DOCSLIB.ORG

Society Register

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Society Register ISSN 2544-5502 SOCIETY REGISTER 3 (1) 2019 Adam Mickiewicz University in Poznan ISSN 2544-5502 SOCIETY REGISTER 3 (1) 2019 Adam Mickiewicz University in Poznan SOCIETY REGISTER 2019 / Vol. 3, No. 1 ISSN: 2544-5502 | DOI: 10.14746/sr EDITORIAL TEAM: Mariusz Baranowski (Editor-in-Chief), Marcos A. Bote (Social Policy Editor), Piotr Cichocki (Quantitative Research Editor), Sławomir Czapnik (Political Science Editor), Piotr Jabkowski (Statistics Editor), Mark D. Juszczak (International Relations), Agnieszka Kanas (Stratification and Inequality Editor), Magdalena Lemańczyk (Anthropology Editor), Urszula Markowska-Manista (Educational Sciences Editor), Bartosz Mika (Sociology of Work Editor), Kamalini Mukherjee (English language Editor), Krzysztof Nowak-Posadzy (Philosophy Editor), Anna Odrowąż-Coates (Deputy Editor-in-Chief), Aneta Piektut (Migration Editor). POLISH EDITORIAL BOARD MEMBERS: Agnieszka Gromkowska-Melosik, Adam Mickiewicz University in Poznań (Poland); Kazimierz Krzysztofek, SWPS University of Social Sciences and Humanities (Poland); Roman Leppert, Kazimierz Wielki University (Poland); Renata Nowakowska-Siuta, ChAT (Poland); Inetta Nowosad, University of Zielona Góra (Poland); Ewa Przybylska, Nicolaus Copernicus University in Toruń (Poland); Piotr Sałustowicz, SWPS University of Social Sciences and Humanities (Poland); Bogusław Śliwerski, University of Lodz (Poland); Aldona Żurek, Adam Mickiewicz University in Poznań (Poland). INTERNATIONAL EDITORIAL BOARD MEMBERS: Tony Blackshaw, Sheffield Hallam University (United King- dom); Theodore Chadjipadelis, Aristotle University Thessaloniki (Greece); Kathleen J. Farkas, Case Western Reserve University, Cleveland, Ohio (US); Sribas Goswami, Serampore College, University of Calcutta (India); Bozena Hautaniemi, Stockholm University (Sweden); Kamel Lahmar, University of Sétif 2 (Algeria); Georg Kam- phausen, University of Bayreuth (Germany); Nina Michalikova, University of Central Oklahoma (US); Jaroslaw Richard Romaniuk, Case Western Reserve University, Cleveland, Ohio (US); E. Wayne Ross, University of British Columbia (Canada); Luca Salmieri, Sapienza University (Italy); Nora Schleicher, Budapest Metropolitan Uni- versity (Hungary); Angela Scollan, Middlesex University London (United Kingdom); Alan Segal, Grande Prairie Regional College, Alberta (Canada), Darrick Smith, University of San Francisco (US); Paul Spicker, Robert Gor- don University (United Kingdom). Text revision: Kamalini Mukherjee DTP: SR team The original version of the journal is an online edition published on the following websites: http://societyregister.eu/ https://pressto.amu.edu.pl/index.php/sr Society Register is co-financed by the Ministry of Science and Higher Education (under the ‘Support for scien- tific journals’ programme). Abstracting/indexing services: ARIANTA, Bielefeld Academic Search Engine (BASE), CEJSH (The Central Eu- ropean Journal of Social Sciences and Humanities), CEON (Centrum Otwartej Nauki), Directory of Open Access Journals (DOAJ), European Reference Index for the Humanities and the Social Sciences (ERIH PLUS), PKP In- dex, IC Journals Master List, ROAD Directory of Open Access scholarly Resources, POL-index, SSOAR (Social Science Open Access Repository), Google Scholar, WorldCat, NUKAT. Published by: Editorial Office: Institute of Sociology Institute of Sociology Adam Mickiewicz University in Poznań Adam Mickiewicz University in Poznań Szamarzewskiego 89 C, 60-568 Poznań, Poland Szamarzewskiego 89 C, 60-568 Poznań, Poland E-mail: [email protected] Tel. +48 61 8292227 SOCIETY REGISTER 2019 / VOL. 3, NO. 1 CONTENTS #INTRODUCTION MARIUSZ BARANOWSKI SOCIOLOGY OF KNOWLEDGE IN TIMES DETERMINED BY KNOWLEDGE . 07 #ARTICLES HUBERT KNOBLAUCH THE COMMUNICATIVE TURN IN GERMAN SOCIOLOGY OF KNOWLEDGE . 23 BARBARA GRÜNING SOCIOLOGICAL KNOWLEDGE AND IDEOLOGY IN THE GERMAN DEMOCRATIC REPUBLIC: THE INSTITUTIONALIZATION PROCESSES OF A DISCIPLINE . 39 DUŠAN MARINKOVIĆ & DUŠAN RISTIĆ KNOWLEDGE AS IDENTITY: AN ESSAY IN GENEALOGY . 73 SAŠA BOSANČIĆ INTERPRETIVE SUBJECTIVATION ANALYSIS – A CRITICAL PERSPECTIVE ON THE DISCURSIVE SITUATEDNESS OF HUMAN SUBJECTIVITIES . 