Statesmen, salesmen, soldiers, and scholars have discussed international relations for hundreds of years—at least since sovereign states consolidated their presence along the North Atlantic rim. The Renaissance saw the rise of such discussions, triggered by gunpowder-based armies in Europe and discoveries of new lands in extra-European regions. The Reformation added arguments about the role of religion in interstate affairs—arguments echoed in peace treaties like those signed in Augsburg (1555) and Westphalia (1648). The Enlightenment brought more systematic efforts to explain the causes of war and the preconditions of peace. Two different arguments were drawn more sharply after the Wars of the Spanish Succession and the peace conference of Utrecht (1715): one argued that international order could be maintained by an equilibrium of power; another claimed that peace could be created through diplomatic cooperation and international law. Both arguments were elaborated during the Napoleonic Wars and informed the peace treaties signed at the Congress of Vienna (1814–1815). In the wake of World War I, when the academic discipline of international relations (IR) was established—when scholarly institutions were sponsored for research and education about international issues—there existed a rich literature on the causes of war and the preconditions for international peace. It is argued here that this literature has not been managed particularly well. Few IR scholars have mined this literature systematically. New generations of IR scholars have been more preoccupied with current events than with recurrent patterns. They have been more busy with contemporary theories than with systematically arranging and assessing explanations from the past. If IR wants to become a social science, marked by progress and accumulation of knowledge, it is necessary to catalogue and manage its scholarly heritage in more systematic ways.
Torbjørn L. Knutsen
David Waddington and Matthew Moran
Urban riots are intense and highly destructive outbursts of collective violence. Intrinsically “explosive” and “volatile,” they often seem, at least at first sight, to lack any discernible and comprehensible political agenda. For this reason, riots are often miscast as “wantonly criminal,” “senseless,” or “irrational”—this was the view of early scholars working in this space and it persists in some corners today. Yet this perspective is simplistic and belies the fact that there is invariably an underlying logic to these violent events, even if this is difficult to decode and understand. The majority of contemporary research on urban riots—much of it empirical—recognizes the complexity of these events and seeks to unravel the web of causal factors, from crowd dynamics to broader social and political context, that frames the outbreak of riots. This work builds on the rational approaches to understanding crowd behavior that emerged in the latter part of the 20th century and provides for a more holistic understanding of their nature and causes. Riots are unique in the sense that every outbreak is the product of a distinct combination of drivers and contextual factors. At the same time, these events often share common features—political marginalization, economic deprivation, problematic police-public interactions—that make their broader life cycle a familiar one. This means that despite the seemingly chaotic nature of riots, researchers have been able to develop empirically informed analytical frameworks that provide for deep understanding of how these violent social events come about.
Yea-Wen Chen and Hengjun Lin
Within the discipline of communication, the concept of “cultural identities” has captivated, fascinated, and received sustained attention from scholars of communication and culture over time. Like the concept of “culture,” which is varied, complex, and at times contested, the study of cultural identity has been approached from diverse lenses, whether theoretically, methodologically, or ontologically. In one sense, cultural identity can be understood as the experience, enactment, and negotiation of dynamic social identifications by group members within particular settings. As an individual identifies with—or desires acceptance into—multiple groups, people tend to experience, enact, or negotiate not just one cultural identity at a time but often multiple cultural identities at once. Further, how one experiences her/his intersecting cultural identities with others can vary from context to context depending on the setting, the issue at hand, the people involved, etc. Not surprisingly, intercultural communication scholars have contributed quite a number of theories concerning cultural identities within communication interactions: co-cultural theory, cultural contract theory, and identity negotiation theory, to name a few. In addition, intercultural communication scholars have offered rich cases that examine dynamic enactments, negotiations, or contestations of cultural identities across important contexts such as race, media, and globalization. Ultimately, the study of cultural identities offers rich understandings for both oneself and others. As the world that we inhabit is becoming increasingly diverse, the study of cultural identities will continue to gain traction within the communication discipline and beyond.
