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The book is written for active learners – those keen on cutting their own path through the complex and at times hardly comprehensible world of THEORY in International Relations. To aid this process as much as possible, this book employs the didactical and methodical concept of integrating teaching and self-study. The criteria for structured learning about IR theory will be derived from an extensive discussion of the questions and problems of philosophy of science (Part 1). Theory of IR refers to the scientific study of IR and covers all of the following subtopics: the role and status of theory in the academic discipline of IR; the understanding of IR as a science and what a "scientific" theory is; the different assumptions upon which theory building in IR is based; the different types of theoretical constructions and models of explanations found at the heart of particular theories; and the different approaches taken on how theory and the practice of international relations are linked to each other. The criteria for the structured learning process will be applied in Part 2 of the book during the presentation of five selected theories of International Relations. The concept is based on "learning through example" – that is, the five theories have been chosen because, when applying the criteria developed in Part 1 of the book, each single theory serves as an example for something deeply important to learn about THEORY of IR more generally

The article provides an overview of international and Russian literature on the genesis and development of System Research in IR studies, demonstrates the emergence of System Research in Russia and in the world, the development of the general theory of systems. It is shown that at the fi rst stage, the representatives of natural sciences tried to identify the isomorphism between the international relations system and other systems (biological, physical). In this context, the attempts to form a general theory of international confl ict could be viewed. It is noted that at the beginning of the 1970s, these attempts ended unsuccessfully in general. The second area of international relations system modeling is related to the work of structural realists, primarily K. Waltz and M. Kaplan. Despite the fact that in their papers the verbal analysis dominates over the formal international relations system model, they have madea signifi cant contribution to the political science in perception of the systems theory. The paper also describes the system modeling in the context of the Neo-Marxist theory of international relations, fi rst and foremost, in the meaning of the I. Wallerstein's world-system theory. Special attention is paid to the systemic research crisis in the IR science at the turn of 1980-1990s, also due to a sharp change in the international situation, and the transition from a predominantly deterministic world of the Cold War to the post-bipolar non-equilibrium international system. The authors clearly reveal the evolution of the international relations perception in terms of the systems theory. They also illustrate the intensifi cation of the international system modeling in the XXIst century on the basis of a new methodology - via the use of the more sophisticated complexity theory (the theory of complex systems), as well as by adapting the sociological theory of structuration by A. Giddens in political sciences. Showing the most promising areas of the complexity theory practical application in the modeling of international relations - agentbased modeling and simulation of system dynamics, - the authors enumerate the most promising spheres for the system modeling in international studies.

"Obgleich sowohl in der Außenpolitik als auch in der Wirtschaft, in Handel, Industrie und im Finanzwesen Globalisierung längst Alltag ist, mangelt es nach wie vor in der Bundesrepublik Deutschland am Willen zur Durchsetzung einer konzentrierten Politik zur frühzeitigen Förderung von Begabungen und Interessen für europäische und internationale Aufgaben. Einen gewissen Beitrag zur Lösung dieses Ausbildungsdefizits könnten deutsche Universitäten durch Einrichtung entsprechender Studiengänge leisten. Dies wird am Beispiel des Studiengangs Internationale Beziehungen/International Relations an der TU Dresden gezeigt." (Autorenreferat)