Rozprawy doktorskie: „Social sciences -> philosophy -> critical theory”

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Antalffy, Nikó. "Antimonies of science studies: towards a critical theory of science and technology". Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/27367.

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Thesis (PhD) -- Macquarie University, Division of Society, Culture, Media and Philosophy, Dept. of Sociology, 2008.
Bibliography: p. 233-248.
Academic vessels: STS and HPS -- SSK : scientism as empirical relativism -- Latour and actor-network-theory -- Tensions and dilemmas in science studies -- Kuhn - paradigm of an uncritical turn -- Critical theory of technology: Andrew Feenberg -- Critical theory and science studies: Jürgen Habermas -- Concluding remarks: normativity and synthesis.
Science Studies is an interdisciplinary area of scholarship comprising two different traditions, the philosophical History and Philosophy of Science (HPS) and the sociological Science and Technology Studies (STS). The elementary tension between the two is based on their differing scholarly values, one based on philosophy, the other on sociology. This tension has been both animating the field of Science Studies and complicating its internal self-understanding. --This thesis sets out to reconstruct the main episodes in the history of Science Studies that have come to formulate competing constructions of the cultural value and meaning of science and technology. It tells a story of various failed efforts to resolve existing antimonies and suggests that the best way to grapple with the complexity of the issues at stake is to work towards establishing a common ground and dialogue between the rival disciplinary formations: HPS and STS. --First I examine two recent theories in Science Studies, Sociology of Scientific Knowledge (SSK) and Actor-Network Theory (ANT). Both of them are found to be inadequate as they share a distorted view of the HPS-STS divide and both try to colonise the sociology of science with the tools of HPS. The genesis of this colonizing impulse is then traced back to the Science Wars which again is underpinned by a lack of clarity about the HPS-STS relationship. This finding further highlights the responsibility of currently fashionable theories such as ANT that have contributed to this deficit of understanding and dialogue.
This same trend is then traced to the work of Thomas Kuhn. He is credited with moderate achievements but recent re-evaluations of his work point to his culpability in closing the field to critical possibilities, stifling the sociological side and giving rise to a distorted view of the HPS-STS relationship as seen in SSK and ANT. Now that the origins of the confused and politically divided state of Science Studies is understood, there is the urgent task of re-establishing a balance and dialogue between the HPS and the STS sides. --I use two important theoretical threads in critical theory of science and technology to bring clarity to the study of these interrelated yet culturally distinct practices. Firstly I look at the solid line of research established by Andrew Feenberg in the critical theory of technology that uses social constructivism to subvert the embedded values in the technical code and hence democratize technology. --Secondly I look at the work of Jürgen Habermas's formidable Critical Theory of science that sheds light on the basic human interests inside science and technology and establishes both the limits and extent to which social constructivism can be used to study them. --Together Feenberg and Habermas show the way forward for Science Studies, a way to establish a common ground that enables close scholarly dialogue between HPS and STS yet understands and maintains the critical difference between the philosophical and the sociological approaches that prevents them from being collapsed into one indistinguishable entity. Together they can restore the HPS-STS balance and through their shared emancipatory vision for society facilitate the bringing of science and technology into a democratic societal oversight, correcting the deficits and shortcomings of recent theories in the field of Science Studies.
Mode of access: World Wide Web.
vii, 248 p

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Hoseason, Alexander. "Between philosophy and social science : the problem of harm in Critical Theory and International Studies". Thesis, Aberystwyth University, 2015. http://hdl.handle.net/2160/2b91f004-8eb7-4f29-b1b3-960669d29119.

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In varying ways, scholars working in the discipline of International Studies have found themselves, often implicitly, wrestling with the question of what should and should not count as harm and the implications of this for wider social life. Core to this tension is the way in which the discipline can be understood as lying between the explanatory concerns of a social science and a normative endeavour concerned with the reduction or mitigation of avoidable harm. This thesis argues that this tension results in an understanding of the problem of harm as a particular problem-field defined by a set of questions that motivate various aspects of theoretical activity. However, it attempts to address the problem of harm as a whole through the lens of Frankfurt School Critical Theory. In doing so, it aims to draw out the implications of the problem of harm for the discipline of International Studies and social science more broadly. The importance accorded to the problem of harm in Critical Theory is the source of considerable problems for an understanding of how social science might operate due to the way that normative concern serves to overwhelm attempts at explanation. This thesis considers Linklater?s sociology of harm conventions a way of rebalancing this equation such that some practical conclusions may be drawn. However, the theoretical underpinnings of this project in the process sociology of Norbert Elias serve to preclude sufficient engagement with normative questions. A reconstruction of the sociology of harm conventions through the ontology of critical realism serves to resituate the production of sociological knowledge with regard to normative concern, and re-theorise the link between them. Following this reconstruction it becomes possible, through Critical Theory, to address the kind of theory that is needed in order to interrogate the problem of harm in International Studies.

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Charak, Gregory Scott. "Between soul and precision Ernst Mach's biological empiricism and the social democratic philosophy of science /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3274584.

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Thesis (Ph. D.)--University of California, San Diego, 2007.
Title from first page of PDF file (viewed October 2, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 338-345).

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Lipscomb, Martin. "The theory and application of critical realist philosophy and morphogenetic methodology : emergent structural and agential relations at a hospice". Thesis, University of the West of England, Bristol, 2009. http://eprints.uwe.ac.uk/18444/.

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Wagner, Claire. "Placing psychology a critical exploration of research methodology curricula in the social sciences /". Thesis, Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-06292004-123737.

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Munro, William George. "The actuarial subject : legitimacy and social control in late modernity". Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/2244.

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The following thesis can be read as a socio-historical case study of the emergence of risk discourses within the Scottish Criminal Justice System, particularly in relation to offenders who are defined by their dangerousness. It focuses on the emergence of the Risk Management Authority (RMA) which was set up under recommendation of the MacLean Committee in 2000. The thesis examines the broader social and cultural forces from which the Risk Management Authority emerged by drawing on Hegel’s notion of ‘Ethical Life’ (Sittlichkeit) as a means of framing institutional change. By way of a re-interpretation of Hegel, through the lens of critical theory, it seeks to historicise and make problematic the concepts and assumptions surrounding our understanding of modernity. Through the concepts of reflexivity, legitimacy and indeterminacy it offers a critique of the existing sociology of risk, which places risk at the centre of debates on modernity, contingency and the self-understanding of society. This critique offers a conceptualisation of penal institutions as not just administering punishment, but as instrumental in the constitution of human subjectivity.

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van, Ingen Michiel. "Rethinking conflict studies : towards a critical realist approach". Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/16202.

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The study of intra-state conflict has increased exponentially during the post-Cold War period. This has given rise to a variety of competing approaches, which have (i) adopted differing methodological and social theoretical orientations, and (ii) produced contradictory accounts of the causes and nature of violent conflict. This project intervenes in the debates which have resulted from this situation, and develops a critical realist approach to conflict studies. In doing so it rethinks the discipline from the philosophical ground up, by extending the ontological and epistemological insights which are provided by critical realism into more concrete reflections about methodological and social theoretical issues. In addition to engaging in reflection about philosophical, methodological, and social theoretical issues, however, the project also incorporates the insights of two largely neglected literatures into conflict studies. These are, first, the insights of the gender-studies literature, and second, the insights of decolonial/postcolonial forms of thought. It claims that the discipline is strengthened by incorporating the insights of these literatures, and that the critical realist framework provides us with the philosophical basis which is required in order to do so.

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Da, Hora Pereira L. J. 1986. "A noção de capitalismo tardio na obra de Jürgen Habermas : em torno da tensão entre capitalismo e democracia". [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/279764.