Critical thinking is more than just fault-finding—it involves a range of thinking processes, including interpreting, analyzing, evaluating, inferencing, explaining, and self-regulating. The concept of critical thinking emerged from the field of education; however, it can, and should, be applied to other areas, particularly to research. Like most skills, critical thinking can be developed. However, critical thinking is also a mindset or a disposition that enables the consistent use and application of critical thought. Critical thinking is vital in business research, because researchers are expected to demonstrate a systematic approach and cogency in the way they undertake and present their studies, especially if they are to be taken seriously and for prospective research users to be persuaded by their findings. Critical thinking can be used in the key stages of many typical business research projects, specifically: the literature review; the use of inductive, deductive, and abductive reasoning and the relevant research design and methodology that follows; and contribution to knowledge. Research is about understanding and explaining phenomena, which is usually the starting point to solve a problem or to take advantage of an opportunity. However, to gain new insights (or to claim to), one needs to know what is already known, which is why many research projects start with a literature review. A literature review is a systematic way of searching and categorizing literature that helps to build the researchers’ confidence that they have identified and recognized prevailing (explicit) knowledge relevant to the development of their research questions. In a literature review, it is the job of the researcher to examine ideas presented through critical thinking and to scrutinize the arguments of the authors. Critical thinking is also clearly crucial for effective reasoning. Reasoning is the way people rationalize and explain. However, in the context of research, the three generally accepted distinct forms of reasoning (inductive, deductive, and abductive) are more analogous to specific approaches to shape how the literature, research questions, methods, and findings all come together. Inductive reasoning is making an inference based on evidence that researchers have in possession and extrapolating what may happen based on the evidence, and why. Deductive reasoning is a form of syllogism, which is an argument based on accepted premises and involves choosing the most appropriate alternative hypotheses. Finally, abductive reasoning is starting with an outcome and working backward to understand how and why, and by collecting data that can subsequently be decoded for significance (i.e., Is the identified factor directly related to the outcome?) and clarified for meaning (i.e., How did it contribute to the outcome?). Also, critical thinking is crucial in the design of the research method, because it justifies the researchers’ plan and action in collecting data that are credible, valid, and reliable. Finally, critical thinking also plays a role when researchers make arguments based on their research findings to ensure that claims are grounded in the evidence and the procedures.
Frank W. Geels
Addressing persistent environmental problems such as climate change or biodiversity loss requires shifts to new kinds of energy, mobility, housing, and agro-food systems. These shifts are called socio-technical transitions because they involve not just changes in technology but also changes in consumer practices, policies, cultural meanings, infrastructures, and business models. Socio-technical transitions to sustainability are challenging for mainstream social sciences because they are multiactor, long-term, goal-oriented, disruptive, contested, and nonlinear processes. Sustainability transitions are being investigated by a new research community, which uses a socio-technical Multi-Level Perspective (MLP) as one of its orienting frameworks. Focusing on multidimensional struggles between “green” innovations and entrenched systems, the MLP suggests that transitions involve alignments of processes within and between three analytical levels: niche innovations, socio-technical regimes, and an exogenous socio-technical landscape. To understand more specific change mechanisms, the MLP mobilizes ideas from evolutionary economics, sociology of innovation, and institutional theory. Different phases, actors, and struggles are distinguished to understand the complexities of sustainability transitions, while still providing analytical traction and policy advice. The MLP draws attention to socio-technical systems as a new unit of analysis, which is more comprehensive than a micro-focus on individuals and more concrete than a macro-focus on a green economy. It also forms a new analytical framework that spans several stale dichotomies in environmental social science debates related to agency or structure and behavioral or technical change. The MLP accommodates stability and change and offers an integrative view on transitions, ranging from local projects to niche innovations to sector-level regimes and broader societal contexts. This new interdisciplinary research is attracting increasing attention from the European Environment Agency, International Panel on Climate Change (IPCC), and Organization for Economic Cooperation and Development (OECD).
Normative thinking permeates the work of the English School and has done so since its start as the British Committee for International Politics. Ethics, or, more precisely, the tension between ethics and power or interests, was one of the original concerns of the founding members of the Committee. It was an aim of the Committee to combine ethical reflection with the historical analysis of states systems. The approach in first-generation, or classical, English School scholarship to ethical questions primarily involved the identification of traditions of political and moral speculation about international relations (IR). Another significant feature of classical English School thought was moral skepticism, which seriously challenged what could be said about ethical choices within the forms of international interaction it charted. However, keen interest in what normative agendas can be supported within international or world society—basic subsistence rights, international criminal justice, and humanitarian intervention—does not necessarily amount to a normative theory. As such, order versus justice is a more productive starting point for normative theorizing within the English School. Meanwhile, there are two modes of normative thought in postclassical English School: practical and moral–philosophical arguments. The English School is grounded in the practical, in the real-world tussle of power and interests, while at the same time it works through what it is possible to say about the nature of obligation and moral responsibility among international actors. This is where ethics and practical interest meet, and it represents the unique contribution of the English School to contemporary normative IR theory.