The essay probes the limits of social ontology as a grounding project for interpretation and explanation in the social sciences. The argument proceeds by challenging the exemplary and influential ontology of John Searle by means of Jim Bohman’s hermeneutic approach. While both share the interest in establishing the validity basis of social-scientific claims, Bohman reconstructs in this regard the situated standpoint of the hermeneutic interpreter, in contrast to Searle’s building block approach to social reality. A careful analysis of Bohman’s argumentation (...) reveals the need for differentiating a variety of interpretive stances, which leads back to important revisions of the intentionality-based social ontology of Searle. The discussion results in the need to ground methodological pluralism in a universal hermeneutics of interpretive capabilities to safeguard the social sciences against relativistic as well as metaphysical challenges. (shrink)

Ethnocentrism, it is said, involves believing certain things to be true: that one's culture is superior to others, more deserving of respect, or at the ‘centre’ of things. On the alternative view defended in this article, ethnocentrism is a type of bias, not a set of beliefs. If this is correct, it challenges conventional wisdom about the scope, danger, and avoidance of ethnocentrism.

What do Elliot Eisner’s discussions of objectivity mean for the strength of the link between consistency and truth in educational research? Following his lead, I pursue this question by comparing aspects of qualitative educational research with appraising the arts. I argue that some departures from the highest levels of consistency in assessing the arts are compatible with truth and objectivity, and that this is at least suggestive for how consistency in qualitative educational research should be viewed. In the final part (...) of the paper I look at some problems inherent in comparing the value of works of art, and consider whether similar issues arise when we attempt to grade different kinds of educational research. (shrink)

The article focuses on the Bush Administration's attempts to frame its policy around this term in the current campaign against terrorism, and recent uses of the term in the growing literature on war crimes, genocide, and domestic repression.

This article presents a part of the results of an empirical study conducted at a Parisian hospital between 2011 and 2014. It aimed at understanding the women and couples’ motivations to terminate or not a pregnancy once a prenatal diagnosis has revealed a genetically related disease in the embryo or fetus. The article first presents the social and legal context of the study, the methodology used and the pathologies that were encountered. Then, it examines the results of the interviews conducted (...) with 5 women alone and 23 couples explaining their reasons for deciding to terminate or not the pregnancy. Finally, it explores the patients’ views about the doctor’s involvement in the decision-making process. The findings reveal the reasons they formulate when they ponder whether to terminate or not the pregnancy. It highlights the process of their deliberation, their hierarchisation of arguments and concerns. They also show how patients, though often consumed in sorrow, claim to be the legitimate decision-makers, especially women, in a social and legal context in which the rejection of eugenics is viewed as an undisputable principle. (shrink)

There is an awakening of interest in links between geography and moral philosophy, or ethics. This paper reviews a range of issues where common ground might be found on this new disciplinary interface. These issues include the historical geography of moralities, the notion of moral geographies, inclusion and exclusion in the context of the bounding of spaces, and the moral significance of distance and proximity, as well as the more familiar concern with social justice. Environmental ethics provides a link with (...) the physical side of the subject. Some suggestions are made as to the possible contribution of geography to the understanding of moral issues. (shrink)

In all legal systems lawyers and judges appeal to general principles. These principles supposed to be taken from the very grounds of Justice. Accordingly they are presented as setting forth such an argument that it should defeat the opponent’s. In this paper I will be interested in the principle of legal certainty and in how it is is understood in Anglo-Saxon and a Continental legal cultures.

Some forms of argumentation are best performed through words. However, there are also some forms of argumentation that benefit most from being presented visually. Thus, in this paper I will examine the virtues of visual argumentation. What makes visual argumentation distinct from verbal argumentation? What can be considered especially beneficial of visual argumentation, in relation to both effect and ethics?

