This document discusses comparative sociology as both an area of inquiry and teaching discipline. It begins by noting that while some see comparative sociology as strictly cross-national research, others define it more broadly as comparisons across various social and cultural entities. The ultimate goal is to develop concepts and generalizations based on identified similarities and differences.
The document then examines comparative sociology from three perspectives: as a subfield of sociology, as a method, and as an ideal type, process, and critique. It analyzes how comparative sociology features in major sociology journals and is taught in universities in the US, UK, France, Germany, China, and Russia. While comparative perspectives are common, comparative sociology itself is rarely
According to Juan Linz, authoritarian rulers permit limited, powerless political pluralism and organization of elections, but they make it very clear that a change
in power is impossible and the opposition cannot take over. Elections in authoritarian
regimes are a part of nominally democratic institutions and help rulers to legitimize
the regime. They are not free or fair, and therefore do not present any opportunity for
the opposition to win and change the political system afterward.
The question could be asked, what kind of action the opposition should undertake
in order to improve its strength. That is the main problem nowadays for non-systemic
opposition in the Russian Federation. On the one hand, the opposition has a problem
gaining access to elections, but on the other hand, it knows that even if it could take
part, the elections would not be democratic.
This article tries to shed light on the strategies of the non-systemic Russian opposition and the possibility of its impact on Russian society when the government tries to
marginalize, weaken and eventually destroy the non-systemic opposition.
The paper provides a critical analysis of the literature and documents on the topic
Research has been extremely involved in improving in the art criticism area. These improvements are reflected in scientific articles. This article purposed to investigate the 214 articles in art criticism to explore their main characteristics. These articles published in the Web of Science database of the Institute of Scientific Information (ISI) from the period of 1980 till 20 December 2013. Types of articles were article and review which is included in the study. The three top cited (more than 10 times citations) articles in art criticism were published in 1993 and 1999. The 214 articles mean citation rate was 0.87 (SD 2.38) times. Among the various fields, art (58.87%), arts humanities other topics (28.03%), both art and arts humanities other topics (5.14%), both art and education and educational research (2.33%), both art and history (1.40%), art, arts humanities other topics and literature (1.40%), both art and cultural studies (0.93%), both art and philosophy (0.93%), both art and literature (0.46%), and both arts humanities other topics and cultural studies (0.46%) were the most popular fields of research. The results showed that researches were done in the United States had highest citation which was written in English language.
According to Juan Linz, authoritarian rulers permit limited, powerless political pluralism and organization of elections, but they make it very clear that a change
in power is impossible and the opposition cannot take over. Elections in authoritarian
regimes are a part of nominally democratic institutions and help rulers to legitimize
the regime. They are not free or fair, and therefore do not present any opportunity for
the opposition to win and change the political system afterward.
The question could be asked, what kind of action the opposition should undertake
in order to improve its strength. That is the main problem nowadays for non-systemic
opposition in the Russian Federation. On the one hand, the opposition has a problem
gaining access to elections, but on the other hand, it knows that even if it could take
part, the elections would not be democratic.
This article tries to shed light on the strategies of the non-systemic Russian opposition and the possibility of its impact on Russian society when the government tries to
marginalize, weaken and eventually destroy the non-systemic opposition.
The paper provides a critical analysis of the literature and documents on the topic
Research has been extremely involved in improving in the art criticism area. These improvements are reflected in scientific articles. This article purposed to investigate the 214 articles in art criticism to explore their main characteristics. These articles published in the Web of Science database of the Institute of Scientific Information (ISI) from the period of 1980 till 20 December 2013. Types of articles were article and review which is included in the study. The three top cited (more than 10 times citations) articles in art criticism were published in 1993 and 1999. The 214 articles mean citation rate was 0.87 (SD 2.38) times. Among the various fields, art (58.87%), arts humanities other topics (28.03%), both art and arts humanities other topics (5.14%), both art and education and educational research (2.33%), both art and history (1.40%), art, arts humanities other topics and literature (1.40%), both art and cultural studies (0.93%), both art and philosophy (0.93%), both art and literature (0.46%), and both arts humanities other topics and cultural studies (0.46%) were the most popular fields of research. The results showed that researches were done in the United States had highest citation which was written in English language.
