Geneva School Research Articles

Cultural and idiographic approach to the microgenesis of visual metaphors

This study aims to highlight the theory-method relationship, as well as some problems strongly intertwined with the methodological. It is also intended to show how conceptualizations inspired by Piagetian and dynamic systems, for example, go hand in hand with methodologies that are close to them and from which they can be approached. Methodologically, a microgenetic approach is chosen in a singular version, which recovers the spirit conceived in the Geneva School from a cultural and idiographic perspective. Assuming development as change implies taking into account the temporality of the processes, for which we will rely on treatments, some already known (MIN-MAX) and others relatively new (Phase Spaces), which allow us to represent and understand in a more detailed way how change occurs in time, in this case, in the process of understanding the visual metaphor in children from 3 to 4 years of age.

Polyphonic internationalism: The Lucie Zimmern School of International studies

This article recovers the musician, pedagogue, institution-builder, and intellectual Lucie Zimmern (1875–1963). Together with her husband Alfred, a canonical international thinker, Zimmern founded and ran the Geneva School of International Studies (1923–1939), where she outlined and taught the principles of what we term ‘polyphonic internationalism’ to hundreds of students from across the globe: the musical texture of polyphony was an ordering principle for a world which had yet come to terms with the reality of human diversity. Zimmern’s musical formation, her complex racial, religious, and national identity, combined with her experience as a private cultural diplomat of the Anglo-French Entente Cordiale, shaped her distinctive analysis of international politics which she disseminated in academic debates, written works, and public lectures. We analyse the genesis and claims of polyphonic internationalism, overtly a culturally relativist concept that sought to reconcile national and cultural self-determination with the hierarchies of empire. Lucie Zimmern’s trajectory as a thinker and her experience as a ‘wife of the canon’ reveals the gendered politics of intellectual production in the early academic field of international relations where the boundaries between the feminised domains of culture and internationalist pedagogy, and the soon-to-be masculinised academic, and ‘scientific’ study of international relations remained surprisingly permeable.

Vibrations du monde. Méditation pascalienne sur la littérature de voyage

This article examines how the referential dimension of travel literature embarrasses certain forms of theoretical thinking. It suggests that there are three possible ways of dealing with this dimension: a candid one that does not problematize it, but fully experiences its effects; a formalist perspective that analyzes the text only as a discursive construction, even if it means questioning or ignoring its relation to the real world; and finally an approach that would keep the best of the two previous ones, and reflect on what passes from the world to the reader through the forms. This approach should reintegrate the principle of reference and associate with it two principles freely inspired from the Geneva School of Criticism: vibration and encounter.

Identifying the Structural and Functional Dimensions of Chronic Disease Follow-Up Interviews

ABSTRACT The structure of medical interviews is a topic that has been extensively investigated in the scientific literature. However, some medical contexts remain unexplored, such as follow-up interviews for chronic diseases, despite being particularly rich in interactional, relational and emotional information. In this study, we set out to extract a hierarchical and functional structure from these medical consultations. The analysis method used was inspired by the methods of discourse analysis developed by the Geneva school of Roulet and colleagues. We recorded, transcribed and analyzed 13 authentic chronic disease follow-up interviews with hospital specialists. Following these analyses, we extracted a functional structure of these interviews with the phases and sequences that compose them. Findings distinguish similarities and disparities between chronic disease follow-up visits and other types of medical visits. Our discussion articulates how these types of patient-physician exchanges are similar to, but also different from, other types of medical interactions in different settings.

Moving from elite international schools to elite(ish) universities: the pathway leading to Toronto rather than Harvard

ABSTRACT The International Baccalaureate Diploma Programme (IBDP) celebrates its 60th Anniversary in 2022 as an international mobility “passport”, offering potential entry to universities around the world. Globally, 3,600 schools in July 2022 offer the IBDP. Within these, there is a sub-grouping of well-established private “elite traditional international schools” (ETISs), epitomised by the International Schools of Geneva and Yokohama. Using matriculation data mined from the websites of individual ETISs, this paper reveals the major university destinations. The emergent dominance of relatively few destinations (five in particular), mainly in Canada and England, offers an interesting avenue for research inquiry. Conversely, the relatively low entry level of ETIS graduates into the world’s most prestigious universities, such as the Oxbridge pairing, can be compared. A seemingly “natural pathway” to Toronto rather than Harvard has emerged and warrants much further discussion and investigation.

