Статті в журналах: "Technical sociology"

1

Timofeeva, O. G., and L. D. Podgornaia. "Sociology for the Technical College Student." Russian Education & Society 36, no. 9 (September 1994): 13–21. http://dx.doi.org/10.2753/res1060-9393360913.

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Carvalho, Maria alice rezende de. "Sociologia, universidade e política / Sociology, university and politics." Revista Brasileira de Sociologia - RBS 8, no. 20 (December 12, 2020): 308–24. http://dx.doi.org/10.20336/rbs.620.

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Este artigo fez parte do colóquio “A Sociologia Brasileira: contrafogos”, organizado pela SBS no âmbito do 43º Encontro Anual da ANPOCS. Discute a feição assumida pela sociologia nas democracias contemporâneas; sobre a universidade, entendida como rede material de atores e recursos, capaz de alcançar e articular públicos muito diversos; e sobre as mediações sociotécnicas como dispositivo de organização e autonomização social.AbstractThis article was part of the colloquium “A Sociologia Brasileira: contrafogos”, organized by SBS as part of the 43rd Annual Meeting of ANPOCS. It discusses the aspect assumed by sociology in contemporary democracies; about the university, understood as a material network of actors and resources, capable of reaching and articulating very diverse audiences; and on socio-technical mediations as a device for organization and social autonomy.

3

Misuno, A. V., and G. B. Kosharnaia. "Teaching Sociology in an Engineering-Technical College." Russian Education & Society 36, no. 9 (September 1994): 6–12. http://dx.doi.org/10.2753/res1060-939336096.

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4

Khudoley, S. S., and S. K. Matisov. "Features of study of philosophy and sociology by students of technical specialties." Izvestiya MGTU MAMI 7, no. 1-6 (November 10, 2013): 86–90. http://dx.doi.org/10.17816/2074-0530-67813.

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Features of the study of philosophy and sociology by students of technical specialties condition on the significant differences between these disciplines and technical ones. The study of philosophy and sociology in a technical university connected with a selection of special forms and methods of the study relatively to the study of technical disciplines.

5

Lipich, L., and O. Balagura. "Formation of sociological imagination in students of technical institutions in education in the process of teaching sociology." National Technical University of Ukraine Journal. Political science. Sociology. Law, no. 4(52) (December 21, 2021): 17–22. http://dx.doi.org/10.20535/2308-5053.2021.4(52).248128.

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The article is devoted to the problem of formation of sociological imagination in the process of teaching sociology to students studying in technical educational institutions. The concept of “sociological imagination”, introduced into scientific circulation by the American sociologist Wright Mills, is being clarified. It turns out that the concept of sociological imagination has acquired the status of one of the main in modern sociology and began to play an important educational role, and in sociological science, respectively, methodological and methodological. Attention is paid to the peculiarities of teaching sociology in technical educational institutions, and in view of this, the problem of forming the sociological imagination of students. The fact is that sociology in technical educational institutions is not professional, so it is taught exclusively as a general discipline of worldview. The purpose of teaching sociology in such higher education institutions is to promote the formation of students’ sociological imagination, ie to help future specialists in engineering to develop the ability to think socially, ie to adequately perceive, comprehend and interpret social processes and phenomena, analyze and be ready to solve complex social problems. The solution of this problem involves the use of such methods of teaching sociology, which would be related to the specific practices of modern society, taking into account the universal and professional interests of future professionals. The own experience of teaching sociology at the National Transport University is analyzed. There are examples of using different methods of teaching sociology, aimed at forming a sociological imagination that allow students to perceive the social world around them and relate their professional problems with general social problems, educate and shape their civic position and increase their general cultural level.

6

Borgatta, Edgar F. "The Future of Sociology." Sociological Perspectives 30, no. 1 (January 1987): 3–18. http://dx.doi.org/10.2307/1389181.

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A review of changes in sociology since World War II is provided from the author's perspective. Major shifts include the growth in sociology and social science in general of technical expertise, but also of challenges to sociology as a science that can do work. Some aspects have been facilitated, such as the availability of clerical help (machines) and typing (machines), but the basic problems of the science have not changed. A major limitation is that funding is rarely available for research of the scope required to describe behavior adequately, and the science is at a descriptive stage. Optimism is appropriate, however, as, with a knowledge of limitations, the potential for future achievement exists.

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Rustiyarso, Rustiyarso. "LITERASI KAWASAN SOSIOLOGI MAHASISWA DALAM MEMPERSIAPKAN KARYA AKHIR PROGRAM STUDI PENDIDIKAN SOSIOLOGI FKIP UNTAN." Jurnal Kajian Pembelajaran dan Keilmuan 1, no. 2 (April 19, 2018): 61. http://dx.doi.org/10.26418/jurnalkpk.v1i2.25269.

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AbstractThis study aimed to describe the education of sociology departement literacy used by students of sociology of education in preparing the final work in FKIP Tanjungpura University of. The method used is descriptive method survey form with a qualitative approach. Data collected by the indirect communication. Data collection tool used is a questionnaire and documentation in the form outline and design student research. The population of this study were all students of sociology of education that has been qualified in completing course credits a number of 110-115 credits and be eligible to apply for the title of the research to the academic supervisor. The research proves that students in general education courses sociology "in line" in preparing for the writing of the final work through the proposed outline and the design of the proposed research to the academic supervisor or to the sociology of education courses. In particular: 1) student of the sociology of education before writing her college thesis to perform a wide variety of approaches and work hard to get a variety of literacy suite of social media both print and non-print; 2) student education study program of sociology in doing literacy courses to prepare for the final works in sociology of education courses to experience various obstacles whether they are economic, technical as well as non-economic and non-technical; 3) the strategies used to overcome various obstacles in literacy preparation was writing the end of college students of education and sociology are doing searching brawshing using a web search engine sociology department, namely Google and Yahoo and other web search engines. Keywords: literacy, education of sociology, end of college preparatory works

8

Walkley, A. B. "Technical Language." Public Administration 1, no. 2 (June 28, 2008): 101–7. http://dx.doi.org/10.1111/j.1467-9299.1923.tb02533.x.

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9

Wood, David. "Technical standards." International Journal of Digital Televison 2, no. 1 (January 1, 2011): 109–15. http://dx.doi.org/10.1386/jdtv.2.1.109_7.

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10

van Ransbeek, Hilde. "The Technical Illusion." Journal of Law and Society 16, no. 4 (1989): 483. http://dx.doi.org/10.2307/1410333.

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11

Leeuwis, Cees, and Noelle Aarts. "Communication as intermediation for socio-technical innovation." Journal of Science Communication 15, no. 06 (December 16, 2016): C02. http://dx.doi.org/10.22323/2.15060302.

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The academic interest in 'science and technology communication' has evolved from different societal domains and fields of application, giving rise to different scholarly traditions. This contribution introduces current issues and agendas in a field that has its origin at the interface of (agricultural) innovation studies, rural development sociology and the communication sciences. The paper starts with a brief sketch of the history of the field. When compared to earlier approaches, current thinking about 'communication, innovation and development' pays greater attention to limitations in the potential of orchestrating change and innovation in pre-planned directions, and to political and institutional dimensions of both communication and innovation. In relation to this, new lines of questioning are discussed. The article ends with a reflection on the usefulness of the thinking from different historical periods today. It is argued that approaches to science and technology communication need to be matched with the level of complexity of the issue at hand.

12

Avnoon, Netta. "Data Scientists’ Identity Work: Omnivorous Symbolic Boundaries in Skills Acquisition." Work, Employment and Society 35, no. 2 (January 10, 2021): 332–49. http://dx.doi.org/10.1177/0950017020977306.

