Full time 12 Month(s), Part time 24 Month(s)
This interdisciplinary programme is designed to allow you to undertake sustained and focused study across the disciplines of politics and religion, with particular attention to the topic of conflict.
In addition to core and optional modules in politics and religion, a 20,000 word dissertation provides you with the opportunity to undertake an extended project which focuses upon one of a number of dimensions relating to the interface of politics and religion, as it pertains to conflict.
You will study a range of modules as part of your course, some examples of which are listed below.
The course aims to explore a variety of approaches to conflict management in contemporary conflicts, by third parties and parties in conflict, and critically assesses their effectiveness and potential. The course draws its theoretical foundations from peace and conflict research but is aimed at enabling students to learn to assess the scope for conflict management and peace-building in practice. The module includes both academic literature as well as policy relevant papers.
The focus of the course is on analysing peace processes and practical problems of conflict prevention, conflict management and peace-building in a range of contemporary international, internal, ethnic, community and environmental conflicts.
Students will be divided up into groups of two or three, and each group will take responsibility for identifying and investigating a specific approach to conflict management in a conflict of their choice. The choice of cases will vary with the interest of students. In recent year topics included Afghanistan, Chechnya, Georgia, Kashmir, Kosovo, Macedonia, Northern Ireland, Liberia/Sierra Leone, Timor Elste, conflict prevention and the emergent global climate change negotiations, and peace-building in contemporary Africa and Asia.
The course is taught in 10 2-hour lecture seminars, with the first half devoted to the lecture and the second half dedicated to substantial presentations by the student / group.
Barash, David P. & Webel, Charles P. (2008) Peace and Conflict Studies, London: Sage.Darby J & Mac Ginty, R, Contemporary Peacemaking (Palgrave Macmillan, 2002)Eriksen, T. H., Ethnicity and Nationalism (Zed, 2010).Kaldor, M., New & Old Wars (Polity Press, 2006) Lyons, T. (2008) Conflict Management and African Conflicts – Ripeness, Bargaining and Mediation, London: Routledge, 2008)Misra, A. Afghanistan: The Labyrinth of Violence (Polity, 2004).Misra A., Politics of Civil Wars (Routledge 2008)Paris, R., At War’s End (Cambridge Univ. Press. 2005)Ramsbotham, O, Woodhouse T. & Miall, H, Contemporary Conflict Resolution – 3rd edition (Blackwell's, 2010)Rupesinghe, K, Civil Wars, Civil Peace (Pluto Press, 1998)Zartman, I.W., Peacemaking in International Conflict (USIP, 2005)European Centre for Conflict Prevention, People Building Peace (1999)Wallensteen, P., Understanding Conflict Resolution (Sage, 2006)
The module involves the negotiation, design and delivery of a research project whose precise topic will be determined by the student and the project supervisor.
The dissertation will be 20,000 words in length and is designed to provide students with the opportunity to consolidate their existing knowledge and skills base while developing new knowledge and skills made possible by its project-orientated nature.
This module aims to provide skills training for postgraduate students in religious studies from induction to completion of the master's dissertation. It supports existing taught modules by introducing a variety of research methods from other disciplines and theoretical issues within religious studies. It also introduces cross-cultural and cross-religious examination of research topics in religious studies. The module will provide students the opportunity for developing generic skills in library research, essay writing, and dissertation planning.
• Induction in the study of religions: resources, essay planning and writing, seminar preparation and presentations • Research methodologies: examples selected from philosophical, anthropological, sociological, psychological, and phenomenological approaches • Theoretical approaches to the study of religion: examples selected from the disciplines of the humanities and social sciences • Dissertation workshop: finding a topic and supervisor, completion plan, case studies Select Bibliography: Asad, T, Genealogies of Religion (Johns Hopkins University Press, 1993)Heelas & Woodhead, Spiritual Revolution (Blackwell, 2004)King, R, Orientalism and Religion (Routledge, 1999)King, U. (ed.) Gender, Religions, and Diversity (Blackwell, 1995)Reader, I. & G. Tanabe (eds.) Practically Religious (University of Hawaii Press, 1998)
The module serves to consolidate postgraduate research and learning support by providing opportunity for students to engage theories, methods and skills of direct relevance to their studies. The module is core for all PPR PGT students and complements core subject and discipline-specific module provision. The first five sessions of the module treat generic theories, methods and skills relating to postgraduate study and research. The next three sessions are given over to subject-specific input which is delivered separately by disciplinary specialists. The contents of these three sessions will be determined relative to discipline-specific needs. The final two sessions are dedicated to workshop discussions and presentations in respect of student projects.
