time less than a year, with leisure, business or other purposes. † (McIntosh, Goeldner and Ritchie 1995:11). Accordingly â€Å"Tourism refers to all activities of visitors including both overnight visitors and same day visitors† (Lickorish and Jenkins, 1997: 36). Moreover, it may also be defined as â€Å"the sum of relationships arising from the interaction of tourists, business suppliers, host government, and host communities in the process of attracting and hosting these tourist and other visitors (McIntosh, Goeldner and Ritchie 1995: 9-10). † On the other hand tourists can be defined as people who are visiting a particular place for sightseeing, visiting their friends and relatives, taking a vacation, and having a good time. Indigenous Tourism Indigenous tourism is a „special interest? tourism; its essential components are: first hand, authentic and usually intimate contact with Indigenous peoples whose ethnic and cultural backgrounds are different from those of tourists (Weiler and Harron 84). Indigenous tourism affairs are location-specific, or rather, culture-specific; the history has shown that various Indigenous groups have reacted to tourism in various ways. The approaches of Indigenous communities towards tourism are influenced by a number of factors such as: former experiences with Western world, size of Indigenous population, sedentary or mobile lifestyle, diversity of Indigenous languages in an area, etc. ( Martina Horakova, 2003) Naturally, the overall analysis of Indigenous tourism would require a holistic approach; all the aspects of life in Indigenous communities are influenced by tourism and are interwoven: economic and educational issues, marketing and preservation, land ownership and traditional lifestyles. Indigenous People Indigenous communities are very diverse and specific. No matter where they live, groups from various parts of the world or clans occupying two neighboring regions, all of them are unique and their distinctiveness should be recognized and respected. Thus, to generalize insensitively and refer to all Indigenous peoples as a homogeneous group would be an immense mistake. In Australia, there are more than 700 different nations (Nielsen 213) and as quoted in the said study, â€Å"different groups are responding to tourism in different ways†. In the thesis entitled â€Å"Tourism and its Impact on Traditional Culture: A case study of Sirubari village, Nepal† by Tilak Prasad Kandel (2011) discussed the boom of tourism on indigenous people in the village tourism being practiced by the Gurung people in the Sirubari village of Syangja. For several decades now, this study recognizes the tourism industry as major source of revenue for countries, especially in the Third World. For ethnic tribes such as the Gurung people, Tourism is like a gift. They were given opportunities for employment other than hunting and fishing. Their children was given the benefits for education and they were informed of what it is like outside of their community as they interact with tourists who visited their place. They were proud of their culture but did not deny the fact, that they have the rights for changes and development if choose to. Another study, â€Å"The Impacts of Ethnic Tourism on Hill Tribes in Thailand† (Kayoko Ishii, 2011) stated the economic bene? ts of ethnic tourism for tribal households that affect the division of labor and gender dynamics in the local minority community engaged in the tourism industry. Furthermore, â€Å"Indigenous Tourism in Australia† (Martina Horakova, 2003) deals in analyzing both the positive and negative impacts of tourism in Aboriginal communities in Australia. The thesis shows that no one could really conclude that the overall effect of indigenous tourism on Aboriginal communities is either bad or good. This thesis intends to present that even though there are negative impacts, the positive ones could actually eliminate those and that indigenous tourism could give Aboriginal peoples the opportunity to re-create and state their identities through the interaction and exposure to tourists. The communication between tourists and Aboriginal peoples is productive in many aspects. It provides tourists with information that cannot be obtained elsewhere, and it helps to restore Aboriginal peoples? self-esteem and pride in their cultural heritage. Consequently, they are more willing to share their knowledge with the outer world. And, by telling their stories, they contribute greatly to the reconciliation. Thus, it could be concluded that Indigenous tourism becomes â€Å"reconciliation tourism† (Higgins-Desbiolles 223), when operated sensitively and carefully. Local Literature The Philippine Tourism According to Etravel Philippines (2000), The Philippines, Pearl of the Orient Seas, is very rich in natural resources. Filipinos are by nature creative and intelligent. The richness of the environment is an advantage for their livelihood. Around 15 million hectares, or almost half of the Philippines total land area, are classified as timberland. Most of the land here was densely forested before the 1900s. However, the following century saw the loss of half of Philippine forests. Statistics show that deforestation claimed 204,000 hectares per year from 1950 to 1978. From 1989 to 1995, only 116,332 hectares were vanishing annually. Environmentalist groups are trying to protect Philippine forests, but a lot needs to be done in the campaign for reforestation as well as the fight against illegal logging. Philippine forests produce timber for local consumption and for export. Hardwood products coming from these timbers are globally known for their distinct appearance and high quality, which makes them appropriate as home furnishings. Wooden furniture, such as tables and chairs, are usually made of hardwood, popularly known as narra. Most Philippine forests are of the tropical rainforest type. Besides extensive reserves of tropical evergreen hardwoods, the country also has considerable areas of pine in the mountainous regions of Northern Luzon. With a coastal ecosystem stretching almost 20,000 km, the Philippines is likely to become one of the earliest victims of rising ocean temperatures and levels. Centuries-old coral reefs are dying almost overnight, and the destruction is being witnessed not only by divers in remote spots. Regional marine science studies estimated in the middle of 1999 that the Philippines magnificent underwater world would be gone by around 2100. Reports say that increased sea temperatures were causing mass coral bleaching events in the worlds best coral reefs. Something has to be done to reduce global warming caused by the burning of oil, coal, and gas. The Philippines has extensive but small river systems and streams, which are mostly depicted by the mountain ranges. The fluvial system of Luzon is made up of (1) Rio Grande de Cagayan and its tributaries (a stream that flows into a larger body of water), which drain the Cagayan Valley; (2) the Agno Grande which drains Benguet and the valleys of Nueva Ecija, Pangasinan and Tarlac; (3) the Abra River system, which receives its tributaries from the Cordillera and drains Lepanto, Bontoc, and the Abra; and (4) the Rio Grande de Pampanga and its tributaries, which drain the fertile valfeys of Nueva Ecija, Pampanga, and Bulacan. Schoolmeester (2004), expound that most of the islands in the Philippines are very small. Many of these small islands as well as the bigger islands, have a lot to offer to tourists. There are many possibilities for typical sun, sea and beach holidays and for specific adventure holidays. You can even meet the whale sharks and swim close to them. For tourists who want to discover geographically interesting landscapes or who want to meet mountain tribes, the Philippines has it all! As an archipelagic island, the Philippines offers countless attractions to see, such as the famous white sand beaches of Boracay, big shopping centers of Metro Manila, rice terraces of Ifugao, diving sites of Palawan, lush forests of Bohol, heritage houses in Vigan, and the cultural attractions of Manila. Metro Manila, the national capital region of the country, is known for being one of the best shopping destinations in Asia; its wide collection of shopping centers offer a range of local and international shops. Numerous shopping malls can be found around the metropolis, especially in the business and financial districts of Ortigas Center and Bonifacio Global City, while high-end shopping centers are mostly located at the Ayala Center in Makati. Despite the rise of modern shopping centers, traditional Filipino shopping areas still remain around the metropolis. Located just approximately 315 km (196 mi) south of Manila is Boracay; it is known for its white sand beaches and has been a favorite island destination for local and foreign visitors. In 2012, Boracay received the best island award from the international travel magazine Travel + Leisure. Boracay was also named as the second best beach in the world. Aside from its white sand beaches, Boracay is also known for being a popular destination for relaxation, tranquility and for an exciting nightlife (Malig, 2012). Mindanao, the southernmost island of the Philippines is home to the countrys tallest mountain, Mount Apo. The mountain features a wide range of flora and fauna and is home to over 272 bird species, 111 of which are endemic to the area. Mount Apo is also home to the countrys national bird, the Philippine Eagle. Mount Apo is a popular destination for hiking and mountain activities. The Indigenous People in the Philippines Jocano (1998) said that the earliest known attempt of classifying Filipinos into specific racial groupings were based mainly on anthropometric measurements and ocular inspections of skeletal remains as well as the physical appearances of living populations. The inhabitants of the country could be divided into: (1) Negritos – the small, dark-skinned group, which included the Negrito of Bataan, Ata of Luzon, and Mamanwa of Mindanao; (2) Malays – the brown-skinned group, which included the inhabitants of Bicol, Bisayas, and southern Luzon (Montano suspected the Malays to have Chinese, Indonesian, and Arabic blood); (3) Indonesian group – the group similar to the Malays in complexion, which included the Samal, Bagobo, Guianga, Ata, Tagakaolo, Tagbanua, Manubo, Mandaya, and Bilaan. Group 2 and 3 were said to have reached the Philippines in two waves of migration. The Indonesians were the first to come, followed by the Malays. The Aetas in the Philippines Of the scores of indigenous communities that comprise roughly 14 per cent of the Filipino people, the Agta are unquestionably the most widely distributed geographically. Popularly regarded as aboriginal, they are variously known as Mamanua in Surigao, Ata Manobo in Davao, Ati in Panay, Ata and Ati in Negros, Batak in North Central Palawan, Ayta and Ita in Central Luzon, Ata in Western Cagayan, and Agta or Aggay along the Sierra Madre Mountain Range facing the Pacific Ocean or more accurately the Philippine Sea from Palaui Island off San Vicente in Santa Ana, Cagayan south or northern Isabela Province. Farther south of the range, in Aurora and Quezon provinces, they are called Dumagat (Galang, 2006). The Aeta live in the northern part of the Philippines on the island of Luzon. Historians and Anthropologists debate precisely when and how they migrated here, the consensus being that they crossed from the island of Borneo between 20 and 30 thousand years ago, using a land bridge that was partially covered by water around 5,000 years ago – the remaining part of which is now part of Palawan. Whatever the migration path was, they are without doubt among the first – if not the first – inhabitants of the Philippines. One area of that country where the Aetas had lived for thousands of years was Mount Pinatubo (Waddington, 2002). Aetas are known to be one of the descendants of the original inhabitants of the Philippines. They previously occupied the outlying areas near the coastline and riverbeds, but were forced to resettle in the mountains by the coming of the migrants. Belonging to the ethnic group, Negrito, these mountain dwellers are classified and identified as Aytas or Aetas small stature, kinky hair, dark brown skin, and big brown eyes (Hiromu Shimizu, 1989). The small body of Aetas is nicely proportioned of strong, hardy stock, muscular and able to endure hardship of their life, such as going with little food for several days; they also have high forehead, prominent cheek bones, flat nose, round black eyes and scanty beard. They have highly trained and keen sense of hearing and sight since one of their sources of living is hunting. They also have bright, inquisitive minds and an extensive knowledge of woodcraft but they lack of abstract ideas and can hardly count beyond 4 or 5. Though their happiness is like a child’s happiness, they smile and laugh even if they are worried; they are kind and peaceful little folks and very devoted to their relatives, friends and with high moral standard like honesty (Wilson, 1953) The Pinatubo Aytas (Aytas in Zambales). Studies of cultural change following the occurrence of the natural hazards like volcanic eruptions usually focuses on the propensity of the stricken society to suffer from damage caused by an event, they stress the vulnerability or the condition of a society which makes it possible for a hazard to become a disaster (Canoon, 1994). According to Shimizu (1992), In the early years following the awakening of Mt. Pinatubo in 1991, there was a generalized fear that the eruption might turn into a cultural disaster for the Aeta ethnic minority of Central Luzon which was expected to be in a crisis of survival. A decade after the disaster, a certain level of cultural change has indeed been observed in the indigenous society. prior to the eruption, the Aeta in Zambales occupied only the slopes of the Mt. Pinatubo and, in particular, the tablelands stretching from the volcano to the coast range between Botolan and San Marcelino. In April 2001, Banzon-Bautista with the initial signs of the restlessness of the volcano, almost all of the Aetas communities were immediately evacuated. However, an unknown number of Aetas refused to leave their homes and perished during the eruption. According to oral accounts, a score of Aeta found shelter in caves that were eventually buried by pyroclastic flowers. According to Gaillard (2006), All the Aeta communities located on the upper flanks of Mt. Pinatubo prior to the eruption had to abandon their small villages which had been buried under these thick, hot pyroclastic and ash fall deposits, which prevent the immediate reoccupation of the settlements. Most of these Aeta have been relocated in the government resettlement sites, either on the lower slopes of the volcano or on the foothills. Today, these resettlement sites are the largest Aeta settlements. All these settlements are nowadays concentrated on the lower flanks of Mt. Pinatubo in the immediate proximity of lowland villages and towns occupied by Kapampangan people, the dominant ethnic group of the Southwestern part of the Central Plain of Luzon. Henceforth, there are no Aeta communities left isolated on the upper flanks of Mt. Pinatubo. All have established regular contact with the lowlanders. According to 1973 census, the Pinatubo Aytas covers almost majority of the 20,000 population of the Negrito groups. Pinatubo Aytas declined to accept and entertain the influence of the outside forces or the lowlanders and continually preserve their distinct culture and tradition until the Mount Pinatubo eruption in 1996 when they were forced to go down the plains and mountains and lived in the resettlement areas together with the lowlanders. These endanger their culture and tradition because they learned to adapt the ways of the lowlanders (Tubera, 2006). In line with this, they no longer possess their original language instead they adopted the lowlanders’ language called Sambal Language, thus, the acceptance of the jurisdiction of the municipal government which opened them further to the culture of the lowlanders whom they called as bawbanowa (town people). They have not just acquired the Sambal Language but also their techniques and rituals in agriculture; and their concepts of spirits, curing rituals, and burial customs. However, the Aytas assimilated only those cultural elements suitable to their social reality. This selective assimilation contributed to the stability and continuity of the Aytas’ culture. The feeling of antagonism towards the lowlanders made them preserve their own cultural heritage. Despite of being aware of the changing environment and society downhill they insisted to not to adopt and or develop a well integrated sociopolitical system beyond the family groupings and the village order. Hence, without the presence of the integrated system their history is not detailed, only those eve.

