Sociological Foundations Research Articles

Analyze the basics and objectives of the Creative and Critical Thinking Skills training program in elementary school

The present study was conducted with the aim of extracting the basics and objectives of creative and critical thinking skills training curriculum. this research, a qualitative approach and a qualitative content analysis method were used. The statistical sample consisted of 12 experts and specialists in educational sciences and psychology who were selected by targeted sampling method. The instrument used was a semi-structured interview. Analytical quality content analysis was used to analyze qualitative data. First, the basics of the thinking skills training curriculum were divided into three sections: philosophical and value principles, psychological foundations, and sociological foundations. In all three sections, the main categories were extracted according to the opinion of experts. In the section on philosophical and value principles, the main categories were the emphasis on formal and public education, the emphasis on the values ​​of thinking, and the emphasis on the merits of thinking. The main categories for psychological foundations were the emphasis on the dimension of rationality, the application of the emotional, social dimension, and attention to participation and collaboration. Ultimately, the main categories chosen for sociological foundations were holistic, social, and self-critical criticism. For the appropriate purposes of teaching creative and critical thinking, based on the opinions of experts, the two main categories of intrapersonal skills and extrapersonal skills were selected. In the category of intrapersonal skills, principles such as technical skills, problem-solving skills and ethical skills, and in the category of extra-individual skills, the principles of emotional adequacy, cognitive adequacy and social adequacy were extracted.

Theory on the other Side of the Veil: Reckoning with Legacies of Anti-Blackness and Teaching in Social Theory.

Classical Theory courses in the U.S. present a history of our discipline grounded in the works of Durkheim, Marx, and Weber, defining “classic” by space and time, giving pre-World War II Europe credit for creating the foundation of contemporary sociology. While past critiques of this canon have argued for expanding the geographic bounds outside of Europe, these efforts still ground the origins of social theory in a time period of racial exclusion and segregation. We argue for a reckoning with the racial origins of the discipline in the United States in anti-Blackness and the legacies of racial exclusions. We must grapple with the histories of exclusion and segregation that continue to impact the discipline’s present and futures. In this paper, we argue that the teaching of sociology’s history should be through the “Foundations of Social Theory,” a broad approach to teaching that rejects the ideas of both “classics” and a “canon.” This approach roots theory in our history through core issues of study (e.g., the origins and consequences of capitalism) and directly addresses past racial and gendered exclusions by centering BIPOC intellectual contributions across time. By lifting the time and space restrictions, we open the doors to including voices omitted and repressed due to the exclusion of BIPOC people, especially Black women, from higher education in the U.S. This approach acknowledges the diverse histories and voices in our classrooms and profession, and highlights the relevance of social theory for our future.

The concept of international legal policy of the state as a new twist in the development of sociological approach towards international law

This article analyzes the concept of international legal policy of the state as the theory based on the sociological approach towards international law. The article traces the evolution of sociological concept of international law from the “Sociological Foundations of International Law” of Max Huber (1910 ) to such modern concepts such as the theory of interaction. The article examines the core theses of the concept of international legal policy of the state, which contribute to the development of sociological approach. According to this concept, each state implements the international legal policy for the purpose of influencing the content of the created, interpreted and applied international legal norms to legitimize the international legal positions and acts of the state in modern international law. It is suggested that the research of international legal practice of a particular state would allow determining the peculiarities of its national approach towards international law, assessing the implicit importance of its current stance on certain issues, and predicting further steps of international law. The conducted analysis allows systematizing the key provisions of the concept of international legal policy of the state, which did not receive due attention in the Russian legal doctrine. The determined peculiarities do not classify the concept to any particular vector of modern “sociological legal” research. Based on the formed characteristics of the concept, the author outlines prospects for its further development, taking into consideration modern international processes.

On the essential role of organized skepticism in science’s “internal and lawful autonomy” (Eigengesetzlichkeit)

The institution of science is said to be under pressure from political, economic and social interests, manifested in alleged bureaucratization, managerial reforms, anti-intellectual movements on university campuses, and widespread questioning of expert knowledge in society. Commercialization of academic publishing and the growth of competitive funding have increased the importance of journal and grant peer review in science and seem also to have contributed to the proliferation of false impressions about the nature of scientific knowledge production and science’s role in society. In this article, these developments are problematized and put into perspective with the help of classic sociological theory in a Weberian and Mertonian tradition, in an attempt to shed new light on the debate on the governance and institutional autonomy of science. First, academic science is identified as a Weberian value sphere with “internal and lawful autonomy” ( Eigengesetzlichkeit), and the broader functionalist context of this supposition is discussed. Second, Merton’s theory of the normative structure of science is used to give specific content to Eigengesetzlichkeit in the case of science. Third, the concept of organized skepticism is developed to represent a range of social patterns ubiquitous in scientific practice, and its epistemological and sociological foundations are discussed. Organized skepticism is thus identified as the essential feature of science’s Eigengesetzlichkeit.

