Suchergebnisse

BENEFITS RESULTING FROM POLITICAL SCIENCE FIELDWORK: DEVELOPING GOOD CO-WORKER RELATIONSHIPS, INTERPERSONAL SKILLS, CONFIDENCE IN ONE'S ABLITIES, THEORETICAL KNOWLEDGE, & CAREER PREFERENCES. THOSE RECIEVING HIGHER LEVELS OF VARIOUS BENEFITS FOUND TO BE STUDENTS WHO SPENT MORE TIME ON THEIR STUDIES, HAD SPECIFIC GOALS FOR THE FIELDWORK EXPERIENCE HAD HIGHER LEVELS OF POLITICAL INTEREST & EXPERIENCE.

Purpose. The article is aimed to analyze the specificity of formation of media infrastructure of science under the influence of digital media distribution technology, the changing nature of scientific activity, implementation of communication researchers using Big Data. Methodology. The implementation of the purpose is seen in the use of scientific and theoretical basis of the philosophy of science, mediaphilosophy, mediaphilosophical approach to understanding society, science and technology, use of publications on selected topics of research. Originality. It was considered the problem of scientific communication change under the influence of Big Data. Forming of media infrastructure of science under the influence of media technology was analyzed. Conclusions. The emergence, formation and development of mediainfrastructure makes the world scientific community see the modernist paradigm of scientific knowledge production, pay attention to the formation of a qualitatively new ways of transmission and reception using scientific evidence and information research. At the same time there is a need for simultaneous and comprehensive study of the potential negative effects of media technologies for researchers and educational activities. Note the complications self-identification individual simulation processes and phenomena that occurs reliance on empirical base. Also there is a problem controllable and selection of information: the huge flow of information of different kinds of content depth and complicate the selection and broadcast meaningful knowledge.

The standard model and the problem of causal reductionism -- Counterintuitive religious concepts and emergent cognition -- Theological incorrectness and the causal relevance of religious beliefs and theological reasoning -- Evolutionary psychology and the emergence of the symbolic mind -- Evolution, cognition, and religion : toward a multi-level perspective on the emergence of religious beliefs

The European Union (EU) has adopted a very generous region-to-region approach towards Latin America in recent decades. However, although the EU adopted the same interregional strategy across different policy areas, the quality of interregional interaction (and success) vary significantly. An interesting case of EU-driven interregionalism is the case of EU-Latin America science diplomacy. In this policy area, it seems that the EU's interregional approach has been particularly successful, as both regions continuously call for the creation and strengthening of a "Common Area for Higher Education, Research and Technology", and various high-level working groups and action plans have been established to achieve this end. Yet, a critical assessment of EU-Latin America interregional cooperation in the field of science, higher education and innovation has not been produced to date. This paper aims to fill this notable academic (and policy-making) gap by providing a thorough overview of (1) the EU's drivers behind this particular foreign policy action and the chosen interregional approach; (2) the applied policy instruments and actions of this specific case of EU-Latin American interregional relations; and (3) achieved impact of this specific case of EU-Latin American interregional relations.

Several areas of political research deal with sequences, that is, successions of standard categorical states or events: political sociology, evolution of regimes, analysis of speeches, geopolitics, comparative studies, or elections. At least three kinds of longitudinal methods, popular in political science, may attempt at treating political longitudinal objects: regression models, event history analysis and time series analysis. Yet, none can unfold the three dimensions of categorical time series, that is, the nature of the states/events composing the sequences, their order and length. Sequence analysis, with the optimal matching algorithm as a core tool, was specifically designed to this task. It is now commonly used in sociology and demography, and more and more in geography and history. This pragmatic, state-by-state comparison of sequences does not make any assumption about an underlying process that would generate sequences. The paper first defines sequences and their empirical applications. Then it details the principles of sequence analysis and its canonical steps. It shows how sequence analysis connects to and/or competes with other multivariate methods, before giving an overview of advanced issues and available software. To illustrate how fruitful this approach can be for political science, I apply it to a retrospective survey conducted among members of the main French activist organization mobilizing against AIDS.

In this paper I discuss and problematize the notion of Bildung in relation to science education and scientific literacy. I both discuss it in relation to different philosophies of education and in relation to practical implications for teaching and learning in and about science-technology-society-environment (STSE) and nature-of-science (NOS). Furthermore, I connect the discussion to Roberts' (2007) two visions of scientific literacy and develop the ideas behind a third vision, Vision III (Sjöström & Eilks, 2017), emphasizing moral-philosophical-existential-political perspectives in education. For each of the three visions I suggest (for vision I and II based on previous studies) two subversions connected to different curriculum emphases. For Vision III this mainly means curriculum emphases not suggested by Roberts. One exception is the curriculum emphasis "self as explainer", which can be interpreted as being about existentialism. I claim that science education based on reflexive Bildung can be seen as an alternative to science education based on Western modernism (Sjöström, in press). It integrates cognitive and affective domains and includes politicisation to address complex socio-scientific and environmental issues, but also moral-philosophical-existential perspectives, including NOS. I discuss and describe implications of this Bildung-philosophy on science teacher educations, on-going teacher development programs/initiatives, and curriculum development.

I examine why contemporary social scientists on the political left are relatively pessimistic about the public arena and its trajectory. To develop an answer, I explore subsidiary questions: What is the evidence of social scientists' left pessimism? Why is left pessimism not the only plausible stance? Why is left pessimism problematic, and surprising? Why does it nonetheless occur? How can social scientists counter left pessimism?My evidence comes mainly from research on American racial and ethnic politics, and on the societal use of genomic science. I explain left pessimism as a result largely of the trajectory of social science research since the 1960s, and of the loss of faith in revolutionary inspiration after the fall of the Berlin Wall in 1989. I call on social scientists to reinvigorate optimistic visions, perhaps especially in a political era fraught with dangers to liberal democracy.