The frame thinking, i.e. the individual – but generalized – thought experiment supported by participant observation

2021 ◽  
Vol 3 ◽  
pp. 21-39
Author(s):  
Grzegorz Trela
Keyword(s):  
Social Sciences ◽  
Conceptual Framework ◽  
Euclidean Geometry ◽  
Thought Experiment ◽  
Participant Observation ◽  
Oral Culture ◽  
Cultural Traditions ◽  
Humanities And Social Sciences ◽  
The Individual

The essay presents an outline of the arguments for relativistic theses. Theses: about the theoretical incommensurability and undetermined translation interpreted in ethnic languages (Polish and Swahili). I justify the statement that the conceptual framework of individual languages – by analogy – to the analysed examples are mutually and fundamentally untranslatable. Untranslatable, at least concerning the fundamentally different cultural traditions characterizing the civilization of writing versus oral culture. I also indirectly justify the legitimacy of questioning the linear concept of development based on the involuntary acceptance in the humanities and social sciences of Euclidean geometry. Consequently, the article is part of a series of publications in which I argue for the need to reconstruct fundamental epistemological categories.

Theory and observation in social sciences

2018 ◽  
Author(s):  
William Outhwaite
Keyword(s):  
Social Sciences ◽  
Social Psychology ◽  
Social Science ◽  
Empirical Research ◽  
Participant Observation ◽  
Social Anthropology ◽  
Philosophy Of Social Science ◽  
Self Reflection ◽  
The Social ◽  
The Individual

The concept of observation has received relatively little systematic attention in the social sciences, with the important exceptions of social psychology, social anthropology and some areas of sociological methodology such as ‘participant observation’. In a broader sense, however, concern with the relation between theory and ‘reality’, ‘data’, ‘empirical research’ and so on, has been a pervasive theme in the philosophy of social science and in the methodological self-reflection of the individual social sciences.

From the Visual Turn to Turned Up Visuality

2019 ◽  
pp. 80-100
Author(s):  
Julien Bucher ◽  
Anja Weller
Keyword(s):  
Social Sciences ◽  
Visual Presentation ◽  
Visual Media ◽  
Visual Mode ◽  
Visual Research ◽  
The Future ◽  
Humanities And Social Sciences ◽  
Future Direction ◽  
The Individual

The humanities and social sciences discovered the field of visual research in the 1990s and proclaimed several “turns” to emphasize the importance of visuality (or the visual mode) and shape the future direction of research: imagic turn, pictorial turn, iconic turn, and visualistic turn. Almost 30 years later, the individual lifeworlds are heavily influenced by the digitalization of technologies and the globalization of material and immaterial goods – products, ideas, and imaginations that rely on certain ways of visual presentation, images, and visual media in general. The individual lifeworlds are increasingly based on digitally mediated visuals and the interaction with as well as the communication using them (often intertwined with direct ways to interact, like touch, speech, or gestures). Visual-based alternatives to commonly used methods like interviews and surveys are discussed, finishing off with an introduction to the methodology of the creative interview, a qualitative instrument to gain and explicate information, and imaginations using respondent-produced sketches and drawings.

Modern U.S. Racial Capitalism

2020 ◽  
pp. 8-20 ◽  
Author(s):  
Charisse Burden-Stelly
Keyword(s):  
Social Sciences ◽  
Conceptual Framework ◽  
Global Scale ◽  
Carceral State ◽  
Racial Capitalism ◽  
Humanities And Social Sciences

In recent years, "racial capitalism" has ascended across the humanities and social sciences. It has arisen as a conceptual framework to understand the mutually constitutive nature of racialization and capitalist exploitation, inter alia, on a global scale, in specific localities, in discrete historical moments, in the entrenchment of the carceral state, and in the era of neoliberalization and permanent war.

scholarly journals A New Methodology for Measuring Tsunami Resilience Using Theory of Springs

