Journal articles on the topic 'Degree Discipline: Political Science'
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1
Oksamityna, Kseniya. "Progressing Fragmentation of Political Science." Politikon: The IAPSS Journal of Political Science 15, no. 1 (April 30, 2009): 70–85. http://dx.doi.org/10.22151/politikon.15.1.4.
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While state has traditionally been the sole (or at least primary) unit of analysis in International Relations, scholars are increasingly recognizing non-state entities, such as interstate organizations, multinational companies, terrorist cells, religious institutions, non-governmental organizations, epistemic communities, and transnational advocacy networks as actors in international politics. A natural question arises: is International Relations, as a discipline, capable of conceptualizing and explicating complex webs of relations among a myriad of actors, or is mapping a new field of enquiry required? Transnational Studies, offered at various degree levels at several universities, positions itself as a sub-filed within Humanities, mainly preoccupied with historical, social, cultural and linguistic aspects of cross-border interactions. Global Studies seems to reconcile International Relations and Transnational Studies. However, Global Studies, as a discipline, is only in the making; its emergence is surrounded by healthy skepticism.
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McKinnon, Merryn, and Chris Bryant. "Thirty Years of a Science Communication Course in Australia." Science Communication 39, no. 2 (March 25, 2017): 169–94. http://dx.doi.org/10.1177/1075547017696166.
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Since 1985, the Science Circus program has recruited science graduates Australia-wide and provided them with science communication training leading to a university degree. On qualifying these graduates demonstrate highly diverse career paths reflecting the relevance of science communication training to other disciplines. Graduates, by their activities, have contributed to the growth of science communication as an academic discipline and an “industry”—both in Australia and abroad. It suggests that science communication training can have impact far beyond narrowly defined disciplines and skill sets, and this impact is worthy of further exploration.
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Schmidt, Steffen, Mark C. Shelley, Monty Van Wart, Jane Clayton, and Erin Schreck. "Distance Learning: The Case of Political Science." education policy analysis archives 8 (June 16, 2000): 27. http://dx.doi.org/10.14507/epaa.v8n27.2000.
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This article reports the results from a national survey directed to the department chairs of political science to assess the current and future state of distance learning in that discipline. The insights of this research are relevant to all social science fields and offer important insights to other academic disciplines as well. Key findings of the study include the low utilization of distance learning courses, a low degree of importance currently attributed to distance learning and modest expectations of future growth, ambivalent acceptance of a future role for distance learning, the common use of Internet-related technologies, low levels of faculty knowledge and interest about distance learning, limited institutional support, and serious doubts about the appropriateness and quality of instruction at a distance. We propose a model of the size and scope of distance learning as a function of three factors: the capacity of distance learning technologies, market demand, and faculty and university interest in distance learning. The article concludes with suggestions of critical areas for future research in this dynamic, fluid post-secondary environment.
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Keohane, Nannerl O. "A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream." Perspectives on Politics 14, no. 2 (June 2016): 496–97. http://dx.doi.org/10.1017/s153759271600027x.
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The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.
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Parker, Jonathan. "Undergraduate Research-Methods Training in Political Science: A Comparative Perspective." PS: Political Science & Politics 43, no. 01 (January 2010): 121–25. http://dx.doi.org/10.1017/s1049096510990677.
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AbstractUnlike other disciplines in the social sciences, there has been relatively little attention paid to the structure of the undergraduate political science curriculum. This article reports the results of a representative survey of 200 political science programs in the United States, examining requirements for quantitative methods, research methods, and research projects. The article then compares the results for the United States with a survey of all political science programs in Australia, Canada, Finland, the Netherlands, Norway, Sweden, and the United Kingdom. The results suggest (1) that the state of undergraduate methods instruction is much weaker in the United States than indicated in previous research, (2) this pattern is repeated in other countries that emphasize broad and flexible liberal arts degrees, and finally (3) this pattern of weak methods requirements is not found in more centralized, European higher education system that emphasize depth over breadth. These countries demonstrate a consistent commitment to undergraduate training in research methods that is followed up with requirements for students to practice hands-on research. The model of weak methods requirements in the discipline is not the norm internationally, but differs depending upon the type of higher education system.
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Schwartz, Joseph M. "A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream." Perspectives on Politics 14, no. 2 (June 2016): 486–89. http://dx.doi.org/10.1017/s1537592716000232.
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The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.
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Coles, Romand. "A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream." Perspectives on Politics 14, no. 2 (June 2016): 490–91. http://dx.doi.org/10.1017/s1537592716000244.
Full textAbstract:
The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.
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McClain, Paula D. "A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream." Perspectives on Politics 14, no. 2 (June 2016): 492–93. http://dx.doi.org/10.1017/s1537592716000256.
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The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.
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Kaufman-Osborn, Timothy. "A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream." Perspectives on Politics 14, no. 2 (June 2016): 494–95. http://dx.doi.org/10.1017/s1537592716000268.
Full textAbstract:
The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.
10
Meissner, Andrzej. "U źródeł historii wychowania na ziemiach polskich." Biuletyn Historii Wychowania, no. 44 (January 3, 2023): 171–83. http://dx.doi.org/10.14746/bhw.2021.44.11.
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The article revolves around the history of upbringing in Poland as a science discipline. The first historical-pedagogical works appeared in the Renaissance and were continued in Age of Enlightenment. However, it was not until the-19th century when a discipline called ‘history of upbringing’ was created. Its development, by East European standards, took place in difficult social and political circumstances. Poland, at that time annexed by Russia, Prussia and Austria, did not enjoy conditions conducive to scientific development. The annexation was counterbalanced by actions instigated by cultural, educational and scientific institutions. As a result, historical science could develop despite the political situation and the financial shortcomings. Introduction of pedagogy and history of upbringing at the Krakow and Lvov Universities was important to the development of the history of upbringing. Antoni Karbownik’s post-doctoral degree in the history of upbringing obtained in 1905 from the Jagiellonian University and post-doctoral degrees in pedagogy (also the Jagiellonian University) awarded to Leon Kulczyński, Euzebiusz Czerkawski, Aleksander Skórski, Antoni Danysz and Bolesław Mańkowski (Lvov University) were breakthroughs in the history of upbringing. For the areas of study to become disciplines of science, they had to be defined, including their research object and the methodological basis. Władysław Seredyński Franciszek Majchrowicz, Antoni Karbowiak and Antoni Danysz adopted a position on the subject. In the late 19th and the early 20th centuries the history of upbringing was perceived as a discipline of science related to history with respect to the ,methodology and with pedagogy with respect to the content, with its own research, terminology, sources and academic teachers. The history of education was officially a part of culture. In this context, educational matters should be viewed.
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Deighton, Anne. "Say it with documents: British policy overseas, 1945–1952." Review of International Studies 18, no. 4 (October 1992): 393–402. http://dx.doi.org/10.1017/s0260210500118959.
