Central European University
Summer University
Hungary 2005
A Program for University Teachers, Advanced Ph.D. Students, Researchers and Professionals
in the Social Sciences and Humanities
July 4-29, 2005
The Summer University was established in 1996 primarily as a vehicle for helping young faculty, researchers and professionals in the countries of Central and Eastern Europe and the former Soviet Union by promoting academic cooperation and curriculum development in the social sciences and humanities.
In 2003 the program has changed its original mission in an effort to become an internationally known and respected venue for cutting-edge research in a broad array of disciplines. It is aiming to involve a high-level international faculty (including CEU faculty), and excellent advanced doctoral students, junior or post-doctoral researchers, teachers and professionals as participants. While application from all over the world is encouraged, continued priority is given to applicants from Central and Eastern Europe, the former Soviet Union and countries experiencing emerging democracies worldwide. Applicants from these countries, when admitted on merit, will be eligible for scholarship, while those from developed countries will usually be expected to pay fees.
Course offerings cater for the various needs of academic and professional development across a wide spectrum of disciplines. These include anthropology, art history, environmental sciences, comparative religion, political science, public policy, international relations, legal studies, etc. The program encourages topics in newly emerging fields and transdisciplinary approaches. SUN courses are designed to assist in the developing and refining of participants' research and policy agenda, as well as in integrating the teaching of this agenda with innovative research.
The program is unique in its diversity of faculty and student body as well as its academic offerings. It brings together groups of interested individuals to study together intensively for two or three weeks in Budapest coming from an enormously varied geographical, cultural and academic background. Participants have been accepted into the program from 87 different countries ranging from East and Central Europe and the former Soviet Union to countries of Asia, Africa, North America and South America. The courses are taught by a team of teachers who also represent a wide range of countries in an effort to match the diversity of the student body. Professors have come from approximately 48 different countries from the region as well as mostly from Western Europe and America. This exciting multi-cultural composition of the courses provides a stimulating environment for engaging participants and faculty in an inspiring and enriching dialogue during the summer school.
Central European University
Summer University Office
Postal address: H-1051 Budapest, Nádor u. 9. Hungary
Visitors’ address: 1051 Budapest, Zrínyi u. 14. Hungary
Tel.: (36-1) 327-3811
Fax: (36-1) 327-3124
E-mail:
[email protected] (for information and general correspondence)
[email protected] (for requesting application forms)
WWW site:
http://www.ceu.hu/sun
On-line application:
https://online.ceu.hu/osun
Non-discrimination policy statement
Central European University does not discriminate on the basis of – including, but not limited to – race, color, national and ethnic origin, religion, gender or sexual orientation in administering its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs.
Eligibility
Applications are invited from all countries worldwide on a scholarship or a fee-paying basis.
CEU Summer University encourages all candidates to submit their application on-line.
General Eligibility Criteria
· Minimum requirement for application is a university degree. Undergraduates without a university degree will not be considered. The program encourages applications from advanced Ph.D. students, postdoctoral fellows, junior faculty, researchers and professionals. Before submitting your application please check at
http://www.ceu.hu/sun/index.html
whether the course of your choice has any additional course-specific application requirements or deadlines.
· The language of instruction is English; thus all applicants have to demonstrate a strong command of spoken and written English to be able to participate actively in discussions at seminars and workshops. (In some instances you may be contacted for a telephone interview.)
· Individuals are not eligible to apply to a SUN course if they attended a CRC (Curriculum Resource Center) session in the same calendar or academic year (i.e., they must wait one year after their participation in one of the above programs before applying to SUN). Additionally, applicants are not eligible to apply to SUN if they have already participated in two CEU faculty initiative activities (i.e., CRC, SUN) within a four-year period. Preference will be given to new applicants over former participants in Summer University courses.
· Currently enrolled CEU MA students are not eligible. Ph.D. students may audit the course with the course director’s permission.
Program Costs
The program costs are the following:
One-week course
Two-week course
Tuition fee
EUR 250
EUR 500
Accommodation
EUR 17 per night for a double room, including breakfast (Scholarships cover only the cost of rooms with double occupancy.)
EUR 102
EUR 221
EUR 28 per night for a single room, including breakfast
EUR 168
EUR 364
* Please note that the tuition fee is different for the following two courses:
- €300/2 weeks for the “Leadership and Local Democracy ” course (check
www.ceu.hu/sun for more details)
- €800/2 weeks for the fee-paying participants of “Strategic Corruption Control and Organizational Integrity” course
Applicants from developed countries
Participants from developed countries can be admitted on a fee-paying basis, i.e. they are expected to cover their participation costs, which include tuition, travel, accommodation, insurance and living expenses. However, there are a limited number of tuition waivers available, which may be applied for on a competitive basis. If you wish to apply for a tuition waiver, please attach a cover letter to your application specifying your reasons.
Financial Aid
§ Financial Aid
Participants from Central and Eastern Europe and the former Soviet Union and Mongolia, as well as those coming from emerging democracies worldwide can apply for financial aid. See the various financial aid packages below.
◎Tuition waiver: The tuition fee is provided. Recipients have to cover their own insurance, travel, accommodation, and living expenses. Hungarian participants with residence in Budapest should choose this category.
◎Partial SUN Scholarship: Includes tuition fee and accommodation. The recipients of the scholarship have to cover their travel and living expenses.
◎Full SUN Scholarship: Includes tuition fee, accommodation and a full or partial travel grant. The recipients of the scholarship have to cover their living expenses.
◎The Full SUN Scholarships may include a full or partial travel grant which can be applied for on a competitive basis and will be available in a limited number. The maximum travel grant awarded is EUR 1,160; visa costs and short domestic trips are not reimbursed. The citizens of the following countries are not eligible to apply for a travel grant: Bosnia and Herzegovina, Bulgaria, Croatia, Czech Republic, Poland, Romania, Serbia and Montenegro, Slovakia, Slovenia and the western part of Ukraine, i.e. they should choose the Partial SUN Scholarship.
◎The scholarships do not include insurance or living expenses, participants have to cover these on their own. Living expenses including local transportation and meals are estimated to be EUR 170 for two weeks.
◎As the number of fully funded scholarships available is limited, funding offered by institutions or individuals is welcome so that we can invite more well qualified applicants. When preparing your application, please consider if you or your institution can contribute to the program expenses. Faculty and Ph.D. students are advised to approach their home departments for travel grants; researchers may have research grants available which can cover their participation; professionals may turn to their employers to fund their training in SUN. While selection of applicants will be based on the academic merit of the applications, those willing to bear the participation costs fully or partially will be preferred in case of equally strong applications. See more information on the various forms of financial aid at
http://www.ceu.hu/sun
Applications must be received by the CEU Summer University Office no later than February 14, 2005.
Applications submitted after the deadline will be considered on a case-by-case basis.
CEU Summer University 2005
Courses with Abstracts
Cognitive Neuroscience
Cultural Learning, Imitation, and Articraft Understanding: A Comparative Perspective
July 4 - 15, 2005
Course Director: György Gergely, Hungarian Academy of Sciences, Developmental Research Institute for Psychological Research, Budapest
Resource Persons:
Joseph Call, Max-Planck Institute for Evolutionary Anthropology
Malinda Carpenter, Max-Planck Institute for Evolutionary Anthropology
Gergely Csibra, Centre for Brain and Cognitive Development, School of Psychology, Birkbeck College
Deborah Kelemen, Boston University, Department of Psychology
Ádám Miklósi, ELTE, Department of Ethology
József Topál, ELTE, Department of Ethology
John S. Watson, UC Berkeley
The aim of the summer school is to survey recent theoretical models (coming from memetics, cultural theory, evolutionary psychology, developmental psychology of social and causal cognition, comparative ethology, cognitive neuroscience and philosophy of mind) and empirical work on imitative learning vs. emulation learning in humans as well as in different animal species (such as non-human primates, birds, domesticated dogs, and wolves). The course will provide an interdisciplinary overview of some of the puzzles raised by cultural phenomena and the related empirical and theoretical considerations that led to different theoretical proposals concerning the nature and role of imitation vs. other forms of social learning in the transmission and stabilization of cultural forms in humans versus other animal species.
The other major focus of the course will be on the origins and nature of understanding artifacts in terms of functions and physical-causal accordances in non-human versus human cultures and development, the development of understanding the 'design stance' and its relation to naive essentialism in categorization, and to naive teleo-functionalism in understanding goal-directed actions and artifact use in early childhood.
Comparative Religion, History of Religion
Bookish Traditions: Authority and the Book in Scripturalist Religions
This course is generously supported by a grant from INTAS for participants from NIS countries.
