1. POLS 373 Foundations of Comparative Politics Topic: Introduction to Comparative Analysis Lecture Date: January 9, 2007 Professor Timothy Lim California State University, Los Angeles Topic: Introduction to Comparative Analysis Lecture Date: January 9, 2007 Professor Timothy Lim California State University, Los Angeles

2. 2 The Basics of Comparing The First Lesson “Thinking without comparison is unthinkable. And, in the absence of comparison, so is all scientific thought and scientific research.”

3. 3 The Basics of Comparing Some Key Questions  What does it mean to compare?  What is a comparativist? Some Key Questions  What does it mean to compare?  What is a comparativist?

4. 4 The Basics of Comparing Some Questions Why compare? What is the purpose of comparing?  Three basic answers: 1.To “test” our claims or arguments about social, political or economic phenomena 2.To understand 3.To explain Why compare? What is the purpose of comparing?  Three basic answers: 1.To “test” our claims or arguments about social, political or economic phenomena 2.To understand 3.To explain

5. 5 The Basics of Comparing Why Compare: To “Test” or Control Consider these arguments or claims:  Ineffective and corrupt governments are the main obstacle to economic growth  Authoritarian political systems are more conducive to high levels of economic growth than democracies  Islamic culture is fundamentally incompatible with democracy  The relatively poor math and science skills of American students are due to overcrowded and poorly-funded schools Consider these arguments or claims:  Ineffective and corrupt governments are the main obstacle to economic growth  Authoritarian political systems are more conducive to high levels of economic growth than democracies  Islamic culture is fundamentally incompatible with democracy  The relatively poor math and science skills of American students are due to overcrowded and poorly-funded schools

6. 6 The Basics of Comparing Why Compare: To “Test” or Control A More Familiar Example: Possible causes of America’s high rate of gun violence  Violent video games and entertainment  Anti-social rock music and/or Marilyn Manson  Too many guns  Too much poverty  Too much ethnic/racial diversity  History of violence in the United States A More Familiar Example: Possible causes of America’s high rate of gun violence  Violent video games and entertainment  Anti-social rock music and/or Marilyn Manson  Too many guns  Too much poverty  Too much ethnic/racial diversity  History of violence in the United States

7. 7 The Basics of Comparing Why Compare: To “Test” or Control Through comparative checking, many possible explanations of gun violence can be eliminated  Violent video games and entertainment: Plenty of violent games and entertainment in Japan, Germany, Canada, and so on  Anti-social rock music and/or Marilyn Manson: Germany is home to “Goth Rock,” yet has low rate of gun violence  Too many guns: Several countries have very high rates of gun ownership, but low rates of gun violence Through comparative checking, many possible explanations of gun violence can be eliminated  Violent video games and entertainment: Plenty of violent games and entertainment in Japan, Germany, Canada, and so on  Anti-social rock music and/or Marilyn Manson: Germany is home to “Goth Rock,” yet has low rate of gun violence  Too many guns: Several countries have very high rates of gun ownership, but low rates of gun violence X X X

8. 8 The Basics of Comparing Why Compare: To “Test” or Control (Continued) Through comparative checking, many possible explanations of gun violence can be eliminated  Too much poverty: Plenty of poor countries that have much less gun violence than US  Too much ethnic/racial diversity: Plenty of ethnically diverse countries with low rates of gun violence  History of Violence: Many societies have far more violent pasts than the U.S. (Continued) Through comparative checking, many possible explanations of gun violence can be eliminated  Too much poverty: Plenty of poor countries that have much less gun violence than US  Too much ethnic/racial diversity: Plenty of ethnically diverse countries with low rates of gun violence  History of Violence: Many societies have far more violent pasts than the U.S. X X X

9. 9 The Basics of Comparing: Some Questions Other Purposes of Comparing  Comparing to Understand  Focus on a specific place and time; idiographic (definition: “ of or relating to the study or discovery of particular scientific facts and processes, as distinct from general law ”idiographic  Comparing to Explain  Focus on theory or general principles; nomothetic (definition: “ of or relating to the study or discovery of general scientific laws ” )nomothetic Other Purposes of Comparing  Comparing to Understand  Focus on a specific place and time; idiographic (definition: “ of or relating to the study or discovery of particular scientific facts and processes, as distinct from general law ”idiographic  Comparing to Explain  Focus on theory or general principles; nomothetic (definition: “ of or relating to the study or discovery of general scientific laws ” )nomothetic

10. 10 Basics of Comparing: A Summary of the Three Purposes Comparing to Control Comparing to Understand Comparing to Explain

11. 11 The Basics of Comparing: Some Questions What is Comparable? What Can We Compare?

12. 12 The Basics of Comparing Some Questions What is Comparable? What Can We Compare?  If apples and oranges can be compared, can Haiti and the United also be compared?  Is such a comparison reasonable? What is Comparable? What Can We Compare?  If apples and oranges can be compared, can Haiti and the United also be compared?  Is such a comparison reasonable?

