The symbolic costs of advice: how social situations explain the occurrence of unplanned knowledge sharing interactions

PurposeInformal knowledge sharing interactions (IKSI) are of particular value for innovation projects. This is especially true for unplanned IKSI, because they are even more likely to provide non-redundant knowledge and new perspectives than planned IKSI. Seminal studies have shown that the formation of unplanned IKSI can be explained on the basis of spatial structures. Strictly speaking, however, these studies only explain unplanned encounters. Whether unplanned IKSI result from these unplanned encounters, though, cannot be satisfactorily explained on the basis of spatial configurations alone. The purpose of this paper is to tackle this explanatory gap by unraveling the fundamental social processes by application of the symbolic interaction theory.Design/methodology/approachFor this purpose, the formation of 132 IKSI on innovation projects from three research and development departments of large companies was recorded in detail using a combination of diaries and interviews. The data were analyzed using qualitative content analysis.FindingsThe analysis reveals that IKSI cause symbolic costs (image damages), and that these costs vary between types of social situations. Because actors anticipate situation-specific costs, their propensity to initiate IKSI can be explained in terms of the situations in which they encounter one another. Furthermore, the analysis reveals six particularly relevant characteristics of situations and further elaborates the basic argument by analyzing their functioning.Originality/valueThe paper complements previous explanations of unplanned IKSI by opening up the social processes underlying their formation.

Hate Speech on Social Media

Based on the content that users prefer to follow, they are presented with similar content, which they may like. Thus, they can interact with individuals whose mindsets are similar to theirs. The users who cannot socialize in real life due to the COVID-19 pandemic and thus consider social media as an escape point think that they can produce unlimited and uncontrolled hatred in a synergistic environment consisting of people who produce similar contents to what they produce. This study focuses on hate speech on social media and analyzes the hate, discriminative, and derogatory speech regarding men within the “dunyaerkeklergunu” hashtag on Twitter based on symbolic interaction theory using the content analysis method. Within the scope of the “dunyaerkeklergunu” hashtag, 500 shares were analyzed. The study aims to raise awareness of the fact that hate speech can be made even on international men's day and that hate speech is not only directed towards women but is also made regarding men.

Youth’s Favorite Activities During the Covid-19 Pandemic at SMA X Lampung Selatan

<p class="abstrak"><em>COVID-19 is not over yet. This long-lasting pandemic certainly impacts teenagers, including the intensity of the use of gadgets in adolescents to increase and trigger boredom to trigger stress in adolescents. To overcome this, the thing that teenagers do is do their favorite activities. In this study, the author explains teenagers' favorite activities in class XI IPA at SMA X South Lampung during the pandemic concerning the theory of symbolic interaction. This research uses descriptive qualitative with data collection techniques through observation, interviews, and documentation. The study's result shows that the dominant and favorite activity of teenagers during the COVID-19 pandemic is playing with their gadgets by browsing social media such as Instagram, Facebook, youtube, and others. There are other favorite activities, which are physical activities such as volleyball, soccer, and marathons in addiction, as well as activities that contain religious elements such as reading the Qur'an and reading Islamic novels. Thus, teenagers' favorite activities are essential and for teenagers so that they can develop their potential.</em></p><p class="abstrak"> </p><p>COVID-19 belum berakhir. Pandemi yang berlangsung lama ini tentu membawa dampak bagi remaja, di antaranya intensitas penggunaan gawai pada remaja menjadi meningkat dan memicu timbulnya rasa bosan hingga memicu terjadi stress pada remaja. Untuk mengatasi hal tersebut, hal yang dilakukan remaja yakni melakukan kegiatan favoritnya. Dalam penelitian ini penulis menjelaskan kegiatan favorit apakah yang dilakukan remaja kelas XI IPA 5 di SMA X Lampung Selatan pada masa pandemi dalam kaitannya dengan teori interaksi simbolik. Adapun metode dalam penelitian ini yaitu menggunakan deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Berdasarkan hasil penelitian menunjukkan bahwa kegiatan yang dominan dan menjadi favorit remaja pada masa pandemi COVID-19 ini ialah bermain dengan gawainya dengan menelusuri media sosial seperti instagram, facebook, youtube, dan lainnya. Di samping itu masih ada kegiatan favorit lain, yakni kegiatan fisik atau berolahraga seperti olahraga volly, sepak bola dan marathon. serta kegiatan yang mengandung unsur keagamaan seperti membaca Al-Qur’an dan membaca novel Islami. Dengan demikian, kegiatan favorit remaja merupakan hal yang penting dan bagi remaja sehingga mereka mampu mengembangkan potensi dirinya.</p>