For further information see the SUN website at
http://www.ceu.hu/sun/SUN_2005/brief...scriptions.htm
July 4- 15, 2005
Course Directors: Aziz Al-Azmeh, Central European University, Budapest
Nadia Al-Bagdadi, Central European University, Budapest
Resource Persons:
Mohammed Haddad, University of Tunis
Daniel Madigan, Institutio di Studi su Religioni e Culture, Pontifical Gregorian University, Rome
Guy Stroumsa, Hebrew University of Jerusalem
Brian Stock, Department of English, University of Toronto
Further resource persons will be announced later.
It is one of the ironies of the modern age that the advent of modernity reinforced the status and the authority of the Book in scriptural religions, and facilitated the rigors of its literal reading. Even at the present transitional moment, which with Information Technology is acquiring yet another epochal revolution with results still unforeseeable, the authority of the Book seems smoothly to accommodate the new means and tastes in the transmission of knowledge, religious and profane, and its modes of communication and easy generalization. The return to the textual foundation of the religion does not, however, relate to the Book as divine or otherwise hallowed word alone. It has very determinate consequences for the Book as text definitively established, for the text as physical object, and for the Book as a concept, not least a concept that in the modern redaction is in a sense de-traditionalized, rid of the techniques of medieval glossators and commentators.
The purpose of the Summer School is to scrutinize the pre-modern conceptions of the canonical texts, the techniques of reading involved in its elaboration and use, and subsequently to examine the transformations from the pre-modern to the early modern and modern periods in the textual formation of major religions. This calls for considering the imprint of modern modes of text production (the definitively fixed physical text), modern styles of text arrangements (refashioning the canon and regimes of intertextuality), and the very notion of canonical text (hermeneutics and techniques of reading). It would also be a desideratum to develop a vocabulary which allows for communication among scholars, who will come from the various domains relevant to this issue and address studies from these respective fields.
Students are encouraged to apply from the following disciplines: patristics; medieval Judaism, Christianity and Islam; the Reformation; religion in the nineteenth and twentieth centuries; Humanist antiquarianism and philology; historiography; hermeneutics, as well as from various regions reflecting different styles of dealing with these traditions.
History, Medieval Studies
Conflict and the Law in Medieval Europe July 18-29, 2005
Course directors: Warren C. Brown, California Institute of Technology
Piotr Górecki, University of California, Riverside
Resource persons:
John Hudson, University of St Andrews, Scotland
Paul Hyams, Cornell University, History Department/Law &Society Program
Krzysztof Kowalewski, Polish Academy of Sciences, Warsaw
Yuriy Zazuliak, National Academy of Sciences, Lviv, Ukraine
The course seeks to introduce a group of advanced students to several innovative directions of inquiry into conflict and the law in medieval societies. Conflict is understood as a range of interpersonal tension and related behavior encompassing disputing, threats, uses of force and eruptions of violence, negotiation, peacemaking, and the associated range of emotions, above all fear and anger. Law is understood as an (at least largely) autonomous system of norms, rules, or expectations, that works as one factor in conflict thus defined.
The course will address a wide range of issues currently important in the study of medieval conflict and the law. It will be based on readings, a very moderate lecture component, and, above all, discussion. Each of the six instructors will run a short sequence of classroom sessions. A session will begin with a relatively short background lecture, and then turn into a discussion of two kinds of pre-circulated documents: one or more primary sources of short or moderate length, either translated into English or in the original Latin; and a secondary text, also of moderate length, such as a substantial article or a book chapter. The primary and the secondary materials used for each session will be selected so as to allow the students insight into the sources, methods, and substantive issues that are relevant to its topic, interesting to its instructor, and currently important in the field.
Apart from the sessions run by the six instructors, the course will introduce an overall framework in two ways: by means of the first, introductory session, which will be given jointly by all six instructors; and by means of three roundtable discussions, to be moderated by one or more instructors. The roundtables will identify crucial issues common to our subject that emerge during different phases of the course. The students will be evaluated on the basis of their attendance and discussion participation.
International Relations
Ethnopolitics in Eurasia and the Middle East
This course is generously supported by a grant from INTAS for participants from NIS countries.
For further information see the SUN website at
http://www.ceu.hu/sun/SUN_2005/brief...scriptions.htm July 4 - 15, 2005
Course Director: Erin Jenne, Central European University, Budapest, Hungary
Resource persons:
Florian Bieber, Central European University, Hungary
Jonathan Fox, Bar Ilan University, Israel
Carolyn James, St. Stephen’s College, USA
Patrick James, University of Missouri-Columbia, USA
Stephen Saideman, McGill University, Canada
In the 1970s, civil wars began to outpace inter-state wars in both duration and intensity. The number of ongoing civil wars now dwarfs that of inter-state wars; organized violence has effectively shifted from the international to the sub-state level. In a vast majority of these conflicts, at least one of the combatants was an armed militia or ethnic group. Given the growing salience of sectarian conflict, it is important to sort out their general causes as a why of understanding the growing prevalence of civil or ethnic wars around the world.
