Wissenschaft ist ihrer Natur nach öffentlich; Geheimwissenschaft ist keine Wissenschaft, sie ist Alchemie oder gar Sektierertum. Wissenschaft bedarf der Publikation und der Diskussion. Sie ist Inbegriff der offenen Gesellschaft. Die Analogie zwischen Poppers Wissenschaftstheorie und seiner politischen Analyse ist kein Zufall. Zugleich aber findet Wissenschaft nicht auf dem Marktplatz statt. Sie braucht die Stille der Konzentration, das unaufgeregte Verfolgen von Ideen, die von äußeren Einflüssen ungestörte Forschung. Die Studie geht der Frage nach, inwieweit dennoch die Sozialwissenschaft nützlich, unterhaltend und lehrreich zugleich sein kann und soll. In der Regel bleiben Wissenschaftler bei dem Versuch, unterhaltsam zu sein, eher unter sich: "Zuweilen sind ihre Limericks und Schüttelreime esoterischer als ihre Traktate".Der Essay greift auf der Suche nach einer angemessenen Form einer "öffentlichen" Wissenschaft auf das Beispiel Georg Simmel zurück, der ein Meister - trotz schwierigster Materie - in dieser Kunst war. (ICA2)
This book examines how and why autonomy matters in contemporary social science research. It considers how autonomy impacts upon the individual researcher, the cultures and values of the university, and research motivation and sponsorship. The authors provide a better understanding of the interplay between individual and institutional autonomy, the issues arising from this interplay, and the value of an independent academic sector to the external community. Successive chapters consider: the variation in social scientists understanding of academic freedom; the researchers view on academic autonomy and decision making; the influence of Hayek on thinking about freedom and markets; the idea of academic freedom in 14th century Oxford; the policy basis for academic freedom and autonomy in Australia; the extent to which autonomy can be seen in the career of one academic; the particular case of research into higher education itself; and, the impact of the research assessment exercise in the United Kingdom. The book sheds light on a critically important but under-studied issue, seeking to offer a clarification of the meaning of academic freedom and autonomy, and the roles of institutional regulatory and managerial environments in supporting them. The authors include experts from the UK and Australia; chapters go in to autonomy within specific contexts (14th century Oxford, Australia, etc.).
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Why we hold a crying baby : attachment and exploration -- Why we talk about how the bunny feels : friendship and prosocial behavior -- Why we play Simon says : learning self-regulation -- Why we keep a pot of coffee : family-centered care and education -- Why we do what we do for children's social development : explaining your program practices in terms of state early learning standards
"During the 1980s and 90s, Australia's migration intake turned rapidly towards recruiting business professionals, managers and entrepreneurs to support the country's entry into an economic system marked by global value chains. This book analyses the policy idea termed Productive Diversity, introduced by the Australian government as a way of conceptualising the belief that migrants would bring business acumen and a global outlook to help Australia compete as a trading nation. The book examines this germinal period of Australia's economic reorientation through a close inspection of policy documents, parliamentary hearings, economic and migration statistics, and interviews with the architects of the policy. It provides a comprehensive account of how the policy framework emerged, how it was implemented, and studies the rationale in recruiting self-starters and managers to connect with global trade flows. This work will be of interest to students and researchers of migration studies, especially Australian migration, diversity policies, sociology, multiculturalism, economics, development studies, and Asia-Pacific studies. The methods and data will also be of value to political economists and policy makers"--
Un travail de recherche sur l'expertise en matière d'agroterrorisme a été conduit depuis plusieurs années, dans le cadre d'une sociologie pragmatique des activités d'expertise dédiées à la constitution d'une capacité d'expertise scientifique européenne (Barbier et Cardon, 2016). Entre observations participantes, suivi longitudinal des activités documentaires et contributions directes à la réflexion des experts, un travail empirique situé permet de fonder une analyse d'un type d'infrastructure de connaissances qui relève d'une politiques de l'expertise scientifique particulière contribuant à la réflexion entreprise depuis Star & Ruhleder (1996), et poursuivie depuis (Edwards, et al., 2013). Moins qu'une infrastructure fondée sur le partage de connaissances (Dagiral & Peerbaye, 2016) ou la circulation organisée de données au sein de groupes pluridisciplinaires (Millerand, 2011), celle-ci porte sur un partage et une mise en complémentarité et d'interopérabilité de points de vue et de capacités nationales sur le même enjeu d'une gestion du risque d'agroterrorisme d'une part, et de listes, de méthodes et de modèles sans que ceux-ci soient mis en action sur un fond de données partagées d'autre part. Avec ce cas d'étude, il s'agit de comprendre comment certaines configurations – notamment géopolitiques-et certaines orientations de financement ciblé de la recherche publique peuvent engendrer la constitution d'infrastructures de connaissances qui deviennent dès lors des proto-organisations hybrides dont la caractérisation fait question pour la nouvelle sociologie politique des sciences (Mc Leish and Nightingale, 2007). Ce cas permet de revenir sur ces débats et les cadrages qui prévalent en STS pour aborder l'étude des infrastructures de connaissances qui supportent la formation d'une ressource pour le travail d'expertise (Barbier et al., ). C'est ici un contexte de science réglementaire ancien (la surveillance des pestes de quarantaine) qui se trouve pris dans des enjeux de politiques de recherche en matière de ...
Preface -- Introduction -- Strategy: learning from history -- Problems : "a little learning is a dangerous thing" -- Toward solutions : the road to individual evolution -- Tactics : individual evolution -- "head," "heart" and "hand" -- "Head" : perception/thought, self-image and worldview -- "Heart" : emotions and values -- "Hand" : actions/interactions, rituals and ways of life -- Tactics : societal evolution -- groups, institutions, and society -- From the learning individual toward the learning group, institution, and society -- References -- Index -- About the authors
This descriptive study reports results from surveys and interviews to extend a 2004 study of K-5 elementary teachers. Results show the continued trend of teachers spending a minimal amount of time teaching history-social science compared to reading/language arts and mathematics. Teachers are pressured to focus on reading/language arts and increase test scores on standardized tests and history-social science is being marginalized in the elementary curriculum. In the 2006 data collection, teachers reported their commitment to teaching history-social science and related their struggles in teaching it. Many of the surveyed teachers are finding creative ways to carve out time in the school day to focus on history-social science. The article concludes with an appeal to social studies educators and professional organizations to reaffirm the importance of history-social science in the elementary curriculum with a clear articulation and dissemination of the goals and benefits of history-social science education.
In: The European journal of development research: journal of the European Association of Development Research and Training Institutes (EADI), Volume 14, Issue 2, p. 209-233
The objective of this article is to assess and estimate the future prospects of economically active population, output and job creation in five MENA countries, with the ultimate purpose of determining their potential for emigration. The article establishes the inadequacy of economic growth to absorb the new entrants into the labour force, leaving out of work a great proportion of them during the next decade, generating a large body of potential emigrants. The prospective absorbing capacity of migrants in major host regions, as determined by future economic growth and demographic changes, offers only limited opportunities for the large number of potential migrants. (DSE/DÜI)
AbstractThis article summarizes The Ant Trap: Rebuilding the Foundations of the Social Sciences. The book develops a new model for social ontology, applies it to groups and collective intentionality, and criticizes various forms of individualism. Part One of the book presents two traditional approaches to social ontology and unifies them into the "grounding–anchoring model" for the building of the social world. Part Two shows that individualism is mistaken even for basic facts about groups of people, challenges prevailing views of group intention and action, and illustrates how to approach facts about groups in general.
