14. Sociological positivism

Author(s):  
Steve Case ◽  
Phil Johnson ◽  
David Manlow ◽  
Roger Smith ◽  
Kate Williams

This chapter examines whether crime can be explained from a sociological perspective. Many sociological theories are positivist and argue that the behaviour of each individual is, to an extent, predetermined. This means that offenders are at least partially (often almost wholly) directed by forces outside the control of the individual. What sociological theorists generally suggest is that particular social or societal changes or factors may influence criminal behaviour. This chapter first describes three distinct types of sociological theories: social intervention or social process theories, social structural theories, and social conflict theories. It then considers key concepts in sociology, including socialisation, and the contribution of the Chicago school to the study of criminology, with particular emphasis on its social disorganisation theory. It also looks at the basic concepts of anomie, strain, subculture, and social learning in relation to crime and/or delinquency.

2021 ◽  
pp. 515-559
Author(s):  
Steve Case ◽  
Phil Johnson ◽  
David Manlow ◽  
Roger Smith ◽  
Kate Williams

This chapter examines sociological positivism, studying how society or social processes might affect behaviour. Decisions by governments and companies and sociological issues (such as poverty) affect individuals but may also affect whole communities; they may influence the likelihood of many people to choose to offend or be law-abiding. Therefore, the health of the economy or the rate of unemployment, for example, may influence the behaviour of an entire population not just one individual and so may lead to a rise or fall in criminal behaviour. If we can identify which factors in society influence crime, and how they do so, it may be possible to alter those social factors and so decrease criminal behaviour. The chapter looks at three types of sociological theory: social interaction or social process theories, social structural theories, and social conflict theories.


2021 ◽  
pp. 136843102110021
Author(s):  
Esperança Bielsa

This article argues for a non-reductive approach to translation as a basic social process that shapes both the world that sociologists study and the sociological endeavour itself. It starts by referring to accounts from the sociology of translation and translation studies, which have problematized simplistic views of processes of cultural globalization. From this point of view, translation can offer an approach to contemporary interconnectedness that escapes from both methodological nationalism and what can be designated as the monolingual vision, providing substantive perspectives on the proliferation of contact zones or borderlands in a diversity of domains. The article centrally argues for a sociological perspective that examines not just the circulation of meaning but translation as a process of linguistic transformation that is necessarily embodied in words. Only if this more material aspect of translation is attended to can the nature of translation as an ordinary social process be fully grasped and its intervention in meaning-making activities explored. This has far-ranging implications for any reflexive account of the production of sociological works and interpretations.


Author(s):  
Laura Monsalve Lorente

ABSTRACTSchools with families are socializing areas where it takes place the development of people in their early stages, exerting an important role in the configuration of behavior and social values of children and adolescents. When we consider the health as understood by the WHO, that is, as a state of complete physical, mental and social wellness and not only as the absence of disease we see that the attainment of good educational results by a school save a very close relationship with the attainment of optimal levels of health within the educational community. According to this fact schools that incorporate the health promotion as part of its educational are building the bases that will enable them better achieve the educational objectives, including academics. On the other hand in this time of life people are more receptive to learning being the time of the vital development which are acquired the major lifestyle that will be consolidated over the years (physical activity, diet, etc.). Also this is an area of social intervention that have health agents which have highly qualified from the pedagogical point of view: teachers, whether in the kindergarten level, and Primary and Secondary level. In this context the main objective of the Health Education, is to develop activities and encourage the students to achieve the highest attainable standard of health, through the acquisition of knowledge and skills that promote choice and adoption of healthy lifestyles; Seeking participation, interaction and social integration, and the ability to work critically and creatively, and the search for solutions. Schools, with the home are two of the key places where it takes place the individual and social development of people in its earliest stages, exerting an important role the configuration of the conduct and the social values of childhood, adolescence and youth.RESUMENLos centros educativos junto con el hogar, son los ámbitos socializadores clave donde tiene lugar el desarrollo de las personas en sus estadios más tempranos, ejerciendo un importante papel en la configuración de la conducta y los valores sociales de la infancia y la adolescencia. Cuando se considera la salud como la entiende la OMS, es decir, como un estado de completo bienestar físico, mental y social y no solamente como la ausencia de enfermedad, vemos que el logro de buenos resultados educativos por parte de un centro educativo guarda una relación muy estrecha con la consecución de unos niveles óptimos de salud en el seno de su comunidad educativa. De acuerdo con esta realidad, las escuelas que incorporan la promoción de la salud como parte integrante de su planteamiento educativo, están construyendo las bases que les permitirán alcanzar mejor los objetivos educativos, incluidos los académicos. Por otro lado, en esta época de la vida, las personas se hallan más receptivas para el aprendizaje, siendo la época del desarrollo vital en la que se adquieren los principales hábitos de vida que se consolidarán con los años (actividad física, alimentación, etc.). Además se trata de un ámbito de intervención social que cuenta con agentes de salud que disponen de alta calificación desde el punto de vista pedagógico: el profesorado, ya sea en el nivel de educación Infantil, como en Primaria y Secundaria. En este marco, el principal objetivo de la Educación para la salud, es desarrollar actividades e incentivar al alumnado para conseguir el mayor grado posible de salud, mediante la adquisición de conocimientos y habilidades que favorezcan la elección y adopción de estilos de vida saludables; buscando la participación, la interacción y la integración social, y trabajando la capacidad crítica y creativa, así como la búsqueda de soluciones. Los Centros escolares, junto con el hogar, son dos de los lugares clave donde tiene lugar el desarrollo individual y social de las personas en sus estadios más tempranos, ejerciendo un importante papel en la configuración de la conducta y los valores sociales de la infancia, la adolescencia y la juventud.


