Sociological Concepts Research Articles

Activist subtitling narrates liminoid experiences countering ISIS post-Arab Spring—Daya alTaseh and The Bigh daddy Show

This paper examines activist subtitling practices in light of the two sociological concepts of narrativity and liminality. With particular focus on online contemporary activist communities that counter extremism, subtitling is studied as part of the cultural liminoid practices that produce and disseminate alternative narratives challenging the rigid frames of global jihadism. Launched as reactions to the repercussions of the Arab Spring and the establishment of the so-called Islamic State in Iraq and Syria, ضايعة الطاسة Daya alTaseh and ذا بيج دادي شوو The Bigh daddy Show are two activist online media initiatives that spread counter-jihadist narratives in Arabic subtitled in English. The study attempts to investigate the narratives mediated in the subtitles and their reflections of liminality. The subtitling in both initiatives is scrutinised and compared using a two-fold theoretical framework combining the socio-narrative theory in translation studies and theories on activist translation. Guided by this framework, the paper applies a descriptive qualitative analysis to data collected from observations and interviews. The data analysis reveals the distinct liminoid stories of Daya alTasehand The Bigh daddy Show as narrated in the English subtitles, pinpointing the similarities and differences between them. User interaction with both initiatives is also highlighted as a contributor to the development of the subtitling process.

Reflexive anthropology: On the method-guided construction of premises in social theory

The notion of reflexive anthropology follows Bourdieu's concept of reflexive sociology. It argues that it is necessary to take a reflexive look at the “unconscious” of sociological research in order to overcome epistemological limitations. At the same time, however, Bourdieu fails to identify scientific research practice as part of a differentiated society that is structurally dependent on the cult of the individual (Durkheim). Therefore reflexive sociology needs to be complemented by a reflexive anthropology that analyzes the human person and its normative special status as an institution of a horizontally differentiated society. This leads to the question that I explore in this article: what follows from the fact that the anthropological premises of sociological research affirm the anthropological conception of modern sociation? The fact that sociology reproduces the anthropological certainties of modern society has been repeatedly criticized. Based on these arguments, I present a critical procedure that allows us to work out whether and to what extent the general conceptual presuppositions of research reproduce modern anthropocentrism. Finally, I outline a social theory that makes it possible to render the modern self-conception an object of study.

The heroism as a philosophical and sociological concept in spatio-temporal dimension

The article presents the results of an interdisciplinary study of heroism, in which philosophers and sociologists took part. The study consists of two stages — a theoretical understanding of heroism and an empirical pilot study of heroism in the assessment of Russians. This article is devoted to the coverage of the first, theoretical stage of the study. It presents a semiotic analysis of heroism from the point of view of the concept of the chronotope in Western European and Asian cultures, and deduces the constants of the national semantics of the hero, heroism and the heroic. The dynamics of changing the meanings of the heroic, deed and feat is traced. The sociological part, continuing the philosophical understanding of heroism within the framework of the chronotope concept, considers the phenomenon of heroism through a social relationship, following N.K. Mikhailovsky vector. To comprehend the relationship between the hero and the crowd, such sociological approaches as creative and relational theories of social action are used, the provisions of P. Donati’s relational sociology are used.

The destructive frames of social behavior: anthropological analysis of the Columbine ideology

The results of a complex research on the Columbine phenomenon, which was conducted by the authors in 2020-2021 in Tatarstan, became the basis for the writing of the article. Adolescents and young people aged 13 to 23, who share the values of the Columbine subculture, became the object of the research. The study was carried out in a concept of interpretive sociology and the theory of frames, with the use of qualitative methods such as frame analysis to monitor the open groups in social networks and select the informants, as well as the method of focused interview. The total number of theme groups, in social networks such as VKontakte and Telegram, that were included in the monitoring was not less than 50. Furthermore, 25 interviews were conducted with members of Internet groups in Kazan and Naberezhnye Chelny. The aim of the research was to analyze the impact of framing narratives of the subculture on the personal and group attitudes of the participants in the general context of conflict risks of social interaction. In this article, the authors tried to analyze the nature of the relationship between the virtual environment and the real social space on the example of a well-known destructive subculture, which received the official status of a terrorist movement in Russia in 2022. The causal and latent motives for adolescents, as well as youth representatives getting involved in Columbine communities, were considered. Situations and factors that form misanthropic imperatives were typologized. It was suggested that there are successive stages of indoctrination that cause psychological and social transformations of the individual. A method for identifying participants in the subculture with a high degree of involvement to prevent possible destructive acts was proposed. The presented research contributes to modern socio-anthropological knowledge in terms of critical analysis of existing subcultural practices aimed at dehumanizing social space and manifests the value of protecting human-centric values and dignity of the individual.

