SiMON FRASER UNIVERSITY

?

S'.

74-1.0

MEMORANDUM

•To

Subject

SENATE

REPORT ON THE SENATE REFERRAL

MOTION OF JULY 9, 1973 CONCERNING

DEPARTMENT OF POLITICAL SCIENCE,

From ?

ACADEMIC PLANNING COMMITTEE

Date ?

DECEMBER 13, 1973

MOTION:

?

"That Senate approve, and recommend approval to the Board

of Governors, the following recommendations of the Academic

Planning Committee, as set forth in S.74-10:

1. ?

The existing Political Science, Sociology and

Anthropology Department be divided into separate

departments of Political Science, and Sociology!

Anthropology, and that this action be effective

upon acceptance by the Board of Governors;

2. ?

The separate departments bring forward statements

• ?

of objectives, final programproposals, and

detailed curricula for proposed implementation by

September 1, 1974; and

3. ?

Immediate planning be undertaken to investigate

the establishment of a genuinely interdidsciplinary

•

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program broadly based in the social sdiences."

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SiMON

FR4SR

UNIVEISITY

MEMORANDUM

From.. ]3.G.

Wilson

Academic Planning Committee

Date..

December 13,

?

.73 ?

.

Attached

is the report of. tie Acaøiiic Planning

Committee, produced in response to tmoion, passed by Senate

on 9th July,

1973

and set out ri thffrt page of this report,

9

B,G, Wilson

att.

S

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RE

PORT.

OF THE ACADEMIC PLANNING COMMITTEE

ON THE SENATE REFERRAL MOTION OF

JULY 9,-1973

CONCERNING

?

DEPARTMENT OF POLITICAL SCIEflCE,

SOCIOLOGY AND ANTHROPOLOGY

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TABLE. OF CONTENTS

Introduction and Summary of Findings and Recommendations

Curriculum: Proposals and Evaluation

Th "Tensions": Findings and Recommendations

A

Proposal

for

planning; an Interdisciplinary

Program in the Social Sciences

List of Appendices

Appendix

.

A. Membership and activities of the special

Sub-committee Of the Academic Planni-ng

Committee created to deal with the

Senate referral motion of July

9,

1973

concerning the P.S.A. Department.

Appendix B. Draft curriculum for a separate department

of Political Science.

Appendix C. Draft

curriculum

for a separate departmept

of Sociology/Anthropology

Appendix D. Submissions assessing or commenting on

the existing curriculum and the proposed

new curricula, in Political Science and'

Sociology/Anthropology.

Appendix E. S4bmissions which comment on, the "tensions"

in the Department of Political Science,

Sociology, and Anthropology.

Ap

pendix F. Submissions which comment on interdisciplinary

programs in the social sciences and/or the

proposed division of the Department.

Appendix G. Report of the Academic Planning Sub-committee

S

I.

II.

III.

'V.

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I. ?

INTRODUCTION AND SU1IARY OF FINDINGS AND RECQM

V

IENDAT IONS

On July 9, 1973, the Senate of Simon Fraser University passed the

fQllOwing motion:

That the matter set forth in paper S.73-83 be referred

to the Academic

Planning

Committee for further consider-

ation.anq any subsequent report brought before

this

body

Oonsider the folowing:

1.

Concrete proposals of curricula in the usual

format normally specified by the Academic

Planning

Committee;

2.

Academic assessment of the proposed curricula,

as se forth in the policies regarding the

implementation of

new programs and courses by

the appropriate University committees;

3.

A clear statement of philosophy or intent of

the curricula in relation to its closely

related diciplines;

4. Inputs from both faculty and students in the

formulation of the curriculum of the proposed

pro9rams;

5.

A thorough investigation and understapding of

the un1erlyipg causes, of the "tepsions"

mentioned in S.73-83; and

finally, that the report be brought before Senate

not later than January 1974.

In fulfil]4ng its

charge

from Senate, the Academic Planning Committee

created a special sub--committee and asked that it use the referral

motion noted above

as

its termsof reference..

The composition of this committee and its activities over the period

July through October 1973 are summarized in Appendix A. The folloW-

ing recommendations and report of the . Academic Planning Committee to

Senate have emerged from

.

the Investigations and report of thatsub-

committee, which is also attached as Appendix G.

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The Academic Planning Committee recommends that:

1. the existing Political Science, Sociology and

Anthropology Departmnt be divided into separate

departments of Political Science, and Sociology/

Anthropology, and that this action be effective

upoçi acceptance by the Board of Governors;

2.

the

separate departments

bring

forward statements of

objectives, final program proposals, and detailed

c4rricu1a for proposed im

p

lementation by September 1,

1974;

and

3.

'immediate planning be undertaken to investigate the

establishment of a genuinely interdisciplinary

program Proadly based in the social sciences.

Speaking directly to the referral motion, the report amplifies and

documérts tIe four major findings of thp Committee:

1. The proposed separate curricula in Political Science and

Soc iol ogy/Ant bropology were judged academically superior

to the existing curriculum by present members of faculty

and by external reviewers.

. A substantial majority of the faculty members in the

Department and of those students who responded were

in favour of the creation of two separate departments.

3.

There wasgreat variability in the information which

reached the Committee concerning the causes of the

allege tensionsin the Department. Similarly, the

Committee found opinion divided on whether the

proposed division

of

the Department would exacerbate or

alleviate tensions.

4.

There was considerable support among students and faculty

for a comprehensive interdisciplinary program in the

social sciences.

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II. ?

CURRICULUM PROPOSALS

At the request of the sub-committee, the political scientists and the

sociologists and anthropologists within the existing deprtments

prepared curricula for their disci

p lines. They are included as

Appendices B. and C. These curricula were discussed at leith

with members of the Department, submitted to external assessors in

other. Caradian universities, and distributed to students currently

majoring in these

disciplines.

In addition,

evaluative

comment

as invited from allfaculty in the Faculty of Arts, and the

curricula were reviewed with regard to their compliance with the

requirements of the Faculty of Arts by the Arts Curriculum Committee.

The results

of

the several

consultations

and reviews are presented.

in Appendix D. ?

.

In the opinipn of the Academic Planning Committee, the conclusion

peiini .

tted by this infprmation is that these are acceptable models

for the development of academic programs in separate departments. The

form in which these curricular poposals are presented here is

that specified by the Committee for the submission of new programs.

The information presented in Appendices B, C, and D is thus seen as

satisfying points

1•,

2., and 4. in the referral motion asking

that there be concrete curriculum proposals, that they be assessed

with regard to their academic merits, and that there be input from

both faculty and students.

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With deliberate redundancy, the Committee wishes to underscore its

determination to obtain a valid assessment of the academic merits

of the proposed curricular changes and an evaluative comparison

with the existing curriculum. We interpret the data in these

appendices as supporting the conclusion that, in comparison with

the existing curriculum, the new proposals are superior in both

comprehensiveness and coherence. This is the major academic

reason for our recommendation that two departments be created.

Some question remains of whether point 3. in the referral motion has

been satisfied. This asks that there be a clear statement of

philosophy or intent of the curriculum in relation to its closely

related disciplines. While there are brief statements of purpose

• ?

at the beginning of each of the two curricular proposals, they

can hardly be considered detailed statements of philosophy. The

sub-committee discussed this matter with members of the existing

department and has concluded that it would not be appropriate to

request further philosophical statements at this point. The

Academic Planning Committee concurs with this view and with the

suggestion that the development of a comprehensively cros s- and

interdisciplinary social science curriculum should include such

philosophical justification.

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III.

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AN INVESTIGATION OF THE "TENSIONS" IN THE DEPARTMENT

OF POLITICAL SCIENCE, SOCIOLOGY, AND ANTHROPOLOGY.

The Academic Planning Committee remains humble about

whether

or

not it has complied with point 5. in the referral motion, asking

that it understand the underlying causes of the tensions. It is

not humble, however, about the amount of time its sub-committee

devoted to that topic in discussions with many people and in the,

reading of many 'documents during the past three months. In try-

ing.to adhere to its concern to present to Senate something

constructive on this issue., the Committee has elected simply to

include with this report several statements from those whose

familiarity with the alleged tensions exceeds its own, although it

realizes that such a course may seem unacceptably lacking in

force. These statements are included in Appendiç E.

In this context, the Academic Planning Committee can only reiterate

the sub-committee's opinion that

on

the basis of opinions received,

all that can

be

said with confidence is that:

1, There is considerable agreement that the tensions were

exacerbated, if not created, by the events of

1968

and

1969.

2.

There continues to be a deep conviction on the part

of some members of the faculty and student bqdy that

tensions were not only created by the perceived in-

justice of administrative actions, but can only be

a1lviated by the reversal of those actions.

3.

There is a strong conviction on the part of some that

the tensions emerged from and are being sustained by

certain members of the University community and

others whose primary commitments are to organizations

and values outside the University and in some

instances in conflict with it.

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That the great majority of the University community

is not familiar with the events that are seen by

some as the origin of the tensions and is weary of

the entire matter.

Although possibly inappropriate for a report of this kind, the

Committee would like to suggest the following to members of Senate

and to the University community. We have no wish to whitewash

or distort history in the interests of creating an illusion of

contemporary peace. There is no question of the depth of conviction

of many members of the Simon Fraser University community about the

real basis of the difficulties that emerged within the Department

of

Political Science, Sociology, and Anthropology. However, this

consistent intensity of conviction was not matched by any majority

.

?

opinion about any particular "real" cause. Indeed, members of the

Committee themselves continue to differ concerning the causes

of

the tensions.

We agree unanimously, however, that it is in the best interests not

only of the P.S.A. Department, but of the entire University that these

differences of opinion should not be allowed to continue to destroy

our sense of community. We do not feel that we have discovered

any specific new data that permits us to report to Senate that

there is a particular reason or reasons for the tensions which, with

prpper treatment, can cause their elimination. Rather, we recommend

a continued active debate among those who feel that there are issues

that remain to be addressed; but we urge as forcefully as we can

that all of us agree to conduct such debate within the framework

of a community that

is

focussed on the constructive development of

the University's academic

p

rograms. The Committee is convinced that the

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implementation of its three recommendations will increase the

probability of develo

pment of that kind of atmosphere and

community attitude.

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IV.

? INTERDISCIPLINARY PROGRAM IN THE SOCIAL SCIENCES.

In arriving at recommendation

3.,

that a genuinely interdisciplinary

program in the social sciences be planned at Simon Fraser University,

the Academic Planning Committee considered many sources of inform-

ation. As this recommendation attests, we believe that a truly

comprehensive cross-, multi-, or interdisciplinary program in the

social sciences has never existed at this University. The Committee

does not make this assertion from the perspective of disciplinary

expertise in these fields, even though by chance there was some

representation from the social sciences on the sub-committee.

Rather, it seems obvious to us that any interdisciplinary approach

in the social sciences which does not, include, for example,

economics, history, and aspects of psychology, cannot be reasonably

defended as comprehensive. This is not a criticism of the initial

concept that produced the combined Political Science., Sociology

and Anthropology Department, because, quite obviously, this

beginning could have provided the foundation for subsequent build-

ing toward greater comprehensiveness.

In short, we would support the view of the sub-committee that a

comprehensive interdisciplinary program in the social sciences

cannot be said to have failed, but would conclude rather that the

idea of such a program was never tested. Moreover, we are not

particularly interested in determining precisely why that full test

was not fOrthcoming. We suggest that to attempt this now would

force us back into the realm of opinion about tensions and their

causes, a move that we feel would be counter-productive at this point.

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What the Committee is interested in doing is encouraging the develop-

ment at Simon Fraser University of a genuinely interdisciplinary

program encompassing all of the social sciences. We agree with

several members of the University community to whom the sub-conmittee

spoke that, in proposing new curricular developments, we should not,

rely exclusively on the traditional ways in which disciplines have

been developed in North America or elsewhere. We do appreeiate the

fact that Simon Fraser has a reputation, perhaps not totally earned,

as a university where innovation and experimentation are encouraged.

It should also be noted that several of the outside reviewers who

were asked to compare the draft curricula with the existing

curriculum, not only commented on the deficiences in the existing

program, but also spoke in support of the concept of an inter-

disciplinary approach to the social sciences and urged us to try

to develop such programs on the basis of disciplinary strength Xn

all of the social sciences.

This encourages the Committee to propose that, with proper expert

input, a challenging and academically sound interdisciplinary

program based on disciplinary strength can be produced. For these

reasons, we strongly endorse the sub-committee's enthusiastic

support for an immediate development which would see the concept

of an interdisciplinary program in the social sciences validly

tested. Having said this, we should note in concluding that we

are as sensitive as other members of the academic community to

the dangers of dilettaptism and gimmickry and have assumed that,

should this recommendation be given favourable consideration,

effective pre-pinning would be undertaken to ensure that there

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was both assessment of the quality of the proposal and some

estimate of the probability of its success prior to Its

implementation.

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INTHODUCTION ?

TO THE APPENDICES

In addition to the re

p

ort of the sub-committee itself

and

relevant earlier documents, the following appendices present

all of the information submitted to the special sub-committee in

written form. In general, the appendices

are

organized accord-

ing to the terms of the referral Motion. In several instances,

the same document is included in more than one appendix since

it was relevart to more than one aspect of the

referral motion.

Even though this produces some redundancy, it seemed a

preferable alternative to attempting to excerpt materials

around

single topics and thus risk destroying the coherence and impact

of the author's total statement.

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APPENDIX

?

A

MEMBERSHIP AND ACTIVITIES OF THE SUB-COMMITTEE OF THE

?

ACADEMIC PLANNING COMMITTEE

CREATED TO DEAL WITH THE SENATE REFERRAL MOTION

OF JULY 9, 1973 CONCERNING THE P. S. A. DEPARTMENT

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A p p E N D I X

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A

MEMBERSHIP AND ACTIVITIES OF THE SUB-COMMITTEE OF THE

ACADEMIC PLANNING COMMITTEE CREATED TO DEAL WITH THE

SENATE REFERRAL MOTION OF JULY 9, 1973 CONCERNING THE

P. S. A. DEPARTMENT

1.

Members of the sub-committee were:

?

John D'Auria, Chemistry;

Don DeVoretz, Economics and Commerce; Ian Mugridge, History

and Convenor of the Committee; W.A.S. Smith, Psychology; and

Ted Sterling, Computing Science.

2.

Terms of Reference

The terms of reference of the Committee were as specified in

the referral motion of the Senate which is included in section

II. of this report.

3.

Activities of the Committee

a) Organizational meetings of the sub-committee were held

during July and August, 1973.

b) Scheduled meetings with-faculty and students were held

September 27, October 2, and October 16, 1973.

c) The sub-committee met separately on nine additional occa-

sions during this period.

d) The Committee invited written submissions from:

i)

all undergraduate and graduate students majoring in

the disciplines presently represented in the Depart-

ment (see attached memo).

ii)

all members of the Faculty of Arts, through the Chair-

men in the Faculty of Arts (see attached memo).

iii) ?

several ?

outside ?

reviewers ?

as

indicated

?

in

Appendix

D,

e) ?

Major ?

recommendations ?

and ?

report

drafted ?

and

circulated

to

full Academic Planning Committee.

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APPENDIX /1.

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SIMON FRASER UN1VEISITY

?

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-.

To. ?

P.S.A. ?

Majors

.............From

?

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L

•

?

of

the Sub-committee, Academic

.............. .....................................................

................................................ .

....

............

........... .....lanning

?

