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Efimenko, Nikolai Aleksandrovich. "Russian History in the mirror of the Political situation in China in the 50s of the XX century (based on school history textbooks)". Исторический журнал: научные исследования, n.º 3 (marzo de 2023): 151–64. http://dx.doi.org/10.7256/2454-0609.2023.3.40736.
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This article highlights the analysis of the textbook of universal history for the 9th grade, printed in China in the 1950s. The paper examines the features of the descriptions of Russia in the textbook, as well as the relationship between textbooks and the policy pursued by China during this period. Text criticism, linguoculturological and imagological analysis are the main methods of our research. The results of the work indicate that the Chinese government in the historical period considered in the textbook sought to form a certain image of Russia among schoolchildren, which was associated with events in Russian-Chinese relations. The study of Chinese history textbooks made it possible to analyze the historical perspective and cultural dynamics between Russia and China during the Cold War. The importance of studying history textbooks and their influence on the worldview of students is emphasized in the conclusions of the article. In addition, it is necessary to analyze the political and ideological goals that can be embedded in history textbooks. So, this study allowed us to understand more deeply the historical perspective of Russian-Chinese relations during the Cold War and to realize the importance of studying history textbooks. The results of the study can be used in the education system, as well as in research in the field of history and international relations.
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Lee-Koo, Katrina. "Textbooks and the teaching of International Relations". Australian Journal of Political Science 50, n.º 2 (3 de abril de 2015): 380–89. http://dx.doi.org/10.1080/10361146.2015.1038778.
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Faraj, Jehad, Andrea Roxana Bellot y Anca Daniela Frumuselu. "EXAMINING INTERNATIONAL AND INTERCULTURAL ISSUES IN PALESTINIAN ENGLISH TEACHING TEXTBOOKS". TEFLIN Journal - A publication on the teaching and learning of English 35, n.º 1 (29 de marzo de 2024): 1–18. http://dx.doi.org/10.15639/teflinjournal.v35i1/1-18.
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This study examines international and intercultural issues in the English for Palestine textbook series, specifically evaluating intercultural comparisons, mutual representations, and relations in terms of their effectiveness in enhancing students’ cross-cultural communication skills. The examination of the textbooks employed a qualitative methodology, enriched by the inclusion of quantitative components. The findings show that the textbooks under investigation comprise an insufficient and inadequate amount of international and intercultural issues, consisting of celebratory topics of surface culture with very little attention paid to conflictive aspects of deep culture. This study is a reminder of the importance of appropriate intercultural components in developing students’ critical thinking skills and minimizing intercultural misunderstandings. Hence, it aims to sensitize stakeholders and teachers to the potential losses associated with poor representations of international and intercultural issues in English teaching textbooks. Consequently, it urges them to take action by either amending the textbooks or using supplementary material to compensate for the identified lapses.
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Whitehall, Deborah. "Three Wartime Textbooks of International Law". Journal of the History of International Law / Revue d’histoire du droit international 22, n.º 2-3 (21 de octubre de 2020): 385–420. http://dx.doi.org/10.1163/15718050-12340156.
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Abstract Three wartime textbooks of international law published and then reissued by Hersch Lauterpacht, James Brierly and Georges Scelle between 1940 and 1945 present a collective argument against the politics of war by analysing the design flaws of interwar international law. Though the criticism was not new, its repetition in textbooks during war highlights the strategic significance of using basic principles to defend the pacifistic function of international law when lawlessness reigned the global imaginary. The textbook genre became an unexpected, critical field which enlivened when its first readers found the past of international law in their present, conditioned by crisis. There, against the scene of first reading and writing, the texts became counter texts which side-stepped diplomatic controversy to critically examine the reasons for the breakdown of order and remind internationalists about the continuity of law despite war, the political limits on legal function, and the tasks for their diligent, expert attention.
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McAndrew, Marie, Amina Triki-Yamani y Falk Pingel. "Teaching about Islam and the Muslim World". Journal of Educational Media, Memory, and Society 3, n.º 1 (1 de marzo de 2011): 1–4. http://dx.doi.org/10.3167/jemms.2011.030101.
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Textbooks play a critical role in representing and fixing the desired view of society and of intergroup relations in the minds of future generations. As such, textbooks crystallize and translate into a pedagogical form existing dynamics involving the complexity of knowledge and the dominant ideological representations of ethnic or international relations. Studies of teachers’ use of textbooks show that teachers tend to rely heavily on textbooks when teaching less familiar topics, particularly topics dealing with international aspects and dimensions of education.
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Powel, Brieg. "Blinkered Learning, Blinkered Theory: How Histories in Textbooks Parochialize IR". International Studies Review 22, n.º 4 (24 de diciembre de 2019): 957–82. http://dx.doi.org/10.1093/isr/viz062.
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Abstract Calls for a more “global” international relations (IR) based on theories grounded in world rather than Western histories have highlighted the Eurocentrism of history within the discipline. Global IR literature, however, neglects the role of tempocentrism in fostering that Eurocentrism. Tempocentric IR portrays the past as an extrapolation of the (Eurocentric) present, suggesting an inevitability and normality to Western dominance of international relations and obscuring non-Western significance. It also deprives IR theory-building of a broader pool of examples to inform existing theories. This article locates those centrisms in the textbooks of the discipline, while drawing on interdisciplinary research to reveal the disproportionate influence of the first years of higher education on students’ future worldviews. It is here that students are exposed to a historical grand narrative that establishes the boundaries of their inquiries and outlines what is, and what is not, significant. For a more “global” IR, therefore, it is suggested that textbook historical narratives require reconstructing in two ways. First, textbook history should be presented through connections and relations rather than substances. Second, historical chapters should reveal the multiple layers of time, including the deeper past, that have been instrumental in constituting the international relations of today.
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Dickson, Bruce J. "The United States and China: Into the Twenty-First Century (Third Edition). By Michael Schaller. [New York and Oxford: Oxford University Press, 2002. 242 pp. Hard cover $45.00, ISBN 0-19-513758-2; paperback $23.95, ISBN 0-19-513759-0.]". China Quarterly 174 (junio de 2003): 523–25. http://dx.doi.org/10.1017/s000944390323031x.
