Journal articles on the topic 'School: School of History, Philosophy, Political Science and International Relations'
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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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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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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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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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Staud, Toralf. "... and a small school in Saxony." Index on Censorship 30, no. 3 (July 2001): 48–53. http://dx.doi.org/10.1080/03064228908536939.
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Klein, Norma. "My Book and the School Library." Index on Censorship 16, no. 4 (April 1987): 2–27. http://dx.doi.org/10.1177/030642208701600401.
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Klein, N. "Opinion: My book and the school library." Index on Censorship 16, no. 4 (April 1, 1987): 2–27. http://dx.doi.org/10.1080/03064228708534228.
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Alter, Karen J. "The Empire of International Law?" American Journal of International Law 113, no. 1 (January 2019): 183–99. http://dx.doi.org/10.1017/ajil.2018.81.
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This review essay examines three intellectual histories focused on fundamental transformations of international law in the early twentieth century. Juan Pablo Scarfi's Hidden History of International Law in the Americas is most interested in debates about a Pan-American international law, meaning the idea that international law might work differently in different regions, which was debated but eventually gave way to the change that Arnulf Becker Lorca, a Lecturer in Public International Law at Georgetown Law, discusses. Becker Lorca's Mestizo International Law is most interested in how the conception that international law applied only to civilized nations transformed into the modern conception that presumes sovereign equality. The Internationalists, by Oona Hathaway and Scott Shapiro, respectively the Gerard C. and Bernice Latrobe Smith Professor of International Law and the Charles F. Southmayd Professor of Law and Professor of Philosophy at Yale Law School, and seeks to understand how the normal (and legal) recourse to force in international relations was replaced by an international law that bans the use of force, except in self-defense. Ideas regarding these issues started to evolve in the late 1800s, but the transformative debates occurred at roughly the same time because the Hague Peace Conferences and the League of Nations allowed contestations over old versus updated understandings of international law to flourish.
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Heckman, James J. "The American Family in Black & White: A Post-Racial Strategy for Improving Skills to Promote Equality." Daedalus 140, no. 2 (April 2011): 70–89. http://dx.doi.org/10.1162/daed_a_00078.
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In contemporary America, racial gaps in achievement are primarily due to gaps in skills. Skill gaps emerge early, before children enter school. Families are major producers of skills, thus inequality in school performance is strongly linked to inequality in family environments. Schools do little to reduce or enlarge the skill gaps that are present when children enter school. Parenting matters, and the true measure of child advantage and disadvantage is the quality of parenting received. A growing fraction of American children across all race and ethnic groups is being raised in dysfunctional families. Investment in the early lives of children from disadvantaged families will help close achievement gaps. America currently relies too heavily on schools and adolescent remediation strategies to solve problems that start in the preschool years. Policy should prevent rather than remediate. Voluntary, culturally sensitive support for parenting is a politically and economically palatable strategy that addresses problems common to all racial and ethnic groups.
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Malkin, Stanislav. "Civil Identity Formation within Contemporary Informational Space (Historical Policy and Educational Practices)." ISTORIYA 12, no. 11 (109) (2021): 0. http://dx.doi.org/10.18254/s207987840017582-9.
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The main focus of the article was on the impact of current historical policy affecting the foreign and domestic political interests of the Russian Federation (mainly in the fields of interethnic relations and international law) on the educational strategies of the authorities, designed to facilitate or impede the process of forming a Russian civil identity. Specific historical and contemporary examples show that the latter has long been considered as a humanitarian technology for solving state problems in this field, within the contemporary informational space with a cumulative effect in terms of the space of politically engaged versions of different pages of history, especially closely related to the formation of the contemporary world order. Accordingly, the focus of the study is the contradictions between the historical and educational policies of the Russian Federation, which are analyzed through the lens of the evolution of the aims of the authorities in matters of the historical education and historical memory, their norm-legal regulation and institutional support, as well as real educational practices after 1991. The experience of the several years (since 2014) on the introduction of the historical and cultural standard for teaching the school course of the history is considered as a collective attempt by the authorities and society to lead historical and educational policies to a common denominator in terms of the content and value. The special accent in the article concerns the problems of the teacher professional training for the implementation of the state historical and educational policy of the Russian Federation within given framework, considering the specifics of the contemporary informational space. Both methodological and organizational restrictions were identified in secondary and higher schools (primarily at specialized faculties of pedagogical universities), which have a significant impact on the formation of civil identity through historical education, both at the stage of training pedagogical personnel and in the process of studying the school course of the history.
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Gellhorn, Martha. "Forty years on." Index on Censorship 24, no. 4 (July 1995): 123–25. http://dx.doi.org/10.1177/030642209502400434.
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Nisbett, Richard E. "The Achievement Gap: Past, Present & Future." Daedalus 140, no. 2 (April 2011): 90–100. http://dx.doi.org/10.1162/daed_a_00079.
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The achievement gap between blacks and whites owes nothing to genetics. It is not solely due to discrimination or social-class differences between blacks and whites. It is due in good part to environmental differences between blacks and whites stemming from family, neighborhood, and school socialization factors that are present even for middle-class blacks. The gap is closing slowly, but it could be closed much more rapidly, with interventions both large and small. Preschool programs exist that can produce enormous differences in outcomes in school and in later life. Elementary schools where children spend much more time in contact with the school, and which include upper-middle-class experiences such as visits to museums and dramatic productions, have a major impact on poor black children's academic achievement. Simply convincing black children that their intellectual skills are under their control can have a marked impact.
