ERIC Number: ED184934
Record Type: Non-Journal
Publication Date: 1980
Reference Count: N/A
The Study and Teaching of International Relations. A Perspective on Mid-Career Education.
Kent, R. C., Ed.; Nielsson, G. P., Ed.
The document presents 19 essays which explore the growth of international relations (IR) as a field of intellectual inquiry and evaluate dilemmas currently facing IR. Authors were selected on the basis of involvement with midcareer students while participating in overseas graduate programs of the Schools of International Relations at the University of Southern California. Essays are presented in four chapters. Chapter I focuses on international relations studies. Titles include "The Evolution of International Relations as a Social Science,""Analysing the 'Great Debates'," and "Foreign Policy Analysis: Search for Coherence in a Multifaceted Field." Chapter II provides information on teaching international relations to midcareer students. Titles include "The Teaching of Foreign Policy Analysis,""Methodology and Mature Students: Reflections upon Pedagogical Problems," and "The Comparative Study of Regional International Relations." Chapter III considers how midcareer students learn IR. Titles are "Student Perspectives on the U.K. Program,""A Survey Profile of Program Graduates' Attitudes, with a Critique," and "Beliefs, Values and Perceptions: The Impact of International Relations Studies upon Mid-Career Students." The final chapter on future perspectives presents one paper entitled "Future Perspectives: A Composite View." Author and subject indexes conclude the document. (DB)
Descriptors: Adult Education, Adult Students, Books, Continuation Students, Educational Assessment, Essays, Graduate Students, Intellectual Disciplines, International Relations, Nontraditional Students, Program Evaluation, Social Sciences, Student Characteristics, Teaching Methods
Nichols Publishing Company, Post Office Box 96, New York, NY 10024 ($26.50)
Publication Type: Books; Guides - Classroom - Teacher; Information Analyses
Education Level: N/A
Authoring Institution: N/A