Relevant bibliographies by topics / School: School of History, Philosophy, Political Science and International Relations

Academic literature on the topic 'School: School of History, Philosophy, Political Science and International Relations'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "School: School of History, Philosophy, Political Science and International Relations"

1

Ukolova, V. I. "School of History." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 79–86. http://dx.doi.org/10.24833/2071-8160-2014-5-38-79-86.

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The current international processes and events, world politics at the beginning of the 21 century have once again clearly demonstrated that their meaning often emerges through the historical context without which the understanding of what is happening is hardly possible. Rector of MGIMO A.V. Torkunov in his talk on International relations as an educational discipline remarked that "as for sciences the basis of professionalism is mathematical skills and competencies, for international relations such a basis is history". Historical disciplines are taught at MGIMO from the very start of education process. MGIMO is one of the leading centers of research in the fields of history, political sciences and humanities. Here, in different years academics E.V. Tarle, L.N. Ivanov, V.G. Trukhanovskiy, A.L. Narochnitskiy and other prominent scholars and historians taught. Historical School of MGIMO has united important areas of historical science: the history of political processes in the twentieth century, modern history, the history of international relations and diplomacy, historical regional studies and cultural studies, oriental, philosophy and theory of history. The best traditions of the MGIMO historical school incorporated by its founders, make the foundation of its development at present. In 1992, the Department of MGIMO world and national history was established. The principle innovation was the combination of two components - historical education and historical science. This made it possible to present the story of Russia as an important part of the world history, opened up prospects for the implementation of comparative history, the synthesis of specific historical approaches and generalized global vision of civilization and human development. The historical school has realised a number of research projects, including "Alexander Nevsky" and the multi-volume "Great Victory", the work continues on a research project "Russia in the Modern World", and on a project "Synchronous History", etc.
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Kravchenko, S. A., and A. V. Shestopal. "Philosophy and Sociology Studies." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 151–58. http://dx.doi.org/10.24833/2071-8160-2014-5-38-151-158.

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Philosophy and Social science school of MGIMO has received both nationwide and international recognition. The traditions of the school were laid by two highly respected scientists and science managers, George P. Frantsev, who was the rector MGIMO during the crucial period of its early years, and Alexander F. Shishkin, who was the founder and head of the Department of Philosophy. The former belonged to one of the best schools of antic history studies of the Petersburg (Leningrad) University. Frantsev made a great contribution to the restoration of Russian social and political science after World War II. After graduating from MGIMO, he worked at the Foreign Ministry of USSR, and then served as a rector of the Academy of Social Sciences and chief-editor of the journal "Problems of Peace and Socialism" in Prague. He consistently supported MGIMO scientists and recommended them as participants for international congresses and conferences. Shishkin was born in Vologda, and studied in Petrograd during 1920s. His research interests included history of education and morality. He was the author of the first textbook on ethics in the postwar USSR. Other works Shishkin, including monograph "XX century and the moral values of humanity", played a in reorienting national philosophy from class interests to universal moral principles. During thirty years of his leadership of the Department of Philosophy, Shishkin managed to prepare several generations of researchers and university professors. Scientists educated by Shishkin students consider themselves to be his "scientific grandchildren". The majority of MGIMO post-graduate students followed the footsteps of Frantsev in their research, but they also were guided by Shishkin's ideas on morality in human relations. Philosophy and Social science school of MGIMO played an important role in the revival of Soviet social and political science. Soviet Social Science Association (SSSA), established in 1958, elected Frantsev as its president, and G.V. Osipov as a deputy president. A year later Osipov became president and remained so until 1972.
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Bosworth, William, and Keith Dowding. "The Cambridge School and Kripke: Bug Detecting with the History of Political Thought." Review of Politics 81, no. 4 (2019): 621–42. http://dx.doi.org/10.1017/s0034670519000512.

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AbstractWe propose a two-step method for studying the history of political thought roughly in line with the contextualism of the Cambridge School. It reframes the early Cambridge School as a bug-detecting program for the outdated conceptual baggage we unknowingly accommodate with our political terminology. Such accommodation often entails propositions that are inconsistent with even our most cherished political opinions. These bugs can cause political arguments to crash. This reframing takes seriously the importance of theories of meaning in the formative methodological arguments of the Cambridge School and updates the argument in light of new developments. We argue the new orthodoxy of Saul Kripke's causal theory of meaning in the philosophy of language better demonstrates the importance of contextual analysis to modern political theory.
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4

Hiwa, Reza. "School." Index on Censorship 31, no. 3 (July 2002): 138. http://dx.doi.org/10.1080/03064220208537110.

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Girven, Tim. "School message." Index on Censorship 20, no. 9 (October 1991): 29. http://dx.doi.org/10.1080/03064229108535206.

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Lowe, Barry. "Out of school." Index on Censorship 28, no. 1 (January 1999): 61–63. http://dx.doi.org/10.1080/03064229908536506.

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7

Gosnell, George. "Memories of school." Index on Censorship 28, no. 4 (July 1999): 48–53. http://dx.doi.org/10.1080/03064229908536620.

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Naim, Mouna, and Judith Vidal-Hall. "A poet goes to school." Index on Censorship 29, no. 3 (May 2000): 153–56. http://dx.doi.org/10.1080/03064220008536738.