Analysis of Sociological Concepts of the Institute of Mentoring

Analysis of Sociological Concepts of the Institute of Mentoring

Sociological Conceptualization of the Concept of “Driver” in the Context of Solving Problems of Development of Socio-Humanitarian Research at Russian Universities

Sociological Conceptualization of the Concept of “Driver” in the Context of Solving Problems of Development of Socio-Humanitarian Research at Russian Universities

К вопросу о прошлом как основе регламентации настоящего и эталоне будущего: «мобилизация Средневековья» в современном российском общественном сознании

The article is a homage to the outstanding philosopher and political analyst V.P. Makarenko, timed to coincide with his two anniversaries – the “questionnaire” (eightieth birthday) and the creative one – the half-century anniversary of the hero of the day’s research in the field of “Weberian studies”. Nominated by V.P. Makarenko’s interpretation of the sociological concept of Max Weber as a “special case of pseudo-historicism” – a form of conscious (“ideological”) traditionalism that arises in a situation of total collapse of social foundations, the author proposes to use as an analytical framework for understanding such a modern (including Russian) phenomenon, as “retrotopia”, which most clearly appears in the form of “medievalism” – a utilitarian reception of the ideological heritage of the Middle Ages in relation to the needs of current politics, ideology and culture. From the author’s point of view, medievalism, in the Russian version of which Byzantine images and motifs clearly predominate, is by no means an invention of our time: in fact, it is a secondary form of reception of the ideological heritage of the Middle Ages, characteristic of the 19th century. Thus, modern Russian medievalism in a broader sense represents one of the manifestations of the basic cultural metaplot of the “lost paradise” – nostalgia for the century traditionally considered the “golden age of Russian culture” and the pinnacle of imperial power.

Спекулятивный реализм для философских «миллениалов»

In this article I discuss the prospective generation of philosophers born in the mid-80s and early 90s of the last century. I associate it with the newest philosophical movement, “speculative realism.” The main thesis of this article: the named generation of philosophers, with the help of the anti-correlationist thesis of speculative realism, is trying to update the ontology of difference associated with French theory and neo-Marxism. I also compare the sociological concept of the millennial generation with the specified generation of philosophers who popularize speculative realism.

The Future of Learning: AI-Based Curriculum Development

The rapid advancement of artificial intelligence (AI) has ushered in a new age in education, with prospects to tailor learning experiences and change teaching processes. Conventional educational systems often find it difficult to accommodate varied learning styles and needs, resulting in disengagement and wasted opportunities. AI-powered technologies, such as personalized learning algorithms and adaptive assessment tools, provide solutions by customizing educational experiences for each student, increasing engagement and motivation. This integrated literature review (ILR) offers an in-depth examination of AI-based curriculum development, focusing on its revolutionary impact on education. The research aims to build an AI-based curriculum that customizes learning and fulfills varied student needs without increasing existing inequities or jeopardizing data privacy and security. The study's purpose is to consolidate current research to highlight the benefits and problems connected with AI integration in education. The underlying conceptual framework incorporates personalized learning algorithms, adaptive assessment tools, and immersive educational technology, highlighting their ability to improve learning outcomes and increase student engagement. This ILR systematically reviews literature, including scholarly papers, articles, conference proceedings, and reputable digital resources. The data collection approach included identifying relevant keywords, conducting extensive searches, and meticulously reviewing selected publications. The review combines technology, pedagogy, psychology, and sociology concepts to understand AI's function in education comprehensively. The results show that personalized learning algorithms can dramatically improve student engagement and academic achievement by offering relevant and sufficiently challenging content. Adaptive assessment technologies provide real-time feedback and interventions, which improves learning outcomes. However, common issues like data privacy, algorithmic biases, and equal access necessitate careful control. Using immersive technology such as virtual reality and augmented reality improves comprehension and retention, but it requires significant financial investment and technical skill. The findings highlight AI's potential to transform education by delivering personalized, adaptable, and engaging learning experiences. Future research and practice recommendations include extensive professional development programs for educators, equal access to AI technologies, and the establishment of solid ethical criteria. The study underlines the need for specific positions in educational institutions, such as AI Data Privacy Coordinators and AI Equity Specialists, to successfully handle ethical and practical concerns. This ILR highlights AI's revolutionary educational potential and offers a road map for using these technologies to create more inclusive, effective, and engaging learning environments. Further research is needed to investigate the long-term effects of AI integration on student results and to provide scalable, adaptive AI solutions for various educational environments.

