University of Southern California
IR 210 / Spring 2015
Prof. Steven Lamy, Ph.D.
School of International Relations
Lecture: 10:00 AM MWF/THH 201
Office Hours:
Instructor's Discussions: Wed. 4-6
Friday 3:30-5 ( Both in VKC 207)
Office: VKC 315 and ADM 304
Office hours by appointment
<[email protected]>
Introductory Theory and Analysis in International Relations
There is more to international relations than the realist suggests but less than the cosmopolitan desires.
Andrew Linklater
A man who wishes to act virtuously in every way necessarily comes to grief among so many who are not
virtuous. Therefore if a prince wishes to maintain his rule he must learn how not to be virtuous.
Nicolo Machiavelli
Among the things which are unique to man is the desire for society, that is for community with those who
belong to his species-though not a community of any kind, but one at peace, and with a rational order.
Hugo Grotius
We have seen that in its economic essence imperialism is monopoly capitalism.
V. I. Lenin
COURSE INTRODUCTION
The words above introduce you to the major themes for this course and to major themes in the field of
international relations. This course is designed as a comprehensive introduction to theoretical and analytical
developments in the field of international relations. IR 210 is required for all majors and minors in the School of
International Relations; however, it is also a course designed for any student who wants to participate as an
informed citizen in the world around them and not just be a spectator. We want to prepare you to be a critical and
creative thinker and a potential problem-solver. The study of international relations began in earnest in the years
following WWI. At the time, leaders believed that by educating people in international relations it might be
possible to avoid future wars. USC’s School of IR is the third oldest in the world! This new enlightenment project
was obviously not completely successful but we continue to search for ways of preventing war and providing
human security-for all people. In the political and military policy worlds, violence and wars continue to plague the
populations of the world. In the economic world, globalization has created one big production, trade and financial
system. Recent economic crises have resulted in debates about what form of capitalism is best for producing
wealth and employment-the Anglo-American version, the Beijing model or the Nordic model? Yet, the world must
deal with the fact that structural violence, poverty and inequality within and between states- persists and those on
the bottom are further alienated within their societies. We can just accept the violence and deprivations that divide
our world or we can try to do something about it. As university educators, we believe in the enlightenment project.
Thus, we continue to prepare students to understand how challenges and problems develop and then go out in the
world to find ways of solving or at least managing all of these problems created by past generations. We do not
expect you to solve all of the world’s problems but at least you will know what they are, how these problems
developed and some possible ways to resolve them.
Thus, one major goal of this class is to introduce you to some critical and creative thinking skills that will
help you participate in the various communities that you will encounter in the next 70 plus years of your life. We
want you to know where to find information to verify claims made by leaders and we want you to learn to think
before acting. A second, perhaps more pragmatic and immediate goal of the course, is to provide an introduction
to
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important concepts, theoretical frameworks, and issues in this field. This is a foundational course and at times you
may find it difficult. This course is not about current events; instead, it will introduce you to the tools that are
essential for understanding the current events that splash across your various electronic screens every minute of
But surely professional thinkers and analysts have a mandate to look beyond the obvious, the immediate, and to
see the possibilities open for reform and improvement. Richard Falk
your day. We hope you will learn to become a scholar and reject the ideological and polemical arguments we often
hear on podcasts and talk shows and from media pundits and self-proclaimed experts with their own blogs.
You may also learn how policy and theory are related and how history shapes our ideas. What we know
about international relations is dependent upon developing sound international relations theory. Without theories
and time-tested analytical models and frameworks, our explanations, descriptions, predictions, and policy
prescriptions are limited in scope and are usually excessively normative. Above all, we hope that all students in
this class will learn to review and analyze issues from the perspectives of all relevant actors.
The first critical assumption of this course: Where you stand on issues depends on where you sit and you are
sitting in a world constructed by your core beliefs and assumptions about human behavior, social relations,
institutions and the world around you.
Consider the words of Walter Lippmann: We are all captives of the pictures in our head-our belief that the world
we experience is the world that really exists.
A second critical assumption: Politics is all about conflict and controversy. People look at the world through
different prisms that we will call worldviews. These worldviews are shaped by their environment, their histories,
their experiences and by the core beliefs that define their world. Discussions and analyses of international relations
are more contentious because of the diversity of worldviews and the lack of consensus on such issues as
governance, the nature of human rights and how best to provide order and stability in an anarchic system. What
makes international relations different from domestic politics is that it is more about survival and it is a constant
search for order and equity in an anarchic, unequal, and competitive global environment.
A final critical assumption here is that theory matters! Every individual uses theories to organize, evaluate, and
critically review contending positions in controversial policy areas. Your confidence as a scholar or policy-maker
is increased if supported by theoretical positions that are in turn formulated after a thorough understanding of
historical evidence in a given policy area.
Learning Objectives
The course will be designed to encourage students to approach international relations in a more sophisticated and
theoretically grounded manner. If we are successful, you will:

