scholarly journals Sociología Mexicana y cambios conceptuales: adquisiciones y pérdidas (1939-1960)

2017 ◽  
pp. 83
Author(s):  
Margarita Olvera Serrano
Keyword(s):  
Empirical Research ◽  
Intergenerational Transmission ◽  
First Generation ◽  
Social Scientists ◽  
Research Publications ◽  
Palabras Clave ◽  
Conceptual Changes ◽  
The Future ◽  
Conceptual Language ◽  
Lack Of Knowledge

En este trabajo se reconstruye el proceso de institucionalización de la sociolo­gía en México como un proceso inescindible de las consecuencias del triunfo de la revolución de 1910. Se examinan sus primeros objetos de investigación empírica, publicaciones, proyectos, temas, orientaciones, expectativas de fu­turo y cambios en el periodo que va de 1939 a 1960. En el primer tramo de este periodo, la sociología en México, bajo el liderazgo del abogado Lucio Mendieta y Núñez, se desarrolló con base en un conjunto de conceptos de corte político-social, que posteriormente se entrelazaron con un primer len­guaje conceptual especializado que contribuyó a la consolidación definitiva de esta disciplina como ciencia y como profesión. En los años finales del arco temporal considerado aquí, la primera generación de científicos sociales de formación universitaria, liderados por Pablo González Casanova, cuestiona tanto los resultados no deseados de los regímenes postrevolucionarios, como el legado conceptual de los fundadores, dando lugar a un acelerado proceso de pérdida de significación y desplazamiento conceptual que muestra parte de la discontinuidad de los procesos de transmisión intergeneracional, los desconocimientos y los olvidos que han atravesado la sociología en México. Palabras clave: institucionalización, lenguajes conceptuales, liderazgos, dis­ciplina, profesión. Mexican sociology and conceptual changes: acqui­sitions and losses (1939-1960) Abstract This paper reconstructs the institutionalization process for sociology in Mex­ico as a consequence of the triumph of the 1910 revolution, its first objects of empirical research, publications, projects, subjects, orientations, expectations of the future and changes between 1939 and 1960. In the first part of this peri­od and under the leadership of lawyer Lucio Mendieta and Núñez, sociology was developed in Mexico based on a set of political-social concepts, which later were interlaced with a first specialized conceptual language which contributed to the definitive consolidation of this discipline as a science and as a profession. In the final years of the temporal arch considered here, the first generation of university-educated social scientists, led by Pablo González Casanova, questions both the undesirable results of post-revolutionary re­gimes and the conceptual legacy of the founders, resulting in an accelerated loss of meaning and conceptual displacement, showing some of the disconti­nuity of the intergenerational transmission processes, the lack of knowledge and the oversights that have gone through sociology in Mexico. ­ Keywords: Institutionalization, conceptual languages, leadership, discipline, profession. Sociologia mexicana e mudanças conceituais: aquisições e perdas (1939-1960) Resumo Neste trabalho, se reconstrói o processo de institucionalização da sociologia no México como parte das consequências do triunfo da revolução de 1910, seus primeiros objetos de pesquisa empírica, publicações, projetos, temas, orientações, expectativas do futuro e mudanças entre 1939 e 1960. Na primei­ra parte deste período, a sociologia no México, sob a liderança do advogado Lucio Mendieta e Núñez, foi desenvolvida com base num conjunto de con­ceitos de corte político-social, que posteriormente se entrelaçaram com uma primeira linguagem conceitual especializada que contribuiu para a consoli­dação definitiva desta disciplina como ciência e como profissão. Nos últimos anos do arco temporal considerado aqui, a primeira geração de cientistas sociais de formação universitária, liderada por Pablo González Casanova, questiona tanto os resultados não desejados dos regimes pos revolucionários, como o legado conceitual dos fundadores, dando lugar a um acelerado pro­cesso de perda de significado e deslocamento conceitual, que mostra parte da descontinuidade dos processos de transmissão intergeracional, os desco­nhecimentos e o esquecimento que tem atravessado a sociologia no México. Palavras-chave: institucionalização, linguagem conceitual, liderança, disci­plina, profissão

scholarly journals Sociología Mexicana y cambios conceptuales: adquisiciones y pérdidas (1939-1960)

2017 ◽  
pp. 83
Author(s):  
Margarita Olvera Serrano
Keyword(s):  
Empirical Research ◽  
Intergenerational Transmission ◽  
First Generation ◽  
Social Scientists ◽  
Research Publications ◽  
Palabras Clave ◽  
Conceptual Changes ◽  
The Future ◽  
Conceptual Language ◽  
Lack Of Knowledge

En este trabajo se reconstruye el proceso de institucionalización de la sociolo­gía en México como un proceso inescindible de las consecuencias del triunfo de la revolución de 1910. Se examinan sus primeros objetos de investigación empírica, publicaciones, proyectos, temas, orientaciones, expectativas de fu­turo y cambios en el periodo que va de 1939 a 1960. En el primer tramo de este periodo, la sociología en México, bajo el liderazgo del abogado Lucio Mendieta y Núñez, se desarrolló con base en un conjunto de conceptos de corte político-social, que posteriormente se entrelazaron con un primer len­guaje conceptual especializado que contribuyó a la consolidación definitiva de esta disciplina como ciencia y como profesión. En los años finales del arco temporal considerado aquí, la primera generación de científicos sociales de formación universitaria, liderados por Pablo González Casanova, cuestiona tanto los resultados no deseados de los regímenes postrevolucionarios, como el legado conceptual de los fundadores, dando lugar a un acelerado proceso de pérdida de significación y desplazamiento conceptual que muestra parte de la discontinuidad de los procesos de transmisión intergeneracional, los desconocimientos y los olvidos que han atravesado la sociología en México. Palabras clave: institucionalización, lenguajes conceptuales, liderazgos, dis­ciplina, profesión. Mexican sociology and conceptual changes: acqui­sitions and losses (1939-1960) Abstract This paper reconstructs the institutionalization process for sociology in Mex­ico as a consequence of the triumph of the 1910 revolution, its first objects of empirical research, publications, projects, subjects, orientations, expectations of the future and changes between 1939 and 1960. In the first part of this peri­od and under the leadership of lawyer Lucio Mendieta and Núñez, sociology was developed in Mexico based on a set of political-social concepts, which later were interlaced with a first specialized conceptual language which contributed to the definitive consolidation of this discipline as a science and as a profession. In the final years of the temporal arch considered here, the first generation of university-educated social scientists, led by Pablo González Casanova, questions both the undesirable results of post-revolutionary re­gimes and the conceptual legacy of the founders, resulting in an accelerated loss of meaning and conceptual displacement, showing some of the disconti­nuity of the intergenerational transmission processes, the lack of knowledge and the oversights that have gone through sociology in Mexico. ­ Keywords: Institutionalization, conceptual languages, leadership, discipline, profession. Sociologia mexicana e mudanças conceituais: aquisições e perdas (1939-1960) Resumo Neste trabalho, se reconstrói o processo de institucionalização da sociologia no México como parte das consequências do triunfo da revolução de 1910, seus primeiros objetos de pesquisa empírica, publicações, projetos, temas, orientações, expectativas do futuro e mudanças entre 1939 e 1960. Na primei­ra parte deste período, a sociologia no México, sob a liderança do advogado Lucio Mendieta e Núñez, foi desenvolvida com base num conjunto de con­ceitos de corte político-social, que posteriormente se entrelaçaram com uma primeira linguagem conceitual especializada que contribuiu para a consoli­dação definitiva desta disciplina como ciência e como profissão. Nos últimos anos do arco temporal considerado aqui, a primeira geração de cientistas sociais de formação universitária, liderada por Pablo González Casanova, questiona tanto os resultados não desejados dos regimes pos revolucionários, como o legado conceitual dos fundadores, dando lugar a um acelerado pro­cesso de perda de significado e deslocamento conceitual, que mostra parte da descontinuidade dos processos de transmissão intergeracional, os desco­nhecimentos e o esquecimento que tem atravessado a sociologia no México. Palavras-chave: institucionalização, linguagem conceitual, liderança, disci­plina, profissão

scholarly journals Anti-Immigrant Parties and Western European Society: Analyzing the Role of Immigration and Forecasting Voting

