Relevant bibliographies by topics / Knowledge, sociology of

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Knowledge, sociology of'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Knowledge, sociology of"

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Reichertz, Jo. "Hermeneutic Sociology of Knowledge." Arbor 189, no. 761 (June 30, 2013): a036. http://dx.doi.org/10.3989/arbor.2013.761n3004.

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Pickering, Andrew. "Sociology of knowledge and the sociology of scientific knowledge." Social Epistemology 11, no. 2 (April 1997): 187–92. http://dx.doi.org/10.1080/02691729708578842.

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Farias, Daniel Costa. "As condições de possibilidade do conhecimento sociológico: a constituição processual da sociologia segundo Norbert Elias." Simbiótica 9, no. 1 (May 21, 2022): 38–58. http://dx.doi.org/10.47456/simbitica.v9i1.38300.

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Resumo Este texto analisa como Norbert Elias pensa a influência dos processos de desenvolvimento social do conhecimento na constituição da sociologia. Seguimos três etapas. Primeiro, demonstramos o conceito de Processo em Elias. Depois, verificamos como o autor entende a constituição da sociologia. No fim, mostramos a relação entre os processos históricos de produção de conhecimento e a constituição da sociologia. Aqui vamos evidenciar a importância, segundo Elias, da evolução do conhecimento com as dinâmicas de longo prazo do desenvolvimento social e, igualmente, da composição da sociologia enquanto uma ciência relativamente autônoma. Partimos da perspectiva de que, para Elias, o patrimônio social de conhecimento em constante expansão possibilitou um método científico adequado para analisar a sociedade. Utilizamos a pesquisa bibliográfica como metodologia. Assim, pesquisaremos um ponto pouco explorado nos trabalhos de Elias. Palavras-chave: Norbert Elias; conhecimento; processo; sociogênese. Abstract This text analyzes how Norbert Elias thinks about the influence of the processes of social development of knowledge in the constitution of sociology. We follow three steps. First, we demonstrate the concept of Process in Elias. Afterwards, we verify how the author understands the constitution of sociology. In the end, we show the relationship between the historical processes of knowledge production and the constitution of sociology. Here we will highlight the importance, according to Elias, of the evolution of knowledge with the long-term dynamics of social development and, also, of the composition of sociology as a relatively autonomous science. We start from the perspective that, for Elias, the constantly expanding social patrimony of knowledge enabled an adequate scientific method to analyze society. We use bibliographic research as a methodology. Thus, we will research a little explored point in Elias' works. Keywords: Norbert Elias; knowledge; process; sociogenesis. Resumen Este texto analiza cómo piensa Norbert Elias sobre la influencia de los procesos de desarrollo social del conocimiento en la constitución de la sociología. Seguimos tres pasos. Primero, demostramos el concepto de Proceso en Elias. Posteriormente, verificamos cómo el autor entiende la constitución de la sociología. Al final, mostramos la relación entre los procesos históricos de producción de conocimiento y la constitución de la sociología. Aquí destacaremos la importancia, según Elias, de la evolución del conocimiento con la dinámica de largo plazo del desarrollo social y, también, de la composición de la sociología como ciencia relativamente autónoma. Partimos de la perspectiva de que, para Elias, el patrimonio social del conocimiento en constante expansión posibilitó un método científico adecuado para analizar la sociedad. Utilizamos la investigación bibliográfica como metodología. Por lo tanto, investigaremos un pequeño punto explorado en las obras de Elias. Palabras clave: Norbert Elias; conocimiento; proceso; sociogénesis.
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Sieh, Dawn M. "Sociology as Knowledge." American Behavioral Scientist 56, no. 10 (August 3, 2012): 1343–60. http://dx.doi.org/10.1177/0002764212454428.

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Kropp, Kristoffer, Gry Malling Loehr, and Heine Andersen. "Dansk Sociologis rolle i dansk sociologi – vidensdeling og inspiration gennem 25 år." Dansk Sociologi 25, no. 3 (October 9, 2014): 9–41. http://dx.doi.org/10.22439/dansoc.v25i3.4870.