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Marcus, Greil. "A trip to Hibbing High School." Daedalus 136, no. 2 (April 2007): 116–24. http://dx.doi.org/10.1162/daed.2007.136.2.116.
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Dorahy, J. F. "Alienation, reification and the antinomies of production." Thesis Eleven 148, no. 1 (October 2018): 21–38. http://dx.doi.org/10.1177/0725513618800133.
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In recent years, the works of György Márkus – a member of what has been dubbed the ‘Budapest School’ – have begun to generate an increasingly sophisticated and vibrant discussion. The present essay seeks to contribute to this burgeoning body of critical literature by offering a summary account and evaluation of the evolution of Márkus’s thought from the critique of alienation developed during the 1960s through to his post-Marxist philosophy of culture in the latter decades of the 20th century. It does so with the intention of answering what is arguably the question confronting the contemporary reception of Márkus’s body of work: in what relation do Márkus’s later works stand to the aspirations and ideals of his early, more explicitly Marxist writings?
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Hočevar, Marko. "Art as praxis: Danko Grlić’s conception of art beyond technological determinism." Thesis Eleven 159, no. 1 (July 28, 2020): 96–109. http://dx.doi.org/10.1177/0725513620946944.
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The article explores the specific conception of art developed by Danko Grlić, a prominent member of the Yugoslav Praxis School. Grlić conceptualised art beyond both aesthetic norms and technological determinism. Within the context of praxis philosophy, a distinct theory of the subject and a Marxist humanist approach, he reconceptualised art as a distinct type of praxis, a revolutionary and creative practice of changing existing living conditions. The article explains how his unique understanding of art leads Grlić to analyse, criticise and refute various Marxist approaches to art: art as an ideology, art as a reflection of the objective world, art as sociological analysis. Moreover, while sharing many ideas and conceptions with Walter Benjamin’s materialist conception of art, Grlić reached the point where he became critical due to Benjamin’s belief in technology concerning processes of emancipation, which Grlić viewed with scepticism.
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Kryvanos, Kiryla. "Children of Chernobyl." Index on Censorship 25, no. 1 (January 1996): 105–9. http://dx.doi.org/10.1177/030642209602500126.
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The following excerpts and illustrations from Footprint of the Black Wind (Minsk 1995), were produced by Belarusian school children in response to a competition on the theme ‘Chernobyl in my destiny’. The writing by children from within or near the 30 kilometre exclusion zone expresses their confusion, grief and sense of loss at their evacuation from their homes. Children from further afield, in areas officially declared safe, discovered only three years later the true extent of the disaster and the damage to their lives
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Thukul, Wiji. "This dark night." Index on Censorship 26, no. 2 (March 1997): 64–65. http://dx.doi.org/10.1177/030642209702600219.
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A ward-winning poet Wiji Thukul is currently in hiding and being sought by the police in connection with the Jakarta riots of 27 July 1996. Thukul, who chairs the People's Art Network (an organisation under the umbrella of the People's Democratic Party), left school at the age of 11 and took a variety of jobs, including selling newspapers, working as a carpenter, and as a pedicab driver, while composing his poetry. His books include Mencari Tanah Lapang ( Looking for Open Fields), Puisi Pelo ( A Lisper's Poetry), Darman dan Lain-Lain ( Darman and Others). This poem was written while in hiding
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Jianyin, Sun. "Antinomies of culture and critique of modernity." Thesis Eleven 144, no. 1 (February 2018): 3–12. http://dx.doi.org/10.1177/0725513618755774.
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The critique of modernity was one of the important themes in philosophy in the 20th century. Theorists focused on the spiritual characteristics of modernity by which they tried to find a solution to the crisis of modernity, a solution beyond economics and politics. György Márkus, one of the members of the Budapest School, focused on the culture of modernity for 30 years. He presented a critical theory of modern culture. His theory had a clear logic and offered a compelling view. At the core of his theory of cultural modernity was the idea of the ‘antinomies of culture’. These antinomies are of vital importance since the struggle and tension between the poles of culture provides, on his view, the energies and orientation required for the development of cultural modernity. In this essay, I will try to analyse the reality of cultural modernity in China employing Márkus’s ideas and evaluating the significance of his theory.
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Kersten, Carool. "From Braudel to Derrida: Mohammed Arkoun's Rethinking of Islam and Religion." Middle East Journal of Culture and Communication 4, no. 1 (2011): 23–43. http://dx.doi.org/10.1163/187398611x553733.
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AbstractThis article examines Mohammed Arkoun as one of the pioneers of a new Muslim intellectualism seeking new ways of engaging with Islam by combining intimate familiarity with the Islamic civilizational heritage (turath) and solid knowledge of recent achievements by the Western academe in the humanities and social sciences. It will show how his groundbreaking and agendasetting work in Islamic studies reflects a convergence of the spatiotemporal concerns of an intellectual historian inspired by the Annales School with an epistemological critique drawing on structuralist and poststructuralist ideas. Influenced by Paul Ricoeur's hermeneutics and the deconstructionist philosophy of Jacques Derrida, Arkoun evolved from a specialist in the intellectual history of medieval Islam into a generic critic of epistemologies, advocating a concept of so-called 'emerging reason' which transcends existing forms of religious reason, Enlightenment rationalism and the tele-techno-scientific reason of the postmodern globalizing world. This article concludes that Arkoun's proposals challenge the intellectual binary of the West versus Islam and the historical dichotomy between the northern and southern Mediterranean.