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Orientador: Yara Adário Frateschi
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Filosofia e Ciências Humanas
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Resumo: O tema da democracia constitui talvez o tema mais importante na obra do filósofo alemão Jürgen Habermas. No entanto, apesar da importância essencial de uma discussão vinculada diretamente aos seus aspectos normativos, pretendemos testar uma perspectiva complementar no estudo desta temática. Ora, é importante ressaltar que Habermas pensou a democracia não apenas a partir de suas possibilidades normativas de realização de ideais como os de autonomia e auto-determinação. Como um autêntico teórico crítico, ele também investigou as possibilidades concretas de institucionalização de formas democráticas de governo. A análise da relação tensa entre capitalismo e democracia é importante para refletir sobre os condicionamentos sistêmicos ou estruturais que o capitalismo impõe ao funcionamento dos regimes democráticos liberais. Ou seja, trata-se aqui de pensar a democracia a partir de suas possibilidades concretas de realização, o que pressupõe levar em conta os obstáculos impostos pelo capitalismo tardio. Desse modo, esta dissertação de mestrado tem como objetivo analisar as duas primeiras décadas da trajetória intelectual do filósofo alemão sob o prisma da relação entre capitalismo e democracia. Investigaremos como o tratamento dessa problemática surge a partir dos diagnósticos do capitalismo tardio produzidos pelo autor ao longo de diversas obras, culminando na sua Teoria da Ação Comunicativa (1981). Ademais, na trilha de Habermas, nos perguntaremos acerca do estado desta relação tensa no contexto do capitalismo contemporâneo, marcado pelo neoliberalismo, pela globalização e por crises
Abstract: The theme of democracy is perhaps the most important theme in the work of the German philosopher Jürgen Habermas. However, despite the essential importance of a discussion tied to its normative aspects, we intend to test a complementary perspective in the study of this issue. At present, it is important to emphasize that Habermas thought democracy not only from of their normative possibilities of realization of ideals, such as autonomy and self-determination. As an authentic critical theorist, he also investigated the concrete possibilities of institutionalization of democratic forms of government. The analysis of the tense relationship between capitalism and democracy is important to think about the systemic or structural constraints that capitalism imposes on the functioning of liberal democratic regimes. That is, we mean to think democracy from its concrete possibilities of realization, which requires taking into account the obstacles imposed by the late capitalism. Thus, this dissertation aims to analyze the first two decades of the intellectual history of the German philosopher from the perspective of the relationship between capitalism and democracy. We will investigate how the treatment of this topic emerges from the diagnoses of late capitalism produced by the author over several works, culminating in his Theory of Communicative Action (1981). Furthermore, on the steps of Habermas, we will ask about the status of this tense relationship in the context of contemporary capitalism, characterized by neoliberalism, globalization and crises
Mestrado
Filosofia
Mestre em Filosofia

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Carré, Louis. "Les institutions de la reconnaissance: entre théorie critique de la reconnaissance et philosophie hégélienne du droit". Doctoral thesis, Universite Libre de Bruxelles, 2011. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209964.

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Ce travail consiste en une confrontation systématique entre la théorie de la reconnaissance développée par Axel Honneth depuis une vingtaine d'années dans ses travaux et la Philosophie du droit (1820) de Hegel. Il propose de réfléchir aux problèmes que pose le statut, à la fois socio-ontologique, normatif et historique, des institutions. Trois questions en forment la trame :1) Comment penser l'articulation entre reconnaissance interpersonnelle et institutions ?2) Quels sont les critères normatifs définissant ce que sont de « bonnes » institutions ?3) Quel est le diagnostic qu'il serait possible de poser sur l'évolution des sociétés modernes et de leurs principales institutions (la famille, le marché économique, l'ordre juridique, l'Etat) ?

Dans une première partie, nous exposons les grandes lignes de la théorie de la reconnaissance de Honneth. Nous y développons successivement sa « morale de la reconnaissance », la conception normative de la justice sociale qui en découle, ainsi que la manière dont Honneth appréhende l'articulation entre reconnaissance et institutions. Nous nous intéressons ensuite, dans une deuxième partie, à l'institutionnalisme éthique de Hegel dans sa Philosophie du droit. Partant d'une lecture non-métaphysique de l'œuvre berlinoise, nous défendons la thèse interprétative d'un « institutionnalisme faible » chez Hegel par opposition à un « institutionnalisme fort ». Cet « institutionnalisme faible » stipule que les principales institutions du monde éthique moderne doivent pouvoir permettre à l'ensemble des agents individuels qui les composent d'atteindre, à travers leur participation à une série de relations intersubjectives fondées sur la réciprocité de leurs droits et de leurs obligations, des formes croissantes d'autonomie rationnelle (autonomie affective dans la famille, autonomie socioprofessionnelle et juridique dans la société civile, autonomie civile et politique au sein de l'Etat constitutionnel).

Au final, il ressort de la confrontation entre théorie de la reconnaissance et institutionnalisme hégélien dans sa version « faible » que, contrairement au reproche de « surinstitutionnalisation » adressé par Honneth, la philosophie hégélienne du droit se montre toujours d'actualité s'agissant 1) de penser conjointement les deux dimensions éthiques du système objectif des institutions et des relations intersubjectives de reconnaissance, 2) de définir une série de critères normatifs concernant une « bonne » forme de vie dans les institutions, voire même 3), malgré le caractère parfois historiquement daté de son analyse institutionnelle, de poser à terme un diagnostic critique sur l'évolution « pathologique » des sociétés modernes.
Doctorat en Philosophie
info:eu-repo/semantics/nonPublished

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Sculos, Bryant William. "Worlds Ahead?: On the Dialectics of Cosmopolitanism and Postcapitalism". FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3195.

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This dissertation argues that the major theories of global justice (specifically within the cosmopolitan tradition) have missed an important aspect of capitalism in their attempts to deal with the most pernicious effects of the global economic system. This is not merely a left critique of cosmopolitanism (though it is certainly that as well), but its fundamental contribution is that it applies the insights of Frankfurt School Critical Theorist Theodor Adorno’s negative dialectics to offer an internal critique of cosmopolitanism. As it stands, much of the global justice and cosmopolitanism literature takes global capitalism as an unsurpassable and a foundationally unproblematic system, often ignoring completely the relationship between the psycho-socially conditioned ideological aspects of capitalism and the horizon of achievable politics and social development. Using the philosophies and social theories of Adorno and Erich Fromm, I argue that there is a crucial psycho-social dimension to capitalism, or capitalistic mentality—represented in and functionally reproduced by transnational capitalism—that undermines the political aspirations of normative theories of cosmopolitanism, on their own terms. The project concludes with an exploration of Marxist, neo-Marxist, and post-Marxist theories as a potential source of alternatives to address the flaws within cosmopolitanism with respect to its general acceptance and under-theorizing of capitalism. The conclusion reached here is that even these radical approaches fail to take into account the near-pervasive influence of capitalism on the minds of radicals and activists working for progressive change or simply reject the potentials contained in existing avenues for global political and economic change (something which the cosmopolitan theories explored in earlier chapters do not do). Based again on the work of Adorno and Fromm, this dissertation argues that the best path forward, practically and theoretically, is by engaging cosmopolitanism and neo-/post-Marxism productively around this concept of the capitalistic mentality, building towards a praxeological theory of postcapitalist cosmopolitanism framed by a negative dialectical resuscitation of the concepts of class struggle and unlimited democracy. This postcapitalist cosmopolitanism emphasizes non-exploitative economic and political relations, cooperation, compassion, sustainability, and a participatory-democratic civic culture.

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Beitmen, Logan R. "Neuroscience and Hindu Aesthetics: A Critical Analysis of V.S. Ramachandran’s “Science of Art”". FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1198.

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Neuroaesthetics is the study of the brain’s response to artistic stimuli. The neuroscientist V.S. Ramachandran contends that art is primarily “caricature” or “exaggeration.” Exaggerated forms hyperactivate neurons in viewers’ brains, which in turn produce specific, “universal” responses. Ramachandran identifies a precursor for his theory in the concept of rasa (literally “juice”) from classical Hindu aesthetics, which he associates with “exaggeration.” The canonical Sanskrit texts of Bharata Muni’s Natya Shastra and Abhinavagupta’s Abhinavabharati, however, do not support Ramachandran’s conclusions. They present audiences as dynamic co-creators, not passive recipients. I believe we could more accurately model the neurology of Hindu aesthetic experiences if we took indigenous rasa theory more seriously as qualitative data that could inform future research.

