The impact of Japan's political relations on the economic situation in China and Korea

2021/2022

Учебный год

ENG

Обучение ведется на английском языке

3

Кредиты

Кто читает:

Институт востоковедения и африканистики

Статус:

Курс по выбору

Когда читается:

2-й курс, 1, 2 модуль

Преподаватель

Коробочкина Алёна Валерьевна

Course Syllabus

Abstract

The purpose of the “The impact of Japan's political relations on the economic situation in China and South Korea” course is to analyze how political relations with a foreign country affect bilateral economic relations and trade. It focuses on the development of the relationship between the three most powerful countries of the Asia-Pacific region – China, Japan, and the Republic of Korea from the 90s of the 20th century to the present day. Special attention will be paid to the complex Japan-China, China-South Korea, and Japan-South Korea relations at the beginning of the 21st century. The topics included in the course are aimed at provoking discussions and debates to consider crises from different perspectives. Using knowledge about the researched region, students will have to make a report at the seminar on one of the topics, as well as actively participate in discussions and debates, which is part of the current control. At the end of each module, students submit an essay in which they demonstrate the skills of systematic thinking and analysis of political and economic events in the region. To do this, students will be required to understand and analyze not only the academic literature but also the official development strategies of these countries and the news agenda of each of the parties.

Learning Objectives

• The objectives of mastering the discipline "The impact of Japan's political relations on the economic situation in China and South Korea" are to acquire knowledge and competencies in the field of the impact of political processes (domestic and foreign) within the studied countries of the Asia-Pacific region on economic interaction from the 90s of the 20th century to the present day, necessary for understanding and analyzing the development strategies and cooperation of China, Japan, and the Republic of Korea.

Expected Learning Outcomes

• Analyze modern situation in the studied region and understand the possible outcome and strategies.
• Apply knowledge and understanding of China, Japan, and the Republic of Korea relations and behavior to real world situations.
• Demonstrate a wide range of generic skills, including skills in information processing, researching, teamwork, critical and creative thinking, computing independent learning.
• Demonstrate an in-depth knowledge and critical understanding of China, Japan, and the Republic of Korea’s politics and economy linkage.
• Distinguish between different perspectives by drawing on their knowledge of the discipline.

Course Contents

• Module 1. 1. Japanese domestic politics and foreign policy after economic bubble burst
• 2. Japanese domestic politics and a rising China
• 3. The Japanese political economy after the “Bubble” burst
• 4. Japanese “Bubble” economy and its influence on the China and South Korea Rise
• 5. South Korea’s economic relations with Japan
• 6. The impact of the Yasukuni Shinto shrine visits in the Sino-Japanese relations
• 7. Japan-Korea historical problems and its impact on economic development
• Module 2. 1. North Korea factor in the Japan-South Korea-China Relations
• 2. The impact of the Sino-Japanese competition on the South East Asia
• 3. China and South Korea relations and countries economic development
• 4. China-Japan-South Korea trilateral and business relationships
• 5. The rise of China and South Korea’s strategic outlook

