Este artículo muestra los paralelismos y las divergencias del giro ontológico y de la antropología fenomenológica. Ambas corrientes, en fidelidad al dato etnográfico, comparten el rechazo al régimen de representación y ambas corrientes cuestionan los compromisos epistémicos del investigador. Sin embargo, el giro ontológico presenta una orientación conceptual, que deriva a menudo en tipología, mientras que la antropología fenomenológica atiende a las relaciones perceptivas del mundo de la vida desde una apertura hermenéutica.

What exactly do we mean when we refer to disability as a social construction? How viable are the justifications for this? These questions are explored in this paper. To this end, various theories that are influential in German-language disability studies are examined and criticised. These include Oliver's social model, furthermore the "Thomas theorem", Berger and Luckmann's sociology of knowledge, Foucault's discourse theory and Waldschmidt's theory. Subsequently, social constructivist approaches of Watzlawick and Gergen and Gergen are discussed. It is shown that (...) a relativistic understanding of social construction can be used to deny facticity and thus undermines the foundations of scientific knowledge. This danger must be taken seriously when defending the scientificity of disability studies. (shrink)

To be successful, collaboration at work requires its participants to have a common sense about what is happening and where things are heading. But how can collaborators have such a sense in common if what is going on continuously changes? This study investigates the joint communicative work participants in collaborative activity do to remain aligned on how things are going and where things are at for the purpose of maintaining a ground in common. Our test case for illustrating this joint (...) work is the fluid and constantly changing world of software development. Our study uses a transactional approach to show how software developers working together continuously make available what they are attuned to, which constitutes their common ground that allows actions and talk to make sense. The common ground enables a common, inherently shared sense of what is happening and how things are going. Rather than having “meaning” in themselves, signifiers (words, gestures, body movements, cursor movements) create and are part of the common ground against which they make sense. Signifiers are motivated by and produce an accented visible that is available to all group members; and this accented visible (including the signs) makes for the common ground. (shrink)

This book is concerned with helping you improve your approach to decision-making. The author examines judgement in a selection of managerial contexts and provides important understanding that can help you make better leadership decisions. The book also pinpoints the in-house politics of organisational decision-making. Drawing on the very latest research, it introduces practical techniques that show you how to analyse and develop your own decision-making style. It will help you to deliver sharp and insightful analyses of your business and develop (...) effective solutions. In addition, it presents simple checklists that will give you vital insights throughout the decision-making process. Students and practitioners of leadership, management, and allied fields will find this book useful in order to understand and implement useful methods. (shrink)

In this chapter it is pointed out that leaders who make decisions normally rely on both their intuition and their analytical thinking. Modern research shows that intuitive thinking has the potential to support the analytical, if used properly. Leaders must therefore be aware of the possibilities and limitations of intuition. Fresh thinking and innovation are key elements in leadership analysis, thus creative problem-solving is an important complement to traditional leadership thinking. Creative leaders work extensively with both intuition and logic. They (...) also often work with metaphors, analogies, images and imagination to create dynamism in the analysis of a problem. Many leaders come in daily contact with problems that are not necessarily self-generated. It is therefore important that they have the opportunity to take an outside perspective on the situation. They must be able to define the problems which are of strategic importance for the activity. Leaders should not allow themselves to be stressed too much by various everyday problems, but be aware that they usually cannot just ignore them. After delineating a problem a leader should think through what trials ought to be conducted to test a given hypothesis about reality. This can be done by showing how different problems are related to each other. When analyzing various problems it is useful to clarify what kinds of decisions theyrelate to. Some decisions must be made directly, while others canbe postponed. Some decisions are reversible in nature while others are irrevocable -/- . (shrink)