Every Child Matters Policy: Analysis

Every Child Matters Policy: Analysis Describe and discuss a specific area of policy, with particular regards to the social problems within which it was concerned, its ideological origin, its aims, its nature and its effects. For most parents, their children are loved and cherished. But sadly enough, some children are not so fortunate. Some childrens lives are dreadfully different. Instead of warmth and security of normal family life, these childrens lives are filled with risk, fear and danger. Victoria Climbie was one of these children. At the hands of those entrusted with her care, she suffered appallingly and eventually died. In this essay, the author will be discussing this issue further and why it was seen as the underlying social problem. Every child maters is a new labour government policy that was published alongside a detailed response to lord lamings report into the death of Victoria Climbie. For the purpose of this essay, The author will be looking at the Lamings report and identify the key findings of what went wrong which was the main driver for change. I will then look at what the government has done following the recommendations presented in the Laming Report. This essay will be describing the context of the Every Child Matters policy. In order to effectively do this, the author will be looking at the aim of the policy. I will also be assessing the influence of political ideology utilising theoretical framework. Finally I will be discussing the issue pertaining to the nature and implematation of Every Child Matters how the policy was implemented, and the effect of the policy. The welfare of children in the United Kingdom is one of the most important items for the government in terms of social policy. (Ellison Pierson, 1998). Every Child Matters was produced by the new labour government, Some of the influences of ideologies for change are; new labour governments focus on inequalities, parental fury and the response from lord lamings report. According to Heywood (1998), â€Å"ideology is a more or less coherent set of ideas that provides the basis for some kind of organised political action. All ideologies offer an account of the existing order (usually in the form of a word view), provide the model of a desired future (a vision of the good society) and outline how political change can and should be brought about.† The Liberal ideology stands for the freedom of the individual to pursue happiness and well being at whatever costs necessary, which is also known as individualism. Broadly speaking, it emphasizes individual rights and equality of opportunity. Modern liberalism has its roots in the Age of Enlightenment. Liberalism today is located at the centre left and centre right of the ideological spectrum. Liberalism is the belief that we are free to make our own mistakes, decide our own lifestyle, choose our own way of living, pursue our own thoughts and philosophies, provided we dont infringe on other peoples freedom. Every Child Matters policy fits with the labour ideologies because it aims to give every child the chance to fulfill their potential thereby promoting equality and opportunity among children and young people. The Labour government opposed monarchism, inherited privilege and believes in everyone having equality in opportunity. These ideas emerged from the revolutionary and Enlightenment periods, where uprisings against authoritarian religious states were evolving. John Locke and John Stuart Mill were two prominent thinkers that originally legitimized these notions prior to their widespread appeal and success. It did not take long, however, for these values to flourish, especially among individuals of societies emerging from an era of distinct oppression National Service Framework (NSF) is the key conduit for the philosophies of the Every Child Matter green paper. Victoria Climbie died in February 2000, at the hands of those entrusted with her care; she suffered appallingly and eventually died. Her case was a shocking example from a list of children terribly mistreated and abused. Her carers were later convicted of murder. This was one of the cases of child abuse which have exposed the weaknesses of the UKs social services departments, and communications failures between the agencies involved. According to Blair as cited in Every Child Matters Summary(2003 p5), â€Å"The fact that a child like Victoria Climbie can still suffer almost unimaginable cruelty to the point of eventually losing her young life. More can and must be done†. The most disturbing reality about the case of Victoria Climbià © was that her death could have been prevented, she was known to several agencies empowered by Parliament to protect children. This led to the conclusion that her suffering and death was due to gross failure of the system. In April 2001 Lord Lamming was appointed head of the inquiry, along with four other professionals. It was found that her death was preventable on twelve separate occasions. Lamming found that services were not cooperating with each other and had difficulties due to staffing levels and resources. â€Å"The death of Victoria Climbie exposed shameful failing to protect the most vulnerable children. Social services, the police and the NHS failed as Lord Lamings report into Victorias death made clear, to do the basic things well to protect her† (Every Child Matters 2003 p3). The Laming report concluded that the child protection system failed as a result of a lamentable lack of basic good practice by frontline staff and, most significantly, senior managers failing to take responsibility for the failings of organisation. (Laming 2003). The inquiry was responded to by a range of measures to inform and improve childrens care. In 2003, Every Child Matters was published alongside a detailed response to Lord Lamings report into the death of Victoria Climbie. The policy aims to ensure that every child has the chance to fulfil their potential by reducing levels of educational failure, ill health, substance misuse, teenage pregnancy, neglect and abuse, anti-social behaviour and crime among children and young people. According to Lord laming, Victoria Climbe came into contact with several agencies, none of which acted on the warning signs. No one built up the full picture of her interactions with different services. The Every Child Matter green paper sets out the long term vision for earlier intervention and effective protection by focusing on improving information sharing between agencies, The Every child matters policy was built on existing plans to strengthen preventative services by focusing on four key themes. Firstly, to increase focus on supporting families and carers, the most critical influence of childrens lives, The policy aim to improve parenting and family support through universal services such as schools, health and social services, also through targeted and specialist support to parent of children requiring additional support. Another key theme is the early intervention and effective protection; this is to ensure children receive services at the first onset on problems and to prevent any children from slipping thorough the net. This is done by improving information sharing between agencies, integrating professionals through multi- disciplinary teams responsible for identifying children at risk and also ensuring effective child protection procedures are kept in place. The third key theme was addressing the underlying problems identified in the report into the death of Victoria Climbià ©; weak accountability and poor integration. According to Every Child Matters summary pg9, â€Å"Radical reforms is needed to break down organisational boundaries†. The governments aim is that there should be one person in charge locally and nationally with the responsibility for improving childrens lives. The fourth theme is the workforce reform, this is to ensure that people working with children are valued, rewarded and trained. It aims is to make working with children an attractive, high status career and to develop a more skilled and flexible workforce, including a common core of training for those who work solely with children and families and those who have wider roles to develop a more consistent approach to childrens and families needs. â€Å"One very clear message emerges from the evidence we have received: there is almost universal support for the basic aims of Every Child Matters. We agree with witnesses—and therefore think it fitting to state at the outset—that the Government deserves substantial praise for embarking on such an ambitious and comprehensive programme of reform† (The United Kingdom Parliament, 2005). Overall, the policy has been mostly welcomed by those working with children. Many dedicated staff work flat out to improve the lives and health of children. One of the intended consequences of the policy is the development of the framework for social work training. The two-year Diploma has now been replaced with a three-year degree. The degree was introduced to encompass greater practical experience and to improve the skills base and competence of newly qualified social workers. According to the Chief Executive of the General Social Care Council (GSCC), Lynne Berry, â€Å"good quality service starts with good quality training. The GSCC are working with universities to ensure that tomorrows social workers are clear about the standards they are expected to meet, inspire public confidence in social care and are able to work successfully with colleagues from other professions. The new degree will ensure that newly qualified social workers have all the skills they need to begin successfu l careers† (GSCC, 2003). According to Campbell (2007), A spokesman from the Department for Children, Schools and Families, which is responsible for child welfare, said: In response to the Victoria Climbie inquiry, we have substantially strengthened the framework of law, guidance and supporting systems to help keep children safe, and that work is continuing. Tragically we know some children still suffer abuse and neglect. Despite the universal support for the basic aims of Every Child Matters, there are still children that slip through the net. The horrific list of children killed by their parents or relatives includes ten months old Neo Craig aged who lay dead for several hours before emergency crews were called to Rush Green Gardens in Romford, Essex, in December 2006. James Craig, 26, and Sharma Dookhooah, 25, were each jailed for five years after admitting causing or allowing the death of their 10-month-old son Neo. The Old Bailey trial heard that there had been a series of failings by police, doctors and social workers who knew about the boys derelict home life but did not intervene, despite a number of warnings†. In May 2007, one -month- old Luigi Askew was beaten to death by his violent father. Social workers and police were accused of disastrous failures after he was left at the mercy of his violent father Duncan Mills, who was convicted of murder at Ipswich crown court. Slack and Doughty (2008) reported that, â€Å"one child a week is a victim of murder or manslaughter, in a single year, the number of under-tens killed went up 30 per cent form 38 to 49, according to latest government figure†. The figure from the year to 2006- 2007, the latest available, emerged as the mother of Victoria Climbie, who was murdered in 2000, said she was shocked that lessons from the case have still not been learned. According to the report, â€Å"Apparent or disguised cooperation from parents often prevented or delayed understanding of the severity of harm to the child and cases drifted†. Social workers were often conned by parents thereby, children went unseen and unheard. According to the Palmer (2007), â€Å"the overall poverty levels in 2005/06 were the same as they were in 2002/03. Child poverty in 2005/06 was still 500,000 higher than the target set for 2004/05†. In conclusion, Victoria Climbies death was seen as a ‘wake up call for practitioners and professionals who are supposed to be safeguarding and protecting childrens welfare. Every Child Matters constituted the Governments policy response to the findings and recommendations of Lord Lamings Inquiry. Reference: Campbell, D. (2007) Health Correspondent, Doctors ‘failing to spot child abuse. The Observer, Nov 11, p.18. Ellison, N. Pierson, C. (1998) British Social Policy. Macmillan: London Every Child Matters Summary (2003) Department Of Health, London, The Stationary Office Ltd General Social Care Council (25/09/03), First students start new social work degree [online] Available at: start+new+social+work+degree.htm> [Accessed: 10/05/08] Laming, H (2003), Victoria Climbià © Inquiry, London: Stationery Office Heywood, A. (1998) Political Ideologies an Introduction, 2nd edition, London: The Macmillan Press Ltd. Palmer, G, MacInnes, T. and Kenway, P. (2007) monitoring poverty and social exclusion 2007. Joseph Rowntree foundation: York Department of Health, Department for Education and Skills, and Home Office (2003) Keeping Children safe. The Governments Response to the Victoria Climbià © Inquiry Report and Joint Chief Inspectors Report Safeguarding Children [online] Available at: http://www.everychildmatters.gov.uk/_files/684162953674A15196BB5221973959E3.pdf [Accessed 21 May 2008] Slack, J. and Doughty, S. (2008) one child under 10 every week becomes the victim of a killer. Daily Mail, May 29, p.19. The United Kingdom Parliament. (2005), House of Commons, Education and Skills Ninth Report [online] Available from: .Accessed: [29 May 2008]

Characterization in William Shakespeares Romeo and Juliet :: William Shakespeare Romeo and Juliet

