POE 299: Evidence, Proof, and Knowledge The College of Idaho Course Syllabus

Evidence, Proof, and Knowledge

POE 299
Spring 2021

Instructor: Dr. Steven Panageotou

(pronounced Pan-a-yo-2)

Email:
[email protected]

Office Hours:

Course Meets: Mondays and Wednesdays

Office:
11:20am – 2:10pm
Strahorn 105
Tuesdays and Thursdays
Thursdays 1:00pm-2:40pm
Contact:
2:40pm-4:10pm Teams or Email
And by appointment
ONLINE
During office hours, I will be available on
Teams. Check my status, as I may be away for
the moment.

Catalog Description
An intensive study of epistemology and research methods in the field of Political Economy.
Students will examine the principal theories and approaches to acquiring and analyzing
knowledge of the political and economic world. The course concludes covering statistical
analysis and the completion of a literature review.

Student Learning Outcomes

Upon successful completion of this course, a student will be able to:

1. Understand the basis for political economy research

2. Search for political economy research subjects

3. Properly cite and reference sources

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POE 299: Evidence, Proof, and Knowledge The College of Idaho Course Syllabus

Text and Course Material

Required Books:

Skidelsky, Robert. 2020. What’s Wrong with Economics?: A Primer for the Perplexed. Yale
University Press
ISBN-13 : 978-0300249873

Bardon, Adrian. 2019. The Truth about Denial: Bias and Self-Deception in Science, Politics,
and Religion. Oxford University Press.
ISBN-13 : 978-0190062279

Blakely, Jason. 2020. We Built Reality: How Social Science Infiltrated Culture, Politics, and
Power. Oxford University Press.
ISBN-13 : 978-0190087388

Wheelan, Charles. 2013. Naked Statistics: Stripping the Dread from the Data. W.W. Norton
and Company.
ISBN-13 : 978-0393347777

We will draw readings from a number of other texts, which are optional to purchase. I will
post these readings to Canvas as pdfs. If you like the feel of reading print books or are
starting your political economy library, you may choose to purchase these books.

 Shepsle, Kenneth A. 2010. Analyzing Politics: Rationality, Behavior, and Institutions,

2nd Edition. W.W. Norton & Company.

 Amadae, S.M. 2003. Rationalizing Capitalist Democracy: The Cold War Origins of
Rational Choice Liberalism. University of Chicago Press.

 Downs, Anthony. 1957. An Economic Theory of Democracy. Addison-Wesley

Publishing Company

 Fromm, Erich. 1969. Escape from Freedom. Henry Holt and Company.

 Hofstader, Richard. 1952 [2008]. The Paranoid Style in American Politics and Other
Essays. Vintage Books.

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POE 299: Evidence, Proof, and Knowledge The College of Idaho Course Syllabus

Grading System
Total possible points for the course:

 Weekly Reviews 40
 Reflection Worksheets 20
 Research and Data Collection 15
 Literature Review 25
 Total 100

Grading and Evaluation

1. Weekly Reviews

Readings will be the foundation for this course. Students are expected to complete all
readings for each class BEFORE coming to class and be prepared to discuss the assigned
readings on that day.

You will find a weekly review worksheet for each week of the course. There are 12
weeks of readings for the course (the final class period in Week 14 will be included with
Week 13). Each worksheet will have you answer questions on the previous weeks readings
and class discussions.

Answers should be derived exclusively from course readings and class discussions. There is
no reason to use outside sources, and doing so can be constituted as plagiarism.

You will receive your weekly worksheet on Thursday after class each week. It will be
due every Sunday by 11:59pm. Because you have many opportunities to turn in Weekly
Reviews, I will not accept any late Worksheets.

It is your responsibility to turn in 8 Weekly Reviews (out of 12 total opportunities)

by the end of the semester. This means you can miss 4 Weekly Reviews without
penalty. You can choose which weeks you want to turn in the worksheets. Just make sure
you turn in 8 worksheets total. If you do not meet the 8-Worksheet threshold by the end
of the semester, you will get a 0 for every missed Worksheet. Let’s say you only turn in 6
Worksheets at the end of the semester. Those 2 Worksheets you did not turn in will all
revert to a grade of “0” which will substantially reduce your overall grade percentage.

