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Enregistrement W239751689 · doi:10.1177/030437540202700301

International Regimes and the Legitimacy of Rules: A Discourse-Ethical Approach

2002· article· en· W239751689 sur OpenAlex

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Notice bibliographique

RevueAlternatives Global Local Political · 2002
Typearticle
Langueen
DomaineSocial Sciences
ThématiqueInternational Relations and Foreign Policy
Établissements canadiensMcGill University
Organismes subventionnairesnon disponible
Mots-clésLegitimacyInternational relationsInternational relations theoryEpistemologyConstructivism (international relations)CriticismSociologyIdealismValue (mathematics)HumanityPolitical scienceLawPoliticsPhilosophyMathematics

Résumé

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How, given the absence of a universally shared set of values at the international level, may international rules possessing legitimacy be articulated? That is the question addressed by this article. Those who argue that international normativity enjoys relative independence from power relations or self-interest are confronted with the absence of a value consensus capable of undergirding a true sense of community at the international level and from which valid and legitimate rules may be derived. Claims that a community encompassing all of humanity is emerging have been made throughout history, and have been subjected, on the one hand, to charges of utopianism and idealism, and, on the other, to the criticism that such a community would simply mask the existence of fundamental disagreements regarding values and interests. (1) Many IR theorists interested in the problem of normativity have turned to social constructivism in an effort to place their project on more solid foundations. (2) The insights derived from these explorations are many and varied, and the uses to which they are put and the theoretical conclusions to which they contribute cover a wide spectrum. It may be useful to place the projects of these various authors into three categories in order better to identify some of the common themes uniting them and to understand the contributions that they make to international-relations theory. (3) According to one conception, which is inspired by democratic-peace theory, the fact of cooperative relations among certain states, particularly liberal democracies, leads to strong identification and a sense of mutual trust among those states. Based on these observations, attempts are made to identify the conditions for further community building at the international level. According to another conception, which draws on critical international theory and on a cosmopolitan approach to international relations, there is cause to be wary of arguments that the transmission of liberal-democratic values is a precondition to community building at the international level. Instead, a means for consensus building is sought that is not predicated on the universalizability of a set of values held by one group of states, (4) particularly if the group of states in question--namely, liberal democracies--wields disproportionate power in international society. The goal of critical cosmopolitanism is not to disseminate one worl dview but rather to build a consensus that leaves room for difference and diversity while being sufficiently substantial to provide the basis for the validity of norms. (5) A third conception holds that norms derive their validity not from commonly held values and a sense of community, but rather from intersubjective understandings that are constructed by agents in the course of interaction, and from which practices, rules, and institutions are constituted. While these intersubjective understandings normally constitute the background against which interactions take place, they can be critically examined by the agents who employ them and subjected to processes of argumentation through which they can be confirmed, modified, or reconstituted on the basis of reasons that participants in these processes accept. This article begins with a brief discussion of the theoretical approaches taken within each of these three conceptions. I then briefly explore social constructivism in international relations, and more particularly a social-constructivist conception of the regime as a site of international governance. I then discuss Jurgen Habermas's discourse ethics and seek to identify points of convergence between Habermas's project and international-relations theory. Finally, I argue that the regime, as described in social-constructivist terms, may operate as a forum for discourse and deliberation and as such may permit the articulation of international rules and norms grounded in consensus and therefore enjoying legitimacy. …

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Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,000
score de la tête « metaresearch » (Gemma)0,001
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesÉtudes des sciences et des technologies
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Théorique ou conceptuel · Signal consensuel: Théorique ou conceptuel
GenreSignal candidat: Empirique · Signal consensuel: aucune
Score de désaccord entre enseignants0,989
Score d'incertitude au seuil0,997

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0000,001
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0000,006
Communication savante0,0000,000
Science ouverte0,0000,000
Intégrité de la recherche0,0000,000
Charge utile insuffisante (le modèle a refusé de juger)0,0000,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,026
Tête enseignante GPT0,361
Écart entre enseignants0,335 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle