Chinese and Western Strategic Thought – PLCY 868

Course Description

This doctoral research course examines the prominent works and ideas of leading Chinese and Western strategic thinkers. It imparts a deep understanding of the differences and similarities across Chinese and Western in the strategic thought literature and considers how these ideas inform contemporary grand strategies. Doctoral students will study and critically evaluate works by major strategists, which may include Sun Tzu, Sun Bin, Xenophon, Machiavelli, Frederick the Great, Clausewitz, Mackinder, Brodie, and Kahn.

Rationale

PLCY 868 provides a detailed introduction into strategic thought in the Chinese and Western contexts.  A comprehension of the Western strategic body of thought and its evolution is important for all analysts of U.S. national security.  Equally important is the understanding of how Western thought differs from the Chinese strategic corpus and the points of similarity.  The appreciation and discernment of how Chinese thought is unique heavily informs Chinese aims and objectives in international politics as well as how they will seek to achieve these ends. 

Course Assignment

Textbook readings and lecture presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions (5)

Discussions are collaborative learning experiences. Therefore, the student is required to provide a thread in response to the provided topic for each discussion. Each thread must be 400–500 words in length and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be original and unique and should be 200–350 words. 

Research Paper Assignments (3)

Research Paper: Memorandum Assignment

The student will compose a memorandum describing the central research question, research objectives, an original argument, and the academic contribution the paper will make, along with an outline for the paper. The reader should walk away with a clear sense of the scholarly significance of the proposed project, along with the specific arguments and scholars the paper will converse with. This memo must be one page or less in length, single-spaced.

Research Paper: Mini-Proposal Assignment

The student will compose an eight-to-nine-page proposal (For master’s level, six-to-seven pages) which clearly states the research question, research objectives, describes the central argument. An abbreviated literature review should comprise at least half of the body of the paper and illustrate how the research project will further academic knowledge on the project’s theme of focus. Building out of the literature review, the proposal must also lay out a feasible, social science-based plan for carrying out the research and building the central argument, a plan which specifies data sources, methods and clearly identifies anticipated challenges associated with project completion. The student should use peer-reviewed work to justify his/her research design choices and must convincingly demonstrate that his/her proposed research design is appropriate for the study of his/her own research question. Although it is assumed that final research projects for the course will generate policy prescriptions/recommendations, the focus of this assignment is on laying the foundation needed to complete the research itself.

Research Paper: Final Assignment

The student will compose a 25-to-30-page (For master’s level, 20-to-25 pages) (excluding title page and bibliography) research paper, based upon the mini-proposal. Policy implications should be offered toward the end of the paper, based upon the student’s research findings and conclusions. Feedback from the proposal must be incorporated into the final project.