Stefano Guzzini (Author)

Abstract

The article makes three types of arguments to support the claim that it is necessary to emphasise international theory in teaching (and researching) International Relations. The first argument is logical: no empirical analysis is without theoretical assumptions. There is no explanation, which is simply a neutral selection of "data speaking to us". For social science theories are not only the result of knowledge, but also the condition for the very possibility of knowledge. The second argument is educational: training future practitioners and observers to track underlying assumptions in empirical argument fulfils the crucial role of a more time-independent intellectual education. Besides the necessary factual training, they need to acquire intellectual self-distance to respond to ever changing challenges. Moreover, this ability and the related capacity to ref1ect on one's own and another's assumptions are crucial for the fundamental diplomatic tasks of understanding and negotiating across national boundaries. The third reason for emphasising the need to teach (and research in) theories is more academic and political: the neglect of theoretical studies can cement the peripheral position in which the majority of academic communities finds themselves today, staying at the level of mere data providers and thought-takers.

Keywords

international relations;theory of international relations;empirical research;education;teaching;practice;knowledge;

Data

Language: English
Year of publishing:
Typology: 1.01 - Original Scientific Article
Organization: UL FDV - Faculty of Social Sciences
UDC: 327:378
COBISS: 20632413 Link will open in a new window
ISSN: 1408-6980
Views: 86
Downloads: 14
Average score: 0 (0 votes)
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Other data

Secondary language: Slovenian
Secondary title: Pomen in vloga poučevanja teorije v mednarodnih odnosih kot znanstveni disciplini
Secondary abstract: Članek izpostavlja tri vrste argumentov v prid trditvi, da je v poučevanju (in proučevanju) mednarodnih odnosov kot znanstveni disciplini nujno bolj poudariti teorijo mednarodnih odnosov. Prvi argument je logičen. Empirična analiza namreč ne obstaja brez teoretičnih predpostavk. Tudi pojasnitve, kjer bi preprosto nepristransko izbirali med "samoumevnimi dejstvi", niso mogoče. Teorije za družbene vede niso samo rezultat znanja, ampak so tudi nujen pogoj tega znanja. Drugi argument je povezan z izobraževanjem. Usposabljanje bodočih praktikov in opazovalcev v razumevanju temeljnih predpostavk, na katerih temeljijo empirični argumenti, izpolnjuje ključno vlogo v intelektualni izobrazbi, ki bo bolj neodvisna od trenutnih zgodovinskih okoliščin. Poleg nujnega faktičnega usposabljanja morajo bodoči praktiki in opazovalci razviti tudi sposobnost intelektualne samorefleksije, da se bodo sposobni soočiti z nenehno spreminjajočimi se izzivi. Še več, ta sposobnost in z njo povezana zmožnost razumeti lastne predpostavke in predpostavke drugih sta bistveni za temeljne diplomatske naloge razumevanja in pogajanja prek državnih meja. Tretji razlog za poudarjanje potrebe po poučevanju (in proučevanju) teorij je akademske narave. Zanemarjanje teoretičnih študij lahko zapečati periferni položaj, v katerem se danes nahaja večina akademskih skupnosti, ko te ostajajo zgolj na ravni zagotavljanja dejstev in povzemanja tujih misli.
Secondary keywords: mednarodni odnosi;teorije mednarodnih odnosov;empirično proučevanje;izobraževanje;poučevanje;praksa;znanje;
Type (COBISS): Article
Pages: str. 98-117, 186, 189
Volume: ǂVol. ǂ4
Issue: ǂno. ǂ2
Chronology: Jun. 2001
ID: 14890006
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