· The academic research process. · Project planning, design and process management. · Ethics in postgraduate research. · Resource identification and review processes. · Data acquisition techniques and issues. · Analytical and interpretative approaches. · Academic conventions (e.g. making an argument, writing, referencing). · Subject specific methods and skills. · Workshop discussions and project planning presentations.
Cooley, L. 2003. Dissertation Writing in Practice. Hong Kong: Hong Kong University Press. Creswell, J. 2003. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks: Sage. Grix, J. 2010. The Foundations of Research. 2nd ed. Basingstoke: Palgrave Macmillan. Locke, L. F., Silverman, S. J., and Wyrick Spirduso, W. 2004. Reading and Understanding Research. 2nd ed. Thousand Oaks: Sage. McMillan, K. 2011. Study Skills for International Students. Harlow: Prentice Hall, 2011. Potter, S. (ed.) 2006. Doing Postgraduate Research. 2nd ed. London: Sage. Preece, R. A. 1994 Starting Research: an Introduction to Academic Research. London: Pinter Publishers. Thody, A. 2006. Writing and Presenting Research. London: Sage. Walliman, N. 2005. Your Research Project. 2nd ed. London: Sage. Welsh, J. 1979 The First Year of Postgraduate Research Study. Guildford: Society for Research into Higher Education. Wilkinson, D. 2005. The Essential Guide to Postgraduate Study. London: Sage. Wisker, G. 2008. The Postgraduate Research Handbook. 2nd ed. Basingstoke: Palgrave Macmillan.
There are those who claim that religion is little more than a perverse and irrational scar on the modern world, one that invariably causes violence, while others (at times driven by political motivations) claim that religion is good and that violence only occurs when religion has been hijacked by other forces. Others still claim that religious violence is a myth constructed for political purposes, and that one should not therefore speak of religion in such terms.
In disentangling such claims, this course examines the relationships between religion and violence, asking whether one can draw such associations between the two and whether one can develop any broader theoretical understandings about their relationship that enhances our understanding of religion in the modern world. It thus challenges students to think through and develop an understanding of these issues. While examining a variety of theories and perspectives on the topic, including close examination of the arguments outlined above, it continually will refer to empirical data and case studies in which religious movements and religious individuals have been involved in violent activities, as well as examining cases where acts of immense violence (including genocide) have occurred in what appear to be political contexts, but where religious rhetoric may have been used by the perpetrators of violence.
The cases range across time, space and traditions: Judaism and Israel; Christianity and the Spanish Empire; the development of Islam as well as global contemporary issues; and Buddhism in Imperial Japan and late-20th Sri Lanka. A concluding case, that of the Bosnian civil war, will examine a specific situation in which political, ethnic and religious justifications for violence were all entangled.
Through discussions and examination of both textual sources and political realities, the course will seek to encourage students to develop an understanding of the debates over the notion of religious violence, formulate their own understandings of the validity of the arguments made by those involved in such debates, and develop an awareness of the possible patterns and processes whereby religion and violence come to be associated in a diversity of ways.
The syllabus will cover the following:
1. The very idea of 'religious violence' and the many different contexts in which it is found.
2. Theories of violence and key concepts
3. 'Imperial Christianity': violence, expansion and legitimation in the Spanish Empire
4 The idea of a people and a nation: Violence, Judaism and Israel
5. Striving: fighting for Islam - text and history
6. Revenge of history or the dawn of a caliphate? - Contemporary issues
7. Holy War and Just War: the political theology of necessary violence
8. Buddhism, nation and state - Zen and imperial Japan; Theravada Buddhism, Sri Lanka and the civil war
9. Religion and other ideologies: the case-study of Bosnia
In addition to the lectures and seminars, there will be fortnightly seminars specifically for postgraduate students.
This module examines the Buddhist scriptures in the Theravada and Mahayana traditions and offers an opportunity for students to understand some of the key concepts and ideas by reading select extracts of the Buddhist texts in English from both schools and traditions. It also allows them to understand the changes in doctrinal emphasis as well as variations in interpretation in the historical development of Buddhism. This module will be a stand-alone module for third year students but will also be accessible to students who are new to the subject.