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It has not been easy for those in the relatively new field of international relations to find an intellectual niche, and a great deal of ink has been spilled in debates about the nature, sources and role of the discipline. The most basic area of the debate is between the largely British-based historical traditions and the North American behaviourist and ‘scientific’ schools. No doubt many international historians have winced at the vague phrase ‘history shows us that...’, which still appears in some textbooks. And no doubt international relations theorists have despaired of international history monographs in which the author appears to fail to draw any general conclusions after years of painstaking study in the archives. In institutions of higher education the professionals continually struggle to get the balance right between the different elements of an international relations degree, and the paucity of departments devoted solely to international relations is witness to the still ambiguous place of the discipline in the academic world. despite unrelenting student demand—but it also shows that the discipline is very much alive, vigorous, developing and innovative. It is also fairly obvious that intellectual disciplines do not have to be mutually exclusive, and perhaps one of the closest, even symbiotic, relationships is the key one between the study of international history and international relations, particularly foreign policy analysis.
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Wajzer, Mateusz, and Monika Cugier-Syguła. "Analiza regresji z programem R – przykład użycia w badaniach politologicznych." Studia Politologiczne 2020, no. 55 (March 21, 2020): 396–405. http://dx.doi.org/10.33896/spolit.2019.55.19.
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The aim of the article is to present the basic functionalities of the R program for the creation of regression models describing political phenomena. A database of voter turnout during the 2014 U.S. Congress elections categorised according to voters’ age was used for the analyses. The statistical procedures (linear and second-degree polynomial models) applied were discussed in detail, with paths to their respective commands being provided. The article is addressed primarily to postgraduate students in political science and related disciplines, as well as to researchers who have never used the R program before.
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Fernández-Albertos, José, and Víctor Lapuente. "Doomed to disagree? Party-voter discipline and policy gridlock under divided government." Party Politics 17, no. 6 (September 30, 2010): 801–22. http://dx.doi.org/10.1177/1354068810376780.
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This article explains the existence of policy gridlock in systems with divided government, even when there are policies that are universally preferred to the status quo. It is shown analytically that one dimension of party institutionalization (the degree of party-voter discipline) may create incentives for veto players to block policies that, ideologically, they might like. This is the case because when party attachments dominate voters' behaviour across different electoral arenas, veto players in the opposition might find it in their electoral interests to prevent popular policies from being adopted. We illustrate our argument by analysing the recent experiences of two Latin American democracies living under divided government but with opposite levels of party-voter discipline: Mexico and Brazil. Contrary to the received wisdom, the low degree of party institutionalization in Brazil may have helped the passing of comprehensive policy reforms, whereas strongly institutionalized parties in Mexico might have been partly responsible for the persistence of policy gridlock.
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Herrera, Veronica, and Alison E. Post. "The Case for Public Policy Expertise in Political Science." PS: Political Science & Politics 52, no. 03 (February 28, 2019): 476–80. http://dx.doi.org/10.1017/s1049096519000015.
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ABSTRACTThe politics of public policy is a vibrant research area increasingly at the forefront of intellectual innovations in the discipline. We argue that political scientists are best positioned to undertake research on the politics of public policy when they possess expertise in particular policy areas. Policy expertise positions scholars to conduct theoretically innovative work and to ensure that empirical research reflects the reality they aim to analyze. It also confers important practical advantages, such as access to a significant number of academic positions and major sources of research funding not otherwise available to political scientists. Perhaps most importantly, scholars with policy expertise are equipped to defend the value of political science degrees and research in the public sphere.
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GÖKÇE, Emrah Utku. "An Overview of Books Suggested for Research Methods at International Relations (IR) Postgraduate Degree Programmes in Turkey." Anadolu Üniversitesi Sosyal Bilimler Dergisi 22, Özel Sayı 2 (December 31, 2022): 19–32. http://dx.doi.org/10.18037/ausbd.1227288.
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This study focuses on the core reading in research methods courses in International Relations (IR) postgraduate programmes in Turkey. The first section determines the core reading materials in the syllabi. In the second section, in order to thematically code these books, we create five categories: (1) General Research Methods, (2) Research Methods in Social Sciences (3) Qualitative, Quantitative, and Mixed Research Methods, (4) Research Methods in Political Science (5) Research Methods in International Relations. The research was modelled/designed according to a case study conducted with a qualitative approach. The data collection method of the study is document review, while the chosen data analysis method is content analysis. The study analyses the contents of syllabi from 70 different module/course. Findings show that Social Sciences have the most methodology-related books with 37% of the books being relevant to research methods. Conversely, the study shows that this rate is at 1% for IR. The study concludes that discipline-specific method books are not chosen within the IR postgraduate programmes. Finally, the study recommends significant research methodology books to be included in the related IR syllabi.
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Mohr, Barbara, and Annette Vogt. "German Women Paleobotanists From the 1920S to the 1970S—Or Why Did This Story Start So Late?" Earth Sciences History 20, no. 1 (January 1, 2001): 14–43. http://dx.doi.org/10.17704/eshi.20.1.q7643x2308728m56.
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This study documents women paleobotanists and their achievements from the late 1920s to the early 1970s in Germany. More than forty women were involved in paleobotanical research and related fields during this period. After they had finished their degrees, about two thirds of them left the field for private, political, and/or economic reasons. Several of them, however, had a successful career or were even leaders in their field. Compared with other disciplines and neighbouring countries, the unusually late entry of women students into this discipline from the 1930s on is explained by the close affiliation of the discipline with Paleozoic geology and mining in Germany before 1945. It is significant that of the thirteen women who finished a degree in the field before 1945, about two thirds studied Quaternary pollen analysis and vegetation history. Only a minority was involved in pre-Quaternary paleobotany. After World War II, the number of women scientists increased noticeably only when Tertiary palynology/paleobotany became more important sub-disciplines of paleobotany, a pattern which was similar in both parts of the newly divided country. During the period between 1945 and 1955, the number of women students in West Germany was significantly higher than in the East. This is partly explained by the policies of the East German communist party, which put restrictions on women students from a middle-class background. Between 1955 and 1973 the number of women students in East Germany exceeded those in the West. This was due to the East German party policy of activating the female working force, especially in fields which had been traditionally occupied by men, such as geology, mining, and engineering.
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Kolev, Vasil, and Asya Ivanova. "ART MANAGEMENT: A NEW DISCIPLINE ENTERING THE CULTURAL AND ACADEMIC LIFE IN PLOVDIV." CBU International Conference Proceedings 5 (September 23, 2017): 666–68. http://dx.doi.org/10.12955/cbup.v5.1004.
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This paper presents the conditions of economic and political changes within the 90s in Bulgaria and the necessity of a new way of thinking at managing cultural institutions in the conditions of the market economy. As a response to that problem it was created the first of its kind in Bulgaria master’s degree program „Art management.“For that purpose a brief overview of the formal models of funding the arts worldwide are presented along with the characteristics at regional levels which led to the creation of the new educational programme.The main disciplines studied in the educational module aiming to develop a new set of skills among artists are listed with a brief introduction of their scope. A local survey conducted at the Academy of Music, Dance and Fine Arts – Plovdiv, analyzing the interest of the first of its kind in Bulgaria master’s degree program „Art management“ is presented. The initial result of the evolution of the educational programme based on the number of students enrolled per year are the motivation for the start of a lager research project “ÄRT” funded by the SRF, Ministry of Education and Science.