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Drawing on theories from the sociology of work and the sociology of culture, this article argues that members of nascent technical occupations construct their professional identity and claim status through an omnivorous approach to skills acquisition. Based on a discursive analysis of 56 semi-structured in-depth interviews with data scientists, data science professors and managers in Israel, it was found that data scientists mobilise the following five resources to construct their identity: (1) ability to bridge the gap between scientist’s and engineer’s identities; (2) multiplicity of theories; (3) intensive self-learning; (4) bridging technical and social skills; and (5) acquiring domain knowledge easily. These resources diverge from former generalist-specialist identity tensions described in the literature as they attribute a higher status to the generalist-omnivore and a lower one to the specialist-snob.

13

Atour, Raya Mahmoud, and Ahmad Mohammad Ahmad. "BIM Sociotechnology: Situational Awareness as a Strategy for Enhancing Collaboration in BIM-Enabled Education within the GCC Context." تجسير 5, no. 2 (December 2023): 215–32. http://dx.doi.org/10.29117/tis.2023.0143.

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The education and industry of architecture and engineering disciplines are being transformed by Building Information Modelling (BIM) through digitization. Recent literature shows that BIM is in reality 90% sociology and 10% technology, despite the perception that it is 90% technology and 10% sociology. Without social interventions within technological models, barriers and limitations that are evident in the social culture of an institution could result in being reflected in dead-ended technical and technological structures and solutions. For this, concepts of social sustainability and cultural resilience are promoted by proposing socio-technical solutions relying on the theoretical model of Situational Awareness (SA) as a cornerstone in this research. The investigation method on the link between BIM-enabled Education and SA is done through multiple interviews within the academic sector of multiple educational institutions within the Gulf Cooperation Council (GCC). The results of this study could design a preliminary framework for approaching technical solutions to social dilemmas and thus help in enhanced implementation and collaboration in BIM-enabled education in the GCC.

14

Kibakin, S. "From anthropocentrism to sociology of things and digital sociology." Digital Sociology 2, no. 1 (May 31, 2019): 10–16. http://dx.doi.org/10.26425/2658-347x-2019-1-10-16.

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The genesis of socio-humanitarian and sociological knowledge, namely: understanding and studying the phenomenon of human life, its biological, vital, informational and social aspects has been revealed. The regularity of the transformation of anthropocentrism under the influence of the development of science and technology, the emergence of the concept of post-humanism has been substantiated. The examples of man-made disasters, the use of weapons of mass destruction, as social facts, that had a significant impact on the development of mankind, have been adduced. The conditions for the emergence of object-oriented sociology and the sociology of things have been shown, some scientific approaches have been disclosed within the framework of this concept of Graham Harman, Brun Latour and his followers. Separately, the methodological approaches of the actor-network theory have been disclosed, the main one has been highlighted. Separately, the methodological foundations of cognition of the world of things have been described within the framework of object-oriented sociology, related to the rejection of opposing pairs of the concepts “society and nature”, “truth is non-truth”, “structure and process” and others. The connection of this theory with the sociology of translation has been shown. The characteristic of the problems of development of the scientific and methodological base of digital sociology in the context of changing the content of social relations “man – machine” on the example of the information and communication network Internet has been given. Among them, have been allocated the problems of delegation to digital technologies, more and more powers in solving complex socio-technical problems, the global centralization of digital resources management, the emergence of virtual actors of social interaction. The author reduces specific examples of the use of actor-network theory to interpret the processes and phenomena of interaction between users of Internet resources with individual components of the Internet. Separately, promising areas of research in this area, related to the phenomena of the Internet of things and neuronet, have been highlighted.

15

Marshak, A. L. "Sociology of culture: Paths of scientific development (1968-2018)." RUDN Journal of Sociology 19, no. 2 (December 15, 2019): 313–21. http://dx.doi.org/10.22363/2313-2272-2019-19-2-313-321.

