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Koopman’s book revolves around the notion of transition, which he proposes is one of the central ideas of the pragmatist tradition but one which had not previously been fully articulated yet nevertheless shapes the pragmatist attitude in philosophy. Transition, according to Koopman, denotes “those temporal structures and historical shapes in virtue of which we get from here to there”. One of the consequences of transitionalism is the understanding of critique and inquiry as historical pro... |
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This article presents an overview and discussion of qualitative research in education by analyzing the roles of researchers, the history of the field, its use in policymaking, and its future influence on educational reform. The article begins by describing the unique position that qualitative educational researchers have in higher education, as they often attempt to serve both academic and policymaking audiences. The article then moves to discuss the ascent of qualitative methods in the social sciences and educational research. The article (...) |
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Research on brain or cognitive/affective processes, culture, social interaction, and structural analysis are overlapping but often independent ways humans have attempted to understand the origins of their evolution, historical, and contemporary development. Each level seeks to employ its own theoretical concepts and methods for depicting human nature and categorizing objects and events in the world, and often relies on different sources of evidence to support theoretical claims. Each level makes reference to different temporal bandwidths (milliseconds, seconds, minutes, hours, days, months, (...) |
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Childhood scholars have found that age inequality can be as profound an axis of meaningful difference as race, gender, or class, and yet the impact of this understanding has not permeated the discipline of sociology as a whole. This is one particularly stark example of the central argument of this article: despite decades of empirical and theoretical work by scholars in “the social studies of childhood,” sociologists in general have not incorporated the central contributions of this subfield: that children are (...) |
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Most of what we know about teaching comes from research among people living in large, politically and economically stratified societies with formal education systems and highly specialized roles with a global market economy. In this paper, we review and synthesize research on teaching among contemporary hunter-gatherer societies. The hunter-gatherer lifeway is the oldest humanity has known and is more representative of the circumstances under which teaching evolved and was utilized most often throughout human history. Research among contemporary hunter-gatherers also illustrates (...) |
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Moral education and ethical reflection are always dependent on the content of the internalized norms, principles and values of the individual. As we demonstrate, this also means that there is no instance of feeling, emotion, spontaneity, or care that can be independent of norms, rules, and values outside human discourse. In light of this, Noddings’ theory of the ethic of care is a contentious theory of child education, as it is linked with the presupposition that we can turn a blind (...) |
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This response to Shankman’s 2018 concedes some points, corrects others, and emphasizes the importance of error to the progress of science. |
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Peter Mandler’s Return from the Natives examines Margaret Mead mid-career when she devoted much energy to promoting anthropology and anthropologists to government and industry and positioned herself as a prominent social commentator. By the time she returned to the field after an interlude of 14 years, something had happened to her professionally: she was treated as a bit of an embarrassment, no longer a scientific heavyweight, and much of this stems from the rather hare-brained “culture cracking” she engaged in during (...) |
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How has sociology framed places of knowledge production and what is the specific power of the laboratory for this history? This article looks in three steps at how sociology and Science and Technology Studies (STS) have historically framed the world as laboratory. First, in early sociology, the laboratory was an important metaphor to conceive of sociology as a scientific enterprise. In the 1950s, the trend reversed and with the emergence of a ‘qualitative sociology’, sociology was seen in opposition to laboratory (...) |
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