IV. Positivism [from:www.uiowa.edu/~c034009/modernpositivism.pdf ]
A. Structural Functionalism
1. Major Thinkers and Works
a. Talcott Parsons 1902-1979
The Structure of Social Action 1937
The Social System 1951, Towards a General Theory of Action 1951
b. Robert Merton 1910-Social Theory and Social Structure 1968
2. Concepts for analyzing society beginning with individual actor and building in stages to the social system
a. individual actor
status-role= the basic structure governing the individual s participation in asocial system; a status is a position in a system of relationships; a role is thebehavior expected of someone in a given status
b. interaction
pattern variables= the culturally derived orientations guiding how individuals
relate to each other in given status-roles; there are five pattern variables and each presents two mutually exclusive alternatives to basic questions a person faces in orienting to another person affective vs. affective neutrality
diffuseness vs. specificity ascription vs. achievement particularism vs. universalism collectivity vs. self
c. institutions
institution= an interrelated system of status-roles and norms organized
around satisfying some basic social need
d. structure and function
structure and function= a method of analyzing society that identifies the key
institutions and the significance of each institution for the other institutions and for the system as a whole manifest function= the socially intended outcome of a social structure latent function= the unanticipated outcomes of a social structure dysfunction= the negative consequences of a social structure
e. social system
AGIL=abbreviation for Parsons model of society in terms of its functional
prerequisites, that is, those processes that any social system must have to survive A=adaptation= the process of adjusting to the external environment
and acquiring from that environment the material essentials for collective
life G=goal attainment= the process of collective decision-making in
response to both external and internal demands I=integration= the process of resolving conflicts that arise within the collectivity L=latent pattern maintenance= the linked processes of transmitting knowledge to group members and managing tension
f. inequality and conflict
i. Davis-Moore Hypothesis on stratification=thesis that stratification is a universal social structure in which unequal rewards are attached to a hierarchy of positions in order to ensure that the most functionally significant positions recruit qualified persons
ii. anomie (Merton s analysis of societally produced dysfunction=structurally
produced disalignment between socially induced goals and socially available means
Friday, January 7, 2011
Affective-Cognitive Consistency and Thought-Induced Attittude Polarization
Affective-Cognitive Consistency and Thought-Induced
Attitude Polarization
Shelly Chaiken
New York University
Suzanne Yates
Lehman College, City University
of New York
In accord with the hypothesis that thought-induced attitude
polarization requires the presence of a well-developed knowledge structure, highconsistency subjects evidenced greater polarization than low-consistency subjects only on the relevant topic after writing the relevant essay. Content analyses of subjects'relevant essays yielded additional data confirming Tesser's ideas regarding mediation:
High (vs. low) consistency subjects expressed a greater proportion of cognitions that were evaluatively consistent with their prior affect toward the attitude object and a smaller proportion of evaluatively inconsistent and neutral cognitions. Moreover,although high- and low-consistency subjects did not differ in the amount of attitudinally relevant information they possessed or their awareness of inconsistent cognitions, their method of dealing with discrepant information diverged: Highconsistency subjects evidenced a greater tendency to assimilate discrepant information by generating refutational thoughts that discredited or minimized the importance of inconsistent information.
Attitude Polarization
Shelly Chaiken
New York University
Suzanne Yates
Lehman College, City University
of New York
In accord with the hypothesis that thought-induced attitude
polarization requires the presence of a well-developed knowledge structure, highconsistency subjects evidenced greater polarization than low-consistency subjects only on the relevant topic after writing the relevant essay. Content analyses of subjects'relevant essays yielded additional data confirming Tesser's ideas regarding mediation:
High (vs. low) consistency subjects expressed a greater proportion of cognitions that were evaluatively consistent with their prior affect toward the attitude object and a smaller proportion of evaluatively inconsistent and neutral cognitions. Moreover,although high- and low-consistency subjects did not differ in the amount of attitudinally relevant information they possessed or their awareness of inconsistent cognitions, their method of dealing with discrepant information diverged: Highconsistency subjects evidenced a greater tendency to assimilate discrepant information by generating refutational thoughts that discredited or minimized the importance of inconsistent information.
Affective Domain...to be used for my Dissertation in Distance Education/ Margith Strand
Receiving is being open to the information; you haven't yet made any decisions at this stage, but you've agreed to at least receive the information. In our example, merely watching the video satisfies the receiving stage.
Responding is actively participating in the information. If the video had included tasks or an assessment and you had completed them, you would be satisfying the requirements of responding.
Valuing is attaching worth to the ideas presented. In our video example, if you had believed that the technique offered was worth considering and begun to think about implementing it in your everyday life, you have reached the valuing stage.
Organization is incorporating the new information into your existing schema. In the case of the video, this would include implementing the technique presented in your daily life.
