mazorteaching portfolio

8/6/2019 MazorTeaching Portfolio

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Mazor

Teaching Portfolio

Included in this teaching portfolio are:

I. Statement of Teaching (pp. 1-2)II. Description of Courses Taught (p. 3)

III. Teaching Evaluation Summary Statistics (pp. 4-6)IV. Student Comments from Introduction to Political Thought (p.7)V. Draft Syllabus for Planned Course on Distributive Justice (pp. 8-13)

VI. Syllabus of Justice Course (pp. 14-17)VII. Syllabus of Introduction to Political Thought Course (pp. 18-22)

VIII. Syllabus of Economics and Political Theory Course (pp. 23-26)


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Teaching Portfolio Mazor

1

Statement of Teaching Philosophy

Teaching political theory is both a wonderful privilege and an enormous

responsibility. Knowledge of the history of political thought is crucial for studentsunderstanding how it is that they now live in a liberal democracy - a remarkable fact that

many of them take for granted. In addition, the ability to reason about normative issuesin politics is a crucial skill for students to develop in their role as responsible citizens. At

the same time, teaching political theory presents significant challenges. Students oftenhave a hard time engaging with works written centuries ago. In addition, reasoning

clearly about normative questions is a skill that many students find difficult to learn.

In teaching political theory, I aim to navigate these challenges while workingtowards three main goals:

1) To convey to students the basic arguments each thinker makes and to highlight tocontroversies among different political thinkers.

2) To show the students how these arguments and controversies are relevant tocontemporary political life.

3) To teach students how to reason about normative political issues and to coherentlycommunicate their arguments both orally and through their writing.

I believe that harnessing technology and different pedagogical techniques can help meachieve all three of these goals.

My first goal in teaching political theory is to ensure that the students understand

the basic theoretical arguments, concepts, and positions of the different thinkers. Forexample, in my Gov 10 section, I began a discussion on Isaiah Berlins work by asking

the students to explain the difference between negative and positive freedom. I thenasked them to relate this distinction to the previous thinkers we had studied. Only when I

was satisfied that they understood the basic concept did I ask a more thought-provokingquestion such as whether they thought a very poor person can be seen as free. I believe

that it is important to spend time going over basic arguments and concepts before movingon to more complicated topics, especially in introductory courses. This serves as a useful

review for advanced students while helping struggling students to comprehend the morecomplicated material to follow.

I am also a strong believer in relating arguments to contemporary politicalcontroversies and examples. This accomplishes two objectives. First, it sparks the

students interest in the theoretical arguments of the different thinkers. Second, a well-chosen example can help students grasp what are often abstract and difficult arguments.

In my Justice section, for example, I used a controversy over the use of eminent domain(Kelo v. New London) to illustrate an important conflict between individual property

rights and the will of the majority in Lockes theory. Connecting thinkers arguments tocontemporary issues can help students see that these arguments are not merely of

historical interest.

My third goal as a teacher of political theory is to enable students to reason aboutnormative controversies and to convey their reasoning to others. For many students, this


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kind of reasoning does not come naturally. I consciously try to point out examples ofgood philosophical arguments in the readings, in particular when one thinker directly

confronts the view of another. In such cases, I often ask students to think about how thefirst thinker might respond, and then ask them to marshal arguments or examples in favor

of one position or the other (or in favor of some synthesis of the two positions).

But it is not enough for students to know how to construct strong normativearguments. They must also be able to convey these arguments in clear and well-

organized writing. In my sections, I strongly encourage students to review paper outlineswith me well before papers are due. This allows me to catch poor organization or major

problems with students arguments and leads to better student written work.