,.ç.Qm.

Subject.............................. .....

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........ ....... .... ....

... ..................... ....

..... ....

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... ....... ..

?

Date .............. .... Qç.to.b.e,.r

?

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I am attaching to this note copies of proposed curricula in

Political Science and Sociology/Anthropology.

?

In addition, I

would invite your attention to the existing curriculum in Political

Science, Sociology and Anthropology which is included in the cJrrent

University Calendar. ?

In fulfilling its instruction from the

Senate and the Academic Planning Committee, the Sub-committee is

reviewing these curricula and would very much appreciate your

evaluative comment.

Should you care to comment, we would appreciate hearing from you

by October 25th. We would prefer that your comments be presented

to us in writing, but we can arrange to talk with you in person

should you desire. ?

Please speak to me or any member of the Sub-

committee if you wish to make such arrangements.

I should also emphasize that the two documents attached are

curricular proposals only. ?

As it has been indicated in earlier

communications, should there be any revision in the curriculum

for this Department, students presently enrolled in this Department

would be offered the option of continuing in the existin programme

or transferring into the new programme.

f1

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/dt

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I. Mugridge

Attachments

cc: Members of the Sub-committee

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APPENDIX A

i"

?

\ r1T., ?

tiT f/f)C' rrçr

LYLh

U I IL .IuIuI)L4ILL U! LL '

?

A t.

o

To

?

fiNT Of if i?iEN

?

From ?

I.. ?

i'idge ?

.. -

Secretary,

Academic P1anriin S:lL'-Co:uTiitte

Subject

?

Date

?

Seernher 26, 197

Ti Sub-Conmlttee of Lh

e

Academic' P1ann:r, Cce::i:.tee, .,hich

was set

up to consider matters concernin

g .

the P.S.A.

'Solit. t , -

arran

g

ed a rneetin?; -it

'

7

p.m. on Tuesday, 2nd

r

)

(

,

?

-r,

l-73

in Lecture.

The'atre l54 in the Academic Quadrar

y ie,

in

n-

rder that. fsculty or

r:ers of the University co

p

warrilty, who wish to do so, may have sri

ocuortunty to state their views.

Would you please

brin,' this inforation to the

att:.entionof

members of your department.

I. iviugri.d.y

c.c. Deans

1em1i)ers

of the Sub-Corm-tittee

.

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APPEND I X A

MEETING OF THE SUB

.

-COMMITTEE OF THE ACADEMIC PLANNING

COMMITTEE at 10.30 a.m. on Thursday, September 27th,

1973 in room 3172 of the Administration Building.

AGENDA

C

10.30

a.m.

Professor McWhinney

?

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Faculty Member

11.30

a.m.

Chris

?

Haug

?

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Graduate Student

12.00

noon

Dr. ?

Somjee

Faculty Member

12.30

p.m.

Professor Thelma

Oliver ?

-

?

Faculty ?

Member

1.00

P.M.

Dr. ?

Martin ?

Robin

- ?

Faculty Member

1.30

p.m.

Dr. ?

Whitaker

-

?

Faculty Member

2.00

p.m.

Dr. ?

K.

?

Peter

- ?

Faculty Member

2.30

p.m.

----Break ?

for

Academic

?

Planning

?

Meeting-P.--

3.00

p.m.

Dr. ?

Halperin

- ?

Faculty Member

4.00

p.m.

Tony ?

Williams

- ?

Graduate

?

Student

5.30

p.m.

Dr. ?

Whitworth

-

?

Faculty Member

.

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mr r

t. J Li

•1•

S

J

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c' ?

3 TTT\

T

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Tç'iDc' ''fl .r

iiLu ?

iJ)a

j1.i yia

:.

John ;:u.ortn,

Ac:in C ?

P.S.A. Department

Subject

Isom ?

1 ?

rr

Secretur',

Academi P.Lariin; ?

-Corrr. 1; er

Date

?

September 25, 1973

At a meeting or the Sub-committee la;t evenIng it. tois

decided that meetings would he held on thine occasions as follows:

Thursda27th_3eotemLr,j573

in room 3172 of the xrdnistration

Builiing from 10.30

a.m.

to 5.00

p.m.

r:s

meeting is to enable individividuals

who

have presented papers

to the Sun-corrmittee and any other interested party to attend to

state his/her views.

0

?

Tmsda.v 2nd

October,

1973

in Lecture Theatre

315

0

PC). mm

. 7

ppm.

Guest

speakers, trill attend this

meeting.

TuosOa:;, 16th October,

1973

in room

3173 of the Ad iriistratIon

Building from

2

p.m.

P.S.A. Department

meeting and

Sub-committee.

It would be helpful to the Corrmittee if at least the

first meeting could be organized between our two secretaries. It'

you are in agreement perhaps you could

have

Mrs. Jordan telephone

my secretary, Mrs. Same,

with

respect to these arripeses-lts.

I .

ems

/

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c. c. Dean Smith

S

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AP1'EDiX A

'L, L ?

A.

L

P.S.

i. 3tots ?

Frar.

A:jder;.c ?

tiin'; C.;:o Lee

Subect

?

S ?

July 20, i07

As you are probably aware, at tThr4 July mee;:ixJg .:'

the following motion was moved, seconded and. adopted -

that The matters sot forth inpaper

4

S .7 3-0 be LJ.erreu

?

to the Academic Planniiig Connittee i)r furher

considere.tiLon, and that any subsequent. report

brought before this body consider tu Foli.o.iir>ç:

- concrete proposals of curricula in Uie usual

foraat nor-rally specified by the

AcOdOiLc

Planning Committee;

academic

assessment of the propo.;ei orirIoub.,

•

?

as set forth in the poiicies rgaru.t.uy

mplementation c

?

.progranimes and Ccur;€-s.

by appropriate University cc.;;ritteeo

-

a

clear statement of philosophy or Intent,

of

the curriculum in relation to closely related

disciplines;

- :inputs from both faculty and students in the

formulation of the curriculum of the pr-eons ad

progroms;

-- a thorough investipaticn and urdrsi nd.inn; of

the urderlying causes of the bensienri'

in S73-83;

-

the report he brought before SnaL.e not. later

than January. :I.97iL

At a subsequent ?

tint of the Aademic P];irudro: Cormit1;en,

the ouesti.

,

-)n of imelementatio n of

rie nse

o

;

j

.)I.I ?

scossed at

some length; ?

arid it was

suggested by the Acad-noic Vi.ce--ie.cieoi.. that

the following

p

rocedure

should. be

adopted, ?

A sub--con:rd.t.tee sfvuln be

established., consisting

of the three

new

Senate members

cd ire'

Planning Conmitre e , Drs. D'uridi

A ,

SeVoretz and Starliig. ned

of

the

L'CO 'i

?

bLiS'

c-f A

L

t ?

':

?

- ?

'd

.

initial. stage-s, should riot

have a

fro-mal cfairre:n bid; no'.ln he

by me in

cVT

Ca25.City

as

Secretary o; ?

the- Acadeid.c TLeesiag

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This sub-ccsmittee would undertake initial discussion ot suhm si.ons to

the

Academic

Planning Cdmmittee and would

later

pass thoni on to the

fu

-

11 conmirtee in the appropriate form. This

proposal mci; wi.;;h the

general acproval of the AcadeIrLLc Planning Committee.

In att@nipti.ng

to fulfil the conditions of the

Senuçe

motion, the Academic Planning Cormiittee would appreciat

e lout dro;t

P.S.A. stulnts to the preparation of cut'r.icuhus proposals and to

Lhe

investigation of the problem mentioned in the fifth point; of t'-"t:

Seri,--,'L-,e motion. With regar-d to the first of these problems, it is the

understanding of the Academic Planning Committee that some progress -ias

already been made with the preparation of curriculum proposals by the

two major sub-divisions of the P.S.A. departmorit; and a request has

been sent to them to submit their proposals as soon as

p ossible, hut

in any case by i5tn September, so that a further consiaorat ion and

evaluation of

these proposals may be undertaken before a report

is

brought to Senate. It would also be helpful to the Committee to receive,

by that date, any proposals concerning ftiture curriculum which student,,,;

may wish to make. It is, hojeven, the intention of t;he CorTsiittee to

make available to stuuerEss for their comments toose curriculum pronosais

which are submitted to it before such proposals are transmitted to

. ?

Senate. With regard to the second question mentioned above, the

Committee would solicit any opinions which students may care to submit

on

it. Comments on either of these points should be sent to ma far

transmission to the sub-comnniittee and subsequently

)

to the fuJ.

Academic Planning Committee.

C1\

?

?

C.

(>t.

I. ?

gricige

:ams

c.c. Members of the Academic Planning Committee

A- 7

---

LL!.UI

lL.Li

APPENDIX A

u1

L-. /

.1

P.S.A. Faculty Merhers

From ?

•

?

1urcridge

Secretary,

Academic Pinning

Subeci ?

. ?

Date.

As you are probably aware, at the July meeting of Senate,

the following motion was moved, seconded and adopted -

that The matters set forth in paper

S.73-83

be referred

to the Academic Planning Committee for further

consideration, and that any subsequent report

brought before this body consider the following:

- concrete proposals of curricula in the usual,

format normally specified by the Academic

Planning Committee;

- academic assessment of the proposed curricula,

asset forth in the policies regarding the

, ?

.

?

implementation of new proantnes and courses

by appropriate University cormi.ittees;

- a clear statement of philosophy or intent of.

the curriculum in relation to closely related

disciplines;

- inputs from both faculty and students in the

forrailation of the curriculum of the proposed

programs;

- a thorough investigation arid understanding of

the underlying causes of the"tensions" mentioned

-

in

573-83;

-

the report be brought before Senate not later

than January,

197.

At a subsequent meeting of the Academic Planning Ccenittee,

the question of implementation of the above motion was discussed a

some length; and it was suggesfed by the Academic Vice-President that

the foliciiing procedure should be adopted. A sub-committee should be

established, consisting of the three new Senate merrJers of the Academic

Planning

Committee,

Drs. D'Auxia, DeVoretz arid Sterling, arid of the

incoming Dean of Arts, Dr. Smith. This committee, at least in the

initial stages, should not have a formal chairman but would he ccr::mied.

by me in my capacity as Secretary of the Academic Planning Committee.

/..........

---

.

.....2

Th

is

sub-committee would undertake initial discussion of sub i iission

to the Acadcnic Planning CorrmiLt tee and ould later pass them on to

the full conniitee in the appropriate for-m- This proposal met with

the general a

p

proval of the Academic Planning Commit tee.

It is the understanding of the Committee that prçgram

proposals from the two major sub-divisions of the P.S.A. Department

are already in the process of preparation; and it would be helpful

to receive such proposals as quickly as possible. I would therefore

direct your attention to the first three points made in the Senate

motion and request that pro'am proposis be submitted to me for

discussion by the sub-committee and subsequently by the full Academic

Planning Committee as soon as possible, but, in any case, no later than

15th September, 1973.

This will enable

a

full

assessment of the

proposals to be undertaken before a final report is brought to Senate.

I would also draw your attention to the fifth point of

the Senate motion which requires the Academic Planning Corimittee to

undertake a thorough investigation of the underlying causes of the

tensions mentioned in S.73-83. It would also be helpful to the

Ccmmittee,in undertaking such an investigation and in attempting to

arrive at an understanding of this question, to have input from faculty

members in the Department. I would thus request, on behalf of the

Committee, any submissions which you may care to make on this question.

I. Mugridge

ams

C.C.

Members of the Academic Planning Committee

.

A-.9

---

.

.

0

---

APPENDIX B

.

?

DRAFT CURRICULUM FOR

A SEPARATE DEPARTMENT

OF POLITICAL SCIENCE

0 .

---

SiMON FRASER UNIVERSITY

MEMORANDUM

?

1)c^.tii W .

A. .

?

I tb ,

?

From ?

R I I

j)fl.iI.1

?

...................i:ac1iy...I

?

PSA ?

)ep-Ii t3flen

L

Subject .... ........ ........Amendment.... to ...

APC

...

73 .

-lOf

?

Date ............ ...... NPVembI3

In the draft of a Political Studies

programme

submitted on

March

28, 1973

(APC 73-10f), the second paragraph on Page

4,

under Minimum Requirements

for

Students Majoring in Political Studies, refers to

24

hours of upper division

courses.

This should be amended

to

read as follows:

'p 2.

Thirty hours of upper

division courses. . . ."

NH/mg

.

P.

B-I

---

i\PI'IM[) IX

?

3

\

APC Sub-Committee

SiMON FRASER UNIVERSITY

?

Paper

/15

. ?

I. ?

1idge

?

.............................................

?

From

N.

Secretary,

?

Acadnic Planning. Coirmit±ee .... ......... .. ... .....

?

PSA Department

?

..

Subject

?

?

.

Political Science. Programue Sub-

.......

.

Date..

?

.

September 19, 1973

mission

With respect to the attached Provisional Target rbdel of

Poc.çrarre in

consulted

Political

with

Studies

Professors

submitted

Somjee,

to you

NThinney

on March

and

28,

Robin

1973

concerning

(APC 73 - 10the

'

r),

possible

I

have

need of amendments at this stage of your deliberations.

It is our opinion that any revisions which might be proposed at a iae'r

date would be matters of detail and would not substantially alter the bic

orientation of the pro'arne. Hence the document may be considered ac repre-

sent ing our current proposal for a

new

political science prograrrmne.

In consequence, I am pleased to re-submit to

you my merrorandurn oF

March 28, 1973, as a formal response to your latest request.

Enc.:

Mii/rng

a

To.

B-2

---

•I•-"•

?

!•• ?

•.I

( 4

/ ?

j.) •

?

. 1

-

?

S.iñDN ?ASi'H UNIVEIISITY

lo

L1

Cd(IL'J.0

P1.0 ?

in

Crvittee

R.

Ur'adlcy, Clurran;

S. ArvnD[f;

E. .iirn2;

R.

iv;t;

D. Birch;

I.

idu;

S. ?

O'Co;11; K.

?

Strtrc1;

Subloct.

D.

Sullivan;

.1. Watley;

B. Wilson.

Ftom

Data. ?

March 28, 1973

?

..

rovinioil Tir'et cdel of I jrirrrc in Political Stuties."

The attached doc'5;it issuUaited with reference to your deliberatiOns cn-

rnthg the restructuring of the P.

S. A.

Department. It attempts to def Inc the

function of Political Studies at S. F. U. and to specify the curDiculUV require-

ments for the implementation of the function.

The whole is set forth as a hypothetical scetion of the University Calendir.

In this connection, the

following should be

noted:

?

.

1.

In terms of basic objctivS and organization, it presents no signific:er

LW

?

dej.i

?

fi.i ?

crrtly

?

•cr.t"

4r ?

lirttUti.r ?

thr,c?"

out North Pncrica.

2.

It is generally compti.ble with the orientation of Prvfe3ors Socije

Vthihinney and Robin, hut is termed provisional" to allow for modification-

c

- when

they return to campus and joint consultations can be held.

3.

It is expected that i

i

nplementatiOfl would require several years

dupenling o:

allocation of resources and availability of qualified additional faculty.

is presented as a "target i>del".

Compared with the current P.

S. A.

prograrrCaS it relates to PoljtIc.il. S1

some of th notenrthy differences are the following:

1. The mxlel aims to provide the undrr

i

q

adulte student with a cor.t ,!j'.i

prehcrvi.ve sequence of courzcs.

•., ?

