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Journal articles on the topic 'Critical social sciences'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Rehbein, Boike. "Critical theory and social inequality." Tempo Social 30, no. 3 (December 13, 2018): 49–65. http://dx.doi.org/10.11606/0103-2070.ts.2018.145113.

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This paper argues that social inequality is possibly the core topic of any critical theory in the social sciences – for epistemological as well as ethical reasons. As the social scientist is part of the scientific object, namely society, the project of science is interdependent with its object. For this reason, the structure of society itself influences the shape of social science. At the same time, the processes and results of the scientific project have an impact on society. Science changes its own object. Epistemological issues are therefore tied to the ethical questions about the social organization of the scientific project, access to science, the structure of society and inequality. If access to science is unequal and if science contributes to inequality, this has to be legitimized scientifically.

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2

Pryce, Everton. "The Social Sciences as Critical Theory." Caribbean Quarterly 36, no. 1-2 (June 1990): 1–15. http://dx.doi.org/10.1080/00086495.1990.11829468.

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3

ZTF, Pradana Boy. "Prophetic social sciences: toward an Islamic-based transformative social sciences." Indonesian Journal of Islam and Muslim Societies 1, no. 1 (June 1, 2011): 95. http://dx.doi.org/10.18326/ijims.v1i1.95-121.

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This article discusses of one of the most important type of social sciences developed<br />in Indonesian context. In the midst of debate between Western secular<br />social sciences and Islamic social sciences, Kuntowijoyo offered a genuine yet<br />critical formula of social sciences. The formula called Ilmu Sosial Profetik (ISP)<br />attempted to build a bridge between secular social science and Islamic inclination<br />of social science. This article describes the position of ISP in the context of<br />critical position of Muslim social scientists on the hegemony and domination of<br />Orientalist tendency in studying Islam. At the end, the author offers a conclusion<br />that ISP can actually be regarded as Islamic-based transformative science that<br />can be further developed for a genuine indigenous theory of social sciences from<br />the Third World.<br />Artikel ini membahas salah satu tipe paling penting dari ilmu-ilmu sosial yang<br />dikembangkan dalam konteks Indonesia. Di tengah perdebatan antara ilmu-ilmu<br />sosial Barat sekuler dan ilmu social Islam, Kuntowijoyo menawarkan formula<br />yang orisinal dan kritis dalam ilmu sosial. Formula yang kemudian disebut dengan<br />Ilmu Sosial Profetik (ISP) berusaha untuk membangun jembatan antara ilmu sosial sekuler dan kecenderungan untuk melakukan Islamisasi ilmu sosial. Artikel<br />ini menjelaskan posisi ISP dalam konteks posisi kritis ilmuwan sosial Muslim pada<br />hegemoni dan dominasi kecenderungan orientalis dalam mempelajari Islam. Pada<br />akhirnya, penulis menawarkan kesimpulan bahwa ISP sebenarnya dapat dianggap<br />sebagai ilmu sosial transformatif berbasis Islam yang dapat dikembangkan lebih<br />lanjut sebagai teori sosial yang berkembang dari Dunia Ketiga.

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4

Guthrie, Donald. "Integral Engagement: Christian Constructivism and the Social Sciences." Christian Education Journal: Research on Educational Ministry 16, no. 3 (September 16, 2019): 445–57. http://dx.doi.org/10.1177/0739891319875155.

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This article explores how Christian constructivism can guide educators who are Christians toward an integral engagement with the social sciences that is both critically reflective and humbly teachable. Such an engagement requires a recognition that all image-bearing human beings may contribute insights about the human condition, responsible stewardship of knowledge with the mind of Christ, and approaching the social sciences with gospel-directed critical realism that is neither fearful nor uncritically accepting of social science perspectives.

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5

Hammersley, Martyn. "Should Social Science Be Critical?" Philosophy of the Social Sciences 35, no. 2 (June 2005): 175–95. http://dx.doi.org/10.1177/0048393105275279.

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6

Knight, Curd Lynn H. "Teaching critical thinking in the social sciences." New Directions for Community Colleges 1992, no. 77 (1992): 63–73. http://dx.doi.org/10.1002/cc.36819927707.

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7

Waaldijk, Berteke. "Social Worker Alice Salomon as pioneer of critical Social Sciences." Journal of Social Intervention: Theory and Practice 21, no. 4 (December 17, 2012): 89. http://dx.doi.org/10.18352/jsi.338.

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8

Barona, Josep Lluis. "Sciences, language and social interaction." Terminology 5, no. 1 (December 31, 1998): 107–19. http://dx.doi.org/10.1075/term.5.1.09bar.

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The traditional perception of terminology as a tool for scientists used mainly in standardisation and for the regulation of the term-concept relationship is currently undergoing a critical re-appraisal with the intention of transcending purely pragmatic considerations at the moment of formulating the foundations for a new theory of terms. The present paper concentrates on three issues. First it critically examines the traditional concept of what constitutes a scientific discipline; secondly it re-assesses the idea of the objectivity of scientific knowledge from the standpoint of the concept of "Denkstil", and, finally, it discusses the difficult tension between popularisation of science and social interaction.

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9

Fook, Jan. "Critical Social Work." Qualitative Social Work: Research and Practice 2, no. 2 (June 2003): 123–30. http://dx.doi.org/10.1177/1473325003002002001.

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10

Jansen, Fieke. "Explaining Society: Critical Realism in the Social Sciences." European Journal of Communication 35, no. 3 (June 2020): 308–10. http://dx.doi.org/10.1177/0267323120922091.

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11

Castro, Freddy Winston. "Explaining Society, Critical Realism in the Social Sciences." Acta Sociologica 45, no. 3 (September 2002): 246–50. http://dx.doi.org/10.1177/000169930204500313.

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12

Reed, Isaac. "Critical Realism and the Social Sciences: Heterodox Elaborations." Contemporary Sociology: A Journal of Reviews 38, no. 2 (March 2009): 194–96. http://dx.doi.org/10.1177/009430610903800253.

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13

Shimei, Nur, Michal Krumer-Nevo, Yuval Saar-Heiman, Sivan Russo-Carmel, Ilana Mirmovitch, and Liora Zaitoun-Aricha. "Critical Social Work." Qualitative Inquiry 22, no. 8 (July 8, 2016): 615–23. http://dx.doi.org/10.1177/1077800416629696.

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14

Buch-Hansen, Hubert. "CRITICAL REALISM IN THE SOCLIAL SCIENCES." Distinktion: Journal of Social Theory 6, no. 2 (January 2005): 59–69. http://dx.doi.org/10.1080/1600910x.2005.9672913.

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15

Badejo, Omobola Olufunto. "A Non-Naturalised Methodology for Social Sciences." UJAH: Unizik Journal of Arts and Humanities 20, no. 2 (March 17, 2020): 168–94. http://dx.doi.org/10.4314/ujah.v20i2.9.

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At the rise of the twentieth century, armed with the success of natural sciences, the school of naturalism argued that the appropriate methodology for all disciplines, including social sciences, is that of natural science. The paper argued that social sciences cannot be naturalised and has its own appropriate methodology. The paper examined the arguments for naturalism and non-naturalism of the method of philosophy of social sciences. The paper employed both primary and secondary sources of data. Data collected were subjected to critical analysis and philosophical argumentation. The results showed that the nature of social sciences is such that it cannot be subjected to only scientific methods. The paper concludes that there is a need for a methodology that understands the subject matter of social sciences to address issues in social sciences. The paper addressed some key issues in philosophy of social sciences. Keywords: Methodology, Natural sciences, Naturalism, Social sciences.

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16

Forsyth, Tim. "Book Review: Development: critical concepts in the social sciences." Progress in Development Studies 3, no. 1 (January 2003): 76–79. http://dx.doi.org/10.1177/146499340300300109.

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17

Lichtman, Richard. "Psychoanalysis: Critique of Habermas' prototype of critical social sciences." New Ideas in Psychology 8, no. 3 (January 1990): 357–74. http://dx.doi.org/10.1016/0732-118x(94)90021-3.

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18

Barak, Adi. "Critical Questions on Critical Social Work: Students’ Perspectives." British Journal of Social Work 49, no. 8 (March 14, 2019): 2130–47. http://dx.doi.org/10.1093/bjsw/bcz026.

