Dave Lochtie, Emily McIntosh, Andrew Stork and Ben W. Walker (2018), Effective Personal Tutoring in Higher Education St. Albans: Critical Publishing, 222 pp., ISBN 978-1-910391-98-3
Andrew A. Szarejko
Many introductory courses in International Relations (IR) dedicate some portion of the class to international history. Such class segments often focus on great-power politics of the twentieth century and related academic debates. In this essay, I argue that these international history segments can better engage students by broadening the histories instructors present and by drawing on especially salient histories such as those of the country in which the course is being taught. To elaborate on how one might do this, I discuss how US-based courses could productively examine the country's rise to great-power status. I outline three reasons to bring this topic into US-based introductory IR courses, and I draw on personal experience to provide a detailed description of the ways one can do so.
Colonialism and Internationalism in the Durkheimian School during and after the Colonial Era
Grégoire Mallard and Jean Terrier
Over the past 20 years, numerous scholars have called upon social scientists to consider the colonial contexts within which sociology, anthropology and ethnology were institutionalised in Europe and beyond. We explain how historical sociologists and historians of international law, sociology and anthropology can develop a global intellectual history of what we call the ‘sciences of the international’ by paying attention to the political ideas of the Durkheimian school of sociology. We situate the political ideas of the central figures explored in this special issue—Émile Durkheim, Marcel Mauss, Bronisław Malinowski and Alfred Métraux—in their broader context, analysing their convergence and differences. We also reinterpret the calls made by historians of ideas to ‘provincialise Europe’ or move to a ‘global history’, by studying how epistemologies and political imaginaries continued by sociologists and ethnologists after the colonial era related to imperialist ways of thinking.
This article concerns Émile Durkheim’s critique of the Action Française as expressed in his seminal articles of 1898, which was an important moment in the Dreyfus Affair, where Durkheim’s active engagement serves to challenge a still widespread view of him as a latter day traditionalist and positivist, He developed epistemological and political arguments against this proto-fascist movement, which have implications for his accounts of nationalism and internationalism.
Penny Welch and Susan Wright
This issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences includes authors from China, Canada, France and the United States. The first two articles analyse processes of developing international partnerships and networks promoting refugee access to higher education. The other three papers concern aspects of teaching and learning: online learning in accountancy; a flipped pedagogy in sociology; and the inclusion of national history in introductory international relations courses.
Students’ perceptions of usefulness in an upper-level accounting course
This study investigates how students in a distance-learning upper-level accounting course perceive the effectiveness of different online teaching and learning (OTL) tools that are commonly used in business courses taught online. This topic is of critical importance, especially as the COVID-19 pandemic has pushed more courses to be OTL. A mid-semester anonymous survey in an Accounting course at a public US university was conducted to measure students’ perceptions about different OTL course tools. Students were asked to provide their general assessment about how effective these tools were and how they believe these tools helped them learn. Analyses and discussions of the effectiveness of different tools and their link to earlier literature and how instructors can utilise the results of the OTL survey are presented.
Students’ perceptions from an introductory sociology course
Ann Ward, Aja Antoine, and Wendy Cadge
This article describes one approach to flipping an introductory sociology course. To encourage students to practice ‘doing’ sociology, we designed a flipped classroom that included a ‘pay to play’ model, small group work and an emphasis on active learning during class time. With this course design, we linked in-class active learning with outside prework so that students could engage with critical sociological concepts and apply those concepts in practice. With this flipped design, the instructors observed that students were deeply engaged with the course topics and expressed positive perceptions of their learning and growth over the semester. As the landscape of university instruction shifts, this course design model may assist instructors looking to foster active and engaged learning remotely.
Reading the Rules and Mapping Émile Durkheim in Germany
This article investigates German-speaking scholarship’s reception of the programme of scientific sociology that Durkheim presented in The Rules of Sociological Method. It highlights intra-European historical dynamics and academic hierarchies. References to national, cultural, disciplinary and theoretical frames of reference are clearly discernible in the ways the Rules have been read and Durkheim has been mapped. First, his reception was embedded in a complex geometry of power between two nation states during a historical period of competitive nationalism. Second, it was affected by the way he was perceived within networks of academics who occupied unequal geo-cultural positions inside and across nation states. At times, the special location assigned to him as a Jewish intellectual played an important role. Third, his positioning as a positivist within the specific epistemological structuring of sociology is key to understanding how he was perceived east of the Rhine.
Hermann Cohen and the Problem of Sacrifice
The phenomenon of sacrifice was a major problem in nineteenth-century social thought about religion for a variety of reasons. These surfaced in a spectacular way in a German trial in which the most prominent Jewish philosopher of the century, the neo-Kantian Hermann Cohen, was asked to be an expert witness. The text he produced on the nature of Judaism was widely circulated and influential. It presents what can be taken as the neo-Kantian approach to understanding ritual. But it also reveals the ways in which neo-Kantianism avoided becoming relativistic social science. In this case, it came to the edge and stopped. Cohen’s account is compared to the similar, but ‘empirical’, account of the same material in Marcel Mauss and Henri Hubert, which completed the transition.
This article illustrates how social structures and behaviours of scientists in the societal sub-system of open science resemble patterns analysed in The Gift, an essay written by Marcel Mauss nearly 100 years ago. The presented analysis goes beyond existing interpretations of gift-giving in science. The latter has mainly focussed on the exchange of knowledge and citations. I argue that The Gift explains also identity, competition, co-opetition, rituals and punishment. Mauss’s Gift is seen as a complementary model to existing economic and sociological approaches regularly used to analyse structures and behaviours in open science. By accentuating such an anthropological approach, I conclude that the Gift provides explanations for the stability and the expansion of the open science community.