Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

The growing technical uncertainties and complexities of problems of global concern have made international policy coordination not only increasingly necessary but also increasingly difficult. If decision makers are unfamiliar with the technical aspects of a specific problem, how do they define state interests and develop viable solutions? What factors shape their behavior? Under conditions of uncertainty, what are the origins of international institutions? And how can we best study the processes through which international policy coordination and order emerge? While a variety of analytic approaches have been used to address the problems of international cooperation, the approaches have yielded only fragmentary insights. At its core, the study of policy coordination among states involves arguments about determinism versus free will and about the ways in which the international system is maintained and transformed. Among the overlapping topics of debate are whether national behavior is determined or broadly conditioned by system-level factors, unit-level factors, or some complex interplay between the two; whether state policymakers can identify national interests and behave independently of pressures from the social groups they nominally represent; and whether states respond consistently to opportunities to create, defend, or expand their own wealth and power, to enhance collective material benefits, or to promote nonmaterial values.' A related question of

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Introduction: epistemic communities and international policy coordination

Norms have never been absent from the study of international politics, but the sweeping “ideational turn” in the 1980s and 1990s brought them back as a central theoretical concern in the field. Much theorizing about norms has focused on how they create social structure, standards of appropriateness, and stability in international politics. Recent empirical research on norms, in contrast, has examined their role in creating political change, but change processes have been less well-theorized. We induce from this research a variety of theoretical arguments and testable hypotheses about the role of norms in political change. We argue that norms evolve in a three-stage “life cycle” of emergence, “norm cascades,” and internalization, and that each stage is governed by different motives, mechanisms, and behavioral logics. We also highlight the rational and strategic nature of many social construction processes and argue that theoretical progress will only be made by placing attention on the connections between norms and rationality rather than by opposing the two.

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International Norm Dynamics and Political Change

The debate between realists and liberals has reemerged as an axis of contention in international relations theory.’ Revolving in the past around competing theories of human nature, the debate is more concerned today with the extent to which state action is influenced by ‘structure’ (anarchy and the distribution of power) versus ‘process’ (interaction and learning) and institutions. Does the absence of centralized political authority force states to play competitive power politics? Can international regimes overcome this logic, and under what conditions? What in anarchy is given and immutable, and what is amenable to change?

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Anarchy is what states make of it: the social construction of power politics

Twenty years ago, in the pages of the, Journal of Common Market Studies, Hedley Bull launched a searing critique of the European Community's "civilian power" in international affairs. Since that time the increasing role of the European Union (EU) in areas of security and defence policy has led to a seductiveness in adopting the notion of "military power Europe". In contrast, I will attempt to argue that by thinking beyond traditional conceptions of the EU's international role and examining the case study of its international pursuit of the abolition of the death penalty, we may best conceive of the EU as a "normative power Europe".

Normative Power Europe: A Contradiction in Terms?

In recent years, a great deal has been written about a `constructivist' approach in International Relations, which argues that international reality is socially constructed by cognitive structures ...

Seizing the Middle Ground:: Constructivism in World Politics

Studies in this issue show that the epistemic communities approach amounts to a progressive research program with which students of world politics can empirically study the role of reason and ideas in international relations. By focusing on epistemic communities, analysts may better understand how states come to recognize interests under conditions of uncertainty. According to this research program, international relations can be seen as an evolutionary process in which epistemic communities play meaningful roles as sources of policy innovation, channels by which these innovations diffuse internationally, and catalysts in the political and institutional processes leading to the selection of their shared goals. The influence of epistemic communities persists mainly through the institutions that they help create and inform with their preferred world vision. By elucidating the cause-and-effect understandings in the particular issue-area and familiarizing policymakers with the reasoning processes by which decisions are made elsewhere, epistemic communities contribute to the transparency of action and the development of common inferences and expectations and thereby contribute to policy coordination. International cooperation and, indeed, the development of new world orders based on common meanings and understandings may thus depend on the extent to which nation-states apply their power on behalf of practices that epistemic communities may have helped create, diffuse, and perpetuate.

Emanuel Adler

Papers

Seizing the Middle Ground:: Constructivism in World Politics

Conclusion: epistemic communities, world order, and the creation of a reflective research program

Security Communities: Notes on contributors

Security Communities: Introduction and theoretical overview

Constructivism and International Relations