13. 13 The Basics of Comparing Some Questions What is Comparable? What Can We Compare?  Key point: The question--“What is comparable?”--does not have a fixed answer  The answer always depends on the purposes of the researcher and the research question What is Comparable? What Can We Compare?  Key point: The question--“What is comparable?”--does not have a fixed answer  The answer always depends on the purposes of the researcher and the research question

14. 14 The Basics of Comparing Some Questions  What is Comparable? Another Answer We can compare “entities whose attributes are in part shared (similar) and in part non-shared”  What is Comparable? Another Answer We can compare “entities whose attributes are in part shared (similar) and in part non-shared”

15. 15 The Basics of Comparing Some Questions One Last Point on “What is Comparable?” Comparisons need not be limited to countries:  Events (like a war or revolution) are comparable  Political or social institutions are comparable (e.g. the executive branch, the military, economic agencies)  Policies are comparable (e.g. health care, aid to the poor, official development assistance) We can call all of these examples “cases” One Last Point on “What is Comparable?” Comparisons need not be limited to countries:  Events (like a war or revolution) are comparable  Political or social institutions are comparable (e.g. the executive branch, the military, economic agencies)  Policies are comparable (e.g. health care, aid to the poor, official development assistance) We can call all of these examples “cases”

16. 16 The Basics of Comparing Advantages of Comparing  Advantages of Comparative Analysis  Ability to deal with complex causality  Ability to get inside the “black box” of explanation  Advantages of Comparative Analysis  Ability to deal with complex causality  Ability to get inside the “black box” of explanation

17. 17 The Basics of Comparing Advantages of Comparing Complex causality--An Example:  To say that a “culture of fear” is the reason for the high rate of gun homicides in the United States is simplistic.  The statement fails to recognize complex causality  However, Moore’s argument can be refined to show a greater appreciation for complex causality, as indicated in the graphic Complex causality--An Example:  To say that a “culture of fear” is the reason for the high rate of gun homicides in the United States is simplistic.  The statement fails to recognize complex causality  However, Moore’s argument can be refined to show a greater appreciation for complex causality, as indicated in the graphic

18. 18 The Basics of Comparing Advantages of Comparing Statistical or quantitative analysis does a very good job of showing a correlation between X and Y, but typically does not explain why this correlation exists in the first place. Getting inside the black box of explanation may be possible with statistical analysis, but qualitative analysis is usually much better suited for this task.

19. 19 The Basics of Comparing Logic of Comparative Analysis The Logic of Comparative Analysis  To do comparative analysis properly, one absolutely, positively must have a grasp of the general logic of comparing The Logic of Comparative Analysis  To do comparative analysis properly, one absolutely, positively must have a grasp of the general logic of comparing

20. 20 The Basics of Comparing Logic of Comparative Analysis The Logic of Comparative Analysis  In the dictionary, logic is defined in the following ways: 1.Reasoning conducted or assessed according to strict principles of validity; a particular system or codification of the principles of proof and inference; the systematic use of symbolic and mathematical techniques to determine the forms of valid deductive argument 2.A system or set of principles underlying the arrangements of elements in a computer or electronic device so as to perform a specified task logical operations collectively The Logic of Comparative Analysis  In the dictionary, logic is defined in the following ways: 1.Reasoning conducted or assessed according to strict principles of validity; a particular system or codification of the principles of proof and inference; the systematic use of symbolic and mathematical techniques to determine the forms of valid deductive argument 2.A system or set of principles underlying the arrangements of elements in a computer or electronic device so as to perform a specified task logical operations collectively

21. 21 The Basics of Comparing Logic of Comparative Analysis The Logic of Comparative Analysis  In the context of comparative analysis, logic refers …  to the basic principles upon which most (and most types of) comparisons are based  these principles have to do with the justification or rationale underlying all comparisons in the most general sense The Logic of Comparative Analysis  In the context of comparative analysis, logic refers …  to the basic principles upon which most (and most types of) comparisons are based  these principles have to do with the justification or rationale underlying all comparisons in the most general sense

22. 22 Logic of Comparative Analysis The Most Similar Systems Design The MSS Design  The MSS design is based on comparing two or more very similar social systems  More importantly, it’s based on matching up and them comparing two more systems that share a whole range of similarities, but also differ in at least a couple of important respects The MSS Design  The MSS design is based on comparing two or more very similar social systems  More importantly, it’s based on matching up and them comparing two more systems that share a whole range of similarities, but also differ in at least a couple of important respects

23. 23 Logic of Comparative Analysis The Most Similar Systems Design The MSS Design  In the MSS design, differences are key! The MSS Design  In the MSS design, differences are key!