Develop a more comprehensive understanding of the various theoretical positions and the
roles these theories play in our understanding of the international system. (Knowledge-building)
a. You will be able to describe the core assumptions of theorists in the English School tradition and those
who seek to maintain, reform or transform the international system.
b. You will be able to identify the similarities and differences between theories in these three categories.
c. You will be able to identify how someone with a particular worldview constructs the world in terms of
policy priorities and responses to those problems.

Understand the relationship between theory and policy-making in the international system.
(Problem-solving)
a. You will be able to identify how policy-makers with a particular worldview are likely to respond to a
given global challenge.
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b. You will be introduced to levels of analysis that we use to explain foreign policy decision-making.

Develop an appreciation of the fact that your own worldview is not universally shared and that other
worldviews and theoretical assumptions may need to be considered before one has a full
understanding of a situation. (Values and attitudes)
a. You will understand how you construct the world. You will explore your own worldview and
understand how it both limits and liberates in terms of your pursuit of the good life.

Enhance their ability to understand the international system and thereby increase their capacity to
act or participate at various levels in the international system. (Participation and action)
a. You will be able to identify how power is organized and who the key players in the system are and what
role they play.
b. You will be able to identify opportunities for civic engagement and participation in the policy processes
at local and global levels.
These are the intellectual goals that you should use to evaluate yourself and this course. If we do not achieve these
goals, then you have an intellectual reason to be critical of the course.
The real voyage of discovery consists not in seeking new landscapes but in having new eyes.
Marcel Proust
Controversy rules in the field of international relations. We disagree about what we study and how we study the
world around us. In our complex world, we cannot afford to dismiss any legitimate source of information. People
see the world through different filters and they then use this information to evaluate, analyze, and eventually, to
act. Knowing the factors that shape the various worldviews is an important starting point for international relations
scholars. As a critical thinker you might want to frequently ask the following questions: Who informs me? Why
do I believe this to be true? What are the best explanations for this behavior?
OVERVIEW OF COURSE CONTENT
The 43 lecture sessions will be divided into three interrelated sections:
I.
Globalization and Introductory Frameworks
II.
A Revised English School Approach: Theoretical Traditions an Critical Analysis
III.
Analytical Tools: Explaining and Understanding
IV.
The Cartography of International Relations: Four Policy Worlds plus One of Global Politics
CONDUCT OF THE CLASS
Lecture Sessions: The expectation is that you will attend lecture and participate in our discussions during lectures.
I will not upload my notes or any lectures to reward those who are too lazy to attend lecture.
Friday sessions will be no technology days. No computers will be allowed in class on Fridays. We will discuss
cases and I will introduce every assignment to be carried out in TA sessions.
If you act like there is no possibility for change, you guarantee that there will be no change.
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Noam Chomsky
TA Discussions: This is where you will meet to discuss lectures and actually apply the information from lectures
and readings by completing several analytical exercises and preparing case studies. Learning theory suggests we
all learn better when we are
Multilateralism, collective decision-making, and the rule of law-these offer the best hope of achieving a stable and
equitable world. Kofi Annan
asked to use or apply information frequently not once a month. You will have a few analytical exercises, case
studies and these are worth as much as an exam. Each will force you to think again about readings and lecture
material. Be aware that you may not submit an assignment unless you attend the TA sessions.
Readings: All extra readings will be uploaded on the Blackboard system. All books are in the bookstore or you
can buy on Amazon or some other on-line service.
Ethical behavior: We will not tolerate any form of academic dishonesty. Any violation of the USC rules as
articulated in SCampus will result in an F for the class. We will attempt to create an atmosphere of tolerance and