Many professors teach political theory in much the same way as it has been taughtfor hundreds of years: by lecturing at a podium. However, I believe that technology

offers powerful new tools to engage students. For example, I hope to incorporateoccasional video clips into my lectures, something which I have observed Professor

Sandel do with great success in his Justice course. Justice also has a blog where studentsdebate the thinkers arguments and vote on different topics. In addition to encouraging

students to continue to engage with the issues outside of section, the blog generates analternative way of assessing the participation of students who might be reluctant to speak

in section. Learning from the success of the Justice blog, I utilized a blog in my Gov 10section to encourage students to continue the section discussion online.

Besides utilizing technology, I aim to move beyond the traditional lecture and

seminar discussion in other ways. Like Sandel, I hope to make my lectures moreparticipatory, by, for example, asking students to vote on controversial issues and then

asking for volunteers to defend different positions. I also plan to incorporate more activelearning in my lectures. In my Ec10 sections, I had students break into pairs and play the

roles of Coke and Pepsi in a prisoners dilemma game. If designed carefully, I thinkthese kinds of activities could work in larger lectures as well. In my sections, I have tried

to occasionally employ alternatives to the usual teacher-led discussions. For example,several times I had students work in small groups to tackle questions related to different

parts of a text and then had the groups present their arguments to each other. I havefound students enjoyed and learned from such activities.

In emphasizing three goals, I do not mean to imply that other objectives are

unimportant. For example, it is also important to place thinkers within their properhistorical context. In addition, the alternative pedagogical techniques that I have

mentioned do not replace more traditional approaches. I still plan to lecture and to assessstudents based on papers, traditional section participation, and a final exam. Nonetheless,

technology and alternative pedagogical methods can enormously enrich a course, helpingstudents grasp the basic arguments, making contemporary examples more vivid, and

providing new opportunities for students to develop their ability to reason aboutnormative controversies.


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Course Descriptions

Justice: This course was taught by Professor Michael Sandel in the fall of 2005. Iled two sections once a week with approximately 20 students per section. The

course focused on different theories of justice and morality including those ofAristotle, Kant, Mill, Nozick, and Rawls. It also applied these theories tocontemporary political controversies such as affirmative action and gay marriage.

Principles of Economics: I taught this introductory economics course (known asEc10) for four semesters, twice in the fall focusing on microeconomics and twicein the spring focusing on macroeconomics. I am including my evaluations from

my second semester teaching macroeconomics in the spring semester of 2006. Inthat semester I taught two sections each with approximately 25 students. The

class is organized so that most of the material is taught in small sections asopposed to a large lecture. The graduate student instructor leads sections a little

over twice a week on average. I received a teaching award (a score of 4.5 orhigher) for this course twice, once in the spring of 2005 and once in the spring of

2006.

Introduction to Political Thought: This course was taught by Professor AndrewSabl (a visiting professor from UCLA) in the fall semester of 2006. Due to amuch smaller-than-expected enrollment in the course, I led a discussion section

(once a week) of only seven students. This course surveyed the canon of politicalthought including works by Plato, Hobbes, Locke, Rousseau, Locke, and Mill.

Since only four students commented on my teaching for this course, I amincluding all of the student comments I received for this course. Note that the

online reporting system for evaluations changed in fall of 2006. The categoriesare somewhat different and it is possible to indicate the average evaluation of

teaching assistants in the Government Department, which I have done.

Economics and Political Theory: This course, which is currently ongoing, isbeing taught by Professor Michael Rosen. The goal of this course, which I helpedto design along with Professor Rosen and the other teaching assistant, is to

explore the ideas in the intersection between economics and political theory.Topics include rational choice, social choice, and distributive justice. There are a

variety of reading by contemporary political theorists and economists includingAmartya Sen, Thomas Scanlon, John Rawls, Jon Elster, and Albert Hirschman.

The course includes about 15 students a little over half of whom are graduatestudents. The other teaching assistant and I alternate leading a weekly ancillary

section in which we review economic concepts in preparation for the discussionsession in which students are exposed to political theory work that engages with

these economic ideas.