1996 ◽  
Vol 17 (1) ◽  
pp. 60-82 ◽  
Author(s):  
KAREN PYKE ◽  
SCOTT COLTRANE

This article explores how feelings of entitlement, obligation, and gratitude affect family work. Exploratory interviews suggested that memories of past events, including extramarital affairs, created expectations and referents that influenced subsequent divisions of household labor. Using regression analysis of survey data from a random sample of 193 remarried individuals, hypotheses about the division of labor derived from human capital and social structural theories were tested along with the hypothesis that past affairs would influence the allocation of household tasks. More sharing of household labor was associated with husbands being employed fewer hours and holding egalitarian attitudes, and wives being employed longer, earning more, and holding conventional attitudes. Husbands' previous extramarital affairs were associated with less sharing. Drawing on gender theory, the authors suggest that past experiences, situational constraints, and patterns of inequality in the larger society influence marital economies of gratitude, which, in turn, shape the allocation of household labor.


Moldoscopie ◽  
2021 ◽  
pp. 112-118
Author(s):  
Elena Railean ◽  

The social changes are the result of societal challenges and are related to profound, sustainable, and non-linear actions and their result on the environment, society, and the individual. The impact of societal changes on human and social behavior is not unequivocal, and its understanding depends on the research methodology. For this paper is applied the phenomenological description - a method that refers to the experience lived in the immediate existential from the perspective of the essence of phenomena. The research data is the result of applying an online questionnaire developed with Google Form on a sample of 158 respondents. The results obtained allow us to describe the impact of societal changes on human and social behavior through the specifics of the phenomenon of “global education”: the diversification of the forms of organization of the educational process; interactive discourse - effective teaching method; prioritization of action methods; the use of audio / video sequences in the teacher’s message; the issue of computerized evaluation; the theme of continuing education courses and the importance of the interactive portal for in-service teachers.