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The article considers the long path of the development of sociology of culture as a special sociological theory within the system of Russian sociological knowledge. The author describes the fifty-year period of the empirical enrichment of sociology of culture; identifies main research issues within cultural and educational activities (clubs, museums, parks, groups of artistic and technical creativity in cities and villages); provides an overview of key achievements in the sociological study of theater, cinema and the media in the 1970-1980s. It was during this period that the basic directions of the sociological study of cultural life were formed and consolidated the efforts of sociologists: planning, forecasting and managing various types of cultural institutions; scientific planning of cultural development of the city, village, and region; forecasting the development of art and its different types; social indicators of the development and management of artistic culture; economy of culture - improvement of its material and technical base, pricing, efficiency; interaction of different types and forms of artistic culture, their relationship with art; analysis of the cultural life of different social-demographic groups; development of the theoretical-methodological foundations of sociology of culture, its self-determination as a special sociological theory. The author also considers such aspects of the spiritual life as musical culture and features of leisure activities and describes the multicultural state of the contemporary Russian society.

16

Straub, Ilona. "Embodied Intelligence in Physical, Social and Technological Environments." IOP Conference Series: Materials Science and Engineering 1261, no. 1 (October 1, 2022): 012024. http://dx.doi.org/10.1088/1757-899x/1261/1/012024.

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Abstract The aim of this contribution is to highlight different aspects of embodied intelligence that add to a broader interdisciplinary perspective on this phenomenon. This article intends to bring together three forms of embodied intelligence from the fields of technology and social research, starting from robotics research that deals with the technical replication of organic bodies, to insights from the sociology of the body outlining the relevance of corporeality in social encounters, and finally to the forms of embodied intelligence in the connection of technical forms with organic bodies and their effects on the perception of self and others within the hybrid research field of "Bodies of Technologies". This tripartite division of embodied intelligence deals with the biophysiological properties of an organism in self-environment relationships (the subject of robotics research), the interaction of a being or system with other beings in self-environment relationships (the subject of the sociology of bodies), and finally, as a third, new level of embodied intelligence, the technically mediated experience of (virtual) self-environment relationships through the somatechnical fusion of bio- and socio-physical properties in human-machine hybrids is presented. Accordingly, the article will name the specificity of each form of embodied intelligence and trace the conditions and peculiarities in the gradual increase of complexity from simple to interactive and finally to virtual bodily intelligence.

17

Smit, Wim A. "A framework for a sociology of assessing and intervening in technology development." European Review 3, no. 1 (January 1995): 73–82. http://dx.doi.org/10.1017/s1062798700001356.

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New Technology may have unintended and even negative impacts. This article explores some new approaches in policy analysis of socio-technical networks aimed at improving foresight for technological advances.

18

Swartz, Anne. "Technical muses." Cahiers du monde russe 43, no. 43/1 (January 1, 2002): 119–38. http://dx.doi.org/10.4000/monderusse.112.

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19

Jang, Seo-lan. "A Study on the Science and Engineering Writing Education Using Technical Writing: Focusing on Improving Communication and Ethical Capabilities." Korean Association for Literacy 14, no. 2 (April 30, 2023): 277–305. http://dx.doi.org/10.37736/kjlr.2023.04.14.2.09.

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This study explored the possibility and significance of the application and use in a broad sense of technical writing in liberal arts Korean classes for science and engineering students. Technical writing is writing with the primary purpose of enhancing the understanding of and convincing the reader. The researcher presented the concept of technical writing in a broad sense. By connecting technical writing to the obligation of scientists and engineers to deliver information, it was expanded to discuss the sociology and ethics of science to reveal the relationship between science and society. Furthermore, the components and methods of technical writing were explained using news, columns, and webtoons, through which students expanded their perception of scientific ethics through technical writing to prevent and remedy damage caused by false scientific and technological information. Writing classes using technical writing that clearly conveys scientific and technological information will help students improve their communication skills and ethical skills based on social responsibility.

20

Bense, Max. "Technical Existence." Grey Room 81 (December 2020): 48–71. http://dx.doi.org/10.1162/grey_a_00309.

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21

Miller, John S., and Arkopal K. Goswami. "Technical Assistance." Public Works Management & Policy 11, no. 4 (April 2007): 305–15. http://dx.doi.org/10.1177/1087724x07301535.

