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"Norms and Social Constructivism in International Relations" published on by Oxford University Press.

The classical models of teaching in education represent one of the main pillars of face-to-face learning. Digital learning allows access to different instances of distance learning, which constitutes a key role in setting up a distance learning system. Every model is adapted to a type of training. Digital learning has become more and more a necessity for the whole civil society, universities have had a tendency to be followed and to development in the pedagogical field, more precise training and new learning modes. With this effect, the choice of the appropriate model to this type of training is very important to take into consideration to better exploit the resources. In the following article, the authors will try to analyze the different classical models of teaching and to analyze distance learning in order to identify the most appropriate model, the main goal of the subject is to show the relevance of the adoption of the teaching model in distance learning.

This article discusses the methodological differences between the British school and the American school of international relations. It attempts to demonstrate that Susan Strange, representative of the British school, could be considered a critical realist. The aim of the article is to show that her vision of international political economy fulfills the methodological reorientation initiated in economics by Tony Lawson at the end of the 90s. Strange's radical ontology claims that structural power determines human actions. The paper contrasts Strange's approach with that of John Ruggie, from the American school, who identifies himself as a social constructivist. Ruggie emphasizes the role of ideational factors in international relations and the constructed nature of social reality.

International audience ; This article discusses the methodological differences between the British school and the American school of international relations. It attempts to demonstrate that Susan Strange, representative of the British school, could be considered a critical realist. The aim of the article is to show that her vision of international political economy fulfills the methodological reorientation initiated in economics by Tony Lawson at the end of the 90s. Strange's radical ontology claims that structural power determines human actions. The paper contrasts Strange's approach with that of John Ruggie, from the American school, who identifies himself as a social constructivist. Ruggie emphasizes the role of ideational factors in international relations and the constructed nature of social reality.

Abstract
This article aims to present selected elements of SC's development in the field of International Relations (IR) theory. It underlines the role played by sociology of knowledge and the transformative moment of the end of the Cold War. The main focus of this article is put on the process of mainstreaming SC in IR. This articles presents a summary, reminding one the fundamental premises of SC and their potential in IR and in social sciences in general. It is especially important today, as we face the situation where "everyone writes, but no one reads anymore" (Bok, 2015).

Presents a reflectivist critique of social constructivism. Social constructivism originated as a middle way between rationalism & the reflectivism of international relations traditions. However, it is argued here that constructivism leans more toward rationalism. This approach has much to offer for the study of European governance. Commentary on how each of the articles in this special issue (2000) has expanded the research on European integration is presented. The articles also illustrate the divergent natures of approaches that may be employed, thus indicating several social constructivisms with much disagreement over typology. It is concluded that the articles discussed demonstrate two things: (1) Social constructivism has much to contribute to the understanding of European governance & integration. (2) There are several kinds of social constructivisms based on different epistemological assumptions. T. Noland