scholarly journals EPISTIMOLOGICAL METHOD SCIENCE ENTRY TO THE CURRICULUM IN THE SOCIOLOGICAL FIELD OF SOCIAL SCIENC )RATIONALITY THE SCIENCE BY EMILE DHURKHEIM AND GASTON BACHLARD)

2021 ◽  
Vol 03 (07) ◽  
pp. 102-109
Author(s):  
Khroufa SAID
Keyword(s):  
Social Sciences ◽  
Social Life ◽  
Scientific Method ◽  
General Framework ◽  
Broad Sense ◽  
Biological Knowledge ◽  
Gaston Bachelard ◽  
Sociological Approach ◽  
Scientific Curiosity ◽  
Scientific Approach

The scientific approach is the method used to study a particular topic to achieve a particular goal, which leads to revealing truth in social sciences, which is characterized by the rationality of the biological knowledge, as the total endeavors adopted by the researcher reveal in a broad sense his vision or approach to research, that this approach is not determined in a vague way. But it is based on well-thought-out and revised proposals that allow it to implement its steps rigorously with the help of tools and means to ensure its success, while at the same time the validity of the endeavor, that is, the way in which these two aspects, the approach and health, are interrelated. If the endeavor is not systematic, success will be only superficial or superficial. Eimel Dur Kayem identified the principles of the sociological approach in his study of social life and stressed that "social realities should be treated as things". This falls within the general framework of modern and contemporary rationality. Gaston Bachelard (1884-1962) considered it an Epistemological crisis that we should overcome, in other words, the events of the Epistemological rupture. Scientific curiosity motivates us to ask the following question: – What is the geomorphological nature of the scientific method in light of the sociological field of science?

scholarly journals PEMIKIRAN METODOLOGIS A. MUKTI ALI TENTANG PENELITIAN AGAMA

2016 ◽  
Vol 14 (2) ◽  
pp. 107 ◽  
Author(s):  
Rahmadi Rahmadi
Keyword(s):  
Social Sciences ◽  
Basic Concept ◽  
Scientific Method ◽  
Religious Studies ◽  
Scientific Methods ◽  
Scientific Approach ◽  
Integral Assessment

In Indonesia, it will be said that A.Mukti Ali is a pioneer in introducing religious studies. A.Mukti Ali realized thatreligious studies did not only need the scientific methods but they must also integrate with social approaches. He thoughtreligious studies should be conducted objectively without involving the apologists-polemical element as a basic concept. Infact, the use of the scientific method, social sciences, and objective attitude do not be certainly enough to understandreligious phenomenon, despite religious reflection must be involved and researchers must give their views too. All componentsmust be synthesized in order to produce a holistic and integral assessment of religious phenomenon. The integratedcomponents that needed in studying religious phenomenon is what be called by Mukti Ali as a scientific approach-cumdoctrinaire.This writing will discussed about A.Mukti Alis thoughts in the field of religious studies.

scholarly journals Sociological approach to the analysis of structured extracurricular activities and school performance among children with disabilities

2021 ◽  
Vol 12 (1) ◽  
pp. 170-187
Author(s):  
lia S. Morozov
Keyword(s):  
Social Sciences ◽  
School Performance ◽  
Extracurricular Activities ◽  
Social Life ◽  
Children With Disabilities ◽  
Negative Impact ◽  
Linear Regression Analysis ◽  
Practical Importance ◽  
Average Score ◽  
Sociological Approach

