Suchergebnisse

Kniha se zabývá stežejními metodologickými problémy sociálních ved. Úvodem vytycuje základní problém, jímž je otázka tzv. soumeritelnosti a nesoumeritelnosti sociálních ved s prírodními vedami. Je výpoved sociálních ved explanací podobnou v prírodních vedách, nebo je odhalením smyslu a porozumením sociálním jevum na bázi objasnení systému pravidel? Je sociální poznání svou povahou kauzálním vysvetlením, ci interpretací? Hledání odpovedí na tyto otázky je propojeno s problémem oddalování podstaty poznávání v sociálních vedách, možnými zpusoby výstavby vedeckých teorií a definováním pojmu, expla

This article provides a look at the main turning points in research on educational inequalities, both at the level of the fi eld's subject matter and its methodology. The text focuses on authors and concepts that in their time constituted a major innovation, signifi cantly advancing analysis and knowledge in the fi eld of research on educational inequalities. In the article the authors propose viewing researchers in the fi eld of educational inequalities through the lens of their era and in relation to the major turning points between them, which can be identifi ed in terms of subject matter and methodology, and even chronologically. The authors define three basic periods, and for each one present two key concepts. The first period is represented by the basic model of the stratification process and by the socio-psychological model. The second period is characterised by the concept of educational allocation and the theory of 'maximally maintained inequality' (MMI). Presented for the third period are the multinomial transition model and the theory of 'effectively maintained inequality' (EMI). Across these stages of development the authors highlight three of the cited concepts as ground-breaking methodological innovations (the basic model of the stratification process, the concept of educational allocation, and the multinomial transition model) and the other three as innovations in subject matter (interpretive), though closely tied to the advancement of quantitative methods used in the analysis of educational inequalities (the socio-psychological model and the MMI and EMI theories).

This paper focuses on "The Philadelphia Negro": a community study that stands at the start of American social research. This somewhat forgotten empirical study from 1899 describes the historical conditions and the economic and social causes and circumstances behind the formation and existence of the "Seventh Ward", a slum neighbourhood in Philadelphia inhabited by African-Americans. The study used survey and other methods of observation and analysis of historical, economic and social data. The study was written by the erudite Harvard University graduate William Edward Burghardt Du Bois, an African-American, and an economist, historian and sociologist. Using primary and secondary literature and archive sources this paper shows that Du Bois was the author of the first empirical social research study in the United States. It looks at his life, his research, and his opinions on racial issues. He created a programme of research on the African-American population and from 1898 to 1910 he headed the first school of sociology on the American continent at the University of Atlanta. He published the results of scientific analyses of the lives of African-Americans in the south of the United States in sixteen volumes of the Atlanta University Studies. Racial prejudices among the American sociological elites prevented both Du Bois and his work from receiving the attention they rightly deserve.

This article is an attempt to present further results in the author's continuing qualitative
field work among the historical war re-enactment societies of the fortress towns of Josefstadt and
Theresienstadt (from 2010). Michael Foucaults Heterotopic theory of places is used to shed light
on a wide range of ritualised social behaviour, centred around key symbols from the monarchical
military culture of the Enlightenment. New categories for the analysis of local context have been
created which are clearly compatible with Braudel's theory of longue-duree, that is isophenomenological
historic-social objects, maintaining and transferring the original meaning of heterotopic
social-disciplination.