International and domestic challenges to Japan's postwar security identity: ‘norm constructivism’ and Japan's new ‘proactive pacifism’

Abstract

Japan today is widely portrayed as on the verge of a significant identity shift that could lead to dramatic new security policies. Yet, Japan's first formal national security strategy, adopted in December 2013, proclaims repeatedly Japan's long-standing ‘peace-loving’ policies and principles. Why does a conservative government with high levels of popular support not pursue policies more in line with views widely reported to be central to its values and outlook? The answer lies in Japan's long-standing security identity of domestic antimilitarism, an identity under siege to a degree not seen since its creation over 50 years ago, but – as evidenced in Japan's new national strategy document – one that continues to shape both the framing of Japan's national security debates and the institutions of Japan's postwar security policy-making process. Relational approaches to identity construction illuminate challenges to Japan's dominant security identity, but a focus on domestic institutions and electoral politics offers the best course for modeling identity construction and predicting its future resilience.     

建构主义学习理论的困惑

建构主义学习理论在知识观、学生观、学习观和情境观等方面令教育工作者存在着诸多困惑,在教育实践指导中也可能出现诸多问题,我们要预防该理论在教学目标设置、教学过程实施以及教学评价等方面偏差的发生,强调知识的个体性但更应追求其普遍性,发挥学生主体作用但不该轻视教师指导,强调"意义建构"但不应排斥"意义接受",强调"情境创设"但不应排除"抽象概括",惟有如此,才能确保和促进教育改革沿着正确的轨道前进.     

Liberalism and geopolitics in EU–Russia relations: rereading the “Baltic factor”

Contrary to some expectations, the Baltic states’ accession to the EU in 2004 was not followed by an improvement in their relations with Russia. Instead, the Baltic states became known as the “troublemakers” of EU–Russia relations. This was commonly explained by their history and national identity, which contributed to an understanding of the Baltic concerns as marginal. The Ukraine crisis brought a reaction of “I told you so” by the Baltic states that for many years had been warning the West about Russia’s expansionist ambitions. This article explores the ideational underpinnings of the gap between the Baltic states’ perceptions of and relations with Russia on the one hand and mainstream views in Europe on the other. It identifies liberal interdependence, democratic peace, and realist geopolitics as key ideas that have framed the EU’s and Baltic states’ perceptions of Russia. In the vein of constructivist foreign policy analysis, these ideational structures are seen to condition the EU’s and Baltic states’ interests and policies vis-à-vis Russia. An analysis of the “Baltic factor” helps to illuminate the contradictions and shortcomings in the EU’s Russia policy and review its ideational basis which is now in need of a strategic rethink.     

建构主义学习理论大学英语教学设计和教学模式范式研究

建构主义学习理论既强调学习者的认知主体作用,又不忽视教师的指导作用。建构主义学习理论教学设计是与学生的学习环境相适应的全新的教学设计;与建构主义学习理论教学设计范式相适应的目前已开发出的、比较成熟的教学范式为：支架式教学、抛锚式教学和随机进入教学。     

“Night fell on a different world”: experiencing,constructing and remembering 9/11

This article explores the endurance of the pervasive framing of “9/11” as a moment of temporal rupture within the United States. It argues that this has persisted despite the existence of plausible competitor narratives for two reasons: first, because it resonated with public experiences of the events predating this construction’s discursive sedimentation and; second, because of its vigorous defence by successive US administrations. In making these arguments this article seeks to extend relevant contemporary research in three ways: first, by reflecting on new empirical material drawn from the Library of Congress Witness and Response Collection, thus offering additional insight into public understandings of 11 September 2011 in the immediacy of the events; second, by drawing on insights from social memory studies to explore the persistence of specific constructions of 9/11 and; third, by outlining the importance of categories of experience and endurance for constructivist international relations more broadly.     

WTO体制的发展取向论

世界贸易组织及其机制在继承和发展的过程中,逐渐形成为国际法律体制中最成熟的部分,但是,其谈判机制存在的大国权力导向,致使它在规范和争端解决领域对于发展中国家的意义值得怀疑。这种国家与市场互动的倾向不仅不符合国际经济关系的伦理要求,也没有达到规则导向的目标。应当在对事实分析的基础上以建构主义的思路促动贸易制度变革,强化伦理的意蕴,确立规范的力量,使得国际经济体制朝向良性、持续发展。     

论建构主义理论在公安业务课程教学中的运用

建构主义是全新的教育教学理论,对传统教学理念提出了挑战.公安业务课程教学的对象和绝大部分内容都适于运用建构主义理论.但在运用中必须在宏观上注重抓好观念更新、学习环境建设和学生自主学习策略设计等环节,同时还需解决好学生智力因素和非智力因素调动、"教"与"学"的关系处理、教学模式和方法构建等问题.     

The benefits of norm ambiguity: constructing the responsibility to protect across Rwanda,Iraq and Libya

Over the past two decades, International Relations scholars have highlighted the importance of efforts by hegemonic states and norm entrepreneurs to foster norm clarity when promoting the establishment, institutionalisation, and internalisation of norms. Yet, such analyses obscure the benefits of norm ambiguity in facilitating consensus, flexibility, and compliance. The authors offer a framework positing that hegemonic and institutional ambiguity can help create consensus and facilitate incremental reform necessary to sustain that consensus. Empirically, the authors then show how such ambiguity has facilitated the development of the responsibility to protect norm, tracing Rwanda-era debates over humanitarian intervention, Iraq-era backlash over interventionist abuses, and Libya-era norm implementation.     

建构主义理论在痕迹检验课教学改革中的应用

建构主义学习理论,强调个体认识的能动作用,即认识并非是人脑对客观世界的直接简单反映,而是以自己原有知识为基础,通过指向事物的活动在各主体相互作用中建构而成的。也就是说,学习者必须亲自且主动进行知识的建构才能获得真正意义上的知识,否则不能。这一理论对公安院校痕迹检验课教学的改革,尤其是对当前形势下培养创新型公安人才所必须的创新性教学改革极具启发意义。