Teaching Political Theory Research Articles

The Current State of Teaching Political Theory Subjects at the University Level from the Perspective of Students

The interplay between economics and politics forms a core focus in the study of political economy, where theoretical frameworks are juxtaposed with practical implementations. This relationship is pivotal in understanding how political decisions shape economic policies and outcomes, and conversely, how economic conditions influence political structures and actions. Theoretical perspectives, such as those from Marxist, Keynesian, and neoliberal schools, provide diverse insights into the mechanisms through which political power and economic resources are distributed and utilized. In practice, these theories are tested against real-world scenarios, including policy-making processes, governance systems, and economic reforms. This study delves into the theoretical foundations of political economy and examines empirical evidence to highlight the dynamic interconnections between political and economic spheres. It aims to elucidate the complex interactions that drive economic development, social equity, and political stability, thereby offering a comprehensive understanding of the multifaceted nature of political economy from theoretical and practical standpoints.

Digital transformation in teaching political theory subjects

Digital transformation is a trend in all areas of social life, including the field of education. Teaching activities of Political Theory subjects are no exception to this trend. In this article, the author presents digital transformation in teaching Political Theory subjects with the content of digital transformation in teaching Political Theory subjects as an objective necessity, a necessary condition for transformation. Digital transformation in teaching Political Theory subjects From there, some recommendations are made to improve the quality of digital transformation in teaching Political Theory subjects.

Solutions to improve the quality of professional ethics for students of preschool education in the path of fundamental and comprehensive renovation of education and training in Vietnam

Over the past time, with the attention of the whole political and social system, at all levels and sectors, which is directly the education sector, the quality of education and training in Vietnam has been gradually improved, educational activities have been gradually improved. education has achieved many achievements. In the system of educational levels, preschool education is the first level of education for children, laying the foundation for physical, thinking, intellectual, emotional, and aesthetic development. adapt, get used to their own reflexes and awareness of their lives. In the current context of Vietnam, professional ethics for students of preschool education plays an important role, contributing to determining the quality and effectiveness of pedagogical activities and improving the quality of education and training make an important contribution to the development of high-quality human resources for Vietnam in the future. The article presents and analyzes basic solutions to improve the quality of professional ethics for students in preschool education in the current roadmap of fundamental and comprehensive renovation of education and training in Vietnam today. The results show that the current preschool education program in Vietnam still revolves around the goals related to helping children perceive, helping children develop language, helping children develop physically and educating children in spiritual life. child god. Regarding professional ethics education activities for students of early childhood education in the current period, there are still some shortcomings. Solutions to improve the quality of professional ethics for students of early childhood education in the roadmap of fundamental and comprehensive renovation of education and training in Vietnam in the coming time, which the article focuses on, is to improve raise awareness and responsibilities of leaders and managers at all levels; professional ethics education for students of early childhood education through teaching political theory modules and specialized courses related to preschool education; professional ethics education for students of early childhood education through pedagogical practice; promote the role of the Youth Union organization and cultural, artistic, physical training and sports activities. The limitation of the article is that it has not shown and analyzed the orientations and requirements of providing solutions to improve the quality of professional ethics for students of early childhood education in the fundamental innovation roadmap. comprehensive education and training in Vietnam in the current period.

Review of Teaching Political Theory: A Pluralistic Approach

Review of Teaching Political Theory: A Pluralistic Approach

The Harmonious Classroom: Teaching Political Theory With Period Music

The study of political theory is particularly well suited to pedagogical practices that involve music. Several canonical figures were themselves composers and instrumentalists who cared deeply about their musical commitments. For a notable few, including Plato, Aristotle, and Rousseau, music arguably constitutes an indispensable feature of their respective ideas about politics and the social order. Yet even when music is less central to a thinker’s written work, it remains a useful tool for illustrating historical context and providing a richer understanding of shifting cultural currents. This article explores several considerations that will aid in the selection of music as a way of promoting conceptual clarification and contextual elucidation. While the overwhelming focus on music in the classroom has relied upon contemporary popular music, I prioritize the use of period music, which avoids some potential challenges. The article includes a musical connection rubric intended to help in the selection of music that will prove most effective as a pedagogical tool.