2018 ◽  
Author(s):  
Nate Breznau
Keyword(s):  
Empirical Research ◽  
Group Dynamics ◽  
European Society ◽  
Western Europe ◽  
First Generation ◽  
Scientific Integrity ◽  
First Generation Immigrants ◽  
Working Paper ◽  
The Future

This project analyzes and predicts the trajectory of immigration and anti-immigration parties in Western Europe from 1962 to 2035. Immigration increased steadily until the 2000s when it reached unprecedented levels. By 2017, countries in Western Europe average 11% of votes cast for anti-immigrant parties. The percentage of the population that are first generation immigrants predicts between 50 and 94% of the variance in these votes across countries in Western Europe. A blog post and a working paper discuss the findings of this research and implications for the future of Europe drawing on theories of group dynamics and empirical research on politics and societies. (Results not altered since the day before the Italian election to preserve scientific integrity).

scholarly journals First-Generation College Students and Family Support: A Critical Review of Empirical Research Literature

2021 ◽  
Vol 11 (6) ◽  
pp. 294
Author(s):  
Samantha LeBouef ◽  
Jodi Dworkin
Keyword(s):  
College Students ◽  
Family Support ◽  
Empirical Research ◽  
First Generation ◽  
Empirical Studies ◽  
First Generation College Students ◽  
Research Literature ◽  
Empirical Literature ◽  
First Generation College ◽  
Research Narrative

The majority of empirical literature on first generation college students (FGCSs) in the U.S. asserts that because their parents did not attend college, FGCSs are lacking important resources to be successful in college. However, this results in a deficit-based approach to the study of FGCSs that tends to highlight the differences between first-generation and continuing-education students. However, FGCSs possess a wealth of resources from parents and families that make them successful, and that are often ignored in research. Asset-based approaches to the study of FGCSs are becoming more frequent in the form of books, book chapters, and white papers; however, published empirical research has yet to adopt this approach. As a result, a deeper understanding of FGCSs’ experiences is essential to advancing diversity and equity in higher education. To begin to address this gap, a systematic literature review of empirical studies following the PRISMA framework was conducted on first generation college students and family support; the literature was critically reviewed and future directions for the field were identified. Applying a critical, cultural, and familial lens to the study of first-generation college students will contribute to reframing the research narrative towards an asset-based narrative.

Social epigenomics: are we at an impasse?

Epigenomics ◽  
2021 ◽  
Author(s):  
Amy L Non
Keyword(s):  
Child Maltreatment ◽  
Data Integration ◽  
Social Factors ◽  
Complex Diseases ◽  
Cross Cultural ◽  
Data Types ◽  
Social Scientists ◽  
High Expectations ◽  
The Future ◽  
Collaborative Efforts

Aim: Social scientists have placed particularly high expectations on the study of epigenomics to explain how exposure to adverse social factors like poverty, child maltreatment and racism – particularly early in childhood – might contribute to complex diseases. However, progress has stalled, reflecting many of the same challenges faced in genomics, including overhype, lack of diversity in samples, limited replication and difficulty interpreting significance of findings. Materials & methods: This review focuses on the future of social epigenomics by discussing progress made, ongoing methodological and analytical challenges and suggestions for improvement. Results & conclusion: Recommendations include more diverse sample types, cross-cultural, longitudinal and multi-generational studies. True integration of social and epigenomic data will require increased access to both data types in publicly available databases, enhanced data integration frameworks, and more collaborative efforts between social scientists and geneticists.

Assimilation of the Puerto Ricans on the Mainland

1968 ◽  
Vol 2 (2) ◽  
pp. 21-39
Author(s):  
John J. Macisco
Keyword(s):  
United States ◽  
First Generation ◽  
Second Generation ◽  
Puerto Ricans ◽  
The United States ◽  
Social Scientists ◽  
First Marriage ◽  
Labor Force Status ◽  
Age At First Marriage ◽  
First And Second Generation

Social scientists have repeatedly tried to specify the process whereby assimilation takes place. This article points out the value of socio-demographic analysis in the study of assimilation, by describing the characteristics of Puerto Ricans on the United States mainland. In order to assess the direction of change between the first and second generation Puerto Ricans, data for the total United States population are also presented. Most of the data are drawn from the 1960 Census. First generation Puerto Ricans are compared with the second generation along the following dimensions: age, education, labor force status, income, occupation, age at first marriage, percent outgroup marriage and fertility. The Author concludes that second generation Puerto Ricans are moving in the direction of total United States averages.