In search of global sociology: a critical overview of competing research agendas

This article critically examines the idea of global sociology in relationship to the discipline of Sociology. While the discipline initially emerged in Western societies, in the post-1945 era, the field extended its reach to the rest of the world. The intellectual project of global sociology emerged in the 1960s and has been on the agenda of the International Sociological Association since at least 1990. Delving deeper than the mere notion of a sociology that is applied to the world, global sociology requires the re-examination of the role of core sociological concepts and narratives, especially regarding the extent to which these reflect Eurocentric preoccupations. Global modernisation (alongside Global Studies) and Postcolonial Sociology, two of the most widely known research fields claiming global intent, are examined as to whether they provide meaningful blueprints for global sociology. Both offer promising insights but also suffer from important drawbacks. Instead of attempting to unearth new grand narratives that would displace the narrative of Western modernity, though, it might be possible to envision a plurality of such narratives coming from different regions of the globe. Sociology can thus be conceived not as exclusively global but also as local and glocal.

Extolling The Role of Sociology of Education in Empowering Individuals with Disabilities in Nigeria

The paper examined the extolling the role of sociology of education in empowering individuals with disabilities in Nigeria. The paper discussed the concept of disabilities, education, sociology, and sociology of education. The paper also discussed the Contributions of Sociology of Education to People with Disabilities in Nigeria which included; critical analysis of educational systems, understanding social dynamics, advocacy and policy development, examining intersectionality, empowering marginalized voices, critical analysis of social structures, advocacy for inclusive policies, understanding intersectionality among others. The paper concluded that sociology of education stands as a beacon of empowerment for individuals with disabilities in Nigeria. sociology of education paves the way for the empowerment of individuals with disabilities, nurturing a society where every member has the opportunity to thrive and contribute meaningfully. Sociology of education serves as a powerful force for empowerment among individuals with disabilities in Nigeria. The paper recommended among others that; government, non-governmental organization and education philanthropists to provide training and professional development opportunities for educators on inclusive teaching strategies, government should empower individual with disabilities themselves by providing them with opportunities for leadership, advocacy and skill development, teachers and care givers of the people with disability should treat and give them adequate care, love and attention, only specialized teachers with at least a minimum of first degree in special education should be allowed to teach and handle people with disability.

A discussion on coloniality and global social theory

AbstractThe conversation between Ali Meghji and Manuela Boatcă focuses on how modernity/coloniality may (or may not) be a productive sociological concept in the remit of global social theory and wider political movements. Speaking from within different locations in the imperial core (England and Germany respectively), we discuss how the concept of modernity/coloniality has traveled over to our respective European contexts, and the ways it has informed our sociological approaches to matters such as inter‐imperiality, creolization, decolonization, global racisms and anti‐racisms, and historical sociology. The conversational approach is meant to tease out the multiple ways that modernity/coloniality can inform different—albeit related—aspects of sociological work, and also the varying contexts from which global social theory can be produced.

Sisterhood predicts similar neural processing of a film

Relationships between humans are essential for how we see the world. Using fMRI, we explored the neural basis of homophily, a sociological concept that describes the tendency to bond with similar others. Our comparison of brain activity between sisters, friends and acquaintances while they watched a movie, indicate that sisters’ brain activity is more similar than that of friends and friends’ activity is more similar than that of acquaintances. The increased similarity in brain activity measured as inter-subject correlation (ISC) was found both in higher-order brain areas including the default-mode network (DMN) and sensory areas. Increased ISC could not be explained by genetic relation between sisters neither by similarities in eye-movements, emotional experiences, and physiological activity. Our findings shed light on the neural basis of homophily by revealing that similarity in brain activity in the DMN and sensory areas is the stronger the closer is the relationship between the people.

