A complete compendium on theories and approaches to international relations covering debates surrounding the major paradigms and latest developments. Organized around the three paradigms of the discipline of international relations (IR)--realism, pluralism and globalism--this textbook offers a comprehensive and exhaustive coverage of the theories and approaches to IR, including their critiques and evaluations. By treating these theories and approaches under the canopy of the paradigms rather than in isolation, the book facilitates better understanding of their fundamental (...) commonalities and divergences. It addresses the ongoing lively debates both inside and among the paradigms as well as the excessive American-centricity and Eurocentrism of the discipline of IR. Written as an integrated, self-sufficient unit, this textbook will be a valuable companion for inquisitive undergraduate and postgraduate students, research scholars and teachers, who need not search for additional books and references. Key Features: - Careful organization of 15 theories into 3 positivist paradigmatic divisions, and treatment of 4 post-positivist theories to offer a comprehensive and logical approach to the entire subject - Focus on non-Western traditions of IR thinking such as Kautilya from India, Han Fei from China and reference to India in the study of old regionalism - Systematic browsing of relevant theoretical literature and current citations for every theoretical point made - Additional features such as Word Help boxes and review questions to enhance teaching-learning experience - Six chapters available on the companion website to address the needs of advanced readers. (shrink)

Meeting of the Minds records the proceedings of the S.I.E.P.M. conference held in Boston from June 14-16, 1996. The conference participants centred their attention on the relationships between medieval and classical modern philosophy. These relationships have been painted in dramatically different ways by those who have presented overviews of the two eras. Hans Blumenberg, in The Legitimacy of the Modern Age and his subsequent works, discovers the seeds of modernity in the medieval authors themselves. Leo Strauss and his followers see (...) a radical difference between the classical world views of the ancients and medievals and the successive layers of modern thought. These general portraits demand specifics, and the strength of the conference, whose results are contained in this volume, was that it provided many specific examinations of concrete relations between the philosophical positions of celebrated medieval and modern thinkers. Our hope is that this collection of papers will suggest the direction for further cooperative efforts on the interplay of the philosophical views represented by these two eras, and that the issues commonly debated by the medieval and early modern thinkers represented in this volume will give renewed consideration to important philosophical points that have been ignored in more recent debates. The volume contains contributions from E. Jennifer Ashworth (Waterloo, Ontario), Allan Back (Kutztown, Pennsylvania), Jos Decorte (Leuven), Thomas Dewender (Bochum), Idit Dobbs-Weinstein (Nashville), John P.Doyle (St.Louis), Jeremiah Hackett (Columbia, South Carolina), Simo Knuuttila (Helsinki), James McEvoy (Maynooth), A.Stephen McGrade (Storrs), Edward P.Mahoney (Durham, North Carolina), James D.Maliszewski (Toronto), Emily Michael (New York), Woosuk Park (Taejon, Korea), Horacio Santiago-Otero(+) (Madrid), Alison Simmons (Cambridge, Massachusetts), Jean-Luc Solere (Paris), Jose MariSoto Rabanos (Madrid), and Eileen C. Swe. (shrink)

International relations are in constant turbulence. Globalisation, the rise and fall of superpowers, the fragilisation of the EU, trade wars, real wars, terrorism, persecution, new nationalism and identity politics, climate change, are just a few of the recent disturbing developments. How can international issues be understood and addressed from a Christian faith perspective? In this book answers are presented from various Christian traditions: Neo-calvinism, Catholic social teaching, critical theory and Christian realism. The volume offers fundamental theological (...) and Christian philosophical perspectives on international relations and global challenges, case studies about inspiring Christian leaders such as Robert Schuman, Dag Hammarskjöld, Abraham Kuyper and prophetic critiques of supranational issues. (shrink)

Since the establishment of International Relations as an academic discipline in 1918, it has undergone great transformations. The end of World War-II with devastated nuclear technology brought forth national security perspectives impacting the study of IR and giving birth to strategic and security studies as specialized sub-disciplines. Presently the discipline of IR has very distinct and specialized sub-disciplines such as Strategic Studies, Security Studies, Peace and Conflict Resolution and Area Studies. In Pakistan, the first institute dealing with (...) international affairs was established in 1947 and the first teaching department at Karachi University was formed in 1958. However, it suffered due to general apathy by the governments and public alike. In 1970s, Pakistan’s security matrix compelled to create Area Study Centers and Strategic Studies departments. Later, in early 2000s, electronic media played an important role in popularizing these disciplines. Lately, the HEC has established a Consortium of Social Sciences Universities in Pakistan to elevate the status of Social Sciences and launched various scholarship schemes to meet the challenge of qualified human resource. However, there is a need to establish an Academy of Social Sciences and a National Society of International Relations to promote these disciplines on strong financial and institutional footings. (shrink)