Studying Political Theory Subjects Using Flipped Classroom Model - Assessment from Gen-Z Students

Political Theory subjects play critical roles in Vietnam’s society in the current context of the 4th Industrial Revolution, globalization and information explosion. Particularly, the recent decade has welcomed the emergence of a new generation of university students - generation Z, with distinctive characteristics compared to previous generations, that is: activeness, creativity, adaptability, and familiarity with technology. Therefore, it is inevitable to innovate the methods of teaching with Political Theory subjects to keep pace with these developments in education. The flipped classroom model has so far been implemented in teaching the Political Theory Subjects in several universities. This study is designed based on the flipped classroom model, employing questionnaires with a 5-point Likert scale for 648 students at Hanoi National University of Education. The data collected was analyzed with SPSS 20.0 software. Open-ended questions are also included in the questionnaire to gather a variety of personal viewpoints. Besides, the research method of interview was applied with 30 students. The study aims to clarify gen-Z students’ judgment of using the flipped classroom model in teaching Political Theory subjects. Furthermore, the author sheds light on the suitability and effectiveness of the very teaching model as a basis for its future application.

Factors Affecting the Activities of Improving the Quality of Teaching Political Theory Subjects – Research at Universities under the Ministry of Industry and Trade of Vietnam

Factors Affecting the Activities of Improving the Quality of Teaching Political Theory Subjects – Research at Universities under the Ministry of Industry and Trade of Vietnam

Revisiting J.S. Mill’s Theory of Education in the Age of Partisan Division: Its Utility in Teaching Political Theory

Revisiting J.S. Mill’s Theory of Education in the Age of Partisan Division: Its Utility in Teaching Political Theory

Textbooks and the Dilemmas of Teaching Political Theory

An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button.

Using Aesop’s Fables to Teach Political Theory and Newsgathering Practice to Journalism Students

While the industry versus academic debate surrounding the training and education of journalists is now largely resolved in a consensus of a hybrid pedagogical model, there remains concern that even this compromise ignores journalistic ‘empowerment’. This article seeks to answer this concern with a model to empower beginning journalists by teaching students political concepts of power and authority through a novel classroom application of Aesop’s Fables. Taking the rich pedagogy literature on storytelling as its commencement, this article anatomizes how the universally familiar and popular Aesop’s Fables—with their clear cultural and political mores—not only offer easy and accessible insight into the political theory but also practical lessons that can prepare beginning journalists cognitively and intuitively as they begin newsgathering and newswriting processes. Ultimately, a study of Aesop’s Fables can produce not only more able beginning journalists but also well-rounded and engaged citizens.

Does Reacting to the Past Increase Student Engagement? An Empirical Evaluation of the Use of Historical Simulations in Teaching Political Theory

ABSTRACTWithin the teaching of political theory, an assumption is emerging that Reacting to the Past simulations are an effective tool because they encourage greater student engagement with ideas and history. While previous studies have assessed the advantages of simulations in other political science subfields or offered anecdotal evidence of their effectiveness in political theory courses, less attention has been paid to the empirical assessment of simulations in political theory. This study uses data — in the form of presimulation and postsimulation surveys, as well as focus groups — collected from two political theory courses in order to gauge levels of student engagement inside and outside of the classroom. We ask if students’ levels of engagement increase during the simulation in their political theory courses. We also explore the mechanisms involved in driving higher levels of student engagement during the simulation. We conclude by arguing that it is the liminal nature of the Reacting to the Past simulations that most likely explains increased levels of student engagement.

Teaching Political Theory as a Vocation

Teaching Political Theory as a Vocation

Using Music and Lyrics to Teach Political Theory

ABSTRACTSince the fall semester of 2008, I have used music to teach political theory to undergraduate students. I use song lyrics to make analogies to concepts used by political theorists, and I use the music to create associations that improve students’ memory of those concepts. Unlike other teachers who incorporate music into their classes by linking lyrics to concepts, I choose songs that reflect important ideas of specific theorists through multiple allusions to their ideas. The songs I choose serve four objectives: introducing concepts that may be difficult for students to appreciate, illustrating the application of those concepts, reinforcing students’ memory through issue-spotting songs, and presenting biographical information about the theorist that they are reading. I illustrate how I achieve these objectives through songs drawn from artists including Billy Joel, Ace of Base, and Supertramp, and musicals includingWest Side StoryandCamelot.

