Suchergebnisse

Социальный конструктивизм достаточно быстро завоевал признание в научном сообществе и стал одним из ведущих направлений в философии XX столетия. Одним из ключевых понятий в учении социального конструктивизма стала «идентичность». Столь пристальное внимание к данному феномену было обусловлено самой современной ситуацией социальной жизни. Как отмечают многие социологи и культурные антропологи, совершенно очевидно, что жизнь в современных обществах стала существенно отличаться от жизни предыдущих поколений. На сегодняшний день такие явления, как: краткосрочные браки или «гражданские» браки, частая смена работы, смена политических взглядов, изменение национальной, конфессиональной, классовой и половой идентичностей стали восприниматься общественностью достаточно нормально. Человек научился жить, постоянно адаптируясь к изменчивым условиям жизни. В связи с этим социальный конструктивизм утверждает взгляд на идентичность как на нечто постоянно изменчивое, конструируемое, множественное, зависящее от контекста, подразумевающее возможность выбора. Но выбор этот свободен не совсем, так как реализуется в определенном социальном контексте, где заданы и спектр альтернатив, и набор их потенциальных интерпретаций. Данный подход позволяет проявить множественную природу этнической идентичности, проиллюстрировать способы ее конструирования. Существующие на основе историко-культурных различий общности, в понимании конструктивистов, есть ничто иное как социальные конструкции, возникающие и существующие благодаря целенаправленным усилиям со стороны людей и создаваемых ими институтов. В данной статье рассматриваются конструктивистские обоснования этничности Дж. Комароффа, Ф. Барта и Э. Гидденса. В трудах данных ученых достаточно подробно описаны образование некоторых культурных традиций, связанных с этничностью, продемонстрировано, что для социального конструктивизма этничность является вопросом сознания. ; Social constructivism quickly gained recognition in the scientific community, and has become one of the leading trends in the philosophy of the XX century. One of the key concepts in the teaching of social constructivism has become "identity". Such attention to this phenomenon was due to the latest situation of social life. As many sociologists and cultural anthropologists, it is clear that life in modern societies was significantly different from the lives of previous generations. To date, such things as: short-term marriages, or "civil" marriage, frequent job changes, the change of political opinion, nationality, religious, class and gender identities are perceived by the public is quite normal. Man has learned to live, constantly adapting to the changing conditions of life. In this regard, the social constructivism maintains look at identity as something that is constantly changeable, the constructed, plural, depending on the context, implying the possibility of choice. But this choice is not really free because it is realized in a specific social context, where the set and the range of alternatives, and a set of potential interpretations. This approach allows to show plural nature of ethnic identity, to illustrate the methods of its construction. Based on existing historical and cultural differences of community within the meaning of the Constructivists, is nothing but a social construction, emerging and existing through persistent efforts on the part of the people and the institutions they created. This article discusses the constructivist study of ethnicity Komaroffa J., F. Barth and Anthony Giddens. In the works of these scholars sufficiently described the formation of some of the cultural traditions associated with ethnicity, demonstrated that social constructivism ethnicity is a matter of consciousness.