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Course Evaluation Summary Statistics


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Student Comments: Introduction to Political Thought


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Sample Syllabus

Explanatory note: This is a syllabus I designed for a hypothetical advanced

undergraduate seminar primarily intended for political science students concentrating in

political theory. In designing the course, I assumed that it meets twice a week for an

hour and a half each session. Of course, the organization and content of the course

could be adjusted in various ways depending on the needs of the department.

Course Catalog Name Professor Joseph MazorCourse Time E-mail

Course Location Office LocationFall 2009 Office Hours

Distributive Justice

Course Description

How should economic resources be divided among different people? This is the questionof distributive justice. Together we will explore a variety of answers to this question

given by contemporary utilitarians, liberal egalitarians, libertarians, Marxists, andcommunitarians. We will also explore the objections to these theories from thoseconcerned with issues of gender, race, and global justice. In addition to exploring a

variety of theoretical writings, we will also consider contemporary policy debates overissues such as tax policy, social security, and the minimum wage. Our goal will be not

only to understand the arguments of the different thinkers, but also to be able to applythese arguments in forming our own considered views of what the requirements of

distributive justice entail.

Course Grading and Requirements

1. Two ten to twelve page papers (first paper 20%, second paper 30% of finalgrade): Suggested topics will be distributed, but students may also choose their

own topic, subject to approval at least one week before the due date. The duedates of the papers are _____. Students are strongly encouraged to come to office

hours well in advance of the paper due dates to review outlines (of no more thantwo pages) of their papers.

2. A final exam (25% of the overall grade): The exam will cover the entire courseand will consist of five essay questions (students will be able to choose the fiveout of a list of seven questions.)

3. Participation (25%): Students will be graded on their participation in the classdiscussion. Participation includes not only well-informed, thoughtful

contributions, but also listening and engaging with the contributions of others. Inaddition to participation in section, well-informed, thoughtful posts on the course

blog also counts towards the participation grade.


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Session 5: Ensuring Social Security Part II

Robert Goodin, Utilitarianism as a Public Philosophy Ch. 13-15 (pp. 207-261)

Liberal Equality

Session 6: Overview of Liberal Equality

Will Kymicka, Contemporary Political Philosophy (2nd edition), Ch. 3 (pp. 53-101)

John Rawls,A Theory of Justice (revised edition), pp. 3-19

Session 7: Rawlss Theory of Justice Part I


On Point: Jobless in Americahttp://www.onpointradio.org/shows/2002/10/jobless-in-america/

Session 8: Rawlss Theory of Justice Part II


Session 9: Dworkin against Equality of Welfare

Dworkin, R. What is Equality? Part 1: Equality of Welfare. Philosophy and Public

Affairs 10, no. 3 (1981): 185-246

Session 10: Dworkin for Equality of Resources

Ronald Dworkin, What is Equality? Part 2: Equality of Resources, Philosophy and

Public Affair10, no. 4 (1981): 283-345

The Beauty Tax ProposalArgentina: Ugly People Strike Back

http://news.bbc.co.uk/2/hi/americas/7125580.stm

Libertarianism

Session 11: Overview of Libertarianism


Session 12: Libertarianism and Natural Resources


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John Locke, Second Treatise of Government, Ch. 5 (pp. 18-30)

Robert Nozick,Anarchy, State, and Utopia, pp. 174-182G.A. Cohen, Self-Ownership, Freedom, and Equality, Ch. 3 (pp. 67-91)

Michael Otsuka, Self-Ownership and Equality, A Lockean Reconciliation, Philosophy

and Public Affairs, 27 (1998) pp. 77-92

The Conflict Over Natural ResourcesRussia to Sink Flag to Arctic Sea Floor in Oil, Land grab http://www.cnn.com/2007/WORLD/asiapcf/08/01/arctic.grab.ap/index.html

Session 13: Self-Ownership

Robert Nozick,Anarchy, State, and Utopia, pp. 149-174, 183-231

Liberty and Taxation

Fight Looms Over Who Bears the Biggest Tax Burdenhttp://query.nytimes.com/gst/fullpage.html?res=9E07E4DB1231F937A25752C0A9659C