This class is composed of three modules. In the first module, students will explore the interaction between ethnopolitics and intra-state conflict as well as different methods for conflict resolution and post-conflict reconstruction. In the second and third modules, students apply these theories to Eurasia and the Middle East—two regions particularly driven by sectarian violence. Doing so will demonstrate how theoretical frameworks may be applied to actual cases of conflict in order to understand why these regions are so turbulent as well as assess the record of previous and ongoing mediation efforts.
International Relations
Globalization, Governance and International Relations Theory July 11-22, 2005
with distance learning modules before and after
Course director: Roger A. Coate, University of South Carolina/United Nations University, USA
Resource persons:
Richard A. Higgott, University of Warwick, Great Britain
Charles W. Kegley, University of South Carolina, USA
Nicole Lindstrom, Central European University, Hungary
James H. Mittelman, American University, USA
James N. Rosenau, George Washington University, USA
Timothy G. Shaw, University of London, Great Britain
"Globalization" has become a topic of the day. Our library shelves are lined with books dealing with globalization and anti-globalization processes, and more are being written. Many examine globalization in combination with another topic of the day, "global governance." Global governance seems to be evolving in response to globalization as people and their governments and communities strive to attain "security" as well as other basic needs, values and interests. Presently however, these concepts *"globalization," "global governance" and "security"* remain rather murky. There are no widely accepted definitions: "global governance" means different things to different analysts, as does "globalization" and "security," and the theoretical confusion surrounding globalization, global governance and security and their interrelationships is presently hampering our practical dealings with all of them. Resolving this theoretical confusion and creating new knowledge and perspectives for guiding research and practice are the principal objectives of this course.
Nationalism Studies
History and Nationalism in Central Asia
This course is generously supported by a grant from INTAS for participants from NIS countries.
For further information see the SUN website at
http://www.ceu.hu/sun/SUN_2005/brief...scriptions.htm July 4 – 15, 2005
Course Directors: Ablet Kamalov, Al-Farabi Kazakh National University, Institute of Oriental Studies, Almaty, Kazakhstan
Resource persons:
Touraj Atabaki, International Institute of Social History, Amsterdam, The Netherlands
Ágnes Birtalan, ELTE University, Budapest, Hungary
Mihály Dobrovits, Central Asian Studies, Miskolc University, Hungary
Vincent Fourniau, Ecole des Hautes Etudes en Sciences Sociales (EHESS), Paris, France
Anuar Galiev, Kazakh Academy of Labor and Social Relations, Almaty
Colin Mackerras, Griffith University, Australia
Catherine Poujol, National Institute of Oriental Languages and Civilizations (INALCO), Paris, France
The course will use interdisciplinary perspective to examine the phenomenon of Revising and Rewriting of the History in Central Asia. It will examine the roots of this phenomenon going back to the colonial time of print-capitalism, which fostered the emergence of 'imagined communities' in Central Asia and look at the problem from a theoretical point of view placing it rightly within the theoretical concepts existing in Historical Anthropology, Post-Colonial Studies and Area Studies.
The course will focus, among others, on such problems as the complex interplay between Invention and Mythologization of the History and Ethno-Nationalism as well as emerging new national Identities. It will introduce the multifaceted debate on the nature of invention of the History and reveal its correlation with state building process, politics, and political regimes and show the role of History Writing in social and cultural life of societies during the transition period. The comparative analysis of the History Writing process in Central Asian states with those in other post-Communist societies (Caucasus, Mongolia) as well as Chinese Central Asia (Xinjiang) will enable to reveal general tendencies in the process of Rewriting of the History and describe it as a natural phenomenon for the contemporary post-colonial societies. The course will give participants the skills necessary to apply academic theories, concepts and methodology to their own researches and teaching curricula.