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This useful textbook provides an overview of US–China relations between the late 19th century and the beginning of the 21st. It gives a clear chronology of events and covers the main events and issues in the relationship. It also embeds the description of these events and issues in the larger international and domestic contexts, allowing it to mesh easily with other textbooks that focus either on China's foreign relations in general or on its domestic developments.
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Taulbee, James Larry. "Images of International Law: What do Students Learn from International Relations Textbooks?" Teaching Political Science 15, n.º 2 (enero de 1988): 74–79. http://dx.doi.org/10.1080/00922013.1988.9943552.
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Orlov, V. V. "Islam in Front of the Challenges of Modernity: World Politics, State System, Public Opinion". MGIMO Review of International Relations 12, n.º 4 (9 de septiembre de 2019): 239–49. http://dx.doi.org/10.24833/2071-8160-2019-4-67-239-249.
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Review of the textbooks: Islam in World Politics in Early XXIth Century: A Textbook / L.M. Yefimova, M.A. Sapronova, eds.; [A.M. Ahunov, V.A. Ahmadullin, R.I. Bekkin a. o.]; Moscow State Institute of International Relations (University) of Ministry of Foreign Affairs, Russian Federation, Dept. of Oriental Studies. Moscow: MGIMO–University, 2016. 345, [1] p. (In Russ.);Islam in the State and Socio-Political Systems of the Eastern Countries: A Textbook / L.M. Yefimova, M.A. Sapronova, eds.; [K.P. Borishpolets, R.D. Daurov, B.V. Dolgov a. o.]; Moscow State Institute of International Relations (University) of Ministry of Foreign Affairs, Russian Federation, Dept. of Oriental Studies. Moscow: MGIMO–University, 2018. 350, [1] p. (In Russ.);Muslim Socio-Political Ideas in Front of the Challenges of Modernity: A Textbook / L.M. Yefimova, M.A. Sapronova, eds.; [B.V. Dolgov, S.B. Druzhilovsky, L.M. Yefimova a. o.]; Moscow State Institute of International Relations (University) of Ministry of Foreign Affairs, Russian Federation, Dept. of Oriental Studies. Moscow: MGIMO–University, 2018. 192, [2] p. (In Russ.).The set of textbooks, written by the lecturers of Department of Oriental Studies, MGIMO–University, is a very useful publication both in terms of research and education. It covers the wide field of key problems of contemporary Islam and fills out some gaps in Russian studies of Islam.The first book of the series is focused on processes of globalization and democratization in Islamic world. The authors examine the role of Muslim states in multi-vector development of regional and global politics, analyze the impact of Islamic structures and concepts on present system of international relations. In the second book the authors emphasize the role of Islamic factor in domestic political life of specific countries and regions of the Muslim world. The authors focus on fundamental issues of constitutional law, functioning of supreme state bodies, building of parties and political systems. In the third book of the series the authors review the ideas of contemporary Muslim philosophers, public figures, political writers – both of conservative-fundamentalist and liberal-modernist orientation, basing on numerous facts. The authors managed to present the diversity of solutions, proposed by Muslim politicians and thinkers aimed at facing a number of challenges such as modernization and globalization, migration crises, poor ecological conditions, rise of social inequality, erosion and substitution of traditional values of Islam, etc.The textbooks in review may be of special interest not only for teachers and students at universities and high schools, but also for specialists in Oriental studies, political studies, as well as for broad audience of readers.
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ASHWORTH, LUCIAN M. "Where are the idealists in interwar International Relations?" Review of International Studies 32, n.º 2 (abril de 2006): 291–308. http://dx.doi.org/10.1017/s0260210506007030.
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International Relations (IR) textbooks often make reference to an idealist paradigm in interwar IR. This article argues that an idealist paradigm did not exist, and that interwar references to idealism or utopianism are contradictory and have little to do with defining a paradigm. Not only is there no idealist paradigm in IR at this time, but authors from the interwar period that have since been dismissed as idealists rarely share the attributes assigned to idealism or utopianism by later writers. If IR scholars are serious about understanding the history of their discipline then they will have to stop applying misleading and anachronistic terms like idealism.
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Gries, Peter Hays, Jennifer L. Prewitt-Freilino, Luz-Eugenia Cox-Fuenzalida y Qingmin Zhang. "Contentious Histories and the Perception of Threat: China, the United States, and the Korean War—An Experimental Analysis". Journal of East Asian Studies 9, n.º 3 (diciembre de 2009): 433–65. http://dx.doi.org/10.1017/s1598240800006731.
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Chinese and Korean protests over “revisionist” Japanese histories of World War II are well known. The impact of contested Chinese and US histories of the Korean War on US-China relations today has received less attention. More broadly, there has been little research seeking to systematically explore just how history textbook controversies matter for international relations. This article experimentally manipulates the impact of nation (US/China), of source (in-group/out-group textbooks), and of valence (positive/negative historical narratives) on measures of beliefs about the past, emotions, collective self-esteem, and threat perception in present-day US-China relations. A 2 × 2 × 2 design exposed randomized groups of Chinese and US university students to fictional high school history textbook accounts of the Korean War. Findings reveal significant effects of nation, source, and valence and suggest that the “historical relevance” of a shared past to national identities in the present has a dramatic impact on how historical controversies affect threat perception.
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Fort, Emilie. "Bridging Past and Present Traumas: The Emergence of Kosovo Serb Ethnoscape in the Dynamic Interaction between the Enclaved Environment and History Textbooks’ Content". Nationalities Papers 47, n.º 6 (13 de junio de 2019): 968–82. http://dx.doi.org/10.1017/nps.2018.27.
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AbstractThis article deals with the use of history textbooks imported from Serbia in the specific context of Kosovo Serb enclavement. It provides a content analysis of history textbooks used by Kosovo Serb pupils in Kosovo in terms of their contribution to Kosovo Serb collective identity building. This article focuses on the interaction between the enclaved environment within which Kosovo Serbs have lived since 1999 and the narratives contained in the history textbooks, to highlight how this interaction influences the way Kosovo Serbs consider their identity. First, I start by showing that history textbooks used by Kosovo Serbs in Kosovo emphasize religious identity. Next, I argue that dialogic relation between past and present, understood through the dynamic interaction between the enclaved environment and history textbook narratives, contributes to the emergence of enclaves as ethnoscapes.