The module will examine the cultural and political relationships and intersections between media, religion and politics in national and global contexts. Both old and new media will be considered, and consideration will be given to the transformative potential of the latter for participation and activism in religion and politics. The research methods used for analysing media content and discourse will be introduced and applied.
Topics may include:
This module allows students to study the nexus of religion, politics and society by way of some of the most controversial and pressing debates of today. Inspired by the national ‘Westminster Faith Debates’ which are organised out of PPR, the module makes use of the contributions of leading figures who have taken part, such as Richard Dawkins, Polly Toynbee, Tony Blair and Rowan Williams.
By way of these debates, students will be introduced to methods, approaches and theories from the range of relevant disciplines, including the sociology of religion, religious studies, politics, and philosophy. They will be equipped and encouraged to think about key themes for themselves, in dialogue with existing theories, interpretations and arguments.
The module will consider religion and secularity past and present, but will have a particular focus on the contemporary situation and ‘religious futures’. The approach will be multidisciplinary and interdisciplinary. The teaching will be interactive, and assessment will be by essay, online interaction, and writing a blog entry.
Podcasts and videos on the ‘Westminster Faith Debates’ website, especially the series on ‘Religion and Public Life’ (2012), ‘Global Religious Trends’ (2014) and ‘Religion, Violence and Cohesion’ (2015)
Jeff Haynes, Religion, Politics and International Relations. Routledge: 2011.
Linda Woodhead and Rebecca Catto, Religion and Change in Modern Britain. Routledge: 2012.
Whether global, national, ethnic or ethical, conflicts frequently involve religion. Between themselves, in their relations with secular states and ideologies, and even at the level of sects or denominations, religions engage in conflict arising from deeply held beliefs and values, as well as in struggles for power, status and legitimacy. Understanding how and why religious groups contribute to global and regional conflicts and civil wars – from terrorist attacks, through historically embedded disputes in Israel/Gaza and Northern Ireland, to Christian/Muslim violence in Nigeria, Uganda and India – is vital for development, humanitarian intervention, international relations, diplomacy and conflict resolution.
This module provides the knowledge and skills to help students understand and analyse why conflict happens within and between religious groups, and to assess the positive and negative contributions that religions make to wider struggles – from local disputes through to global terrorism.
The module is designed to introduce students to key concepts and issues in scholarship on religion and conflict: e.g. on the relationship between conflict and violence, religion and ethnicity, the ‘clash of civilizations’, intra-religious as well as inter-religious conflict, jihad and martyrdom. Equal attention will be given to the importance of context – historical, social, geographical and political. Analysis and debate about religion and conflict will be situated in particular cases, from the UK and Europe, the US, the Indian sub-continent and sub-Saharan Africa. Lecture podcasts and online discussion activities will be complemented by online talks by experts and short films. There will be plenty of opportunities for online interaction with peers and tutors.
Cavanaugh, William T. (2009) The Myth of Religious Violence: Secular Ideology and the Roots of Modern Conflict. Oxford: Oxford University Press.
Haynes, Jeffrey. (2011) Religion, Politics and International Relations. New York: Routledge.
Kaplan, Benjamin J. (2007) Divided by Faith: Religious Conflict and the Practice of Toleration in Early Modern Europe. Cambridge, MA: Harvard.
Maréchal, Brigitte and Sami Zemni (eds). (2012) The Dynamics of Sunni-Shia Relationships: Doctrine, Transnationalism, Intellectuals and the Media. London: Hurst.
Murphy, Andrew (ed). (2011) The Blackwell Companion to Religion and Violence. Oxford: Wiley-Blackwell.
This course introduces students to the historical and contemporary making of the 'Third World' (the global South) with a focus on sub-Saharan Africa and Latin America. It is divided into two parts. The first half explores historical processes, beginning with the creation of an international capitalist economy and its incorporation of the global South from the sixteenth century onwards and ends with an examination of neo-liberalism and the post-Washington consensus with its emphasis on poverty reduction and the UN Millennium Development Goals (MDGs). The second half explores key contemporary development policies, debates and actors such as foreign aid and international NGOs; diaspora politics and remittances; grassroots social movements; and the role of China in fostering a renewed focus on resource-based models of development including reformist, redistributive models as in Venezuela and Ecuador. The course objective is thus to equip students to critically appraise the complex interactions between Northern and Southern state and non-state actors in shaping current development policy and resistance to it.
James, CLR (1938) The Black Jacobins.
