Theory of Rela & ccedil; & otilde; s International (ESPM)
17/02/2008Escola Superior de Propaganda e Marketing – ESPM
Course: International relations
Discipline: Theory of Rela & ccedil; & otilde; s International
Course: International relations
Discipline: Theory of Rela & ccedil; & otilde; s International
Half: 2º (1º/2008)
teachers: Rodrigo Cintra and Adolfo Westphalen
teachers: Rodrigo Cintra and Adolfo Westphalen
Presentation
This Agreement Pedag & oacute; gene contains the key elements that guide & atilde, the discipline & ldquo; Theory of Rela & ccedil; & otilde; s International & rdquo;. Modifies & ccedil; & otilde; s power & atilde; being made in fun & ccedil; & atilde; the & ccedil is, the higher or if there is consensus among students and teacher, always bearing in mind the best use in the teaching-process aprendisagem.
This Agreement Pedag & oacute; gene contains the key elements that guide & atilde, the discipline & ldquo; Theory of Rela & ccedil; & otilde; s International & rdquo;. Modifies & ccedil; & otilde; s power & atilde; being made in fun & ccedil; & atilde; the & ccedil is, the higher or if there is consensus among students and teacher, always bearing in mind the best use in the teaching-process aprendisagem.
Summary
The course presents the main debates you & oacute; the rich & aacute; area of Rela & ccedil; & otilde; s International, emphasizing the main anal lines & iacute; optical and its themes.
The course presents the main debates you & oacute; the rich & aacute; area of Rela & ccedil; & otilde; s International, emphasizing the main anal lines & iacute; optical and its themes.
General objective
Enable students to understand the various theories of Rela & ccedil; & otilde; s International.
Enable students to understand the various theories of Rela & ccedil; & otilde; s International.
Methodology
lectures, Professional lectures guests, case studies, group work in the classroom and field work. Visits to Institut & ccedil; & otilde; is. Applying MAKE-HANDS; e & Viv ecirc; INSTANCE of concepts in DIN & acirc; group upside
lectures, Professional lectures guests, case studies, group work in the classroom and field work. Visits to Institut & ccedil; & otilde; is. Applying MAKE-HANDS; e & Viv ecirc; INSTANCE of concepts in DIN & acirc; group upside
cronograma attempt (1º/2008)
|
Week
|
Data | Conte & uacute; the |
| I | 13/02 | Features & ccedil; & atilde; the course and based & ccedil; & atilde; the discipline |
| II | 20/02 | Relationship & ccedil; & otilde; s and C & ecirc International; INSTANCE
Rela & ccedil; & otilde; s International and Knowledge [Saldanha]
|
| III | 27/02 | Theories of relationship & ccedil; & otilde, international es in p & oacute; s Cold-War
Misleading Theses on the World Order P & oacute; s Cold-War (Maria Regina Soares de Lima)
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0011-52581996000300005&nrm = iso&lng = en&tlng = pt Das Rela & ccedil theory; & otilde, is not Internacionais P & oacute; s Fri-Wara (Mônica Herz)
http://www.scielo.br/scielo.php?pid=S0011-52581997000200006&script=sci_arttext |
| IV | 05/03 | Idealism (Liberal idealism) [Saldanha] |
| V | 12/03 | SEMINAR 1 – IDEALISM |
| WE | 19/03 | Realism [Saldanha] |
| VII | 26/03 | SEMINAR 2 – REALISM |
| VIII | 2/04 |
Cr theory RIVER tica [Saldanha]
|
| IX | 9/04 | SEMINAR 3 – THEORY CR & Igrave; TICA |
| X | 16/04 | Test 1 (individual) |
| XI | 23/04 | Week & ccedil rests; & otilde; it |
| XII | 30/04 |
Pluralism: a vision & atilde; independent [Saldanha]
|
| XIII | 7/05 | SEMINAR 4 – PLURALISM |
| XIV | 14/05 | The future of the theories of Rela & ccedil; & otilde; s International
De Westphalia a Seattle: the theory of relationship & ccedil; & otilde, international es in transition & ccedil; & atilde, the (Marcus Faro de Castro)
http://www.unb.br/irel/NewFiles/card_20_m_faro.pdf The Problem of Change in International Relations Theory (K.J.Holsti)
www.iir.ubc.ca/site_template/workingpapers/webwp26.pdf Paradigm warfare: the way of the future for IR (Amelia Hadfield)
http://www.kent.ac.uk/brussels/journal/archivepage/2004/Hadfield%20-%20PARADIGM%20WARFARE.pdf Some Reflections on the Assumptions of the Mainstream International Relations Theory [Masatsugu Matsuo]
http://home.hiroshima-u.ac.jp/heiwa/JNL/24/Matsuo.PDF |
| XV | 21/05 | Theory and Pr & aacute; tica
Utility and futility of the theorization in international relations (Thomas de Saint Maurice)
http://membres.lycos.fr/tomdsm/utility.pdf International relations: the REFLECTION te & oacute; rich and the use of theory (Eiiti Sato)
http://www.cedep.ifch.ufrgs.br/RelInter.doc Toward an a priori theory of international relations (Mark R. Crovelli)
http://www.mises.org/journals/scholar/crovelli3.pdf |