LILAC 2010: They can find it but they don't know what to do with itsrosenblatt
A small group of upper-division undergraduate students were able to find peer-reviewed/scholarly research on their chosen topics, but then seemed to have problems integrating the information they found into their arguments. What does this mean for library instruction? For collection development? Do research-based projects result in student learning?
Relating Research and Practice in Information LiteracySheila Webber
Panel by Sheila Webber (University of Sheffield), Ola Pilerot (University of Borås), Louise Limberg (University of Borås), Bill Johnston (Strathclyde University) presented at the European Conference on Information Literacy, Dubrovnik, October 2014.
Citation practices among expert writers and dissertations in postgraduate level have been widely investigated in scholarly community. Although recent literature have already expounded on the citation practices in the undergraduate level, few, if none, have paid attention on corpus written by education students. It is therefore the focus of this paper to present citation practices of the pre-service teachers in a teacher education institution in Southern Philippines. Discussion sections of the Chapter 4 of the thirty seven undergraduate corpuses were analyzed using the integral and non-integral citation structures employed by Luzόn (2015). Interviews were also conducted to obtain data on the grounds of their identified (problematic) citation practices. Findings reported that there was an overutilization of integral citation pattern and a great number of citation practices are indeed problematic mainly due to lack of knowledge of rhetorical citations and poor linguistic skills. Grounding from these results, we recommended that an academic writing subject be offered in the College of Education to address the pressing need for scholarly writing.
Comparative Analysis of Social Networks of Male and Female Retired Sunbelt Mi...Adam Perzynski, PhD
A presentation by Adam T. Perzynski, PhD and Eleanor P.Stoller, PhD
Symposium paper presented at the Annual Meeting of the Gerontological Society of America. Boston, MA.
LILAC 2010: They can find it but they don't know what to do with itsrosenblatt
A small group of upper-division undergraduate students were able to find peer-reviewed/scholarly research on their chosen topics, but then seemed to have problems integrating the information they found into their arguments. What does this mean for library instruction? For collection development? Do research-based projects result in student learning?
Relating Research and Practice in Information LiteracySheila Webber
Panel by Sheila Webber (University of Sheffield), Ola Pilerot (University of Borås), Louise Limberg (University of Borås), Bill Johnston (Strathclyde University) presented at the European Conference on Information Literacy, Dubrovnik, October 2014.
Citation practices among expert writers and dissertations in postgraduate level have been widely investigated in scholarly community. Although recent literature have already expounded on the citation practices in the undergraduate level, few, if none, have paid attention on corpus written by education students. It is therefore the focus of this paper to present citation practices of the pre-service teachers in a teacher education institution in Southern Philippines. Discussion sections of the Chapter 4 of the thirty seven undergraduate corpuses were analyzed using the integral and non-integral citation structures employed by Luzόn (2015). Interviews were also conducted to obtain data on the grounds of their identified (problematic) citation practices. Findings reported that there was an overutilization of integral citation pattern and a great number of citation practices are indeed problematic mainly due to lack of knowledge of rhetorical citations and poor linguistic skills. Grounding from these results, we recommended that an academic writing subject be offered in the College of Education to address the pressing need for scholarly writing.
Comparative Analysis of Social Networks of Male and Female Retired Sunbelt Mi...Adam Perzynski, PhD
A presentation by Adam T. Perzynski, PhD and Eleanor P.Stoller, PhD
Symposium paper presented at the Annual Meeting of the Gerontological Society of America. Boston, MA.
EthicsDespite the fact that social psychological research typica.docxSANSKAR20
Ethics
Despite the fact that social psychological research typically does not have life and death consequences, such research can have an impact on individual health and well-being. Whether through participation in the study itself or through the implications of research findings, research may have unintended and unethical consequences. It is therefore incumbent on anyone conducting social psychological research to be familiar with both APA’s policies and those of their institution’s institutional review board regarding research with human participants.
For this Discussion, review this week’s Learning Resources. Think about what ethical considerations you might need to make related to social psychology research.
With these thoughts in mind:
Post by Day 4 a brief explanation of how you might use ethics when forming your research question (use the APA’s Code of Conduct to inform your response). Then explain two potential consequences if ethics are not considered. Finally, explain two ways culture might inform the development of your research question, and explain what ethical considerations you may need to consider.
References/Readings
· Course Text: Fiske, S. T. (2014). Social beings: Core motives in social psychology. (3rd ed.). Hoboken, NJ: Wiley.
. Chapter 2, “Scientific Methods for Studying People in Interaction”
· Course Text: The Handbook of Social Psychology
. Chapter 1, “History of Social Psychology: Insights, Challenges and Contributions to Theory and Application”
· Course Text: The Sage Handbook of Social Psychology
. Chapter 2, “Questions and Comparisons: Methods of Research”
· Article: Sandberg, J., & Alvesson, M. (2011). Ways of constructing research questions: Gap spotting or problemization? Organization, 18(1), 23–44.
Retrieved from the Walden Library databases.
· Website: American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. Retrieved November 30, 2011, fromhttp://www.apa.org/ethics/code/index.aspx
Application: Research
There are many psychological approaches to addressing social problems (e.g., clinical, developmental, cognitive, phenomenological, neurobiological, behavioral). The social psychological approach is only one among many. Given that this is a social psychology course, the final paper requires evidence of your mastery of the theories and research you've studied over these past 11 weeks.
Your task is, therefore, (1) to review the social psychological literature that pertains to a given social problem of your choice; (2) to identify gaps in that literature that need to be studied; and (3) to identify a potential research question that needs to be studied so that you may add to the literature and advance knowledge that can benefit society.
The Assignment (5–7 pages)
· Select and describe a social problem in your field of interest.
· Explain why you selected the social problem.
· Research at least five journal articles related to the social problem.
· Describe two gap ...
Assignment 1: LASA 2: Ethnographic Comparison
Anthropologists are interested in framing broad hypotheses about human behavior. In order to do this, it is imperative to use examples from multiple cultures to ensure that their conclusions are not grounded in a single case.
In this assignment, you will be taking on the role of an ethnologist, using multiple ethnographic accounts to study human behavior and culture.
Do the following:
Identify two to three societies to compare, such as an African society (for example, Ethiopian, Liberian, etc.), Indian, Chinese, Korean, or one of the many Native American groups (for example, the Cherokee, the Inuit, etc.).
Choose one aspect of human culture discussed in the course:
Domestic life and kinship
Subsistence and economy
Religion
Culture change
Using the module readings, Argosy University online library resources, and the Internet, write a research paper to include the following:
Describe the background information of each of the societies you have chosen. You need not analyze this background information, only provide details regarding these societies.
Analyze the aspect of human culture you selected for each of the societies.
Compare and contrast the similarities and differences between the societies in relation to the topic you chose—for example, standard of living, education, or employment opportunities.
Summarize and address human behavior in relation to your topic and based on your examples.
Address the realities of life for the cultures you have examined.
Examine some of the social problems and public policy issues that become apparent.
Your paper should have a title page as well as an introduction section. This introduction section should include the societies you selected as well as the human culture aspect you will be discussing and why it is relevant to anthropology. As an anthropologist, use relevant anthropological terms in your analysis.
Support your statements with examples and scholarly references.
Write a 4-5-page paper in Word format. Apply APA standards to citation of sources.
By
the due date assigned
, deliver your assignment to the
Submissions Area
.
Grading CriteriaMaximum Points
Write an introduction of the topic you chose and describe why it is relevant to anthropology.
Write background information on the 2–3 societies.
Compare and contrast the similarities and differences between the societies in relation to the topic you chose.
Summarize and discuss human behavior in relation to your topic and based on your examples.
Writing Criteria
Organization
Usage and Mechanics
APA Elements
Style
...