open discussion in our class. We ask you to recognize every individual’s right to have an opinion that might not be
yours. However, we need to recognize that even tolerance has its limits.
RESERVED SEATING FOR THOSE ADDICTED TO SOCIAL NETWORKING:
THE LAST TWO ROWS IN THE MIDDLE SECTION WILL BE RESERVED FOR THOSE WHO PLAN ON BEING ON
SOCIAL MEDIA AND NOT BEING A PART OF OUR LECTURE. TAs WILL TAKE THE NAMES OF THOSE SITTING
IN THIS SECTION SO WE CAN ADJUST PARTICIPATION SCORES.
EXIT OPTIONS/Grading:
Everybody is ignorant, only on different subjects. Will Rogers
1.
Examinations
Midterm (two short essays and one major essay) …… 20 points on March 6th
Final Exam (five essays)……………… 25 points- 8-10AM on May 11TH
2. Case Studies and Analytical Exercises 40 points
There will be four case studies and four analytical exercises in the TA sessions
3. Study Guides and Theory Pursuit………10 points
4. Participation in lecture, TA sessions and case studies…. 5 points
Service Learning option: students may decide to participate in a service to the community through TIRP. You
may earn up to 10 points, not as extra credit, but in lieu of two analytical exercises. Your team-if all 210
students- must meet with Prof. Lamy to review progress at least once during the semester.
If you have a problem with grading or assignments please see me. I will not accept e-mails or phone calls from
your parents. Grow-up and act like an adult-take responsibility for your actions!
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Some people approach every problem with an open mouth.
Adlai Stevenson
REQUIRED READINGS
The required readings that will be available for purchase include:
All nations make decisions based on self-interest and then defend them in the name of morality. W.S. Coffin
Lamy, Baylis, Smith and Owen, Introduction to Global Politics, (Oxford 2013) Any of the three editions will work
John. S. Masker, Introduction to Global Politics. A Reader (Oxford 2012)
Kenneth Waltz, Man, the State and War (Columbia 1959, 2001)
Henry Kissinger, World Order (Penguin 2014)
Blackboard Readings are listed in each session
The two major textbooks and the Waltz text have been used in previous experiences meaning used copies are available. Go
through Amazon or other online booksellers.
For those who want a more comprehensive introduction, the ORIGINAL UK edition is available and very useful:
J. Baylis, S. Smith and Patricia Owens, The Globalization of World Politics ( 4th or 5th Edition)
Georgetown/Pew Case Studies: You may purchase on line- http://www.guisd.org
Pew Case # 282 Globalization: France, Nazis, and the Internet
Pew Case # 293 It’s Not Just the Economy Stupid
Pew Case # 297 The Extraordinary Rendition of Abu Omar
Pew Case # 171 Gazprom’s Grab for Sakhalin-II
Pew Case # 241 The Dutch in Srebrenica
Those who disavow theories cannot make one step without theorizing. John Stuart Mill
Course Schedule: We will do our best to stay on schedule. However, one can never anticipate major world events
that might delay our schedule. My sincere apologies for those of you who need order and stability in your lives and
must always follow a script. Maybe you should see someone about this condition?
Since the ultimate sources of conflicts and injustices are to be found in the ignorance and selfishness of men, it is
natural that the hope of establishing justice by increasing human intelligence and benevolence should be
perennially renewed. Reinhold Niebuhr
Part I. Introduction and Globalization

Week of January 12th
Introductory Sessions
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Session One: An introduction to the discipline and the culture of the course
A careful review of the syllabus and a discussion of the expectations we have for students in this class.
Active learning and an active lecture
This course as a crusade against agnotology- the social production of ignorance
The fate of every democracy, of every government based on the sovereignty of the people, depends on the choice it
makes between these opposite principles, absolute power on the one hand, and on the other, the restraints of
legality and the authority of tradition. Lord Acton
Five policy worlds and three worldview categoriescritical questions and issues
Readings:
S. Lamy, Worldviews and IR Theory p.3-35 Blackboard
Lamy, et al, Global Politics, Chapters 1 and 2
Class Handout: The English School assumptions and three worldviews and worldview voices
Session Two: Critical Issues and Debates-beginning to think about your own worldview
In class discussion: The English School Traditions: A foreign policy agenda for each worldview
Read for Friday: Capt. Rockwood (on Blackboard)
Session Three: Discussion of Rockwood case and the English School traditions applied to current issues
Consider these questions: What might this case tell us about the difficulty of any form of humanitarian
intervention? What core questions in the field of IR are raised by this case?