This thesis arises out of a critique of the way language is decontextualized and presented from a reductively linguistic viewpoint in foreign language instruction. In particular, it focuses on the weaknesses of the broad approach known as Communicative Language Teaching (CLT) and highlights the disparity between its theoretical assumptions and practical applications. With this in mind, the thesis identifies and explores three foundational premises that should be considered as part of an attempt to design a theoretically coherent framework for foreign (...) language instruction. By applying three sets of principles based on these premises, the thesis goes on to outline such a framework. After providing a background to the study, the first consideration is the nature of cultural and communicative performance. The study turns to sociological concepts regarding cultural organization and production, in order to better conceptualize how 'culture' can be understood in the context of foreign language learning. The second part of this area focuses on meaning and communication in order to undermine current treatments of 'language' in foreign language pedagogy. The second area of interest is that of learning and thus considers a number of theories of how people learn. The focus here is on learning-in-general rather than learning languages specifically. What emerges from this are a number of principles that should be borne in mind when creating conditions favorable to language learning. Finally, one largely overlooked area in foreign language learning and applied linguistics more broadly, is how the field of foreign language pedagogy constructs and legitimizes its practices, as well as suppresses its foundational theoretical assumptions in its activities (including research, methodology and teaching). A chapter is therefore devoted to this issue, and a set of principles is formulated in order to ensure that the design of any instructional framework is honest and ethical. Thus furnished with the triangulation of principles, an attempt is made to outline how a learner-focused, ethical pedagogical framework that stresses culture might look. This thesis is theoretical in nature and relies on arguments and positions from diverse and less commonly considered academic fields in foreign language instruction. Its main theoretical inspiration comes from concepts and claims generally considered 'poststructural' or 'postmodern'. However, there is no exclusive devotion to any particular author or theory. It is hoped that this thesis can make a genuine, if not controversial, contribution to the field of foreign language teaching by initiating a dialogue concerning the (lack of) philosophical and epistemological reflexivity in the field. (shrink)

This paper presents a novel research model - Contextual Constructs Model and the theory that underpins it - Contextual Constructs Theory. First developed as part of a complex project investigating user perceptions of information quality during Web-based information re-trieval, the CCM is not a single research method per se, but is a modelled research framework providing an over-arching perspective of scientific inquiry, by which a researcher is able to iden-tify multiple possible methods of study and analysis according to the identified (...) research con-structs and their contexts. Central to CCM/CCT is that all research involves the fusion of two key elements: 1) context; and 2) cognitively-driven constructs; and that the co-dependent nature of the relationship between these two research components inform the research process and eventual outcomes. The resulting CCM is one that frames research as a contextual process of phases, in-dentifying the conceptual, philosophical, implementation, and evaluation tasks associated with a research investigation. The value of framing research within a CCM comes from its capacity to frame complex, real world phenomena since its epistemology is a blend of a critical-real world view - where reality can be both constructed and constant; within a systems-science paradigm - where constructs are not reduced to isolated parts, but investigated in terms of multiple co-constructions and the contextual relationships between them. (shrink)

Tomasello, Kruger & Ratner make the very interesting and valid point that the transmission of culture must depend on understanding others' minds. Culture is shared among a people and is passed on to progeny. The sharing of culture implies that the purpose of (and therefore the meaning behind) any given cultural element (behavioral tradition, word, or artifact) is understood. Because meaning or purpose emanates from minds, something about others' minds must be understood in order to truly learn some element of (...) a culture. It thus makes sense that cultural learning should depend on social-cognitive skills. But what exactly is cultural learning?There are two rival interpretations of the term cultural learning. In the first, one would define a given type of cultural learning by the type of social-cognitive skill it entails. For example, imitative learning would be defined as any learning of a cultural element in which another's goals or intentions are taken into account. This definition of cultural learning, however, would force Tomasello et al.'s argument into a circle: Imitative learning relies on this social-cognitive skill because imitative learning is defined as learning that relies on this social-cognitive skill. Such a circular definition does not do their argument justice. (shrink)

This article develops a research position that allows cultural sociologists to compare morality across sociohistorical cases. In order to do so, the article suggests focusing analytic attention on actions that fulfill the following criteria: (a) actions that define the actor as a certain kind of socially recognized person, both within and across fields; (b) actions that actors experience—or that they expect others to perceive—as defining the actor both intersituationally and to a greater extent than other available definitions of self; and (...) (c) actions to which actors either have themselves, or expect others to have, a predictable emotional reaction. Such a position avoids both a realist moral sociology and descriptive-relativism, and provides sociologists with criteria for comparing moral action in different cases while staying attuned to social and historical specificity. (shrink)

This article discusses an epistemological problem faced by causal explanations of action and a proposed solution. The problem is to justify why one particular reason rather than another is specified as causally efficacious. It is argued that the problem arises independently of one’s preferred conception of singular causal claims, psychological and psychophysical generalizations, and our folk-psychological competence. The proposed fallibilist solution involves the supplementation of the reason given by narratives that contextualize it and provide additional criteria for justifying the causal (...) claim. It is argued that narratives have a distinctive structure that can afford the justification of causal attributions without sui generis powers of narrative explanation having to be invoked. (shrink)

This interview with Kwang?Kuo Hwang offers an introductory insight into the emergence of the field of indigenous psychologies. In the process of doing so, it attempts to illuminate the main historical factors behind its development, its key issues of debate and the important challenges it faces. It also provides details pertaining to new theories and methods that have recently emerged in connection with the indigenous approach and how they have contributed to its advancement. In addition, it outlines Hwang?s proposed strategy (...) towards the goal of developing a universal psychology. (shrink)