Theoretical Perspectives Essay The text discusses Theoretical.docxchristalgrieg
Theoretical Perspectives Essay
The text discusses “Theoretical Perspectives in Sociology” in chapter 2. As a student, you sociologically view the world in a particular way. Do you see the world as a place where things simply “work out” (structural functionalism), or is it constantly in conflict (conflict theory)? Perhaps you see the world primarily as a place that is about relationships between people (symbolic interactionism).
Write an essay (750-1,000 words) that addresses the following:
1. Define and explain the three ways to view the world “sociologically.”
2. Identify which sociological perspective (structural functionalism, conflict theory, symbolic interactionism) most closely represents your view of the world. Describe the factors that have caused you to view the world through that perspective, such as personal experience in our society, popular culture, media, etc. In addition, use an example from world events that demonstrates evidence of your theory. Briefly explain why you did not choose each of the other two perspectives being careful to demonstrate that you understand the other perspectives.
Top of Form
Theoretical Perspectives Essay
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70.0 %Content
10.0 %Define and explain the three ways to view the world sociologically.
Paper fails to or incorrectly defines and explains the three ways to view the world sociologically.
Paper inadequately defines and explains the three ways to view the world sociologically. Explanation is weak and missing evidence to support claims.
Paper adequately defines and explains the three ways to view the world sociologically. Explanation is limited and lacks some evidence to support claims.
Paper clearly defines and explains the three ways to view the world sociologically. Explanation is strong with sound analysis and appropriate evidence to support claims.
Paper thoroughly defines and explains the three ways to view the world sociologically, with quality details and well-researched evidence. Explanation is comprehensive and insightful with relevant evidence to support claims.
30.0 %Identify which sociological perspective (structural functionalism, conflict theory, symbolic interactionism) most closely represents your view of the world. Describe the factors that have caused you to view the world through that perspective, such as personal experience in our society, popular culture, media, etc.
Paper fails to identify which sociological perspective most closely represents the student?s view of the world.
Paper inadequately identifies which sociological perspective most closely represents the student?s view of the world. Description of the factors that caused the student to view the world through this perspective is weak and missing logical connections.
Paper adequately identifies which sociological perspective most closely represents the student?s view of the world. Description o ...
DetailsBefore beginning the synthesis process, it is important .docxsimonithomas47935
Details:
Before beginning the synthesis process, it is important to become acquainted with the analysis and comparison of empirical articles. In the previous assignment, you engaged with the Comparison Matrix, a tool for analysis and comparison of empirical articles. In this assignment, you will take the next step toward synthesis and write about your observations of the articles you compared using the Comparison Matrix.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Refer to the Comparison Matrix you completed
· Review: Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641-656.
· Review: Baker, V., & Lattuca, L. R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807-827.
· Review: Visser, L., Visser, Y. L., & Schlosser, C. (2003). Critical thinking distance education and traditional education. Quarterly Review of Distance Education, 4(4), 401-407.
· Doctoral learners are required to use APA style for their writing assignments.
Directions:
Locate the Comparison Matrix you completed in the Module 2 assignment. Using the outline you developed, the information from the Comparison Matrix. Write a paper (1,000 words) that compares all three of the articles. Do that by including the following:
1. A statement of common elements and themes addressed in each of the three articles.
2. A statement of the conclusions that can be drawn when the articles are taken together as a single entity. What is the overall message of the group of articles?
WRITING ASSIGNMENT
The paper should include the following:
WORD COUNT: 1500 words max.
Introduction. The introduction should engage the reader with a strong opening statement. It should also provide context for the paper, introduce the researchers and their studies (including the purpose of the studies), and include a thesis statement that serves as a roadmap for the reader.
Comparison of Research Questions. Open the section with a sentence that engages the reader and gives a peak into your analysis. Please discuss the main ideas behind the research questions, as well as the researcher’s approach to exploring these questions. Did they use mixed methods, quantitative, or qualitative methods? Mention the number of hypotheses (quantitative) or research questions (qualitative), but do not list the research questions. Remember to compare the approaches and discuss similarities and differences.
Comparison of Literature Reviews. This section should analyze the research the authors use to support their studies. Do not take this section lightly. You want to point out the theory and/or main research the author’s used to set up their study, and if possible mention why. Did all the studies take the same approach, such as using similar authors for support? Do they al.