You will find your Weekly Review score on Canvas in the “Grades” Section. Your total
score will be an average of all the worksheets you turned. You will find a running
tally of your score throughout the semester.

2. Reflection Worksheets

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POE 299: Evidence, Proof, and Knowledge The College of Idaho Course Syllabus

After every class, you will also find a Reflection Worksheet template on Canvas. The
intention of these worksheets is for you to evaluate how well you prepared for class and to
reflect on what you learned during class. Reflections are useful for you to reflect on what
you learned during class, as well as provide me information on your progress and how you
feel about the material.

It is your responsibility to turn in 15 Reflections (out of 24 total opportunities) by the

end of the semester. This means you can miss 9 Reflections without penalty. You can
choose which days you want to turn in Reflections. Just make sure you turn in 15
Reflections total. If you do not meet the 15-Reflection threshold by the end of the
semester, you will get a 0 for every missed Reflection. Let’s say you only turn in 12
Reflections at the end of the semester. Those 3 Reflections you did not turn in will all revert
to a grade of “0” which will substantially reduce your overall Reflection grade percentage.

I will count your first 15 Reflections you turn in, and I will not count any Reflection above 15.
(I do love to read your Reflections, so feel free to turn in more.)

You must turn in your Reflection Worksheet within 24 hours after that day’s class. This
means it is due by 4:10 on Wednesdays and Fridays. You have many opportunities to
turn in Reflections, so I will not accept any late ones.

You CANNOT turn in a Reflection Worksheet if you did not attend class. In a way, this
functions as an informal attendance policy, as you have to attend class in order to turn in
Reflection Worksheets to earn points for this assignment.

Grading of the Reflection Worksheets:

Each Reflection Worksheet is worth 1 point, and your total Reflection score will be
an average of all the Reflections scores you earned in the semester. You will find a
running tally of your Reflections score on Canvas.
 You must exert sufficient effort to earn a score of “1”. This means writing at least
a short paragraph for each open-ended answer. I will deduct fractions of the point if
your answers are not detailed enough. Simply writing one or two sentences for each
open-ended response WILL NOT earn you full points.
 For the question “Through the class discussion, did your understanding of the
reading change? If so, how did it change?”, it is not enough to simply state that you
gained a deeper understanding of the reading. To get full-points, you must tell me
specifically what you learned. If your understanding of the reading did not change,
you need to describe why it did not.

3. Research and Data Collection Exercise

This assignment will help students learn how to collect data from the library, databases,
and the Internet. Students must work on the exercises themselves and may NOT work

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POE 299: Evidence, Proof, and Knowledge The College of Idaho Course Syllabus

together, share answers, or discuss the work with other students in the class or
students from prior classes. Any indiscretions will be considered a violation of
academic integrity. A student cannot receive a passing grade in this course without
completing this assignment.

The assignment will be posted to Canvas and will be due two weeks later on Thursday Feb
21 by 11:59pm.

4. Literature Review

This assignment is designed for you to demonstrate both your content knowledge of
Political Economy alongside your research skills. Students will choose a topic relevant to
their Political Economy interests, collect 15 peer-reviewed research articles and/or
books, and write a literature review of the topic.

A student cannot receive a passing grade in this course without completing this
assignment.

The assignment will be posted to Canvas before Tuesday February 16

Steps in research process to ensure quality papers:

1) Meet with Professor for 5-10 minutes in Teams to approve topic (by Thurs. Mar 11)
2) Submit final Literature Review assignment by Wednesday April 21 by 11:59pm

Attendance and Participation

I encourage you to attend ALL classes and participate OFTEN. I understand that
unexpected things occur, and especially with Covid, it might not be possible to attend every
single class. You do not have to tell me if you are missing class.

You cannot turn in a Reflection Worksheet if you did not attend class.

If you miss too many classes, your Reflection grade will suffer, and you will likely not
be prepared for the Weekly Reviews. Attending class is the most important thing you
can do in order to be prepared for the Exams.

I do take attendance every class, and I keep informal notes on who is participating
during class and who does not. Moreover, I have to report to the College if you miss an
inordinate number of classes or do not show up at all, especially at the start of the semester
(the first two weeks). If any student is absent for the first two weeks, I will have to
notify Student Affairs.

