Courses taught in English & in French
COURSES TAUGHT IN ENGLISH
The Issue of 'Ideology' in Marxist Theory
Winter semester 110518
Description ― The course deals with certain landmarks in the history of the concept of “ideology”, focusing on basic moments in its discussion within the Marxian thought and more broadly the Marxist theoretical tradition. It provides an analysis of the multiple meanings of the concept within this tradition and attempts to chart its various definitions, putting emphasis on the difference between a broad-neutral and a more narrow-negative conception of ideology. It addresses certain nodal questions arising in the relevant discussion: the relationship between ideology and science, the specificity of ideology vis-a-vis other forms of social consciousness (worldview, religion, philosophy), the questioning of the treatment of ideology as a “system of ideas”, the notion of the “ruling ideology”, the historical character of the nature and function of ideology, the proclamation of the “end of ideology” as a form of ideology par excellence.
During the two first weeks, the meetings have an introductory character, providing an outline of questions regarding the concept under discussion. They also provide a rough outline of the answers given to these questions, hence also of the various approaches to the concept, while emphasis is also given to the everyday uses of the notion of “ideology” and their ideological dimensions. Moreover, reference is made to the questioning of the unity of the Marxist theoretical tradition itself.
The third meeting concerns the analysis of the birth of the term “ideology” in the context of the Enlightenment and the Ideologues.
The fourth and the fifth meetings deal with the nuances of the concept in the Marxian thought, namely in The German Ideology, the “Preface” to A Contribution to the Critique of Political Economy, and The Capital.
The sixth meeting refers to the process of the “neutralization” of the concept within the 3th International, and mainly in the thought of V. Lenin
The seventh and the eighth meeting discuss the approach of Georg Lukacs and the conception of ideology as “class consciousness” in close relationship to the concept of “reification”.
The ninth and tenth meetings discuss the contribution of Antonio Gramsci, and thus they analyse the correlation of “ideology” to the concept of “hegemony” and the idea of “common sense”.
The eleventh and twelfth meetings deal with the approach of Louis Althusser, and his idea of the “epistemological break”, his self-criticism on this, as well the correlation of his conception of ideology to “theoretical anti-humanism”. It also discusses his conceptualization of ideology in the context of a “materialism of the superstructure”.
In the last meeting we summarise the contents of the course and attempt its overall assessment
The objectives of the course- expected learning outcomes ― Students
― understand the polysemy and multivalence of the “ideology” concept
― get to question theoretically everyday terms
― recognise and reproduce basic knowledge regarding major approaches that constitute Marxist theory
― correlate the various issues concerning the debates around “ideology” with philosophical debates.
― practice the elaboration of theoretical texts
Bibliography ― Althusser, L. , Reading “Capital”, New Left Books, London 1970
―, For Marx, New Left Books, London 1977
― , “Ideology and Ideological State Apparatuses”, in Lenin and Philosophy and Other Essays, New Left Books, New York and London 1971
Eagleton, T. , Ideology: An Introduction, Verso/New York 1991
Gramsci, A. , Selections from the “Prison Notebooks”, Lawrence and Wishart, London 1971
Laclau, E., Politics and Ideology in Marxist Theory, New left Books, London 1977
Larrain, J., Marxism and Ideology, The Macmillan Press, London 1983
Lukacs, G, History and Class Consciousness, Merlin Press, London 1967
Marx, K and Engels, F., The German Ideology, Part I, Lawrence and Wishart, London 1970
Marx, K. “Preface” to A Contribution to the Critique of Political Economy, Progress Publishers, Moscow 1977
― , Capital, vol. I, Lawrence and Wishart, London 1974
Rechmann, J, Theories of Ideology- The Powers of Alienation and Subjection, Brill, Leiden,Boston 2013
Evaluation Methods ― Active participation in the lectures. Writing a research paper (max. 5000 words) and presenting it in the class.
Applied Statistical Analysis in Social Research I.
Principles, Methods and Computer Applications
Winter Semester 110360
Description ― The course is offered in English but key terms and concepts will also be translated in Greek if needed. In this course students learn in an applied way key issues and challenges of statistical data analysis in social sciences and humanities and become familiar in a practical way on essential requirements of empirical scientific research.