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9

Vergerio, Claire. "Context, reception, and the study of great thinkers in international relations." International Theory 11, no. 1 (November 29, 2018): 110–37. http://dx.doi.org/10.1017/s1752971918000192.

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AbstractWhile the discipline of International Relations (IR) has a long tradition of celebrating ‘great thinkers’ and appropriating their ideas for contemporary theories, it has rarely accounted for how these authors came to be seen as ‘great’ in the first place. This is at least partly a corollary of the discipline’s long-standing aversion to methodological reflection in its engagement with intellectual history, and it echoes IR’s infamous tendency to misportray these great thinkers’ ideas more broadly. Drawing on existing attempts to import the methodological insights of historians of political thought into IR, this article puts forward a unified approach to the study of great thinkers in IR that combines the tenets of so-called ‘Cambridge School’ contextualism with those of what broadly falls under the label of reception theory. I make the case for the possibility of developing a coherent methodology through the combination of what is often seen as separate strands of intellectual history, and for the value of such an approach in IR. In doing so, the article ultimately offers a more rigorous methodology for engaging with the thought of great thinkers in IR, for analyzing the way a specific author’s ideas come to have an impact in practice, and for assessing the extent to which these ideas are distorted in the process.
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Rébay, Magdolna. "Learning Languages among Aristocrats in Hungary (1867-1918)." Espacio, Tiempo y Educación 8, no. 2 (December 23, 2021): 189–210. http://dx.doi.org/10.14516/ete.358.

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In the present study, by means of private letters, memoirs, as well as school registry forms, we focus on aristocratic children’s language education: what languages did they study, with whom did they study them, with what methods and for what purpose – whether at home or in school. After 1867, the aristocracy retained its multilingual facility. The daughters of the family typically continued studying at home, guided by foreign governesses and Hungarian home tutors. Besides Hungarian, they usually acquired three languages (French, German, English) to a proficient level, by help of a method that placed the emphasis on speaking. The boys’ language studies progressed in a similar way, the difference being that they were more likely to study in public schools – abroad or in Hungary. Within the high society, the two most sought-after foreign institutions were the Theresianum in Vienna and the Jesuit secondary grammar school in Kalksburg. In these, the students had the chance to choose from among several classical and modern languages to study; moreover, however surprising it might seem at first glance, they also placed a great emphasis on nurturing the Hungarian language. Thus, by the time they reached adulthood, the daughters and sons of high nobility became polished speakers and readers of foreign languages, which, besides cultivating their international family relations, also helped them in keeping abreast on world events, as well as in literature and the sciences, not to mention – in the case of the boys – constituting an advantage in their career fields.
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Dissertations / Theses on the topic "School: School of History, Philosophy, Political Science and International Relations"

1

Shade, Taylor J. "La evolucion del neoliberalismo en Chile hasta 2015." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1461071310.

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2

Briscoe, Mark. "Political realism and American foreign policy." Thesis, 2004. https://vuir.vu.edu.au/32984/.

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America's war in Afghanistan and on Iraq classified as part of the war on terror have come in the aftermath of the atrocities of September 11, 2001 when America was attacked by Islamist terrorists. America's response to these attacks, especially the war on Iraq, has been criticized heavily throughout the world. The U.S. has been criticized on the basis of morality, in terms of increasing the danger of further attacks on American soil and by its lack of understanding of the Islamic world. Criticism of U.S. foreign policy will continue long into the fixture, especially if the U.S. maintains its status as the only superpower in the world, which is unlikely in the long term, however we need to understand why America is criticized. The purpose of this thesis is to better understand American foreign policy and why the U.S. embarks on the policies that it does. This understanding will come by way of analysing America's stance towards both Afghanistan and Iraq in the last quarter of a century to see how it has changed in correlation with American needs at the time. Since the events of 9/11 America has become more aggressive in its foreign policy stance toward both Afghanistan and Iraq. It has ousted both the Taliban and the Saddam Hussein regime, with the help of allies, from these respective nations. This thesis will argue that this is natural given the tenets of political realism. Political realism is a theory based upon self-interest, power and opportunity. America's policy towards Afghanistan and Iraq will be intimately tied with these notions, as these notions have been called upon throughout history. The thesis should be viewed as a microcosm of the realities of international relations. The essay will discuss different aspects of International Relations political theory and draw the conclusion that political realism provides the more relevant and stronger theories. I use the word theories because there exists differing approaches within the nexus of realism, although core assumptions are maintained. The thesis will explore America's role in Afghanistan and Iraq in the 1980s as well as in its post 9/11 context. Placed in its proper context American foreign policy should be seen as something that is natural, rather than something unique to America.
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Bozinovski, Robert. "The Comintern, the Communist Party of Australia and illegality." Thesis, 2003. https://vuir.vu.edu.au/32983/.

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This thesis examines the Communist Party of Australia's (CPA) period of illegality between 1940 and 1942. This thesis also examines the CPA's relationship to the Comintern during, and before, World War II. A grasp of that relationship is essential for understanding the causes of the CPA's proscription.
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Books on the topic "School: School of History, Philosophy, Political Science and International Relations"

1

S, Finley Peter, ed. Piss off!: How drug testing and other privacy violations are alienating America's youth. Monroe, Me: Common Courage Press, 2005.

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2

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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9

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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Hanʾguk chugŏsa. Sŏul: Minŭmsa, 1992.

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