Entry requirements

90 credits in political science (A+B+C) or the equivalent and 30 credits in social sciences, or 90 credits in social and political studies (A+B+C) and 60 credits in political science. Proficiency in Swedish equivalent to the general entry requirements for first-cycle (Bachelor's level) studies and proficiency in English equivalent to the Swedish upper secondary course English 6. Students within the Master's Programme in Political science are required to have obtained at least 15 credits within the programme.

Learning outcomes

By the end of the course, students are expected to be able to:

1. Understand, summarise and discuss different concepts, theories and characteristics of the state, and the challenges posed to them by new wars, failed states, factionalism, secession and similar phenomena.
2. Know and evaluate different normative and empirical positions on the state in relation to such phenomena.
3. Analyse a particular normative or empirical problem in relation to the state and its challenges.
4. Present and discuss scholarly work in the field with their peers.

Content

The state is perhaps the most central concept in political science. But what is the state? While the state serves as a background condition to numerous discussions in political science, it is seldom examined as a topic in its own right. This course focuses on different theories of the state, and examines their limits and potential vis-à-vis new political challenges, such as the changing character of war and deep internal divisions. To begin with, the course focuses on the state itself, both from a historical and a contemporary perspective. What is the state? What different theories are there about the state? We address three traditional characteristics of the modern state - its monopoly on violence, its claim to sovereignty and its reliance on minimum consensus and order - and ask if, and if so how, these characteristics are challenged by violence and wars between states and other agents, both external and internal. We devote much energy to trying to understand Thomas Hobbes's theory. In light of the normative principles developed in his theory, we explore the fundamental issue of political obligation, the obligation to obey the laws and authorities, and learn more about certain weak and failed states, as well as stateless societies or aspiring new states. By focusing on such areas and problems, we apply and rediscover normative theory.

Moreover, we discuss the normative systems underlying the organised violence employed by states and others. Questions to be addressed include: Who wages war against whom, and for whom is it done? When can one say that a particular state has failed in its capacity as a state? How can and should one combat aggressors that are neither states nor conform to the laws regulating war, such as terrorists? In what way do movements operating across borders (e.g., as illegal aliens or as domestic supporters of terrorist movements), as well as the development of military technology such as drones, pose a threat to states and nations? Should the nature and task of the state be rethought in light of these new political challenges? 

Regarding secession and partisanship, we will ask questions such as: What justifies secession, and what does not? Which processes of state creation and demos-making are legitimate? On which grounds? How are political parties that advocate secession or other forms of deep division treated in law and politics? When are parties considered to be a force of factionalism and disintegration? And, conversely, what are the ethical determinants of partisanship? We will explore the normative aspects of these issues, alongside with concrete examples and case-studies.

Instruction

The course consists of lectures and seminars. The teaching will mainly be based on seminars, which means that all participants have an obligation to take part in seminar discussions. In addition, the course includes the writing of short memos and/or an oral presentation, as well as a final paper. At the end of the seminar blocks, one session will be dedicated to the final papers, in which all students will discuss a final paper of one of their fellows.

Assessment

Examination is based upon participation in seminars, which are compulsory, and upon the assessment of oral presentations, memos, and a written seminar paper. The seminar paper should be 10-12 pages long, font 12, 1 ½ line. The following grades will be applied: passed with distinction (VG), passed (G) and failed (U). The course grade will reflect a combination of all requirements. In order to pass, all students are required to participate actively at seminars and hand in all assignments. The course paper will be decisive for the final grade. However, all contributions made during the course will be taken into account.

When assessing the students' performance of the final paper, the most important criteria for grading are: 1) relating the normative or empirical problem to the positions in the literature, 2) independent and critical analysis, 3) the design, structure and clarity of the analysis. A typical VG does not only include a correct and thorough presentation and reflection on the relevant literature, but also includes an independent and advanced analysis of a chosen topic. A straightforward design where a research question guides the entire essay and is consistently and critically assessed in relation to the course literature is also a typical feature of a VG paper.

The course attaches great significance to active discussion as an element of a vivid seminar conversation. Absence from seminars can hence only to a very small degree be compensated for by written supplemental assignments. Given the focus on rational assessment of complex normative, theoretical and empirical questions, and in accordance with the requirements of the course, the language of the students' memos and papers must be grammatically correct and precise - regardless of whether the student writes in Swedish or in English.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated above and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.