Introduction to quantitative social research
Overview of methods and tools
Introduction to inferential statistics
Simple linear regression
Multiple linear regression
Ethics in quantitative research
The objectives of the course ― The course aims to introduce students to the methods and techniques of statistical analysis of social research data using statistical applications.
Expected learning outcomes ― Upon successful completion of the course students will be able: To define the meaning and uses of measurement in the social sciences and humanities.
Indicate what measurement scale is and distinguish different types of measurement scales.
To understand the concepts of sample and population in sampling, realize the importance of the representativeness of the sample, distinguish basic types of random sampling and understand the concepts of sample distribution and the sampling error.
To understand the importance and use of statistical hypotheses.
To code quantitative data for statistical analysis using specific statistical applications.
To apply descriptive statistical data analysis.
To become aware of the data requirements when applying statistical tests on relationships.
To select and apply appropriate statistical test(s) to examine the relationship between variables.
To interpret the statistical analysis results.
To write short research reports based on the statistical results.
Bibliography ―OpenStax (2016). Introductory Statistics. Download for free at http://cnx.org/content/col11562/latest/. The study materials related to each assignment will be posted with the description of the assignment each week. Regarding the main social/political topics that we are going to explore and discuss during the course you will need to study the following papers, particularly their introductory sections where there is a review of the relevant literature:
Attitudes towards Immigration/Immigrants
Markaki, Y., & Longhi, S. (2013). What determines attitudes to immigration in European countries? An analysis at the regional level. (see also published text in Migration Studies, 1(3), 311-337).
Meuleman, B. (n.d.). The evolution of anti-immigration attitudes. ESS Education net.
Salamońska, J. (2016). Friend or Foe? Attitudes Towards Immigration from Other European Union Countries. SocietàMutamentoPolitica, 7(13), 237-253.
Trust towards state/democratic institutions
Hakhverdian, A., & Mayne, Q. (2012). Institutional trust, education, and corruption: A micro-macro interactive approach. The Journal of Politics, 74(03), 739-750.
Marien, S. (2011). Measuring Political Trust Across Time and Space. In: Hooghe M., Zmerli , S. (Eds.), Political Trust. Why Context Matters. (pp. 13-46). Colchester: ECPR Press.
vanElsas, E. (2015). Political trust as a rational attitude: A comparison of the nature of political trust across different levels of education. Political Studies, 63(5), 1158-1178. (you can download this paper using the Panteion University wifi connection)
Evaluation methods ― During the semester, students will be required to deliver about 7-8 weekly assignments and present a paper chosen from the selected bibliography. The assessment does not include final examinations. The assessment criteria will be included in the description of each assignment which will be accessible to the students from the course site.
www address ― https://andreaskollias.wordpress.com/
European Party Families: Social Democracy
Spring Semester 110501
Description ― The course presents one of the most important party families in Europe, the social-democratic family. The aim is to examine the transformations of this party family by emphasizing its macro-historical evolution. The analysis will follow the transformation of European social-democratic parties from the end of the nineteenth century to nowadays. The course is offered in English and addresses Erasmus students.
The shaping of the historic left progressivism during the First International (1864-1876).
Historical legacies (1): The Programmatic agenda of social democracy during the Second International (1889-1914).
Historical legacies (2): The partial re-foundation during the interwar years.
Social democracy’s post-war success story.
The Electoral Dynamics of European social democratic parties, 1950-2020
Social democracy in crisis
European Constraints: The EU and the Destabilization of social democracy in Historical Perspective
The Party of European Socialists (PES)
The objectives of the course-Expected learning outcomes ― Students will become familiar with the major interpretations and theories of the literature on social democracy. Better understanding of European politics. Familiarization with the research methodology on party politics.
Bibliography ―Berman, S. (2006), The Primacy of Politics, Social Democracy and the Making of Europe's Twentieth Century. Cambridge: Cambridge University Press.
Eley, G. (2002), Forging Democracy, The Historyof the Left in Europe, 1850-2000. Oxford:
Oxford University Press.