8B63

Paper 1 due

Contemporary Marxism

Session 14: Overview of Contemporary Marxism


Session 15: Cohen on Marxism

G. A. Cohen, Self-Ownership, Freedom, and Equality, Ch. 5-6, pp. 116-164

Session 16: Exploitation

John Roemer, "Should Marxists be Interested in Exploitation? Philosophy and PublicAffairs, 14, Winter, pp. 30-65

G. A. Cohen, Self-Ownership, Freedom, and Equality, Ch. 8, 195-208

Workers in Bondagehttp://www.businessweek.com/2000/00_48/b3709036.htm

Communitarianism

Session 17: Walzers Distributive Justice Part I


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Michael Walzer, Spheres of Justice, Ch. 1-2, pp. 3-63

Session 18: Walzers Distributive Justice Part II

Michael Walzer, Spheres of Justice, Ch. 3-4, pp. 64-128

Session 19: Walzers Distributive Justice Part III

Michael Walzer, Spheres of Justice, Ch. 6,7,13 pp. 165-196, 312-321

Gender and Distributive Justice

Session 20: Justice, Gender, and the Family

Susan Okin,Justice, Gender, and the Family, Ch. 1-2pp. 3-40

Session 21: Okins Critique of Nozick and Rawls

Susan Okin,Justice, Gender, and the Family, Ch. 4,5,7pp. 74-109, 134-169

Session 22: Okins Critique of Walzer

Susan Okin,Justice, Gender, and the Family, pp. 62-73, 110-133, 170-186

Race and Distributive Justice

Session 23: Responding to Racial Injustice

Kwame Appaiah, Amy Gutmann, and David Wilkins, Color Conscious, pp. 106-150,

163-176

Global Distribution Justice

Session 24: Global Justice Part I

Thomas Pogge, World Poverty and Human Rights, Introduction and Ch. 1, pp. 1-51

Session 25: Global Justice Part II

Thomas Pogge, World Poverty and Human Rights, Ch. 4-5, pp. 91-145


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Paper 2 due

Session 25: Global Justice Part III

Thomas Pogge, World Poverty and Human Rights, Ch. 7-8, pp. 168-215

Conclusion

Session 26: Unresolved Issues in Distributive Justice

Final Exam Time and Location Will Be Announced


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Harvard UniversityFall 2006

INTRODUCTION TO POLITICAL THOUGHTGovernment 10

Tuesdays and Thursdays, 11a.m.-12 noonHarvard Hall 202

Instructor:

Andrew SablVisiting Associate Professor1737 Cambridge St., Room N-410(617) 496-0234

[email protected] Hours: Wednesday, 2-4, or by appointment.

This course is about political unity and political diversity. Politics requires a polity: apolitical body cohesive enough to take, and abide by, common decisions and to agree on

civic essentials. At the same time, human beings are not uniform. We judge and choosefor ourselves, at the risk of political disagreement. Moreover, we tend to favor those

close to us (friends, family, those who share our religion or politics) above the claims ofcitizens generally.

Political theoryas well as politicsis the project of reconciling these things. We hope

to sustain political allegiance and law-abidingness in spite of diverse and partialjudgments. And we hope to allow, even encourage, differences in taste, ability, and

belief in spite of the political impulse to insist on ever-more uniformity. Through readinga wide range of classic political theorists, writing in particular times and places but withresults that have proven of permanent interest, we shall examine and judge different ways

of doing this.

How do different political regimes ensure unity, and which kinds of diversity are ignoredor sacrificed as they do so? Which aspects of human nature cause the most problems for

political unity, and which can be relied on or appealed to in addressing them? Doconceptions of cosmic order, differences in talent and ability, political authority, human

nature, social progress, or economic justice ensure unityor are all these things on thecontrary matters on which citizens will always differ, sometimes violently? Finally, how(if at all) can we address disagreements on basic values, given that in all times some seem

to prize above all the political values of security and unified allegiance and others arewilling to risk such ends or values in the name of diversity, private allegiances, and free

choice?