The tern "Political Stuit."

.

.L used

It ?

1 of "Political

S-iic2".

Ic j': co::

c!erd bj ju:ty to t.'. a ri: 'C urOp1't.'. tt: r

?

.:.uclat:Urc.. . AnotIv:r acc; tabi

sti i:u te ,.ou.ld

LA

"cvcri

?

i:J Pol i t:;'.

?

B-3,

---

-2-

To The Academic Piinning Coirvnittec ?

1crn: N. Ilalperin

I)tte: ?

?)

?

1.073

2.

Und&'i'graduuLe courses are therefore organized according to well definI

rear; within the discipline, and in proper order with eleVaflt pz'erqui;:i

Li:S wit'c

in each area

3.

Appropriate emptisis is given to Canadian Govcrrmient and Politics.

4.

The role of supportive disciplines is recognized, specifically Economics,

History and

Philosophy. Major

students are advised to take a minor in a support-

ive discipline.

S. Account Is taken, and guidance is provided, with respect to students'

career interests.

6. The graduate progarnTte presupposes the kind of basic preparation envisaged

in the undergraduate prograrTne.

The

graduate student could therefore safely cnbirk

on independent study and research under conditions of a high degree of curricuUu

flexibility.

Nil/mg ?

.

cc. E. NcWhinriey ?

M. Robin

A. Sornjee

B-

---

M. !!.ilp ri_n

ftuch

28, 1073

1

PROVISIO'L\L T/ROET ODLL or

PiOCRAI''L1. IN POLITICAL S'PJDILS

?

Rr

SIr:o?1 fl.AS1:R U&RTR3I1?

Undergraduate Scction

The under ac1utte prgr,r.e in Political Studies aims to provide

it

syste-iutic underst:andthg at the political ptoce:;s for:

1)

Students with a general interest in public affairs and

political theory;

2)

Students with a career orientation in such fields as government

service, law, journalism and the teachin of social studies in

the secondary schools;

3)

Students who plan to go on

to gLac1uate

rk, subsequent university

tcaàhing and professional research.

Areas of study: The curriculum is organized into five areas. In addition,

an introductur'y course (PS 011 - 3 hours)

dealing with the scope, ri-ethods

and basic concepts of Political Studies, and two special courses (PS 500 and

501 - 5 hours each) for honours candidates, are listed apart. Th', five are;

are as follows:

1. Political. '1 o'i,ht ind Ar.a1yai;.

PS lii. (a) and (b) - 6 hours - General Survcy of r'olitic1 Ida.

PS 211 - 3 hour's - Political Lhaviour.

PS 212 - 3 hours - Democracy aJ Public Policy.

P3 311 - 5 hours - Covernrrrit and EcOnixuc Ord--,r.

I

PS

312 - S hours - Political Lrvalmtion.

PS 3 1. 3 - S hour; - Co tc:;pct'ary r'!iticai Thought.

PS 3i' ?

S ?

xrr' -. Cr'itiqu.1 of P1.i t:ictl Cc;icct:;.

I.

B-S

---

-2 -

PS

3.1.5

-

S

hours

-

Quntitatj'ie Methods in Political. Studies.

PS

1

111-414

- 5 hours

each -

Selucted Topics in Political Theory

and

Ark1lysi.

2. ?

Candd

j

an_CovccrtiLnt

and Politics.

PS

121

- 3

hours

-

Introduction to

the

Canadian Political Process.

PS

221

- 3

hours

- Canadian Law.

P3

222

-

3

hours

-

British Columbia Goverment and Politics.

PS

223

- 3

hours

Quebec coverriment and Politics.

PS 321

-. 5

hours

-

The Canadian Federal System.

PS

322

- S

hours

-

Canadian Political Parties.

PS 323 - S hours - Canadian Urbrn Politics.

PS 324 - S hours -

Canadian External Affairs.

PS 421_424 - 5 hours

each -

Selected Topics

in

Canadian Government

and Politics.

3.

?

çrativc

Government.

PS

231

-

3

hours

- Introduction to Comparative

Goverment.

PS

331

-

5

hours

- Western European Politics.

PS

332

-

5

hours

- Eastern European Politics.

?

.

PS

333

- S

hours

-

American

Government and Politics.

PS 334

- 5

hours

-

Politics

and

Government of the U.S.S.R.

PS

335

- S

hours

- Government

arid

Politics of

the People's

Repuhlic

of

China.

PS

336

- 5

hours

-

Politics of L\--veloping Countries: Black

ALi'ica.

PS

337 -

5

hours

-

Politics of Developing

Countries:

North

Ir.ict

and

the

Middle East.

PS

338 -

5

hours

- Politics of Developing Countries: Asia.

PS

339 -

5

hours

-

Politics of Deve1.oing Countries: Lotin

fr'iza.

JJ3 431-434 - h irs each - Selected Topics in Cor!>rative C:vc'nr.

B-6

---

-.3-

4

?

-.-------------

Inter-national

r1utjons•

PS

241 -

3 h.,urs -

Introdu c

tion to Tht:ex'ru ioru1 Relations.

PS

242 -

3 hours -

Intevrutjol Organ j:'tjon.

PS

341 -

5 hours -

World Power Structure.

PS

342 -

5 hours -

1cL-it1ons bctween

D

e

l

lelopcJ and Developing

t4itjOfIS.

PS

343 -

S hours -

Public Iritci'ncitjonal Law.

PS

441_

1

44

1

4

?

- ?

5 hoiz';

euch

?

Selected Topics in

I

ntcrnatjonaj. Relatjóns.

5.

?

Public Aciin.jn Lstr.it ion.

PS

251 -

3 hours -

IntrocJuctjor, to Public

Adrnirjsb-'atjon.

PS

PS

351 -

352 -

S hours -

5

hours

flind'xrntdJ.s of Public Mlainistratjve

)

raflizatior.

PS

451-454

- 5 hours

- Fund-:JJ1cnta1s

each - Selected

of Public

Topics

/im

in

inistrtjve

Public

Iininistratjo;.

Behaviour.

Lower and upp"r di

l

.

/

ision courses.

The 100 and 200-level (lower

,

diviio:'

ccux: ?

à.j

generally

in troductory.

?

NOr1ly a

200-level course showd

not be taken before a student enters his second

sester. The 300 and 400-level

courses (upper division) in all cases have prerecjuisjtes

and are

cleignc.d for

students v4jo

ha.,/,2 Completed four

snesters of

Undcrg'uduate

study. 'fley provd

some degree of specialization in each of the five areas of study.

Guithn

r

c

for zujors. Students who

intend

to major in Political Studies wilt

find

it to

their adva!ltige to consult with the pertnerit as early asposib1.

&ch major student, upon being accepted by the Dccartiet, will be assigned to a

fdculty adviser for guidance in selecting

and

irn

piesnt

j

r, ?

.prgrai ?

of courc

?

prtive dscit]ims. Major students will be encouraged to t

?

or, or

nore cours in supportive studies such as Ecoflomics, History and Philosophy. In

IUt Cc1(2S it

will

be

iJvi.able to take a minor in one of the;c

disc:pljn;.

.Th.

B-7

---

SIMON FllASE ?

A. .1

'jeJnbxS

of the Aade;nic. Planning

Corrmi Lt cc

Subject,. ?

jrect ions in docurrnt submitted

LFrom .

?

N. Halperin

?

V

Date. ?

April. 3,

?

1973................................................

Please note the following corrections:

Page

ti,

line 2:

?

PS 111 should be PS Oil

Page'3, line 3:

?

PS 211(a) should be PS 111(a)

rr,g

c.c. E. McWninney. ?

M. Robin

A. Sornjee

---

-4-

Mi ?

fo: ?

ntudents nu ior.ing inroll t cd S1ud.tc.

(I

1. ?

Eighteen

110upj

of

j

rwer div

j

L0,

Cour, iriclud.thg P

Covc'rj-ffl -

3 hours

ar

y

j

PS 241-(a) and (1,) -

Gen(-nil

Survy

of

ri±t0i

?

-

6

hours.

in

•

?

each

2.

?

of

TWenty-four

any tlLce aras

hour€

of

of

study

upper

Selected

dlv1sj

?

by

corse,

the

Student.

inclt.Klir)g

on ?

course

Ten acld

j

tjorul hours,

as

follows:

2.

1.

?

?

I'S

PS

500

501 -

-

5

5

hours

hours

-

-

H

Directed

onours

Ic.iy

Eonoursin

?

Pol Ltict]

in

Stud1e.

Political Studi

es

.

with

cL

recroj1s

In ?

Overrrnent and' other public service.

The curriculun may

vary

according

to specific

needs and

Objectives of

the

student. ?

In

general,

it

can be expected that upper

d

iviz;ion courses will

include:

PS

312 - 5 hours -

Gove

mn

e

nt

and

Econo:rijc Orier.

PS

321 -

5 ?

fladi ?

këderal S

y

s tem.

PS 351 - S hours - ,

Fu'3flta1s of Thjbljc Adrnjnjstrutjv

?

ani.zat:Lon.

with a

,

career goal in law.

The

main areas

of

interest are likely

to be

Canadian

Covernnt and Poli

-

tics

and International Relations.

?

However, a broad

s

election of

approprjetc

courses is posSible

and will be made

in

COfl

SU1tt

j

on with the student's Ltcuity

adviser.

?

The

student

should also

consult the

C&

?

nzlar's of law 5ch1

?

for

further iafort ion concerning Course

reCOrfl-ttjons

tin

-

to tcch

Social

-

Studies

in the

sccOfljpVSC).

Students seeking

cer

tification

as a

teacher of social stud ics

in

the U. C.

secondary

SChoOlS

are advised to Consult with the Faculty of Education and

U

w.t1i

respc.ct to a choice of

COUrSeS.

in

?

jc- ?

ir1.

A large ptrt of

tbO CtI

(ViCLI1L1Jj

in I'oi

j

IICUl St

:

J0j

is of

for e

!.;t

pr

?

optjve

l ?

tt.,r

jt1rili;t;.

?

fle

celct'i01

?

ind ?

qt;i- ?

Of

couc can

?

r

wit',t).,

?

---

-5.-

o1!e

for ftljo'sintet d

Ot}vr UiiLn fulfilling the

r'eii.ruinnLs

for' a ilujor', prefrih1.y

w.i

lh

lionours,

no

adctiiional criteria

for

the selection

of

courses are r;eed1,

exce

p t for the following

recorimendat ion:

the student should take PS

315 -

5

hours - Quantitative Methods in Political Studies and

to

400-11-vol. courses

(Selected Topics, 5

hours

each).

li

(^l

II.

Graduate

Section

The

Deparhuent

offers a graduate

program

leading

to the M.A.

and

Ph. D.

degrees in Political Studies. The

programme

aims

to

prepare

the student for

university teaching, professional research

and

specialized governmental or

other public service. Regular members of the Department, special lecturers

and

occasional visiting faculty offer advanced seminars in

most areas of

the

discipline. Research and independent studyare emphasized.

Seminars will

vary

from semester to

semester

and will be announced prior to

the

beginning

of

each semester.

The programwe

is designed for flexibility. Thee

are

no

seminars

specif-

ically required

and no

obligatory

areas

of concentration. The student develops

his

own 'prograirurte

in conjunction with a

departmental

Supervisory Coirtrnittee.

This

Committee

evaluates the student

's

proess toward a degree.

For

further

information, see Graduate Studies--General

Rer.u1itioes (appro\

by Senate

January 8,

1973).

III.

1)scription of

Undergraduate

Courses.

PS 011 - 3 hours -

An Introduction

to Politics

and

Covernient.

The

process of decision-making in

rrodeni

societies. 'the main to,ic;tn 1;-

examined include

the nature

of politics; the stakes of

politics; the

trticip.:',

in politics;

staLes

and

nations;

the

rivtchiner'y of govr'nrrrnt; ?

Lh

pDliticOL

No pr

eroclu

' !.si.te.

of

B- 10

---

-6-

S). 2!.'

"lo'--''11ta

n

-.

1

PS 111(a) -

3 hours -

wvl

111(b) -

3

hours -

C

r

tlSu c

y

of PoUticcl1d

}oi Plato and Aristotle to irtdern tss, iricluiing, arong othrs, th

views of

?

hie.velli,

Hobbes, Locke,

Rousseau, Marx,

Weber, Lenin, Yrrutin

and 1io-tse

tung. ?

Ho prere

q

uisite. Rc1uired of Mijors. Cour':;03 a2

con

^.,,

ccutive and both must be taken to receive credit. Total credit, 6 hot.

PS

211 - 3

hours - Political I3ehaviour.

The iirpict on public affairs of political culture and socialization,

personality, class structure, mass ,vemnts, leadership and the manipLLIatlion

of corrntunicdtons by diverse interest groups. Within this coflteKt

VaI'iOUS

phenomena will be examined such

as

voting habits, political alienation, status

motivation and utopian aspirations.

?

Prereuisite,

PS 011.

?

. ?

-

PS 212 - 3 hours - Derorcy and Public Policy.

Historical, social, economic and psychological conditions which have

affected the dcvc1oprnent and maintenance of clesrocratic systems. Democratic

processes of resource allocation, distribution of benefits

and burcns of con-

trol will be examined.

??

:

Prerequisite,

PS 011.

?

• ?

PS 311 - 5

hours - Government and the Economic Order.

A survey of policies and ;rechj.nicr.s in 3rocJcrrt Western societies

?

uLtii':;

econrtic activity such as transportation, electrical utilities,

co. tuc1catiCJn,

taxaton, agricultural subsidies, foreign trade

arJ

investrnnts.

Irereguisite, PS 212 arr1 a minimum of or.

,

-- c;"nLt';

co-,t--

,

e in Econ:: cs;orpermi;s1Ofl of thi;,txt•':'.

B-li

---

-7-

PS 312 - 5 hour. - Political Revolution.

The theory and practise of rLv)lution will be viewed

against tb:: Luc-

irounL1 of the English, ?

ricir , I'.'ench , ?

d.cari

and Rn

usian Rtvoliiort;.

Contemporary ftuxi;t and non-Marxist ideas will be examined. Dnpiricii data

will be drawn from the revolutionary process in China, Algeria and Cuba.

Prerequisite, PS ill (a and b) and P3211.

PS 313 - 5 hours - Contemporary Political Thought.

An examination of ideas and movements outside the mainstream of Anglo-North

American liberal and democratic theory, including conservatism, pacifism,

anarchism,

socialism and communism; Freud and the left-Freudian approach to the

political process; absurdist and existentialist critiques of the political order.

Prerequisite, PS lll(a and b).

PS 31 - 5 hours - Critique of Political Concepts.

An

evaluation of the major conceptual approaches to the study of politics.

Topics include the concept of objectivity; the logic of examination and predict-

ion; the nature and function of theory; the relationship between empirical and

normative inquiry; research strategies in empirical investigation.

Prerequisite, PS 011, PS lii (a and b) and any

upper division course in Political studies,

excluding Public Administration.

PS 315 - 5 hours - Quantitative Methods in Political Studies.

The application of statistics to Political Studies, involving meas Lire, rnt

and scaling, empirical frequency distribution, central tendency and dispersion,

regression, correlation, probability and analysis of variance. The couc'e

no prior statistical training and does not require advanced initheir.atical conre

L-

0

ence.

Rcornronded for Iijors 'who intend to crp on to raduata_stuJy.

?

B-12

---

r's 41

.

414 - hours cch - SulcctcdToics in

:..S

?

