Transforming Bloom’s Taxonomy into Classroom Practice: A Practical Yet Comprehensive Approach to Promote Critical Reading and Student Participation

This article presents the Critical Reading Topics approach, a pedagogical method employed to promote deep thinking in a variety of politics courses. Derived from principles articulated in active learning, critical thinking, backward design, and flipped classroom literature, this method utilizes Bloom’s Taxonomy as the scaffolding for students to create and evaluate pointed and relevant discussion topics written by themselves and their peers. By utilizing this method, faculty can increase students’ contemplation of the course texts, enhance students’ classroom contributions and quickly gauge the extent to which students understand the readings’ main ideas. This approach also enables students to gain authorship of the material, and it gives them additional in-class time to process the complex information they encounter. Evidence collected from six different political science courses is provided to document the approach’s effectiveness. Key findings include an improvement in the quality of relevant and focused discussion topics, a high percentage of students completing reading assignments with corresponding high quiz grades, and significant participation and recognition for all students, even those who are traditionally quiet in class.     

Teaching Students to Engage with Evidence: An Evaluation of Structured Writing and Classroom Discussion Strategies

In their transition to college, students often struggle to identify and make connections between the main arguments, evidence, and empirical findings of articles from academic journals commonly assigned on political science syllabi. Which active learning techniques are most effective for teaching students to recognize and evaluate social science evidence? To address this question, we conducted an experiment with students from two first-year writing seminars in political science. Students were randomly assigned to either an in-class writing activity or a group discussion, both of which required them to summarize an article’s use of evidence. We find limited evidence that group discussions are more effective for teaching students to engage with evidence.     

The rough guide to love: romance,history and sexualization in gendered relationship advice

Sexualization is changing the way we think about romantic love. According to recent research, young people are increasingly confronted by narrowing ideals of sexual attractiveness making romantic intimacy increasingly difficult forcing a choice between ‘raunch or romance’. This article investigates the alleged distinction between romance and sexualization, in the process challenging claims that the current crisis of sexualization is a product of societal change in late modernity. Responding to a call to consider sexualization from a hitherto neglected historical perspective, the paper employs critical discourse analysis to identify the formation of gendered meanings and practices in How the Good Wife Taught Her Daughter, a late medieval advice text for young women, and twenty-first-century advice from the MyBliss website. Focusing on sexualized clothing, contact with others, reputation and social status, the paper argues that in both medieval and modern advice, discourses of romantic love and sexualization are mutually dependent. In addition, similarities between medieval and modern advice reveal that our current sexualization crisis is not solely a product of modern life, but is part of a longer pattern of gender normativity and inequality.     

If You’re a Critical Theorist,How Come You Work for a University?

How can we deal with the apparent contradiction between the normative ideals of critical theory and the practice of the current university system? To answer this question, I consult three classical criticisms of the university system: At the beginning of the nineteenth century, the French educator Joseph Jacotot formulated a pedagogical critique of the disciplinary effects of the educational system; at the beginning of the twentieth century, German historian Franz Rosenzweig articulated an ethical critique of the hegemonic educational system’s distance from life; and at the beginning of the twentyfirst century, British feminist Sara Ahmed proposed a political critique of the oppressing functions of academic institutions. Taken together, these critiques can serve as an orientation for critical intellectual practice even within the academic system. Finally, I try to describe the relation between critical theory and the university thus evolving by utilising Stefano Harney’s and Fred Moten’s concept of the “undercommons”.     

Con-/divergences between postcolonial and critical peace education: towards pedagogies of decolonization in peace education

This paper focuses on the limitations of the Eurocentric modernist framework that undergirds Freirean theory and critical pedagogy in relation to critical peace education, highlighting in particular the contributions of post-colonial and decolonial thinking. The paper posits that critical approaches to peace education need to consider these limitations in pushing critical peace education to engage more postcolonial and decolonial thinking. A renewal of critical peace education that integrates the critiques of both decolonial and postcolonial perspectives will provide productive possibilities for revitalizing the transformative orientation within critical peace education and decolonizing the work of research and pedagogical praxis in peace education. This means to evoke discourses and practices that move away from the dominant categories of Eurocentric thought and engage explicitly with the ways in which understandings and pedagogies of peace education are implicated in modernity and coloniality.     

绿色议题联盟与复合安全化实践：美国关键矿产联盟的构建逻辑

随着碳中和共识成为全球气候治理的主流认知,关键矿产作为支撑清洁能源转型的核心要素,对一国在世界低碳秩序转型中能否获得绿色竞争优势具有重要影响。面对中国等新兴大国的绿色崛起,美国对本国在关键矿产供应上的结构性劣势产生了浓重的霸权焦虑和不安全感。为此,美国选择对传统联盟体系进行调整,试图通过构建绿色议题联盟重塑对竞争对手的战略优势。为了解决联盟调整过程中的合法性约束和政策性约束,美国开启了复合安全化实践。其中,美国的安全化话语实践框定了联盟调整的合法性问题,针对国内民众和外部盟友塑造了关键矿产领域的不安全感,明确了议题联盟需要对抗的目标和具体做法。美国的安全化政策实践则在话语实践的基础上推动了与外部盟友之间在关键矿产问题上的政策协调,在双边和多边层面建立了一系列相互嵌套、兼顾多方位需求的合作机制。安全化话语实践和安全化政策实践相互交织,推动了以美国为主导的关键矿产联盟不断成形。然而,美国关键矿产联盟在理念、分歧管理和资源支撑等方面都存在较为明显的缺陷,其效力难以达到美国政府的预期。     

侦查现代化论纲

侦查现代化是一个传统型侦查制度向现代型侦查制度转型和进化的历史过程,其根本精神要旨在于侦查程序制度的理性化。作为法制现代化研究的一个特定领域,侦查现代化研究通常有类型学、西方化、多元化三种范式。侦查现代化评价标准的导出语境是现代性理论有关理性精神的探索,作为现代性精神枢纽的三种理性历史范型,工具理性、价值理性、交往理性分别从不同的层面和角度对侦查现代化的评价标准提出了各自的实证性标准要求。结合社会进化所提出的以目的为取向的回应型法律发展目标,侦查现代化的基本趋向将是一条回应社会、以实现社会秩序、安全和自由为方向的进化路径。     

俄罗斯经济安全状况的动态分析——以两次世界金融危机的影响为例

在国际金融危机的影响下,转型国家的经济往往处于"不安全"的状态。如何保障转型国家的经济安全成为国内外理论界关注的热点。对俄罗斯国家经济安全状况进行动态分析:解析俄罗斯国家"经济安全临界值"指标体系,研究2009年5月出台的俄罗斯《新国家安全战略》的特点,对1998年、2008年两次国际金融危机中的俄罗斯经济安全状况进行实证分析与比较,探索俄罗斯国家经济安全的动态趋势,认真总结其经验与教训,为经济转型国家提供借鉴。