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AKIMOV, SERGEY. "MASTERY OF ART HISTORY METHODOLOGY AS A PROFESSIONAL COMPETENCE OF A TEACHER OF ART HISTORY AT A CHILDREN'S ART SCHOOL." Культурный код, no. 2022-3 (2022): 69–86. http://dx.doi.org/10.36945/2658-3852-2022-3-69-86.
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Methodological heritage of classical art studies is considered in this article as a basis for systematization and conceptual understanding of educational material in teaching art history in children's art school. The necessity for a teacher to know the ideas and principles of cultural-historical and formal approaches, iconology, spiritual-historical method of M. Dvořak and his followers is emphasized; an attempt is made to show their significance for pedagogical practice. The works of modern Russian art historians are considered, in which interesting methodological problems are solved and familiarization with which will be useful to teachers in theoretical and practical aspects.
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Löffler, Winfried. "Secular Reasons for Confessional Religious Education in Public Schools." Daedalus 149, no. 3 (July 2020): 119–34. http://dx.doi.org/10.1162/daed_a_01807.
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The cultural importance of religion and its ambiguous potential effects on the stability of liberal democracy and the rule of law recommend including information about religions in public school curricula. In certain contexts, there are even good secular reasons to have this done by teachers approved by the religious communities for their respective groups of pupils, as is being practiced in various European states (with a possibility of opting out, with ethics as a substitute subject in some schools). Is this practice compatible with the religious neutrality of states? An illustrative analysis shows how suitable criteria for the admission of religious groups to offering religious education can block the objection of undue preference. Like any solution in this field, it is not immune to theoretical and practical problems.
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Leung, Hannah, and Matthew Hernon. "Battle lines: One battle, two countries and a whole lot of opinions. We talk to people in China and Japan about what they learnt at school about the Nanjing massacre." Index on Censorship 47, no. 1 (April 2018): 38–39. http://dx.doi.org/10.1177/0306422018770111.
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Oposa, Antonio. "Let Me Tell You a Story." Daedalus 149, no. 4 (October 2020): 207–33. http://dx.doi.org/10.1162/daed_a_01828.
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I've spent my time caring for the Life-sources of Land, Air, and Waters – the LAW of Life. It began by being touched by the Sea and the story of my mariner grandfather. It went on to raids to fight environmental crime syndicates in the Philippines and on to the court of law. The Court is a good venue to light a STAR: to tell a Story, put the issues on the Table for orderly discussion, spark Action, and arrive at a Resolution. I founded the SEA Camp (Sea and Earth Advocates) to train children to care for the Sea and Earth and, later, founded the School of the SEA. Twice – in 2008 and in 2013-I saw the School erased by an extraordinary typhoon, a foretaste of the climate crisis. I've realized that when you use the law and science to change the mind, it can change tomorrow. But when you change the heart, it is forever. In the midst of the ongoing climate and COVID-19 crises, I believe that we can change the story of the world if we change the storyline. “The seeds of goodness live in the soil of appreciation for goodness.”
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Carpio, Glenda R. "Race & Inheritance in Barack Obama's Dreams from My Father." Daedalus 140, no. 1 (January 2011): 79–89. http://dx.doi.org/10.1162/daed_a_00060.
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When and how did Barack Obama's now well-known “hope” mantra take shape? Carpio's essay explores this question through close readings of key passages from Obama's autobiography. It is nearly three hundred pages into the autobiography before the phrase “the audacity of hope” appears, at the end of the “Chicago” section. Obama has just been accepted to Harvard Law School and has yet to take his first trip to Africa to find his paternal family when he hears the phrase from his infamous ex-pastor, Jeremiah Wright. The essay places this moment from the “Chicago” section in the context of the entire autobiography to illuminate why, for Obama, it takes audacity to hope that we can transcend America's history of racial conflict. In the process, the essay reveals Obama's dark view of race relations in America before he became the symbol of a supposedly post-racial America that he is now.
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Lodhi, Maleeha. "Deterring Dissent in Education." Index on Censorship 14, no. 2 (April 1985): 28–30. http://dx.doi.org/10.1080/03064228508533866.
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‘Real scholars have been silenced and pseudo-scholars and sycophants have been promoted. It seems that the forces of darkness and obscurantism have succeeded in arresting the processes of scientific research.’ Pakistan under General Zia-ul Haq has had a regime of Martial Law since July 1977. According to a 1984 report on a mission to Pakistan published by the Paris-based International Federation of Human Rights, a climate of insecurity and arbitrariness has existed in the country since that date. It is characterised by the facility with which the Martial Law authorities may arrest whomever they wish, whenever they wish, and hold them for indefinite periods, as often as they choose; the absence of any scope for appeal against such decisions; and the absence of judicial surveillance of any kind whatsoever. In the following three articles, Pakistani writers describe the effects which Martial Law and the Islamic Law (Sharia) have had on higher education, the press and cultural life. Maleeha Lodhi teaches Politics at the London School of Economics and also works as a journalist with South magazine. The writer on Pakistan's press is a senior journalist who wishes to remain anonymous. And Farhad is the pseudonym of a Pakistani writer and journalist. For other articles on Pakistan see John Melville Williams ‘The Press in Pakistan’ (Index 5/1978), Shahid Nadeem ‘Imprisoned In Pakistan’ (Index 5/1979), Feroz Ahmed ‘Pakistan Curbs the Press’ (Index 4/1980), and Behroze Gandhy ‘Jamil Dehlavi Interviewed (Index 4/1981); and, of course, the Index Index section generally.