This chapter makes it clear that a significant element of both leadership and decision making is the development aspect. Leaders develop in their decision making by being confronted with difficult decision situations. However, they also develop through various forms of systemized training and education. Different leaders tend to develop in different directions. For this reason, one can identify a number of key leadership styles based on different ways of leading. These different styles are appropriate for various types of organization. Some (...) organizations require a strict and authoritative style, while others are in greater need of a more democratic style. Senior leaders often have the capacity to switch between different leadership styles depending on how the situation develops. In addition, there are a number of key decision-making roles that leaders are expected to manage. These include the role of entrepreneur, problem-solver, resource-allocator and negotiator. Leaders must also learn to work with clarity, conviction, courage, and communication in order to facilitate their decisions. Research shows that leaders who face severe adversity in their careers often are forced to make many difficult decisions. As a result they develop. Being forced to make difficult decisions actually leads to reflection, self-awareness and self-knowledge of one’s own values. Leaders also develop by communicating their problems in a structured way with more experienced colleagues. The fact that leaders develop by making difficult decisions leads to various forms of action having a central role. It is by putting decisions into action that leaders develop, as well as by reflecting on what alternative decisions could have been made. An action perspective on leadership decisions is closely linked to the concept of sense-making. This phenomenon implies observation, action, revision and communication in the aftermath of a decision. There is research indicating that reflection, critical thinking, intuition, ethics and communication are important dimensions of leaders and decision makers who are generally perceived as wise. -/- . (shrink)

In this chapter, it is demonstrated that the concepts of leadership and organization are closely linked. A leader should initially get to know the organizational culture as well as possible. Such a culture can for example be authoritarian and conformist or innovative and progressive in nature. The assumption is that leaders are influenced by their own culture. Strategic decisions are characterized by the fact that they are new, complex and open in nature, and being able to develop a strategy is (...) one of the most difficult tasks for a leader. Traditionally, it is primarily the top leadership in an organization that works with strategic decisions, and thus it is common that strategic issues are handled by top leadership teams. This is related to the globalization of business and to the fact that the pace of work has increased significantly. In order to exercise leadership, a leader must have access to power. A power base can be created through networking as well as by using different political tactics. However, it is important to use political tactics in order to promote the organization's interests. When a leader has built up a power base, it is essential that power is used properly. The decisions that leaders make must be ethically correct and not violate universal human values. For instance, they should not lead to negative consequences for others within or outside the organization. Evidence suggests that most leaders have the potential to develop as ethical decision makers. -/- . (shrink)

In this chapter it is demonstrated that the way in which leaders implement a decision largely depends on the nature of it, that is, whether it is strategic or not. Leaders must be as open as possible and not withhold information from the persons involved in the process. Therefore, they should distribute as much relevant information as possible to meeting participants before a meeting. At the same time, they must be able to steer the process. It is not unusual for (...) there to be a separation between the formulation and implementation of a strategic decision. Often, it is the top leadership that formulates the decision problem and the middle managers that implement its solution. For this reason, it is relatively common that the top leadership signals that the implementation has been successful as soon as the middle managers begin to report positive results. This can sometimes happen even though most of the implementation is incomplete. However, there are also cases where the top leaders rule out certain implementation processes as failures when in fact they prove later on to be successful. A common problem in organizations is that leaders often inherit the task of implementing decisions that past leaders have made. In order to succeed with an implementation, leaders must understand the importance of the process. They must communicate their vision clearly, evaluate and monitor continuously, and allow interested parties to participate actively in the process. They should also understand that what at first may look like a failure, at a later stage may prove to be a success -/- . (shrink)

The intention of this article is to continue the discussion on the tension in the relations between joy and commitment of employees on the one side and type of organization on the other. Earlier empirical studies of disciplinary practices among teachers and warders were developed with the help of hedonism as a psychological concept, attribution theories, theories on motivation and theories on the conflict between the individual and the organization. From these standpoints, a typology on coping strategies in work contexts (...) was developed, where four possible ‘ideal’ roles an individual can take were described. Most studies on disciplining, hedonism, and so, focus on the painful side of coping. Few studies focus on what people do in order to feel well, which is in focus for this article. The frame of reference here is discussed and developed in relation to work places where risks are at stake. The tensions between individual commitment and organizational demands might be most strengthened in such organizations. (shrink)

