(in Polish) Długookresowe konsekwencje komunizmu 2400-ZEWW970
Schedule of classes
1. Clarification of the rules regarding participation in classes, the formula for crediting and the scope of students' influence on the course content and their adaptation to the interests of the participants.
2. Communism(s) and socialism(s) - what they are, what they meant and what they mean now.
3. Social capital and trust: amoral familism and civil society.
4. Family and changes in its roles and model in a theoretical approach
5. Model and functions of the family in post-communist societies and Western Europe - results of empirical research
6. Pro-social and equal attitudes in European countries
7. The communist education system and its long-term consequences, including the role of physical activity
8. The health care system and behaviors important for health in communist regimes, including the role of alcohol
9. -13 Topics of classes chosen by students
14. Summary of classes
15. Preparation for grades
Szacunkowy nakład pracy studenta: 3ECTS x 25h = 75h
(K) - godziny kontaktowe (S) - godziny pracy samodzielnej
wykład (zajęcia): 4h (K) 0h (S)
ćwiczenia (zajęcia): 26h (K) 0h (S)
egzamin: 4h (K) 0h (S)
konsultacje: 4h (K) 0h (S)
przygotowanie do ćwiczeń: 3h (K) 26h (S)
przygotowanie do wykładów: 0h (K) 4h (S)
przygotowanie do kolokwium: 0h (K) 0h (S)
przygotowanie do egzaminu: 0h (K) 4h (S)
…: 0h (K) 0h (S)
Razem: 41h (K) + 34h (S) = 75h
Type of course
Course coordinators
Learning outcomes
Students know the basic features of communist systems and what distinguishes them from other systems, in particular regarding education systems, health care, social security and markets, including the labor market.
Students know the current results and methods of analysis of the long-term consequences of communist institutions and are able to discuss them in relation to selected theories of social sciences (economics and sociology).
Students are able to critically analyze scientific works and identify the methodological and analytical limitations of existing research.
Students are able to discuss and polemicize with each other during a seminar based on carefully prepared arguments based on reliable sources of knowledge.
Students are able to co-responsible for the learning process by engaging in the selection of the content and form of classes.
Students are able to formulate oral statements in the form of both casual conversation and formal presentations in a group forum and under the pressure of an examination assessment.
Students take on various roles during classes: listener, discussant, speaker, co-leader and co-participant.
Assessment criteria
Based on the engagement in classes and the final work. Detailed assessment criteria will be established together with the participants during the first classes.
Bibliography
A Alesina, N Fuchs-Schündeln. Good-bye Lenin (or not?): The effect of communism on people's preferences. American Economic Review, 2007
P Aghion, Y Algan, P Cahuc, A Shleifer. Regulation and distrust. The Quarterly journal of economics, 2010
A Van Hoorn, R Maseland. Cultural differences between East and West Germany after 1991: Communist values versus economic performance? Journal of Economic Behavior & Organization, 2010
L Traps. Communism and trust. Journal of Politics & International Affairs, 2009
A Simpser, D Slater, J Wittenberg. Dead but not gone: Contemporary legacies of communism, imperialism, and authoritarianism. Annual Review of Political Science, 2018
A Shleifer, D Treisman. A normal country: Russia after communism. Journal of Economic perspectives, 2005
RJ Shiller, M Boycko, V Korobov, SG Winter, T Schelling. Hunting for Homo Sovieticus: situational versus attitudinal factors in economic behavior. Brookings Papers on Economic Activity, 1992
A Rozenas, YM Zhukov. Mass repression and political loyalty: Evidence from Stalin's 'terror by hunger', American Political Science Review, 2019
H Rainer, T Siedler. Does democracy foster trust? Journal of Comparative Economics, 2009
J Olivera, Preferences for redistribution in Europe
IZA Journal of European Labor Studies, 2015
A Ockenfels, J Weimann. Types and patterns: an experimental East-West-German comparison of cooperation and solidarity. Journal of public economics, 1999
N Letki. Trust in newly democratic regimes. The Oxford handbook of social and political trust, 2018
P Huber, S Mikula. Social capital and willingness to migrate in post-communist countries. Empirica, 2019
ML Di Tommaso, M Raiser, M Weeks. Home grown or imported? Initial conditions, external anchors and the determinants of institutional reform in the transition economies. The economic journal, 2007
R Di Tella, R MacCulloch. Informal family insurance and the design of the welfare state. The Economic Journal, 2002
G Corneo, HP Grüner. Individual preferences for political redistribution. Journal of public Economics, 2002
P Campa, M Serafinelli. Politico-economic regimes and attitudes: Female workers under state socialism. Review of Economics and Statistics, 2019
J Brosig-Koch, C Helbach, A Ockenfels, J Weimann. Still different after all these years: Solidarity behavior in East and West Germany, Journal of public economics, 2011
P Boenisch, L Schneider. The social capital legacy of communism-results from the Berlin Wall experiment. European Journal of Political Economy, 2013
S Basu, S Estrin, J Svejnar. Employment determination in enterprises under communism and in transition: Evidence from Central Europe, ILR Review, 2005
S Bauernschuster, H Rainer. Political regimes and the family: how sex-role attitudes continue to differ in reunified Germany
Journal of Population Economics, 2012
A Barrios-Fernández, G Bovini. It's time to learn: School institutions and returns to instruction time. Economics of Education Review, 2021 - Elsevier
CD Cary. Patterns of emphasis upon Marxist-Leninist ideology: A computer content analysis of Soviet school history, geography, and social science textbooks
Comparative Education Review, 1976
J Costa-Font, A Nicińska. Comrades in the Family? Soviet Communism and Informal Family Insurance, Kyklos, 2023
N Fuchs-Schündeln, P Masella. Long-lasting effects of socialist education. Review of Economics and Statistics, 2016
Y Gorodnichenko, G Roland. Individualism, innovation, and long-run growth, Proceedings of the National Academy of Sciences, 2011
A Lichter, M Löffler, S Siegloch. The long-term costs of government surveillance: Insights from stasi spying in East Germany. Journal of the European Economic Association, 2021
Nikolova M., Popova O., Otrachshenko V. Stalin and the Origins of Mistrust: Technical Report 344. Global Labor Organization (GLO) (2019)
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: