THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
68
"CONCEPTUAL FRAMEWORKS FOR UNDERSTANDING NATIONAL
AND REGIONAL SECURITY CHALLENGES"
Dilmurodova Zahro
Astrakhan State Technical University
Tashkent regional branch
Murtalibova Malika Mirmaksudovna
Assistant and student
https://doi.org/10.5281/zenodo.15636762
Abstract
This paper explores the theoretical foundations of national and regional
security studies, emphasizing their impact on sustainable interstate relations. As
security challenges escalate social, economic, and political tensions, the need for
systematic analysis has grown. The development of research centers and think
tanks has contributed to the evolution of security studies, especially after World
War II and during the Cold War. Modern security concepts increasingly link
sovereignty with security, influencing global policy frameworks. The study
focuses on three influential theoretical schools-the Copenhagen, Welsh, and
Paris Schools-highlighting their contributions to reshaping traditional security
paradigms through interdisciplinary and critical approaches.
Key words:
Welsh, Cold War, CIA, NSA.
Security issues that affect the sustainable development of interstate
relations lead to an escalation of social, economic and political tensions, and an
increase in the deficit of raw materials. Therefore, the issue of studying and
analyzing security issues has always been of great importance.
This, in turn, led to the emergence of a number of think tanks and research
centers that allowed for the systematic study and management of security issues
on a national, regional and international scale. Security studies conducted before
the Cold War focused on factors that threatened national security, sovereignty
and international relations. The aim of the study is to regulate international
relations, focusing on the questions of "Whose security?", "Who provides
security?" and "What are the threats to security?" The goal is to find answers to
questions such as:
With the end of World War II and the emergence of a bipolar world in world
politics, a modern understanding of security issues began to take shape. Now,
“security” and “sovereignty” have become complementary concepts. It would not
be wrong to say that these concepts have determined the future of international
relations. This can be seen in the example of the adoption of the US National
Security Act in 1947 and the creation of the National Security Agency (NSA) and
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
69
the Central Intelligence Agency (CIA). Recent events have shown that many
countries around the world are investing heavily in countering terrorism and
cyber security. Security studies as an important branch of international relations
have developed within the framework of realist, idealist, Marxist and feminist
points of view. However, in the framework of our study, we consider it
appropriate to highlight three main schools of security research theories:
1.Copenhagen School of Security.
2.Welsh School of Security.
3.Paris School of Security.
Copenhagen School of Security.The Copenhagen School of Security Studies
was founded in 1985. Today, the Copenhagen School of Security Studies
supports interdisciplinary research in the field of peace and security. The
Copenhagen School of Security Studies has transformed the traditional security
paradigm into a realistic and constructive approach, helping to shape new views
on security and defense issues.
The Copenhagen School's significant contribution to the development of
science is determined by its formulation of the theories of "securitization" and
"desecuritization". Ole Weaver is one of the main proponents of this theory. In
addition, B. This theory is also discussed in detail in the work "Security: A New
Framework for Analysis" by Buzan, Weaver and De Wilde. The Copenhagen
School was the first in its research to take into account the need to pay special
attention to ensuring international security and, in this regard, defense issues.
The main focus was on studying the scale of threats and the capabilities of states
in combating military conflicts between states.
By the 1990s, there had been a change in the direction of the Copenhagen
School of Security Studies. They now sought to cover the human, environmental,
social, economic and political spheres within the framework of security issues.
Accordingly, the core of securitization theory was defined as consisting of five
important areas and it was transformed into an interdisciplinary approach to
security. The proponents of the approach tried to justify the need to study the
problem of security in a relatively broad context within their research. Speaking
about this, B. Buzan says: “It takes comparatively more effort to improve
security and survive.”[1] In this step, we will focus on the main components of
securitization theory. Scott Nicholas Romaniuk believes that securitization
consists of three main stages:
1. The emergence of an existential threat known as a “speech act.”
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
70
2. The referent's adoption of special/emergency measures to protect the
object from an existential threat.
3. Perception of a speech act by one or more audiences[2].
In analyzing the relationship between speech and the concept of security,
Munster evaluates security as a speech act and emphasizes that security threats
arise on the basis of speech acts. In his opinion, official threats are transmitted
through speech, and the parties also pay attention to speech when determining
the level of threats.[3] According to Victor Oliveira, "representatives of the
Copenhagen School effectively implemented a synthesis of security. In this
regard, they relied on the realist and constructivist theory of international
relations.[4]
It is natural that the Copenhagen School plays an important role in
addressing the challenges facing humanity within the framework of security
studies. According to Victor Olivera, one of its prominent representatives,
“securitization theory plays an important role in security issues. This theory,
which emerged after the end of the Cold War, allowed for a comprehensive
interpretation of international security. Because in recent years, humanity has
faced new threats such as terrorism and cybersecurity. In short, the
development of securitization theory allows for a more complete understanding
of a number of contemporary dilemmas in this regard.[5]
References:
1. B. Buzan, O. Weaver, J. de Wilde. Security: A New Framework for Analysis.
London: Lynn Rienner, 1998.
2.M. McDonald. Securitization and the Construction of Security // In the
European Journal of International Relations. - December 2008. - Vol. - No. 14. -
PP. 4563-4587.
3. Mustapha Cezal. The origins of differentiation in safety schools. – University of
Groningen, 2019 // URL:https://docplayer.net/195109918-University-of-
Groningen-origins-of-differentiation-in-critical-security-schools-sezal-
mustafa.html
4.Victor Oliveira. The Copenhagen School and Securitization Theory. July 28,
2020 // URL:The Copenhagen School and Securitization Theory | Victor Oliveira
| Middle
5. Harem R. Rafiq "Copenhagen School vs. Welsh School of Security
Studies"https://www.academia.edu/31516026/Copenhagen_school_versus_We
lsh_School_of_security_studies