In the background of accelerated interdisciplinary development of phenomenology, there appears more clearly a deficiency of the epistemological groundingand methodological explanation of present research. This is particularly evident in the field of social phenomenology, in which the research positions extend fromthat of the “orthodox” transcendental phenomenologists to an endless search for a new foundation for pragmatic social phenomenology in philosophical anthropology, to a vague thesis about “fruitful discussion” between E. Husserl and A. Schutz. The main task of this article consists (...) in the establishment of the fundamental significance of the epistemological succession between Husserl’s transcendental phenomenology and Schutz’s natural phenomenology. This confirms itself through the analysis of such concepts as sense and constitution, which play the prominent methodological role in the main works – Ideas-I and correspondingly The Phenomenology of the Social World. Such comparative analysis allows not only to highlight the most important similarities in the projects of both thinkers such as a “sense-giving function” of consciousness, but also to distinguish small deviations of the mundane phenomenology from the transcendental project, i.e., the rejection of transcendental reductions and the “pragmatic conditioning” of the subjective action’s sense through now- and so-states of the ego. It is proposed to interpret the famous Schutzian “turning away from Husserl” first of all as a skeptical turn; however, that does not mean that the essential transcendental prerequisites such as a correlation of “attitude – experience – world” should be abandoned. In the end, it is demonstrated that the main metaphysical statements of Husserl can still retain their value within the framework of the contemporary conventional research models such as the “scientific research program” by I. Lakatos, whereas further theoretical statements, i.e., of social phenomenology, can be bound with this “hard core” as “auxiliary hypotheses” in cooperation with empirical sciences. (shrink)

The following article deals with Alfred Schutz’s contribution to the theory of action and interaction by pointing out the possibly most compelling phenomenological starting position, i.e, the decomposition of the unity of an action. The article stresses that Schutz’s methodical interpretive sociology in thissense has always refused the assimilation of action-events to material occurrences. In contrast to empiricist theories of action which wrongly substantialize actionevents by treating them as material events, the phenomenological account gives reason to the assumption that there (...) must be a systematic gap between at least two subjective estimations of the meaning of action. In other words, the introspective analysis of the subjective constitution of meaning means to take the problem of double contingency seriously. Phenomenology, for its temporal and conceptual resolution, seems much more appropriate to reconstruct the complex structures of “presence,” “identity,” and “intersubjectivity” than empiricist accounts. The article proposes in the end the need for an alternative concept of presence:Instead of confusing levels of cooperation with allegedly “objective” synchronicity, phenomenology reminds us to elaborate an alternative concept of simultaneity, i.e, a simultaneity on the level of performativity and tacit knowledge. The latter could be the warrantor for co-reference. (shrink)

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

There is a long tradition in philosophy for claiming that selfhood is socially constructed and self-experience intersubjectively mediated. On many accounts, we consequently have to distinguish between being conscious or sentient and being a self. The requirements that must be met in order to qualify for the latter are higher. My aim in the following is to challenge this form of social constructivism by arguing that an account of self which disregards the fundamental structures and features of our experiential life (...) is a non-starter, and that a correct description and account of the experiential dimension must do justice to the first-person perspective and to the primitive form of self-referentiality, mineness or for-me-ness that it entails. I then consider and discuss various objections to this account, in particular the view that an endorsement of such a minimal notion of self commits one to an outdated form of Cartesianism. In the final part of the paper, I argue that the self is so multifaceted a phenomenon that various complementary accounts must be integrated if we are to do justice to its complexity. (shrink)

The aim of this article is to explore how a self-referential social system, although it is not a human being, can be said to “observe.” For this purpose, the article reformulates Niklas Luhmann’s theory of social systems as sociological phenomenology, or the de-consciousness philosophized phenomenology, because a social system has the same structure of intentionality as consciousness: Just as consciousness is always consciousness of something, communication is always communication of something. In correlation to this communicative intentionality, communicated environments come and (...) go as social phenomena. A social system is not a thing, but an autonomously observing subject. Hence, this systems theory takes on the role of a second-order observer: It observes how social systems as first-order observers observe self-referentially because phenomena given to the natural attitude of the first-order observer constitute multiple social realities in daily life. Therefore, the theory of self-referential social systems is not objectivism, but a variation of mundane subjectivist phenomenology. (shrink)