2019 ◽  
Vol 19 (24) ◽  
Author(s):  
Jason Finch

Käesolev artikkel tutvustab kirjanduslike linnauuringute (Literary Urban Studies, LUS) uuemaid suundi, visandab olulisemad uurimismeetodid ja eristab neid teistest võimalikest käsitlusviisidest linnakultuuridele, ruumilisusele ja kehalisele kogemusele. Kirjanduslikud linnauuringud seisavad vastu varasemate linnauuringute katsetele teha üldistusi mingil hetkel kuulsaimate või suurimate linnade põhjal. Kirjanduslikud linnauuringud varustavad humanitaarteaduste uurijad vahendite, sealhulgas mõistetega, mis on rakendatavad mistahes perioodi kirjandusele ükskõik millises keeles.   In the 2010s, a new Literary Urban Studies (hereafter LUS) has developed. It combines spatial humanities scholarship with activism and other public concerns. The Association for Literary Urban Studies (ALUS) has been a key player in developing the new LUS. Publications produced by scholars connected to ALUS have been geographically wide-ranging. They have also developed interests in specific conceptual areas of LUS, including second cities and ‘citiness’, or the cultural elements that are specific to the city and the urban condition. Key issues arising from contemporary ‘citiness’ include the operation of networks, scales and hierarchies in urban cultures. Walter Benjamin called Paris the ‘capital of the nineteenth century’, but LUS looks beyond cities judged the most primary or alpha-level. Studies in the new LUS so far produced engage with and practice urban history and urban planning studies, applying literary reading techniques to texts not commonly judged literary (incuding policy and planning texts, or trial transcripts). Literature has a particular potential for urban planners and activists as a means of staging possibilities for one city or all cities. Despite these boundary-crossing inclinations, LUS is coherent and distinctive. This can be shown by contrasting it with several other activities that somewhat resemble it. LUS belongs in the academic humanities not, with urban studies, in the interdisciplinary social sciences. It is in part an outgrowth of the ‘spatial turn’ associated with names like Lefebvre, de Certeau and Anglophone critical geographers, but it does not consider cities as mere instances of spatiality, however socially produced. It draws on phenomenological accounts of placed human experience but juxtaposes individuals’ perspectives with larger-scale ones. It is multidisciplinary and focused on real-world objects, and cannot be classed as a type of literary geography, which applies geographical methods to literary objects. Nor, as outlined in this article, is LUS to be confused with other areas of spatial investigation, from geocriticism and Deep Locational Criticism to psychogeography and deep topography. It is more multi-polar and more systematic than these approaches focused on the individual human or the individual city over time tend to be. LUS functions in tandem with but not as part of the current mobilities paradigm of the social sciences (recognising the non-static nature of cities). It retains a belief in literature as a primary material which distinguish it from urban cultural studies and other multimedial methods in city investigation. After outlining the emergence of the new LUS and distinguishing it from these alternative approaches, the article examines another account of the relationship between literature and the city, Franco Moretti’s. For Moretti, city literature is essentially modern and a literature of social (more than physical) mobility. The work of Moretti shares with earlier research for example by Benjamin, or the Chicago School in sociology, a belief that in the words of Bart Keunen ‘an impression of magnitude’ was central in twentieth-century views of city cultures. LUS contrasts with this by emphasizing relatively neglected cities, literatures and neighbourhoods, often focusing on the more culturally underdetermined areas in which populations live everyday lives and work. Contra Moretti the image of the city varies across literary forms and genres, and its later expressions are not just ‘a hollowing out’ of that found in classics of nineteenth-century realism. Despite later work foundational to literary spatial studies, the 1980s, at least, Moretti seems now surprisingly unconfident about LUS as a discipline. In the late 2010s, emergent disciplines fuel LUS in new ways, among them the radical urban scholarship of AbdouMaliq Simone and Ananya Roy, and advances in digital humanities research (including those with which Moretti has been involved). Next, the article glances at some foundational figures for LUS from the personal perspective of the author: Jane Jacobs, Doreen Massey, Jeff Malpas and Eric Prieto. Working in urban studies, critical human geography, place philosophy and spatial literary phenomenology respectively, all humanize actual city environments and challenge simplistic conclusions about ‘the city’. Jacobs’s notion of ‘adventuring in the real world’ could help form a manifesto for LUS. The conclusion of the article emphasizes the capaciousness of LUS. This goes beyond individuals of the artist and writer class, and the districts where they have tended to live, opening up textual and experiential equivalents of what Simone calls ‘urban majority’ areas. It may not be at all clear to us what settlements appeared urban in earlier historical eras. LUS enables comparisons between cities of different magnitudes, and the restoration of personhood to city-dwellers and city areas that have had it stripped from them.


2015 ◽  
Vol 17 (3) ◽  
pp. 21 ◽  
Author(s):  
June Ann Gordon ◽  
Xiangyan Liu

<p>This research focuses on the predispositions that recent Chinese and Indian immigrant families bring with them to the United States and how these are reinforced by the communities in which they locate. The findings draw from 144 interviews in California. Three themes dominate: positioning through schooling, transnational family, and extended community and education. Our perspective joins Asian diaspora studies with cultural capital and social structural theories, enabling a more nuanced understanding of ways in which schooling in the home country informs how children are positioned in the American schooling system.</p>


2021 ◽  
Vol 2 (18) ◽  
pp. 81-90
Author(s):  
R.L. Livshits ◽  

Greed is regarded as a human characteristic that occurs naturally in the course of social evolution. Under capitalism, unlimited desire of possession acts as the main motive of economic and any other activity, which leads to a number of objective technical, ecological, social, cultural and moral consequences – both positive and extremely negative. Greed has influenced the development of civilization constructively but it slowing down the social process increasingly in the modern era. Greed should be taken away from the historical stage. Curbing the demon of greed is required not only for the modern world reality, but also for the challenges that are expected by humanity in the future. The experience of the Soviet project implementing, based on an appeal to the over-utilitarian motives of the individual, demonstrates the objective possibility of building a collectivist society in which greed is perceived not as a norm, but as a deviation.


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