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Artiklen skildrer historien om Dansk Sociologi fra etableringen i 1989-1990 til jubilæumsåret 2014. Initiativet blev taget af Dansk Sociologforening under den institutionelle krise i faget, der kulminerede da undervisningsminister Bertel Haarder besluttede at lukke uddannelsen. Tidsskriftet har været benyttet som publiceringskanal af en meget stor andel af danske sociologer og oplagstal har været stigende frem til omkring 2006. De seneste 10-15 år har man kunnet se et skift i indholdsprofilen, fra en dominans af teoretisk orienterede emner over mod en bred vifte af empiriske emner og en tilpasning til en mainstream akademisk, upersonlig form. Dansk Sociologi er et udpræget pluralistisk tidsskrift og kontroverser mellem forskellige teoretiske retninger eller om specifikke spørgsmål har man ikke set. Artiklen drøfter også fremtidige udfordringer som især er internationalisering, de nye digitale medier og krav om open access. ENGELSK ABSTRACT: Kristoffer Kropp, Gry Malling Loehr and Heine Andersen: The Role of Dansk Sociologi in the Development of Danish Sociology. Dissemination of Knowledge and Inspiration for 25 years This article describes and evaluates the journal Dansk Sociologi (Danish Sociology) from its inception in 1989-1990 until its 25th anniversary in 2014. The Danish Sociological Association took the initiative to set up the journal during sociology’s institutional crisis due to fact that the Minister of Education had decided to close the sociology department at the University of Copenhagen, the only place in Denmark with the discipline. The article discusses the evolution of the journal’s organizational framework, its authors, editors, and content. The journal has been used as a vehicle for publication by a large proportion of Danish sociologists. Subscriptions have been growing until 2006. There has been a shift from theoretical articles to a wider range of empirical ones, and from a more discussion-based form to a more detached and standardized academic one. There has been considerable pluralism, and there have been no major controversies. The challenges that the journal must address are an internationalization pressure that could weaken authors’ incentives to write for a Danish journal, the transition to internet media, and finally requirements for open access that could threaten the journal’s economy. Keywords: the journal Dansk Sociologi, the Danish Sociological Association, sociology’s history.
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Serpa, Sandro, and Carlos Miguel Ferreira. "Sociology as Scientific Knowledge." Journal of Educational and Social Research 9, no. 3 (September 1, 2019): 178–84. http://dx.doi.org/10.2478/jesr-2019-0035.

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Abstract Sociology is a science with specificities and which can potentially offer a more rigorous knowledge about reality. The goal of this position paper is, by means of a thorough literature review, to contribute to demonstrating the urgency of using a sociological stance in a more complete understanding of the social, as well as of Sociology itself as a science. It is concluded that Sociology, a multi-paradigmatic science, seeks to articulate macro-social dynamics with local processes, allowing to connect the subjective significances with the practices, and which focus on the articulations between systems and actors, between structures and practices, between the reality of the social conditions of existence, and the social construction of reality. As an implication, Sociology as a scientific representation and practice of the social, can be cumbersome by helping to dismantle commonly shared preconceived ideas about the instituted social order.
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Wright, Theodore P. "The Sociology of Knowledge." American Journal of Islam and Society 4, no. 1 (September 1, 1987): 89–100. http://dx.doi.org/10.35632/ajis.v4i1.2739.

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The concept “sociology of knowledge” emerged from European sociologyand especially from Marxist thought which posited that the socialcharacteristics of a category of thinkers determine their intellectual productsas much or more than the intrinsic merit of their ideas themselves.’ whileMarxists, as materialists, naturally emphasized the effects of the social classof their bourgeois and feudal opponents on the latter‘s thinking in order to discounttheir arguments, the notion of social determinism can be equally wellapplied to other categories of thinkers such as national, ethnic, or religious inanalyzing their impact on an academic discipline, provided that one is carefulnot to assume a simplistic, one-to-one correlation between a thinker‘s socialbackground or religion and his ideas.It is my purpose in this paper to explore the causes, degree, and possibleconsequences of the disproportionate role of people of Jewish origin, if notfaith, in the development of the social sciences, particularly in the periodsince World War II in North America, compared to the as yet meager impactof Muslims in those fields. The powerful impact of Jewish scholars is not juston U.S. foreign policy in the Middle East, which is well-known if controversial,but, anterior to policy-making , they have largely shaped the paradigms,the conceptual apparatus, with which most Westerners, approach, perceive,and analyze society in general and the Muslim world in particular.A cautionary note first is in order. Scholars who are by others or bythemselves designated as “Jewish” vary, like Muslims and Christians, fromthe most orthodox to the most secualr, so one must avoid stereotyping and ...
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Stanfield, John H. "The Sociology of Knowledge." American Behavioral Scientist 56, no. 10 (August 3, 2012): 1299–300. http://dx.doi.org/10.1177/0002764212454424.

