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The ethics of professional historical practice in the United States, as traditionally understood, rested on a consensus about the purpose of historical scholarship, central to which were assumptions about the nature of historical facts, the relationship between facts and truth, and the social functions that factual and truthful historical accounts would perform. Over the past generation, these assumptions have come to be widely questioned, which has entailed the collapse of the consensus that sustained the traditional ethics of historical practice. The author suggests that rather than being deplorable, this represents a welcome development, making possible a more realistic understanding of the nature of historical scholarship.

How to implement reflexivity in practice? Can the knowledge we produce be emancipatory when our discourses recursively originate in the world we aim to challenge? Critical International Relations (IR) scholars have successfully put reflexivity on the agenda based on the theoretical premise that discourse and knowledge play a socio-political role. However, academics often find themselves at a loss when it comes to implementing reflexivity due to the lack of adapted methodological and pedagogical material. This article shifts reflexivity from meta-reflections on the situatedness of research into a distinctive practice of research and writing that can be learned and taught alongside other research practices. To do so, I develop a methodology based on discourse: reflexive discourse analysis (RDA). Based on the discourse analysis of our own discourse and self-resocialisation, RDA aims to reflexively assess and transform our socio-discursive engagement with the world, so as to render it consistent with our intentional socio-political objectives. RDA builds upon a theoretical framework integrating discourse theory to Bourdieu's conceptual apparatus for reflexivity and practices illustrated in the works of Comte and La Boétie. To illustrate this methodology, I used this very article as a recursive performance. I show how RDA enabled me to identify implicit discriminative mechanisms within my discourse and transform them into an alternative based on love, to produce an article more in line with my socio-political objectives. Overall, this article turns reflexivity into a critical methodology for social change and demonstrates how to integrate criticality methodologically into research and writing.

How to implement reflexivity in practice? Can the knowledge we produce be emancipatory when our discourses recursively originate in the world we aim to challenge? Critical International Relations (IR) scholars have successfully put reflexivity on the agenda based on the theoretical premise that discourse and knowledge play a socio-political role. However, academics often find themselves at a loss when it comes to implementing reflexivity due to the lack of adapted methodological and pedagogical material. This article shifts reflexivity from meta-reflections on the situatedness of research into a distinctive practice of research and writing that can be learned and taught alongside other research practices. To do so, I develop a methodology based on discourse: reflexive discourse analysis (RDA). Based on the discourse analysis of our own discourse and self-resocialisation, RDA aims to reflexively assess and transform our socio-discursive engagement with the world, so as to render it consistent with our intentional socio-political objectives. RDA builds upon a theoretical framework integrating discourse theory to Bourdieu's conceptual apparatus for reflexivity and practices illustrated in the works of Comte and La Boétie. To illustrate this methodology, I used this very article as a recursive performance. I show how RDA enabled me to identify implicit discriminative mechanisms within my discourse and transform them into an alternative based on love, to produce an article more in line with my socio-political objectives. Overall, this article turns reflexivity into a critical methodology for social change and demonstrates how to integrate criticality methodologically into research and writing.

"Der Beitrag beschäftigt sich mit der Rolle von Experimenten in der Ökonomie.
Es wird argumentiert, dass Experimente dazu in der Lage sind, sowohl
Ökonomen als auch eine breitere Öffentlichkeit davon zu überzeugen, dass
bestimmte Phänomene existieren, die vorher nicht als relevant für die
Ökonomie angesehen oder gar nicht wahrgenommen wurden. Diese Wirkung
von Experimenten beruht zu einem wichtigen Teil auf ihrer Performativität. Um
dieses Argument zu entwickeln, werden Beispiele für Experimente gegeben,
verschiedene Kritikpunkte an Experimenten diskutiert sowie die Frage
aufgeworfen, was die Grenzen der Ökonomie sind und wie Experimente zur
Beantwortung wirtschaftspolitischer Fragen eingesetzt werden können." (Autorenreferat)

Introduces sociological ideas and research, and places them into the context of social work practice. This title encourages readers to develop critical awareness and reach their own judgements about the usefulness and implications of holding certain conceptual positions and shows how social work can be informed and improved by doing so

Este artículo refiere a una experiencia sociocomunitaria desarrollada desde la cátedra Didáctica Especial y Práctica de la Enseñanza de la Facultad de Bellas Artes, por profesores y por cursantes en el Centro Comunitario N.° 3 del barrio El Retiro de la ciudad de la Plata. La propuesta toma posición por la educación popular y las pedagogías críticas como sustento para formar profesores que se comprometan con la enseñanza de las artes visuales, que abracen las diferencias, ayuden a develar la desigualdad y a fortalecer la democracia desde las identidades locales. ; This article deals with an experience which included social involvement in the community and that was suggested and performed by professors and students of the class Special Didactics and Teaching Practices of the Faculty of Fine Arts in the Community Centre N.° 3, in district El Retiro, La Plata. The proposal is based on popular teaching and critical pedagogies as the Foundation to train professors committed to the teaching of visual arts, who embrace differences, help to disclose inequality and strengthen democracy from local identities. ; Facultad de Bellas Artes

Does social work theory and practice give adequate attention to the specific needs of children? Fatout contends that it does not. All too often social work focuses on the family as a whole, the individual family members, or marital pairs. Relatively little attention is given to the child and, in a world of more and more single-parent families, latchkey children, and violent methods of problem-solving among children, this shortcoming needs to be addressed. Fatout does so by providing a detailed review of the specific content, methods, and skills needed to apply group approaches to the problems

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