The Construction of Executive Function in Early Development: The Pragmatics of Action and Gestures

The position I take in this paper is that investigation of the construction and development of executive function (EF) and cognitive self-regulation must give children the opportunity to behave with initiative, as the agents they are. It must be based on children’s goal-directed behaviours and the challenges they face to achieve their own goals from the last third of the first year of life. It must consider children’s interests, the ecological validity of the situations, and the social context. Investigation into the origin and early development of cognitive self-regulation must be firmly anchored within a developmental framework. I will suggest that such a developmental framework is provided by the functional turn developed in the School of Geneva in the 1970s and its influence on the Pragmatics of the Object perspective. According to this pragmatic approach, actions and (private) gestures are central in the emergence and construction of EF.

An “Ordo-Thinker” on the Left: Jan Tinbergen on the National and International Economic Order

Abstract Thinking in terms of order is believed to be a feature of several liberal economic schools, most famously the ordoliberal school. This article demonstrates that the work of Jan Tinbergen provides a good example of “thinking in orders” on the left. His analysis of the national and international economic system is conducted in terms of order, and he believed that economic stability was primarily the result of the institutional order of an economy. This article shows that these ideas were shaped in discussions over the Plan of Labor (comparable to the New Deal) in the Netherlands as well as during his period in Geneva at the League of Nations. Crucial in Tinbergen's work on order is the optimal set of institutions, a so-called optimal order, that specifies the right level of centralization and decentralization in economic decision making. This focus on order is an important move away from the equilibrium-focused work on econometric studies of the business cycle theories of the 1930s. By showing the importance of the discussions in Geneva for Tinbergen's work, the article also problematizes Slobodian's recent argument that the Geneva school was neoliberal in nature. Instead, we demonstrate that it is better understood as internationalist and bipartisan.

The transmission of prudent knowledge in a work collective: Issues and perspectives on an enabling intervention for the preservation of health at work

This article focuses on the place of the aging workers in the process of transmitting experiential knowledge in a work situation, and more specifically the transmission of prudent knowledge involved in the preservation of health at work within a collective in a hospital environment. This reflection stems from collective research carried out in partnership with the University Hospitals and the Geneva School of Health Sciences, focusing on the learning conditions for the profession of Medical Radiology Technician (MRT). The article presents the collective dimensions of work as they are understood in the French-speaking field of ergonomics and the Clinic of Activity. This leads us to define the occupational health and safety issues related to the integration in a collective of new employees, whether they are novices or more experienced. Based on video-ethnographic observations of the work and the conduct of self-confrontation interviews with video traces of the activity, we present a case study focus on the analysis of a complex situation involving the care of a patient in conventional radiology. We study the functioning mechanisms of the collective work of a team of technicians composed of an older member and a newcomer. We thus highlight the obstacles to the transmission of knowledge as evidenced by the modalities-in-act of collective work. We then explore the conditions for a training intervention in the radiology department from a constructive ergonomics perspective, which could support conditions for the reception and integration of new staff and the transmission of the older staff’s experiential knowledge in order to prevent loss of expertise and exposure to occupational health and safety risks.

Prevalence of Molar Incisor Hypomineralization in over 30,000 Schoolchildren in Switzerland.

To quantify the prevalence of Molar Incisor Hypomineralization (MIH) in the canton of Geneva, Switzerland. Thirty-eight dentists of the state school dental services were trained to detect and classify MIH cases. All children (32,142) from age 4 to 12 were examined during the annual dental screening offered by the state. Cases were scored as mild, moderate or severe. The prevalence of hypomineralizations was found to be 7.45% when all hypomineralized teeth were taken into consideration. MIH cases were found to be at 6.6%. Out of the MIH cases, 51% scored as mild, 36% as moderate and 13% as severe. The mean prevalence of MIH in Geneva school children was found to be 6.6%. This seems to be lower than the European and the global average. However, with almost half cases being moderate or severe, asserting a proper management protocol is necessary.