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Slabin, Uladzimir K. "MENDELEEV’S PORTRAYAL AND MENDELEEVIAN EPONYMS IN CHEMICAL EDUCATION: SIC TRANSIT GLORIA MUNDI". Journal of Baltic Science Education 23, n.º 2 (20 de abril de 2024): 352–76. http://dx.doi.org/10.33225/jbse/24.23.352.
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Scholars as exemplars and their linked eponyms play a significant role in education. Since the discovery of the periodic law in 1869, perceptions of Mendeleev and his eponyms may have shifted. With the aim of assessing the historical and current portrayal of Mendeleev and his eponyms in chemistry textbooks and on the Internet, content analysis of textbooks, including Soviet and contemporary Russian (11) and Ukrainian (16), was conducted. Additionally, an Internet search in 7 languages was conducted to assess the prevalence of Mendeleevian eponyms online. Primary Mendeleevian eponyms are predominantly utilized in the Russian segment of the Internet. While Mendeleev’s portrayal held significance in mid-20th-century Soviet chemistry textbooks, his presence has dwindled in current Russian and Ukrainian textbooks. This decline is attributed to the obsolescence of associated chemical realities, the disputed priority of Mendeleev, and an ambiguous attitude towards him. The implications of this decline include loss of historical context, reduced memorization aids, impact on critical thinking, disruption of continuity, and reduced humanism in education. The research underscores the importance of a balanced and inclusive approach to science education, recognizing contributions from scientists of diverse backgrounds and perspectives, and highlights the interconnected nature of science education and international relations. Keywords: chemistry textbook, content analysis, eponym, Mendeleev, periodic system
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Scholl, Christopher W. "International Political Economy: Different Textbooks, Different Lenses". International Studies Review 5, n.º 3 (septiembre de 2003): 421–41. http://dx.doi.org/10.1046/j.1079-1760.2003.t01-3-00503023.x.
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Yudin, N. V. "Textbooks on the international relations theory: What they talk about, what they keep silent about, and what to do about it". Lomonosov World Politics Journal 15, n.º 4 (12 de marzo de 2024): 33–60. http://dx.doi.org/10.48015/2076-7404-2023-15-4-33-60.
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Theory represents the highest form of scientific knowledge in any discipline, a sort of certificate of maturity of the latter, and, at the same time, the key to its systematic teaching and understanding. From this point of view, international studies show a somewhat paradoxical picture. On the one hand, at the moment there is no shortage of either theoretical studies of international political issues or textbooks on the theory of international relations. On the other hand, their common leitmotif remains the idea that international studies either have not yet acquired a full-f ledged theory, or, due to their inherent complexity, dynamism and inconsistency are not subject to systematic generalization in principle. As a result, teaching of the IR theory turns out to be equally inconvenient for the lecturers, if they want to not just bombard students with terms and personalities, but teach them to effectively use different concepts and approaches, and for students. The author argues that these difficulties stem not only from the objective complexity of international processes and problems, but also from the subjective theoretical, methodological and philosophical specifics of the textbooks on the IR theory. To substantiate this claim this paper examines a selection of modern Russian and foreign textbooks on IR theory. The first section summarizes their key advantages, which include, first of all, the fact that they all successfully perform an educational function, introducing the reader to the key approaches, schools and theories that form the ‘body’ of modern IR theory. In this regard, one can easily find both textbooks specially designed for an unprepared audience which provide an introduction to the discipline, and publications containing an in-depth analysis of the driving forces and internal logic of the IR theory development. At the same time, as shown in the second section, all modern textbooks on IR theory share a number of common short-comings, which can be divided into methodological and philosophical ones. The former include not sufficiently substantiated logic of presentation, the lack of clear criteria for structuring the material and explicitly formulated principles for selecting approaches to be considered. The latter imply reliance on extremely shaky philosophical assumptions, which, consciously or not, reproduce post-modernist views on the problems of ontology and epistemology of international relations and international studies. And it is in a critical revision of these basic philosophical principles where, according to the author, lies the key to addressing the problems in both teaching the IR theory and formulating the theory of international relations in the strict sense.
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Sørensen, Georg. "The Realist Case for Global Reform. By William E. Scheuerman. Malden, MA: Polity, 2011. 219p. $26.95." Perspectives on Politics 11, n.º 3 (septiembre de 2013): 895–97. http://dx.doi.org/10.1017/s153759271300203x.
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This is a book about the contributions of mid-twentieth-century classical realists, first and foremost E. H. Carr, Hans Morgenthau, and Reinhold Niebuhr. The argument is that the “realism” defended by these scholars is sadly misrepresented in mainstream textbooks. Textbook renditions of realism emphasize the pursuit of national interest and the importance of Realpolitik, deny morality any meaningful role in international politics, and confirm the primacy of the sovereign nation-state and the fragility of international institutions. Realists look to the balance of power as the major instrument in preserving peace, and they reject the idea that anarchy can be transformed as a result of globalization and interstate cooperation, even in advanced cases of the latter, such as the European Union.
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Ilyina, O. K. "School of English in Journalism". MGIMO Review of International Relations, n.º 5(38) (28 de octubre de 2014): 218–20. http://dx.doi.org/10.24833/2071-8160-2014-5-38-218-220.
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Department of English Language № 3 was established in 1976 and leads the teaching of English language at the Faculty of International Journalism. The Department trains future international journalists, PR-professionals as well as experts in the field of sociology of mass communications. Since early 2010 the department has been headed by Olga K. Ilyina, PhD in Philology, Associate Professor. Since the opening of the specialty "Public Relations" at the Faculty of International Journalism the Department staff has done a great job providing educational materials for the teaching process, which include textbooks and manuals that contribute significantly to the education of highly qualified specialists. Since the early1990s in the department has created 32 textbooks and teaching materials.
