Roberto Farneti - Böcker

War, violence, and the disruption of social orders are critical areas of focus in mimetic theory, and a mimetic perspective applied to the study of politics illuminates social processes and phenomena over and beyond typical explanations offered by mainstream political science. Unlike traditional political science ontology, the mimetic perspective highlights neither individuals nor groups, but “doubles,” or “mimetic twins.” According to this perspective, in order to grasp the fundamental rationales of political processes, we need to concentrate on the distinctive propensity of either individuals or groups to engage in mimetic contests resulting from their unreflective disposition to imitate each other’s desire. This disposition has been strikingly described by the French-American anthropologist Rene Girard: “Once his basic needs are satisfied (indeed sometimes even before), man is subject to intense desires, though he may not know precisely for what.” Via mimetic theory, Farneti highlights phenomena that political scientists have consistently failed to notice, such as reciprocal imitation as the fundamental cause of human discord, the mechanisms of spontaneous polarization in human conflicts (i.e., the emergence of dyads or “doubles”), and the strange and ever-growing resemblance of the mimetic rivals, which is precisely what pushes them to annihilate each other.

This volume examines the EU’s changing educational context and its challenges. Based on an extensive survey of more than 2000 European Studies courses in 30 European countries, it maps and analyses the features of teaching methodologies as they emerge from both disciplinary as well as interdisciplinary curricula. It presents a series of case studies on some of the most-used innovative teaching tools emerging in the field such as simulation games, e-learning, problem based learning, blended learning, and learning through the use of social networks. Based on the contributors’ own experiences and academic research, the book examines both strengths and possible pitfalls of these increasingly popular methods. The book’s critical approach will inspire educators and scholars committed to improving the teaching methods and tools in the area of European Studies and other programmes of higher education facing similar challenges.