日本語 English
| 開講年度/ Academic YearAcademic Year |
20252025 |
| 科目設置学部/ CollegeCollege |
GLAP/GLAPGLAP |
| 科目コード等/ Course CodeCourse Code |
OW432/OW432OW432 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
Crisis of Liberal Democracy |
| 授業形態/ Class FormatClass Format |
対面（全回対面）/Face to face (all classes are face-to-face)Face to face (all classes are face-to-face) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
|
| 授業形式/ Class StyleCampus |
講義/LectureLecture |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
秋学期2/Fall Semester2Fall Semester2 |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
月3/Mon.3 Mon.3 , 木3/Thu.3, Thu.3 ログインして教室を表示する（Log in to view the classrooms.） |
| 単位/ CreditsCredits |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
GLA3301 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
科目コード登録/Course Code RegistrationCourse Code Registration |
| 配当年次/ Assigned YearAssigned Year |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ Prerequisite RegulationsPrerequisite Regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
履修登録システムの『他学部・他研究科履修不許可科目一覧』で確認してください。 |
| 履修中止可否/ Course CancellationCourse Cancellation |
〇（履修中止可/ Eligible for cancellation） |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 |
| 備考/ NotesNotes |
The objective of this course is to
On completion of this subject, students will:
· Gain a strong understanding of the development of liberal democracy in modern history from a sociological and political perspective.
· Understand essential conceptual ideas and theories related to Sociology.
We live in a time of an impossible reasonable debate, demagogical times animated by the vertiginous rise of populism, authoritarianism, climate emergencies and rampant social inequalities. These are the present conditions of late modernity, a situation that can be described as suffering from an entangled set of pathologies in various spheres in the context of extreme polarization of elite formations.I will argue that much of the responses of social sciences can be characterized as classically liberal but politically illiberal – in short, I call this “Symbolic Liberalism” or the “Symbolic Liberal project” (SL). This project distorts the definition of justice by deflating the concept of social justice and inflating the conception of the universality of human rights and considers only one possible conception of the good as being an inherent part of the conception of justice. As an alternative to SL, I propose the concept of Dialogical Sociology (DS), which revolves around a kind of balance between collective and individual political liberal project and acts seriously against social inequality and in favor of the conception of justice while allowing the plurality of the conception of the good.This course provides the students with knowledge on constitutive elements of the transformation of liberal democracy globally by assessing notions of relevant concepts.
| 1 | Crisis of Liberal Democracy: An Overview |
| 2 | Authoritarianism and Populism |
| 3 | Rampant inequality, precarity, exclusion and ecological crisis |
| 4 | Classical liberalism |
| 5 | Rawlsian political liberalism |
| 6 | Neoliberalism |
| 7 | Emotional capitalism |
| 8 | Symbolic liberal project |
| 9 | Dialogical liberal project |
| 10 | Secularism and Secularization from below |
| 11 | Deculturized norms: the case of Sexual and gender identity |
| 12 | Alternatives and real utopias |
| 13 | Students’ presentation |
| 14 | Students’ presentation |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
| 補足事項 (Supplementary Items) |
|---|
| The course will be held in the form of a seminar, including lectures and class discussions. Seminar Presentation Each student is required to give at least an oral presentation on a chosen topic. The presentation should last no more than 25 minutes. The presentation will be based on the assigned readings and additional readings. The presenter will provide a synthesis of the assigned readings and raise questions, counterarguments and connections to other theoretical issues, or comparisons with other places and times. The presenter should prepare 8 to 12 small pieces of paper that contain each a question and to be distributed to the students. Each student should read the question and answer it. |
The main readings will be from:
Sari Hanafi. Against Symbolic liberalism: A plea for dialogical sociology. (Oxford: Oxford University Press, Forthcoming)
Danielle Allen, Justice by Means of Democracy, First Edition (Chicago: University of Chicago Press, 2023).
Eva Illouz, The End of Love: A Sociology of Negative Relations (New York, NY, 2019).
Daniel Chandler, Free and Equal (New York: Allen Lane, 2023).
In addition to other articles
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Class Attendance and Participation(30%) memos(30%) Research paper(40 %) |
| 備考 (Notes) | ||
| Research Essay Each student will choose a topic related to the Crisis of Liberal Democracy and approved by me in the third week of the semester. The essay should be 2000-3000 for the undergrads and 3000-4000 words for the grads in length. Memos Students will submit a 800-1500-word memo each week, to be submitted in Moodle one day before the session. They present your reaction to your mandatory weekly readings. They are not a summary of the readings but an analytical account of them. You should understand the place of the reading in the theme covered and critically reflect on the thesis behind the readings. You should highlight some quotes from the readings (and bring these quotes to class). For more details about a memo, it involves two components: the reading and you. For the first component you should provide a succinct overview of the reading: its main arguments, key terms, and context of production. It would seem this is not the kind of information that will vary hugely from student to student, but put some legwork and brainwork into it to make it your own piece: what do you need to know to understand the context? How could you explain the key terms to someone unfamiliar with liberal dmocracy? Why do these arguments matter today? For second component, i.e. you, discuss how this reading (or selection of readings) relates to your life, to other readings you personally have encountered, or to questions you have pondered. This component will automatically feel more personal and subjective, but it must relate to the reading. It cannot simply be a statement of your thoughts as if you had never encountered the reading! | ||
なし/None
このコースの目的は以下です。
・近代史における自由民主主義の発展を社会学的、政治的観点から深く理解する。
・社会学に関連する主要な概念と理論を理解する。
The objective of this course is to
On completion of this subject, students will:
· Gain a strong understanding of the development of liberal democracy in modern history from a sociological and political perspective.
