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Abstract
This essay argues that Rawls's recent constructivist approach waivers between a relativist defense and a more Kantian account which grounds his conception of justice in the idea of an agreement between free and equal moral persons. It is suggested that this ambiguity lies at the center of his attempt to provide a "political not metaphysical" account which is also not "political in the wrong way".

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.

The chapter defines & distinguishes foreign policy analysis & international politics, & discusses their origins & development as subfields. Next, the impact of constructivism on the areas, while not always acknowledged as such, is examined. Constructivism contributes to theoretical dimensions of structure, agency, rationality, institutions, & identity. Tables illustrate the application of key concepts. The chapter also summarizes important literature & debates concerning constructivism & international relations. 1 Table, 3 Figures, 50 References. K. Coddon