Social Research and Social Practice in Post-Positivist Society
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Sociology One Course in Upper Level Writing
North Dakota State University 1 ENGL 120 College Composition II 3 Sociology One Course in Upper Level Writing. Select one of the following: 3 ENGL 320 Business and Professional Writing Sociology is the scientific study of social structure, social inequality, social ENGL 324 Writing in the Sciences change, and social interaction that comprise societies. The sociological ENGL 358 Writing in the Humanities and Social Sciences perspective examines the broad social context in which people live. This context shapes our beliefs and attitudes and sets guidelines for what we ENGL 459 Researching and Writing Grants and Proposal do. COMM 110 Fundamentals of Public Speaking 3 Quantitative Reasoning (R): The curriculum is structured to introduce majors to the sociology STAT 330 Introductory Statistics 3 discipline and provide them with conceptual and practical tools to understand social behavior and societies. Areas of study include small Science & Technology (S): 10 groups, populations, inequality, diversity, gender, social change, families, A one-credit lab must be taken as a co-requisite with a general community development, organizations, medical sociology, aging, and education science/technology course unless the course includes an the environment. embedded lab experience equivalent to a one-credit course. Select from current general education list. The 38-credit requirement includes the following core: Humanities & Fine Arts (A): Select from current general 6 education list ANTH 111 Introduction to Anthropology 3 Social & Behavioral Sciences -
Course Outline Sociology 100-001 Introduction To
APPLIED ARTS DIVISION School of Liberal Arts Fall Semester, 2015 COURSE OUTLINE SOCIOLOGY 100-001 INTRODUCTION TO SOCIOLOGY 45 CREDIT HOURSE 3 CREDIT COURSE PREPARED BY: DATE: APPROVED BY: DATE: APPROVED BY ACADEMIC COUNCIL: (date) RENEWED BY ACADEMIC COUNCIL: (date) APPLIED ARTS DIVISION Introduction to Sociology 3 Credit Course Fall Term, 2015 INTRODUCTION TO SOCIOLOGY INSTRUCTOR: Shawkat Shareef OFFICE HOURS: Mondays and Wednesdays, 11:00 a.m. – 12:00 p.m. OFFICE LOCATION: A2404 CLASSROOM: C1440 E-MAIL: [email protected] TIME: 10:30 a.m. – 12:00 p.m. TELEPHONE: 867-456-8604 DATES: Mondays and Wednesdays COURSE DESCRIPTION This course provides a general introduction to the field of Sociology. The course examines historical and contemporary theoretical perspectives on society and the various methods of conducting social research. Topics such as society, culture, socialization, groups and organizations, sexuality, and deviance are examined. Major social institutions including the family, education, and the political economy are also discussed. PREREQUISITES None. EQUIVALENCY OR TRANSFERABILITY AU SOCI 287 (3) CAMO SOC 100 (3) CAPU SOC 100 (3) KWAN SOCI 1125 (3) OC SOCI 111 (3) SFU SA 150 (3) – B Soc TRU SOCI 1110 (3) TRU-OL SOCI 1111 (3) TWU SOCI 101 (3) UBC YUKO SOCI 100 & YUKO SOCI 103 = UBC SOCI 100 (6) UBCO SOCI 211 (3) UFV SOC 210 (3) UNBC SOSC 1xx (3) UVIC SOCI 100 A (1.5) VIU SOCI 111 (3) For more information about transferability contact the School of Liberal Arts. 2 LEARNING OUTCOMES Upon successful completion of the course, students will be able to - be informed about above mentioned areas of Sociology based on classical and (mostly) contemporary research - critically analyze those issues in the context of daily and social lives, and - critically discuss and write methodically about those issues. -
Technology, Development and Economic Crisis: the Schumpeterian Legacy
CIMR Research Working Paper Series Working Paper No. 23 Technology, development and economic crisis: the Schumpeterian legacy by Rinaldo Evangelista University of Camerino Piazza Cavour, 19/F, 62032 Camerino (IT) +39-0737-403074 [email protected] June 2015 ISSN 2052-062X Abstract This contribution aims at highlighting the complex, non-linear and potentially contradictory nature of the relationships between technological progress, economic growth and social development, in particular within the context of market based economies. The main (provocative) argument put forward in the paper is that the recent neo-Schumpeterian literature, while providing fundamental contributions to our understanding of innovation, has contributed to the rising of a positivistic reading of the relationship between technology, economy and society, with technology being able to guaranty strong economic growth and (implicitly) social welfare. This is confirmed by the fact that, contrary to other influential heterodox economic schools and Schumpeter himself, in the recent neo- Schumpeterian literature technology is only rarely associated to macroeconomic market failures such as systemic crises, structural unemployment, and the growth of social and economic inequalities. It is also argued that the emergence of a “positivistic bias” in the neo-Schumpeterian literature has been associated to the dominance of a supply-side and micro-based view of the technology-economy relationships. Key words: Technology, Innovation, Schumpeter, Development, Crisis JEL codes: B52, O00, O30. 2 1. Introduction There is no doubt that the last economic crisis, with its depth, extension and length, could have, at least in principle, the potentiality of shaking at the fundamentals the dominant neo-liberal economic thinking and policy framework. -
Technology Policy and the Environment
SUSTAINABLE DEVELOPMENT « Technology Policy and the Environment What is the role of technology and technology policy in addressing environmental concerns and realising sustainable development goals? To consider this question, a Workshop on Technology Policy Technology Policy and the Environment was held in Paris on 21 June 2001 as part of the OECD Horizontal Programme on Sustainable Development. This brochure contains a summary of the workshop discussions, which and the Environment focused on the contributions of economic theory and modelling to understanding technology/ environment relationships. Participants debated the role and design of technology policy in addressing environmental problems and developed a list of recommendations for future OECD work. The insights gained at the workshop will contribute to further OECD analysis on technology and sustainable development. SUSTAINABLE DEVELOPMENT www.oecd.org 2000 Technology Policy and the Environment ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Pursuant to Article 1 of the Convention signed in Paris on 14th December 1960, and which came into force on 30th September 1961, the Organisation for Economic Co-operation and Development (OECD) shall promote policies designed: – to achieve the highest sustainable economic growth and employment and a rising standard of living in Member countries, while maintaining financial stability, and thus to contribute to the development of the world economy; – to contribute to sound economic expansion in Member as well as non-member countries in the process of economic development; and – to contribute to the expansion of world trade on a multilateral, non-discriminatory basis in accordance with international obligations. The original Member countries of the OECD are Austria, Belgium, Canada, Denmark, France, Germany, Greece, Iceland, Ireland, Italy, Luxembourg, the Netherlands, Norway, Portugal, Spain, Sweden, Switzerland, Turkey, the United Kingdom and the United States. -
TOWARDS a SOCIOLOGY of CURIOSITY Theoretical and Empirical Consideration of the Epistemic Drive Notion
TOWARDS A SOCIOLOGY OF CURIOSITY Theoretical and Empirical Consideration of the Epistemic Drive Notion by Ariel Bineth Supervisor: Dr. Jean-Louis Fabiani Second Reader: Dr. Alexandra Kowalski A Thesis Submitted to the Department of Sociology and Social Anthropology Central European University In Partial Fulfilment of the Requirements For the Degree of Master of Arts Budapest, Hungary June 2020 i ABSTRACT Curiosity has long been a taken for granted concept in the popular imagination and a marginalized topic in academic discourse, especially in the field of sociology. However, studies in history and philosophy bring key reasons for developing an explicitly sociological treatment of the concept. This thesis provides an argument for the social production of curiosity. On the strength of its motivating characteristic, the essay reformulates curiosity as an epistemic drive in society which organizes the social production of knowledge under given socio-historical and local-cultural circumstances. In the first part of the thesis, historical, philosophical, and sociological literature is reviewed to address common preconceptions of curiosity and give a context for the argument. Then a theoretical apparatus is developed considering the emergence, development, and impact of epistemic drives which serves as a foundation for a new perspective on what motivates the social production of knowledge. The second part of the thesis focuses on the empirical applicability of the epistemic drive notion of curiosity. As a case study, the problem of economic incentives in scientific research is considered. After presenting data on global climate change investments and U.S. federal research funding, the proposition is formed that economic incentives put research projects with short-term profitability at a significant advantage in acquiring funding compared to projects with little to none immediate economic return. -
Japanese Technology Policy: History and a New Perspective
DPRIETI Discussion Paper Series 01-E-001 Japanese Technology Policy: History and a New Perspective HARAYAMA Yuko RIETI The Research Institute of Economy, Trade and Industry http://www.rieti.go.jp/en/ RIETI Discussion Paper Series 01-E-001 JAPANESE TECHNOLOGY POLICY: HISTORY AND A NEW PERSPECTIVE Yuko Harayama Research Institute of Economy, Trade and Industry August 2001 Abstract The last decade of the 20th century was marked by the emergence of a "knowledge-based economy," with governments in most OECD countries intensifying their commitment to the underlying research and development activities. Japan is no exception. The Japanese government affirmed setting the objectives of a "Nation Based on Science and Technology" as the fundamental policy goal in 1980 and since then it has implemented several laws and policy packages in the fields of science, technology, industry and higher education, with the common denominator being "Industry-University- State cooperation." This policy orientation has been consolidated by the Science and Technology Basic Law, introduced in 1995, which gave the government legal competence in science and technology. This trend tends to reinforce stereotypic images of the Japanese innovation system, such as the "government picking up technological paths" or "industry and government working hand-in-hand." Does this perception reflect reality? This study attempts to clarify this by examining: · How the technology policy evolved during the postwar period in Japan; · What its impact was on the private sector's decision on R&D activities; · What the underlying philosophy was of the government's R&D policies, if one existed; · What the new perspective is. -
The Future Is Now: Science and Technology Policy in America Since 1950
History Books History 2007 The uturF e is Now: Science and Technology Policy in America Since 1950 Alan I. Marcus Amy Bix Iowa State University, [email protected] Follow this and additional works at: http://lib.dr.iastate.edu/history_books Part of the History of Science, Technology, and Medicine Commons Recommended Citation Marcus, Alan I. and Bix, Amy, "The uturF e is Now: Science and Technology Policy in America Since 1950" (2007). History Books. 7. http://lib.dr.iastate.edu/history_books/7 This Book is brought to you for free and open access by the History at Iowa State University Digital Repository. It has been accepted for inclusion in History Books by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. CONTENTS Introduction 7 Chapter I In the Beginning 13 Chapter 2 Coming Apart 61 Chapter 3 From Malaise to Morning in America 153 Chapter 4 Oscillations and Perturbations through Manipulations: Rise of the New Politics 203 Coda 287 Endnotes 293 Index 309 5 I NTRDDUCTI ON cience and technology are the essential building blocks of con Stemporary American society and governance. "Smart" bombs and other sophisticated weapons replace countless soldiers. Hybrid seeds, biotechnology, and fertilizers are the basis of agricultural pro ductivity. Job creation, global competitiveness, and the American standard of Jiving stand as the consequence of scientific insight and technological application. Acquisition of knowledge and provision of information and communication, whether through electronic impulses or on land, rest on science and technology. The effects of science and technology are immediate and abun dant. -
Sociology As Scientific Knowledge
E-ISSN 2240-0524 Journal of Educational and Vol 9 No 3 ISSN 2239-978X September 2019 Social Research . Research Article © 2019 Sandro Serpa and Carlos Miguel Ferreira. This is an open access article licensed under the Creative Commons Attribution-NonCommercial-NoDerivs License (http://creativecommons.org/licenses/by-nc-nd/3.0/). Sociology as Scientific Knowledge Sandro Serpa Department of Sociology, Faculty of Social and Human Sciences, University of the Azores, Portugal; Interdisciplinary Centre of Social Sciences – CICS.UAc/ CICS.NOVA.UAc, Interdisciplinary Centre for Childhood and Adolescence – NICA – UAc Carlos Miguel Ferreira Interdisciplinary Centre of Social Sciences—CICS.NOVA Doi: 10.2478/jesr-2019-0035 Abstract Sociology is a science with specificities and which can potentially offer a more rigorous knowledge about reality. The goal of this position paper is, by means of a thorough literature review, to contribute to demonstrating the urgency of using a sociological stance in a more complete understanding of the social, as well as of Sociology itself as a science. It is concluded that Sociology, a multi-paradigmatic science, seeks to articulate macro-social dynamics with local processes, allowing to connect the subjective significances with the practices, and which focus on the articulations between systems and actors, between structures and practices, between the reality of the social conditions of existence, and the social construction of reality. As an implication, Sociology as a scientific representation and practice of the social, can be cumbersome by helping to dismantle commonly shared preconceived ideas about the instituted social order. Keywords: sociology, scientific knowledge, science, research 1. Introduction In today’s world, obtaining knowledge is critical in a context of the weakening of the classic frameworks of several of the socialisation institutions (Torres, 2016; Lellouche, 2009). -
Forget Politicizing Science. Let's Democratize Science!
DAVID H. GUSTON Forget Politicizing Science. Let's Democratize Science! Since the publication last year by them of being somewhat insincere, Rep. Henry Waxman (D-Ca.) of a in the same way that Louis, the report alleging that the Bush ad- Science advising in Vichy Prefect of Police in Casa- ministration has been inappropri- blanca, was "shocked, shocked" ately manipulating scientific re- government is to find gambling in the back room ports and advisory committees, unavoidably at Rick's, even as he collected his science policy has become an issue own winnings. From the $120 bil- with surprisingly long political political, but we lion for scientific R&D that the legs. The administration dismissed must make a government provides, to the petty Waxman's report as a partisan dis- power plays that plague depart- tortion and a politicization of sci- concerted effort to mental governance, science is ence in its own right. But this ensure that it is deeply political. Asking whether charge became somewhat harder science is politicized distracts us to sustain with the publication of democratic. from asking. "Who benefits and a like-minded report by the Union loses from which forms of politi- of Concerned Scientists and a let- cization?" and "What are the ap- ter, signed by a left-leaning but still propriate institutional channels for bipartisan group of scientists, again and Technology Policy, eventually political discourse, influence, and alleging that the administration has responded with his own defen- action in science?" Arguing over inappropriately played politics with sively toned report. The political whether science is politicized ne- the findings of government scien- right also took aim with a critique glects the more critical question: tists and with appointments to fed- of leftist science in Politicizing Sci- "Is science democratized?" eral scientific advisory panels. -
Department of Sociology and Anthropology 1
Department of Sociology and Anthropology 1 DEPARTMENT OF SOCIOLOGY AND ANTHROPOLOGY 6300 Horizon Hall catalog.gmu.edu/colleges-schools/humanities-social-sciences/ Fairfax Campus sociology-anthropology/immigration-studies-minor/) and the faculty participate in many other minors in the college. Phone: 703-993-1440 Website: soan.gmu.edu Graduate Programs Anthropology Undergraduate Programs The department offers a Master of Arts degree in Anthropology (http:// Anthropology catalog.gmu.edu/colleges-schools/humanities-social-sciences/ sociology-anthropology/anthropology-ma/). Students can choose one The department offers a Bachelor of Arts degree in Anthropology of three emphases: advanced training in sociocultural anthropology; (http://catalog.gmu.edu/colleges-schools/humanities-social-sciences/ culture, health and bioethics; or transnational and global issues. They sociology-anthropology/anthropology-ba/). The program draws broadly can chose from many courses that are richly interdisciplinary covering from the social sciences, humanities, and natural sciences, making it such diverse topics as nationalism and transnationalism; bioethics; a strong undergraduate major that provides a sound interdisciplinary social movements, ethnicity and identity; conflict and violence; migration, preparation for a variety of careers. displacement, and refugees; regional ethnography; and political economy Bachelor’s/Accelerated Master’s Program and globalization. Departmental specializations include the following The department offers highly-qualified majors in anthropology the regions: Africa, Asia, Central and South America, Europe, the Middle East, opportunity to apply to an accelerated master’s degree program in and the United States. Coursework progresses from core courses to anthropology (http://catalog.gmu.edu/colleges-schools/humanities- more advanced courses and culminates in a thesis. social-sciences/sociology-anthropology/anthropology-ma/ #acceleratedmasterstext). -
