| PSYCHOLOGY | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| POL4772 | Issues in International Security | Spring | 3 | 0 | 3 | 6 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | English |
| Type of course: | Non-Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assist. Prof. FİRUZE SİMAY SEZGİN NAMLI |
| Course Lecturer(s): |
Assist. Prof. FİRUZE SİMAY SEZGİN NAMLI |
| Recommended Optional Program Components: | None |
| Course Objectives: | This course examines the most pressing issues in international security today, analyzing both traditional security concerns—such as state sovereignty, military conflict, and nuclear proliferation—as well as emerging challenges—like cybersecurity, terrorism, climate change, and global health crises. The course encourages students to engage with theoretical frameworks and apply them to real-world cases, evaluating the responses of international institutions, states, and non-state actors to these multifaceted challenges. |
|
The students who have succeeded in this course; At the end of the course, you will be able to: 1. Understand core concepts and theories of international security. 2. Analyze the nature and evolution of contemporary security threats. 3. Critically evaluate state and international responses to both traditional and non-traditional security challenges. 4. Examine the role of international organizations, alliances, and non-state actors in maintaining global security. 5. Develop research skills related to the field of security studies. |
| Introduction to International Security What is security studies? Traditional Perspectives to International Security: Realism and Liberalism Critical Perspectives into Security Studies Military Security Regional Security Bargaining Model of War Intrastate Conflict and Civil War Intervention and Responsibility to Protect Terrorism and Counterterrorism Technology and War Human Security and Health Security Teaching methods of the course are lecture, individual work, group work and discussion. |
| Week | Subject | Related Preparation |
| 1) | Introduction to and overview of the Course | |
| 2) | What is security studies? | * Hough et al., chapter 1 (Framing a discipline). * Walt, Stephen M. 1991. “The Renaissance of Security Studies.” International Studies Quarterly 35: 211-239. Baldwin, David A. 1995. “Security Studies and the end of the Cold War.” World Politics, 48(01): 117–141. |
| 3) | Traditional Perspectives to International Security: Realism and Liberalism | * Hough et al., chapter 2 (The traditional routes to security: realism and liberalism) Mearsheimer, John. 2006. “Structural Realism,” in International Relations Theories: Discipline and Diversity, Tim Dunne, Milja Kurki, and Steve Smith, editors (Oxford: Oxford University Press): 71-88. Oneal, John & Bruce Russett. 1999. “The Kantian Peace: The Pacific Benefits of Democracy, Interdependence, and International Organizations, 1885-1992.” World Politics, 52(1): 1-37. |
| 4) | Critical Perspectives into Security Studies | * Hough et al., chapter 3 (Challenging orthodoxy: Critical Security Studies) * Williams & McDonald, chapter 3 (Constructivism) Hough, chapter 4 (Feminist Security Studies) |
| 5) | Military Security | * Hough et al., chapter 7 (Reflecting on War and Peace) Buzan, B. (2008). The Changing Agenda of Military Security. In: Brauch, H.G., et al. Globalization and Environmental Challenges. Hexagon Series on Human and Environmental Security and Peace, vol 3. Springer, Berlin, Heidelberg. |
| 6) | Regional Security | * Hough et al., chapter 22 (Regional Security Organisations) Gorm, Rye Olsen. 2009. The EU and Military Conflict Management in Africa: For the Good of Africa or Europe? International Peacekeeping 16 (2): 245-260. Sezgin, Firuze Simay. 2022. “The European Union’s Role in United Nations Peacekeeping Operations.” International Peacekeeping, 29(3), 351–383. |
| 7) | Bargaining Model of War | * Fearon, James D. 1995. “Rationalist Explanations for War.” International Organization 49(3): 379-414. * Powell, R. 2006. “War as a Commitment Problem.” International Organization 60(1):169-203. Jonathan Kirschner (2000), “Rationalist Explanations for War?” Security Studies, vol. 10(1): 143-50. Reiter, Dan. 2003. Exploring the Bargaining Model of War. Perspectives on Politics 1 (1): 27-43. |
| 8) | Midterm and recap | |
| 9) | Intrastate Conflict and Civil War | * Kalyvas, Stathis. 2001. “ʻNewʼ and ʻOldʼ Civil Wars: A Valid Distinction?” World Politics. 54: 99-118. * Collier, P., L. Elliot, H. Hegre, A. Hoeffler, M. Reynal-Querol and N. Sambanis. 2003. “Breaking the Conflict Trap: Civil War and Development Policy.” World Bank Policy Research Report. Oxford, UK: Oxford University Press. Chapter 3 (What makes a country prone to civil war?). Fearon, J. D. and D. D. Laitin (2003). Ethnicity, Insurgency, and Civil War. American Political Science Review 97 (1): 75-90. Collier, P. & A. Hoeffler (2004). Greed and Grievance in Civil War. Oxford Economic Papers 56: 563-595. |
