In international relations (IR), the theory of constructivism argues that the complicated web of international relations is not the result of basic human nature or some other unchangeable aspect but has been built up over time and through shared assumptions. Constructivism Reconsidered synthesizes the nature of and debates on constructivism in international relations, providing a systematic assessment of the constructivist research program in IR to answer specific questions: What extent of (dis)agreement exists with regard to the meaning of constructivism? To what extent is constructivism successful as an alternative approach to rationalism in explaining and understanding international affairs? Constructivism Reconsidered explores constructivism’s theoretical, empirical, and methodological strengths and weaknesses, and debates what these say about its past, present, and future to reach a better understanding of IR in general and how constructivism informs IR in particular.

No longer relegated to just the classroom, learning has become universal through the use of social media. Social media embodies constructivism itself as the users engage in the development of their own meaning. And, constructivism is relevant to education, and learning theory and technological advance can be better understood in the light of one another. This volume explores: particular areas influenced by constructivist thinking and social media, such as student learning, faculty development, and pedagogical practices, practical and useful ways to engage in social media, and dialogue and discussions regarding the nature of learning in relation to the technology that has changed how both faculty and students experience their educational landscape. This is the 144th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

Tracing constructivist work on culture, identity and norms within the historical, geographical and professional contexts of world politics, this book makes the case for new constructivist approaches to international relations scholarship.

"This book puts forward a point of view about advancement for International Relations in general and realism in particular. If borne out, the arguments contained in this study could have far-reaching consequences for International Relations and even beyond. Effective debate among realists and those who identify with other schools of thought has diminished dramatically over time. International Relations scholars have become dissatisfied with results from exchanges in words alone. Translation of the vast amount of information in the field into knowledge requires a greater emphasis on communication beyond the use of text. Given the challenges posed by existing and intensifying information overload, a call is made in this book for a new vision of progress, with a solid foundation in the philosophy of inquiry, through graphic representation of cause and effect. Realist scholarship in the post-World War II era is the natural domain for application of systemism, a graphic form of expression with straightforward rules for portrayal of cause and effect within theories. Systemism offers a visualization technique borrowed and adapted from the philosophy of science. Systemist graphics reveal the shortcomings, contributions and potential of realism, the embattled 'canary in the coal mine' for International Relations. These visualizations, which focus on realist theories about war, are intended to bring order out of what critics describe as chaos. In sum, a graphic turn for realism in particular and International Relations in general is essential in order to achieve the scientific progress that otherwise is likely to remain elusive"--

Contemporary Security Studies is a uniquely engaging introduction to Security Studies, covering the key theories and contemporary issues in the field.

This comparative study harks back to the revolutionary year of 1989 and asks two critical questions about the resulting reconfiguration of Europe in the aftermath of the collapse of communism: Why did Central and East European states display such divergent outcomes of their socio-political transitions? Why did three of those states—Poland, Bulgaria, and Russia—differ so starkly in terms of the pace and extent of their integration into Europe? Rumena Filipova argues that Poland’s, Bulgaria’s, and Russia’s dominating conceptions of national identity have principally shaped these countries’ foreign policy behavior after 1989. Such an explanation of these three nations’ diverging degrees of Europeanization stands in contrast to institutionalist-rationalist, interest-based accounts of democratic transition and international integration in post-communist Europe. She thereby makes a case for the need to include ideational factors into the study of International Relations and demonstrates that identities are not easily malleable and may not be as fluid as often assumed. She proposes a theoretical “middle-ground” argument that calls for “qualified post-positivism” as an integrated perspective that combines positivist and post-positivist orientations in the study of IR.

This handbook provides a comprehensive survey of US foreign policy throughout the Indo-Pacific. Home to around 60 percent of the world’s population; most of the world’s largest and fastest-growing economies; around half of the world’s states with full nuclear capabilities; and a complicated web of unresolved tensions, disputes, and conflicts, the Indo-Pacific is arguably the most diverse, dynamic, and contested region on Earth. US strategy there has evolved over centuries, with its physical presence going broadly unchallenged since at least the middle of the last century. However, the rapid development and expanding influence of China – alongside the growth of India, Indonesia, Vietnam, the Philippines, and others – as well as political and economic crises and disruptions within the United States itself, mean that in recent times the US has come to occupy a newly uncertain position and perceive a range of highly unfamiliar challenges. To explore how the US has managed, and continues to manage, its regional history, and how it approaches the modern-day landscape of an Indo-Pacific only recently normalised within international political discourse, the book contains 33 newly commissioned chapters from leading experts in the field. It does so partly with help from the more traditional realms of International Relations theory as well as more critical realms. It also unpacks US policy and strategy as it pertains to regional governments, states, and multilateral institutions, as well as to pressing issues including inter-state security, human rights, trade, artificial intelligence, and cyber strategy. It does so in four parts: History of the US in the Indo-Pacific Theorising US Policy and Presence in the Indo-Pacific The US and Indo-Pacific States and Institutions The US and Indo-Pacific Issues The book is designed to be of interest to students and scholars of the US in the Indo-/Asia Pacific; the international relations of the Indo-/Asia Pacific; and US foreign policy.

This informative book looks at science learning in a wide range of contexts. It is divided into three parts. Part one deals with the arguments put forward for studying science, and includes a discussion on what science learners need to know about the nature of science and how decisions about what forms science curricula are made. Part two includes articles on the processes by which science is learned and part three deals with inclusivity and diversity in science learning and what widening participation means for science education. This is a companion book to Mediating Science Learning through ICT also published by RoutledgeFalmer. Reconsidering Science Learning will be of particular interest to teachers on masters courses in science education and academics with an interest in science education.

This book is an important account of the state of the art of both theoretical and practical issues in the present-day research on conceptual change. Unique in its complete treatment of the questions that should be considered to further current understanding of knowledge construction and change, this book is useful for psychologists, cognitive scientists, educational researchers, curriculum developers, teachers and educators at all levels and in all disciplines.

This timely Research Handbook provides novel insights into the institutional complexities of the North Atlantic Treaty Organization (NATO). Through a defined focus on the post-Cold War evolution of NATO, it provides various theoretical perspectives on the Alliance and assesses wider research efforts within NATO studies.