Each of the four courses is digrte

r

i to in'.'ie in d2pLh

problem. of curcnt or purewiial

intere't.

The content and perspecLiv will

vary accor,.1Ln9

to the

irstrucior's arta of co;petcr.ce and his apprdch to th

subject.

?

ocs will l oIfercd I trmittcnt1y, as the general iquir;r:ts

of the curriculua and availability of instructors perüt.

Prer'c,quisite, 10 hours of u

p

xr

division ccr::

in

the area of Political Theory and Anlvsi,

2!_P0rm310fl

of i.nstnictor.

2. ?

uadian C'overnrnent and Politics.

PS 121 - 3 hours - Introduction to the Canadian Political Process.

The structure of governrcnt and the organization and functioning of o1i.

icai incitutions sucn as the cabinet,

prlia'nnt, the

judiciary and the puhi

service; federalism and

federal-provincial

relations;

political

panties zuid tt

• forntion of public opinion; the issues of bi-iingiulisr:t and separatism.

Prerecj±te: students. are advised to t}e

PS 011 prior to this course but am

,

not

obliged to do so.

PS 221 - 3 hours - Card Ian Law.

An e1c;rcntiry survey of the institutions and problci'.3 of

law

which

for;

a

significant

part of

the fabric of societal

i'd ?

inc. Topic. :

-, Inch:d

U-0orrr-

?

ization and functioning of th2 federal and provir'.cial court systerr.; the seit-

• ?

ion of the judiciary; civil law rluting to qust.t(.'ru; of imtrrinje tr.1 th•. ;:r'e

cor:on co:rtricts zwch as

fl

u, leacu and

?

rm.:_-r.-;hip. Cor1clw;i.c4r wii.i ft.

dru'.n

C

icerrF ug tI ie rt:an ing or ).

ii 1tnJ

lhn ?

I of Lho 1eri1 ori' uz c:u:

rI.1):ti(:a1 cir:1 oc i 1 pr:ib1.

?

B-13

u ?

dd ?

I r

?

ja;

---

-0--

PS 222 - 3 hours ?

Biti5;h Co..umb'i.:i Cavrnmerit and

?

Pos

litic

A genei

di. ?

vyt1udiii11-htornc as ti perd func1iu ?

ot

the excu

Liv& leg.i.slc&ti.vu

and judicial brcuichcs of 'ftc pr vincial govL...........t.

relations with

,

the federal government; relations between municipal and pov-

incial authorities; public finance and social welfare; policy fonnulatio

,

n with

respect to envirortiientai

ecological al-id

natural resource problems; western

regionalism'.

Prerequisite, PS 121.

PS 223 - 3 hours - Quebec Covernirnt and Politics.

po),itical

The contemporary' process with special reference to

relations with Ottawa,

the separatist movements and political

violence.

Th2 subject will be viewed

a

1!

iinst

the background of French-Canadian

history.

Prerequisite, PS 121.

PS 321 - 5 hours - The Canadian Federal

System.

Evolution

of the

theory and practise of federalism

in

Canada arid an eval-

uat ion

of its role in promoting and

resolving regional conflicts of

interest;

Canadian federalism

compared with

federalism

in

the United

States,

the

Gean

Federal Republic and Switzerland.

Prere q

uisite, either PS 222

or

223.

PS 322 -

5

hours - Canadian

Political Parties.

The organization

and

operations

of 'the rties in the electoral.

the

impact of economic, social and

ideological pressure groups on the rr'tic;;

provincial interests and party polities.

Prerequisite, PS 121 and 211.

B-14

---

-10-

PS

323 - Giru•JLin U'tnn Politics.

A corn'ative study of

the

responses of thu CwwJi.iu and other Weslurn

urban political systems to the irungcrrxiit

of contc'oriry wtropo1it:in

prohleiis. ConsideraLion will be

given io titeorius of muri3cipol ovrnnt,

the naturo of city politics, patterns of corntiriity clecisiort-iukihg, iner-

goviumnta1 re1iL.ions and pubiiu policies; Cane . iein empirical data will be

drawn from urban experience in Mç ' nt.real, Toronto and Vantouver.

Icrequisitc, either PS

222

or 223.

PS

32

1

1

- 5 hours - C.irviclian Ixtcr'ni1 Affairs.

Th

structure of the External Affairs Dcpertrnent

in Ottawa

and its net-

rk of foreign missions; the decision-rw.ikirg process by which foreign policy

is formulated and executed; Canadian perticipiition in

the

Corrnonwealth, I!ATO

such

'nri t

?

as the

T1rtr

United

?

!

l

-rrc;

States,

?

the United

1tre.

Iingdom, France, the U.S.S.R., the

People's Republic of China, the Caribbean region and Frarcophsnc Africa.

Prerequisite, PS 121 and

2111.

PS

1

$21_ 1

424 - five hours each -

Selected Topics in Canadian Covern.rnit: and Polit i

See

PS

L

111_ L 1 L

for organization of courses.

Prerequisite, 10 hcurs of uar divi;on cour':;•

in

the area of Canariian Covcrnrnt and_Poiiti:

3. Ccxnp:irat ivc' Government.

PS

231 - 3 hours - Intro:luction to orrtrative Go'iernnant.

The 3nethxIs and criteria employed in the study of

C

pir.itjve

gov:cni '

be c!ed tltrouh a survey of the dintinuishis'.g ciracteeistics In the

sytcm of a iir ol md::t'n nJ (!(velop.Lr' co

tatrie ;

the role of hi

?

,

grnphy and

ecorctic £c

ith in de ter:niidng l.o Ui diver:i y and

---

PS 331 - 5 hours Western Euroolitics.

• • ?

Curi'iit p.it1ct.L oLrutures ud p'ob1ms in U e Un i.Led Ki.i

?

1'.tn:,

Lh.! ider.i. Cermin

Re)Ul).L1C ,

Italy and Sweden;

NATO, U c European Corrmiri

M.irket (C.L.C.) and

changing relations with tip

-

countries of &tsterri Erop

and the United

States will be examined.

rnguisitc, PS 231.

PS 332 - 5 hours - K

.

-Astern European Politics.

A comparative

study of

corivnunist political systems, prilrk3rily in Poland,

Hungary, Czechoslovakia and the German Democratic Republic; lilaterai and

multilateral relations will be analyzed, including the

organization

and

functions of the Warsaw Military Pact and the Council of Mutual Economic Assist-

ance (COECON);

relations

with Western Ibicpean countries and North America will

also be considered.

Prerequisite, PS 231.

PS 333 - 5 hours - American Government and Politics.

The merican constitution; political institutions and processes at national

and state levels; executive-legislative relations

and

the judiciary; the civil

service and specialized regulatory agencies; political parties and pressure

groups; the military-industrial complex and the formulation of fore iy,n policy.

Prerequisite, PS 231.

PS 334 - 5 hours - Covernimnt and Politics of the U.S.S.R.

Domestic politics

and foreign relations during the post-Stalin pniod,

?

viewed against the background of the Bolshevik Revolution of 1917; th str'ucture

of the Soviet

state and the Cormunist Party and

their interlocking r'l.i Lions in

the Process of the formulatin and implementation of public policy-the

CCOnU:nic

plariri:iiig system, the military establishment

and the1egt1 systei; the nnl:ure

function

of ideology

in the

mobilization of public

?

B-16

---

12

PS

335 - ?

hos

ur

- (bvcrauent anfl Politics of thc_1x1e';Puhlic of Ch*

C.

?

'flu political p 'ese

sir.cJe

cuunit th:jig of rower in i'e9,

ag.tinst the 1.a"kgt oiir] of Ch

LflSC

his tO.y cfld ?1:. d ; iir•u .sh izij chi

?

er

i..t -

ics

of Chin

r

se

cu.ltur; attention will bj. given to the stucture ani futticn

of the Co;;unist Party, ftioist idcoloy and for.iga pirty and state relaiio.

Prerequisite, PS 231.

PS 336 -

5 hours - Polil: icr; of

DevelopingCountrics: Black Africa.

The process of the

building of tion-states in forner

colonial tetTiorii;:.

in sub-Saharan Africa; the legacies of colonialism and the issue of n2o-co!oni

ism will L-e examined; topics to include tha struggle for irtdeer.dence in thc

Portuguese colonies and the movement for' Pan-African unity.

Prcrequiite PS 231.

) ?

?S j JY

-

S hours - Politics of Duvelo

p

irig Countries: North Africa d the

Middle Cist.

Attention will be focussed on the political systems and foreign policies

of Egypt

and the petroleum producing states including Algeria, Libya and Irzn;

topics include Arab rationalism vis-a-vis Israel and the great pozrs, and thc

distinctive features of Arab socialism.

Prerequisite, PS 231.

PS 339 - & hours - Politics of

?

Asia.

Primary attention will be poid to the governnnts and politics of .1i.dt,

Pakistan and Jipen, with sor con

'

s

icler.iUou

givcn

to the states c3:fl;;risin Ir'b-

Chint

er.-J

Uic /iicdrt

intervention

in th

i,vgion.

0 ?

1ji.t,_P3211.

B-17

---

13 -

o

V'

?

5 ?

- J'oli1.i.c;_of

A coinp&rat:ive analysis of selected countries, of the region, 1xarticu1it'.ly

Mexico, At'gcnt.isu and Brazil; significuvt c)-unges in traditional

7OWP

struct-

ures,

political objectives and cxtcrrul relations will

be

euained in such

countries as Cuba, Chile and Peru; nationalism and radicalism as generalized

phenomena throughout the region will

also be considered.

Prerccuisite PS 231.

PS 431_434 -

S hours each - Selected Topics in CornraEive Government.

See PS 411-41 for organization of courses.

Prerequisite, 10 hours of upper division courses

in the area of Comparative government.

I

f.

International Relations.

PS 241 - 3 hours - Introduction to International Relations.

The nature of the national state system, the

forces

affecting ihternational

relations, the sources Of conflict and the

solution of conflict by armed force

or peaceful means. Topics include the historic, economic and ideological com-

ponents in the formulation of

foreign

policies, the functions of diplomacy, ceo-

nontic aid and subversion, and the legal and ethical restraints on

behaviour in

international

rela

Lions.

Prerequisite, PS Oil.

PS 242 - 3 hours - International Oganization.

The basic principles, structures and operation; of regional and ...r.)rid

:1

national

organizations.

Attention will be focussed

on the United

N&t ions ae1

s

p

ecialized agencies

ar1 on the

Orgcinization of

An'rican

States. C.truda' s zx1

in these organizations will be exrnL'ed.

PS 21;1.

B-18

---

PS 3!1 - S hourz - World Powtr Structure.

The rise of the Cold War bi-plar (Last v--' West) politicaL-nh].it3rY

bloc system and it transition, beginning in the 1-id-1960's into

an

of relative detente aid co-ordtiOr1 betucn th'

t.o

upr-pOW

?

tv,

procc:

;s

?

of the akenir of intcrrthcsion

d c within the

?

blocs; t

h e

xole

of the Sino-Sovict rift in thu restructuring of

relations arong

the r.ijor

powers; syrnplorn3 of the emergence of a new sytcm of balance of cower

t,-2-

tween the United States, the European &-,oir-

?

Cornunity, the U.S.S.R.,

the People's Republic of China and Japan.

Prerequisite, PS 241.

PS 342 - S hours - Relations between fleveloocd and Deve1prig Nations.

Problems arising from the disaritie9 in power and

calth between the

•. '

?

highly industrialized countries situated primarily in Europe and North

1iica

al

" Lbe ?

'-

?

rinCij1ly

Africa and Latin America. Topics

to

be

treated include colonialism

and tl'e

concept of neo-colonialism, patterns of

-

econcrni-c relations and political

COfl-

filet bet,een rich and poor countries, the :Lmpact on

international stability

of expanding populations and national aspirations in the latter, and the

de-v-

elopcnt of policies of adjustment and alleviation in the former. Attention

will be given to the confrontation

between

the have and have-not states iii

the United Nations and its speci.alied agrtcies.

PrereQuisite, PS 241 and on of the foI1o;in

PS 334 or 33Sor 336 or 337.

PS 343 - S hours, -

?

tiicIr1trr.1tiOfli tnw.

)

?

?

Th nature, srcs

rnd

knCtion5

of ir1tcrnatiOrtl law. Queution:;

cer'niflg s tate oec'ei,flty,

nat.

1crL1

i.

ry, jur c: iction ari arbitratic4 wil 1. L

C

%

ined. ?

e1.ected c: of a

?

U: Int o:'tl Gu't oU

Ju.;

B-19

will Le tuiied in

1'01t.jnn

to pn.'nt tr'td; in tItc 1zit

?

at

i ILti.

?

tl

o:'

---

i; ?

- S hctr i'ach -

See PS LL-'ii for or'ganizat:ion of courses.

Sir'site, 10 hours of

?

rv:i,nc.r;

in the area of International Relations.

S. Public Administration.

PS 251 - 3 hours - Introduction to Public Administration.

General survey of administrative structures and their

role in

decision-

making presses

in

the modern Western state.

?

Topics will include the

functions and responsibilities of administrative mechanisms in the rranagernent

of public finance, the judicial and quasi-judicial processes and personnel

selection and control. Some

attention

will be given to theories of public ad-

ministration.

Prereq.iite, PS Oil.

PS 351 - 5 hours - Fundamentals 'of Public Administration Organization.

Administrative structures and functions in the modern state will be exam-

ined in detail. Topics will include the goals and policies of administration,

the policy process and government planning, staff and line

in

the management

of government, forms of administrative conflict and obstacles to scientific ad-

ministration.

Prerequisite, PS 251.

PS 352 - S hours - Fundarrientalsof Public Administrative Behaviour

Administrative motivation and performnce will he examined in connection

with such questions as 'the qualification of high ranking adrrti.riistra'tors, po1i.-

tica.l control and administrative influence, "burcaupitho1ogy" and technocracy,

econo;ftic appica1 o athnistratjve efficiency, the open and c1ood caer

B-20

syterns and the dilemmas of a,d;ainistr'ative responsibilit

y

arid professionalism.

---

-16-

C,

PS 451-45

1

i - 5 hout's coch - S1c'ctcd

'1'o1ic3

in I\hlic A±ninistriicn.

Sc PS

t

I1l_41 for organi:'ttion of cources.

I'erquiitc, rs 361 and 362.

lionours Iorr:u.

PS

500 -

S bur's -

Honours Rctc1ir-s

in Political

Studies.

PS

501

-

5 how's -

Ilonours Essay in

Political Sludics.

0

B-21

---

.

P.

txj

z

I

---

APPENDIX

S

.

DRAFT CURRICULUM FOR A SEPARATE

DEPARTMENT OF SOCIOLOGY/ANTHROPOLOGY

0

---

APPENDIX C.

S

?

SIMON FRASER WIVSITf

DRAFT CURRICULUM IN SOCIOLOGY AND AZ'ZrHROPOLOGY

The Departhent of Sociology and Anthropology offers a variety

of courses in each discipline as well as a number of courses which

are

ing assumption

interdisciplinary

is that

to

some

Sociology

core areas

and

are

A

n

thropology.

distinct, while,

The underly-

others'

are caxrnn to both subjects and that a well-trained sociologist

needs a disciplinary as well as an interdisciplinary education in

both fields.. This need is particularly evident when the focus of

attention

is on a particular

geographical area or social problem.