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Texts (available at the Coop, and on reserve at LamontHilles pending):

Books

(not all will be assigned in full: see course schedule):

Sophocles,Antigone, in The Three Theban Plays, trans. Robert Fagles (Penguin,

1984).Plato, The Republic, trans. Tom Griffith, ed. G.R.F. Ferrari (Cambridge, 2000).(**Note: This translation is out of stock at the publisher: only forty or so copies

are available, used or new. As a supplement, several copies of Allan Bloomstranslation [Basic Books] have been ordered. Either translation is fullyaccurate; the Griffith/Ferrari is more readable.)

Thomas Hobbes, Leviathan, Revised student ed., ed. Richard Tuck (Cambridge,1996).

John Locke,A Letter Concerning Toleration, ed. James Tully (Hackett, 1983). Jean-Jacques Rousseau, The Discourses and Other Early Political Writings, trans.

Victor Gourevitch (Cambridge, 1997).Karl Marx and Friedrich Engels, Economic and Philosophic Manuscripts of 1844 and

the Communist Manifesto, trans. Martin Milligan (Prometheus Books, 1988).John Stuart Mill, On Liberty. ed. Elizabeth Rapaport (Hackett, 1978).Carl Schmitt, The Concept of the Political, trans. George Schwab(Chicago, 1996).

Article

:

Isaiah Berlin, Two Concepts of Libertyas a course reader or handout (TBAlater during the term).

Requirements and Evaluation:

Three short (about 4 pp.) papers ..55%(of which)

First paper 15%Second paper ...20%Third paper 20%

Final exam (covering the whole course) .30%Quantity and quality of participation in weekly discussion sections ..15%

** Except in cases of medical emergency or the death of close family members, no make-up exams will be given and late papers will be penalized 1/3 of a letter grade per day. **

Class Schedule

I. The basic problems

September 19 Introduction


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September 21 Sophocles,Antigone, in The Three Theban Plays.

II. Justice and order in the soul and the polity

A. What is justice and why should one observe it?

September 26 Plato, Republic, Book I

B. Perfect Justice and Perfect Order

September 28 Republic II-IV

October 3 Republic II-IV, continued.

October 5 Republic II-IV, continued.

C. The Eclipse of Private Life

October 10 Republic V

D. Philosophic Light and Political Caves

October 12 Republic VI-VII

E. Diversity vs. Justice?

October 17 Republic VIII

October 19 Republic IX-X

FRIDAY, OCTOBER 20: FIRST SHORT PAPER DUE.

III. Diversity, Danger, and Political Authority

October 24 Hobbes, Leviathan, Chapters 1-12.

October 26 Leviathan, Chapter 13.

October 31 Leviathan, Chapters 14-26.

November 2 Leviathan, Chapters 29-31, (42-43 recommended), 46-7,Review and Conclusion.


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IV. Toleration: Diversity, Authority, and Civil Interests

November 7 Locke,A Letter Concerning Toleration, all.

November 9 Letter Concerning Toleration, continued.

V. Vanity, Competition, and Unnatural Unhappiness

November 14 Rousseau, Discourse on the Origin and the Foundations ofInequality Among Men (Second Discourse) in Discourses:all (including Epistle Dedicatory, Preface, and Notes, butnot Letters starting on p. 223).

November 16 Second Discourse, continued.

November 21 Second Discourse, continued.

WEDNESDAY, NOVEMBER 22: SECOND SHORT PAPER DUE.

Students leaving for Thanksgiving break may turn papers in early.

November 23 THANKSGIVING: no class.

VI. Division of labor, class antagonism, and alienation

November 28 Marx, Economic and Philosophic Manuscripts, 19-40, 69-92,99-140.

