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Demonstrating how storytelling and experience can be integral parts of International Relations scholarship, this book is about failure, hurt, and survival. Focused on the author's research journey on a mysterious Cold War-era spy, Park-Kang reflects on how to transform wounds and challenges into academically meaningful work.

This book brings together the key scholars in the international practice debate to demonstrate its strengths as an innovative research perspective. The contributions show the benefit of practice theories in the study of phenomena in international security, international political economy and international organisation, by directing attention to concrete and observable everyday practices that shape international outcomes. The chapters exemplify the cross-overs and relations to other theoretical approaches, and thereby establish practice theories as a distinct IR perspective. Each chapter investigates a key concept that plays an important role in international relations theory, such as power, norms, knowledge, change or cognition. Taken together, the authors make a strong case that practice theories allow to ask new questions, direct attention to uncommon empirical material, and reach different conclusions about international relations phenomena. The book is a must read for anyone interested in recent international relations theory and the actual practices of doing global politics.

Tickner, J. A. ; Tsygankov, A. P.: Responsible scholarship in Inter national Relations: a symposium: introduction. - S. 661-666 Cozette, M.: Whal lies ahead: classical realism on the future of International Relations. - S. 667-679 Ish-Shalom, P.:Theorization, harm, and the democratic imperative: lessons from the politicization of the democratic peace thesis. - S. 680-692 Ackerly, B. ; True, J.: Reflexivity in practice: power and ethics in feminist research on International Relations. - S. 693-707 Lynch, C.: Reflexivity in research on civil society: constructivist perspectives. - S. 708-721 Shani, G.: Toward a post-Western IR: the Umma, Khalsa Panth, and critical International Relations theory. - S. 722-734 Tickner, A. B.: Latin American IR and thre primacy of lo práctico. - S. 735-748 Callahan, W. A.: Chinese visions of world order: post-hegemonic or a new hegemony? - S. 749-761 Tsygankov, A. P.: Self and Other in International Relations theory: learning from Russian civilizational debates. - S. 762-775

How does the understanding of time and temporality in international relations (IR) shape the study of international politics? IR is centrally concerned with the study of issues such as armed conflict, but wars are events – a series of occurrences that only come into being through their relationship across time. The concept of time at work in the understanding of this event thus plays an inextricable role in the scholarship produced. IR shares an understanding of time that pervades (traditional) social science and is based on the Western notion of clock-time. This conception of time encourages a spatiotemporal model of the past that epistemologically privileges temporal understandings that value generalizable, time-invariant theory and discount temporal fluidity and context. These temporal commitments operate at a deep level, informing and shaping theory construction in important ways and de-emphasizing alternative approaches that may more accurately reflect the contingency of international events, discontinuities in political practice, and the radical shifts in international structures, which are often most in need of scholarly analysis. This article concludes that by treating temporality as a stand-alone issue, IR can better model and predict international political practices.

International relations (IR) has witnessed an emerging interest in neuroscience, particularly for its relevance to a now widespread scholarship on emotions. Contributing to this scholarship, this paper draws on the subfields of affective neuroscience and neuropsychology, which remain largely unexplored in IR. Firstly, the paper draws on affective neuroscience in illuminating affect's defining role in consciousness and omnipresence in social behavior, challenging the continuing elision of emotions in mainstream approaches. Secondly, it applies theories of depth neuropsychology, which suggest a neural predisposition originating in the brain's higher cortical regions to attenuate emotional arousal and limit affective consciousness. This predisposition works to preserve individuals' self-coherence, countering implicit assumptions about rationality and motivation within IR theory. Thirdly, it outlines three key implications for IR theory. It argues that affective neuroscience and neuropsychology offer a route toward deep theorizing of ontologies and motivations. It also leads to a reassessment of the social regulation of emotions, particularly as observed in institutions, including the state. It also suggests a productive engagement with constructivist and poststructuralist approaches by addressing the agency of the body in social relations. The paper concludes by sketching the potential for a therapeutically-attuned approach to IR.

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.