Tutkimus osallistuu kansainvälisen politiikan alan teoreettiseen keskusteluun konstruktivistisista lähtökohdista käsin. Se tarkastelee kansainvälistä toimijuutta ja identiteetin muotoutumista vuorovaikutussuhteessa muiden toimijoiden kanssa. Toimijuuden kehittyminen nähdään nelivaiheisena prosessina, johon kuuluu itseyden kuvittelu, nimeäminen, esitys/suorittaminen (performance) ja tunnustaminen/tunnistaminen. Esityksellä on olennainen sija. Siinä kollektiivinen toimija asettaa edustajan toimimaan nimissään ja luomaan tai vahvistamaan aktiivista vuorovaikutussuhdetta muihin toimijoihin. Tutkimuksen keskeinen tavoite on teoreettisesti jäsentää kansainvälisten toimijoiden toiminnan tarkoituksia. Tutkimuksen mukaan kansainvälisen toimijan edustaja osallistuu edustamansa kollektiivin identiteetin muotoutumiseen. Konstruktivistisen näkökulman eräs lähtöoletus on, että kollektiivinen identiteetti on ensisijainen suhteessa kollektiivin intresseihin. Näin ollen muotoutumassa olevan kollektiivin asettaman edustajan ensisijainen tehtävä on osallistua edustamansa kollektiivin rakentamiseen. Edustuksella on kuitenkin myös kaksi muuta tarkoitusta. Yhtäältä edustajan toiminta nähdään välineenä yleisesti hyväksyttyjen päämäärien toteuttamiseen toimintaympäristössä. Tämä viittaa toimijan moraaliseen velvoitteeseen vaikuttaa asioiden kulkuun. Toisaalta edustamiseen sisältyy myös sellainen sopimuksenvarainen ulottuvuus, joka ei välttämättä suoranaisesti palvele yleisesti hyväksyttyjä päämääriä, vaan hyödyntää annettua toimintatilaa esimerkiksi edustautuvan kollektiivin omien etujen ajamiseen. Tutkimuksen empiirinen osa käsittelee Euroopan unionin ulkopoliittista edustusta Lähi-idässä. Tutkimusaineistona on käytetty pääasiassa haastatteluja. Hermeneuttinen tutkimusote nostaa aineistosta selkeästi esiin kolme edellä mainittua toiminnan tarkoitusta, joiden teoreettisessa tarkastelussa on tutkimuksen painopiste. Ensinnäkin EU:n Lähi-idän edustajalla voidaan havaita olleen merkitystä EU:n institutionaalisen identiteetin muotoutumisessa sen pyrkiessä kohti laaja-alaista ulkopoliittista toimijuutta. Toiseksi erityisedustajalla on ollut rooli rauhanprosessin edistämisessä, joskin palestiinalaisten toisen kansannousun aikana väkivallan kierre on romuttanut niitä aikaansaannoksia, joita alueella nähtiin Oslon prosessin alettua vuonna 1993. Kolmanneksi voidaan arvioida, että ulkopoliittinen edustus osaltaan myös turvaa edustautuvan kollektiivin ja sen jäsenten intressejä. EU:n kyseen ollessa tämän kolmannen tarkoituksen tukeminen kuitenkin edellyttäisi Lähi-idän erityisedustajalta nykyistä korkeampaa poliittista profiilia sekä unionilta kokonaisuutena sellaista yhtenäisyyttä, jota sillä ei nykyisellään ole. ; The purpose of this study is two-fold. First, it aims at participating in the discussion about theorising institutional identity formation. It focuses on micro-level policy making as an important factor both in identity formation of the entity as a whole and with respect to the environment where the action takes place. Following the Peircean trichotomy of representamen , locus of representation is then scrutinised in more detail so that the focus is on the functions of representative. The primary interest of the research is thus on transformation: first, concerning the represented collective, and second, regarding the extent that the entity can influence its environment through a particular locus of representation. More generally, the thesis is an exercise on how to better operationalise the constructivist claim that identity formation is primary to promoting values and interests in relations with other actors. The evolution of the EU as a whole has been characterised by two major sets of conflicting views about the nature of integration, and also the analyses of the CFSP most often refer to these two dominant paradigms: liberal intergovernmentalism (based largely on neorealist assumptions) and neofunctionalism. I begin the study by an overview of these mainstream theories of European integration. The focus is on neofunctionalism as it, unlike intergovernmentalism, acknowledges transformation in actorness as the loyalties (presumably) gradually shift from the national to the supranational level. However, mainstream approaches in European studies any more than IR in general do not seek to explain the change that is more fundamental than a mere re-evaluation of priorities. The constructivist turn in IR has added identity and norms to the discussion, maintaining that neither rationality and states interests nor spill-over and increasing interdependence as such can explain the logic of change. Although constructivists do not deny the existence of the material world, they argue that both material and social reality become meaningful in interactive processes. The world as we experience it is socially constructed. Changes in social reality occur through interaction that has an influence on those participating in it. This is a significant shift away from more traditional approaches as it implies the primacy of identities over interests. Constructivism has been credited with the aim to understand the centrality of identity in all interaction and transformation that takes place both in the environment of action and actors identities. However, it is characteristic to the wide variety of constructivist approaches that they lack tools to operationalise the metatheoretical assumptions. I suggest that identity formation includes four distinguishable but temporally overlapping phases: imagining, naming, performance, and recognition. After elaborating these phases, I focus on representation as performance, the functions of which are multifaceted contrary to what could be assumed on the basis of the mainstream of IR literature. Representation involves the continuous quest for outside approval of the imagined and named being. Recognition of the self presented in performances is based on the others interpretations. Interpretation of performance involves producing a sign as a representation of a particular object. Thus, besides distinguishing the collective self from the other, existence of otherness is needed in the process of identification also to recognise the identity under construction. The view on representation is greatly influenced by Charles Peirce s sign theory. Peirce maintained that representation involves three components: the represented object, the representative, and interpreters. According to him, the representative has three different functions with respect to the represented object. I claim that these functions can be found in all performances in social reality, including world affairs. Following the Peircean division, I elaborate these dimensions as iconicity, indexicality and symbolicity. The empirical part of the thesis is meant to illustrate the purposes of representation. As for motivation for action, studies in IR mainly focus either on the self-interests of the actors or their values and moral obligation to act. By drawing attention to identity, constructivist orientation assumes that performances of international actors have also a third motive: reconstructing and maintaining the identity of the acting self. External events could therefore be seen as opportunities for identity formation, but often they also include one or both of the other considerations: They may pose a moral obligation to act or they may be treated as an occasion to promote or safeguard self-interests. The case I analyse is the EU s political involvement in the conflictual surroundings of the Middle East. The focus is on the performance of the EU s special representative. Besides discussing the visible results (or lack of them) in peace negotiations and reconciliation, and examining the possible self-interests that are served by the third party involvement, the analysis aims to enrich the discussion by bringing in the third dimension of representation which focuses on the formation of the represented in relation to an external event. The primary sources of the case study illustrating the theoretical framework consist mainly in accounts of the significance of the special envoy s action by foreign policy officials who have been participating in the process. In addition to the non-scheduled structured interviews made for the thesis, the research is supplemented with journalistic accounts and other primary source materials including governmental and EU documents. The primary sources are analysed by means of dialogical hermeneutics, which does not rely on contextual fixity of meaning but allows different interpretations within a given context and emphasises the multidimensional character of a text.

