Suchergebnisse

MUCH CURRENT RESEARCH AND TEACHING IN INTERNATIONAL RELATIONS IS RESTRICTED TO NARROW THEORETICAL AND EMPIRICAL AREAS. IN ORDER TO UNDERSTAND THE GLOBAL DIMENSIONS OF POLITICAL LIFE, SCHOLARS MUST REPLACE THEIR CURRENT PARTICULARIST INQUIRIES WITH A HOLISTIC APPROACH TO THE DISCIPLINE, FOUNDED ON A DIALECTICAL EPISTEMOLOGY AND POLITICAL PHILOSOPHY. THE GLOBAL ECOLOGICAL CRISIS, WHICH HIGHLIGHTS THE FUNDAMENTAL RELATIONSHIP BETWEEN HUMAN HISTORY AND NATURE, CAN ONLY BE UNDERSTOOD THROUGH PHILOSOPHICAL REFLECTION.

The wars of Yugoslav succession in the 1990s dramatically stimulated interest in the history of Bosnia and Herzegovina (BiH). To satisfy this interest from the outside world, many historical publications offered up various explanations for the outbreak of the wars.1 Yet the prior, and perhaps more significant, development occurred on the eve of the war, when historians in Bosnia and Herzegovina – although to a considerably lesser extent than in Serbia and Croatia – made an important contribution to national(ist) mobilisation and to the creation of a belligerent atmosphere by sensationally broaching traumatic topics linked to the Second World War.2 The war in the 1990s left behind a devastated and divided country and created deep social divisions which have also affected the role and status of the nation's historiography. Many today accept the claim that Bosnia and Herzegovina is a country in which there exist three views on history, although this is only partly true, because in this country far more than 'three views on history' exist. In practice, the thesis of three national historiographies (Serbian, Croatian, and Bosniak)3 turns out to be completely erroneous, because the existence of 'national historiographies' would also presume the existence of clearly defined thematic and methodological approaches to historical research, and that is not the case with historiography in Bosnia and Herzegovina. Hence, it is more precise to speak of a scholarly historiography that exists alongside an ideologically or politically motivated historiography or 'parahistoriography', by which is meant 'dealing with history . . . in a completely different way than studying history'.4

Sarita Cargas contends that the field of human rights should be treated as an academic discipline in higher education contexts, possessing as it does a canon of literature, a community of scholars, and a methodology. Her book offers practical recommendations for creating human-rights programs at the university level in the United States

Reputational & behavioral methods & data from Walter B. Roettger's survey ("Strata and Stability: Reputations of American Political Scientists," Political Science, 1978, 11, winter, 6-13) of American Political Science Assoc members, the Social Science Citation Index, & a survey of reputational leaders (N = 11) are utilized for an approximated block model analysis attempting to define structurally equivalent groups for the discipline of political science. It is found that the center-periphery pattern of social structure characteristic of other research areas also applies to political science. Several implications of the findings are suggested. 2 Tables, 1 Figure, 11 References. Modified HA.

In this paper, I critically examine a number of notions about
interdisciplinary research approaches to the challenges posed by the world
today. I juxtapose this critique with a discussion of interdisciplinary
developments in Pacific studies, raising questions as to how deeper
dialogues between academic disciplines and the worldviews of Pacific
Islanders may be reached. While interdisciplinarity is widely seen as
a politically correct agenda for contemporary research on processes of
globalization and development, caution is needed against prevailing
optimism about the potential for solving multidisciplinary problems
through interdisciplinary innovation. Such optimism may overrate
the potentials of broad (as opposed to deep) research approaches
and may reflect disregard, if not arrogance, toward the complexity
of the matters addressed. The drive in some European countries for
research on "sustainable development" indicates close ties between
interdisciplinary aspirations and the bureaucratic ambitions of
research administrators. Under such circumstances interdisciplinarity
becomes an object of institutional conflict and internal debate
between institutions, as well as between bureaucrats and scientists,
more than a question of creative epistemological contact between
plural knowledges in and beyond academic disciplines in a search for
increased knowledge more generally. The avoidance of such pitfalls in
the further development of Pacific studies requires close attention to
and appreciation of initiatives from within Oceania, coming from beyond
the domains of conventional disciplines. In this paper, such paths toward
interdisciplinarity are exemplified in a discussion of epistemological
encounters between Oceanic and western knowledges, and with reference
to the emerging currents of "Native Pacific Cultural Studies."

