Science and Ideology in Economic, Political, and Social Thought

This paper has two sources: One is my own research in three broad areas: business cycles, economic measurement and social choice. In all of these fields I attempted to apply the basic precepts of the scientific method as it is understood in the natural sciences. I found that my effort at using natural science methods in economics was met with little understanding and often considerable hostility. I found economics to be driven less by common sense and empirical evidence, then by various ideologies that exhibited either a political or a methodological bias, or both. This brings me to the second source: Several books have appeared recently that describe in historical terms the ideological forces that have shaped either the direct areas in which I worked, or a broader background. These books taught me that the ideological forces in the social sciences are even stronger than I imagined on the basis of my own experiences. The scientific method is the antipode to ideology. I feel that the scientific work that I have done on specific, long standing and fundamental problems in economics and political science have given me additional insights into the destructive role of ideology beyond the history of thought orientation of the works I will be discussing

Interpreting Early Career Trajectories

Career decisions of four teachers are explored through the concept of figured worlds in this qualitative, longitudinal case study. Participants were purposefully chosen for similarity at entry, with a range of career trajectories over time. Teacher career paths included remaining in one school, repeated changes in schools, attrition after relocation, and nonrenewal of contract. Data included interviews, observations, participants’ assessments, and pupils’ work. Cross-case analysis suggests that no single teacher attribute or workplace condition determined teachers’ career decisions; rather, teachers’ ability to refigure their identity within the figured world of teaching shaped career trajectory. Key factors such as ability to address disequilibrium, teacher identity, agency, and collaborative capacity are examined. Implications call for pre-service preparation and professional development to navigate cultures of schools, amended administrative involvement in teacher retention, and policy reform acknowledging the complexity of teachers’ figured worlds

Security and secularization in international relations

What is the relationship between security and secularization in International Relations? The widespread acceptance of secularism as the paradigmatic framework that underlies the study of world politics has left this question largely unexplored. Yet, the recent challenges to the secularization thesis and the growing attention that is being devoted to questions of religion and secularism in international politics increasingly suggest the importance of undertaking this investigation. This article takes up this task in three main steps. First, it will explore how the limits of a widely accepted but nonetheless problematic account of the emergence of the modern Westphalian nation-state contribute to a dominant underlying assumption in security studies that implicitly associates security with secularization. Second, it will articulate a competing genealogy of security and secularization which suggests that rather than solving the problem of religious insecurity, secularization makes the question of fear and the politics of exceptionalism central to the state-centric project of modernity and its related vision of security. Finally, the article will examine how these elements inform and, most of all, constrain attempts to move beyond the traditional state-centric framework of security. The focus will be on three such attempts: human security, the securitization theory and Ken Booth’s critical theory of securit