Late Work
Weekly Reviews

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POE 299: Evidence, Proof, and Knowledge The College of Idaho Course Syllabus

Weekly Review Worksheets will not be accepted after 11:59pm (MST) on Sundays. I will
not accept any late worksheets.

Reflection Worksheets

Reflection Worksheets will not be accepted if you did not attend class that day. And, they
will not be accepted after 24 hours after that day’s class.

Research and Data Collection Exercise

If this assignment is turned in late, it will lose 10% of its points for every day it is late.

Literature Review

If this assignment is turned in late, it will lose 10% of its points for every day it is late.

COVID SPECIFIC POLICIES WITH REGARD TO ATTENDANCE AND

MAKE UP WORK
If you test positive for Covid or are in direct contact with someone with Covid, please
follow the College’s policies.

Specific Class Policies:

If you get sick

 Please contact me, and we will work out a plan for you to make up missed work. No
extensions or make up work will be permitted unless you have prior approval from
me. This means if you get seriously ill, especially with regard to Covid, please notify
me as early as possible.

If I get sick
 I will let you know of my illness and plan with you all about how we will proceed.

Grading Scale
Percentage Course Grade GPA Calculation
94-100 A 4.0
90-93 A- 3.7-3.79
87-89 B+ 3.3-3.69
83-86 B 3.0-3.29
80-82 B- 2.7-2.99
77-79 C+ 2.6-2.69
73-76 C 2.3-2.59
70-72 C- 2.0-2.29
67-69 D+ 1.7-1.99

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POE 299: Evidence, Proof, and Knowledge The College of Idaho Course Syllabus

63-66 D 1.5-1.69
60-62 D- 1.3-1.49
0-59 F Below 1.3

Classroom Policies
Covid Online Classroom Policies

At least for the start of the semester (only changing if the College moves to a different
“phase” of the opening process), all classes will take place online through Microsoft
Teams and synchronously with the established meeting times.

Given that we will be meeting virtually in a shared space, it is imperative that we practice
proper online meeting etiquette. The following are guidelines that I hope you follow as we
navigate these exceptional times:

Please join the class with your video enabled but your microphone muted.

1) Video policy: Turning on your video is HIGHLY encouraged but not required.
Enabling your video is not for me to police that you are attending class. Instead, I am
striving to recreate, as much as humanly possible, the classroom experience
virtually. We humans rely on visual cues like body language and facial expressions.
One advantage of being online during Covid is that we do not have to wear masks in
our private space and can actually see each other’s faces. To that end, I encourage
you to keep your videos on for the entire duration of each class session. Doing so
will help me to feel that I am actually talking to humans, instead of just my own
laptop screen. As we navigate classroom discussion and lecture, I will rely on visual
cues to know how you all are receiving the course content. But, I understand that
you might have reasons (such as not having a working camera, being in a shared
space with roommates, etc…) to not want your camera turned on.

2) Microphone policy: No one wants to be attending class virtually and be distracted

because of someone’s dog barking, commotion in the background, or hearing an
echo. Please mute your microphone and unmute it when you say something
during class. The default should always be to have your microphone muted. I
understand that sometimes we may forget. Please do not get offended if I mute your
microphone for you.

3) Raise Hand Feature: We are going to have classroom discussion each class. This
can be difficult in an online environment where we cannot see cues for who wants
to talk next. This often leads to people talking over each other, which can be chaotic
in a video meeting. I encourage you to use the Raise Hand feature on Teams so
that we can better organized and handle classroom discussion. Sometimes that
feature will not be necessary. For example, if I ask a question, it is acceptable to
simply turn on your microphone and respond. Other times, however, the Raise Hand
feature will be necessary. If someone is talking and multiple people want to respond,

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POE 299: Evidence, Proof, and Knowledge The College of Idaho Course Syllabus

you want to respond, please use the Raise Hand feature. I will then call on you,
which will prompt you to turn on your microphone and voice your
comment/question. Please also remember to lower your hand after you make your
comment. If you do not do so yourself, I may do it for you.

