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Socio-Technical Futures Shaping the Present: Empirical Examples and Analytical Challenges (Technikzukünfte, Wissenschaft und Gesellschaft / Futures of Technology, Science and Society)
by Armin Grunwald Ingo Schulz-Schaeffer Andreas Lösch Martin MeisterThe exploration of ways to conceptualize the shaping of the present by socio‐technical futures is the aim of this volume. Therefore it brings together contributions from Science and Technology Studies and Technology Assessment, which focus all on the question how socio-technical images of the future shape present processes of innovation and transformation starting from empirical case studies and generalizing specific findings or by tackling conceptual questions from the outset. A white paper of 23 authors, which aims to sensitize researchers and practitioners completes the volume.
Socio-political Ideas of Aurobindo Ghose
by Bidyut ChakrabartyBy focusing on the socio-political ideas of the nationalist Aurobindo Ghosh (1872-1950), the book is an analytical dissection of his ideational vision which is still a relatively under-studied area of nationalist thoughts. During the perod, 1893-1910, Ghosh radically altered the texture of Indian nationalism by dwelling on how nationalism flourished in different parts of India, particularly, Japan, Italy and Ireland. conceptually different from the prevalent form of nationalist voice, it was he who clearly charted out a new course for anti-British campaign that fully unfolded with the appearance of Gandhi (1869-1948) on the Indian political scene. So, Aurobindo's politico-ideological vision ushered in a new era in the nationalist battle for India's political emancipation. Not only is the book therefore an intervention in the nationalist thought, but also devised new conceptual parameters for comprehending the radicalization of politico-ideological voices while simultaneously mobilizing those who were ready to make supreme sacrifices for the cause.
Socio-political Ideas of Aurobindo Ghose
by Bidyut ChakrabartyBy focusing on the socio-political ideas of the nationalist Aurobindo Ghosh (1872-1950), the book is an analytical dissection of his ideational vision which is still a relatively under-studied area of nationalist thoughts. During the perod, 1893-1910, Ghosh radically altered the texture of Indian nationalism by dwelling on how nationalism flourished in different parts of India, particularly, Japan, Italy and Ireland. conceptually different from the prevalent form of nationalist voice, it was he who clearly charted out a new course for anti-British campaign that fully unfolded with the appearance of Gandhi (1869-1948) on the Indian political scene. So, Aurobindo's politico-ideological vision ushered in a new era in the nationalist battle for India's political emancipation. Not only is the book therefore an intervention in the nationalist thought, but also devised new conceptual parameters for comprehending the radicalization of politico-ideological voices while simultaneously mobilizing those who were ready to make supreme sacrifices for the cause.
Sociobiology and the Preemption of Social Science
by Alexander RosenbergOriginally published in 1981. Why have the social sciences in general failed to produce results with the ever-increasing explanatory power and predictive strength of the natural sciences? In seeking an answer to this question, Alexander Rosenberg, a philosopher of science, plunges into the controversial discipline of sociobiology. Sociobiology, Rosenberg asserts, deals in those forces governing human behavior that traditional social science has unsuccessfully attempted to slip between: neurophysiology, on the one hand, and selective forces, on the other. Unlike previous works in the two fields it straddles, Rosenberg's book brings thinking about the nature of scientific theorizing to bear on the most traditional issues in the philosophy of social science. The author finds that the subjects of conventional social science do not reflect the operation of laws that social scientists are equipped to discover. The author argues that much of the debate surrounding sociobiology is irrelevant to the issue of its ultimate success. Although largely conceptual, the book is an unequivocal defense of this new theory in the explanation of human behavior.
