The principle of provenance as the principle of rationalization of archives

The subject of this article is to look at the emergence of the principle of provenance through the prism of the rationalization theories described by Max Weber and Karl Mannheim. Although this is not the first time the subject of the genesis of the principle of provenance and its importance for the development of archives is taken up, it is probably the first attempt to present this topic through the prism of sociological rationalization theories. This article also contributes to a further, broader look at archives through the prism of the macdonaldization theory described by Georg Ritzer, which is intended to show the development of archives in a globalizing world. One of the predecessors and pillars of macdonaldization is precisely bureaucracy. Such an approach allows the presentation of archives against the background of social changes taking place in the 20th and 21st centuries. The article is a theoretical study based on the analysis of the literature on the subject.

Thinking about generations, conjuncturally: A toolkit

Since the early twentieth century, generation has been a recurrent concept in social analysis. In spite of successive bouts of critique and periods of relative neglect, the category has never been abandoned. In this article, drawing inspiration from a broad range of thinkers – such as José Ortega y Gasset, Karl Mannheim, Antonio Gramsci, Pierre Bourdieu, Raymond Williams and Stuart Hall – we review and fine tune our conceptual toolkit regarding generations, making more explicitly visible its affordances for social analysis in times of crisis. We focus on the problem of intergenerational overlap of contemporaneity and the contradictions that emerge from it. We argue that the notion of coevalness can help us resolve some of these contradictions – for example, the lag between contemporaneity and generational awareness – and introduce, through its horizontal connotations, a decolonising ethical stance. Favouring a processual understanding of generation, we recommend ‘conjunctural analysis’ as the most flexible analytical framework for resolving the intersectional contradictions and overlaps of generational categorisation.

2 • A socioloxía cultural de Karl Mannheim e a poética histórica de Mikhaíl Bakhtín como fundamentos renovadores da periodoloxía literaria Unha aplicación á poesía galega dos anos 1916-31

Sumario 2.1 A periodización literaria, un dispositivo crítico. – 2.2 Os conceptos básicos de Karl Mannheim. – 2.3 Autores, xeracións e poéticas na poesía galega 1916-31. – 2.4 Dúas situacións xeracionais. – 2.5 Tres conexións xeracionais. – 2.6 Catro unidades xeracionais.

Analisis Generation Gap dan Kafkaesque Modern dalam Film A Coffee in Berlin (Generation Gap and Modern Kafkaesque Analysis in A Coffee in Berlin Movie)

AbstrakSetelah Chlöe Swarbrick, seorang politikus asal New Zealand mengungkapkan frasa ‘OK Boomer’ pada pidatonya mengenai perubahan iklim, frasa tersebut marak digunakan di sosial media dalam menanggapi isu perbedaan opini dan pandangan antar generasi. Dalam memahami isu tersebut dibutuhkan pemahaman mengenai fenomena generation gap. Fenomena tersebut tercemin dalam film A Coffee in Berlin (2014) karya Jan-Ole Gerster yang menjadi korpus dalam penelitian. Penelitian ini bertujuan untuk menjelaskan aspek pembentuk generation gap dalam film serta kaitannya dengan unsur kafkaesque lalu menghubungkan keduanya dengan simbolisme kopi. Fokus penelitian ini terletak pada interaksi the silent generation, baby boomer dan millennials dan dampaknya terhadap Niko Fischer, tokoh utama dalam film, sebagai milenial. Teori generasi oleh Karl Mannheim, metode kualitatif dengan cara tinjauan pustaka serta pendekatan semiotika digunakan untuk mencari makna dari percakapan dan adegan dalam film. Hasil penelitian menunjukan bahwa fenomena generation gap dalam film mengandung dua relasi kuasa yang berbeda yaitu berupa kekecewaan dan harapan baru bagi milenial. Terdapat pula simbolisme kopi dalam film. Dalam konteks generation gap, kopi menyimbolkan harapan baru bagi generasi muda. Sedangkan dalam konteks kafkaesque kopi tersebut menyimbolkan ironi dan perasaan frustasi untuk mendapatkan sesuatu yang diinginkan Kata kunci: Generation Gap, A Coffee in Berlin, Kafkaesque Modern, Kopi AbstractSince Chlöe Swarbrick, a politician from New Zealand stated the phrase ‘OK Boomer’ in her speech about the climate change, the phrase is now widely used in social media in response to the issue of differences of opinion and views between generations. To understand this issue, we need to understand the phenomenon of generation gap. This phenomenon is reflected in the film A Coffee in Berlin (2014) by Jan-Ole Gerster, which becomes a corpus of this research. This research aims to explain the aspects behind the generation gap phenomenon and its relation to kafkaesque elements with coffee as the media to symbolize both. This research will focus on the generation gap phenomenon between the silent generation, baby boomers, and millennials, as well as the impact felt by Niko Fischer, the main character in the film, as a millennial. Theory of Generations by Karl Mannheim, qualitative methods, literature review and semiotics approach are used to find the meaning from conversation and scences in the film. The results show that the generation gap phenomenon contains two different power relations in the form of dissapointment and new hope for millennials. The generation gap and kafkaesque situations are displayed through coffee symbolism in the film. In the context of the generation gap, coffee symbolizes new hope for younger generation. In the context of kafkaesque, it symbolizes irony and the frustation of obtaining something that is desired. Keywords: Generation Gap, A Coffee in Berlin, Modern Kafkaesque, Coffee

Karl Mannheim on Fascism: Sociological Lessons About Populism and Democracy Today?