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Zarzo, Esther. "Book Review: Aullón de Haro, P. (2016), La Escuela Universalista Española del siglo XVIII. Madrid: Sequitur, pp. 255." International Journal of Comparative Literature and Translation Studies 5, no. 3 (July 31, 2017): 80. http://dx.doi.org/10.7575/aiac.ijclts.v.5n.3p.80.
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Recently published by the Madrid publishing house Sequitur, La Escuela Universalista Española del siglo XVIII is an introductory work to a study of the so-called Universalist School. Its author, Pedro Aullón de Haro from the University of Alicante, Spain, and Head of the Research Group “Humanism-Europe” since 1994, has coordinated various volumes whose main objective is the historical reconstruction of the Late Spanish Enlightenment Period, which was truncated by Charles III of Spain’s expulsion of the Jesuits, affecting a great many of its members. This Enlightenment Period, in contrast to the victorious French Enlightenment, offered not a political, but a scientific and humanistic view of knowledge, taking a comparative and universalist approach, but, due to the aforementioned expulsion of the Jesuits, the authors dispersed, leaving their work unfinished; and it is only now, under the label of the Universalist School, coined by Prof. Aullón de Haro, that they have been gathered together furthering the possibility of recovering their meaning and systematic cohesion. This volume serves as an introduction to the publications that the author has announced for 2018, in which the detailed study of the main authors within this scientific community will be undertaken following an encyclopaedic structure, which will finally give recognition to the Universalist School movement, and whose stand out authors include: Juan Andrés, creator of the Universal History of the Humanities and Sciences; Lorenzo Hervás y Panduro, creator of Universal and Comparative Linguistics; and Antonio Eximeno, creator of a universal aesthetic concept of music as language and expression.The common thread of the School is precisely the "universalist ideation" that assumes the unity of knowledge in a harmonious integration of experimental sciences, fine arts and human sciences within a humanistic epistemological framework, and consequently, comparativism as a methodology of study, based on the unity of its object: the destiny of man, with his knowledge integrated into a unitary vision of the universe and the world. All this is ultimately based on the work of Dionysius of Halicarnassus, historically rooted in the process of Greco-Roman cultural parallels, and with the main figures of Macrobius, Scaliger and Morhof.Furthermore, 2017 is the second centenary of the death of Juan Andrés, commemorated by an international Congress held at the Complutense University of Madrid and featuring an important bibliographical exhibition in the History Library of this Madrid University, titled "Juan Andres y la Escuela Universalista Española" (2017).The great scientific and thematic scope of the School means that it is possible to discern several sectors or "sub-schools", although the authors often practice several disciplines: the linguistic sub-school (Hervás and his extensive circle of collaborators), bibliographical (Miguel de Casiri, Diosdado Caballero…), botanical-naturalist (Antonio José Cavanilles, Pedro Franco Dávila, Juan José Ruperto de Cuéllar, José Celestino Mutis, Eduardo Romeo…), musicological (Antonio Eximeno, Josef Pintado, Vicente Requeno, Buenaventura Prats, Joaquín Millás…), Americanist-Mexicanist (Francisco Javier Clavijero, Juan Bautista Muñoz, Miguel del Barco González, José Lino Fábregas, Juan Nuix y Perpiñá…), on the Philippines (Juan de la Concepción, Antonio de Tornos, Bernardo Bruno de la Fuente…), meteorology (Andrés, Viñes, Faura…), studies on translation (Carlos Andrés, Juan Bautista Colomés, Pedro Cantón…) etc.The work is divided into three sections: "Teoría general", "Textos de y sobre autores de la Escuela", and "Bibliografía fundamental y selecta".The first section begins with an introductory chapter in which the conceptual principles of the School are explained in relation to the particularity of the Hispanic cultural history, where both its antecedents and theoretical limits are determined. Next comes a description of the sequence of milestones, historical circumstances and accidents that resulted in the formation of the School, as well as an in-depth explanation of the concept of "universalist ideation". Finally, "La ideación del primer programa epistemológico", is a necessary exposition of the important and almost inaccessible Prospectus Philosophiae Universae, a work that was written and directed by Juan Andrés. It is a general and pluridisciplinary programmatic text published in 1773 in Ferrara, and access to it for consultation is hard to come by. That is, it is a kind of program that intends to carry out a radical overcoming of the culture and thought of the Baroque era, through the integration of empiricist science and philosophy with classical humanism and its evolution through a historically founded and revisable concept of progress. The fourth chapter, entitled "La Ilustración universalista: creación de la Comparatística moderna y Literatura Universal", lists the conceptual keys to understanding the particularity of this late Spanish age of Enlightenment of Hispanic-Italian roots, Christian, integrative, international, intercontinental, founded on a unitary vision of the universe and the world. The fifth chapter, "La clasificación de las ciencias, la universalidad tematológica y la estética de la expresión", analyses the variables of the Enlightenment Period, the various types of European illustrations and their internal conceptual sectors, in an attempt to bring to light the lack of historical and intellectual homogeneity of a process of great relevance, and analyses the universalistic classification of scientific disciplines by comparison with the classification of the French illustration, showing the flagrant reduction of the French classification, and also includes a revealing study on the concept of "expression" elaborated by Antonio Eximeno, which was later also recovered by Benedetto Croce, although without him acknowledging the precedence of Eximeno’s work.The second part, "Textos de y sobre autores de la Escuela", presents a series of documents as a critical support of the School and its authors. This is especially true of the textual references from the three main authors with respect to the other members of the School, which provides an account of the indisputable existence of a productive and active scientific community.The last part records essential bibliographical sources and information intended to enable a continuation of the study by the authors of this School, a bibliographic selection of the most important works of all the members of the School, and another selection of general and monographic studies on relevant theoretical, historical and cultural issues.In short, this work succeeds in refuting one of the most important historical and intellectual fallacies of our time: the absence of a Spanish Enlightenment Period, and consequently, proves the existence of an original and consistent modern Hispanic thought. In this way, it opens up a field of study that demands new research that will bring to light better-informed reinterpretations of both Spanish and Hispanic America pasts in general, which will lead to a search for unity, not in political and economic terms, as seems to be the objective of economic globalization, but on the basis of the concept of universality. For this purpose, the Research Group Humanismo-Europa has affiliated itself with the Instituto Juan Andrés de Comparatística y Globalización, as well created links to its online network Biblioteca HumanismoEuropa, where all the information about the authors of the School and their texts has been gathered and made available to the general public.