Sociocultural Approaches to STEM Education: An ISCAR International Collective Issue (Sociocultural Explorations of Science Education #21)
by Katerina Plakitsi Sylvie BarmaThis book is a contribution to the sociocultural approaches to Science Technology Engineering and Mathematics (STEM) Education. It offers a new interpreting theoretical framework coming from the Cultural Historical Psychology. The authors highlight some serious elements of the sociocultural context that mediates learning on STEM or with STEM adds. The book brings together the work of researchers interested in developmental psychology and childhood, with a special focus on using Activity theory and Cultural-historical research approach to unite these two opposing approaches to the study of children. The authors reconsider our relationship and experiencing with technology. It moves the attention from the pure instrumental aspect of technology to a deep human and societal approach. Moreover, the book focuses on the issue of teachers' continuing education in both formal and informal settings is being seen under a sequential system of expansive cycles and the key role of contradictions in transformative educational settings. Overall, this book encourages the academic society to open dialogue with other societies and enhance interdisciplinary research in times of crisis.
Socioeconomic Segregation and Educational Inequality: Evidence from International Assessments (IEA Research for Education #15)
by Nathan A. Burroughs Jacqueline A. Gardner Dirk F. Zuschlag Craig Joseph Van VlietThis open access book uses multiple IEA Assessments to examine the relationship between socioeconomic segregation between classrooms and student outcomes. By examining Socioeconomic status (SES) segregation between classrooms as well as between schools, it produces a more accurate estimate of student sorting. Further, this study examines the differential impact of student sorting across subject areas and grades in order to explore whether school structure’s relationship to educational inequality exhibits content and longitudinal heterogeneity. This study employs time series, fixed-effect, random-effects, and synthetic-cohort methods to comprehensively investigate the robustness of the relationship between SES segregation and achievement inequalities. This project makes an important contribution to researchers’ understanding of student sorting’s impact using a comparative lens, while also providing important information to policymakers on the role of schools in mediating social inequalities.
Sociological Approaches to Theories of Law (Elements in Philosophy of Law)
by Brian Z. TamanahaSociological Approaches to Theories of Law applies empirical insights to examine theories of law proffered by analytical jurisprudents. The topics covered include artifact legal theory, law as a social construction, idealized accounts of the function of law, the dis-embeddeness of legal systems, the purported guidance function of law, the false social efficacy thesis, missteps in the quest to answer 'What is law?', and the relationship between empiricism and analytical jurisprudence. The analysis shows that on a number of central issues analytical jurisprudents assert positions inconsistent with the social reality of law. Woven throughout the text, the author presents a theoretically and empirically informed account of law as a social institution. The overarching theme is that philosophical claims about the nature of law can be tested and improved through greater empirical input.
Sociological Jurisprudence: Juristic Thought and Social Inquiry
by Roger CotterrellThis book presents a unified set of arguments about the nature of jurisprudence and its relation to the jurist’s role. It explores contemporary challenges that create a need for social scientific perspectives in jurisprudence, and it shows how sociological resources can and should be used in considering juristic issues. Its overall aim is to redefine the concept of sociological jurisprudence and outline a new agenda for this. Supporting this agenda, the book elaborates a distinctive juristic perspective that recognises law’s diversity of cultural meanings, its extending transnational reach, its responsibilities to reflect popular aspirations for justice and security, and its integrative tasks as a general resource of regulation for society as a whole and for the individuals who interact under law’s protection. Drawing on and extending the author’s previous work, the book will be essential reading for students, researchers and academics working in jurisprudence, law and society, socio-legal studies, sociology of law, and comparative legal studies.
Sociological Theory In The Contemporary Era: Text And Readings
by Scott Appelrouth Laura EdlesSociological Theory in the Contemporary Era, Second Edition, combines well-edited, important original writings from sociology′s core contemporary theorists with introductory text that provides a historical and theoretical framework for understanding them. Authors Scott Appelrouth and Laura Desfor Edles use this unique text/reader approach to introduce students to contemporary sociological theory in a lively and engaging fashion. The text/reader provides not only a biographical and theoretical summary of each theorist′s works but also an overarching scaffolding that students can use to examine, compare, and contrast each theorist′s major themes and concepts. The book also offers discussions of past social and intellectual milieus to provide a holistic picture of the development of the theories discussed.