  Ã‚  Ã‚  Ã‚  Ã‚  In Act One of William Shakespeare’s play, Romeo and Juliet, we meet Romeo, Mercutio, and Tybalt. Right away, we get an idea of who these characters are and what kind of role they will play throughout the story. Romeo, Mercutio, and Tybalt share many distinctive characteristics and personalities in the story. We learn that Romeo is the romantic and handsome son of the Montagues. In the beginning of the story, he was depressed, but his mood quickly changed as the story went on. We also learn that Mercutio is Romeo’s closest and good friend who tries to make Romeo forget about his first love, Rosaline. He is a great entertainer and he’s very sarcastic too. Instantly, we learn that Tybalt is a Capulet and Juliet’s cousin. He is very hot-headed, aggressive, and violent. He loathes the Montagues very much. Finally, in Act One of William Shakespeare’s play, Romeo and Juliet, we meet three characters, Romeo, Mercutio, and Tybalt and we d irectly get an idea of what the characters are like.   Ã‚  Ã‚  Ã‚  Ã‚  In the beginning of the story, we find out that Romeo is very depressed, but towards the end, he starts changing to be romantic. In the beginning of the story, the Montagues ask Benvolio of Romeo’s whereabouts. Benvolio answers that Romeo has seemed troubled about something since the morning. Montague quotes, â€Å"Away from light steals home my heavy son and private in his chamber pens himself, shuts up his windows, locks fair daylight out, and makes himself an artificial night†(I, i, 138-141). He’s talking about how Romeo looks so sad that it seems as if he doesn’t want to come home and he rather be locked up in a room with shut windows blocking daylight in or out. This makes Montague think that it sounds like Romeo is making himself live in an imaginary, not existing, fake world all by his lonesome self. When Benvolio and Romeo meet, they talk about what is bothering Romeo. This is when we learn that Romeo is depressed by the rejecti on of his love, Rosaline, who believes in chastity. Also, Rosaline won’t return the love that Romeo is waiting impatiently for. So this is why Romeo is heart-broken. But later, Romeo relieves his depressed feelings and he soon becomes romantic when he meets his new love, Juliet. When Romeo first sees Juliet at the Capulet ball, he completely forgets about Rosaline and falls in love with Juliet at first sight.

Positions of Blacks in the Civil War and Emancipation Essay example --

â€Å"Once let the black man get upon his person the brass letters, U.S., let him get an eagle on his button, and a musket on his shoulder and bullets in his pockets, and there is no power on earth which can deny that he has earned the right to citizenship in the United States." The quote mentioned above was proclaimed by African American abolitionist Frederick Douglass, and served as motivation for African Americans to enlist in the Union’s Army efforts and take an initiative in their future. With President Abraham Lincoln's issue of his Preliminary draft of the Emancipation Proclamation in 1862, the Civil War developed to be a war to ultimately save the union and to abolish slavery. Blacks overall played a substantial part in the victory of the union, helping them turn the tide against the confederate army. In all, there were roughly 200,000 black soldiers who served in over 100 units in the Union Army and Navy (10 percent of the Union). But while their involvement in war efforts deemed valuable there was tension on many fronts, there were major anti-Black prejudice against black involvement from people in Free states and in the loyal slave states; who were not in favor of arming the Black soldiers and letting them participate in combat. With tha t being said, what were the Social conditions for blacks in the North (Franklin) and the South (Augusta) prior to the war? How did many African Americans participate in the war and in what way? Did these conditions post war? The main purpose of this paper is to monitor African American contributions to the war and illustrate how these contributions changed their social status in society. With the election of Abraham Lincoln in 1860, it forecasted tremendous change for the entire country... ...863. http://valley.lib.virginia.edu/papers/FN0000. †¢ Christy, Jacob. â€Å"Franklin County: Jacob Christy to Mary Jane Demus, August 10, 1864.† The Valley of the Shadow, August 10, 1864. http://valley.lib.virginia.edu/papers/F3004. †¢ Hargrove, Hondon B. Black Union Soldiers in the Civil War. Jefferson, N.C: McFarland, 1988. †¢ Jordan, Ervin L. Black Confederates and Afro-Yankees in Civil War Virginia. Charlottesville, Va.: University Press of Virginia, 1995. †¢ Mobley, Joe A. Weary of War†¯: Life on the Confederate Home Front. Westport, Conn.: Praeger, 2008. †¢ Quarles, Benjamin. The Negro in the Civil War. Boston: Little, Brown, 1969. †¢ Wesley, Charles H. Afro-Americans in the Civil War: From Slavery to Citizenship. 1979 ed. International Library of Afro-American Life and History. Cornwells Heights, Pa: Publishers Agency, 1978.

The Challenge :: Progressivism Education Teaching Essays

The Challenge â€Å"Good teaching is one-fourth preparation and three-fourths theatre.† (Gail Godwin) This statement can be proven time and time again in the classroom. Students can only learn so much sitting in their seats. Making the lesson into an adventure, letting students discover things on their own, hands-on, lets students feel that they have a part in what they get to learn and can grasp concepts better. Having this perception is almost essential in today’s classroom. Students are made to be in school for almost eight hours a day. To make the classroom fun lets students get the extra boost of energy they need. Running a classroom like this way a great example of how a Progressivist would do so. I want my classroom to be full of progressivism. Children should be given the chance to explore, develop opinions, and have extraordinarily unique personalities without one test determining the student’s knowledge. My philosophy is that education should be offered to students in the way that they learn best, whether it be through bookwork, group work, or presentations that not only will help them learn now, but also with everything they do. Education is a right and a gift that should be handled with care. Being a teacher is one of my main goals because if you cannot have fun within the learning process, and create an appetite for further knowledge, then students will never retain what they learn, nor want to. I want to have brightly painted walls that will create open-mindedness with educational murals, relating to the content area of the grade level I teach, to decorate the room. I want to have students arranged in groups to help each other learn. Students will be able to take part in the rule making process and the technique of learning in my classroom. If a student cannot learn under certain conditions, they should not be made to do so. The role of the teacher isn’t to stand in front of the room and dictate material. I feel that I should influence the growth of my students by controlling the environment in which the growth takes place, rather than pounding bits of information into their heads (Sadker and Sadker pp96-97).

Eastern Gear

1. What are the major problems being faced by Eastern Gear? The major problem’s Eastern Gear is facing is that they are accepting large orders to help pay their overhead, also, their sales group is not part of the business, there is no link between them and manufacturing. Their order entry is inefficient; the tolerance on products is not firm. The layout of their shop is set up to make mistakes and increased lead time has resulted in the need for an expeditor. Lastly, they are hiring too many employees for the company’s needs. 2. What action should Rhodes take to solve his problems? First, Rhodes needs to stop accepting large orders at discounted prices to help cover overhead, doing this will not cover overhead and should only be done if the company is facing bankruptcy. Accepting the large orders causes some of the small orders to wait for processing and in-turn, are late. Also, the sales group is not part of the business, there is no direct link between them and manufacturing. Therefore, no one is paying attention to the order size. This needs to be corrected by putting a direct line of communication between sales and manufacturing. Second, the order entry system needs to be more efficient. A customer is able to request a change in design after the order has already been placed, it may be necessary to stop production on these orders and wait for the new raw materials or for the new design to be clarified. They do not have a process that charges back the variance on these orders; they need to input a system where if the customer wants a design change, they have to pay for it. Also, the customer’s prints submitted with the order do not always contain the tolerances required during machining. This is a discipline issue within the organization that needs to be eliminated; the customer must sign off on the tolerances before the order begins processing. Third, Eastern Gear needs to change the layout of the shop. Lead time has recently increased from 2 to 4 weeks, which made it necessary to hire an expeditor, there is a concerning amount of bottlenecks in the production process and inspection of the products is not done until the order is completed. The shop is set up to make production errors and ship unfinished product. The tools need to be central and equipment should not be set up by type but placed in proper sequence so that the product moves sequentially from the beginning of production to the end, and quality checks and inspection should be incorporated in the production process. Also, Eastern Gear needs to change their order fulfilment approach from made-to-order to made-to-stock. Changing the layout of the shop and order fulfilment approach will help reduce bottlenecks and lead time as well as eliminate the need for an expeditor. Lastly, Eastern Gear has a workforce of 50 people and is managed using a family- type approach. They have hired 10 new employees within the last quarter. The typical order spends 90% of the time waiting for a machine to become available, and only 10% of the time is actually spent processing the order, they should not hire more employees. 3. How can this case be related to operations strategy and process design concepts? This case related to operations strategy and process design concepts because having a good operations strategy and process design are key to running a successful manufacturing company. As witnessed in this case, the operations strategy and the process design need adjustments in order to be successful. Eastern Gear 1. What are the major problems being faced by Eastern Gear? The major problem’s Eastern Gear is facing is that they are accepting large orders to help pay their overhead, also, their sales group is not part of the business, there is no link between them and manufacturing. Their order entry is inefficient; the tolerance on products is not firm. The layout of their shop is set up to make mistakes and increased lead time has resulted in the need for an expeditor. Lastly, they are hiring too many employees for the company’s needs. 2. What action should Rhodes take to solve his problems? First, Rhodes needs to stop accepting large orders at discounted prices to help cover overhead, doing this will not cover overhead and should only be done if the company is facing bankruptcy. Accepting the large orders causes some of the small orders to wait for processing and in-turn, are late. Also, the sales group is not part of the business, there is no direct link between them and manufacturing. Therefore, no one is paying attention to the order size. This needs to be corrected by putting a direct line of communication between sales and manufacturing. Second, the order entry system needs to be more efficient. A customer is able to request a change in design after the order has already been placed, it may be necessary to stop production on these orders and wait for the new raw materials or for the new design to be clarified. They do not have a process that charges back the variance on these orders; they need to input a system where if the customer wants a design change, they have to pay for it. Also, the customer’s prints submitted with the order do not always contain the tolerances required during machining. This is a discipline issue within the organization that needs to be eliminated; the customer must sign off on the tolerances before the order begins processing. Third, Eastern Gear needs to change the layout of the shop. Lead time has recently increased from 2 to 4 weeks, which made it necessary to hire an expeditor, there is a concerning amount of bottlenecks in the production process and inspection of the products is not done until the order is completed. The shop is set up to make production errors and ship unfinished product. The tools need to be central and equipment should not be set up by type but placed in proper sequence so that the product moves sequentially from the beginning of production to the end, and quality checks and inspection should be incorporated in the production process. Also, Eastern Gear needs to change their order fulfilment approach from made-to-order to made-to-stock. Changing the layout of the shop and order fulfilment approach will help reduce bottlenecks and lead time as well as eliminate the need for an expeditor. Lastly, Eastern Gear has a workforce of 50 people and is managed using a family- type approach. They have hired 10 new employees within the last quarter. The typical order spends 90% of the time waiting for a machine to become available, and only 10% of the time is actually spent processing the order, they should not hire more employees. 3. How can this case be related to operations strategy and process design concepts? This case related to operations strategy and process design concepts because having a good operations strategy and process design are key to running a successful manufacturing company. As witnessed in this case, the operations strategy and the process design need adjustments in order to be successful.

