Type of Credit: Required
Credit(s)
Number of Students
This is one of the core courses in the IDAS program. The course is divided into three main parts: framework and perspectives; regional and domestic development; Asia Pacific regionalism. In all, the course aims to provide doctoral-level students some fundamental conceptual frameworks and perspectives, revolving around development-related or regionalism-related themes, in the region. Geographically, it will include broadly such sub-regions or key countries as Northeast Asia, Southeast Asia, India, the U.S., Taiwan or China. It would be impossible for this course to cover each individual country in the region, which may well be addressed in other related courses. The texts and related references used in this course are mostly scholarly publications that are more often linked to standard social science conceptualizations than to descriptive or prescriptive policy orientations. Nevertheless, students should feel free to pursue their studies of cases, (sub-)regional or country-based, that are not included in the list and sources they refer to could be drawn from policy–oriented sources other than those suggested in the reading list.
能力項目說明
The course aims to provide doctoral-level students some fundamental conceptual tools, and to highlight major development-related or regionalism-related themes and issues, in the region. Geographically, it will include broadly such sub- regions or key countries as Northeast Asia, Southeast Asia, India, the U.S., Taiwan or China. Please note that it won’t cover comprehensively each country, nor does aim to describe their respective conditions. For the purpose, the texts and related references used in this course are mostly scholarly publications that are often associated with standard social science conceptualizations. At the end of semester, students should be expected to demonstrate their comprehension and to link some of those relevant conceptualizations or perspectives to empirical cases of their chosen, (sub-)regional or country-based, in applicable or critical ways. In so doing, they are encouraged nevertheless to include other policy-oriented literature or update information in their research and presentations.
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週次 |
課程內容與指定閱讀 |
教學活動與課前、課後作業 |
學生學習投入時間 （含課堂教學時數） |
|
1 |
Introduction |
Lecture; getting course readings |
3 |
|
2 |
Area Studies, disciplines and framing Asia Pacific ontology I Wallerstein 1996 ch1-2; Wendt 1998 ch1-2; Pekkanen et al 2014 ch1 |
Lecture and discussions; pre-class: reading at least 2 authors |
9 |
|
3 |
Framing Asia Pacific Ontology II
Abrams 1982 ch1-4; Pye 1985 ch1-2; Kuhonta et al 2008 ch1; Beeson 2014 ch1 |
Lecture, presentation, discussions; pre-class: reading at least 2 authors |
9 |
|
4 |
Northeast Asia: History and regional security Beeson 2014 ch2; Calder and Min 2010 Parts 1-2; Jo 2015; Pekkanen et al 2014 ch8,11,19,22,23 |
Lecture, presentation, discussions; pre-class: reading at least 2 authors |
9 |
|
5 |
Developmental States: Northeast to East Asia Experiences Beeson 2014 ch7; Woo-Cumings 1999 ch1-5; Pempel 2011; Moon 2011; Wade 2003 |
Lecture, presentation, discussions; pre-class: reading at least 2 authors |
9 |
|
6 |
Democratization and Development:Ｎortheast and East Asia
Beeson 2014 ch6; Pye 1985 ch2,3,6; Oh 2015; Er 2015; Cheng 2015 |
Lecture, presentation, discussions; pre-class: reading at least 2 authors |
9 |
|
7 |
Development and Foreign Relations in India Subcontinent: Woo-Cumings 1999 ch10; Kohli 2004 Part 3; 2009 Parts 1,2; Pkkanen et al 2014 ch 10,21 |
Lecture, presentation, discussions; pre-class: reading at least 2 authors |
9 |
|
8 |
Development and Underdevelopment in Southeast Asia Beeson 2014 ch3,6,7; Kuhonta et al 2008 ch2-5,7,10; Kuhonta 2011 ch1,4,6,7; Pye 1985 ch4,9,10 |
Lecture, presentation, discussions; pre-class: reading at least 2 authors |
9 |
Due on Jan. 12, 2021. (Late paper marked down 1 of total grade per day late)