| 10) | Intervention and Responsibility to Protect | * Hough et al., chapter 20 (The United Nations and the responsibility to protect) Power, Samantha. 2001. “Bystanders to Genocide: Why the United States Let the Rwandan Tragedy Happen.” The Atlantic. https://www.theatlantic.com/magazine/archive/2001/09/bystanders-to-genocide/304571/ Bellamy, Alex J. & Paul D. Williams. 2005. “Who’s Keeping the Peace? Regionalization and Contemporary Peace Operations.” International Security, 29(4): 157-195. Fortna, Virginia Page. 2004. “Does Peacekeeping Keep Peace?: International Intervention and the Duration of Peace After Civil War.” International Studies Quarterly, 48: 269-292. |
| 11) | Terrorism and Counterterrorism | * Hough et al., chapter 11 (Terrorism) * Kydd, Andrew H., and Barbara F. Walter. 2006. The Strategies of Terrorism. International Security 31 (1): 49-80. Pape, Robert A. 2003. The Strategic Logic of Suicide Terrorism. American Political Science Review. 97(3): 343-61. |
| 12) | Technology and War | * Hough et al., chapter 9 (Nuclear proliferation) * Williams, Paul D. & Matt McDonald. 2018. Security Studies: An Introduction. 3rd Edition. Routledge. Chapter 37 (Cybersecurity). Waltz, Kenneth. 2012. “Why Iran should get the bomb: Nuclear balancing would mean stability.” Foreign Affairs (July/August), 91(4): 2-5. Waltz, Kenneth & Colin Kahl. 2012. “Iran and the bomb: Would a nuclear Iran make the Middle East more secure? Waltz replies.” Foreign Affairs (September/October), 91(5): 157-162. Sezgin, Firuze Simay, Connor Sutton, & Ilker Kalin. 2024. “Cold War Echoes: Bipolar Lessons for a Multipolar World.” Peace Review, 1–18. Sezgin, Firuze Simay & Caner Özdurak. 2023. “Are Crypto Assets Connected to Real World Shocks? The Nexus Between Terrorist Attacks, Bitcoin and NFTs.” Journal of Economic Policy Researches, 10(1), 113-132. |
| 13) | Human Security and Health Security | * Hough et al., chapter 5 (Human Security) * Hough et al., chapter 18 (Health and Security) Axworthy, Lloyd. 2001. “Human Security and Global Governance: Putting People First,” Global Governance, 7(1): 19-23. Youde, Jeremy. 2005. “Enter the Fourth Horseman: Health Security and International Relations Theory” Whitehead Journal of Diplomacy and International Relations. |
| 14) | Review |
| Course Notes / Textbooks: | Reading with (*) is a compulsory weekly reading (the others without * are supplementary) Hough, Peter, Shahin Malik, Andrew Moran & Bruce Pilbeam. 2015. International Security Studies: Theory and Practice. Routledge. Williams, Paul D. & Matt McDonald. 2018. Security Studies: An Introduction. 3rd Edition. Routledge. |
| References: | Articles in Course Package |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 10 |
| Quizzes | 1 | % 15 |
| Presentation | 1 | % 15 |
| Midterms | 1 | % 25 |
| Final | 1 | % 35 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 65 | |
| PERCENTAGE OF FINAL WORK | % 35 | |
| Total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 13 | 39 |
| Study Hours Out of Class | 13 | 77 |
| Presentations / Seminar | 10 | 10 |
| Homework Assignments | 1 | 15 |
| Midterms | 1 | 2 |
| Final | 1 | 2 |
| Total Workload | 145 | |
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To develop an interest in the human mind and behavior, to be able to evaluate theories using empirical findings, to understand that psychology is an evidence-based science by acquiring critical thinking skills. | |
| 2) | To gain a biopsychosocial perspective on human behavior. To understand the biological, psychological, and social variables of behavior. | |
| 3) | To learn the basic concepts in psychology and the theoretical and practical approaches used to study them (e.g. basic observation and interview techniques). | |
| 4) | To acquire the methods and skills to access and write information using English as the dominant language in the psychological literature, to recognize and apply scientific research and data evaluation techniques (e.g. correlational, experimental, cross-sectional and longitudinal studies, case studies). | |
| 5) | To be against discrimination and prejudice; to have ethical concerns while working in research and practice areas. | |
| 6) | To recognize the main subfields of psychology (experimental, developmental, clinical, cognitive, social and industrial/organizational psychology) and their related fields of study and specialization. | |
| 7) | To acquire the skills necessary for analyzing, interpreting and presenting the findings as well as problem posing, hypothesizing and data collection, which are the basic elements of scientific studies. | |
| 8) | To gain the basic knowledge and skills necessary for psychological assessment and evaluation. | |
| 9) | To acquire basic knowledge of other disciplines (medicine, genetics, biology, economics, sociology, political science, communication, philosophy, anthropology, literature, law, art, etc.) that will contribute to psychology and to use this knowledge in the understanding and interpretation of psychological processes. | |
| 10) | To develop sensitivity towards social problems; to take responsibility in activities that benefit the field of psychology and society. | |
| 11) | To have problem solving skills and to be able to develop the necessary analytical approaches for this. | |
| 12) | To be able to criticize any subject in business and academic life and to be able to express their thoughts. |