In addition, the departmental ap

proach to its subjects attempts

to be comparative and historical. For instance, to understand indus-

trial mass culture, particularly

in

the Canadian context, the student

nu.zst not only be are of the emiirical data supplied by the discip-

lines, but also of

historical,

ideological, and social trends tough-

out the world which influence the Canadian context. Consequently,

there

is.

a marked emphasis, particularly in the early courses, on

equipping the student with the grourx1cork of empirical knowledge pre-

sented in a historical and, comparative perspective. In its later

stages the urideaduate p ogt-mne

delineates

areas that

have in

recent years become Specialisns within the two disciplines.

COURSE REQUIREMENTS IN LOWER LEVELS:

Students who plan -co graduate in Sociology and

Anthropology,

either Majors or Honours, must obtain

credit' for

the following courses

in the first four levels:

SA100, 150 and 170 plus 3 SA courses at 200 level. This is a minimum

requirement. Students may take additional

courses at the 200

level.

COURSE REQUIRI}1&S IN UPPER LEVELS:

Major Programme:

6 SA courses at 300 and 400 level.

The department

has a number of model prograrrmes, which, whilst not

compuiscry,

except

eloped

where

curriculum.

are

prerequisites

recommended

300

and

demand

400

to

level

students

a particular

courses

as they

may

sequence.

form

be

taken

a

logical

concurrently

and

dev-

S

C-1

---

1-lonours ?

ranme: 10 SA courses at the 30,0 mnd 40C level. They must

however, include SA499 and either 497 or 498.

• ?

Languages Other than English

Many raduat:e schools require a reading knowledge of one or Lo luuie;

oilier than English. Those who contepiate Tad ;Ludics

:ix'e

idvi:;eiL La :i:i•

dude lnuage courjes other than English

L -

L

their progr1zuumes.

DESCRIVION OF COURSES:

SA100 Aspects of Canadian Society

A preliminary course designed to familiarize students with the social

scientific approach by the detai

l

ed examination of one or more contem-

porary Canadian social issues. The focus will vary from semester to

semester, but might include such questions as those of Quebec, minor-

ity groups, socio-political trends and native peoples.

SA150 Introduction to Sociology

The study of basic concerns of sociology, such as social order, social

change, social conflict and social inequality through the concepts

developed by professional sociologists.

SA170 Introduction to World Ethnography

An examination of the majcr varieties of cultural forms studied by

. anthropologists. The course is designed to provide students with

basic information which may be developed in subsequent courses in

anthropology.

SA202 Modern Industrial Society

A comparative study of the princinal institutions of modern industrial

societies, including the political system, the economy, kinship and

social stratification, forms of social control, religion and the mass

media; social processes associated with industrialization - urtaniz-

ation, bureaucratization and secularization.

Prerequisites: SA100 and 150

SA220 Social Stratification

An examination of the principal types of stratification in caste, estate

and class systems. The course will deal particularly with studies ot

class and status in modern industrial, societies, and questions such as

the role of elites, class conflict, social mobility, and with the

changes in social stratification in developing countries.

Prerequisite: SA15 0

SA250 Introduction to Sociological Theory

•

?

An account of sociological theory, outlining the main ideas and c:oncepts

of the principal schools of thought.

Thecourse will also deal crer-

ally with the nature of social models, ext lariat ions and laws.

P

rerequisite: SA1SO

C-2

---

-3-

SA2E5

Introduction to Social Research

-

?

An introductio n

to tl nethodoloy of the social sciences, oludii

causal iiifererice, anLiiroDological

field work, historical research

W ?

and cnpiricaJ. techniques. Concentration will be on thc nethcd mu;t

uscd in

s o ciology

and a tiiropology, including docuneirs cnid co ...

analysis, participant observation, interviewing,

p

eL

r

nantal ;r.etbods

and sample

surveys.

Prerequisites: SAI50 and 170

SA260 .

Individual and Society

An introduction for sociologists and anthropologists to pertinent social

Psychological theories concerning the relationship of indivi.ivals to

social structures. The course will particularly concentrate on social-

ization.

Prerequisite: SA150

SAM Introduction to Anthropological Concepts

An examination of the major concepts employed by anthropologists, focus-

sing around culture and structure; the significance of envirorent, kin-

ship, economy, religious organization, symbolism and myth, and social and

cultural change.

Prerequisite: SA170

SA23 0 Peasant Society

A study of the types of peasantry in pre-industriai and industrializing

agrarian states through a comparison of regional and community institu-

tions of peasants in selected societies.

Prerequisite; SA170

SA300 Canadian Social Structure

An examination of the development of the major institutions of Canadian

society, with particular reference to the dynamics of contemporary

patterns of change.

Prerequisite: SA100

SA304 Social Control

An analysis of deviance and systems of social control in rmzxlern society,

with particular reference to law and techniques of formal and informal

sanction.

Prerequisite: SA202

SA308 Industrial Sociology

A sociological analysis of aspects of the industrial system: industry and

society; the industrial ccrrmunity;

bureaucracy;

the sociolo.' of

work; in--

formal organization in the vor

l

x group.

Prerequisite: SA202

c-3

---

SA310 UiThui Sociolo

An analysis of th structure, organization and deveio'ment of urban

areas: the evolution of cities, urban

p

r

ocess

in rl

to

. tion

ek:o:i

dve1ojment, tradition and change in urban social oIgaili

z

at ion.,

of urban

growth; and

problems of rapid Lxu'iizaLion.

Prerequisite: SA202

3A312 Fonaal Organizations

An analysis of the structures and processes of organizations in modern

industrial society. Theoretical rrdels for the analysis of organiz-

ational behaviour will be dealt with as well as empirical analysis cf

existing institutions in the major segments of contemporary society.

Prerequisite: SA202

SA314 Mass Media and Mass Behaviour

The analysis of the organization

and

social impact of mass media of

caranunicatiori.

Prerequisite: SA202

SA315 Sociology of Leisure

An introduction to the problems of leisure in the rrodern tworld, focussing

upon either the sociological analysis of sport or the sociological

. ?

approach to the study of contemporary mass culture.

Prerequisite: SA202

SA320 Sociology of Population Dynamics

A study of the reciorocal influence of population and social structure and

attempts to use population as a variable in social

explanation; a discuss-

ion of cultural arid institutional influences

on human populations with re-

spect to fertility,

mortality and

migration.

Prerequisite: SA202

SA321 Social Movements

A study of the sources development and effects of social movements in trans-

itional and modernized societies. Specific types of movements will be analysed.

Prerequisite: SA202

SA322 Sociology of Religion

An examination of the development and social impact of religious instibxticns

in modern industrial societies. Consideration will be given to the classical

theoretical approaches to the sociology of reli

g

ion, and further topics iich

may be considered include: denominational religion in Britain rind

•

Amer i

ca; the secularization thesis; the relationship

between science rind

religion, and the organization, structure and social appeal of sectaiirn

groups in contem

p orary

society.

Prerequisite: SA202

C-4

---

--5--

Si\23

'Y of Ieliii

. ?

religious

nodern

An

tribal

examination

soc.ieties.

an

U0

mov

p

ements

0i0c

of

Cons

i

ritual

ca1

in selected

theories

deratior.

and cosologica

colonial

of

will

religion

be

j

and

given

systems

post-colonial

and:aic

to

in

some

primitive

)

arid

classical

societies.

to

arid

rw

rd

Prerequisite: SA270

S.A325 Political Sociology

An analysis of the relationship between political institutions and

religious and economic institutions; the rise and fall of political

ideologies, systems and institutions; political socialization and

participation.

Prerequisite: SA202

SA327

Sociology of Knowled

An examination of sociological theories concerning the interaction of

social structures and meaning and

belief systems.

Prerequisite: SA250

SA331 Sociology of the Family

A description and

analysis

of the

p

rincipal systems of kinship

and

•

?

family structures with crcSs-cu1tal analysis of inheritance, marriage

and divorce. Attention will be paid to both sociological studies of

through

the family

anthropological

in

contemporary

field

industrial

work.

society and the material derived

Prerequisite: SA202

SA33 3 Soc iolç

?

Education

A sociological

analysis

of the nature of education and its relationship

to the social structure with special reference to modern industrial

class;

educational

society.

social

Aspects

in

c

stitutions;

lass

to be

and

studied

language;

education

vould

obstacles

and

include

the

to

econcny;

some

opportunity

of the

education

following:

in education.

and social

Prerequisite: SA-209

SA3 , 0 Classical Soc io1oiça1 Thought

A cumulative introduction to the works of classical theorists in socio-

logy'

i

ncluding Weber. Durkheim, Pareto and Sirrel.

Prere q

uisite: SA250

SA3 51 Classical Marxist

A detailed

s

tudy of

classicalMarxist

social thougit.

Prerequisite; SA250

C-5

---

.

0

Si52

Stnriur'i1

An uulyis of tho ideas of the nijcr

theorists of the structual-•

functionalist school.

Prerequisites: SA250 and 270

SA3S4 Contemporary _Socioliltheo

An irulvis of son: itjor theoretical issces o present concorn. Thc

subjccts to

be

discussed will be nnounced a the beginning of each

semester in which the course is given.

Prerequisite: SA2 50

SA355 Methods of Sociological F Ant

Iry

?

Research

The study of research procedures, irluding concept formation, observ-

aticn, measurement and verification.

Prerequisite: SA255

SA36 Quantitative Techniques in Sociological Inquiry

A consideration of the techniques for translating qualitative information

into quantitative data, and its processing by statistical means.

Prerequisite: SA255

SA358 The Philosophy of the Social Sciences

A study of the fundamental aspects of the logic and conduct of social

inquiry; general pattern of exp1art±ons; relations to physical theory;

the structure and use of models; problems of measurement and validation.

Prerequisites: SA250 and 255

SA3 59 Problems in Comparative SocioloT!

The uses and difficulties of the corarative method, exemplified in a

variety of studies dealing with comarisons between whole sociCtis,

between par

r

ticuler institutions cr processes in different societies

(e.g., political systems., social stratification

and mobility.,

education),

or between different groups in a single society.

Prerequisites: SA250 and 255

SA362 Social Change in ibdern In:iustrial Societies

Pri e-nd.nat

ion of social change in specific advanced industrialocic ties.

Prerequisite: SA202

SA3G3 Social Chaiige in the Third ¶or1d

An examina t

ion of &ociaJ. chnnge ins

p

ecific deveiopin countries.

Prerequisite:. SA270 or 230

C-6

---

-7-

A33 ?

tconumic tutropo:Lo

An cximimaLi.on of tie economic systns of tr.ftai. dnd pcasant socictics

with special reference to

organization of production, distribution,

exchaige, gifts and rLarkets; entrepreneurship.

Prerequisite: SA270

SA369 Political Anthropolgy

Comparative study of primitive

and

tribal political organization; leader-

ship in non-centralized and centralized political systems.

Prerequisite: SA270

SA370 History of Anthropological Thought

A critical review of theories, aims

and

achievements

in

social and

cultural

anthropology.

Prerequisite: SA270

Regional Studies in Anthropology

The e-thnography of the region, including coarative analysis of trad-

itional economies, politics, religions, corisanguineal and property

systems of the people of the region; contemporary national divisions,

economic contrasts and relatedness; the processes of social and eco-

nomic change within the region analysed in a structural context.

(At the 300 level, regional studies focus on general areas of the

world, showing especially the interconnections both within the region

and between adjacent regions.)

Prerequisite for all these courses: SA270

SA37 1

4

Ethnaphy of Africa

SM 36 Ethnoraolw of North kaerican native peoples

SA391 Et1'no'aphy of Latin Perica

S A 3 9 3 3

' Ethnography of Oceania

SA3 95 Cfrciolar Ethnoaphy

SA396 Ethnography of a selected region

---

SA I L '

?

Jjn

Ethri ?

jrcyc:Uies

An

analysis of specific Canadian ethnic minorities. The, groups will Le

studied in the context of the wider literature of race relations and

ethnicity.

Prerequisite: SA300

SA409 Sociology of Occupations

An analysis of occupations and professions, including recruibnent, train

ing, occupational organizations (unions and professional associations).

Attention will be paid to specific occup

ations, analysing their structure

and relations with other work groups.

Prerequisite: SA308

SA 1

416 Sociology of Art Forms

An analysis of the contribution of sociologists to the understanding of

art forms. Particular attention will be paid to the interplay between

irxles

of art and societal trends.

Prerequisite: SA314 or 315

SA+27 Sociology of Science

An examination of a number

of facets of the reci'ocal relationship

. ?

between the development of the etfts and institutions of science and

general social development. Among topics wfhich may be considered are:

the nature of scientific Ictowledge in pre-industrial societies; the

impact of Drwinism on social and religious conceptions, the changing

nature of scientific research; the scientist as a man of power; science

in totalitarian societies and the changes in the image of

the

scientist.

Prerequisite: SA202

SA450 Study of Particular Sociological Texts-I

An examination of the ideas of a particular thinker or group of

thinkers, or of the different approaches to a particular theoretical

problem.

Prerequisite: SA350

SA51 Study of Particular Sociological Texts-II

An examination of the ideas of a particular thinker or group of

thinkers, or of the different aproa.ches to a oarticular theoretical

problem.

Prerequisite: SA350

SA52 Contemporary Marxist Thought

A consideration of issues and topics in the area of neo.Marxist1thi.:gLt.

Prerequisite: 3A351

C-8

---

-9-

•A L

&3 Co1oniajin aiid the Study- pf- Liberation Movements

A study of imperialism, coloniälian and contemporary-mQvflt

S of

national liberation. Attention will 'be focussed on the bases,

structure and class character of specific national liberation move-

ments in the context of ixodern :imperialisn.

Prerequisites: SA270 and 280

SA467

Culture and Personality

The

interrelationship of society and personality in various cultures;

theories of the relationship between socio-cultural milieu and the

individual.

Prerequisite:

SA37 0

SA468 Cultural Ecology

Theories concerning the relationship of man, culture and environment;

cultural systems. as the means by which human populations adapt to their

environments.

Prerequisite:

SA37 0

•

?

SA469 Symbolism

and Myth

• ?

A comparative study of the function of Symbolism in

in

social,

ritual, and

cognitive systems. An examination of the structural and functional

• relations of cultural, social and personality systems from the viewpoint

of man as a symbolising animal. Particular cultures will be analysed

fran this point of view and the relations between symbolic systems and

culture change will be discussed.

Prerequisite:

SA323.

SA47

2 Ethno -hi story

An introduction to ethno-1-ijstorical methodology and theory.

Prerequisite:

SA370

SA473

Cultural Evolution

An examination of theories of cultural evolution with reference to

specific ethnographic data.

Prerequisite:

SA370

C-9

---

- 10 -

Specialized

Regional Studies

and

Studiesnations.The

Specias

udy

?

courses

lized

of

(These

Specific

SA37

reseah

courses

L

4 .

to

ethnic

opportunities

396.)

are

?

intended

'oups, regional

to

following

provide

dlvjj0

ircre

on

?

the

specific

5

:Regional

and

SA475

West Africa

?

- ?

Prequisj-te:

?

SA37'

SA476

East Africa ?

-•

SA374

SA477

Southern Africa -

SA374

SA480

Southern Asia

?

-

SA270

SA486

Indians of the

Nost Pa

j

fic -

?

TI

?

SA386

5A487

Indians of the Eastern

t&Ilands and Plains,

?

SA386

SA488

Doreal Indian Groups -

?

SA386

SA490

British Columbia

?