Representasi Busana Muslim Pemuda Hijrah di Channel Youtube Shift Media

Busana secara simbolik merupakan bentuk komunikasi nonverbal yang dapat mengikat suatu komunitas. Pemuda hijrah dalam komunitas Shift di Y outube berusaha menyajikan keberagaman busana dan citra simbolis dalam video-video dakwah yang menampilkan Ustaz Hanan Attaki. Penelitian ini bertujuan untuk mengetahui bagaimana representasi busana muslim yang ditampilkan oleh Pemuda Hijrah di Channel Youtube Shift Media dalam rangka menarik perhatian generasi milenial. Metode penelitian yang digunakan adalah studi etnografi virtual, dengan pendekatan kualitatif yang bersifat deskriptif dan menggunakan teori interaksi simbolik. Hasil penelitian menunjukkan representasi busana muslim yang ditampilkan dalam video komunikasi dakwah Pemuda Hijrah di Channel Youtube Shift Media bertujuan untuk melakukan pembauran dengan jamaah anak muda. Dengan menentukan segmentasi khalayak, kreator Channel Youtube Shift Media mencoba untuk menggeser busana muslim menjadi busana kasual yang lebih dekat dengan milenial saat mendatangi kegiatan kajian dakwah. Proses kontruksi makna denotatif busana muslim ditandai oleh Ustaz Hanan Attaki yang kerap tampil dengan menggunakan kemeja, kaos atau sweater dan penutup kepala model reggae (topi kupluk).Symbolically, clothing is a form of nonverbal communication that can bind a community. Pemuda Hijrah in the Shift community on Youtube tries to present various clothing and symbolic images in da'wah videos featuring Ustaz Hanan Attaki. This study aims to find out how Pemuda Hijrah displays the representation of Muslim clothing on the Shift Media Youtube Channel to attract the attention of millennial generation. The research method used is a virtual ethnographic study, with a qualitative descriptive approach and using symbolic interaction theory. The results of the study show that the representation of Muslim clothing displayed in the communication video of Pemuda Hijrah propaganda on the Shift Media Youtube Channel aims to mingle with young congregations. By determining the segmentation of the audience, the creators of Channel Youtube Shift Media are trying to Shift Muslim clothing into casual clothing that is more suited to millennials when they come to da’wah activities. The process of constructing the denotative meaning of Muslim clothing was marked by Ustaz Hanan Attaki, who often appeared wearing a shirt, t-shirt or sweater and a reggae-style head covering.

Casus Andersa Breivika. Analiza wyselekcjonowanych wymiarów

Spektakularny casus Andersa Breivika wywołał, i wywołuje daleko idące reperkusje społeczne. W artykule analizowano dochodząc drogą Metody Ugruntowanej (Konecki K.T., 2018, Classic Grounded Theory–The Latest Version: Interpretation of Classic Grounded Theory as a Meta-Theory for Research , „Symbolic Interaction”, 41, s. 547–564), dzięki której z ogromnej ilości materiału i możliwych zmiennych, udało się „wydestylować” cztery podstawowe wymiarów jako konstytutywne i jednocześnie, jak można było stwierdzićpóźniej - wspólne dla wielu innych przypadków, które miały miejsce przed zamachem 22/7 i po nim. Wymiarami tymi są: dysfunkcjonalne relacje społeczne w dzieciństwie, narcyzm,uzależnienie od Internetu i status incela oraz doświadczanie wstydu. Wszystkie te wymiary występują wspólnie i w ekstremalnym nasileniu. Dzięki temu uzyskano rodzaj matrycy konceptualnej pozwalającej na przyjęcie swoistego approach w analizach podobnych przypadków. Matryca ta umożliwia też zrozumienie toksycznych źródeł osadzonych we współczesnej cywilizacji okcydentu.