Teaching the Future of Technology in the History Classroom: A Case Study

2018 ◽  
Vol 10 (4) ◽  
pp. 253-262 ◽  
Author(s):  
David J. Staley
Keyword(s):  
Incomplete Information ◽  
The State ◽  
Historical Inquiry ◽  
Social Scientists ◽  
Traditional Methods ◽  
Research Seminar ◽  
Historical Method ◽  
The Future ◽  
The Right

This article will describe how historians can teach the future of technology. Historians need not alter their traditional methods of historical inquiry to teach the future, and indeed the history classroom is a natural site for foresight education. Historical inquiry begins with questions, and futuring similarly begins with asking the right questions. The historian seeks out evidence, and futurists as well identify drivers and blockers, considering how these drivers and blockers will interact with each other. In contrast to social scientists, historians work with imperfect or incomplete information, an apt description of the state of our evidence about the future. In a manner similar to historians, futurists interpret and draw inferences from evidence. After the research an analysis of the evidence is complete, the historian/futurist writes representations. This article will describe how I employed the historical method to teach the future of technology in a history research seminar, the results produced by the students, and ways that the study of the future can be situated in the history classroom.

Pietro Basso,Modern Times, Ancient Hours: Working Livesin the Twenty-first Century. London: Verso, 2003. pp. 275. $27.00 cloth.

2005 ◽  
Vol 68 ◽  
pp. 134-136
Author(s):  
Gerd-Rainer Horn
Keyword(s):  
Everyday Life ◽  
Working Time ◽  
First Century ◽  
Recent Past ◽  
Social Scientists ◽  
Modern Times ◽  
The Future ◽  
Twenty First Century

For some time now, sociologists, economists and assorted futurologists have flooded the pages of learned journals and the shelves of libraries with analyses of the continuing decline of industrial and other forms of labor. In proportion to the decline of working time, those social scientists proclaim, the forward march of leisure has become an irresistible trend of the most recent past, the present and, most definitely, the future. Those of us living on planet earth have on occasion wondered about the veracity of such claims which, quite often, appear to stand in flat contradiction to our experiences in everyday life. The work of the Italian sociologist Pietro Basso is thus long overdue and proves to be a welcome refutation of this genre of, to paraphrase Basso, obfuscating hallucinations.

scholarly journals Creatividad e innovación: una destreza adquirible

10.14201/3165 ◽  
2009 ◽  
Vol 21 (1) ◽  
Author(s):  
Petra María Pérez Alonso-geta
Keyword(s):  
Key Words ◽  
Human Being ◽  
Everyday Experience ◽  
Palabras Clave ◽  
The Future ◽  
New Ideas ◽  
New Challenges