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- List of tables -- Introduction: what are international relations and why study them? -- 1 (Ir)rationality of international politics -- Studying international relations: nuances of methodology and levels of analysis -- Irrational people and rational decisions they take. Models of decision-making in foreign policy -- Expected utility theory and prospect theory -- Behavioral revolution in theory of international relations -- Recommended reading -- 2 Realism -- The philosophy of realism -- Reinhold Niebuhr, Edward Carr and Hans Morgenthau: the principles of classical realism -- Neorealism. Kenneth Waltz's theory of international politics -- Security dilemma -- International relations in the realist paradigm -- Recommended reading -- 3 Is it all about power? -- Where is power? -- Basics of power calculations -- Great powers in international politics -- Balance of power theory -- Recommended reading -- 4 Neoliberalism -- Philosophy of neoliberalism -- Norman Angell and Woodrow Wilson: theory of idealism -- Complex interdependence theory -- Democratic peace theory -- International relations in the neoliberal paradigm -- Recommended reading -- 5 English school -- Hugo Grotius: natural law, rationality and justice -- Hedley Bull: anarchy, order and system -- History matters. Methodological pluralism of the English school -- International society -- Recommended reading -- 6 Institutionalism -- Institutionalism of rational choice -- Theory of regimes -- Functionalism and neofunctionalism -- Hegemonic stability theory -- Recommended reading -- 7 Constructivism -- Ontology of constructivism -- Socially constructed world -- Identity and cultural norms -- Strategic culture -- Soft power -- Recommended reading -- 8 Marxism and neo-Marxism -- Karl Marx: materialism and capitalism.