Launius and Hassel scaffold feminist analysis in a way thJospehStull43
“Launius and Hassel scaffold feminist analysis in a way that makes its
underlying components highly accessible to novice students. This textbook
provides students with a critical framework, while giving the instructor the
flexibility to select companion texts for each of the threshold concepts.”
— Ann Mattis, Assistant Professor of English and Gender, Women’s, and Sexuality
Studies, University of Wisconsin—Sheboygan
“Launius and Hassel are the mediums of metacognitive awareness in the field of
Women’s and Gender Studies, distilling threshold concepts so that students can
become active agents in critiquing and shaping our gendered world. This book
should be foundational in any Women’s and Gender Studies program.”
— Tara Wood, Assistant Professor of English and instructor in Gender Studies,
Rockford University
“Threshold Concepts is my go-to foundational text for both teaching Women’s
and Gender Studies classes and facilitating Safe Zone training. The extensive
end of chapter questions and learning roadblocks sections help students process
and apply the information. I appreciate that the authors succinctly frame and
contextualize complex gender studies topics.”
—Christopher Henry Hinesley, Associate Director, Women’s and Gender Studies,
Rochester Institute of Technology
2
Threshold Concepts in Women's and
Gender Studies
Threshold Concepts in Women’s and Gender Studies: Ways of Seeing,
Thinking, and Knowing is a textbook designed primarily for introduction to
Women’s and Gender Studies courses with the intent of providing both
skills- and concept-based foundation in the field. The text is driven by a
single key question: “What are the ways of thinking, seeing, and knowing
that characterize Women’s and Gender Studies and are valued by its
practitioners?” Rather than taking a topical approach, Threshold Concepts
develops the key concepts and ways of thinking that students need in order
to develop a deep understanding and to approach material like feminist
scholars do, across disciplines. This book illustrates four of the most critical
concepts in Women’s and Gender Studies—the social construction of
gender, privilege and oppression, intersectionality, and feminist praxis—and
grounds these concepts in multiple illustrations.
The second edition includes a significant number of updates, revisions,
and expansions: the case studies in all five chapters have been revised and
expanded, as have the end of chapter elements, statistics have been
updated, and numerous references to significant news stories and cultural
developments of the past three years have been added. Finally, many more
“callbacks” to previous chapters have been incorporated throughout the
textbook in order to remind students to carry forward and build upon what
they have learned about each threshold concept even as they move on to a
new one.
Christie Launius directs and teaches in the Women’s and Gender Studies
program at the University of Wisconsin, Oshkosh. She has taught t ...
Launius and Hassel scaffold feminist analysis in a way th.docxcharlieppalmer35273
“Launius and Hassel scaffold feminist analysis in a way that makes its
underlying components highly accessible to novice students. This textbook
provides students with a critical framework, while giving the instructor the
flexibility to select companion texts for each of the threshold concepts.”
— Ann Mattis, Assistant Professor of English and Gender, Women’s, and Sexuality
Studies, University of Wisconsin—Sheboygan
“Launius and Hassel are the mediums of metacognitive awareness in the field of
Women’s and Gender Studies, distilling threshold concepts so that students can
become active agents in critiquing and shaping our gendered world. This book
should be foundational in any Women’s and Gender Studies program.”
— Tara Wood, Assistant Professor of English and instructor in Gender Studies,
Rockford University
“Threshold Concepts is my go-to foundational text for both teaching Women’s
and Gender Studies classes and facilitating Safe Zone training. The extensive
end of chapter questions and learning roadblocks sections help students process
and apply the information. I appreciate that the authors succinctly frame and
contextualize complex gender studies topics.”