87 MILOŠ JOVANOVIĆ COMMON-SENSE LEGITIMATION OF INFORMAL PRACTICES IN PRESENT-DAY SERBIA . 105 HONORATA JAKUBOWSKA THE SOCIOLOGICAL ANALYSIS OF SENSORY KNOWLEDGE: ITS UNDERSTANDING, CONSTRUCTION AND ACQUISITION . 121 RENE TUMA ‘VERNACULAR VIDEO ANALYSIS’ – THE COMMUNICATIVE CONSTRUCTION OF VISUAL KNOWLEDGE . 137 #INTERVIEWS JOLANTA AMBROSEWICZ-JACOBS & ANNA ODROWĄŻ-COATES HISTORICAL POLITICS, MELTED CITIZENSHIP AND EDUCATION ABOUT THE HOLOCAUST: INTERVIEW WITH JOLANTA AMBROSEWICZ-JACOBS . 163 #REVIEWS JOANNA JAWORSKA BEATA ZIÓŁKOWSKA, JOWITA WYCISK, SELF-DESTRUCTION OF CHILDREN AND YOUTH . 169 SOCIETY REGISTER 2019 / 3(1): 7-22 ISSN 2544–5502 DOI: 10.14746/sr.2019.3.1.01 SOCIOLOGY OF KNOWLEDGE IN TIMES DETERMINED BY KNOWLEDGE MARIUSZ BARANOWSKI1 1 Adam Mickiewicz University in Poznań, Szamarzewskiego 89 C, 60-568 Poznań, Poland. ORCID: 0000-0001-6755-9368, Email: [email protected] ABSTRACT: This article is a selective introduction to the description and character- ization of the changes that have occurred in the sociology of knowledge since the publication of Max Scheler’s book in 1924 to contemporary times, most often con- ceptualized by the term knowledge society. A brief review of the main threads in the field of sociology of knowledge was intended to draw attention to the theoretical and practical advantages of particular approaches, as well as their disadvantages, result- ing in a trivial study of the phenomenon of knowledge in question. The descriptive character of this article also allowed for a number of systematizations within specific approaches (e.g. Michel Foucault) and within a broad perspective of the knowledge phenomenon. KEYWORDS: sociology of knowledge, knowledge society, social existence, social con- sciousness, Karl Marx, Karl Mannheim INTRODUCTION The main goal of this article is to attempt an – unavoidably selective – description and characterisation of the changes happening within the sociology of knowledge, which happened between the publication of Max Scheler’s Probleme einer Soziologie des Wis- sens in 1924 and the contemporary studies on the society of knowledge or the knowl- edge-based society. The philosophical reflections on the epistemological foundations of science, and the legitimacy of: (a) imaginations of the world as conceptualised in ontological categories, (b) knowledge, understood as a form of cognition of objective reality, (c) the ethical and (d) aesthetic cognition, will only serve as the background to considerations focused on the sociological determinants of knowledge. Bearing in mind that the concept of knowledge is in itself broader than the concept of science, as, 8 SOCIETY REGISTER 2019 / VOL. 3., NO. 1 besides scientific knowledge, it also encompasses common, speculative and irrational knowledge, or artistic and literary knowledge, the sociological perspective allows the investigation to reach beyond the institutional dimension of science. Furthermore, as was pointed out by the aforementioned Max Scheler, the concept of knowledge is more heuristically productive than cognition or consciousness (Scheler 1976: 189). But above all, we should add that both knowledge and cognition together with con- sciousness are determined by the social context of both the “consciousness” itself, and the epistemological research. According to Karl Mannheim, “[e]very individual is therefore in a two-fold sense predetermined by the fact of growing up in a society: on the one hand he finds a ready-made situation and on the other he finds in that situation preformed patterns of thought and of conduct” (Mannheim 1998: 3). This means that the social conditions of the functioning of an individual precede all the products of their actions, despite the numerous assurances of “objectivity” or “freedom from valuation” of the subjects’ or social groups’ actions. This characteristic, and often unconscious, rooting of human thinking in found structures of, broadly understood, knowledge and experience, shed light on these very processes, as well as undermine the speculative theses about the objectivity of the cognition processes (regardless of whether they pertain to the cog- nitive subject or the object being studied. The position taken by the sociology of knowledge – that is, the mode of analysis of the surrounding reality from the perspective of the social determinants of cognition – has a relatively long tradition. Not only the purely social determinants are being applied in explaining and describing the functioning mechanisms of society and its parts. At least since the times of Marx and Engels, the class determinants have played a key role in a number of research traditions. Today, we would point out, on the one hand, the subjective factors – for example related to Alfred Schutz’s research tradition and aspects of the sociology of everyday life – and on the other hand, the ideologi- cal, for example nationalist, factors, which are important elements in characterising the relationships between the conditions of knowledge creation and their content. Regardless of the detail of the social factors taken into account by the sociology of knowledge, it has to be noted that this research perspective is historically grounded, which means it rejects all forms of ahistorical explanations. Studies of the social conditions of (creating and transforming) knowledge have been vividly articulated – although one
Load more

Recommended publications
  • Machine Guessing – I
    Machine Guessing { I David Miller Department of Philosophy University of Warwick COVENTRY CV4 7AL UK e-mail: [email protected] ⃝c copyright D. W. Miller 2011{2018 Abstract According to Karl Popper, the evolution of science, logically, methodologically, and even psy- chologically, is an involved interplay of acute conjectures and blunt refutations. Like biological evolution, it is an endless round of blind variation and selective retention. But unlike biological evolution, it incorporates, at the stage of selection, the use of reason. Part I of this two-part paper begins by repudiating the common beliefs that Hume's problem of induction, which com- pellingly confutes the thesis that science is rational in the way that most people think that it is rational, can be solved by assuming that science is rational, or by assuming that Hume was irrational (that is, by ignoring his argument). The problem of induction can be solved only by a non-authoritarian theory of rationality. It is shown also that because hypotheses cannot be distilled directly from experience, all knowledge is eventually dependent on blind conjecture, and therefore itself conjectural. In particular, the use of rules of inference, or of good or bad rules for generating conjectures, is conjectural. Part II of the paper expounds a form of Popper's critical rationalism that locates the rationality of science entirely in the deductive processes by which conjectures are criticized and improved. But extreme forms of deductivism are rejected. The paper concludes with a sharp dismissal of the view that work in artificial intelligence, including the JSM method cultivated extensively by Victor Finn, does anything to upset critical rationalism.
    [Show full text]
  • 'History, Method and Pluralism: a Re-Interpretation of Isaiah Berlin's
    HISTORY, METHOD, AND PLURALISM A Re-interpretation of Isaiah Berlin’s Political Thought Thesis submitted to the University of London for the degree of Doctor of Philosophy by HAOYEH London School of Economics and Political Science 2005 UMI Number: U205195 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI U205195 Published by ProQuest LLC 2014. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 S 510 Abstract of the Thesis In the literature on Berlin to date, two broad approaches to study his political thought can be detected. The first is the piecemeal approach, which tends to single out an element of Berlin’s thought (for example, his distinction between negative liberty and positive liberty) for exposition or criticism, leaving other elements unaccounted. And the second is the holistic approach, which pays attention to the overall structure of Berlin’s thought as a whole, in particular the relation between his defence for negative liberty and pluralism. This thesis is to defend the holistic approach against the piecemeal approach, but its interpretation will differ from the two representative readings, offered by Claude J.
    [Show full text]
  • Eidos Fecha De Recepción: Diciembre 1 De 2010 ISSN 1692-8857 Fecha De Aceptación: Enero 21 De 2011 Issne 2011-7477
    eidos Fecha de recepción: diciembre 1 de 2010 ISSN 1692-8857 Fecha de aceptación: enero 21 de 2011 ISSNe 2011-7477 PRAGMATISM IN INTERNATIONAL RELATIONS THEORY AND RESEARCH SHANE J. RALSTON Penn State University, Department of Philosophy [email protected]. RESUMEN Este artículo examina la literatura reciente sobre la intersección entre pragmatismo filosófico y relaciones internacionales (RI), incluyendo la teoría y la metodología de investigación de las RI. Se sostiene que uno de los obstáculos que motivan las teorías y metodologías pragmatistas de las RI es la dificultad de definir el pragmatismo, en particular si existe la necesidad de una definición más genérica de pragmatismo, o una más específica que se vincule con las metas de teó ricos e investigadores de las rela cio nes internacionales. Aunque el prag matismo filosófico no se ajusta fá cilmente a ninguno de los marcos teóricos tradicionales en RI, aquí esbozo una teoría pragmatista de las RI que se inspira en los tra- bajos de John Dewey y Richard Rorty. Sobre la metodología de las RI, señalo de qué manera la combina ción del pragmatismo filosófico y los métodos de investigación en RI se han beneficiado enormemente de las contribuciones de algunos prag matistas líderes de las RI y que hay signos de esperanza en que dicha relación puede enriquecerse pos teriormente. PALAB R AS CLAVE Pragmatismo, relaciones internacionales, investigación, teoría, práctica, John Dewey, Richard Rorty. ABSTRACT The goal of this paper is exami ne the recent literature on the intersec- tion between philosophical pragmatism and International Relations (IR), including IR theory and IR re search methodology.
    [Show full text]
  • Natural Events
    Journal of Artificial Intelligence Research 30 (2007) 361-412 Submitted 07/07; published 11/07 Natural Events John Bell [email protected] Department of Computer Science, Queen Mary, University of London, London E1 4NS, UK Abstract This paper develops an inductive theory of predictive common sense reasoning. The theory provides the basis for an integrated solution to the three traditional problems of reasoning about change; the frame, qualification, and ramification problems. The theory is also capable of representing non-deterministic events, and it provides a means for stating defeasible preferences over the outcomes of conflicting simultaneous events. 1. Introduction A great deal has been written on the logical representation of common sense reasoning about change since the publication of McCarthy and Hayes’s (1969) seminal paper, and many theories have been proposed; see, for example, the monographs by Sandewall (1994), Shanahan (1997), and Reiter (2001). Most theories treat events1 deductively, along the lines of the representation of actions used in the planner strips (Fikes & Nilsson, 1971). Each event type is defined by its preconditions and effects. For example, in the blocks world, the preconditions for unstacking block x from block y are that x is on y, x is clear (no block is on top of it), and the robot hand is empty. The effects are that the hand is holding x, y is clear, and each of the preconditions is false. Change is then a matter of deduction. If a particular event (a token of an event type) occurs and its particular preconditions hold, then its particular effects are deduced, and so necessarily follow, from it.
    [Show full text]
  • Course Objectives
    Research Methods Course Objectives Scientific Method ■ Understand the nature and practice of science in general Tim Weyrich ■ http://www.cs.ucl.ac.uk/staff/t.weyrich/ Learn how to identify and test Based on slides by Daniel Alexander scientific hypotheses ■ Understand publishing processes ■ Perform a literature review for your Master’s project ■ Obtain practice in written and oral presentation 1 2 Course Objectives Overview ■ A bit of philosophy ■ Learn how to work like a scientist (after all, it’s an MSc…) ■ Some technical material – Statistical hypothesis testing • Frequentist and Bayesian – Experiment design • Modelling and sampling, experiment design. ■ Handling live subjects – Data from humans (questionnaires) – Ethics in science ■ Mechanisms of scientific discourse ■ Oral and written presentation 3 4 Assessment Today’s Outline ■ Coursework ■ What is this thing called science? • 2 pieces, 20% ■ Facts and experiments ■ Written Literature Review ■ Induction and Deduction • max.(!) 10,000 words, 60% ■ Falsifiability ■ Final Presentation on literature and ■ Paradigms and revolutions planned research ■ Other theories of science • 15 minutes, 20% 5 6 What is this thing called science? What is this thing called science? ■ Knowledge derived from facts! ? 7 8 Facts and experiments Facts and experiments ■ What are the facts ■ What are the facts 9 10 Facts and experiments Facts and experiments ■ What are the facts ■ What are the facts ■ What people observe depends highly ■ What experiments do you do? on their experience ■ Influence of theory on: • Botanist • What experiments • Radiologist • Experimental setup ■ Observations of facts are fallible 11 12 Deduction and induction Deduction and induction ■ How do we derive knowledge from ■ Deductive logic is truth preserving facts 1.
    [Show full text]
  • Conceptual-Network-Based Philosophy of Science
    Open Journal of Philosophy, 2019, 9, 104-139 http://www.scirp.org/journal/ojpp ISSN Online: 2163-9442 ISSN Print: 2163-9434 Conceptual-Network-Based Philosophy of Science Bernard Korzeniewski BioSimulation Center, Kraków, Poland How to cite this paper: Korzeniewski, B. Abstract (2019). Conceptual-Network-Based Philos- ophy of Science. Open Journal of Philoso- Conceptual-Network-Based Theory of Science (CNBTS) is presented. It is phy, 9, 104-139. confronted with the existing philosophies of science rather than with particu- https://doi.org/10.4236/ojpp.2019.92009 lar scientific theories. The conceptual network, constituting the “substance” of the human psyche, is composed of continuous concepts meaning by con- Received: March 15, 2019 Accepted: May 5, 2019 notation. Concepts representing certain aspects of the reality are of completely Published: May 8, 2019 different nature, than these aspects themselves. Nevertheless, the structure of the conceptual network of science is more or less isomorphic with the struc- Copyright © 2019 by author(s) and ture of the external world (semi-representative realism). The collective con- Scientific Research Publishing Inc. This work is licensed under the Creative ceptual network of science is in a sense a less determined (less precise, more Commons Attribution International vague) sum, mean or resultant of the individual conceptual networks of par- License (CC BY 4.0). ticular scientists. During the science development, its conceptual network ent- http://creativecommons.org/licenses/by/4.0/ wines the physical reality, as a spider web entwines a stony sculpture. The ap- Open Access pearance of new theories, paradigms and research programmes consists in a development of new, differently structured fragments (conceptual maps) of the conceptual network of science.
    [Show full text]
  • “YOU MUST REMEMBER THIS” Abraham (“Abe”) Edel
    MATERIAL FOR “YOU MUST REMEMBER THIS” Abraham (“Abe”) Edel (6 December 1908 – 22 June 2007) “Twenty-Seven Uses of Science in Ethics,” 7/2/67 Abraham Edel, In Memoriam, by Peter Hare and Guy Stroh Abraham Edel, 1908-2007 Abraham Edel was born in Pittsburgh, Pennsylvania on December 6, 1908. Raised in Yorkton, Canada with his older brother Leon who would become a biographer of Henry James, Edel studied Classics and Philosophy at McGill University, earning a BA in 1927 and an MA in 1928. He continued his education at Oxford where, as he recalled, “W.D. Ross and H.A. Prichard were lecturing in ethics, H.W.B. Joseph on Plato, and the influence of G. E. Moore and Bertrand Russell extended from Cambridge. Controversy on moral theory was high. The same was true of epistemology, where Prichard posed realistic epistemology against Harold Joachim who was defending Bradley and Bosanquet against the metaphysical realism of Cook Wilson.” He received a BA in Litterae Humaniores from Oxford in 1930. In that year he moved to New York City for doctoral studies at Columbia University, and in 1931 began teaching at City College, first as an assistant to Morris Raphael Cohen. F.J.E. Woodbridge directed his Columbia dissertation, Aristotle’s Theory of the Infinite (1934). This monograph and two subsequent books on Aristotle were influenced by Woodbridge’s interpretation of Aristotle as a philosophical naturalist. Although his dissertation concerned ancient Greek philosophy, he was much impressed by research in the social sciences at Columbia, and the teaching of Cohen at City College showed him how philosophical issues lay at the root of the disciplines of psychology, sociology, history, as well as the natural sciences.
    [Show full text]
  • Science Week 5 Packet
    Nature of Science Week 5 Packet Remote Learning Packet NB: Please keep all work produced this week. Details regarding how to turn in this work will be forthcoming. April 27 - May 1, 2020 Course: Nature of Science Teacher(s): Mr. Brandolini ([email protected]); Mr. Mooney ([email protected]); Mr. Schuler ([email protected]) Weekly Plan: Monday, April 27 ⬜ Read NoS pp. 101-104 and complete the day’s worksheet. Tuesday, April 28 ⬜ Read NoS pp. 104-105 and complete the day’s worksheet. Wednesday, April 29 ⬜ Read NoS pp. 108-111 and complete the day’s worksheet. Thursday, April 30 ⬜ Read NoS p. 115 and complete the day’s worksheet. Friday, May 1 ⬜ Read NoS pp. 116-117 and complete the day’s worksheet. Statement of Academic Honesty I affirm that the work completed from the packet is mine and that I completed it I affirm that, to the best of my knowledge, independently. my child completed this work independently ____________________________________ ____________________________________ Student Signature Parent Signature 1 Nature of Science Week 5 Packet Name: _____________________________________________________ Section & Course: ______________________________________________________________ Teacher: ______________________________________________________________________ Date: _________________________________________________________________________ Monday April 27: The Classical Elements and Aristotle On Generation and Corruption II.3 We have finished our study of the Pre-Socratics, but our quest to understand the ultimate material causes of the universe is far from over. Today we will be looking at how the Greeks who came after the Pre-Socratics understood it—most notably, Aristotle! Today we will follow these steps: 1. Read the paragraph at the top of page 101 in the Nature of Science textbook.
    [Show full text]
  • Critical Thinking in Critical Thinking Concepts (?) a Constructivist Point of View
    More Critical Thinking in Critical Thinking Concepts (?) A Constructivist Point of View Tomasz Leś Jagiellonian University, Cracow, Poland Jacek Moroz Szczecin University, Szczecin, Poland Abstract The article raises the problem of critical thinking from a constructivist perspective. In the course of argumentation, we justify the thesis that constructivism is a valuable basis for both a theoretical approach (as a model) to critical thinking and a didactic design of activities focused on shaping and developing appropriate skills and dispositions. In our article, we point out that the advantage of the concept of critical thinking based on the constructivist model is mainly related to the assumptions underlying constructivism itself. Its application to the theory and practice of critical thinking implies important solutions, for the most part, on the epistemological and ethical level, while at the same time providing an attractive alternative to the concepts of critical thinking present in contemporary educational discourse. Keywords: Critical Thinking, Constructivism Didactics, Educational Philosophy, Educational Theory Introduction The issue of critical thinking is important for education, both in theory and in practice. It plays an important role, among other things, in analyses concerning educational goals and in designing methods leading to them. It is possible to 98 | P a g e Tomasz Leś & Jacek Moroz speak about an established trend of ‘orientating’ teachers to help their students develop the intellectual competence known as ‘critical thinking’ (CT). However, the popularity of CT is unmatched by its definitional clarity. There is no consensus among scholars about what CT ‘ultimately’ is. At the same time, literature on psychology, pedagogy, and sometimes also philosophy contains many different approaches, often burdened with too much generality and lack of precision.