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McKinney, Kathleen. "The Integration of the Scholarship of Teaching and Learning into the Discipline of Sociology." Teaching Sociology 46, no. 2 (October 5, 2017): 123–34. http://dx.doi.org/10.1177/0092055x17735155.
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Despite decades of sociology scholarship of teaching and learning (SoTL) research, integration of SoTL in sociology remains insufficient. First, some reasons for the insufficient integration of SoTL in the discipline are noted, and the foci of publications on the history and status of the SoTL in sociology are briefly summarized. Literature related to three questions about the integration of SoTL in sociology is then presented: (1) To what degree are theories, methods, and research findings of the discipline used in sociology SoTL? (2) Is there strong disciplinary support and recognition for SoTL and involvement in SoTL in departments and professional organizations? (3) Do sociologists use SoTL findings in the practice of teaching and learning in the discipline? Finally, some existing and new strategies to increase integration are described.
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Hanafi, Sari, and Rigas Arvanitis. "The marginalization of the Arab language in social science: Structural constraints and dependency by choice." Current Sociology 62, no. 5 (May 27, 2014): 723–42. http://dx.doi.org/10.1177/0011392114531504.
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This article aims at questioning the relationship between Arab social research and language by arguing that many factors including the political economy of publication, globalization, internationalization and commodification of higher education have marginalized peripheral languages such as Arabic. The authors demonstrate, on the one hand, that this marginalization is not necessarily structurally inevitable but indicates dependency by choice, and, on the other hand, how globalization has reinforced the English language hegemony. This article uses the results of a questionnaire survey about the use of references in PhD and Master’s theses. The survey, which was answered by 165 persons, targeted those who hold a Master’s or PhD degree from any university in the Arab world or who have dealt with a topic related to the Arab world, no matter in which discipline.
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Wang, Jianwei. "International Relations Studies in China." Journal of East Asian Studies 2, no. 1 (February 2002): 69–87. http://dx.doi.org/10.1017/s1598240800000679.
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This article traces the evolution of international relations studies as an academic discipline in China in the last two decades or so. Almost non-existent before the 1980s, IR studies has become an increasingly dynamic, sophisticated, and popular field of social science in both teaching and research. This is reflected in the growth of institutions, degree programs, scholarship and paradigmatic debate as well as interaction with the Western intellectual community in both theory and personnel. Nevertheless, the development of IR studies in China is still in its primitive stage and it must contend with various problems such as political control, a lack of well-trained scholars, inadequate funding, and ideational uncertainty.
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Scott, Kyle. "Does the Law Matter? An Examination of How a State’s Definition of Law Impacts Judicial Decision Making." American Review of Politics 28 (November 1, 2007): 181–204. http://dx.doi.org/10.15763/issn.2374-7781.2007.28.0.181-204.
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Only a few studies in political science in the past half decade have taken the decline in common law seriously. This paper assesses whether or not those of us in the discipline should take it seriously. This project employs an original index for the common law in order to assess to what degree a state’s definition of the law impacts judicial decision making. The results show that states with a greater commitment to the common law show greater regard for due process rights. This study concludes that a state’s definition of the law matters.
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SCHMIDT, LEIGH ERIC. "PORTENTS OF A DISCIPLINE: THE STUDY OF RELIGION BEFORE RELIGIOUS STUDIES." Modern Intellectual History 11, no. 1 (March 5, 2014): 211–20. http://dx.doi.org/10.1017/s1479244313000395.
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Academic disciplines, including departments of history, emerged slowly and unevenly in the second half of the nineteenth century. Professional societies, including the American Historical Association (AHA) at its founding in 1884, were generally tiny organizations, a few would-be specialists collecting together to stake a claim on a distinct scholarly identity. Fields of study were necessarily fluid—interdisciplinary because they remained, to a large degree, predisciplinary. As fields went, the study of religion appeared especially amorphous; it was spread out across philology, history, classics, folklore, anthropology, archaeology, psychology, sociology, and oriental studies. Adding to the complexity more than simplifying it was the persisting claim that the study of religion belonged specifically (if not exclusively) to theology and hence to seminaries and divinity schools. Elizabeth A. Clark'sFounding the Fathersilluminates the importance of Protestant theological institutions in shaping the study of religion in nineteenth-century America, suggesting, in particular, how well-trained church historians pointed the way toward disciplinary consolidation and specialization. Marjorie Wheeler-Barclay'sScience of Religion, by contrast, explores the leading British intellectuals responsible for extending the study of religion across a broad swath of the new human sciences. Together these two books offer an excellent opportunity to reflect on what religion looked like as a learned object of inquiry before religious studies fully crystallized as an academic discipline in the middle third of the twentieth century. Clark opens the introduction to her book with an epigraph from Hayden White: “The question is, What is involved in the transformation of a field of studies into a discipline?” (1). What indeed?
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Sangster, Heather, Cerys Jones, and Neil Macdonald. "The co-evolution of historical source materials in the geophysical, hydrological and meteorological sciences." Progress in Physical Geography: Earth and Environment 42, no. 1 (December 15, 2017): 61–82. http://dx.doi.org/10.1177/0309133317744738.
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Historical data sources are used by a wide variety of disciplines, but rarely do they look outside their particular research fields at how others are using and applying historical data. The use and application of historical data has grown rapidly over the last couple of decades within the meteorological, geophysical and hydrological disciplines, but have done so relatively independently. By coevolving, each discipline has developed separate themes or areas, with varying degrees of uptake beyond their academic communities. We find that whilst the geophysical discipline has been relatively successful in engaging with international policymakers and stakeholders, this has not been reflected within the meteorological or hydrological disciplines to date. This disparity has occurred for a variety of reasons, including varying scales of disaster and social, political and cultural structures. In examining current developments within the disciplines, evidence suggests that this disparity is lessening, as each are using online databases and some citizen science, but that they continue to evolve independently with little unifying structure or purpose. This continued autonomy makes multi-hazard analysis challenging which, considering the potential that historical datasets present in the emerging field of multi-hazards analysis, is a considerable hindrance to this field of research. In looking forward, opportunities emerge for improved understanding of the risks presented to societies by natural hazards in the past, but also for examining how resilience, behaviour and adaptation alter during periods of repose.
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Alramli, Thaer. "Developing A Network Model for the Iraqi Political Coalitions." Technium: Romanian Journal of Applied Sciences and Technology 4, no. 4 (May 2, 2022): 11–20. http://dx.doi.org/10.47577/technium.v4i4.6425.