Modern Political Thought

School of Politics and International Relations Modern Political Thought II POL206 2012-13 Module Convenor: Dr Madeleine Davis Email: m. j. [email  protected] ac. uk Office hours: Semester 1 Thursday 2-3pm, Friday 11-12am, Semester 2 Thursday 23pm, Friday 1-2pm. Office location: Arts One, Room 2. 28b Timetable: Lectures: Thursdays at 10 am Seminars: Thursdays (see QM+ and School notice board for details) 1 1. Welcome from the convenor This module handbook provides you with essential information. The handbook details the topics covered each week.You should use the reading lists provided to help you prepare for lectures and seminars. You should read the handbook carefully before you begin the module, and you should bring it with you every week to lectures and seminars. The first few pages give you some general information and advice on how the module will be taught and assessed, as well as guidelines on preparing and presenting your work. The rest of the handbook is a guide to module content, including a week by week guide to lecture and seminar themes, with essential and additional readings clearly indicated for each topic.Copies of this module outline and other handouts are available from the folders on the wall outside the School Office on the second floor of the Arts Building. The module outline for the spring semester will be available at the end of the autumn semester. Announcements relating to the module will be distributed via email to your QM email account or via QM+, and it is your responsibility if you miss any of these announcements. There will be a weekly lecture for the module at 10 am on Thursdays. Seminars also take place on Thursday and you will be assigned to one of these. . Module description This second year core module is compulsory for all Politics and Politics/History students, because we think an understanding of the history, structures and main concepts of political thinking is necessary for appreciating the institutions and arguments of modern political life, as you will study it in other modules. The skills you learn in dealing with more abstract and normative ideas, as well as in evaluating rational arguments, are also essential for studying all parts of the discipline.The module builds on the analysis of concepts and ideologies begun in POL100 Introduction to Politics, but it also offers an opportunity to read some of the classic texts, and to explore some of the founding ideas, of modern political theory. By studying the foundations and development of political thought, we can understand how contemporary ways of thinking about politics and the political emerged, as well as appreciating the historical and theoretical contexts in which they evolved.The emphasis in the module will be on a critical reading and analysis of primary texts. Part I of the course (MPT I) focused on the development of political thought prior to the French Revolution, emphasising in particular the social contract tradition; foundational i deas about rational individualism; the quest for a theory of political obligation which would grant legitimacy to the emerging modern state; the development of radical theories of democratic participation and popular sovereignty; and the critique of many of these developments in modern conservatism.It also raised questions about how we think of the political, by comparing the social contract tradition with that of Machiavelli and by considering politics in the context of the development of modernity. Concepts like consent, freedom, equality, rights and property were prominent. In Part II of the course, we will be considering the way in which political thought developed in the wake of the French and industrial revolutions. We will begin by focusing upon the continued rise of liberalism and secularism in the 18th and 19th centuries in the work of Jeremy 2Bentham, John Stuart Mill and Immanuel Kant. These figures represent the continued elaboration and sophistication of the modern foun dations of political society in concepts of rationalism, enlightenment, freedom and equality. As we will see, their conceptions of the role of the state, of right and of obligation continue to be immensely influential in both political thought and practice today. For the rest of the module we will turn our attention to Germany and three great German thinkers: Hegel, Marx and Nietzsche.This will allow you the opportunity to study three of the nineteenth-century’s central political thinkers, whose ideas have played a crucial role in the development of the 20th century. Hegel’s writings may not at first seem easy to understand as they are written in a style that is highly metaphysical and abstract. However, once we get beyond the philosophical jargon we discover one of the most compelling visions of the relationship between citizens and the state that has ever been offered.For Hegel, the state was ‘the actuality of the ethical idea’, and it was through the St ate that the individual acquires what he describes as ‘substantive freedom’. The critiques of liberalism developed by Marx and Nietzsche are the most influential we have. Attacking the very foundations of the emerging liberal capitalist order, they also dismissed its values and aspirations to justice as at best illusory and at worst, as masquerades for advancing sectional interests.For them, liberal democracy is about oppression and exploitation (Marx), nihilism and deathly mediocrity (Nietzsche), not justice and emancipation. They developed very different ideas from liberal ones, about human nature and what might be ‘good’ for it. They also developed grand historical accounts to explain what they saw as the miseries and degeneracy of modernity (capitalism; nihilism), alongside more visionary allusions as to how we might escape from them.Above all, Marx and Nietzsche sought to challenge the idea that politics is a rational practice undertaken by self-consci ous actors who make rational decisions and subscribe to general values of fairness. What they describe is a far more complex environment in which politics is an ongoing struggle between (structural, cultural, unconscious) forces of which we often have little understanding and even less control. This means that they pay less attention to the State than more conventional political theorists, since the power struggles that constitute political life are much more widespread.This clearly has significant implications for the practising of politics and through them, Marx and Nietzsche oblige us once more to take up the first semesters’ questions concerning the bases (or lack of them) for political authority, shared values or any common vision of justice or liberation. 3. Teaching and Learning Profile a) Teaching Arrangements Lecturers: Madeleine Davis (MD), Jeremy Jennings (JJ), Caroline Williams (CW) and Clare Woodford (CWd) Seminar teachers: Madeleine Davis, Caroline Williams and Clare Woodford The module has two components: a one hour weekly ecture and a one hour weekly seminar. Attendance at all lectures and seminars is compulsory. Persistent non-attendance can lead to 3 de-registration, which can affect your overall classification or prevent your studying further with Queen Mary. If you are absent due to ill health you should contact the module tutor and the office. If you are absent from Queen Mary for more than five days, you must supply a doctor’s note. Lectures: there will be twenty-two weekly lectures, as detailed in the module outline below. These will take place on Thursdays at 10 am. You should ensure that you attend all of these.Lectures are captured on audio and video, and you can find them on QM+. Seminars: these are held once a week and also last one hour. They are small group meetings based around specified texts and themes, and they are intended to supplement the lectures and provide an opportunity for deeper discussion of the module content. You MUST do the required preparatory reading in advance of the seminar. All participants are expected to demonstrate a careful reading for the week’s topic and a willingness and ability to contribute to class discussion on the basis of such reading.You can only demonstrate reading and thinking through making regular contributions to class discussions. The class tutors will endeavour to make sure that everybody says something in every seminar. Since seminars are designed to allow you to make an input into the module, attendance is compulsory. Please note that non-attendance at seminars can lead to deregistration from the module (see undergraduate handbook). Please let the seminar tutor know in advance if you are unable to attend a seminar, and please ensure that you speak to the module convenor or your personal tutor if you are experiencing problems.Because texts are open to various interpretations and criticisms, seminars in this module provide an especially importan t forum for trying out your ideas, testing them on other readers, and most importantly, raising difficulties that arose during your reading. You should never feel intimidated in these classes, in expressing your ideas: speculative thinking is an important part of political theorising and it is not a question of being ‘right’ or ‘wrong’. Above all, it is important that you should come to class with an enquiring mind and a willingness to share your questions, problems and opinions with other members of the tutorial.Class discussions are for your benefit and the more you put into them, the more stimulating and helpful you’ll find them. In fact, the best MPT sessions often arise from students identifying parts of texts they found the most difficult or controversial, rather than those parts which are more self-evident. Never feel inhibited about asking the meaning of words or passages – the chances are that other people are also struggling with the m! It is important that you should bring a copy of the week’s primary text with you, as we may want to analyse particular passages together.QM+ and email: it is important that you check the POL206 area on QM+ regularly. Not only will we post announcements and handouts there, but we will also involve QM+ in the teaching of the module. Smart students don’t come unprepared to class because they have forgotten to check QM+. You must also read your Queen Mary email daily for any communications about teaching. The School will not use any other email but that supplied by the Queen Mary. Failure to respond to email messages, particularly regarding non-attendance, may lead to deregistration. b) Learning Outcomes and Assessment Criteria The aims of the module are: To give students a broad overview of modern political thinking as it developed from the 16th century to the end of the 20th century; to encourage a capacity in analytical thinking and an ability to deal with abstract c oncepts and normative or speculative ideas; to introduce a critical perspective which encourages rigorous and creative thinking and to teach skills which are derived from a text-based module; and to introduce intensive and continuous writing assignments in order to develop students’ writing abilities and powers of written analysis.The learning objectives of the module are: The acquisition of a detailed knowledge of classic texts in political theory; an ability to explain and critically analyse the basic claims and normative ideas underlying modern political doctrines; a familiarity with the central concepts of modern political thought, such as rights, justice, human nature, liberty, equality, democracy, exploitation, as well as the idea of the political itself, as these have developed discursively and historically; and an appreciation of how political theory both understands, and responds to, the questions of odernity and the modern state. Skills: The module aims to teach the following skills: analytic skills in close readings of texts; skills of critical evaluation in considering arguments; speculative skills in thinking about the ‘big’ questions in politics; presentation skills in summarising complex theoretical arguments; and writing skills in presenting critical written accounts of ideas covered and reflecting on the student’s own work. c) Attendance Attendance at all Lectures and Seminars is compulsory.Persistent non attendance can lead to de-registration, which can affect your overall classification or prevent your studying further with Queen Mary. If you are absent due to ill health you should contact the module tutor and the office. If you are absent from Queen Mary for more than 5 days you must supply a doctor’s note. d) Participation/Preparation This handbook details the topics covered each week. You should use the reading lists provided to help you prepare for lectures and seminars. You can only demonstrate reading and thinking through making regular contributions to class discussions. e) Communication You must read your Queen Mary email for any communications about teaching daily. The School will not use any other email but that supplied by the Queen Mary. Failure to respond to email messages, particularly regarding non-attendance, may lead to deregistration. You must check this QM+ site for this module for any messages and associated learning material. 