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22

McCrea, Frances B., and Dorothy Nelkin. "Controversy: Politics of Technical Decisions." Contemporary Sociology 22, no. 3 (May 1993): 394. http://dx.doi.org/10.2307/2074522.

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23

Marzo, Pier Luca. "Neutral metamorphoses of technical violence." International Review of Sociology 30, no. 2 (May 3, 2020): 279–95. http://dx.doi.org/10.1080/03906701.2020.1807865.

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24

Bolin, Robert L. "The “lost” u.s. technical reports." Journal of Government Information 26, no. 5 (September 1999): 501–8. http://dx.doi.org/10.1016/s1352-0237(99)00080-5.

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25

Meister, Marcia. "Technical reports and nondepository documents." Journal of Government Information 30, no. 2-3 (January 2004): 164–71. http://dx.doi.org/10.1016/j.jgi.2003.12.004.

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26

Soga, Matsuo, Edward E. Daub, R. Byron Bird, and Nobuo Inoue. "Basic Technical Japanese." Pacific Affairs 64, no. 3 (1991): 409. http://dx.doi.org/10.2307/2759486.

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Angeletti, Thomas, and Benjamin Lemoine. "The Laws of Finance For a Sociology of Finance and Law Entanglement." European Journal of Sociology 62, no. 2 (August 2021): 183–212. http://dx.doi.org/10.1017/s0003975621000278.

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AbstractIn this special issue, we unpack law and finance entities and consider their co-construction, entanglement and interchanging relationship. Adopting a processual sociology lens, we aim to connect micro-technical devices and controversies to the macroscopic big picture of financialized capitalism. We combine analytical tools from pragmatic sociology, emphasizing how social reality and institutions are (re-)enacted through trials, with a dynamic and historicized sociology of the state and the juridical field. Four avenues illustrate our research program on the sociology of financial law. First, we focus on how this juridical space is co-produced by public and private forces, organizations and initiatives. Second, we look at how financial law displaces and endogenizes core regalian purposes traditionally associated with the state. Third, we show the forms of asymmetries that pervade law enforcement in financial cases. Fourth, we address how power intervenes in normal and exceptional times, such as financial crises. The legal and financial co-production of political regimes shapes economies and legitimate forms of social distribution.

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Sorge, Arndt. "An Essay on Technical Change: Its Dimensions and Social and Strategic Context." Organization Studies 10, no. 1 (January 1989): 23–44. http://dx.doi.org/10.1177/017084068901000102.

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A general framework of salient variables is put forward in this paper to be used in the analysis and explanation of the organizational phenomena around technical change, particularly the introduction of 'new technology'. Such variables are grouped into output, workflow, organization structure, skills and knowledge, and societal and business context factors. Their interrelationships are discussed on the basis of the organization research tradition and more recent findings. Hypotheses are derived which may be used to explain further findings, establish a better link between organizational theory and research on recent technical change, and benefit from synergy between organization, industrial sociology and business administration research.

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Whalley, Peter. "Markets, managers, and technical autonomy." Theory and Society 15, no. 1-2 (1986): 223–47. http://dx.doi.org/10.1007/bf00156933.

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30

Cantner, Uwe, and Thomas Kuhn. "Technical progress in bureaucracies." Public Choice 78, no. 3-4 (March 1994): 389–99. http://dx.doi.org/10.1007/bf01047766.

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Hansen, Mark B. N. "Living (with) Technical Time." Theory, Culture & Society 26, no. 2-3 (January 27, 2009): 294–315. http://dx.doi.org/10.1177/0263276409103109.