Sociological Foundation of Pancasila Education as the Original Identity of Indonesian Society

. The purpose of writing this article is to understand the sociological foundation of Pancasila education as the original identity of Indonesian society. A sociological foundation is a foundation that relies on the interaction between individuals with fundamental values in society. Pancasila is described as the norm of ethics because based on Pancasila are moral values. This type of research uses qualitative description. The results of the discussion on the sociological basis of Pancasila education as the original identity of Indonesian society is the basis of a basic or focused explanation contained on an aspect of social sciences that teaches about the values of Pancasila that live and develop in local wisdom customs in Indonesia. Conclusion The sociological foundation of Pancasila as the traditional identity of Indonesian society is Pancasila a formulation of values rooted in the value of values contained and derived from various values in the ethnic group in Indonesia. Keywords: Sociology Foundation; Pancasila Education; Indigenous Tradition Identity Abstrak. Tujuan dari penulisan artikel ini adalah memahami landasan sosiologis pendidikan Pancasila sebagai identitas asli masyarakat Indonesia. Landasan sosiologis merupakan landasan yang bertumpu pada interaksi antar individu satu dengan lainnya dengan nilai-nilai yang fundamental dalam masyarakat. Pancasila dijabarkan sebagai norma etik karena pada dasar Pancasila adalah nilai-nilai moral. Jenis Penelitian ini menggunakan deskripstif kualitatif. Hasil pembahasan pada landasan sosiologis pendidikan Pancasila sebagai identitas asli masyarakat Indonesia yaitu landasan sebuah dasar atau tumpuan penjelasan yang terkandung mengenai suatu aspek ilmu sosial yang mengajarkan tentang nilai-nilai pada Pancasila yang hidup dan berkembang dalam kearifan lokal adat istiadat di Indonesia. Kesimpulan Landasan sosiologis yang berjiwa Pancasila sebagai identitas tradisi masyarakat Indonesia adalah Pancasila sebuah rumusan nilai-nilai yang berakar dalam penghayatan nilai yang terkandung dan berasal dari berbagai nilai pada suku bangsa di Indonesia. Kata Kunci: Landasan Sosiologi; Pendidikan Pancasila; Identitas Tradisi Masyarakat Asli

Sociological Foundations of Legal Education and Legal Communication... as Mechanism for the Formation of Communicative-Legal Culture of a Person in a Modern Social and Cultural Society

Sociological Foundations of Legal Education and Legal Communication... as Mechanism for the Formation of Communicative-Legal Culture of a Person in a Modern Social and Cultural Society

A simple joint-stock company: An innovative model of protection for creditors and investors in Poland

The article discusses the most important features of a new type of company in Poland, namely the simple joint-stock company (SJSC) introduced to the Commercial Companies Code by the bill of 19 July 2019. The new company form combines the limited liability of shareholders with a large degree of flexibility, both in terms of shaping mutual relations between shareholders and the company’s management system. There are no significant limitations to the structure of preference shares. Shareholders can choose between different board models. SJSC is characterised, on the one hand, by a lack of excessive formalities associated with its establishment, and on the other, by an agile mechanism to protect the company’s creditors based on a liquidity test. The legal capital concept was abandoned; work and services are permitted as in-kind contributions. Ownership rights in a SJSC are incorporated in dematerialised shares, and the use of them in private trading raises a number of new legal problems. This study focuses, among other things, on the protection of investors purchasing company shares under the provisions of the MIFID II Directive (Markets in Financial Instruments Directive). Considering the sociological foundations of the changes in corporate law taking place in Poland, the author notes that projects based on modern technologies, in particular information technologies, are becoming a prevailing component of the modern economy. The use of these technologies leads to far reaching changes in the structure of individual market segments (market destruction). Current business models are gradually losing relevance and are being replaced by dynamically developing technology companies. An example is the slow decline of traditional linear television and the emergence of enterprises offering so-called “streaming” of selected audiovisual content over the Internet directly to consumers (for example, Netflix), or a reduction in the distribution of music content on CDs for music playback by online integrators (for example, Spotify). However, technology companies have their own far reaching specifics. They are based not only on the latest technological solutions, but also on the visionary entrepreneurship of their founders regarding the potential market applications of these technologies (Bill Gates, Steve Jobs, Jeff Bezos and others). It is safe to say that without the charismatic and visionary personalities of founders, companies like Apple or Amazon would not have appeared as we know them. This is due to the fact that recognizing the potential needs of consumers that can be met with new technological solutions requires creativity that is characteristic of geographical explorers or inventors, and not stereotypical entrepreneurs. Human capital — knowledge and entrepreneurship are beginning to dominate the market economy in the modern world.

