Ontological and Epistemological Commitments and Social Relations in the Sciences: The Case of the Arithmomorphic System of Scientific Production

This article charts the development of the sociology of culture in France. First, it examines the hypothesis of a French model, putting into perspective the correlation between cultural policies and dedicated sociological inquiries at the end of the 1950s. ‘Culture’ is one of the oldest fields of research in France, and current research still derives from the same anthropological matrix. Yet French sociologists present themselves as part of a divided and competitive academic domain. This article, based on an encompassing review of the literature as well as on in-depth interviews, accordingly distinguishes eight different ‘schools’ – organized around pre-eminent academics, concept producers and resource providers – as well as circles of collaboration. Whilst these circles organize their theoretical activity around emblems (with the word ‘culture’ referring to different conceptual sets) the social relations in their midst are organized around dyads, which usually transition from positive collaboration to rivalry. The article highlights the importance of these divisions as a fractal process and as boundary work for scientific production. From this perspective, the sociology of culture in France could be described as a large and extensive system of concepts and collaborations developed within small groups, within and between which, as with all ‘cultural’ matters, symbolic activity is the key basis for social status.

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A escola como espaço de práticas educativas e de pesquisa em Permacultura: Estado da arte da produção científica

REMEA - Revista Eletrônica do Mestrado em Educação Ambiental ◽

10.14295/remea.v34i3.7189 ◽

2017 ◽

Vol 34 (3) ◽

pp. 299-319

Author(s):

Daniela Tomio ◽

Daniela Andersen ◽

Luciane Schulz

Keyword(s):

Social Relations ◽

State Of The Art ◽

Academic Research ◽

Scientific Production ◽

Educational Context ◽

Ecological Communities ◽

Research School ◽

Production And Consumption ◽

Art Research ◽

New Research

A permacultura é um movimento internacional de pessoas, organizadas em comunidades ecológicas, que se engajam em buscar outras formas de produção e consumo mais sustentáveis. No contexto educacional este modelo de (com)viver é fundamento de projetos de escolas que buscam ressignificar seus tempos, espaços e relações sociais a partir práticas sustentáveis. Neste cenário, por meio de uma pesquisa de estado da arte, objetivamos caracterizar compreensões e métodos das pesquisas sobre práticas educativas em permacultura na escola, divulgadas na produção científica brasileira. O conhecimento sistematizado permite apontar lacunas e oportunizar reflexões para novas investigações, contribuindo para repensar o cotidiano escolar, ampliar referências e mobilizar para construção de uma rede de conhecimentos integrados entre a pesquisa acadêmica, a escola e as comunidades na direção de uma cultura permanente de relações sustentáveis. The Permaculture is an international movement of peoples, organized in ecological communities, which are engaged in seeking other forms of more sustainable production and consumption. In the educational context this model of (co)living is the foundation of projects of schools that seek to re-signify their times, spaces and social relations from sustainable practices. In this scenario, through state-of-the-art research, we aim to characterize understandings and methods of research on educational practices in permaculture at school, disseminated in Brazilian scientific production. Systematized knowledge allows us to point out gaps and to provide reflections for new research, contributing to rethinking school daily life, expanding references and mobilizing to build a network of integrated knowledge between academic research, school and communities towards a permanent culture of relationships sustainable development. La permacultura es un movimiento internacional de personas, organizadas en comunidades ecológicas, que se dedican a buscar otras formas de producción y consumo más sostenibles. En el contexto educativo este modelo de (con) vivir es fundamento de proyectos de escuelas que buscan resignificar sus tiempos, espacios y relaciones sociales a partir de prácticas sustentables. En este escenario, por medio de una investigación de estado del arte, pretendemos caracterizar comprensiones y métodos de las investigaciones sobre prácticas educativas en permacultura en la escuela, divulgadas en la producción científica brasileña. El conocimiento sistematizado permite apuntar lagunas y oportunizar reflexiones para nuevas investigaciones, contribuyendo a repensar el cotidiano escolar, a ampliar referencias y movilizar para la construcción de una red de conocimientos integrados entre la investigación académica, la escuela y las comunidades hacia una cultura permanente de relaciones sostenibles.