Globalization and fragmentation, weakly controlled flows of information and knowledge, increasing cleavages in societies undergoing rapid change, flows of migrants, services and capital, bypassing the control of national governments, life styles and consumption patterns produced by electronic media and advertising - all these developments already have a significant impact on post-Soviet regions. And all kind of actors - decision makers, journalists, experts, students - perceive the environment beyond their respective national borders increasingly as the "playground" they have to take into (...) account, and as a framework for action. The chapters in this volume are produced by experts in the so called transformation countries in Eastern Europe. They address various questions on inter- and transnational relations, thereby offering a framework for reflection and for analysis of macro-trends around policy fields relevant for the countries in Central and Eastern Europe. The product certainly mirrows the specific environment of researchers, teachers and students in these countries. At the same time, it reflects a process of intensive discussion on the state of IR literature worldwide. Furthermore, this book demonstrates how useful teaching tools for universities and institutes not only in Eastern and Central Europe can be produced. (shrink)

The philosophies of education serve as the guide of the teachers in handling the teaching-learning process. However, a belief will remain as a belief unless it is practiced. This study aimed to find the relationship between the philosophical beliefs and practices of the 30 teachers of the schools in San Roque, Mabini, Bohol - San Roque Elementary School and San Roque National High School, S.Y. 2019-2020. The study utilized a quantitative method descriptive survey research design. The research (...) instrument used was a self-constructed questionnaire in which the reliability was tested by a Cronbach’s Alpha using Statistical Package for the Social Science (SPSS) software. Simple percentage and weighted mean were some of the statistical treatments used. Kendall’s tau_b, a non-parametric test, was used to determine the correlation between philosophical beliefs and their equivalent pedagogical practices. All of the statistical treatments were also run using the SPSS software. Further, the researcher assured the proper observation of the research ethics protocol. Based on the results, the philosophies of Progressivism (3.63) and Perennialism (3.31) were the most and least prevailing philosophical beliefs, respectively. On the other hand, the most and least prevailing philosophies practiced are Progressivism (3.69) and Essentialism (3.19), respectively. Moreover, research findings revealed that there was a significant relationship between the philosophical beliefs of teachers and their pedagogical practices. In conclusion, this study claims that teachers’ pedagogical practices are dependent to their philosophical beliefs; and as the teachers believed on a particular philosophy of education, they practice it accordingly to the extent of their adherence to the belief. (shrink)

We would like to open some questions here about the institutional and cultural conditions of anything that might be called cultural studies or multiculturalism. By introducing cultural studies and multiculturalism many intellectuals aim at a more democratic culture. We share this aim. In this essay, however, we would like to argue that the projects of cultural studies and multiculturalism require: a more international model of cultural studies than the dominant Anglo-American versions; renewed attention to the institutional environments of cultural (...) studies; and a questioning of the relations between multiculturalism and identity politics. We seek less to “fix” these problems than to provide a critical analysis of the languages, the methods of criticism, and the assumptions about identity, culture, and politics that present the problems to us. Because the thickets entangling what our group calls cultural studies are so deeply rooted in Western academia, which to a large degree constitutes our own group, the counterexample of cultural criticism in other contexts can be more than usually instructive. We begin by considering the position of cultural studies in China, since our group includes a number of Chinese intellectuals, on whose experience the following section is largely based. The Chicago Cultural Studies Group began meeting in June 1990. It includes Lauren Berlant, David Bunn, Vinay Dharwadker, Norma Field, Dilip Gaonkar, Marilyn Ivy, Benjamin Lee, Leo Ou-fan Lee, Xinmin Liu, Mathew Roberts, Sharon Stephens, Katie Trumpener, Greg Urban, Michael Warner, Jianyang Zha, and Jueliang Zhou. (shrink)

Focusing on the tradition of Roman Catholic social teaching, this dissertation examines and compares two contemporary models of theological-ethical reflection: the neoliberal model represented by the United States bishops' conference, and the structuralist model espoused by the Latin American bishops' conference, both focusing on their understanding of political economy in the context of North-South American relations. ;The thrust of this dissertation is that the study of theological ethics in general, and in this particular case of the tradition (...) of Catholic social teaching on political economy, constitute a valuable contribution to understanding of the profound human dimensions implied in the North-South relations. ;Building on the comparison of these two Catholic traditions, I propose a model of Christian social ethics which, at the normative level, attempts to retrieve the ethical claims of the option for the poor within the tradition of human rights, and at the practical level seeks to provide--in dialogue with the discipline of international Relations--a more suitable framework for addressing problems of international political economy. ;This study proposes two elements for the construction of a new model of social ethics. First, it offers an original approach method that combines the strengths of the hermeneutical and correlational methods in order to evaluate the intelligibility, coherence and adequacy of these two models, not only within their own system, but in relations to the social issues that they intend to assess. Second, it presents an alternative view to those of the structuralist and neoliberal theories of international political economy through the contribution of the newly emerging theories of neostructuralism and institutionalism. ;In light of the changes and new prospects emerging in the area of North-South relations in the post-Cold War era, this study suggests a model of social ethics based on a post-hegemonic understanding of North-South cooperation. This research indicates that the increasing number of mutual agreements among states, rather than asymmetric relations built on hegemonic power and dependency, constitute an area of international institutions that is indicative of a transformation of North-South American states. (shrink)