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Baber, Zaheer. "Sociology of scientific knowledge." Theory and Society 21, no. 1 (February 1992): 105–19. http://dx.doi.org/10.1007/bf00993464.

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Vratusa(-Zunjic), Vera. "The sociology of knowledge." Journal of the History of the Behavioral Sciences 37, no. 3 (2001): 290–92. http://dx.doi.org/10.1002/jhbs.1045.

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Dissertations / Theses on the topic "Knowledge, sociology of"

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Liew, Yoo Kiang. "Contemporary sociology of knowledge and social research." Thesis, University of Macau, 1990. http://umaclib3.umac.mo/record=b1636954.

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Dant, T. C. "Knowledge, ideology, discourse : Towards a recovery of the sociology of knowledge." Thesis, University of York, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.353572.

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Karlsson, Peder. "Forskares socialisation : Kunskapssociologisk visit i doktoranders livsvärldar." Doctoral thesis, Umeå University, Sociology, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-191.

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This thesis is an exploration into the socialization of researchers as it takes place in various research practices. Using a lifeworld-perspective, a qualitative interview-study with doctoral students from different academic milieus is conducted. The organizational context of the study is the academic department as it is experienced, apprehended and constructed by the doctoral student.

The “societal” context is described and discussed in a brief analytical exposé of Swedish science policy in the last decade of the twentieth century. Questioning the political reliance on a systems-perspective, and the shortcomings of system theory for the understanding of research practices in different academic milieus, a lifeworld-theoretical turn is suggested.

A lifeworld-perspective is formulated in a meta-theoretical discussion focusing on the concepts of practice, time and language. Jürgen Habermas’ critique of phenomenological lifeworld-perspectives is the point of departure and theoretical inputs are derived from the sociology of knowledge, the sociology of scientific knowledge and phenomenological sociology. The solution is found in an integrative model of socialization as continual synchronization of subjective systems of coordinates and socio-cultural networks. Mediating between subjective consciousness and inter-subjective knowledge is language, and this is manifested in concrete practices observed in “real-time”.

The empirical study reveals some influences of the system on the lifeworld. “Inside” the lifeworld, however, the interviewees mostly use their departments as frames of reference in their descriptions and discussions. A more elaborate exploration of the life-world results in an understanding of socialization in terms of positioning. This concept denotes the ways in which the interviewees describe themselves, their socio-cultural surroundings and themselves in relation to these milieus. At any given moment, positioning can be understood as a “co-construction” of subjective position and socio-cultural milieu. Positioning is thereby the empirical correlate to synchronization, and socialization can be “read off” from the ways in which doctoral students position themselves “here and now”. Problematic, though, is that “doctoral student”, and especially “female doctoral student”, are found to be vague and vulnerable categories with no clear meanings for the socialised nor for the socio-cultural environment. In a more speculative manner, these difficulties of positioning are put in relation to “scientist” as a vague category. If “scientist” cannot be defined, how then can we know what “scientists in the making” are?

This thesis offers an insight into the plural “realities” of doctoral students in different academic milieus. It offers a lifeworld-perspective on socialization and is thereby relevant for discussions of post-graduate education among scholars as well as among policy makers.

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Ashmore, M. "A question of reflexivity : Wrighting sociology of scientific knowledge." Thesis, University of York, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355573.

