The Emergence of Political Science in Communist Countries

1970 ◽  
Vol 64 (2) ◽  
pp. 572-588 ◽  
Author(s):  
David E. Powell ◽  
Paul Shoup

The scientific study of politics requires an environment which accepts free inquiry and discussion. Scholars must be permitted to ask questions of their own choosing, gather data without hindrance, and communicate freely with one another about their findings. To be sure, freedom to investigate sensitive policy matters is limited by all governments. Moreover, political scientists themselves inevitably introduce some measure of their own values or ideological predispositions into their works. But it is obvious that without the guarantee of certain minimum freedoms, political science as we know it in the West could never exist.Communist regimes traditionally have made independent inquiry or objective discussion of political phenomena impossible. In the Stalinist period, scholarly analyses of politics—or, for that matter, of aesthetic, literary, moral or economic questions—amounted to little more than doctrinal exegesis or the elaboration of practical measures to implement the Party's demands. An autonomous social science in Stalin's Russia or Eastern Europe was simply unthinkable.Since the dictator's death, however, Communist governments have modified their hostility toward the social sciences in general, and toward political science in particular. A decade of de-Stalinization has been accompanied by steps to encourage the scientific study of politics. In several East European countries, political science now enjoys recognition as a discipline in its own right.This does not mean that political science in Communist countries has freed itself of political controls, or that what is presented as political science is always of scholarly merit.

Author(s):  
Kevin Passmore

This chapter analyzes the relationship between history and various disciplines within the social sciences. Historians and social scientists shared two related sets of assumptions. The first supposition was of a world-historical shift from a traditional, hierarchical, religious society to a modern egalitarian, rational one. Second, history and social science assumed that progress occurred within nations possessed of unique ‘characters’, and that patriotism provided the social cement without which society could not function. Nevertheless, academic history seemingly differed from social science in that it was untheoretical and predominantly political. Yet historians focused on the nation’s attainment of self-consciousness, homogeneity, and independence through struggle against internal and external enemies—a history in which great men were prominent. Historians and sociologists unwittingly shared versions of grand theory, in which change was an external ‘force’ driven by the functional needs of the system, and in which meaning derived from measurement against theory, rather than from protagonists’ actions and beliefs.


1998 ◽  
Vol 31 (4) ◽  
pp. 498-504
Author(s):  
GABRIEL A. ALMOND

Few political scientists can claim to have made significant substantive as well as methodological contributions as has Harry Eckstein. His theory of political stability has won a lasting place in the systematic literature on the properties and conditions of democratic stability. His case study typology is one of the most original and significant contributions to the methodology of political science and is an impressive contribution to the metamethodology of political science of this or any generation. His theory of social science as cultural science is an impressive contribution to the metamethodology of the social sciences.


1984 ◽  
Vol 17 (04) ◽  
pp. 745-757 ◽  
Author(s):  
Zhao Baoxu ◽  
David Chu

As an independent basic social science, the study of politics occupies an important position among all the social sciences. In 1952, however, China abolished political science teaching and research. This was a mistake which is now being corrected. China has reestablished the field of political science in recent years.When a historical event is shown to be mistaken, people often like to describe the reasons for its having taken place as very absurd and unimaginable, as though to demonstrate how confused people were at that time compared with how smart we are now. Such a simple attitude, however, will not help us in understanding the realities scientifically nor will it help us in learning from the lessons of history, and is therefore to be avoided.This essay describes both objective conditions and the way people thought, both in the early 1950s and after 1976. It deals with two opposite events: first, the abolition of political science in China three decades ago, and second, its current revival.


2016 ◽  
Vol 14 (4) ◽  
pp. 1083-1089 ◽  
Author(s):  
Joshua Foa Dienstag

Sometimes political theorists like to imagine that they are lonely humanists misplaced in social science departments. In fact, political theory was created as part of a political science composed of both humanistic and social-scientific elements. Rather than trying to locate political theory somewhere between the humanities and the social sciences, we should instead dismantle the boundary between the two and create a unified discipline of questioning that embraces both kinds of inquiry.