Moschonas, G. (2018), "European Social Democracy, Communism, and the Erfurtian Model" in William Outhwaite and Stephen Turner (eds), The SAGE Handbook of Political Sociology. London: SAGE.
Moschonas, G. (2009) 'Reformism in a “Conservative” System: the European Union and social democratic identity' in J. Callaghan, N. Fishman, B. Jackson and M. Mcivor (eds), In Search of Social democracy, Responses to Crisis and Modernisation. Manchester, UK: Manchester University Press, pp. 168-193.
Moschonas, G. (2002), In the Name of Social Democracy, The Great Transformation, 1945 to the Present. London: Verso.
Sejersted, F. (2011) The Age of Social Democracy, Norway and Sweden in the Twentieth Century. Princeton: Princeton University Press.
Evaluation methods ― 1)Participation in classroom discussions (20%). 2)Students will write a research paper (of 4500 words) (80%).
Historiography in Crisis ? Debates, Polemics and Conversations
Spring Semester 110472
Description ― According to the schedule below, each thematic area is covered in two sessions. THAT ’70s COMING CRISIS The critical understanding of our past and present cannot be divorced from self-criticism, from the critical approach of our theories and every day academic practices; this is the call of Gouldner’s radical, reflexive sociology that is proposed as a way out of the crisis caused by the dominance of instrumental thinking and utilitarian culture in the postwar era. WHO IS Mr EVERYMAN By studying and discussing Tosh’s Why History Matters we gain an understanding of the rationale for the practical relevance of historiography and of the dangers that spring from an unreflexive advocacy of «a gross and direct utility» of history. STORIES OF BECOMING A HISTORIAN Scott’s and Gordon’s life stories on how they became historians give us the opportunity to follow their intellectual adventures and to consider passion, cognitive curiosity, love for learning, academic friendships, mutual admiration between teachers and students as motivating forces for engagement in scholarship and as antidotes to technocracy and scientism. STYLE MATTERS: ON POLEMICS AND CONVERSATIONS Under the guidance of Bourdieu’s writings on television we familiarize ourselves with some questions and problems regarding: the temporality of researching, studying, writing, re-writing and revising; the differences between the journalist and the academic culture; the connection between time pressures and critical thinking. WRITING, THINKING AND LEARNING Can one become a competent cook by reading recipes, learning the rules of cooking and consuming cookery books? Before we rush to our favourite tavern and ask the publican, we will spend the last sessions in two prominent scholars who, drawing from their personal practical experience, share their thoughts on academic research and writing.
Objectives of the course – An invitation to explore some key issues about the «crisis in humanities and social/ cultural sciences» that are of direct concern to the members of the academic community nowadays.
Expected learning outcomes – The selected texts for discussion will introduce us to a number of questions, problems and anxieties regarding the value and worth of our common interdisciplinary culture, namely, the significance of historical understanding and the importance of critical reflection, especially in today’s era marked by the growth of scientism and the dominance of technical instrumentalism.
Indicative Bibliography – Gouldner, A. «Towards a Reflexive Sociology», in The Coming Crisis of Western Sociology, Basic Books 1970.
Tosh, J. Why History Matters, Palgrave Macmillan, 2008.
Andriakaina El. – R.Vasilaki. Conversations. The Promise of Humanities and Social Sciences, Pedio 2017.
Fuller, T. The Voice of Liberal Learning. Michael Oakeshott on Education, Yale University Press 1989.
Gordon, L. «History Constructs a Historian», in J. Banner–J. Gillis. Becoming historians, University of Chicago Press 2009.
Scott, W. J. «Finding Critical History», in J. Banner –J. Gillis. Becoming historians, University of Chicago Press 2009.
Bourdieu, P. On Television, New Press 1996. Chakrabarti, D. «Crafting Histories: For Whom Does One Write?», The Art of History / Perspectives on History, March 2010.
Hunt, L. «How Writing leads to Thinking (And not the other way around)», The Art of History / Perspectives on History, February 2010.
Evaluation – Students participation in classroom discussions (20%). An oral presentation of the most relevant aspects of the works chosen for the final essay (30%). Final Essay: (approximately 4000 words) on the works discussed during the course (50%).
