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Social Constructivism and Technology in Instructional Technology and Teacher Education Muktha B
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1999 Theory into practice: social constructivism and technology in instructional technology and teacher education Muktha B. Jost Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Communication Technology and New Media Commons, Curriculum and Instruction Commons, Instructional Media Design Commons, and the Teacher Education and Professional Development Commons Recommended Citation Jost, Muktha B., "Theory into practice: social constructivism and technology in instructional technology and teacher education " (1999). Retrospective Theses and Dissertations. 12202. https://lib.dr.iastate.edu/rtd/12202 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. -
The Relationship Between Democratisation and the Invigoration of Civil Society in Hungary, Poland and Romania
The Relationship between Democratisation and the Invigoration of Civil Society in Hungary, Poland and Romania Mehmet Umut Korkut Thesis submitted in partial fulfilment for the degree of DPhil Central European University, Department of Political Science May 2003 Supervisor: PhD Committee: András Bozóki, CEU Aurel Braun, University of Toronto Reinald Döbel, Westfälische Wilhelms-Universität Münster Zsolt Enyedi, CEU Anneci÷ime ve BabacÕ÷Õma, Beni ben yapan de÷erleri, Beni özel kÕlan sevgiyi, Beni baúarÕOÕ eden deste÷i verdikleri için . 1 Abstract: This is an explanation on how and why the invigoration of civil society is slow in Hungary, Poland and Romania during their democratic consolidation period. To that end, I will examine civil society invigoration by assessing the effect of interest organisations on policy-making at the governmental level, and the internal democracy of civil society organisations. The key claim is that despite previously diverging communist structures in Hungary, Poland and Romania, there is a convergence among these three countries in the aftermath of their transition to democracy as related to the invigoration of civil society. This claim rests on two empirical observations and one theoretical argument: (1) elitism is widely embedded in political and civil spheres; (2) patron-client forms of relationship between the state and the civil society organisations weaken the institutionalisation of policy-making. As a result, there is a gap between the general and specific aspects of institutionalisation of democracy at the levels of both the political system and civil society. The theoretical argument is that the country-specific historical legacies from the communist period have only a secondary impact on the invigoration of civil society in the period of democratic consolidation. -
A Brief Overview of Alexander Wendt's Constructivism Written by Zhan Mengshu
A Brief Overview of Alexander Wendt's Constructivism Written by Zhan Mengshu This PDF is auto-generated for reference only. As such, it may contain some conversion errors and/or missing information. For all formal use please refer to the official version on the website, as linked below. A Brief Overview of Alexander Wendt's Constructivism https://www.e-ir.info/2020/05/19/a-brief-overview-of-alexander-wendts-constructivism/ ZHAN MENGSHU, MAY 19 2020 For decades, the theory of International Relations was dominated by two approaches: realism and liberalism. Constructivism had been marginalized by these mainstream theories because it focused on social construction instead of material construction (Barkin, 2017). The turning point came late in the 1980s as the collapse of the Soviet Union and the end of the Cold War made people reconsider the explanatory ability of mainstream theories (Hopf, 1998). Consequently, a new debate emerged. Under this, the development of Alexander Wendt’s constructivist theory gained attention in academia and began to stand out (Lapid, 2007). Wendt published ‘Anarchy is What States Make of It: The Social Construction of Power Politics’ in 1992. In this paper he revealed the limitation of the concept of anarchy from the neorealist and neoliberal theories in explaining international relations (Wendt, 1992). In 1999 he further developed the theory in Social Theory of International Politics. In the book, Wendt opened up a moderate lane in the development of constructivist theory (Guzzin & Leander, 2001) and essentially created a ‘thin’ constructivism. That is, Wendt recognizes the main points of materialism and individualism, as well as a scientific methods of social inquiry. -
Jack L. Snyder Robert and Renée Belfer