RESUMEN: ntendemos la creatividad como destreza adquirible, como un rasgo del que participan todos los seres humanos, aunque precise ser cultivada. La capacidad de ser creativo es una mezcla de conocimientos, actitudes y habilidades que se pueden conseguir mediante la práctica. Se trata de hacerse con nuevas ideas, saliendo de las rutas trazadas, por la experiencia para conseguir nuevos productos. Desde la escuela es necesario estimular la creatividad para poder afrontar los retos que hoy se plantean, en los distintos ámbitos de la realidad, dando solución a los nuevos problemas. Eeducar para la creatividad es una estrategia de futuro. Palabras clave: creatividad, innovación, educación, creencias, actitudes.ABSTRACT: This paper conceives creativity as an acquirable skill, as a trait shared by every human being. Hhowever, creativity must be developed: the ability of being creative is a blend of knowledge, attitude and skills that can only be learnt through practice. It is about having new ideas and departing from habitual pathways traced by everyday experience in order to obtain new outputs. It is essential to stimulate creativity in school in order to be able to handle efficiently today’s new challenges, which present themselves in different areas of our lives. Teaching creativity is therefore a strategy for the future. Key words: creativity, innovation, education, knowledge, attitude.SOMMAIRE: Nous définissons la créativité comme une habilité que l’on peut atteindre, comme un attribut auquel tous les êtres humains participent, même si elle a besoin d’être cultivée. La capacité d’être créatif est un mélange de connaissances, d’attitudes et d’habilités que l’on peut atteindre moyennant la pratique. Il s’agît de trouver des nouvelles idées, en sortant des chemins existants, à travers l’expérience afin d’obtenir de nouveaux produits. Dès l’école il est nécessaire de stimuler la créativité pour pouvoir affronter les défis actuels, dans les différents domaines de la réalité en apportant des solutions aux nouveaux problèmes. Eenseigner la créativité, c’est une stratégie pour l’avenir.

scholarly journals Capí­tulo Segundo: Mundo Reo.

Xihmai ◽  
2013 ◽  
Vol 5 (10) ◽  
Author(s):  
Jesús Ignacio Panedas Galindo
Keyword(s):  
Key Words ◽  
Future Generations ◽  
Human Race ◽  
End Of History ◽  
Palabras Clave ◽  
The Future ◽  
The End Of History ◽  
The Individual

Resumen Cuando se empezaron a conocer los testimonios de los supervivientes de los campos de exterminio nazis, la humanidad se consternó. El sufrimiento provocado y la aplicación sistemática y consciente de la técnica a la destrucción de la persona, fueron descubrimientos que pusieron en alerta al hombre sobre la naturaleza del hombre mismo.   Tanto fue el horror que se alcanzó a entrever a través de las narraciones que el  tiempo  se  congeló.  El  reclamo  silencioso  de  las  auténticas  ví­ctimas, quienes murieron, se suspendió en el aire de la memoria hasta que los responsables reconocieran sus culpas. El olvido no podí­a abrazar tan profundos crí­menes.   Por este motivo no puede realizarse el fin de la historia. Los sufrimientos del hombre provocados hasta este grado por el mismo hombre fuerzan un pendiente que ya no puede borrarse. El grito de dolor recuerda a las generaciones futuras la necesidad de una reparación, del perdón, del reconocimiento.   Palabras Clave: Testimonio, memoria, campos de exterminio, fenomenologí­a, hermenéutica, sufrimiento, herencia.   Abstract When testimony from the survivors from Nazi extermination fields were first known, the human race filled with dismay. The suffering provoked and the systematic conscious application of the technique of destruction of the individual, were discoveries that alerted the individual on the nature of the individual itself.   Such a horror was seen through the narrations that time froze.     The silent demand from the authentic victims, who died, was suspended on the air of memory until the responsible recognized their  guilt. Obscurity could not hold such deep crimes.   For this reason the end of history cannot be made. The suffering of the individual provoked up to this point by the individual itself, force an unresolved point that cannot be erased.   The scream of pain reminds the future generations the need to repair, forgive and recognize it.   Key words: Testimony, memory, extermination fields, phenomenology, hermeneutics, suffering, inheritance.

scholarly journals ¿Es posible reclamar un supuesto derecho a ser desgraciados? El “mundo feliz” de la eugenesia

2015 ◽  
Vol 12 (2) ◽  
pp. 9
Author(s):  
Jorge Sierra Merchán
Keyword(s):  
Genetic Engineering ◽  
Key Words ◽  
Human Genome ◽  
Moral Obligation ◽  
Point Of View ◽  
Hereditary Diseases ◽  
Moral Duty ◽  
Ethical Implications ◽  
Palabras Clave ◽  
The Future