Nationalism Studies
Ethnicity and Nationalism July 18 – 29, 2005
Course Director: Ashutosh Varshney, Department of Political Science, University of Michigan, USA
Co-instructors:
Zvi Gitelman, Department of Political Science, University of Michigan
Vibha Pingle, Institute of Development Studies, University of Sussex
Prem Rajaram, Department of Sociology and Social Anthropology, CEU, Budapest
What is ethnicity? What does it share with nationalism and in what respects is it different? Why do ethnic groups fight, especially after living peacefully for a long time? Under what conditions do they manage their relations peacefully? Does civic integration (as opposed to segregation) between ethnic groups promote or moderate ethnic conflict? Does ethnic conflict mark the politics of less developed countries only, or is it a wider phenomenon? Will ethnic groups disappear as modernity proceeds further? Will it, for example, cease to exist if, as some people think, the world does become a global market, national barriers between economies drop, people migrate across borders in ever larger numbers, and capital moves about freely?
This course is envisioned as an advanced seminar, and is organized around the questions above. Participants will be introduced to the classic theoretical texts on ethnicity and nationalism. They will also be expected to familiarize themselves with empirical materials from different parts of the world: North America, Europe, the former Soviet Union, the Middle East, Asia and Africa. Enrollments will be limited to 25, so that the atmosphere of a seminar is maintained, participation is maximized, and discussion is vigorous.
Political Science, Public Policy and Administration
X. European Summer School in Local Government Studies
Leadership and Local Democracy: Does Leadership Make a Difference?
In co-operation with the EUROLOC Network and co-funded by the European Consortium for Political Research and the Local Government and Public Service Reform Initiative of the Open Society Institute, Budapest
July 4-15, 2005
Application deadline:
April 8, 2005
Course director: Paweł Swianiewicz, Warsaw University
Resource persons:
Harald Baldersheim, University of Oslo
Robin Hambleton, University of Illinois at Chicago, USA
Hubert Heinelt, Darmstadt University of Technology, Germany
Vincent Hoffmann-Martinot, CNRS Bordeaux, France
Michal Illner, Czech Academy of Science, Czech Republic
Annick Magnier, University of Florence, Italy
Katalin Pallai, Urban Specialist, Budapest, Hungary
Nirmala Rao, London University, Goldsmith College, UK
Larry Rose, University of Oslo, Norway
During last years there has been a lot of discussion on local leadership in several European countries. The most visible dimension of on-going changes is in institutional reforms initiated in several countries. Examples of such reforms include change of traditional collective leadership based on a consensus into a form of the "parliamentary model" (in several Scandinavian cities) and experiments with the direct election of mayors in countries like: Germany, Italy, Greece, Norway, England, Ireland or Belgium. Budapest seems to be an excellent place to discuss this topic, since the same trend is wide-spread in several countries of Central and Eastern Europe, including: Bulgaria, Hungary, Romania, Russia, Slovakia, Slovenia, Ukraine and recently also in Poland.
But our discussion is not going to stop on institutional changes. We will ask how the change in institutional position of the leader influences the style of leadership. This includes a changing relationship between the leader and other actors, so it modifies community power structure, role of parties in local governance and last but not least, leader-residents relationship, which may often result in a different mode of community involvement in local politics.
We want to stress that in discussing practical experience of various European countries we will include experiences of reforming Central and East European local governments, with a special focus on New Member States of the EU. It does not mean that we will disregard experiences of Western Europe and "old" EU members, but we want to have a more even geographical coverage of the whole Europe, than it used to be on most of the previous EUROLOC Summer Schools.
The course invites applications primarily from political science students, but it is also open for students of public administration, economics, sociology, and geography who are working on local government issues.
The agenda will include lectures in the morning and workshops during the afternoons. The workshops will be organized around discussion of topics presented during lectures and papers prepared by School participants. Each of the participants will prepare a paper, which will be sent in advance to organizers and will be available for downloading by other participants. Each of the participants will also act as a discussant of the paper prepared by another participant.