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Freire, Lucas G. "Is Neorealism a Deterministic Theory of International Relations?" International Studies 56, n.º 1 (enero de 2019): 58–67. http://dx.doi.org/10.1177/0020881718824760.
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This article is a contribution to the clarification of the central claim of Kenneth Waltz’s neorealist international relations theory. Over the years, the notion that Waltz’s Theory of International Politics postulates a deterministic connection between the configuration of the structure of the international system and the behaviour of each of the units has gained traction in textbooks and in straw-man critiques of the neorealist approach. Two major groups of critics of neorealism’s alleged determinism have formed. The first group focuses on instances where predicted balancing behaviour did not occur in order to refute neorealism’s central claim about the link between structure and behaviour. The second group objects to any strong claims about structural features as such. In response, this article shows that a careful reading of Waltz’s writings suffices to indicate that the presupposition adopted by both groups of critics is flawed. Neorealism was never presented by its main proponent as a deterministic international relations theory.
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Phillips, Brian. "The Practitioner’s Bookshelf: In Praise of the Human Rights Textbook". Journal of Human Rights Practice 12, n.º 2 (julio de 2020): 471–77. http://dx.doi.org/10.1093/jhuman/huaa027.
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Abstract This instalment of ‘The Practitioner’s Bookshelf’ makes the case for the human rights textbook as an appealing option for human rights practitioners needing to refresh and extend their knowledge and understanding of recent developments in our field. The author assesses a quartet of new human rights textbooks with particular reference to their discussion of contemporary thinking and debate among scholars and practitioners about the definition of torture in international law.
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Kudela-Świątek, Wiktoria. "Kolekcja sybiracka Archiwum Naukowego Polskiego Towarzystwa Ludoznawczego we Wrocławiu. Bibliografia komentowana, wstęp i oprac. Małgorzata Ruchniewicz, Polskie Towarzystwo Ludoznawcze, Wrocław 2020, Biblioteka Zesłańca, Świadectwa XX wieku, t. 1, 520 ss." Krakowskie Pismo Kresowe 14 (1 de diciembre de 2022): 203–8. http://dx.doi.org/10.12797/kpk.14.2022.14.10.
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IMAGE OF POLAND (SECOND POLISH REPUBLIC, POLISH PEOPLE’S REPUBLIC AND THIRD POLISH REPUBLIC) IN MODERN UKRAINIAN HISTORY TEXTBOOKS The article analyses which image of Poland is present in modern Ukrainian textbooks of history for pupils of 10th and 11th forms (regarding the period since 1918 till present) that were written after the start of the Russian-Ukrainian war in 2014 and were published during 2018-2019. The study is based on content analysis of 30 textbooks on The History of Ukraine, World History and the integrated course “History: Ukraine and the World” for pupils of 10th and 11th forms. In order to determine how positive or negative is the image of Poland that is formed in the mind of the reader, the 4th year students of the History Department of Mykhaylo Kotsiubynsky Vinnytsia State Pedagogical University were asked to determine the number of mentions of the words Poland, Polish, the Poles etc. with positive, neutral and negative connotation in every textbook. The obtained results were then subject to quality analysis.We may observe the ambiguous reflection of the image of Poland in Ukrainian history schoolbooks, which is a logical reflection of long-lasting and complex historical relations between the Poles and the Ukrainians. In general, the image of Poland in The History of Ukraine textbooks is worse than the one presented in the World History textbooks as the authors were forced to show different sides of Polish-Ukrainian interaction in the 20th century. However, real historical conditions for Polish-Ukrainian friendship and cooperation at the current stage and the results of the work of the Joint International Committee of Experts on Improving the Content of School Textbooks have undoubtedly influenced the situation – in spite of highlighting truly difficult relations between the two peoples, the “enemy image” of Poland is not formed; attention is mostly focused on broad political, social, cultural and other circumstances that have led to ambiguous situations in Polish-Ukrainian relations. At the world history level authors mostly focused on presenting Poland as a victim of totalitarian regimes and a symbol of the fight for freedom. The negative part of the image of Poland goes back to the confrontation between the Polish and the Ukrainians in the 1st half of the 20th century (after the events of World War I) and the positive side is based on unity in resisting totalitarianism, protection of democracy, integration into the EU and NATO. Consequently, the image of the Second Polish Republic and the Polish Republic of 1944-1952 is worse that the image of the Third Polish Republic (the image of Polish People’s Republic is very indistinct altogether). This image of Poland, which is gradually improving in Ukrainian textbooks of history from 1918 to 2018 is an indicator of good prospects for further international cooperation as the pupils see the positive dynamics and will be able to continue this process.
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Sadyrbaeva, Z. "FEATURES OF WRITING FOREIGN-LANGUAGE GEOGRAPHICAL NAMES IN THE NEW KAZAKH ALPHABET". Tiltanym, n.º 1 (23 de enero de 2021): 134–39. http://dx.doi.org/10.55491/2411-6076-2021-1-134-139.
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When compiling the world political map, some effective ways of mastering foreign-language geographical names were considered. Due to the fact that foreign-language onomastic names are represented in places of state administration, international affairs, diplomatic, international relations, in the world information space, in school textbooks, the laws of the Kazakh language become the main reference point in the new Kazakh alphabet.
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Horda, Oksana y Oksana Trumko. "THE THEME OF THE RUSSIAN-UKRAINIAN WAR IN THE LINGUODIDACTIC DIMENSION". Theory and Practice of Teaching Ukrainian as a Foreign Language, n.º 18 (30 de mayo de 2024): 102–9. http://dx.doi.org/10.30970/ufl.2024.18.4397.