Intro -- Preface -- Organization -- Contents -- Innovating and Exploring Children's Learning -- Reading to Level Up: Gamifying Reading Fluency -- Abstract -- 1 Introduction -- 2 Reading Fluency -- 3 Gamifying Reading Fluency -- 4 Let the "Freeze-Frame" Speak: Showing and Sharing Text Understanding -- 5 Addressing Prosodic Reading as a Design Objective: "Emoji Tales" and "Maestro" -- 6 Choral Reading as Collaborative Gameplay: Oratorio Dicer -- 7 Gamifying Speed-Reading and Accuracy: "Speedy Reader" and "Singing in the Read" -- 8 Conclusion -- References -- Rethinking the Design of Hotspots in Children's Digital Picturebooks: Insights from an Exploratory Study -- Abstract -- 1 Introduction -- 2 Function and Affordances of Hotspots in Children's Digital Picturebooks -- 3 Exploratory Study -- 3.1 Participants -- 3.2 Study Design -- 3.3 Procedure and Data Collection -- 3.3.1 Assessing Children's Preferred Icons -- 3.3.2 Children's Positioning of Hotspots -- 3.3.3 Children's Hotspot Creation -- 4 Design of Hotspot Icons for a Children's Digital Picturebook -- 4.1 Validation Session -- 5 Results and Conclusion -- Acknowledgments -- References -- Children's Tinkering Activity with Collapse Informatics: The Internalization of Environmental Consciousness -- Abstract -- 1 Introduction -- 2 Collapse Informatics -- 3 The Work of Vladimir Archipov -- 4 The Diegetic Artefacts -- 5 The Work of Paulo Freire and the Constructivism -- 5.1 The Constructivism -- 5.2 Tinkering -- 6 The Activity -- 6.1 Analyzing the Activity -- 7 Discussion -- 8 Conclusion -- References -- "Play and Learn": Exploring CodeCubes -- Abstract -- 1 Introduction -- 2 Background -- 3 CodeCubes -- 4 Exploratory Study -- 4.1 Study Context -- 4.2 Participants and Procedure -- 4.3 Data Collection -- 4.4 Observations and Discussion -- 5 Conclusions -- 6 Limitations and Future Work.

Cover -- Table of Contents -- List of Figures -- List of Tables -- List of Boxes -- Preface to the Second Edition -- 1 Introduction: Analyzing Foreign Policy -- CHAPTER OVERVIEW -- INTRODUCTION -- WHAT IS FOREIGN POLICY ANALYSIS? -- DEFINING WHAT FOREIGN POLICY IS -- THE ASSUMPTIONS AND CORE ARGUMENTS OF THE THEORETICAL TOOLS -- CONCLUSIONS: A THEORETICAL TOOLBOX FOR THE STUDY OF FOREIGN POLICY -- SUMMARY -- 2 Research Questions and the Use of Theory -- CHAPTER OVERVIEW -- INTRODUCTION -- CHOOSING FOREIGN POLICY RESEARCH QUESTIONS -- WHAT IS THEORY? -- WHAT ARE GOOD FOREIGN POLICY-RELATED RESEARCH QUESTIONS? -- CONCLUSIONS -- SUMMARY -- 3 Choosing an Appropriate Research Strategy -- CHAPTER OVERVIEW -- INTRODUCTION -- VARIANCE-BASED APPROACHES TO STUDYING FOREIGN POLICY -- CASE-BASED APPROACHES TO STUDYING FOREIGN POLICY -- INTERPRETIVIST APPROACHES -- PARSIMONY VERSUS EXPLANATORY RICHNESS IN DIFFERENT APPROACHES -- CONCLUSIONS -- SUMMARY -- 4 System-Level Factors -- CHAPTER OVERVIEW -- INTRODUCTION -- STRUCTURAL REALISM: THE SURVIVAL OF EGOISTIC STATES IN AN ANARCHIC WORLD -- LIBERALISM: INSTITUTIONS AND INTERDEPENDENCE CREATE A NEW CONTEXT FOR STATES -- CONSTRUCTIVISM: DIFFERENT CULTURES OF ANARCHY, NATIONAL INTERESTS AND IDENTITY -- CONCLUSIONS -- SUMMARY -- 5 Domestic Factors -- CHAPTER OVERVIEW -- INTRODUCTION -- NEOCLASSICAL REALISM: ANARCHY WITH A DOMESTIC FACE -- LIBERALISM: OPENING UP THE BLACK BOX -- WEAK LIBERAL THEORIES AT THE STATE LEVEL -- STRONG LIBERALISM AT THE STATE LEVEL: THE TRANSFORMATION OF STATE INTERESTS AND IDENTITIES -- SOCIAL CONSTRUCTIVISM AT THE STATE LEVEL: INTEREST AND IDENTITY CONSTRUCTION -- CONCLUSIONS -- SUMMARY -- 6 Understandings of the Choice Situation -- CHAPTER OVERVIEW -- INTRODUCTION -- THE RATIONAL ACTOR MODEL (RAM) -- COGNITIVE THEORIES -- CONCLUSIONS -- SUMMARY -- 7 Making Foreign Policy Decisions.

