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Preface -- The Relevance of Indonesian-American Relations -- Acknowledgments -- Contents -- List of Tables -- 1: Theoretical Perspectives: A Lens Through Which to View the World -- 1.1 Zone of Collaboration? Southeast Asian Area Studies and Political Science -- 1.2 Interpretivist Social Constructivism as a Research Perspective -- 1.3 Power and Social Constructivism -- 1.4 Images in International Relations -- 1.5 Media Power in Societies -- 1.5.1 The Media in Political Process -- 1.5.2 Language and Power -- 1.5.3 Media Work -- 1.6 Threat and Opportunity -- Notes -- Bibliography

The assumption is based that subjectology, synthesising the results of a number of particular disciplines about the man (sociology, politologii, psychology, the methodology of science, theory of control, etc.), it appears as transdisciplinary science. In its formation the ideas of constructivism play the decisive role. The Marxist principle of activity composes its philosophic methodological basis. Keywords: subjectology; activity; the principle of activity; transdisciplinary science; triad is purpose – means – result; shift «into the side»; the constructivism.

Following the collapse of the Soviet Union in 1991, the fifteen union republics of the former superpower separated into newly independent sovereign states. The largest of these, the Russian Federation, has since emerged as the most capable and politically assertive and has inherited the majority of its predecessor's geopolitical and strategic interests. Though Moscow's interests in its "near-abroad" reflect the implications of its longstanding imperial legacy in the region, Russia entered the post-Soviet period pursuing a confused strategy of disengagement with regards to the new and unstable countries of the Former Soviet Union (FSU). Beginning in mid-1992 and continuing into late-1994, however, Russia began implementing a more assertive and interventionist response strategy to address the region's growing instability. This project applies a combination of constructivism and historical institutionalist theory to demonstrate how, despite the Russian government's early commitment to internationalist norms, fluid institutional preconditions allowed for a series of key structural shifts in the early post-Soviet period to drive administrative inertia away from the weakly institutionalized liberal-pacifist ideals of the Gorbachev era and towards a more muscular, nationalist, and zero-sum foreign policy strategy. In this context, the period from mid-1992 through late-1994 saw a rise in Russian intervention in the near abroad as intervening events challenged the orthodoxy of the isolationists in power and legitimized the efforts of revanchist policy entrepreneurs framing the use of force as a justifiable and necessary foreign policy strategy.

Published Article ; The issue of language of learning and instruction in communities with diverse linguistic and cultural backgrounds, globally and in South Africa, is always shaped by socio-economical, political, ideological and hegemonic factors. The language of instruction and learning in South Africa is politically charged, not only because of colonial legacy, but more profoundly because of the apartheid legacy. This article reports on the results of the pedagogies of teachers teaching in English. The researcher found that most non-native English teachers use their native language pronunciation when teaching English, which results in mother tongue interference. On-native speakers end up transferring articulation habits of first language to second language. There is thus a need to improve quality in pedagogical practices in this diverse South African background since the language of instruction is different from the learners' first language for the majority of the population. The research in this article aims to investigate current pedagogic practices engaged by teachers from different cultural backgrounds when teaching English as a medium of instruction and how their practices affect learners in acquiring knowledge of the English language. The study uses an interpretive paradigm and in particular, adopts social constructivism to embed discussions. The study mainly implements a qualitative approach although the quantitative approach is used to quantify biographical data. The researcher found that two educational systems seem to exist in South African schools: some educators use English as a medium of instruction only, whereas others allow code switching. Education thus becomes a reproductive mechanism of social class differences.

This paper presents a theoretical explanation for Sweden's intervention and behavior in the Thirty Years' War. It echoes the contributions of scholars like Barkin (2003) by applying both realism and constructivism to achieve a more accurate depiction of empirical reality. Given Sweden's disadvantageous strategic position, its decision to intervene in this conflict is an important subject for empirical and theoretical investigation. Realism provides an accurate explanation of Sweden's national interests and its decision to intervene to reinstate the status quo. Constructivism also contributes to a more nuanced understanding of this conflict, since Sweden clearly recognized the existence of a broader normative structure and articulated its policy to appear acceptable within this social framework. This combination of realism and constructivism further explains Sweden's early success at forging a consolidated nation-state prior to its contemporaries, facilitating its projection of power in the anarchic international system of the Thirty Years' War.

Lieber reviews Constructivism in International Relations: The Politics of Reality by Maja Zehfuss.