Sociological Theory in the Classical Era 3rd Edition
by Laura Desfor Edles Scott AppelrouthSociological Theory in the Classical Era introduces students to original major writings from sociology's key classical theorists. It also provides a thorough framework for understanding these challenging readings. For each theorist, the authors give a biographical sketch, discuss intellectual influences and core ideas, and offer contemporary examples and applications of those ideas. Introductions to every reading provide additional background on their structure and significance.
Sociological Theory: From Comte to Postcolonialism
by Alessandro OrsiniThis textbook analyses the work of classical and contemporary sociological theorists. The first part is dedicated to Comte, Spencer, Marx, Durkheim, Weber, Pareto, and Simmel. The second part covers the major contemporary sociological perspectives: Functionalism, Marxism, Conflict Theory, Symbolic Interactionism, Phenomenological Sociology, and Rational Choice Theory. The third part is devoted to Postmodern Theory, Feminist Theory, Postcolonial Theory, and Race Theory. The author combines academic rigour with clear and accessible language, offering students an in-depth and extensive overview of the main, recurring problems that have troubled sociological theory from its origins to the present day. The textbook uses contemporary examples, analysing how sociological theory can explain the most tragic phenomena of our time, including the war in Ukraine, the Israeli-Palestinian conflict, US-China competition over Taiwan, nuclear proliferation, radicalization, neofascism, white suprematism, jihadism, and terrorism. With pedagogic features aiding learning, this book helps navigate the various approaches, methods, and research that divide sociologists into distinct schools. This textbook is therefore an invaluable tool to any sociology student looking to gain a comprehensive understanding of the foundational thinkers that have shaped the discipline.
Sociological and Philosophical Perspectives on Education in the Asia-Pacific Region
by Chi-Ming Lam Jae ParkThis book demonstrates the value of approaching education from a sociological and philosophical perspective. Specifically, it addresses current and long-standing educational issues in the Asia-Pacific region, integrating sociological and philosophical insights with practical applications in four key areas: educational aims, moral education, educational policy, and the East-West dichotomy. It discusses educational aims in terms of rationality, philosophical thinking, and sustainable development and presents the literary, religious, and analytical approaches to moral education. Four educational policies are then considered: Hong Kong's language policy, Hong Kong's policy on the internationalization of education, East Asia's policies on English education, and Australia's policy on teacher education. Different aspects of the East-West dichotomy are analysed: Confucian rationalism versus Western rationalism, Confucian learning culture versus Western learning culture, and Asian research methodology versus Western research methodology. Taken as a whole, the book shows that issues in education are rarely simple, and looking at them from multiple perspectives allows for rich and informed debates. It presents a rare philosophical and sociological analysis of the cultures and experiences of education in the Asia-Pacific region, and promotes research that leads to more culturally rooted educational policies and practice.
Sociologies of New Zealand (Sociology Transformed)
by Charles CrothersThis book provides the first comprehensive analysis of the various sociologies of New Zealand from the late 19th century to the present day. Opening with previously undocumented insights into the history of proto-sociology in New Zealand, the book then explores the parallel stories of the discipline both as a mainstream subject in Sociology departments and as a more diffuse ‘sociology’ within other university units .The rise and fall of departments, specialties and research networks is plotted and the ways in which external and internal factors have shaped these is explained. Different generations of sociologists, including many immigrants, are each shown to have left their unique mark on New Zealand sociology. The author demonstrates that the rising interest in topics specific to New Zealand has been accompanied by increasing capacities to contribute to world sociology. This book will have inter-disciplinary appeal across the social sciences and provides a valuable study of the development of sociology in a semi-peripheral country.