- u

SA300 or 386

SA491

Latin America - Specific RegionsI -

Prerequisite:

?

SA391

SA492

Latin America -

Specific RegionsII -

SA391

SA495

The Eskjjo

?

- ?

Preujsiee:

?

SA395

SA496

Other Special Regional

Leas

?

"

?

SA270

SA497

Directed Honours Readiflgs in Anthropo10

Directed readings in a selected field of study under the

direction

a single faculty member.

?

A paper will be required.

of

SA498

Directed Honours Readings inSocio1ogy

Directed readings in a selected field of study under the

d

irection of

a single faculty member.

?

A Paper

will be re.quircd.

SA

IL 99

?

Fionours Essay

An

directjo

H

onours

of

essay,

an individual

of some

?

10/15

,000xrds, will be writ-ten

under the

faculty member. A copy of the final essay

t m

ental library. It will be defended in

must be deposited in the depar

a seminar.

Must

SA497,

take

498

SA4

and

99.

409 only

av

ailable to Honoui's

St

udents. All Honours

students

c-lU

---

4

S

0

---

.

APP

END

:

I

X ?

D

SUBMISSIONS ASSESSING OR

.

COMMENTING ON

THE EXISTING CURRICULUM

AND THE PROPOSED NEW CURRICULA IN

P

OLITICAL SCIENCE AND SOCIOLOGY/ANTHROPOLOGY

---

PPENDIp.

F.Q. Quo

?

October, I973

. ?

Professor of Political Science and

Dean, Faculty of Arts and Science

The University of Lethbridge

Lethbridge, Alta.

COMMENTS ON THE PROPOSED POLITICAL SCIENCE CURRICULUM

I.

?

subject

and

The areas

t

raditional.

matter

of study

from

?

In

proposed

the

general,

perspectives

in thi's

political

curriculum

of ideas,

scientists

are

organizations,

fairly

deal with

standard

theirpro-

?

cess

emphasis

and behaviour.on

"ideas"

?

in

The

this

proposed

particular

curriculum

department;

clearly

otherwise,

indicates

why

the

?

are P.S. 11 (a) and (b) (6 hours), along with P.S. 011 (3 hours)

considered "requirements" to be included in the 18 hours lower

division

But I will

courses

argue

for

-- why

majors.6

hours

?

I

instead

do agree

of

with

3 hours?

the reFurthermore,

q

uirements.

?

both P.S. 111 (a) and P.S. 111 (b) must be taken if one wants to

receive credit. Why deny credit to those who are interested in

only modern political ideas? Why can't the two be separated as

P.S. 111 and P.S. 112?

?

What would a student from another di'

sci-

?

Political

pline do? Should

ideas

si

he

mply-because

give up the

he

opportunity

can't afford

of

the

being

luxury

exposed

of

to

reading Plato and Aristotle?

T

raditionally_ they are classics;

• ?

say.

nothing

?

Conversely,

new ever happened

you may

since

also prevent

Plato and

Philosophy

Aristotle

and

--

History

so they

students who are interested in Plato and Aristotle but don't give

a damn about Lenin and Mao from exposing themselves to political

Philosophy

I

scientists'

would strongly

220:

viewpoints

?

recommend

The State

of the

the

and

great

separation

the Citizen,

p

hilosophers.

of

with

course

P.S.

?

111

Compare

ill

(a)

(a)!

and

(b) and give credit for any one of them. Furthermore, require-

ments for majors at the lower division (18 hours) should stipu-

prevents

ideas

late one

course.the

general

students

?

Remember,

introductory

from

they

taking

and

are

both.

only

minimum

one

requirements;

introductory political

nothing

?

2. Titles for the Areas of Studies

4.5.3.2.1.

Public

Comparative

Canadian

I

Political

nternational

AdministrationGovernment

Thoughts

GovernmentRelationsand

and

??

AnalysisPolitics

??

3.

2.

1.

Comparative

Canadian

Theories,

Politics

Government

Scope

Politics

&P1ethoj

and

?

?

4.

In

ternational Relations

5. Public Administration

3. ?

Comments on Areas of Study in General

A. ?

Too many courses under the category of Comparative Politics.

• ?

be

Political

Indeed,

from an

Comparative

Science

i

ntroductory

curriculum

Poli

to

tics

a

nowadays.regional

Constitutes

?

and

But

the

then

the

major

to

sequence

a

portion

particularshouldof

,

political system; e.g., Introduction to Comparative Politics

?

- ?

Latin America

?

-> Brazil

?

-- ?

special topic on Brazilian

D-1

---

2.

. ?

3. A.

Politics, and so forth.

?

The proposed curriculum follows

this principle fairly well.

?

However, every Political

Science department has to decide where to draw the line so

that it will not end up in offering as many courses as there

are countries. P.S. 332: East European Politics,js too

specialized a topic for undergraduates in North America,

unless you have special ethnic groups locally demanding such

a course. ?

It is possible that this course could be com-

bined with P.S. 334:

?

U.S.S.R., since there are similarities

?

in the ideological and structural patterns among these coun-

tries. ?

It is also possible to combine P.S. 332 with P.S. 331

Western European Politics. If it were combined this way

(P.S. 331 and P.S. 332), you would have the advantage of

making a contrast between the Eastern European and the

Western

in

P.S.

European

331 seems

patterns.improper.

??

Inclusion

First of

of

all,

the

British

United

democracy

Kingdom

?

is one of the fundamental patterns for most parliamentary

systems. ?

It usually would have been covered in an introduc-

tory course already.

?

In light of the Canadian political

?

tradition and ties with the Commonwealth countries, it is

worthwhile to think about a separate course on Commonwealt.h

nations covering the United Kingdom, Australia, New Zealand,

•

? etc. ?

P.S. 336 and P.S. 337 could be combined, too.

?

In other ?

words, I believe the 330-level courses should be more

region-oriented and specific countries, smaller areas, or

less important (or less demanded) areas should be covered

under P.S. 431-434 which could vary from year to year.

B. ?

Canadian Government and Politics

a.

P.S. 221 shouldn't be entitled Canadian Law; for the

course description clearly indicates the scope will be

extended to a general problem of administration of justice.

If it were to be nothing but Canadian Legal Systems, then

it should be at the 300 level.

?

The important point,

however, is that many pre-law students would welcome a

general course entitled Administration of Justice, a course

in

which the general problems of legal systems can be ex-

plored with emphasis on the Canadian scene.

?

There is also

a need for the department to offer, at the 300 level a

Constitutional Law course which will facilitate pre-law

students as well as majors and journalists.

b.

P.S. 323 should be entitled Urban Politics as the course

description indicates that it will be taught from a

comparative perspective with other Western urban political

systems.

.

?

?

c. P.S. 324 could be changed to Canadian Foreign Policy.

?

External Affairs sounds too i nsti tutional in approach as

- ?

it is a 'proper noun" for the department

in

Ottawa.

D-2

---

3.

C.

?

International Relations

a.

P.S. 342 is an innovation and should be a good course.

b.

An

behavioural

addition of

viewpoint

a course

is

in

highly

international

desirable.politics

?

it is

from

also

the.

desirable to have an international relations course on a

regional basis, e.g., International Politics in Asia, in

Latin America, etc. -- this will compliment the comparative

Politics area in which many regional courses are planned.

D. ?

Public Administration

a. ?

Public Administration can be either an interdisciplinary

program or an independent department by itself. The public

administration program in a department of Political Science

should be centered around the study of bureaucracy.

?

For ?

those who want to go into civil service, however, courses

such as Organization Theory, Personnel Administration, are

important and useful ones.

?

Since the department has indi-

cated, as one of the "targets" aimed for by the proposed

curriculum, the need for recognizing supporting disciplines

such as economics, Econ. 371 and Econ. 387 (see Calendar,

P. 89), should be liste.d in this section as suggested courses.

E. ?

Political Thought and Analysis

. ?

a. ?

In 2 above, I have suggested a change of title for this area

title

P.S.

of

it

study

looks

311:Political

?

into

awkward

Government

Theories,

Thought

to have

and

and

Scope

P.S.

Economic

Analysis.

and

211:Method.

?

Order,

Political

?

under

Unless

Behaviour,

a

it

common

is done,

(?)

?

b. ?

P.S. 314 should be entitled Scope and Method; for it reflects

more of what is intended in the course description.

4. ?

Minimum Requirements at the Upper Division

I think it is rather peculiar to expect every student majoring in

Administrative

political science

Organization.to

take P.S.

?

More

351:

?

than

Fundamentals

80% of-political

of Public

science

majors in North America have never had a course in Public

Administration --why isn't a course in international politics a

a

minimum

may

career

argue.

requirement

goal

?

Then,

in law",

the

for

department

their

a political

interest

also

science

would

suggests

"likely

major?

that

--

be

"for

for

Canadian

Majors

example,

withone

?

proposal).

Government

?

and

How

Politics

important

and

is

International

International

Relations"

fTtjons to

(

p

a

. 4.

lawyer?

of the

?

Most of their practice will never have any international element

anyway.

S

D-3

---

4.

5.

Graduate Section

Evidently, SFU considers graduate degrees to be

hl

research

u

(legr'es

The flexibility in graduate curriculum is highly feTiibTe.

?

But if

you consider the fact that you are preparing students for university

teach i rig , as the department admits it does, some mi nimum requi rement

in the breadth of training is necessary.

?

UnTess one is assured of a

teaching position in a large department, it is rather important that

one can teach in several areas of the discipline.

?

Many American ?

universities, except the Ivy League, therefore, require several

areas for comprehensive exams and also, so many minimum course works.

Too much flexibility in the graduate program may result in the pro-

fessional inflexibility of the individuals in their futures.

In contrast with the existing curriculum, as shown in the Calendar,

the proposed curriculum is a great improvement -- and I mean great!

The existing curriculum hardly identifies Political Science as a discipline.

The proposed curriculum also achieves the goals the department listed at

the very outset of the memo, though further improvements such as the ones

suggested here are necessary'.

?

I think It is a "great leap forward"!

.

D-4

---

APPENDIX D.

October 1/13

.

CURRICULUM VITAE

F. Quci Quo

Personal data:

Born January 14,1933

Married (wife Shirley L. Sadler, B.A., M.A. German; daughter Leslie

Elizabeth, born 1965)

Citizenship: Canadian (wife, U.S. citizen)

Present position and address:

Professor of Political Science and Dean, Faculty of Arts

and

Science

The University of Lethbridge, Lethbridge, Alberta, CANADA

Office telephone: 403-329-2598

Residence: 2014 - 24th Street South, Lethbridge, Alberta, CANADA

telephone: 403-328-4063

Educational background:

?

.

?

B.A. - Political Science, National Taiwan University

M.A. - Political Science, University of Oregon

Ph.D. - Political Science, Southern Illinois University

Positions held:

•

Professor and Chairman, Department of Political Science,

?

?

• ?

University of Lethbridge, 1970-71

Visiting Fellow, Princeton University, 1969-70

?

• ?

Associate Professor and Chairman, Department of Political Science,

University of Lethbridge, 1967-69

Visiting Fellow, St. Antony's College, Oxford University,..1966-67

•

?

Associate Professor of Political Science, Central Washington State

College, 1965-66

Assistant Professor of Political Science an&History,.41RSkC

Methodist University, 1963-65

Graduate Fellow, Southern Illinois University, 1960-63

Graduate Assistant, University of Oregon, 1959-60

Honors and awards:

Fellowships, Fuibright Grant, P1 Sigma Alpha (National Political

Science Honors, U.S.), Excellence in Teaching Award, Canada

Council Research Grants, University Research Awards, Canada

Council Senior Leave Fellowship

40

D-5

---

•

?

CurLcilum Vitae

F. Q

.

Quo

Oct. 1/73

?

2

S

Publications and research:

Book: F. Q

.

Quo and J. A. Long,. Political. Systems: An Introductory

Analysis, Wadsworth Publishing Co., Inc., Beitnont, California,

1973 (ISBN 087872).

Articles: "Alberta: One Party Dominance", with S. A: Long in Martin Robin ed.

Canadian Provincial Politics

.

, Prentice-Hall of Canada, 1972,

pp.

1-

"Sino-Canadian Relations: A New Chapter", with A. Ichikawa, in

Asian Survey (U. of California Press),

V

ol. XII, no. 5 (May, 1972),

• pp.

386-398.

"Democratic Theories and Japanese Modernization", in Modern Asian

Studies (Cambridge U., England) Vol. VI, no. 1 (1972),

pp.

17-31.

"Ethnic Origin and Political

Attitudes:

The Case of Orientals",

Canadian Ethnic Studies, Vol. III, no. 2 (1972),

pp.

119-138.

"British Foreign Policy and the Cession of Formosa", Modern Asian

• Studies, Vol. II, no. 2 (1968), pp.

141-154.

"Democracy in Postwar Japan", A paper published by the Conference

On Democratic Socialism, no. 93 (December 1967), included in the

• ?

Reformer (Party

.

Organ of the Social Democratic

Party:

of Japan),

pp.

49-54.

• "On Political Thought of Kawai Eijiro", in Collected Works of

Kawai Eiiro, Institute of Social. and Political Philosophy, Tokyo,

Vol.

9

(Feb. 1969).

"Japanese Liberalism", in Review of Politics, Vol. 28, no. 4,

pp..

477-492.

"Nihon-no Jiyushugi", Japan-American Forum no. ii, pp. 8-22.

same article translated and

published

in IONDA (Korea), Vol. 3,

no. 1 (Summer 1967), pp. 20-23, published under the auspices of

U.S. Information Service.

Rcvie.s Articles: in Canadian Journal of Political ScI'rice, Pacific Affairs

.

JourrL!!

of Asian Studies, etc.

Series of non-academic articles onelectiorts,

in newspapers, radio, 'V programs.

Referee reader for the Canadian Journal of Po

served as evaluator for various

Canada

ethnic group:,,

c:iu:

rent a C L:a t

titical Science, and al.o

Council prójct:ts.

D-6

---

CtirL

Le, Luct

Vita1'

F. Q Quo

Oct:. .1/73

.

Papers

p

resented at Professional ?

etings

"Split-Ticket Voting in Alberta", Canadian Political Science

ASSOCIatiOL

June, 1968.

"Non-Western Political Theories", Canadian Political Science Associajor

• June, 1971.

"Democratic Ideologies and Political Development", Midwest Asian Conf are

October, 1968.

"An Analysis of Community Power Structure", University Symposium, Calgar

1970.

"Politics and Literature: The Case of Postwar Japan", Symposium on Far

East, Princeton, 1969.

Current research:

Author and Editor (with J. A. Long) of the forthcoming book Politics and

Government of Alberta to be published under the auspices of S.S.R

of Canada;

Contracted research on "Chinese Immigrants in the Prairies" with the

Department of the Secretary of State, CANADA,

($5,700)

to be

completed in 1974.

Mberhi.pon Committees and Educational Or

gizations:

W ?

Member, Coordinating Council of Universities of Alberta

Member, Consultative Assembly, Social Science. Research Council of Canada

University representative to A.U.C.C.

Advisor, to Canada West Proj

ec t:

Member and Chairman of various internal committees

Other Experience:

Special lecturer, "Scientist of Tomorrow", a Ford Foundation sponsored

project

Interpreter with U.S. Military Assistance Advisory. Group

4-month training in the Officers' Language Training School; farm iainir

in California

Lao

Japanese, Chinese, Fukien: all can be handled as

native t:onun

French, German: only good enough to use, with the aid of die t:!.oner';

in research

o

?