In Memoriam: J. Hillis Miller (1928–2021)

In MemoriamJ. Hillis Miller (1928–2021) Andrzej Warminski (bio) I knew Hillis for a long time—it would be going on forty-six years now—first as a graduate student of comparative literature in the 1970s at Yale; then as a colleague, also at Yale, in the early 1980s; and then finally as a colleague in the Department of English and Comparative Literature at the University of California, Irvine since 1989. J. Hillis Miller's path traversed not one but at least four careers. The first of these was his nearly twenty years at Johns Hopkins (1953–1972), where he distinguished himself as a talented scholar of Victorian literature and as the American "ambassador" for the Geneva School of literary theory. Hillis was also a prominent member of the school. (If you pick up Sarah Lawall's old book on the Geneva School of literary critics, Critics of Consciousness [1968], you will find there chapters devoted to Marcel Raymond, Albert Béguin, Georges Poulet, Jean-Pierre Richard, Jean Starobinski, Jean Rousset, and … J. Hillis Miller. Or should one say "EeLEES MeelER"?) Hillis's second career spanned the memorable years at Yale (1972–1986), when (along with Paul de Man, Harold Bloom, and Geoffrey Hartman) he gained fame (and notoriety) as a member of the "Yale School" of deconstructive literary criticism. The third career would be his years (1986–2001) as indefatigable Distinguished Professor of English and Comparative Literature at UC Irvine, where he, along with Jacques Derrida (whom Hillis brought to UCI), was the main shaper of UCI's reputation as a center for the rigorous study of "theory." But his fourth career would have to be Hillis's years since retirement. Hillis's achievements in "retirement" constituted what would be a full and very distinguished career for lesser mortals. This is the case not only in regard to the volume of publications—I count at least fifteen books (with more in [End Page v] production) and numerous articles—and an international lecturing schedule that many a younger scholar would not be able to keep up with. (Particularly in China—imagine what kind of trip you have to take to get from Deer Isle, Maine, to Beijing!) It was also true of Hillis's work as teacher and mentor. Since "retirement" Hillis served as chair or member on the dissertation committees of many students in English and in comparative literature. I know that he also supervised dissertations at UCLA, UC Berkeley, and the University of Queensland. This is a remarkable record, and not just in terms of quantity. As anybody who has known Hillis within the academic context would affirm, Hillis was the most generous teacher that any of us will ever come across. His was above all an intellectual generosity: Hillis's willingness to see students' thoughts and projects through to the end without either preemptive acceptance or dismissal. But it was also a simply personal generosity with his time and effort that must have been a response to a genuinely ethical imperative—indeed, the equivalent of a religious "calling" or vocation—to treat others with the respect due to "the other." If Hillis was what one calls a "beloved" teacher, it is no doubt because students recognized this trait and appreciated being treated with respect—intellectual and personal. On the personal side: I have many memories of time with Hillis, a lot of them also involving Derrida, for instance, our annual ritual picking up Derrida at the airport—first at JFK, then at LAX—to take him to New Haven and Laguna Beach, respectively. From LAX we would drive to Irvine, Derrida would pick up his rental car, and then Derrida would drive the rental car, together with Hillis, to Laguna, with me following them, Derrida's very heavy suitcase (full of paper) in the trunk. After his long flight from Paris, Derrida would be weaving all over MacArthur Boulevard (and later Newport Coast Drive). I remember despairing, "Oh God, he's going to get himself killed, and he'll get Hillis killed too!"—while trying to make sure I didn't run into them, what with Derrida braking erratically on the hills. … Hillis and I sometimes...

Operationalising Global Citizenship Education

This article describes the Universal learning Programme, an innovative curriculum framework designed by the International School of Geneva’s La Grande Boissière campus and UNESCO’s International Bureau of Education. The design, scope and reach of the programme operationalises Global Citizenship Education through the development of deep conceptual understanding of relevant domains, the assessment of life-worthy competences and the creation of authentic social impact. It is through this balanced synthesis of learning and innovative task design that all the precepts of Global Citizenship Education are developed and put into concrete practice. The Universal Learning Programme offers e

A internacionalização no Ensino Superior pelos letramentos acadêmicos: uma perspectiva necessária

Este estudo trata da necessidade e da relevância social dos letramentos acadêmicos no Ensino Superior, objetivando promover uma discussão acerca de iniciativas de ensino e pesquisa, como práticas letradas, envolvendo línguas estrangeiras, com vistas à internacionalização. Trata-se de um dos princípios desta Universidade, conforme Plano de Desenvolvimento Institucional (PDI) proposto pela Universidade Estadual do Paraná, no Brasil. Quanto à metodologia, analisamos as produções de escrita e reescrita de professores em formação, de um curso de Letras (Português/Inglês), com foco no gênero de texto Abstract e seus elementos constitutivos tomando por base as capacidades de linguagem apresentadas pela Escola de Genebra. Os resultados apontam para avanços neste processo de estudo e de produção de texto pelos estudantes, visando a uma compreensão mais ampliada dos letramentos acadêmicos considerando-se aspectos relaciona-dos à internacionalização.

