The study of international relations

Follow this path may be something detrimental to discuss & atilde, the, in that turn & aacute; the form & ccedil; & atilde, into an instrument of professional and n & atilde, into an end in itself. To better understand the difference & ccedil, the between them & eacute; POSS & iacute; recourse to a level meth á was apparent, that s & atilde, the academies of gin & aacute; stica. When someone & eacute; m going to a fitness facility á stica, worth up devices, subs & iacute; heats and training aimed at toning & ccedil; & atilde, muscle and / or increased ability to perform activities aer & oacute; spouts. What & eacute; Here important to distinguish & eacute; the goal and purpose of the academy: while the goal is & aacute; related to the tones & ccedil; & atilde, the body, the purpose tends to vary with each. Slimming the parade, through the preparation for the performance of a contest announced ccedil; & atilde, the, each indiv & iacute; duo have & aacute; Your pr & oacute; pria motivates & ccedil; & atilde, the, to go & aacute; vary according to their condition & ccedil; & otilde; es and their interests.
A teaching academy n & atilde, the should be different. The students, when they enter colleges, should keep in mind that your s & atilde purposes, the individual. disciplines, as well as the subs & iacute; estrus, should be understood as forms of organization & ccedil; & atilde, the activities, ways to potentiate & ccedil; & atilde, the the objectives to be achieves MAKE-ed. L & aacute; tones & ccedil; & atilde; or & corp COLLISION rea, here tones & ccedil; & atilde; reflective. Like this, each discipline should contribute to the development / strengthening of an anal & iacute capacity; tica, falling to the student consolidates & ccedil; & atilde; the capabilities of those that interest you, building your profile acts & ccedil; & atilde, the. N & atilde, should be the responsibility of the course or teachers how & ccedil; & atilde; the student, but the tones & ccedil; & atilde, the specific & iacute; is, within those á areas who know.
The scientist
Nothing more dangerous than a certain intellectual truths of his cient & iacute; you stay, owner of a latif & uacute; indium & ccedil of claims; & otilde; s who want perennials. The true scientist n & atilde, the merely curious, of someone & eacute; m knowing that every new truth & eacute; just the way that leads to new d & uacute; lives, new questions about a reality that never shown complete by being din & acirc; mica.
More than go against the grain, the goal of any ci & ecirc; INSTANCE & eacute; continually break with all the knowledge s & oacute; read, exposing its incompleteness and accumulating new challenges. S & oacute; we confirm in our certainties during the time in which we are meeting; after that, & Eacute; essential to have the courage to doubt.
All concepts must be placed & aggravate; proof and even the densest base emp & iacute; n & atilde rich, the can to serve the warranty & uacute; last word – especially since AT & eacute; even empiricism n & atilde; passes a temporary form & aacute; laugh at artificially organize the world.
Just as a poet, a scientist should be moved by their passion & otilde; es, by his front discomfort to an object that & eacute; mut always á vel, in & acirc; mico, tempor & aacute; rio. Being a scientist & eacute; fear the thesis and be enchanted by the hip & oacute; theses. & Eacute; seek overcomes & ccedil; & atilde; the self, recognizing as the god who creates his world with d & uacute; life.
This perspective & eacute; especially v á read to fields of knowledge that have only recently been delimited, as & eacute; the case of the relationship & ccedil; & otilde; s International. In him, & theories are commonly HAND confused with the affiliate & ccedil; & otilde; s ideol & oacute; gene, so that arise states & ccedil; & otilde; s like & ldquo; I am realistic” or & ldquo; I am Neo-liberal Institutionalist & rdquo ;. Such confusion & atilde; between the scientist / thinker and his tool (the theory) impacts on th & oacute; Pria treatment capacity in the world.