Engineering ethics entails three frames of reference: individual, professional, and social. “Microethics” considers individuals and internal relations of the engineering profession; “macroethics” applies to the collective social responsibility of the profession and to societal decisions about technology. Most research and teaching in engineering ethics, including online resources, has had a “micro” focus. Mechanisms for incorporating macroethical perspectives include: integrating engineering ethics and science, technology and society (STS); closer integration of engineering ethics and computer ethics; and consideration of the (...) influence of professional engineering societies and corporate social responsiblity programs on ethical engineering practice. Integrating macroethical issues and concerns in engineering ethics involves broadening the context of ethical problem solving. This in turn implies: developing courses emphasizing both micro and macro perspectives, providing faculty development that includes training in both STS and practical ethics; and revision of curriculum materials, including online resources. Multidisciplinary collaboration is recommended 1) to create online case studies emphasizing ethical decision making in individual, professional, and societal contexts; 2) to leverage existing online computer ethics resources with relevance to engineering education and practice; and 3) to create transparent linkages between public policy positions advocated by professional societies and codes of ethics. (shrink)

This book discusses the contribution of philosophers and thinkers whose ideas have recently begun to permeate international relations theory. It provides an introduction to the contemporary debates regarding theories and methodologies used to study international relations, particularly the relationships between interpretive accounts of social action, European philosophical traditions, hermeneutics and the discipline of international relations. The authors provides a platform for dialogue between theorists and researchers engaged in a more specific area studies, geo-political (...) studies, political theory and historical accounts of international politics. The volume analyzes a variety of theoretical and explores the work of Nietzsche, Heidegger, Gramsci, Wittgenstein, Gadamer, Levinas, Bakhtin, Patocka, Derridean, Deleuze and Susan Sontag. Making an important contribution to discussions about how to study the complexities of world politics, this book will be of interest to students and researchers of international relations, politics, sociology, philosophy and political theory. (shrink)

The relationship between power, law and consent is a key feature of the Western debate on criminal law. On the one side, defining the legitimate ways of exercising the punitive power has been a critical question since the Enlightenment thought onwards and especially as to the rule of law doctrine. On the other side, the role played by public punishment in shaping consent and its communicative potential have been crucial questions for critical, as well as non-critical approaches to criminal law (...) in contemporary thought. These questions gain in strength and radicalism when it comes to international criminal law (ICL). In this case the filter of the state is not present anymore to mediate between power, law and consent, and the power to punish individuals is directly exercised by international institutions. This means, on the one hand, that traditional justifications of the power to punish and which are elaborated on in the domestic sphere are not useful anymore in legitimating international punishment. International criminal norms are not framed by an international democratically elected parliament, and their exercise is not controlled by the complex system of checks and balances typical of the rule of law. On the other hand, having not being created by a sovereign, international criminal law cannot be conceived as an instrument to build or consolidate consent around the sovereign. A double-sided dilemma therefore arises: traditional explanations are no longer apt to answer the question whether ICL is legitimate, while ICL itself can no longer be considered an instrument to build consent around the traditional power exercising it, namely the state. Although I consider both sides of the dilemma equally interesting and stimulating, I will focus here only on one side of the coin: the ability to build consent of the ICL institutions, and in particular the International Criminal Court (ICC). In other words, instead of asking whether the consent around the ICC is broad enough for the Court to be considered legitimate, I shall ask whether the ICC is able to build consent around the world order it embodies. (shrink)

__The Conduct of Inquiry in International Relations_ first edition was winner of the ISA-Northeast’s Yale H. Ferguson Award, and the ISA Theory Section’s Best Book of the Year award._ _The Conduct of Inquiry in International Relations_ provides an introduction to the philosophy of science issues and their implications for the study of global politics. The author draws attention to the problems caused by the misleading notion of a single unified scientific method, and proposes a framework that clarifies (...) the variety of ways that IR scholars establish the authority and validity of their empirical claims. Jackson connects philosophical considerations with concrete issues of research design within neopositivist, critical realist, analyticist, and reflexive approaches to the study of world politics. Envisioning a pluralist science for a global IR field, this volume organizes the significant differences between methodological stances so as to promote internal consistency, public discussion, and worldly insight as the hallmarks of any scientific study of world politics. In this second edition, Jackson has centralised the philosophical history of the ‘science question’ into a single chapter, providing a clearer picture of the connections between contemporary concerns about the status of knowledge and classic philosophical debates about the relationship between human beings and the world they inhabit. The central chapters feature more detailed and pedagogically useful illustrations of the methodological positions discussed, making the book even better suited to clarify the philosophical distinctions with respect to which a scientific researcher must locate herself. The second edition will continue to be essential reading for all students and scholars of International Relations, Political Science and Philosophy of Science. (shrink)