Fanon, F. (1961) The Wretched of the Earth.
Hobsbawm, E. (1968) Industry and Empire.
Rodney, W. (1972) How Europe Underdeveloped Africa.
Robinson, W. (1996) Promoting Polyarchy: Globalisation, US Intervention and Hegemony.
Hoogvelt, A. (2001) Globalisation and the Postcolonial World: The New Political Economy of Development.
Robinson, W. (2008) Latin America and Global Capitalism: A Critical Globalization Perspective.
Petras, J. & Veltmeyer, H. (2009) What's Left in Latin America? Regime Change in New Times.
Livingstone, G. (2009) America's Backyard: the United States and Latin America from the Monroe Doctrine to the War on Terror.
Wills, J. et al (2009) Global Cities at Work: New Migrant Divisions of Labour.
Lewis, D. & Kanji, N. (2009) Non-governmental Organizations and Development.
Holmen, H. (2010) Snakes in Paradise: NGOs and the Aid Industry in Africa.
This module examines comparatively the changing nature of policy-making in advanced industrial democracies, focusing primarily on government and politics in Western Europe and North America.
At the end of the module, students will be able to: demonstrate an in-depth knowledge of the academic study of public policy; display an appreciation of the different demands placed upon policy-makers; show an awareness of the different types of theoretical perspectives that have been developed in the political science literature on public policy; identify the role of governmental institutions in the policy making process; distinguish between key policy areas such as economic, social, home and foreign affairs; directly link issues discussed in the curriculum to future employability in public policy.
The module is taught in weekly two-hour seminars. These will commence in Week 1 and will run for ten weeks, covering the topics listed below:
1. Studying the ‘quality of democracy’2. Theories of power and organisations3. Policy-making in practice4. Government and legislation5. Multi-Level Governance6. Parties and elections7. Economic policy8. Social policy9. Home affairs and justice policy10. Foreign policy Select Bibliography: Michael Hill, The Public Policy Process, Pearson, 2013Anneliese Dodds, Comparative Public Policy, Palgrave Macmillan, 2012Christopher Knill and Jale Tosun, Public Policy: A New Introduction, Palgrave Macmillan, 2012 Paul Cairney, Understanding Public Policy: Theories and Issues, Palgrave Macmillan, 2011
The module examines the problems posed by human co-existence, specifically with regard to divergent understandings of how we should live and how we should see or describe ourselves. The module begins by examining the notion of cultural conflict and highlighting the cultural aspects of historical and contemporary disputes. This leads into a discussion of the history of toleration as a response to cultural conflict, highlighting historical sources of toleration and co-existence in a range of different areas and regions. Building on this notion of traditions of toleration, the module then examines and problematizes the shift in conceptions of toleration, away from the notion of toleration as inaction in the face of vehement objection towards the notion of toleration as acceptance or affirmation.
This theoretical work leads into the applied element of the module, in which five topical case studies are examined: i) groups, identities and states, with regard to labelling of places, such as Derry/Londonderry and Falklands/Las Malvinas; ii) health, ‘socialised’ healthcare and narcotics in the US; iii) public displays of sexuality, through the examples of the prosecution of Oscar Wilde and the practice of bacha bazi in Afghanistan; iv) bodily autonomy, through examination of the place of male and female genital cutting in Western public discourse and v) blasphemy, explored through the public debate on the Danish Mohammad cartoons and Jerry Springer the Opera.
Examination of these cases will lead into the final week of the course in which the limits of toleration will be discussed and possible policy instruments by which conflicts may be managed outlined.
Select bibliography There is no one single text for this module. However, there will be at least three key readings for each session. These will be made available on Moodle. One key reference text for the module is: Forst, R. (2012) ‘Toleration’, The Stanford Encyclopedia of Philosophy, E. N. Zalta (ed.), <http://plato.stanford.edu/archives/sum2012/entries/toleration/>. Audio material: The Open University’s Multiculturalism Bites contains relevant contributions by Tariq Modood, Will Kymlicka, Martha Nussbaum, Nancy Fraser, Anne Phillips, and Susan Mendus: http://itunes.apple.com/itunes-u/multiculturalism-bites-audio/id449122394. These recordings are free to access, but require iTunes software, which is free to download. Video material: A number of videos will be used as stimuli throughout the course. These will include Cracks in the Mask, which is a documentary about contestation of cultural goods, and ‘It Gets Better’, a youtube video project attempting to curtail the number of suicides among gay teenagers.
