Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references. Also available on the Internet.

Durante as décadas de 1890 e 1910, a sociologia adquiriu direito de cidadania na universidade francesa, passando a compor, em uma posição institucionalmente frágil e marginal, o leque das disciplinas ofertadas nas Faculdades de Letras. A presente tese se propõe a investigar os diálogos que os portadores desse saber novo travaram então com helenistas e latinistas, os quais representavam, por seu turno, disciplinas tradicionais e ainda hegemônicas no sistema de ensino daquele país. Para tanto, são aqui privilegiados os circuitos de ideias e de pessoas entre cinco revistas especializadas de perfil universitário: o Année Sociologique, o Bulletin de Correspondance Hellénique, os Mélanges dArchéologie et dHistoire, a Revue des Études Grecques e a Revue des Études Anciennes. A partir do exame dos sentidos de tal fluxo, procurase esclarecer quais condições epistemológicas e sociais tornaram possível uma interdisciplinaridade historicamente dada, problematizando tanto seus limites práticos quanto seu peso na definição de cada um dos saberes nela implicados. / During the 1890s and 1910s, sociology acquired citizenship rights within the French University system, and became part of the spectrum of disciplines offered at the various faculties of Letters all over the country, even though it kept holding an institutionally weak position. The purpose of this thesis is to examine the dialogues during this early period between the holders of this new knowledge and Hellenistic and Latin scholars, who, in turn, represented traditional disciplines which still dominated the French educational system. To that end, we focus upon the circuits of ideas and people represented in five specialized academic journals, i.e: Année Sociologique, Bulletin de Correspondance Hellénique, Mélanges d\'Archéologie et d\'Histoire, Revue des Etudes Grecques, and Revue des Etudes Anciennes. By analyzing the meanings of such a flow, we attempt to elucidate the epistemological and social conditions that allowed a historically given interdisciplinarity, questioning both its practical limits and its influence on the definition of each knowledge area.

Doctor Educationis / This dissertation is a study of a primary school teacher researching her classroom practice within the broader specific aim of the project was to investigate how a primary school teacher could go about her work in more for democratic ways. The research method used in the study was that of action research, and the empirical basis for argument in the dissertation lies in the use of data created during the process of researching that classroom practice. A fundamental assumption of the study is that teachers are the central driving force in any meaningful development of a critical pedagogy. Teachers, acting as trans formative . intellectuals, can work towards socialist transformation, because viewing teachers as intellectuals redefines their work and the political nature of schooling. The study, therefore, takes the problematic relationship between authority and emancipation as central to its concerns and tries to develop a rationale for making an emancipatory view of authority, and thus a rationale for a particular notion of professionalism, a central category in the development of a critical theory of schooling. In taking the position that teachers are central to learning in the classroom, and are the nexus of the authority/emancipation problematic, critical reflection on the classroom practices was approached both reflexively and dialectically so that uncertainties and contradictions could surface and be explored. The epistemological radicalism inherent in action research made this form of reflection possible. The study views primary school teachers as important mediators of change. This meant examining the process of instruction more carefully. The task was to understand how mediation generates higher mental functioning. To this end, Vygotsky's notion of a zone of proximal development, as the zone in which mediation can take place, is explored. The problem of how to investigate the substance of the zone of proximal development is met by the use of rationally reconstructed mediational operators. Drawing from the data in the study, three mediational operators are fashioned to study the one-to-many interaction in the process of instruction. These mediational operators serve as explanatory constructs to explicate the interrelation between the teacher's (and other significant others') instructional process and the learners' existing levels of development. • The preoccupations of this reflective dissertation writing take a multi-disciplinary approach, for to consider critical pedagogy means also to consider the psychological functioning of human beings within society - the mind-in society dialectic. The study reveals that 'democratic practice' is something to be negotiated and contested continually, for the authoritative position of teachers has to be questioned endlessly to locate the contradictions within that position. The experience of this study suggests that action research is a powerful means whereby teachers can reflect both reflexively and dialectically on their practice, that action research is intrinsically educational. A significant realization in the study, therefore, is the ways in which the educators themselves may become educated to take responsibility for their agency in transformation. • Bringing power relations into question is a permanent political task inherent in all social existence, thus a local specific inquiry such as this one can take on a general significance at the level of that regime of truth which is essential to the structure and functioning of our society. • Chapters One to Three provide the social and theoretical context for the study, dealing as they do with the crisis in schooling, the role of the teacher in change and the ways in which a teacher can research her practice for a transformed pedagogy. Chapters Four to Six consider the teacher-researcher at work in her classroom and indicate how she goes about trying to understand her role as mediator in the instruction process her process of reflection and action while she was teaching. • Chapters Seven to Nine represent the reflection which took place after the initial investigation of actual day-to-day practice. These chapters arise historically out of the research process and include argument for developing a more critical pedagogical discourse, a deeper understanding of the instruction process (the teaching/learning dynamic), and discussion of the validity of an action research paradigm for emancipatory pedagogical practices .

<p>This thesis is both an extension and a critique of Roy Hornosty's doctoral dissertation. In " Conceptions of Human Nature in the Sociological Tradition", Hornosty traces the development and career of two distinct concepts of human nature as they are reflected in sociological theory. Hornosty argues that sociology originally emerged with two competing ideas of man, one stressing the logical priority of the individual, and the other, the predominance of the collective.</p> <p>In the course of his study, Hornosty discusses what he refers to as the second generation of European sociologists, comprised suggests of Durkheim, Weber, Simmel that each theorist of this and Pareto. Hornosty generation describes a conception of human nature based on an 'inner dialectic' between the individual, who seeks independent self-actualization, over and against the demands of the collective, which develops according to laws which are often in stark contrast to the dictates of individuality.</p> <p>One chapter of Hornosty's study is devoted to Georg Simmel's sociological thought. In it, Hornosty argues that Simmel views man in terms of an antinomy between social and individual forces, locked in an irreconcilable struggle. For Simmel, Hornosty believes, man is both social and, at the same time, independent of society, although never completely. According to Hornosty's interpretation of Simmel, this dialectic is an ineradicable condition of mankind.</p> <p>The present study focuses entirely on the writings of Georg Simmel. The author argues that while an undeniable dialectic exists between the individual and society, it is by no means irreconcilable as Hornosty and others have suggested. In fact, it will be argued that Simmel saw ways in which the dichotomous relationship between the individual and the collective could be overcome.</p> <p>The author contends that Simmel, influenced by Nietzsche's philosophy, details avenues of consequence removed from the sociological nexus. By focusing on Simmel 's four categories of human experience, two of which are completely removed from the social paradigm, this thesis outlines Simmel's attempt to find a manner in which certain talented individuals could transcend the dichotomy between the individual and society through devotion to objective goals which lie beyond the dialectic.</p> <p>The author suggests that Simmel in fact reserves his highest praise for the creative genius, the individual able to tolerate, and in turn, transcend the tensions of his or her existence in the name of a higher good, whether artistic or intellectual. By outlining Simmel's preoccupation with the creative process, and his search for viable expressions of individuality removed from society, the author attempts to illustrate the limitations of the sociological paradigm.</p> / Thesis / Master of Arts (MA)

Questionnaires were sent by mail and e-mail to 143 members of the Sociological Practice Association. The purpose of the questionnaire was to measure the role expectations as qualities (competencies), role expectations as actions, and role enactments of the respondents'. An additional goal was to examine how respondents perceived their work to be sociological in nature, and how they saw their work as different from the practices of social workers, counselors, and psychologists. The first question that was addressed was, “Do sociological practitioners have clear and unambiguous role expectations for their work as practitioners?” The data showed that most role expectations measured as competencies were clear and unambiguous, and only a few were ambiguous and unclear. The second question addressed was, “Do sociological practitioners perceive their role enactments to differ from other helping professionals such as social workers, counselors, and psychologists?” The data showed that sociological practitioners do perceive their role enactments to be different because of their use of sociological theory and their focus on social structures. The final question asked was, “How do sociological practitioners perceive their work as sociological in theory, methods, or both?” The data showed that sociological practitioners perceive their work as sociological based on their use of sociological theory. Most respondents reported that they used common scientific methods, and few reported the use of psychological theory.

Univ., Diss.--Basel, 2004.

Att jobba med socialt arbete idag innebär att man i sitt dagliga arbete möter personer på individ-, grupp- och samhällsnivå som befinner sig i någon form av kris. Något som beroende på situationen kan leda till uppkomsten av negativa effekter, exempelvis sekundär traumatisering. Syftet med detta examensarbete var därför att undersöka i vilken utsträckning nyexaminerade socionomer upplever detta fenomen i arbetslivet. Utifrån syfte och frågeställningar sammanställdes fyra teman som undersöktes med hjälp av en kvantitativ ansats där datainsamlingsmetoden bestod av en frågeenkät som besvarades av totalt 126 deltagare. Utifrån resultaten av dessa teman framkom det att majoriteten av deltagarna inte har diskuterat fenomenet under studietiden och att de någon gång har upplevt sekundär traumatisering både i och utanför arbetslivet. Resultatet av den insamlade datan tolkades sedan med hjälp av två teoretiska begrepp: förebyggande och resiliens. Studiens resultat visar vidare på vikten av att informera socionomstudenter om de eventuella riskerna med socialt arbete samt hur dessa kan förebyggas och motverkas. / Working within the social work arena today means that you in your daily work meet people at individual, group and community level who are in some form of crisis. Something that, depending on the situation, can lead to the emergence of negative effects, such as secondary traumatization. The purpose of this thesis was therefore to examine if and to what extent newly graduated sociologists have experienced or are experiencing this phenomenon in their work. Based on the purpose and questions, four themes were compiled that were investigated using a quantitative approach where the data collection method consisted of a questionnaire that was answered by a total of 126 participants. Based on the results of these themes, it appears that the majority of the participants did not discuss the phenomenon during the study period and that they have at some point experienced secondary traumatization outside of and in their work life. The result of the collected data was then interpreted using prevention and resilience as a theoretical outset. These results show the importance of informing sociology students about the possible risks of social work and how these can be prevented and countered.