The article discusses the correlation between structured extracurricular activities and the performance of children with disabilities. This interrelation is theoretically substantiated and studied in various social sciences, including sociology. The positive relationship of these variables can be explained through the prism of sociological theories, thanks to the scientific work of sociologists Coleman, Bourdieu and Portes. The author provides an overview of the theoretical rationale for the positive impact of extracurricular activities on student performance at school: “development models”, Coleman’s hypothesis “on leadership in the crowd”, the concept of “social capital”. The correlation between structured extracurricular activities and academic achievement is also supported by empirical research around the world. However, at the moment, insufficient attention has been paid to studying this issue on groups of children with disabilities, for whom additional classes are an important resource for adaptation to social life, including after receiving secondary education. The discussion about the interconnection of these parameters is rarely traced in the field of the social sciences either. The sample of the field study carried out by the author included students from correctional programmes at a boarding school in a Russian city with a population of one million. Using the method of linear regression analysis, models were built in which the students average score in school subjects was predicted based on data on the duration of their studies in additional programmes in art and sports. The results of the analysis showed that the duration of classes in art sections is positively associated with the school performance of children with mental disorders both in primary and secondary school, that indicates the importance of such classes for achieving success in learning and, as a result, for successful adaptation to life after school. Activities in sports clubs do not significantly affect the school performance of children from this sample, but neither they have a negative impact. The conclusions obtained by the author are of practical importance for the heads of Russian correctional schools, who make decisions on the need to develop additional education for students on the basis of their educational institutions and for the state authorities supervising these institutions.

PERAN BAHASA INDONESIA DALAM PEMBELAJARAN TEMATIK TERPADU MELALUI PENDEKATAN SAINTIFIK

2017 ◽  
Vol 5 (2) ◽  
pp. 171
Author(s):  
Yusnawarni Yusnawarni
Keyword(s):  
Social Studies ◽  
Social Life ◽  
Primary Schools ◽  
Knowledge And Skills ◽  
New Learning ◽  
Scientific Approach ◽  
The Subject ◽  
Thematic Learning ◽  
Bahasa Indonesia

To commemorate the 21st century, a new learning model was designed in 2013 curriculum, in which there is a shift from teachers give knowledge to students become student must actively seek out knowledge from a variety of learning resources. In this case, the teacher acts as facilitators. Thus, language is a very central role, because the language should be in front of all other subjects. Curriculum 2013 imposed a thematic integrated learning which is no longer based subjects. Various subjects for primary schools (such as: Religion, Civics, Indonesian, Mathematics, Science, Social Studies, and so on) are integrated intoone book. The subject matter is not presented in textbook, but it presented in book thematics lesson, the themes are about nature, social life and culture. In this new curriculum, learning process is implemented by applying a scientific approach (observing, questioning, experimenting, associating, and networking) that includes three aspects such as attitudes, knowledge, and skills. So, how is the role of Indonesian in an integrated thematic learning by applying scientific approaches in primary schools in 2013 curriculum? By appying the method, the object of this paper is to gain preview about the role of Indonesian in 2013 curriculum that uses integrated thematic learning by scientific approach in primary schools.AbstrakUntuk menyongsong abad ke-21, model pembelajaran baru dirancang dalam Kurikulum 2013, yang di dalamnya terdapat pergeseran dari siswa diberi tahu menjadi siswa harus aktif mencari tahu ilmu pengetahuan dari berbagai sumber belajar. Dalam hal ini, guru berperan sebagai fasilitator. Dengan demikian, peran bahasa menjadi sangat sentral, karena bahasa harus berada di depan semua mata pelajaran lain. Kurikulum 2013 memberlakukan pembelajaran tematik terpadu yang tidak lagi berbasis mata pelajaran. Berbagai mata pelajaran untuk sekolah dasar (seperti: Agama, PPKN, Bahasa Indonesia, Matematika, IPA, IPS, dan sebagainya) diintegrasi menjadi satu buku. Materi pelajaran tidak disajikan dalam buku mata pelajaran, tetapi dalam buku tema pelajaran, baik tema alam, sosial, maupun budaya. Proses pembelajaran dalam kurikulum baru ini diimplementasikan melalui pendekatan saintifik (mengamati, menanya, menalar, mencoba, dan mengomunikasikan) yang mencakup tiga aspek, yaitu sikap, pengetahuan, dan keterampilan. Lalu, bagaimana peran bahasa Indonesia dalam pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar pada Kurikulum 2013 ini? Melaluimetode deskriptif, yang menjadi tujuan penulisan ini adalah mendapatkan gambaran mengenai peran bahasa Indonesia dalam Kurikulum 2013 yang menggunakan pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar.