Tutorial rather than lecture or seminar based, this module provides opportunity to undertake a concentrated and focussed study of a topic, theme or subject which is of interest to the student and for which appropriate supervisory coverage and academic resourcing are available. Student learning is facilitated by five hours of tutorial support.
The subject specialist tutor who supervises the student will: • advise on whether the student’s planned area of research is appropriate • give guidance regarding the nature and format of the essay• give guidance on the planning of the essay• give feedback on a draft of the essay provided by the student
The student will: • formulate a topic as a clearly defined research problem• produce a reading list of relevant literature• produce the outline/early draft of an essay on the basis of the research for comments by the supervisor
Assessment is a 5,000 word essay.
This module aims to provide students with a broad understanding of the main areas of study within the field of international relations (IR). The introductory session addresses the general question as to what constitutes the study of IR. Subsequent sessions examine the major approaches to the discipline (both mainstream and critical), focusing upon the distinctive insights and analyses that they have brought to bear.
Students will gain a comprehensive understanding of the nature of the wide-ranging theoretical debates that have shaped the discipline and will develop an understanding of the importance of questions of theory to the way in which we study IR. More particularly, students will be able:
• To understand the importance and role of theories to the study of IR• To understand the interpretation of the world and of IR put forward by each theory• To identify the central assumptions and features underlying each of those theories• To analyse the points of debate between these theories and critically assess them• To evaluate the strengths and weaknesses of each theory• To apply the theoretical tools to the “facts out there” (linking theory with practice)• To develop presentational and organisational skills through the seminar component of the course
Scott Burchill et al., Theories of International Relations, Palgrave Macmillan, Basingstoke, Fourth edition, 2009.Tim Dunne et al., International Relations Theories: Discipline and Diversity, second edition, OUP, Oxford, 2010.
This course familiarises you with the major issues in the politics and international relations of the contemporary Middle East region. The countries covered include all Arab states and non-Arab states such as Iran and Israel. Deliberately, the course will start with a hard look at the contemporary picture in the region and, from that, ask the questions about how we got there. Digging back will include a broad introduction to the people, society, history and politics of the Middle East. The course will then explore the interplay of factors such as religion, ethnicity, gender and class in the politics of the region; the role played by internal and external actors; issues of conflict in the region; political economies; foreign policies of major states and the perception of what those policies might be; regional integration; the concepts of political Islam and the challenge of democracy and Islam.
The aim of the course is not in the first place to cover in detail all of the most recent events, and it will be assumed that you follow current affairs in the region. Rather, the aim is to undertake a deeper exploration of the region: to help you understand and analyse the dynamics involved in these events and processes. In other words: why did things evolve the way they did, why are they what they appear to be today, and what does this tell us about where they are likely to go in the future? This will be done through guided reading, seminar discussion, and your own research and writing. The topics covered in the course include:• The Middle East after the Arab Spring(s); the shi’i/sunni pulls for influence • “Political Islam” and the concept of the state; the “war on terror” • Where did all this come from? People, society, tribes, money and politics • Voices of the Middle East: religion, ethnicity, gender and class, salafis, language and the Qur’an • Internal and External Actors in the Middle East; diplomacy • Political economies of the region: oil power or dependency? • The Arab-Israeli conflict• Wars now in the region; containment, intervention and persuasion • Democracy in the Middle East; shi’a and sunna; the “gates of ijtihad” Select Bibliography:Mark Allen, Arabs: A New Perspective (Continuum, 2006) Olivier Roy, The Failure of Political Islam (Harvard University Press, 1994)Gilles Kepel, Jihad: The Trail of Political Islam (I. B. Taurus, 2006)Philip Bobbitt, Terror and Consent: The Wars for the Twenty-first Century (Random House, 2009)Marc Lynch, The Arab Uprising: The unfinished revolutions of the New Middle East (Public Affairs Books, 2012)Joumana Haddad, Superman is an Arab: On God, marriage, macho men and other disastrous interventions (Westbourne Press, 2012)Jonathan Schneer, The Balfour Declaration: The Origins of the Arab-Israeli Conflict (Bloomsbury, 2010)Wen-chin Ouyang, Poetics of Love in the Arabic Novel: Nation-state, modernity and tradition (Edinburgh University Press, 2012)Charles Tripp, The Power and the People: Paths of Resistance in the Middle East (CUP, 2014) John Gray, Al Qaeda, And What it Means to be Modern (Faber & Faber, 2003)
The module is intended to examine a wide range of social and political issues in contemporary Buddhism in Southeast Asia. It explores some of the changes affecting Asian Buddhist communities in the context of modernity consequent upon the encounter with the West and the subsequent arrival of world views and secular values that challenge the traditional outlooks and ways of life. The module is designed for students who want to understand how Buddhism is lived and how its tradition is being transformed in Southeast Asia, affected by colonialism, socialism, nationalism, secularism, development and social change. It is primarily aimed to examine the intersection between religion, politics and society. Some of the themes covered are: religious origin of political legitimation, politicization of the Sangha, the role of monks, power of the laity, the other-worldly charisma of arahant, Buddhist fundamentalism, socially engaged Buddhism, nuns and the contemporary bhikkhuni revival movement.