The aim of this article is to explore how a self-referential social system, although it is not a human being, can be said to “observe.” For this purpose, the article reformulates Niklas Luhmann’s theory of social systems as sociological phenomenology, or the de-consciousness philosophized phenomenology, because a social system has the same structure of intentionality as consciousness: Just as consciousness is always consciousness of something, communication is always communication of something. In correlation to this communicative intentionality, communicated environments come and (...) go as social phenomena. A social system is not a thing, but an autonomously observing subject. Hence, this systems theory takes on the role of a second-order observer: It observes how social systems as first-order observers observe self-referentially because phenomena given to the natural attitude of the first-order observer constitute multiple social realities in daily life. Therefore, the theory of self-referential social systems is not objectivism, but a variation of mundane subjectivist phenomenology. (shrink)

This chapter illustrates that in order to reach a decision a leader must decide which persons should be involved in the process and when. A relatively common method of involving others is delegating the decision to a group. A main objective of this is often to generate as many innovative ideas as possible, and different techniques can be employed for this, including brainstorming. The proposal generated must then be validated by the group using different criteria on the basis of which (...) it is then relatively easy to filter out proposals that do not reach the goals that have been set. However, a leader needs to collect additional information in order to reach a decision. By the use of information technology vast amounts of information may be accumulated. Thus, different kinds of filtering or weeding methods must be used in order to quickly obtain relevant information. This information can help leaders create forecasts and minimize risks. They must also be able to present their ideas in the most attractive way possible in order to be heard and arrive at decisions. The design of the presentation is therefore critical. Sometimes it is not enough for leaders just to present an idea, they are then obliged to negotiate in order to reach a decision. -/- . (shrink)

This chapter includes a discussion of leadership decisions and stress. Many leaders are daily exposed to stress when they must make decisions, and there are often social reasons for this. Social standards suggest that a leader must be proactive and make decisions and not flee the situation. Conflict often creates stress in decision-making situations. It is important for leaders to understand that it is not stress in itself that leads to bad decisions, rather, bad decisions may be the result of (...) time pressure in the sense that leaders have not been able to gather enough relevant information. Thus, it is worthwhile for leaders to be able to prioritize properly in order to cope with stressful situations. In some situations, a leader chooses to delegate the decisions to his/her team and then it is important to guard against «groupthink», a phenomenon where members of a team put consensus before anything else as a result of the peer pressure. A number of methods are presented that enable leaders to avoid this phenomenon. Often leaders are involved in decision-making situations where they are forced to navigate between objectives that are in strong conflict with each other. We are talking about «decision dilemmas». These are characterized by the existence of a conflict between the top leadership's desire to control the activities and their wish to give autonomy and independence to the various units. It is important for leaders to be able to strike a balance in different dilemma situations and understand how to best manage conflicts when they arise -/- . (shrink)

Joachim Renn argues that Schutz fails to integrate two fundamental strands in his work: phenomenology and pragmatism. Gaps between separated consciousnesses block synchronization and access to others, and objective symbol schemes, absorbed within the egological outlook, cannot bridge these gaps. Renn, however, construes phenomenology as practicing a solipsistic withdrawal of a self cut off from its environs, denies that contents correlative to individual intentional acts can be objective and common, and overlooks the intricacies of Schutz's descriptive methodology. Furthermore, for Renn, (...) Schutz's distinctions between inner and outer time and ego and alter congeal into hardened dualisms. Renn expects more than Schutz's methodology can deliver, but correctly points to problems of the social world that need to be addressed by several philosophical strategies, including pragmatism and Schutzian phenomenology. (shrink)

This paper lays the groundwork for developing a thorough-going phenomenological description of different phenomena of violence such as physical, psychic and structural violence. The overall aim is to provide subject-centered approaches to violence within the social sciences and the humanities with an integrative theoretical framework. To do so, I will draw primarily on the phenomenological accounts of Maurice Merleau-Ponty and Alfred Schutz, and thereby present guiding clues for a phenomenologically grounded theory of violence.