Elections and voters in Europe
Spring Semester 110484
Description ― The course is about electoral participation and voting behavior in national and European elections. It concentrates on referendum electoral processes and mid-term elections trying to figure out how voters make their choices in “first order” and “second order” elections. Drawing on the foundations of political and electoral sociology, the main objective of this seminar is to provide the students with the background to understand the theoretical, methodological and empirical issues of electoral analysis dealing with the individual elements, the political attitudes and the contextual factors that interpret the vote at the different levels of electoral competition.
The entire course is in English. The number of participants is limited to 20. Students are required to regularty attend the seminar. The process of selection includes evaluation of knowledge, skills and motivation aspects of the students.
Objectives of the course – It aims to introduce students to the main topics within the field of electoral studies providing them with general tools to study elections and voters’ behavior.
Expected learning outcomes – Students are capable of posing research problems, setting research tasks and putting together a research design relevant to the study of elections and voters’ behavior.
Bibliography – Kai Arzheimer / Jocelyn Evans / Michael S. Lewis-Beck, The Sage Handbook of Electoral Behavior, Sage Publications 2017.
Jacelyn A.J. Evans, Voters and Voting. An Introduction, Sage Publications, 2004.
Rod Hague / Martin Harrop / Shaun Breslin, Comparative Government and Politics, Macmillan 1992.
Martin Harrop / William L. Miller, Elections and Voters. A Comparative Introduction, Macmillan, 1987.
Jan E. Leighley (ed.), The Oxford Handbook of American Elections and Political Behavior, Oxford University Press, 2012.
Frances Millard, Elections, Parties, and Representation in Post-communist Europe, Palgrave Macmillan, 2004.
Evaluation methods – Active participation during the lectures, short presentation of a paper chosen from the selected bibliography, presentation and delivery of a max. 5000-word research paper.
Course homepage: https://openeclass.panteion.gr/courses/TMB372/
Reading Political Science and History in English
Spring Semester 110530
Description ― The course involves analytical study of academic texts, discussion and presentation of project work relating to history and politics. The entire course is in English and requires a high standard of fluency and linguistic ability equivalent to a C1 level.
The aim of this course is primarily to enable students to acquire and develop academic reading and discussion skills in English. The course material chosen relates to themes of contemporary value and interest and will introduce student to and familiarize them with relevant terminology in their field of study. Another significant aspect is that students will be called upon to present their work / project to the rest of the group, thus acquiring valuable experience in presentation.
Assessment ― Students will be assessed by course and project work.
Ass. Prof. Andreas Lyberatos, Department of Political Science and History
Ass. Prof. Aliki Angelidou, Department of Social Anthropology
Ass. Prof. Dimitra Kofti, Department of Social Anthropology
The course aims to present and examine pivotal questions about past and present transformations in SEE from a history and anthropology perspective. Departing in the 18th century and reaching the early 21st century, we will discuss key aspects of the political, economic, social and cultural change in Balkan societies and approach critically the ways in which they have been conceptualized and theorized in the social sciences and the humanities. We will critically discuss concepts related to the ‘Balkans’, ‘backwardness’, ‘modernization’, 'transition', 'socialism' and 'post-socialism' and explore new research approaching the above-mentioned transformations in a non-essentialist, comparative and transnational fashion which seeks to promote the inscription of the region and its study into global frameworks and discussions.
The interdisciplinary (history and anthropology) postgraduate seminar is designed for Greek and Erasmus postgraduate students and it welcomes participation of PhD students and academics. The language of teaching will be English.
The course will be taught through twelve weekly three-hour seminars over the fall semester.
The final week there will be a one-day student workshop. This workshop will involve presentations bythe students on a theme of their choice, taken from the broad topics of the seminar. These presentations will form the basis of the essays which are part of the coursework for this course. The workshop will be led by the Convenors. All students taking the course will be required to attend all the presentations and take part in the discussions which will accompany each presentation.
Students will write one essay of approximately 3.000 words on one of the seminar topics or related subjects. The deadline for submission of the essay will be two weeks after the oral presentation. The oral presentation and participation in the seminar will receive 30% and the written essay 70% of the total mark. Greek students can write their essay either in English or in Greek.