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The chapter discusses the implications for comparative politics of the debate over revising & reshaping social theory, focusing in particular on the contributions of constructivists. A general description of constructivism is followed by comments on alternative, competing constructivisms, then by a discussion of why constructivism is a valuable approach for comparativists. The next section examines a case study of sovereignty & the construction of political/economic boundaries in early modern Europe, an example that demonstrates the usefulness of the constructivist approach. The following section explicated the theoretical & methodological advantages of constructivism & conceptual histories. 2 Tables, 85 References. K. Coddon

This essay seeks to enhance understanding of the debate over the changing nature of the sovereign state in the Westphalian order by presenting a new vocabulary & analytical framework to aid in the comprehension of large-scale change. It "elaborates a vocabulary & taxonomy of rules & rule, crafts an analytic framework attentive to forms of social rule, & develops a rule-oriented form of constructivism." It shows that rule orientation is part of the current understanding of Westphalia & social change. The author notes implicit rules-oriented constructivism premises in the works of Hendrik Spruyt, Stephen Krasner, & Susan Strange, which illustrate a vocabulary & typology of rules & rule. This rules orientation is applied to material & ideational theories of social change. Change in governing form involves changes in the mixture of social rules & the resulting form of that rule. Current changes can be understood in viewing the increased use of coordination & collaboration between states & corporations, rather than the use of command. 114 References. L. A. Hoffman

In recent years, advocates of educational reform have encouraged & demanded changes in public education at all levels. A teaching method called active learning addresses many such concerns, promising several advantages to both teachers & students. One version of active learning is called problem-based learning (PBL). PBL is a pedagogically sound, scholastically beneficial, & socially desirable response to concerns about educational reform. According to recent research, PBL is the most effective technique for students to learn, apply, integrate, & retain information. Many students also prefer to learn in this style. Many teachers will find PBL a valuable alternative to current teaching practices. This essay is a brief primer on PBL techniques & resources. Abridged sections survey the structure & process of PBL, discuss the role of teacher as facilitator, describe PBL "in action" in my courses, & address implementation. 32 References. Adapted from the source document.

World system theory comprises two distinct lines of inquiry: macro-social studies of historical world-systems and ideological critique. World system theorists often shun ideological critique, but for two reasons I argue it must be foremost. First, without explicit attention to its philosophical foundations, world system theory rests upon several unexamined, uncomplementary, liberal premises. These premises pose conceptual puzzles. World system theorists frequently cast such puzzles as methodological, empirical, or theoretical problems, rather than as symptoms of ideological confusions requiring critique. Second, through explicit critique, theorists may transform implicit philosophical foundations into explicit ontological and epistemological groundings. Such groundings will enable world system theorists to better realize their critical, emancipatory goals and to resolve theoretical puzzles. One such puzzle -- the conceptual distinction between politics and economics -- recurs often, arising in the debates on the relation(s) between the state system and capitalism and thwarting efforts to demonstrate the unity of the world system. I suggest that world system theorists engage in explicit ideological critique to lay equally explicit ideologicalfoundations for their histories. I suggest a critical, conceptually historicist, "constructivist" approach that builds upon postpositivist critiques and introduces constitutive principles. I illustrate the virtue of this approach by demonstrating the unity of the modern world system.

International political economy is both a discipline and a set of global practices and conditions. This volume explores how the two are related, illustrating the changing character of the global political economy, as well as changing perspectives on that character. The authors first consider how social issues, policy concerns, and philosophical judgments help constitute IPE both as a worldview and as a discipline. A central theme here is the reciprocal creation of the discipline and the social practices said to comprise it. Subsequent chapters illustrate the incongruence between the nature of the social world as alleged in IPE's premises—which often distortedly frame issues—and the alternative characterizations available from other social groups, behaviors, and approaches. Finally, conclusions are drawn about the tensions between "conventional" and "alternative" framings of the international political economy, raising questions about the nature, consequences, and insights of diverse approaches to IPE