This essay argues that Stein’s view of the state can overcome Husserl’s skepticism about the state being an authentic, intense community rooted in solidarity while not negating his hope for the advent of a genuinely ethical, rational culture. Whereas Husserl places rationality and freedom within the framework of culture proper and not in the state, Stein sees the state as an extension of persons that can give the state its own free, deliberating and rational Ich kann.

Social thinkers often use the concept of intersubjectivity to mark out a problem of theoretical sociology: If people are unable to look into each others' minds, why do they often understand each other nonetheless? This issue has been debated extensively by philosophers and sociologists in three largely disconnected discourses. The article investigates the three discourses for isolable ideas that can be fitted into a sociological answer to the problem of intersubjectivity. An interactional solution, fully coherent with key insights from the (...) discourses, is offered at the end of the article. Its main point is to identify coordinative interactional mechanisms that compel participants to "make themselves understandable" vis-à-vis their interaction partners. (shrink)

In these highly selective and condensed considerations, I could only offer a comparison of the main sociological themes in Gurwitsch's inaugural dissertation with the corresponding themes in Schutz's first book. Other sociological themes were not discussed, mainly because they were not developed far enough in one or the other or both sources. The crucial theme of explicit and implicit ontological presuppositions had to be ignored because it demands an extensive treatment of its own. The same goes for the proper consideration (...) of the particular conceptions of Husserl mobilized by each author for his purposes.Even so, I hope to have conveyed an idea of the convergences and differences in the early views of Gurwitsch and Schutz, as mirrored in the studies which were compared. This article should be seen as a small beginning of the huge task of studying comprehensively the unique personal and intellectual friendship of two seminal thinkers and the influences they exercised upon each other's work, even though they operated in substantively quite different areas. (shrink)

JOHANNES ROESSLER & NAOMI EILAN (Eds.)Oxford: Oxford University Press, 2003ISBN 0199245622 (pbk, 415 pages, $39.95)In The Principles of Psychology, William James presents an interesting case of a ‘...

In his writings Alfred Schutz identifies an artificiality in the concept of life-world produced by Edmund Husserl's method of reduction. As an alternative, he proposes to assume intersubjectivity as a given of everyday life. This eradicates Husserl's distinction between life-world and natural attitude. The subsequent phenomenological project appears to center upon sociological descriptions of the structures of the life-world rather than on a search for apodictic truth. Schutz, however, actually retains Husserl's emphasis on the subject. A tension then arises between (...) the assumption of intersubjectivity and individual experience. Rather than clarifying the concept of intersubjectivity, this further problematizes it. Drawing upon Max Weber's work, Schutz responds by developing a rigorous methodology for studying the social world. But having rejected Husserl's reduction and conflated life-world and natural attitude, Schutz's analysis moves at the level of daily life itself. Consequently, the explanatory categories he proposes appear as abstractions rather than as a way of describing lived experience. Schutz, it is concluded, initiates a scientistic sociology in which the commonsense structures of the natural attitude of everyday life are subverted and replaced by the more rigorous knowledge of the scientific attitude. Schutz's version of phenomenology is ultimately untrue to the spirit of Husserl's original project; and deploying his work as a clear-cut alternative to scientistic tendencies within sociology is not as straightforward as it might at first seem. (shrink)

The Special Issue is started with the observation that the tension of mind and society, i.e. cognitive and sociological/cultural dimensions in knowledge production and innovation, is a well-known topic of academic discourse in Science and Technology Studies. The introduction mentions some historical hallmarks of the involved perspectives and discussions to outline the background of the Special Issue. The purpose of its contributions, which are briefly presented at the end of the introduction, is to review this long-existing tension of cognitive and (...) cultural dimensions in knowledge production and innovation in the light of the cognitive and societal changes that have just begun and will have a huge impact in the future. (shrink)

