Reconstructing Integration Theory: The Case of Educational Policy in the EC
Reconstructing Integration Theory: The Case of Educational Policy in the EC
复制标题
重建一体化理论：欧共体教育政策案例
DOI：
10.1177/0010836794029001003
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发表时间：
1994
影响因子：
2
通讯作者：
E. Beukel
中科院分区：
文献类型：
--
作者：
E. Beukel
新功能主义一体化理论的核心概念是，一个部门的一体化具有内在的扩展性，概括为"溢出"概念。这表明，不能用这种说法来解释欧洲共同体在普通教育方面的合作，这种合作始于1970年代初，并在1980年代中期以后得到加强。教育领域一体化程度的提高必须被解释为对超出共同体机构和最初计划范围的经济和政治变化的反应。这证实了一个结论，即新功能一体化理论作为一套独立的国际关系发展理论，属于一个过去的时代。
The central notion in neo-functionalist integration theories is the idea that integration in one sector has an inherently expansive character, encapsulated in the `spill-over' concept. It is demonstrated that the cooperation in the European Community on aspects of general education, which was initiated in the early 1970s and strengthened after the mid-1980s, cannot be explained in such terms. The increased level of integration in the educational field has to be accounted for as a response to economic and political changes beyond the range of the Community's institutions and original plans. This confirms a conclusion that neo-functional integration theory, as a separate set of theories on developments in international relations, belongs to a bygone era.