Search results

Written official and formal accounts such as Inspectors’ Reports provide a summary of the teachers’ work, conduct, interactions with pupils, as well as a glimpse of the skills, knowledge and dispositions brought to their work. What can be concluded from these reports is that teachers had little occupational control of their work. What was taught and how they taught were prescribed by the curriculum and mediated against the standards pupils attained. In addition, teachers’ and pupils’ successes and failures were made public in Inspectors’ Reports, although it was the teacher who was more readily identifiable if not explicitly named. This is not to suggest that teachers did not act as agents of change. Increasingly, teachers sought to professionalize their work through qualifications, training and exposure to new ideas and practices. Against this backdrop of the professionalization of the workforce were the increasing bureaucratization of schools and teaching and the institutionalization of teacher preparation and training.

Purpose – Conflict models in international relations, particularly foreign policy decision-making models, have relied extensively upon the logic and explanatory power of rational choice theories. These models suggest that actors select a strategy, or foreign policy, that will maximize expected utility given the information available at the time and the beliefs about the state of the international system. However, prospect theory has shown us that context during conflict matters and evolutionary theory, supported by biopolitical science, has revealed how individual characteristics, and human nature in general, influence the decision-making process. Through these approaches, we can begin to understand that a comprehensive model of foreign policy analysis (FPA) requires an examination of how human behavioral traits are affected by different conflict scenarios, such as a context of ambiguity and risk as opposed to one of certainty.

Approach – Drawing from recent neuroscience findings and taking a life sciences approach, this chapter seeks to challenge the rational choice theories of FPA by constructing a model of international conflict inclusive of a neural theory of decision-making.

Findings – With a model founded on an evolutionary analysis and a neural theory of decision-making, we can begin to better understand not only the causes of war and deterrence failures, but also the frequency and intensity of genocide and ethnic conflict in the international system.

Originality/value – Recent advances and technological breakthroughs in the fields of behavioral genetics and social neuroscience have revealed a plethora of new information valuable to the study of international conflict that shed light on brain-behavior processes within different decision-making contexts.