File Name: studies in philosophy politics and economics .zip
For a better experience, click the icon above to turn off Compatibility Mode, which is only for viewing older websites. A joint endeavor of the School of Economics, the Department of Politics and the Department of English and Philosophy, the BA in PPE provides a multidisciplinary foundation for students who want to address the complex, interconnected challenges of contemporary life.
- New Studies in Philosophy, Politics, Economics, and the History of Ideas
- Bachelor of Arts in Philosophy, Politics & Economics
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This is a gateway course for PPE major. It will provide students with initial overview of the field, help them integrate the basic knowledge of Philosopy, Political Science, and Economics already acquired, develop intellectual habits of treating social phenomena from tightly interrelated viewpoints grounded in Philosophy, Political Science, and Economics, and set up the basic framework for further development of student's knowledge in the field.
For example, along with some reading of basic texts, for example A. Smith or T. Hobbes, the course may focus on a multidisciplinary treatment ofimportant social issue some examples may include poverty, un ethicalpractices in economic and political life, environmental degradation, etc. Credit: 1. An introduction to philosophical issues concerning the analysis of legal concepts and the moral justification of the law. Typical issues include the nature of law and its relation to morality, issues of moral justification arising in specific branches of the law e.
Environmental philosophy explores the relationship between human beings and the natural world. It raises questions about the meaning of nature, the place of human dwelling within nature, the moral status of nonhuman animals and ecosystems, human responsibility for environmental challenges such as pollution, climate change, and species extinction, and environmental and intergenerational justice.
This course raises such questions from multiple perspectives that may include conventional approaches in environmental ethics like utilitarianism and deontology as well as ecofeminism, deep ecology, and political ecology. This course examines theories of the meaning of gender, sex, and sexuality. It considers what the source of gender inequality is in society and what is required for achieving gender equality. Topics could include cultural difference in the meaning and operations of gender, how gender influences our concept of knowledge, and the role of gender in moral theory.
This course covers the history of the development of the concept of race, the metaphysical framework for thinking about the "reality" of race, the various ways to consider the meaning of race, and the relation between the meaning of race and the experience of racism. Questions about how difference and equality function in the law and the application of the law, concepts of white privilege and community investment in racial distinctions, intersectional analyses that think race together with gender, class and sexuality and the concept of race in colonial and post-colonial settings are likely topics.
This course will consider broadly how concerns for the oikos, the household, the root of our word economics, serve, support and potentially undermine our efforts to live well. The concepts of property, markets, labor, corporations, collective and individual responsibility, economic vs. Philosophical investigation of these ideas will be joined to broad philosophical questions, including but not limited to: their treatment in the history of philosophy, the role of these concerns in the good life, the development of markets in the context of the emergence of modern subjectivity, the relation of desire and its production to the need for markets, and the account of what it means to be human that these concepts assume or encourage.
The goal of this course is for students to have a robust understanding of the historical and contemporary arguments, assumptions and views these economic concepts presuppose about what it means to be human. Application of these considerations to contemporary debates in public life will be encouraged.
A course in some selected philosophical topic. Please refer to the Registrar's page for course description. Does the family trap people in particular roles?
Does a citizen's attachment to his family threaten the power of the state? Or does the family help facilitate a relationship between the individual and society by teaching social values? The Family, Gender, and Politics will explore competing understandings of the family and its impact on political life.
The course will trace interpretations of the family from those that require highly differentiated gender roles to those that aspire to more egalitarian roles.
We will ask how politics impacts the changing modern family, critically exploring different policy approaches to contemporary issues relating to the family. Prerequisites: none Credit: 1 Distribution: Behavioral Science.
People with disabilities have been excluded in practice-from buildings, transportation, education, etc. It will also explore social movements that work to include people with disabilities, including the Disability Rights movement and the Independent Living Movement, centuries-old foster family care in Geel, Belgium, and L'Arche, where people with disabilities and without disabilities live together in community.
