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This article first reviews the history of political science teaching in Europe before going on to consider a range of recent developments in the teaching of political science, including cross-national joint programmes; technologically enhanced learning; placement learning and problem-based learning. The last section considers a range of issues facing political science teachers, including financial pressures; EU and national government policies; Bologna and quality assurance. The article concludes by suggesting that particular attention needs to be paid to what is taught at master's and doctoral levels.

The subject matter of what has been traditionally considered central to political science, namely, power and government, has been stolen by Foucault while central trends in the discipline as a whole have departed markedly from serious engagement with those topics. Yet Foucault's discussions and analyses of power and government are so original, so striking in their import not only for the way we do political science, but for our lives, thought, and practices as scholars, that his work ought by now to have become a focal point for the resurrection of these topics and their restoration to centrality in the discipline.

Abstract This article compares political science to another discipline, with which it has much in common. That discipline is architecture. The political-science-as-architecture analogy has a long history in political thought. It also has important implications for the ends, means, and uses of political science. It follows from the political-science-as-architecture analogy that political science is necessarily a heterogeneous and pluralistic discipline. It also follows that political scientists have a common purpose, which is to conceive of institutional structures that allow humans to live together in societies, just as the purpose of architecture is to conceive of physical structures in which humans can live together.