.

---

Curriculum Vitae

F.

Q .

Quo

()t. .1.173

?

it

..

References:

Dr. W. E. Beckel, President, Th University of Lethbridge, Lethbridge,

Alberta, Canada

Dr. .0. C. Holmes, Vice-President Academic, The University of Lethbridge,

Lethbridge, Alberta, Canada

Dr. R. H. Nelson, Chairman, Government Department, Southern Illinois

University, Carbondale, Illinois, U.S.A.

Dr. W. A. S. Smith, Dean, Faculty of Arts, Simon Fraser University,

Burnaby, British Columbia, Canada

Dr. J. A. Long, Department of Political Science, The University of

'Lethbridge, Lethbridge, Alberta, Canada

Dr. L. C. Hepler, Department of Chemistry, The University of Lethbridge,

Lethbridge, Alberta, Canada

.

o ? .. ?

. ? .

---

SIMON

FLLASER UNIVERSITY

?

APPENDI Q..

S.

.

MEMORANDUM

etribers

of

the

Sub Committee ?

I. Mugridcfe,

of the

Acc1mic Plarthlri4 Cdii

niEe ?

Assistant Vide1rosi.dcit

Acetclernic

25 Ocotber,1973

subject ?

Date.. ?

......... ........

I am attaching copies of three memoranda I have

received from students commenting on the curriculum proposals

for Departments of Political Science and Sociology and Anthropology.

Also attached is a copy of a memorandum from one of the PSA graduate

students to the Acting Chairman of the PSA Department, commenting on

the proposal to split the

. Department

.

into two units.

These are the only written submissions which I have

so far. In addition I have had one visit from a PSA major to discuss

the questions posed in my last memorandum to students. It was his

opinion that the best interests of the students, of the Department

and of the University would be served by splitting the Department

into the two units which have been proposed.

'

CR^

I. Mugridge

md

f

•i

?

L.

L

S

D-9

---

A Critique of Proposed PSA Curricula

APPENDIX D.

October

25,

1973

I. ?

ui

t:roctuci.: [on

This cdtiquc is intended as a response to the memo oE

Oc Luher 10,

1973,

addre;sed to P.S .A. Majors, which called or

"vtiui

t Lvc conunent:" on propo3ed curricula in PSA by Oct oh(_r

25.

the memo and its enclosures were not di3trjbuted to Graduate

Students in the Department, I am relying on documents which I understand

were reproduced later as the enclosures. Specifically, these are:

i) A memo by I. Whitaker dated September 11, 1973 entitled "5th

Amended Version" and ii) a memo by M. Halperin dated March 28, 1973

entitled "Provisional Target Model..."

?

For discussion purposes,

?

I will call these the Whitaker model and the Halperin modal.

There is a certain element of absurdity involved in the process

of writing a critique of such an abstract entity as a draft curriculum.

No mechanism exists within the University to ensure that content enshrined

in the Calendar will in fact be taught. in the lecture theatre (see "The

A to Z of PSA" p.12). Nevertheless, I believe sanctions do operate

• ?

against "unacceptable" preaching; that those who operate the sanctions

probably do so in the belief that it is the preachings which are

unacceptable and not the underlying conflicts

which

those preach ings'

reflect; and that therefore there is some minor merit in attempting a

critique of the proposed P and SA curricula.

The present critique will therefore emphasize the shortcomings

of the proposed curricula in their own term, and in terms of the mandate

given to the Sub-Coimnittee of APC by Senate. This methodology, however,

should not be allowed to obscure the fact that these proposals represent

one side in an ongoing, deep

..

runnjng, and fundamental conflict within

social science as a whole. This conflict has numerous aspects: the

conflict between objectivity and subjectivity, between instrumentalism and

enquiry, between dialectical models of conflict and systems models of,

co-operation, and so on.

?

I suggest that these aspects are organized?

systematically, and that their organization is most generally described

as "political."

D-1O

---

,--.

Next the introduction asserts that ".. . some core areas

are dis t uc t,

while others are

common ?

to both subjects... "

Once

again,

S ?

1:e

reider must:

deduce from the

detail of the curricu

mm

which are

which.

At:

Hr:;I'

?

sight

a com.ari.son of

SA202

with SA27() ?

:;u , tt5

that:

?

the

tLotiomy,

I ,

E

1.

iglI)r1 ,

afl(l

social proceses and chaiigo tie

t.OtIm1t)fl ;tLt'fl.

?

hut

i. L

appct rs tha r. in ('he former course these are ''i.tia t .Ltu tions'' while

in the la t ter they are "concepts.

"

(This confusion between material

things and ideas is often a major feature of conservative social science).

In the second paragraph of the introduction, it is asserted

that "...the departmental approach to its subjects attempts to be comparative

and historical." In the latter part of the pararaphit is asserted that

the S & A Department will place "... a marked emphasis, particularly in the

early courses, on equipping the student with the ground work of empirical

knowledge presented in a historical and comparative perspective." 1 suggest

that this paragraph is completely misleading. I can find only one course

out of a total of ten lower level courses in which there. is. even a remote

suggestion that a historical approach is involved - SA280, "A study of

the types of.peasantry in pre-industrial and industrializing agrarian

states..." Even here, I suspect that the approach will actually involve

static comparisons between typologically defined groups, rather than

the evolutionary development of single groups.1

Nor is the situation in the upper level courses much better.

I can find five courses Out of sixty-two which appear to have a historical

component (SA300, 310, 321, 362, 363), and perhaps another dozen which

give promise of Static comparisons (SA322, 323, 325, 331, 359,368, 369,

401, 409,463, 467, 469). Nowhere do there appear to be courses which

consider "the evolution of diverse societies over extended time periods..."

on a comparative basis. (Briemberg, "Curriculum", quoted in "The A to

Z. .." p.4).

I suggest that the entire secondparagraph, with the exception of its

last sentence, is an unconscious fraud. The appraoch should be historical.

It should be comparative. But most of all, it shuld be historical and

comparative simultaneously. Numerous critics have demonstrated that

conservative social science finds this task impossible.

2

?

The Whitaker

0 ?

model has demonstrated it yet again.

One way of surmurizing the defects of the Whitaker model is

to point out that it fails in a fundamental way to fulfill its initial

---

--4--

I:romtce of a

.

holistic approach .

. Rather, as the last sentence of the

•

?

. introduction puts it, the curriculum will delineate

" ...areas oC

specialization that have in recent years become specialization within th.

t

t.-,;C)

disciplines." ?

That this tendency is proposed over

it

tendency towards

an interdisciplinary, comparative, historical and holistic approach i

not simply a matter of taste. It has profound social. implications for

students, for the University, and for the larger society.

For the students, this curriculum will provide a basis

for later specialization as social workers, probation officers, civil

servants, and other such semi-professional technicians of social control.

It will not provide them with the tools or the incentive to enable them

to discover the fundamental processes by which their society operates,

nor will it help them to change "their" society.

For the University, the choice of such a curriculum will lead

within a short while to a further demand for an "administrative separation"

of Sociology from Anthropology - that is, to further specialization and

• ?

empire-building. The reluctance of the present proponents to specify

their "distinct" core areas is sufficient evidence for this statement.

For the society in general, the proposed S & A curriculum

will provide the ideology of conformity and the technicians of consensus.

III. ?

The Halperin Proposal

This proposal is far more forthright about its aims than the

Whitaker model. On an accompanying memo dated March 28 the basic claim

is made that the proposal is "...a coherent and comprehensive sequence

of courses" while the first page of the "Provisional Target Model"

sets as its aim the provision of "... a systematic understanding of the

political process..." for students with "general interest," "career,"

and "graduate work" orientations.

?

The careers are specified: government

service,

14W

journalism, high-school teaching.

If these aims are accepted,. the proposal cannot be criticized

on internal grounds. As its creator claims "...it presents no significant

departure from programmes currently in operation in reputable inst:Ltutiona

throughout

North

America." (Memo, March 28, 1973, p.1). ?

This cr:ltiqua

---

will tIurefore confine itself to pointing out one or two additional

characteristics of the proposed programme

which

have been unaccountably

ommitted from the March 28 description.

The first of these omissions concerns the "five areas"

into which the curriculum is organized. How were these particular

areas selected? What is their underlying rationale? I suggest

that they are closely correlated with the specialized interests

and careers of the senior political science professors in the

present PSA Department. Reference to the vitae published in the

Course Outline for Fall 1972 yields the following correlations:

1. Political Thought and Analysis - Dr. A. H. Sotnjee

"He has published... The Political Theory of John Dewey...

He has done work on theoretical problems of political

development." (p.S).

2. Canadian Government and Politics - Dr. Martin Robin

"His main interests are Canadian politics and political

parties..." (p.4).

3. Comparative Government - Dr. Maurice Halperin

" He has spent many years in research and teaching in Mexico,

Brazil ... Cuba... Paris ... Moscow..." (p.2).

4 and 5. International Relations and Public Administration - Dr. Edward

McWhinney, Q.C.

"He has served as Legal Consultant to the United Nations, and

to various governments, foreign and Canadian, including

service as a Royal Commissioner on the Commission on the

French Language and Minority Language Rights in Quebec." (p.6).

The second omission concerns the ideological aspects of

the proposed curriculum. These aspects seem to be a reflection of the

careers of the senior political scientists, combining an attitude of

service to the established order with an implicit critique of other,

specifically left-wing forms of government. (obviously this coibination

is a proper one in view of the career orientation of the whole programme).

Career-oriented anti-socialism is certainly not uncorrnön in Canadian

public life - W.A.C.Bennett springs immediately to mind - and it is thus

all the more surprising that this facet of the proposal was not made

explicit. Some examples may make the situation clear; for convenience

)

they

are

divided into two areas: careers in established institutions, and

anti-socialist ideology.

D-13

---

--b••-

Lu Lh first area, the proposed Graduate Section ". . .

to prepare the student for university teaching, professional research

and specialized governmental or other public service." (p.5).

The undergraduates are to be prepared for government service, law,

ournalisnt and teaching (p.4 above). None of these activities are

usually regarded as being subversive, except sometimes in Quebec.3

Another example of the ideology of service to the establishment

appears in PS 212, which will be concerned with "...the development

and maintenance of democratic systems." (p.6). The underlying assumption

here is that, once developed, such systems never become obsolete or

outmoded; they simply require maintenance - never reconstruction.

The PS Department (possibly an appropriate title!) aims to provide the

necessary maintenance men.

In the area of anti-socialism, a fine example occurs in P3313,

Goodwin

where John Diefenbaker, J. S. Woodsworth and Ginger

HOW

are forcibly

united in "An examination of ideas and. movements outside the mainstream

of Anglo-North American liberal and democratic theory, including

conservatism, pacifism, anarchism, socialism and communism.., and...

absurdist and existentialist critiques of the political order." (p.7).

Further evidence of anti-socialist attitude can be seen in

the contrast between PS 331 and PS332; respectively Western European Politics

and Eastern European Politics.

?

Both courses have the same prerequisite,

and their titles would imply a common approach to different geographic

areas. But in fact only the former course seems to be geographically

based (and "objective" on the question of political structure); the

latter course is explicitly "A comparative study of communist political

systems..." Which course will include Greece? Turkey? Portugal?

Where is the

.

-course on "A comparative study of fascist political systems..."?

Because it is around the question of "Relations between

Developed and Developing Nations" that world history has been shaped

since the beginning of this century, it is also in this area that the

iou-comme. rability of the concepts proposed by the Provisional Target

• ?

Model is most apparent. If I spend some time on this particular course,

it is because PS

342

seems to me to highlight the defects of the entire

-- ?

proposal.

D-l4

II

---

The clear implication of the title of PS 342 is chat

the world is divided in "Developed" and "Developiu" countries. No

attention is paid to the alternative view, that the division is

between "Developed" and "Under-developed" countries. Yet the latter

dts(' Iiicttou is nutuc scientific, more holistic, and has the advanra;;e

o U I

.

Xprcssilio, the view of many of the ''Developing''

COWl

tr ths tIuCmieives

It is more scientific because it expresses the wealth of the "Developed"

countries as a function of the poverty of the"Under-developed." It

is more holistic because it explains the difference between them as

a product of their historical relationship. The advantage of understanding

the viewpoint of the "Under-developed" countries is, I presume, self-

evident.

The topics to be treated by PS 342 include "colonialism

and the concept of neo-colonialism, patterns of economic relations and

political conflict" between the two defined groups. It should be asked

why neo-colonialism is a "concept" while colonialism appears as a reality?

Why is it that these groups have economic "relations" but political

"conflict" ?

?

The answer, I suggest, is that the reality of neo-colonialism?

is the most historically advanced forts of colonialism, as practised by the

current world super-powers. This form of colonialism leads to economic

conflict (not a mere relationship). Nor are the economic conflicts

• ?

and the political conflicts confined to the United Nations and its

specialized agencies, as implied by the last topic outlined in PS 342.

Finally, it is clear that the course outline of PS 342

views the "poor countries" as a threat to "international stability,"

because of their expanding populations and national aspirations. The

"rich countries" are seen as responding with "policies of adjustment and

alleviation." ?

I suggest that this perspective is a travesty of the

historical and the contemporary relationship. "International stability"

is a mystification of the balance of terror which has existed since

World War II, if not since the Opium War of 1842.

?

But "policies of

adjustment and alleviation"?

?

Does that expression describe the atrocities

of Indo-China? ?

Or Guatemala? Or Hungary? Or Bangladesh? Or Chile? Or

Angola? ?

PS 342

is, I

suggest, a purely ideological exercise.

D-15

---

__8__

IV.

?

Colic L.1sion

My general conclusion is that both niodels are conservative in

comphxion, although there are some differences in emphasis, apparently as

a resu:lt: of their explicitly different goals. Both models are b'sically

"static". The Whitaker model is static because it has divided its

subject: matter along purely conventional lines, thus excluding any

possibility for the development of holistic and historical generalizations.

The Halperin model is static because it is based on aRostowian perspective

of economic and political development which views the Western liberal

democracies as the final stage, rather than as a moment in a dialectical process.

Both models are compartmentalized, apparently in the interests

of professionalism. A response to the third Senate directive calling for

a

11

clearstatement of philosophy... in relation to closely related

disciplines" is completely absent from the Whitaker model. But the

Halperin solution is scarcely an improvement; the problem is shucked off Onto

the undergraduates, who will be "advised" to take a minor in a supportive

discipline. Neither curriculum is in any way connected to the other.

Finally, neither model exhibits a unifying.academjc theme.

The Whitaker model claims to have one, but fails to substantiate the claim.

The Halperin model merely claims to be "comprehensive" and "coherent" -

coincidentally, the faculty to teach its programme are already on the staff

of the present Department, but no critique of the curriculum they presently

teach is provided. There is, of course, an essential unity beneath the

apparent diversity of the two programmes. Both offer an uncritical,

career-oriented prograimie. It is the paradox of SF11 that academic freedom

had to be sacrificed to achieve an uncritical social science department, and

that the price of the resulting unity is to divide the department.

.

D-16

---

S ?

1. Tie aects of the

political and ecoaoriic

length by

Andre Cundar

Unde:rdcve1oent of So

Press, :1971.

typological approach, and its undtr1ying

ramifications, have b'en dealt

with

at

Frank. See 'Sociology oE Development and

io:1ogy, reprinted from Catalyst by Pluto

2.