L'interet de Habermas pour lamodernitédont traite son dernier livre, le tourne vers les travaux de Foucault. Celui-ci aurait mis en évidence, dès l'Histoire de la folie, ce qu'il y a de nouveau sous le ciel de la rationalité moderne. Dans plusieurs chapitres consacrés à Foucault, Habermas esquisse une critique qui s'inspire substantiellement des travaux de Fink-Eitel, Fraser, Honegger, Rippel et Münkler, Dreyfus et Rabinow et de Honneth. Cette critique est radicale et prend pour cible la présumée théorie du pouvoir de (...) Foucault, les impasses où conduisent les instructions méthodologiques qu'il entend observer pour reconstruire l'histoire recente des sciences humaines, ainsi que les thèses au sujet du rapport entre les pratiques discursives et les pratiques non discursives, plus exactement les dispositifs de pouvoir dans lesquels les sciences humaines se trouvent intégrées. Bien que Foucault n'ait jamais développé une telle théorie du pouvoir et qu'il dise n'avoir jamais voulu l'élaborer, on doit constater avec Habermas que le thème du pouvoir est pourtant omniprésent, et que le concept de pouvoir doit ëtre considéré comme une notion centrale dans son oeuvre. (shrink)

In this paper, I put forward a theory about the modes and dimensions of being. In the first section, I define existence through coexistence, understood as the codetermination of certain things and processes via other things and processes. In the second section, I differentiate between modes and dimensions of being. In the third section, I argue that the modes of existing are the different ways in which coexistence and codetermination take place and discuss two types of modes ("fundamental" and "categorial"), (...) to subsequently present a classification thereof. In the fourth section, I posit a theory about the dimensions of any existing thing or process, arguing for the existence of two types of dimensions: configurational and processual. (shrink)

Cross-sector social collaborations are increasingly recognised as valuable inter-organizational arrangements that seek to combine the commercial capabilities of private sector companies with the deep knowledge of social and environmental issues enrooted in social sector organizations. In this paper we empirically examine the configurations of conditions that lead to lasting cross-sector social collaboration. Situating our enquiry in Schütz’s theory of life-worlds and the reciprocity literature, we employ fuzzy-set qualitative comparative analysis to analyse data gathered from 60 partners in 30 cross-sector social (...) collaborations. We find two distinct types of configurational pathways leading to lasting cross-sector social collaboration which we label reciprocal economic exchange based on direct reciprocity, and reciprocal social exchange based on generalised reciprocity. The pathways vary in terms of the delivery of expected and unexpected resources and benefits. We introduce the concept of double relationality to explain the interdependence of structure and action in lasting cross sector social collaboration. (shrink)

“How is society possible?” posed by Georg Simmel has been one of the fundamental problems in sociology. Although various attempts have been made to solve it, I conceive that “society” in the problem remains to be articulated. Simmel provides us with two concepts of society—“society as interaction” and “society as unity”—to be distinguished. Some research traditions in sociology have been concerned with the former, others have dealt with the latter. On the other hand, Simmel maintains continuity between them. In this (...) sense, his concept of “society” has “ambiguous” characteristics. It seems to me that in the ambiguous style Simmel had intended to reveal the secret of “society,” but in the end could not have got to it. In my opinion, in order to unveil the secret, it is required that, drawing on Schutzian phenomenologically oriented sociology, sociologists or social scientists make a differentiation between the society which is realized or brought about by partners with no need of an observer, “the social,” and the society which an observer recognizes by use of the concept. In this article, from a Schutzian point of view, I wish to articulate “society” and to indicate four phases of “society.” These investigations lead to a reformulation of the problem of “how is society possible?” and sociology (or the social sciences) which makes possible the deeper understanding of society. (shrink)

Historians of science have treated the history of primary, secondary, tertiary, and popular science education, although overall the collective scholarship on these issues remains sparse in comparison to other topics in the history of science. Guided at first by the conceptual frameworks of Thomas Kuhn and Michel Foucault, this literature has moved beyond them to embrace a broader methodological pluralism. This essay examines areas where the scholarship on the history of science education is most developed: the history of tertiary science (...) education and of pedagogical practices in professional settings. Here historians of science have focused mainly on scientific textbooks; science pedagogy, or how science is taught and learned; pedagogical practices in generational reproduction; and finally the political, social, and economic dimensions of science education. The essay concludes by considering how an emerging area of general historical scholarship, the history of the senses, offers an opportunity to add a new dimension to the history of science education. (shrink)

