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Biographical note: Waltraud Ernst (PhD), Philosopher, teaches Gender Studies at the Johannes Kepler University Linz, Austria. Her research interests are feminist philosophy of science and technology, epistemology, methods and concepts of gender studies. Ilona Horwath (PhD), Sociologist, is Assistant Professor at the Department of Women's and Gender Studies, Johannes Kepler University Linz, Austria. Her research interests are gender and organization, gender in science and technology, and social research methods.

This report is concerned with the contribution of political science to the instructional needs of those who are preparing to teach, and of those now teaching, the social studies in elementary and secondary schools. How can political scientists in colleges and universities maximize the contribution which they, as specialists in one large field of human knowledge, can make to enrich the teaching of the social studies? Before offering suggestions which, if applied generally, should provide at least a partial answer to the question, the Committee on the Social Studies states two assumptions. First, most political scientists can do more than they have done in the past. Second, reverse lend-lease is anticipated. Political scientists have much to learn from teachers of the social studies as to what methods are effective in enabling youth to learn the ways of democracy and what types of material are most useful in the learning process. The recommendations in this report are presented in the hope that coöperation between the two groups will become more extensive and regular. The recommendations are divided into four classes, according to the incidence of responsibility for carrying them into effect.

Ilmu sosial mempunyai peranan penting dalam pengembangan kajian pendidikan Ilmu Pengetahuan Sosial (IPS), diantaranya seperti geografi, sejarah, sosiologi, ekonomi, psikologi, antropologi, dan politik. Tujuan penulisan artikel ini untuk mendeskripsikan bagaimana keterkaitan ilmu sosial dalam pengembangan kajian pendidikan Ilmu Pengetahuan Sosial (IPS). Desain penelitian yang digunakan pada penelitian ini berupa studi literatur. Strategi penelusuran data menggunakan berbagai buku, ebook, dan jurnal melalui platform google scholar dengan penelusuran melalui kata kunci terpilih. Hasil penelitian mendeskripsikan bahwa bidang ilmu sosial memiliki keterkaitan dalam kajian pendidikan Ilmu Pengetahuan Sosial (IPS). Materi Pendidikan Ilmu Pengetahuan Sosial (IPS) didasarkan atas dukungan konsep dari disiplin ilmu sosial, dalam bentuk tema-tema yang relevan dengan tujuan pembelajaran IPS diantaranya: waktu, keberlanjutan dan perubahan, manusia tempat dan lingkungan, produksi distribusi dan konsumsi, individu masyarakat dan institusi, budaya dan keragaman budaya, kekuasaan kewenangan dan pemerintahan, perkembangan individu dan identitas. Ilmu sosial berkontribusi untuk pengembangan program pendidikan Ilmu Pengetahuan Sosial (IPS).

On March 12 this year I gave an informal talk to the 'overseas history group' in which I tried to sketch in the development and atmosphere of major Southeast Asia programs in the USA and Australia, with particular reference to the influence of the social sciences on approaches to Indonesian history. My opinions were based on personal impressions and were utterly non-expert; it was therefore with some reluctance that I agreed to try and summarize my talk for Itinerario. No historian should publish without doing some research, but since I was assured that the very informality and casualness of my approach was a recommendation, I will do my best.

International audience ; Women's Studies is first introduced in Indian academia in the 1970s. There are now more than 150 centres conducting research on women and gender as well as numerous teaching programmes on these topics in India. Research on sexualities and non-heterosexual identities and practices, while less developed, also emerged in the 1990s. As in any academic field, research on Women's Studies, gender, and sexuality has been marked by epistemic debates, in particular "terminology debates" (i.e., debates about the proper concepts for discussing gender and sexuality in India). Using a corpus of academic texts, course syllabi, and other academic documents as well as 15 interviews with academics involved in Women's Studies, Gender Studies, and/or research on sexuality in India, this article examines two of these terminology debates. The first concerns the use of the term "Gender Studies" rather than "Women's Studies", and the second looks at the relevance of terms such as LGBT and queer to designate non-heterosexual individuals, groups, and practices. In both debates the question of North/South domination and (post)colonialism are central and are also connected to issues of gender, class, and caste domination. Moreover, both debates question the link between academia and feminist/LGBT/queer activism. This article shows that the process of defining the subject of academic knowledge is highly political and embedded in complex power dynamics that are both localized and globalized. It also highlights the epistemic creativity of the knowledge produced in India to discuss women, gender, and non-heterosexuality.

Introduction /Waltraud Ernst and Ilona Horwath --Feminist interventions in the design process /Els Rommes --Searching for methodology.Feminist technology design in computer science /Corinna Bath --Masks between the visible and the invisible /Cecile K.M. Crutzen --Homunculus in the hormones? /Rebecca Jordan Young --Motherhood and scientific innovation.The story of natural versus artificial baby food in the 19th century /Barbara Orland --Gender research as knowledge resource in technology and engineering /Lena Trojer --Can women engineers be "real engineers" and "real women"? Gender in/authenticity in engineering /Wendy Faulkner --Similar but different? Cognitive differences in the discussion of women in science and technology /Ilona Horwath, Nicole Kronberger, Markus Appel --Gender competence in mathematics teacher education /Andrea Blunck, Anina Mischau, Sabine Mehlmann.

The cycle of relations between the Dept of Defense (DoD) & the university is described with particular reference to the social sciences & international studies. This cycle is characterized by: a general decline in amity since WWII, decreased support for DoD objectives, a concern for the effect of DoD priorities on the general research profile, the growth of inhouse & nonacademic vendors in research & training, & the enclaving of the military-connected research community within the university. The pattern of DoD support for strategic studies, linguistics, & language & area studies is also examined. HA