| XVI | 28/05 | Tend & ecirc; in relation TRENDS & ccedil; & otilde; s International
Mapping the Global Future (CIA – National Intelligence Council)
http://www.foia.cia.gov/2020/2020.pdf Proje & ccedil; & otilde; s & for worse; din & acirc; mica & atilde the size, global and view & ccedil; & atilde, the outlook for
2007, 2015 e 2022 http://www.iea.usp.br/iea/tematicas/futuro/projeto/prospectivaglobal.pdf World Investment Report 2007 (Uncatd)
www.unctad.org/en/docs/wir2007_en.pdf World Trade Report 2007 (OMC)
www.wto.org/english/res_e/booksp_e/anrep_e/world_trade_report07_e.pdf World Development Report 2008 (world Bank)
http://siteresources.worldbank.org/INTWDR2008/Resources/WDR_00_book.pdf |
| XVII | 4/06 | Revis & atilde; or the Final Exam |
| XVIII | 11/06 | Final proof or evidence View |
| XIX | 18/06 | Proof Second Call |
| XX | 25/06 | Lan & ccedil; ning notes and end of the course |
Bibliography B á silica
| Theory of Rela & ccedil; & otilde; s International Eduardo Saldanha Juru & aacute; Editora Curitiba, 2005 Obs. This & eacute; book b & aacute; sonic travel, be á used in its totality.
|
Complementary bibliography
Articles relavantes authors
http://www.allannoble.net/articles_by_international_relations_theorists.htm
http://www.robertcutler.org/download/pdf/en02eolx.pdf
Articles relavantes authors
http://www.allannoble.net/articles_by_international_relations_theorists.htm
http://www.robertcutler.org/download/pdf/en02eolx.pdf
interviews
http://globetrotter.berkeley.edu/PubEd/research/IRtheory.html
http://fsi.stanford.edu/events/series/robert_g_wesson_lecture_series_in_international_relations_theory_and_practice
Postmodernism
http://www.ocf.berkeley.edu/~paulmacd/postbib2.htm
http://www.scielo.br/scielo.php?pid=S0101-33002005000300006&script=sci_arttext&tlng =
http://www.ocf.berkeley.edu/~paulmacd/postbib2.htm
http://www.scielo.br/scielo.php?pid=S0101-33002005000300006&script=sci_arttext&tlng =
constructivism
http://www.politics.ubc.ca/index.php?id=8152
http://www.qub.ac.uk/schools/SchoolofPoliticsInternationalStudiesandPhilosophy/FileStore/ConWEBFiles/Filetoupload,52215,en.pdf
http://www.politics.ubc.ca/index.php?id=8152
http://www.qub.ac.uk/schools/SchoolofPoliticsInternationalStudiesandPhilosophy/FileStore/ConWEBFiles/Filetoupload,52215,en.pdf
English school
http://www.leeds.ac.uk/polis/englishschool/
http://www.leeds.ac.uk/polis/englishschool/
classes
Given the conceptual nature of the discipline, classes & atilde be, the priority expository. According to agreements between the class and the teacher, Power & atilde; being adopted activities such as exposure & ccedil; & atilde, the students and case studies.
It calls that cell are turned off and, in hip & oacute; some thesis, & alloy are made ccedil; & otilde; s in class.
It is requested that students avoid entering and leaving the room during class. If there complains & ccedil; & atilde, the by students on inputs and sa & iacute; the room, It is the same & atilde, the forbidden.
Given the conceptual nature of the discipline, classes & atilde be, the priority expository. According to agreements between the class and the teacher, Power & atilde; being adopted activities such as exposure & ccedil; & atilde, the students and case studies.
It calls that cell are turned off and, in hip & oacute; some thesis, & alloy are made ccedil; & otilde; s in class.
It is requested that students avoid entering and leaving the room during class. If there complains & ccedil; & atilde, the by students on inputs and sa & iacute; the room, It is the same & atilde, the forbidden.
Evaluates & ccedil; & atilde, the
- Note 1: Evaluates & ccedil; & atilde; Partial (individual test)
- Note 2: Semin & aacute; rio (note to the group)
- Note 3: Evaluates & ccedil; & atilde; Final (work or proof)
- Note 4: Working Convergence & ecirc; INSTANCE Multidisciplinary (observing rules of establishing & ccedil; & atilde, the)
M & eacute; Final day: (N1 x 0,2) + (N2 x 0,3) + (N3 x 0,3) + (N4 x 0,2)
Notes and Revis & atilde, the: All rating & ccedil; & otilde; s & have atilde, the notes between 0 e 10. Notes & atilde be, communicated at & eacute; two weeks after held. The deadline for requests for revision & atilde; the & eacute; two weeks from the delivery notes.
seminars
Proposal
The semin á rivers & atilde be, based on the cases selected by teachers and focused & worse; discusses MAKE-HANDS, the theories studied. In each semin & aacute; rio & atilde participate; the two groups, that duty & atilde; the support opposite positions with regard & ccedil; & atilde; to the stated theme, although both groups should use only & worse; anal line & iacute; tica of the theory that serve & aacute; the basis for the development of semin & aacute; rio.
