PURPOSE:

As the next millennium approaches scholars and average citizens alike discuss and debate government's proper role. For most of this century governments here and abroad have taken on more and more responsibilities. Most them strive to protect their citizens from the vicissitudes of capitalism, foreign and domestic enemies, pollution, ill health, and even plain bad luck. Now this era of the "cradle-to-grave" welfare state government seems over. Certainly events in the last ten years suggest that "socialist" systems have failed as people everywhere demand more freedom and less bureaucracy. But one need not consider only Europe and Asia to see this trend. Just look at what has happened in the United States. Prevailing opinion apparently favors greatly reduced federal spending and regulation, a return of political power to the states and communities, and an end to welfare programs as "we have known them." The Democratic party, traditionally a bastion of liberal ideas, has moved steadily toward (some would say past) the center of the political spectrum. Moreover, one might think that Republican emphasis on smaller, less intrusive and active government has become established doctrine in the United States.

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This, in any event, is the standard interpretation. I would, however, like to make a different argument by making several claims: first, our civilization depends on large, bureaucratic government to an extent many people don't realize. Second, despite conventional wisdom government, even large bureaucracies, can and do work. Third, Americans may be more supportive of strong government than is commonly believed. And fourth, what they want is not less government but more effective and democratic government.

The purpose of this course is thus to make the case for government in anti-government age.

To understand this viewpoint one needs to think about several matters and questions Exactly what is government's proper role in modern life? Has the national government really gotten too big for our well being? If so, why? And what reforms will redress the balance between citizen rights and community needs?

A related thought: perhaps Americans are not so dissatisfied with government per se as with its performance. They no doubt want more efficiency and commonsense and honesty in public affairs. But they still appreciate the need for collective action to solve common problems. After all, the public demands more and more public services even as it displays skepticism and hostility to Washington and state capitals. So perhaps what the people seek is a government that has the capacity to solve collective problems.

Moreover, all of us of course want democracy. But exactly what does democracy entail? Is democracy inconsistent with large government? In a democratic system who does and should make decisions? Common citizens? But are they capable and prepared for self-government? And if not the people, then who? Can democracy exist if power is turned over to engineers, economists, scientists, accountants, lawyers, and other specialists who claim to have the expertise and experience to handle the technical problems of the 21^st century? And here is a more disturbing question, one that is being asked increasingly often: can there ever be too much democracy?

Finally, in trying to balance democracy and the capacity to govern one naturally wonders what political changes, if any, are necessary and possible. Reform lies at the heart of contemporary debates about the proper size and role of government. Most Republicans and Democrats clamor to "reinvent government," to make it smaller, more efficient, and especially less expensive. They want to turn many of Washington's responsibilities over to states, municipalities, communities, private organizations or to abolish them altogether. And they claim that they want to make politics less corrupt. But what reforms will produce these results? And suppose that the most commonly proposed changes won't work and in fact may make matters worse? Suppose everyone misunderstands: what if only a strong, active national government can really do the things people feel are necessary? What then? What, in short, is practical and desirable in the real world of American politics.

COURSE PROCEDURE:

Thus, unlike many college courses this will not be a "survey" of or introduction to political institutions. Instead, it offers an opportunity to study systematically some rather sophisticated concepts and controversies.

Each day I will lead a discussion that deals with a specific aspect of American government and politics. It is important to realize right now that the lectures and discussions will not summarize the readings nor describe the nuts and bolts of governmental bodies such as the Supreme Court or election laws. You can and should obtain that information on your own. Instead we will critically interpret and evaluate a significant facets of the political system. In the process I will try to debunk numerous deeply help but very misleading beliefs people have about how politics works in this country. Some of my remarks may seem unsettling if not outrageous. Still, my mission as an educator is to challenge your basic beliefs, arouse your intellectual curiosity, and encourage you to think for yourselves.

The readings merely supply sufficient information to make these lectures informative and interesting. The tests and quizzes, which cover every aspect of the course including readings, lectures, class discussions, handouts, films, and current events, are intended to clarify the major ideas and arguments made during the semester.