Education As a Geisteswissenschaft:’ an Introduction to Human Science Pedagogy Norm Friesen
JOURNAL OF CURRICULUM STUDIES https://doi.org/10.1080/00220272.2019.1705917 ‘Education as a Geisteswissenschaft:’ an introduction to human science pedagogy Norm Friesen Educational Technology, Boise State University, Boise, Idaho, USA ABSTRACT KEYWORDS Human Science Pedagogy is ‘astrangecase,’ as Jürgen Oelkers has recently Human Sciences; noted: In the Anglophone world, where Gert Biesta has compellingly encour- Disciplinarity; Friedrich aged scholars to ‘reconsider education as a Geisteswissenschaft’ (a human Schleiermacher; Wilhelm science) its main themes and the contributions of its central figures remain Dilthey; Klaus Mollenhauer; Educational Theory unknown. For Germans, particularly in more ‘general’ or philosophical areas of educational scholarship (i.e. Allgemeine Pädagogik), this same pedagogy is recognized only insofar as it is critiqued and rejected. Taking this strange situation as its frame, this paper introduces Human Science Pedagogy to English-language readers, providing a cursory overview of its history and principal contributors, while suggesting the contemporary relevance of its themes and questions in both English- and German-language scholarship. This paper concludes with an appeal to readers on both sides of the Atlantic to new or renewed consideration of this pedagogy as a significant and influential source for educational thinking deserving further scholarly attention. Introduction Human Science Pedagogy (geisteswissenschaftliche Pädagogik) is a way of understanding education in terms of human cultures, practices, and experiences, as well as through biographical and collective history1.Itoffers a perspective on education ‘as one of the humanities or arts rather than as a science’ (Tröhler, 2003, p. 759), or alternatively, as a specifically ‘hermeneutic science’ (Biesta, 2011, p. 185; emphasis added). Human Science Pedagogy has further been defined as an effort to ‘give mean- ingful interpretation to educational phenomena in their historical-cultural particularity’2 (Matthes, 2007, p. -
The Evolution of Sociology of Software Architecture
THE EVOLUTION OF SOCIOLOGY OF SOFTWARE ARCHITECTURE H. A. KASSIR Ph.D. 2019 THE EVOLUTION OF SOCIOLOGY OF SOFTWARE ARCHITECTURE HASSAN ABBAS KASSIR A thesis submitted in partial fulfilment of the requirements of the University of East London for the degree of Doctor of Philosophy July 2019 2 of 389 Abstract The dialectical interplay of technology and sociological development goes back to the early days of human development, starting with stone tools and fire, and coming through the scientific and industrial revolutions; but it has never been as intense or as rapid as in the modern information age of software development and accelerating knowledge society (Mansell and Wehn, 1988; and Nico, 1994, p. 1602-1604). Software development causes social change, and social challenges demand software solutions. In turn, software solutions demand software application architecture. Software architecture (“SA”) (Fielding and Taylor, 2000) is a process for “defining a structural solution that meets all the technical and operations requirements...” (Microsoft, 2009, Chapter I). In the SA process, there is neither much emphasis on the sociological requirements of all social stakeholders nor on the society in which these stakeholders use, operate, group, manage, transact, dispute, and resolve social conflicts. For problems of society demanding sociological as well as software solutions, this study redefines software application architecture as “the process of defining a structured solution that meets all of the sociological , technical, and operational requirements…” This investigation aims to lay the groundwork for, evolve, and develop an innovative and novel sub-branch of scientific study we name the “Sociology of Software Architecture” (hereinafter referred to as “SSA”).