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Data science has become a dominant tool in many different disciplines. Many methods and approaches are available and can be used in analyzing data. Network science approach is currently considered a powerful tool that is able to visualize and analyze complex data through investigating the relations among data objects. This kind of methods considers data as nodes that are connected by edges among them, and these connections are created based on a particular strategy. In this work, we generate a network model for the Iraqi parties using the IHEC public dataset. The model consists of nodes and edges connecting them. The performance of the generated network model was evaluated using two-level of measurements; Network-Level measurements (i.e., density, average degree, degree distribution, average path length, and average clustering coefficient) and Node-Level measurements (i.e., betweenness centrality and degree centrality). The visualization and the analysis of the network showed interesting facts about the collaboration patterns among the Iraqi parties. This work also showed that network science is useful in analyzing complex and highly related data. It can also reveal some hidden patterns that might be existed within the data.
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Yashchuk, Tatiana F. "From the History of Russian Law to the History of State and Law of the USSR: The Transformation of the Science and the Academic Discipline in 1917–1940s." Vestnik Tomskogo gosudarstvennogo universiteta, no. 458 (2020): 261–69. http://dx.doi.org/10.17223/15617793/458/31.
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The article aims to show the transformation of the science and the academic discipline “History of Russian Law” over the period from 1917 to the 1940s, to establish the degree of continuity and innovations that manifested in the transformation. The study is based on research works on the history of state and law, published historical sources, archival materials. Narrative, comparative legal, and institutional methods were used. Two institutional forms of legal science development were identified: universities and departments of the Academy of Sciences. In the 19th century, an independent area of scientific knowledge was established; its object was historical forms of law. Educational courses on the history of Russian law were based on the study of legislative acts and other sources of law. According to the University Charter of 1863, departments of the history of Russian law were created, scientific research was actively conducted, and works on the history of law were published. After the 1917 revolution, the political and ideological trends in legal science and education changed dramatically. Universities and academic structures as institutional forms survived, but underwent major changes. Law faculties were abolished at universities, specialized departments were closed. The history of Russian law or a comparable discipline in content was not taught. To prepare new academic personnel and conduct research in social sciences and the humanities, including legal science, the Socialist, subsequently Communist Academy and the Institute of Red Professors were opened. These institutions did not create separate units specializing in the study of the history of state and law. The circle of researchers studying such problems decreased sharply. In the 1930s, the Soviet model of the organization of science and higher education, which included many elements that had developed in the Russian Empire, was approved. Interest in historical sciences was restored. Curricula for training lawyers included a discipline that was first called “History of the State and Law of the Peoples of the USSR”, and later “History of State and Law of the USSR”. The leading role in the development of its content, object, and method belonged to S.V. Yushkov. The continuity with the history of Russian law was preserved. The most significant differences were the change in the chronological and territorial framework, the etatization of the object, and the use of the Marxist methodology. New approaches were reflected in the textbook History of State and Law of the USSR. The first part of the textbook, prepared by S.V. Yushkov, was published in 1940. It covered only the prerevolutionary period. The second part described the history of the Soviet state and law. It was edited by A.I. Denisov and published in 1948. Thus, by the end of the 1940s, the new branch of scientific knowledge and academic discipline was established.
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Carroll, Royce, and Monika Nalepa. "The personal vote and party cohesion: Modeling the effects of electoral rules on intraparty politics." Journal of Theoretical Politics 32, no. 1 (January 2020): 36–69. http://dx.doi.org/10.1177/0951629819892336.
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Conventional wisdom suggests that parties in candidate-centered electoral systems should be associated with less cohesive policy preferences among legislators. We model the incentives of party leaders to achieve voting unity accounting for the costs of discipline, showing that candidate-centered systems have the counterintuitive effect of promoting party agreement on policies and preference cohesion. These implications for cohesion derive from the degree of control over list rank held by leaders under open lists (open-list proportional representation, OLPR) and closed lists (closed-list proportional representation, CLPR). Because discipline is costlier in OLPR, owing to leaders’ lack of control over list rank, leaders seeking voting unity propose policies that promote agreement between members and leadership. Under CLPR, however, leaders can more easily achieve voting unity by relying on discipline and therefore lack incentives to promote internal agreement. We then extend the model to allow the party leader to replace members, showing that preference cohesion itself is greater under OLPR. Further, our baseline results hold when allowing legislative behavior to affect vote share and when accounting for candidates’ valence qualities. We interpret our results to suggest that candidate-centered systems result in stronger incentives for developing programmatic parties, compared with party-centered systems.
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LOPES, Juliana Crespo, Francielly de Oliveira Müller LIMA, Sandra Ferraz de Castilho Dourado FREIRE, and Lucia Helena Cavasin Zabotto PULINO. "Uma Formação Pedagógico-Reflexiva em Psicologia: Análise de Diários de Aprendizagem." PHENOMENOLOGICAL STUDIES - Revista da Abordagem Gestáltica 27, no. 2 (2021): 159–68. http://dx.doi.org/10.18065/2021v27n2.3.
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The present article aimed, through the analysis of learning diaries, to discuss about the possibilities that a psychology university degree which promotes reflection and shelters students' thoughts and emotions can have in the training of psychology students. Were analyzed thirteen learning logs written by students of the sixth semester of an undergraduate degree course in Psychology enrolled in a discipline related to the Person Centered Approach.The logs were written based on the Sense's Version, after each class, with indication of free writing. Thematic Analysis was used, and from it six themes emerged that demonstrated the importance of building an academic context that promotes the facilitating conditions for personal and professional development. Palavras-chave : Psychology Degree; Learning Log; Reflection Process; Core Conditions to Facilitate Learning; Person Centered Approach.
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Haynes, Amanda. "In Support of Disciplinarity in Teaching Sociology." Teaching Sociology 45, no. 1 (September 20, 2016): 54–64. http://dx.doi.org/10.1177/0092055x16664397.
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This article argues for the importance of disciplinarity in the education of novice sociologists and considers the impact of the European Higher Education Area (EHEA) on opportunities for undergraduate students to achieve a command of the discipline. The promotion of modularization and generic skills integral to establishing the EHEA can be understood as incrementally undermining disciplinarity. Moreover, values enshrined in the EHEA specifically disadvantage sociological disciplinarity by promoting service to the market over mastery of a discipline. This article presents the Republic of Ireland as an example of a national context in which sociology is most commonly taught within multidisciplinary degree programs and argues that the Irish experience may be portentous of more global trends, linking the structural position of sociology in Ireland to the wider European policy context. Finally, the article explores ways in which sociologists teaching in such contexts can nonetheless promote disciplinarity.
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Bakhlova, O. V., I. V. Bakhlov, I. G. Napalkova, and A. S. Soldatova. "Development of the Programme of Applied Research as a Tool for the Formation of Research Competency of Future Political Scientists (on the Example of the Theme “Spatial Development of Russia as a Factor in Nation-Building and National Idea Formation”)." Education and science journal 21, no. 9 (November 27, 2019): 49–79. http://dx.doi.org/10.17853/1994-5639-2019-9-49-79.
