The Duck of Minerva

The Duck Quacks at Twilight

SF, IR, and Pedagogy

April 11, 2012

After Charli’s video mashup this feels pretty lame, but I did promise the slides from my talk. Thanks again to all those who responded to the bleg. If it isn’t obvious, I should note that everything I said is influenced by PTJ and his course.

The basic takeaways?

1. Science Fiction (SF) has close ties with social-scientific inquiry and, in general, has lots of political and international-relations content. It is therefore well-suited for these kinds of courses.

2. We need to be less focused on using fiction to teach intro to international realism (bad isms!) and more on choosing works that communicate interesting international-political and political ideas. Teaching The Hunger Games, for example, isn’t about stretching for realism or the state of nature, but exploring ‘organic’ themes about the dynamics of empire, revolution, games and politics, roleplaying and narrative expectations, voyeurism, etc. Good novels or films, like Charles Stross’s Halting State and Iain M. Banks’ Player of Games have a lot to say for themselves. Lots of SF deals with state formation, problems of the “other,” and states of exception… so teach those things.

3. Students are smart and creative; render them collaborators in the course by letting them explore themes that they want to pursue.

4. Make the course lots of work to deter students who think that taking a class like this will be a way to bypass serious intellectual engagement.

Slides below the fold.

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Daniel H. Nexon is a Professor at Georgetown University, with a joint appointment in the Department of Government and the School of Foreign Service. His academic work focuses on international-relations theory, power politics, empires and hegemony, and international order. He has also written on the relationship between popular culture and world politics.