4) Chat Features: I am encouraging you all to use the Chat Feature in Teams. The
reality is that we have to find new modes of recreating a collective class experience.
The Chat Feature is a way to encourage participation, as well as horizontal dialogue
among students. Therefore, I encourage you to answer questions I pose in the Chat,
ask questions in the Chat (if you are uncomfortable raising your Hand), and respond
to others in the Chat. I will do my best to respond to comments and questions in the
Chat, however, that might be difficult as I navigate the use of multiple media streams
during class. The Chat feature should be restricted to commenting and asking
questions about course content or the course more generally. Posting emoticons,
gifs, and memes are acceptable so long as they relate to the course. In fact, it is
highly encouraged to use these features so that we can create a vibrant
learning environment. Just make sure to not be distracted from the actual class
while doing so.

5) Recording: I will be recording every class session. You can access the videos on
the Activity page for our Teams group after each class session. You should access the
video within 3 days of the end of class, or you might not be able to find it, as the
videos expire.

It is a violation of the course policy to record the class session using any of your own
devices. Unauthorized recording and/or posting of in-class activities on social
media or elsewhere is considered to be a violation of my rights to Academic
Freedom in the classroom and may also violate the privacy rights of your
classroom peers.

a. A word about recording and attendance: Please do not use the class
recording as an excuse to not attend class. If everyone did this, there would
be no classroom experience at all, and I would simply be lecturing into the
void, having no idea if anyone is actually there, and losing all ability to have a
dialectical and dialogical classroom experience with you all. Class would be
tedious, boring, and lose much of its value. The course would be significantly
harmed, and you would not receive the kind of course I strive to deliver.
Instead, I encourage you all to use the recordings as a secondary source—to
be used if you missed class or need to hear parts of it again as you learn the
material.

Contacting Me

You should contact me for any questions you have about any concerns you may have,
including the course material, readings, specific assignments, and/or your grade. I am also
available for advising and discussing life and Political Economy more generally. The best
way to contact me is through Teams or Email. If it is during office hours (and my

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POE 299: Evidence, Proof, and Knowledge The College of Idaho Course Syllabus

status indicates that I am present), feel free to call me on Teams for an instant chat. If
I miss your class, I will call you back, so long as it is during office hours. For all other
communication, please email me. You can expect to receive a response within 24 hours
of you sending the email. That is likely the longest you would have to wait for my
response. I frequently respond within the hour and sometimes immediately. When you
contact me through email, please make sure you use your College of Idaho email
account and practice proper email etiquette.

General Policies
Disability Accommodation Statement

The College of Idaho seeks to provide an educational environment that is accessible to the
needs of students with disabilities. The College provides reasonable services to enrolled
students who have a documented permanent or temporary physical, psychological,
learning, intellectual, or sensory disability that qualifies the student for accommodations
under the Americans with Disabilities Act or section 504 of the Rehabilitation Act of 1973.
If you have, or think you may have, a disability that impacts your performance as a student
in this class, you are encouraged to arrange support services and/or accommodations
through the Learning Support and Disability Services office located in Hendren Hall (208-
459-5188). Reasonable academic accommodations may be provided to students who
submit appropriate and current documentation of their disability. Accommodations can be
arranged only through this process and are not retroactively applied.

Academic Honesty

Academic honesty is the backbone of learning. Being an academically honest student is the
cornerstone of developing one’s integrity, leadership, and moral compass. Academic
dishonesty will not be tolerated under any circumstances. If you are unsure as to what
constitutes academic dishonesty, please review the College’s webpage dedicated to this
topic. https://collegeofidaho.smartcatalogiq.com/en/current/Undergraduate-
Catalog/Policies-and-Procedures/Academic-Misconduct

Our Political Economy Department, and this course specifically, is built around the
Honor Code System as a means to promote personal and academic integrity. I assume
at the outset that you are here to learn and produce your own work. And, I assume that you
understand the harm you to do your self-worth and the value of the College of Idaho degree
if you engage in academic dishonesty. There is no better way to cheat yourself out of
learning and passing a course than plagiarizing or cheating.

My approach assumes that you are producing your own work. I do not want to play
“detective” and seek out plagiarism or cheating. However, given the development of
technology, it is easier than ever to catch instance of plagiarism or cheating. You might even
“get away” with academic dishonesty under my nose. Ultimately, it is your decision to
knowingly and willingly practice a lack of integrity and submit work that is not your own, is
plagiarized to any degree, or constitutes cheating. But, if I do catch your academic

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 POE 299: Evidence, Proof, and Knowledge The College of Idaho Course Syllabus

dishonesty, it is my discretion to access penalties, which could result in a number of

outcomes, including failing the assignment, failing the course, and reporting the
offense to the College. Academic dishonesty is simply not worth it. Do your own work and
take pride in it. Seek help if you are having trouble. I will always make time to help you if
you are making the effort to produce your own work.