George H. Mead and Alfred Schutz proposed foundations for an interpretative sociology from opposite standpoints. Mead accepted the objective meaning structure a priori. His problem became therefore the explanation of the individuality and creativity of human actors in his social behavioristic approach. In contrast, Schutz started from the subjective consciousness of an isolated actor as a result of a phenomenological reduction. He was concerned with the problem of explaining the possibility of this isolated actor’s perceiving other actors in their existence, (...) their concreteness, and the motives for their behavior. I treat these two approaches and their associated problems as equally relevant. My evaluation is based on their success in solving their specific problems. The aim is to decide which of the two approaches provides the more adequate foundation for an interpretative sociology. (shrink)

Evaluations are a matter of daily routine. One chooses, classifies, compares, and the very acts of evaluation are often legitimated and reflected upon. Seldom are evaluations restricted to specific contexts , they can hardly be reduced to particular objects, and are not necessary always following conventions, rules, or standards. Indeed, on several occasions, evaluations structure the context of their utterance. In such less formalized situations it becomes especially important to first highlight evaluations as such and then to reconstruct their references; (...) this requires a theoretical perspective on evaluative acts as well as a methodological device for their investigation. The research of Alain Cottereau and Mokhtar Mohatar Marzok offers important insights in both respects. These exigencies become increasingly stringent when confronted with the puzzling l .. (shrink)

Workplace politeness concerns the structural, interactional and individual level. Using the example of mobbing, it is illustrated how small acts of impoliteness can lead to the destruction a person psychologically and physically. Particularly, so-called downward mobbing is an increasing problem worldwide; most of the cases are orchestrated by superiors, the people subordinates depend on the most. Data clearly illustrate the social toxin created by up to 45 seemingly small actions in five areas of work life. These actions result in health (...) hazards and ultimately loss of jobs. By example of workplace harassment, it is illustrated how systematic acts of impoliteness are used to manipulate a person's emotion and identity, to ensure anxiety-born solidarity in others while abusing power, with high costs for the target, the organisation, and society. The discussion gives way to considerations about intercultural cooperation at the workplace, showing similarities between subtle devaluations in intercultural communication called microaggression and what has been discussed as mobbing. Overall, impoliteness is deconstructed as a sign of degrading social bonds, security and health, thereby raising awareness of the importance of intercultural interaction without microaggression. The practical value of linguistic impoliteness research and its connection to work psychology becomes apparent. (shrink)

The life-world is a central topic of Husserl’s phenomenology. He addresses this issue in some of the works published during his lifetime and attempts to analyze the life-world extensively in many of his works and posthumously published research manuscripts. The life-world is one of the topics that have been discussed most extensively in phenomenology. However, there are many misunderstandings of Husserl’s phenomenology of the life-world. One misunderstanding concerns the variety of concepts of the life-world in Husserl and the possibility of (...) developing various fields of the phenomenology of the life-world. It is the aim of this paper to show that Husserl has a pluralistic concept of the life-world, which makes it possible to develop various fields of the phenomenology of the life-world. I will introduce the monistic view and the pluralistic view of the concept of the life-world in Husserl and will clarify what the life-world is, thereby showing that the monistic view of the concept of the life-world in Husserl is not legitimate. However, even though Husserl has a pluralistic concept of the life-world, nowhere does he systematically clarify the various concepts of the life-world. Hence I will sort out and clarify various concepts of the life-world such as the narrower concept and the wider concept, the general concept and the particular concept, the natural concept and the transcendental concept, and the empirical concept and the eidetic concept. Based on the discussion of the various concepts of the life-world in Husserl, I will assess the monistic view and the pluralistic view of Husserl’s concept of the life-world so that we can better understand his various concepts of the life-world. (shrink)

Name der Zeitschrift: Zeitschrift für Religionswissenschaft Jahrgang: 26 Heft: 1 Seiten: 1-51.