Preface -- Acknowledgements -- Contents -- 1 Introduction: Aging, Immigration, and Second Language Learning in the Hispanic Population -- Language Matters for Aging Hispanic Immigrants -- Framing Our Study -- Organization of Book -- References -- 2 A Case Study of an English Learner Speech Community -- How (Older Adult) Second Language Learners Have Been Studied -- Study Sample -- Interviewing Strategies -- Active Interviewing with Hispanic Older Adult Second Language Learners -- References -- 3 Minority Aging in an Immigrant Context -- Transitions and Immigration -- The Structure of Minority Aging and Immigration -- Aging in Culture and Family -- Familial Social Exchange: Benefits and Barriers to Minority Aging -- Social Networks and Neighborhood Context -- Building Language Capital Through Place -- References -- 4 Late-Life Second Language Acquisition: Cognitive and Psycholinguistic Changes, Challenges, and Opportunities -- Review of Linguistic Areas of Interest for SLA and Aging Research -- Question Formation in English (Developmental Sequence) -- Four Linguistic Areas Researched in Psycholinguistics -- Research in SLA and Cognition -- The Critical Period Hypothesis -- Interactionalism and Environmental Factors -- Language Acquisition and Attrition Among Older Adults -- The Paucity of Research on Late-Life Language Learning -- Language Aptitude in Late-Life L2 Learning -- Fluid Intelligence and Working Memory -- Crystallized Intelligence and Long-Term Memory -- Challenges and Issues with Late-Life SLA Research -- Beyond a Deficit-Model -- References -- 5 Social Constructivism and the Role of Place for Immigrant Language Learners -- Socio-SLA: Social Constructivism in Adult L2 Learning -- Applied Linguistics and Aging -- Older Adult Learners and the "Right to Speak" -- Investments -- Aging in Place: ESL Classes as Safe Zones

Intro -- TABLE OF CONTENTS -- SECTION 1: INTRODUCTION -- CREATIVE EMERGENCE, ORDER, AND CHAOS: GRAPPLING WITH THE COMPLEXITY OF COMPLEXITY THEORY -- THE DUAL-EDGED SWORD OF SIMPLISTIC REDUCTIONISM -- TRAPPED WITHIN METAPHORS -- AN OVERVIEW OF THE CONTENTS IN THE VOLUME -- REFERENCES -- SECTION 2: COMPLEXITY IN STEM PROCESSES AND STRUCTURES -- LEARNING: CREATION OR RE-CREATION? FROM CONSTRUCTIVISM TO THE THEORY OF DIDACTICAL SITUATIONS -- INTRODUCTION -- CREATION AND EDUCATION -- CREATION AT THE CROSSROADS OF PARADOXES -- MATHEMATICAL EDUCATION - CREATION OR REPRODUCTION? -- Example of a Situation -- CONTRIBUTION TO THE STUDY OF CONDITIONS OF CREATION: RESPONSIVENESS TO DIDACTICAL CONTRACT -- Methodology -- Didactical Environment and Responsiveness to Didactical Contract -- Analysis of Effects of Didactical Environments on Creativity -- Results and Comments -- Conditions of the Experiment -- Results and Comments -- CONCLUSION -- ACKNOWLEDGEMENT -- NOTES -- REFERENCES -- INVESTIGATING MATHEMATICAL CREATIVITY IN ELEMENTARY SCHOOL THROUGH THE LENS OF COMPLEXITY THEORY -- MATHEMATICAL CREATIVITY IN THE CLASSROOM -- THE CLASSROOM AS A COMPLEX ADAPTIVE SYSTEM -- CLASSROOM EPISODES -- Setting -- Episode 1: Internal Diversity, Redundancy, and Occasioning Mathematical Creativity -- Episode 2a: Balancing Stability and Change in a Fifth Grade Classroom -- Episode 2b: Adapting to the Emergence of Creativity -- Episode 3: How Can Insight Displayed by One Individual be Viewed through the Lens of Complexity Theory? -- RELATING COMPLEXITY THEORY TO EMERGENT CREATIVITY -- REFERENCES -- ON THE EDGE OF CHAOS: ROBOTS IN THE CLASSROOM -- HISTORY AND PROGRAMS -- LEGO MINDSTORMS Kits -- FIRST LEGO League -- Robotics in the Classroom -- Research on Robotics in the Classroom -- ROBOTICS, CONSTRUCTIVISM, AND THE EDGE OF CHAOS -- CONCLUSION -- REFERENCES.