Jack L. Snyder Robert and Renée Belfer Professor of International Relations Saltzman Institute of War and Peace Studies, Department of Political Science Columbia University December 4, 2019 1327 International Affairs Building 420 W. 118 St. New York, NY 10027 work tel: 212-854-8290 e-mail: [email protected] fax: 212-864-1686 Education Ph.D., Columbia University, political science (international relations), 1981. Certificate of the Russian Institute, Columbia University, 1978. B.A., Harvard University, government, 1973. Teaching Columbia University, Political Science Department, full professor, 1991; tenured associate professor, 1988; assistant professor, 1982. Graduate and undergraduate courses on international politics, nationalism, and human rights. Publications: Books Power and Progress: International Politics in Transition (Routledge, 2012), a selection of my articles on anarchy, democratization, and empire published between 1990 and 2010, with a new introduction, conclusion, and chapter on “Democratization and Civil War.” Co-authored with Edward Mansfield, Electing to Fight: Why Emerging Democracies Go to War (Cambridge: MIT Press, 2005). Lepgold Prize for the best book on international relations published in 2005. Foreword Book of the Year Gold Award in Political Science for 2005. Choice Magazine Outstanding Academic Title, 2006. From Voting to Violence: Democratization and Nationalist Conflict. W. W. Norton, 2000. Indonesian edition, 2003. Chinese edition, Shanghai Press, 2017. Myths of Empire: Domestic Politics and International Ambition. Cornell University Press, 1991. Korean edition, 1996. Chinese edition, 2007. The Ideology of the Offensive: Military Decision Making and the Disasters of 1914 Cornell University Press, 1984. “Active citation” web version of ch. 7, 2014, at https://qdr.syr.edu/. 2 Edited books Co-editor with Stephen Hopgood and Leslie Vinjamuri, Human Rights Futures (Cambridge University Press, 2017); author of chapter, “Empowering Rights,” and co- author of introduction and conclusion. -
Constructivism, Education, Science, and Technology
Canadian Journal of Learning and Technology Volume 29(3) Fall / automne, 2003 Constructivism, Education, Science, and Technology Moses A. Boudourides Author Moses A. Boudourides is an Associate Professor in the Department of Mathematics of the University of Patras, Greece. His research interests include mathematical sociology, Internet research and Science & Technology Studies (STS). Communication regarding this article should be addressed to Dr. Moses A. Boudourides. Address: Mathematics Department, University of Patras, 265 00 Rio Patras, Greece. Phone/Fax: +302610996318. Email: [email protected] Abstract Abstract: The purpose of this paper is to present a brief review of the various streams of constructivism in studies of education, society, science and technology. It is intended to present a number of answers to the question (what really is constructivism?) in the context of various disciplines from the humanities and the sciences (both natural and social). In particular the discussion will focus on four varieties of constructivism: philosophical, cybernetic, educational, and sociological constructivism. Résumé: Cet article a pour objectif de passer brièvement en revue les différents courants de constructivisme dans les études sur l'éducation, la société, la science et la technologie. Il a également pour intention d'offrir un certain nombre de réponses à la question « Qu'estce réellement que le constructivisme ? » dans le contexte de diverses disciplines appartenant aux lettres et sciences humaines, ainsi qu'aux sciences (naturelles et sociales). La discussion se centrera tout particulièrement sur quatre variantes du constructivisme: philosophique, cybernétique, éducatif et sociologique. Introduction It is generally acknowledged that constructivism constitutes a very important, although often contested, practical and theoretical perspective in current education research.1 A first `mild' (or ` . -
Bridging the Gap: Toward a Realist-Constructivist Dialogue
International Studies Review (2004) 6, 337–352 THE FORUM Bridging the Gap: Toward A Realist-Constructivist Dialogue EDITED BY PATRICK THADDEUS JACKSON School of International Service, American University Editor’s Note: J. Samuel Barkin’s International Studies Review article ‘‘Realist Con- structivism’’ (2003) makes the important point that the opposition between realist and con- structivist schools of thought in international relations (IR) may not be as clear-cut as is commonly supposed. In doing so, he focuses on how certain classical realist notions are compatible with constructivist sensibilities about the role of norms and other intersubjective factors in producing social and political outcomes. In effect, Barkin proposes a fusion of certain elements of realism and constructivism to produce a novel IR perspective. Although Barkin is not the first or only scholar to advocate a more evenhanded dialogue between realism and constructivism, his piece is one of the most comprehensive attempts to articulate points of agreement between the two approaches and to delineate the contours of a ‘‘realist- constructivist’’ research program. As such, Barkin’s piece provides an excellent opportunity for exploring and elaborating the nature of and possibilities for ‘‘realist constructivism.’’ Barkin’s emphasis on the tension between normative transformation and the limits imposed by power in the international arena is one way to initiate a dialogue between realism and constructivism. The contributors to this Forum are each trying, in their different ways, to further this dialogue and to explore the possibilities raised by dissociating constructivism from the liberal tradition. They share Barkin’s basic contention that realism and constructivism are not implacably opposed. -