Grassroots Archive Collection at CDRCSL

2021 ◽  
pp. 107780042110146
Author(s):  
Yunxiang Yan ◽  
Tian Li ◽  
Yanjie Huang
Keyword(s):  
Social Sciences ◽  
Qualitative Research ◽  
Case Studies ◽  
Social Life ◽  
Primary Sources ◽  
Primary Data ◽  
Social Sciences And Humanities ◽  
Special Collection ◽  
Historical Truth ◽  
Written Materials

This article aims to introduce the value of grassroots archives at the Center for Data and Research on Contemporary Social Life (CDRCSL) at Fudan University for qualitative research in social sciences and humanities. This special collection includes written materials on various aspects of social life that are left outside the official archive system. We first introduce the types and features of the grassroots archives collection and then briefly review the values of these primary sources, illustrated by two examples. We conclude with brief discussion on some case studies based on the primary data from the CDRCSL collection and our reflection on the tension between the protection of subject privacy and preservation of historical truth.

The sociocultural realm in relation to environment, biology, and history: Notes on Van Gennep and the emerging social sciences of his day

2018 ◽  
Vol 18 (4) ◽  
pp. 330-337
Author(s):  
Harvey E Goldberg
Keyword(s):  
Social Sciences ◽  
Twentieth Century ◽  
Natural Environment ◽  
Social Life ◽  
Cultural Anthropology ◽  
American School ◽  
Broad Approach

Van Gennep’s research interests were located in the region where the fields of folklore, anthropology, sociology, and religion overlapped. His Rites de passage reflected a broad approach to ritual and social life that took into account the natural environment, biology, and history. This article scans his interests and emphases in relation to the American school of cultural anthropology that developed in the twentieth century. It assesses parallels and differences, and points to areas deserving further clarification such as Van Gennep’s understanding of language.

scholarly journals A Scientific Approach to the Shakespeare Authorship Question

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401882346
Author(s):  
R. John Leigh ◽  
John Casson ◽  
David Ewald
Keyword(s):  
Social Networks ◽  
William Shakespeare ◽  
Peer Review ◽  
Scientific Method ◽  
Future Studies ◽  
General Acceptance ◽  
Issue Evaluation ◽  
Scientific Approach ◽  
Competing Hypotheses ◽  
Evaluation Of Evidence

In the field of science, it is widely accepted that all hypotheses and theories can, and should, be tested. Here, we treat the authorship of the works attributed to William Shakespeare from Stratford-upon-Avon as a hypothesis (rather than received truth) and review the current methods available for testing this hypothesis. Justification for this investigation arises from the recent identification of several of Shakespeare’s coauthors. To illustrate potential approaches, we compare the widely accepted Stratfordian hypothesis with other competing hypotheses (authorship candidates), mainly referring to the case for Henry Neville (1562-1615). First, we identify important components of the scientific method as applied to the Shakespeare authorship issue: evaluation of evidence, formulation of a hypothesis, testing the hypothesis, and rejecting or revising the hypothesis. Referring to historical examples, we show how the scientific method has produced precise, dependable advances, even though the way in which it proceeds is often messy. Crucial for science’s progress is confirmation of experimental results, and discussion (with peer review) by the community of scientists before any hypothesis gains general acceptance. Second, using the example of Neville as a candidate, we provide specific examples of application of these principles to factors such as a candidate’s social networks, access to privileged knowledge, and textual analysis; we comment on the strengths and weakness of each approach, and how they might be applied in future studies. Throughout, we stress how doubt is an essential ingredient of progress not only in science but also in knowledge generally, including the Shakespeare authorship debate.