Algorithmic methods to explore the automation of the appraisal of structured and unstructured digital data

Purpose This paper aims to describe an interdisciplinary and innovative research conducted in Switzerland, at the Geneva School of Business Administration HES-SO and supported by the State Archives of Neuchâtel (Office des archives de l'État de Neuchâtel, OAEN). The problem to be addressed is one of the most classical ones: how to extract and discriminate relevant data in a huge amount of diversified and complex data record formats and contents. The goal of this study is to provide a framework and a proof of concept for a software that helps taking defensible decisions on the retention and disposal of records and data proposed to the OAEN. For this purpose, the authors designed two axes: the archival axis, to propose archival metrics for the appraisal of structured and unstructured data, and the data mining axis to propose algorithmic methods as complementary or/and additional metrics for the appraisal process. Design/methodology/approach Based on two axes, this exploratory study designs and tests the feasibility of archival metrics that are paired to data mining metrics, to advance, as much as possible, the digital appraisal process in a systematic or even automatic way. Under Axis 1, the authors have initiated three steps: first, the design of a conceptual framework to records data appraisal with a detailed three-dimensional approach (trustworthiness, exploitability, representativeness). In addition, the authors defined the main principles and postulates to guide the operationalization of the conceptual dimensions. Second, the operationalization proposed metrics expressed in terms of variables supported by a quantitative method for their measurement and scoring. Third, the authors shared this conceptual framework proposing the dimensions and operationalized variables (metrics) with experienced professionals to validate them. The expert’s feedback finally gave the authors an idea on: the relevance and the feasibility of these metrics. Those two aspects may demonstrate the acceptability of such method in a real-life archival practice. In parallel, Axis 2 proposes functionalities to cover not only macro analysis for data but also the algorithmic methods to enable the computation of digital archival and data mining metrics. Based on that, three use cases were proposed to imagine plausible and illustrative scenarios for the application of such a solution. Findings The main results demonstrate the feasibility of measuring the value of data and records with a reproducible method. More specifically, for Axis 1, the authors applied the metrics in a flexible and modular way. The authors defined also the main principles needed to enable computational scoring method. The results obtained through the expert’s consultation on the relevance of 42 metrics indicate an acceptance rate above 80%. In addition, the results show that 60% of all metrics can be automated. Regarding Axis 2, 33 functionalities were developed and proposed under six main types: macro analysis, microanalysis, statistics, retrieval, administration and, finally, the decision modeling and machine learning. The relevance of metrics and functionalities is based on the theoretical validity and computational character of their method. These results are largely satisfactory and promising. Originality/value This study offers a valuable aid to improve the validity and performance of archival appraisal processes and decision-making. Transferability and applicability of these archival and data mining metrics could be considered for other types of data. An adaptation of this method and its metrics could be tested on research data, medical data or banking data.

Practical Applications of Real Estate in Mixed-Asset Portfolios for Various Investment Horizons

Practical Applications Summary In Real Estate in Mixed-Asset Portfolios for Various Investment Horizons, from the Special Real Estate Issue 2019 of The Journal of Portfolio Management, Jean-Christophe Delfim and Martin Hoesli of the Geneva School of Economics and Management at the University of Geneva examine how US real estate performs in a mixed-asset portfolio over the course of multiple investment horizons. Unlike the authors of other studies, Delfim and Hoesli use nearly 30 years of data, including the global financial crisis (GFC). Considerations included direct real estate, real estate investment trusts (REITs), non-listed real estate funds, and alternative investments. The results reveal that direct real estate is best allocated as 10% to 20% of medium- to long-term investors’ portfolios. REITs may also be used in conjunction with direct investments over this time horizon. Short-term real estate investments, on the other hand, should include open-end core funds rather than direct investments. TOPICS:Statistical methods, real estate, risk management

