Relevant bibliographies by topics / Durkheimian school of sociology

Academic literature on the topic 'Durkheimian school of sociology'

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Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Durkheimian school of sociology"

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Wawrzyniak, Joanna. "From Durkheim to Czarnowski: Sociological Universalism and Polish Politics in the Interwar Period." Contemporary European History 28, no. 2 (December 17, 2018): 172–87. http://dx.doi.org/10.1017/s0960777318000516.

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The Durkheimian School of sociology was one of the most comprehensive programmes ever developed in the social sciences. This article contributes to those accounts of the School that discuss its intergenerational, interdisciplinary and international transformations after the Great War. From this perspective, the article presents the case of a Polish scholar, Stefan Czarnowski (1879–1937), whose early work on the cult of St. Patrick in Ireland became one of the Durkheimian classics on social integration. In the interwar period Czarnowski argued against race studies and anti-social concepts of culture and called for sociologically grounded comparative world history ordered around the notions of class and work. More generally, Czarnowski’s reconfiguration of Durkheimian universal principles in the specific location of East Central Europe calls for a deeper historicisation of the Durkheimian School as a movement in international social sciences.
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Tapia Alberdi, Fernando. "Émile Durkheim (1858-1917)." Tendencias Sociales. Revista de Sociología, no. 1 (February 19, 2018): 5. http://dx.doi.org/10.5944/ts.1.2018.21357.

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A pesar de que los estudios sobre el pensamiento de Durkheim son numerosísimos, resulta sorprendente el escaso número de trabajos que se han ocupado de su itinerario vital e intelectual. Ello pone de manifiesto que, en el ámbito de los estudios durkheimianos, los especialistas han preferido la interpretación teórica de la obra al análisis sociobiográfico del autor. En este escrito presentamos una biografía del fundador de la escuela sociológica francesa, que explora los hitos fundamentales de su itinerario vital y científico-intelectual.Although the number of studies on Durkheim’s thought is very large, the scarcity of works focusing on his life and intellectual trajectory is surprising. This shows that, in the field of Durkheimian studies, specialists have preferred a theoretical interpretation of the work over socio-biographical analyses about the author. This paper provides a biography of the founder of the French school of sociology, one that explores the fundamental milestones in his life and scientific-intellectual itinerary.
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Darnell, Regna. "The Structuralism of Claude Lévi-Strauss." Historiographia Linguistica 22, no. 1-2 (January 1, 1995): 217–34. http://dx.doi.org/10.1075/hl.22.1-2.09dar.

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Summary Despite the importance of Lévi-Strauss’s structuralism to a range of disciplines, little historiographic attention has been given to the sources of his thought about universals of human cognition. This paper examines his roots in Durkheimian sociology and his borrowings from Boasian anthropology and Prague School structuralism (documenting his rather startling lack of engagement with language as such). Biography, public pronouncements of Lévi-Strauss, and ongoing scholarly commentary are used to broaden the understanding of structuralism as an international tradition transcending the boundaries of linguistics as a discipline.
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Zafirovski, Milan. "Orthodoxy and heterodoxy in analyzing institutions." International Journal of Social Economics 30, no. 7 (July 1, 2003): 798–826. http://dx.doi.org/10.1108/03068290310478757.

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The rediscovery and analytical reconstitution are present tendencies in much of social science, especially economics and sociology. The emergence and expansion of the so‐called new institutional economics exemplify these tendencies as do attempts at revival and rehabilitation of the old institutional economics. Analogous tendencies have been manifested in sociology by the further development of economic sociology, especially by various reformulations of its classical premise of institutional structuration and embeddedness of economic behavior. Nevertheless, much of mainstream economics tends to neglect or play down certain salient divergences between the latter's neoclassical or orthodox institutionalism, and heterodox or critical institutionalism advanced by the old institutional economics as well as by economic sociology. Identifies and elaborates such divergences between these seemingly homologous varieties of institutionalism. Since institutionalist varieties and tendencies in both economics and sociology are considered, represents a contribution to an interdisciplinary treatment of social institutions, a treatment originally proposed by the old institutional economics of Veblen et al., the German historical school as well as by Weberian‐Durkheimian classical economic sociology.
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Tarkowska, Elżbieta. "Collective Memory, Social Time and Culture: The Polish Tradition in Memory Studies." Kultura i Społeczeństwo 60, no. 4 (December 21, 2016): 143–60. http://dx.doi.org/10.35757/kis.2016.60.4.9.