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Teeple, Jamie Eric. "A Philosophical Analysis of STEM Education". The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1543280674680388.

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Foster, Roger Stephen. "Domination and disintegration: Adorno and critical social theory". Thesis, University of Ottawa (Canada), 2000. http://hdl.handle.net/10393/8569.

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The central claim of my thesis is that Theodor Adorno's social theory harbours important insights which can bring to light significant deficiencies and weaknesses in the works of contemporary critical theorists. In order to substantiate this claim, I argue that Adorno's philosophical and sociological writings embody a coherent and systematic version of critical social theory. I then attempt to place Adorno's version of critical social theory in critical and constructive dialogue with the successors to the tradition of Frankfurt School critical theory (Jurgen Habermas and Axel Honneth). This is achieved by reconstructing and reinterpreting Adorno's key theses through insights developed in contemporary social theory. Part One demonstrates, firstly, how Adorno's critical social theory developed from out of the problems of the earlier social-theoretic 'paradigms'. In chapter two, I argue that Adorno, in Negative Dialectics, develops a conception of critical theory as a 'critical dialectic of concepts', derived from a synthesis of the Durkheimian sociology of knowledge, and Hegelian dialectic. Chapter three attempts to substantiate and develop this thesis, and also shows how Adorno develops a theory of linguistic reification. In chapter four, I attempt to expound the social theory underlying the philosophical arguments of Negative Dialectics. In Part Two, I deploy the insights derived from the analysis of Adorno's work in order to furnish a critique of Habermas's critical theory, concerned with its failure to develop an adequate critique of class- and group-specific domination (chapter five) and problems stemming from its formal/abstract conception of moral-practical reason (chapter six). I then turn, in Part Three, to the critical theory of recognition. It is argued that, by returning the concept of social struggle to the centre of the analysis, the theory of recognition is able to theorize structures of domination and oppositional praxis far more adequately than the Habermasian account. However, I argue that this theory needs to integrate insights deriving from Adorno's thesis of integration through domination. I argue that the concept of symbolic power provides for a plausible reconstruction of Adorno's integration thesis, by interpreting integration through domination as occurring at the symbolic rather than the psychic level. In the final chapter, I draw upon contemporary social theory in order to furnish an interpretation of Adorno's social theory as articulating a twofold distortion of instrumental reason, which I characterize as a dialectic of increasing integration through domination, and intensifying lifeworld disintegration.

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Pimentel, Thiago Duarte. "Espaço, identidade e poder: esboço de uma teoria morfogenética e morfostática para a sociologia das organizações". Universidade Federal de Juiz de Fora, 2012. https://repositorio.ufjf.br/jspui/handle/ufjf/1741.

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Esta tese se insere, ontológica e epistemologicamente, na perspectiva do realismo crítico. Nela propõe-se a reafirmação da dimensão ontológica da realidade (a qual Bhaskar chamou de intransitiva), bem como seus rebatimentos na dimensão epistemológica (ou transitiva da realidade) que trata da possibilidade do conhecimento e das condições para sua ocorrência. Este enquadramento fornece, no âmbito da teoria social, uma forma de tratar da ontologia social e a natureza das relações entre agência e estrutura, que situa a discussão sobre o processo de estruturação da ação coletiva e seu resultado, em termos de elaboração de uma “entidade” socialmente real. Partindo do estado da arte dos estudos sobre as organizações, bem como a teorização acerca da categoria “coletivos” dentro da literatura da teoria social realista, identificou-se uma dupla lacuna: (1) nos estudos sobre as organizações, verifica-se a ausência de coerência e cumulatividade dos conhecimentos do campo, que é marcado por uma profunda dispersão de teorias e correntes orientadas por distintas tradições de pesquisa, todas, porém, tendo em comum sua filiação ao paradigma filosófico científico do positivismo e (2) nem a teoria social em geral e nem a teoria social realista elaboraram um relato que fosse capaz de dar conta e integrar, coerente e adequadamente, a categoria organização à sua proposta de teorização da realidade, restando por se fazer um relato específico que buscasse atacar o problema da organização (grupos sociais estruturados), como sugere Elder-Vass (2010). Visando endereçar esforços para a melhor compreensão desta questão, o objetivo, então, desta tese foi identificar as estruturas gerativas e suas tendências (poderes causais), bem como as circunstâncias em que elas são ativadas (mecanismos causais), que permitem a existência e a emergência das organizações como entidades coletivas reais. Para a realização deste estudo, recorreu-se, metodologicamente, a uma pesquisa teórica (ECO, 2001, p.11), amparada por procedimentos analíticos de coleta e tratamento dos dados de caráter hermenêutico. Como resultados, identificou-se a existência de três estruturas gerativas – o espaço, a identidade e o poder –, envolvendo diferentes componentes que se manifestam sob diferentes modos de realidade (material, ideal e social, respectivamente), cujos processos de enquadramento e fixação, de identificação e diferenciação, e de delegação e representação (respectivamente) conduzem às interações entre os indivíduos e à aquisição de padrões específicos bem como à mudança estrutural, morfológica e causal, atribuindo diferentes poderes causais a cada um desses estágios: aproximação e agregação, no momento 1 (M1); criação de uma unidade (exterior e irredutível ao indivíduo) e coesão diferentes de outras entidades, no momento 2 (M2) e, por fim, a instauração de uma ordem e capacidade de intervenção deliberada na realidade social, em âmbito institucional, no momento 3 (M3). Os três momentos sintetizados estão relacionados por meio da proposição de um modelo teórico de análise morfogenética da estruturação da ação coletiva. Apesar de este modelo se aplicar especificamente à análise da ação coletiva e de não ter sido validado empiricamente, sua contribuição original reside no fato de fornecer a elaboração de um quadro teórico suficientemente amplo e, ao mesmo tempo, específico para a análise das organizações, em particular, e da ação coletiva, em geral, em especial quando acrescentamos sua interface com a orientação ontológica e epistemológica do realismo crítico. Empiricamente, esta proposta traz um relato preciso de integração dos níveis micro e macro da realidade, por meio da atuação específica das organizações e instituições no nível mesossocial, que poderá ser aplicado para intervenção na realidade.
This thesis falls, ontologically and epistemologically, in the perspective of critical realism. The later proposes the reclaiming of (the ontological dimension of) reality (which Bhaskar called intransitive one) and its repercussions on the epistemological dimension (or transitive one) of reality, which deals with the possibility of knowledge and the conditions for its occurrence. This framework provides, in social theory, one way to address the social ontology and the nature of the relationship between agency and structure, which places the discussion of the structuring process of collective action and its outcome in terms of developing an "entity" socially real. Based on the state of the art of studies on organizations as well as theories about the category "collectives" in the literature of social theory, and in particular in the realist social theory, we identified a double gap: (1) studies on organizations there is a lack of coherence and cumulative knowledge of the field, which is marked by a deep scattering theories and currents driven by distinct research traditions. Nevertheless, all these traditions have in common their affiliation to the philosophical paradigm of scientific positivism; (2) neither social theory in general nor realist social theory produced an integrative and coherent report to the organization category. Thus, it remains to be done a specific report that called for attacking the problem of organization (structured social groups), as suggested by Elder-Vass (2010). Aiming to address efforts to better understand this issue, then, the objective this thesis was to identify the generative structures and its trends (causal powers), as well as the circumstances under which they are activated (causal mechanisms) that enable the existence and emergence of organizations as real collective entities. Methodologically this study was conducted in a form of a theoretical research (ECO, 2001, p.11), which was supported by analytical procedures for the collection and processing of data hermeneutic character. As a result, we identified the existence of three generative structures: space, identity and power. These structures involves different components that are manifested in specific modes of reality (material, social and ideal, respectively), whose the process of framing and mounting, identification and differentiation, and delegation and representation (respectively) lead to interactions among individuals purchasing patterns and structural change, morphological and causal, assigning different causal powers of each of these stages: approximation and aggregation, which was called “moment 1” (M1); the creating an unit (exterior and irreducible to the individual) and cohesion of different entities, called “moment 2” (M2); and, finally, the establishment of a command and ability to deliberate intervention in social reality, at institutional, called “moment 3” (M3). The three summarized moments are related each one by proposing a theoretical framework of the structure of collective action in a morphogenetic way. Although this model applies specifically to the analysis of collective action and has not been empirically validated, its original contribution lies in the fact provide the development of a theoretical framework sufficiently broad and simultaneously specific for the analysis of organizations, in particular, and collective action, in general. This is true especially when we add its interface with the ontological and epistemological orientation of critical realism. Empirically, this proposal provides an accurate account of the integration of micro and macro levels of reality, through the realization of specific organizations and institutions in mesossocial level. The correct knowledge of this level can be applied to intervention in reality.

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Miser, Martha Freymann. "The Myth of Endless Accumulation: A Feminist Inquiry Into Globalization, Growth, and Social Change". Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1317997334.

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Hall, Tim. "The philosophy of Praxis : a re-evaluation of Georg Lukacs' History and class consciousness". Thesis, University of Essex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390992.

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鄭建生 i Kin-sang Cheng. "Social theory and gender bias". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31211288.

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gallego, brady s. "COUNTER-PROPAGANDA EDUCATION: A CRITICAL POSTMODERN PHILOSOPHY OF EDUCATION". CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/127.

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Philosophy of education not only forms the background for curriculum construction and pedagogy but there is a connection between epistemology and education within the economic power structure of society in the United States (Aronowitz & Giroux, 1993/1991, p. 88). Public education in the United States often functions as a propaganda delivery system which conserves the economic power structure by use of a conservative and objectivist philosophy of education which instrumentalizes education into vocational preparation, compliance to a governing ideology and uncritical acceptance of knowledge as absolute truth (Aronowitz & Giroux, p. 22). This project aims to construct a philosophy of education which could transform the education system into a counter-propaganda institution with the potential to transform the power structure of society. A critical postmodern philosophy of education which synthesized critical and postmodern philosophies of education would emphasize epistemological skepticism, counter-propaganda knowledge construction and social transformation (Aronowitz & Giroux, p.22). In addition, the project contains a literature review of critical theory, postmodern theory and critical postmodern theory on education as well as theory on a critical postmodern philosophy of history education, philosophy of correctional education and ideas for the implementation of the philosophy of education into specific pedagogical and curricular practices. Attached to this manuscript is a PowerPoint presentation focused on stimulating discussion of this philosophy of education.

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Dwight, James Scutt III. "Hyperpedagogy: Intersections among poststructuralist hypertext theory, critical inquiry, and social justice pedagogies". Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/11132.

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Hyperpedagogy seeks to actualize social justice pedagogies and poststructuralist theorizing in digitally enhanced and online learning environments. Hyperpedagogy offers ways to incorporate transactional pedagogies into digital curricula so that learners throughout the United States' pluralistic culture can participate in e-learning. Much of the hyperbole promoting e-learning is founded on social-efficiency pedagogies (i.e. preparing tomorrow's workers for the information-based, new global economy) that tend to homogenize culturally pluralistic learners. The premium placed on a strict adherence to rigid learning systems inculcated within standards-based reform movements typically, moreover, discriminate against historically marginalized learners. Hyperpedagogy seeks to elucidate the closeting of privilege in e-learning so that learners of color, female learners, and homosexual learners can be better represented in the literature than is currently practiced.
Ph. D.

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Sanders, Bryan Philip. "Toward a Unified Computer Learning Theory: Critical Techno Constructivism". Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/901.

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Why did we ever purchase computers and place them along the wall or in the corner of a classroom? Why did we ever ask students to work individually at a computer? Why did we ever dictate that students should play computer games or answer questions built from a narrow data set? And why are we still doing this with computers in classrooms today? This approach has contributed to a systemic problem of low student engagement in course materials and little inclusion of student voice, particularly for traditionally underrepresented students. New transformational tools and pedagogies are needed to nurture students in developing their own ways of thinking, posing problems, collaborating, and solving problems. Of interest, then, is the predominance in today’s classrooms of programmed learning and teaching machines that we dub 21st century learning. We have not yet fully harnessed the transformational power and potential of the technology that schools already possess and that many students are bringing on their own. This dissertation aims to address what is missing in best practices of technology in the classroom. Herein these pages will be performed a document analysis of cornerstone books written by John Dewey, Paulo Freire, and Seymour Papert. This analysis will be in the form of annotations comprised of the author’s experience as an experienced educator and researcher, and founded in the extant relevant theories of critical theory, technology, and constructivism. The three philosophers were selected for their contributions to constructivism and their urgings to liberate the student from an oppressive system. With a different approach to educational technology, students could be working towards something greater than themselves or the coursework, something with a passionate purpose derived from student inquiry. Instead of working at the computer and having a “one and done” experience, students could be actively transforming their studies and their world. And instead of reifying existing social and racial inequities outside of the classroom through the large computer purchases and the dominant culture attitudes and beliefs found in many software products and databases, we could be examining our practices and programs with a critical lens that allows us to question and seek more inclusive community strategies. The final chapter is about asking for, pushing for, and dreaming for new kinds of schools, classrooms, software, hardware, and new ways to think about and create new opportunities for students. Mixed reality, sometimes called augmented reality, is likely the anticipated future of computers in the classroom. We need to, very deeply and purposefully, mix up electronics with people. We are in a new era with new understandings of old issues showing up in old problems. A unified learning theory for computers, computing, and digital learning environments could help to redefine classroom spaces and class time, as well as graduation outcomes. The revolution will indeed be live on the Internet, but it will also be remixed and recreated by students organically and authentically pursuing their own truth.

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Akdenizli, Dilek. "Critical Theory, Deliberative Democracy And International Relations Theory". Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606881/index.pdf.

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In the 20th century, Critical Theory has been very influential on every discipline of social sciences including international relations. According to Critical IR Theory, traditional theories are problem solving and try to explain repetition and recurrence, rather than change
however, the main subject matter of an IR theory should be the change itself. The idea of change is also constitutive of Habermasian political thought. Jü
rgen Habermas, as a critical theorist, has developed the model of Deliberative Democracy to provoke a change in the political life of the Western countries towards a more ethical politics. According to Habermas, such a change will eliminate the legitimacy crisis occurred in Western democracies. Therefore, Habermas aims at strengthening the moral basis of democratic understanding in order to make masses participate actively in decision making processes. According to him, rational consensus must be at the centre of democracy, and it can be reached, only if every part of the deliberation has the opportunity to express their arguments equally. Once the idea of rational consensus becomes a regulative rule of democracy, it is possible to change the nature of politics, including international politics

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Chervin, Michael I. "Marcuse's critical theory as related to social education : a critical examination towards the development of a philosophical foundation of social education adequate to the North American context". Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61701.

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Kovacevic, Filip. "Liberating Oedipus? : psychoanalysis as critical theory /". free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074417.

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Swerhun, Bryce. "Social and natural reality : prospects for a consilient theory of nationalism". Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/3107.

