Southern Utah University

Course Syllabus

Southern Utah University
Southern Utah University
Fall Semester 2025

Theories of International Relations (Face-to-Face)

POLS 4600-01

Course: POLS 4600-01
Credits: 3
Term: Fall Semester 2025
Department: PSCJ
CRN: 32477

Course Description

Analysis of the major theories of international relations and an overview of the recognized authors in the area of study. (Fall - Odd Years) [Graded (Standard Letter)] Registration Restriction(s): None

Required Texts

There is no single text book for this course.  Instead, recommended and assigned readings will be found in books on reserve in the university library, and papers and articles in the Canvas shell under "Files".

Books
Raymond Aron, On War.
Hedley Bull, The Anarchical Society.
E.H. Carr, The Twenty Years Crisis
Ian Clark, Globalization and Fragmentation.
Stanley Hoffmann, The State of War.
Robert O. Keohane, Neorealism and It Critics.
Paul Kennedy, The Rise and Fall of the Great Powers.
Henry Kissinger, Diplomacy.
_______.  World Order.
Hans J. Morgenthau, Politics Among Nations
Thucydides, The Peloponnesian Wars
Kenneth N. Waltz, Theory of International Relations.

Articles
“How We Got Here:  The Rise of the Modern Order.” Foreign Affairs.
G Michael Stathis, "Samuel P. Huntington's-Clash of Cultures'. Is Cultural Conflict    an Adequate Basis for Analysis of Post-Cold War International Relations?”
_____. “Thucydides: Still Relevant in Post-Cold War International Relations.” 
_____.  “Statesmanship and Politics:  A Realist Interpretation With Perspectives on American Statecraft.”
_____.  “Prognosis vs. Fortuna:  The Place of Foresight and Chance in Statecraft.”
_____.  ‘Thucydides and Prognosis:  Foresight and Statecraft in History and Modern
International Affairs.”
_____. “Reassessing American Foreign Policy Amidst the Maelstrom:  The Last Superpower? Revisiting the Paradigm of Imperial Decline.” 
Schlesinger, Arthur, Jr.  “Has Democracy a Future.”
Larry Pratt, "War and Empire: Thucydides and International Politics.” 
Donald W. Hanson, "Thomas Hobbes's 'Highway to Peace.'"
Hedley Bull, "International Theory: The Case for a Classical Approach.”
Morton A. Kaplan, "The New Great Debate: Traditionalism vs. Science in International Relations."                                 ,
G. John Ikenberry, "The Myth of Post-Cold War Chaos.”
Stanley Hoffmann, "A New World and Its Troubles."
_____. "What Should We Do In the World?"
_____. "The Crisis of Liberal Internationalism."
Francis Fukuyama, "The End of History?"
_____."Women and the Evolution of World Politics.” 
Samuel P. Huntington, "The Clash of Civilizations?"                      
_____. "If Not Civilizations, What? Paradigms of the Post-Cold War World.”


Learning Outcomes

Through a series of essays, readings, discussions and lectures, students are expected to become familiar with the major theories and writers in the study of international relations, the central players and forces in modern world affairs, as well as the causes and events of current international conflicts.  The core competency emphasized in this course is the ability to think critically and by this to read critically and to integrate this kind of thinking into the student’s writing. 

Course Requirements

A final letter grade will be based on an average of the grades for four research papers based on readings recommended for this subject. Each paper will be given a letter grade. The final grade for the course will represent an average of the four papers.  Papers should be five to six pages long and must include a bibliography. Papers will be graded according to content, organization, proper style and use of assigned readings. Each paper will address the questions as posed later in the syllabus.

Course Outline

Lectures, Reading Assignments and Paper Topics

Wednesday, August 27-Friday, September 26


International Relations in the Post-Cold War Era
What Has Changed in the World?  What Has Not?
Is There a Doctrine Gap?
Some Post-Cold War Paradigms: Kennedy, Fukuyama, Huntington, Hoffmann, “A New World Order”?
Is It an Interdependent World or Still a World of Competing Sovereignties?
Two Major Tendencies: Globalism and National Localism (Globalization and Fragmentation).  Contradictions or Amazing Reality?