Sociologising Child and Youth Resilience with Bourdieu: An Australian Perspective
by Guanglun Michael MuIn this book, Mu crafts a sociology of resilience through his multi-year research with Australian students. The content is not merely concerned with individual achievements in precarious conditions but also ponders over transformative, reflexive, and power-rejective everyday practices that make social change possible, probable, and even inevitable. Since Emmy Werner and her colleagues discovered the "self-righting" and "invincible" children on the Hawaiian island of Kauai who fared well despite exposure to significant household risks, positive psychology has markedly advanced the knowledge about child and youth resilience to adversities. Yet, many children and adolescents continue to slide through system cracks. This fact does not invalidate psychology of resilience; rather, it urges new frameworks to break the reproductive circle of inequality. Reframing the traditional psychological notion of resilience through recourse to Bourdieu’s relational and reflexive sociology, the book moves beyond individual adaptation to adverse conditions and takes a deep dive into sociological resilience to structural problems. It offers school professionals and educational researchers an epistemological tool to reapproach resilience and reappropriate Bourdieu for social change. Offering scholarship that will interest researchers in the areas of child and youth resilience, sociology of resilience, and sociology of education, the volume is written to engage with the intellectual work of both established scholars and emerging researchers within Australia and beyond. The empirical analyses also provide useful insights for educational professionals in schools and resilience researchers in universities.
Sociology Of Education: A Critical Reader 2nd Ed
by Alan R. Sadovnik Ryan CoughlanThis comprehensive and bestselling Reader examines the most pressing topics in sociology and education while exposing students to examples of sociological research on schools. Drawing from classic and contemporary scholarship, noted sociologist Alan R. Sadovnik has chosen readings that examine current issues and reflect diverse theoretical approaches to studying the effects of schooling and society. The second edition provides students with seven new readings from some of the best theorists and researchers in education including James S. Coleman, Madeleine Arnot, and Claudia Buchman. Through full, rather than excerpted primary source readings, students have the opportunity to read sociological research as it is written and engage in critical analyses of readings in their entirety. Including comprehensive section introductions, questions for reflection and discussion, and suggested readings, Sociology of Education will stimulate student thinking about the important roles that schools play in contemporary society and their ability to solve fundamental social, economic and political problems.
Sociology and Military Studies: Classical and Current Foundations (Cass Military Studies)
by Joseph SoetersThis book examines the connection between sociology and the challenges faced by the modern military. Military sociology has received little attention in the broader academic world, and is mostly focused on civil-military relations. This book seeks to address this gap and combines ideas, theories and insights from sociology’s founding authors, with each chapter focusing on a specific thinker. There are chapters on Max Weber, Emile Durkheim, Karl Marx, Georg Simmel, Jane Addams, W. E. B. Du Bois, Erving Goffman, Michel Foucault, Morris Janowitz, Norbert Elias, Cornelis Lammers, Arlie Russell Hochschild, Cynthia Enloe and Bruno Latour, and each essay discusses their ideas and theories in relation to topics that are of concern in and around the military today. Military studies are taken in a broad sense here, so the volume encompasses a wide range of issues, including civil-military relations, military-political affairs, performance and outcomes of military operations, and organizational arrangements including technology and the composition, performance and well-being of personnel. The book intends to provide views and insights that will help the military to innovate their organizations and practices, not necessarily in the usual functional way of innovating (i.e. faster, more precise, etc.) but in a broader way. This book will be of great interest to students of sociology, military studies, civil-military relations, war and conflict studies, and IR in general.
Sociology and Philosophy (Routledge Revivals: Emile Durkheim: Selected Writings in Social Theory)
by Emile DurkheimFirst published in English in 1953, this volume represents a collection of three essays written by seminal sociologist and philsopher Emile Durkheim in which he puts forward the thesis that society is both a dynamic system and the seat of moral life. Each essay stands alone, but their connecting thread is the dialectic demonstration that a phenomenon, be a sociological or psychological one, is relatively independent of its matrix. The essays provide a valuable insight into Durkeheimian thought on sociological and philsophical matters and offer an excellent guide to Durkheim for students of both disciplines.
