Suchergebnisse

Work and Revolution in France is particularly appropriate for students of French history interested in the crucial revolutions that took place in 1789, 1830, and 1848. Sewell has reconstructed the artisans' world from the corporate communities of the old regime, through the revolutions in 1789 and 1830, to the socialist experiments of 1848. Research has revealed that the most important class struggles took place in craft workshops, not in 'dark satanic mills'. In the 1830s and 1840s, workers combined the collectivism of the corporate guild tradition with the egalitarianism of the revolutionary tradition, producing a distinct artisan form of socialism and class consciousness that climaxed in the Parisian Revolution of 1848. The book follows artisans into their everyday experience of work, fellowship, and struggles and places their history in the context of wider political, economic, and social developments. Sewell analyzes the 'language of labor' in the broadest sense, dealing not only with what the workers and others wrote and said about labour but with the whole range of institutional conventions, economic practices, social struggles, ritual gestures, customs, and actions that gave the workers' world a comprehensive shape

In the 25 years or so that began with World War II, there was a great wave of enthusiasm for interdisciplinary social psychology which resulted in the establishment of interdisciplinary social psychology training and research programs in some of the major universities in the United States. By the mid-1960s however, this seeming Golden Age had largely vanished. This article, by one of the participants in this movement, is devoted to an elaboration of how this Golden Age came about and the forces that led to its demise. Its origins are traced to the World War II experiences of social psychologists in interdisciplinary research on the adjustments of the American soldier under the leadership of Samuel Stoffer and with Rensis Likert on the US strategic bombing surveys in Germany and Japan. Many of the participants in this research were greatly impressed by the fruitfulness of interdisciplinary collaboration and were determined to establish interdisciplinary social psychology programs on their return to their universities. Several of these programs were very successful for a number of years, especially those at Harvard and Michigan, but failed to survive and become integrated into the institutional structure of the American university. The reasons for their failures are complex but at least four factors seem to have been important. First, the threat of these programs to the traditional departmental structure of the university—particularly in light of the relatively weak position of the social sciences in that structure. Second, the lack of adequate and appropriate funding from either university or federal sources. Third, the lack of a major breakthrough in social psychological theory. Fourth, advancements in research methods did not produce greatly increased understanding of social psychological phenomena. These factors are examined and contrasted with the situation in the natural sciences, particularly with molecular biology.

This article examines the charts and tables contained in chapter 11 of Social Indicators, 1976 covering a wide range of social behavior under the general topic "Social Mobility and Social Participation." The topics covered include educational and occupational mobility, voting in national elections, volunteer work, charitable giving, participation in community organizations, views on religion, and feelings of anomie. Most readers will agree that this is a potpourri of topics but that all have bearing on the well-being of citizens. There would be less agreement on the significance of most of the indicators for public policy. The factual conclusions that can be drawn from the tables and charts are discussed and additional information from recent research on some of the topics is presented—particu— larly on educational and occupational mobility, voting and political behavior, and participation in community organizations.

The charts & tables contained in chapter 11 of Social Indicators, 1976 are examined. The wide range of social behavior that they cover includes topics such as: educational & occupational mobility, voting in national elections, volunteer work, charitable giving, participation in community organizations, views on religion, & feelings of anomie. All of these have bearing on the well-being of citizens. But the significance of most of the indicators for public policy is debatable. The factual conclusions that can be drawn from the tables & charts are discussed & additional information from recent research on some of the topics is presented, particularly on educational & occupational mobility, voting & political behavior, & participation in community organizations. 3 Tables, 3 Charts. Modified HA.

Approximately 125 studies, selected from those published during the last 5 yrs,are reviewed. 3 major trends in the study of socialization (SN) are noted: (1) Increased emphasis on the soc role-soc systems approach: a number of studies emphasize soc role learning in children. Many recent studies have been concerned with diff's in the quality of fam relationships, patterns of affection & authority, conceptions of parenthood, parents' expectations for the child, & other aspects of parent-child relationships. (2) Increased interest in later SN: this trend is closely related to the development of a role theory approach & flows directly from it. A number of studies on adolescent SN have appeared. When attention shifts from adolescent to adult SN, there is no comparable body of studies. Some good beginnings have been made in recent yrs in the study of SN to occup'al roles. (3) Increased sophistication in the design & execution of res: students of SN are coming to relize that studies in a soc systems context require more complicated designs than the 'single variable approach,' formerly so common. A fair amount of concern re methodological matter in the development & testing of res instruments is demonstrated. Exp's are less common in SN res than in some ares of child development, or soc psychol; however, there are examples among the studies reviewed of both laboratory exp's & exp's in the fam setting. U. P. Shah (Modified).