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Abstract This research study explored the perspectives of social work students (n = 118) in the final semester of their studies regarding the implementation of critical social work in their future practices. Using performance ethnographies to collect data, students were asked to share their perspectives about implementing critical social work both in individual interventions and as a way to change the practice of mainstream social work organisations. Research ethnographies were analysed using a descriptive phenomenological approach, in an attempt to describe the shared essential experience of participants. Results demonstrated that students are influenced by several lines of thinking that come into direct conflict with one another: (i) they feel that critical social work is essential for individual interventions while also feeling that critical social work is not a priority for individual interventions and (ii) they feel that critical social work should and could change mainstream social work organisations while also feeling that critical social work should not and could not change mainstream social work organisations. These results contribute to a better understanding of the barriers in implementing critical social work, as well as the dilemmas and questions that should be addressed in social work education. Implications for social work education are outlined.

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19

Blank, Robert H., Lynton K. Caldwell, Thomas C. Wiegele, and Raymond A. Zilinskas. "Biotechnology, Public Policy, and the Social Sciences: Critical Needs in Teaching and Research." Politics and the Life Sciences 6, no. 1 (August 1987): 64–80. http://dx.doi.org/10.1017/s073093840000277x.

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Science-based biotechnology is now introducing fundamental changes in the status of life on earth which have major implications for human society, yet the social sciences are largely failing to address these changes. Biotechnology offers immense opportunities for advancing the quality of human life, holding promise for overcoming numerous and heretofore intractable causes of suffering and impoverishment. Moreover, it may enable mankind to enjoy the benefits of science without degradation of the biosphere. But to obtain these advantages biotechnology must be guided by wise and timely public policies. Even the most beneficent innovation may create problems that, unless anticipated and prevented, may offset or cancel out social gains.

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20

Priest, Susanna. "Critical Science Literacy." Bulletin of Science, Technology & Society 33, no. 5-6 (October 2013): 138–45. http://dx.doi.org/10.1177/0270467614529707.

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21

Banks, S. "Critical Commentary: Social Work Ethics." British Journal of Social Work 38, no. 6 (June 17, 2008): 1238–49. http://dx.doi.org/10.1093/bjsw/bcn099.

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22

Bohman, James. "Toward a critical theory of globalization." Concepts and Transformation 9, no. 2 (July 13, 2004): 121–46. http://dx.doi.org/10.1075/cat.9.2.05boh.

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One of the central ideas of both Critical Theory social theory and of pragmatist theories of knowledge is that epistemic and normative claims are embedded in some practical context. This “practical turn” of epistemology is especially relevant to the social sciences, whose main practical contribution, according to pragmatism, is to supply methods for identifying and solving problems. The problem of realizing the democratic ideal under modern social conditions is not only an instance of pragmatist inspired social science, pragmatists would also argue that it is the political context for practical inquiry today, now all the more pressing with the political problems of globalization. Despite weaknesses in the pragmatist idea of social science as the reflexive practical knowledge of praxis, a pragmatic interpretation of critical social inquiry is the best way to develop such practical knowledge in a distinctly critical or democratic manner. That is, the accent shifts from the epistemic superiority of the social scientist as expert to something based on the wider social distribution of relevant practical knowledge; the missing term for such a practical synthesis is what I call “multiperspectival theory.” As an example of this sort of practical inquiry, I discuss democratic experiments involving “minipublics” and argue that they can help us think about democracy in new, transnational contexts.

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23

Hyeon-Suk, Kang,, and Shin, Hye-Won. "RECONSTRUCTION OF SOCIAL SCIENCE AND HUMANITIES THROUGH NARRATIVE." Humanities & Social Sciences Reviews 7, no. 5 (September 28, 2019): 134–40. http://dx.doi.org/10.18510/hssr.2019.7517.

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Purpose: The purpose of this paper is to present new directions and research strategies through critical analysis of the academic tendencies of existing social science and humanities. The narrative theory of human experience is adopted as a theoretical rationale for critical analysing existing social sciences and humanities. Since the 1970s and 1980s, the academic tendencies of the humanities and social sciences have been transformed into the narrative turn. We focus on the new integrity of humanities and social sciences in light of the narrative theory that approaches the totality of human life. The narrative theory for academic inquiry makes use of the position of Bruner, Polkinghorne, Ricoeur Methodology: We reviewed the literature related to the research topic and took an integrated approach to the philosophical analysis of core claims. Main Findings: As a result, the narrative theory has a characteristic approach to human life and experience as a whole, and it is possible to integrate by narrative ways of knowing. Implications/Applications: Based on this narrative theory, existing humanities and social sciences need to be reconstructed into narrative science. And a narrative method or narrative inquiry is useful as its specific inquiry method. As a narrative science, humanities and social sciences can be implemented by the integration of human experience and narrative epistemology. It has the advantage of integrating the atomized sub-sciences into the narrative of human experience according to this new method. Also, in-depth research on concrete exploration strategies is expected in the future.

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24

Wilson, Tina E. "Welfare Words: Critical Social Work and Social Policy." Journal of Progressive Human Services 30, no. 3 (September 2, 2019): 301–3. http://dx.doi.org/10.1080/10428232.2019.1670004.

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25

Smirnova, N. M. "Social sciences: calculation or hermeneutics?" Philosophy of Science and Technology 26, no. 2 (2021): 43–46. http://dx.doi.org/10.21146/2413-9084-2021-26-1-43-46.

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Critical analysis of cognitive claims to universal calculating social science’s formation has been presented in this paper. It has clearly been argued, that originated in G. Leibnitz’s metaphor: “intellection is calculation”, this idea even in its further development does not have any sufficient methodological foundation for its wider extrapolation upon the scope of social organization. It might only be accepted by means of natural reductionism, which implicates elimination of social subject matters’ meaningful dimension, obviously regarded as constitutive for culture and sociality. This implies in its turn bringing down the role of philosophy to topology and digital analysis and theoretical elimination of both human and his meanings of being from socio-cultural reality.

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26

Kyungman Kim. "Bourdieu’s Reflexive Sociology of the Social Sciences: A Critical Assessment." 사회과학연구 16, no. 2 (September 2008): 42–74. http://dx.doi.org/10.17787/jsgiss.2008.16.2.42.

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27

Gunn, Andrew. "Critical debates in teaching research methods in the social sciences." Teaching Public Administration 35, no. 3 (May 25, 2017): 241–59. http://dx.doi.org/10.1177/0144739417708837.

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28

Richard, Nelly. "HUMANITIES AND SOCIAL SCIENCES IN CRITICAL DIALOGUES WITH CULTURAL STUDIES." Cultural Studies 26, no. 1 (January 2012): 166–77. http://dx.doi.org/10.1080/09502386.2012.642608.

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29

Goodchild, Michael F., and Donald G. Janelle. "Toward critical spatial thinking in the social sciences and humanities." GeoJournal 75, no. 1 (January 30, 2010): 3–13. http://dx.doi.org/10.1007/s10708-010-9340-3.

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30

Hanafi, Sari. "Global Knowledge Production in the Social Sciences: a Critical Assessment." Sociologies in Dialogue 2, no. 1 (August 10, 2016): 16. http://dx.doi.org/10.20336/29.

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31

Hanafi, Sari. "Global Knowledge Production in the Social Sciences: a Critical Assessment." Sociologies in Dialogue 2, no. 1 (August 10, 2016): 16. http://dx.doi.org/10.20336/sid.v2i1.29.

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32

Askeland, Gurid Aga, and Jan Fook. "Critical reflection in social work." European Journal of Social Work 12, no. 3 (September 2009): 287–92. http://dx.doi.org/10.1080/13691450903100851.

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33

MacKinnon, Shauna T. "Social Work Intellectuals in the Twenty‐First Century: Critical Social Theory, Critical Social Work and Public Engagement." Social Work Education 28, no. 5 (August 2009): 512–27. http://dx.doi.org/10.1080/02615470802406494.

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34

Lovin, C. Laura. "Intersectionality as Critical Social Theory." Feminist Encounters: A Journal of Critical Studies in Culture and Politics 5, no. 2 (September 1, 2021): 33. http://dx.doi.org/10.20897/femenc/11170.

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35

Renault, Emmanuel. "Critical Theory and Processual Social Ontology." Journal of Social Ontology 2, no. 1 (March 4, 2016): 17–32. http://dx.doi.org/10.1515/jso-2015-0013.

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AbstractThe purpose of this article is to bridge the gap between critical theory as understood in the Frankfurt school tradition on the one hand, and social ontology understood as a reflection on the ontological presuppositions of social sciences and social theories on the other. What is at stake is the type of social ontology that critical theory needs if it wants to tackle its main social ontological issue: that of social transformation. This paper’s claim is that what is required is neither a substantial social ontology, nor a relational social ontology, but a processual one. The first part of this article elaborates the distinction between substantial, relational and processual social ontologies. The second part analyzes the various ways in which this distinction can be used in social ontological discussions. Finally, the third part focuses on the various possible social ontological approaches to the issue of social transformation.

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36

Wisnewski, J. Jeremy. "The Relevance of Rules to a Critical Social Science." Philosophy of the Social Sciences 35, no. 4 (December 2005): 391–419. http://dx.doi.org/10.1177/0048393105280831.

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37

Sadian, Samuel. "Consumer studies as critical social theory." Social Science Information 57, no. 2 (March 27, 2018): 273–303. http://dx.doi.org/10.1177/0539018418764850.

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A fundamental concern of all critical social theory has been relating economic action to socio-political action when explaining social change. Along with critical theories of socio-political praxis and critical theories of production and reproduction, critical consumer studies has at times sought to demonstrate how narrowly productivistic solutions to this problem can be updated or supplemented to fit better with observable historical events. However, consumer studies itself lacks conceptual coherency and is split between extending and rejecting major productivistic assumptions, making the wider significance of this literature difficult to identify. I argue that consumption and production are best understood conceptually as related moments in the material and symbolic circulation of value in circuits of market exchange, redistribution and reciprocity. Whether consumer action functions to reproduce anterior productive arrangements is a matter of historical contingency. The real benefit of consumer studies is the capacity to question and modify existing historical narratives, while serving also to generate its own insights. Consumer studies can help to systematically reveal the extent to which collective social action is patterned by class divisions, but it can also identify forms of collective association that do not reveal a basically class logic. Likewise, consumer action may reinforce the ‘distinction’ that Pierre Bourdieu has helped to theorize, but it can equally create the ‘mutuality of being’ of which Marshall Sahlins speaks. Moreover, consumer demand may indeed reproduce certain productive arrangements, as consumer critiques have always pointed out, but production is often a response to prior consumer demand, and rises or falls in relation to this. Instead of a priori assumptions about the manipulability of consumer demand, which make it easy to evade this enormous problem, situated analyses of specific fields of consumption are required that show how, when and where consumer action leads to reproduction or to real historical novelty.

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38

Rowlings, Cherry. "Critical Forum." Journal of Social Work 1, no. 1 (April 2001): 117. http://dx.doi.org/10.1177/146801730100100108.

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Rowlings, Cherry. "Critical Forum." Journal of Social Work 1, no. 2 (August 2001): 235. http://dx.doi.org/10.1177/146801730100100208.

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40

Archer, Wendy, Stefano Consiglio, Paolo Ferri, Luca Pareschi, and Silvio Peroni. "Call for papers: Automatic understanding of texts in social and computer sciences." puntOorg International Journal 1, no. 1 (January 2019): 1. http://dx.doi.org/10.19245/25.05.cfp.05.

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Over the last 20 years, the use of automated and semi-automated techniques for extracting meanings from text have been widely debated in the social sciences. Automated and semi-automated techniques can be employed in all research phases: data collection (e.g. scraping), data cleaning (e.g. lemmatization of words), analysis (e.g. Named Entity Recognition, Part-of-speech Tagging, Topic Modeling, Keyword Analysis, Semantic Network Analysis, Sentiment Analysis), and visualization. Far from forcing epistemological choices, these techniques can be inductively used to deal with big corpora of data, impossible to work with for a human being. The debate produced great expectations, but substantive research results and the development of actual user friendly tools are still relatively scarce. Social researchers usually lack the technical skills to develop and integrate new research tools as instruments able to radically change the way the research is devised and conducted. Computer scientists, on the other hand, often lack regular opportunities to interact with social scientists in ways that would enable greater understanding and more widespread use to be derived from the introduction of new tools. Moreover, in social and organizational sciences, different researchers use different techniques, but both a broader reflection on the advantages and disadvantages of each technique, and an integration/comparison of different tools, are lacking. A critical review of how these techniques are used in social sciences is a valuable and welcome contribution that would enable researchers working in these areas to disentangle the technicalities of these numerous and diverse techniques and showcase the research approaches they are used for. This call for papers follows an initial stream of research developed by the CATARSI project at the University of Bologna. CATARSI (Comprensione Automatica di Testi e ARticoli nelle scienze Sociali e Informatiche – automatic understanding of texts and articles in social sciences and computer sciences) aims at tackling the interface between social sciences and information science and improving both the knowledge and the development of computer-based techniques for analyzing texts and extracting meanings. The issue tackled by CATARSI, thus, is cultural and practical, and its results will impact both on information science, which deals more with ontological aspects, and on the social sciences, which stand to benefit from the use of new instruments to improve the way knowledge is analyzed and created. This Call for Papers (CfP) aims thus at collecting contributions able to shed light on the current use of semi-automatic and computer-aided techniques for understanding texts and extracting meanings from them, especially within the social sciences. Topics include, but are not limited to: application of one or more semi-automated techniques to organizational studies; critical reviews on how semi-automated techniques are used to elicit meanings from texts in organization science; comparison of qualitative and computer-aided techniques in conducting research; analysis of the ways different techniques are used to grasp meaning from texts; cross-field and interdisciplinary applications of automatic analysis techniques; description of new tools and systems for the use and application of these methods; critical reviews on the evolution of automatic reading within social and organization science. We welcome different theoretical and empirical methodologies. Qualitative, quantitative, and experimental methodologies are welcome. Full paper submission deadline: 31st October 2019