The Evolution of Sociological Approaches Towards Conceptualizing Consumption in Western Sociology

The second half of the 20th century saw multiple directions of consumer research emerge in sociology, including a cultural turn, a material turn, a practical turn, a turn towards sustainability, and a digital turn. These turns indicate trends in sociological thought, which arise with increasing speed and overlap each other. On the one hand, these directions build upon ideas about consumption brought forth by the classics of economic theory and sociology, and on the other hand they constantly attempt to critically comprehend basic concepts and fill them with new meaning. The purpose of the article is to expand on the concept of consumption by reviewing the historical evolution of views on this concept in sociology of the 20–21 centuries. It first considers the integral definitions of consumption presented by contemporary sociologists (V. Radaev, E.R. McDonnell, A. Warde). From there it outlines the basic views on consumption held by classics of sociology (K. Marx, G. Simmel, T. Veblen, M. Weber, the Frankfurt School, P. Bourdieu). Finally, sociological approaches towards consumption that appeared during the second half of the 20th century are examined. A review of key approaches towards consumption demonstrates how the concept of consumption has consistently acquired new meanings and contexts, also acquiring an internal independent logic and transforming into a multidimensional concept in sociology. The paper covers a broad timeline and is based on key sociological works, without claiming to be able to comprehensively describe them. Also this paper does not consider the Russian tradition of research.

Is Any Job Better Than No Job? Utilising Jahoda’s Latent Deprivation Theory to Reconceptualise Underemployment

Underemployment is a widely discussed but complex concept. This article progresses discussions and provides a new sociological conceptualisation. It builds on a classic theory of unemployment, Jahoda et al.’s ‘latent deprivation theory’ (LDT), that identified five ‘latent functions’ provided by jobs, besides a wage: time structure, social relations, sense of purpose/achievement, personal identity and regular activity. LDT was ground-breaking in illuminating previously hidden injuries of joblessness. This article proposes that LDT can be similarly ground-breaking for reconceptualising underemployment: it demonstrates conceptually the multiple ways in which the mere existence of a job is insufficient in protecting individuals from socially and psychologically negative impacts associated with unemployment. A sociology of underemployment can help better understand complex, shifting and precarious work and expose inherent forms of suffering and injustice.

Sociology in Schools: Fostering Social Awareness and Responsibility

This study aims to investigate the role of sociology in schools, specifically focusing on how it helps students develop social awareness and responsibility. By analyzing existing literature, the study aims to identify the methods used to integrate sociological concepts into school curricula and understand the impact of these interventions on students. The research method involves systematically analyzing scholarly documents such as peer-reviewed articles, books, and reports. The analysis focuses on identifying key themes and approaches used in implementing sociology in schools, examining the theoretical foundations, pedagogical strategies, and empirical evidence associated with integrating sociological concepts into educational settings. The findings emphasize the importance of incorporating sociology into school curricula. The study reveals that a sociological education not only enhances students' understanding of complex societal issues, but also cultivates critical thinking skills, encouraging students to question prevailing norms and inequalities. Additionally, the synthesis of diverse perspectives, as evidenced in the literature, contributes to the development of cultural competence and an appreciation for social diversity. The integration of sociology in schools emerges as a pivotal tool for nurturing socially conscious individuals who can make meaningful contributions to their communities. In conclusion, this research highlights the transformative potential of sociology in schools. By fostering social awareness and responsibility, sociology becomes a catalyst for positive societal change. The insights gained from this study contribute to a deeper understanding of the role sociology can play in shaping socially conscious and responsible citizens.

