The article analyses the conflict between two prominent French sociologists P. Bourdieu and B. Latour. It attempts to answer a question to what extent this conflict reflects the paradigmatic break of sociology. The study of the conflict concludes with the statement that the attempts of B. Latour and his allies to "reassemble the social" and institutionalize Actor-Network-Theory resulted in the critical movement of the Science Technology Studies (STS). However, STS does not succeed to become the paradigmatic break of the path of sociology.
The article compares a concurrent route and a consecutive route of teachers' training and critically evaluates their institutionalization. The analysis of the practices of institutionalization (study processes, certification of the studies, higher education institutions, study grants, and the classification of the study programmes and sciences) reveals that the contemporary political power supports the concurrent route of teacher training. ; Straipsnyje lyginami lygiagretusis ir nuoseklusis mokytojų rengimo modeliai ir kritiškai analizuojama jų institucionalizavimo praktika. Šios praktikos (pačių studijų, jų sertifikavimo, jas įgyvendinančių aukštųjų mokyklų, specialių stipendijų bei mokslo ir studijų klasifikavimo) analizė leidžia teigti, kad dabartinė švietimo politinė valia palaiko lygiagretųjį mokytojų rengimo modelį.
The article compares a concurrent route and a consecutive route of teachers' training and critically evaluates their institutionalization. The analysis of the practices of institutionalization (study processes, certification of the studies, higher education institutions, study grants, and the classification of the study programmes and sciences) reveals that the contemporary political power supports the concurrent route of teacher training.
The article compares a concurrent route and a consecutive route of teachers' training and critically evaluates their institutionalization. The analysis of the practices of institutionalization (study processes, certification of the studies, higher education institutions, study grants, and the classification of the study programmes and sciences) reveals that the contemporary political power supports the concurrent route of teacher training.
The article compares a concurrent route and a consecutive route of teachers' training and critically evaluates their institutionalization. The analysis of the practices of institutionalization (study processes, certification of the studies, higher education institutions, study grants, and the classification of the study programmes and sciences) reveals that the contemporary political power supports the concurrent route of teacher training.
The article compares a concurrent route and a consecutive route of teachers' training and critically evaluates their institutionalization. The analysis of the practices of institutionalization (study processes, certification of the studies, higher education institutions, study grants, and the classification of the study programmes and sciences) reveals that the contemporary political power supports the concurrent route of teacher training.
[only abstract in English; full article and abstract in Lithuanian]
This study is an analysis of a sociological research about the scientific activities performed by natural scientists. It is composed of three parts: a critical overview of Bruno Latour's theoretical writings on the Actor-Network Theory, the description of the research and reflections on the findings. The research discussed in this study was a didactical experiment consisting of focus group discussions. The aim of the experiment was to facilitate an epistemological rupture, which, in the science studies, might be interpreted as a shift from the sociology of the social to the sociology of translation or the Actor-Network Theory treating non-social objects of nature, nonhumans or things as social entities within associations and networks. The sociology students who participated in the didactical experiment were very positive about their experience regarding the epistemological rupture and its role in shaping their knowledge about sociology itself. In this issue, we publish the first part of the study and discuss the ideas of B. Latour on the sociology of transduction and science studies.
Straipsnyje siekiama galima atsakyti į klausimą, kodėl Lietuvos socialinės įtraukties politikos profilis yra būtent toks, koks jis yra. Kritiškai aptariamas socialinės įtraukties politikos konvergenciją turėjęs ir vis dar turintis skatinti atviro koordinavimo metodas bei naujas Europos Sąjungos politikų ir biurokratų rengiamas instrumentas Europos socialinių teisių piliorius (European Pillar for Social Rights). Apibūdinant socialinės įtraukties politikos profilį ir iliustruojant jį konkrečiais socialinės politikos pavyzdžiais, formuluojama socialinės politikos konvergencijos ir divergencijos dichotomija. Ieškant paaiškinimo, kodėl socialinės įtraukties politika, užuot konvergavusi, diverguoja, pasitelkiamos priklausomybės nuo tako teorija, kuri pabrėžia transakcinius institucinių konsteliacijų kaitos kaštus, ir socialinio žinojimo tipologijos teorija, kuri suteikia įrankių aiškintis, kaip institucinės konsteliacijos įsitvirtina skirtingose socialinio žinojimo struktūrose. Straipsnyje aptariami Lietuvoje atliktų tyrimų duomenys, kurie galėtų būti priskiriami ekspertų ir gerai informuotų piliečių socialinio žinojimo tipams. Lietuvos socialinės įtraukties politikos ekspertai ir šioje srityje dirbantys specialistai, kurie atitinka gerai informuoto piliečio apibrėžimą, yra linkę sureikšminti griežtas taupymo priemones ir socialinės kontrolės didinimą.
In order to reveal the dichotomy of convergence and divergence, the article discusses the profile of Lithuanian social inclusion policy. The article critically evaluates the Open Method of Coordination and the new social policy tool, which is still under the process of elaboration – the European Pillar for Social Rights. The concrete examples of Lithuanian social policy that suit the definition of the austerity measures reveal thatinstead of a promoted and supposed convergence towards Social Europe, the European policies of social inclusion diverge. In order to explain the diverging social policies and their institutional constellations, the theory of path dependency, one that emphasizes the transaction costs and typology of social knowledge, is employed. The article also aims to elaborate the theoretical framework for the examination of the relationship between the profile of social inclusion policy and value orientations of the population. Lithuanian policy experts of social inclusion, as well as professionals working in the same field of social policy, are inclined to prioritize the austerity measures and the role of social control. ; Straipsnyje siekiama galima atsakyti į klausimą, kodėl Lietuvos socialinės įtraukties politikos profilis yra būtent toks, koks jis yra. Kritiškai aptariamas socialinės įtraukties politikos konvergenciją turėjęs ir vis dar turintis skatinti atviro koordinavimo metodas bei naujas Europos Sąjungos politikų ir biurokratų rengiamas instrumentas Europos socialinių teisių piliorius (European Pillar for Social Rights). Apibūdinant socialinės įtraukties politikos profilį ir iliustruojant jį konkrečiais socialinės politikos pavyzdžiais, formuluojama socialinės politikos konvergencijos ir divergencijos dichotomija. Ieškant paaiškinimo, kodėl socialinės įtraukties politika, užuot konvergavusi, diverguoja, pasitelkiamos priklausomybės nuo tako teorija, kuri pabrėžia transakcinius institucinių konsteliacijų kaitos kaštus, ir socialinio žinojimo tipologijos teorija, kuri suteikia įrankių aiškintis, kaip institucinės konsteliacijos įsitvirtina skirtingose socialinio žinojimo struktūrose. Straipsnyje aptariami Lietuvoje atliktų tyrimų duomenys, kurie galėtų būti priskiriami ekspertų ir gerai informuotų piliečių socialinio žinojimo tipams. Lietuvos socialinės įtraukties politikos ekspertai ir šioje srityje dirbantys specialistai, kurie atitinka gerai informuoto piliečio apibrėžimą, yra linkę sureikšminti griežtas taupymo priemones ir socialinės kontrolės didinimą.
In order to reveal the dichotomy of convergence and divergence, the article discusses the profile of Lithuanian social inclusion policy. The article critically evaluates the Open Method of Coordination and the new social policy tool, which is still under the process of elaboration – the European Pillar for Social Rights. The concrete examples of Lithuanian social policy that suit the definition of the austerity measures reveal that instead of a promoted and supposed convergence towards Social Europe, the European policies of social inclusion diverge. In order to explain the diverging social policies and their institutional constellations, the theory of path dependency, one that emphasizes the transaction costs and typology of social knowledge, is employed. The article also aims to elaborate the theoretical framework for the examination of the relationship between the profile of social inclusion policy and value orientations of the population. Lithuanian policy experts of social inclusion, as well as professionals working in the same field of social policy, are inclined to prioritize the austerity measures and the role of social control.