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41

Beer, David. "Using Social Media Data Aggregators to Do Social Research." Sociological Research Online 17, no. 3 (August 2012): 91–102. http://dx.doi.org/10.5153/sro.2618.

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This article asks if it is possible to use commercial data analysis software and digital by-product data to do critical social science. In response this article introduces social media data aggregator software to a social science audience. The article explores how this particular software can be used to do social research. It uses some specific examples in order to elaborate upon the potential of the software and the type of insights it can be used to generate. The aim of the article is to show how digital by-product data can be used to see the social in alternative ways, it explores how this commercial software might enable us to find patterns amongst ‘monumentally detailed data’. As such is responds to Andrew Abbott's as yet unresolved eleven year old reflections on the crucial challenges that face the social sciences in a data rich era.

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42

Van Dijk, Teun. "Critical Discourse Analysis and Social Thought." Athenea Digital. Revista de pensamiento e investigación social 1, no. 1 (June 1, 2002): 18. http://dx.doi.org/10.5565/rev/athenead/v1n1.22.

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43

Frank, Peter M., and Gordon E. Shockley. "A Critical Assessment of Social Entrepreneurship." Nonprofit and Voluntary Sector Quarterly 45, no. 4_suppl (July 9, 2016): 61S—77S. http://dx.doi.org/10.1177/0899764016643611.

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We offer a microfoundation of social entrepreneurship through the work of Vincent and Elinor Ostrom on polycentricity (Ostromian polycentricity) and that of Friedrich Hayek on the economics of knowledge (Hayekian knowledge) that reveals both the main strength and main weakness of social entrepreneurship. Problematizing social entrepreneurship in terms of the political economy of knowledge and based on Ostromian polycentricity and Hayekian knowledge, we first find the main strength of social entrepreneurship is that local, decentralized social entrepreneurs usually are the most appropriate and best-positioned—indeed, the most efficient—actors to solve their communities’ social problems. Also based on the work of the Ostroms and Hayek, we identify the main weakness of social entrepreneurship: the lack of institutional safeguards to social entrepreneurship. The localized decision-making process, however, might mitigate to some degree the potential for large-scale abuse.

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44

Kalmus, Veronika. "“Jobs that Really Matter”: Critical Reflections on Changes in Academic Life during/after the Covid-19 Pandemic." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 19, no. 1 (April 3, 2021): 255–61. http://dx.doi.org/10.31269/triplec.v19i1.1255.

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The prioritisation of the coronavirus pandemic in the public sphere has resonated in the field of sciences, with Covid-19 occupying the interest of many researchers in various disciplines. This article aims to analyse features of interpersonal and institutional discourses, published data, and the author’s observations to reflect critically upon the impact of Covid-19 on academic life and sketch some trends in the field of sciences. The analysis demonstrates that Covid-19 serves as an accelerator for science; this process, however, is asynchronous across countries, disciplines, and research streams. The “Covid-isation” of research systems reinforces the instrumentalisation and projectification of science and creates intra-institutional hierarchies. The coronavirus crisis amplifies existing inequalities and prompts the double movement of acceleration versus deceleration. In the potential social morphogenesis in the field of science, the role of the humanities and social sciences scholars in asking critical questions and facilitating meta-reflexivity becomes paramount.

