The Sociology of Religion in Latin America: Teaching and Research

1994 ◽  
Vol 41 (3) ◽  
pp. 339-354 ◽  
Author(s):  
Cristián PARKER GUMUCIO
1995 ◽  
Vol 75 (1) ◽  
pp. 83
Author(s):  
Daniel H. Levine ◽  
Carlos Alberto Torres ◽  
Richard A. Young

1994 ◽  
Vol 23 (3) ◽  
pp. 434
Author(s):  
Kevin Neuhouser ◽  
Carlos Alberto Torres ◽  
Richard A. Young

2020 ◽  
Vol 32 (4) ◽  
pp. 107-122
Author(s):  
M.V. Maslovskiy ◽  

The article considers Max Weber’s model of plebiscitary leadership and historical examples of plebiscitary democracy. It is argued that there is no clear distinction between plebiscitary democracy and dictatorship inWeber’s writings. As Stefan Breuer demonstrates, such a distinction allows us to broaden the application of Weberian concepts. Plebiscitary elements can be seen in the political life of non-Western states, which have been discussed from the multiple modernities perspective. However, while that perspective develops the Weberian sociological tradition, its representatives mostly do not use the concept of plebiscitary leadership. Thus, Shmuel Eisenstadt draws primarily on Weber’s sociology of religion in his analysis of different types of modernity. Specifically, Eisenstadt considers the impact of civilizational legacies on political processes in India and Latin America. Peter Wagner discusses the relevance of Weber’s rationalization thesis and theory of capitalism rather than the concepts of Weberian political sociology. In his study of democratization in Brazil and South Africa, Wagner emphasizes the progressive character of political changes but does not consider the possibility of a reversal of these processes. The article argues that the contemporary reconstruction of Weber’s model of plebiscitary leadership can complement the analyses of democratization in non-Western societies from the multiple modernities perspective.


Author(s):  
Pedro Gregorio Enriquez ◽  
◽  
María Leticia Vannucci ◽  

In the last ten years, in Latin America in general and Argentina in particular, pedagogical and socio-community practices have been institutionalized in university education, they integrate extension with teaching and research. Despite its short time, there has already been a significant number of experience reports that it would be impossible to even mention them; but the proportion of works destined to create tools that make it possible to study this type of practice is lower. Taking into account this panorama, in this work a provisional theoretical-methodological tool is outlined, which allows analyzing the socio- community practices. This tool was built on the basis of two paths: that of the review and reflective reconstruction of the literature that bases and gives meaning to this type of practice and; the analysis of reports of experiences that provide emerging categories on the meaning and significance attributed to it by the subjects.


Author(s):  
Roberto Blancarte

Latin American sociology of religion is a relatively young discipline, although institutionally speaking, it has not lagged as far behind European sociology as we usually think. There is, in fact, an early link between Continental Europe and Latin America in the development of institutions dedicated to the study of religions. They have witnessed an incredible expansion, particularly over the past three decades. The author offers a general panorama of the trajectory of the subdiscipline and the development of a robust academic field. The reasons for this intellectual explosion go from the development of a scientific institutional framework for social sciences in emerging economies to the changing structure of religions and the social awareness of a historical plurality of beliefs in Latin America.


Author(s):  
Robert L. Tignor

This chapter describes how W. Arthur Lewis joined the faculty of Princeton University's Woodrow Wilson School of Public and International Affairs. Although Lewis may well have been ailing physically when he arrived in Princeton, he plunged into his teaching and research with unusual energy. From the outset, he offered graduate seminars on economic development jointly in the Woodrow Wilson School and the economics department. The usual format that he chose was a graduate overview course on economic development followed by a team-taught seminar dealing with economic development in selected country studies. Lewis chose the continent of Africa for his country studies, while his colleagues treated the countries of Latin America and Asia. As the custom at Princeton was for all faculty to do undergraduate teaching, Lewis experimented with various undergraduate courses, even trying his hand at one of the large introductory economics lecture courses, where he was not at his best or comfortable. He eventually developed a standard undergraduate lecture course on economic development.


1994 ◽  
Vol 33 (3) ◽  
pp. 297
Author(s):  
Madeleine Adriance ◽  
Carlos Alberto Torres ◽  
Richard A. Young

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