GENERAL PHILOSOPHICAL AND LEGAL ASPECTS OF THE CATEGORY “OBJECTIVE” AS ELEMENT OF OBJECTIVES IN ADMINISTRATIVE LAW

The article revealed general philosophical and legal aspects of the category “goal” as an element of goal-setting norms of administrative law. Emphasis is placed on the fact that: 1) in the theory of law, the concept of “law in the objective sense” is defined as the result of rule-making activity and characterized as a system of legal norms; 2) the real realization of the goals of the right in an objective sense is acquired through law-making activity and through other forms of realization of the right; 3) “legal norm” as a static phenomenon has its own goals, because they are formed by the subject of norm-making and are the result of his goal-setting; 4) “law” as a general concept that characterizes all mandatory rules of conduct contained in the sources of national legislation also has its own goals, the main ones of which were formed in ancient times, but this does not exclude the possibility of correlation of such goals in the future. It has been established that the study of the goal as a key category of goal-setting norms of administrative law presupposes its study, on the one hand, as a general philosophical or general sociological concept, which is inherent in all types of purposeful activity (general philosophi­cal aspect), and, on the other hand, as a multifaceted concept that can acquire its substantive features depending on the level of legal regulation, the subject of goal-setting or the sphere of social relations where the relevant norms of law are implemented (legal aspect). It is proved that in the philosophy of law, the following basic approach to the interpretation of the concept of “goal” was formed - the goal is always a subjective reflection of objective reality in ideal images, although the definitions can be as follows - “it is an idealized need of a person who has found his object”, “this is such a subjective image of the object of activity, in the ideal form of which the result of human activity is assumed”, “imaginary, ideal image of the result of action”, etc. It was concluded that the legal aspect of the “goal” category consists in the analysis of the factors determining the goal of the subject of rule-making activity, the place, role and types of goals in legal regulation, methods of identifying and formalizing the goals of the subject of rule-making activity, etc. These aspects of the category “goal” reveal its meaning in different legal dimensions, which can be closely interconnected (for example, the goals of administrative law, the goals of administrative-legal regulation, the goals of administrative law norms), and can exist in parallel without interfering with each other one (for example, the goals of administrative proceedings and the goals of the development of the information society in Ukraine. It was found that none of the existing goals of law or norms of law are individually (independently) capable of giving a comprehensive idea of the phenomenon of “goals” in law. This can only be done on the basis of comprehensive, integrative and systematic analysis of the goal as a multifaceted phenomenon in legal reality.

Max Weber’s Verstehende Soziologie and Florian Znaniecki’s Cultural Sociology: A Discussion of Two Distinct but Related Notions

AbstractThis article compares Weber’s notion of Verstehende Soziologie with Znaniecki’s concepts of humanistic coefficient and cultural sociology. While both authors follow an interpretive perspective and agree that the specific object of sociological inquiry is social action, they diverge in their conceptions of social action and in their definition of sociology and its methods and aims. For, in contrast to Znaniecki, Weber holds that sociology aims not only to understand social action, but also to explain it. Social action, moreover, is differently defined according to whether it is oriented to the conduct of others, as with Weber, or aims to exert influence on others, as with Znaniecki. As for their respective methods of inquiry, Znaniecki proposes to reconstruct the actor’s experiences and viewpoints, while Weber advocates the formulation of generic ideal types for the purposes of describing and explaining social and historical courses of events. Finally, the study of the social order belongs to the cultural sciences, according to Znaniecki. For Weber, the social order is sociological, and follows from the prevalence of consensual action in particular communities such as the market or language communities. Otherwise, its prevalence should not be taken for granted.

Navigating pregnancy in detention: lived experiences in a Philippine women’s prison

PurposeImprisonment impacts women’s childbearing and mothering experiences. Using sociological concepts of total institutions, pains of imprisonment and gendered pains of imprisonment, this study aims to explore the childbearing experiences of 18 Filipino incarcerated women.Design/methodology/approachA qualitative, inductive approach was undertaken to explore imprisoned women’s pregnancy experiences. This research project used reflexive thematic analysis to examine the data from semi-structured interviews with 18 Filipino pregnant prisoners.FindingsThe participants’ experiences of childbearing in prison were reflected in three overarching themes: lack of autonomy over pregnancy; reduced capacity to manage discomforts and needs; and coping with prison deprivations. These themes embody women’s experiences of how imprisonment disrupts Filipino women’s childbearing and mothering experiences. Furthermore, the results illustrated how the women navigated the prison regime to address their needs and cope with the pains of imprisonment.Originality/valueAlthough there is a small but growing body of research specifically focusing on mothering and imprisonment, little consideration has been given to analyzing Filipino women’s pregnancy experiences in custody. This paper highlights an urgent need to reform correctional policies and practices to address incarcerated women’s distinct needs.

La sociologia come vocazione: il pubblico e la professionalizzazione sostanziale in Michael Burawoy

The paper illustrates an assessment of theoretical reflections on the concept of public sociology made by Michael Burawoy during a long period of research, occurring between the beginning of the 2000s and the most recent times. In the first place, assumptions concerning the definition of public sociology are presented. Thus, innovative elements compared to the previous interpretation of the term made by Herbert Gans are stressed. The focus is consequently shifted towards epistemological questions raised by necessity/willingness of practicing a reflexive science deeply engaged with publics. Secondly, it is argued how the thought of Max Weber represents an essential reference point to frame the relationship between expertise and audiences. Finally, some conclusive considerations are exposed with respect to the overall intellectual trajectory of the British sociologist.