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45

Bigo, Vinca, and Thomas Lagoarde Ségot. "Critical Realism in the Social Sciences, Agency and the Discursive Self." Revue de philosophie économique 14, no. 1 (2013): 3. http://dx.doi.org/10.3917/rpec.141.0003.

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46

Hamizan, Nurul‘Izzati, Norasykin Mohd Zaid, and Norah Md Noor. "Teaching Duet in Social Sciences Education in Promoting Critical Thinking Abilities." Advanced Science Letters 21, no. 10 (October 1, 2015): 3180–84. http://dx.doi.org/10.1166/asl.2015.6434.

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ALBERT, HANS. "Critical Rationalism: The Problem of Method in Social Sciences and Law." Ratio Juris 1, no. 1 (March 1988): 1–19. http://dx.doi.org/10.1111/j.1467-9337.1988.tb00001.x.

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Zuber-Skerritt, Ortrun, and Eva Cendon. "Critical reflection on professional development in the social sciences: interview results." International Journal for Researcher Development 5, no. 1 (May 6, 2014): 16–32. http://dx.doi.org/10.1108/ijrd-11-2013-0018.

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Purpose – The aim of this paper is to present an interview and postscript that examine the specific meaning, rationale, conceptual framework, assessment and teaching of critical reflection in and on professional development in management and higher education from an action research perspective. Design/methodology/approach – This article is presented in the new genre of PIP (Zuber-Skerritt, 2009): Preamble – Interview – Postscript. The Preamble (P) sets out the background, purpose, structure and conduct of the interview (I), which addresses six probing questions and is followed by a Postscript (P) that reveals additional comments and reflections on the interview, and identifies learning outcomes and implications. Findings – Reflective practice is essential for a deep approach to learning, research and professional development and it is a driving force to enable learners to be adequately equipped for constant and complex change in today's and tomorrow's turbulent world. Research limitations/implications – The article is positioned to inspire further R&D in the current debate on urgently needed radical and rapid change in higher education for the twenty-first century. Practical implications – As well as the article's practical suggestions about why and how to develop reflective learning/practice, the PIP conceptual model applied in this article offers a useful practical approach for researchers to explore self-ethnography through interviews. Originality/value – Two conceptual models illustrate the essence of this article, providing practical help to academics and other professionals to advance reflective practice in research and learning.

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Healy, Karen. "Doing Critical Social Work: Transforming Practices for Social Justice." Australian Social Work 73, no. 3 (March 14, 2019): vii—viii. http://dx.doi.org/10.1080/0312407x.2018.1521305.

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Pentecost, Michelle, Berna Gerber, Megan Wainwright, and Thomas Cousins. "Critical orientations for humanising health sciences education in South Africa." Medical Humanities 44, no. 4 (November 27, 2018): 221–29. http://dx.doi.org/10.1136/medhum-2018-011472.

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In this article, the authors make a case for the ’humanisation' and ’decolonisation' of health sciences curricula in South Africa, usingintegrationas a guiding framework.Integrationrefers to an education that is built on a consolidated conceptual framework that includes and equally values the natural or biomedical sciences as well as the humanities, arts and social sciences, respecting that all of this knowledge has value for the practice of healthcare. An integrated curriculum goes beyond add-on or elective courses in the humanities and social sciences. It is a curriculum that includes previously marginalised sources of knowledge(challenging knowledge hierarchies and decolonising curricula); addresses an appropriate intellectual self-image in health sciences education(challenging the image of the health professional); promotes understanding of history and social context, centring issues of inclusion, access and social justice(cultivating a social ethic)and finally, focuses on care and relatedness as an essential aspect of clinical work(embedding relatedness in practice). The article offers a brief historical overview of challenges in health and health sciences education in South Africa since 1994, followed by a discussion of contemporary developments in critical health sciences pedagogies and the medical and health humanities in South Africa. It then draws on examples from South Africa to outline how these four critical orientations or competencies might be applied in practice, to educate health professionals that can meet the challenges of health and healthcare in contemporary South Africa.

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