4. Assessment Profile and Timetable for feedback (see also Appendix 1) a) Assessment In the spring semester, assessment for this module consists of the following two pieces of work: (i) an essay proposal of max. 00 words, plus working bibliography (weighting: 10% of the mark for the whole year); and (ii) a research essay of max. 5000 words (weighting: 50% of the mark for the whole year). The research essay is designed to allow you to demonstrate both depth and breadth in your understanding of the semester’s key themes and thinkers. It i s also intended to help develop your skills of research design and independent research, in order to prepare you for the final year dissertation you will undertake next year.You will be required to choose one from a selection of key themes, and to write an essay that compares and analyses the treatment of your chosen theme by at least three of the thinkers covered in this module. The choice of thinkers will depend on the theme chosen and your own interests, with one stipulation: at least two must be chosen from the Spring Semester (for Semester B associates all will be chosen from the Spring Semester). The themes from which to choose are: i) freedom, ii) human nature, iii) morality, iv) equality, v) political authority and legitimacy.The requirement to submit a plan and working bibliography is intended to ensure that your choice of themes and thinkers is appropriate, to help you in framing your arguments, and to give you the opportunity to receive feedback on your work in progress f rom your seminar tutor. Your tutors may also incorporate short writing exercises into classes to help you link themes and thinkers as we progress through the course. Deadlines Essay proposal: Thursday 7 March (Week 9) Feedback will be given in week 11. Research essay: Tuesday 23 April. Grades and feedback will be given after the exam period.Please refer to the Appendix for further information and guidance about the coursework. Exam There is no exam for this module. 6 Semester B associate students Those taking MPT II only will have 100% of their grade awarded on the basis of their spring semester course work. The coursework is as follows: (i) an essay proposal of max. 500 words, plus working bibliography (weighting: 15% of the mark); and (ii) a research essay of max. 5000 words (weighting: 85% of the mark). The coursework is due on the same dates as for nonassociate students.See Appendices for full details. b) Submission of coursework You must submit one electronic copy of all assign ments. Your electronic copy must be submitted via Queen Mary’s Virtual Learning environment (QMPlus) by 9am on the day of the stated deadline. The School has a policy of anonymous marking. Your name must not appear anywhere on your work. Therefore, you must ensure that you use the coursework coversheet as the first page of your assignment. Any coursework work submitted which does not have a coversheet attached will incur penalties for incorrect submission.Coversheets can be downloaded from the Undergraduate shared area of QMPlus and through individual QMPlus module areas Your electronic copy must be submitted by 9am on the deadline date, and will be retained and screened by anti-plagiarism software. REMEMBER: Save your assignment with coversheet and bibliography as a single document (preferably as a PDF) before uploading to QMPlus Complete the coversheet with your Student ID, Module Code, Assignment number and Seminar Tutor. Your assignments must be submitted by 9am on the de adline date Save back-up copies of all your work in case of computer failure.It is your responsibility to submit your assignments correctly. (Full details of submission policies can be found in the School’s Student Handbook. ) c) Extensions If you require an extension due to extenuating circumstances (EC), you must complete the relevant EC form and attach documentation to support your request. Completed forms and documentation should be handed into the Office. Full details can be found in the Student Handbook 7 Essays submitted 14 days after the deadline – including weekends – will not be assessed and will be given a mark of zero. d) Essay AdviceReferencing and bibliography There are different ways of referencing and making a bibliography. The important thing is that you use one, and that you use it consistently. Referencing and bibliography are essential parts of any essay and marks will be deducted if they are poor or absent. Your seminar teacher will be happy to answer questions about this. For details about how to reference and make a bibliography, please consult the Student Handbook. e) Past Exam Paper There is no exam for this course. 5. QM+ All module materials, including a copy of this module outline can be found on QMPlus.You should familiarise yourself with QMPlus as soon as possible as further information concerning this module and office hours will be posted there. To access QMPlus (on or off campus) go to http://qmplus. qmul. ac. uk/. You will require your QM computer access username and password. You should also use QMPlus to upload the electronic version your assignments. If you are having problems accessing/using QMPlus support and information can be found on the following website – http://qmplus. qmul. ac. uk/mod/page/view. php? id=85646 Equally you can contact the School Office who may be able to offer assistance.NOTE: If you have not completed your module registration properly your modules will not show on QMPlus. It is up to you to ensure you complete registration and check QMplus regularly. 6. Plagiarism QM defines plagiarism as presenting someone else’s work as one’s own irrespective of intention. Close paraphrasing, copying from the work of another person, including another student, using the ideas of another person, without proper acknowledgement or repeating work you have previously submitted without properly referencing yourself (known as ‘self plagiarism’) also constitute plagiarism. Regulations on Assessment Offences 8 Plagiarism is a serious offence and all students suspected of plagiarism will be subject to an investigation. If found guilty, penalties can include failure of the module to suspension or permanent withdrawal from Queen Mary. It is your responsibility to ensure that you understand plagiarism and how to avoid it. The recommendations below can help you in avoiding plagiarism. Be sure to record your sources when taking notes, and to cite these if you use ideas or, especially, quotations from the original source.Be particularly careful if you are cutting and pasting information between two documents, and ensure that references are not lost in the process. Be sensible in referencing ideas – commonly held views that are generally accepted do not always require acknowledgment to particular sources. However, it is best to be safe to avoid plagiarism. Be particularly careful with quotations and paraphrasing. Be aware that technology is now available at Queen Mary and elsewhere that can automatically detect plagiarism. Ensure that all works used are referenced appropriately in the text of your work and fully credited in your bibliography.If in doubt, ask for further guidance from your adviser or module tutor. See your student handbook for further advice. 9 7. LECTURE AND SEMINAR SCHEDULE 1 2 3 4 5 6 7 8 9 10 11 12 Lecture Bentham’s Utilitarianism (JJ) John Stuart Mill’s Liberalism (JJ) Kant’s Enlighte nment (CWd) Hegel: Philosophy, ethics and the state (CWd) The early Marx (MD) Marx’s historical materialism (MD) Reading week; no lectures or seminars The Analysis of Capitalism (MD) Introduction to Nietzsche and the Genealogy of Morality (CW) Nietzsche’s Genealogy and Bad Conscience (CW) Nietzsche’s Genealogy and Nihilism (CW) Conclusion and overview (MD)Seminar theme Bentham: principles of morals and legislation John Stuart Mill: liberty Kant: enlightenment and freedom Hegel and the state Marx: emancipation, alienation and speciesbeing Marx: history, class and revolution Marx: capitalism and exploitation Nietzsche’s challenge : what is morality? Nietzsche: guilt, bad conscience, discipline and will to power Nietzsche: nihilism and beyond Advice on preparing your research essay PLEASE NOTE THAT THERE WILL BE A BRIEFING SESSION ON THE ASSESSMENT REQUIREMENTS FOR ALL STUDENTS ON THURSDAY 18 JANUARY AT 1PM IN ROOM FB113A 10 8. READING GUIDESEMESTER II TEXTS Core Texts Jeremy Bentham, An Introduction to the Principles of Morals and Legislation (in Wootton). John Stuart Mill, On Liberty (in Wootton). Kant, ‘An Answer to the Question: What is Enlightenment? ’ (in Wootton). G. W. F. Hegel, Elements of the Philosophy of Right (Cambridge: Cambridge University Press, 1991). Karl Marx and Friedrich Engels: various texts, including excerpts from On the Jewish Question, The 1844 Manuscripts, The German Ideology, The Communist Manifesto and Capital , collected in Wootton or Robert C. Tucker, The Marx-Engels Reader, 2nd edition (New York: W.W. Norton, 1978). Friedrich Nietzsche, On the Genealogy of Morality, ed. Keith Ansell-Pearson, trans. Carol Diethe (Cambridge: Cambridge University Press, 2007). As far as is possible, all of the first and second semester readings are collected in David Wootton (ed. ), Modern Political Thought. Readings from Machiavelli to Nietzsche (Cambridge: Hackett, 1996) (referred to below as Wootton; you may also use the second edition from 2008). Students are strongly advised to purchase this text. Where texts are not in Wootton they will be posted on the QM+ site for the course.Most of these texts can also be found on the internet, although the quality varies. Secondary texts: An important note on secondary reading: As last semester, the major emphasis of this course is on a close reading of primary texts. All the essential reading for seminars is from the core primary texts listed above. However you will need to consult secondary texts when planning and preparing your research essay (you can also, of course, use them for seminar preparation in addition to – never instead of! – the primary reading if you have time).The secondary material listed below is organised into various categories: general texts: useful companion texts aimed at students and usually covering several thinkers and one or more relevant themes. secondary texts on particular thinkers: more in depth and specialised treatments of each thinker. additional thematic sources: some suggestions for general reading on the themes for the research essay. 