Military Sociology in Armenia: Contemporary Development and Prospects

The purpose of the article is to acquaint with the history of military sociology and the peculiarities of its development in Armenia. Military sociology, which developed in connection with the need for theoretical and applied knowledge in the military field, occupies an important place among the sociological disciplines of the middle level. It develops theoretical and methodological concepts and approaches and expands the possibilities of their use. For a better understanding of the theoretical foundations of military sociology, the scope of research and its practical significance, it is necessary to comprehensively consider the scientific environment, prerequisites and reasons for the emergence, as well as the stages of development of military sociology in the country.

O campo dos fundamentos da educação nas diretrizes curriculares nacionais de 2015

O presente artigo pretende discutir e compreender conceitos, ideias e argumentos em contextos da formação de professores, almejando oportunizar condições explicativas da realidade dos profissionais da educação junto dos fundamentos filosóficos e sociológicos da educação no âmbito das Diretrizes Curriculares Nacionais (DCNs) de 2015. Realizou-se, assim, uma pesquisa teórica e documental para buscar o sentido, a orientação e a promoção das experiências educacionais e formativas. Seguindo este percurso, foi possível vislumbrar os espaços e a indispensabilidade dos Fundamentos da Educação na formação docente, nos cursos de Licenciaturas, a partir das DCNs para a Formação de Professores/2015. Com isto, evidenciou-se a importância da presença dos fundamentos na formação docente, com o propósito de que o ato educativo aconteça de modo pleno e com a finalidade de se compreender a vida, vivências e sociedades, as interpretar e ter a ciência de que podemos transformá-las, conjuntamente.

RELIGION IN THE THEORIES OF CLASSICAL SOCIOLOGY

As the science about society, from its very beginning, sociology has dealt with religion and its importance and function in a society. Social events and changes that have taken place in the area of Europe have contributed to bringing religion in the focus of many scholars, which shows that in the overall history of humankind it has been one of the unavoidable research topics. This research aimed at showing how classical sociologists (Comte, Marx, Durkheim and Weber) approached the phenomenon of religion. The stances of the aforementioned scholars are presented by the means of a method of theoretical analysis. The findings indicate that all scholars approach the phenomenon of religion differently. Thus, for instance Comte, as a founder of sociology, embodies a positivist discourse through which he promotes the universal theory of religion. Unlike his contemporaries, Durkheim, claims that religion is an unavoidable society factor and that it presents an essential condition for social integration. Contrary to Durkheim, Marx argues that religion is the alienation and opium of the ruling masses who use it to establish balance. Weber, adopting a systematic sociology approach to religion, analyses comparatively religious and social behavior, and claims that religion is a radical response to specific life situations.

Understanding the Diaconate: Historical, Theological, and Sociological Foundations. By W. Shawn McKnight. Foreword by David W. Fagerberg. Washington, DC: The Catholic University of America Press, 2018. xviii + 309 pages. $29.95 (paper).

