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The article examines the problem of relations between the General and the Unique in the social and political sciences. The author highlights the different views on this perspective: some scientists explain specific cases by bringing them under general theories and laws while others researchers emphasize that each case, each phenomenon is unique and shouldn't be generalization. The author theorizes that there is a methodological bridge between the generalizing spirit of social science and uniqueness of events and cases.

Each no. also has a distinctive title. ; Vols. 1-33 lack whole numbering but constitute no. 1-88; no. 89-273 called also v. 34-124. ; Mode of access: Internet. ; "Edited by the Faculty of Political Science of Columbia University."

Each no. also has a distinctive title. ; Title varies. ; Mode of access: Internet. ; Edited by the Faculty of Political Science of Columbia University.

Vol. 1-33 lack whole numbering but constitute no. 1-88; no. 89-273 also called v. 34-124. ; Mode of access: Internet. ; Edited by the Faculty of Political Science, Columbia University.

One of the major fallacies of Western civilization, according to Alfred North Whitehead,' was the propensity of Western thinkers to assume that ideas generated within their intellectual landscape were indicative of reality itself. Although some phases of Western science, notably physics and philosophy, have transcended their parochial origins, aspects of the old medieval synthesis still remain in the Western worldview. The gradual fragmentation of the old categories of natural history and theology into the isolated sciences and disciplines of today has produced a myriad of separate bodies of knowledge complete with their professional priesthoods and has allowed considerable slippage in the ability of the Western scientific paradigm to generate adequate explanations for the multitude of problems we face as a society.

Ilmu sosial mempunyai peranan penting dalam pengembangan kajian pendidikan Ilmu Pengetahuan Sosial (IPS), diantaranya seperti geografi, sejarah, sosiologi, ekonomi, psikologi, antropologi, dan politik. Tujuan penulisan artikel ini untuk mendeskripsikan bagaimana keterkaitan ilmu sosial dalam pengembangan kajian pendidikan Ilmu Pengetahuan Sosial (IPS). Desain penelitian yang digunakan pada penelitian ini berupa studi literatur. Strategi penelusuran data menggunakan berbagai buku, ebook, dan jurnal melalui platform google scholar dengan penelusuran melalui kata kunci terpilih. Hasil penelitian mendeskripsikan bahwa bidang ilmu sosial memiliki keterkaitan dalam kajian pendidikan Ilmu Pengetahuan Sosial (IPS). Materi Pendidikan Ilmu Pengetahuan Sosial (IPS) didasarkan atas dukungan konsep dari disiplin ilmu sosial, dalam bentuk tema-tema yang relevan dengan tujuan pembelajaran IPS diantaranya: waktu, keberlanjutan dan perubahan, manusia tempat dan lingkungan, produksi distribusi dan konsumsi, individu masyarakat dan institusi, budaya dan keragaman budaya, kekuasaan kewenangan dan pemerintahan, perkembangan individu dan identitas. Ilmu sosial berkontribusi untuk pengembangan program pendidikan Ilmu Pengetahuan Sosial (IPS).

Canada ; Race relations ; Social aspects ; History ; Relations raciales ; Aspect politique ; Histoire ; This thesis examines the academic researchers who studied race, ethnicity, and race and ethnic relations in Canada between 1880 and 1940. The thesis considers how questions of race/ethnicity and race/ethnic relations were debated in the Canadian milieu of large-scale immigration. The thesis is based on the discussion of these questions in the universities and the evolving social science communities. The discussion of race/ethnicity in Canada incorporated the evolving political discussion of Dominion autonomy within the British empire and was also shaped by the conditions of science and social science in Canada. Influenced by these factors, Canadian liberal scholarly opinion moved away from the extremes of nativism, as well as rejecting imperialist views of race, and reflected more moderate perspectives on ethnic diversity during the period of nation-building. By the early twentieth century, Canadian liberal academic thought had come around to at least a partial acceptance of cultural diversity, which was nonetheless subordinated to the idea of a culturally-based nationality and the beneficent state protection and assisted assimilation of ethnic minorities. Academic thought on race/ethnic relations subsequently mirrored a North American dialogue on cultural diversity, as well as reflecting the conditions of Canadian social science in the 1920s and 1930s.

This policy brief describes the role of Ethnic Studies curriculum in high school settings, in light of legislative efforts through AB-331 to require Ethnic Studies as a statewide high school graduation requirement.

This quantitative study was conducted to identify the misconception between social studies and social sciences among pre-service elementary teachers. Data were collected from the subjects (n=122) drawn by cluster sampling in Yogyakarta. Aiken's validity and Cronbach Alpha were then employed to examine the instrument's quality. Collected data were analyzed using descriptive techniques to examine the level of misconception. The popular misconceptions between social studies and social sciences were identified by the criteria developed by Abraham, Grzybowski, Renner, Marek (1992). The results of the study show that there was a greater understanding of social studies and social sciences for the specific fields of geography, anthropology, and politics. Therefore, the main emphasis should be placed on these fields. The fields that were misconceived included economics, geography, and history. The implications of this research will eventually become the basis and guideline for social studies lecturers to give emphases on the fields of study belonging to social studies, distinguishing them from those of social sciences. In addition, each social science discipline adopted into social studies must receive special attention, given the greater level of misconception among the pre-service teachers in these fields.

Theoretical frameworks associated with science and technology studies (STS) are becoming increasingly prominent in social science energy research, but what do they offer? This review provides a brief history of relevant STS concepts and frameworks and a structured analysis of how STS perspectives are appearing in energy social science research and how energy-related research is appearing in social science STS. Drawing from an initial body of 262 journal articles and books with a stratified sample of 68 published from 2009 to mid-2019, the review identifies four major groups of perspectives: (1) STS-related cultural analysis, especially the study of sociotechnical imaginaries; (2) STS-related policy analysis, such as research on the social construction of risks and standards and on the performativity of economic models; (3) STS perspectives on public participation processes, expert-public relations, and mobilized publics; and (4) the study of sociotechnical systems, including large technological systems, the politics of design, and users and actor-networks. Connections among the perspectives and the value for energy social science research are also critically discussed.

The relevance of sociological theory for explaining the recent dramatic changes in Eastern Europe is at hand. The impact of the downfall of communism has been compared with those Great Transformations along which sociology evolved as a science of crisis par excellence (Habermas). The actual elaboration of a sociological theory of post-communist transformation and its relation to East European studies is, nevertheless, anything but clear. The unexpected collapse of socialism was perceived as a failure of prognosis and led to self-critical debates in all social science disciplines. In this rethinking its basic concepts, sociology is exposed to pressure from different sides - above all from the polemic launched with the surprising revival of the theory of totalitarianism against the ,,liberalist social sciences across the board. Influential historians like Robert Pipes, Martin Malia, Robert Conquest, and Francois Furet followed by sociologists from Robert Nisbet to Seymour Lipset hold the fatal influence exerted by social science concepts on Eastern European and Soviet Studies during the last decades responsible for the whole intellectual disaster in Western Academe which became apparent after 1989. These approaches, as the neo-totalitarian accusation runs, elevated Soviet socialism to a modernization strategy and conceded a reform capacity which, in fact, was not available. Target of this critique are all attempts of a social history from below, sociological theories of action and especially the positivist illusion of modernization theory. Blinded by political motives, it is said, the insights of (neo-)totalitarianism theory into the inevitable collapse of communism were dismissed. In order to correctly draw the lines in the controversies between neototalitarianism theory and the social science approach, it is helpful to follow them along the changing career of the concept of totalitarianism thereby reconstructing the sociological arguments involved in the current discussion on the disintegration of socialist societies. On this line it will be argued (section 2), that the crisis of the classic theory of totalitarianism and the social science approach in Soviet studies did not follow from a politically motivated revisionism since the 1960s and 1970s. Analysing the socialist societies after 1945 was shaped from the very beginning by sociological, political science and economic models, which contrasted with fundamental assumptions of the classic concept of totalitarianism (section 3). The findings generated by this type of research as well as its limits are revealed when it comes to explaining the disintegration of Soviet socialism. The neo-totalitarianist's objection is correct that ranging socialism in an evolutionary scheme of ascending forms of society was problematic. This construction seems highly inadequate in view of the postcommunist crises and regressions (section 4). On the other hand, a coherent and self-reliant neo-totalitarianism theory is not visible (section 5). Instead the research on Eastern Europe after 1989 has seen an explosive growth of the social science approach in the course of which many revisionist theorems have been refuted, modified or confirmed. Nevertheless, the wave of social science theories entering the post-communist studies does not imply a way back to the golden age of classic modernization theory. The lesson to be learned from (neo-)totalitarianism theory concerns the stress it lays on domination and its specific irrationalities, variables which were indeed neglected by mainstream sociology and, after the Soviet breakdown, are ignored by the liberalist optimism of neoclassic reform programmes. The drama of the post-communist crises reminds us that there are no hidden hands and no evolutionary universals which would lead, quasi automatically, to modernity. On the other hand, the lesson to be learned from the social science approach is that even the most total totalitarianism did not result from a logic of history, but from certain constellations of interests, reciprocities between rulers and ruled, institutions of administration and value commitments, etc. which are quite accessible to a reconstruction in sociological terms.

This analysis indicates that energy, and environmental friendly energy especially, has increased in importance within social science publishing and also in terms of Norwegian participation in national and international research projects. This heightened research interest reflects a stronger focus on environmentally friendly energy in general, in an international context and nationally. The requirements of deploying new energy technologies, reducing energy consumption and building effective and socially sustainable energy markets have to be addressed by politicians, but are also quite visible in international public debate. Social science studies actively contribute to such debate.

What are the virtues of institutions we take for granted-universities, the study of the social sciences and humanities, and scholarship on professions such as law? What are the vices of the disciplinary structure of the social sciences, even in the law and society movement and criminology that started as interdisciplinary projects? Research on regulation within an interdisciplinary structure, the Regulatory Institutions Network, is used to illustrate the difficulties of attempts to change direction in the social sciences. The article advocates the creative destruction of disciplinary structures by organizing in tents that study institutionalization (rather than buildings that study categories of institutions). To keep pace with social change, pulling tents down and endlessly pegging out new ones is a path forward. A politics of defending universities and opposing the disciplines that have captured them does not mean advocacy of restructuring. If more interesting work issues from poorly funded tents than from disciplinary edifices, reformers can advance creative destruction.

What are the virtues of institutions we take for granted-universities, the study of the social sciences and humanities, and scholarship on professions such as law? What are the vices of the disciplinary structure of the social sciences, even in the law and society movement and criminology that started as interdisciplinary projects? Research on regulation within an interdisciplinary structure, the Regulatory Institutions Network, is used to illustrate the difficulties of attempts to change direction in the social sciences. The article advocates the creative destruction of disciplinary structures by organizing in tents that study institutionalization (rather than buildings that study categories of institutions). To keep pace with social change, pulling tents down and endlessly pegging out new ones is a path forward. A politics of defending universities and opposing the disciplines that have captured them does not mean advocacy of restructuring. If more interesting work issues from poorly funded tents than from disciplinary edifices, reformers can advance creative destruction.

This paper finds that the Croatian public's and the social elites' perceptions of science are a mixture of scientific and technological optimism, of the tendency to absolve science of social responsibility, of skepticism about the social effects of science, and of cognitive optimism and skepticism. However, perceptions differ significantly according to the different social roles and the wider value system of the observed groups.The survey data show some key similarities, as well as certain specificities in the configuration of the types of views of the four groups – the public, scientists, politicians and managers. The results suggest that the well-known typology of the four cultures reveals some of the ideologies of the key actors of scientific and technological policy. The greatest social, primarily educational and socio-spatial, differentiation of the perceptions of science was found in the general public.