& Eacute; precisely in the ability of the relationship & ccedil analyst; & otilde, international es have n & atilde; s & oacute; question the world as it perceives, but also & eacute; m PR & oacute; Prias bases organize his thoughts, that & eacute; poss & iacute; vel find a good professional.
teaching-aprendisagem process
Despite the multidisciplinary discourse that dominates the relationship & ccedil; & otilde; s International, & Eacute; important to recognize that teachers t & ecirc; large & ccedil m limits; & otilde; s conceptual and has á optical, so that should focus only on those á areas in which really devoted attention & ccedil; & atilde; special. Develop a multi-disciplinary knowledge n & atilde; the & eacute; be knowledgeable v á rivers affairs, & Eacute; seek to consider v á holiday areas of approach when one makes an á lysis.
Thus, student and teacher must develop a way to di á logo that allows both to understand their different perspectives. As in all ci & ecirc; INSTANCE, the stored amount of knowledge goes beyond the ability to accumulate & ccedil; & atilde, the by an indiv & iacute; duo, so that & eacute; necessary & aacute; rio recognize cont & iacute; naked & ccedil limits; & atilde; what a teacher faces when working with a theme. Based on this recognition,  has the teacher n & HAND should be understood as the expression & HAND the knowledge accumulated in á area, but as a reference point, someone & eacute; m & whose reflection otilde; s are & HAND developed the point of becoming a stimulator of reflection & otilde; es. Someone & eacute; m bringing new t & eacute; techniques and subs & iacute; estrus able to help students in the pursuit of its purposes.
More than dictate the contents & uacute; of being worked, & Eacute; important that the teacher is able to indicate the reason & otilde; s leading & aggravate; choice of each of the authors worked, the methodologies to be & atilde, the used, the import & acirc; INSTANCE of the concepts presented. The n & atilde, the worry about it – be when designing a course, whether in pr & oacute; pria interaction & ccedil; & atilde; with students – teachers & n atilde; being & atilde, the players more than partial of a body of knowledge. At the same time, the n & atilde, the recognize their true fun & ccedil; & atilde, the in a classroom, the teacher turns out to offer the student a false perception & ccedil; & atilde; the completeness learning, obscurecendo to id & eacute; ia that or estudo & eacute; something cont RIVER Nuo.
Faced with v á rias study possibilities within the relationship & ccedil; & otilde; s International, the teacher should help the student in its ability to delimit the fields that interest you and, from that first cut, alcan & ccedil; air borders & ccedil; & atilde; the & ldquo; cient & iacute object; get & rdquo;. The teacher should be able to build an initial agenda reflex & otilde; es, encourage students to build their pr & oacute; pria sub-schedule.
& Eacute; That's how a discussion & atilde, on the intervention & ccedil; & atilde; o / & atilde invasion; the US to Iraq soon can become a discussion & atilde, the on imperialism (contemporary international system & acirc; neo), control in production & ccedil; & atilde; the petr & oacute; leo (globalization & ccedil; & atilde, the), promo & ccedil; & atilde, the democracy and human rights (International regimes), d & ecirc; multilateral bodies INSTANCE (organizes & ccedil & otilde; is international) or about behavior & ldquo; innate” of the strongest states in determining & ccedil; & atilde, the rules for the weak (theories of relationship & ccedil; & otilde; s International).
The study
In general what is perceived & eacute; one incompreens & atilde; by the student with relation & ccedil; & atilde, the the direction of his way & ccedil; & atilde, the acad & ecirc; mica. By asking for a student the contents & uacute, who studied in the particular discipline, it n & atilde, to have & aacute; many difficulties to answer. On the other hand, when that same student is asked & Why Not ecirc; the study of a discipline, he & aacute; difficulty answering. Probably & uacute; only answer to find & aacute; be á the study was because the discipline was in curriculum.
As a result of n & atilde, the knowledge-ex & oacute objectives; genos discipline – something not always the pr & oacute; prio teacher est & aacute; conscious – the main elements that stimulate the study s & atilde, the di & aacute; rio shortages, the notes of evidence and the need to be approved to complete their studies.
