The 'theory versus practical' debate in IR pedagogy

In recent years students have complained that international relations (IR) has too many theories. There are many theoretical approaches and it is difficult to differentiate their central argument or thesis. Many have engaged in the 'theory versus practical' debate to determine the relevance of learning about theories.

Anne-Marie Slaughter in her piece on principle theories said the study of IR takes a wide range of theoretical approaches. Some emerged from within the discipline while others where imported. 

Scott Burchill and Andrew Linklater said the study of IR began as a theoretical discipline. The two foundational texts by Carr and Morgenthau were works of theory in three central respects. Theories provide the framework for analysis.

Furthermore, according to Norwich University, theories of IR can help us understand the way the international system works, as well as how nations engage with each other and view the world. I like this particular statement on their website: 

"Varying from liberal, equality-centric strategies to straightforward realist concepts, international relations theories are often used by diplomats and international relations experts to dictate the direction that a government may take in regards to an international political issue or concern."

Stephen McGlinchey, Rossie Walters and Dana Gold wrote that IR allow us to understand and try to make sense of the world around us through various lenses, each of which represents a different theoretical perspective. They are ways to simplify a complicated world.

Their map analogy helps one to understand the importance of IR theory:

"........theories are like maps. Each map is made for a certain purpose and what is included in the map is based on what is necessary to direct the map's user. All other details are left out to avoid confusion and present a clear picture......each different theory of IR puts different things on its map, based on what its theorists believe to be important. Variables to plot on an IR map would be such things as states, organizations, people, economics, history, ideas, class, gender and so on. Theorist then use their chosen variables to construct a simplified view of the world that can be used to analyse events - and in some cases to have a degree of predictive ability. In a practical sense. IR theories can be best seen as an analytical toolkit as they provide multiple methods for students to use to answer questions."

Charles Hermann agrees with the notion that if students want to have a policy position they need to have a strong grounding in theories. Theories shape international affairs and events so it is important that students have a firm understanding.

My question to those complainants past and present is; why did you apply to study this program initially? Obviously, all subjects in the social sciences have a theoretical dimension. As a social science student, you should understand this basic fact before applying for the program.

Some students have expressed their concern about putting the theories learnt in the classroom or lecture rooms into practice. As an undergraduate student, the best practical application is you explaining everyday global events as they are happening using the various theoretical tools. Apart from the events, you can assess the foreign policies that influence the events to occur using the various theories of IR.

Students need to define specifically what they mean by 'practical'. If 'practical' means spending a few hours a week working with agencies and organizations that are connected to our program, then that is a complex expectation.

On the other hand, I welcome such critical evaluation of our program. The government through the Department of Higher Education, Research, Science and Technology (DHERST) has adapted the 12 standards for higher education institutional registration. To be registered as an institution of higher learning one must adhere to these standards. Standard 10, in particular, talks about strong engagement with stakeholders.

The DHERST now needs to make this known to stakeholders so they develop strategies to help cultivate the next generation of Papua New Guineans. By stakeholders, I mean the Department of Foreign Affairs and other agencies including organizations who employ our graduates. We need to collaborate with them in order to improve the quality of our program.

Firstly, we need these stakeholders to give us feedback about our program and the competency of our graduates on a regular basis. The feedback will help us evaluate our program and make necessary changes in order to streamline our program. 

At the moment, there is a big disconnect, we do not know what the Department of Foreign Affairs want. They have not given us a formal feedback in order to help us improve. We have a good amount of graduates working with them.

Secondly, we need to collaborate more in the area of industrial placements. Formerly, we had an arrangement with the Department of Foreign Affairs where students worked as interns for the duration of 6 weeks or during their Christmas vacation. We need a similar arrangement in order to address the 'theory versus practical' debate.   

Our program is situated outside of the nation's political capital which is Port Moresby. Central government agencies like the Department of Foreign Affairs and other relevant government agencies including foreign missions and multinational corporations have their head offices in the capital city. This logistical factor makes it challenging in our bid to seek a strong engagement with our stakeholders.

However, if the Department can arrange with the New Zealand government to train foreign service officers in New Zealand, then why can't they organize to build local capacity? We need to start building our research and training capacity in the field of IR. Funding an establish program like ours is a more feasible option compared to starting a new institute of international affairs or diplomatic academy. 

In light of the new changes in the higher education sector, the Department will need to affiliate with an existing institution of higher learning in order to develop their plan to start an institute of international affairs. The PNG Customs Service has done that with the University, they are now working towards setting up their own institution.

My best advise to students, considering the status quo, would be to use the theories to help you understand international affairs. Follow major real-world events or issues that are unfolding and use the theories to make sense of what is happening. Form an informal international relations discussion club and share your analysis with your peers or use electronic platforms like Moodle forums and our Facebook groups. These are ways that you can also sharpen your analytical skills and your comprehension. 

As for me, regardless of how boring I sound, I will continue to talk about the theories of international relations. I see that PNG need leaders and policy makers who have a deeper understanding of theories. Therefore, I believe what I am doing is in line with Pillar 4 of the Vision 2050.