Understanding the Diaconate: Historical, Theological, and Sociological Foundations. By W. Shawn McKnight. Foreword by David W. Fagerberg. Washington, DC: The Catholic University of America Press, 2018. xviii + 309 pages. $29.95 (paper). - Volume 47 Issue 2

Duguit, ¿y después? Derecho, propiedad y relaciones sociales

Presentamos aquí la famosa crítica duguista de la propiedad a partir de sus fundamentos sociológicos. Volvemos así sobre las dificultades con que se topó Duguit para defender su tesis según la cual la propiedad sería una «función social»: la exigencia de solidaridad sobre la que se supone que se funda el derecho resulta ser no tanto un hecho objetivo como una exigencia axiológica, por lo que Duguit se encuentra ante la dificultad de definir con precisión la articulación entre los hechos y los valores, que se encuentra en la base de su proyecto de refundación del derecho. Demostramos que el interés de la acción duguista reside, sin embargo, en este intento inacabado de reinscribir la noción de propiedad privada en su marco social, lo que constituye una crítica de las relaciones de poder propias de la sociedad de mercado. La originalidad de Duguit reside entonces, aún hoy, en su intento de incorporar las instituciones públicas en la crítica eficaz de tal sociedad.

The Foundations of Distributive Justice: A Morphogenetic Analysis of Gomberg and Fraser

This article applies Margaret Archer’s morphogenetic analytical dualism framework to critically compare the sociological foundations underpinning the work of two key American political philosophers: Paul Gomberg and Nancy Fraser. First, I focus upon Gomberg’s ideas for reforms to the division of labour and their impact upon race relations in the USA. I argue that, while Gomberg offers a radical egalitarian vision, it is flawed by its weak understanding of the relationships between structure and agency and between culture and economy. Following this, I consider Fraser’s theory of two-dimensional participatory justice premised upon distributive and recognition justice. I argue that, due to a more sociologically nuanced approach, her theory avoids the conflationism and epiphenomenalism that Gomberg lapses into. I conclude by noting that these conceptual issues have pertinence beyond these two authors and have implications for theories of distributive justice more generally.

PENGEMBANGAN KURIKULUM PENDIDIKAN DAN PELATIHAN (DIKLAT) BERBASIS MASALAH

Digital Problem-based education and training is held to overcome the discrepancy of student competition so that the education and training curriculum is in accordance with what problems are faced by STUDENTS so that the ability of EDUCATION PARTICIPANTS is in accordance with what is expected. One of the components in problem-based training is a problem-based curriculum based on the needs of the training participants' problems. In order to meet the demands of the increasingly sophisticated times along with the situation and conditions in society, the development of an education and training curriculum is necessary. Its development continues to adjust to the foundation in curriculum development, namely philosophical, psychological, Sociological and science and technology foundations. The development of problem-based education and training curricula also adjusts to the expected curriculum model according to the problems of students, so that the curriculum can produce education and training graduates with the desired abilities. The development of a problem-based education and training curriculum in the end is expected to be able to build professionalism and student problems in responding to challenges in the future. Thus the training will produce graduates, in this case STUDENTS who are professional and competent.

Analisis Yuridis Qanun Jinayat dalam Strukturisasi Hukum Pidana Nasional


 
 
 
 The Nanggroe Aceh Darussalam is a city that is thick with Islamic law. It has a population of around 5,281,891 people, the majority of whom are Muslim. Particular regions that have special autonomy. Evidenced by the existence of Law No.4 of 1999 regarding the implementation of Special Autonomy for Aceh province. As regulated in 1999 to 2004, it has allowed local governments to issue (PERDA) regional regulations. The PERDA launched by the Aceh government is the Qanun Jinayah, but by issuing regional regulations, it must not conflict with existing laws or higher laws. The existence of this study aims to analyze the Qanun Jinayah in the structuring of criminal law. To know the presence, implementation, and reflection of the Qanun Jinayah. The method used is using a qualitative descriptive analysis approach with data collection techniques by triangulation. The results of this study confirm that the existence of Qanun Jinayah is recognized as a national parent. There is no conflict between the contents of the Qanun Jinayah and the National Criminal Law. The implementation carried out can provide output that Aceh has a new law. However, the existence of Qanun Jinayah cannot be separated from the reflection of society, which leads to a sociological, philosophical, and juridical foundation.
 
 
 

ПРОФЕССОР-ЎҚИТУВЧИЛАР МЕҲНАТ ФАОЛИЯТИ ВА УНИНГ САМАРАДОРЛИГИНИ ОШИРИШНИНГ НАЗАРИЙ ВА СОЦИОЛОГИК АСОСЛАРИ

This article examines and analyzes the theoretical and sociological foundations of the work of professors and teachers and their effectiveness. The article systematically examines the role and place of teachers and educators in upbringing, education and human development, in the context of the historical development of human society. This includes mainly Greek philosophers who founded and taught the first in the academy in the VI-IV centuries BC, advanced ideas of medieval scientists and thinkers about education, as well as the social views of the teachers of the great enlighteners, Jadids and modern scientists, analyzed the views of the Jadids on reform education.

The Book of Academician Kiril Hristov "The Struggle of Ideas in the Science – Clash of Ideas"

Kiril Vasilev was born on 23rd May 1918 and died in 2014 in Sofia. In 1938 he was a member of the Bulgarian Communist Party (BCP). During the Second World War he was a partisan in the Second Rhodope Brigade ‘”Vasil Kolarov”. Kiril Vasilev attended major Thompson from Greece to Bulgaria. After 9th September 1944 he was one of the main opponents against the organization “Friendship Motherland”, which tried to change names of the Bulgarians, who professed the Islam.Kiril Vasilev studied Philosophy at Sofia University. He was a lecturer at the University and read lectures on Historical Materialism. He was a head of the department of “Dialectical and Historical Materialism”. Kiril Vasilev laid the foundations of the Empiric Sociology in Bulgaria.Kiril Vasilev was not a conformist. He came into conflict with many leaders of the BCP. His clashes with Todor Zhivkov were frequent. He leveled criticism at all existing political models. Kiril Vasilev was not flattering in his interpretation on present-day political, economical, and social data, too. The special features of Kiril Vasilev`s character, his direct statement, and his experience give us an additional clearness in relation to the fate of his book. The monograph, according to his own words, was written about 1978, but it was accessible to the reading public only in 2008. In this work we can notice some inconvenient ideas, for the sake of that this book probably cames off the press approximately 30 years later.

Teaching the Veil: Race, Ethnicity, and Gender in Classical Theory Courses

By documenting the erasure of W.E.B. Du Bois’s scientific contributions to sociology, Aldon Morris’s The Scholar Denied was a catalyst for scholars to rethink how we teach and understand social theory and a call to recognize the racialized origins of our discipline. How can we incorporate these insights into our teaching beyond a token addition of Du Bois to classical theory courses? Drawing on comments from anonymous student evaluations and completed assignments including essay exams, final papers, and end-of-year reflections from one classical theory course, the authors argue that teaching classical theory requires teaching about race, ethnicity, and gender and outline three pedagogical principles. First, we assert that it starts with the syllabus. Second, we demonstrate how incorporating theorists’ biographies situates them in their sociohistorical contexts. Finally, active learning observational assignments reveal how research is a scholarly conversation and demonstrate the enduring importance, and limitations, of classical theories and theorists. Together, these pedagogical tools show how the classical theory canon is racialized. By providing conceptual and logistical tools scholar-teachers can use to incorporate race, ethnicity, and gender in classical theory courses, we highlight how issues of race and gender should not be relegated to substantive courses. Instead, they are central to understanding and teaching the foundations of sociology.

Траблхакинг в структуре научно-исследовательской программы изучения социальных процессов

Various approaches to the development of theoretical sociology are considered in the article. The urgency of the topic is due to the fact that the present time requires conceptually new approaches to researching social phenomena. Various methodological concepts of the 20th century have not proved their value, and the modern science cannot develop strategic directions of the world civilization development as a whole. According to the authors, contemporary sociology should rely on the research program of studying social processes developed on the basis of the ideas of I. Lakatos. It is based on troublehacking, which is a methodology for improving systems, a set of techniques and tools aimed at inventing out-of-the-box solutions, and their application in practice. This methodological concept can become a new foundation for theoretical sociology, and its heuristic and creative capabilities require further theoretical study and practical use in various fields of social and humanitarian knowledge.

Towards a paradigmatic enhancement of sociology

ABSTRACT This article is a continuation of the debate on the paradigmatic foundations of sociology. The argument reads that any negligence towards the rising number of would-be sociological paradigms stands as counter-productive to sociological theorizing and empirical research. The guiding idea here is that while sociology is a multi-paradigmatic discipline, efforts should still be made to develop paradigmatic syntheses. The suggested direction for resolving this task includes building up an integrative paradigmatic model and discussing its content and applications. The core of this model is the broadly defined concept of social interaction at micro, meso and macro levels of social structures and processes. The suggested paradigm has the capacity to efficiently mediate in overcoming dilemmas regarding sociological knowledge by integrating structural and historical approaches as well as balancing the explanatory potential of material factors and ideas. In this way, prospects will open up for the development and application of explanatory models in addition to quality middle-range theories.