The nation-state has been an important institution in international politics for at least 500 years. Yet teaching traditional undergraduates about the state is a challenge. In addressing this challenge in a comparative politics seminar and an introductory survey, film has been an effective way to help students engage questions about the rise of the state and its possible decline as a site of loyalty. As part of a strategy encouraging active learning, I used film clips as cases, which aided students' critical thinking and allowed the incorporation of comparative politics and constructivist scholarship into the classroom. Portions of the films Henry V, Elizabeth, and The Mission helped provoke discussions about the rise of the state in the early modern period. A scene from Saving Private Ryan helped students to question whether the alleged decline of the state is a reality and what the implications of decline might be. Integrating film in the classroom requires intentional effort and thought about pedagogical purposes, but it can encourage students to reflect upon ethical choices vis-à-vis the state in their own lives.

No abstract

No abstract

Educating Desire and Imagination in a "Faith in the World" SeminarreCenT ConversaTions about Christian teaching and learning have discussed educating students' imaginations and desires. But how might one begin to educate desire and imagination? To answer, we narrate the experience of teaching a course, Living Well in a Car Culture, within a general education seminar required of all fourth-year students at a small Christian university in the United States. Our goals were for students to recognize how they have been shaped by car culture, to reimagine their participation in it, and to imagine and practice alternative ways of living. Course outcomes are illustrated with examples from students' written work.

No abstract