Week of January 19th
January 19th University Holiday: Consider the importance of race and religion as factors in the foreign
policy of states and the nature of international relations
First TA Sessions this week: Introductions and Overview of Assignments
Practice Assignment from the Lamy text
Session Four: Elements of the Four Worlds Model: Actors, interests, power and challenges
Session Five: Globalization-meanings and effects and the five worlds model
A discussion of the impact of globalization on nation-states or Castell’s crises
Readings:
Masker Chapters: Kindelberger, el-Ojeili and Ohmae
Manuel Castells, Global Governance and Globalization

Week of January 26th
Part II: Worldviews and Global Policy Challenges
Session Six: The Importance of Worldviews, Traditions and the English School
Readings:
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K. Boulding, The Image, pp. 3-18, 97-114
Masker chapters: Morgenthau and Waltz
Session Seven: English School Voices: Machiavellians/Realists
Session Eight: Realism and Foreign Policy
Discussion Point: The mystery to be overcome is one all peoples share-how divergent historic experiences and
values can be shaped into a common order. H. Kissinger
Lamy et al, Chapter 3
Kissinger, World Order, Introduction, Chapter 9 and Conclusion
The spirit of trade cannot coexist with war, and sooner or later the spirit dominates every people. I. Kant
Second TA Sessions: Beyond Goggle: an introduction to IR resources (5 points)

Week of February 2nd
Session Nine: Realism and Neorealism
Original voices: We want you to read one of the critical contributors to this tradition. There are readings from Machiavelli,
Mearsheimer, Niebuhr and Waltz on Blackboard.
If you need more detail: Baylis, Smith and Owens, Chapters 5 and 7
Session Ten: Neoliberalism
Readings:
Baylis, Smith and Owens, Chapter 7(Blackboard)
Read for Friday: Pew Case # 282 Globalization: France, Nazis, and the Internet (5 Points)
Session Eleven: Case discussion on the impact of globalization on the policy worlds
Third TA Sessions: Sharing Beyond Google results and TA suggestions. Further discussion of the case study and
exploration of sovereignty and national interests

Week of February 9th
Session Twelve: Grotian Liberalism and Reform Internationalism
Readings:
Keohane & Nye, Power and Interdependence, Chapter 1 & 2 (Blackboard)
C. Pratt, “Middle Power Internationalism and Global Poverty”, Middle Power
Internationalism, pp. 3-24 (Blackboard)
Those who want more background: Baylis, Smith and Owens, Chapters 6, and 11
Original Voices: Adam Smith, J. Bentham, Grotius, Pufendorf, Wilson, Mitrany and Brundtland.
Session Thirteen: Modern Day Grotians: Middle Powers as Norm Entrepreneurs
Readings:
Lamy et al. Chapter 5 and 6
Masker Chapters: Doyle, Scott and De Waal
Those who want more background: Baylis, Smith and Owens, Chapters 28, 29 and 30
Fourth TA Sessions: Kissinger’s World Order and a discussion focusing on Whose World Order? (5 points)
Session Fourteen: Kantian Liberalism
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Readings: Lamy et al, Revisit Chapters 3 and 4
Masker Chapters: Wendt, Tickner and Sylvester

Week of February 16th
President’s Day Holiday: Do we have a Wilsonian, Jacksonian, Jeffersonian or Hamiltonian President? What
next-after Obama?
Session Fifteen: Kantian Liberalism continued
Session Sixteen: Case Study: Gazprom’s Grab for Sakhalin (5 Points)
NO TA Sessions for this short week
To see what is in front of one’s nose needs a constant struggle. George Orwell

Week of February 23th
Session Seventeen: Critical Theorists or Transformer Perspectives
Readings:
Those who want more background: Baylis, Smith and Owens, Chapters 20, 22, 28 and 29
Readings:
Lamy et al. Chapter 4
Masker Chapters: Magdoff, Tickner, Sylvester, Falk, Ojelili and hayden
Those who want more background: Baylis, Smith and Owens, Chapters 8, 10 and 15
Ted Lectures: Sunitha Krishnan, Fight Sex Slavery<www.ted.com>
Zainab Salbi, women in war-torn regionswww.ted.com
Original Voices: Reading from Kant, Lenin and Tickner
Session Eighteen: Reviewing the Core Assumptions of the English School Traditions plus Marxism
Session Nineteen: Images of the World-Preventing War: Waltz’s Man, the State and War
Fifth TA Sessions: Who Could Help Tomorrow? (5 points)