Sociology and Anthropology
Transnational Flows, Structures, Agents and the Idea of Development July 4 - 15, 2005
Course Directors: Judit Bodnár, Central European University, Department of History/Sociology, Budapest
Ayse Çaglar, Central European University, Department of Sociology and Anthropology, Budapest
Shalini Randeria, University of Zurich, Department of Anthropology
Resource persons:
Kaveh Ehsani, Jomhur Social Research Association and Goft-o-Gu Quarterly, Teheran and Chicago
Ivan Krastev, Centre for Liberal Strategies, Sofia
Norma Moruzzi, University of Illinois at Chicago, Dept. of Political Science
Vinh-Kim Nguyen, McGill University, Dept. of Social Studies of Medicine, Montreal
John Ryle, Rift Valley Institute and TLS, London
Globalization has superseded development, authors of globalization claim almost consensually. This course is a serious attempt to bring globalization and development discourse into a dialogue with each other and to explore the meaning of development in the age of globalization. Can it be used in a non-evolutionary and non-arrogant manner that is sensitive to difference and grassroots initiatives? The idea of public good is a key to this endeavor. The course examines some strategic sites and structures that condition transnational flows of commodities, labor and ideas, and looks at how the welfare of different social groups is promoted in these strategic sites by actors such as supranational organizations, NGOs and private capital along with the reconfigured (nation) state. In the selection of topics and their treatment a conscious effort is made to introduce non-western perspectives and to scrutinize the interaction of research, policy-making and social theory. Due to its multiple geographical foci and the diversity of resource people, the course is well suited to offer a challenging perspective to students from both the region and outside.
Training Courses
Legal Studies
July 4 - 15, 2005
In co-operation with Benjamin N. Cardozo School of Law, New York and Hamline University School of Law, Minnesota
This course is generously supported by a grant from INTAS for participants from NIS countries.
For further information see the SUN website at
http://www.ceu.hu/sun/SUN_2005/brief...scriptions.htm
Introductory Track
(for students without prior course experience in mediation)
Mediation and Other Methods to Foster Democratic Dialogue
Advanced Track
(for students with theory and practice background in mediation or with a special interest in restorative justice)
A Chance to Reform, a Chance to Heal: Exploring the Potential of Restorative Justice
Course Directors: Lela P. Love, Kukin Program for Conflict Resolution at Benjamin N. Cardozo School of Law/Yeshiva University
James R. Coben, Dispute Resolution Institute at Hamline University School of Law
Resource persons:
James R. Coben, Dispute Resolution Institute at Hamline University School of Law
Kinga Göncz, Ministry of Health, Social and Family Affairs for Hungary
Lela Love, Kukin Program for Conflict Resolution, Benjamin N. Cardozo School of Law/Yeshiva University
Dana Potockova, Conflict Management International, Prague
Resource persons:
Olga Botcharova, National Conference for Community and Justice, Boston, Massachusetts
Penelope Harley, Hamline University School of Law
Howard Vogel, Hamline University School of Law
These courses are designed to facilitate the exchange of ideas and cooperative projects among academics, professionals and students in the East and West who are pursuing the study of conflict and conflict resolution processes. The program, set in the context of Central and Eastern Europe’s emerging democracies, will focus both on mediation (introductory track) and restorative justice (advanced track), both courses exploring consensual methods for addressing and resolving conflict and promoting understanding between peoples.
CEU SUN participants will be joined by approximately thirty American law students and scholars to explore these subjects. All of the offerings will include multi-national perspectives and examples. This program will enable students to critically examine the challenges of the design and delivery of ADR initiatives in multiple contexts, including countries where the "rule of law" still is being established.
Introductory Track
Mediation and Other Methods to Foster Democratic Dialogue
(for students without prior course experience in mediation)
Through lecture, discussion, demonstration and role-play, students will be introduced to mediation theory and skills and examine the impact of culture and context on the mediation approach adopted. Examples will focus on mediation models and scenarios from both the United States and Central and Eastern Europe. The task of translating hostile and adversarial communication into building blocks of collaborative dialogue will be explored, as well as the mediator's role in identifying, framing, and ordering the issues in dispute. Analysis will highlight persuasive techniques for moving parties from impasse to settlement. Special attention will be directed to the ethical dilemmas faced by mediators, particularly challenges to a mediator's impartiality, and the potential for abuse of discretion and power. The course also will examine a variety of strategies to foster and support democratic and constructive dialogue, particularly focusing on "high-conflict" situations involving inter-ethnic tensions. Students will study efforts in Central and Eastern Europe to promote meaningful democratic dialogue in times of national and international crisis. Participants should come prepared for a highly interactive learning experience.
