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The article shows the weakness of mainstream Polish political science. Its main weakness, according to the author, is omitting the industrial and corporate power conflict among the factors determining the contemporary politics. As a result, the relations between political science and political economy have become weak. Its place as a source of inspiration for political scientists has been taken by social philosophy. It seeks the various non-economic sources of politics. The postulated critical political science puts in the spotlight the main processes of the global capitalist economy located in a phase of stagnation and closing in on the natural limits of its duration. In particular, closer attention should be focused on tracking a new, already the fifth configuration of the market society. It will be the several partial processes weave; the recovery process of autonomy by the state to corporations and the financial sector (deglobalisation); the process of recovering control of the state by the old and new social movements (democracy participatory), and the process of transformation of the energy economy, coupled with the process of changing lifestyles: from consumerism to paideia as a human community responsive to its activity on the development, openness and creativity in shaping new rules for civilization.

'Political Science Fiction' edited by Donald M. Hassler and Clyde Wilcox is reviewed. Political Science Fiction edited by Donald M. Hassler and Clyde Wilcox is reviewed.

This introductory textbook provides the ideal basis for students coming to Politics for the first time. The book opens with thequestion 'What is Politics?' and then explores the four major 'elements' : Comparative Institutions, Political Ideologies, Public Administration and International Relations. The book has been divided into five easy-to-use sections, each with a guide to literature for further study. Each chapter ends with two essay questions, making this an ideal teaching and revision tool.Key FeaturesCovers the core elements of a Political Science undergraduate degreeIdeal for revision of the subject: includes 50 essay questionsOffers helpful guides to the literature in each areaWritten by a distinguished team of authors with many years of teaching experience

Since we have hardly any criteria for measuring good teaching, we have hardly any instructions on how to be a good teacher; so much so, that the issue itself is generally treated with some embarrassment in academic circles. Except as one is truly an extaordinary teacher, in which case we defer to his gift, sustained interest in teaching is viewed as something of a gaucherie. This shocks our friends and distresses our students, but it makes perfectly good sense, since we conventionally assume that good teachers are born, not made. (If they were made, then we should be able to make them; since we do not profess to know how to make them, yet they continue to turn up here and there, they must be born.)The logic is somewhat circular, and quite like a self-fulfilling prophecy. Having established that good teaching, when it happens, is essentially accidental, and hence not scientifically reproducible, we snicker at the "educationists" who profess to have identified "rules" for our work. There does exist, for example, a body of literature which employs scientific standards to identify the best methods for presenting various kinds of knowledge to students. Yet this is a literature which is almost totally unknown to anyone who is likely to make use of it. Thus its validity has not been tested, except experimentally.Although random efforts to improve the quality of teaching, and perhaps to apply the same standards in our analysis of teaching that we apply in our research, seem to be increasing, it is, on the whole, unlikely that they will grow substantially. For the most part, such efforts are directed at curricular revision, or at restructuring of course contents; they rarely deal with the nature of the relationship between the teacher and his students. And, even when they do, they must overcome an ethic of futility which is firmly established in our graduate schools.