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In Poland, research into collective memory has a long tradition and clear cultural perspective. The author’s aim is to show that this research tradition, which is deeply associated with the legacy of the Durkheimian school, was very strong in Poland in both the prewar and postwar periods, especially in the work of Stefan Czarnowski, the only Polish member of the school. In this perspective, social memory is closely connected with culture and time. In the first part of the paper, the author explains why the relations between social memory, culture, and social time are important for evaluating the Polish research tradition. The second part is dedicated to the works of Stefan Czarnowski, who started the cultural stream in Polish memory studies many years ago. The third part presents the idea of social time, and the relations between the sociology of time and memory studies in Polish sociology. The specificity of Polish studies on collective memory is little known today, especially to foreign researchers, but the tradition is worth remembering.
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Chiang, Tien‐Hui. "What Freirean Critical Pedagogy Says and Overlooks from a Durkheimian Perspective." Social Inclusion 9, no. 4 (October 13, 2021): 1–11. http://dx.doi.org/10.17645/si.v9i4.4157.

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“Critical pedagogy” has become a prevalent grammar furthering the necessity of a change in pedagogy from a banking‐style to problem‐posing approach, which it argues will facilitate students’ development of independent values and equip them to lead the liberation of society from authoritarianism into democracy. To achieve this, classrooms need to serve as cultural forums, through which either engaged pedagogy or negotiated authority empowers teachers and students to engage in free dialogues that problematize school textbooks as “cultural politics.” This empowerment demands that teachers perform as transformative intellectuals, dedicating themselves to the amelioration of inequity in educational results by reconstructing new texts, making them more accessible to working‐class students. While these theoretical lexicons envision a new perspective for the “educational function,” alleviation of the phenomenon of cultural reproduction can only occur if critical pedagogists pay more attention to academic curricula. Student achievements in such curricula, which respond to the demands of the social division of labor, have a profound influence on their potential social mobility.
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Maimon, David, and Danielle C. Kuhl. "Social Control and Youth Suicidality: Situating Durkheim's Ideas in a Multilevel Framework." American Sociological Review 73, no. 6 (December 2008): 921–43. http://dx.doi.org/10.1177/000312240807300603.

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Although the suicide rate among U.S. youth between the ages of 10 to 24 dramatically increased during the past 50 years, little research has examined this outcome within larger social contexts of the adolescent environment. Relying on Durkheim's theory of social integration, we examine the effect of individual- and structural-level social integration on adolescents' suicidality. Using a sample of 6,369 respondents within 314 neighborhoods, we examine the assumptions that high levels of religious, familial, neighborhood, and school integration are associated with fewer suicide attempts among youths. We find support for the traditional Durkheimian assumptions; specifically, the proportion of religiously conservative residents in a neighborhood reduces youths' risk of attempting suicide, as do individual-level controls of school and parental attachment. Moreover, we find evidence for a cross-level interaction between depression and neighborhood level of religiosity. Depression increases youths' risk of attempting suicide, but in places where religion is very important, this positive effect of depression is diminished.
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Maksimova, Alisa. "Economic Sociology Guide to Durkheimian School. Book Review on Steiner Ph. 2010. Durkheim and the Birth of Economic Sociology. Translated by Tribe K. Princeton, NJ: Princeton University Press." Journal of Economic Sociology 12, no. 5 (2011): 106–14. http://dx.doi.org/10.17323/1726-3247-2011-5-106-114.

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Skovajsa, Marek. "Bláha, Obrdlík a Eubank: brněnské kontakty s americkými sociology v souvislostech mezinárodní sociologie." Sociální studia / Social Studies 17, no. 2020 SPEC (December 18, 2020): 35–52. http://dx.doi.org/10.5817/soc2020-s-35.

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This paper examines the relations of the interwar sociologists in Brno with their American colleagues and international sociology in general. It describes the international contacts of Inocenc Arnošt Bláha and Antonín Obrdlík in the 1930s with a special focus on the professional and personal liaison between these two and American sociologist Earle Edward Eubank. These contacts are subsequently located within an imperfect, but genuine homology that existed between Czech sociology on the one hand and American and international sociology on the other. Previous research has shown that inside the international sociology of the 1930s, which centred around the Institut International de Sociologie (IIS), the eclectic French sociologists who controlled the IIS allied with American detractors of scientism, whereas their principal opponents, the Durkheimians, were close to the sociologists at the University of Chicago. In terms of their international networks and their substantive positions, Bláha’s Brno group was part of the anti-scientist alliance, whereas the sociologists in Prague displayed an affinity for the Chicago School in particular. To substantiate this claim, the paper shows that the American networks of Obrdlík and Otakar Machotka (Prague), both Rockefeller fellows and later exiles in the US, were highly consistent with the observed divisions in American and international sociology.
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Renneville, Marc. "L’anthropologie du criminel en France." Criminologie 27, no. 2 (August 16, 2005): 185–209. http://dx.doi.org/10.7202/017360ar.

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This article examines the birth and growth of criminal anthropology in France. French physicians and anthropologists took an interest in criminals and theorized their behaviors before the famous Italian positivist school. French theorizing in this area developped in the early beginnning of the XIXth century with the concept of Esquirol's "monomanie homicide" and phrenology, the later gaining wide acceptance under the July Monarchy. Paul Rroca, leader of anthropology in France, was interested incidentally in the pathology of crime but it is Lombroso's Uomo delin-quente, which through the reactions it provoked, led to the development of this type of studies in France. In opposition to Lombroso, the forensic physician Lacassagne created in Lyon in 1885 a review of criminal anthropology which will continue to appear until 1915. His school of "Milieu social", took a very different viewpoint from Durkheimian sociology. In fact, Lacassagne wasn't so far from Lombroso than he said, and his approach was also in a medical frame. Morel's theory of degeneration deserves mention for the importance it gained at the end of the century with Magnan, a psychiatrist who "regenerated" the concept of "monomanie homicide" in an "impulsion morbide". This presentation of the most important trends of criminal anthropology in France distinguishes two uses of the terms "criminal anthropology" and "criminology" in the past and today. An attempt is also made to unterstand how the medicalization of deviance was possible and it's historical conditions of emergence.
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Dissertations / Theses on the topic "Durkheimian school of sociology"

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Mundy-McPherson, Stuart, and n/a. "Alcohol in society and education : Durkheimian perspectives." University of Otago. Department of Education, 2008. http://adt.otago.ac.nz./public/adt-NZDU20081029.155006.

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The present study utilises a Durkheimian approach to study alcohol in society and education, centrally drawing on the sociological works of Emile Durkheim and those of the neo-Durkheimian sociologist, Stjepan Mestrovic. Durkheim�s sociological concepts and commentary, and Mestrovic�s perspective, refashioned, is applied to the present context, of which alcohol is a part. The arument to be advanced, is that in the Durkheimian sense, societal and educational alcohol issues, as part of wider social change, are in a state of excessive anomie and egoism caused by neoliberal philosophy, policy and practice. Mostly, the theory of James M. Buchanan will be drawn upon as standing for neoliberalism. Mestrovic�s interpretation of Durkheim in the light of his view of the indirect influence of Arthur Schopenhauer on Durkheim, particularly with regard to Schopenhauer�s view of will and representation, provides a fresh reading of Durkheim�s work. Mestrovic�s adaptations challenge the received view of Durkheim as a functionalist, and Enlightenment positivist interested in social order. This is explained by noting Mestrovic�s application of those adaptations to some of Durkheim�s central concepts, and, Mestrovic�s identification of the contemporary relevance of Durkheim, culminating in what Mestrovic calls postemotionalism. Mestrovic�s Shopenhauerian Durkheimianism, and Durkheim, can be critiqued from the perspectives of a number of commentators, poststructuralism and, Jennifer Lehmann�s critical structuralism with regard to issues of particularly gender, but also culture, as well as for exhibiting essentialist and liberal strains. Buchanan is also liberal and essentialist, but differently to Durkheim, holds to an economic, individualistic and clearly positivist view of society and education. By comparison with Durkheimianism, however, Buchanan�s perspective is a good representative example of true neoliberalism. Durkheim in particular, is rendered as a liberal - by comparison to Buchanan, a very social democratic liberal thinker, but one still in need of further adaptations over and above those made by Mestrovic for a Durkheimianism relevant to contemporary issues of gender and culture with regard to policy and practice in society and education where alcohol is concerned. Mestrovic�s perspective and Durkheim�s concepts, when modified by way of discussed and synthesised supplementary, high-modern and poststructural, post-Freudian feminist, and semiological, radical theories of gender and culture, is relevant for studying society and education. The application of Durkheimian perspectives, so rendered, means that various issues related to alcohol such as, alcohol and other addictions and dysfunctions, gendered drinking, gendered family relations, alcohol use and abuse, media advertising, research studies philosophies, culture, local and global markets, as well as legislation, can be seen in an alternative way. Following Durkheimian perspectives means that education can be contextualised accordingly. Educational governance, professionalism, teacher training and curriculum reform policies and programmes related and specific to alcohol education, can be interpreted in alternative ways to those currently accepted. Durkheimian perspectives on society and education: highlight the damage caused and the conservatism entailed by neoliberal philosophy, policy and practice, and; provide alternatives to the current societal situation, as well as the current drug education market in Aotearoa/New Zealand.
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Riley, Alexander Tristan. "In pursuit of the sacred : the Durkheimian sociologists of religion and their paths toward the construction of the modern intellectual /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9970840.

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Page, Pereira Lucas 1987. "Maurice Halbwachs : reminiscência sociológica." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/279807.

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Orientador: Renato José Pinto Ortiz
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas
Made available in DSpace on 2018-08-24T01:15:14Z (GMT). No. of bitstreams: 1 PagePereira_Lucas_M.pdf: 78122115 bytes, checksum: bfc43164197a2b792a5da5f592ec74db (MD5) Previous issue date: 2013
Resumo: A presente dissertação tem como objetivo o estudo do conjunto da obra de Maurice Halbwachs, buscando apreender seus principais movimentos e conformar uma apresentação que possibilitasse ao público brasileiro situar seu pensamento e se situar em seu pensamento. Nesse sentido, após uma breve introdução genealógica, ela é composta por um primeiro capítulo voltado à biografia de Halbwachs, um segundo destinado à sociologia das classes sociais, um terceiro focando-se na psicologia coletiva da memória e, por fim, um quarto capítulo em que se traça, a partir de suas análises do suicídio, uma reflexão sobre alguns dos deslocamentos de Halbwachs em relação a sociologia de Émile Durkheim
Abstract: This dissertation¿s aim is to study the whole of Maurice Halbwachs's Works, seeking to understand its main movements and to elaborate a presentation that would allow the brazilian public to situate his thoughts and place themselves in it. Thereby, after a brief genealogic introduction, the first chapter is focused on Halbwachs's biography, the second examines his sociology studies of social classes, the third one looks at his collective psychology of memory and, finaly, the last one analyzes through the Halbwachs¿s suicide perspective, his detachments from Durkheim¿s sociology
Mestrado
Sociologia
Mestre em Sociologia
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Dixon, Jason Oliver. "A Durkheimian sociobiology?" [Johnson City, Tenn. : East Tennessee State University], 2004. https://dc.etsu.edu/etd/903.

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Thesis (M.A.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0510104-122531. Includes bibliographical references. Also available via Internet at the UMI web site.
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Carter, Eric Michael. "Failing at success: a Durkheimian analysis of anomie and deviant behavior among national football league players." Diss., Kansas State University, 2006. http://hdl.handle.net/2097/223.

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Doctor of Philosophy
Department of Sociology, Anthropology, and Social Work
Robert K. Schaeffer
This exploratory research project has utilized a mixed-method (Seiber 1973; Creswell 1994, 2005; Jick 1979; Dexter 1970) approach to examine why some NFL players participate in deviant, and sometimes law breaking, behavior and others do not. Using Dexter’s (1970) qualitative technique of elite and specialized interviewing along with Schatzman’s and Strauss’s (1973) naturalistic field method, access was gained into an exclusive group of current and former NFL players. The qualitative findings in conjunction with Durkheimian theory provided the conceptualization of a quantitative instrument. Through a nonprobability snowball sample (Babbie 1986; Berg 2001), 104 NFL players were interviewed. A series of quantitative analyses were run to describe and assess relationships within this study group. In essence, this study has entailed a series of steps that could be represented as a cumulative progression. From the qualitative data, the three core themes that emerged were (1) deviance, (2) anomie, and (3) social ties. Within the study group, a substantial number of players had prior experience with deviant and illegal behaviors. Many reported problems coping upon entering the NFL and sought to find personal fulfillment and happiness despite wealth and fame. It appeared that some level of anomie was present in a number of these players’ lives. However, players that had strong ties to various social groups appeared less likely to succumb to anomie and deviance. Supporting the qualitative data, the quantitative findings revealed that anomie was one of the significant predictors of law breaking players. It would therefore appear reasonable to suggest that some of the players were involved in behaviors that could be labeled anomic deviance. Furthermore, the findings supported the primacy of social ties/support in combating anomie and deviance in the lives of NFL players in the study group.
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Clute, Jacob L. "Middle School, School Culture, Parental Involvement, and the Academic Index." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1432.

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This research examines two possible influences of student achievement at the middle school level: school culture and parental involvement. The study investigates Kentucky Scholastic Audits of 90 middle schools from 2001 through 2005. The purpose of the study is to identify whether school culture and parental involvement affect student performance. The results of this study suggest that demographic variables account for most of the variance in the Academic Index. Controlling for demographics, parental involvement does not affect the school Academic Index, while school culture does add significantly to the variance explained.
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Maduka, Grace U. "Transition from school to work." Thesis, University of Manchester, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304846.

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Seale, Elizabeth Kelley. "The Policing of Gender in Middle School." NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-12132005-122850/.

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Based on 43 semi-structured interviews with children in grades 6th through 8th, this study examines how heteronormativity, or normative heterosexuality, shapes and reinforces gender stratification among preadolescents. The sample consists of 29 white and 17 non-white children. The author draws from self-evaluation theory, closure theory, and theory on heteronormativity in demonstrating that heteronorms and the use of the gay stigma operate to regulate gender performances and identities. Findings suggest specifically that a) while norms of femininity have altered in response to the feminist movement, norms of masculinity have not; b) male gender nonconformists are harassed through the use of the gay stigma, putting significant pressure on boys to maintain a hegemonic masculine/heterosexual identity; c) openly gay students are not always harassed to the extent suggested by the level of homophobia revealed in interviews with middle school students; d) boys use the gay stigma against other boys in their struggle for dominance over others; and e) white girls are less homophobic than other groups. The strict regulation of self and others reproduces heterosexism and patriarchy in ways profoundly important for understanding the persistence of inequality.
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Painter, Matthew A. II. "High school employment and adult wealth accumulation." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1400069572.

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Ungetheim, Brandon. "High School Teachers' Perceptions of School-Related Violence: Effects on Fear of Victimization and Perceived Risk." TopSCHOLAR®, 2000. http://digitalcommons.wku.edu/theses/706.

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Using a sample of 204 high school teachers from nine different counties in Kentucky, this study examined the predictors of both teachers1 fear and perceived risk of victimization at school in an attempt to learn more about this adult population. The predictors that were analyzed on both fear and perceived risk of victimization are as follows: age, sex, school location (metropolitan/nonmetropolitan), victimization experience, indirect victimization experience, and perceived seriousness of school violence. Results indicate that, sex, school location, victimization experience, and perceived seriousness of school violence were all significant predictors of both teachers' fear and perceived risk of victimization. Females and those who had been previously victimized were more fearful and perceived a greater risk of victimization than did males and those teachers without previous victimizations. Results also indicated that nonmetropolitan teachers were both more fearful and perceived a greater risk of victimization than did metropolitan teachers. Neither indirect victimization experience nor age, cited by many studies as predictors of fear in adults, were found to predict either teachers' fear or perceived risk of victimization.
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Books on the topic "Durkheimian school of sociology"

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Torre, Ramón Ramos. La sociología de Émile Durkheim: Patología social, tiempo, religión. Madrid: Centro de Investigaciones Sociológicas, 1999.

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Jenks, Chris. The two rules of sociological method: Durkheim's epistemologies. London: Goldsmiths College, 1996.

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Robles, Gregorio. La influencia del pensamiento alemán en la sociología de Émile Durkheim. Cizur Menor, Navarra: Garrigues Cátedra, Universidad de Navarra, 2005.

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Cherkaoui, Mohamed. Durkheim and the puzzle of social complexity. Oxford: Bardwell Press, 2008.

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Cherkaoui, Mohamed. Durkheim and the puzzle of social complexity. Oxford: Bardwell Press, 2008.

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Serafimova, Marii︠a︡. Sociology and law: The 150th anniversary of Emile Durkheim (1858-1917). Newcastle upon Tyne, UK: Cambridge Scholars Pub., 2009.

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Hejl, Peter M. Durkheim und das Thema der Selbstorganisation. Siegen: LUMIS, Institut für Empirische Literatur- und Medienforschung, 1988.

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Lukes, Steven. Emile Durkheim: His life and work : a historical and critical study. Stanford, Calif: Stanford University Press, 1985.

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Banaszczyk, Tadeusz. Studia o przedstawieniach zbiorowych czasu i przestrzeni w durkhejmowskiej szkole socjologicznej. Wrocław: Zakład Narodowy im. Ossolińskich, 1989.

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Šuber, Daniel. Émile Durkheim. Konstanz: UVK Verlagsgesellschaft mbH, 2012.

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Book chapters on the topic "Durkheimian school of sociology"

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Thompson, Kenneth. "Durkheim and Durkheimian Political Sociology." In The Wiley-Blackwell Companion to Political Sociology, 27–35. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781444355093.ch3.

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Gorski, Philip S. "Recovered Goods: Durkheimian Sociology as Virtue Ethics." In Varieties of Virtue Ethics, 181–98. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59177-7_11.

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Mellor, Philip A., and Chris Shilling. "Sociology, Embodiment and Morality: A Durkheimian Perspective." In Handbooks of Sociology and Social Research, 117–27. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-32022-4_7.

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Smith, Marjorie J., and Richard M. Titmuss. "The School of Sociology." In Professional Education for Social Work in Britain, 48–55. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003199038-4.

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Ballantine, Jeanne H., Jenny Stuber, and Judson G. Everitt. "The School as an Organization." In The Sociology of Education, 219–63. 9th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003023715-6.

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Jørgensen, Anja, and Dennis Smith. "The Chicago School of Sociology." In Encountering the Everyday, 45–68. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-01976-9_2.

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Keller, Reiner. "Die Chicago School of Sociology." In Das Interpretative Paradigma, 21–81. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-94080-9_2.

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Ballantine, Jeanne H., Jenny Stuber, and Judson G. Everitt. "Students: The Core of the School." In The Sociology of Education, 305–41. 9th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003023715-8.

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Myers, Kristen. "Gendered Interactions in School." In Handbook of the Sociology of Gender, 199–214. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76333-0_15.

