Access

You are not currently logged in.

Access JSTOR through your library or other institution:

login

Log in through your institution.

If You Use a Screen Reader

This content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Journal Article

International Organizations as Teachers of Norms: The United Nations Educational, Scientific, and Cutural Organization and Science Policy

Martha Finnemore
International Organization
Vol. 47, No. 4 (Autumn, 1993), pp. 565-597
Published by: The MIT Press
Stable URL: http://www.jstor.org/stable/2706939
Page Count: 33
Were these topics helpful?
See somethings inaccurate? Let us know!

Select the topics that are inaccurate.

Cancel
  • Read Online (Free)
  • Download ($34.00)
  • Subscribe ($19.50)
  • Add to My Lists
  • Cite this Item
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
International Organizations as Teachers of Norms: The United Nations Educational, Scientific, and Cutural Organization and Science Policy
Preview not available

Abstract

Most explanations for the creation of new state institutions locate the cause of change in the conditions or characteristics of the states themselves. Some aspect of a state's economic, social, political, or military situation is said to create a functional need for the new bureaucracy which then is taken up by one or more domestic groups who succeed in changing the state apparatus. However, changes in state structure may be prompted not only by changing conditions of individual states but also by socialization and conformance with international norms. In the case of one organizational innovation recently adopted by states across the international system, namely, science policy bureaucracies, indicators of state conditions and functional need for these entities are not correlated with the pattern for their adoption. Instead, adoption was prompted by the activities of an international organization which "taught" states the value of science policy organizations and established the coordination of science as an appropriate, and even a necessary, role for states. This finding lends support to constructivist or reflective theories that treat states as social entities shaped by international social action, as opposed to more conventional treatments of states as autonomous international agents.

Page Thumbnails

  • Thumbnail: Page 
[565]
    [565]
  • Thumbnail: Page 
566
    566
  • Thumbnail: Page 
567
    567
  • Thumbnail: Page 
568
    568
  • Thumbnail: Page 
569
    569
  • Thumbnail: Page 
570
    570
  • Thumbnail: Page 
571
    571
  • Thumbnail: Page 
572
    572
  • Thumbnail: Page 
573
    573
  • Thumbnail: Page 
574
    574
  • Thumbnail: Page 
575
    575
  • Thumbnail: Page 
576
    576
  • Thumbnail: Page 
577
    577
  • Thumbnail: Page 
578
    578
  • Thumbnail: Page 
579
    579
  • Thumbnail: Page 
580
    580
  • Thumbnail: Page 
581
    581
  • Thumbnail: Page 
582
    582
  • Thumbnail: Page 
583
    583
  • Thumbnail: Page 
584
    584
  • Thumbnail: Page 
585
    585
  • Thumbnail: Page 
586
    586
  • Thumbnail: Page 
587
    587
  • Thumbnail: Page 
588
    588
  • Thumbnail: Page 
589
    589
  • Thumbnail: Page 
590
    590
  • Thumbnail: Page 
591
    591
  • Thumbnail: Page 
592
    592
  • Thumbnail: Page 
593
    593
  • Thumbnail: Page 
594
    594
  • Thumbnail: Page 
595
    595
  • Thumbnail: Page 
596
    596
  • Thumbnail: Page 
597
    597