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This article proposes that time is not so much constituted by time-consciousness as given by technical inscriptions of time (including those performed by time-consciousness). The `digital gift' of time that comprises one fundamental mode of this giving of time correlates with Aristotle's conception of time as `the number of movement according to the before and after'; more specifically, it furnishes a minimal form of temporal difference — a minimal before-after structure — that proves useful for exploring how the experience of time has changed today. The article argues that we increasingly live time not, as philosopher Bernard Stiegler argues, through neo-Husserlian temporal objects like the cinema that model the flow of time through our consciousnesses (or our brains), but rather with the aid of artworks that eschew the objectal in favor of the processual. In works like Wolfgang Staehle's Empire 24/7, Pierre Huyghe's L'Ellipse and Lynn Kirby's Six Shooter, we confront open-ended digital structures that provide us with a technically-specific mediation of the minimal before-after structure and allow us to participate in more heterogeneous enframings of time that move beyond the temporal ratios of human perception. The article closes with a brief discussion of contemporary Chinese art that serves to broaden the proposed `digital aesthetic' of time beyond the `digital' construed narrowly as a concrete technical platform.

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Caporael, Linnda R., Renate Mayntz, and Thomas P. Hughes. "The Development of Large Technical Systems." Contemporary Sociology 19, no. 2 (March 1990): 210. http://dx.doi.org/10.2307/2072563.

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Shapin, Steven, and Donald MacKenzie. "Knowing Machines: Essays on Technical Change." Contemporary Sociology 26, no. 2 (March 1997): 243. http://dx.doi.org/10.2307/2076813.

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Shi, Yuhang. "What to Gain from Technical Sophistication?" PS: Political Science and Politics 28, no. 3 (September 1995): 505. http://dx.doi.org/10.2307/420319.

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35

Laval, Christian, Felipe Ziotti Narita, and Natalia-Rozalia Avlona. "Para uma cosmopolítica dos comuns: entrevista com Christian Laval / Towards a cosmopolitics of the commons: an interview with Christian Laval." Cadernos CIMEAC 9, no. 2 (October 22, 2019): 7. http://dx.doi.org/10.18554/cimeac.v9i2.3774.

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Entrevista com o sociólogo francês Christian Laval, docente da Universidade Paris-Nanterre. Laval colabora frequentemente com jornais na França e no exterior, escrevendo sobre política e movimentos sociais. Autor de obras de referência em sociologia da educação, filosofia política, história da educação e teoria sociológica, nesta entrevista o autor discute alguns conceitos e abordagens centrais de suas pesquisas a partir de uma interpretação da conjuntura política e das transformações do capitalismo nas últimas três décadas. A entrevista foi concebida e organizada em inglês e em francês, entre abril e junho de 2019, pelo pesquisador brasileiro Felipe Ziotti Narita e pela pesquisadora grega Natalia-Rozalia Avlona. Tradução: Felipe Ziotti Narita.An interview with French sociologist Christian Laval. Laval is professor of sociology at the Paris Nanterre University (France) and often contributes to newspapers in France and elsewhere analyzing political issues and social movements. Among his works in the sociology of education, the books "L’École n’est pas une entreprise" (2004) and "La nouvelle école capitaliste" (2011) are important references. With Pierre Dardot, he is the author of "La nouvelle raison du monde" (2009), "Commun" (2014), and "Ce cauchemar qui n’en finit pas" (2016). The interview was organized and conducted in English and French by Felipe Ziotti Narita (São Paulo State University - Unesp) and Natalia-Rozalia Avlona (National Technical University of Athens / Hellenic Foundation for European and Foreign Policy). Translation: Felipe Ziotti Narita.

36

Prud’homme, Julien. "‘Professional Techs’: Machines, Technical Skills and Professional Aspirations in Hearing Prosthetics and Respiratory Care in Quebec, 1950-1990." Scientia Canadensis 33, no. 1 (February 3, 2011): 71–94. http://dx.doi.org/10.7202/1000845ar.

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In the sociology of professions, working with machines is often seen as an obstacle to professional aspirations. This is especially true in healthcare, where a sharp distinction between professionals and technicians has prevailed since the early 20th century. However, only a few studies have documented the meaning of machines and technical skills for healthcare technicians. The purpose of this article is to show how and why two groups of such technicians, hearing prosthetists and respiratory technicians, actually tried to reconcile the use of machines with professionalization projects. It concludes with considerations about what these stories tell us about the history of technical work, about the transformations of the healthcare work environment in the second half of 20th century, and about the place of technical skills in the system of professions

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Omelchenko, V. V. "Sociology in the system of higher technical education: a dynamic development or a step back?" Ukrainian society 2004, no. 3 (July 4, 2004): 73–82. http://dx.doi.org/10.15407/socium2004.03.073.

