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Vestal's study of the Ethio-African famine process inspires comment along several lines. As a not-policy scientist writing about policy science matters I beg tolerance in what follows, consistent with my express intention to focus on famine in perspective, including alternative ones. But first, in the spirit of Science.

This article pursues two goals. It sets forth a framework for incorporating life sciences materials into introductory or advanced courses in international relations. It also presents a format for processing these materials in the classroom. In pursuit of these aims, the article addresses problems commonly encountered when initially undertaking a more balanced biopolitical approach to international relations, and sets forth proposals designed to treat these problems.

Probably the fundamental criticism within the discipline concerning conventional classroom interaction dynamics comes from our sister subsidiary, political socialization. This criticism takes two forms. One version focuses on the teacher's classroom role behavior. Dawson and Prewitt, for example argue that the democratic or authoritarian leadership style of an instructor is the one aspect of the teacher's role considered most important to the political socialization process. The instructor may or may not stress "disciplined learning of the material presented, rigid adherence to rules, and a deferential attitude toward himself as the authority figure." The authors continue: The crucial notion for political socialization is that these conditions affect the political outlook of the students. Democratic leadership by the teacher fosters attitudes and skills consonant with democratic values. The authoritarian teacher induces his charges to think according to hierarchy and deference to power.