Week of March 2nd
Session Twenty: Man, the State and War discussion continued
Sixth TA Sessions: Reviewing Who Could Help Tomorrow results and review of theories
Session Twenty-one: Images Applied: The Extraordinary Rendition of Abu Omar (Midterm Preparation)
Session Twenty-two: Midterm exam ( 20 points)
Part III: Analytical Tools: Explaining and Understanding

Week of March 9th
Session Twenty-three: Two Stories of IR: Explaining and Understanding
Traditional, critical and constructivist research
Readings:
Lamy et al, Chapter 5 section on levels of analysis
Masker chapters: Wendt, Behera, Tang, Olson and Ostrom
Sir Arthur Conan Doyle, A Sherlock Holmes Mystery: A Study in Scarlett
http://www.gutenberg.org/cache/epub/244/pg244.txt
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Session Twenty-four: Research as a Social Scientists: Levels of Analysis : Explaining Foreign Policy Applications
to foreign policy decision-making
Readings:
Nye, Understanding International Conflicts, Chapter Two in Blackboard
Beckman, World Politics in the 20th Century, Chapters in Blackboard
Agnew and Pyke, The Science Game, selected sections on Blackboard.
Everyone thinks of changing the world, but no one thinks of changing himself. Leo Tolstoy
Seventh TA Sessions: Why Did it Happen? Part I: Puzzles (5 points)
Session Twenty-five: Foreign Policy Puzzles-Looking for explanations or thinking like Sherlock Holmes
Do we act rationally or do other factors shape our decision-making?
University Spring Break: March 16-20

Week of March 23rd
Session Twenty-six: Level I: the human dimension-decision-makers
Readings:
Lamy et al., Chapters 5 and 6
Background readings: Baylis, Smith and Owens, The Globalization of World Politics, Chapters, 20 and 21.
Graham Allison, Essence of Decision, selected sections
Session Twenty-seven: Level II: Domestic sources as independent variables
A major difference among societies today is their respective conceptions of individual-social-group relationships.
Freedom of religion, for example, can only be granted in societies where religion has lost its primary importance
as a formative ideology, where it is no longer the basic cement that holds the society together. Religion in some
societies is what social security is in the West. Werner Daum
Session Twenty-eight: Level III - Systemic Approaches
No matter how good their intentions, policy-makers must bear in mind the implications of the third image,
which can be stated in summary as follows: each state pursues its own interests, however defined, in ways it judges
best. Force is a means of achieving the external ends of states because there exists no consistent, reliable process
of reconciling the conflicts of interest that inevitably arise among similar units in a condition of anarchy.
Kenneth Waltz
Eighth TA Sessions: Why Did it Happen? Part II Hypotheses (5 points)

Week of March 30th
Session Twenty-nine: Level IV - Global and Transnational Factors
Readings:
Lamy et al. Chapter 7
R. North, War, Peace and Survival, Chapter 8 Blackboard
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Masker Chapters Ostrom, Keck and Sikkink, Homer-Dixon and Kerr
Session Thirty: Level IV - Global and Transnational Factors
Readings:
Lamy et al. Chapter 7
R. North, War, Peace and Survival, Chapter 8 Blackboard
Masker Chapters Ostrom, Keck and Sikkink, Homer-Dixon and Kerr
Ninth TA Sessions: Review of Levels and Why Did it Happen Parts I and II

Week of April 6th
Session Thirty-two: Testing your ability to use analytical tools: Case Study: The Dutch in Srebrenica
(5 Points)
When I give food to the poor, they call me a saint. When I ask why the poor have no food, they call me a
communist. Archbishop Camara
IV. The Cartography of International Relations-The Four Worlds + One of Global Policy
Session Thirty-three: The Economic World: actors, belief systems and controversies
Readings:
Lamy et al, Chapters 11, 12 and 13
Masker Chapters: Global Economy section
Ted Talks: Paul Collier, The Bottom Billion < www.ted.com>
Tenth TA Sessions: Traditions Study Guides and policy world applications
Session Thirty-four: The Economic World-Issues and Controversies
Saving Strangers-exploring ways to close the wealth gap