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Introduction. Nowadays, the modern higher education involves not only advanced theoretical training, but also the formation of practical skills and universal professional skills, which contribute to the development of skills of future specialists and their successful careers. The participation of students in the research work is considered as a special direction of improvement of professional competency and an essential factor of general cultural development of the student’s personality. The research work creates prerequisites for qualitative change of the whole working practice through the acquisition of abilities to act reasonably in working situations, to solve tasks and problems independently and effectively, to assess the results of own work adequately. However, the active inclusion of students in research activities was characterised by the lack of guidelines, which could be used to fill the gaps in research methodology and research procedures. This fully applies to the students of political science specialties and updates the interpretation of research and political science practices.The aim of the article is to reveal the peculiarities of organisational and technological procedures of complex socio-political applied research, using a specific example of a training model.Methodology and research methods. The authors used general scientific and special methods and approaches: formalisation, abstraction, comparative analysis, system-based and conceptual approaches, etc. An interview was conducted as the main applied method to diagnose the degree of students’ (bachelor’s and master’s degree students training in the discipline “Political Science” at Ogarev Mordovia State University) interest in research work and their understanding of the importance of practice-oriented learning.Results and scientific novelty. On the basis of the studentsэ questionnaire responses, the factors characterising the problem situation “Quality of Student Research Work”, are worked out in detail. The survey questionnaire revealed that the research work is perceived by students as a qualification component for obtaining master’s / bachelor’s degrees, but not as an important element of professional development. A good level of theoretical knowledge of the subject area is frequently negated by the low development of practical skills, including due to the unwillingness or lack of opportunity to participate in practice-oriented research. However, the majority of respondents (77.7%) stated that they lack available information sources on the methodology of specific scientific papers with examples in order to indeppendently choose the research strategy and to develop their own professional skills. In this regard, on the example of the topic “Spatial Development of Russia as a Factor of Nation-Building and Formation of National Idea”, a universal programme of political applied research was developed. The programme can be used as a basis for long-term analysis and as a template for other thematic studies. The proposed scheme includes the selection of analysis methods and techniques to maximise the scope of the study area.Practical significance. The described research methodology can be used in educational practice, when teaching the following disciplines: “Methods and Technologies of Political Science”, “Information and Analytical Work”, “Political Analysis and Forecasting”, etc.
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Kitschelt, Herbert. "Four theories of public policy making and fast breeder reactor development." International Organization 40, no. 1 (1986): 65–104. http://dx.doi.org/10.1017/s0020818300004483.
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The recent revival of the discipline of political economy challenges purely economic explanations of economic growth, technological innovation, and sectoral change. This approach recognizes that political actors, institutions, and strategies to organize the economic process together shape the economic development of industrial societies. Whereas economists have emphasized determinants of growth such as savings and investment rates, degrees of domestic and international competition in an industry, or the supply of labor, the new political economists view the political definition of property rights, the nature of state intervention in the economy, the resources of politically mobilized groups, and political actors' belief systems as critical determinants of economic transformations. Both economists and political economists, however, share the assumption that actors are rational; they pursue their interests in a calculated manner within a given system of institutional constraints.
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Fang, Xiaoping. "Bamboo Steamers and Red Flags: Building Discipline and Collegiality among China's Traditional Rural Midwives in the 1950s." China Quarterly 230 (May 11, 2017): 420–43. http://dx.doi.org/10.1017/s0305741017000625.
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AbstractThis paper explores how the new Communist government developed a political consciousness of discipline and collegiality among traditional rural midwives in Chinese villages during the 1950s. It argues that selected traditional rural midwives were taught to observe discipline by attending meetings and studying, and to develop collegiality with peers through criticism and self-criticism of their birth attendance techniques and personal characters in short training courses from 1951 onwards. A legitimized midwife identity gradually formed in rural communities, but with it came conflicts and rivalry. By keeping these midwives under institutional surveillance and creating a dynamic and constant moulding process, the new government intended to foster professional and political discipline and collegiality within the group based on a normativized notion of selflessness performed within a changing series of indoctrination schemes that demonstrated continuity and complementarity and which I have described as common, preliminary, institutionalized, and dynamic schemes. This article examines how the state attempted to retrain marginalized and derided midwives with appropriate class backgrounds in order to incorporate them into the modern medical world, then still dominated by doctors and nurses with suspect class backgrounds. Ironically, in creating “socialist new people” to intervene in traditional rural birthing practices and introducing fee-for-service professionalism, the CCP accidentally created a degree of petit-capitalist thinking among women whose traditional mode of work may have been more selfless, thus complicating the process of indoctrinating selfless dedication.
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Phull, Kiran, Gokhan Ciflikli, and Gustav Meibauer. "Gender and bias in the International Relations curriculum: Insights from reading lists." European Journal of International Relations 25, no. 2 (August 20, 2018): 383–407. http://dx.doi.org/10.1177/1354066118791690.
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Following growing academic interest and activism targeting gender bias in university curricula, we present the first analysis of female exclusion in a complete International Relations curriculum, across degree levels and disciplinary subfields. Previous empirical research on gender bias in the teaching materials of International Relations has been limited in scope, that is, restricted to PhD curricula, non-random sampling, small sample sizes or predominately US-focused. By contrast, this study uses an original data set of 43 recent syllabi comprising the entire International Relations curriculum at the London School of Economics to investigate the gender gap in the discipline’s teaching materials. We find evidence of bias that reproduces patterns of female exclusion: 79.2% of texts on reading lists are authored exclusively by men, reflecting the representation of women neither in the professional discipline nor in the published discipline. We find that level of study, subfield and the gender and seniority of the course convener matter. First, female author inclusion improves as the level of study progresses from undergraduate to PhD. This suggests the rigid persistence of a ‘traditional International Relations canon’ at the earliest disciplinary stage. Second, the International Organisations/Law subfield is more gender-inclusive than Security or Regional Studies, while contributions from Gender/Feminist Studies are dominated by female authorship. These patterns are suggestive of gender stereotyping within subfields. Third, female-authored readings are assigned less frequently by male and/or more senior course conveners. Tackling gender bias in the taught discipline must therefore involve a careful consideration of the linkages between knowledge production and dissemination, institutional hiring and promotion, and pedagogical practices.
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Landau, Tammy C. "Policing the Punishment: Charging Practices Under Canada's Corporal Punishment Laws." International Review of Victimology 12, no. 2 (May 2005): 121–38. http://dx.doi.org/10.1177/026975800501200202.
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Canadian data show that children and youth experience high degrees of violence in their lives. A significant degree of this violence occurs within the family, and can be attributed to excesive ‘correction’ or physical discipline. Indeed, section 43 of the Canadian Criminal Code permits the use of ‘reasonable’ force for the purposes of correction. This paper presents data on police response to allegations of excessive or illegal corporal punishment under current Canadian legislation. As the gatekeepers to the courts, the police act as the social, legal and moral guardians of the use of corporal punishment in Canada. The findings suggest that there is significant variation in police response both to the range and seriousness of incidents of corporal punishment. Much of this can be attributed to the normal exercise of police discretion. However, the breadth and lack of clarity in the law itself is an additional, problematic source of uncertainty and undermines attempts to reduce violence in the lives of children.