Author(s):  
Thomas F. Pettigrew

The discipline of psychology has an extremely broad range—from the life sciences to the social sciences, from neuroscience to social psychology. These distinctly different components have varying histories of their own. Social psychology is psychology’s social science wing. The major social sciences—anthropology, economics, sociology, and political science—all had their origins in the 19th century or even earlier. But social psychology is much younger; it developed both in Europe and North America in the 20th century. The field’s enormous growth over the past century began modestly with a few scant locations, several textbooks, and a single journal in the 1920s. Today’s social psychologists would barely recognize their discipline in the years prior to World War II. But trends forming in the 1920s and 1930s would become important years later. With steady growth, especially starting in the 1960s, the discipline gained thousands of new doctorates and multiple journals scattered throughout the world. Social psychology has become a recognized, influential, and often-cited social science. It is the basis, for example, of behavioral economics as well as such key theories as authoritarianism in political science. Central to this extraordinary expansion were the principal events of mid-20th century. World War II, the growth of universities and the social sciences in general, rising prosperity, statistical advances, and other global changes set the stage for the discipline’s rapid development. Together with this growth, social psychology has expanded its topics in both the affective and cognitive domains. Indeed, new theories are so numerous that theoretical integration has become a prime need for the discipline.


2020 ◽  
Vol 1 (1) ◽  
pp. 46-54
Author(s):  
Nastiti Mufidah

The development of Citizenship Education is inseparable from the various other sciences that support it, including various sciences that come from the social sciences family. This article was written aimed at exposing the development of Citizenship Education in the social sciences, especially sociology and history, as well as the social sciences of humanities, namely political science and law. The development of Citizenship Education related to various social science families can be seen from the results of searches conducted by researchers based on reality and basic theories from experts. This research is in the form of a qualitative research with a literacy study which results in the conclusion that in its development Citizenship Education is indeed inseparable from the various sciences within the Social Sciences family as courses in Social Sciences are taught as inheritance from the Citizenship Transmission value. Social Sciences as the inheritance of the values of citizenship have the main objective in preparing students to become good citizens by using the values and culture of the nation as a foundation for developing their nation.


1993 ◽  
Vol 10 (1) ◽  
pp. 130-132
Author(s):  
Ebtihaj Al-A'ali

This conference was organized by the Ontario Institute for Studies inEducation (OISE), Toronto, Canada. Approximately 166 participants,representing various disciplines and different countries, attended theeight plenary and twenty concurrent sessions. Its purpose was to bringtogether Eastern and Western knowledge through culture via an exchangeof ideas and deliberations, an exposition of theories, and an examinationof the contributions of various cultures-mainly China's-to humancivilization.The papers presented and the discussions that ensued were extremelyenlightening and concentrated on the following issues: a) the contributionsmade to knowledge by specific cultures (mainly Chinese, Indian,and Muslim); b) knowledge transferreed from the West to the East doesnot consider the attributes of the East; c) the East is responsible forfinding ways to adapting its cultures to imported knowledge; and d) socialscience knowledge is better generated when social science researchersabandon natural science methodologies (i.e., realism and positivism) andrecognize that the social sciences should be based on qualitative research.There were a few papers on the above-mentioned themes that wereoutstanding. Abdul Rahman, in his "Spheres of Life: Inheritance, Creativity,and Society," emphasized the holistic nature of knowledge. Thisknowledge does not underestimate or neglect the contributions of differentcountries (races) in developing the present (current) civilization.Abdul Rahman indicated that the lack of a holistic view of knowlege atpresent has also led knowledge to be fragmented ...