Ambassadors of the Sensible World

We may work on things, but the opposite is perhaps even more true: things work on us. Reflecting on several projects of art and research that I have been involved in over the past years, which address different aspects of the environmental mutations currently in process, this paper will aim to partly divert from a usual focus on the deliberate intentions and goals that we can set ourselves as authors, rather observing how various objects of concern can progressively grow in our conscience and in our practice, calling for new transdisciplinary and investigative tools.
 These projects include the observation of a negotiation summit re-enacted at SciencesPo Paris in 2012, during which the « specter » of climate change seemed to appear in the room as an almost physical presence; the long term artistic research project « A tale as a tool » developed with anthropologist and writer Sandrine Teixido, involving a text of fiction as an investigative object of mediation, allowing to collect testimonies by members of frontline communities from the South of Brazil to the North of Norway; and the research project « The Anthropocene Atlas of Geneva » at Geneva school of Art and Design, gathering self-reflexive interviews with numerous scientists, artists and other actors of the ecological transition.

O desenvolvimento de capacidades linguageiras: análise de sequência didática do gênero artigo de opinião no Ensino Médio Noturno

Esta pesquisa está inserida no campo aplicado dos estudos da linguagem e tem como objetivo geral avaliar como uma sequência didática foi recontextualizada numa turma do terceiro ano noturno do Ensino Médio de uma escola pública estadual localizada em Dourados, Mato Grosso do Sul. A sequência didática foi produzida colaborativamente por duas professoras: uma que atuou como colaboradora e a outra como pesquisadora. Os objetivos específicos desta pesquisa são: analisar a sequência didática no que se refere à distribuição das capacidades de linguagem e analisar o desenvolvimento das capacidades linguageiras dos alunos em relação à escrita do gênero artigo de opinião, depois da didatização da sequência didática, por meio das produções iniciais e finais. A pesquisa está embasada nos pressupostos téorico-metodológicos do interacionismo sociodiscursivo (Bronckart, 2006; 2007), consubstanciada nas teorias advindas da escola genebrina (Schneuwly; Dolz; Noverraz, 2004). Metodologicamente, trata-se de uma pesquisa qualitativa, de cunho documental. Constituem o corpus a sequência didática, produções iniciais e finais dos alunos. Os resultados finais, definidos a partir da avaliação da sequência didática e das produções dos alunos, mostram que os alunos avançaram significativamente na capacidade linguístico-discursiva, mas apenas relativamente nas capacidades de ação e discursiva.

Assessment of intercultural competencies: a case study in Switzerland

In this study, we conducted a review of literature �of instruments to measure intercultural competence in the domain of education and we evaluated the most relevant and scientifically valid to teachers. Eight instruments were identified and the Multiculturally Efficacy Scale was select. The purpose was to apply this instrument to analyse intercultural competence of 88 teachers from primary schools of the International School of Geneva. A comparison between English-speaking teachers and the French-speaking teachers about experiences with diversity, multicultural competence and the conception of multiculturalism in a multicultural school environment was also verified. Preliminary analyses comparing two groups revealed some difference but both groups of teachers have an attitude regarding diversity.We would discuss the results concerning this experience of diversity in English-speaking teachers and French-speaking. Findings lead to directions for future research.Key words: competence, cultural, intercultural, transcultural, cross-cultural, multicultural, scale, inventory, education, teacher training, teacher education.

The Development of Hiroshima International School

Jean Piaget is well known as a child and cognitive psychologist. He is less understood as the founder of the discipline of genetic epistemology, the scientific study of the genesis and development of human meaning-making. He is also a major proponent of constructivist learning and activity pedagogy. A major supporter of the first international school, the International School of Geneva (which later developed the International Baccalaureate), and an early director of both the world’s first child study center, the Jean-Jacques Rousseau Institute, and the International Bureau of Education (later a part of the United Nations Educational, Scientific, and Cultural Organization), Piaget was deeply committed to student self-government, collaborative, active learning, and peace education. In 1980 I became principal of the Hiroshima International School of peace and culture, and we used his seminal work, “The Right to Education in the Modern World,” based on Article 26 of the Universal Declaration of Human Rights, to create and sustain an authentic “international” school organization, curriculum, and pedagogical practice.