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Over the past decade, the topic of war has been a key one in various scientific discourses. Linguistic studies are also increasingly focusing on it. But today, this topic is still poorly studied in linguodidactics, particularly in teaching Ukrainian as a foreign language (UFL). This confirms the significance of this paper. The article analyzes the training materials (texts and exercises) for teaching Ukrainian as a foreign language (UFL), which reveal the events of the Russian-Ukrainian war, starting from 2014 to the present day. Linguistic and cultural content of the new textbooks in UFL is considered. The focus is on the educational materials of the textbook “The Key to Ukraine: Cities and People” in two parts (B2–C1 levels) and the textbook “Catch Skovoroda” (B1–B2 levels). Both books were prepared by the authors of the International Institute for Education, Culture and Diaspora Relations of Lviv Polytechnic National University. These textbooks take into account the historical and political events taking place in Ukrainian society and influencing the development of the Ukrainian language, in particular its lexical system. The article analyzes texts for reading and listening, new military vocabulary given in them, pre- and post-text exercises and tasks aimed at developing communication skills. Studying these materials will help foreign speakers to master military neologisms faster, ensure understanding of the news content in Ukrainian media, promote pro-Ukrainian narratives, and allow them to communicate on this topic in various fields. In addition, the realization of the topic of the Russian-Ukrainian war in UFL textbooks will help foreigners to develop socio-cultural competence about Ukrainians in the most difficult period of their lives and will evoke a sense of empathy for the heroic Ukrainian people. Key words: Ukrainian as a foreign language, linguodidactics, foreign language audience, Russian-Ukrainian war, textbook “The Key to Ukraine: Cities and People”, textbook “Catch Skovoroda”.
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Jones, Bill y Lynton Robins. "For the Guidance of Martians: A Reply to Martin Smith on British Politics Textbooks". Politics 20, n.º 2 (mayo de 2000): 105–9. http://dx.doi.org/10.1111/1467-9256.00119.
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A recent review article in the British Journal of Politics and International Relations made a number of criticisms about the supposed lack of innovation and theoretical rigour found in current British politics textbooks. Jones and Robins constructively engage the points made in the article and argue that the criticisms made are only partly valid. They conclude that, within the obvious confines of a basic text, there is more on offer to students than there has ever been and that the success of these textbooks provides publishers with the means to cross-subsidise minority interest scholarship.
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Sulaimani, Amjjad. "Gender Representation in EFL Textbooks in Saudi Arabia: A Fair Deal?" English Language Teaching 10, n.º 6 (25 de mayo de 2017): 44. http://dx.doi.org/10.5539/elt.v10n6p44.
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This study explores gender representation in an international English as a Foreign Language (EFL) textbook that has been specifically adapted for the Saudi Arabian context. It aims to investigate gender frequencies in conversations in three dimensions: gender relations, subject positions, and contents. The quantitative data were analysed using critical discourse analysis (CDA) as a model. The results indicate that the textbook is biased in terms of gender. Women are underrepresented in the textbook. They have been totally excluded from half of the units in the textbook. Also, the equal relations between the two genders are limited to friendship. Although both genders are positioned in the same subjects and contents, women are less frequently characterised than men.
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Dukeyev, Berikbol. "Kazakhstan in World War II: Authors and Publishers of Post-1991 History Textbooks". Central Asian Affairs 8, n.º 3 (22 de diciembre de 2021): 251–72. http://dx.doi.org/10.30965/22142290-12340004.
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Abstract The paper examines the production of secondary-school textbooks published between 1992 and 2019 that address the Soviet history of Kazakhstan. It argues that textbook authors exercise agency when discussing Kazakhstan’s participation in the Second World War. While some authors focus squarely on the heroism of Kazakhs and the Kazakh nation’s contribution to the final victory, others build upon this narrative by discussing the human losses incurred and the experiences of ordinary people. This article contributes to studies looking at portrayals of World War II in post-Soviet countries’ history textbooks.
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Karp, Basil. "Teaching the International Dimension of American National Government". Political Science Teacher 2, n.º 1 (1989): 16–20. http://dx.doi.org/10.1017/s0896082800000519.
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Despite enormous changes in the global circumstances that impinge on American government and despite a growing recognition that the undergraduate curriculum must be internationalized, relatively little has been done to incorporate a global perspective in the one place where political science teachers can reach very large numbers of undergraduate students—the introductory American national government course. The internationalization of the American economy, the developing interdependence between the United States and other countries, the growth of local-international links—these phenomena have scarcely touched the bedrock political science course.Textbooks for the introductory American government course reflect this neglect of the international dimension. They typically allude to the international factor briefly in the context of the president's powers in conducting foreign relations and discuss it more extensively in a chapter on “Foreign Policy” or “Foreign and Defense Policy.” As a practical matter, however, this chapter is usually near or at the very end of the book, which many teachers and students probably never reach. A perusal of various current textbooks confirms the conclusion made by a 1981 survey of 50 leading textbooks that very few of the books recognize the interdependence phenomenon or the importance of global circumstances. Apart from textbooks, learning packages designed for the American government course on such topics are rare.To expose students to the international dimension of American national government, the writer conducted a special project in two sections of his American national government course during the spring 1988 semester. The following instruction sheet was given to the students.
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Zambrano Márquez, Diego Miguel. "Decentering International Relations: The Continued Wisdom of Latin American Dependency". International Studies Perspectives 21, n.º 4 (16 de julio de 2020): 403–23. http://dx.doi.org/10.1093/isp/ekaa007.
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Abstract Although many international relations (IR) theory and international political economy textbooks consistently reference dependency theory, it is commonly considered a passé, outdated, or defunct theoretical approach. This paper challenges conventional wisdom, stressing the continued relevance of dependency as an analytical approach. Overall, it argues that Dependency theory represents a successful effort at decentering IR. To do so, it first discusses decentering as an effort to challenge and engage core concepts in IR to transform the “universal” understandings of global politics. In this sense, Dependency theory decentered IR by introducing an understanding of the world in which Western and non-Western spaces are mutually constitutive, highlighting the role of non-core contexts in creating and maintaining the status quo of the universal. Second, the paper analyzes the influence of Dependency theory in modern discourses of political economy like the resource curse, globalization, Post-Colonialism, and Post-Developmentalism. These parallelisms show Dependency's effectiveness at decentering IR and transforming the way the discipline studies non-core spaces.
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Reid, Eva y Elena Kováčiková. "How to choose the right English language textbook?" Problemy Wczesnej Edukacji 36, n.º 1 (21 de febrero de 2017): 87–98. http://dx.doi.org/10.5604/01.3001.0010.2001.