Cover -- Half-Title -- Title -- Copyright -- Contents -- List of Figures and Tables -- Preface -- Acknowledgements -- 1 Introduction -- 2 The Emergence of Theoretical and Institutional Coherence in Post Keynesian Economics -- 2.1 Introduction -- 2.2 Theoretical coherence -- 2.3 Institutional coherence -- 2.4 Epistemological coherence -- 3 The Principle of Effective Demand and the Keynesian Revolution in Equilibrium Economics -- 3.1 Introduction -- 3.2 Demand determined equilibrium versus supply constrained equilibrium -- 3.3 General equilibrium, the Keynesian revolution, and the revival of "supply constraint" economics -- 3.4 Conclusion -- 4 Aggregate Demand and Price Adjustment: Pigou versus Fisher -- 4.1 Introduction -- 4.2 A digression on money and macroeconomic theory -- 4.3 Price level adjustment and the Fisher debt effect -- 4.4 Stability analysis with fixed nominal wages -- 4.5 Stability analysis with flexible nominal wages -- 4.6 Conclusion -- Appendix 1 -- Appendix 2 -- 5 Expected Aggregate Demand, the Production Period, and the Keynesian Theory of Aggregate Supply -- 5.1 Introduction -- 5.2 A brief retrospective on aggregate supply in The General Theory -- 5.3 Time and the production process: a simple model -- 5.4 A full macro model -- 5.5 The model with exogenous price expectations -- 5.6 The model with endogenous price expectations -- 5.7 Conclusion -- Appendix -- 6 Uncertainty and Expectations -- 6.1 Introduction -- 6.2 Representations of uncertainty -- 6.3 Constructivism and economists' constructions of decision making in the presence of uncertainty -- 6.4 Expectations and the rational expectations revolution -- 6.5 Knowledge, constructivism, and expectations: a theory of reflexive rational expectations -- 6.6 Conclusion -- 7 The Endogenous Money Supply: Theory and Evidence -- 7.1 Introduction.

AbstractThe basis of a methodology determines whether a research method can fit the core characteristics of a particular academic tradition, and thus, it is crucial to explore this foundation. Keeping in mind the controversy and progress of the philosophy of social sciences, this paper aims to elaborate on four aspects including the cognitive model, the view of causality, research methods, and analysis techniques, and to establish a more solid methodological basis for historical political science. With respect to the "upstream knowledge" of methodology, both positivism and critical realism underestimate the tremendous difference between the natural world and the social world. This leads to inherent flaws in controlled comparison and causal mechanism analysis. Given the constructiveness of social categories and the complexity of historical circumstances, the cognitive model of constructivism makes it more suitable for researchers to engage in macro-political and social analysis. From the perspective of constructivism, the causality in "storytelling," i.e., the traditional narrative analysis, is placed as the basis of the regularity theory of causality in this paper, thus forming the historical–causal narrative. The historical–causal narrative focuses on how a research object is shaped and self-shaped in the ontological historical process, and thus ideally suits the disciplinary characteristics of historical political science. Researchers can complete theoretical dialogues, test hypotheses, and further explore the law of causality in logic and evidence, thereby achieving the purpose of "learning from history" in historical political science.

The basis of a methodology determines whether a research method can fit the core characteristics of a particular academic tradition, and thus, it is crucial to explore this foundation. Keeping in mind the controversy and progress of the philosophy of social sciences, this paper aims to elaborate on four aspects including the cognitive model, the view of causality, research methods, and analysis techniques, and to establish a more solid methodological basis for historical political science. With respect to the "upstream knowledge" of methodology, both positivism and critical realism underestimate the tremendous difference between the natural world and the social world. This leads to inherent flaws in controlled comparison and causal mechanism analysis. Given the constructiveness of social categories and the complexity of historical circumstances, the cognitive model of constructivism makes it more suitable for researchers to engage in macro-political and social analysis. From the perspective of constructivism, the causality in "storytelling," i.e., the traditional narrative analysis, is placed as the basis of the regularity theory of causality in this paper, thus forming the historical–causal narrative. The historical–causal narrative focuses on how a research object is shaped and self-shaped in the ontological historical process, and thus ideally suits the disciplinary characteristics of historical political science. Researchers can complete theoretical dialogues, test hypotheses, and further explore the law of causality in logic and evidence, thereby achieving the purpose of "learning from history" in historical political science.