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Thesis (MA (Political Science))--Stellenbosch University, 2008.
Nationalism is quite easy to understand, but somewhat difficult to explain. In terms of understanding nationalism, we do not need to know anything more about society and sentiment than what is taken for granted in everyday life. An individual who ‘drops’ into a foreign culture may know absolutely nothing about its people’s songs, rituals, amusements and traditions: why some customs evoke tears, and others, bravado. This person would feel no sense of collective awe or inspiration when touring historic battlefields and monuments of an unfamiliar country. Nevertheless, he or she would likely understand and appreciate that all of these things are steeped in meaning and identity. These instances of meaning and identity may not be felt, shared or even fully known, but their role as expressions of nationalism can be readily appreciated. The global spread of nations entails an array of mutually unfamiliar national identities, but the actual phenomenon nationalism is rarely foreign to anyone. From an outsider’s perspective we do not know how certain expressions are significant to a particular group, but we do understand that they are expressions of national belonging. Explaining nationalism is more difficult for the simple reason that experiencing and recognizing a phenomenon is not sufficient to account for its existence. Customs and rituals are two suggested properties of nationalism, but what is the causal relationship between such properties and the end phenomenon (how does custom actually lead to nationalism, if at all)? The answers to these questions are still a matter of debate. The situation is only made worse by the fact that most theories explaining nationalism seem to rest on a tower of abstractions. For instance, it may seem uncontroversial for some to argue that nationalism is an outgrowth of ethnic identity. However, this just begs the question. What is ethnicity? The potential for regress to abstraction is a major impediment to theory. This thesis will examine the problem of explanation: the reasons why theories of nationalism have struggled with explaining nationalism, and a discussion on how to overcome these difficulties. Specifically, this thesis will show that: 1) The problem of explaining nationalism is due in part to the ‘classical’ problem found in the literature: whether nationalism is an ‘ancient’ social phenomenon, or a ‘modern’ phenomenon which can be dated (roughly) to the late eighteenth century. 2) Debates regarding the classical problem are closely affected by philosophical issues in the social sciences. 3) The incorporation of a consilient methodology (i.e. a research program that unifies theories of social science with theories of natural science) can provide a new strategy for future theories of nationalism and work to solve the classical problem.

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Kwong, Siu-po Eve. "The use of variation theory in developing students' critical thinking skills". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3554207X.

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Wigginton, Sheridan L. "El negro detras de la oreja : a critical theory approach to Dominican ethnicity through textbooks /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3075413.

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Garlitz, Dustin Bradley. "Philosophy of new jazz : reconstructing Adorno". [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002213.

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Hicks, Martin Cyr. "The politics of resistance, an approach to post-colonial cultural and critical theory". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0015/MQ46754.pdf.

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Fook, Janis. "Developing an integrated framework for critical reflection : from practice, to theory, towards research". Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/339973/.

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Critical reflection is increasingly regarded as a necessary requirement of professional practice. Yet there are many differing perspectives on what it is, and how it should be taught in professional education, and it is not easy to see how they all relate. This is often confusing for students and educators. This potentially leads to poor standards of reflection, and little rigorous research or development of critical reflection. This thesis aims to address this problem by developing an integrated understanding of critical reflection. It draws together the different perspectives on critical reflection (including reflective practice, the concept of reflexivity, postmodernism and critical perspectives), and shows how these different understandings can be integrated under the rubric of learning from experience. Although the idea of learning from experience in fact underpins early understandings of critical reflection, this thesis demonstrates how later formulations add to and develop this conception. In doing this, the thesis traces the practical and theoretical development of critical reflection into a framework which might be used as a basis for researching professional practice experience. The thesis begins with an introduction which outlines the context of my thinking about social work knowledge, in which my thinking about critical reflection is located. The body of the thesis traces how I have developed these frameworks, from a mix of practical experience, theorizing from different perspectives, and reviews of literature, into the potential for its use as a research method. The concluding section of the thesis returns to the original outline of social work knowledge, and shows how this integrated understanding of critical reflection is also congruent with basic principles of social work. In this sense, the development of thinking about critical reflection is also a contribution to the development of social work knowledge.

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Martinson, Mattias. "Frames : Social Philosophy and Hermeneutics as Focal Points for Theology-Related Readings of Theodor W. Adorno's Critical Theory". Licentiate thesis, Uppsala University, Department of Theology, 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-36241.

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Frayne, David. "Critical social theory and the will to happiness : a study of anti-work subjectivities". Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/18497/.

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It can be argued that we live in a ‘work-centred’ society, since not only has society witnessed a massive quantitative expansion of paid-work, but many also accept that, at this present historical moment, the tasks, relationships and time-structures of work occupy a central place in people’s sense of well-being. Critical social theorists have advanced an alternative perspective and undertaken a critique of work, responding to the interlinked social problems of mass unemployment, inequality, environmental degradation, and low well-being, by promoting an anti-productivist politics which calls for a decentralisation of work in everyday life. Theorists such as André Gorz have suggested that such proposals resonate with a cultural disenchantment with work, as well as growing desire for non-material goods such as autonomy, free-time, good-health and conviviality. Such claims, however, have rarely been explored on an empirical level. One of the central questions that remain unanswered is whether and how it is actually possible for people to live with significantly lower levels of work. In response to this gap in the literature, the present study undertakes a qualitative investigation into the lives of a diverse sample of people, each of whom has chosen to work less or to give up working altogether. In-depth interviews explore the work experiences and moral priorities that informed the participant’s lifestyle changes. Also explores are the trials of working less, including how participants coped with less money, and how they coped with the stigmas attached to working less, in the midst of a society that continues to attach moral significance to having a job. Are the participants deviants, malingerers, and failures, or might society learn something positive and inspiring from their actions and choices?

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Baker, Randy. "The Concepts of Capitalism and Democracy in Implied Power Relations: Fractionation Philosophy and Theory". PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4761.

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This research proposes that it is possible to meaningfully examine the differences between subjects' perceptions of concepts at two different levels of analysis. The central theory, called "fractionation", is derived from structuration theory. The theory suggests that there is an important and particular difference between subjects' perceptions of key concepts at the value (abstract) level, as differentiated from the policy (action) level. The key concepts provided here are capitalism and democracy. Three major stages of data gathering and analysis were conducted. The first stage, carried out in several phases, surveyed 337 college students to gather words commonly associated ·with two key concepts: capitalism and democracy. These words were then used as items in a multidimensional scaling and cluster analysis. The results were used to represent the relationship between the two key concepts at the value level of analysis. The second stage consisted of gathering policy fragments from two mainstream newspapers. Television advertising was selected as the focal point of this search, to represent one area where democracy and capitalism co-exist. Fragments were taken from the newspapers and compiled into "fragment topics", or pieces of argument about the relationship between capitalism and democracy in television advertising. Stage III was carried out by surveying seventy-three subjects who were presented with the argumentative statements developed in each fragment topic. An assessment was made of the relationship between capitalism and democracy at the policy level based on the argument choices made by the subjects. Stage I resulted in a clear distinction between the two key concepts of capitalism and democracy at the value level, while Stage III resulted in a conflict between the two at the policy level. The comparison of results between the first stage of the research and the third stage represents the fractionation that was being sought.

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Hammond, David. "The common play of ironic understanding : a critical study of Kieran Egan's theory of educational development". Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59648.

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My thesis centers on a critical analysis of the concept of the "educated person" in Kieran Egan's theory of educational development. Egan presupposes that the erudite human being in western societies is ideally a sophisticated ironic thinker, that is, a person who possesses the fullest range of sense making capacities known to our culture; and furthermore, a person who tactfully and innovatively applies these capacities in everyday life.
My thesis attempts a "thick" description of Egan's notion of ironic understanding in light of the writings of Martin Buber on dialogue, Hannah Arendt on human thinking, Hans Georg Gadamer on the serious playfulness of the interpretative act, Richard Rorty on private irony and liberal democracy, and finally, Michael Oakeshott on the educational conversation. It suggests that these theoretical notions of the fully human life may be practically realized in the educated ironist characterized by Egan in his various writings.

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Lerner, Berel Dov. "Rules, magic, and instrumental reason : a critical interpretation of Peter Winch's philosophy of the social sciences /". London [u.a.] : Routledge, 2002. http://www.loc.gov/catdir/enhancements/fy0650/2001019766-d.html.