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Morgan, Stephen L., and Daniel T. Shackelford. "School and Teacher Effects." In Handbooks of Sociology and Social Research, 513–34. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76694-2_23.

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Conference papers on the topic "Durkheimian school of sociology"

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"Analysis on the Dilemma and Breakthrough Path of Home-School Cooperation in Peizhi School." In 2022 International Sociology, Economics, Education and Humanities Conference. Clausius Scientific Press Inc., 2022. http://dx.doi.org/10.23977/iseeh2022.030.

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Zhang, Zherui. "Artificial Intelligence Within Sociology at the Taft School." In Proceedings of the 2018 International Workshop on Education Reform and Social Sciences (ERSS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/erss-18.2019.30.

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Sumpena, Warga. "Internalization of the Value of Anti-Drug Abuse Among Students in Junior High School Through School and Police Cooperation." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007111310861095.

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Triyanto, Triyanto, Suharno Suharno, and Roy Ardiansyah. "Tripusat of Education Principle in Elementary School Learning." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007110310311035.

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Komariah, Aan. "Transformational Leadership for School Productivity in Vocational Education." In 1st UPI International Conference on Sociology Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.51.

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Tandyonomanu, Danang. "Space and Students Classroom Behavior in Elementary School." In 1st UPI International Conference on Sociology Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.58.

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Mulhayatiah, Diah, Endah Kurnia Yuningsih, Siti Eriska Awalyah, Herni Yuniarti Suhendi, and Sulasman Sulasman. "Critical Thinking Skill based on IQ and Gender in High School." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007095602100214.

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Abdulah, Dudung. "Internalization Prosocial Value by Exemplary in Building Nation Character in School." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007096302470258.

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Guzmán, Cristian. "Peer Violence In School, Differences Based On Gender." In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.19.

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PF, Kadek Aria Prima Dewi, and Ni Putu Erlina Partini. "The Implementation of Yoga Teaching in Improving Elementary School Students’ Learning Concentration." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007106007890795.

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Reports on the topic "Durkheimian school of sociology"

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Pretorius, Philip Christo, and Radoslav Valev. Forces Shaping Populism, Authoritarianism and Democracy in South Korea, North Korea and Mongolia. European Center for Populism Studies (ECPS), April 2024. http://dx.doi.org/10.55271/rp0054.

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Abstract:
This report encapsulates the highlights of the eleventh event hosted by the European Center for Populism Studies (ECPS) as part of its monthly Mapping European Populism (MGP) panel series. Titled “Forces Shaping Populism, Authoritarianism, and Democracy in South Korea, North Korea, and Mongolia,” this event unfolded online on March 30, 2024. The esteemed Dr. John Nilsson-Wright expertly moderated the panel, which boasted insights from five distinguished scholars in the field of populism. The panelists featured in the event included experts such as Dr. Joseph Yi, an Associate Professor of Political Science at Hanyang University, Seoul, renowned for his work on "Discourse Regimes and Liberal Vehemence." Dr. Meredith Rose Shaw, an Associate Professor at the Institute of Social Science, The University of Tokyo, provided valuable insights into the regional context through her research on "Foreign Threat Perceptions in South Korean Campaign Discourse: Japan, North Korea, and China." Dr. Sang-Jin Han, an Emeritus Professor of Sociology at Seoul National University, shared his expertise on sociopolitical trends in South Korea, focusing on the "Transformation of Populist Emotion in Korean Politics from 2016 to 2024." Dr. Junhyoung Lee, a Research Professor in the School of International Relations at the University of Ulsan, South Korea, contributed with his research on "Nationalism and Resilience of Authoritarian Rule in North Korea." Lastly, Dr. Mina Sumaadii, a Senior Researcher at the Sant Maral Foundation, Ulaanbaatar, Mongolia, offered a unique perspective on "Populist Nationalism as a Challenge to Democratic Stability in Mongolia." The panel served as a platform for a rich exchange of ideas and analysis, shedding light on the complex interplay between populism, authoritarianism, and democracy within these East Asian nations.
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