Characterization occurs when you truly become an advocate of the new information. In the video example, this may mean telling others about the technique or finding some way to pass the information along to others.
From: Wikiversity/2011
Responding is actively participating in the information. If the video had included tasks or an assessment and you had completed them, you would be satisfying the requirements of responding.
Valuing is attaching worth to the ideas presented. In our video example, if you had believed that the technique offered was worth considering and begun to think about implementing it in your everyday life, you have reached the valuing stage.
Organization is incorporating the new information into your existing schema. In the case of the video, this would include implementing the technique presented in your daily life.
Characterization occurs when you truly become an advocate of the new information. In the video example, this may mean telling others about the technique or finding some way to pass the information along to others.
From: Wikiversity/2011
Thursday, January 6, 2011
Double Hermeneutics/Use of Concept by.Margith Strand/Fielding Graduate University
Lennart Nørreklit [From his article:The double hermeneutics of life world
a perspective on the social, dialogue and interpretation: a Philosophy and Science Studies No. 5, 2006]Literature
Gadamer, H. G. (1989): Truth and Method. Continuum Intl Pub Group .
Kierkegaard S. (1843). Either or.
Prangsgaard m.fl. (1983): Aktørmetoden. Aalborg: Aalborg University Press.
Arbnor & Bjerke (1997): Methodology to creating business knowledge. London: Sage.
Henriksen, L. B. m.fl. (2005). Dimensions of change. Copenhagen: Copenhagen School of Business Press.
Skovsmose, O. (1994). Towards a Philosophy of Critical Mathematics Education. Dordrecht: Kluwer.
12
My ideas for Distance Education: A is the Instructor, B is the recipient;the central sphere/outer hermeneutic circle is the area of intersubjectivity./ Margith Strand
Distance Education...discourse mechanics/January 6, 2011/Use of Conceptual Relations to Distance Education by Margith Strand/Fielding Graduate University/2011 [2010]
Kristeva’s coinage of “intertextuality” represents an attempt to synthesize Ferdinand de Saussure’s semiotics—his study of how signs derive their meaning within the structure of a text—with Bakhtin’s dialogism—his examination of the multiple meanings, or “heteroglossia,” in each text (especially novels) and word (Irwin 228). For Kristeva (69), “the notion of intertextuality replaces the notion of intersubjectivity” when we realize that meaning is not transferred directly from writer to reader but instead is mediated through, or filtered by, “codes” imparted to the writer and reader by other texts. For example, when we read James Joyce’s Ulysses we decode it as a modernist literary experiment, or as a response to the epic tradition, or as part of some other conversation, or as part of all of these conversations at once. This intertextual view of literature, as shown by Roland Barthes, supports the concept that the meaning of an artistic work does not reside in that work, but in the viewers. More recent post-structuralist theory, such as that formulated in Daniela Caselli's Beckett's Dantes: Intertextuality in the Fiction and Criticism (MUP 2005), re-examines "intertextuality" as a production within texts, rather than as a series of relationships between different texts. Some postmodern theorists[citation needed] like to talk about the relationship between "intertextuality" and "hypertextuality"; intertextuality makes each text a "living hell of hell on earth" (Kristeva 66) and part of a larger mosaic of texts, just as each hypertext can be a web of links and part of the whole World-Wide Web
Reference: Wikipedia/ January 6, 2011
Reference: Wikipedia/ January 6, 2011
Faithfulness of Appropriation/Adaptive Structuration Theory/placed on January 6, 2011
http://isr.journal.informs.org/cgi/content/abstract/8/4/342
INFORMATION SYSTEMS RESEARCH
Vol. 8, No. 4, December 1997, pp. 342-367
DOI: 10.1287/isre.8.4.342
Wynne W. Chin, Abhijit Gopal, W. David Salisbury
INFORMATION SYSTEMS RESEARCH
Vol. 8, No. 4, December 1997, pp. 342-367
DOI: 10.1287/isre.8.4.342
Wynne W. Chin, Abhijit Gopal, W. David Salisbury
Double Hermeneutics and Distance Education/ Margith Strand/Fielding Graduate University
Double Hermeneutics is a casing for the intersubjectivity. The casing can be applied in Distance Education. [Casing can be seen in latter post (January 6, 2011)
In outlining his notion of the ‘double hermeneutic’, Giddens (1987: 20) explains that while philosophers and social scientists have often considered the way “in which lay concepts obstinately intrude into the technical discourse of social science” that “Few have considered the matter the other way around"
In outlining his notion of the ‘double hermeneutic’, Giddens (1987: 20) explains that while philosophers and social scientists have often considered the way “in which lay concepts obstinately intrude into the technical discourse of social science” that “Few have considered the matter the other way around"
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