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The book market in Slovakia is overloaded with various language books offered by prestigious publishing houses. The “international” textbooks are rather very general, not paying attention to cultural and language peculiarities which are different for each country and culture. Modern teaching approaches call for cross-curricular relations and the content of teaching might differ in every country. National books have the advantage of including cultural and language specifics of the particular country, connect contents of various schools subjects and take into consideration the needs of “home” language teachers with the aim to improve and develop specifically the sides of language systems and skills that are particularly necessary for students of their country. The paper analyses three English language textbooks for third grade of primary schools. Two textbooks are form major international publishing houses and are the most popular in Slovakia. The third book is written by Slovak authors and is new to the market. The method of document analysis was used to compare contents of linguistic and cultural diversity and supporting development of intercultural awareness and intercultural communicative competences of pupils.
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Halliday, Fred. "‘The sixth great power’: on the study of revolution and international relations". Review of International Studies 16, n.º 3 (julio de 1990): 207–21. http://dx.doi.org/10.1017/s0260210500112471.
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The discipline of International Relations has long had an uneasy relationship to revolution. Hannah Arendt's remark that the twentieth century has been shaped by wars and revolutions is often quoted, but it is striking how, within the institutionalized research and teaching on International Relations, these two historically formative processes receive differential treatment. Courses, journals, departments and institutes on war are plentiful. Study of war, in its historical, strategic and ethical dimensions, as well as in policy terms, is central to the academic study of IR. Revolutions, by contrast, enjoy a marginal existence. Standard textbooks and theoretical explorations devote little space to them. There is no journal specializing in this question. We have yet to meet the Oliver Cromwell Professor of Revolutionary Studies: there are no invitations to speak at the Thomas Paine International Institute for the Comparative Study of Revolutionary Change.
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Deighton, Anne. "Say it with documents: British policy overseas, 1945–1952." Review of International Studies 18, n.º 4 (octubre de 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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Kholopov, A. V. "Economic Studies". MGIMO Review of International Relations, n.º 5(38) (28 de octubre de 2014): 171–81. http://dx.doi.org/10.24833/2071-8160-2014-5-38-171-181.
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The establishment of the School of Economic Science at MGIMO was due to the necessity of the world economy research, and the need to prepare highly skilled specialists in international economics. The school is developing a number of areas, which reflect the Faculty structure. - Economic theory is one of the most important research areas, a kind of foundation of the School of Economic Science at MGIMO. Economic theory studies are carried out at the chair of Economic theory. "The course of economic theory" textbook was published in 1991, and later it was reprinted seven times. Over the past few years other textbooks and manuals have been published, including "Economics for Managers" by Professor S.N. Ivashkovskaya, which survived through five editions; "International Economics" - four editions and "History of Economic Thought" - three editions. - International Economic Relations are carried out by the Department of International Economic Relations and Foreign Economic Activity. Its establishment is associated with the prominent economist N.N. Lyubimov. In 1957 he with his colleagues published the first textbook on the subject which went through multiple republications. The editorial team of the textbook subsequently formed the pride of Soviet economic science - S.M. Menshikov, E.P. Pletnev, V.D. Schetinin. Since 2007, the chair of Foreign Economic Activities led by Doctor of Economics, Professor I. Platonova has been investigating the problems of improving the architecture of foreign economic network and the international competitiveness of Russia; - The history of the study of problems of the world economy at MGIMO begins in 1958 at the chair baring the same name. Since 1998, the department has been headed by Professor A. Bulatov; - The study of international monetary relations is based on the chair of International Finance, and is focused on addressing the fundamental scientific and practical problems; - The chair "Banks, monetary circulation and credit" was created in February 2012. It is head by Professor G.S. Panova. The members of the chair are experienced bank employees; - The field of practical application of research results in the field of accounting, statistics and auditing has been expanding in recent years. The research in the field is conducted at the synonymous chair; - An important direction of development of economic studies at MGIMO is a risk management and insurance. Established in 1993, the Department of Risk Management and Insurance is headed by Professor R.T. Yuldashev.
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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”, n.º 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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Determann, Matthias. "The Crusades in Arab School Textbooks". Islam and Christian–Muslim Relations 19, n.º 2 (abril de 2008): 199–214. http://dx.doi.org/10.1080/09596410801923949.
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Christodoulou, Eleni. "Deconstructing resistance towards textbook revisions: the securitisation of history textbooks and the Cyprus conflict". Global Change, Peace & Security 30, n.º 3 (26 de marzo de 2018): 373–93. http://dx.doi.org/10.1080/14781158.2018.1453492.
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Carty, A. "A colloquium on international law textbooks in England, France and Germany: introduction". European Journal of International Law 11, n.º 3 (1 de marzo de 2000): 615–19. http://dx.doi.org/10.1093/ejil/11.3.615.
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Wahyuningtyas, Dwi. "AN ANALYSIS OF COGNITIVE LINGUISTICS TENETS IN AN ENGLISH FOR SPECIFIC PURPOSES TEXTBOOK". Journey: Journal of English Language and Pedagogy 5, n.º 1 (17 de marzo de 2022): 74–79. http://dx.doi.org/10.33503/journey.v5i1.1787.
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In English language teaching, cognitive linguistics has played an important role in classroom activities. This can be the depicted in the use of the textbooks. In this study, the textbook used is English for international Relations book, a part of English for Specific Purposes series published by Universitas Muhammadiyah Malang. Two of the features that chime cognitive linguistics principles are metaphors and categorization leading to prototype. Meanwhile, one of the clashes that is apparent in the textbook is the use of English which is unnatural, one of the factors is the textbook is used in a non-English speaking country. In the end, there are some suggestions on how to deal with the tenets of cognitive linguistics for the features that still clash with the principles of cognitive linguistics. First, it can be done by introducing some words that may have different meanings if they are added with different prepositions. The second example might be adjusting the use of the pictures and illustrations with the text and context. Also, the learners are suggested to know the patterns of the target language as they are different from their mother tongue.
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Nasyrova, Gulnara N. "Frame technology in textbooks for reading". Tambov University Review. Series: Humanities, n.º 195 (2021): 75–86. http://dx.doi.org/10.20310/1810-0201-2021-26-195-75-86.
