Over the several hundred years during which the rules of sovereignty including non-intervention and the exclusion of external authority have been widely understood, state control could never be taken for granted. States could never isolate themselves from the external environment. Globalization and intrusive international norms are old, not new, phenomena. Some aspects of the contemporary environment are uniquethe number of transnational nongovernmental organizations has grown dramatically, international organizations are more prominent; cyber crime could not exist without cyber space. These developments challenge state control. A loss of control can precipitate a crisis of authority, but even a crisis of authority is only a necessary but not a sufficient condition for developing new authority structures. New rules could emerge in an evolutionary way as a result of trial and error by rational but myopic actors. But these arrangements, for instance international policing, are likely to coexist with rather than to supplant conventional sovereign structures. Sovereigntys resilience is, if nothing else, a reflection of its tolerance for alternatives.

New theories and theory-based methodological approaches have found their way into Comparative Education - just as into Comparative Social Science more generally - in increasing number in the recent past. The essays of this volume express and critically discuss quite a range of these positions such as, inter alia, the theory of self-organizing social systems and the morphogenetic approach; the theory of long waves in economic development and world-systems analysis; historical sociology and the sociology of knowledge; as well as critical hermeneutics and post-modernist theorizing. With reference to such theories and approaches, the chapters - written by scholars from Europe, the U.S.A., Australia and New Zealand - outline alternative research agendas for the comparative study of the social and educational fabric of the modern world. In so doing, they also expound frames of reference for re-considering the intellectual shaping, or Discourse Formation, of Comparative Education as a field of study.

This book brings together emerging perspectives from organization theory and management, environmental sociology, international regime studies, and the social studies of science and technology to provide a starting point for discipline-based studies of environmental policy and corporate environmental behavior. Reflecting the book's theoretical and empirical focus, the audience is two-fold: organizational scholars working within the institutional tradition, and environmental scholars interested in management and policy. Together this mix forms a creative synthesis for both sets of readers, analyzing how environmental policy and organizational practices are shaped, spread and contested.

Alexander Wendt has drawn on an exceptional range of theoretical literature in his effort to reconceptualize the nature of the international system. His discussion of scientific realism ought to be required reading for any student of international relations, or political science for that matter. He puts to rest the notion that constructivism is necessarily postmodern, devoid of an objective referent. In John Searle's felicitous formulation it is possible to have a subjective ontology but an objective epistemology. In emphasizing that all knowledge is theory laden, Wendt underscores the point that facts never simply speak for themselves. In both the social and natural sciences brute empiricism is never an adequate research strategy. Our theories shape the way we see the world but they cannot remake the world in their own image.

Expanded scientific activity is thought to benefit national economic development through improved labor force capacities adn the creation of new knolwedge and technology. However, scientific research activity expands as a global process and reflects the penetration of societies by a general rationalistic world culture. The authors point out that scientific expansion and the accompanying cultural penetration legitimate a board progressive agenda of social amelioration (e.g., by identifying environmental and health problems, and social welfare and human rights issues) that can result in regulation and direct constrainsts on productive economic activity in teh short term. Thus, science can be seen as encouraging a trade-off between short-term economic growth and boarder (and longer-term) social development. The effects of dimensions of scientific infrastrucutre on national economic growth are examined over the 1970-1990 period. Cross-national analyses show that the size of a nation's scientific labor force and training system has a positive effect on economic development, supporting conventional theories. However, indicators of national involvement in scientific research activity show negative effects on economic growth. Corollary analyses show that this negative effect is partially explained by the expansion of scientific activity into more socially relevant domains (e.g., medicine, environmental sciences, etc.) thus supporting the main arguments.