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Epistemic Injustice as Systemic Communicative Dysfunction

Epistemology & Philosophy of Science ◽

10.5840/eps202057219 ◽

2020 ◽

Vol 57 (2) ◽

pp. 42-47

Author(s):

Pavel D. Tishchenko ◽

Keyword(s):

Social Relations ◽

Scientific Production ◽

Epistemic Injustice ◽

Marginalized Communities ◽

Social Actors ◽

Production Of Knowledge ◽

Mental Space ◽

Testimonial Injustice ◽

The Voice

It is argued that epistemic injustice as a problem of expertise is related not only to its scientization, closure, and the inability of institutionalized experts to hear the voice of representatives of the marginal communities, as stated in the article by S.Y. Shevchenko, but also to systemic communicative dysfunction in the relations of scientists, experts, representatives of marginal communities and state authorities. It is supposed that dashing about of dysfunctionality of interactions is the mistrust of social actors to each other which generates mutual forms of both hermeneutical, and testimonial injustice in M. Fricker sense. Unilateral view of marginalized communities is criticized. It should be taken into account that due to the rapid specialization in scientific production of knowledge, the boundary between the expert and the profane is radically shifted from the space of external social relations to the internal mental space of each of the experts.

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The SRM Approach to Family Assessment

European Journal of Psychological Assessment ◽

10.1027/1015-5759.21.4.216 ◽

2005 ◽

Vol 21 (4) ◽

pp. 216-225 ◽

Cited By ~ 21

Author(s):

William L. Cook

Keyword(s):

High Risk ◽

Risk Behaviors ◽

Social Relations ◽

Family Relationships ◽

Family Dynamics ◽

Family Assessment ◽

High Risk Behaviors ◽

Analysis Group ◽

The Social ◽

Direction Of Effects

Abstract. In family systems, it is possible for one to put oneself at risk by eliciting aversive, high-risk behaviors from others ( Cook, Kenny, & Goldstein, 1991 ). Consequently, it is desirable that family assessments should clarify the direction of effects when evaluating family dynamics. In this paper a new method of family assessment will be presented that identifies bidirectional influence processes in family relationships. Based on the Social Relations Model (SRM: Kenny & La Voie, 1984 ), the SRM Family Assessment provides information about the give and take of family dynamics at three levels of analysis: group, individual, and dyad. The method will be briefly illustrated by the assessment of a family from the PIER Program, a randomized clinical trial of an intervention to prevent the onset of psychosis in high-risk young people.

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Meta-Accuracy and Perceived Reciprocity From the Perception-Meta-Perception Social Relations Model

Social Psychology ◽

10.1027/1864-9335/a000356 ◽

2019 ◽

Vol 50 (1) ◽

pp. 24-37

Author(s):

Ben Porter ◽

Camilla S. Øverup ◽

Julie A. Brunson ◽

Paras D. Mehta

Keyword(s):

Structural Equation Modeling ◽

Social Relations ◽

Latent Variables ◽

Structural Equation ◽

Multilevel Structural Equation Modeling ◽

Equation Modeling ◽

Complete Understanding ◽

Social Relations Model ◽

Flexible Framework ◽

Multilevel Structural Equation

Abstract. Meta-accuracy and perceptions of reciprocity can be measured by covariances between latent variables in two social relations models examining perception and meta-perception. We propose a single unified model called the Perception-Meta-Perception Social Relations Model (PM-SRM). This model simultaneously estimates all possible parameters to provide a more complete understanding of the relationships between perception and meta-perception. We describe the components of the PM-SRM and present two pedagogical examples with code, openly available on https://osf.io/4ag5m . Using a new package in R (xxM), we estimated the model using multilevel structural equation modeling which provides an approachable and flexible framework for evaluating the PM-SRM. Further, we discuss possible expansions to the PM-SRM which can explore novel and exciting hypotheses.

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