Course Schedule
The Course Schedule is subject to change (and invariably will do so) depending on how the
semester progresses. Anytime that is does, I will notify you through email, a Canvas update,
and verbally in class. I will also revise this syllabus to reflect any schedule changes and post
the revised syllabus to Canvas.

Wk Date Day Topic Reading

Wk 1 14-Jan Thurs Syllabus
Shepsle
 Ch. 1 “It Isn’t Rocket Science, but…”
 Ch. 2 “Rationality: The Model of Choice”
 Ch. 3 “Getting Started with Group Choice Analysis”

Amadae Ch. 1 “Managing the National Security State: Decision

The Rational Choice Approach Technologies and Policy Science”
Wk 2 19-Jan Tues and the Cold War Context  Pgs. 1-9
Shepsle
 Ch. 4 “Group Choice and Majority Rule”

Amadae Ch. 2: “Kenneth J. Arrow’s social Choice and Individual Values”

The Problem of Group Choice  Pgs. 83-86
and the Specter of  Pgs. 102-116
21-Jan Thurs Totalitarianism  Pgs. 122-128
Downs
 Ch. 2 pgs. 21-30
 Ch. 7 pgs. 96-103 and 113
 Ch. 8 pgs. 114-141
 Ch. 11 pgs. 207-210
 Ch. 12 pgs. 220-225 and pg. 237
An Economic Theory of  Ch. 13 pgs. 238-247
Democracy  Ch. 14 pgs. 260-274
Wk 3 26-Jan Tues
Literature Review Review and
Library Resources (Featuring
28-Jan Thurs Dr. Christine Schutz) Articles and Examples on Canvas
Shepsle
The Problem of Collective  Ch. 8 “Cooperation”
Wk 4 2-Feb Tues Action  Ch 9 “Collective Action”
The Basic Methods of Skidelsky
4-Feb Thurs Mainstream Economics  Ch. 1, 2, 3
Can Economics Model the Skidelsky
Wk 5 9-Feb Tues World?  Ch. 4, 5, 6
11-Feb Thurs Rethinking the Individual: Skidelsky

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 POE 299: Evidence, Proof, and Knowledge The College of Idaho Course Syllabus

The Force of the Social and

Institutions  Ch. 7, 8
Power and History in Skidelsky
Wk 6 16-Feb Tues Economics  Ch. 9, 10
Ethics and the Future of Skidelsky
18-Feb Thurs Economics  Ch. 12, 13, 14
Blakely
Wk 7 23-Feb Tues The Market Polis  Intro, Ch. 1, 2
Blakely
25-Feb Thurs I, Robot  Ch. 3
The Rationalization of the Self Blakely
Wk 8 2-Mar Tues and Society  Ch 4 and 5
4-Mar Thurs NO CLASS
Blakely
Wk 9 9-Mar Tues Scientific Violence  Ch. 6 and Conclusion
11- Bardon
Mar Thurs Why Denialism?  Ch. 1
Wk 16- Bardon
10 Mar Tues Why Climate Science Denial?  Ch. 2
Why political economy
Denialism? Case studies of
18- Trickle-Down Economics and Bardon
Mar Thurs Poverty  Ch. 3
Bardon
 Ch. 3
Wk 23- The Political Economy and
11 Mar Tues Science behind Prejudice  Are liberals in denial about their prejudice?
Hofstader
 Ch. I, IV, V

25- The Logic and Emotion  Marasco, Robyn. 2016. “Toward a Critique of Conspiratorial
Mar Thurs behind Conspiracy Theories Reason.” Constellations 23(2).
Fromm
Wk 30-  Ch. 1
12 Mar Tues Freedom and the Individual  Ch. 2
Fromm
 Ch. 3 pgs. 63-102
1-Apr Thurs Freedom in Modern Society  Ch. 4
Wk Fromm
13 6-Apr Tues Escape From Freedom Ch. 5
8-Apr Thurs TBD
Wk
14 15-Apr Thurs TBD
1:30-
4:30pm

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