INTERNATIONAL SECURITY AND CONFLICT RESOLUTION
ISCOR 300: GLOBAL SYSTEMS
SPRING 2014
Course Coordinator:
Phone:
Email:
Office Hours:
Dr. G. Allen Greb
619-594-3768 office; 760-751-9343 home
iscor@mail.sdsu.edu
SH-223B: Mon/Wed 1:00-5:00pm; Tues/Thur Noon-2pm;
and by appointment
COURSE DESCRIPTION: ISCOR 300 is an introduction to the study of global
systems, with emphasis on basic concepts and critical ways of thinking about global affairs.
This includes the study of the evolution and development of global systems, the
characteristics of contemporary global systems, and the formulation of criteria for
projecting the future of global systems.
The world today is in a state of transition from the Cold War (and the twentieth century) to
a new age in which traditional nation-states and many other actors will have to confront
issues, problems, challenges, and processes of a global nature. These issues go beyond the
ability of any single state or actor, even the world’s lone superpower to cope with them.
As described by one scholar, “Contagious diseases and financial contagion, civil conflicts
and regional security, carbon sinks and ozone layers, patent infringement and human rights
infringement, biodiversity and biological weaponry, refugee flights and capital flows—
these topics share a common identity. They are all global concerns that cannot be
successfully addressed unilaterally, bilaterally, or even regionally.” ISCOR 300 will
explore this “stuff of international discourse” by examining (1) societal change across
human history (how we got where we are); (2) the principal features of various global
systems today; and (3) the relationships between and across these systems.
COURSE OBJECTIVES/LEARNING OUTCOMES:
 Ability to organize and analyze information and data relating to issues of global
governance, the global economy, human and social development, global culture,
and the global environment
 Recognize that there are multiple perspectives on these issues; recognize the
relationship of the local to the global; what interconnectedness and interdependence
mean
 Ability to read and analyze texts and articles from different perspectives on global
systems
 Ability to think and write clearly and critically
 Ability to collaborate and work effectively in groups to address problems and
achieve common solutions
GOALS FOR GE COURSES IN THE SOCIAL AND BEHAVIORAL SCIENCES:
 Goal 1: Explore and recognize basic terms, concepts, and domains of the social
and behavioral sciences.
 Goal 2: Comprehend diverse theories and methods of the social and behavioral
sciences.
 Goal 3: Identify human behavioral patterns across space and time and discuss their
interrelatedness and distinctiveness.
 Goal 4: Enhance understanding of the social world through the application of
conceptual frameworks from the social and behavioral sciences to first-hand
engagement with contemporary issues.
TEXTS/READINGS:
Manfred Steger, Globalization: A Very Short Introduction. 3d ed., Oxford
University Press, 2013.
Moises Naim, The End of Power: Why Being in Charge Isn’t What It Used To Be.
Basic Books, 2013.
Nicholas Kristof & Sheryl WuDunn, Half the Sky: Turning Oppression into
Opportunity for Women. Vintage Books, 2010.
Additional readings on BLACKBOARD.
COURSE REQUIREMENTS:
Exams (two)
Simulation/Role Playing Exercise
30% each
40%
Regular class participation will also be important, and will be factored into your final
grade.
EXAMS: There will be two semester exams. Each will count 30% of the total grade and
will consist of short essays and essay-type identifications. They will cover material in the
required readings, videos, and class lectures/discussions. The second exam will NOT be
cumulative, but will include all material since the first exam. If you miss an exam, it will
be averaged into your grade as a ZERO. If you have a confirmed excuse, a make-up can be
taken.
SIMULATION EXERCISE: The simulation exercise is designed to allow students the
opportunity to pro-actively engage in addressing particular aspects of global governance
and real-world decision-making. In all probability, role playing will focus on the
“Challenges of Climate Change” or the “Challenges of Gender Equality and Women’s
Empowerment.” It will involve written papers and proposals as well as oral presentations,
negotiations, and mock debates. FULL DETAILS TO BE PROVIDED LATER IN THE
SEMESTER. REGULAR ATTENDANCE will be necessary.
USING SIMULATION IN THE CLASSROOM: WHY PLAY GAMES?
Especially at a time when the world situation is changing rapidly, a simulation exercise can
be an effective technique to allow you to research and learn about key issues, and draw
conclusions about how to approach them. One of the best ways to understand an issue
more fully is to see it from multiple points of view. The simulation will ask you to
“inhabit” the perspectives of one of the actors involved, and in so doing, enable you to
more fully address some of the problems we have raised and discussed in class.
The simulation will make you active participants in learning. By reading and analyzing
materials and drawing conclusions that are translated into action, your critical thinking
skills will be honed. Moreover, the simulation encourages and demands group work that
will develop your interpersonal and negotiation skills.
Some caveats, however. It is important to remember that a simulation cannot begin to
capture the full texture and complexity of the issues, nor does it try to. You will not
emerge from the exercise being able to think like Chinese or Russian or American officials,
nor will you emerge from the experience as trained negotiators. You will, however, begin
to get an understanding of the complexities of the contemporary international situation,
become more sensitive to other countries’ positions (and those of international
organizations and non-governmental organizations as well), and be exposed to the
intricacies of international negotiations.
As the instructor for this exercise, my primary role (and that of the TAs) will be as
“facilitator,” encouraging students to do the work involved, and to ask appropriate
questions to guide you when necessary. Ultimately, however, this will be your exercise;
it is up to you to take on the responsibility for the simulation.
Because of the rapidity with which current events evolve, newspapers, journals, and
magazines are some of the best sources of information for a simulation of this sort. You
should follow real-world events in sources such as the New York Times, Los Angeles
Times, Washington Post, The Economist, Foreign Affairs, and Foreign Policy.
SIMULATION GRADING BREAKDOWN:
Plenary Presentations/Debate
TA/Instructor Evaluations
Peer Evaluations
10%
15%
15%
STUDENT DISABILITY SERVICES:
If you are a student with a disability and believe that you will need accommodations for
this class, it is your responsibility to contact Student Disability Services at 619-594-6473
(Calpulli Center, Suite 3101). To avoid any delay in the receipt of your accommodations,
you should contact Student Disability Services as soon as possible. Please note that
accommodations are not retroactive, and that I cannot provide accommodations based upon
disability until I have received an accommodation letter from Student Disability Services.
Your cooperation is appreciated.
COURSE OUTLINE
I.
WORLD SYSTEMS AND SOCIAL CHANGE
Introduction and Course Requirements
Definitions
Global Systems
II.
GLOBAL GOVERNANCE
The Erosion of the State?
New Players: MNCs, IGOs, Civil Society and NGOs
International Politics/Regimes
Democracy as a Global System?
III.
THE CHANGING GLOBAL ECONOMY
Global Trade and Finance
Liberal Capitalism vs. State Capitalism?
Antiglobalization Movements
First Exam: March 11, 4:00 – 6:00 pm
IV.
HUMAN/SOCIAL DEVELOPMENT: POVERTY
Haves and Have Nots
The Development Debate
Approaches, Solutions, Reforms?
V.
GLOBAL CHALLENGES
Global Environment: Sustainable Development
A Global Culture?
Global Justice/Human Rights
Second Exam: May 13, 4:00 – 6:00 pm