Within medical education, there is an increasing need to provide ethics education for learners embarking on service learning. The concept of hospitality, as illustrated in Homer’s classic epic the Odyssey, has the potential to underpin such ethics education. This paper describes the implementation and evaluation of an ethics education session for medical students, built on the concept of hospitality, before they embark on a three-year longitudinal service-learning home visit program. In preparation for their household visits, second-year students at a medical (...) school in Miami, Florida, participate in weekly didactic sessions. One of these classes consisted of a two-hour ethics session, involving a brief introductory large-group lecture, followed by self-administered small-group discussions of a series of case scenarios. An innovative web-based platform called Rise allowed the students to run their own small group activities. To assess the impact on the students’ ability to identify, and on their confidence in handling, ethical dilemmas, we administered pre- and post-session surveys. Students indicated statistically significant improvement in median responses to all questions, for two consecutive years. Students also listed three adjectives, both before and after the session, that they associated with good and bad hosts and guests. The consistency of the terms listed suggests that hospitality is a robust concept for the learners. In our experience, the concept of hospitality provides a robust framework for the students, and the mixed large-group and self-facilitated small-group format offers a valuable tool for ethics education related to service learning in medicine. Our study supports the utility of the concept as a teaching tool, and the format facilitates a session using minimal faculty. The notion of hospitality seems particularly fruitful for various ethical considerations in medicine, even beyond those that involve home visits. (shrink)

Within medical education, there is an increasing need to provide ethics education for learners embarking on service learning. The concept of hospitality, as illustrated in Homer’s classic epic the Odyssey, has the potential to underpin such ethics education. This paper describes the implementation and evaluation of an ethics education session for medical students, built on the concept of hospitality, before they embark on a three-year longitudinal service-learning home visit program. In preparation for their household visits, second-year students at a medical (...) school in Miami, Florida, participate in weekly didactic sessions. One of these classes consisted of a two-hour ethics session, involving a brief introductory large-group lecture, followed by self-administered small-group discussions of a series of case scenarios. An innovative web-based platform called Rise allowed the students to run their own small group activities. To assess the impact on the students’ ability to identify, and on their confidence in handling, ethical dilemmas, we administered pre- and post-session surveys. Students indicated statistically significant improvement in median responses to all questions, for two consecutive years. Students also listed three adjectives, both before and after the session, that they associated with good and bad hosts and guests. The consistency of the terms listed suggests that hospitality is a robust concept for the learners. In our experience, the concept of hospitality provides a robust framework for the students, and the mixed large-group and self-facilitated small-group format offers a valuable tool for ethics education related to service learning in medicine. Our study supports the utility of the concept as a teaching tool, and the format facilitates a session using minimal faculty. The notion of hospitality seems particularly fruitful for various ethical considerations in medicine, even beyond those that involve home visits. (shrink)

Within medical education, there is an increasing need to provide ethics education for learners embarking on service learning. The concept of hospitality, as illustrated in Homer’s classic epic the Odyssey, has the potential to underpin such ethics education. This paper describes the implementation and evaluation of an ethics education session for medical students, built on the concept of hospitality, before they embark on a three-year longitudinal service-learning home visit program. In preparation for their household visits, second-year students at a medical (...) school in Miami, Florida, participate in weekly didactic sessions. One of these classes consisted of a two-hour ethics session, involving a brief introductory large-group lecture, followed by self-administered small-group discussions of a series of case scenarios. An innovative web-based platform called Rise allowed the students to run their own small group activities. To assess the impact on the students’ ability to identify, and on their confidence in handling, ethical dilemmas, we administered pre- and post-session surveys. Students indicated statistically significant improvement in median responses to all questions, for two consecutive years. Students also listed three adjectives, both before and after the session, that they associated with good and bad hosts and guests. The consistency of the terms listed suggests that hospitality is a robust concept for the learners. In our experience, the concept of hospitality provides a robust framework for the students, and the mixed large-group and self-facilitated small-group format offers a valuable tool for ethics education related to service learning in medicine. Our study supports the utility of the concept as a teaching tool, and the format facilitates a session using minimal faculty. The notion of hospitality seems particularly fruitful for various ethical considerations in medicine, even beyond those that involve home visits. (shrink)

Within medical education, there is an increasing need to provide ethics education for learners embarking on service learning. The concept of hospitality, as illustrated in Homer’s classic epic the Odyssey, has the potential to underpin such ethics education. This paper describes the implementation and evaluation of an ethics education session for medical students, built on the concept of hospitality, before they embark on a three-year longitudinal service-learning home visit program. In preparation for their household visits, second-year students at a medical (...) school in Miami, Florida, participate in weekly didactic sessions. One of these classes consisted of a two-hour ethics session, involving a brief introductory large-group lecture, followed by self-administered small-group discussions of a series of case scenarios. An innovative web-based platform called Rise allowed the students to run their own small group activities. To assess the impact on the students’ ability to identify, and on their confidence in handling, ethical dilemmas, we administered pre- and post-session surveys. Students indicated statistically significant improvement in median responses to all questions, for two consecutive years. Students also listed three adjectives, both before and after the session, that they associated with good and bad hosts and guests. The consistency of the terms listed suggests that hospitality is a robust concept for the learners. In our experience, the concept of hospitality provides a robust framework for the students, and the mixed large-group and self-facilitated small-group format offers a valuable tool for ethics education related to service learning in medicine. Our study supports the utility of the concept as a teaching tool, and the format facilitates a session using minimal faculty. The notion of hospitality seems particularly fruitful for various ethical considerations in medicine, even beyond those that involve home visits. (shrink)

