Political Theory; Ch 7: The Civic Culture: A Philosophic Critique, pp. 141-178. d. Social Construction, Experience and Self-Correction Grossback, Peterson and Stimson, Mandate Politics, Preface and Chs 1-3, 6,7; Remainder strongly recommended** See also Hershey, Learning, Congressional Behavior and Policy “Campaign Change,” in Wright, et. al., Congress and Policy Change. e. Economic world views, inequalities, ideology and political choice Stiglitz, The Price of Inequality, Chapters 5-9** Bartels, Unequal Democracy. Chapters 2-10** Why, When and How We Learn Socialization, Experience and Observation Jean Piaget, Ch 1; and The Moral Judgment of the Child, 174-196; 313-325; 325-406** Easton/Dennis, Children in the Political System, Chs 1,2,15, 16** Mansbridge, as Persuasion,” in Dynamics of “Politics American Politics** McPherson, Abraham Lincoln and the Second American Revolution, Chs. 2,3,5,6 * b. Cognitive Capacity, Anxiety and Learning Graber, Processing Politics, Ch 2, 3* Bateson, Cybernetics of 34 Psychiatry 1, also in “The ‘Self’,” G. Bateson, Steps to an Ecology of Mind.* Marcus and MacKuen, Enthusiasm, and the Vote: “Anxiety, The Emotional Underpinnings of Learning and Involvement During Presidential Campaigns,” APSR 87: 672-85* c. Structure-induced Learning Huckfeldt and Beck, Dynamics of American Politics, Ch. 11: Contexts, Intermediaries and Political Behavior.”* Cohen, Radicals, Reformers, Reactionaries, Ch. 4* Review: Putnam, Making Democracy Work, Chs 4, 5 Towards an Organizational Model of Learning Argyris and Schon, Organizational Learning II all *** – Assignments: What are the principle arguments that a cybernetic perspective (Deutsch, Nerves) makes with regard to the nature of human learning; what are the implications of these arguments for
Political Theory; Ch 7: The Civic Culture: A Philosophic Critique, pp. 141-178. d. Social Construction, Experience and Self-Correction Grossback, Peterson and Stimson, Mandate Politics, Preface and Chs 1-3, 6,7; Remainder strongly recommended** See also Hershey, “Campaign Learning, Congressional Behavior and Policy Change,” in Wright, et. al., Congress and Policy Change. e. Economic world views, inequalities, ideology and political choice Stiglitz, The Price of Inequality, Chapters 5-9** Bartels, Unequal Democracy. Chapters 2-10** Why, When and How We Learn Socialization, Experience and Observation Jean Piaget, The Moral Judgment of the Child, Ch 1; and 174-196; 313-325; 325-406** Easton/Dennis, Children in the Political System, Chs 1,2,15, 16** Mansbridge, “Politics as Persuasion,” in Dynamics of American Politics** McPherson, Abraham Lincoln and the Second American Revolution, Chs. 2,3,5,6 * b. Cognitive Capacity, Anxiety and Learning Graber, Processing Politics, Ch 2, 3* Bateson, “The Cybernetics of ‘Self’,” 34 Psychiatry 1, also in G. Bateson, Steps to an Ecology of Mind.* Marcus and MacKuen, “Anxiety, Enthusiasm, and the Vote: The Emotional Underpinnings of Learning and Involvement During Presidential Campaigns,” APSR 87: 672-85* c. Structure-induced Learning Huckfeldt and Beck, Dynamics of American Politics, Ch. 11: Contexts, Intermediaries and Political Behavior.”* Cohen, Radicals, Reformers, Reactionaries, Ch. 4* Review: Putnam, Making Democracy Work, Chs 4, 5 Towards an Organizational Model of Learning Argyris and Schon, Organizational Learning II – all *** Assignments: What are the principle arguments that a cybernetic perspective (Deutsch, Nerves) makes with regard to the nature of human learning; what are the implications of these arguments for
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