Animal welfare is an important topic, but it is currently grounded in metaethical theories—moral realism and Kantian Constructivism—that fail to overcome objections raised against them, namely the Darwinian Dilemma raised by Sharon Street. In spite of the failure for animal ethics to have thus far grounded itself in a tenable metaethics, this does not mean that we must forgo belief in the importance of animal ethics. This paper seeks to show that a theory of animal ethics can be conceived even under a non-universal, antirealist position compatible with objections raised against past theories of animal rights. We have a legitimate reason not to harm animals even if we do not derive morality from external sources or claims about rational agency. The metaethical position I will be taking as a baseline for metaethics is Sharon Street's Humean Constructivism. The Humean Constructivist position does not currently have a theory of animal ethics, but I think that it provides a strong one that avoids all of the problems which the previously described theories face. By holding the value that one should be treated with non- maleficence on a non-conditional basis, one is obligated by rational consistency to treat all other pain-feeling creatures with non-maleficence. My argument for animal ethics provides a way for animal ethics to be preserved while not committing the welfare of animals to untenable metaethics as previous theories have done

The ultimate goal of all government programs in education , including certifcation program is to improve the quality of education , resulting in Indonesian human resources are superior . Surprising fndings of several previous studies , that almost most teachers teach to the learning patterns of the old classical learning models. Therefore the aim of this study was to analyze factors Elementary School Teacher Diffculties In Implementing Innovative Learning Model Based On Constructivist Teaching and Learning in Elementary School Malang . The method used is to use mapping and analyzing several factors that could be expected to influence the pattern of applied learning classroom teachers . The study population is a public elementary school teacher Malang number 196 school.Tehnik scattered cluster area sampling is random sampling with a sample of 125 teacher .Analisis by mapping the data , look for the percentage of each district and for the use of multiple regression analyzes durbin Watson method .Results of Analysis states that 1 ) Map pattern of teaching is the most innovative teachers in District Blimbing 2 ) Teacher Elementary School in Malang assume that the level of diffculty of planning and implementation of innovative teaching model at the level sedang.3 ) Variables that affect the pattern of Innovative Learning constructivism is based on variable diffculty in the preparation of lesson plans and teachers' confdence in the ability of students to do the teaching and learning process based Innovative constructivism , while 18 others are considered predictors of no effect

Despite decades old study of ethnicity, scholars have largely failed to answer basic questions that are pertinent to the topic because they study it from a single perspective (primordialism, constructivism, and instrumentalism) and such an isolated study could not fully elaborate the phenomenon. Consequently, as a remedy to this problem, an integrated approach to the study of ethnicity has been formulated by Philip Q. Yang. Thus, the central objective of this paper was to examine this approach and test its relevance to the Ethiopian case, where ethnic identity has been playing a major role since the middle of twentieth century. Scholars in the field of political science have identified the problem of instrumentalization of ethnic identity by political elites and parties for their political gains but have insufficiently analyzed the problem due to overreliance on a single theory. To this effect, primary and secondary data were collected through literature and document review. The integrated approach of ethnicity includes the central arguments of primordialism, constructivism, and instrumentalism and hence is found to be very crucial to understand and explain past and present Ethiopian socio-political systems, their concomitant ethnic policies and the political struggles thereof. This work thus concludes that, with all its limitations, studying such complex and dynamic issue as ethnicity requires adopting an integrated or holistic approach so that one could have a better picture of the issue at hand.

A crucial problem in recent scholarship on the so called "historical" avant-gardes from the first decades of the 20th century (Futurism, Dadaism, Constructivism etc.) is how to account for the political radicalism and utopianism inherent to the avant-garde project. In his Theorie der Avantgarde (1974), Peter B?rger made an influential contribution to this discussion by defining the critical project of the historical avant-gardes as a will to "reintegrate art into the practice of life". In recent research, however, the activist pathos of B?rger's formula has been subject to criticism, and most contemporary scholars seem to look for new models for approaching the history of the early avant-gardes - either by simply addressing the avant-garde rupture in purely aesthetic terms (as artistic innovations or configurations of styles etc.) or by emphasizing the pivotal role of philosophical ideas (vitalism or occultist thought) for the emergence of avant-gardes. In my paper, I would like to reopen this old discussion of the role of politics in the avant-garde project by tracing the short and dramatic history of the Copenhagen activist and artist group known as The New Student Society (DNSS). The paper will account for the political radicalization of the group's activities in this critical phase of the history of the early Danish avant-gardes, in which the aesthetics of international Expressionism, Dadaism and Constructivism were transformed into social practice and Communist action.