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Urzha, Olga, Valentina Kataeva, Tatiana Evstratova, Valentina Zhukova, and Irina YIlina. "Using the Scenarios of Simulation Case Assignments in the Educational Process of Students in the Specialty "State and Municipal Management", Master’s Degree Programme." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 597. http://dx.doi.org/10.14419/ijet.v7i4.38.24630.
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The article is devoted to the use of simulation case assignments in the learning process of students pursuing a Master's degree in "State and Municipal Management" at Russian State Social University. This university was established in 1991 for the high-quality training of specialists in the social sphere. The specialty "State and Municipal Management" enables students to explore the theoretical and practical levels, the essence and features of management interactions in the system of state and municipal administration, the main objectives, tasks and mechanisms of governance at the state and municipal levels, the methods and means of attracting investments in the economy of the municipality and the region, the features of the management system of the asset portfolio. The discipline "Sociology of Management" is the base for the direction of training "State and Municipal Management". The knowledge and skills acquired during the study contribute to a better understanding of the social, political, and economic patterns of management processes. Management sociology is a science which summarizes all management sciences in terms of targeting and special study of the patterns of managerial relations at all levels of society and its elements’ functioning, as well as in all subject areas, the spheres of activity in society. The study of sociology as a science about relationships in the process of governance, connections, and interactions of the subjects of management activity in Russia has started relatively recently. In the mid-1990s, scientific readings and conferences were focused on the definition of the substantive field of science, its structure.Over these years, the situation has been as follows. The sociologists who violently debated and developed this scientific direction, after the appearance of the specialty "Management in Social Sphere" in 1996, in 1999 – the specialty "State and Municipal Management", and in 2002 – the specialty "Personnel Management", handed the study of this discipline to managers. And all of these management specialties found themselves in the consolidated group of professions "Economics and Management". This greatly affected the gap in the subject field of management itself. Most economists imagined that management is economics. The lawyers of those universities where departments of "Public Administration and Legal Support" were established never doubted that management is a legal sphere of activity. None of them paid special attention to the sociological component. However, those universities, which in the course of training in the field of state and municipal government created departments of sociology management in their structure or modules in the curricula, provide the most high-quality preparation of future managers.
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Agger, Ben, and Beth Anne Shelton. "Time, Motion, Discipline: The Authoritarian Syllabus on American College Campuses." Critical Sociology 43, no. 3 (August 11, 2015): 355–69. http://dx.doi.org/10.1177/0896920515595844.
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In this paper, we read college course syllabi as material objects that shed light on larger issues, specifically conflict between faculty and students. We explore the commodification of ‘college labor’ where degreed labor and credit hours are produced. Under these conditions, the syllabus becomes a labor contract detailing faculty expectations of students. Rather than merely introducing the course subject matter or providing only basic information, the syllabus increasingly spells out the precise conditions under which student work will be evaluated and credit hours awarded, and the behavioral and attitudinal expectations of students. By observing how power is transacted through the syllabus, we better understand the role that faculty/student relations play in further undermining academic community.
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Miner, Michael A. "Unpacking the monolith." International Journal of Sociology and Social Policy 39, no. 9/10 (September 9, 2019): 661–79. http://dx.doi.org/10.1108/ijssp-05-2019-0101.
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Purpose The term STEM often remains an undifferentiated category, especially at the graduate level. Conceptualizing STEM as a monolithic category, rather than as a combination of distinct fields, prevents researchers from understanding and documenting the full range of persistent inequality within scientific disciplines at the graduate level and throughout the lifespan. The purpose of this paper is to address two oversights prior to degree completion within the context of the USA by asking two specific questions: To what extent is gender associated with choice of discipline within STEM graduate education? In the USA, do gender differences in STEM fields depend on citizenship status? Design/methodology/approach Using data from the 2015 International STEM Graduate Student in the US Survey, this study employs multinomial logistic regression analyses and presents predicted probabilities to assess differences of enrollment in STEM fields by gender and citizenship status. Findings Results show that domestic women were less likely to enroll in computer sciences and engineering when compared to domestic men. However, in contrast to domestic students, there were no gender differences among international students’ enrollment in engineering. Research limitations/implications This paper shows the importance and complexity of how gender intersects with citizenship status in enrollment patterns in STEM graduate fields. The survey included the top 10 universities in the USA based on the total enrollment of international students, and it is unclear if there exists differences in these selected students and schools when compared to students at colleges and universities that enroll less international graduate students. Originality/value The author makes the case to disaggregate STEM to better assess how specific fields can be modified to attract graduate students worldwide. This paper accentuates the significance of gender and citizenship status for understanding differences in choice of discipline among graduate students in STEM.
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Gentry, Bobbi, Christopher Lawrence, and Erin Richards. "The Tie That Binds: Exploring Community College Curriculum Design." PS: Political Science & Politics 49, no. 03 (July 2016): 535–40. http://dx.doi.org/10.1017/s1049096516000937.
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ABSTRACTMore students are beginning their college careers at community colleges before completing degrees at four-year institutions. As enrollments swell at these two-year institutions, issues surrounding transfer and articulation agreements are increasingly important, and two- and four-year institutions must work together on the recruitment, retention, and transition of political science majors. Central to this collaboration is the curriculum. Building on conclusions from the 2011 Leadership Collaborative Core Curriculum and General Education track regarding a common curriculum in the discipline, this article examines the political science curriculum using data from 47 two-year colleges with separate political science departments. We examined similarities and differences among these programs and found sufficient commonality in curriculum to allow students to transfer credits to four-year institutions. The article also offers community colleges an indication of common curricular features and informs the wider profession about community college curriculum design.
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Phillips, Gervase. "Military Morality Transformed: Weapons and Soldiers on the Nineteenth-Century Battlefield." Journal of Interdisciplinary History 41, no. 4 (March 2011): 565–90. http://dx.doi.org/10.1162/jinh_a_00156.
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The increased lethality of nineteenth-century “arms of precision” caused military formations to disperse in combat, transforming the ordinary soldier from a near automaton, drilled to deliver random fire under close supervision, into a moral agent who exercised a degree of choice about where, when, and how to fire his weapon. The emerging autonomy of the soldier became a central theme in contemporary tactical debates, which struggled to reconcile the desire for discipline with the individual initiative necessary on the battlefield. This tactical conundrum offers revealing insights about human aggression and mass violence. Its dark legacy was the propagation of military values into civilian society, thus paving the way for the political soldiers of the twentieth century.
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Gentry, Bobbi, and Szymon Stojek. "“The State” of International Studies: Curriculum Design." PS: Political Science & Politics 53, no. 2 (February 3, 2020): 349–54. http://dx.doi.org/10.1017/s1049096519002191.
