What is a person? This fundamental question is a perennial concern of philosophers and theologians. But, Christian Smith here argues, it also lies at the center of the social scientist’s quest to interpret and explain social life. In this ambitious book, Smith presents a new model for social theory that does justice to the best of our humanistic visions of people, life, and society. Finding much current thinking on personhood to be confusing or misleading, Smith finds inspiration in critical realism (...) and personalism. Drawing on these ideas, he constructs a theory of personhood that forges a middle path between the extremes of positivist science and relativism. Smith then builds on the work of Pierre Bourdieu, Anthony Giddens, and William Sewell to demonstrate the importance of personhood to our understanding of social structures. From there he broadens his scope to consider how we can know what is good in personal and social life and what sociology can tell us about human rights and dignity. Innovative, critical, and constructive,_ What Is a Person?_ offers an inspiring vision of a social science committed to pursuing causal explanations, interpretive understanding, and general knowledge in the service of truth and the moral good. (shrink)

The Vedanta of conciousness : transcendence, enlightenment and everyday life -- The alienated self and the Kabbala of transformation -- The Zen of creativity and the critique of the discursive intellect -- The Tao of love and unconditionality in commitment -- The yoga of action and effortless efficiency -- The nous of perception and the re-enchantment of the tree of life -- The gnosis of freedom and the Fana of fulfilment.

This work is a clear, jargon-free introduction to the practice and theory of critical realism in the social sciences. The book emphasises the importance of concept formation, and suggests techniques for this in the social sciences. Methodological principles are presented as part of a practical model for an explanatory social science. In order to relate theory and empirical observations, the authors stress developing and applying abstract theories of social structures and mechanisms. The book reveals that the question is not what (...) type of method is best, but rather what different methods can do, and how can they be combined. (shrink)

ABSTRACT This article proposes a theoretical framework for thinking systematically about Muslim males’ involvement in criminality, derived from the philosophy of critical realism. This theoretical framework is deployed to explore primary data from life story interviews with 17 Muslim male offenders in a way that explains the role of structural and cultural factors, as well as individual agency, in participants’ involvement in crime at a range of ‘emergent’ ontological levels. As well as factors in common with offending by young males (...) generally, such as absent role models at home, experiences of socio-economic marginalization, the presence of hypermasculine hegemonic masculinities on the street and an inadequate experience of school, ‘unserious’ religion and ‘religious’ justifications for involvement in crime are factored into the ontology of the male Muslim offender as rendering some young Muslim males particularly vulnerable to offending. (shrink)

In 2015 IACR held its annual conference at Notre Dame (USA) around the theme of Re-Imagining Social Science. It is rather fashionable to acknowledge that there is a crisis in the social sciences to...

My central claim is that texts introducing and explaining critical realism focus on its ontological insights, and even though issues of judgemental rationality and theory choice are central to research these often become peripheral and/or are not stated in the way Bhaskar presented them. This claim is defended by comparing Bhaskar's statements and arguments about theory choice to texts introducing critical realism and its potential research implications. The method of rational theory choice and the key criterion for it are presented: (...) immanent critique combined with retroduction to determine whether a theory has greater explanatory power than its rivals, where greater explanatory power is defined as having greater epistemic credibility because it can explain more significant phenomena and has a greater ability to integrate knowledge; and multitheoretic-linguality as a prerequisite for applying the criterion of greater explanatory power. Greater explanatory power may be assigned to competing theories, metatheories and interpretations. Lastly, a more detailed example of the disparity between Bhaskar's specifications for rational theory choice and those found in a methodology text is provided. (shrink)

Educating Muslims in the Multi-Faith World makes the case for a contemporary educational philosophy of Islam to help Muslims surmount the challenges of post-modernity and to transcend the hiatuses and obstacles that Muslim face in their interaction and relationships with non-Muslims and visa-versa. It argues that the philosophy of critical realism in its original, dialectical and meta-Real moments so fittingly 'underlabours' for the contemporary interpretation, clarification and conceptual deepening of Islamic doctrine, practice and education as to suggest and necessitate a (...) distinctive branch of critical realist philosophy, specifically suited for this purpose. The book proceeds to explain how Islamic Critical Realism can revive and re-energise interpretation of the consensual elements of Islamic doctrine such as the six elements of Islamic belief and the five 'pillars' of Islamic practice so that these essential features of the Islamic way of life can help believers contribute positively to life in multi-faith democracies in a globalising world. Finally, the book shows how this Islamic Critical Realist approach can be brought to bear in humanities classrooms in history, religious education and citizenship to help Muslim young people negotiate and discover innovatively traditional Islamic approaches in the fields of education, economics, culture, gender-relations and inter-faith dialogue in 'new' Western Islamic and multi-faith contexts. Hence, this book provides a comprehensively theorised approach to thinking about Islam and Muslims in education to help Muslim and non-Muslim teachers, pupils and citizens to think creatively and coherently about the meanings of Islam in the West. (shrink)