This book inquires into the role and effects of public apologies in international relations. It focuses on two major questions - why and when do states issue apologies for historic crimes and how and under what conditions are these apologies successful in remedying conflictive relationships? In recent years, we have witnessed an unseen popularity of apologies, particularly in the public sphere, with numerous politicians, managers and clergymen being eager to apologise and atone for the wrong-doings of their countries (...) or institutions. The pope, for instance, has apologized for the Inquisition, the United Nations have apologized for their idleness during the Rwandan civil war and US President Bill Clinton has apologized for slavery, to mention just a few examples. Public apologies, thus, are a new and highly interesting, while nevertheless still puzzling phenomenon, the precise role and meaning of which in international politics remains to be explored. This book sets out to do exactly this. Focusing in particular on state apologies, i.e. apologies which are given and/or demanded by states, it assembles twelve detailed empirical case studies which deal with the two questions raised above. In a first part, the case studies reconstruct the processes in which state representatives react to calls for public atonement by either issuing a public apology or refusing to do so. In a second part, the case studies explore the reactions to the apology (in cases where an apology was given) and evaluate signs for its success or failure. All case studies are based on a theoretical framework which is outlined in the introduction to the book and help develop tentative assumptions about the emergence and the effects of state apologies, drawing on different strands of literature, such as political science, philosophy, sociology or psychology. This work will be of great interest to students and scholars of conflict reconciliation, international relations and transitional justice. (shrink)

In order to conquer and subjugate Africans, at the 1884 Berlin Conference, European countries dismembered Africa by carving her up into pieces and sharing her among themselves. European colonialists also antagonised Africans by setting up one ethnic African community against the other, thus promoting ethnic consciousness to undermine Pan-African consciousness. European powers also imposed their own “ethnic” languages, making them not only “official”, but also “international”. Consequently, as the Kenyan philosopher, Ngũgῖ wa Thiong’o, persuasively argues, through their ethnic languages, (...) European colonialists planted their memory wherever they went, while simultaneously uprooting the memory of the colonised. Cognisant of efforts in some South African institutions of higher learning to promote African languages for the purpose of promoting literacy in African languages, this article argues that while this exercise is commendable, ethnic African languages should be deliberately taught to “re-member” Africa and rediscover Pan-African consciousness. By doing this, African scholarship would be aiding Africans’ perennial and elusive quest for Pan-Africanism and the African Renaissance. Keywords: African Renaissance, Ethnic African Languages, Ethnic European Languages, European Colonialism, Pan-African Consciousness, Pan-Africanism. (shrink)

If any nature of science perspective is to be incorporated in science-related curricula, it is hard to imagine a satisfactory didactic toolkit that neglects the social studies of science, the academic field of study of the institutional structures and networks of science. Knowledge production takes place in a world populated by actors, instruments, and ideas, and various epistemic cultures are responsible for providing the concepts, abstractions, and techniques that slowly trickle down the information pathways to become stabilized in university (...) curricula or ossified in high-school science, losing much of the tacit knowledge along the way that enabled the production of knowledge in the first place. The discussion of the sociology of science and the sociology of scientific knowledge is followed by a short overview of recent approaches in science studies and the studies of expertise. (shrink)

Unlike in Western academia, Japanese studies in Korea have not receded, but rather have rather vigorously refocused on Japan during the last two decades. This paper examines the rapid development and governing dynamics of the Japanese politics studies (JPS), with a particular focus on Japanese international relations studies (JIRS). It answers the following four questions. How does JIRS perceive, measure, and interpret Japan? What are the outstanding features of JIRS? What are the internal dynamics in the JPS community? (...) How does the JPS community interact with the real political world? The study results emphasize the policy-oriented research style, prevailing realistic nationalism, and vigorous interaction between academia and politics in JPS/JIRS behind the refocusing on Japan. (shrink)

1995 became decisive for Ukrainian religious studies in its breakthrough in the world arena. About the Ukrainian Association of Religious Studies learned in many countries. She has been in contact with well-known international religious scholarships, for example, the Society for the Scientific Study of Religion, the International Academy for Freedom of Religion and Belief, the International Association of History the International Association for the History of Religions, the New York Academy of Sciences, and others.

In Schools of Thought in International Relations, renowned foreign-affairs scholar Kenneth W. Thompson seeks to clarify the study of international relations theory by succinctly addressing salient issues in its intellectual history.

International Relations and the Philosophy of History examines the concept of civilization in relation to international systems through an extensive use of the literature in the philosophy of history. A. Nuri Yurdusev demonstrates the relevance of a civilizational approach to the study of contemporary international relations by looking at the multi-civilizational nature of the modern international system, the competing claims of national and civilizational identities and the rise of civilizational consciousness after the Cold (...) War. (shrink)

This volume outlines the methods appropriate to an English School understanding of international relations and their assumptions about how knowledge of the social is gained. It makes clear what is involved in 'an English School approach' and what such an approach delivers in the contemporary understanding of international relations.