Advanced Track
A Chance to Reform, A Chance to Heal: Exploring the Potential of Restorative Justice
(for students with theory and practice background in mediation or with a special interest in restorative justice)
Restorative justice offers a refreshingly different framework for thinking about wrongdoing. It moves beyond the confines of traditional justice systems to embrace social justice principles. Restorative justice acknowledges the damaged relationships that result from any wrongdoing and focuses on healing for all those involved. This course will offer students an opportunity to study the four leading restorative justice practices and explore the possibilities restorative justice offers to move beyond the limitations of retributive justice towards embracing the importance of forgiveness, reconciliation and social healing. The first week of the course will concentrate on the potential for restorative justice practices to encourage reform of judicial systems. The second week of the course will examine the tremendous opportunities restorative justice practices and principles offer to address the individual and collective pain associated with profound ethnic conflict. Through case study and dialogue exercises students will be invited to draw on their own experience of conflict as they explore the dynamics of cultural conflict. The class will be highly experiential in nature with the practice of the talking circle serving as a core modality for class discussion. In a talking circle participants speak only when holding the talking piece. The practice encourages participants to listen deeply and respectfully to each other and reminds them that each has a valued contribution to offer.
Applicants have the option to apply to:
a) Introductory Track: for students without prior course experience in mediation, or
b) Advanced Track: for students with theory and practice background in mediation or with a special interest in restorative justice
Please clearly indicate in your application:
a) if your educational background and/or professional experience have included any dispute resolution work, training or other experience.
b) Which Track you are applying for
Public Policy and Development
Civil Society Organizations: Promoting Pro-Poor Policy and Social Inclusion
In co-operation with the Overseas Development Institute (UK) and the Center for Policy Studies at CEU, Budapest with sponsorship of the European Commission FP6 "Structuring the European Research Area"
July 11 - 15, 2005
Course Directors: Diane Stone, Center for Policy Studies, Central European University, Budapest
John Young, Overseas Development Institute (ODI), London
Resource persons:
Julius Court, Overseas Development Institute (ODI), London
Erik Johnson, World Bank, Washington
Stella Ladi, Department of Politics, Sheffield University
Uwe Puetter, Center for Policy Studies, Central European University, Budapest
Viola Zentai, Center for Policy Studies, Central European University, Budapest
The poor and marginalized tend to benefit when civil society organizations (CSOs) are engaged in shaping policy, particularly when engagement is well-informed and leads to evidence-based policy. Often, however, CSO’s policy engagement fails to do justice both to the complexity of policy processes as well as to the quality of the research and analysis that is available to help CSOs inform policy.
The course is designed to help CSOs make their engagement with policy processes and policy actors more effective and legitimate by cultivating improved understanding of policy entrepreneurship and policy making at local, national and international levels. The central objective is to improve the quality, and utilization, of policy research produced by experts in CSOs to help ensure that their analysis is provided to policymakers at the time important issues are under deliberation.
This 1-week course is designed for mid-level managers, researchers and communications officers from think tanks, university policy centers and NGOs that are attempting to influence the policy process in emerging democracies. The organizers also welcome doctoral candidates interested in communicating the policy applications of their research on poverty and/or social inclusion.
Public Policy
Intergovernmental Fiscal Relations and Local Financial Management
Co-sponsored by the Local Government and Public Service Reform Initiative of the Open Society Institute, Budapest and the World Bank Institute, Washington
This course is generously supported by a grant from INTAS for participants from NIS countries.
For further information see the SUN website at
http://www.ceu.hu/sun/SUN_2005/brief...scriptions.htm
July 4 – 15, 2005
with distance learning module
Course Directors: József Hegedüs, Metropolitan Research Institute, Budapest
Adrian Ionescu, Local Government and Public Service Reform Initiative (LGI) of the Open Society Institute, Budapest
Serdar Yilmaz, World Bank Institute, Washington
Resource persons:
Robert Ebel, Urban Institute, Washington
Kenneth Davey, University of Brimingham
Anthony Levitas, Development Alternatives, Inc.
Nicolas Levrat, Geneva University
This course offers an analytical framework for understanding and implementing fiscal decentralization: improving assignment of functions and responsibilities and the fiscal relations between the central, regional, and local governments.
Fiscal decentralization is closely related to the "restructuring of the public economy", meaning rethinking the role of the state in different sectors, such as social policy, education, housing, communal services, etc. The process of restructuring took much more time than it was originally planned. Furthermore, the process involved little if no coordination at all among the sectors, and therefore has not taken into consideration the effect this may have on fiscal decentralization. In fact sectoral reform has often not organized itself along the lines of fiscal decentralization principles at all.
The course will start with six distance learning modules introducing participants to the principles and legal framework of decentralization, expenditure and revenue assignment and intergovernmental transfer.
The two-week workshop style course will include an advanced discussion and analysis through exercises and case studies from the region, in the following areas: 1) worldwide trends in fiscal decentralization and the concept and practice of the assignment of expenditure responsibilities and revenue authority; 2) the design of various forms of central to sub-national transfers and local own-source revenues; creditworthiness and the financial risks of local authorities; and 3) the emerging topic of budgeting and local public management.
