History and Politics

Constitution-making has been a central political activity in the modern era. Enacting a new constitution was an essential ingredient in the foundation of republics, the creation of new states, the inauguration of democratic regimes, and the reequilibration of democracies during or after a political crisis. Constitution writing has also become a crucial part of the process of overcoming a legacy of violent internal conflict and a component of authoritarian regimes that seek to gain legitimacy by emulating the formalities of representative democracies. This article surveys the most important concepts and issues related to the comparative analysis of constitution-making. Although it draws examples from constitutions made in a wide variety of settings, special attention is paid to constitutional texts adopted or implemented under competitive conditions.

Counterfactuals seek to alter some feature or event of the pass and by means of a chain of causal logic show how the present might, or would, be different. Counterfactual inquiry—or control of counterfactual situations—is essential to any causal claim. More importantly, counterfactual thought experiments are essential, to the construction of analytical frameworks. Policymakers routinely use then by to identify problems, work their way through problems, and select responses. Good foreign-policy analysis must accordingly engage and employ counterfactuals.

There are two generic types of counterfactuals: minimal-rewrite counterfactuals and miracle counterfactuals. They have relevance when formulating propositions and probing contingency and causation. There is also a set of protocols for using both kinds of counterfactuals toward these ends, and it illustrates the uses and protocols with historical examples. Policymakers invoke counterfactuals frequently, especially with regard to foreign policy, to both choose policies and defend them to key constituencies. They use counterfactuals in a haphazard and unscientific manner, and it is important to learn more about how they think about and employ counterfactuals to understand foreign policy.

Diplomacy’s role in foreign policy is hampered by multiple understandings of what diplomacy is and does. A broad definition of diplomacy holds that it encompasses more than the promotion of peaceful international relations. Instead, it applies to the sum of those relations—peaceful, hostile, and everything in between. Thus, foreign relations—so long as they involve the interests, direction, and actions of a sovereign power—may be regarded as being synonymous with diplomatic relations, whereby foreign policy relates to the theory and practice of setting diplomatic priorities; planning for contingencies; advancing strategic, operational, and tactical diplomatic aims; and adjusting those aims to domestic and foreign constraints. This conception of diplomacy is functional: it emphasizes the roles of diplomats and recognizes that many other people perform these roles besides official envoys; and it illustrates that diplomatic settings—and the means, methods, and tools of diplomacy—undergo continuous change. The basic mediating purpose of diplomacy, however, has endured, as has much of its institutional apparatus—embassies, ambassadors, treaties, and so on. This is likely to remain the case so long as there are multiple polities in the world, all having to relate to one another.

An improved understanding of foreign policy learning necessitates a clarification of what foreign policy learning is, who learns, and how such learning occurs. Cognitive and social psychologists, sociologists, and political scientists situated in a variety of subfields have contributed to the understanding of foreign policy learning, a multidisciplinary area of inquiry. Learning theorists seek to show how a change in an actor’s beliefs due to experience or observation can lead to changes at other units, such as organizations and within the government. This cognitive dimension is important because actors may pursue a new course of action for politically expedient reasons rather than having genuinely “learned”—a distinction referred to as “complex” vs. “simple” learning.

Foreign policy learning can be internal or external. The former type of learning entails what individuals, governments, or organizations learn from their prior experience. Learning theorists who focus on the individual level of analysis borrow insights from political psychology in an effort to shed light on the personal characteristics, the belief structures, and the cognitive psychological mechanisms of political actors that can better inform policymaking. Leaders whose cognitive structures are described as relatively open and complex—like Soviet leader Mikhail Gorbachev, whose learning brought about the dramatic changes that ultimately led to the demise of the Soviet Union—are more likely to alter their beliefs than their cognitively closed and simple counterparts.

Yet external learning occurs as well. Policy diffusion studies show that learning can result from demonstration effects. Foreign policy learning via diffusion is not instrumental, but instead occurs through osmosis. Privatization in the former communist states, China’s Foreign Direct Investment liberalization, and the diffusion of environmental norms in the European Union are examples of learning that is contagious, not chosen. A more conscious mode of learning than diffusion is policy transfer, which entails policymakers’ transferring ideas from one country and implementing them in another. Technological innovations, unlike lessons that involve political ideology, are generally easier lessons to transfer—for example, Japan’s success in applying lessons from the West to modernize its army in the second half of the 19th century.

The constraints to foreign policy learning are formidable. Decision makers are not always open to reconsidering views that challenge their beliefs. Leaders tend to resort to, and misuse, analogies that prevent learning. Even a change in a decision maker’s beliefs may not lead to foreign policy change, given the myriad political pressures, bureaucratic hurdles, and economic realities that often get in the way of implementing new ideas. Indeed, foreign policy learning and foreign policy change are not synonymous.