When that is located & ccedil; & atilde; the case, what is v & ecirc; & Eacute; a student with low commitment to discipline. Its participation & ccedil; & atilde, the is limited to what & eacute; required by teacher, n & atilde, the being able to find it motivates & ccedil; & otilde; es to create a compromise between the activities to be developed and its shape & ccedil; & atilde, the. In & uacute; last & inst acirc; INSTANCE, the main element that must have a discipline & eacute; an alloy & ccedil; & atilde, the declared between the contents & uacute; what should work and perception & ccedil; & atilde; the student's relationship with & ccedil; & atilde; to him who understands how important.
This n & atilde; the means that discipline must be open and dependent on perception & ccedil; & otilde; s individual of each student, which would turn into a set ca & oacute; optical id & eacute; ias. In being a discipline proceedings, & otilde the reflex; s must follow a R & oacute; pr & oacute gene; Pria, must respect a qualitative growth of the reflective capacity. The student must be able to understand collective objectives in the given discipline.
In this sense, two results should be present in a discipline. On the one hand there is the need for exposure & ccedil; & atilde, the discipline of goals; from another, in each of the classes taught & eacute; important that the teacher presents the Why Not? & ecirc; that lesson. the student, in its turn, must be identified within the collective objectives of their discipline pr & oacute; prizes goals.
To overcome the condition & ccedil; & atilde; the accumulated & ccedil; & atilde, the imposed knowledge, students should be motivated by curiosity front of lies & ccedil; & otilde; s n & atilde; o-understood and the inc & FLYING; mode found answers and n & atilde, the sufficient to explain the reality that he perceives. More than a holder of knowledge, the teacher – this perspective – It shall be understood as stimulating discussions and the conductor lines of questioning.
This line operates & ccedil; & atilde; the & eacute; especially important when the goal n & atilde; the & eacute; the form MAKE-HANDS; t & eacute; conical, but the way & ccedil; & atilde; intellectual. It should be borne in mind that ci & ecirc; INSTANCE is consolidated with increased accuracy & HAND the methodological & oacute; gene, By & eacute; m & ccedil his advances, the depends on the difficulty that scientists t & ecirc; m with relationship & ccedil; & atilde, the new quest & otilde; es. Creativity plays a key role within the ci & ecirc; INSTANCE in that it allows the development of new id & eacute; ias and perspectives, fundamental to an understanding & atilde, the growing reality.
This measure & eacute; particularnente important in the case of the relationship & ccedil; & otilde; s International, in that the focus of an á lysis & eacute; constantly construction & iacute; the, so that each new sure you have, a new set of uncertainties logo appears.
The so-called & ldquo; international events” s & atilde, the increasingly numerous. This n & atilde, the mean increase in quantity, but his presence & ccedil, the the everyday & eacute; increasing, especially in view of the ease with which informs & ccedil; & otilde; s circulating today. By conseq & uuml; & ecirc; nce, is that a growing number of factors now considered to be important, reflecting the need for new proposals anal models & iacute; ticos and approaches.
While h & aacute; few years explaining the behavior of a State taking into account only some basic factors (capabilities for realistic School), today are designed & ccedil explains; & otilde; es of those fen & FLYING, less from a number of other possibilities, as a result of the ability to influ & ecirc; INSTANCE & lobbies gift eacute; septic or a group of the & ccedil; & otilde; s n & HAND the unintended behavior that result in a particular, as indicated functionalist lines to explain the part & ccedil; & otilde, regional es.
A discipline
Ci & ecirc; INSTANCE & eacute; one delimits & ccedil; & atilde, the artificial a set of knowledge and á study areas, so that n & atilde, or should be understood as something aut & FLYING; Nomo, but as a part of the knowledge that humanity has of itself and the world in which est & aacute; inserted. Such cutting & eacute; key so that you can create a set of pr & aacute; optical and m & eacute; all capable of guiding reflex & otilde; es, By & eacute; m to n & atilde, the entend & ecirc; -la as a section of a larger whole runs the risk of losing new quest & otilde; es that arise and can play a key role in advancing & ccedil; the anal ability & iacute; tica.