This class will include a service learning component-we will be in the community, interacting with people with disabilities. Alexis de Tocqueville's Democracy in America, written after a year-long trip around America taken in his 20s, is arguably the most important book on democracy and the most important book on America. He identifies the American tradition of associating as its saving grace and as something that makes the country's people uniquely well positioned to engage in democratic life.
In addition to critically analyzing Tocqueville's travelogue, the class will explore contemporary applications of his ideas of community and its failure in America in the work of Robert Putnam and Robert Bellah, among others.
How does life in the contemporary world, including our addiction to social media, change the way we associate with others? Moreover, we will consider the idea that travel or movement is crucial to political theorizing. How does stepping outside of our place give us deeper insight into political theory? The course will ask students to observe the political and associational behavior of others, as well as to reflect on their own practices of association and the impact of those practices.
Tens of millions of Americans still live in poverty although this is the richest nation on earth. What should government do about this? From the New Deal to the present, have our federal, state and local poverty initiatives done more harm or good?
Have government benefits lifted citizens out of poverty or created dependency that traps them in poverty? Has government integrated citizens or continued to segregate them based upon race or wealth? Or should the focus instead be on our courts? Do they extend equal justice to the poor, or do they favor landlords and others with whom the poor do business? This is a critical time to ask these questions.
America now has one of the highest levels of economic inequality and one of the lowest levels of economic mobility in its own history and among other industrialized nations.
In addition, while the poor are participating less in politics, wealthy Americans are participating and funding more and more. Given the importance and difficulty of these issues, we will consider a wide variety of views including those of liberals, conservatives and libertarians.
We will ground our study not only in history but also in the present, lived experience of the urban poor as reported in Matthew Desmond's Evicted and the rural poor as reported in JD Vance's Hillbilly Elegy. After twice electing an African American President, do we no longer need laws protecting minority voters? Is requiring photo id or eliminating expanded voter hours intended to discriminate against minority and poor voters?
Or are they legitimate means to prevent voter fraud? May one party draw electoral districts to disadvantage the other party? May we limit how much corporations and wealthy individuals contribute to campaigns? Did the Supreme Court have the authority to decide the presidential election?
This course will focus on who should answer these types of questions. Are unelected judges qualified to supervise elections? Can we trust those who must win elections to do so? This course will explore that debate and examine how it has helped shape the last fifty years of American history. The course provides opportunities for specialized, innovative material for students at an intermediate level.
Students interested in political science topics beyond introductory level would benefit from this course the most. Since the content of this course varies from semester to semester, it may be repeated for credit upon the instructor's approval.
This course introduces students to the history, politics, and diplomacy of the Arab-Israeli conflict. We will begin by examining the conflict's historical origins, beginning in the late 19th Century. Students will understand how competing nationalisms - European Zionism and Arab nationalism - set the groundwork for what was to follow, and how British control following World War I exacerbated tensions between the two groups.
The second portion of the course will focus on what has transpired since Israel became an independent state in We will explore the causes and dynamics of the wars , , , and uprisings , that have occurred since, as well as efforts to make peace , , and why recent years have seen very little movement towards a resolution. Importantly, the course does not seek to determine which side or group is at fault for the existing state of affairs; rather, it aims to arrive at a common understanding of why the different actors thought and acted as they did.
We will do so through by reading and analyzing primary source documents, speeches, interviews, literature, and films. An examination of the proposition that economic reasoning can explain the evolution of the law. By focusing on property, tort, and contract law, each student can decide for himself the power of economics as a driving force in the law. By its very nature interdisciplinary, this course is designed for non-majors as well as majors.
The purpose of this course is to use tools from Principles of Economics to study current public policy issues, and to analyze and evaluate existing and proposed policies for dealing with a variety of contemporary economic and social problems in the United States.
Students will learn quantitative and qualitative skills useful for assessing public policy issues and their implementation and effectiveness. Topics may include but are not limited to health economics Medicaid, Medicare, health care reform , environmental economics and policy cap and trade policies , welfare and social services, income distribution, education, and energy economics.