ResumenEn la discusión sobre las implicaciones éticas de la ingeniería genética, es común establecer una diferencia entre eugenesia negativa y eugenesia positiva. La eugenesia negativa está conformada por procedimientos orientados a corregir defectos genéticos, es decir, a evitar o minimizar la trasmisión de enfermedades hereditarias. La eugenesia positiva consiste en potenciar u optimizar caracteres que se consideran deseables (belleza o inteligencia). Una cosa es reparar, con fines terapéuticos, un error genético y otra cosa es mejorar genéticamente un rasgo que se considera bueno y deseable. En este sentido cabe preguntarse: ¿hay un deber moral de evitar, mediante la ingeniería genética, que los niños nazcan con discapacidades y no se les condene a una vida de desgracia? ¿O hay también un deber moral equivalente de garantizar que los niños posean belleza e inteligencia? El presente texto busca responder ambas cuestiones mediante una evaluación de los argumentos en pro y en contra de la eugenesia desarrollados por Singer y Nussbaum. Sostendré que hay una obligación moral de aplicar la eugenesia negativa, mientras que tal obligación no es extensiva para el caso de la eugenesia positiva. Esto implica que no es posible exigir un presunto derecho a ser desgraciado ni desde el punto de vista de los padres ni desde el punto de vista de los futuros hijos para el caso de la eugenesia negativa, en tanto que para el caso de la eugenesia positiva el derecho a ser desgraciados parece ser más defendible. Palabras clave: Eugenesia, genoma humano, principio preventivo, Singer, Nussbaum**********************************************************Is it possible to claim a alleged right to be disgraced? The “happy world” of eugenicsAbstractIn the discussion about the ethical implications of genetic engineering it is usual to distinguish between negative and positive eugenics. Negative eugenics refers to genetic imperfections correction procedures, which aim to avoid or minimize the transmission of hereditary diseases. Positive eugenics consists in the improvement or optimization of features considered desirable (as beauty or intelligence). One thing is to repair, for therapeutic purposes, a genetic error, and another to genetically improve a feature considered good and desirable. In this sense one could ask if it is a moral duty to avoid, through genetic engineering, impairments in newborns, saving them from an unfortunate life; and if there is also an equivalent moral duty to guarantee that children possess beauty and intelligence. This paper aims to answer both questions through an evaluation of the arguments for and against eugenics proposed by Singer and Nussbaum. I will hold that though there is a moral obligation to apply negative eugenics, this kind of obligation is not present in the case of positive eugenics. This implies that it is not possible to demand a presumed right to be miserable, either from the parent’s or the future children’s point of view, in the case of negative eugenics, although this presumed right to be miserable seems to be more defensible in the case of positive eugenics. Key words: Eugenics, human genome, preventive principle, Singer, Nussbaum.**********************************************************É possível reclamar um alegado direito a ser desgraçado? O “mundo feliz” da eugenesiaResumoNa discussão sobre as implicações éticas da engenharia genética é frequente estabelecer uma diferenciação entre eugenesia negativa e eugenesia positiva. A eugenesia negativa está conformada pelos procedimentos orientados a corrigir defeitos genéticos, ou seja, evitar ou minimizar a transmissão de doenças hereditárias. A eugenesia positiva consiste em potenciar ou aperfeiçoar caracteres que se consideram desejáveis (beleza ou inteligência). Uma coisa é reparar, com fins terapêuticos, um erro genético, e outra coisa é melhorar geneticamente um traço que se considera bom ou desejável, Nesse sentido é possível perguntar: há o dever moral de evitar, mediante a engenharia genética, que as crianças nasçam com incapacidades e não sejam condenados a uma vida de desgraça? Ou há também um dever moral equivalente de que as crianças possuam beleza e inteligência? O presente texto procura responder ambas as questões mediante uma avaliação dos argumentos em prol e em contra da eugenesia desenvolvidos por Singer e Nussbaum. Vou suster que há uma obrigação moral de aplicar a eugenesia negativa, enquanto que tal obrigação não é extensiva para o caso da eugenesia positiva. Isto implica que não é possível exigir um pressuposto direito a ser desgraçado nem desde o ponto de vista dos pais nem desde o ponto de vista dos futuros filhos no caso da eugenesia negativa, em tanto que no caso da eugenesia positiva o direito a ser desgraçados parece ser mais defendível. Palavras chave: Eugenesia, genoma humano, princípio preventivo, Singer, Nussbaum.

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