2011-2012 CJFE's Review of Free Expression in Canada
2011-2012 CJFE’s Review of Free Expression in Canada LETTER FROM THE EDITORS OH, HOW THE MIGHTY FALL. ONCE A LEADER IN ACCESS TO INFORMATION, PEACEKEEPING, HUMAN RIGHTS AND MORE, CANADA’S GLOBAL STOCK HAS PLUMMETED IN RECENT YEARS. This Review begins, as always, with a Report Card that grades key issues, institutions and governmental departments in terms of how their actions have affected freedom of expres- sion and access to information between May 2011 and May 2012. This year we’ve assessed Canadian scientists’ freedom of expression, federal protection of digital rights and Internet JOIN CJFE access, federal access to information, the Supreme Court, media ownership and ourselves—the Canadian public. Being involved with CJFE is When we began talking about this Review, we knew we wanted to highlight a major issue with a series of articles. There were plenty of options to choose from, but we ultimately settled not restricted to journalists; on the one topic that is both urgent and has an impact on your daily life: the Internet. Think about it: When was the last time you went a whole day without accessing the membership is open to all Internet? No email, no Skype, no gaming, no online shopping, no Facebook, Twitter or Instagram, no news websites or blogs, no checking the weather with that app. Can you even who believe in the right to recall the last time you went totally Net-free? Our series on free expression and the Internet (beginning on p. 18) examines the complex free expression. relationship between the Internet, its users and free expression, access to information, legislation and court decisions. -
Social Constructivism
Jackson, Robert and Sorensen, Georg. Introduction to International RelationsTheories and Approaches. 3rd edition. Oxford university press, 2006. CHAPTER 6 Social Constructivism Introduction 162 The Constructivist Research Programme 175 The Rise of Constructivism in IR 162 Constructivism as Social Theory 164 KEY POINTS 176 Constructivist Theories of International QUESTIONS 177 Relations 168 GUIDE TO FURTHER READING 177 Critiques of Constructivism 172 WEB LINKS 177 ❚ Summary This chapter introduces social constructivist theory of IR. We first clarify where constructivism comes from and why it has established itself as an important approach in IR. Constructivism is examined both as a meta-theory about the nature of the social world and as a substantial theory of IR. Several examples of constructivist IR-theory are presented, followed by reflections on the strengths and weaknesses of the approach. 06-Jackson-Chap06.qxd 30-6-06 4:32 PM Page 162 162 Introduction to International Relations Introduction The focus of social constructivism (in shorthand: constructivism) is on human awareness or consciousness and its place in world affairs. Much IR-theory, and especially neorealism, is materialist; it focuses on how the distribution of material power, such as military forces and economic capabilities, defines balances of power between states and explains the behav- iour of states. Constructivists reject such a one-sided material focus. They argue that the most important aspect of international relations is social, not material. Furthermore, they argue that this social reality is not objective, or external, to the observer of international affairs. The social and political world, including the world of international relations, is not a physical entity or material object that is outside human consciousness. -
The Constructivist Approach: Radical and Social Constructivism In
invotec XII:1 (2016) 16-21 Innovation of Vocational Technology Education http://ejournal.upi.edu/index.php/invotec The Constructivist Approach: Radical and Social Constructivism in the Relationship by Using the Implementation Career Level on the Vocational Education Haryadi, Iskandar, Dicky Nofriansyah Faculty of Engineering, Universitas Negeri Padang, Indonesia A R T I C L E I N F O A B S T R A C T Article history: Vocational education is oriented to the secondary educational in Received 02 December 2015 which focusing on the development of the student in order to be Received in revised form 12 ready to work professionally and ready to improve their self- January 2016 potential, in particular, field work. The aim of this paper is to analyze Accepted 28 January 2016 the constructivist approach to vocational education, the relationship Available online 01 February 2016 between radical and social constructivist and the implementation of the career level on the voced. The result of this discussion to explain the relationship between radical constructivism and social Keywords: constructivism is viewed the strong abilities. Radical constructivism Radical Constructivism related the construction mental structure and meaning by individual. Social Constructivism After studying, the social constructivism is more focused the social Vocational Education. interaction than the individual knowledge construction, the stressing of construction is shown about the meaning in the social interaction activities. Implementation would be successful about the career in Corresponding the vocational education and needed the educators to make an author:[email protected] active facilitator, particularly to guide the students by question with their assumptions and trained the students by reconstructing the new meaning of knowledge, so that students can be a good career. -