Prerequisites: Take ECO An introduction to environmental science, this course focuses on the definition and description of environmental resources, as well as management, and conservation. Includes topics on ecosystems, energy and mineral resources, population dynamics and the impact on environmental quality, water and air quality, water supply, solid waste.
Analysis of the economic, social, and political interactions towards environmental management. This course is an introduction to the study of health care. While we will draw heavily on important ideas in economics, the course is interdisciplinary in nature.
Basic questions to be considered include: What roles have nutrition, public health, doctors, hospitals, and drugs played in the dramatic improvement in health since ? What role does personal behavior e.
What explains the organization and evolution of the American health care system? In a world of limited resources, how should we decide what medical care ought to be foregone? What is the best way to deal with the major health challenges facing developing countries? Why has spending on health care increased so much over the past years? Why does the United States spend so much more than the rest of the world on health?
Why do governments intervene in health care? What kinds of reforms to the health care system might work? Non-majors are encouraged to take the course. This course is designed to provide a one-semester introduction to both the microeconomic and macroeconomic aspects of international economics and is intended for a wide audience. The goal of the course is to provide you with a basic understanding of the fundamental theories of international economics including both international trade and international finance, to acquaint you with the historical and institutional contexts in which the US economy operates, and to broaden your understanding of other economies by studying their policy problems within the analytical framework of international economics Prerequisites: Prerequisite: ECO Credit: 1 Distribution: Behavioral Science Equated Courses: PPEECO The course provides opportunities for specialized, innovative material to be made available for students at the introductory level.
Credit: 1 Distribution: Behavioral Science. A brief survey of problems facing lesser-developed countries and of measures proposed and used for the advancement of political integration and the improvement of living standards and social welfare.
New Studies in Philosophy, Politics, Economics, and the History of Ideas
Its aim is to facilitate the recognition of study periods undertaken by mobile students through the transfer of credits. The ECTS is based on the principle that 60 credits are equivalent to the workload of full-time student during one academic year. No No Numerus Fixus This programme is without numerus fixus. Read more about the application process. After reviewing all applications, the Board of Admissions will admit some students directly and reject some students directly. Other students will be invited for an interview.
The major consists of 12 courses in addition to the prerequisites. At least 16 credits must be taken in residence. No course will count toward the major unless the student receives a grade of C- or better. Each PPE student is required to take two courses each in normative theory, political economy, and formal reasoning. At least 1 philosophy course must be taken to satisfy this requirement, or one of the three requirements for the theme. At least two of these courses must be at the level, and two must come from distinct academic disciplines. Courses listed under the core requirements may be used to satisfy the theme requirement as long as they are not also being used to satisfy the core requirement.
Bachelor of Arts in Philosophy, Politics & Economics
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Philosophy, Politics and Economics Major Curriculum
Following on F. Expanding upon the previous volume the present work also includes a fourth part collecting a series of Hayek's writings under the heading 'History of Ideas. Political Science: Political and Social Theory. You may purchase this title at these fine bookstores. Outside the USA, see our international sales information.
Daniel J. Adam G. Philosophy, Politics, and Economics PPE , as an interdisciplinary endeavour, has surged in popularity in recent years. Work in this field usually draws on standard microeconomics to grapple with questions from political philosophy.
Philosophy, politics and economics , or politics, philosophy and economics PPE , is an interdisciplinary undergraduate or postgraduate degree which combines study from three disciplines. Sciences Po has been emulated in a number of countries. Philosophy, Politics and Economics was established as a degree course at the University of Oxford in the s,  as a modern alternative to classics known as " literae humaniores " or "greats" at Oxford because it was thought as a more modern alternative for those entering the civil service. It was thus initially known as "modern greats". During the s some students started to critique the course from a left-wing perspective, culminating in the publication of a pamphlet, The Poverty of PPE , in , written by Trevor Pateman, who argued that it "gives no training in scholarship, only refining to a high degree of perfection the ability to write short dilettantish essays on the basis of very little knowledge: ideal training for the social engineer".