Suchergebnisse

Social change comes from the combination of communication among people and their individual cognitive and emotional processes. This work systematically connects neural and psychological explanations of mind with social phenomena, covering major social sciences (social psychology, sociology, politics, economics, anthropology, and history) and professions (medicine, law, education, engineering, and business).

The aim of the present article is to discuss several consequences of the Open Science from a perspective of science communication and philosophy of communication. Apart from the purely communicative and philosophical issues, the paper deals with the questions that concern the science popularization process through social media (especially Twitter and blogs). The article consists of three sections: the first one suggests a definition of science communication and social media, the second examines the transformation of science in the Age of the Internet and considers the influence of social media on science communication, the third and final one presents some case studies and philosophical observations. The most important conclusion to be reached here is that the social media have changed science and science communication. Twitter and blogs as novelty tools of science communication can be useful and meaningful for both science and society. Furthermore, social media can be used to facilitate broader involvement of citizens in the discussion about science.

Continental Philosophy of Social Science demonstrates the unique and autonomous nature of the continental approach to social science and contrasts it with the Anglo-American tradition. Yvonne Sherratt argues for the importance of an historical understanding of the Continental tradition in order to appreciate its individual, humanist character. Examining the key traditions of hermeneutic, genealogy, and critical theory, and the texts of major thinkers such as Gadamer, Ricoeur, Derrida, Nietzsche, Foucault, the Early Frankfurt School and Habermas, she also contextualizes contemporary developments within strands of thought stemming back to Ancient Greece and Rome. Sherratt shows how these modes of thinking developed through medieval Christian thought into the Enlightenment and Romantic eras, before becoming mainstays of twentieth-century disciplines. Continental Philosophy of Social Science will serve as the essential textbook for courses in philosophy or social sciences

AbstractPartisan criminological analysis is characterized by dogmatic theories whose volidity is politically rather thon scientifically determined. Methods of inquiry ore used to demonstrate rather thon test theoretical propositions. Standard methodological tactics include assertion, anecdote, association, and analogy. In contrast, nonpartisan conflict analysis treats as entirely problematic the processes by which conceptions of deviance are socially constructed and become the official concerns of those who wield state power. What, how, why, and by whom behavioral or nonbehovioral attributes are labeled deviant is viewed as o function of the relative power of parties in conflict over the distribution of life chances.

Hidden and unhidden normativity in Social science education and History education are being intensively researched and criticized in both educational scientific and media discourses (Gatto 2002). In addition, they are extensively discussed in teacher education and concealed or explicated in education policies and curricula for these school subjects. These discussions are further, to more or less extent, related to civic and citizenship education, as well as to political discourses more generally (e.g. Papastephanou, 2007; Hedtke, Zimenkova & Hippe, 2008 in previous issues of JSSE). Not only do political actors at macro level try to provide for citizen formation with help of Social science education and History education . A multitude of other actors at regional and local level – be it non-governmental, religious or economic actors, or parents – bring their own agendas and normative stances into the school subjects of Social science education and History Education. The term "hidden curricula" and the idea of (hidden) normativity are further associated with national and supra national policy agendas and grand cultural narratives. However, local and regional specifics that are intimately connected to the normatively laden conceptions of citizenship education and learning inside and outside of school, we argue, can and should be provided increased attention in research. In this special issue, two school subjects are highlighted: Social science education and History education. The very idea of normativity of Social science education and History education is being evaluated quite differently in different national educational settings and subject didactic traditions. It encompasses the whole range from being considered as allowable and wishful in order to reach some central moral, political or other normative goals of society to absolute ban and resolute absence of any substantive or normative qualification of social science and history teachers as professionals (for the German discussion, cf. Besand et al., 2011). This special issue of the JSSE, entitled (Hidden) Normativity in Social Science Education and History Education brings together empirical, methodological and theoretical contributions that in one way or the other elaborate on normativity in Social science education and History education. Central questions addressed in the call are: How is normativity visible and formed within Social science education and History education? How can these processes be approached empirically? Is there something wrong with normativity, and if so why? Which role does normativity play for social science teachers and history teachers in their profession? The authors in this issue have created vital responses to these questions, suggesting new comparative methodologies and opening up innovative areas of empirical research in more or less theoretical framings. The following specific approaches to research on normativity in Social science education and History education are embraced by the authors: - Normativity is stressed as a phenomenon indisputably related to Social science education and History education. But the modes of normativity, its explicitness, direction, strength and actors alter. Education policy and practice are deeply entwined, and processes of normative change come to the fore in critical and constructive investigations of central concepts in these school subjects, at different school levels and over time. Out of different theoretical and methodological approaches, the authors demonstrate convincingly the necessity to consider different sources of empirical material in order not only to map and describe different facets of normativity in Social science education and History education. But also to make a case for the complexity involved in the intermingling of hidden and unhidden normativity in the everyday practice of teaching and learning of these school subjects. - Focusing different forms of knowledge and conceptual uses in policy and practice in Social science education and History education (at mainly upper secondary level) allow for approaching normativity not only as a matter of detecting where it is situated in these school subjects and why this is so. It also contributes to the development of relevant subject specific methodological frameworks that may be considered key for the development of this field of research. - Sociological and other educational theories and methods deriving from social sciences are being use innovatively by the authors. In doing so, we argue, they open up for a widening of the scope as regards the meaning and importance of theoretically underpinned comparative approaches to the research field of subject didactics. - By stressing critical concepts and conceptual uses in Social science education and History education, the intimate connection between these subjects and their assigned task to see to citizenship learning and social formation emerges. ; Guest Editors' introductory text to the theme issue (Hidden) Normativity in Social Science Education and History Education.

Biological explanations shaped criminology at its inception, and today they are reemerging with fresh vigor and increased potential. But many criminologists do not understand how biological theories developed, what they contributed to criminology generally and where they went astray. This paper focuses on the work of Earnest A. Hooton, whose criminological studies, published in 1939, met with decidedly mixed reviews but were nonetheless discussed for decades in criminological textbooks. Information about a now half‐forgotten and misunderstood figure like Hooton, in addition to being useful in and of itself, contributes to the history of criminology as a discipline—a project essential to the field's ultimate maturity. It helps build a history of criminological knowledge.

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Acknowledgements -- Series Preface -- Introduction -- Part I Methodology: Collaborations and Disputes -- 1 Martin Krygier (1982), 'The Concept of Law and Social Theory', Oxford Journal of Legal Studies, 2, pp. 155-80. -- 2 Kim Lane Scheppele (1994), 'Legal Theory and Social Theory', Annual Review of Sociology, 20, pp. 383-406. -- 3 Brian Z. Tamanaha (1995), 'An Analytical Map of Social Scientific Approaches to the Concept of Law', Oxford Journal of Legal Studies, 15, pp. 501-35. -- 4 Roger Cotterrell (1998), 'Why Must Legal Ideas be Interpreted Sociologically?', Journal of Law and Society, 25, pp. 171-92. -- 5 Nicola Lacey (2006), 'Analytical Jurisprudence Versus Descriptive Sociology Revisited', Texas Law Review, 89, pp. 945-82. -- 6 Christopher McCrudden (2006), 'Legal Research and the Social Sciences', Law Quarterly Review, 122, pp. 632-50. -- 7 Geoffrey Samuel (2008), 'Is Law Really a Social Science? A View from Comparative Law', Cambridge Law Journal, 67, pp. 288-32l. -- Part II Common Problems: Modes of Explanation of Behaviour -- 8 Gunther Teubner (1989), 'How the Law Thinks: Toward a Constructivist Epistemology of Law' ,Law & Society Review, 23, pp. 727-58. -- 9 A.I. Ogus (1989), 'Law and Spontaneous Order: Hayek's Contribution to Legal Theory', Journal of Law and Society, 16, pp. 393-409. -- 10 Lewis A. Kornhauser (1999), 'The Normativity of Law', American Law and Economics Review, 1, pp. 3-25. -- 11 David Nelken (2004), 'Using the Concept of Legal Culture', Australian Journal of Legal Philosophy, 29, pp. 1-26. -- 12 Matthew Noah Smith (2006), 'The Law as a Social Practice: Are Shared Activities at the Foundations of Law?', Legal Theory, 12, pp. 265-92. -- Part III Common Objects: Modes of Explanation of Legal Phenomena

Acknowledgements -- Contents -- Abbreviations -- 1 Introduction: Why Class? -- Why Class? -- The Origins and Themes of This Book -- The Structure of the Book -- References -- 2 Imagining Class in Australian History -- Rick Kuhn's History of Class Analysis: Populism and Marxism -- An Etymology of the Term 'Class' -- The Concept of 'Class' in Australia -- Marx's Theory of 'Class' -- Marxism in Australia: Imagining 'Class' in the CPA -- Russell Ward's the Australian Legend -- Conclusion -- References -- 3 The New Left and Marxism -- The Student Movement -- Responding to the Student Movement: Arena -- A 'Demythologising Zeal': The CPA-ML and Humphrey McQueen -- The Use of Gramsci and Lukács Within the New Left -- How 'New' was the New Left? The Project of Reinventing Marxism -- Conclusion -- References -- 4 Connell and Irving's Class Structure in Australian History -- The Making of CSAH -- How Should Class be Studied? 'Historical' Versus 'A Priori' Analysis -- Class Narratives: The Ruling Class, Convicts, Workers and the Proletarian Story -- The Reception of CSAH and Its Second Edition (1992) -- Conclusion -- References -- 5 Wells' Constructing Capitalism and Political Economy -- (Marxist) Political Economy in Australia -- Constructing Capitalism -- Historical Analysis -- Wells' Theory: Explicit and Implicit -- Regimes of Accumulation: Mercantile and Pastoral-Finance -- A Methodology for the Study of 'Surplus Value' -- A Political Economy of Social Classes -- Conclusion -- References -- 6 Andrew Metcalfe and Working-Class Consciousness -- Violence on the Coalfields -- For Freedom and Dignity (1988) -- Larrikin and Respectable Working-Class Consciousness(es) -- Metcalfe's Critique of 'Objectivism' -- Metcalfe's Concept of 'Freedom' -- After Metcalfe: Opportunities for Class Analysis Missed -- Jeffrey Alexander's Methodology of Cultural Sociology

1. Disrupting criminology : the need to integrate intersectionality into criminological research and theory -- 2. Illuminating intersectionality : formation of the intersectional standpoint -- 3. Reduxing criminology : an intersectional assessment of identity--and power-blind research and theory -- 4. Intersecting criminology : exemplars of intersectional perspectives in criminological research and theorizing -- 5. Revolutionizing criminology : the societal impact of intersectional criminology.

Foreword: varieties of relational social theory / Margaret S. Archer -- Introduction: philosophical, and social sciences -- Fundamentals of the paradigm -- The enigma of relation and the theological matrix of society -- From the person to society and vice versa : what is the use of the relational paradigm? -- Subjectivity, reflexivity, and the relational paradigm -- Trinitarian ontology and interdisciplinary research -- Applications and perspectives -- Relations and "good reasons" -- The relational paradigm and the family -- The relational paradigm and education -- The (complicated) relations between sociology and theology -- Afterword.

Aus indischer Sicht