Cover -- Half Title -- Title -- Copyright -- Dedication -- Contents -- Preface -- 1 Introduction: A Tale of Two Tendencies in International Law -- Justice in Philosophy and Law -- Statism and Cosmopolitanism in Contemporary International Law -- The Road Ahead -- 2 Rawlsian Constructivism and Cosmopolitan Justice -- Rawls's Constructivism -- Rawls's Justification of Human Rights -- Democracy -- Egalitarianism -- Justice or Expediency -- Cosmopolitan Constructivism -- Universality and Political Constructivism -- The Democratic Conception and the Self-conception of Persons -- Justifying the Democratic Conception of Persons -- Characterizing the Nature of the Justification -- The Truth of the Principles of Justice -- Toleration -- Conclusion -- 3 The Borders of Justice -- Duties of Justice -- Associative Duties and Duties of Justice -- Duties of Justice and Institutions -- Associative Duties and Moral Equality -- Associative Duties and Attitudes -- Global Justice -- The Global Association -- A Failed Limiting Strategy -- The Question of Consistency -- Three Objections -- Distance -- Degree of Association -- Moral Triage -- Patriotism -- Nationalism -- Protectionism and Immigration -- Protectionism -- Immigration -- Conclusion -- 4 Global Egalitarianism and Imperialism -- Skepticism about Duties of Global Distributive Justice -- Rawls -- Barry -- Nardin -- Goodin -- Walzer -- Egalitarian Principles -- Liberal Equality -- Democratic Equality -- Two Objections -- Primary Goods, Capabilities, and Gender Inequality -- Analyzing Imperialism -- Empirical Theories -- The Role of Moral Theory -- Reparations -- Problems of Global Distributive Justice in Development -- The Case for Debt Cancellation -- The Costs of Global Warming -- Conclusion -- 5 Cosmopolitan Sovereignty and Justified Intervention -- The Concepts of Sovereignty and Intervention

"Nuclear Proliferation and Non-Proliferation" published on by Oxford University Press.

This article inteds to analyze continuities and ruptures between the literacy freireanperspective and constructivism didactic approach, based in psychogenetic research, ascontribution for youth and adults literacy processes reflection. From a future of fourteenyear research we have tried to know the specificity of written sistem construction,we have entered into dialogue with freirian contributions, working in comparativeprocesses from both perspectives. We hold the convergence of both approaches from apedagogical political perspective, and the didactic improvement of the constructivismapproach. The teaching of reading and writting from this perspective materializes evenmore power than the freirean postulates themselves, a liberating and critical literacy. ; El presente artículo se propone analizar continuidades y rupturas entre la perspectivade alfabetización freireana y el enfoque didáctico constructivista con base en lasinvestigaciones psicogenéticas, a modo de insumo para pensar los procesos de alfabetizacióninicial en personas jóvenes y adultas. Desde un devenir de catorce años deinvestigación en los que hemos intentado conocer la especificidad de la construcción delsistema de escritura en dicha población, hemos entrado en diálogo y reflexión con losaportes freireanos a los procesos de alfabetización de personas jóvenes y adultas desde la educación popular, realizando desde la praxis de docencia e investigación procesoscomparativos con el enfoque constructivista de base psicogenética. Sostenemos laconvergencia de ambos enfoques desde una mirada político-pedagógica y la superacióndidáctica del enfoque constructivista, desde una enseñanza de la lectura y la escrituracapaz de materializar con más potencia aun que los propios postulados del métodofreireano, una alfabetización liberadora y crítica.

This article inteds to analyze continuities and ruptures between the literacy freireanperspective and constructivism didactic approach, based in psychogenetic research, ascontribution for youth and adults literacy processes reflection. From a future of fourteenyear research we have tried to know the specificity of written sistem construction,we have entered into dialogue with freirian contributions, working in comparativeprocesses from both perspectives. We hold the convergence of both approaches from apedagogical political perspective, and the didactic improvement of the constructivismapproach. The teaching of reading and writting from this perspective materializes evenmore power than the freirean postulates themselves, a liberating and critical literacy. ; El presente artículo se propone analizar continuidades y rupturas entre la perspectivade alfabetización freireana y el enfoque didáctico constructivista con base en lasinvestigaciones psicogenéticas, a modo de insumo para pensar los procesos de alfabetizacióninicial en personas jóvenes y adultas. Desde un devenir de catorce años deinvestigación en los que hemos intentado conocer la especificidad de la construcción delsistema de escritura en dicha población, hemos entrado en diálogo y reflexión con losaportes freireanos a los procesos de alfabetización de personas jóvenes y adultas desde la educación popular, realizando desde la praxis de docencia e investigación procesoscomparativos con el enfoque constructivista de base psicogenética. Sostenemos laconvergencia de ambos enfoques desde una mirada político-pedagógica y la superacióndidáctica del enfoque constructivista, desde una enseñanza de la lectura y la escrituracapaz de materializar con más potencia aun que los propios postulados del métodofreireano, una alfabetización liberadora y crítica.

