This paper investigates the status of social science in the universities of the Gulf states. It tries to identify what is taught and to suggest why. It examines the positives, which include the construction of buildings, the effort to institute diversity in hiring faculty, and the institution of faculty exchange programmes. The negatives include state interference in curricula, the failure to establish courses in the philosophy of science and the philosophy of the social sciences, rote learning, and excessive deference to the needs of the market in structuring an academic programme, with a consequent stress on market economics, management and business administration at the expense of the social sciences.
The subject of the article is theoretical-methodological and methodical aspects of the science of economic security and its social subsystem. The aim of the article is to reveal the essence and substantiation of the theoretical foundations of the science of economic security, to determine the main subsystems of the science of economic security and to consider its social component. The methodological basis of the article were both general and special methods of scientific knowledge. The article used scientific research methods: dialectical – to substantiate the definition apparatus and the content of theoretical positions; abstract-logical – to determine the essence of the science of economic security; hypothetical-deductive – to build basic working hypotheses; system-structural analysis and synthesis – to identify the composition of the main subsystems and the disclosure of the social subsystem of the science of economic security.Results of work. The article considers the theoretical foundations and essence of the science of economic security. Ten basic elements of the structure of the category "economic security" are identified and disclosed. There are four main subsystems of economic security: methodological and instrumental, empirical and theoretical, information and communication and social subsystems. The social subsystem of the science of economic security, which is characterized by the social potential of science, the share of scientists in the professional structure of society, is analyzed.Field of application of results. The conclusions and results obtained in the article should be used in scientific activities and further research of topical issues of the science of economic security, in the educational and scientific process of higher education institutions in training specialists in the specialty 8.18010014 "Management of financial and economic security" in the field of financial and economic security of the state, region, economic entities of various forms of ownership. Conclusions. Security is a general historical and social category that encompasses the entire history and future of mankind, is crucial for the existence of both the individual and society at any level. Economic security studies the patterns of effective security of economic systems at all levels, timely detection, prevention and neutralization of real and potential, internal and external threats to economic interests of relevant actors. Economic security as a polysystem phenomenon has: methodological-instrumental, empirical-theoretical, information-communicative and social subsystems. The social potential of science is important part of the science.
This article pursues two line of inquiry in response to Bent Flyvbjerg's advocacy of a phronetic social science in Making Social Science Matter (2001). First, I explore how Flyvbjerg's manifesto relates to the approach employed in his earlier empirical work, Rationality & Power (1998). There are, I argue, notable disjunctions between the practice of Rationality & Power and the preaching of Making Social Science Matter. Second, I explicate and rework Flyvbjerg's contrast between epistemic and phronetic social science with an eye to its reception by a specific disciplinary audience: American political scientists. In doing so, I build on several contributions to Sanford Schram and Brian Caterino's edited volume Making Political Science Matter (2006). My aspiration is, however, rather different from that of the volume: I strive to make epistemic and phronetic into accessible categories of reformist reflection, not provocative banners under which to marshal revolutionary opposition to our disciplinary mainstream(s).
Noncognitivism -- the belief that normative statements, unlike empirical ones, do not convey objective knowledge -- is deeply embedded in mainstream social science methodology; it strongly influences the views of social scientists on the status of values in their disciplines. Here, contrasted to noncognitivism is the "critical dualism" of Karl Popper, a position that maintains not only that science is shot through with values & value judgments, but also that value statements may convey objective knowledge & be improvable by rational methods continuous with those of science. 28 References. Modified HA.
Discusses the history of the International Social Science Journal on its 50th anniversary. The journal, which first appeared in 1949 as a product of the Dept of Social Science at UNESCO, was initially published in both English & French. It has always been organized according to theme rather than a specific social discipline, thus allowing contributors from different disciplines to bring their particular expertise to bear. Only four editors have overseen this process. Of particular difficulty has been the maintenance of quality as the journal expanded to include languages other than French & English. Changes in presentation standards & themes are briefly mentioned. It is concluded that this evolution has in part reflected developments in the social sciences, UNESCO, & the world itself. By adapting to a global agenda while not alienating its global readership, the journal has remained a success. 7 References. D. Ryfe
This volume presents perspectives on spatially construed knowledge systems and their struggle to interrelate. Western social sciences tend to be wrapped up in very specific, exclusionary discourses, and Northern and Southern knowledge systems are sidelined. Spatial Social Thought reimagines the social sciences as a place of encounter between all spatially bound, parochial knowledge systems.
""This book focuses on the didactics of social sciences and ITCs including issues related to innovation, resources, and strategies for teachers. It also includes strategies and resources related to virtual reality, augmented reality, videogames, 3D printing, m-learning, b-learning, and virtual classrooms"--Provided by publisher"--
CO-OPERAS (https://www.go-fair.org/implementation-networks/overview/co-operas/) and SSHOC (https://sshopencloud.eu/) share a similar task: supporting researchers in the social sciences and humanities to integrate their work and results according to the FAIR principles. To this end, SSHOC and CO-OPERAS organised a joint workshop revolving around FAIR principles for research data in the SSH on the one hand and the development of the SSH Open Marketplace on the other. They asked participants to talk about their needs and experiences with the FAIR principles in their own research realities and then, not independently from this discussion, to give feedback about the conception of the SSHOC Open Marketplace. The idea of organizing a series of workshops in small local settings and in native languages - in this case in German - in order to anchor and align the FAIR principles with individual research practices was coming from the CO-OPERAS GO-FAIR Implementation Network. Already followed by a series of events in Italy (Turin), Portugal (Coimbra), and France (Marseilles), the concept has been proven in Göttingen as well: the uptake of the workshop was, with 28 participants from across the whole country, very good. The German language approach considerably lowered the threshold to give feedback and formulate own ideas. The first part of the workshop was dedicated to the FAIR principles following the concept and structure of the previous CO-OPERAS workshops. Like in the previous events, participants with different research background (history, art history, theology, political science, Romance studies, German studies, Japanese studies, archaeology, cultural anthropology, coptology, philosophy) discussed the following complexes of questions: What are the research data in your discipline and what role does research data management play for your academic work? How the FAIR principles are aligned with your data collection practices? How the FAIR principles are aligned with your data processing practices? How the FAIR principles ...