READINGS:

Books are available in the University Bookstore unless otherwise noted.

Required Class Reading:

• Thomas Patterson, We the People: A Concise Introduction to American Politics 2^nd Edition.



• The New York Times: A daily subscription (Monday through Friday) to the Times. Subscriptions (at a discounted price of about $15) are available at the Newark Newsstand, also located on Main Street, near Rainbow Records.

Required Independent Reading:

• Robert Heilbroner and Peter Bernstein, The Debt and The Deficit. The second test covers the entire book.

• Alex Kotlowitz, There Are No Children Here. The first test includes questions about this book.

Optional (No credit) Reading:

• Cecilia Manrique, The Houghton Mifflin Guide to the Internet for Political Science



• Jonathan Harr, A Civil Action (For aspiring lawyers.)

Keep in mind that the Bookstore returns unsold books to the publisher few days after the start of the semester. You should not delay purchasing any work you might need later.

REQUIREMENTS:

Your understanding of the material is assessed in several ways:

Two (2) examinations: Each test counts 35 percent. They cover the independent and text readings, lectures, class handouts and notes, films, current events, information on the class web page; and any other matter that comes up in class. The examination schedule is:

• Test 1: January 23: Coverage: Kotlowitz, There Are No Children Here (Entire book); relevant chapters of Patterson, We the People; films; lectures; information on the class web page; and related material.



• Test 2: February 6: Coverage: Heilbroner and Bernstein, The Debt and Deficit (Entire book); relevant chapters of Patterson, We the People; films; lectures; information on the class web page; and related material

Note: you will be told in more detail what each test covers in case we get ahead or behind schedule.

• Class Quizzes: (10 percent) There will be 1 to 10 short-answer quizzes given randomly during the term. They will cover only material discussed during class. Their purpose is to make certain that you understand important ideas and concepts and that I have explained them clearly.

Current Events Clipping file: (20 percent) Although the lectures do not cover current events per se, a knowledge of contemporary political affairs is essential to understanding many of the points that I will be making during the semester. Therefore, you are required to read a major national newspaper, The New York Times. Subscriptions are available from the Newark Newsstand on Main Street. Discounted subscriptions cost about $15.00

To meet this requirement you should maintain a "clipping file" of one or two major domestic (not international or state or local) issues. Tax cuts, political reform, health care, the economy, campaign finances, the federal budget, congressional and presidential politics, and the like would make suitable topics. The file should contain at least four to eight separate articles per week from the Times. (Important: do not use the News Journal or the Wall Street Journal.). Moreover, I want the articles in your file to be cut form the original papers and pasted or taped (neatly!) on 8 X 11 inch plain paper. DO NOT PHOTO COPY THE ARTICLES. Your collection should be neatly bound. Please do not hand in a sloppy folder of miscellaneous articles gathered together at the last minute. Clearly note the date the article was published, not written..

Getting used to reading a major national newspaper is an important part of a college education, and everyone should take this opportunity seriously.

The clipping file is due January 30, 1997 in class at the latest.

Electronic Mail: (No credit but required) Each person in the class must know how to use electronic (computer) mail. It is an important part of the course. (In fact, I may ask you to submit some quizzes via e-mail.) Electronic mail provides a convenient way to ask questions, express opinions, and so forth.

Web Page: I have created a "web page" that contains a great deal of information relevant to the course. I want every one to read it with Netscape or an equivalent "browser." I will provide the necessary instructions during the first week of class.

I believe that you will get more out of the class and your college experience if you think of this part of the course not as a requirement but as an opportunity.

GRADING:

The plus-minus system is in effect in this course.

E-MAIL ADDRESS AND WEB (INTERNET) PAGE:

OFFICE:

My office is in 434 Smith Hall. I will there briefly for about half an hour after class on Monday, Wednesday, and Friday. If these times are not convenient, I am more than willing to meet at other hours of mutual convenience.

Use e-mail or voice mail to set up an appointment.