Sociology and School Knowledge: Curriculum Theory, Research and Politics (Routledge Library Editions: Sociology of Education #59)
by Geoff WhittyThe rise of a radical ‘new’ sociology of education during the early 1970s focused attention on the nature of school knowledge. Although this new approach was set to revolutionize the subject, within a few years, many people considered these developments an eccentric interlude, with little relevance to curriculum theory or practice. First published in 1985, this book offers a more positive view of the new sociology of education and its contribution to our understanding of the curriculum. In doing so, it argues that some of the radical promise of the new sociology of education could be realised, but only if sociologists, teachers and political movements of the left work more closely together.
Sociology and Statistics in Britain, 1833–1979
by Plamena PanayotovaAt the beginning of the twentieth century, Britain stood at the forefront of science and statistics and had a long and respected tradition of social investigation and reform. But it still did not yet have a ‘science of society.’ When, in the early 1900s, a small band of enthusiasts got together to address this situation, the scene was set for a grand synthesis. No such synthesis ever took place and, instead, British sociology has followed a resolutely non-statistical path. Sociology and Statistics in Britain, 1833-1979 investigates how this curious situation came about and attempts to explain it from an historical perspective. It uncovers the prevalence of a deep and instinctive distrust within British sociology of the statistical methodology and mindset, resulting in a mix of quiet indifference and active hostility, which has persisted from its beginnings right up to the present day. While British sociology has thrived institutionally since the post-war expansion of higher education, this book asks whether or not it is poorer for having failed to recognise that statistics provides the foundations for the scientific study of society and for having missed opportunities to build upon those foundations. Ultimately, this important, revealing and timely book is about British sociology’s refusal to come to grips with a modern scientific way of thinking which no discipline that aspires to an effective study of society can afford to ignore.
Sociology and Teaching: A New Challenge for the Sociology of Education (Routledge Library Editions: Sociology of Education #61)
by Andrew Pollard Peter WoodsFirst published in 1988, this work considers the ways in which the sociology of education can inform educational practice. It examines the research which marries the two fields and considers the thinking behind it. It addresses key themes such as: sociological awareness or imagination, and how it might be stimulated and enriched by educational study; reflectivity for both teachers and sociologists; and ethnography, the major research orientation behind most of these studies.
Sociology and the School (Routledge Library Editions: Education)
by Peter WoodsThis is an introduction to interactionist work in education during the 1970s and 80s. The interactionist viewpoint concentrates on how people construct meanings in the ebb and flow of everyday life – what they think and do, how they react to one another – and has in recent years established itself as one of the leading approaches in education. It has generated illuminating research studies which, by being firmly based in the real world of teaching and dealing with the fine-grained details of school life, have helped to break down the barriers between teacher and researcher. This volume presents the results of this valuable work, within a coherent theoretical framework, by focusing on the major interactionist concepts of situation, perspectives, cultures, strategies, negotiation and careers. By bringing them together in this way, the author demonstrates their collective potential for the deeper understanding of school life and the possibilities for sociological theory. His book therefore offers both a summary of and a reflection on achievement in the area of interactionism as it relates to schools.