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Maikova, E. Iu, and E. V. Simonova. "Sociological Education in a Technical University." Russian Education & Society 45, no. 9 (September 2003): 69–78. http://dx.doi.org/10.2753/res1060-9393450969.

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39

Karsoulacos, Y. "TECHNICAL CHANGE AND STRUCTURAL UNEMPLOYMENT." Scottish Journal of Political Economy 33, no. 3 (August 1986): 275–83. http://dx.doi.org/10.1111/j.1467-9485.1986.tb00830.x.

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40

THIRY, Bernard, and Henry TULKENS. "PRODUCTIVITY, EFFICIENCY AND TECHNICAL PROGRESS." Annals of Public and Cooperative Economics 60, no. 1 (January 1989): 9–42. http://dx.doi.org/10.1111/j.1467-8292.1989.tb02007.x.

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41

Carroll-Burke, Patrick, and John Kurt Jacobsen. "Technical Fouls: Democratic Dilemmas and Technological Change." Contemporary Sociology 30, no. 5 (September 2001): 478. http://dx.doi.org/10.2307/3089330.

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Sheridan, Heather. "Evaluating Technical and Technological Innovations in Sport." Journal of Sport and Social Issues 31, no. 2 (May 2007): 179–94. http://dx.doi.org/10.1177/0193723507300485.

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43

Meiksins, Peter, and Patrick McGovern. "HRM, Technical Workers and the Multinational Corporation." Contemporary Sociology 28, no. 4 (July 1999): 427. http://dx.doi.org/10.2307/2655308.

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Lim, Nelson, Peter Meiksins, and Chris Smith. "Engineering Labour: Technical Workers in Comparative Perspective." Contemporary Sociology 26, no. 5 (September 1997): 629. http://dx.doi.org/10.2307/2655661.

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45

Drechsler, Andreas. "Designing to Inform: Toward Conceptualizing Practitioner Audiences for Socio-technical Artifacts in Design Science Research in the Information Systems Discipline." Informing Science: The International Journal of an Emerging Transdiscipline 18 (2015): 031–47. http://dx.doi.org/10.28945/2288.

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This paper identifies areas in the design science research (DSR) subfield of the information systems (IS) discipline where a more detailed consideration of practitioner audiences of socio-technical design artifacts could improve current IS DSR research practice and proposes an initial conceptualization of these audiences. The consequences of not considering artifact audiences are identified through a critical appraisal of the current informing science lenses in the IS DSR literature. There are specific shortcomings in four areas: 1) treating practice stakeholders as a too homogeneous group, 2) not explicitly distinguishing between social and technical parts of socio-technical artifacts, 3) neglecting implications of the artifact abstraction level, and 4) a lack of explicit consideration of a dynamic or evolutionary fitness perspective of socio-technical artifacts. The findings not only pave the way for future research to further improve the conceptualization of artifact audiences, in order to improve the informing power – and thus, impact on practice and research relevance – of IS DSR projects; they can also help to bridge the theory-practice gap in other disciplines (e.g. computer science, engineering, or policy-oriented sociology) that seek to produce social and/or technical artifacts of practical relevance.

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Bissell, C. C. "Technical Translation: A Tutorial." Dutch Crossing 12, no. 34 (April 1988): 81–95. http://dx.doi.org/10.1080/03096564.1988.11783884.

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47

Miloradova, Nadezhda, and Alexander Ishkov. "Formation of the Competences of Social Interaction at the Technical University." MATEC Web of Conferences 193 (2018): 05016. http://dx.doi.org/10.1051/matecconf/201819305016.