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NEVES, FAGNER HENRIQUE GUEDES. "KNOWLEDGE, SCHOOL AND CULTURE: SOCIOLOGY TEACHING AND INTERCULTURAL EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24416@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Este trabalho situa-se na confluência entre conhecimento, educação escolar, ensino de Sociologia e interculturalidade, um diálogo pouco explorado pela pesquisa educacional brasileira. Tendo como referenciais os estudos interculturais de Boaventura de Sousa Santos, Vera Maria Candau e Antônio Flávio Moreira, busca-se discutir como os professores de Sociologia lotados na escola básica compreendem as possibilidades de debates entre o saber sociológico escolar e a educação intercultural. Neste empreendimento, dois objetivos são visados: (1) identificar as representações de professores de Sociologia de escolas públicas de Niterói sobre as relações entre o conhecimento sociológico escolar vigente na escola básica brasileira e a proposta da educação intercultural e a (2) problematizar possibilidades de construção de currículos escolares sociológicos interculturalmente orientados no contexto de escolas da rede pública. Para tanto, foram desenvolvidas entrevistas individuais semiestruturadas com onze sujeitos licenciados em Ciências Sociais e atuantes no magistério estadual de Sociologia há pelo menos dois anos. Foram também analisados documentos curriculares oficiais voltados ao ensino médio e à disciplina de Sociologia. Mediante a articulação entre os dados obtidos através desses procedimentos e os referenciais teórico-conceituais enunciados, foi possível obter significativos achados. A despeito de diversas proposições favoráveis à educação intercultural nos documentos curriculares analisados, esta ainda é escassamente promovida na seleção de conteúdos e no desenvolvimento de práticas pedagógicas no ensino básico de Sociologia, conforme relatam os sujeitos da pesquisa. Nesse cenário, a construção intercultural do conhecimento sociológico escolar é uma meta a se cumprir, repleta de desafios a serem enfrentados pelo sistema escolar e os educadores.
This work approaches an unusual discussion in the Brazilian educational research, involving knowledge, school education, Sociology teaching, and interculturalism. Specifically, the work focuses the public high-school Sociology teachers opinions about the dialogues between the Sociology knowledge and the project of the intercultural education, considering the conceptions from Boaventura de Sousa Santos, Vera Maria Candau, and Antônio Flávio Moreira. There are two research goals: (1) to identify the high-school Sociology-teachers representations about the Sociology knowledge which is normally taught at the Brazilian Schools and its relationships with the intercultural education; (2) to propose some possibilities of creating Sociology public high-schools curricula under the intercultural concepts. Semi-structured interviews with eleven Social Sciences licensed-teachers who have been working at public high-schools in Niterói City (State of Rio de Janeiro) for at least two years were made. In addition, the official curricula documents concerning Sociology teaching and high-school education were analyzed. Linking the achieved data with the theoretical references, some important results were found. Although the analyzed documents point many propositions around the intercultural constitution of the Sociology teaching, content choices and the pedagogical practices are not usually affected by the intercultural education. At this scenery, building a high-school Sociology teaching under intercultural ideas remains as a non-reached goal, which is plenty of challenges to be faced by the educators.
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Wyse, Jennifer L. "Making Power Visible: Racialized Epistemologies, Knowledge (Re) Production and American Sociology." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/70972.

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This dissertation methodologically analyzes triangulated qualitative data from a critical race and feminist standpoint theoretical approach in order to explore American Sociology's contemporary process of institutionalized knowledge reproduction, as well as how race structures that process. American Sociology is institutionalized knowledge that is structured into academic departments or an "institutional-structure"(Wallerstein 2007). Prestige structures the discipline, where the top-20 departments enact social closure through hiring practices and as such represent an element of elite power within the institutional-structure (Burris 2004; Lenski 1966). To be sure, institutional-structures are sites of collective memory, knowledge reproduction, professionalization and cognitive socialization processes. Therefore this dissertation data includes PhD-level required theory course syllabi, interviews with faculty that study race, Ph.D. candidates that study sociology, and defended dissertations from the year 2011, from the top-20 U.S. sociology departments that read as cultural representations of how race structures the reproduction of American Sociology's institutionalized knowledge. This study has implications for the teaching, learning, and practice of American Sociology, as well as future scholarly research on the reproduction of knowledge and the sociology of sociology.
Ph. D.
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Reich, Wendelin. "Dialogue and Shared Knowledge : How Verbal Interaction Renders Mental States Socially Observable." Doctoral thesis, Uppsala : Univ. : Sociologiska institutionen, Univ. [distributör], 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3622.

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Sharp, Firuzan. "Adolescent sexual behavior: how influential is sexual knowledge?" The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407512071.

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Ray, Rabindra. "The Naxalites and their ideology : a study in the sociology of knowledge." Thesis, University of Oxford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670404.

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Weber, Thomas Anthony. "Expatriate knowledge transfer phenomena in defense corporations." Thesis, Indiana Institute of Technology, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10239973.

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Expatriate knowledge transfer is often disrupted, which creates a loss of learning for the sending organization. Lack of knowledge transfer also causes a loss of competitive advantage for corporations. This study investigates barriers to knowledge transfer for expatriates in a US-based defense company. This research examines knowledge transfer through the lived experiences of expatriates, focusing on the characteristics of “ability to transfer” and “motivation to transfer” and their representation as “noise” in the communication system. This research uses qualitative methods to explore whether barriers to knowledge transfer exist within a corporation. This phenomenological case study provides a way to understand the social interaction between expatriates and their organization from the expatriates’ perspective. This research contributes to the understanding of the phenomenon around knowledge transfer. The data collected from the expatriates showed many different themes, but the most prevalent was their reliance on their social networks. The most common barrier for knowledge transfer dealt with supervisory interactions and the lack of formal knowledge documentation processes. There were also many other barriers noted by the expatriates, but these barriers were overcome through an expatriate’s focus on personal responsibility.

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Books on the topic "Knowledge, sociology of"

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Volker, Meja, and Stehr Nico, eds. Knowledge and politics: The sociology of knowledge dispute. London: Routledge, 1990.

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McCarthy, E. Doyle. Knowledge as culture: The new sociology of knowledge. London: Routledge, 1996.

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Remmling, Gunter W. Towards the Sociology of Knowledge. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003074359.

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Kusch, Martin, ed. The Sociology of Philosophical Knowledge. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-015-9399-1.

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Martin, Kusch, ed. The sociology of philosophical knowledge. Dordrecht: Kluwer Academic Publishers, 2000.

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Śarmā, Surendra. Sociology in India: A perspective from sociology of knowledge. Jaipur: Rawat Publications, 1985.

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Śarmā, Surendra. Sociology in India: A perspective from sociology of knowledge. Jaipur: Rawat Publications, 1985.

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Mulkay, Michael. Science and the sociology of knowledge. Aldershot: Gregg Revivals, 1993.

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Hekman, Susan J. Hermeneutics and the sociology of knowledge. Cambridge: Polity Press, 1986.

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Hekman, Susan J. Hermeneutics and the sociology of knowledge. Cambridge [England]: Polity Press, in association with Blackwell, Oxford, 1986.

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Book chapters on the topic "Knowledge, sociology of"

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McCarthy, E. Doyle. "Knowledge, Sociology of." In Encyclopedia of Sciences and Religions, 1121–25. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_1310.

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Bilton, Tony, Kevin Bonnett, Pip Jones, David Skinner, Michelle Stanworth, and Andrew Webster. "Knowledge, Belief and Religion." In Introductory Sociology, 527–74. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-24712-7_16.

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Bilton, Tony, Kevin Bonnett, Pip Jones, Tony Lawson, David Skinner, Michelle Stanworth, Andrew Webster, Liz Bradbury, James Stanyer, and Paul Stephens. "Knowledge, religion and belief." In Introductory Sociology, 410–37. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-0-230-21417-0_15.

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Selfe, P. L. "The Sociology of Knowledge." In Advanced Sociology, 45–51. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-13093-1_2.

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Bilton, Tony, Kevin Bonnett, Pip Jones, David Skinner, Michelle Stanworth, and Andrew Webster. "Knowledge, Belief and Religion." In Introductory Sociology, 63–66. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14741-0_16.

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Selfe, Paul. "The Sociology of Knowledge." In Sociology a Level, 22–27. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-13854-8_2.

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Selfe, Paul. "The Sociology of Knowledge." In Work Out Sociology, 33–37. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-13120-4_3.