The claim that world politics looks different depending upon one's location is now commonplace within the field of International Relations (IR). This exciting new textbook offers students a text that speaks to the main concepts, categories and issues of world politics from the vantagepoints of the global South. International Relations from the Global South: Worlds of Difference examines the ways in which world politics have been addressed by traditional core approaches and explores the limitations of these (...) treatments for understanding both Southern and Northern experiences of the "international". The book encourages the reader to consider how key ideas have been developed in the discipline, and through systematic interventions by contributors from around the globe, aims at both transforming and enriching the dominant terms of scholarly debate. Each chapter is written according to a common structure, providing concrete examples of global South perspectives on world affairs, as well as discussion questions and suggestions for further reading. Drawing on a wide range of literatures, case studies and knowledges, this textbook is the first to speak to and from the global South, and will provide a new dimension to a variety of courses on international relations and IR theory. It is essential reading for students and teachers alike. (shrink)

The following article describes a pilot study on the possible integration of digital historiography into teaching practice. It focuses on Émilie Du Châtelet’s considerations of space and time against the background of Leibniz’s program of analysis situs. Historians have characterized philosophical controversies on space and time as a dichotomy between the absolute and relational concepts of space and time. In response to this, the present case study pursues two aims: First, it shows that the common portrayal simplifies (...) the complex pattern of change and the semantic shift from absolute-relational concepts of space and time to invariance and conservation principles. Second, against this background, I present the Online Reading Guide on Émilie Du Châtelet’s Foundations of Physics, a teaching and research project designed to help navigate Du Châtelet’s Institutions physiques. This project makes Du Châtelet’s important text visible to a broad audience and allows for a more critical and deeper view on classical topics of the history of philosophy and science in a more accessible way than traditional introductions. (shrink)

Contemporary psychiatry faces serious challenges because it has failed to incorporate accumulated knowledge from basic neuroscience, neurophilosophy, and brain–mind relation studies. As a consequence, it has limited explanatory power, and effective treatment options are hard to come by. A new conceptual framework for understanding mental health based on underlying neurobiological spatial-temporal mechanisms of mental disorders (already gained by the experimental studies) is beginning to emerge.

Bradley and Whitehead certainly deserve a book-length comparison on such topics as experience, internal and external relations, particularly whole-part relations, time, and God. Leemon McHenry has explored these issues soberly and responsibly, and his conclusions are most informative. Yet I sometimes wonder whether the connection would be as firmly made had there not been one remark about Bradley in the preface to Process and Reality.

This article summarizes the findings of this special issue focusing on five questions: (1) who studies Japanese politics and international relations in China, Japan and the Republic of Korea?; (2) what is being studied in each of these countries?; 3) how are Japanese politics studied in each of these countries?; (3) what determines the nature of the study of Japanese politics and international relations?; and 4) what is the impact of the study of Japanese (...) politics in each of these three countries? The findings on the first questions are that most scholars in each of these countries are concentrated in their forties and fifties, but their educational backgrounds are considerably varied. On the second question, the topics of study are becoming more wide-ranging in recent years, although in China, government policy still puts a constraint on the range of topics studied. Regarding the third question, the approaches that are used are becoming more varied, especially in Japan and South Korea. Concerning the fourth question, domestic politics in each of these countries matter, and financial constraints are a problem in China. Finally, it seems that Korean scholars in this area may have greater impact on the government than in the other two countries. (shrink)

Ontological issues are crucial and remarkable for International Relations scholars due to answering main questions of the dicipline as ‘what we observe in world politics’, ‘what’s going on’, ‘how states define who they are’ and ‘how states treat each other in interaction in terms of power and interests’. After Cold War debate on the end of the ideological clashes and the rise of the ‘clash of civilization’ have been begun and all the massacres that have taken place in (...) recent years, like the 9/11 Terrorist Attacks on the World Trade Center in NYC, have been linked to cases of identity. This paper presents social constructivism is as a way of study of IR that fits within Post Cold War International System on account of it focuses on ideas, identities and culture. Social theory argues that social structure and shared ideas and beliefs construct and transform the meaning of who is ally or enemy. Constructivist perspective embodies power and interest is important factors in international relations but their effects are a function of culturally constituted ideas. On the perspective of ‘social constructivism’ as the point of departure, the paper evaluates the great divisions among people arise from the enmities that are constructed by national identity politics rather than cultural differences. (shrink)

In Beyond Tragedy and Eternal Peace, Jean-François Drolet provides a synoptic interpretation of Nietzsche's reflections on politics and international relations in the context of the late nineteenth century. Revolving around questions concerning conflict and political violence, the study examines the symbiotic relationship between Nietzsche's critique of Western metaphysics and his analyses of the political processes, institutions and dominant ideologies shaping public life in Germany and Europe during the 1870s and 1880s. This includes the Franco-Prussian War and the (...) unification of Germany under Bismarck, the advent of mass democracy and the rise and transformation of European nationalism. In the German-speaking world, these developments were also central to the emergence of what would come to be known as "Geopolitik" (geopolitics)--a distinct set of intellectual and political initiatives driven by growing anxieties over the more permanent aspects of German political geography and the destabilizing consequences of techno-scientific innovations for world order. Drolet exposes and analyses Nietzsche's account of these developments against the backdrop of Nietzsche's engagement with Kantian thought and "European nihilism"--an all-consuming crisis of meaning triggered by the dissolution of the structuring ideals which had connected the exercise of power with purpose and determined questions of human co-existence under Christianity. Through this reconstructive exegesis, he shows that Nietzsche's philosophy channels a powerful and still greatly under-appreciated account of the changing political processes and agencies that culminated in the momentous collapse of the European society of states during the first half of the twentieth century. (shrink)