November 30 Economic and Philosophic Manuscripts, continued.

VII. Individuality vs. Social Conformity

December 5 Mill, On Liberty, pp. 1-14, 53-91, 107-113

(Chapters 1, 3-4, a little at the end of 5).

December 7 On Liberty, continued.

VIII. Friends and Enemies: Unity through Political Command?

December 12 Schmitt, The Concept of the Political, all.

December 14 Concept of the Political, continued.


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IX. Conclusion

December 19 Berlin, Two Concepts of Liberty.

WEDNESDAY, DECEMBER 20: LAST SHORT PAPER DUE.

FINAL EXAMINATION: TIME AND PLACE TO BE ANNOUNCED.


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Gov 2092: Economics and Political Theory Graduate Seminar, Spring 2009

Professor Michael Rosen,[email protected], CGIS K419, office hours: Wednesday 2-3

Sean [email protected], CGIS K453, office hours: by appt.

Joseph [email protected] 215, office hours: by appt.

Seminars: Wednesdays 4-6, CGIS K401, Ancillary Section: Fridays 3-4:30, CGIS S450

Political theory and economics are obviously closely related. Historically, if we look atSmith, Marx or John Stuart Mill, the line of demarcation between the two hardly existed.

In recent times, however, economics has become far more technical and has backed awayfrom the normative issues that occupy political theorists. Nevertheless, the concerns of

economics and contemporary political theory intersect at many points. Our object in thiscourse is to articulate the connections between the two disciplines where they exist and to

point out where they are addressing similar problems even if they are doing so fromdifferent angles and at a distance from one another.

The course is intended principally for graduate students in political theory, although, if

there is space, graduates from other departments and undergraduates may participate. Noprior study of economics will be assumed. The course will consist of a weekly seminar

and an ancillary section that is intended particularly for those without a background ineconomics, in which the more technical issues associated with the topic will be

explained. The ancillary sections meet at Fridays at 3 in CGIS S450.

The course requirements are regular and active participation in class and the completionof a seminar paper, due 1 p.m.,Friday May 9

Readings

Week 1 (1/28): Introductory Discussion

No readings.

Ancillary section to week 2 (1/30)

Austin-Smith, David and Jeffrey Banks. Positive Political Theory I: CollectivePreference,pp. 1-16 of chapter 1.

Readings:

Sean Inghams notes.

Week 2 (2/04): Revealed Preference Theory and Endogenous Preferences

Broome, John. Ethics Out of Economics, chapter 2.Readings for seminar discussion:

Becker, Gary. Accounting for Tastes, chapter 1.Sen, Amartya. Behavior and the Concept of Preference,Economica, New

Series, Vol. 40, No. 159. (Aug., 1973), pp. 241-259.Elster, Jon. Sour Grapes in Utilitarianism and Beyond, ed. Sen and Williams.
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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Ancillary section to week 3 (2/06):

[selection from] Robbins, Lionel.An Essay on the Nature and Significance of

Economic Science.

Readings:

Stiglitz, Joseph. Economics of the Public Sector 93-104

Week 3 (2/11): Interpersonal Comparisons

Introduction toInterpersonal Comparisons of Well-Being, ed. Elster and Roemer.

Readings for seminar discussion:

Scanlon, Thomas. The Moral Basis of Interpersonal Comparisons in

Interpersonal Comparisons of Well-Being, ed. Elster and Roemer.


ReadingsStiglitz, Joseph. Economics of the Public Sector Chapter 3:

Week 4 (2/18): Efficiency and Markets

Readings for seminar discussion

Rawls, John. A Theory of Justice, Ch. 5 (omitting sections 44 and 45)

:

Sen, Amartya. The Moral Standing of the Market inEthics & Economics, ed.

