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(Intended as a capstone course to be taken in a student's last 15 credits.) Prerequisites: WRTG 101 (or WRTG 101S) and 9 upper-level credits in GVPT coursework. A study of political science that integrates knowledge gained through previous coursework and experience. The aim is to build on that conceptual foundation through integrative analysis, practical application, and critical thinking. Concepts and methods of political science are applied in producing a political, policy, or position paper for a project organization.
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Regardless of whether a social scientist's value-orientation stems from cultural norms, nationality, or a worldview, what remains certain for Weber is that the value is neither intrinsic to the subject matter nor specific to its context -- a view that categorically separates value from facts. Weber takes care to refute such views in his discussion of the methodology of political economy in "The Nation State and Economic Policy." First, Weber assails those economists who maintain that political economy can derive its own ideals from the subject matter. The notion that there are independent or socio-political ideals shows itself to be a delusion as soon as one delves into the literature in an attempt to identify the basis for its evaluation, Weber says. "The truth is that the ideals we introduce into the subject matter of our science are not peculiar to it, nor are they produced by this science itself." Rather, the values stand above the subject matter; they are of a higher order. For Weber, it is less important what another analyst's core values are than whether he clarifies them for the benefit of both himself and his audience.
The relationship between Islam and science is complex. Today,predominantly Muslim countries, such as the United Arabic Emirates,enjoy high urbanization and technological development, but theyunderperform in common metrics of scientific research, such aspublications in leading journals and number of citations per scientist(see Edis 2007). Moreover, Islamic countries are also hotbeds forpseudoscientific ideas, such as Old Earth creationism, the creation ofhuman bodies on the day of resurrection from the tailbone, and thesuperiority of prayer in treating lower-back pain instead ofconventional methods (Guessoum 2009: 4–5).
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Presentation by Dr. Keith E. Whittington, William Nelson Cromwell Professor of Politics at Princeton University and author of the forthcoming book, Speak Freely: Why Universities Must Defend Free Speech (Princeton University Press, 2018)
"Why Free Speech Matters on Campus"
Wednesday, March 7th, 2:00pm - 3:30pm, Kovover Auditorium, Dodd Center (Refreshments to immediately follow in Dodd Lounge)
Universities have a distinctive and important mission in American society. They assemble and nurture an open and diverse community of scholars, teachers and students dedicated to the production and dissemination of knowledge. The robust protection of free speech and civil discourse is essential to that mission. Better understanding the relationship between the critical functions of the university and the principles of free speech can help guide us in resolving the difficult challenges that confront the members of modern universities such as UConn.
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One hint that begins to shed light on Weber's view on the fact-value question is a characteristic that recurs in several of Weber's essays and speeches: Weber announces, often at the beginning of a speech or essay, the standpoint from which he plans to evaluate a given situation or set of facts. Likewise, if he changes his focus during a presentation, he often declares the new standpoint. In his opening remarks of "The Nation State and Economic Policy," one of Weber's early speeches, he sets a precedent for this pattern while unveiling a justification for his perspective. The "inaugural lecture is an opportunity," Weber says, "to present and justify openly the personal and, in this sense, `subjective' standpoint from which one judges economic phenomena," revealing that he maintained that even the examination of such seemingly hard data as economic facts were subject to the influence of a perspective determined by values. When Weber shifts course later in the speech to prescribing what should be done to deal with the problems on Germany's eastern frontier, he discloses his new perspective: "the standpoint of the German people." The solution would obviously be quite different if it were made, say, from the standpoint of the Polish workers. Similarly, in one of his later lectures, "The Profession and Vocation of Politics," Weber tells his audience near the beginning of his remarks that he will expose "the political deficiency of this system ... from the standpoint of success."
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Although Weber often announces the value from which he intends to analyze a particular policy, he also acknowledges that the value may be merely a construct of one's culture or society. An example of the influence of culture upon perspective lies in Weber's comments about political economy. As soon as the method of analysis known as political economy makes value judgments, Weber says, "it is tied to the particular strain of humankind (Menschentum) we find within our own nature. ... The economic policy of a German state, and, equally, the criterion of value used by a German economic theorist, can therefore only be a German policy or criterion." Yet the perspective still must be acknowledged.