Culture has always led a problematic existence. As a result, the diagnosis and treatment of various cultural diseases continue to depend on the embarrassing double identity of culture as both patient and doctor, hence making it difficult for culture to explore its own obscure recesses. The question of whether culture is autonomous and can be itself in its own way should therefore be considered theoretically. Since culture is closely associated with civilization, real culture must be generated from the florescence of (...) a civilization based on a logic of human integrity within a certain historical period of time. In order to illuminate and adhere to this cultural attribute, some cultural truths must be made clear by establishing and maintaining public order and good customs from a properly lofty spiritual view. We must prudently and critically inquire after the ideological promise of culture regarding reasonable existence and the evolution of humans, and present an ideal prophecy in line with the human demand for a good life so as to assure culture’s healthy, benign, and sustainable advancement and stable performance of its function of molding graceful, noble, and tasteful means of life. (shrink)

This thesis is about the content and concerns of each of four disciplines pertaining to the field of bioethics: medicine, philosophy, religion and law. Emphasis is put on the human values each reflects in patients' lives. A last chapter is dedicated to patients' narrative in order to bring a practical perspective to the discussions of the previous chapters. The four essential human values interconnecting among the four disciplines are: the patients' need for authority, the need for protection, the existential questioning (...) about the meaning of life, and the fear of death. (shrink)

This paper reviews the uneven history of the relationship between Anthropology and Cognitive Science over the past 30 years, from its promising beginnings, followed by a period of disaffection, on up to the current context, which may lay the groundwork for reconsidering what Anthropology and (the rest of) Cognitive Science have to offer each other. We think that this history has important lessons to teach and has implications for contemporary efforts to restore Anthropology to its proper place within Cognitive Science. (...) The recent upsurge of interest in the ways that thought may shape and be shaped by action, gesture, cultural experience, and language sets the stage for, but so far has not fully accomplished, the inclusion of Anthropology as an equal partner. (shrink)

The article defines a new referential problem of ethnographic description: the verbalization of the “silent” dimension of the social. As a documentary procedure, description has been devalued by more advanced recording techniques that set a naturalistic standard concerning the reification of qualitative “data.” I discuss this standard from the perspective of the sociology of knowledge and replace it by a challenge unknown to all empirical procedures relying on primary verbalizations of informants. Descriptions have to solve the problems of the voiceless, (...) the silent, the unspeakable, the pre-linguistic, and the indescribable. Ethnography puts something into words, which did not exist in language before. To respond to this task, descriptions have to turn away from the logic of recording and develop into a theory-oriented research practice. (shrink)

Stakeholder engagement is a crucial conceptof extension education. Engagement expressesdemocratic values of the land-grant mission byproviding opportunities for stakeholders to influenceprogram planning, including setting the agenda andnegotiating resource allocations. In practice, theconcept of engagement guides the formation ofpartnerships among extension, communities, industry,and government. In the area of sustainableagriculture, however, stakeholders may conflict,presenting challenges to the engagement process.Results from a study of a Canadian sustainableagriculture program, produced using culturalanthropology and participatory action research, detailchallenges of the engagement process that led toreconstruction of (...) a farmer-extension partnership.Notable in the early phase of the reconstructionprocess were critical reflection, stakeholder forums,exclusion through caucusing, and coalition building.An argument for a neo-pragmatist view provides atheoretical basis for understanding counterintuitivedimensions of engagement revealed by the study. (shrink)

Starting from the social construction of technology approach and proposing a literature review of the concept of technological frame, the distinction or continuity between contexts inside and around technology is analyzed as constitutive of a thicker frame. A multilayered articulation of the technological frame is proposed. Organizational history, identity, interorganizational relations, along with discursive practices and communicational routines are seen as the components of the intranet technological frame. Discursive practices, therefore, mediate between macro components belonging to the organizational dimension and (...) micro components concerning the practice of specific organizational communities or workgroups and the inscribed patterns of use through which technology is temporarily stabilized into specific artifacts. The analysis of the frame as set of practices and contexts is carried out by referring to sociotechnical literature and findings of a completed Ph.D. dissertation about intranet technology. (shrink)

This article discusses the concept of evidential reasoning in the context of qualitative research methods in the social sciences. A conceptualization of qualitative evidential reasoning is proposed...