More than multidisciplinarity, should seek transdisciplinarity. Offer on a course of graduate & ccedil; & atilde, the a number of different disciplines & eacute; the first step, By & eacute; m n & HAND reaches the MAKE-air á the objective of increasing anal & iacute capacity; tica if n & atilde; for the alcan & ccedil; ado a situation & ccedil; & atilde; transdisciplinary, in which treatment the question & otilde; s pass to consider advancing MAKE-made in the other disciplines.
In & uacute; last & inst acirc; INSTANCE, look for the conversation between the v á holiday disciplines nothing & eacute; than recovering the reason why a new discipline & eacute; created. The complexity of a cient & iacute subject matter; get & eacute; the plaintiff element of v & aacute; ci & holiday ecirc; TRENDS and disciplines. This breaks & eacute; important to allow greater focus on certain character & iacute; sticas or facets of this object. Yet, the advancement & ccedil; the ability anal & iacute; tica of each of the facets must be accompanied by efforts & ccedil; by the understanding & atilde; the object. & Eacute; almost imposs & iacute; vel exhaust an object or cognitiv & ecirc; it in all its expression & otilde; es, but this n & atilde, the exempt the researcher always seek this an á extended lysis.
a discipline, N & HAND being understood as an end in itself, but as a part of a CI & ecirc; INSTANCE, You should follow the same perspective. It is part of a larger structure of organization & ccedil; & atilde, the reflex of & otilde; es. Entend & ecirc; -la as something aut & FLYING; Nomo & eacute; a risk in that tends to limit further developments n & HAND are the ones that continue in the development of tendon & ecirc; TRENDS j á consolidated.
Another risk that runs this way of treating a subject & eacute; to isolate the object of study, falsely presenting it as & uacute; single and complete. The conseq & Nuuml; & ecirc; INSTANCE & eacute addition; a large limits MAKE-HANDS; & atilde in understanding the capacity, the object of study in that a very large set of vari á LEVELS be á unknown. & Eacute; necessary & aacute; rio highlight the incompleteness of an á lysis of an cient & iacute object; I'm from a discipline so that the student can understand the need to consider other important factors that s & atilde, the key to a better an á lysis.
wars, integrates & ccedil; & atilde; regional, International regimes, efficienc á cia of organizing & ccedil; & otilde; s & s International atilde; the examples of quest & otilde; es that require open treatment. N & atilde; s & oacute; a lot of explanatory factors should be considered, but above all the diversity of these factors. In the case of acts & ccedil; & atilde; that of organizing & ccedil; & otilde, international es n & atilde; the & eacute; enough that the study consider only the factors coming from the right (structure, rules), more tamb & eacute; m da ci & ecirc; nce Pol & iacute; tica (legitimacy, power), diplomacy (op & ccedil; & otilde; pol is RIVER external tica), to keep some.
Consider & ccedil & otilde; they Finals
Most of these reflex & otilde; s apply to all ci & ecirc; TRENDS, regardless of á rea. However, the aim of this paper was to reflect on quest & otilde; es linked to education and & aggravate; learning, with greater focus on á area of ​​relationship & ccedil; & otilde; s International.
This á rea, in particular, still is limited in its ability anal & iacute; tica in that s & atilde, the objects placed many poss & iacute; LEVELS being studied, while the existing theories are HANDS, the totalit á holiday (those that seek to explain all events from a set b & aacute; sonic id & eacute; ias and proposals) or S & HAND the exclusionary (those that explain just one fen & FLYING; meno, neutralizing the impact of other factors n & atilde; o-considered by the theory).
Develop, as it is currently made by the f & iacute, and biology silica, theories and / or models able to agglutinate different perspectives on the same R & oacute; Anal & iacute gene; topical has been set as the new challenge for those engaged in the study of the relationship & ccedil; & otilde; s International. However, this works only be á SUSTAINABLE á vel from the time when thinkers are able to understand their role, teaching, learning, building or remodeling id & eacute; ias.