Harris, I. (ed.) Buddhism and Politics in Twentieth-century Asia
Jackson, P. Buddhism, Legitimation, and Conflict
Jerryson, M. & M. Juergensmeyer (eds.) Buddhist Warfare
Ling, T. (ed.) Buddhist Trends in Southeast Asia
Globalisation has become a buzzword in the social sciences and lay discourse. It is often related to the speeding up of global communication and travel, and the transnationalisation of economic, political, social and cultural institutions. The meaning and causes of globalisation are highly debatable. For the purposes of this module globalisation is defined as a complex, paradoxical set of processes, which are multi-scalar, multi-temporal, multi-centric, multi-form, and multi-causal. It produces fragmentation and integration, divergence and convergence as well as continuities and discontinuities. Their overall effect is to reconfigure asymmetries of power and knowledge and this in turn raises questions about governance, inequalities, and resistance in and across different parts of the world. Selected themes range from MacDonaldization through to Wal-Martization and the current financial crisis.
The course is taught on the basis of ten weekly two-hour seminars with short lectures, a 15-20 min. student presentation, and a general discussion in which all are expected to participate. The topics include: the world market, finance and production, labour and migration, global cities, global media and global culture, sovereignty and nation-states, global governance, global cities as well as financial globalization and crisis.
Bauman, Z., Globalization: the Human ConsequencesChossudovsky, M and Marshall, A. The Global Financial CrisisGrant, R & Short, J., Globalization and the MarginsHolton, R. Globalization and the Nation-State (2nd edition)Panitch, L. and Gindin, S. The Making of Global CapitalismPerrons, D., Globalization and Social ChangeSchirato, T & Webb, J., Understanding GlobalizationShort, J., Global DimensionsSteger, M., Globalization: The New Market Ideology
• Do we still know what security and war are?• How convincing are the arguments about the ‘civilizing process’ and changes in war global politics?• What will war look like in the coming century? How will war be shaped by ‘speed’ and the ‘pace of change’ transforming societies?• How serious are the new security challenges – issues like cybersecurity, climate change and urban conflict?
Theorizing helps us to pose and answer these questions. This module introduces students to ways of conceptualizing power, security and war. Since forms of security and war are intimately correlated with forms of cultural political and economic life, theories in this module address: geopolitics, biopolitics, techno-science, digitalization, molecularization, network war, image war and virtual war. The teaching and learning strategy of Theorising Security and War is designed to make students theoretically and philosophically literate in conceptual and analytical schemes that help us understand the geopolitics of security and war. Students should be able to:• demonstrate a broad theoretical competence in relation to key texts in the study of modernity, security and war• develop a critical understanding of key areas of contemporary security studies: such as cybersecurity, environmental security, urban geopolitics and drone theory.• locate a specific theoretical tradition within its wider theoretical and philosophical assumptions and be capable also of critical comparing different traditions in relation both to these assumptions and their different logical and practical entailments
In the process students should be able to demonstrate in written work, group presentation and discussion more refined analytical skills in the interrogation and critical engagement of empirical material and case studies drawn from a wide variety of multi-media sources
Steven Pinker, The Better Angels of Our Nature (Allen Lane, 2012)Gregoire Chamayou, Drone Theory (Penguin 2014)Zygmunt Bauman, Modernity and the Holocaust (Polity, 1989)Paul Virilio, Speed and Politics (Semiotexte, 2008)Stephen Graham, Cities Under Siege (Verso, 2011)Thomas Rid, Cyberwar will not take place (Hurst 2014)Foucault, Michel, Society Must be Defended (Allen Lane, 2003)Castells, Manuel, The Rise of the Network Society (Blackwell's, 2000)Creveld, Martin van, The Transformation of War (Free Press, 1991)
Diplomacy and Foreign Policy are central to the understanding of international politics. The structure of the international system induces a constant need for political dialogue and negotiations. Besides war, diplomacy is the common language states are using to interact on the world stage.
