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  1. Subjectivity and Power.Jochen Dreher & Daniela Griselda López - 2015 - Human Studies 38 (2):197-222.
    The statement that an important dualism runs throughout sociological literature belongs to what can be called extended “sociological common sense”. In this context, Alfred Schutz’s phenomenology is often used critically as a paradigmatic example of subjectivism, as it supposedly places exclusive emphasis on actors’ “subjective” interpretations, thereby neglecting “objective” social structures such as power relationships. This article proposes that not only do those characterizations have dualistic grounds, but they also disregard the explicit intention of phenomenology to overcome the dualism between (...)
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  • A Relational Conception of Emotional Development.Michael Mascolo - 2020 - Emotion Review 12 (4):212-228.
    In this article, I outline a relational-developmental conception of emotion that situates emotional activity within a broader conception of persons as holistic, relational beings. In this model, emotions consist of felt forms of engagement with the world. As felt aspects of ongoing action, uninhibited emotional experiences are not private states that are inaccessible to other people; instead, they are revealed directly through their bodily expressions. As multicomponent processes, emotional experiences exhibit both continuity and dramatic change in development. Building on these (...)
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  • The Oblivion of the Life-World The Correspondence of Alfred Schutz and Talcott Parsons.Daniela Griselda López - 2012 - Schutzian Research 4:45-64.
    At the beginning of the 1940s in the United States, an exchange of correspondence took place between two of the great thinkers in Sociology, Alfred Schutz and Talcott Parsons. This correspondence dealt with matters which many deemed to be “the greatest central problems in the social sciences.” The reading of these letters leads one to assume that the focus of both authors was on answering how sociology could be appropriately based on the revision of Max Weber’s classical contribution. However, this (...)
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  • Assessing the Realization of Intention: The Case of Architectural Education. [REVIEW]Gustav Lymer - 2013 - Human Studies 36 (4):533-563.
    The present study provides an ethnomethodologically informed respecification of intention in the context of architectural education. The analyses focus on the ways in which participants deal with the relation between formulations of intention and designed objects. Claimed mismatches between stated intention and design make relevant instructional sequences elaborating alternative ways of understanding the design and possible routes by which articulated intentions could have been realized. The practice of topicalizing intentions appears to be a technique by which aspects of architectural competence (...)
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