Proposal
The semin á rivers & atilde be, based on the cases selected by teachers and focused & worse; discusses MAKE-HANDS, the theories studied. In each semin & aacute; rio & atilde participate; the two groups, that duty & atilde; the support opposite positions with regard & ccedil; & atilde; to the stated theme, although both groups should use only & worse; anal line & iacute; tica of the theory that serve & aacute; the basis for the development of semin & aacute; rio.
groups
room divided in 8 groups, each semin & aacute; rio be & aacute; presented by 2 groups.
room divided in 8 groups, each semin & aacute; rio be & aacute; presented by 2 groups.
Out & acirc; small
– features & ccedil; & atilde; the position & ccedil; & otilde; es (each group)
– interval (discuss & atilde; the position & ccedil; & atilde; the others)
– r & eacute; plica (each group)
– questions (room)
– answers (each group)
– interval
– tr & eacute; plica
– closing (professor)
– features & ccedil; & atilde; the position & ccedil; & otilde; es (each group)
– interval (discuss & atilde; the position & ccedil; & atilde; the others)
– r & eacute; plica (each group)
– questions (room)
– answers (each group)
– interval
– tr & eacute; plica
– closing (professor)
Position Paper
– Duty & aacute; be delivered to teachers printed on the semin & aacute; rio, not in RIVER cio.
– Duty & aacute; to contain, at least: focus of an & aacute; lise (actors, system, society…); context; and problem & aacute; tica.
– size m & eacute; dio a paper & eacute position; in 2 p & aacute; ginas
– Duty & aacute; be delivered to teachers printed on the semin & aacute; rio, not in RIVER cio.
– Duty & aacute; to contain, at least: focus of an & aacute; lise (actors, system, society…); context; and problem & aacute; tica.
– size m & eacute; dio a paper & eacute position; in 2 p & aacute; ginas
Fashion & ccedil; & atilde, the note
– position paper (50%)
– features & ccedil; & atilde, the (50%)
– position paper (50%)
– features & ccedil; & atilde, the (50%)
Par & acirc; & meters evaluates ccedil; & atilde, the
– observe & acirc; & nce of put ccedil & otilde, is indicated for the position paper argues & ccedil & HAND oral
– supports & ccedil; & atilde, the claims of & ccedil; & otilde; es and quality of responses & aggravate; s questions bonded by the other group and the room
– observe & acirc; & nce of put ccedil & otilde, is indicated for the position paper argues & ccedil & HAND oral
– supports & ccedil; & atilde, the claims of & ccedil; & otilde; es and quality of responses & aggravate; s questions bonded by the other group and the room
Frequ & ecirc; INSTANCE and Call
The call is & aacute; performed randomly (Eat & ccedil, the, middle or end of class), and that students who n & atilde, the are present at the time of the call & get atilde, the short, regardless of whether or not & atilde; the present in the rest of the class.
A freq & Nuuml; & ecirc; nce m RIVER & Eacute Nima required; of 75%, wherein the exemptions is & HAND evaluated according to the criterion & eacute; ESPM rivers and legislation MAKE-HANDS, the current.
The call is & aacute; performed randomly (Eat & ccedil, the, middle or end of class), and that students who n & atilde, the are present at the time of the call & get atilde, the short, regardless of whether or not & atilde; the present in the rest of the class.
A freq & Nuuml; & ecirc; nce m RIVER & Eacute Nima required; of 75%, wherein the exemptions is & HAND evaluated according to the criterion & eacute; ESPM rivers and legislation MAKE-HANDS, the current.
Contact
Al & eacute; m classes and plant & otilde; s TCM, & Eacute; poss & iacute; vel contact teachers by e-mail: Rodrigo Cintra (cintra@rodrigocintra.pro.br) and Adolfo Westphalen (adolfo@westphalen.com.br). Responses occur & atilde; the, preferably, within AT & eacute; one week.
N & atilde; being & atilde, the accepted by e-mail texts or activities that students should prepare in class. other works, When it's the case, Duty & atilde; being necessarily directed by Blackboard.
Al & eacute; m classes and plant & otilde; s TCM, & Eacute; poss & iacute; vel contact teachers by e-mail: Rodrigo Cintra (cintra@rodrigocintra.pro.br) and Adolfo Westphalen (adolfo@westphalen.com.br). Responses occur & atilde; the, preferably, within AT & eacute; one week.
N & atilde; being & atilde, the accepted by e-mail texts or activities that students should prepare in class. other works, When it's the case, Duty & atilde; being necessarily directed by Blackboard.
Sao Paulo, 13 February 2008.