My research topics focus on the social responsability of researchers, their involvement and political engagement, all the way from the construction of knowledge to its formulation (research aesthetic) and dissemination.As I study others' engagement and their legitimation strategies, I also aim at formulating mine: a constructivism that holds itself accountable for its creations.This thesis discusses the role of experts in democracy; it is written in French. I highly doubt that I am able to summarize it in English, just as I doubt that exclusively English-speaking readers would be able to understand the manuscript in French. ; Mon travail de thèse propose une réflexion au sujet d'un paradoxe ancien mais qui demeure pertinent à travailler dans le contexte renouvelé des "controverses socioscientifiques" publiques. La position épistémique dominante au sein de la communauté scientifique peut être qualifiée de réeliste, à savoir qu'il existe en soi un monde extérieur à la pensée, qu'une connaissance objective et neutre de ce monde est possible, ce qui permettrait un progrès social. Par ailleurs les exigences de la démocratie, comme organisation de gouvernance en vue de construire un monde commun par l'accord du peuple, présupposent que chaque voix individuelle, chaque point de vue singulier est à considérer selon une éthique égalitaire. C'est ainsi que le statut de l'expert en démocratie est paradoxal. En effet, si l'expert est un scientifique appelé à répondre à une question définie par le politique pour laquelle, en contexte de controverse, les données scientifiques disponibles ne permettent pas de conclure, l'expert doit néanmoins proposer une réponse à la question qui lui est posée. C'est ainsi que, même en absence de réponses, l'expert est choisi sur la base de sa présupposée compétence, par le biais d'un accès privilégié au réel. Ce choix suggère que la parole de l'expert est toujours plus intéressante, plus pertinente qu'une parole non-experte, ce qui va à l'encontre du postulat démocratique.Face à la critique ...

My research topics focus on the social responsability of researchers, their involvement and political engagement, all the way from the construction of knowledge to its formulation (research aesthetic) and dissemination.As I study others' engagement and their legitimation strategies, I also aim at formulating mine: a constructivism that holds itself accountable for its creations.This thesis discusses the role of experts in democracy; it is written in French. I highly doubt that I am able to summarize it in English, just as I doubt that exclusively English-speaking readers would be able to understand the manuscript in French. ; Mon travail de thèse propose une réflexion au sujet d'un paradoxe ancien mais qui demeure pertinent à travailler dans le contexte renouvelé des "controverses socioscientifiques" publiques. La position épistémique dominante au sein de la communauté scientifique peut être qualifiée de réeliste, à savoir qu'il existe en soi un monde extérieur à la pensée, qu'une connaissance objective et neutre de ce monde est possible, ce qui permettrait un progrès social. Par ailleurs les exigences de la démocratie, comme organisation de gouvernance en vue de construire un monde commun par l'accord du peuple, présupposent que chaque voix individuelle, chaque point de vue singulier est à considérer selon une éthique égalitaire. C'est ainsi que le statut de l'expert en démocratie est paradoxal. En effet, si l'expert est un scientifique appelé à répondre à une question définie par le politique pour laquelle, en contexte de controverse, les données scientifiques disponibles ne permettent pas de conclure, l'expert doit néanmoins proposer une réponse à la question qui lui est posée. C'est ainsi que, même en absence de réponses, l'expert est choisi sur la base de sa présupposée compétence, par le biais d'un accès privilégié au réel. Ce choix suggère que la parole de l'expert est toujours plus intéressante, plus pertinente qu'une parole non-experte, ce qui va à l'encontre du postulat démocratique.Face à la critique ...

My research topics focus on the social responsability of researchers, their involvement and political engagement, all the way from the construction of knowledge to its formulation (research aesthetic) and dissemination.As I study others' engagement and their legitimation strategies, I also aim at formulating mine: a constructivism that holds itself accountable for its creations.This thesis discusses the role of experts in democracy; it is written in French. I highly doubt that I am able to summarize it in English, just as I doubt that exclusively English-speaking readers would be able to understand the manuscript in French. ; Mon travail de thèse propose une réflexion au sujet d'un paradoxe ancien mais qui demeure pertinent à travailler dans le contexte renouvelé des "controverses socioscientifiques" publiques. La position épistémique dominante au sein de la communauté scientifique peut être qualifiée de réeliste, à savoir qu'il existe en soi un monde extérieur à la pensée, qu'une connaissance objective et neutre de ce monde est possible, ce qui permettrait un progrès social. Par ailleurs les exigences de la démocratie, comme organisation de gouvernance en vue de construire un monde commun par l'accord du peuple, présupposent que chaque voix individuelle, chaque point de vue singulier est à considérer selon une éthique égalitaire. C'est ainsi que le statut de l'expert en démocratie est paradoxal. En effet, si l'expert est un scientifique appelé à répondre à une question définie par le politique pour laquelle, en contexte de controverse, les données scientifiques disponibles ne permettent pas de conclure, l'expert doit néanmoins proposer une réponse à la question qui lui est posée. C'est ainsi que, même en absence de réponses, l'expert est choisi sur la base de sa présupposée compétence, par le biais d'un accès privilégié au réel. Ce choix suggère que la parole de l'expert est toujours plus intéressante, plus pertinente qu'une parole non-experte, ce qui va à l'encontre du postulat démocratique.Face à la critique ...