| ID | 110773 |
| Title Proper | From reason-giving to collective action |
| Other Title Information | argument-based learning and European integration |
| Language | ENG |
| Author | Riddervold, Marianne |
| Publication | 2011. |
| Summary / Abstract (Note) | The aim of this article is to contribute to the further development of deliberative theory-to make it more applicable to research on EU integration-by establishing alternative and more concise micro-mechanisms to those of the rationalist bargaining perspectives. It is suggested that the micro-mechanism through which deliberation has an effect on outcomes is what is termed argument-based learning, which means that an actor accepts the validity of a presented argument so that (s)he acts upon it. Moreover, the article differentiates between three types of argument-based learning considered relevant in the EU context. On this basis, it suggests a two-step analytical approach for studies of EU decision-making processes. In trying out the empirical relevance of the framework, it is applied to a case where one would not expect agreements on common EU policies to have been reached due to argument-based learning, namely EU coordination towards the Maritime Labour Convention (MLC). The framework proved helpful in accounting for agreements that are puzzling from a rationalist perspective. |
| `In' analytical Note | Cooperation and Conflict Vol. 46, No.4; Dec 2011: p.563-580 |
| Journal Source | Cooperation and Conflict Vol. 46, No.4; Dec 2011: p.563-580 |
| Key Words | Bargaining ; Deliberation ; European Union ; Learning ; Policy - Making |