[EN] Decoding the Disciplines is a methodology aimed to support teachers and students of University to tackle obstacles and difficulties in learning process. It is assumed that students come to classroom with different level of secondary school preparation and teachers are generally reinforcing the inequalities in principle deplored as form of injustice in our society. The question of giving tools that students need to succeed in our disciplines requires new strategies intend to make teaching effective in line with the development of the democratic vision of teaching. The methodology represents a dynamic sequence of steps based on the understanding of the content of discipline taught and learned. All disciplines are involved, humanities as well as sciences. Under the Erasmus Plus Programme some European Universities are collecting relevant evidences to understand what to teach about an academic discipline. Monitoring students' learning and motivation means to bring out the bottlenecks, which hinder the achievement of knowledge and slow down the learning process leading to failure. Presentation of initial results aims to share the benefits of this methodology able to guide students to master basic mental operations required in university courses. Decoding emerges as challenge and option for policy-makers of higher education. ; http://ocs.editorial.upv.es/index.php/HEAD/HEAD18 ; Chistolini, S. (2018). Decoding the Disciplines in higher education institutions. Editorial Universitat Politècnica de València. 1-8. https://doi.org/10.4995/HEAD18.2018.8137 ; OCS ; 1 ; 1019 ; 8 ; 1027

Around the 1960s, political psychology was developed as a field of knowledge that attempted to interrelate scientific psychology & political phenomena. However, social & academic conditions are very different today. More & more, political psychology is becoming a protagonist, as much in the internal context of psychology as in the external context of its relations with the social world. Thus, political psychology can now be seen as a resource relating psychological knowledge to social practice, & relating psychological processes to social action. Political psychology is the interface that puts psychology & society in contact. The development of political psychology in Spain provides an example of this alternative view of the field. 36 References. Adapted from the source document.

"Universities can be viewed and studied as political institutions, especially considering that they sit at the crossroads of social, cultural, and economic pressures. The internal and external environment of higher education brings with it multiple and complex relationships as well as power struggles. Within these contested political spaces, there are phenomena to be studied. While the field of higher education draws from a multitude of disciplines, some scholars argue that only recently has scholarship focused on the political perspectives of higher education. To better understand the politics and policies of higher education, Universities as Political Institutions illuminates a variety of ways that researchers view and study universities as a political institution, from considering the national and international political pressures shaping higher education to the analysis of responses and political action from within the ivory tower. The 2017 annual CHER conference in Jyväskylä (Finland) brought together 213 scholars from 30 countries. This book includes a selection of papers and keynote presentations from this conference. The thematic approach of the book reflects the 2017 conference theme: "Universities as Political Institutions - Higher Education Institutions in the Middle of Academic, Economic, and Social Pressures". The theme focused on multiple and often complex relations and relationships, internal and external, to higher education institutions. In this context, "political" refers not only to definitions, uses, and users of power but more broadly to a variety of relationships among different actors and agencies responsible for making, executing, or resisting decisions concerning higher education institutions"--

There is scant systematic empirical evidence on what explains variation in academic freedom. Making use of a new indicator and panel data covering 64 countries 1960-2017, we investigate how de facto academic freedom is affected by, in particular, political institutions. We find that moving to electoral democracy is positive, as is moving to electoral autocracy from other autocratic systems, suggesting the importance of elections. Communism has a strongly detrimental effect. Legislatures that are bicameral are associated with more academic freedom, while legislatures that become more diverse and more ideologically to the right also seem to stimulate this type of freedom. Presidentialism and coups do not appear to matter much, while more proportional electoral systems strengthen academic freedom. More judicial accountability stimulates academic freedom, and richer countries experience more of it. The results suggest that the political sphere exerts a clear but complex influence on the degree to which scholarly activities are free.