Geosciences ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. 469
Author(s):  
Dinil Pushpalal ◽  
Atsushi Suzuki
Keyword(s):  
Social Sciences ◽  
Mathematical Model ◽  
Conceptual Framework ◽  
Natural Philosophy ◽  
Theory Of Elasticity ◽  
Recovery Potential ◽  
Effective Spring Constant ◽  
The Individual ◽  
The Mathematical Model ◽  
Mechanical Arts

Resilience is a deeply rooted word in theory of elasticity, which is firstly introduced to English by Thomas Young in 1807 in his treatise “A course of lectures on natural philosophy and the mechanical arts”. However, recently it is frequently used in ecology, economics, social sciences, and as everyone knows in the disaster literature. The purpose of this article is to investigate the mechanical background of word resilience, discuss lessons we could learn from the theory of elasticity for evaluating tsunami resilience, and finally, to propose a new mathematical model based on theory of springs. The mathematical model is in compliance with a pragmatic conceptual framework for evaluating resilience. The effective resilience of a given area can be calculated by aggregation of three components namely, onsite capacity, instantaneous survivability, and recovery potential of the area. The authors suggest that the magnitude of each component depends on socioeconomic, infrastructural and geographical factors of the area considered. Here, we show that aggregation of the individual components can be done in compliance with the theory of springs by analogizing effective tsunami resilience to effective spring constant. The mathematical model will be useful for evaluating the resilience of townships to hydrological disasters and also planning resilient townships, specifically to tsunami.

‘Science’ and ‘Culture’ in University Settings. Areas of Overlap? Areas of Tension? Or, Areas of Mutual Complementarity?

2018 ◽  
Vol 26 (2) ◽  
pp. 319-329
Author(s):  
Milena Žic Fuchs
Keyword(s):  
Social Sciences ◽  
Cultural Values ◽  
Focal Point ◽  
Science And Culture ◽  
Humanities And Social Sciences ◽  
The One ◽  
The Individual ◽  
University Settings ◽  
Research Domains ◽  
Independent Thought

On the one hand, ‘interdisciplinarity’ in all its formats, ranging from multi- to transdisciplinarity, has become the focal point of research agendas and a high priority of many funding bodies, while, on the other hand, universities by and large still remain discipline-oriented. This ‘tension’ is especially manifest between ‘science’ and ‘culture’ in the sense of bridging gaps between disciplines and research domains. The main roles of the Humanities and Social Sciences can be said to be the development of critical and independent thought, the identification and dissemination of important social and cultural values, as well as challenging widely held assumptions and beliefs. This article focuses on new ‘interpretations’ of knowledge seen as the fundamental link, which can, within university programmes, raise the awareness of the importance of the Humanities and Social Sciences on one hand, but, more importantly, also put into a much wider context the different ‘knowledges’ necessary for the contemporary understanding of how ‘science’ should be geared towards the individual, society, as well as the global community at large.*

RELEVANCE OF PHILOSOPHY OF EDUCATION TO CURRICULUM THEORY AND DEVELOPMENT IN NIGERIAN EDUCATIONAL SYSTEM

2015 ◽  
Vol 3 (2) ◽  
pp. 256-261
Author(s):  
Zaka Rauf ◽  
MUSA YUSUF
Keyword(s):  
Social Sciences ◽  
Educational System ◽  
National Curriculum ◽  
Philosophy Of Education ◽  
Curriculum Theory ◽  
Best Interest ◽  
Humanities And Social Sciences

Attempts of undue separation of the philosophy of education and curriculum theory and development in the teaching of systematic functional education have been seriously criticized. This has been so because it is not in the best interest in the teaching of an intelligent and national curriculum which forms the bedrock to the development of a truly vibrant educational system in Nigeria. This paper, therefore, is an attempt to investigate the relevance of the philosophy of education to the development of an intelligent curriculum which is imperative to the teaching of functional education in the technical, the sciences, the humanities and social sciences towards the revitalization of the Nigerian educational sector. 

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