Readings
Clark Globalization and Fragmentation, 2-32.
Stathis. "Samuel P. Huntington's 'Clash of Cultures.’”
Ikenberry. "The Myth of Post-Cold War Chaos.”
Hoffmann. "A New World and Its Troubles."
_____, "What Should We Do in the World?'
_____,"The Crisis of Liberal Internationalism."
Kennedy, The Rise and Fall of Great Powers.
Huntington, “The Clash of Civilizations.”
_____, “If Not Civilizations, What?”
Theoretical Thinking
What Is a Theory?
What Is a Paradigm?
A Science of International Relations?
"Traditionalism vs. Science in International Relations”
Anarchy or Interdependence?
Readings
Carr, The Twenty Years' Crisis, 1 -45.
Morgenthau. Politics Among Nations, Parts One and Two.
Kissinger, Diplomacy, 17-28.
Keohane. Neorealism and Its Critics, 1-26.
Bull, "International Relations Theory: The Case for a Classical Approach.”
Kaplan, “The New Great Debate: Traditionalism vs. Science.”

Paper #1 (Due Friday, September 26)
Huntington claims a culturally divided and conflicted world; Hoffmann describes two levels according to the logic of interdependence and the logic of fragmentation; Clark speaks of globalization and fragmentation; and Ikenberry insists on consistency.  What seems to be the nature of the post-Cold War world?  Does anyone’s paradigm seem adequate to the task of describing it?

Monday, September 29-Friday, October 31

Early Theoretical Antecedents
Thucydides, Machiavelli, Hobbes, and Grotius.
How Relevant to the Post-Cold War World is "Traditional Theory?

Readings
Thucydides. The Peloponnesian Wars. Books I. V, and VI.
Stathis. "Thucydides: Still Relevant in Post-Cold War International Relations?
_____, Prognosis vs. Fortuna
_____, Thucydides and Prognosis
Pratt, "War and Empire."
Hanson. "Thomas Hobbes's 'Highway To Peace.

Paper #2 (Due Friday October 31)
Historical theorists such as Thucydides and Hobbes are generally highly
regarded, but how much did they have to say about international relations and is any of it applicable to the twentieth century state-system and modern international relations?  How is “traditional theory” of limited usefulness?  How is it relevant?

Monday, November 3-Friday, November 28)


Political Realism (Description)
A World of Competing Sovereignties: "It's a Jungle Out There."
An Anarchical and Fragmented World.
The Limitations of Accurate Description.
Carr, Morgenthau, Aron. Bull. Hoffmann and Kissinger.
A Relevant Theory For the Post-Cold War World, or Has History Passed It By?
Neorealism (Prediction)
Creating a "Science" of International Relations?
Anarchical Society and Interdependence?
New Methodologies for a New International System?
Idealism, Utopianism, Liberalism, Wilsonism and Neo-Wilsonianism (Prescription)
Jefferson and the American Founding Fathers: The First “New World Order.” Wilson and the End of World I: Ending War and Building a New World Order.
Legalists, Moralists, and Functionalists.

Readings
Morgenthau, Politics Among Nations. Parts Three-Six.
Bull, The Anarchical Society. 3-52.
Hoffmann. The State of War. 3-21.
Kissinger, Diplomacy, 56-102 and 804-835.
Keohane, Neorealism and Its Critics. 255-345.
Waltz, Theory of International Relations.
Carr, The Twenty Years' Crisis. 146-169.

Paper #3 (Due Friday, November 28)
Political realism seems rooted in the past and stresses reality; Neo-realism
insists on proper scientific method and stresses a changed world; Idealism condemns the old world and the politics of power, and stresses the potential for Utopia. Compare and contrast the relative strengths and weaknesses of these schools of thought. Which, if any or all, seem most relevant for the Post-Cold War world?

Monday, December 1-Friday, December 5

Some "New" or Post-Modern Views For a Post-Cold War World
Has History Ended?
Is Nationalism Relevant? Is Ideological Conflict Over?
Is the State Fading? Is It Still a World of Sovereignties?
Are Super-Powers Doomed to Fall?
Will Civilizations Replace Nation-States?
Does Gender Impact International Relations?

Readings
Kennedy, The Rise and Fall of the Great Powers, Introduction, Chapter 8, and Epilogue.
Fukuyama, "The End of History?"
_____, "Women and the Evolution of World Politics."
Huntington, "The Clash of Civilizations?"
_____, "If Not Civilizations, What? Paradigms of the Post -Cold War World."
Schlesinger, “Has Democracy a Future?”
Stathis, “Statesmanship and Politics.”

Conclusions

Paper #4 (Due Monday, December 8)
What is the nature of the post-Cold War World, promise or threat, utopia or
apocalypse, cultural and economic community or savage international arena? Give it your best shot, but consider accuracy, methodology and use of your source material.




Instructor's policies on late assignments and/or makeup work

Late work will be accepted after consultation with the professor.

Attendance Policy

While this is designed to be a readings course lectures will prove valuable and students are highly encouraged to attend regularly.

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.