Sociology as Political Education: Karl Mannheim in the University
by Karl MannheimGerman professors and academic intellectuals are often blamed for passivity or complicity in the National Socialist rise to power. Karl Mannheim was a leading representative of a vital minority of university personalities who devoted themselves to making sociology and higher education contribute to democratization. Sociology as Political Education is both an analytical account of Mannheim's efforts as well as an illustration of the application of sociological knowledge to the world of practical action. Together with a second biographical volume by the editors, forthcoming next season, it comprisesa complete record of Karl Mannheim in the university life of the Weimar period.The comparatively new discipline of sociology was looked upon with favor by the Weimar Republic's reformers of higher education. In advancing its methods Mannheim had first to contend first with prominent and influential figures who attacked sociology as a mere political device to undermine cultural and national values for the sake of narrow interests and partisanship. He then had to meet the objections of fellow sociologists who were convinced that the discipline could prosper only as an area of specialized study with no claim to educational goals beyond the technical reproduction. Finally, he had to separate himself from proponents of politicized sociology. Sociological thought should be rigorous, critical, and attentive to evidence, but, Mannheim argued, its system had to be open and congruent with the ultimate responsibility of human beings for their acts.Loader and Kettler supplement Mannheim's groundbreaking volume with previously untranslated Mannheim texts, among them a transcript of his 1930 sociology course in which Mannheim answered his critics and clarified his intentions. Sociology as Political Education is not only of historical significance, but also shows Mannheim's relevance for current discussions of academic integrity and politicization. This volume will be of interest to sociologists, cultural historians, and political scientists.
Sociology for Music Teachers: Practical Applications
by Gareth Dylan Smith Hildegard C. FroehlichFor upper level undergraduate and introductory graduate and doctoral courses in music education. Outlining the basic aspects, constructs and concepts relevant to understanding music teaching and learning from a sociological perspective, this volume introduces students to the discipline as a tool in understanding their own work. The text shows how certain academics in music, sociology and education have thought about the relationship of music to education, schooling and society and examines the consequences of such thinking for making instructional choices in teaching methods and repertoire selection. School music teaching is imbedded in two major societal traditions: (1) the tradition of music making, listening, and responding; and (2) the tradition of education as a societal mandate. The first tradition holds firmly to music artistry and musicological scholarship, the latter of which includes music sociology. The second tradition, that of education as a field of study, relies mostly on pedagogical principles rooted equally in psychology and sociology. Hildegard Froehlich bases the book upon the premise that a music teacher's work is equally shaped by both traditions. The more music teachers become aware of how societal structures shape their own lives as well as the lives of their students, colleagues, and superiors; the more "reality-based" their teaching will become. Society is a composite of communities in which different social classes, groups, and reference groups co-exist-to varying degrees of compatibility due to real or perceived differences in norms and values as well as hierarchies of power. Informed or intuitive choices made by an individual indicate allegiances to particular groups, how those groups are structured hierarchically; and where and how each individual fits into those hierarchies. This is true for the music world as it is true for the world of education.
Sociology in Austria since 1945 (Sociology Transformed)
by C. FleckSociology in Austria has been frequently affected by political developments in the country. This first history of sociology in Austria examines the impact of the break-up of the Habsburg Empire and of two consecutive dictatorships, which destroyed academic freedom by means of forced migration and imprisonment. Even after 1945 the re-established Second Republic did not dismiss professors promoted during the Nazi period, and failed to invite exiled academics to return home. The author argues that the result has been a continuation of favouritism and conformism, with compliance to political regimes sanctioned at the expense of meritocracy and that in the light of this chequered past we should celebrate instances of de-institutionalization.
Sociology in Brazil: A Brief Institutional and Intellectual History (Sociology Transformed)
by Veridiana Domingos Cordeiro Hugo NeriThis book provides an overview of the institutional and intellectual development of sociology in Brazil from the early 1900s to the present day; through military coups, dictatorships and democracies. It charts the profound impact of sociology on Brazilian public life and how, in turn, upheavals in the history of the country and its universities affected the its scientific agenda. This engaging account highlights the extent of the discipline’s colonial inheritance, its early institutionalization in São Paulo, and its congruent rise and fall during repeated regime changes. The authors’ analysis draws on original research that maps the concentration of research interests, new developments, publications and centers of production in Brazilian sociology, using qualitative and quantitative data. It concludes with a reflection on the potential impact of the recent far-right turn in Brazilian politics on the future of the discipline. This book contributes a valuable country study to the history of sociology and will appeal to a range of social scientists in addition to scholars of disciplinary historiography, intellectual and Brazilian history.