Teaching Political Theory at a Prison in South Texas

ABSTRACTTaking students to a prison for a field trip creates an opportunity to engage students on issues central to democratic citizenship including democracy, power, and punishment. Although some students opt out of the prison visit, a field trip to a prison creates a vibrant learning environment where students can share their experience with other classmates as well as reflect on their experiences with authority figures. It also disrupts power relationships between students and instructors because all prison field trip participants are virtual inmates for a day.

Teaching Political Theory at a Prison in South Texas

Teaching Political Theory at a Prison in South Texas

Bringing the Mountain to Students: Teaching Political Theory

Before I knew what political science was, I was deeply interested in politics. Regardless of any norm about when, if ever, it is acceptable to discuss politics, political debate was a constant at the dinner table when I was growing up, even at gatherings of the extended family. These discussions were at a broad and somewhat insular level, and certainly would have benefitted from increased rigor, fewer logical fallacies, and less opportunism with which arguments were deployed. Nonetheless, amidst the passion, all parties involved were capable of acknowledging, at least occasionally, that the other side might have a good point.

Learning by Doing: Two Republican Approaches to Teaching Political Theory

In this paper I detail two assignments that I have used to teach political theory outside of the classroom, so to speak. The first I call the Political Participation Project, the second the Historical Research Assignment. Both assignments are designed to give students experience outside the classroom that they can then bring back in to reflexively judge the presentation of categories in class. Practical experience, or more frequently, prudence in republican political theory is a central category with a history running from the ancients to the moderns and includes Aristotle and Tacitus as much as Machiavelli, Montesquieu, and Tocqueville. Using the category of prudence, republicans claim that politics is an art that is learned only by doing. What I mean is that republicans resist the general attitude that if we can just get the ideas right then the politics will come along. These two assignments ask students to put the practice of politics and political theory first, and to let the philosophy follow behind.

Using Historical Simulations to Teach Political Theory

As teachers of political theory, our goal is not merely to help students understand the abstract reasoning behind key ideas and texts of our discipline. We also wish to convey the historical contexts that informed these ideas and texts, including the political aims of their authors. But the traditional lecture-and-discussion approach tends to obscure the historical and political dimensions of political theory. Reacting to the Past historical simulations provide a powerful tool for remedying these shortcomings. The simulations foster three kinds of lessons that are difficult to impart with more traditional approaches. First, they help students see the intimate and reciprocal connections between politics, history, and political philosophy. Second, the simulations bring to light the inherently political dimensions of interpreting key political ideas. Finally, drawing upon the ideas of Hannah Arendt, we argue that the simulations educate students about the nature of freedom and political action.

2011 APSA Teaching and Learning Conference Track Summaries

The 2011 Teaching Political Theory and Theories track drew scholars from Europe and the United States and featured work from political scientists representing the four major subfields. While analyzing the nine papers presented, participants articulated a range of perspectives on questions of pedagogy and the relationship between political theory and political science; indeed, the variety of perspectives confirmed the ongoing contestability of many central concepts in both the scholarship of teaching and learning (SOTAL) and the discipline of political science. Whether discussing ways to develop assignments for undergraduate research projects on the Tea Party or how to employ insights from deliberative democratic theory to assess the role of education in addressing racial violence in the United States, participants confronted important questions regarding the role of theory in the discipline, the broadening of undergraduate and graduate teaching strategies, and assessment of the effectiveness of alternative teaching strategies.

Political Theory Today: Who's Teaching What to Whom? Some Reflections

Matthew Moore's survey and analysis reflect an enormous amount of work, for which all of us who study or teach political theory should be grateful. They offer us a fascinating snapshot of who is teaching political theory today, of how they understand and think about what they are doing, and of how they think others think about theory. Much that is included in his analysis (and especially in the longer paper from which the report here is selected) is well worth further study and debate, as it opens a door to the ways political science in general (and not theory alone) is being taught around the country: what political scientists think they are doing when they/we teach their material, what training they/we have, and even what modal teaching loads are.