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We reveal means of knowledge representation (frame, script and plan) and M. Minskiy’s hierarchical structure of the frame. It highlights different means of applying the frame theory to the native pedagogics as a frame pedagogical technology which enables students to enlarge the volume of knowledge under study without enlarging the volume of time spent on it; as a way of arranging the vocabulary necessary for a text comprehension and as a way of compiling a student’s dictionary. We offer a hyperframe model “A Manual for Master’s Degree Students in International Relations”. We analyze stereotypical and structural lexical and semantic features of mass media texts included into this hyperframe. We focus on the stereotypical structure of exercises and tasks circulating in the hyperframe: pre-text, text and after-text. The article stresses the importance of stereotypical tasks in each module, like “Agree/Disagree” and “Discussion Points” in order to further develop the soft skills of the 21st century. We offer Quizlet as a way of electronic means of learning new vocabulary and prove the necessity of including tasks aimed at the development of academic writing. The study also points out the pedagogical technology “Flipped Classroom” as one of the methods of working with the textbooks for Reading.
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Ledenyova, S. N. "School of English for Business Administration". MGIMO Review of International Relations, n.º 5(38) (28 de octubre de 2014): 209–11. http://dx.doi.org/10.24833/2071-8160-2014-5-38-209-211.
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Department of English Language № 4 was established in 1975 in order to work with students of the Faculty of International Economic Relations, Faculty of International Business and Business Administration and part-time students. Since 2001, the Department works exclusively with the students of the faculty of International Business Administration. Svetlana Ledenyova, PhD in Philology, Honored Worker of Higher Education of the Russian Federation is the Head of the Department, Effective teaching of English is achieved by inspired members of the department, specializing in linguistic and economic education. Most of them have received their education at leading universities in the UK and the USA. Over the past few years the Department published eight textbooks and other learning materials
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Ide, Tobias. "Terrorism in the textbook: a comparative analysis of terrorism discourses in Germany, India, Kenya and the United States based on school textbooks". Cambridge Review of International Affairs 30, n.º 1 (2 de enero de 2017): 44–66. http://dx.doi.org/10.1080/09557571.2017.1293611.
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Gann, Rose. "The Limits of Textbook Ideology". Politics 15, n.º 2 (mayo de 1995): 127–33. http://dx.doi.org/10.1111/j.1467-9256.1995.tb00130.x.
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This article critically reviews five recently published textbooks on Modern Ideologies. It argues that these texts rely upon a particular conception of ideology that is useful in providing a framework through which the histories and ideas of specific ideologies are analysed, compared and assessed. However, placed in the context of the wider debate concerning the nature of ideology, it fails to address important issues and its limitations become apparent.
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Artyukov, A. P. y A. E. Amelin. "The Soviet-Japanese War of 1945 on the pages of textbooks of basic secondary education". Vestnik of Samara University. History, pedagogics, philology 29, n.º 2 (19 de julio de 2023): 58–66. http://dx.doi.org/10.18287/2542-0445-2023-29-2-58-66.
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The article deals with the problem of studying the Soviet-Japanese War in the system of basic general education, through a comprehensive analysis of information material in school textbooks from 1952 to the present. The relevance of this topic is explained by certain specifics of Russian-Japanese relations, which can be described as restrained, due to a number of territorial, economic and political contradictions. Almost every year, Japan raises the issue of the territorial affiliation of some islands of the Kuril ridge, putting forward claims and calls for a revision of decisions taken following the Second World War. But Japanese diplomacy faces a firm position of the Russian Federation on this issue. Such diplomatic battles have been going on since the middle of the last century to this day and are the reason that a peace treaty between the countries has not been concluded yet. In modern conditions of aggravation of international relations, the topic of the Soviet-Japanese war of 1945 and the results of the Second World War in the education system are becoming one of the key topics. In the study of educational materials of textbooks on the topic of the Soviet-Japanese war, the main attention was paid to the volume of historical material presented to students for study, illustrative material, the content part, that is, how much the topic is disclosed as fully and in detail as possible, as well as schematic maps. Thus, the analysis of the content of the text material in textbooks revealed the wave-like dynamics of the information volume, from the quantitative and qualitative growth of historical information, especially in the early 1980s, to its sharp reduction in the materials of modern textbooks.
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Horodenko, Lesia y Yevhen Tsymbalenko. "Ukrainian theorists of mass communication: overview of main works". Current Issues of Mass Communication, n.º 34 (2023): 18–41. http://dx.doi.org/10.17721/cimc.2023.34.18-41.
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This material is submitted for discussion on the pages of the journal. It has the status of a working version of a review article, a preprint. Anyone can participate in the discussion by submitting their materials with a reference to this material in the "Discussions" section. The authors of this material, in the case of writing a scientific article, must make a reference to their material, which they submitted for discussion. The proposed review presents a selection of the main generalizing works on the theory of mass communication, created by Ukrainian researchers over the past 25 years. Preference was given to training manuals, monographs, and textbooks, the authors of which tried to present a comprehensive view of the topic and systematize existing knowledge. The review of the selected works is carried out in the chronological order of their publication. This selection includes V. Ivanov's dissertation "Methodology and methods of researching the content of mass communication" (1996), O. Kuznetsova's textbook "Fundamentals of mass communication" (1996), the textbook by A. Moskalenko, L. Guberskyi, V. Ivanov and V. Vergun "Mass Communication" (1997), O. Zernetska's monograph "Global Development of Mass Communication Systems and International Relations" (1999), V. Ivanov's textbook "Sociology of Mass Communication" (2000), H. Pocheptsov's textbook "Communication Theory" ( 2001), S. Kvit "Mass Communications" (2008), V. Rizun "Theory of Mass Communication" (2008), O. Kosyuk's textbook "Mass Communication Theory" (2012), V. Ivanov's monograph "Mass Communication" (2013) . The review uses methods of historical-comparative and logical analysis
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Murgescu, Mirela‐Luminita. "Rewriting school textbooks as a tool of understanding and stability". Southeast European and Black Sea Studies 2, n.º 1 (enero de 2002): 90–104. http://dx.doi.org/10.1080/14683850208454674.