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Pellizzoni, Luigi. "Environmental Knowledge and Deliberative Democracy." In Environmental Sociology, 159–82. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8730-0_10.

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Hannigan, John. "Science, knowledge and environmental problems." In Environmental Sociology, 126–43. 4th ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003193777-6.

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Nissen, Maria Appel. "The sociology of knowledge." In Revitalising Critical Reflection in Contemporary Social Work Research, Practice and Education, 10–23. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003248057-2.

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Conference papers on the topic "Knowledge, sociology of"

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Arofah, Lumban. "Relation Between Multicultural Education, Sociology, and Indigenous Knowledge." In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.43.

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ÜLKERYILDIZ, Evren. "Architectural Design Studio as A Knowledge Intensive System: Sociology of Design Knowledge." In 5th International Conference of Contemporary Affairs in Architecture and Urbanism – Full book proceedings of ICCAUA2020, 11-13 May 2022. Alanya Hamdullah Emin Paşa University, 2022. http://dx.doi.org/10.38027/iccaua2022en0172.

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Finn, V. K., and M. A. Mikheyenkova. "Cognitive sociology from the knowledge discovery point of view." In 2017 Second Russia and Pacific Conference on Computer Technology and Applications (RPC). IEEE, 2017. http://dx.doi.org/10.1109/rpc.2017.8168067.

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Humsona, Rahesli, Mahendra Wijaya, Sri Yuliani, and Sigit Pranawa. "Adolescent Prostitution Client’s Knowledge on Reproductive Health." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007104407010705.

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Jones, Keith W., Dale Kristof, Larry C. Jenkins, Jeffry Ramsey, Dale Patrick, Samuel Burnham, and I. Leon Turner. "Collaborative technologies: Sociology of science and knowledge within engineering work cultures." In 2008 International Symposium on Collaborative Technologies and Systems (CTS). IEEE, 2008. http://dx.doi.org/10.1109/cts.2008.4543963.

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Tansey, Lorraine. "Encountering difficult knowledge: Service-learning with Sociology and Political Science undergraduates." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.27.

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Community based learning or service learning is a dynamic pedagogical opportunity for students to engage with their discipline in light of social concerns. This presentation will share the key challenges sociology students and lecturer encounter when working with charities and nonprofits with social justice missions. Students are asked to face what Pitt and Britzman (2003) call “difficult knowledge” in classroom readings and discussions on complicity to poverty and racism. The community engagement experience with local charities allows for a dialogue with the scholarly literature grounded in practical experience. Sociology students are challenged to see the institutional and wider structural inequalities upstream while working in community with a direct service role downstream. Taylor (2013) describes student engagement within this type of teaching tool that is critical of the status quo. Hall et al. (2004) argue that the classroom is best placed to navigate this new terrain whereas student volunteering independently might not facilitate reflection and academic literature. Students with a wide variety of needs engage with communities in different ways and lecturers may need to adjust and demonstrate flexibility to facilitate all learning environments.
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Petrović, Slobodan. "Subject of Sociology of Law in the Legal Order of Modern Globalized Society." In 7th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/eraz.2021.243.

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The state is a social community that represents a multitude of individuals and the interactions between them. From this, we conclude that the state is a legal and a social being. Max Weber claimed that the assignment of sociology is “to understand so­cial behavior through interpretation.” Both then and today, the subject of the sociology of law is social behavior. The legal order encompasses, analyzes, and acts on the actions performed by persons as citizens or bodies of the state who interpret their behavior. The state is a social reality within the legal order because all individuals be­longing to the same state constitute a unity, i.e., one state’s population. The population is one of the three basic elements of the state. According to these same constituents, the sociology that studies the state is interested in ana­lyzing that behavior. This paper will specifically analyze human behavior oriented towards the legal order, the normative character of the state, the problem of society in a globalized world, and the impact of globalization on the legal system through the movement of individuals in legal systems and societies.
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Sudarsyah, Asep. "Preliminary Study of Knowledge Improvement for Professional Practice through Collaborative-Reflective Supervision." In 1st UPI International Conference on Sociology Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.8.