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Brayboy, Bryan McKinley Jones, and K. Tsianina Lomawaima. "Why Don't More Indians Do Better in School? The Battle between U.S. Schooling & American Indian/Alaska Native Education." Daedalus 147, no. 2 (March 2018): 82–94. http://dx.doi.org/10.1162/daed_a_00492.
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American Indian/Alaska Native education – the training for life of children, adolescents, and adults – has been locked in battle for centuries with colonial schooling, which continues to the present day. Settler societies have used schools to “civilize” Indigenous peoples and to train Native peoples in subservience while dispossessing them of land. Schools are the battlegrounds of American Indian education in which epistemologies, ontologies, axiologies, pedagogies, and curricula clash. In the last century, Native nations, communities, parents, and students have fought tenaciously to maintain heritage languages and cultures – their ways of being in the world – through Indigenous education and have demanded radical changes in schools. Contemporary models of how educators are braiding together Indigenous education and Indigenous schooling to better serve Native peoples provide dynamic, productive possibilities for the future.
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Yeravdekar, V. "A social constructivism approach to learning digital technologies for effective online teaching in Covid-19." CARDIOMETRY, no. 23 (August 20, 2022): 761–64. http://dx.doi.org/10.18137/cardiometry.2022.23.761764.
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Use of digital technologies can enable effective e-learning. In this paper the authors have compared cognitive constructivism approach and social constructivism approach to enable school teachers to use digital technologies for online teaching in Covid-19. It has been found that social constructivism is more effective than cognitive constructivism for enabling school teachers to use digital technologies for delivery of classes in the online mode. Online learning is a method of learning that makes use of the Internet and the World Wide Web. Given the large range of applications accessible on the Internet and the web, it has the ability to stimulate learning in a social constructivist paradigm. The social constructivist paradigm is related with collaborative learning and creative problem solving. The findings of qualitative research papers about barriers to efficient online learning are examined in this integrative literature review. Digital technologies provide teachers with a plethora of new opportunities, but they must constantly be utilized.
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Einstein, Albert. "Physics & reality." Daedalus 132, no. 4 (October 2003): 22–25. http://dx.doi.org/10.1162/001152603771338742.
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Editor's Note: There is probably no modern scientist as famous as Albert Einstein. Born in Germany in 1879 and educated in physics and mathematics at the Swiss Federal Polytechnic School in Zurich, he was at first unable to find a teaching post, working instead as a technical assistant in the Swiss Patent Office from 1901 until 1908. Early in 1905, Einstein published “A New Determination of Molecular Dimensions,” a paper that earned him a Ph.D. from the University of Zurich. More papers followed, and Einstein returned to teaching, in Zurich, in Prague, and eventually in Berlin, where an appointment in 1914 to the Prussian Academy of Sciences allowed him to concentrate on research. In November of 1919, the Royal Society of London announced that a scientific expedition had photographed a solar eclipse and completed calculations that verified the predictions that Einstein had made in a paper published three years before on the general theory of relativity. Virtually overnight, Einstein was hailed as the world's greatest genius, instantly recognizable, thanks to “his great mane of crispy, frizzled and very black hair, sprinkled with gray and rising high from a lofty brow” (as Romain Rolland described in his diary). In the essay excerpted here, and first published in 1936, Einstein demonstrates his substantial interest in philosophy as well as science. He is pragmatic, in insisting that the only test of concepts is their usefulness in describing the physical world, yet also idealistic, in aiming for the minimum number of concepts to achieve that description. In 1933, Einstein renounced his German citizenship and moved to the United States, where he lived until his death in 1955. A recipient of the Nobel Prize in physics in 1921, he was elected a member of the American Academy of Arts & Sciences in 1924.
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Lazar, Seth. "Evaluating the Revisionist Critique of Just War Theory." Daedalus 146, no. 1 (January 2017): 113–24. http://dx.doi.org/10.1162/daed_a_00426.
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Modern analytical just war theory starts with Michael Walzer's defense of key tenets of the laws of war in his Just and Unjust Wars. Walzer advocates noncombatant immunity, proportionality, and combatant equality: combatants in war must target only combatants; unintentional harms that they inflict on noncombatants must be proportionate to the military objective secured; and combatants who abide by these principles fight permissibly, regardless of their aims. In recent years, the revisionist school of just war theory, led by Jeff McMahan, has radically undermined Walzer's defense of these principles. This essay situates Walzer's and the revisionists’ arguments, before illustrating the disturbing vision of the morality of war that results from revisionist premises. It concludes by showing how broadly Walzerian conclusions can be defended using more reliable foundations.