· Understand essential conceptual ideas and theories related to Sociology.
私たちは、合理的な議論が不可能な、ポピュリズム、権威主義、、気候変動の緊急事態、社会的不平等の蔓延が目まぐるしく発生する扇動的な時代に生きています。これらは近代後期の現状であり、エリート層の極端な二極化という文脈の中で、さまざまな領域で複雑に絡み合った一連の病理に苦しんでいる状況と言えるでしょう。私は社会科学の反応の多くは、古典的にはリベラルだが政治的には非リベラルであると特徴付けることができると主張します。つまり、私はこれを「象徴的リベラリズム」または「象徴的リベラル・プロジェクト」(SL)と呼んでいます。この提案は、社会正義の概念を萎縮させ、人権の普遍性の概念を膨らませることで正義の定義を歪め、正義の概念の固有部分である善の概念 1 つに着目します。SL の代替案として、私は対話社会学 (DS) の概念を提案します。これは、集団と個人の政治的リベラルなプロジェクトの間の一種のバランスとして、社会的不平等に真剣に反対し、複数の善の概念を許容しながら正義の概念を支持します。このコースは、世界的な自由民主主義の変革の構成要素に関する知識を、関連概念の評価を基にして、学生に提供します。
We live in a time of an impossible reasonable debate, demagogical times animated by the vertiginous rise of populism, authoritarianism, climate emergencies and rampant social inequalities. These are the present conditions of late modernity, a situation that can be described as suffering from an entangled set of pathologies in various spheres in the context of extreme polarization of elite formations.I will argue that much of the responses of social sciences can be characterized as classically liberal but politically illiberal – in short, I call this “Symbolic Liberalism” or the “Symbolic Liberal project” (SL). This project distorts the definition of justice by deflating the concept of social justice and inflating the conception of the universality of human rights and considers only one possible conception of the good as being an inherent part of the conception of justice. As an alternative to SL, I propose the concept of Dialogical Sociology (DS), which revolves around a kind of balance between collective and individual political liberal project and acts seriously against social inequality and in favor of the conception of justice while allowing the plurality of the conception of the good.This course provides the students with knowledge on constitutive elements of the transformation of liberal democracy globally by assessing notions of relevant concepts.
| 1 | Crisis of Liberal Democracy: An Overview |
| 2 | Authoritarianism and Populism |
| 3 | Rampant inequality, precarity, exclusion and ecological crisis |
| 4 | Classical liberalism |
| 5 | Rawlsian political liberalism |
| 6 | Neoliberalism |
| 7 | Emotional capitalism |
| 8 | Symbolic liberal project |
| 9 | Dialogical liberal project |
| 10 | Secularism and Secularization from below |
| 11 | Deculturized norms: the case of Sexual and gender identity |
| 12 | Alternatives and real utopias |
| 13 | Students’ presentation |
| 14 | Students’ presentation |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
| 補足事項 (Supplementary Items) |
|---|
| The course will be held in the form of a seminar, including lectures and class discussions. Seminar Presentation Each student is required to give at least an oral presentation on a chosen topic. The presentation should last no more than 25 minutes. The presentation will be based on the assigned readings and additional readings. The presenter will provide a synthesis of the assigned readings and raise questions, counterarguments and connections to other theoretical issues, or comparisons with other places and times. The presenter should prepare 8 to 12 small pieces of paper that contain each a question and to be distributed to the students. Each student should read the question and answer it. |
The main readings will be from:
Sari Hanafi. Against Symbolic liberalism: A plea for dialogical sociology. (Oxford: Oxford University Press, Forthcoming)
Danielle Allen, Justice by Means of Democracy, First Edition (Chicago: University of Chicago Press, 2023).
Eva Illouz, The End of Love: A Sociology of Negative Relations (New York, NY, 2019).
Daniel Chandler, Free and Equal (New York: Allen Lane, 2023).
In addition to other articles
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Class Attendance and Participation(30%) memos(30%) Research paper(40 %) |
| 備考 (Notes) | ||
| Research Essay Each student will choose a topic related to the Crisis of Liberal Democracy and approved by me in the third week of the semester. The essay should be 2000-3000 for the undergrads and 3000-4000 words for the grads in length. Memos Students will submit a 800-1500-word memo each week, to be submitted in Moodle one day before the session. They present your reaction to your mandatory weekly readings. They are not a summary of the readings but an analytical account of them. You should understand the place of the reading in the theme covered and critically reflect on the thesis behind the readings. You should highlight some quotes from the readings (and bring these quotes to class). For more details about a memo, it involves two components: the reading and you. For the first component you should provide a succinct overview of the reading: its main arguments, key terms, and context of production. It would seem this is not the kind of information that will vary hugely from student to student, but put some legwork and brainwork into it to make it your own piece: what do you need to know to understand the context? How could you explain the key terms to someone unfamiliar with liberal dmocracy? Why do these arguments matter today? For second component, i.e. you, discuss how this reading (or selection of readings) relates to your life, to other readings you personally have encountered, or to questions you have pondered. This component will automatically feel more personal and subjective, but it must relate to the reading. It cannot simply be a statement of your thoughts as if you had never encountered the reading! | ||
なし/None