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ABSTRACTIn recent decades, institutions across the United States have increasingly emphasized global education as a prerequisite to successful existence in a diverse yet interconnected world. At the same time, there is increasing awareness that the decline in international studies (IS) has resulted in the United States being ill prepared to address complex global challenges. King (2015) lamented that the United States now increasingly lacks regional experts who understand the country-specific challenges and can place them in a larger global strategic context. How the discipline engages students in a global environment matters; however, the field provides little guidance on how to design global studies majors. IS and global studies are apparently both important and neglected. This study examines the curricula for IS, international relations, international affairs, and global studies programs housed in political science. By reviewing more than 100 programs that offer bachelor’s degrees, the authors identify similarities and differences in curricula and present a summative model of a typical IS program housed in political science departments.
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Goldman, Lawrence. "Foundations of British Sociology 1880–1930: Contexts and Biographies." Sociological Review 55, no. 3 (August 2007): 431–40. http://dx.doi.org/10.1111/j.1467-954x.2007.00717.x.
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‘This paper provides an overview of aspects of the history of British sociology. In particular, it tries to answer critical historical work by among others, Perry Anderson and Philip Abrams, which sought to explain the supposed indigenous ‘failure’ to develop academic sociology in Britain before the 1960s. It is argued that a narrowly academic reading of the history of sociology cannot do justice to its role in the service of social administration and public enlightenment and may exaggerate the degree to which sociology from its foundations was conceived as a purely intellectual discipline. The paper points to a thriving sociological culture in Britain in the generation before the First World War, though it was one in which many contributions came from philosophers, natural scientists and political economists rather then self-proclaimed ‘sociologists’. It ends with a brief review of Patrick Geddes and Victor Branford, a founder of the Sociological Society and editor of the Sociological Review, whose biographies and eclectic social and international interests tell us something about the personalities and political interests of early British sociological pioneers.'
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Milner, Helen V. "Rationalizing Politics: The Emerging Synthesis of International, American, and Comparative Politics." International Organization 52, no. 4 (1998): 759–86. http://dx.doi.org/10.1162/002081898550743.
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International relations has often been treated as a separate discipline distinct from the other major fields in political science, namely American and comparative politics. A main reason for this distinction has been the claim that politics in the international system is radically different from politics domestically. The degree of divergence between international relations (IR) and the rest of political science has waxed and waned over the years; however, in the past decade it seems to have lessened. This process has occurred mainly in the “rationalist research paradigm,” and there it has both substantive and methodological components. Scholars in this paradigm have increasingly appreciated that politics in the international realm is not so different from that internal to states, and vice versa. This rationalist institutionalist research agenda thus challenges two of the main assumptions in IR theory. Moreover, scholars across the three fields now tend to employ the same methods. The last decade has seen increasing cross-fertilization of the fields around the importance of institutional analysis. Such analysis implies a particular concern with the mechanisms of collective choice in situations of strategic interaction. Some of the new tools in American and comparative politics allow the complex, strategic interactions among domestic and international agents to be understood in a more systematic and cumulative way.
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Holmes, Carolyn E. "Standing Out and Blending In: Contact-Based Research, Ethics, and Positionality." PS: Political Science & Politics 54, no. 3 (February 26, 2021): 443–47. http://dx.doi.org/10.1017/s1049096520002024.
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ABSTRACTThis article explores the ethical difficulties that arise because of the interaction between fieldwork practitioners and their sites, in terms of the positionality of the researcher. What are the ethics of blending in or of standing out? This question stems from my experience of 12 months of fieldwork in South Africa in two distinct locales and among two different populations, one in which I could “pass” and another in which I was marked as various degrees of “outsider.” Drawing on this fieldwork, as well as an overview of the literature in political science on positionality, I argue that our discipline—because of the way it shapes interactions and research outcomes—must take positionality seriously in ethical training and practice.
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Saunders, Bernadette J. "Ending the Physical Punishment of Children by Parents in the English-speaking World: The Impact of Language, Tradition and Law." International Journal of Children’s Rights 21, no. 2 (2013): 278–304. http://dx.doi.org/10.1163/15718182-02102001.
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Ending the physical punishment of children remains an enormous challenge. In societies which tolerate even limited physical punishment as discipline or control, it is a response to children that adults may unthinkingly adopt simply because they can. This paper primarily focuses on the language, traditions and law prevailing in English-speaking, common law countries – Australia, Canada, and the United Kingdom – that have ratified the CRC but have not yet fully outlawed physical punishment. New Zealand, the first English-speaking country to ban physical punishment, and the United States which has neither ratified the CRC nor fully outlawed physical punishment, are also discussed. Separately, language, traditional attitudes and practices, and laws impacting children’s lives are considered, with a view to envisioning a status quo where adults and children are accorded equal respect as human beings and any degree of physical violence towards children is regarded as an aberration.
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Chaudhuri, Rosinka. "History in Poetry: Nabinchandra Sen's Palashir Yuddha and the Question of Truth." Journal of Asian Studies 66, no. 4 (October 29, 2007): 897–918. http://dx.doi.org/10.1017/s0021911807001246.
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History, it seems, has to attain a degree of scientificity, resident in the truth-value of its narrative, before it can be called history, as distinguished from the purely literary or political. Invoking the work of Jacques Rancière and Hayden White, this essay investigates the manner in which history becomes a science through a detour that gives speech a regime of truth. It does this by exploring the nineteenth-century relationship of history to poetry and to truth in the context of the emerging discipline of history in Bengal. The question is discussed in relation to a patriotic poem, Palashir Yuddha (1875), accused of ahistoricality, as well as to a defense made by Bengal's first professional historian, Jadunath Sarkar, against a similar charge in the context of Bankimchandra Chatterjee's historical novels. That the relationship of creativity to history is a continuing preoccupation for the historian is finally explored through Ranajit Guha's invocation of Tagore in History at the Limit of World-History (2002).
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Rutazibwa, Olivia U. "Hidden in Plain Sight: Coloniality, Capitalism and Race/ism as Far as the Eye Can See." Millennium: Journal of International Studies 48, no. 2 (January 2020): 221–41. http://dx.doi.org/10.1177/0305829819889575.
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This review essay is a generative reading of four monographs and one special issue to rethink the discipline of International Relations (IR) and its syllabus anticolonially. At the centre of White Innocence by Gloria Wekker, In the Wake: On Blackness and Being, by Christina Sharpe, The Colonial Lives of Property by Brenna Bhandar, Beyond Coloniality by Aaron Kamugisha and the New Political Economy special issue titled Raced Markets edited by Robbie Shilliam and Lisa Tilley are issues of race and racism, neoliberalism and capital and (the afterlives of) colonisation and slavery. This essay deploys a narrative approach of the autobiographical example to write the themes and arguments of the works onto the international everyday, i.c. a period of five months (April-September 2019) and the five places (Toronto, Stellenbosch, (New) England, Ghana and Puerto Rico) in which these works were read. First, the themes of racism, capitalism and coloniality – to varying degrees disavowed and erased in both IR as a discipline and public opinion – appear as persistent, pervasive yet adapting across time, space and situatedness. Second, both the autobiographical examples and the works point at the equally omnipresent cracks in the system and invite reflection on anticolonial alternatives (of solidarity). In conclusion, the essay explores how these works could inform reconceptualisation of the IR syllabus, towards a discipline that engages with the world rather than itself, against the colonial status quo.
