Suchergebnisse

Résumé Guérin-Pace (France). - La statistique textuelle. Un outil exploratoire en sciences sociales L'utilité de la statistique textuelle est aujourd'hui largement reconnue par de nombreuses disciplines en sciences sociales. En effet, rares sont les domaines de recherche où le texte ne constitue pas un matériau d'analyse important. Du traitement des réponses à des questions ouvertes à celui d'entretiens, d'ouvrages, ou encore de parcours individuels, les outils sont nombreux et s'adaptent à chaque type de corpus. Nous avons voulu donner ici un large aperçu des différents emplois de ces méthodes, des plus classiques aux plus récentes, en s'intéressant simultanément à la méthodologie employée et aux résultats obtenus.

Among non-European regions colonized by Europeans, regions that were relatively richer five centuries ago (like Mexico, Peru, and India) tend to be poorer today, while regions that originally were relatively poorer (like the United States, Chile, and Australia) tend now to be richer. Acemoglu, Johnson, and Robinson (abbreviated AJR) established the generality of this reversal of fortune. Chanda, Cook, and Putterman (abbreviated CCP) have now reanalyzed it, taking as a unit of analysis populations rather than geographic regions. That is, India's population was Indian 500 y ago and is still overwhelmingly Indian today, whereas the United States' population was Native American 500 years ago but is overwhelmingly Old World (especially European) today. Reversals of fortune disappeared when CCP analyzed populations rather than geographic regions: for instance, the geographic region of the modern United States has become relatively richer since AD 1500, but the predominantly European population now occupying the United States was already relatively rich in AD 1500. Evidently, European colonists carried ingredients of wealth with them. I discuss the biological and cultural baggage transported by European immigrants and associated with wealth. Among that baggage, AJR emphasize institutions, CCP emphasize social capital, and I identify many different elements only loosely coupled to each other. This paper discusses the problem, especially acute in the social sciences, of "operationalizing" intuitive concepts (such as mass, temperature, wealth, and innovation) so that they can be measured. Basic concepts tend to be harder to define, operationalize, and measure in the social sciences than in the laboratory sciences.

This article belongs to the Special Issue Social Sciences Teaching in the Face of the Global Challenges of the 21st Century ; [Abstract] The dynamics that today's society is facing require critical citizens capable of understanding the complexity of problems from their various dimensions. This work aimed to investigate the social representations that future primary school teachers have about socio-environmental problems, sustainability, purposes of socio-environmental education, and strategies to train in Global Citizenship Education and in Education for Sustainable Development. An exploratory case study was carried out, framed in an action-research approach in the classes of Social Sciences Teaching of the Primary Education Degree of two universities in Galicia (Spain): the University of A Coruña and the University of Santiago de Compostela. A quantitative and qualitative analysis was developed by applying a questionnaire to a sample of 200 students. The results showed that students focus on problems such as climate change or environmental pollution, leaving aside issues such as social inequalities, poverty, or gender issues. In addition, they have difficulties in recognizing the strategies by which teachers can provide their students with critical thinking that leads to social transformation. Significant differences were observed in some researched aspects according to the university of origin, the grade, and the gender of the students, with gender being the one that influenced the greatest number of questions. ; This research was funded by the Erasmus+ Programme of the European Union within the action KA2—Cooperation for innovation and the exchange of good practices—Capacity Building in the field of Higher Education, grant number 609897-EPP-1-2019-1-ES-EPPKA2-CBHE-JP

Social science research progress is seriously threatened by a host of contemporary external forces, which are inextricably woven with factors internal to the social sciences. The array of external threats includes: decreasing support for social science research, restrictions on access to data, privatization of public research, & politicization of professional processes associated with research support. Alternative explanations for these recent events are explored from the perspective of current economic conditions, prevailing partisan ideology, the complex nature of the social sciences, & the evolution of social science qua science. 23 References. HA.

AbstractThe principles that guide the practice of the author and the reasons for them are presented. These principles have been extracted from 40 years of applying the systems sciences to managerial problems in practitioner—client relationships. These principles focus on the role of the practitioner in encouraging and facilitating the development of the relevant stakeholders during an engagement. This is done primarily through participative idealized redesign of the system which has the problems being addressed. What the practitioner must bring to the design process, his or her personal relationships with the responsible decision maker, and 'selling' are among the other aspects of practice that are discussed.

"Visual Research Methods in the Social Sciences: Awakening Visions is an indispensable resource for students, researchers and teachers seeking to use visual sources in their research and understand how images work. This fully updated edition adds questions and activities for studies and many new images and models as well as additional exploration of social and theoretical contexts and examples of current visual and multimodal research. Due to the proliferation of image-centric social media and the growing potential for 'fake news', being able to critically assess media and other visual messages is more important than ever. For researchers embarking on visual research this book offers useful practical guidance and real-world examples from seasoned researchers exploring cultures as varied as: religious cults in Venezuela, The Beer Can Regatta in Darwin, Mapuche Indians in Chile and graffiti artists in Sheffield. It offers an integrated approach to visual research, building compelling case studies using a wide range of visual forms including: archive images, media samples, maps, objects, video, photographs, and drawings alongside traditional qualitative approaches. Examples of the visual construction of 'place', representations of social identities and different approaches to analysis are explored in the first section of the book, whilst the essays in the second section highlight the creativity and innovation of four leading visual researchers. This new edition will prove valuable for both experienced visual researchers and those embarking on visual research in the social sciences for the first time"--

In nearly all the major historical fields one can see the increasing use historians are making of methods, models, and insights from the social sciences. E. H. Carr's exhortation, that the more history becomes sociology and the more sociology becomes history the better for both, is being taken seriously. Yet there is much more that can be done to bring these fields together. Most historians have used sociological theory only to gain insight, not with great rigour. They have learned their sociology by osmosis, so to speak. They have not gone through the social science literature, but rather have soaked it up second-hand from other interpreters. Consequently their works have not had the precision they might. Concepts have been distorted because of a lack of familiarity with them. African historians, on the whole, have been reluctant to use this rich and suggestive literature. This is probably true because the greatest efforts have been made in finding new sources in this difficult field—oral tradition, linguistic evidence, and so forth. But one is hard pressed to find works by African historians which have employed the theoretical literature of the social sciences.

Das Wissen in der Modernität oder : Wie ist Wissen und Nicht-Wissen zu behandeln ?
In den Analysen unserer Zeit wird unser Wissen in Frage gestellt, ganz gleich, ob es sich um unsere Kenntnisse der Modernität oder das Wissen im allgemeinen handelt. Dies bedeutet gleichzeitig, den Zweifel und das Nicht-Wissen in unser Wissen wieder-einzuführen. Der Begriff der Praxis schwingt bei dieser Infragestellung mit, einmal, weil er die Beziehung zwischen der Welt und ihrer Bedeutung aufdeckt, und zum andern, weil er eine Kombinierung von Wissen und Nicht-Wissen suggeriert. Die Überlegungen von P. Bourdieu, H.-P. Jeudy, I. Stengers und P. Watier über das Paar "Wissen und Nicht-Wissen" erlauben uns, verschiedene Gesichtspunkte herauszukristallisieren, die den Begriff "Praxis" in gewisser Weise erhellen. Der erste versucht, die Allwissenheit zu definieren und verfolgt damit den Traum der modernen Wissenschaften. Der zweite wendet sich eher der Klangwirkung als dem eigentlichen Wissen selbst zu. Der dritte will die Demokratie einsetzen, um die wissenschaftlichen Kenntnisse unter Beweis zu stellen und deren Fehler zu bekämpfen. Der letzte schließlich geht von einer besonderen Verbindung zwischen Wissen und Nicht-Wissen aus, die eine neues Weltbild schaffen könnte.