Attuned to new teaching techniques, the workshop aims to achieve the right mix of exercises, lectures, and interactive learning methods. This includes the dissemination of materials prior to the course presentation (in paper form and electronically). The course will use distance learning techniques to teach the basics, and during the course the group will focus more on the case studies and exercises.
Through the generous funding of the course received from the World Bank Institute and the Local Government and Public Service Reform Initiative of the Open Society Institute, applicants from all countries of Central and Eastern Europe, the former Soviet Union and Mongolia, as well as from countries of emerging democracies worldwide are eligible for travel grants.
Urban Studies
Strategic Approach to Urban Challenges
Co-sponsored by the Local Government and Public Service Reform Initiative (LGI) of the Open Society Institute, Budapest July 4 - 15, 2005
Course Directors: Liviu Ianasi, "Ion Mincu" University of Architecture and Planning, Bucharest
Katalin Pallai, Urban Specialist, Budapest
Course Manager:
Masa Djordjevic, Consultant, Open Society Institute, Budapest
Resource Persons:
Kenneth Davey, University of Birmingham
John Driscoll, Harvard University, Cambridge
Diane Stone, Center for Policy Studies, Central European University, Budapest
Katalin Tánczos, Budapest University of Technology and Economics
The course will focus on the urban and city policy related processes (analysis, formulation, acceptance and implementation) and strategic planning and implementation methodologies. It will start from the review of the context where local governments operate and the available strategic planning approaches, after it will single out specific issues related to financial and sector policies, and in the closing block it will reconnect issues through the discussion of some integrated urban strategies. The course will cover issues like decentralization, strategic planning methodology and practice and will have discussions on municipal finance and service delivery with special attention to local financial management and different partnership arrangements. The sectors like transportation, utilities, as well as programs and projects of urban rehabilitation, local economic development and urban development will be analyzed in detail. On the other hand, issues such as social inclusion, environment and urban economy will be treated as cross-cutting issues and discussed through their implication and relevance to the various key topics. Overall, the course will be specifically tailored around the crucial issues of local governance in the post-socialist region but will include methodology and analysis suitable for all countries involved in the globalization processes as well as case studies from different parts of the world.
Course applicants will be asked to submit a case study as the equivalent of one of the general application requirements listed in Section VIII. Attachments of the application form ("An English language article/research paper in progress, which you would like to develop for publishing as the outcome of the course").
The study should be a maximum three-page long description of a case proposed to be developed. The case subject should be from the problematics of urban management – urban planning, urban policies, public services, urban expansion, inter-communal cooperation, urban programs and projects. According to the quality of pre-course work, the developed case might be considered for presentation during the course, or for later publication. Both the description and, later, the cases will be in English language.
Public Administration
Strategic Corruption Control and Organizational Integrity
A course in strategic implementation
In co-operation with The Tiri Network, London and the Center for Policy Studies, Central European University, Budapest
July 4 – 15, 2005
Course Director: Fredrik Galtung, The Tiri Network, London
Resource persons:
Giorgio Blundo, Ecole des Hautes Etudes en Sciences Sociales, Paris
Jean Cartier Bresson, Universite de Versailles
Wes Cragg, York University
Helen Darbishire, Open Society Institute Justice Initiative, New York
Warren Krafchik, International Budget Project, Washington
Ivan Krastev, Centre for Liberal Strategies, Sofia
Josip Kregar, School of Law, Zagreb University
Mark Pieth, University of Basel
Jeremy Pope, The Tiri Network, London
Ornit Shani, Tel Aviv University
Howard Whitton, OECD/SIGMA
Corruption is widely recognized as a major obstacle to development and legitimate democratic governance. This course meets a need for critical and strategic approaches that straddle the exigencies of corruption control and organizational integrity. Corruption control refers here in particular to external control variables (e.g. by the executive or on an institution and profession) and organizational integrity refers in large measure to internal processes of control and value-driven reform.
The course will explore the myriad challenges of effectively implementing elements of a corruption control and organizational integrity strategy that is both effective and sustainable. This course is aimed at operational line managers, internal control specialists (e.g. investigators, compliance officers, inspectors, etc.) as well as external change agents (e.g. media, NGOs, think tanks, etc.). It will also be open to academics developing similar courses at their own universities.
CEU reserves the right to change course offerings at its discretion.
CEU Summer University Program Description