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Reckwitz, Andreas. "Die Transformation der Kulturtheorien : zur Entwicklung eines Theorieprogramms /". Weilerswist : Velbrück Wissenschaft, 2000. http://www.h-net.org/review/hrev-a0b7w9-aa.

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Silva, Enrico Paternostro Bueno da 1988. "A teoria social crítica de Nancy Fraser : necessidade, feminismo e justiça". [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/280924.

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Orientador: Josué Pereira da Silva
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas
Made available in DSpace on 2018-08-24T02:37:49Z (GMT). No. of bitstreams: 1 Silva_EnricoPaternostroBuenoda_M.pdf: 2195191 bytes, checksum: c13e72b1b5b85686c5115a3dcbe8f118 (MD5) Previous issue date: 2013
Resumo: A filósofa política Nancy Fraser destaca-se enquanto importante expoente da Teoria Crítica contemporânea. Conhecida majoriamente por seu debate com Axel Honneth acerca da teoria do reconhecimento, suas formulações legaram importantes contribuições a, no mínimo, três campos do pensamento social: a teoria feminista, a sociologia política dos movimentos sociais e a filosofia da justiça. Visando uma reconstrução e sistematização crítica da evolução teórica da autora, este trabalho considera uma ampla gama de escritos datados de 1980 a 2012. No estudo de uma filósofa que sempre priorizou textos curtos e ensaios publicados em revistas políticas e acadêmicas a grandes sistematizações monográficas, identifica-se dois grandes modelos críticos em torno dos quais orbitam grande quantidade de diagnósticos de época, conceitos críticos e perspectivas emancipatórias. Para tratá-los, é utilizada uma classificação metodológica de sua produção em três blocos temáticos. O primeiro refere-se ao modelo para as "políticas de interpretação das necessidades", que mobiliza conceitos como discurso, democracia, hegemonia, esfera pública, cidadania e necessidade. O segundo trata das concepções teóricas e análises empíricas a respeito da subordinação feminina e das lutas feministas, que atravessam toda a produção da autora; destaca-se aqui o diálogo com as mais variadas correntes do pensamento: Escola de Frankfurt, pós-modernismo, pós-estruturalismo, pragmatismo, teoria do discurso. O terceiro bloco temático, enfim, contempla o modelo para uma teoria crítica da justiça, desenvolvido em estreita conexão com a práxis política dos movimentos sociais; aparecem aqui conceitos como participação paritária, reconhecimento, redistribuição, representação, transnacionalização e estrutura de governança. Não ignorando as oscilações temáticas e conceituais presentes ao longo do percurso filosófico de Fraser, a pesquisa busca compreender as contribuições originais e os inevitáveis limites verificados no pensamento social da autora, tencionando participar da teorização crítica das sociedades contemporâneas e contribuir para a compreensão e superação das injustiças nelas presentes
Abstract: The political philosopher Nancy Fraser is recognized as an important exponent of contemporary Critical Theory. Mainly known for the debate with Axel Honneth about the theory of recognition, her formulations give important contributions to at least three fields of social thought: the feminist theory, the political sociology of social movements and the philosophy of Justice. Aiming at a systematic reconstruction and critique of theoretical evolution of the author, it is considered here a wide range of writings dated from 1980 to 2012. In the study of a philosopher who always prioritized short texts and essays published in academic and political journals to large monographic systematizations, it is possible to identify two major critical models that lead to many diagnosis, critical concepts and emancipatory perspectives. To describe them, I use a methodological classification of her writings in three thematic blocks. The first one is about the "politics of needs interpretation" model, which mobilizes concepts such as discourse, democracy, hegemony, public sphere, citizenship and need. The second is about the theoretical concepts and empirical analyzes regarding the subordination of women and feminist struggles, which is visible through the entire production of the author; here, it is possible to highlight the dialogue among the various theoretic currents: Frankfurt School, post modernism, post structuralism, pragmatism, discourse theory. The third thematic block, finally, brings the model toward a Critical Theory of Justice, proposed in close connection with the political praxis of social movements; here are developed concepts as participatory parity, recognition, redistribution, representation, transnationalization and structure of governance. Considering the thematic and conceptual oscillations along Fraser's philosophical course, the research seeks to understand the original contributions and inevitable limits observed in her social thought, intending to participate in the critical theory of contemporary societies and to contribute to understanding and overcoming the injustices present in them
Mestrado
Sociologia
Mestre em Sociologia

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Kwong, Siu-po Eve, i 鄺小寶. "The use of variation theory in developing students' critical thinking skills". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B3554207X.

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Burke, Benjamin M., Davina Quichocho i Mallory Lucier-Greer. "From Theory to Practice: A Theory-Informed, Critical Review of Research on Military Marriages". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/secfr-conf/2018/schedule/18.

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Military marriages may be particularly vulnerable to marital distress and dissolution due to the unique challenges associated with military service. To better understand the research regarding military marriages, a critical literature review was conducted. Fifteen peer-reviewed, published articles were critically reviewed based on their theoretical applications and empirical findings. Articles were categorized according to stage in marriage and primary theoretical orientation. Results suggest that military marriages are at risk due to military factors, but they are also mostly stable. Results also indicate that theories are rarely made explicit in military marriage literature. Future research would benefit from providing clearer links from theory to hypothesis testing. Finally, empirical findings are translated into practical implications at the macro-level and micro-levels of intervention.

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Gregg, C. R. "It's Not So Simple: The Role of Simplicity in Science and Theory". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/97.

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The principle of simplicity (parsimony) has long been invoked as a regulative principle that helps guide theory selection in science. However, it is unclear if there is justification for a globally applicable criterion of parsimony. This paper briefly reviews the salient features of what it means for something to be simple, as well as argues for simplicity as relevant only to a set of background assumptions.

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40

Kilembe, Busekese. "RE-VISIONING MARXISM IN WORLD POLITICS: A CRITICAL ANALYSIS OF WALLERSTEIN’S WORLD-SYSTEMS THEORY". Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22652.

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This thesis purports to critically analyze Wallerstien’s world-systems theory, to test its strengths and weaknesses and establish its reliability as a world politics theory, thereby reviving Marxism in general. The study employs a qualitative research method to go deep into the underlying logic of the theory.In an endeavor to tackle the matter at hand, five criteria of analysis are employed to examine the merits and demerits in specific areas of the theory. This involves looking at the structure of the theory, the period of the emergence of capitalism, the unit of analysis, the coherence of the arguments and processes of the theory and the reliability of the world-systems theory in contemporary world politics. The main conclusion of the study is that the world-systems theory is reliable when used to explain three themes in world politics. These are global inequality, dependency and sovereignty.

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Knight, Laura Jane. "Problematising 'happiness' : a critical explanation of the UK's happiness agenda". Thesis, University of Essex, 2017. http://repository.essex.ac.uk/20044/.

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Issues of ‘wellbeing’ and ‘happiness’ are becoming more and more prevalent in discussions of social policy and in the provision of healthcare services. In recent years, the maximisation of a nation’s ‘happiness’ has emerged as both a key policy objective and as a central focus within social, political and economic research, with public policy makers around the world having demonstrated a growing interest in national accounts of ‘wellbeing’. In the UK context, this growing interest is comprised of a perceived need to ‘know’ ‘happiness’ and ‘wellbeing’ better, so that they might be maximised. Such attitudes and beliefs made possible the introduction of four new questions to the Annual Population Survey that were specifically designed to measure the UK’s “subjective wellbeing” (now referred to as “individual life satisfaction” following revisions in subsequent years). In addition to this, in 2010 a non-profit organisation named Action for Happiness (AfH) was founded which sought to maximise the ‘happiness’ of society by offering individual members help and training towards living a ‘happier’ life - an endeavour which is understood to be necessitated by the stagnation of ‘happiness’ in modern Western societies. This thesis seeks to critically account for the emergence of such social and political practices – or ‘happiness agenda’ - and does so from a poststructuralist, post-Marxist standpoint. This is achieved by utilising the specific methodological strategy developed by Glynos & Howarth (2007) which constitutes a retroductive, deconstructive, approach to accounting for socio-political phenomena. In doing so, three types of logics underpinning these practices are identified, presenting an explanation as to what, how and why these practices are. Accounting for the emergence of such a ‘happiness agenda’ enables it (and its emergence) to be critiqued – specifically, the notion contained within it that maximised individual ‘happiness’ constitutes social progression. Indeed, central to the critique of the ‘happiness agenda’ that this thesis presents is an acknowledgement of the need of a socio-political equality agenda, where ‘social progression’ is instead conceptualised as maximised social equality.

