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On its face, The Art of World-Making focuses on honouring the career of Nicholas Greenwood Onuf and his contributions to the study of international relations; of equal importance, however, while using Onuf’s work as their touchstone, the contributions to this volume range widely across IR theory, making important interventions in some of the most important topics in the field today. The volume considers the place of Constructivism and Republicanism in the field of international relations, and the contestation that accompanies the question of their place in the field, asking: • What explains the dominance of some forms of Constructivism and the relative lack of influence of other forms? ...
What is the role of politics in the classroom? How does the desire of the teacher shape the pedagogical process? Is teaching possible? Is learning possible? Pedagogy as Encounter engages with such larger issues. The majority of discussions, workshops, conference panels, articles, and books avoid meta-pedagogical issues by focusing on technique. Such “technique talk” examines schemes, methods, and procedures that do and do not work in the classroom. It answers the “how” question at the cost of ignoring these bigger queries. Pedagogy as Encounter consists of 120 vignettes arranged in eight chapters. Most of these are first person autobiographical stories that describe encounters with students and colleagues. They portray a teacher whose classroom disappointments lead him to radical experimentation. But there are also a few theoretical sections, as well as segments that are epigrammatic in nature. All of it is grounded in a Lacanian political psychology and in a critical global political economy. The theory, however, remains largely implicit and is confined to the footnotes. The body of the text is free of jargon and presented in a conversational voice.
This book features valuable conversations about how COVID-19 has changed how we teach and even who we are as instructors in political science. This project devotes special attention to how our pedagogy in political science has evolved from ‘triage’ to transformation over the course of the pandemic. This book, part of the Palgrave Macmillan Political Pedagogies series, presents a variety of innovations in political science teaching (from “ungrading” to the flipped classroom) and offers systematic reflections on how our approaches to teaching and learning have been forever changed.
The field of public history is growing as college and university history departments seek to recruit and retain students by emphasizing how studying the past can sharpen their skills and broaden their career options. But faculty have often sought to increase course offerings without knowing exactly what the teaching and practice of public history entails. Public historians have debated the meanings of public history since the 1970s, but as more students take public history courses and more scholars are tasked with teaching these classes, the lack of pedagogical literature specific to the field has been challenging. This book addresses the need for a practical guide to teaching public history...
In the light of the structural dangers of revolutionary change highlighted in the political theory of Giorgio Agamben, this book joins a lively debate in philosophy of education on weak utopianism as an approach that foregrounds and respects the educational potentiality of teachers and students. Utopian moves in education call for revolutionary changes in pedagogical practice in pursuit of a particular vision of the good. Whether grounded in emancipatory politics, technological enthusiasm, or another social movement, utopian moves are seductive in their promise of a better alternative. Weak Utopianism in Education draws together philosophy of education, political theory, scholarship of teaching and learning research, and utopian thought to advocate for a modest and humble approach to change. The theoretical foundation of weak utopianism opens space for educator’s personal convictions and teaching philosophies to tinker with their own pedagogical practices. The book creates a common conceptual meeting ground for philosophers and practitioners in education.
Despite public support for the death penalty, a remarkable number of countries in different parts of the world have banned capital punishment in all its forms, regardless of the nature of the crime or the criminal. Arguing that international norms are often a critical source of ideas for change in state policy, but that impact varies greatly, Sangmin Bae offers a systemic explanation of how, when, and under what conditions a country complies with international norms. She examines four countries that reached different stages of norm compliance with respect to the death penalty—Ukraine, South Africa, South Korea, and the United States. Focusing on the role of political leadership and domestic political institutions, Bae clarifies the causal mechanisms that lead to state compliance or noncompliance with the norm.
In this innovative new work, Steele shows how we might recognize how an alternative form of accountability in global politics has been present for some time, and that, furthermore, this form's continued presence remains one of the most politically powerful, if not endurable, possibilities for resistance in the near future.
This Handbook addresses why political science programs teach the research process and how instructors come to teach these courses and develop their pedagogy. Contributors offer diverse perspectives on pedagogy, student audience, and the role of research in their curricula. Across four sections—information literacy, research design, research methods, and research writing—authors share personal reflections that showcase the evolution of their pedagogy. Each chapter offers best practices that can serve the wider community of teachers. Ultimately, this text focuses less on the technical substance of the research process and more on the experiences that have guided instructors’ philosophies and practices related to teaching it.
In a call to planetary thinking, planetary building, and planetary dwelling, Norman K. Swazo discusses Heidegger's thought as it relates to issues of global politics, specifically, the domain of world order studies. In the first division of the book, Swazo provides a theoretical critique of world order studies understood in the two modes of normative and technocratic futurism. The book's second division includes a preliminary attempt to clarify what Heidegger's call for "essential thinking" entails for political thinking. This signifies a new beginning for political discourse, heralded in the possibility of "essential political thinking" that Swazo calls "autarchology."
FORM AND SOUL is a philosophical work that announces a great break with the past, the reality of which is being felt by all of us who are the esteemed netizens of the emerging digital age civilization. Leaving behind the machine age conceptions of ideas, societies and civilizations this work tries to realize the ethos of a new civilization where artificial intelligence, information technology and quantum mechanics have turned the ideas of human relations and collective existence upside down. This new world of cyber campaigns and collective intelligence is on the verge of leaving behind the odds of cultural nationalism and liberal democracy to reach a new ideological platform where mankind can base its material and moral existence. This work can be considered as a great forward movement following Francis Fukuyama's ‘The End of History and the Last Man’ and Samuel Huntington's ‘The Clash of Civilizations and the Remaking of World Order’ to interpret the world where relations between various levels of human organizations are determined by a matrix of dynamic social flows. Defining this newly emerging global social matrix is the main theme of this work.