This module introduces students to ways of conceptualizing diplomacy and foreign policy in the 21st century:
• Why do states rely on diplomacy?• What are the current forms and features of diplomacy and foreign policy?• Is diplomacy the only form of international dialogue besides war?• How do states (and statesmen) negotiate?• How has diplomacy evolved throughout history?• Does ‘global governance’ exist?
The teaching and learning strategy of Diplomacy and Foreign Policy is designed to give students both theoretical and practical understanding of contemporary issues in diplomacy and foreign policy. Academic teaching will be complemented by lectures and in-class activities carried out by practitioners (diplomats, civil servants, etc.). Select Bibliography: R. Barston, Modern Diplomacy, Longman, 2006.G. R. Berridge, Diplomacy: Theory and Practice, Palgrave, 2002.S. Smith et al., Foreign Policy: Theories, Actors, Cases, OUP, 2012.J. P. Muldoon et al., The New Dynamics of Multilateralism Diplomacy, International Organizations, and Global Governance, Westview Press, 2005.A. Heywood, Global Politics, Palgrave, 2011.
Diplomacy and Foreign Policy are central to the understanding of international politics. The structure of the international system induces a constant need for political dialogue and negotiations. Besides war, diplomacy is the common language states are using to interact on the world stage.Complementing the first core module on Diplomacy and Foreign Policy which provides theoretical understanding of the subject, this module applies these theoretical tools to contemporary diplomatic and negotiation issues and great power politics (PPR.430 is NOT a prerequisite though). Indeed, the teaching and learning strategy of Diplomacy and Foreign Policy is designed to give students both theoretical and practical understanding of contemporary issues in diplomacy and foreign policy. Academic teaching will thus be complemented by lectures (diplomats, civil servants, etc.) and in-class activities such as mock negotiation exercises.
Select Bibliography: L.-A. Broadhead, International Environmental Politics: the Limits of Green Diplomacy, Lynne Rienner Publishers, 2002.M. J. Butler, International Conflict Management, Routledge, 2009.J. A. Larsen and J. J. Wirtz, Arms Control and Cooperative Security, Lynne Rienner Publishers, 2009.D. Lesage et al., Global Energy Governance in a Multipolar World, Ashgate, 2010. J. H. Mittelman, Contesting Global Order: Development, Global Governance and Globalization, Routledge, 2011.I. Shapiro, Containment: Rebuilding a Strategy against Global Terror, Princeton University Press, 2008.J. G. Speth and P. M. Haas, Global Environmental Governance, Island Press, 2006. M. Telo (ed), European Union and Global Governance, Routledge/Garnet Series, 2009. A. Heywood, Global Politics, Palgrave, 2011.
Psychology is an attempt to understand the meaning of human behaviour which focuses upon there being an influential unconscious as well as a conscious side to the personality. Directly and indirectly, it has come to play an influential role in modern life. Words like 'Oedipus complex', 'introverted', 'neurotic', 'obsessional', are in fairly common use, often with little clear understanding of their meaning. Psychoanalysts have had a major impact upon our ideas of what it is to be a person. They have also provided key elements in the criticism frequently levelled at religion that it is nothing but the comforting projection of personal and social problems into another and illusory world. We shall be examining these issues in detail. To this end, we shall study selected texts by Freud and other texts which may vary from year to year, but will be drawn from the work of such thinkers as Jung, Nietzsche, Bataille, Lacan, Kristeva, de Certeau and Foucault.