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Dugin, Alexander G. "Eurasianism as a Non-Western Episteme for Russian Humanities: Interview with Alexander G. Dugin, Dr. of Sc. (Political Sciences, Social Sciences), Professor, Leader of the International Eurasian Movement. Interviewed by M.A. Barannik." Vestnik RUDN. International Relations 22, no. 1 (March 30, 2022): 142–52. http://dx.doi.org/10.22363/2313-0660-2022-22-1-142-152.
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Alexander Gelyevich Dugin is a Soviet and Russian philosopher, political scientist, sociologist, theorist, PhD in philosophy, Dr. of Sc. (Political Sciences, Social Sciences), professor, leader of the International Eurasian Movement. He is Professor Emeritus at Eurasian National University named after L.N. Gumilev and Tehran University, visiting Professor at Southern Federal University, Senior Research Fellow at Fudan University (Shanghai). Alexander G. Dugin is the author of a number of journalistic publications, as well as scientific articles and textbooks on geopolitics and international relations, theory of a multipolar world. He has served as editor-in-chief of the EON publishing center, Dear Angel publishing house, and the journal Elements. Since 1991, he has been the Chairman of the historical-religious Association Arktogeya. From 1997 to 1999, he was the author and host of the program Geopolitical Review (Radio Free Russia). In 1998-2003, an advisor to the Chairman of the Russian State Duma. Since 2001, Chairman of the Political Council (leader) of the All-Russian Socio-Political Movement Eurasia. In 2008 to 2014, Professor, Head of the Department of Sociology of International Relations, Director of the Center for Conservative Research at the Faculty of Sociology at Moscow State University named after M.V. Lomonosov. In 2016-2017, editor-in-chief of Tsargrad TV channel. In his interview, Alexander G. Dugin discusses the concept of Eurasianism, its main schools, directions and representatives. Particular attention is paid to the influence of Eurasianism on Russias foreign policy and the strategic partnership between Russia and China. The interview deals with the specifics of Eurasian studies in Kazakhstan and Turkey. The leader of the International Eurasian Movement emphasizes that multipolarity is accompanied by the presence of both external and internal poles.
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Dugin, Alexander G. "Eurasianism as a Non-Western Episteme for Russian Humanities: Interview with Alexander G. Dugin, Dr. of Sc. (Political Sciences, Social Sciences), Professor, Leader of the International Eurasian Movement. Interviewed by M.A. Barannik." Vestnik RUDN. International Relations 22, no. 1 (March 30, 2022): 142–52. http://dx.doi.org/10.22363/2313-0660-2022-22-1-142-152.
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Alexander Gelyevich Dugin is a Soviet and Russian philosopher, political scientist, sociologist, theorist, PhD in philosophy, Dr. of Sc. (Political Sciences, Social Sciences), professor, leader of the International Eurasian Movement. He is Professor Emeritus at Eurasian National University named after L.N. Gumilev and Tehran University, visiting Professor at Southern Federal University, Senior Research Fellow at Fudan University (Shanghai). Alexander G. Dugin is the author of a number of journalistic publications, as well as scientific articles and textbooks on geopolitics and international relations, theory of a multipolar world. He has served as editor-in-chief of the EON publishing center, Dear Angel publishing house, and the journal Elements. Since 1991, he has been the Chairman of the historical-religious Association Arktogeya. From 1997 to 1999, he was the author and host of the program Geopolitical Review (Radio Free Russia). In 1998-2003, an advisor to the Chairman of the Russian State Duma. Since 2001, Chairman of the Political Council (leader) of the All-Russian Socio-Political Movement Eurasia. In 2008 to 2014, Professor, Head of the Department of Sociology of International Relations, Director of the Center for Conservative Research at the Faculty of Sociology at Moscow State University named after M.V. Lomonosov. In 2016-2017, editor-in-chief of Tsargrad TV channel. In his interview, Alexander G. Dugin discusses the concept of Eurasianism, its main schools, directions and representatives. Particular attention is paid to the influence of Eurasianism on Russias foreign policy and the strategic partnership between Russia and China. The interview deals with the specifics of Eurasian studies in Kazakhstan and Turkey. The leader of the International Eurasian Movement emphasizes that multipolarity is accompanied by the presence of both external and internal poles.
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Bevir, Mark, and Ian Hall. "Interpreting the English school: History, science and philosophy." Journal of International Political Theory 16, no. 2 (January 13, 2020): 120–32. http://dx.doi.org/10.1177/1755088219898884.
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This article introduces the Special Issue on ‘Interpretivism and the English School of International Relations’. It distinguishes between what we term the interpretivist and structuralist wings of the school and argues that disagreement about its preferred approach to the study of international relations has generated confusion about what it stands for and weakened its capacity to respond to alternative approaches. It puts the case for a reconsideration of the underlying philosophical positions that the school wishes to affirm and suggests that a properly grounded interpretivism may serve it best. The final part of the article discusses the topics and arguments of the remaining pieces in the Special Issue.
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Kostyantyn, Savchuk. "Little-known pages of the history of the development of international legal thought: Ludwig Jacob (1759–1827)." Yearly journal of scientific articles “Pravova derzhava”, no. 31 (2020): 407–14. http://dx.doi.org/10.33663/0869-2491-2020-31-407-414.