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Sherekhova, O. M. "Academic Literacy Development among Master’s Degree Students in the Process of Studying a Foreign Language in Professional Communication." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 5 (May 19, 2022): 150–66. http://dx.doi.org/10.31992/0869-3617-2022-31-5-150-166.
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The knowledge-based model of education, in which the formation of the students’ skills to critically think, evaluate, analyze information and use it in their own research comes to the fore. However, it is necessary to note that the level of academic literacy is low, because students lack the academic writing skills needed to become successful professionals after graduation. This problem is caused by the lack of students’ motivation to write academic texts and present the result of their research work in front of the audience, the insufficient number of modern methods and approaches to teaching academic writing, the lack of special courses aimed at foreign language writing competence developing, as well as the absence of strategies for the formation of academic literacy which is the key competence for creating new knowledge. The article presents an analysis of the phenomenon of “academic literacy,” its structural components, on the basis of which the author suggests the indicators of its formation among undergraduates. Since academic literacy depends on the ability to communicate in academic discourse, the author of the article describes the experience of organizing the process of teaching written forms of professional and scientific communication to master’s degree students in law within the framework of the discipline “Foreign Language in Professional Communication.” Consistent writing skills training makes it possible to realize the requirements for academic literacy, namely: the ability to critically think, analyze information, accept and respect someone else’s point of view, create new knowledge, express ideas in a well-structured and accessible form, work independently, as well as evaluate the results of work. The process of mastering academic writing skills facilitates academic literacy of students, which opens up opportunities for effective communication in the academic community, as well as the successful integration of future specialists into scientific professional communities.
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Moilanen, Kristin L., and Karen E. Rambo-Hernandez. "Effects of Maternal Parenting and Mother-Child Relationship Quality on Short-Term Longitudinal Change in Self-Regulation in Early Adolescence." Journal of Early Adolescence 37, no. 5 (July 27, 2016): 618–41. http://dx.doi.org/10.1177/0272431615617293.
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The purpose of the present study was to explore the degree to which short-term longitudinal change in adolescent self-regulation was attributable to maternal parenting and mother-child relationship quality. A total of 821 mother-adolescent dyads provided data in the 1992 and 1994 waves of the Children of the National Longitudinal Survey of Youth-1979 (52.5% male; 24.2% Hispanic, 36.7% African American, 39.1% European American; adolescents’ initial age range = 10-12 years). Consistent with hypotheses, longitudinal improvements in young adolescents’ self-regulation were associated with high levels of mother-child relationship quality and low levels of maternal discipline. The association between self-regulation in 1992 and 1994 was moderated by child sex and maternal discipline. Thus, this study provides further evidence favoring the exploration of the parent-child relational context in addition to discrete parenting behaviors in studies on self-regulation during the early adolescent years.
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Csilla, Markója, and Balázs Kata. "A Tolnay–Panofsky-affér, avagy hűség az ifjúsághoz: A bécsi iskola, Max Dvořák és A Vasárnapi Kör." Művészettörténeti Értesítő 69, no. 2 (March 30, 2021): 159–70. http://dx.doi.org/10.1556/080.2020.00010.
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The conflict between Charles de Tolnay and Erwin Panofsky that grew unprecedentedly acrimonious in the history of the discipline – the so-called Tolnay–Panofsky affair – was more than mere personal bickering. The documents clearly reveal that the “affair”, which basically affected financial and professional positions, was based on embarrassingly ordinary, occasionally petty-minded questions instead of scientific arguments, and led to a break of relationship probably in spring 1943, also directs the attention to the science political consequences of the hierarchic establishment of American science financing and academia in general in the interwar years and the 1940s, and to differences between European and American scholarship. It can be gleaned that Tolnay’s efforts to be allotted raised stipends (often by a great degree, as the documents unanimously testify) and a confirmed position led to the deterioration of his relationship with the Princeton IAS leaders and community – in spite of the fact that the former leader of the Institute Flexner took Tolnay’s side, at times with threats to Panofsky and Oppenheimer and accusing Panofsky of professional jealousy. Though Tolnay received raised scholarship up to 4000 dollars for three years, the institute decided to part with Tolnay in 1948. In the background of the affair, however, one may discover conflicts based on the diverging views on art history by Panofsky and Tolnay rooted far deeper, in the elementary influences of the Vienna School of Art History and Max Dvořák on the one hand, and of the Sunday Circle and György Lukács, on the other. The art philosophical aspects and methodological consequences of these dissenting concepts of art history may bear significance for the practitioners of the discipline today as well.
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Ingram, Mark. "An Anthropology of the Contemporary in France." French Politics, Culture & Society 37, no. 3 (December 1, 2019): 108–22. http://dx.doi.org/10.3167/fpcs.2019.370306.
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Cultural anthropology in France continues to bear the influence of a colonial-era distinction between “modern” societies with a high degree of social differentiation (and marked by rapid social change) and ostensibly socially homogeneous and change-resistant “traditional” ones. The history of key institutions (museums and research institutes) bears witness to this, as does recent scholarship centered on “the contemporary” that reworks earlier models and concepts and applies them to a world increasingly marked by transnational circulation and globalization. Anthropology at the Crossroads describes the evolution of a national tradition of scholarship, changes to its institutional status, and the models, concepts, and critical perspectives of anthropologists currently revisiting and reworking the foundations of the discipline in France.
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Nogami, Gen. "Historical sociology in Japan: Rebalancing between the social sciences and humanities." International Sociology 36, no. 2 (March 2021): 160–70. http://dx.doi.org/10.1177/02685809211005346.
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The origin of historical sociology can be traced to Max Weber’s theory of modernization, which is an appropriate approach for studies in Japan. However, the Japanese image of ‘historical sociology’ is not that of a comparative history based on social scientific interests but is a history closer to cultural and social history and the history of ideas with an emphasis on descriptive research. This originates from the high degree of freedom given to the use of sources in the historical study of collective consciousness. Accordingly, it was easy to accept the impact of the linguistic turn. Subsequently, Japanese historical sociology evolved into discourse-historical research, media-historical research, and constructionist-historical research. In recent years, historical research on social issues and quantitative historical sociology have become increasingly popular. Historical sociological research has been differentiated into various separate sub-disciplines so it is difficult to identify a cohesive historical sociology as a field. However, the tradition of a high degree of freedom in terms of the use of sources continues to provide a stimulus for historical sociological studies in Japan.