ATTENDANCE:

PLEASE READ THESE PARAGRAPHS CAREFULLY

Attendance is always required. There are no make-up tests or reissuing of handouts except for specifically documented medical or other reasons. If you are sick, seek medical care and do not return to class until you feel well enough. Similarly, if you have a family emergency or face some other personal crisis, attend to it. When you are better or the problem is under control, see me about making up missed work.

Note, however, that if you miss an assignment or a test and want an extension or makeup, you will need to go to your dean to obtain a written excuse explaining exactly why you could not be in class on the specific days and times you were absent. Please do not come to me directly. University policy indicates that you must have your dean's approval (in writing) in order to make up work. This message must state the specific dates that you missed. A note saying simply that you visited the infirmary is not sufficient. Similarly, verbal or e-mail explanations are not acceptable. Please have this documentation with you before talking to me about missed work.

Note also that I should have this information as soon as possible and certainly no later than 24 hours after you return. Do not wait longer.

Keep in mind that I cannot always keep extra class handouts so if you miss a class for some non-excused reason, you will have to rely on your own resources to obtain copies.

OTHER COURSE GUIDELINES:

See the last page for rules pertaining to the course. These guidelines are important and you should make sure that you understand them. In particular, any behavior that disrupts the class--coming in late or leaving early or talking when some one is asking a question--will not be tolerated. Please cooperate in making this class an enjoyable learning experience for everyone. If you don't feel that you can live with these requirements and constraints, you should not enroll.

LIST OF TOPICS

You will always be told where you should be in the reading.

PART I

GOVERNMENTAL ROLES AND TYPES

Topic 1 A Case for Government: "The Tragedy of the Commons"

Topic 2: Another Case for Government: "The Dilemmas of Capitalism"

Topic 3: The Meanings of Democracy and Capacity

PART II

CULTURAL, PHILOSOPHICAL, AND CONSTITUTIONAL CONTEXT OF GOVERNMENT

Topic 4: American Political Culture: General-welfare liberalism

Topic 5: The Living Constitution

PART III

CITIZENS AND POLITICS

Topic 6: The Mass Media and the Public's Understanding of Government

Topic 7: Elections American Style

Topic 8: The Importance of Political Parties in a Democracy

PART IV

HOW DOES GOVERNMENT REALLY WORK?

Topic 9: Interest Groups and Decision Making

Topic 10: Congress: The Strongest Branch

Topic 11: The American President: "All Things to All People":

GOVERNMENT, DEMOCRACY AND CAPACITY AND SOCIETY

Topic 12: The Federal Budget: Myth and Reality

Topic 13: The Welfare System as We Knew It

Topic 14: Reforming the System: What Will Work?

POSC 105 COURSE GUIDELINES:

In the interests of making the course as beneficial as possible for everyone concerned, I ask that these guidelines and rules be followed. If you have any questions whatsoever please ask.

HONESTY: The presence of your name on a test (or any other assignment) is, in effect, a statement that the work is yours and yours alone. It is a serious breech of academic honesty to represent someone else's thoughts or efforts as your own. Make sure that you work completely alone.

The point is that a university community ultimately depends on truth and honesty. It is your responsibility to live up to that principle. Failure to adhere to it is, in my opinion, a major wrongdoing and will not be tolerated.

If you have any questions or problems in this regard, please direct them to me. You should also be familiar with the University's publication Academic Honesty and Dishonesty

BEHAVIOR: In the interest of fairness and respect to all, please do not engage in any activity that disturbs the classroom learning experience. This includes among other things: bringing pets or children to class; reading newspapers or magazines; listening to portable radios however small and unobtrusive; talking when some is asking a question; or operating a tape recorder.

It is especially important that you do not arrive late or leave early. Doing so is extremely distracting to me and others. I consider it a classroom disruption.

ATTENDANCE: I cannot stress strongly enough the importance of class attendance. Do everyone a favor, especially yourself. Do Not Cut Class.

Copyright © 1997 H. T. Reynolds
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