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This article explores the contribution to the development of international law science by the outstanding German philosopher and economist Ludwig Kondratievich Jacob (Ludwig Heinrich von Jacob) (1759–1827), who for some time worked as a professor of diplomacy and political economy at Kharkiv University. L. Jacob's contribution to the development of the science of international law is not limited to reading lectures on positive international law, which was taught at the Department of Diplomacy and Political Economy in the first decades of Kharkiv University. L. K. Jacob prepared and published a series of textbooks on logic, grammar, psychology, aesthetics, rhetoric, political economy and law under the general title «Philosophy Course for High Schools of the Russian Empire», the seventh part of which was devoted to the problems of natural law, including international law. International Law Jacob interpreted it as part of natural law, which determines relations between independent states. Among the fundamental rights of the nation he distinguishes: 1) the right to independence, which includes the right to take possession of things that did not belong to anyone (it is clear that the author here justifies the right to take over the so-called res nullius, which was widely used in international law at the time, 2) the right to independence from any other nation; 3) the right to formal equality with any other nation. Considerable attention in his textbook L. K. Jakob attributes the right to international treaties, though he sees no distinction between treaties that nation conclude with other nations and with foreign individuals. Some emphasis is also placed on diplomatic law in the textbook. In the work of L. К. Jakob quite comprehensive doctrine of the right to war, which, again, is quite typical for proponents of natural law in the science of international law, is based on the identification of relations between independent nations (states) with relations between individuals in the natural state. His international legal doctrine is literally imbued with the ideas of the humanization of war – he strongly opposes treachery and the use of such means of war, which cause the enemy extreme pain, requires respect for the rights of prisoners of war.On the last pages of his textbook L. K. Jacob is installing an application in which he proposes the idea of uniting the independent states into a confederation, provided that each of them maintains complete independence in their internal affairs. In this project it is easy to see the impact of the ideas of the treatise «To Eternal Peace» by I. Kant, a consistent follower of the philosophical doctrine of which L. K. Jacob performed in his philosophical writings.
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Ikenberry, G. John, and Tim Dunne. "Inventing International Society: A History of the English School." Foreign Affairs 78, no. 2 (1999): 139. http://dx.doi.org/10.2307/20049217.
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Konkin, A., and I. Romanova. "SCIENTIFIC DIALOGUE IN MODERN INTERNATIONAL RELATIONS: domestic and foreign views." TRANSBAIKAL STATE UNIVERSITY JOURNAL 28, no. 10 (2022): 79–90. http://dx.doi.org/10.21209/2227-9245-2022-28-10-79-90.
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Abstract. The authors analyze the existing approaches to the definition of scientific dialogue and scientific diplomacy, define the role of scientific dialogue in solving modern problems in the development of the theory of international relations. The research question is: how could scientific dialogue contribute to the development of modern international relations? The aim of the research is to identify key problems related, on the one hand, to the development of scientific dialogue in contemporary theory of international relations, and, on the other hand, to the formation of scientific diplomacy as one of the tools of contemporary international relations. The hypothesis of the research is that the presence of an adequate scientific dialogue contributes not only to improving the scientific basis for studying international relations, but also to their practice, in particular, to solving the global problems facing humanity. The object of the research is scientific dialogue in the system of international political and social relations. The subject of the research is theoretical and methodological foundations and peculiarities of scientific knowledge formation in the modern system of international relations and world politics. The main way of argumentation is the analysis of individual situations, factors, as well as generalized and specific data. The methodological basis of the research is based on the structural approach, which allows to investigate the problem of the scientific dialogue development in the modern system of international relations and world politics in a multidimensional way. The methods of research are the analysis of scientific sources on the topic under study, as well as data from related fields (philosophy, history, economics). It has been found that the lack of an adequate and informed dialogue between representatives of various national schools of international relations studies plays a negative role in the development of science in general. Based on the results of a theoretical analysis of the role of scientific dialogue in international relations, the most important aspects of its development, problems and prospects in modern political conditions are analyzed. The authors note that the insufficiently high quality of scientific dialogue is due to the lack of adequate information, tense relations between states, prejudice, and a high level of mistrust. On the other hand, the authors also examine the role of scientific diplomacy in shaping the interaction between the scientific and political spheres. Applying the tools of science diplomacy will enable governments to move beyond conventional wisdom about the role of science communities in global politics, and developing a research base in this area will provide an effective starting point for assessing how science, innovation and technology influence the response to the deepest and most pressing problems of global development. Despite the limited number of publications on the subject of scientific diplomacy and scientific dialogue, especially among domestic researchers, innovations and scientific achievements play a significant role in shaping the modern landscape of world politics in the current social and technological conditions, and therefore the chosen topic seems to be relevant. The development of scientific dialogue and scientific diplomacy plays a crucial role in world politics, since without scientific cooperation in the modern world it is impossible to effectively combat global challenges. The need to change the attitude towards the phenomenon and practice of science diplomacy as a platform for discussion and critical practice is also analyzed
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VAN DE HAAR, EDWIN. "David Hume and international political theory: a reappraisal." Review of International Studies 34, no. 2 (April 2008): 225–42. http://dx.doi.org/10.1017/s0260210508008000.
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AbstractDavid Hume’s ideas on international relations are different than most international relations academics suppose. Close scrutiny of Hume’s views on the nation, international society, war, balance of power, empire and trade reveals the need to reassess his place within international political theory. Taking an English School perspective, the analysis also shows the possible benefits for IR theorists within this tradition to focus on Scottish Enlightenment philosophy, which will also strengthen the position of the pluralist perspective within international society.