The parallels and differences between current forms of populism and early 20th-century fascism have been the focus for much discussion. This article examines the relevance today of Karl Mannheim’s analysis of fascism and of its relationship to democracy in the 1930s. He argued that the threat of fascism arose from the very nature of liberal democratic society, rather than being a product of external forces. He claimed that liberal democracy is transitional, rather than stable in character, and that the new emerging form of governance that was required to replace it shared a key component with fascism: a high level of social and economic planning. At the same time, he insisted that, as a pathological development, fascism served to illustrate the disastrous consequences that a failure to engage realistically with the process of societal development can have for upholding Western civilisational ideals. This article explores Mannheim’s arguments against the background of current thinking about populism and ‘post-democracy’.

Symbolic revolutions. Mobilizing a neglected Bourdieusian concept for historical sociology

The article builds on a recent literature that has sought to underscore the relevance of Bourdieu’s field theory for historical-sociological analysis. It draws attention to symbolic revolutions, a concept that has been given short shrift in this literature and even in Bourdieu’s own expositions of his field-theoretical apparatus. The article argues that symbolic revolutions denote a universal mechanism of field-internal change which extends and complements a conceptual battery of mostly structural universals of fields. In a synoptic reading of Bourdieu’s field-theoretical work, the article fleshes out an ideal type of symbolic revolutions, with special regard to its dialectical features. It adds further analytical purchase to the concept by highlighting continuities and parallels with the work of Thomas Kuhn and Karl Mannheim. Finally, it argues that more recent studies by other authors on transformations in the psychiatric field, the field of social and human sciences, and the political field are in fact discussing instances of symbolic revolutions. It thus shows how the concept can help identify common properties among highly heterogeneous phenomena, opening up new avenues for historical-sociological investigations that can more systematically relate the general and the particular.

Técnico ou graduado? A formação do jovem no ensino médio técnico profissionalizante

A leitura da chamada sociologia clássica (Émile Durkheim, Max Weber e Karl Marx) pode ser reveladora da função do ensino na sociedade capitalista, em especial em termos das reflexões teóricas e práticas sobre a relação educação e trabalho. Este trabalho faz um convite à releitura desses teóricos, principalmente a da corrente de pensamento weberiana: visão educacional de Max Weber e Karl Mannheim. O objetivo é o debate e a pesquisa sobre a educação e trabalho e a possibilidade de mobilidade social de classes sociais periféricas e a construção de sua identidade profissional. Essas reflexões foram o ponto de partida para a elaboração de um projeto de pesquisa no Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro (IFRJ – Campus Duque de Caxias), que originou um trabalho de campo com os alunos de química do curso médio técnico profissionalizante. Os dados obtidos, através da aplicação de questionário, lançam luz sobre a percepção do corpo discente em relação à identidade profissional e sua mobilidade social dentro da estrutura do trabalho na sociedade capitalista de classe.

Educação Ambiental e Educação em Ciências: distanciamentos e aproximações a partir da Sociologia da Educação

O presente ensaio teve como objetivo refletir sobre as questões de socialização enquanto processo intrínseco da constituição individual e coletiva dos sujeitos e suas interações entre si, tendo como enfoque o processo educativo e o sistema de ensino. Especificamente, debate-se a proposta de Educação Social em uma sociedade democrática planificada com bases na ideia de cooperação defendida por Karl Mannheim. Nesse sentido, argumenta-se que a prática educativa condizente com uma sociedade progressista deve preparar as novas gerações para a participação social através do conhecimento científico contextualizado com os conhecimentos cotidianos, incorporados às dimensões atitudinais e comportamentais pautadas em valores democráticos.

Pembelajaran Sejarah Menyenangkan Melalui Hasil Kreativitas Vlog History

Kompetensi pembelajaran abad 21 menjadi misi pengajaran sejarah di sekolah. Untuk mencapai kompetensi pembelajaran tersebut yang dikenal dengan 4C (Communication, Collaboration, Critical thinking and problem solving, creativity and inovation) seorang guru sejarah harus jeli terhadap karakteristik peserta didik yang dihadapinya. Bila berpijak pada teori generasi yang dikemukakan oleh Karl Mannheim, maka peserta didik yang sedang dihadapi oleh guru-guru mata pelajaran Sejarah Indonesia dan guru mata pelajaran Sejarah (peminatan) adalah mereka yang berada di zona generasi Z (iGeneration). Generasi ini lahir ketika dunia sudah dikepung oleh teknologi digital. Dinyatakan bila generasi ini sangat akrab dengan teknologi digital. Karakter peserta didik ini sebaiknya diberi ruang oleh seorang guru sejarah dengan membawa kreativitas digital ke ruang kelas. salah satu media belajar yang memberi ruang kreativitas digital adalah Vlog. Peserta didik secara berkelompok diberi tugas untuk membuat vlog tentang materi pembelajaran yang sedang dipelajari. Mereka dibebaskan untuk berkreasi menampilkan materi dengan gaya dan kreativitas sendiri. Guru mendamping kegiatan mereka mulai dari merumuskan isi Vlog yang akan ditampilkan, pembagian kerja dan cara menyelesaikan tugas. Ternyata ketika cara belajar ini dicoba diterapkan, peserta didik menunjukkan minat belajar yang sangat baik.