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Mun, Dayul, Haeyoung Won y So San Kang. "The Study on Direction of Development of Self-study Business Korean Textbook for Japanese Officers". Korean Society of Culture and Convergence 44, n.º 11 (30 de noviembre de 2022): 977–91. http://dx.doi.org/10.33645/cnc.2022.11.44.11.977.
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The purpose of this paper is to search the direction of the development of self-study business Korean textbooks for Japanese officers. In many cases, Japanese officers have to learn Korean, the language of their trading partner, on their own for work efficiency. However, textbooks for them are significantly lacking. We suggested the development direction of self-study business textbooks as follows. First, a B5 size textbook is suitable for self-study learner. Second, visual materials such as photos and illustrations should be used and Japanese explanations should be added to help learners understand the contents. Third, realistic pronunciations should be presented and the appendix for supplementary explanations should be actively used. Fourth, self-evaluation should be conducted for each unit so that learners can check their own learning. Fifth, Korea's diverse corporate culture should be introduced. And we present the contents of the self-study business textbook for Japanese according to the direction of development.
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Ide, Tobias, Jakob Kirchheimer y Denise Bentrovato. "School textbooks, peace and conflict: an introduction". Global Change, Peace & Security 30, n.º 3 (14 de agosto de 2018): 287–94. http://dx.doi.org/10.1080/14781158.2018.1505717.
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Feldestein, Ariel. "Textbooks as Memory-Shapers: Structuring the Image of Theodor Herzl in Textbooks as Part of Israeli Collective Memory in the 1950s". Israel Affairs 13, n.º 1 (enero de 2007): 80–94. http://dx.doi.org/10.1080/13537120601063317.
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Yu, Miin-ling. "From Two Camps to Three Worlds: The Party Worldview in PRC Textbooks (1949–1966)". China Quarterly 215 (septiembre de 2013): 682–702. http://dx.doi.org/10.1017/s0305741013001021.
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AbstractThe worldview as reflected in the textbooks of the People's Republic of China during 1949–1966 centred on Party-led nationalism, anti-imperialism and anti-colonialism. This article emphasizes both the continuities and changes in nationalist ideology during the Republican and Maoist periods. First, textbooks in Maoist China presented the imperialist powers as shifting away from Britain, Russia and Japan under the KMT government and towards the United States (since 1949) and the Soviet Union (since the 1960s), and emphasized class struggle. Second, the CCP had far greater control over the production of textbooks than the KMT. In this sense, the CCP truly carried out “partified” (danghua) education, a goal shared by the KMT which it never had the ability to achieve. In addition, “the language of Cultural Revolution” appeared with the outbreak of the Korean War. In other words, the education that cultivated revolutionary successors began in the early 1950s.
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Dilek, Gülçin y Dursun Dilek. "Current History Teaching in Turkey: Curricula, Debates and Issues". History Education Research Journal 11, n.º 2 (1 de mayo de 2013): 202–15. http://dx.doi.org/10.18546/herj.11.2.16.
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The aim of this study is to review the current situation with history teaching in Turkey after the education reform introduced in 2004. Accordingly, this study mainly focuses on the structure and problems of history teaching in Turkey bothat primary and secondary levels after the education reform, following confrontational debates about the role of history teaching in the construction of citizenship, and in the context of international relations, which is related to collaborative projects undertaken with a number of countries to rewrite history textbooks in a peaceful way. Current research trends in this field are also mentioned briefly. Some researches show that in history teaching in Turkey the common issues that occur are related to text books, the intensity of knowledge/objectives relationships, insufficient weekly course hours and the unfamiliarity of teachers with both new history and constructivist approaches. New history textbooks and curricula continue to be a conflict area between their respective defenders who claim in turn that history teaching should either be a vehicle for constructing national identitity or that it should be a vehicle for constructing global, pluralist and democratic citizenship. On the other hand, mutual work with some Arabian countries to rewrite the common past in textbooks,is on Turkey's current agenda to enhance the international context of this perspective. Some researches also show that apart from debates about the nature of history's social aims and the problems of history teaching as already indicated, teachers seem ready to adopt the new history approach. In addition to this, every passing day there is a marked and rapid increase in research into history teaching and the variety of related research subjects are hopeful improvements.
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Khaisam, Aga. "ANALYSIS AND INTERPRETATION OF QUR'ANIC AYATS ON HARAM AND HALAL FOODS". Innovative Solution in Modern Science 4, n.º 40 (5 de julio de 2020): 27. http://dx.doi.org/10.26886/2414-634x.4(40)2020.3.
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The relevance of the research topic due to the rapid development of the standard of the Halal industry, which primarily includes food products. In some cases, falsified products are produced under this brand. This is usually due to a lack of knowledge of the religious requirements of this standard. The subject of the study is the Ayats of the all turn to what is said in the Holy Quran. The scope of the research results: theoretical development of courses and textbooks on Islamic law, development of Halal standards. Practical application of the research results can be found in the production of Halal standard products, in establishing international trade relations and in organizing a tourism business that meets Halal standards .Keywords: Islam, Islamic law, Quran, Ayah, Halal, haram, Halal standard, Halal food, Halal industry, international trade, pork, carrion, alcohol.
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Kryachkov, D. A. "School of Diplomatic English". MGIMO Review of International Relations, n.º 5(38) (28 de octubre de 2014): 203–5. http://dx.doi.org/10.24833/2071-8160-2014-5-38-203-205.
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Chair of English Language № 1 considers itself the successor of the English Language Chair, established at the Faculty of International Relations at the Moscow State University during the World War II. After the Faculty was reformed into MGIMO the Department of English Language began to grow rapidly. Members of the chair develop textbooks and teaching materials designed to provide competence-based approach in the education in field of international affairs, the development of the professional proficiency in English, which are necessary for future participants of our foreign policy. To date, the chair staff consists of 60 professionals, including 26 PhDs. Teachers of the department also conduct research and take part in educational conferences both in Russia and abroad, including those devoted to the professional foreign language communication. Members of the chair also publish scientific articles in this field.