scholarly journals VIRTUAL SPACE AS A SOURCE OF PRIMARY SOCIAL INFORMATION

2020 ◽  
Keyword(s):  
Social Life ◽  
Quantitative Methods ◽  
Rapid Development ◽  
Virtual Space ◽  
Sociological Research ◽  
Demographic Model ◽  
Sociological Approach ◽  
Qualitative Approaches ◽  
Sociological Method ◽  
Digital Footprints

The rapid development of the Internet has had an unprecedented impact on the improvement of the sociological method. At the turn of the millennium, this has led to the search for a new methodology and a gradual loss of interest to use of quantitative methods, which was perceived by specialists as a "crisis of empirical sociology". In the last decade, it turned out that almost all social processes of any level find their reflection in the virtual space, leave and accumulate so-called "digital footprints", which opens to researchers the widest perspectives for study of social reality. This article considers the features of digital primary information and generalized approaches to its use in terms of quantitative methodology. The author emphasizes that the classical sociological methods, which are based on mathematical statistics, are suitable for the analysis of digital reality and getting adequate research results. At the same time, as noted by most authors, who have studied this subject, there are perspectives for improving traditional sociological methods through: 1) a combination of representativeness of quantitative and depth of qualitative approaches to information analysis; 2) in-depth collection of paradata; 3) opportunities to study hard-to-reach social groups; 4) opportunities to fully implement the "principle of freedom from evaluation" due to the "non-reactivity" of digital data; 5) the ordering of digital footprints in space and time by clearly fixing the hosting. The post-demographic model of the social actor opens new ways to build samples of quantitative sociological research, which may be representative in terms of the classical sociological approach. The examples of research from this article show that the classical sociological method easily to adapt for the new digital reality and can be the basis for sociological consulting, development of social technologies in various spheres of social life.

scholarly journals Ethics and science: between logical positivism and Islamic education - A comparative study -: الأخلاق والعلم بين الوضعية المنطقية والتربية الإسلامية - دراسة مقارنة -

2020 ◽  
Vol 4 (25) ◽  
Author(s):  
Smyah Ghazi M Allihyani
Keyword(s):  
Social Life ◽  
Scientific Method ◽  
Science Research ◽  
Logical Positivism ◽  
Islamic Education ◽  
Comparative Approach ◽  
Natural Phenomena ◽  
Human Beings ◽  
Human Needs ◽  
The Mind

The research aims to study and analyze the perception of the logical positivism of ethics and science, and study and analyze the perception of Islamic education for ethics and science, in addition to monitoring similarities and differences between the perception of logical positivism and Islamic education for ethics and science, and finally draw the most important conclusions from the comparison between the logical positivism perception and Islamic education of ethics and science. Research Methodology: George Bereday Curriculum's four-step comparative approach: description – interpretation – juxtaposition – comparison. The research reached several results, the most prominent of which are: 1- Islamic education was distinguished from logical positivism in its belief that benign morals are a fixed source; it derives from Islamic sources the Noble Qur’an and pure Sunnah, at a time when morals are considered relative as perceived by logical positivism. 2- Islamic education was distinguished in its view of Islamic morals as absolute and does not change with the change of time or place, at a time when the logical positivism considered ethics as separate from social life and its criterion of human needs, will and choice. 3- Islamic education was distinguished from the logical positivism in its conception of science where its view was more general and more comprehensive in the source of knowledge, for God Almighty is the source of knowledge and to him all things are returned, then nature and its facts and laws that come from the arrangement of God Almighty and the Creator and its use of human beings come. 4- Islamic education was distinguished from the logical positivism in its belief in the unseen and the testimony, so the mind and the senses are all tools by which the believer inferred the net belief on the existence of a creator and mastermind of this great universe. The great. 5- Islamic education was distinguished by the comprehensiveness of its view of the mind, because it is based on sincere faith and common sense, on which sound thinking is based. 6- Islamic education was more comprehensive than the logical positivism in the steps of the scientific method (research) in studying natural phenomena and various fields of knowledge, due to its dependence mainly on the divine (revelation) source which is from God Almighty being the source of knowledge and knowledge.

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