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Rahmafitria, Fitri, and Ghoitsa Rohmah Nurazizah. "Community Based Tourism: A Corelation Between Knowledge and Participation in Mountain Based Destination." In 1st UPI International Conference on Sociology Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.18.

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Prasetio, Adhi, Ratih Huryati, Arif Prasetio Prasetio, Rolyana Ferina, and Maylanny Christin. "The Impact of SNSs Usage on Social Capital and Knowledge Sharing in Organization." In 1st UPI International Conference on Sociology Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.3.

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Reports on the topic "Knowledge, sociology of"

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Daniellou, François, Marcel Simard, and Ivan Boissières. Human and organizational factors of safety: a state of the art. Fondation pour une culture de sécurité industrielle, January 2011. http://dx.doi.org/10.57071/429dze.

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This document provides a state of the art of knowledge concerning the human and organizational factors of industrial safety. It shows that integrating human factors in safety policy and practice requires that new knowledge from the social sciences (in particular ergonomics, psychology and sociology) be taken on board and linked to operational concerns.
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Milani, Carlos R. S., and Mahrukh Doctor. The Politics and Policies of Climate Change in Brazil: mapping out the field. Brazilian Political Science Review, December 2023. http://dx.doi.org/10.55881/art0001.

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Climate issues have altered power relations and become a political problem in the field of political science and international relations. Since the 1980s, climate debates have problematized and contributed to redefine the boundaries between national and international politics, hierarchies between economic and environmental priorities, and connections between human and natural dimensions, thus intervening in the definition of modes of regulation and conflict resolution nationally and globally. Therefore, climate change has also led to debates on the role of the State, international organizations, economic operators, corporations, and CSOs. Climate change has become a fundamental issue in the contemporary world, in all dimensions of social life, from local to global, affecting the way knowledge is produced and taught in various disciplines, including political science and international relations. This article introduces the Special Issue on ‘The Politics and Policies of Climate Change in Brazil’, addressing the subject from the perspective of political science, political sociology and international relations.
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SOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
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Gordon, Eleanor, and Briony Jones. Building Success in Development and Peacebuilding by Caring for Carers: A Guide to Research, Policy and Practice to Ensure Effective, Inclusive and Responsive Interventions. University of Warwick Press, April 2021. http://dx.doi.org/10.31273/978-1-911675-00-6.

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The experiences and marginalisation of international organisation employees with caring responsibilities has a direct negative impact on the type of security and justice being built in conflict-affected environments. This is in large part because international organisations fail to respond to the needs of those with caring responsibilities, which leads to their early departure from the field, and negatively affects their work while in post. In this toolkit we describe this problem, the exacerbating factors, and challenges to overcoming it. We offer a theory of change demonstrating how caring for carers can both improve the working conditions of employees of international organisations as well as the effectiveness, inclusivity and responsiveness of peace and justice interventions. This is important because it raises awareness among employers in the sector of the severity of the problem and its consequences. We also offer a guide for employers for how to take the caring responsibilities of their employees into account when developing human resource policies and practices, designing working conditions and planning interventions. Finally, we underscore the importance of conducting research on the gendered impacts of the marginalisation of employees with caring responsibilities, not least because of the breadth and depth of resultant individual, organisational and sectoral harms. In this regard, we also draw attention to the way in which gender stereotypes and gender biases not only inform and undermine peacebuilding efforts, but also permeate research in this field. Our toolkit is aimed at international organisation employees, employers and human resources personnel, as well as students and scholars of peacebuilding and international development. We see these communities of knowledge and action as overlapping, with insights to be brought to bear as well as challenges to be overcome in this area. The content of the toolkit is equally relevant across these knowledge communities as well as between different specialisms and disciplines. Peacebuilding and development draw in experts from economics, politics, anthropology, sociology and law, to name but a few. The authors of this toolkit have come together from gender studies, political science, and development studies to develop a theory of change informed by interdisciplinary insights. We hope, therefore, that this toolkit will be useful to an inclusive and interdisciplinary set of knowledge communities. Our core argument - that caring for carers benefits the individual, the sectors, and the intended beneficiaries of interventions - is relevant for students, researchers, policy makers and practitioners alike.
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