11 Your working bibliography for the research essay will probably contain material from each of these categories. We have provided a fairly extensive range of sources here.All should be available in the QM library (some are still on order at the time of compiling this list). Useful secondary texts (* indicates particularly recommended) General secondary texts: Barry, N. , Modern Political Theory (4th ed, 2000) (chapters on authority, freedom and equality) Boucher, D. and P. Kelly (eds. ), Political Thinkers (London: Routledge, 2003). *Edwards, A. and J. Townsend (eds. ), Interpreting Modern Political Philosophy. From Machiavelli to Marx (Basingstoke: Palgrave, 2002). (useful chapters on Kant, Hegel, Mill and Marx) *Hampsher-Monk, I. A History of Modern Political Thought (Oxford: Blackwell, 1992) (chapters on Bentham, Mill, Hegel and Marx) Ma cpherson, C. B. , The Political Theory of Possessive Individualism (Oxford: Oxford University Press, 1964). ( a critique of liberalism) Matravers, D. et al. , Reading Political Philosophy. Machiavelli to Mill (London: Routledge, 2001). *Pateman, C. , The Problem of Political Obligation (Cambridge: Polity, 1985). Plamenatz, J. , Man and Society: Political and Social Theories from Machiavelli to Marx (New York: Longman, 1991). Ramsay, M. ,What’s Wrong with liberalism? (1997) Rorty, R. et al. (eds. ), Philosophy in History: Essays in the Historiography of Philosophy (Cambridge: Cambridge University Press, 1984). *Rosen, M. , and Wolff, J. , Political Thought (OPU, 1999) – (a very useful reader of primary texts organised by themes including human nature, justification of political rule, and liberty, with short introductions to each theme) Wolff, J. , An Introduction to Political Philosophy (Oxford: Oxford University Press, 1996). By thinker: Bentham, Mill and Utilitarianis m David Bromwich and George Kateb (eds), John Stuart Mill On Liberty (New Haven: Yale University Press, 2003).Wendy Donner, The Liberal Self: John Stuart Mill’s Moral and Political Philosophy (Ithaca: Cornell University Press, 1991). Michael B. Gill, The British Moralists on Human Nature and the Birth of Secular Ethics (Cambridge: Cambridge University Press, 2006). *John Gray, Mill on Liberty: A Defence, 2nd edition (London: Routledge, 1996). Joseph Hamburger, John Stuart Mill on Liberty and Control (Princeton: Princeton University Press, 1999). *Ian Hampsher-Monk, A History of Modern Political Thought (Oxford: Blackwell, 1992), chapters 7 and 8.Will Kymlicka, Contemporary Political Philosophy: An Introduction, 2nd ed. (Oxford: Oxford University Press, 2002), chapter 2. 12 John Rawls, A Theory of Justice (Cambridge, MA: Belknap Press, 1971),  §Ã‚ §5, 26-30. Nancy Rosenblum, Bentham’s Theory of the Modern State (Cambridge, MA: Harvard University Press, 1978). Alan Rya n, The Philosophy of John Stuart Mill, 2nd edition (Basingstoke: Macmillan, 1978). Geoffrey Scarre, Utilitarianism (London: Routledge, 1996). Philip Schofield, Utility and Democracy: The Political Thought of Jeremy Bentham (Oxford: Oxford University Press, 2006)..John Skorupski, John Stuart Mill (London: Routledge, 1989). John Skorupski (ed. ), The Cambridge Companion to John Stuart Mill (Cambridge: Cambridge University Press, 1998). J. J. C. Smart and Bernhard Williams, Utilitarianism for and against (Cambridge: Cambridge University Press, 1973). John Stuart Mill, ‘Utilitarianism’, in On Liberty and Other Essays, ed. John Gray (Oxford: Oxford University Press, 1991), pp. 131-201. Kant Useful Introductions Scruton, R. (2001) ‘Kant A Very Short Introduction’, Oxford: Oxford University Press Filkshuh, K. A. (2003 [2nd ed. 2009]) ‘Kant’ in Boucher, D. and Kelly, P. eds) Political Thinkers From Socrates to the Present, Oxford: Oxford University Pre ss, pp. 422-36 P. Guyer, The Cambridge companion to Kant P. Guyer The Cambridge Companion to Kant and modern philosophy (2006) H. Williams, Kant’s Political philosophy S. M. Shell, The Rights of reason: A study of Kant’s Philosophy and Politics R. Beiner (ed), Kant and political Philosophy H. Arendt, Lectures on Kant’s Political Philosophy P. Riley, Will and Political Legitimacy L. Krieger, The German Idea of Freedom G. A. Kelly, Idealism, Politics, and History Reiss, H. S. (ed. ) (1991) Kant’s Political Writings, (2nd ed. (H. B. Nisbet trans. ) Cambridge: Cambridge University Press Also useful for commentaries and discussion: Allison, H. (2004 ed) Kant’s Transcendental Idealism: An Interpretation and Defence, London and New Haven, CT: Yale University Press Ameriks, K. (2000 ed) Kant’s Theory of Mind, Oxford: Clarendon Press Beck, L. W. (1960) A Commentary on Kant’s Critique of Practical Reason, Chicago Caygill, H. (1995) A Kant Dicti onary, Oxford: Blackwell Collins, A. (1999) Possible Experience: Understanding Kant’s Critique of Pure Reason Berkeley and Los Angeles: University of California Press Downie, R. S. and Telfer, E. 1969) Respect for Persons, Allen and Unwin Filkshuh, K. A. (2003 [2nd ed. 2009]) ‘Kant’ in Boucher, D. and Kelly, P. (ed. s) Political Thinkers From Socrates to the Present, Oxford: Oxford University Press, pp. 422-36 Gardner, S. (1999) Routledge Philosophy Guidebook to Kant and the Critique of Pure Reason, (London: Routledge) 13 Keller, P. (2001) Kant and the Demands of Self-Consciousness Cambridge: Cambridge University Press Kitcher, P. (1982) ‘Kant on Self-Identity’, The Philosophical Review, vol. 91, no. 1, pp. 41-72 Kitcher, P. (1999) ‘Kant on Self-Consciousness’, The Philosophical Review, vol. 08, no. 3, pp. 345-386 Korsgaard, C. (1996) Creating the Kingdom of Ends, Cambridge; Cambridge University Press Sircello, G. (1968) ‘Subjectiv ity and Justification in Aesthetic Judgements’, The Journal of Aesthetics and Art Criticism, Vol. 27, no. 1, pp. 3-12 Wolff, R. P. (ed. ) (1967) ‘Kant: A Collection of Critical Essays’, Garden City, NY: Doubleday Anchor [a useful collection] Hegel Useful Introductions: Singer, P. (1983) ‘Hegel: a very short introduction’, Oxford: Oxford University Press Patten, A. (2003 [2nd ed. 2009]) ‘Hegel’ in Boucher, D. and Kelly, P. (ed. ) Political Thinkers from Socrates to the Present, Oxford: Oxford University Press, pp. 437-58 Knowles, D. (2002) ‘Hegel and the Philosophy of Right’, New York; Routledge [An excellent text. Really useful for situating Hegel’s knowledge in context. Very clearly written]. Also useful: * Hampsher-Monk, I. A History of Modern Political Thought (Oxford: Blackwell, 1992), * Patten, A. Hegel’s Idea of Freedom (Oxford: Oxford University Press, 1999). * Wood, A. W. ‘Editor’s Introduc tion’, in G. W. F. Hegel, Elements of the Philosophy of Right (CUP 1991) * Burns, A. ‘G. W. F.Hegel’, in Terrell Carver and James Martin (eds), Continental Wood, A. W. Hegel’s Ethical Thought (Cambridge: Cambridge University Press, 1990). Ameriks, K. (1985) ‘Hegel’s Critique of Kant’s Theoretical Philosophy’, Philosophy and Phenomenological Research Vol. XLVI, no. I, pp. 1-35 Haddock, B. ‘G. W. F Hegel: Philosophy of Right’, in Murray Forsyth and (eds), The Political Classics: A Guide to the Essential Texts from Hamilton to Mill, Vol. 2 (Oxford: Oxford University Press, 1993). Beiser, F. (2005) ‘Hegel’, London: Routledge Berenson, F. (1982) ‘Hegel on Others and the Self’, Philosophy, vol. 57, no. 19, pp,77-90 Taylor, C. Hegel and Modern Society (Cambridge: Cambridge University Press, 1979). Taylor, C. Hegel, (Cambridge: Cambridge University Press, 1977). Di Giovanni, G. and Harris, H. S. (ed s) (1985) ‘Between Kant and Hegel’, Albany: SUNY Press Harris, H. S. (1995) ‘Hegel: Phenomenology and System’, Indianapolis: Hackett Houlgate, S. (1991) ‘Freedom, Truth, History: And introduction to Hegel’s Philosophy’, London: Routledge Ritter, J. Hegel and the French Revolution: Essays on The Philosophy of Right (Cambridge: MIT Press, 1984). Mccarney, J. ‘Hegel on History,’ (London: Routledge, 2000). Habermas, J.Knowledge and Human Interests, trans. Jeremy J. Shapiro (Cambridge: 14 Inwood, M. A Hegel Dictionary (Oxford: Blackwell, 1992). Inwood, M. Hegel (London: Routledge, 1983). Hardimon, M. O. Hegel’s Social Philosophy: The Project of Reconciliation (Cambridge: Cambridge University Press, 1994). Mure, G. R. G. (1965) ‘The Philosophy of Hegel’, London Pinkard T. (2000) ‘Hegel: A Biography’, Cambridge: Cambridge University Press [Useful introduction to Hegel’s life and times] Raymon d Plant, Hegel (London: Routledge, 1999). Pippin, R. B. Idealism as Modernism: Hegelian Variations (Cambridge: Cambridge University Press, 1997).Avineri, S. Hegel’s Theory of the Modern State, New edition (Cambridge: Cambridge University Press, 1974). Solomon, R. (1983) ‘In the Spirit of Hegel’, Oxford: Oxford University Press Stewart, J. (2000) ‘The Unity of Hegel’s Phenomenology of Spirit’, Evanston, IL: Northwestern University Press Taylor, C. (1975) ‘Hegel’ Cambridge: Cambridge University Press Villa, D. (2005) ‘Hegel, Toqueville, and â€Å"Individualism†Ã¢â‚¬â„¢, The Review of Politics, Vol. 67, no. 4, pp. 659-86 Walsh, W. H. Hegelian Ethics (Basingstoke: Macmillan, 1969). Westphal, K. (2003) ‘Hegel’s Epistemology’, Indianapolis: Hackett Allen W.Wood, Hegel’s Ethical Thought (Cambridge: Cambridge University Press, 1990). Pelczynski, Z. A. (ed. ), The State and Civil Society: Studies in Hegel’s Political Philosophy (Cambridge: Cambridge University Press, 1984). Pelczynski, Z. A. Hegel’s Political Philosophy: Problems and Perspectives (Cambridge: Cambridge University Press, 1971). Marx General texts S Avineri, Social and Political Thought of Karl Marx T Bottomore (ed), A Dictionary of Marxist Thought T. Carver ed. , The Cambridge Companion to Marx T. Carver, Marx’s Social Theory T. Carver, The Postmodern Marx *G Duncan, Marx and Mill M Evans, Karl Marx *I.Hampsher-Monk, Modern Political Thought Ch 10 J Lively & A Reeve (eds),Modern Political Theory Section VI *D McLellan,Karl Marx: His Life and Thought *D McLellan,The Thought of Karl Marx [thematic chapters in Part 2 are extremely useful] J Maguire, Marx's Theory of Politics P. Osborne How to Read Marx *P Singer, Marx (a useful, short introduction) T Sowell, Marxism, Philosophy and Economics W Suching, Marx: An Introduction 15 A Wood, Karl Marx The Young Marx and Alienation E Fromm, Marx's Conce pt of Man S Hook, From Hegel to Marx * D McLellan, Marx Before Marxism I Meszaros, Marx's Theory of Alienation B Ollman, Alienation D.McLennan, The Young Hegelians and Karl Marx Historical Materialism & Social Change A Carter, Marx: A Radical Critique T Carver, Marx's Social Theory G Cohen, Karl Marx's Theory of History: A Defence M Rader, Marx's Interpretation of History Marx and Capitalism: Marxist Economics A Brewer, A Guide to Marx's Capital B Fine, Theories of the Capitalist Economy A Giddens, Capitalism and Modern Social Theory E Mandel, The Formation of the Economic Thought of Karl Marx E Mandel, An Introduction to Marxist Economic Theory T Sowell, Marxism, Philosophy and Economics Marx and Ideology E. Balibar, Marx and Philosophy T.Carver, `Did Ideology fall with the Wall? Marx, Marxism, Post-Marxism’ in M. Freeden ed. , Reassessing Political Ideologies J Lorraine, â€Å"Ideology and its revisions in Contemporary Marxism† in N O'Sullivan ed. , The Structure of Modern Ideology J. McCarney, The Real World of Ideology M. Seliger, The Marxist Concept of Ideology R. Williams, `Ideology' in his Keywords Marx and Engels on justice, morality, human nature and exploitation Arneson,`What's wrong with Exploitation? ‘ Ethics 91 (Jan 1981) A. Buchanan, `Exploitation, Alienation and Injustice', Canadian Journal of Philosophy IX vol. Cohen, Nagel & Scanlon eds, Marx, Justice and History (esp. articles by Husain and Wood L. N. Geras,`The Controversy about Marx and Justice', New Left Review 150 (1985) * N. Geras, Marx and Human Nature *S. Lukes, Marxism and Morality *K. Neilson & S. Patton eds, `Marx and Morality', Canadian Journal of Philosophy. Supplement to vol. VII (1981) A. Wood, Karl Marx, pt III A. Wood, `The Marxist Critique of Justice', Philosophy and Public Affairs vol. 1 no. 13 (1972) 16 Young, `Justice and Capitalist Production. Marx and Bourgeois Ideology', Canadian Journal of Philosophy VIII no. 13 (1978) Nietzsche *K.Ansell-Pearson, T he Perfect Nihilist. An Introduction to Nietzsche as Political Thinker *K. Ansell-Pearson, Nietzsche contra Rousseau. A Study of Nietzsche's Moral and Political Thought K. Ansell-Pearson, `The Exotic Philosophy of Friedrich Nietzsche', Political Theory (Aug. 1986) *K. Ansell-Pearson, `Nietzsche on Autonomy and Morality', Political Studies (June 1991) K. Ansell-Pearson, `Nietzsche: A Radical Challenge to Political Theory? ‘ Radical Philosophy 54 (1990) K. Ansell-Pearson, `Who is the ubermensch? Time, Truth and Woman in Nietzsche' Journal of the History of Ideas (April/June 1992) D. Conway, Nietzsche and the Political D.Conway, Nietzsche's Dangerous Game S. J. Coleman, `Nietzsche as Politique et Moraliste' Journal of the History of Ideas vol. 27 (1966) G. Deleuze, Nietzsche and Philosophy [challenging but brilliant] D. Allison ed. , The New Nietzsche [excellent but challenging collection] R. Hollingdale, Nietzsche: The Man and his Philosophy [a readable semi-biography by one of his main English translaters] W. Kaufmann, Nietzsche. Philosopher, Psychologist, and Anti-Christ [It was Kaufmann who first introduced Nietzsche to many English-speaking readers, via his translations, and he who was mainly responsible for re-presenting N. s an existentialist. His work is very