Assessment Elements

• Report/Presentation
  Depending on the number of students, presentations can be either individual or prepared in groups by 2-3 students. The student should make at least one presentation in each module (at least two presentations during the course). The time limit for the presentation is 20 minutes and should not be exceeded. Students are expected to read literature recommended in the syllabus, as well as to search for extra sources, especially in order to get the most up-to-date information on the topic of their presentation. At the end of the presentation students highlight at least three keywords for further discussion in the class.
• In-class Participation
  The teacher evaluates the work of students in classes (in-class participation): the completeness and correctness of answers, the results of completing tasks and the activity of students in debates and discussions. The teacher puts the grades for work in practical classes in the worksheet. The accumulated score on a 10-point scale for work in practical classes is determined before the interim or summative assessment.
• Literature review
  For this assignment, students need to read a book from the list provided by the instructor and write a short book review (1000-1500 words). The students should sign up for books to review during week 2 of the Module 2. The review is due by the lecture 4 of the Module 2 according to the schedule. If students cannot find the book in the library, they should contact the instructor. Students should include three following points in the book review: - Summarize the major themes of the book and the author’s chief argument, evaluate their importance; - Describe and evaluate the author’s methodology, analysis and the evidence provided to support his or her argument; - Conclude by saying how significant author’s contribution to studies of the impact of political decisions in one country to the economic situation in the other country of the researched region and who will benefit from reading this book. Please, respect academic norms and avoid plagiarism (more about it can be found here: https://www.hse.ru/en/studyspravka/plagiat).
• Interim Assessment (if required) - Essay (1st Module)
  An essay is a written self-study on a topic offered by the teacher or by the student him/herself approved by teacher. The topic for essay includes development of skills for critical thinking and written argumentation of ideas. An essay should include clear statement of a research problem; include an analysis of the problem by using concepts and analytical tools within the subject that generalize the point of view of the author. Essay structure: 1. Introduction and formulation of a research question. 2. Body of the essay and theoretical foundation of selected problem and argumentation of a research question. 3. Conclusion and argumentative summary about the research question and possibilities for further use or development.
• Summative Assessment - Essay (2nd Module)
  An essay is a written self-study on a topic offered by the teacher or by the student him/herself approved by teacher. The topic for essay includes development of skills for critical thinking and written argumentation of ideas. An essay should include clear statement of a research problem; include an analysis of the problem by using concepts and analytical tools within the subject that generalize the point of view of the author. Essay structure: 1. Introduction and formulation of a research question. 2. Body of the essay and theoretical foundation of selected problem and argumentation of a research question. 3. Conclusion and argumentative summary about the research question and possibilities for further use or development.
• Examination Assessment
  The exam will have 90 minutes, during which students will have to write one detailed, clear and reasoned answer to the question on the course. These mini-essay answer in English should be around 1500-2000 words (in Word). Answers should be based on the course materials, in-class discussions and other materials of the discipline.
• Self-directed study
  Self-study is organized in order to: - Systemize theoretical knowledge received at lectures; - Extending theoretical knowledge; - Learn how to use legal, regulatory, referential information and professional literature; - Development of cognitive and soft skills: creativity and self-sufficiency; - Enhancing critical thinking and personal development skills; - Development of research skills; - Obtaining skills of efficient independent professional activities. Self-study, which is not included into a course syllabus, but aimed at extending knowledge about the subject, is up to the student’s own initiative. A teacher recommends relevant resources for self-study, defines relevant methods for self-study and demonstrates students’ past experiences. Tasks for self-study and its content can vary depending on individual characteristics of a student. Self-study can be arranged individually or in groups both offline and online depending on the objectives, topics and difficulty degree. Assessment of self-study is made in the framework of teaching load for seminars or tests. In order to show the outcomes of self-study it is recommended: - Make a plan for 1-2 presentation which will include topic, how the self-study was organized, main conclusions and suggestions and its rationale and importance. - Supply the presentation with illustrations. It should be defined by an actual task of the teacher.

Interim Assessment

• 2021/2022 2nd module
  1. The structure of the modular assessment (MA): The modular assessment of Module 1 consist of the accumulated assessment for the module (AAM). The modular assessment of Module 2 consists of the accumulated assessment for the module (AAM) and the examination assessment for the module (EAM). Module 1: МA = AAM (100 %) Module 2: МA = AAM (50 %) + EAM (50 %) 2. The accumulated assessment grade for the module (AAM) is calculated by the formula: AAM = (SDS*0,5) + (ISA*0,5), where: SDS is the total for self-directed study and in-class participation (calculated as the arithmetic average of all grades for self-directed study and in-class participation) - 50 %; ISA is the total for the Interim Assessment and the Summative Assessment (calculated as the arithmetic average of the Interim Assessment and the Summative Assessment) - 50 %; 3. The resulting assessment (final grade) (RA) is calculated according to the formula given below. RA = (MA 1 + MA 2)/2

Bibliography

Recommended Core Bibliography

• Makoto Iokibe, & Translated and Annotated by Robert D. Eldridge. (2011). The Diplomatic History of Postwar Japan. Routledge.
• Scott A. Snyder. (2017). South Korea at the Crossroads : Autonomy and Alliance in an Era of Rival Powers. Columbia University Press.
• Sheila A. Smith. (2015). Intimate Rivals : Japanese Domestic Politics and a Rising China. Columbia University Press.
• Yeo, A. I. (2017). China-Japan-Korea Trilateral Cooperation: Is It for Real? Georgetown Journal of International Affairs, 18(2), 69–75. https://doi.org/10.1353/gia.2017.0022
• Zheng Wang. (2012). Never Forget National Humiliation : Historical Memory in Chinese Politics and Foreign Relations. Columbia University Press.
• 川島裕. (2003). Japanese Foreign Policy at the Crossroads : Challenges and Options for the Twenty-First Century. Brookings Institution Press.

Recommended Additional Bibliography

• Jae Ho Chung. (2003). From a Special Relationship to a Normal Partnership?: Interpreting the “Garlic Battle” in Sino-South Korean Relations. Pacific Affairs, 76(4), 549–568.
• Oberdorfer, D., & Carlin, R. (2013). The Two Koreas : A Contemporary History: Vol. Revised and updated third edition. Basic Books.
• Robert Hoppens. (2015). The China Problem in Postwar Japan : Japanese National Identity and Sino-Japanese Relations. Bloomsbury Academic.
• Terence Roehrig. (2017). Japan, South Korea, and the United States Nuclear Umbrella : Deterrence After the Cold War. Columbia University Press.