Scholars face significant obstacles in studying foreign policy learning. There is no consensus on the definition of learning, on what constitutes learning, on how actors learn, when they learn, or on how to assess whether learning has taken place. Despite attempts to make sense of the confusion, scholars face the daunting challenge of improving understanding of how learning is shaped and funneled through the interaction of agents and the structures in which they are situated, as well as the relationship between learning and foreign policy change.

Most states’ foreign policies are secular in orientation and focus. A few make religion a prominent component of their ideological approach to foreign policy. States whose foreign policies are consistently or irregularly informed by religion include Egypt, Iran, India, Israel, Saudi Arabia, and the United States. In each case, these states’ foreign policies feature domestic religious actors seeking to have regular or intermittent involvement in foreign policymaking. The impact and capacity of such religious actors is linked to the ideological and/or national interest priorities of incumbent governments. That is, religious actors may have an input into foreign policymaking, which reflects a concern more generally with the association between material concerns—including national security issues—and religious and ethical ideas, norms, and values.

In addition to states with input from religious actors in foreign policymaking, there are several important nonstate actors whose religious beliefs centrally inform their foreign policies, which often focus on activities in the United Nations, the world’s largest and most comprehensive organization with near-universal state membership. The United Nations is a key focal point to pursue such policies, and three such actors are discussed: the Holy See/Vatican (and, more generally, the Roman Catholic Church), the Organisation of Islamic Cooperation (OIC), and the World Council of Churches (WCC), whose religious orientations are, respectively, Roman Catholicism, Islam, and non-Catholic Christianity. The importance of religious actors in foreign policy, in relation to both selected states and nonstate actors, is explored.

The understanding of the differences in what a state and nonstate actors are and do in the Global South is augmented if we historicize these categories. In particular, the category of the nonstate actor is best understood when contextualized in the project of the state in which such actors operate. Building on established critical approaches, it is necessary to interrogate the a priori assumption that distinctions that frame as exclusively distinct categories of state and nonstate actors hold blanket validity for understanding politics in the Global South.

A meaningful understanding of how an actor’s influence—regardless of category—is enhanced when placed in a context, and where analysis addresses strategies and actions and their effects. To this end, an actor is defined as an entity with two characteristics: it is able to develop preferences and goals, and it is able to mobilize individuals and material resources in their pursuit. Presenting the benefits of contextual analysis shows how a focus on actors’ “sovereign potentialities” (i.e., attributes such as control over territory, service provision, generation of markers of identity, and the international recognition that an actor has and through which it can impose change on its context and environment) allows for a clearer understanding of what constrains or enables actors qua actors.

One way to explain the analytical purchase of this argument is via a novel reading of Hezbollah and of Lebanon’s politics, which is the party’s anchoring context. This makes it possible to analyze the profound effects of Hezbollah’s actions in Lebanon and regionally through its alliance with Syria (and Iran), its appeal to a wider Arab audience, and its confrontation with Israel. Special attention is given to Hezbollah’s actions in Lebanon, its involvement in the 2012–2013 Qusayr battle in support of the Syrian government, and its decision-making during the 2006 Israel War. This discussion will highlight Hezbollah’s state-like and non-state-like sovereign potentialities, and the factors that limit or enable its strategies in different contexts.

The concept of strategic culture has become widely used in the field of international relations, primarily in the context of efforts to explain the distinctive strategic behaviors of states through reference to their unique strategic properties. Despite this, a great deal of confusion remains regarding what strategic culture is, and how it may be used in the context of academic research. Two problems produce this confusion: much strategic culture literature continues to conflate culture-as-ideas with the behavior and artifacts through which those ideas become manifest, and strategic culture scholars have incorporated within their definitions of this concept overly narrow assumptions about where strategic culture may be said to exist.

To address these weaknesses in the literature, strategic culture is redefined as consisting of common ideas regarding strategy that exist across populations. This definition is narrower than many because it defines culture as common ideas rather than as ideas plus behavior (or as ideas plus artifacts). This matters not because it solves the methodological challenges faced by those who seek to study ideas, but because it forces us to confront these challenges directly in the context of efforts to understand the different ways that patterns of ideas may produce patterned behavior. This definition is also broader than many because it refuses to dismiss the possibility that common ideas related to strategic matters may exist across populations that are not bounded by the borders of existing countries. The rationale for such an approach is simply that one ought to look and see how common ideas are in fact distributed across populations, rather than assume that patterns will conform to taken-for-granted political units.