24. 24 Logic of Comparative Analysis The Most Similar Systems Design The MSS Design  If differences are key, what needs to differ? A: _____________________ B: _____________________ The MSS Design  If differences are key, what needs to differ? A: _____________________ B: _____________________ Independent Variable Dependent Variable

25. 25 Logic of Comparative Analysis Dependent and Independent Variables Definitions  Independent variables can be defined simply as those which act on or affect something Independent variables  Dependent variables are those that are being affected or acted on Dependent variables  Put more simply: independent variables are the cause of a certain outcome, while the dependent variable is the outcome itself Definitions  Independent variables can be defined simply as those which act on or affect something Independent variables  Dependent variables are those that are being affected or acted on Dependent variables  Put more simply: independent variables are the cause of a certain outcome, while the dependent variable is the outcome itself

26. 26 Logic of Comparative Analysis Dependent and Independent Variables An Example  American students do relatively poorly in math and science because schools in the United States are overcrowded and poorly funded.  The dependent variable is ___________________________  The independent variable(s) is/are ________________________________________________ An Example  American students do relatively poorly in math and science because schools in the United States are overcrowded and poorly funded.  The dependent variable is ___________________________  The independent variable(s) is/are ________________________________________________ poor math and science scores overcrowded and poorly funded schools

27. 27 Logic of Comparative Analysis Dependent and Independent Variables Other Important Points  First, all social science arguments require an independent and dependent variable  Second, in a social science argument, both variables need to be defined as precisely as possible  Third, you need to be able to specify the relationship between the independent and dependent variables Other Important Points  First, all social science arguments require an independent and dependent variable  Second, in a social science argument, both variables need to be defined as precisely as possible  Third, you need to be able to specify the relationship between the independent and dependent variables

28. 28 Logic of Comparative Analysis Most Similar Systems Design MSS in BFC (Bowling for Columbine)  To better understand the logic, consider the case of gun violence in the US and Canada  Did Michael Moore use an MSS design?  What were his comparative assumptions? MSS in BFC (Bowling for Columbine)  To better understand the logic, consider the case of gun violence in the US and Canada  Did Michael Moore use an MSS design?  What were his comparative assumptions?

29. 29 Logic of Comparative Analysis Most Similar Systems Design MSS in BFC (Bowling for Columbine)  Key Assumptions  First, Moore assumed that the “units” or cases shared an extremely wide range of similarities  Second, assumed that, once he controlled for all of the similarities, that there would be at least a few significant differences between his cases  Third, assumed that, for the comparison to make sense, the dependent variable between the cases had to “vary” (called variance on the dependent variable) MSS in BFC (Bowling for Columbine)  Key Assumptions  First, Moore assumed that the “units” or cases shared an extremely wide range of similarities  Second, assumed that, once he controlled for all of the similarities, that there would be at least a few significant differences between his cases  Third, assumed that, for the comparison to make sense, the dependent variable between the cases had to “vary” (called variance on the dependent variable)

30. 30 Logic of Comparative Analysis The “ Rubber Ducky ” Example The task when comparing two very similar systems is to find the key differences in a sea of similarities. Each “ plain ” rubber ducky represents a similarity between two systems, A and B.

31. 31 Logic of Comparative Analysis The “ Rubber Ducky ” Example Once the similarities are identified, the researcher can “ eliminate ” (or control for) for these (represented by the “ x ” ), and then focus on finding the key differences between the two systems

32. 32 Logic of Comparative Analysis Most Similar Systems Design: A Bad Example A Flawed MSS Design This (hypothetical) design is based on the argument that both Taiwan and Korea have a “ developmental state ” (independent variable, x), and both cases experienced a “ very high rate of economic growth ” (dependent variable, y). Therefore, x is the cause of y But, how do we know that x is the key independent variable, or even a significant independent variable? What about: Culture-----> y or Skilled workforce -----> y?

33. 33 Logic of Comparative Analysis Most Different Systems Design Contrasting the MSS and the MDS designs MSS: In a vast sea of similarities, find the key differences between two very similar system. MDS: In a vast sea of differences, find key similarities between very dissimilar systems. Contrasting the MSS and the MDS designs MSS: In a vast sea of similarities, find the key differences between two very similar system. MDS: In a vast sea of differences, find key similarities between very dissimilar systems.

34. 34 Logic of Comparative Analysis Most Different Systems Design Implications of MDS logic  Unlike the MSS design, you don’t need, nor do you want variance on the dependent variable  In other words, the dependent variable should be the same for all the units in an MDS design, and so should the independent variable Implications of MDS logic  Unlike the MSS design, you don’t need, nor do you want variance on the dependent variable  In other words, the dependent variable should be the same for all the units in an MDS design, and so should the independent variable

35. 35 Logic of Comparative Analysis Most Different Systems Design In Theda Skocpol ’ s research, she used three “ most different systems ” (Russia, France, and China) to find the cause of social revolution The logic is based on finding key similarities among all three units Differences can be eliminated