Besieged by the left and the right: The order of liberal globalism

This paper provides a critical reading of Quinn Slobodian’s “Globalists: The End of Empire and the Birth of Neoliberalism”. Slobodian’s narrative centers around the concept of a “Geneva School” of economists and lawyers who, from the 1930s to the 1990s, shaped the international economic order through activities in Genevan institutions. The paper shows in what ways the book constitutes a highly stimulating challenge for readers who align normatively with the characters portrayed by Slobodian. Despite some weaknesses in its historiographical construction, the Geneva School is interpreted as an innovative contribution to the neoliberalism literature. The critical remarks on the book are embedded in posing an overarching question: In what ways can globalists like the author of the paper and moderate critics of globalism like Slobodian enter a fruitful conversation about improving the deficiencies of the global politico-economic order, especially in light of the far-left and far-right critique of globalism in recent years.

Globalists: The End of Empire and the Birth of Neoliberalism by Quinn Slobodian

Reviewed by: Globalists: The End of Empire and the Birth of Neoliberalism by Quinn Slobodian Or Rosenboim Globalists: The End of Empire and the Birth of Neoliberalism. By Quinn Slobodian. Cambridge, MA: Harvard University Press, 2018. Pp. x + 381. Cloth. $35.00. ISBN 978-0674979529. In recent years, the intellectual foundation of neoliberalism has attracted the attention of historians and economists. Scholars like Angus Burgin and Dotan Leshem have looked to the past to define the meaning of neoliberalism and outline its future trajectories. Quinn Slobodian has made a significant contribution to this growing body of scholarship with his remarkable study of neoliberalism in the twentieth century, Globalists. Slobodian's main thesis in the book is that neoliberalism sought to adapt the liberal market-based global vision to the reality of the modern states-system in the postimperial world. The book's dramatis personae are a group of economists centered on what Slobodian calls the "Geneva School," which included Friedrich Hayek, Wilhelm Röpke, Ludwig von Mises, Michael Heilperin, Lionel Robbins, Gottfried Haberler, and Frieder Roessler. Thus, Slobodian argues that scholars who seek to understand the rise and the meaning of neoliberalism should shift their gaze away from the English-speaking intellectual sphere to the German-speaking one. In this narrative, the Swiss city by the lake becomes a hub of intellectual, political, and economic exchanges between mostly Central European economists—many of them refugees—concerned with the future of liberty after empire. The appropriation of their ideas by American economists in Chicago or by international organizations like the World Trade [End Page 385] Organization came at a later stage. The origins of the neoliberal global worldview were anchored in Europe, and in particular in the political and economic legacy of the Habsburg Empire and fin-de-siècle Vienna. The book's meticulously researched narrative unfolds over seven chapters, each dedicated to a different aspect of the globalists' vision of renewed economic liberalism: from tariffs to federations, from constitutions to new international organizations, the globalists explored a wide range of means to adapt the state to their liberal idea of absolute property rights, wholly integrated world economy, and individual liberty. Writing in the shadow of totalitarianism and fascism, these neoliberals advocated setting constraints to both democracy and nationalism, but they did not wish to abolish the state. But their critique of the ideology of nationalism did not translate into a call to abolish all states or to establish a supranational political system (although some, like Hayek, were at one time federalists). Instead, they sought a structural adjustment that could embed the postimperial world order within an integrated, liberal international institutional design. For them, "order was not a steady state, but an adjustment, an often painful process of learning" (262). The market could not function on its own; the globalists' role was to fine tune its mechanisms and ensure its smooth operation on a global scale. Thus, Slobodian argues that neoliberalism "is less a theory of the market or of economics than of law and the state" (268). The main contribution of this original and compelling study is outlining a new context for assessing and understanding neoliberalism in which the state plays a major role. Politics and the law are now seen to be much more significant in constructing the neoliberal worldview than previously assumed. Slobodian shows how the protagonists of globalist neoliberalism envisioned a range of legal, institutional, and political tools to ensure the integration of the world economy and the preservation of the unequal global power relations after the decline of the European empires. The book is framed as a contextual intellectual history of the economists who constituted the Geneva School, but the contextualization is inevitably partial. Most obviously, the reader lacks a clear view of the political and intellectual opposition to the neoliberal vision. Who was Hayek arguing against? What were the alternative visions and plans of a global order available after 1945? If the core of neoliberalism is to be found in Central Europe, it would be valuable to situate the proposals of the globalist neoliberals within the horizon of European postwar politics. In this sense, for example, the wartime federalist vision of Hayek and Robbins...