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Gallagher, Adrian. "Conceptualizing humanity in the English School." International Theory 8, no. 2 (April 13, 2016): 341–64. http://dx.doi.org/10.1017/s1752971916000038.
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The article advances three options to create new ways for thinking about humanity. First,reject humanityand view interconnectedness as state centric rather than human centric, with international law upheld as the bedrock institution of international society. Second,thin humanityputs forward a reductionist view that the value of humankind lies in the human worth of its members – human beings. In short, humanity is the sum of its parts. Third,thick humanity, which views humankind as an independent value in its own right. From this perspective, the value of humanity lies in its ubiquity, which reveals that it is not just more, it is different, to the sum of its parts. It is important to note that this is not a purely theoretical issue. One’s view of humanity shapes one’s view of whether citizens of one state should care for the citizens of another, which lies at the heart of contemporary debates over issues such as the responsibility to protect, human security, and redistributive justice. In so doing, the article speaks to broader debates on humanity that reflects the need for greater interdisciplinary research in the future.
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Faramarzi, Scheherezade. "Schools Under Occupation." Index on Censorship 14, no. 3 (June 1985): 17–18. http://dx.doi.org/10.1080/03064228508533889.
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Suwignyo, Agus. "School Teachers and Soft Decolonisation in Dutch–Indonesian Relations, 1945–1949." Itinerario 46, no. 1 (November 29, 2021): 150–71. http://dx.doi.org/10.1017/s0165115321000309.
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AbstractThe emergence of two states in Indonesia in the aftermath of the Second World War, namely the Republic of Indonesia and the Netherlands Indies Civil Administration, instigated a war that imposed citizenship, which schoolteachers had to choose carefully. By examining the quest for professional trajectories of Dutch and Indonesian schoolteachers during the 1945–1949 period, this paper argues that expanding citizenship fostered decolonisation through the teachers’ detachment from a shared dream of social mobility. The post–World War II reconstruction project, which is largely depicted as narratives of state building in many of the existing bibliographies, reflected a growing discontent in teachers’ expectations for economic reestablishment at the personal levels. The teachers’ detachment from a shared dream of social mobility reflected the dissolution of an imagined community where transnational cultural identities had met and melded in the early twentieth century. In contrast to the emerging historiography that emphasises atrocities and violence, this paper offers a perspective on the soft process of decolonisation.
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Shuhua, Zhang, Guo Jing, and Gaoyan Qiuyu. "Development of a National School of Political Science in China." World Economy and International Relations 64, no. 11 (2020): 84–95. http://dx.doi.org/10.20542/0131-2227-2020-64-11-84-95.
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Under the conditions of China’s steadily growing role in world politics, the task of moving from assimilation and criticism of Western theoretical discourse to creation and development of national political science schools is becoming more and more urgent. The article gives a brief review of the Chinese political science history, outlines the main achievements and tasks of the current stage in the process of formation of political science with Chinese characteristics. The article disputes the thesis of the universal nature of Western political science, critically evaluates some Western political theories: democracy, constitutional government, civil society; an attempt is made to show their shortcomings and limitations of their application. The main focus of the article is on clarifying the Chinese theory of democracy, which enriches and develops Marxist democratic theory, based on a generalization of the history of China’s democratic practice and an analysis of modern democratic politics led by the CCP. Another important area of interest of the Chinese political science school – the empirical studies of the political development of China – is also covered. The features of the Chinese parliamentary system, the system of political parties where the Communist Party plays the leading role, are described. An attempt is made to depict the relationship between the party leadership and the legislative branch in China. It justifies the need for the formation of government bodies from top to bottom on the basis of the Chinese consultative democracy principles, which to a certain extent oppose the “elective democracy” concept. Particular attention is paid to rural self-government bodies and difficulties in their formation, which have recently caused a hightened interest among Chinese researchers. The final part of the article outlines the most important tasks of Chinese political science for the near future.
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Welsh, Michael F., Thomas E. Thompson, and Jacque Jacobs. "Kids Killing Kids in School." Safundi 2, no. 3 (July 2001): 1–9. http://dx.doi.org/10.1080/17533170100102301.
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Watt, D. Cameron. "Intelligence studies: The emergence of the British school." Intelligence and National Security 3, no. 2 (April 1988): 338–41. http://dx.doi.org/10.1080/02684528808431951.
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Perera, Binendri. "The School Strike for Climate as people’s engagement in the transnational legal process and global constitutionalism." Global Constitutionalism 11, no. 1 (October 29, 2021): 9–26. http://dx.doi.org/10.1017/s2045381721000204.
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AbstractWhat is the significance of the School Strike for Climate from an international constitutional perspective? In this article, I compare the School Strike for Climate with the Hong Kong protests of 2019–20. Both these movements became necessary because of gaps in their countries’ respective domestic and international legal frameworks – what I term constitutionalism gaps. The immediate cause of each protest was how state and non-state actors exploited these constitutionalism gaps in the existing legal framework. Protests in Hong Kong were triggered by the attempt to enact an Extradition Law that threatened people’s autonomy, whereas the School Strike for Climate is a response to the failure of the state to deliver climate justice. Both these movements use similar strategies of advocacy and they have relied extensively on new technology. Based on this comparison, I argue that the School Strike for Climate promotes procedural and substantive values of constitutionalism at the international level, similar to the Hong Kong Protests at the domestic level. Through the School Strike for Climate, people seek to engage directly in the transnational legal process. In attempting to bridge the constitutionalism gap at the international level, the School Strike for Climate promotes values of global constitutionalism.