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The article is devoted to the matters of the formation of universal competences as the basis of higher technical education taking into account the requirements of the Federal State Educational Standards of Higher Education FSES HE 3+ and FSES HE 3++. The necessity of integration of social and humanitarian disciplines into the process of professional engineering training is proved. The authors describe their work on the development of the training course |Principles of Legislation and Social Interaction in Construction”, which united the disciplines “Psychology”, “Sociology”, “Political science”, “Law”. Authors have suggested to use the concept "Me" as the key element of this course, emphasizing personal responsibility of an individual for the social interaction. The authors present the results of the comparative analyses of the progress of the students, who studied the new course and those, who studied traditional separate disciplines. They prove that the results, gained within the competence approach, are significantly better, than the results, possible in case of the use of the traditional approach.

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Rachel, Janet, and Steve Woolgar. "The Discursive Structure of the Social-Technical Divide: The Example of Information Systems Development." Sociological Review 43, no. 2 (May 1995): 251–73. http://dx.doi.org/10.1111/j.1467-954x.1995.tb00603.x.

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The social and technical are commonly defined in opposition to each other. Yet technology practitioners are often quite comfortable with the idea that the technical is constitutively social. Drawing on an ethnographic study of a computerised information systems development project, this paper examines various usages of notions of ‘technical’. Attempts to situate the study at the ‘technical core’ of the project were met with a series of rebuffs. ‘Technical’ talk is to be understood as a categorising device which does boundary work. Technical talk invokes and performs a disjunction between networks of social relationships and stipulates a moral order with associated norms for acceptance and transition. The difficulty of penetrating the intelligibility of technical talk is understandable as a struggle in familiarising oneself with the routine social actions of a separate community. In addition, the private sphere of the technical is often distanced in time. The costs involved in journeying into the future are analogous to those of penetrating alien cultures. Ideas of progress and advance are often associated with the invocation of ‘the technical’. These connote a notion of timing which reinforces the distance and difference of – and hence depicts the costs involved in penetrating – removed sets of social relationships. Technical a. Appropriate or peculiar to, or characteristic of, a particular art, science, profession, or occupation (OED).

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Schryer, Stephen. "Fantasies of the New Class: The New Criticism, Harvard Sociology, and the Idea of the University." PMLA/Publications of the Modern Language Association of America 122, no. 3 (May 2007): 663–78. http://dx.doi.org/10.1632/pmla.2007.122.3.663.

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This essay examines the professionalization of United States literary studies and sociology between the 1930s and 1950s under the aegis of John Crowe Ransom's New Criticism and Talcott Parsons's structural functionalism. These paradigms pulled the disciplines to opposite poles of the professional class: Ransom argued for a less sociological literary criticism, while Parsons distanced sociology from the literary tendencies of the Chicago school. However, both implemented similar professional ideologies that synthesized their disciplines' technical and moral claims, and both paradigms involved fantasies that specialized, disciplinary work within the academy can have a broader, moral significance. These ideas remained fantasies, which contradicted the actual effects of the New Criticism and structural functionalism; professionalism became reflexively oriented toward disciplinary self-perpetuation, isolating literature and sociology from the public they were supposed to reform. Ransom and Parsons thus exemplify the disintegration of publicly responsible professionalism—an event with broad implications for the “new class” of postwar knowledge workers.

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Zang, Xiaowei. "Technical training, sponsored mobility, and functional differentiation: Elite formation in China in the reform era." Communist and Post-Communist Studies 39, no. 1 (February 8, 2006): 39–57. http://dx.doi.org/10.1016/j.postcomstud.2005.12.004.

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Elite formation in state socialism is a key issue in both comparative mobility research and political sociology. Several perspectives have been proposed to explain the relative role of political loyalty and education in political mobility: a dual career path model, a party-sponsored mobility hypothesis, and a technocracy thesis. I propose an alternative approach, emphasizing the role of functional differentiation and its effect on elite recruitment in China. Using a data set on top Chinese leaders (n = 1588), I find that effects of political loyalty and technical training on elite recruitment are patterned by institutional arrangements. Data analysis supports my explanation of elite selection in China.

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