Freud, S., The Interpretation of Dreams Capps, D., Freud and Freudians on Religion DiCenso, J., The Other Freud: Religion, Culture and Psychoanalysis Taylor, Mark C., Altarity
The concept of spirituality is a powerful analytic tool when it comes to the examination of various binaries in Western culture: the sacred and the secular, society and the individual, authority and the subject, the this-worldly and the other-worldly. In some instances, 'spirituality' as a form of life emphasizes the shift in importance from one to the other elements of binary sets (from institutional authority to the subject); in others, it even challenges the binary (between this- and other-worldly concerns). This module seeks to bring the insights and disciplines of Asian (and other) studies to bear on the theories that arose in Western contexts. In this way, a richer, global understanding of paradigms, trends and presuppositions can emerge in the study of spirituality and its relationship to religion, society, secularism, modernity and other conceptual categories. The module will look at experiences of Hindu, Muslim, Buddhist and Shinto (amongst other) traditions in order to query the binaries mentioned above in very different, complementary and sometimes incompatible ways relative to those familiar to the Western, (post-)Christian experience. The major topics will be: Situating the concepts of religion and spirituality in Asian traditions; Practical Spirituality: asking for this world; Practical Spirituality and Pilgrimage; Possession: healing beyond mind/body dualisms; Possession: class, religious and gender identities; The Goddess: What has She done for women?; Sexing spirituality: and Hindu women's rituals; Religion, Spirituality and the environment. There will be weeks given over to student presentations and discussions.
Upon successful completion of the module, the student will have gained knowledge of the relevance of the concept of 'spirituality' in Asian religious and cultural traditions; explored various theoretical and empirical strategies in the study of Asian spiritualities; and learnt to study spirituality in Asian traditions in terms suited to and derived from their native contexts.
Alter, Joseph. 2004. Yoga in Modern India: The Body Between Science and Philosophy. Princeton: PUP
Davdal, Sonal (ed.). 2006 Looking for directions: Towards an Asian spirituality, Sutton: South Asian Concern
Ghadially, R. (ed.) . 1988. Women in Indian Society: A Reader. New Delhi: Sage Publications
Gosling, D.L. 2001. Religion and ecology in India and South East Asian. London: Routledge
Obeyesekere, G. 1981. Medusa's Hair. Chicago: University of Chicago Press
Pintchman, Tracy. 1994. The rise of the Goddess in the Hindu tradition. Albany: State University of New York Press
Ramaswamy, Vijaya. 1997. Walking naked: women, society, spirituality in South India. Shimla: Indian Institute of Advanced Study
Reader, I. and George Tanabe. 1998. Practically religious: worldly benefits and the common religion of Japan. Honolulu: University of Hawaii Press
Information contained on the website with respect to modules is correct at the time of publication, but changes may be necessary, for example as a result of student feedback, Professional Statutory and Regulatory Bodies' (PSRB) requirements, staff changes, and new research.
Undergraduate Degree: 2:1 (Hons) degree (UK or equivalent) in a relevant background.
If you have studied outside of the UK, you can check your qualifications here: International Qualifications
Relevant professional qualifications and experience will also be considered, please contact us for further information.
English Language: IELTS - Overall score of at least 6.5, with no individual element below 5.5
We consider tests from other providers, which can be found here: English language requirements
If your score is below our requirements we may consider you for one of our pre-sessional English language programmes
Pre-sessional English language programmes available:
4 Week Overall score of at least 6.0, with no individual element below 5.5
10 Week Overall score of at least 5.5, with no individual element below 5.0
Longer pre-sessional programmes are available, please contact the Admissions Office for further information
Funding: All applicants should consult our information on Fees and Funding; Faculty Scholarships and Funding; PPR Fees and Funding
Further information: For more information please see our website
The University will not increase the Tuition Fee you are charged during the course of an academic year.
If you are studying on a programme of more than one year's duration, the tuition fees for subsequent years
of your programme are likely to increase each year. The way in which continuing students' fee rates are
determined varies according to an individual's 'fee status' as set out on our fees webpages.
Studying at a UK University means that you need to pay an annual fee for your tuition,
which covers the costs associated with teaching, examinations, assessment and graduation.
The fee that you will be charged depends on whether you are considered to be a UK,
EU or overseas student.
Visiting students will be charged a pro-rata fee for periods of study less than a year.
Our annual tuition fee is set for a 12 month session,
which usually runs from October to September the following year.
Overseas fees, alongside all other sources of income, allow the University to maintain its abilities
across the range of activities and services. Each year the University's Finance Committee consider
recommendations for increases to fees proposed for all categories of student and this takes into
account a range of factors including projected cost inflation for the University, comparisons against
other high-quality institutions and external financial factors such as projected exchange rate
Lancaster University's priority is to support every student in making the most of their education.
Many of our students each year will be entitled to bursaries or scholarships to help with the cost of
fees and/or living expenses. You can find out more about financial support, studentships, and awards
for postgraduate study on our website.
Take five minutes to experience Lancaster's campus