Dictatorship, transition, and the forging of political science in Uruguay.

IF 0.3 4区 哲学 Q2 Arts and Humanities Science in Context Pub Date : 2020-06-01 DOI:10.1017/S026988972000023X
Paulo Ravecca
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Abstract

The study examines the trajectory of Uruguayan Political Science (PS) from a critical theory perspective. Concretely, the article focuses on PS' institutional birth and early period (1980s and 1990s) and shows how broader political and ideological transformations had a significant impact on its discourse on Uruguayan democracy. Three components of such discourse are unpacked: The embrace of liberalism, the rejection of Marxism, and the uncritical engagement with the local political system, particularly the 'traditional parties.' The argument is supported by a systematic analysis of the 163 articles published by Revista Uruguaya de Ciencia Política (RUCP) from 1987 to 2012 and 22 in-depth interviews with scholars from the Instituto de Ciencia Política (ICP) at Universidad de la República (UdelaR).

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乌拉圭的独裁、转型和政治学的形成。
本研究从批判理论的角度审视乌拉圭政治学的发展轨迹。具体而言,本文关注的是PS的制度诞生和早期(20世纪80年代和90年代),并展示了更广泛的政治和意识形态变革如何对其关于乌拉圭民主的话语产生重大影响。这种话语的三个组成部分是:对自由主义的拥抱,对马克思主义的拒绝,以及对地方政治制度,特别是“传统政党”的不加批判的参与。这一论点得到了对乌拉圭科学研究网站Política (RUCP)从1987年到2012年发表的163篇文章的系统分析,以及对República (UdelaR)大学科学研究所Política (ICP)学者的22次深度访谈的支持。
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来源期刊
Science in Context
Science in Context 综合性期刊-科学史与科学哲学
CiteScore
0.80
自引率
0.00%
发文量
1
审稿时长
>12 weeks
期刊介绍: Science in Context is an international journal edited at The Cohn Institute for the History and Philosophy of Science and Ideas, Tel Aviv University, with the support of the Van Leer Jerusalem Institute. It is devoted to the study of the sciences from the points of view of comparative epistemology and historical sociology of scientific knowledge. The journal is committed to an interdisciplinary approach to the study of science and its cultural development - it does not segregate considerations drawn from history, philosophy and sociology. Controversies within scientific knowledge and debates about methodology are presented in their contexts.
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