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This article refers to some challenges faced by the academic body in teaching international relations with regard to course programs, teacher-student relationships (viewed from different pedagogical strategies), & the dominant vision of international relations in Mexico, increasingly involved in globalization. Further, the paper points out the limitations & the rich advantages in teaching this discipline, emphasizing the challenge it constitutes, considering the perspective for its professional exercise. The author insists on new abilities, an interdisciplinary approach, & the need to break up localism, thus promoting multiculturalism & diversity. Adapted from the source document.

Explores the influence of a specific model of autonomy in the history of the UNM (National U of Mexico), 1929-1944, focusing on relationships of state & academic institutions. As a description of the capacity of the university to produce professional, scientific, & humanist innovations by mobilizing its organizational & intellectual faculty, cloistered autonomy was not socially feasible due to its scientific-rationalist & culturalist tendencies. While UNM witnessed a period of "limited autonomy" (1929-1933), & "absolute autonomy" (1933-1944), cloistered autonomy failed because of its conflictual interaction with the state. The persistence of an ideology of "cloistered academicism" during this period at odds with public power resulted in an institutional crisis for the university & threatened its existence. 45 References. Adapted from the source document.