This book shows how the traditional concerns of political theory push it increasingly into the study of international relations. This is done, first, by demonstrating how many of the issues usually dealt with by political theory, such as democracy and justice, arise within an increasingly global context and, secondly, by considering how international issues, such as colonialism and war, are best illuminated by building on the work of political theorists. The book suggests that political theory and (...) international relations theory can now both be successfully engaged in as a joint enterprise only. (shrink)

International relations has long been well known as a subject for research in the disciplines of history, economics, and law. However, little study of it has been done by experts in such extremely important fields of the social sciences as historical materialism and scientific communism. Examination of international relations from the standpoint of general theory as social relations and the methodology of such research are represented in the Marxist literature primarily in the works of (...) Marx, Engels, and Lenin. (shrink)

The agent-structure problem is a much discussed issue in the field of international relations. In his comprehensive analysis of this problem, Colin Wight deconstructs the accounts of structure and agency embedded within differing IR theories and, on the basis of this analysis, explores the implications of ontology - the metaphysical study of existence and reality. Wight argues that there are many gaps in IR theory that can only be understood by focusing on the ontological differences that construct (...) the theoretical landscape. By integrating the treatment of the agent-structure problem in IR theory with that in social theory, Wight makes a positive contribution to the problem as an issue of concern to the wider human sciences. At the most fundamental level politics is concerned with competing visions of how the world is and how it should be, thus politics is ontology. (shrink)

This Sage handbook offers a panoramic view of the broad field of international relations by integrating three distinct but interrelated foci. It retraces international relations' historical devolopment as a professional field of study, expolores the philosophical foundations of international relations, and interrogates the sociological mechanisms through which scholarship is produced and the field is structured. The 41 chapters are structured into five parts: 01. Reflections on a disciplinary practice02. Imagining the international, acknowledging (...) the global03. The search for (an) identity04. International relations as a profession05. Looking ahead: the future of meta-analysis. (shrink)

The immense value of this book is its accessibility and the intimate connections it builds between theories of international relations and their philosophical ...

The empirical findings in Collins and Porras'' study of visionary companies, Built to Last, and the normative claims about the purpose of the business firm in Centesimus Annus are found to be complementary in understanding the purpose of the business firm. A summary of the methodology and findings of Built to Lastand a short overview of Catholic Social Teaching are provided. It is shown that Centesimus Annus'' claim that the purpose of the firm is broader than just profit (...) is consistent with Collins and Porras empirical finding that firms which set a broader objective tend to be more successful than those which pursue only the maximization of profits. It is noted however that a related finding in Collins and Porras, namely that the content of the firm''s objective is not as important as internalizing some objective beyond just profit maximization, can lead to ethical myopia. Two examples are provided of this: the Walt Disney Company and Philip Morris. Centesimus Annus offers a way to expose such myopia, by providing guidance as to what the purpose of the firm is, and therefore as to what kinds of objectives are appropriate to the firm. (shrink)

This research aimed to analyse inclusive practice in academic integrity in the teaching, support, policies and procedures involved at one UK HE institution. Data was collected through two sets of stakeholder interviews: three students from disadvantaged groups who had experienced academic conduct investigations; eleven staff with key roles in academic integrity. A third set of data comprised four institutional academic integrity documents which were analysed in terms of meeting Universal Design for Learning principles for inclusion. The four main findings (...) emerging from the study are: academic conduct processes create high levels of anxiety among students, particularly related to perceived judgement; students experience difficulty understanding academic integrity documents which lack consistency and do not meet inclusive criteria; students from certain backgrounds including widening participation, students with a disability and international non-native speakers need more institutional support in order to follow academic conduct processes and assimilate expected practice; there is a willingness among staff to try to develop more inclusive practice. The research findings led to a revised, more inclusive and educative institutional academic conduct procedure. The implication for practice is that attention is urgently needed to improve inclusive approaches to academic integrity. (shrink)

The relationship between international order and justice has long been central to the study and practice of international relations. For most of the twentieth century, states and international society gave priority to a view of order that focused on the minimum conditions for coexistence in a pluralist, conflictual world. Justice was seen either as secondary or sometimes even as a challenge to order. Recent developments have forced a reassessment of this position. This book sets current (...) concerns within a broad historical and theoretical context; explores the depth and scope of this presumed solidarism amidst the difficulties of acting on the basis of a more strongly articulated liberal position; and underscores the complexity and abiding tensions inherent in the relationship between order and justice. Chapters examine a wide range of state and transnational perspectives on order and justice, including those from China, India, Russia, the United States, and the Islamic world. Other chapters investigate how the order-justice relationship is mediated within major international institutions, including the United Nations, the World Trade Organization and the global financial institutions. (shrink)

This book explores how Cross-cultural research and relationships are unavoidable because of the current veracity of globalization and how all research methodologies and relationships are affected given the necessity of interpretation of data collected and differences in cultural values and philosophies in all areas of human activities.