JIPSINDO ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 66-85
Author(s):  
Sudrajat Sudrajat ◽  
Nugraheni Catur Puntaswari ◽  
Yunike Sulistyosari ◽  
Dwi Sri Astuti

Ilmu sosial di negara berkembang (salah satunya Indonesia) masih mengguna-kan paradigma ilmu sosial di Barat (Eropa) sehingga dalam beberapa kasus menjadi tidak relevan ketika digunakan untuk memecahkan masalah sosial. Penelitian menggunakan metode kajian pustaka yaitu sebuah pencarian kebenaran secara otoritatif melalui pendapat dan kajian ahli yang dituliskan dalam buku dan referensi. Hasil kajian menemukan bahwa perkembangan ilmu sosial di Indonesia memang tidak dapat dilepaskan dari dunia Barat. Pribumisasi merupakan wacana untuk menumbuhkan pemikiran baru dalam ilmu-ilmu sosial di Indonesia agar lebih kontekstual. Beberapa tokoh menawarkan teori sosial alternatif yang mengkedepankan pribumisasi ilmu sosial yaitu: Kuntowoyo, Sartono Kartodirjo, Mubyarto, Purwa Santoso, dan Zamroni. Upaya pribumisasi harus ditindaklanjuti dengan mengajarkan ilmu sosial alternatif dalam berbagai jenjang pendidikan. Pembaruan IPS Terpadu dengan pembelajaran alternatif menjadi upaya yang efektif untuk membumikan ilmu sosial yang khas Indonesia.INDIGENIZATION OF SOCIAL SCIENCES AND RENEWING OF INTEGRATED SOCIAL SCIENCES LEARNING Social science in developing countries (one of which is Indonesia) still uses the social science paradigm in the West (Europe) so that in some cases it becomes irrelevant when it is used to solve social problems. The research used the literature review method, which is an authoritative search for truth through expert opinions and studies written in books and references. The results of the study found that the development of social science in Indonesia cannot be separated from the Western world. Privatization is a discourse to foster new thinking in the social sciences in Indonesia to make it more contextual. Several figures offered alternative social theories that prioritized the indigenization of social science, namely: Kuntowoyo, Sartono Kartodirjo, Mubyarto, Purwa Santoso, and Zamroni. Indigenousization efforts must be followed up by teaching alternative social sciences at various levels of education. Integrated IPS reform with alternative learning is an effective effort to ground social science that is unique to Indonesia.


1995 ◽  
Vol 12 (1) ◽  
pp. 81-101
Author(s):  
Taha J. Al ‘Alwani

IntroductionWithin the Islamization of Knowledge school, the idea of the Islamizationof Knowledge has always been understood as an intellectual andmethodological outlook rather than as an academic field, a specialization,an ideology, or a new sect. Thus, the school has sought to view issues ofknowledge and methodology from the perspectives of reform, inquiry, andself-discovery without any preconceptions, doctrinal or temporal constraints,or limitations on its intellectual horizons. The school is keenlyaware of the workings of time on ideas as they pass from stage to stage andmature and is therefore the first to say that the Islamization of Knowledgeis not to be understood as a set of axioms, a rigid ideology, or a religiousmovement. Rather, in order to comprehend the full meaning of the term, itmust be viewed as designating a methodology for dealing with knowledgeand its sources or as an intellectual outlook in its beginning stages.An ongoing critique and the attempt to derive particulars from the generalare essential to the process of development. The initial articulation ofthe Islamization of Knowledge undertaking and the workplan was thereforeproduced in general terms. At that early stage, the focus was on presentinga criticism of both traditional Muslim and western methodologies and thenintroducing the Islamization of Knowledge and explaining its significance.The first edition of the Islamization of Knowledge pointed out the principlesessential to any attempt to fashion an Islamic paradigm of knowledgebased on the. Islamic worldview and its unique constitutive concepts andfactors. It also addressed, briefly, the intellectual aspect of the Islamizationof Knowledge. The main focus, however, was on the practical aspects ofproducing textbooks for use in teaching the social sciences, as this was consideredthe first priority at a time when the Muslim world was losing its bestminds to the West and the western cultural and intellectual invasion.Accordingly, twelve steps were identified as the basis from which thepreparation of introductory social science texts might proceed ...


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