In order to reveal the dichotomy of convergence and divergence, the article discusses the profile of Lithuanian social inclusion policy. The article critically evaluates the Open Method of Coordination and the new social policy tool, which is still under the process of elaboration – the European Pillar for Social Rights. The concrete examples of Lithuanian social policy that suit the definition of the austerity measures reveal that instead of a promoted and supposed convergence towards Social Europe, the European policies of social inclusion diverge. In order to explain the diverging social policies and their institutional constellations, the theory of path dependency, one that emphasizes the transaction costs and typology of social knowledge, is employed. The article also aims to elaborate the theoretical framework for the examination of the relationship between the profile of social inclusion policy and value orientations of the population. Lithuanian policy experts of social inclusion, as well as professionals working in the same field of social policy, are inclined to prioritize the austerity measures and the role of social control.
The article aims to analyse the relationship between sociology and didactics of sociology. This relationship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the conceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social function of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history. ; Santrauka. Straipsnyje taikomas socioanalizės metodas, kai, pasitelkus sociologiją, yra analizuojama sociologijos didaktika ir sociologijos perspektyvos bendrojo lavinimo sistemoje. Bendrojo lavinimo sistemoje vadinamuosiuose socialiniuose moksluose, kaip kartais apjungiamos įvairios socialinių mokslų disciplinos, nei sociologija, nei sociologijos didaktika neįsitvirtino. Straipsnyje analizuojama ir bendresnė sociologijos didaktikos formavimosi tema. Sociologijos didaktikos raida, kurioje galima skirti tris etapus, analizuojama remiantis ugdymo teorijos ir sociologijos santykių požiūriu. Pirmas etapas susijęs su ugdymo sociologijos kaip normatyvinės ir taikomojo pobūdžio disciplinos, subordinuotos ugdymo teorijai ir didaktikai, įsitvirtinimu. Antras etapas susijęs su švietimo sociologijos kaip savarankiškos disciplinos susiformavimu. Šiame etape švietimo sociologija, atsisakiusi taikomojo pobūdžio funkcijų, atitolo nuo ugdymo problematikos ir pasuko akademinės autonomijos bei empirinės švietimo procesų analizės keliu. Trečias etapas prasidėjo, kai švietimo sociologija, ypač jos kritinė atšaka buvo pradėta integruoti į mokytojų rengimo programas. Straipsnyje analizuojamas vienos švietimo sociologijos temos, paslėptos ugdymo programos, kurią visiškai ignoravo ugdymo sociologija, integravimo į mokytojų rengimą pavyzdys. Šis žingsnis yra interpretuojamas, kaip organinės viešosios sociologijos atvejis. Viešosios sociologijos aktualizuotos sociologinio raštingumo, kuris susijęs su piliečių kompetencijomis, idėjos primena Gyvosios istorijos programą, todėl idėjų sociologijos didaktikai aptarti žvalgomasi ir akademinės istorijos bei istorijos didaktikos santykių raidoje. Pagrindiniai žodžiai: sociologijos didaktika, socialinių mokslų didaktika, ugdymo sociologija, švietimo sociologija. Key words: didactics of social sciences, didactics of sociology, educational sociology, sociology of education. ABSTRACT SOCIOLOGICAL INSIGHTS FOR THE DIDACTICS OF SOCIOLOGY The article aims to analyse the relationship between sociology and didactics of sociology. This relationship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the conceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social function of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history.
The article aims to analyse the relationship between sociology and didactics of sociology. This relationship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the conceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social function of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history.
The article aims to analyse the relationship between sociology and didactics of sociology. This relationship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the conceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social function of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history.
The article aims to analyse the relationship between sociology and didactics of sociology. This relationship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the conceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social function of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history.