Ellen Frankel Paul et al.Gibbard, Allan. Whats Morally Special About Free Exchange? inEthics &

Economics.Sen, Amartya. Section titled Pareto Optimality and Welfare Economics in

Ethics in Economics (not to be confused withEthics & Economics).A. O. Hirschman, Rival Views of Market Society inRival Views of Market

Society and other Recent Essays


Stiglitz, Joseph. Economics of the Public Sector Chapter 4Readings:

Week 5 (2/25): Market Failures

Anderson, Elizabeth. Value in Ethics and Economics, chapter 7.


Raz, Joseph. Morality of Freedom, section 2 of chapter 8.


Readings:


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Osborne, Martin. An Introduction to Game Theory, sections 2.1-2.6 (availableonline at Osbornes personal website:

http://www.economics.utoronto.ca/osborne/igt/index.html .)

Week 6 (3/04): Game Theory and Collective Action Problems (possibly to be switched

with week 5)


Olson, Mancur. The Logic of Collective Action,introduction and chapter 1.

:

Tuck, Richard. Free Riding, chapter 2.


Boardman et al. Cost-Benefit Analysis: Concepts and Practice Chapter 2

Readings:

Week 7 (3/11): Cost-Benefit Analysis

Sen, Amartya. 2000. The Discipline of Cost-Benefit Analysis. The Journal ofLegal Studies, vol. 29, no. 2, pp. 931.


Anderson, Elizabeth. Value in Ethics and Economics, chapter 9Richardson, Henry. The Stupidity of Cost-Benefit Analysis inDemocratic

Autonomy.


Austin-Smith, D. and J. Banks. Positive Political Theory I: Collective Preference,section 2.1 of chapter 2, pp. 25-38.

Readings:

Sean Inghams notes.

Week 8 (3/18): Social Choice Theory and Welfare Economics

Sen, Amartya. 1999. The Possibility of Social Choice.American EconomicReview, vol. 89, no. 3, pp.


Sen, Amartya. The Impossibility of a Paretian Liberal. The Journal of PoliticalEconomy, Vol. 78, No. 1. (Jan. - Feb., 1970), pp. 152-157.

Nozick, Robert. Sens Argument inAnarchy, State, and Utopia.Arrow, Kenneth. Social Choice and Individual Values, chapter 1


Readings:

no additional readings

Week 9 (4/1): Social Choice Theory and Collective Decision-making
http://www.economics.utoronto.ca/osborne/igt/index.htmlhttp://www.economics.utoronto.ca/osborne/igt/index.htmlhttp://www.economics.utoronto.ca/osborne/igt/index.html


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Selections from Riker and Mackie in The Democracy Sourcebook, ed. Dahl et al.

:

Van den Doel & Ben van Velt.Democracy and Welfare Economics, chapter 4.

Cohen, Joshua. 1987. An Epistemic Conception of Democracy.Ethics

97(1):2638.Miller, David. 1992. Deliberative Democracy and Social Choice. PoliticalStudies XL(special issue).

Dryzek, John & Christian List. 2003. Social Choice Theory and DeliberativeDemocracy: A Reconciliation.British Journal of Political Science, 33,

pp.128.


ReadingsStiglitz, Joseph. Economics of the Public Sector pp. 104-117, 258-268

:

Week 10 (4/8): Equality and Distribution


Rawls,A Theory of Justice, Ch. 2

:

Sen, Amartya. 1979. Equality of What? available online through Google

scholar.Cohen, G.A. 1989. On the Currency of Egalitarian Justice.Ethics, vol. 99,

no. 4.


Blaug, Mark. Economic Theory in Retrospect, 2nd

ed., pp. 431-446Readings:

Week 11 (4/15): Exploitation


Elster, Jon.Making Sense of Marx, chapter 4.


Mankiw, N. Gregory Principles of Economics (4th Edition) Chapter 25

Readings:

Week 12 (4/22): Growth

Fred Hirsch, Social Limits of Growth.Readings for seminar discussion:

mazorteaching portfolio

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