Garfinkel's dissertation, "The Perception of the Other," was completed and defended 15 years prior to the publication of Studies in Ethnomethodology. This essay seeks hints of the familiar ethnomethodological themes (indexicality, reflexivity, accountability) within his thesis. It begins by examining the contributions of earlier social theorists, particularly Talcott Parsons and Alfred Schütz, to Garfinkel's thought. It then examines the dissertation itself seeking evidence to support the claim that Garfinkel was already moving in the direction of an 'incommensurable, asymmetric, and alternate' (...) program of sociological inquiry well before the term 'ethnomethodology' had even been coined. (shrink)

Para la sociología, que se ocupa del orden social y los modos de interacción, el tema de la improvisación constituye un campo de investigación emocionante. Sin embargo, solamente unos cuantos científicos sociales se han ocupado de esta forma de acción. El análisis de las acciones es a menudo realizado por las teorías clásicas de acción, por ejemplo, la teoría de Thomas Luckmann que se desarrolla en este artículo. Este trabajo pretende acercarse al tema de la improvisación y para ello se (...) centrará en el teatro de improvisación, el cual, hasta el momento, apenas fue investigado por los científicos sociales. El artículo pretende investigar cómo se desarrollan las acciones improvisatorias y qué reglas posiblemente siguen. Particularmente se analizará una escena de teatro de improvisación con el método de teoría fundamentada, para así descubrir posibles categorías de acciones. (shrink)

El presente texto busca dar cuenta del sujeto en el cual opera la memoria, para ello se recurre a la memoria individual desde una perspectiva fenomenológica. Razón por la cual se tienen en cuenta consideraciones en torno a la memoria cultural, a la conciencia temporal, a la relevanciay a los sujetos del recurso. Así, en el texto se asume la validez para las ciencias sociales de la memoria externa con la cual es posible acceder al modo como las sociedades se (...) perciben a sí mismas y se imaginan, teniendo en cuenta que la memoria individual es determinada por ese tratamiento colectivo del recuerdo. Con lo cual se muestra la diferencia entre las memorias de los individuos pero que en sus entrecruzamientos van construyendo una memoria general para cuyo puente se propone la teoría de la relevancia de Schütz. (shrink)

Taking up the body turn in sociology, this paper discusses scientific practices as embodied action from the perspective of Husserl’s phenomenological theory of the “Body”. Based on ethnographic data on a biology laboratory it will discuss the importance of the scientist’s Body for the performance of scientific activities. Successful researchers have to be skilled workers using their embodied knowledge for the process of tinkering towards the material transformation of their objects for data production. The researcher’s body then is an instrument (...) of measuring as well as a kind of archive of knowing. Their body becomes a disciplined instrument which has its own place and function inside the laboratory. Furthermore, the appresentational apperception of Bodies (Husserl) is being discussed as a basis for the emotional and ethical concerns towards laboratory-animals. Attitudes towards animals in the laboratory setting (as well as elsewhere) are highly emotional. Nevertheless, following the literature of the sociology of the body, those emotional reactions still follow certain cultural patterns which themselves can be understood as embodied ways of knowing “right” or “wrong”. Besides as an instrument, the scientist’s body can also be understood as a resource of emotional attachment towards animals. It is an instrument for performing transformation as well as one for caring. (shrink)

Joachim Renn argues that Schutz fails to integrate two fundamental strands in his work: phenomenology and pragmatism. Gaps between separated consciousnesses block synchronization and access to others, and objective symbol schemes, absorbed within the egological outlook, cannot bridge these gaps. Renn, however, construes phenomenology as practicing a solipsistic withdrawal of a self cut off from its environs, denies that contents correlative to individual intentional acts can be objective and common, and overlooks the intricacies of Schutz’s descriptive methodology. Furthermore, for Renn, (...) Schutz’s distinctions between inner and outer time and ego and alter congeal into hardened dualisms. Renn expects more than Schutz’s methodology can deliver, but correctly points to problems of the social world that need to be addressed by several philosophical strategies, including pragmatism and Schutzian phenomenology. (shrink)