Book reviews in this journal usually proceed by considering the value of the book in question for Dewey scholarship. In this case I would rather say that this book is of interest to Dewey scholars. Jackson’s general project is heavily informed by Dewey’s pluralistic brand of pragmatism. As Jackson notes “Dewey’s Logic . . . stand[s] firmly in the tradition leading to this book” (216). Dewey scholars will greet Jackson’s extension of this approach to the study of international (...) relations warmly. Over the last thirty years, international relations specialists have debated the merits of a variety of methodological and philosophical options while at the same time a dominant theme has been to make the field .. (shrink)

This book describes how different nations have defined the core competencies and skills that young people will need in order to thrive in twenty-first-century jobs, and how those nations have fashioned educational policies and curricula meant to promote those skills. The book examines six countries--Chile, China, India, Mexico, Singapore, and the United States--exploring how each one defines, supports, and cultivates those competencies that students will need in order to succeed in the current century. Teaching and Learning for the Twenty-First (...) Century appears at a time of heightened attention to comparative studies of national education systems, and to international student assessments such as those that have come out of PISA (the Program for International Student Assessment), led by the Organisation for Economic Co-operation and Development. This book's crucial contribution to the burgeoning field of international education arises out of its special attention to first principles--and thus to first questions: As Reimers and Chung explain, "much can be gained by an explicit investigation of the intended purposes of education, in what they attempt to teach students, and in the related questions of why those purposes and how they are achieved." These questions are crucial to education practice and reform at a time when educators (and the students they serve) face unique, pressing challenges. The book's detailed attention to such questions signals its indispensable value for policy makers, scholars, and education leaders today. (shrink)

Philosophical Pragmatism and International Relations bridges the gap between philosophical pragmatism and international relations, two disciplinary perspectives that together shed light on how to advance the study and conduct of foreign affairs. Authors in this collection discuss a broad range of issues, from policy relevance to peacekeeping operations, with an eye to understanding how this distinctly American philosophy, pragmatism, can improve both international relations research and foreign policy practice.

This book argues that Michael Oakeshott's political philosophy contributes to current debates in normative international theory and international political theory on the historical, social, and moral dimension of international society. Davide Orsi contends that the theory of civil association may be the ground for an understanding of international society as a rule-based form of moral association constituted by customary international law. The book also considers the role of evolving practices of morality in debates on (...) class='Hi'>international justice. Orsi grounds this work on a study of Oakeshott's philosophical arguments and compares the Oakeshottian perspective to recent constructivist literature in International Relations. (shrink)

It has been widely noted that society has moved away from seeing truth as an objective and, in some ways, important part of what it means to be educated. Varied conceptions of truth have existed and have been debated in the halls of academia for years but recently a shift has occurred in which truth has lost its status broadly as a virtue. In fact, in 2016, Oxford Dictionary declared "post-truth" as its international word of the year, defined as: (...) 'relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief'. Living in a world that is post-truth has direct implications on the education of a society's youth. This book will examine several broad conceptions of truth and present them as truth profiles considering their implications for education. This survey will consider the role of truth as it relates to teaching and the act of being a teacher, engage with challenging questions about what curriculum will be learned and its implications for our understanding of truth and specific consideration is attended to the impacts that one's conception of truth has for what they prioritize in the classroom, their instructional practice, and on learning itself. This book will take a focused look at the concept of truth and how varied conceptions of truth impact teaching and learning through theoretical, analytic, and practical examples. (shrink)

Human rights have always been an acute ideological issue. The peaceful coexistence of states with different social systems does not imply any relaxation of ideological struggle; but this struggle has to be carried on within a definite framework, without slander or interference in the domestic affairs of other states. Otherwise, it will undermine international détente, which is incompatible with any spread of suspicion, mistrust, or hostility in relations among nations. Détente implies mutual respect for the sovereignty and the (...) laws and customs of states. (shrink)

Studies have shown that students may feel emotional discomfort when they are asked to identify ethical problems which they have encountered during their training. Teachers in medical ethics, however, more often focus on the cognitive and rational ethical aspects and not much on students’ emotions. The purpose of this qualitative study was to explore students’ feelings and emotions when dealing with ethical problems during their clinical training and explore differences between two countries: Indonesia and the Netherlands. We observed a (...) total of eighteen ethics group discussions and interviewed fifteen medical students at two medical schools. Data were interpreted and analyzed using content analysis. We categorized students’ negative emotions based on their objects of reflection and came up with three categories: emotions concerning their own performance, emotions when witnessing unethical behaviors, and emotions related to barriers and limitations of their working environment. Our study suggests that addressing emotional responses in a culturally sensitive way is important to develop students’ self-awareness. Teachers should be able to guide students to reflect on and be critical of their own thoughts and emotions, to understand their own moral values, especially when confronted with other individuals. (shrink)