    [Show full text]
  • A Practice Theory in Practice Analytical Consequences in the Study of Organization and Socio-Technical Change
    Företagsekonomiska institutionen Department of Business Studies A Practice Theory in Practice Analytical Consequences in the Study of Organization and Socio-Technical Change Inti José Lammi Dissertation presented at Uppsala University to be publicly examined in Hörsal 2, Ekonomikum, Kyrkogårdsgatan 10A, Uppsala, Monday, 21 May 2018 at 13:15 for the degree of Doctor of Philosophy. The examination will be conducted in English. Faculty examiner: Professor Anders Buch (Aalborg University). Abstract Lammi, I. J. 2018. A Practice Theory in Practice. Analytical Consequences in the Study of Organization and Socio-Technical Change. Doctoral thesis / Företagsekonomiska institutionen, Uppsala universitet 190. 277 pp. Uppsala: Företagsekonomiska institutionen, Uppsala universitet. ISBN 978-91-506-2688-9. Appealing calls are often made towards the study of phenomena through so-called practice theory. However, the implications of the use of practice theory, if taken seriously in analysis, are rarely discussed. The chief concern of this thesis is the applicability of the most radical dimensions of practice theory. By drawing from the key proponent of contemporary practice theory, Theodore Schatzki, this thesis assesses how practice theory can inform empirical analysis and what it can offer organizational studies in particular. Defining practice theory as an interpretative lens, this thesis proposes a methodology for the study of practices that finds organization in two senses, within practices and between them. Putting such a proposition to the test, a study of socio-technical change at the Swedish Social Insurance Agency is utilized as an illustration of the use of practice theory and how empirical issues tread forth in analysis. The illustration shows how classical organizational issues are re-imagined by proposing an alternate kind of context; practice as context.
    [Show full text]
  • Philosophy of Nature and of Science Volume I: the Foundations
    Gianfranco Basti Philosophy of Nature and of Science Volume I: The Foundations Translation by Philip Larrey not revised by the Author For Students Use Only Rome 2012 (Italian Original 2002, Published by Lateran University Press©) Gianfranco Basti Philosophy of Nature and of Science Volume I: The Foundations Translated by Philip Larrey [*Image on the cover*. Capture, occurred about 40 million years ago, of the spiral galaxy (IC2163) into the gravitational field of another one (NGC2207). They are destined, in few billion years to become one only galaxy. (NASA, Hubble Space Telescope Institute© ]. , ) 0. General Introduction Introductory remarks concerning the purpose and struc- ture of this work as well as its contents 0.1 General Framework his book intends to be a manual with the ambitious goal of de- fining a systematic link between two disciplines: the philosophy of T nature and the philosophy of science, in terms of their often prob- lematic relationship with mathematical and natural sciences. The Philosophy of Nature is a special discipline within General Metaphysics, which has as its object the universe of physical beings with their specific structures, properties and causal relationships, examined on the level of their fundamental ontology. The Philosophy of Nature is therefore distinguished from the other natural sciences (physical, biological and cognitive), which, from a modern perspective, are limited to the study of natural phenomena, in as much as they are measurable, and of laws, usually formalized with the help of mathematics, which govern the evolution in time of these phe- nomena. The Philosophy of Science, on the other hand, is recent a discipline within the philosophical panorama, dating from less than a century ago.
    [Show full text]
  • Chapter 3. Science and Its Critics
    03-White (Advancing).qxd 8/5/04 3:55 PM Page 30 3 Science and Its Critics few years ago I served as an examiner for a doctoral dissertation. The A student had done an excellent job of collecting qualitative data to support a conceptual model. Indeed, the dissertation was both theoretically and methodologically sophisticated. One examiner asked what seemed a rel- atively unproblematic question: “What is the major knowledge claim your thesis makes?” The student, however, assumed this was more of a philo- sophical question and launched into a discussion regarding the relativity and plurality of knowledge claims. After hearing the student argue that knowl- edge was relative and there was no way of deciding which claim might be more adequate, the examiner paused and reflected. The next question was “Are you telling me that there is no difference between the data and theory that you took three years to develop and, for example, the opinions of a local taxi driver?” The student, pleased that the postpositivist argument had been correctly understood, said, “Yes!” The examiner’s next question was obvi- ous: “Why then do we not award the taxi driver the doctoral degree?” This anecdote points out the importance of the issues that I discuss in this chapter. At the core of these issues is a most fundamental question regard- ing the nature of human knowledge and its production and accumulation. After all, if the student in this anecdote is correct, then there is no need to maintain great universities at taxpayers’ expense. Likewise, the very founda- tion of education and knowledge is put into question.
    [Show full text]