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Smith, Matthew Bryan. "Durkheim's Refutation of Spencerian Methodological Individualism: A Critical Evaluation". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1891.

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The famed French classical social theorist Emile Durkheim's academic reputation is based largely on his critical rejection of the British utilitarian tradition and specifically the writings of the classical British sociologist Herbert Spencer. In this thesis I critically evaluate Durkheim's critique of Herbert Spencer's methodological individualism. It is found that while select Durkheimian claims merit continued allegiance, his broader critique of Spencer's methodological individualism must be viewed as logically and empirically deficient. In conclusion I examine the implications for Durkheimian sociology and the broader social theoretical enterprise directed at analyzing and conceptualizing the nature of sociality and the social bond.

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Lagerlöf, Julius. "Ideal or non-ieal theory : The challenge of Charles W. Mills". Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-431572.

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Carroll, Vincent A. "Family Context and Weight Status among 18-Month-Old Infants in Southern Appalachia: The Role of Temperament, Parenting Style, and Maternal Feeding Practices". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/honors/32.

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Pediatric obesity is a major public health crisis in the United States, and is particularly prevalent in the Southeast. Recent research has shifted the focus toward identifying obesity risk factors earlier in the lifespan, as 9.7% of infants and toddlers are at high weight-for-length (>95th percentile). Family context variables have been found to be related to infant and child weight status. A better understanding of these early contributors may facilitate the continued development of interventions for infants and toddlers at risk for obesity. The purpose of the current study was to examine infant weight as it relates to parent-report of temperament, parenting style, and maternal feeding practices, in a sample of 18-month old children (n = 58) residing in Southern Appalachia. Mothers completed three surveys at infant age 18 months: the Early Childhood Behavior Questionnaire (ECBQ), the Parental Authority Questionnaire (PAQ), and the Infant Feeding Questionnaire (IFQ). Anthropometric data was obtained for parents and infants and contributed to body mass index (BMI) and standardized weight-for-length scores, respectively. Maternal BMI and percentile scores were obtained from the Centers for Disease Control and Prevention (CDC). Weight-for-length scores and percentiles were derived from infant weight and recumbent length measures using the 2006 World Health Organization (WHO) Growth Standards. Results of bivariate correlations showed authoritarian parenting style was negatively associated with infant weight status, r(51) = -.34, p < .05. In contrast to previous findings related to early childhood, infants of authoritarian parents were found to be of lower weight status. This novel finding suggests that the role of parenting style in infancy may differ from early childhood. Further longitudinal research beginning in infancy is warranted to examine the role of these concurrent factors on later development.

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45

Vessonen, Elina Sini Maria. "Representing and constructing : psychometrics from the perspectives of measurement theory and concept formation". Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/289446.

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Social scientific measurement is much desired and much criticized. In this dissertation I evaluate one of the main approaches to social scientific measurement that has nevertheless been virtually ignored by philosophers - the psychometric approach. Psychometric measures are typically used to measure unobservable attributes such as intelligence and personality. They typically take the form of questionnaires or tests and are validated by statistical tests of properties such as reliability and model-fit. My thesis is two-fold. In the first, more critical part, I argue that psychometric instruments normally fail to fulfil plausible criteria for adequate measurement. To make this argument, I define and defend a conception of quantitative representation necessary for measurement. My definition is grounded in the Representational Theory of Measurement but avoids the main critiques this theory has faced. I then show that the typical psychometric process of measure validation fails to produce evidence of such quantitative representation. The upshot is that although a quantitative interpretation of psychometric data is common, it is largely unwarranted. In the second part, I argue that psychometric instruments are nonetheless apt for various other purposes. This argument hinges on a new outlook on how concepts should be formed for psychometric purposes. Philosophers have traditionally thought that concepts should cohere with intuitions and/or pick out so-called natural kinds, while many psychometricians argue that concepts should pick out real as opposed to constructed attributes. I argue that, when it comes to social scientific measurement, it is much more important to focus on the usefulness of the concept, where usefulness can take on different meanings in different contexts. Building on the defended outlook on concept formation, I show what useful functions psychometric instruments can serve even when they fail at quantitative representation.

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46

Kinville, Michael Robert. "Inequality, education and the social sciences". Doctoral thesis, Humboldt-Universität zu Berlin, Kultur-, Sozial- und Bildungswissenschaftliche Fakultät, 2017. http://dx.doi.org/10.18452/17687.

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Die konzeptionelle Verbindung zwischen Bildung und Gesellschaft, die im 19. Jahrhundert deutlich gemacht und wissenschaftlich begründet wurde, wird oft als selbstverständlich betrachtet. Diese veraltete Verbindung bildete aber die Basis für Bildungsreformen im Sekundärbereich in Deutschland und Indien in der zweiten Hälfte des 20. Jahrhunderts. Diese Arbeit unternimmt den Versuch, zum Verständnis dieser Verzögerung zwischen den Ideen und den Reformen, die sie einrahmten, beizutragen, indem sie eine geeignete Theorie der Verbindung zwischen Bildung und einer komplexen Gesellschaft aufstellt. Grundsätzliche Annäherungen an Gesellschaft und Bildung treten in Dialog mit post-kolonialen und kritischen Theorien. Universalistische Annahmen werden problematisiert, und eine offene Lösung für die Vorstellung zukünftiger Reformen wird präsentiert. Nationale Bildungsreformen in Indien und Deutschland nach ihren „Critical Junctures“ von 1947/1945 werden eingehend und chronologisch verglichen, um einen spezifischen Charakter historisch- und bildungs-bedingter Reproduktion beider Länder herauszuarbeiten sowie einen gemeinsamen Lernprozess zu ermöglichen. Abschließend wird eine Lösung des Problems in der Form offener Bildung präsentiert. Bildung als öffentliches Gut muss nicht zwangsläufig nur auf soziale Probleme reagieren, stattdessen kann sie verändert werden, um sozialen Wandel voran zu treiben.
The conceptual link between education and society, forged in the 19th Century, is often taken for granted. This seemingly outdated connection, however, has guided reforms in secondary education in India and Germany throughout the second half of the 20th Century. This study attempts to understand this lag between underlying ideas and the reforms they framed by synthesizing a viable theory for imagining the connection between education and a complex society. Foundational approaches to society and education are brought into dialogue with post-colonial and critical theories. Universalistic assumptions are problematized, and an open-ended solution for theorizing new connections is presented. National educational reforms in India and Germany subsequent to their critical junctures of 1947/1945 are exhaustively and chronologically compared in order to conceptualize a generic character of historical-educational reproduction for each country and to facilitate a process of mutual learning. Finally, a solution to the problems associated with educational reproduction is presented. Education as a public good does not need to simply be reactive to social problems. Instead, it can be reconfigured so as to drive social change.

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47

Kolarzik, Nina. "Revolutions and the International: The Negotiated Character of the 'Velvet Revolution' in Armenia 2018". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24038.