Week of April 13th
Session Thirty-five: The Political and Military World: Actors- states, systems and regimes
Readings:
Lamy, et al. Chapters 8, 9 and 10
Masker Chapters Military section
Ted Lecture: Joe Nye on Global Power Shifts www.ted.com
Session Thirty-six: The Political and Military World: key issues and controversies
Readings: Michael Mandelbaum, The Frugal Superpower, Chapters 1 and 5 Blackboard
Andrew Bacevich, Washington Rules, Introduction, chapters 1 and 6 Blackboard
Ted Talks, Shashi Tharoor, Why Nations Should Pursue Soft Powerwww.ted.com
Eleventh TA Sessions: Theory Pursuit Competition Begins
Session Thirty-seven: Case-It is Not Just the Economy Stupid (5 points)

Week of April 20th
Session Thirty-eight: The Cultural World
Readings:
Background: Baylis, Smith and Owen, The Globalization of World Politics, Chapters 23 and 24
Masker Readings: Huntington, Amin, Hashami, and Qutb
Ted lectures- Karen Armstrong: Let’s Revive the Golden Rule
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Session Thirty-nine: Political Culture and Popular Culture
Final TA Sessions: Theory Pursuit Semi-Finals
Session Forty: A Discussion-Strategic Cultures and Kissinger’s World Order

Week of April 27th
Session Forty-one: The Social World: Global Civil Society
Readings:
Lamy et al, 7 and 13
Session Forty-two: NGOs and the Environment
Hope has two beautiful daughters. Their names are anger and courage; anger at the way things are, and courage
to see that they do not remain the way they are. Saint Augustine
NO TA Sessions this Final Week
Session Forty-three: A Future Challenge-Climate Change and Global Governance
Review Sessions:
Professor Lamy conducts all the review sessions and they will be scheduled at the end of the course. Expect a long
session on Saturday, May 9th
Final Examination: Monday, May 11th from 8-10 AM in our classroom.
Administrative Rules:
Incomplete Grades Remember, the University says there are no incompletes unless you have a medical excuse or a family
tragedy. You must also submit a contract signed by Professor Lamy.
We will be very strict on due dates. You will lose one (1) point for every day an exercise is late, unless, you have discussed the
issue with me and I have given you permission to submit the paper late.
Grades: Grades will not be changed unless there are clear errors in computation or interpretation of your answers. If
you appeal your grade, I will review all of your work and then submit it to another professor for review. Your points might
increase of decrease. That is a chance that you must be willing to take.
Written Assignments and Examinations
You must be in class on time to participate in case studies! You are not allowed to submit a case essay if you were not in
attendance for the case discussion.
You must be in attendance at the TA sessions to participate in the analytical exercises. When an exercise is spread over two
weeks, you MUST be there for both sessions.
These rules apply in all cases unless you have an approved excuse for your absence. Professor Lamy is the only one who can
grant you an exception. DO NOT ask the TA.
1.
Statement for Students with Disabilities
Any student requesting academic accommodations based on a disability is required to register with
Disability Services and Programs (DSP) each semester. A letter of verification for approved
accommodations can be obtained from DSP. Please be sure the letter is delivered to me (or to TA) as early
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in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m.–5:00 p.m., Monday through
Friday. The phone number for DSP is (213) 740-0776.
2.
Statement on Academic Integrity
USC seeks to maintain an optimal learning environment. General principles of academic honesty include the
concept of respect for the intellectual property of others, the expectation that individual work will be
submitted unless otherwise allowed by an instructor, and the obligations both to protect one’s own
academic work from misuse by others as well as to avoid using another’s work as one’s own. All students
are expected to understand and abide by these principles. Scampus, the Student Guidebook, contains the
Student Conduct Code in Section 11.00, while the recommended sanctions are located in Appendix A:
http://www.usc.edu/dept/publications/SCAMPUS/gov/. Students will be referred to the Office of Student
Judicial Affairs and Community Standards for further review, should there be any suspicion of academic
dishonesty. The Review process can be found at: http://www.usc.edu/student-affairs/SJACS/.
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