VISUALIZATION OF CULTURE: EDUCATIONAL IMPLICATIONS

The authors of the article focus on changes related to education. Education is considered as a communicative construct arising from the process of symbolic interaction between individuals who establish meanings when coordinating their statements. The communicative generation of situations and orders of knowledge is interpreted as educational semiosis. Analyzed is the discourse of modern humanities which are competing with each other in determining the current socio-cultural situation. Highlighted is the research tendency, asserting the point of changing the cultural morphogenesis by means of its visualization processes. Based on this, the hypothesis of a gap between culture and education is put forward. According to this hypothesis, cultural relations are increasingly mediated by figurative participation, while educational practices appeal to verbal and textual forms of the situational mediation. Within the relations between actors in education, this is reflected in the dominance of legitimate (metanarrative) samples, the transmission model of educational knowledge, the communicative preference for orderliness, the desire for unambiguity, the clarity and completeness of logocentric forms of thinking, and so on. The change of the mediation form in the organization of educational interaction and the transition from the verbocentric order to the ocular-centric one, is suggested as a step in the development of modern education. It must affect the way educational relations (educational communication) function, the way words (speech) and images (vision) are inter-related, the principles of students’ orientation in their attitudes to the sign-symbolic world, their partners in interaction, and to themselves. In the first case, the point is to organize educational communication based on the principles of paradoxicality, paralogicality, and disproportionality of statements and images of the situation. Here the most important educational objective is to make the participants of the educational interaction consider their differences in their interpretations of the world, their styles of utterance, and their discursive positioning. In the second case, the educational objective is the liberalization of vision, which emerges in the course of perceptual work emancipated from the primary procedures of interpretation and comprehension of the visible and relying on the action of the image as the context of the statement. The third case is about worldview constants, radical changes in the position of the educational subject, acquiring the experience of self-detachment in learning. In the final analysis, this provides an opportunity for differentiation and diversification of the worlds of human presence.

Delineating Subjective Experiences in the Mardika Market: Self-Management of Beggars Identities in Moluccas, Indonesia

Mardika market is a strategic location for people engaging in begging activity in Moluccas, Indonesia. A beggar is a person who earns an income in public in various ways and hopes to expect mercy from others, and engages in activities by taking advantage of to make other people feel sorry for them. The research aims to explore the self management of people carrying out begging activities. This study uses a subjective interpretive method through a phenomenological approach based on the theory of symbolic interaction. The results demonstrate that beggars verbally self-management impressions. Nonverbally, beggars with dirty clothes, sad faces, and slow gestures remove their hands using bowls as a sign of asking. Their self-management front appearance takes advantage of physical backwardness, pretending to be disabled, and living a poor and wandering life so that they deserve pity. This differs from a figure who has a robust physical condition, carries out everyday activities, wears proper clothes, displays a cheerful face, and has good social relations with family and society in the self-management behind appearance.

COMMUNICATING MORALITY TO AUDIENCES: SYMBOLIC INTERACTION IN FILMS

Through research methodology of case study the present paper promotes the connection between Symbolic Interactionism and film theory, the symbolic film world and the audience’s emotions, intellect and behavior. My purpose of focusing on the modern theory of Symbolic Interactionism is justified by the notion that the mentioned theory provides an ideal concept to achieve the objective of shaping the perceptions of massive audiences into possible positive directions, creating shared positive symbols in the society and making people react to the given symbols accordingly via film media. The analysis of the film version (A Game of Thrones) of George R. R. Martin’s series of epic fantasy novel A Song Of Ice and Fire (1996-2019) discloses the firm connection between Symbolic Interactionism and film theory, between symbolic interaction and communicating morality to audiences.

Are You a Werewolf? Teaching Symbolic Interaction Theory through Game Play

In this article, we report on the implementation of using the game Werewolf as a student-centered applied-learning activity to teach symbolic interaction theory and concepts. Engaging with symbolic interaction theory can be a powerful experience for students due to its potential to challenge taken-for-granted assumptions and analyze students’ everyday life experiences. However, some students may have difficulty grasping the specific details and overall significance underlying the perspective. Moreover, research has shown that undergraduate students often have significant levels of anxiety when confronted with sociological theory in both introductory and upper division theory courses. We aim to address recommendations to incorporate more active learning approaches to social theory by outlining an applied-learning activity based on the role-playing game Werewolf. In the article, we review Werewolf and provide a step-by-step guide on how to implement the activity in the classroom and summarize findings from student assessments and classroom evaluations.