Frank, ibid. See also Daniel Foss,

"The World View of

Talcott

Parso

,

ls

ll

in Soc1.o1oyon_Trial, (?rent ice -Hail, Inc., 1965); C. Wright

Mills, The Sociological L

a

,a

n

arion, (O.U.P., 1959); etc., etc.

3.

See John

Porter,

The Vertical Mosaic, (U. of T. Press, 1965),

it

,

which he remarks

' T

A view of intellectuals as a class opposed to the

social order is, of course, wrong... It is the corrnitment of most

intellectuals to the status quo which gives rise to the term

'estab1ishmert' ... " ?

(p.492).

4.

The Opium War was fought

by the

Western powers against Imperial China

in a successful attempt to maintain their right to import cheap manufactures

including opium into that country. See Barrington Moore Jr., Social

Origins of DictatorshiD and Democracy, (Beacon Press, 1966), p.176.

.

S

---

(L)

i

h

/ I ;.

APPENDIX D.

V

ri-

(\.

?

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C ?

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• ?

C ?

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p

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h-

?

7r

H -

I • ? • ?

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c

.4 ?

s

j.

?

tL

?

•

?

a

_b

t

?

fkc

,0-A

• ?

c1 ?

-L"

.

D-18

---

• o

Il

al

I

(

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L•) ?

''-' "Z'' -'v-Z-

?

LJ -'

J-tL ?

I

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?

U

L4 1

__

?

I

( ?

(s

1 ?

b

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1 ?

CL0

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w

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pcA

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• -•

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_--•-

D- 1

---

-cj

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( .

f

kxRo _

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).

.

D-20

---

APPENDIX D.

11 North Sea Avenue

• Bur-Del

-

--y 2, B. C.

October 17, l73

Dr. I. Miigridge

Secretary of the Sub-committee

Academic Planning Conmittee

Simon Fraser University

Bureaby 2, B.C.

Deer Dr. Nugridge:

Not

the

I do

academic

being

wish to

a PSA

point

merits

student

out

of

what

the

of

tio

long

I believe

curriculum

standing,

to he

proI

shortcomings

shall

p

osals

not

received

attemin

p

the

t

yesterday,

to

proposals.

comment

but

on

These corn ents should not be taken as approval of the proposed deparbnental

event,

split, but

and

are

probably

submitted

in the

on

not

the

too

assurnOtion

distant

that

future

the split will occur in any

Soc I

?

/ntbropo10 ?

op

1.

There is no mention of the course credit or vector for any of the proposed

. ?

100

courses.

and 200

Are

level

we to

courses

assure

are

that,

three

as

credits

in

the

and

current

the remainder

iA calendar

five?

entr'y, all

honours

in

2.

the

I note

honours

students;

that

program,

the

I

two

would

honcurs

but

like

that

to

reading

they

suggest

be

courses

open

that

to

first

senior

are to

choice

be

major

restricted

he

students

given

to

to

on

students

a

supervision-available basis.

Political Studies Proposal

1.

The proposal may, as N. Halperin suggests, offer a coherent and comprehensive

as

selection

a hypothetical

of courses,

calendar

but the

entry

format

is inadequate.

of the presentation

I would suggest

is

not coherent,

that the entry

and

descrptaon

could be reduced

appended

by

below

listing

each

the.

entry.

course titles

only once, with

the

course

2.

Again, no vectors are given, although course credits are

shon.

understand

and

3.

400

I note

level.

that

t

his figire,

the upper

since

Level

I can

requirements

find only five-credit

are 24

courses

credits;

am,

at

t

I

the

a loss

300

to

a

This,

enroll

L•

further

PS

I

in

111(a)

am

three

three

sure,

and

credits

credits

would

PS 111(b)

prove

in

but

a subsequent

only

to

are

be,

listed

to

completely

receive

as

semester

having

total

unwod-;ahle.

to

is

credit

be

inconceivable

taken

upon

For

consecutively.

compLetion

students

in light

to

o

of

our trtmester system (which prmI:s students to register on c non-continuous

basis),

for scholarhi

University

p

s and

regulations

bursaries,

governirg

en:xy to

maximum

the PDP

ceu.

pro,rrn.

r

se ioa-Js,

etc. Presucably

applications

such an

aLi r.gr

merit would also crset oe:ia1.

p

noble:s frr the Regis trer.

---

-7-

• ? SLTC1y

it ou1d be possible to require students (at

least iIiaor

students) to

take hoth 111(a) and (b) without this restriction?

5. The section on the pxosed PS

graduate

p

rogram, a

p

aring inexplicably

• ?

in the midst of the dergreiduate inforiration, is not only deplo-rably brief

and rather unrL

n

formative from a prospective graduate student

'S

point of view,

but

this

should have

been

part of an entirely separate presentation.

General Coronts

One presumes that, since a larger nurier of faculty would be available upon

separation, the SA proposal could be implemented in fairly short order, or

at least a substantial part of the program could be mounted upon formation of

the new department (al though a specific statement to this effect would have

been helpful). But the PS proposal is admitted to be a target reoclel. The

PS faculty must be required to submit

an

additional, ri-crc realistic proposal

for a program which could be rrunted in the near future.

Yours sincerely,

-e1aj

Angela Hamilton

I72300-8173

.

is

D-22

---

APPENDIX D.

The Pa3<, Occer 2.1,

1 973 page4

I

la

JPCG

•

The political nature of social

scnce has to do

with

the fact that

- ?

- ?

many of its sailent concepts and

?

assumptions imply an

involvement

in

I

history. The depohticization of Social

Science is of particular importance in

ti

I

h

?

n g

?

e ?

attempt to

historical and social process - an ab-

surd and impossible task. But the in-

An excellent brief, entitled "The A to Z of

PSA" and arguing against the PSA split, has

been sent to the Academic Planning Commit-

tee (APC). The brief was prepared by Cindy

Kilgore, Maureen McPherson, Vivian Rossner,

Terry Witt, and Tony Williams. It is dated Sep-

tember 15, 1973.

During the summer semester senate

decided to reject •

the academic vice-

president's bid for a split of the PSA depart-

ment' into separate sociology/ anthropology

and political science departments. and or-

dered the APC to do some homework. Student

mo t was a crucial factor in the APC's man-

- ?

The present brief is part of that input.

brief is a significant and powerful

•

saternent partly because it relies on concrete

evidence and not on pseudo-radical blather. It

is well-researched, well-documented, and

comes close to being well-written. It is an

academic's dreamin form if not in content,

and it will have impact and a lasting effect.

Documents are cited in the brief to substan-

tiate the claim that until the chaotic hap-

penings of 1969-70-71 the PSA department

was developing satisfactorily in an inter-

disciplinary manner. Then came the disputes

and the firings and non-rehirings, leaving a

vacuum. New people were recruited who

didn't fully understand the department's fun-

dnmentai thrust or appreciate its experimental

nature. The discontinuity of the f

i rings was

oxacarbated by this new element and

pressure for reform arose.

That

pressure is

now centered in a number

of

p

olitical scientists who want to break with

the ieahstic entanqements of the PSA con-

cept and get on with it. Hence this summer's

mosn to split.

The

brief, howeve. dqhtfuliy raises the

•cer ol ?

is,

or may scan be, that

th

?

sc:antists want to qac on with:

tent is very much within the context

I

(historical and political) of

.

the

ideological needs of the nations who

produce Social Theories. One only

has to look to the supposedly de-

ipoliticized Social Science applied by

Rand, the Pentagon, or the State

Department of the United. States

during the 50's and 60's. What SFU

• and PSA seem to be faced with in the

mid 70's is a de-Socio-

Anthropologizing of Political Science

- an equally negative event in the

I

context of the emerging critical and

vital character of much sociology and.

.......

anthropology today;

One other thing the brief does is to de-1

mythologize the PSA issue - a central and.

in-I

I

valuable achievement. .

Briemberg,

Feidhammer, et. al., have

become almost legendary figures; the events

of 1969-71 have become more symbolic than

real. So much happened, so many heavies.

were involved, so many committees reported,

so many interpretations have been offered. It's

encouraging t

o

see a level-headed corn-

prehensive analysis. It gets things back into

focus.

? ..

I have only cne strong criticism of the I

students' presentation.

One of the most powerful arguments for

sp

litting PSA and re-uniting its components

under the aegis of Interdisciplinary Studies is

that the present union of political science,

sociology, arid anthropology, because of its

incompleteness, is an inadequate and distor-

ting mechanism for examining man and his

social setting.

Man and society are more complex than

political sCiCnt!StS would have us

believe,

and

tney'rn

anthropoogust3

more complex

in "'an---am

tnan

could

sccioioqiss

and

ever make

oi. ?

-y're

2/so

;pc0

compex then an at-

ectivOiv r'.ar:i

?

ciinrv deoatmant o

ocJ aooi

....

;cn

i7d

an-

?

op

C' C5

?

00331h ?

.00c'er.

The's

a

pCOL1 ?

in

D-23

---

.

are

b io

l

ogical, chemical and physical factors;

literature and the fine arts

are

integral;

economic Considerations are paramount

A De

p

artment of Interdisciplinary. Studies

could

the

oretically combine all these and

more to Constit

,

i ?

n sum; a th

?

h

study

of man, Society, and the prospects (or both.

The brief counters the InterdisciplInary

Studies argument by saying that, "...because

it (

inter

disciplinary Studies) is-not a Depart-

ment with permanent faculty

C

ommitted to

regularly given courses and the working out

of theoretical and practical problems ofinter'

disciplinary study, it cannot address itself

consistently to these specific problems."

With which I agree. But on the next page it

says:,

Inter

disciplinary Social Science

means the creation of a -new

m

ethodology for the study-of human

action, human relations and human'

societies. It is premised on a strong

...belief that the a

p

riori separation of'

human activit y

into political, social,

and cultural aspects is no longer the.

m

osturitf u

I way in which to expand

the u

n

derstanding of the act of man.

Which misses the point.

The

gist of the In-

terdiscipjinar', Studies argument is not so

much that disciplines can be brought together

more fruitfully that within Interdisciplinary

Social Science, but that many more

disciplines can be brought into play.

Whether the strong co-o

p

eration of three

disciplines - political science. Sociology, and

anthropology - is mcre worthwhile than the

looser co-o

p

eration of P

r

actically all

disciplines is the crux issue, and one that the

brief ignores comPletely

Despita

this,

nowever the brief

is

eminently

worth reading. Contact one of the students

named earlier, the PSA student union

,

or The

Peak if you want a copy.

S

S

D-24

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t

f;Fi

i ?

CVP

.. ?

A.

i3

APPENDIX D.

?

00 . ?

I.

?

• Smith, Dean

Faculty of Arts

Subject ?

Draft Curricula: Sociology!

?

l ?

'A

?

liö'ö1ö' Pbfl'tfbU"Sjhj'e.....................

From ?

A. Aberbach, Chairman,

Undergraduate Studies Committee.

D&e ,,. October 18,. 1973.

After carefully reviewing the draft curricula submitted to you on October 3, 1973

(which

I received October 15, 1973) I share with you a few obserations:

1.

There appears to be, as I can see many arguments of a persuasive nature for two

separate and distinct departments. Conversel

y

, I fail to see how we can academically

or intellectuall y

justify retaining the present system.

2.

The draft curricula appears not only intellectually exciting but academically viable.

-

I ?

-

.

D-25

---

c*

.).ui!'1

?

\ ?

ii-)

APPENDIX D.

J . Wh i tioitb

?

From ?

S. Nackay

Graduate .Student

Subjec

t

,

?

. ?

.

?

D&e..

October

2,

1.973

For your information 1 would like to convey this summary

of a meeting of PSA graduate. students held yesterday afternoon.

Although this is my own assessment of the meeting, I have no doubt

that it would be confirmed by talking to others who were there.

Of the

21

PSA graduate students technically reisterod on

campus this semester, 10 were at the meeting. The concensus of

the meeting (at least 8 of those present) was that the graduate

students would support the splitting of the department. This support,

however, would carry with it a memorandum of graduate student

interests and goals, principally relating to the necessity of having

• ?

the new departments assume a recoqn i zable intel 1 ectual orientation.

It was generally felt that the present state of the department

is intolerable and cannot be allowed to continue.

Another meeting has been set For next Thursday, October 18,

to draft this memorandum and formally vote on it. The memorandum

will then be passed on o the A.

P

.O. suL'-comtiittee.

.j

P-26

---

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''-:'

?

T"','

?

I I ?

J ?

1, ?

-*4 ?

L ?

J..

,

1

APPENDIX D.

S

?

P.';,

issor

1.

?

prcf^:sor Ec1.;Lrc1 M

1crnev

: (;'eSj..denL ,AcEimiC

?

P.SJ. 1)eprtnertt

Stbc

Senate Sub-Com.Lbtee on

?

Dt ?

Octabor

3rd,

1073.

P

S. A . Depar tm."nt

L)'5r ?rotessOr Mugri.dge:

t the t:ime of my anpearance before your Senate Suh-Committe

:U ?

y September 27th, £ promised to send to

y ou as an

to the iritten submission and alsu the oral testimony

I had

'

'q ivan to your Sub- Committee, co:v of the extended

7. ?

cv lew with me 'several months ago by the editor of The Peak,

iterview belng nub1.ished in condensed form in the issue

• 'H'.e Peak of August 1st, 1973.

in

its editeg

for

publication, the irLtervie;:

necessarii.y

s&

?

some ?

of

?

the nuances

of particular

points, ?

it

?

is,

on the

a

very ?

clear pre:;entation

of my basic

?

thinking

on

?

the

uure

?

of

S F U

?

and

?

on ?

the 'case

for

introducing,

?

for ?

the

first

%0

in

the particular ?

context

approach

of

to the

SFU, ?

a ?

rigorously

?

empirical,

Social

?

Sciences.

rob1em-orieflted

I ?

believe

that,

?

in ?

this ?

respect,

the ?

interviev conveys

man y

of

the

?

ideas

expressed in m

y

written

memorandum, ?

but ?

in ?

a

even more

'direct ?

form

than usual.

.1 have pleasure, therefore, in enclosing cony of the interview

in The Peak, for the information for members of your Sub - Corui t tee.

Sincerely yours,

Edward lrWhinney,

(Professor c

'

t Law).

(Dictated b

y

Dr. E.chirfley and cienod in his abscce)

!

10

D-27

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1

9 7 3

• \A ?

Jri

?

.

1XJ

?

I

tL5

.

!iinri Mcwhinr'ey not only has a "Dr." in

of his name hkmy old run-of-the-mill

fhf), he has a "Q. C." (Queen's Council) after

it as well.. And under that decorated name, if

you consult your summer PSA course outline

r3nc.klet. you'll find a list of credentials tha.'ll

mess your simple mind and destroy your

humble aspirations.

Dr. Edward McWh irine', QC graduated

from Yale and taught there for a number of

years before moving on w U. of T., McGill, In-

diana, the University of Heidelburg the Max

Planck Institute, "as well as other leading,

E'jro can institutions."

He has served the Canadian government as

a Poyal Commissioner and the U.N. as a legal

consultant He's written a bevy of hooks fri a

score of languages and in .

l%7 was elected

Associate Of

the lnsitut de Droit Inter-

national, "the highest world scientific legal

academy". And so forth.

?

. ...

Dr. Edward McWhinney, Q.c, has, in other

words, arrived. He's a brilliant star in a

sparkling sky. People

turn their telescopes

tc'.vard him and

g

aze intently.

The man himself is always impeccably