Does, or should, social uprising lead to new legal form? Ukraine’s current situation following the Revolution of Dignity in 2013–2014, with continuing violent conflict in Donbas and Crimea, suggests that not only is it unclear how a ‘new’ form is assessed, but existing transitional policies and frameworks are unlikely to be clearly implemented and enforced. An alternative analysis of transformation is necessary to address the conflicting aftermath of uprising within a particular historical and cultural context. The transformation that is happening (...) in Ukraine is a continuum that is intellectual and psychological as much as reforming judicial systems and governance. Thinking transformation differently opens onto narratives, complexity of causes and a plurality of ideas of future, resolutions and justice. Such a shift in thought and analysis, informed by narratives and grounded research, is necessary in order to try to understand the current pursuit of justice in Ukraine. (shrink)

This research proposes the comparative analysis of the symbolic representations of Maidan in the Ukrainian and Polish media outlets that comprise tabloid and quality publications. Different types of symbols are identified in the news analysis, reports, and feature stories on Maidan. The typology of symbols is worked out on the basis of the Cassirer’s philosophy of symbolic forms and Langer’s symbol theory. The coded types of symbols include symbol-products, symbol-concepts, symbol-slogans, symbol-situations, symbol-processes, and symbolic actions. With the help of the (...) content analysis it is found that some most visible symbols in the media coverage of Maidan coincide in the Ukrainian and Polish print media. These are the symbol-concept “barricade”, the symbol-concept “Berkut”, and the symbol-process “dispersal of Maidan”. However, there are symbols that have either quantitative or qualitative significance in the Polish press and are absent in the Ukrainian media at all, namely, the symbol-product “blood”, the symbol-concept “solidarity”, the symbol-concept “freedom”. (shrink)

ABSTRACT Rather than “selfishness,” a more accurate and revealing interpretation of Wang's use of siyuis “self‐centeredness.” One of the main goals in Wang's model of moral cultivation was to attain a state devoid of self‐centered desires. Wang relied a great deal on the exercise and cultivation of an emotional identification and feeling of oneness with others. In this paper, I first provide a brief summary of the role of Wang's concept of siyu in his moral psychology. I then examine key (...) passages in Wang's writings that reveal his nuanced understanding of siyu and, along the way, I draw on empirical research in psychology to help illuminate the significance of Wang's view of siyu to his overall model of moral cultivation. (shrink)

Drawing on Bourdieu’s theory of habitus and incorporating insights from feminist and critical race and legal scholarship on the creation of “subjugated knowledge,” this article investigates the dispositional production of perceptions of injustice, politics, and morality among differently situated members of a subordinated population. Based on ethnographic fieldwork within and across the West Bank and the Israeli city of Lod, I track how the political rhetoric that Lod Palestinians use to describe key issues in their lives—for example, drug use and (...) dealing, and poor formal education—differs from the moral judgments through which West Bank Palestinians, who have moved to the city and remain there precariously, interpret the same issues. This article traces this interpretive divergence to two dispositional formations: one that has emerged under protracted conditions of denigration, criminalization, and surveillance in Lod and the other that has been produced over time by military rule in the West Bank and imported to Lod by West Bank Palestinians who moved there. It concludes by calling attention to the role of dispositions in studies of identity-formation and boundary-work as well as issues of submission and resistance in contexts of subordination. (shrink)

Review of Meaning in Communication, Cognition, and Reality: Outline of a Theory from Semiotics, Philosophy, and Sociology, by Martin Staude. Exeter: Imprint Academic, 2012.

Over time, according to popular and academic accounts, alternative trade initiatives [such as fair trade, organics, forest certification, and socially responsible investing ] almost invariably lose their oppositional stance and go mainstream. That is, they lose their alternative, usually peripheral, and often contrarian character. In this paper, I argue that this is not always the case and that the path to going mainstream is not always an unproblematic one. I observe that while scholars have documented various aspects of specific alternative (...) trade initiatives, little comparative work has been done to theorize their different trajectories. To advance the scholarship, I compare two alternative trade movements, fair trade and SRI, and develop three hypotheses—the relation motivations hypothesis, the material interests hypothesis, and the organization of credibility hypothesis—that explain why going mainstream has been so hotly contested in the fair trade movement but not the SRI movement. I articulate these hypotheses and evaluate their merits. (shrink)

The “class play” is an annual tradition in residency training programs and medical schools that celebrates the end of the academic year. It is also a locally generated narrative that reveals important components of an institution’s values, culture, and group dynamics. Exploring the class play is a reflexive exercise that allows one to reflect on his or her professional development and place in the department in a structural, historical, and experience-near driven way. In this way, the creation of and examining (...) of the class play may be seen as an opportunity to understand and expand upon medicine’s Hidden Curriculum. (shrink)