accessible and convincing] T. Strong, Nietzsche and the Politics of Transfiguration (2000) [good on N and Politics] M. Warren, Nietzsche and Political Thought (MIT 1988) M. Warren, `The Politics of Nietzsche's Philosophy: Nihilism, Culture and Power', Political Studies (Sept. 1985) M. Warren, `Nietzsche and Political Philosophy', Political Theory vol. 13 no. 2 (May 1985) K. Higgins, Nietzsche's Zarathustra D. Owen, Nietzsche, Politics and Modernity D. Owen On the Genealogy of Morality (2007) P. Patton, Deleuze and the Political (Routledge 2000) ch. [not all on Nietzsche but some very useful comparative points] R. Schacht ed. , Nietzsche, Genealogy, Morality: Essays on Nietzsche's Genealogy of M orals B. Leiter Routledge Philosophy Guidebook to Nietzsche on the Genealogy of Morality *M. Tanner, Nietzsche (1994) [this is a very short and accessible introduction] B. Magnus & K. Higgins ed. , The Cambridge Companion to Nietzsche [esp. articles by Magnus & Higgins, Strong and Nehamas] *A. Nehamas, Nietzsche: Life as Literature [a very useful commentary] R. Soloman & K. Higgins, Reading Nietzsche E.Kennedy, `Woman as Ubermensch: Nietzsche', in Kennedy & Mendus eds, Women in Western Political Philosophy K. Oliver, Womanizing Nietzsche: Philosophy's Relation to the `Feminine' 17 P. Johnson, `Nietzsche Reception Today', Radical Philosophy 80 (Nov/Dec 1996) [useful overview of literature on Nietzsche's politics] D. Coole, `The Politics of Reading Nietzsche', Political Studies 46 (June 1998) D. Coole, Politics and Negativity (Routledge 2000) ch. 3 S. Rosen, The Mask of Enlightenment. Nietzsche's Zaarathustra [very detailed exposition of a major text] T. Sadler, Nietzsche. Truth and R edemption.Critique of the Postmodernist Nietzsche [presents a mystical, existentialist Nietzsche, based on the early writings. Readable but controversial] *F. Appel, Nietzsche Contra Democracy [short and clear. Argues that Nietzsche is a thoroughgoing anti-democrat] Additional thematic sources: Many of the sources already listed by thinker have useful material on the themes for the extended essay. The sources below provide general background and additional material. As a general starting point Goodin and Pettit (eds) A companion to contemporary political philosophy (Blackwell, 1995) has useful chapters on most of these themes.Remember that texts from last term will also be relevant. Freedom: Connolly, William, The Terms of Political Discourse (1983), chapter 4 Coole, Diana, ‘Constructing and Deconstructing Liberty’, Political Studies 41:1 (1993) [reprinted in P. Dunleavy et al. (eds. ), British Political Science] Green, T. H. , ‘Liberal Legislation and Freedom of Contract’, in Lectures on the Principles of Political Obligations and Other Writings Miller, David, Liberty Ramsay, Maureen What’s Wrong with liberalism? (1997) Ch 2 Riley, Jonathan, ‘Liberty’, in Catriona McKinnon (ed. , Issues in Political Theory Ryan, Alan (ed. ), The Idea of Freedom Swift, Adam, Political Philosophy, (Polity, 2001) part 2 Taylor, Charles, ‘What's Wrong with Negative Liberty? ’, in A. Ryan (ed. ), The Idea of Freedom and in D. Miller, Liberty. Human nature Davies, J. , Human nature in politics (Wiley, 1963) Forbes, I. , and Smith, S. , (eds) Politics and human nature (1983) Parekh, Bikhu, Rethinking Multiculturalism. MacMillan: Basingtoke, 2000. Chapter 4. Pinker, S. , The blank slate: the modern denial of human nature (2003) Rosen, M. , & Wolff, J. , Political Thought.Oxford: Oxford UP, 1999, Chapter 1. Sayers, S. , Marxism and human nature (Routledge, 2007) 18 Morality K. Ansell-Pearson, Nietzsche contra Rousseau. A Study of Nietzsche's Moral and Political Thought Berki, N. , and Parekh, B. The morality of politics (1972) S. Lukes, Marxism and Morality Nuttall, J Moral Questions: an introduction to ethics (Polity, 1993) Ch 13 Raz, J. , The morality of freedom (Clarendon, 1986) Raz, J. , Ethics in the public domain: the morality of law and politics (OUP 1994) Equality Arneson . , RJ ‘Equality’ in Goodin and Pettit Pojman, L. and R. Westmoreland (eds. , Equality: Selected Readings Rees, John, Equality (Pall Mall Press, 1971) Sen, A. , Inequality Re-examined Sen, A. , ‘Equality of What? ’, in Choice, Welfare and Measurement Tawney, R. H. , Equality, (1931) especially section on ‘Liberty and Equality’ Swift, Adam, Political Philosophy, esp Part 3 (Polity, 2001) Tawney RH Equality (Allen and Unwin, 1931) White S. , Equality (Polity, 2007) Political authority and legitimacy Dunn, J Political obligation in its historical context (CUP 1980) Flathman. , R ‘Legitim acy’ in Goodin and Pettit (eds) A companion to contemporary political philosophy (Blackwell, 1995) Flathman, R. The practice of political authority (Univ of Chicago Press, 1980) Green , L. , The authority of the state (Clarendon 1988) Green TH Lectures on the principles of political obligation and other writings (CUP, 1986) Hampton, J. , ‘Contract and consent’, Ch 16 in Goodin and Pettit (eds) Lessnoff, M. , Social contract theory (Blackwell, 1990) Morris ,C. , (ed) The social contract theorists: critical essays on Hobbes Locke and Rousseau (1998) Pateman, C Participation and democratic theory (CUP, 1970) Pateman The problems of political obligation (CUP, 1985) Plamenatz, J. Consent, freedom and political obligation (OUP, 1968) Riley P. , Will and political legitimacy: a critical exposition of social contract theory in Hobbes, Locke, Rousseau Kant and Hegel ( Harvard University Press, 1982) Simmons, AJ. , Moral principles and political obligations (Princeton Univ Press, 1979) Warrender, J The political philosophy of Hobbes: his theory of obligation (Clarendon, 1957) Please note: if locating material for a topic is difficult please ask your tutor for further suggestions. 19 10. SEMINAR PREPARATION SCHEDULE Week 1: Introduction to the module.Bentham’s utilitarianism Essential Reading: Jeremy Bentham, An Introduction to the Principles of Morals and Legislation, chapters I, IV, VII, XIV (in Wootton). Please bring your copy of the David Wootton volume to class with you. Questions to guide your reading and for seminar discussion: 1. What does Bentham mean when he says that mankind is governed by pain and pleasure? 2. What is the principle of utility? 3. Why does Bentham believe that it can provide an objective standard by which our actions can be judged? What type of ethical theory is utilitarianism? What is its relationship to morality? . What, if any, are the political implications of utilitarianism? Week 2: John Stuart Mill’s Lib eralism Essential Reading: John Stuart Mill, On Liberty. Please bring your copy of the David Wootton volume to class with you. Questions to guide your reading and for seminar discussion: 1. Why does J. S. Mill believe that it is important to define the nature and limits of power? 2. What is J. S. Mill’s ‘one very simple principle’? How simple is it? And how can it be applied? 3. What justification does Mill provide for freedom of expression of opinion? How convincing do you find it? 4.Why does Mill believe that individuality is one of the elements of well-being? What does he mean when he says that human beings can become ‘a noble and beautiful object of contemplation’? Short in-class or post-class writing task: write some notes in answer to the following: How does Mill’s understanding of freedom differ from or develop the ideas of the thinkers we studied last semester? Week 3: Kant’s Enlightenment Essential Reading: 20 Immanuel Kant, â €˜An Answer to the Question: What is Enlightenment? ’ (Wootton pp. 522-526) Please bring your copy of the David Wootton volume with you to class.Questions to guide your reading and for seminar discussion: 1. How does Kant define Enlightenment? 2. How is enlightenment attained and what is its significance? 3. What are the obstacles to Enlightenment and how can they be overcome? 4. What is the relationship of Enlightenment to freedom? Week 4: Hegel and the State Essential Reading: G. W. F. Hegel, Elements of the Philosophy of Right, (Cambridge, CUP, 1991) Part 3: Ethical life, Section 2, Civil Society, pp. 220-39) On QM+. The editor’s introduction by Allen Wood is also very useful. Please focus especially on the following sections;  §188; C. The Police and the Corporation  §230, a.The Police  §231-249; b. The Corporation ( §250-256). Section 3, The State  §257-259. Questions to guide your reading and for seminar discussion: 1. What does Hegel understand by c ivil society ( §188)? 2. What is the role of the police ( §231-49)? 3. What is the relationship between the family and civil society and the family and the state ( §231-256)? 4. How is the relationship between individual and civil society different from that of individual and the state ( §258)? 5. What does Hegel think the relationship is between freedom and the state ( §258)? Do not be worried if you find these questions difficult to answer when reading on your own.We will try to answer them together in the seminar. Week 5: The early Marx This is the first of three sessions on Marx. In order to understand the context of his ideas, his career and political commitments, it will help you a great deal to do some general introductory reading on Marx from the list below over the next three weeks to support your reading of the primary texts. These are all accessible and clear introductions to Marx’ work. Class discussion will focus on the primary text, and you must bring a copy of the Wootton text with you each week and prepare some answers to the questions that will form the basis of discussion. 1 P. Singer, Marx. A Very Short Introduction (OUP) David McLellan, Karl Marx: His life and thought Hampsher Monk, A History of Modern Political Thought (Blackwell), Chapter 10, â€Å"Karl Marx†, especially section on â€Å"Early life and influences† Francis Wheen, Karl Marx (Fourth Estate) (a lively short biography) The texts we will read this week are drawn from Marx’ early work. We will consider his critique of liberal rights and freedom, and then look in detail at his concepts of ‘species-being; and alienation, as expressed in the ‘1844 Manuscripts’, often known as the ‘Paris Manuscripts’.Essential Reading: i. Sections from ‘On the Jewish Question’: Wootton pp 742-747 (first column and top 2 lines of second column) pp750 (Bottom first column ‘According to Bauer .. )-754 (first half o f column 1). ii. ‘Contribution to the Critique of Hegel’s Philosophy of Right’: Wootton pp. 758-765. You need only read the section on pp. 764-5, where Marx derives the proletariat. iii. The 1844 [Paris] Manuscripts. Section on ‘Alienated Labour’ in Wootton pp. 766-772. Questions to guide your reading and for seminar discussion: 1. Why does Marx criticise liberalism?What has he to say about ‘the rights of man’? 2. What kind of emancipation, and from what, is Marx calling for here? 3. Why is the proletariat that will be the privileged agency of emancipation, according to Marx? The Paris Manuscripts 4. What does Marx mean by alienation? What forms does it take? What is wrong with alienation? 5. Why is Marx critical of private property? What is its relation to alienation? 6. What does Marx mean by `species-being'? Do you think Marx has a theory of human nature here? 7. What does Marx mean when he claims that communism will even emancipate t he human senses?Short in-class or post-class writing task: Write a few bullet points in answer to one of the following: How does Marx’s view of human nature/essence differ from other thinkers you’ve studied? What do you think freedom might consist of for Marx? Week 6: Historical Materialism and the Dialectic Essential Reading: i. The German Ideology Part 1 (Wootton pp775-787 up to ‘as the history of communism proves’) ii. Theses on Feuerbach (Wootton pp 773-4) iii. Preface to A Contribution to the Critique of Political Economy (Woottton pp. 829-831) iv. Manifesto of the Communist Party Parts 1,2,4 (Wootton pp. 98-809 and pp. 814 -815). 22 Questions to guide your reading and for seminar discussion: 1. What is materialism? 2. What makes Marx’ materialism historical? What drives history, according to Marx? 3. What is the relationship between forces and social relations of production, and between base and superstructure? What is a mode of production? 4. To what extent can human action shape history, according to Marx? How does class struggle fit in here? 5. What is ideology and what is its function? 