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In a global system of increasing instability and civil society protest movements, it is important for IR to pay attention to revolutions. In the past, Marxist-structuralist theories have contributed to the research on revolutions and the international but are insufficient to explain recent cases and a contemporary generation of scholars has provided more multivariate and processual theories about revolutions.Within this field, this thesis concerns the theory development about revolutions and their international dimension. The guiding argument guiding is that revolutions are international events which are being shaped by and shaping the international system. Using the concept of “negotiated revolutions” by George Lawson, the Armenian “Velvet Revolution” 2018 is analysed as a comparative case-study to describe its international aspects. By applying the theory to a new case, it can be explored whether it still holds in another context beyond the cases with that Lawson established it.The analysis uses qualitative data from multiple sources, employing an intersociety approach and incorporating different contemporary explanations into the analysis of the case and its characteristics. It is concluded that the concept negotiated revolution is well suited to explain the dynamics of the Armenian Revolution in relation to the international system.

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48

Karabiyikoglu, Mert. "Future Of Regulation Theory: Open-endedness And Post-disciplinarity". Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608417/index.pdf.

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Since the early 1970s, regulation theory have analysed the restructuring of capitalist economies in historical time. As early studies within that political economic research were againt the structural-functionalism explicit in Marxist theories of capitalism at the time on the one hand, and the closed theoretical system of neoclassical economics on the other, regulationists soon resorted to an open-method analysis of stylised facts. Such a method is none other than a middle-range theory. This study touches upon Boyer&rsquo
s and Jessop&rsquo
s arguments on the antithetical consequences of this middle-rangeness for further as well as former theoretical research within regulation theory and their particular scheme of inflé
chissement for that political economic heuristic in institutionalist and integral economic terms.

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49

McGregor, Frances-Louise. "When is a bully not a bully? : a critical grounded theory approach to understanding the lived experience and organisational implications of being accused of being a workplace bully". Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/26445/.

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This research addresses the question “When is a bully not a bully?” through grounded theory using a purposive sample of volunteer participants who had been accused of workplace bullying. The aim of the study was to critically evaluate the lived experience and organisational implications of being accused of being a workplace bully, from the perspective of the (alleged) bully. The research did not set out to consider if an (alleged) bully had been guilty or innocent of the allegation put to them; it was considered that if this was deemed a criteria by the potential participant it may reduce engagement with the study. This study will contribute to the body of knowledge around the phenomenon of bullying and offers an insight into both research and further development of good organisational practice. Whilst the research on other parties involved in the issue and management of workplace bullying have developed, Einarsen (2014), Jenkins, Zapf, Winefield and Sarris (2012), Notelaers (2014) and Samnani and Singh (2012) express concern that research which explores and examines the perpetrator’s experience is scarce and needed as a priority in acknowledging the gap in current research and to develop a fuller understanding of the phenomena of workplace bullying. In a qualitative study with eight participants from a particularly difficult to access group, the researcher offers an early contribution to the current gap in literature, research and understanding of the perspective of the alleged workplace bully. Participants engaged in individual, confidential, unstructured interviews with the researcher and spoke candidly about their perceptions and the impact the accusation had on them. This was then analysed, evaluated and developed through a classical grounded theory approach to develop the theoretical model guilty until proven innocent. In discussing the participants’ concerns in this model, the research widened understanding and academic knowledge and narrowed the gap of information of the (alleged) bully’s perspective. In dealing with allegations, (alleged) workplace bullies identify with concerns of feeling bullied back, emotional reactions, self-coping mechanisms and managerial responsibility and action, from which the grounded theory guilty until proven innocent emerged. The main findings of the research emerged from the participant’s interviews; key highlights included being isolated by their organisations and subject to negative acts which would, in themselves be considered bullying behaviours. Participants then described how they would separate themselves from the organisation, despite feeling a sense of disconnected loyalty towards it. The structure of HR functions and the anti-bullying related policy had a significant influence on the negative treatment participant’s experienced, with a continual theme around the presumption the participant was guilty from the outset, by virtue of an allegation being raised. This perception was reinforced in the different way (alleged) bullies were supported and treated by their organisations from the claimants. The participants had been negatively affected by identifiable victim effect (Hamilton & Sherman, 1996), dispute-related claims (Einarsen, 1999; Keashly & Nowell, 2003) and the claimant being managed under a separate formal management procedure. The study also suggested that allegations of bullying could in themselves be a form of bullying and that there may be an element of discrimination in this on the grounds of protected characteristics. The main recommendations consider the structure of HR functions and the need for a visible and accessible personnel element necessary to begin to balance the support available for all parties, including the alleged, the alleger, bystanders, witnesses, line managers, HR and investigation managers. Further research, which tests the grounded theory of guilty until proven innocent with larger samples will extend and develop this study and test some of the resolutions and solutions offered.

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Abdalla, Julia de Souza 1988. "Reconhecimento, redistribuição e equidade de gênero : o trabalho doméstico na teoria social contemporânea". [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/279660.

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Orientador: Josué Pereira da Silva
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas
Made available in DSpace on 2018-08-27T09:12:42Z (GMT). No. of bitstreams: 1 Abdalla_JuliadeSouza_M.pdf: 1702454 bytes, checksum: 5410b572bc9d436149766aadda72b0eb (MD5) Previous issue date: 2015
Resumo: partir de uma reconstrução de argumentos em três linhas distintas, analisarei, nessa dissertação, as soluções propostas ao dilema do trabalho familiar. A divisão sexual do trabalho, que atribui às mulheres as tarefas domésticas e de cuidados e aos homens as ocupações situadas na esfera pública, remuneradas e reconhecidas como contribuições relevantes à sociedade, torna-se ainda mais onerosa às mulheres a partir de sua entrada no mercado de trabalho ao longo das últimas décadas. Desse momento em diante, elas passam a realizar duplas jornadas, sendo sobrecarregadas, ao mesmo tempo, com o trabalho remunerado na esfera pública e a manutenção de sua responsabilidade quase exclusiva pelas atividades referentes ao lar e à família. Frente a esse problema, uma série de propostas foram realizadas no âmbito da teoria social e dos estudos de gênero, tendo por objetivo dar conta da necessidade de reconhecimento desse trabalho e, ao mesmo tempo, preocupadas com a busca de emancipação das mulheres. Nesse trabalho, reconstruo criticamente esses argumentos, analisando em que medida dão conta da necessidade de reconhecimento e, ao mesmo tempo, das demandas emancipatórias femininas. Em primeiro lugar, tratarei das propostas de feministas igualitárias, que defendem a remuneração desse trabalho. Em seguida, da visão contrária à remuneração, tanto no âmbito do feminismo quanto nas teses desenvolvidas por André Gorz em Metamorfoses do Trabalho (1988). Por fim, retomarei o que há de pertinente à questão no debate entre Nancy Fraser e Axel Honneth. O objetivo é extrair dessas contribuições os elementos relevantes para pensar a equidade de gêneros através da problemática do trabalho doméstico e da divisão sexual do trabalho
Abstract: In this dissertation, I intend to analyze the different solutions to the dilemma of family labor, enchaining arguments in three distinct lines. During the last decades, as women move into the labor market, they become specially burdened by a sexual division of labor that assigns domestic labor and care work to women and paid occupations in the public sphere, which are also recognized as relevant contributions to society, to men. As they start working in the public sphere while keeping the same responsibility as before over domestic labor and care work, women start working double shifts. Several theoretical proposals have been developed with respect to this problem, intending to afford the social recognition that is due to this work and keeping a strong concern for women¿s struggle for emancipation. In this work, I reconstruct those arguments critically and analyze whether they constitute effective solutions to the problem that conciliate the struggle for recognition of family labor as a relevant contribution to society and the claims for women¿s emancipation. In the first chapter, I debate the proposals by equalitarian feminists, who defend the payment of this work. In the second chapter, I evaluate the opposing perspective using both feminist contributions and the ideas developed by André Gorz (1988) with respect to the topic. Lastly, I carry out an incursion in the relevant points brought up in the debate between Nancy Fraser and Axel Honneth (2003). My intention is to extract from these contributions the pertinent elements to a reflection on gender equity through the issue of family work and the sexual division of labor
Mestrado
Sociologia
Mestra em Sociologia

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