St. George Campus 2018-2019 POL459/2216Y: the Military
St. George Campus 2018-2019 POL459/2216Y: The Military Instrument of Foreign Policy Professor A. Braun [email protected] Office hours: Trinity College, Room #309N Munk School, 1 Devonshire Pl. Mondays, 12-1pm (other times by arrangement) Telephone: 416-946-8952 Synopsis: This combined undergraduate-graduate course analyzes the relationship of military force to politics. Nuclear war and deterrence, conventional war, revolutionary war, terrorism, counter-insurgency, cyberwar, and drone warfare are examined from the perspectives of the U.S., Russia, China, and other contemporary military powers. Foreign policy provides the context within which one should examine the existence of and the utility of the military instrument of foreign policy. And, as Henry Brandon has said, foreign policy begins at home. Therefore, the introductory part of the course deals with the theory and politics of civil-military relations and examines the military establishments of the major powers with special emphasis on those of the USA, Russia/CIS, and China. This section will also explore the problems of measuring equivalence. The second part investigates the various theories of conflict, the problems of nuclear war and deterrence, the diverse forms of conventional war, and the efficacy of war termination strategies. The final section contains case studies of some of these problems. The aim of this course is to help acquaint students of international relations with the vital importance of the military instrument in the formulation and implementation of foreign policy and in the functioning of the international system. It is also hoped that thus they will be able to employ additional tools of analysis in the study of international relations. -
Stakeholder Expectations of Islamic Education
Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 6-8-2018 Stakeholder Expectations of Islamic Education Julia Marie Ahmed Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Educational Leadership Commons, and the Islamic Studies Commons Let us know how access to this document benefits ou.y Recommended Citation Ahmed, Julia Marie, "Stakeholder Expectations of Islamic Education" (2018). Dissertations and Theses. Paper 4395. https://doi.org/10.15760/etd.6279 This Dissertation is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Stakeholder Expectations of Islamic Education by Julia Marie Ahmed A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership: Curriculum and Instruction Dissertation Committee: Susan Lenski, Chair Swapna Mukhopadhyay Dannelle Stevens Sharon Carstens Portland State University 2018 © 2018 Julia Marie Ahmed STAKEHOLDER EXPECTATIONS OF ISLAMIC EDUCATION i Abstract Teachers and parents make considerable sacrifices to affiliate themselves with Islamic schools. As they commit to Islamic education, they acquire certain expectations that they want their school to fulfill. The purpose of this study was to explore the academic, social, and cultural expectations -
Ethnic Minorities and Politics in Post- Socialist Southeastern Europe
Cambridge University Press 978-1-107-15912-9 — Ethnic Minorities and Politics in Post-Socialist Southeastern Europe Edited by Sabrina P. Ramet , Marko Valenta Frontmatter More Information i Ethnic Minorities and Politics in Post-Socialist Southeastern Europe Southeast European politics cannot be understood without taking into account ethnic minorities. This book provides a comprehensive introduction to the politics of ethnic minorities, examining both their political parties and issues of social distance, migration, and ethnic boundaries, as well as issues related to citizenship and integration. Coverage includes detailed analyses of Hungarian minority parties in Romania, Albanian minority parties in Macedonia, Serb minority par- ties in Croatia, Bosniak minority parties in Serbia, and various minor- ity parties in Montenegro, as well as the Movement for Rights and Freedoms, a largely Turkish party, in Bulgaria. Sabrina P. Ramet is a professor of Political Science at the Norwegian University of Science and Technology, NTNU, in Trondheim, Norway. Born in London, England, she was educated at Stanford University, the University of Arkansas, and UCLA, receiving her Ph.D. in Political Science from UCLA in 1981. She is the author of twelve scholarly books (three of which have been published in Croatian translations) and edi- tor or co- editor of thirty- two published books. Her books can also be found in French, German, Italian, Macedonian, Polish, and Serbian translations. Her latest book is Gender (In)equality and Gender Politics in Southeastern Europe: A question of justice , co- edited with Christine M. Hassenstab (2015). Marko Valenta is a sociologist and a Professor at the Department of Social Work and Health Science at the Norwegian University of Science and Technology, NTNU, in Trondheim, Norway.