Postmodernist thinkers have often claimed that there is something like a `modernist' model of theory and metatheory in the social sciences which is objectivistic, dogmatic, and generally over-ambitious, aiming to dominate the theoretical landscape like a modernist skyscraper. This paper suggests that there is little to support such a view, and that most sociologists and social anthropologists, and many other social scientists, have been much more cautious and tentative in their claims than postmodernists have claimed. The alleged distinctiveness of postmodern (...) social science is therefore itself open to question. The paper includes a discussion of reflection and reflexivity in realist philosophy of science and in the social theory of Habermas and Bourdieu. (shrink)

From the beginning of his career Alain Touraine tried to develop a heterodox sociological terminology which promised to open up new ways of thinking about the dynamics of modern societies. This article tries to bring to light some of the Sartrean roots of Touraine's early theoretical tools and to reconstruct his intellectual development through the 1970s and 1980s when he formulated his ideas on the emergence of social movements within post-industrial society. It will be argued that Touraine's major works of (...) the 1990s - though not without some theoretical problems - offer fresh insights into the conditions of modernity and are able to correct and modify interpretations of modernity of major theorists such as Habermas and Taylor. (shrink)

The article revisits the debate between the positivists and non-positivists currents in sociology in the late nineteenth and early twentieth century, concluding that it is actually a false debate, due to the fact that, beyond their differences, both shared some of the basic principles of the paradigm of modernity. From this historical analysis the article seeks to draw lessons for the social sciences in the present, at a time when these seem to have reached a certain synthesis between the modern (...) and postmodern epistemologies. The article shows us that such a synthesis was already prefigured in the writing of classical theorists as it is, in fact, an ineluctable structural law of science itself if it wants to escape from the trap of skepticism and epistemological nihilism. The article also explores how, as a consequence of the pervasiveness of the modern paradigm, a common ethnocentric bias can be traced in all the fathers of sociology and wonders whether sociology today has actually got rid of this problem. (shrink)

This article discusses three dimensions of creativity: metaphorical thinking; social interaction; and going beyond extrapolation in predictions. An overview of applications of neural networks in these three areas is offered. It is argued that the current reliance on the apparatus of statistical regression limits the scope of possibilities for neural networks in general, and in moving towards artificial creativity in particular. Artificial creativity may require revising some foundational principles on which neural networks are currently built.

This article questions some assumptions in legal, moral and political theory regarding the law’s ways of functioning. As the constant revival of the topos ‘living law’ shows, underlying common models of law, and of the legitimacy of law, is, though often implicitly, the view that law is or should be particular, near to the facts, flexible, susceptible to realities, and as a consequence accessible to modernisations. However, this article proposes an immanent critique of similar hopes or fears, and it argues (...) that modern positive law can not be responsive to any other ‘order’ or context because it constitutes an order of its own. The article seeks to give an explanation of the specific character and forms of the juridical operating and to explain more specifically how decisions are produced. The article in this regard also investigates the importance and role of imagination, fiction and performativity. Underlining the fact that the juridical exceeds legal propositions by asserting itself as a distinct form of social communication, it calls for a shift from the representational to the performative analysis in the study of law. (shrink)

Résumé : Cet article s’inscrit dans le cadre d’un programme de recherche portant sur les liens entre les missions d’instruction et de socialisation de l’école québécoise à travers l’enseignement de diverses matières scolaires. Les premiers résultats de la recherche ont montré que pour les enseignants, la construction de l’identité de l’élève a beaucoup plus d’importance que la construction de l’identité collective. Cependant, le processus de subjectivation identifié ne signifie pas pour autant qu’il n’y ait plus aucune transmission ou production de (...) « valeurs » ou de « références » communes dans l’enseignement des différentes matières. Par exemple, dans l’enseignement de l’histoire et éducation à la citoyenneté, la construction de l’identité individuelle et celle de l’identité collective sont en continuelle tension. Cependant, l’identité collective ne passe plus tant par le canal d’une mémoire identitaire ou d’un récit national que par la promotion d’une modernité articulée au pluralisme, à la critique, à la rationalité intersubjective et, paradoxalement, à la subjectivation précédemment évoquée. L’article portera donc particulièrement sur cette tendance observée au sein de l’enseignement du cours d’histoire et éducation à la citoyenneté. Abstract : This paper is part of a research program about the links between the missions of instruction and socialization of the Quebec school by the teaching of different school subjects. The first results of this research showed that for teachers, the construction of the identity of the student is much more important than the construction of collective identity. However, the process of subjectivation identified not mean that there is no more transmission or production of «values» or «references» common in teaching different school subjects. For example, in the teaching of history and citizenship education, construction of individual identity and the collective identity are in constant tension. However, the collective identity does not pass anymore by the way of a memory or a national story, but by the promotion of modernity articulated with pluralism, criticism, intersubjective rationality and, paradoxically, the subjectivation previously mentioned. This paper will therefore especially on this trend in the teaching of the course of history and citizenship education. (shrink)

In this article I propose to explore the meanings, mechanisms and issues at stake in the reconstitution of identities which can now be seen taking place in the countries of the post-communist space. We shall consider this space not as a thing in itself, but in terms of its old and new interactions with the countries of western Europe, in order to understand the phenomena of reconstructed identities in general, in the context of their relationship to the period of globalisation (...) in which we now find ourselves. (shrink)