6. How might a revolution come about, in Marx’ view?Short in class or post-class writing task: Write a paragraph on how Marx’s view of history challenges the justifications for political authority advanced by other thinkers previously studied on the course. Week 7: Reading Week Week 8: The Analysis of Capitalism. Essential reading: Wootton contains very little of Capital. Essential reading for this week is taken from Tucker The Marx Engels Reader (Norton, 1978) and can be found on the module QM+ site. i. The Coming Upheaval Tucker pp. 218-9 ii. Capital vol. 1: Pt I ch. 1 sect. 1 (Tucker pp. 302-8); sect. 2 (Tucker pp. 308-312); sect. 4 (Tucker pp. 319-29); ch. VI (pp. 336-343); Pt III ch.VII sect. 2 (pp. 351-361); ch. X sect. 2 (pp. 364-7); Ch. XIII, esp. sect's 4,5 (pp. 392-403); Pt V ch. XVI (pp. 417-9); ch. XXV sect. 4 (pp. 429-431); Pt VIII (pp. 431-8) iii. Capital vol. 3 (pp. 439-442) iv. Crisis Theory Final section (pp. 459-65) Questions to guide your reading and for seminar discussion: 1. What is Marx's theory of value? What do the terms use value, exchange value and surplus value mean and how do they relate to one another? 2. What is the `twofold character of labour'? 3. What does Marx mean by the fetishism of commodities? 4. What are the contradictions and crises that Marx finds inherent in capitalism? . How does the proletariat's exploitation occur? 6. What does the analysis of capitalism show us about the dialectical method? Is this still relevant as a way of reading the present? 7. How convincing do you find Marx’s analysis of capitalism? Short in class or post-class writing task: Write a paragraph summarising your understanding of Marx’ views on either a) morality or b) equality. 23 Week 9: Nietzsche’s Genealogy of Morality I Background to Nietzsche As a preparation for studying Nietzsche, you are advised to read K. Ansell-Pearson, The Perfect Nihilist. An Introduction to Nietzsche as Political Thinker (CUP 1994).D. Conway, Nietzsche and the Political (Routledge 1996), is a possible alternative but rather misleadingly `reconstructive' as an introductory text. Both of these books nevertheless offer accessible introductions to Nietzsche, with particular emphasis on his political dimension. A useful introductory essay to his writings can also be found in B. Magnus & K. Higgins, `Nietzsche's Works and their Themes' in The Cambridge Companion to Nietzsche (CUP 1996), which can be found on Moodle Wootton (ed) contains only the first essay of the Genealogy of Morality so you will definitely need access to another copy too.Key readings not in Wootton, as well as helpful supplementary readings are available on QM+. The Cambridge University Press edition of the Genealogy is a very good one if you wish to buy a copy. In addition, it would be very useful if you were to look at Beyond Good and Evil. Essential Reading: Nietzsche, Genealogy of Morality Preface; Essay 1. Please focus especially on sections 2,7,10,11,12,13 and pay especial attention to section 13. On the Genealogy of Morality: 1. How does Nietzsche distinguish between good/evil and good/bad?Explain how the latter gave way to the former and the type of persons which were classified under each heading. Which civilisations correspond to these categories? 2. What is the meaning and significance of `ressentiment' and the `herd instinct’? How do they differ from what is `noble’ and the aristrocratic way of life? What do you think it means in this context to say `yes’ to life? 3. What has been the fate of we modern Europeans, according to Nietzsche? 4. What is Nietzsche criticising in Essay 1, section 13? Nietzsche alludes here to the will to power: what sense can you gain of it?Week 10: Nietzsche’s Genealogy of Morality II Essential Reading: Nietzsc he, The Genealogy of Morality Essay 2, sections 1,2,3,7,11,12,16,17,18,24,25. Please pay especial attention to section 12, which we will read together in class. ii. Nietzsche, sections on nihilism from Will to Power [available on QM+] Questions to guide your reading and for seminar discussion: 1. What developments would have to occur before the human species is capable of entering a social contract? How does Nietzsche believe they were brought about? 24 2. In what sense can these developments be called nihilistic? 3.Explain what Nietzsche is saying about his method and about will to power, in Essay 2, section 12. What does this add to his former analysis of punishment? 4. How does bad conscience arise? What are its consequences? 5. Who is the man of the future? What sort of redemption might he permit? Short in class or post-class writing task: Write a short paragraph or a few bullet points in answer to one (or more) of the following questions. How does Nietzsche’s understandi ng of morality differ from that of other thinkers you have studied? How does he pose a challenge to thinking about morality as an intrinsic part of human nature?How do you think Nietzsche understands freedom? How might freedom be tied to power? Can Nietzsche’s philosophy be reconciled with the concept of equality? Again, try to think about his difference/connection with other thinkers covered on the course. Week 11: Nietzsche’s Genealogy of Morality III Essential Readings i. Nietzsche, The Genealogy of Morality Essay 3. Please focus on sections 1,8, 12 to end; ii. Sections from Thus Spake Zarathustra (Wooton only contains first two essays so both of these will be available on QM+). Questions to guide your reading and for seminar discussion: 1.What is the ascetic ideal? Why is it nihilistic? What role do philosophy and religion respectively play in its promotion? 2. What do you think Nietzsche means by `Life'? How does the ascetic ideal both threaten and preserve it? 3. What is the relationship between knowledge and will? Why is everything a matter of perspective? 4. Why does Nietzsche call man the sick animal? 5. What is the herd instinct? How does it help modern individuals to cope with their anguish? 6. What examples does Nietzsche give of modern no-sayers? 7. What is the will to truth? 8.What are the different meanings and symptoms that Nietzsche attributes to nihilism? 9. What is will to power? In what sense is it unconscious? How does it relate to the will to truth? 10. What role is played by Zarathustra and what is his relationship to the Dionysian? Why does Nietzsche suggest he has come too soon? Week 12: Research essay workshop This week’s seminar will take the form of a collaborative workshop intended to help you in preparing and drafting your research essay. By the end of the session you should have a firm title and essay structure in place, and be ready to begin writing (if you haven’t already). 5 Essential preparation: u sing the feedback on your essay plan, begin sketching out the structure and content of your essay in more detail. What will be your final choice of theme and thinkers? What main differences/similarities have you identified in the different thinkers’ treatment of your chosen theme? What will your final essay title be? What are the key primary and secondary texts you are using? You should be prepared to share your work and ideas with other students and to offer constructive criticism of the work of others.IMPORTANT: if for any reason you are unable to attend this workshop you MUST notify your tutor. 26 Appendix I: MPT II Assessment PLEASE NOTE THAT THERE WILL BE A BRIEFING SESSION ON THE ASSESSMENT REQUIREMENTS FOR ALL STUDENTS ON THURSDAY 18 JANUARY AT 1PM IN ROOM FB113A Overview: This semester, assessment consists of the following two pieces of work: (i) an essay proposal of max 500 words, plus working bibliography and (ii) a research essay of max. 5000 words. There is no exa m for this module. The research essay is designed to allow you to demonstrate both depth and breadth in your understanding of the semester’s thinkers.It is also intended to help develop your skills of research design and independent research, in order to prepare you for the final year dissertation you will undertake next year. You are required to choose one from a selection of key themes, and to write an essay that compares and analyses the treatment of your chosen theme by at least three of the thinkers covered in this module. The choice of thinkers will depend on the theme chosen and your own interests, with one stipulation: at least two must be chosen from the Spring Semester (for Semester B associates all will be chosen from the Spring Semester).The themes from which to choose are: 1) freedom 2) human nature 3) morality/ethics 4) equality 5) political authority and legitimacy. The requirement to submit a plan and working bibliography is intended to ensure that your choice of themes and thinkers is appropriate, to help you in framing your arguments, and to give you the opportunity to receive feedback on your work in progress from your seminar tutor. Your tutors will also incorporate short writing exercises into classes to help you link themes and thinkers as we progress through the course. Suggested exercises are included in this handbook.Your work will be assessed according to the general assessment criteria set out in the Politics Student Handbook, however you should also pay careful attention to the specific requirements of the tasks set out below. Coursework 1: Research essay plan and working bibliography Deadline 9am Thursday 7 March 2013 (Week 9) 27 Title MPT II research essay plan (also give proposed title of your research essay) Word length Maximum 500 words not including bibliography. Weighting 10% of the overall course mark for MPT (15% for single semester associate students).Task Your 500 word plan must do the following: Give a working tit le for your essay (see end of this appendix for example title formats) Introduce your chosen theme and give a brief rationale for your choice of thinkers Set out an indicative structure for your essay Give an indication of the main similarities/differences between the thinkers in terms of your chosen theme, and/or indicate your overall argument Your working bibliography must: Contain both primary texts and secondary sources Show that you have identified sufficient relevant sources to assist in the research and writing of your essay Be properly and accurately presented, adhering to scholarly conventions MPT II Coursework 2: Research essay Deadline 9am Tuesday 23 April 2013 (revision week) Title Give the finalised title of your essay Word Length Maximum 5000 words including footnotes, excluding bibliography Weighting 50% of the overall module mark for MPT (85% for single semester associate students) Task The essay must: Demonstrate that you have read and understood a range of primary and secondary texts studied in the module. Clearly show the relevance of your chosen thinkers to the theme selected Use analytical and critical skills to explore similarities/differences/complementarities between the thinkers 28Advance and sustain an overall argument Be properly and accurately presented and referenced, and contain a full bibliography Advice and guidance: This research essay is not simply a longer version of the ordinary undergraduate essay. It is more in the nature of a guided research project, and thus requires more of you. You contribute to the design of the topic or question, and you will need to be more independent in identifying and selecting relevant source material. The number of sources consulted will be greater than for the average 2000-3000 word essay. A longer piece of work requires you to develop your points and arguments in greater detail and depth, and it may also be more difficult to structure.Therefore please pay attention to the following suggestion s, and ask your seminar tutor or course convenor for help if anything is unclear. Getting started: Do NOT leave all the preparatory work for this essay until the week before you have to hand in your plan! You need to be thinking from an early stage about what themes and thinkers interest you, and you should make notes, week by week, on how the different thinkers relate to the various themes. Some short exercises are included in this handbook to help you do this: these may be done in class with help from your tutor, but should also be used after class to help you build up a set of thematic notes.Designing your topic It is crucial that your choice of theme and thinkers is coherent. Whatever theme you choose, you should start by iden