MPS 004 COMPARATIVE POLITICS: ISSUES AND TRENDS Solved
Assignment 2022-23
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MPS
004 Solved Assignment 2022-23
COMPARATIVE POLITICS: ISSUES AND TRENDS (MPS-004) TUTOR MARKED ASSIGNMENT
Course Code: MPS-004
Assignment Code:
Asst/TMA/2022-23
Marks: 100
Answer five questions in all,
selecting at least two questions from each section. Each question is to be
answered in about 500 words. Each question carries 20 marks.
SECTION-I
1. Briefly describe the main
approaches to nationalism.
Nationalism, ideology based on the premise that the
individual’s loyalty and devotion to the nation-state surpass other individual
or group interests. This article discusses the origins and history of
nationalism to the 1980s. For later developments in the history of nationalism,
see 20th-century international relations; European Union; and Euroskepticism.
The modern nature of
nationalism
Nationalism is a modern movement. Throughout history people
have been attached to their native soil, to the traditions of their parents,
and to established territorial authorities, but it was not until the end of the
18th century that nationalism began to be a generally recognized sentiment
molding public and private life and one of the great, if not the greatest,
single determining factors of modern history. Because of its dynamic vitality
and its all-pervading character, nationalism is often thought to be very old;
sometimes it is mistakenly regarded as a permanent factor in political
behaviour. Actually, the American and French revolutions may be regarded as its
first powerful manifestations. After penetrating the new countries of Latin
America, it spread in the early 19th century to central Europe and from there,
toward the middle of the century, to eastern and southeastern Europe. At the
beginning of the 20th century, nationalism flowered in Asia and Africa. Thus,
the 19th century has been called the age of nationalism in Europe, while the
20th century witnessed the rise and struggle of powerful national movements
throughout Asia and Africa.
Nationalism, translated into world politics, implies the
identification of the state or nation with the people—or at least the
desirability of determining the extent of the state according to ethnographic
principles. In the age of nationalism, but only in the age of nationalism, the
principle was generally recognized that each nationality should form a
state—its state—and that the state should include all members of that
nationality. Formerly states, or territories under one administration, were not
delineated by nationality. People did not give their loyalty to the
nation-state but to other, different forms of political organization: the
city-state, the feudal fief and its lord, the dynastic state, the religious
group, or the sect. The nation-state was nonexistent during the greater part of
history, and for a very long time it was not even regarded as an ideal. In the
first 15 centuries of the Common Era, the ideal was the universal world-state,
not loyalty to any separate political entity. The Roman Empire had set the
great example, which survived not only in the Holy Roman Empire of the Middle
Ages but also in the concept of the res publica christiana (“Christian
republic” or community) and in its later secularized form of a united world
civilization. As political allegiance, before the age of nationalism, was not
determined by nationality, so civilization was not thought of as nationally
determined. During the Middle Ages, civilization was looked upon as determined
religiously; for all the different nationalities of Christendom as well as for
those of Islam, there was but one civilization—Christian or Muslim—and but one
language of culture—Latin (or Greek) or Arabic (or Persian). Later, in the
periods of the Renaissance and of Classicism, it was the ancient Greek and
Roman civilizations that became a universal norm, valid for all peoples and all
times. Still later, French civilization was accepted throughout Europe as the
valid civilization for educated people of all nationalities. It was only at the
end of the 18th century that, for the first time, civilization was considered
to be determined by nationality. It was then that the principle was put forward
that people could be educated only in their own mother tongue, not in languages
of other civilizations and other times, whether they were classical languages
or the literary creations of other peoples who had reached a high degree of
civilization.
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Cultural nationalism
From the end of the 18th century on, the nationalization of
education and public life went hand in hand with the nationalization of states
and political loyalties. Poets and scholars began to emphasize cultural
nationalism first. They reformed the mother tongue, elevated it to the rank of
a literary language, and delved deep into the national past. Thus, they
prepared the foundations for the political claims for national statehood soon to
be raised by the people in whom they had kindled the spirit.
Before the 18th century there had been evidences of national
feeling among certain groups at certain periods, especially in times of stress
and conflict. The rise of national feeling to major political importance was
encouraged by a number of complex developments: the creation of large
centralized states ruled by absolute monarchs who destroyed the old feudal
allegiances; the secularization of life and of education, which fostered the
vernacular languages and weakened the ties of church and sect; the growth of
commerce, which demanded larger territorial units to allow scope for the
dynamic spirit of the rising middle classes and their capitalistic enterprise.
This large unified territorial state, with its political and economic
centralization, became imbued in the 18th century with a new spirit—an
emotional fervour similar to that of religious movements in earlier periods.
Under the influence of the new theories of the sovereignty of the people and of
individual rights, the people replaced the king as the centre of the nation. No
longer was the king the nation or the state; the state had become the people’s
state, a national state, a fatherland, or a motherland. State became identified
with nation, as civilization became identified with national civilization.
2. Analyse the impact of regional
integration on the state and its sovereignty.
3. Examine the Neo-Marxist
understanding of the state in developing countries.
4. Critically examine the impact of
globalization on the internal functioning of a state.
5. Discuss the impact of
multinational corporation on developing nations.
SECTION-II
6. Write short notes on the following
in about 250 words each:
a) Gramsci’s conception of civil
society
b) Marxist conception of political
economy
7. Write short notes on the following
in about 250 words each:
a) State building and nation building
b) Cultural deprivation as an
inducement to ethnicity.
8. Critically evaluate Maurice
Duverger’s classification of Party Systems.
9. Assess the position of developing
countries on the key issues in the environment debate.
10. Write short notes on the
following in about 250 words each:
a) Relationship between parties and
pressure groups
b) Ecofeminism and its critics.
IGNOU MPS Guidelines 2022-23
Dear learner,
As
explained in the Programme Guide, you will have to do a Tutor Marked Assignment
for each course in Political Science. This booklet contains the assignments of
the first year courses of the Masters Programme in Political Science.
You
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assignments, please read the instructions carefully provided in the Programme
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