scholarly journals Thomas C. Schelling et l’École française de sociologie de l’action collective

2019 ◽  
pp. 65-78
Author(s):  
Erhard Friedberg
Keyword(s):  
Problem Solving ◽  
Thomas Schelling ◽  
Premiere Partie

Cet article est fondé sur une série d’entretiens menés par l’auteur avec Thomas Schelling en 1998, 2004 et 2009. Dans la première partie, l’auteur caractérise ce qu’il considère comme les traits saillants (un mode de raisonnement, un style de théorisation, un mode de recherche empirique…) de ce qu’il propose d’appeler « l’École française de sociologie de l’action collective ». Dans la deuxième partie, il utilise les extraits des entretiens menés avec Schelling pour documenter la proximité du cadre théorique et méthodologique de cette École avec nombre d’éléments qui caractérisent aussi l’approche de Schelling comme spécialiste de la négociation et analyste des dynamiques sociales, approche que Schelling lui-même a appelé « vicarious problem-solving ».

Is Strategic Studies Rationalist, Materialist, and A-Critical? Reconnecting Security and Strategy

2019 ◽  
Vol 5 (3) ◽  
pp. 494-510
Author(s):  
Pascal Vennesson
Keyword(s):  
Problem Solving ◽  
International Relations ◽  
Knowledge Production ◽  
International Security ◽  
World Politics ◽  
Security Studies ◽  
The Past ◽  
The 1960S ◽  
Thomas Schelling ◽  
Strategic Studies

AbstractBetween the 1940s and the 1960s, strategy was at the heart of security studies and closely intertwined with International Relations (IR). Over the past three decades, however, the study of strategy has been relegated to a secondary position in the international security subfield and marginalized in IR theorizing. One important source of this disconnect is the challenge mounted by critical security advocates, who sought to reorient the study of security away from strategic studies. They reached into the philosophy of science and pulled out three familiar dichotomies, rationalism/constructivism, materialism/idealism, and problem-solving/critical theorizing, that they could utilize within security debates. Specifically, they argue that strategic studies leaves out too much of what is really important for security and world politics because it is rationalist, materialist, and retains an uncritical view of knowledge production. In this article, I turn the critical security conventional wisdom on its head and show that strategic studies, exemplified by the ideas of Carl von Clausewitz and Thomas Schelling, actually transcends these dichotomies and hence offers an indispensable source of insights for both security studies and IR.

An application of the Patient-Oriented Problem-Solving (POPS) System

1991 ◽  
Vol 55 (5) ◽  
pp. 327-331 ◽  
Author(s):  
GT Chiodo ◽  
WW Bullock ◽  
HR Creamer ◽  
DI Rosenstein
Keyword(s):  
Problem Solving

Applying a Self-Regulating Private Speech Model to Classroom Settings

1982 ◽  
Vol 13 (2) ◽  
pp. 129-133
Author(s):  
A. D. Pellegrini
Keyword(s):  
Problem Solving ◽  
Private Speech ◽  
Speech Model

The paper explores the processes by which children use private speech to regulate their behaviors. The first part of the paper explores the ontological development of self-regulating private speech. The theories of Vygotsky and Luria are used to explain this development. The second part of the paper applies these theories to pedagogical settings. The process by which children are exposed to dialogue strategies that help them solve problems is outlined. The strategy has children posing and answering four questions: What is the problem? How will I solve it? Am I using the plan? How did it work? It is argued that this model helps children systematically mediate their problem solving processes.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

Teaching Language Rules as Solutions to Language Problems

1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell
Keyword(s):  
Problem Solving ◽  
Language Teaching ◽  
Teaching Language ◽  
Language Problem ◽  
Language Problems ◽  
Simple Language ◽  
Approach To Teaching

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.

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