—Christopher Henry Hinesley, Associate Director, Women’s and Gender Studies,
Rochester Institute of Technology
2
Threshold Concepts in Women's and
Gender Studies
Threshold Concepts in Women’s and Gender Studies: Ways of Seeing,
Thinking, and Knowing is a textbook designed primarily for introduction to
Women’s and Gender Studies courses with the intent of providing both
skills- and concept-based foundation in the field. The text is driven by a
single key question: “What are the ways of thinking, seeing, and knowing
that characterize Women’s and Gender Studies and are valued by its
practitioners?” Rather than taking a topical approach, Threshold Concepts
develops the key concepts and ways of thinking that students need in order
to develop a deep understanding and to approach material like feminist
scholars do, across disciplines. This book illustrates four of the most critical
concepts in Women’s and Gender Studies—the social construction of
gender, privilege and oppression, intersectionality, and feminist praxis—and
grounds these concepts in multiple illustrations.
The second edition includes a significant number of updates, revisions,
and expansions: the case studies in all five chapters have been revised and
expanded, as have the end of chapter elements, statistics have been
updated, and numerous references to significant news stories and cultural
developments of the past three years have been added. Finally, many more
“callbacks” to previous chapters have been incorporated throughout the
textbook in order to remind students to carry forward and build upon what
they have learned about each threshold concept even as they move on to a
new one.
Christie Launius directs and teaches in the Women’s and Gender Studies
program at the University of Wisconsin, Oshkosh. She has taught t.
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Comparative Sociology as an Inquiry and Teaching Discipline
1. Comparative Sociology as an
Inquiry and as a Teaching
Discipline: An Attempt of
Comparative Analysis
Andrey V. Rezaev
Professor and Chair, Comparative Sociology,
St. Petersburg State University, Russia
anrezaev@yandex.ru
XVIII ISA World Congress, Research Committee on Sociology of Migration, RC 31
Yokohama, Japan, July 17, 2014
2. Concise Encyclopedia of Comparative Sociology.
(2014) Masamichi Sasaki, Jack Goldstone, Ekkart
Zimmermann(Eds.), Brill: Leiden&Boston, p.xi
4. Overview
1. Objectives and Goals
2. Basic definitions and understanding of
Comparative Sociology
3. Six cases
5. • “Sociology's founding fathers were all
comparative researchers” (Concise Encyclopedia of
Comparative Sociology. (2014) Masamichi Sasaki, Jack Goldstone, Ekkart
Zimmermann(Eds.), Brill: Leiden&Boston, p.xi).
• “To some scholars, the term “comparative sociological
research” is strictly limited to comparisons of social
indicators and institutions across nations (also known as
“cross-national research”), but other scholars prefer to
widen the scope to include comparison of many different
types of social and/or cultural entities, while yet others use
the term to encompass comparisons of subcultures or other
social substrata either within or across nation-states or
other cultural and social entities and their boundaries”
(Ibid., p.xii).
• “The ultimate aim of comparative sociological research
is to develop concepts and generalizations based
upon identified similarities and differences among the
social entities being compared” (Ibid., p. xii).
6. Compare:
“It is generally recognized that Karl Marx, Max Weber,
Emil Durkheim are the patriarchs of sociology; the
same thinkers are considered to be the founding
fathers of comparative sociology” (p. 13).
“Comparative sociological research is about
developing approach to find out similarities and
differences among the social structures, institutions,
and processes” (p. 2).
(2014) Rezaev Andrey (Ed.) Comparative Sociology.
St. Petersburg State University Press,
8. A third way of understanding
Comparative Sociology :
• Comparative Sociology is an Ideal
Type of Sociology
• Comparative Sociology is a Process
• Comparative Sociology is a Critique
9. Sociology as such is potentially
comparative. But this potential is realized
quite differently.
“Method-centric” approach: Comparative
Sociology is a subfield of sociology / synonym
of Comparative Method.
Our position emphasizes the central place of
the research question.
It is the research-questions-centric
position
10. Comparative sociological research as a
process of comparisons on every level
and stage of the sociological research.
“Research-questions-centric”
approach: an answer to the research
question is nothing but material for a
new set of research questions.
11. “Comparative sociology is
not a field, but a critique of
whatever seems narrow
and reductionist in
sociology” (I. Wallerstein).
12. The problems of teaching
• Research implies continuous and permanent
comparisons WHILE the teaching courses
dissolve them into separate problems and
operations.
• Comparative sociologist is critical towards
preconditions and results WHILE education
presupposes above all learning of these
preconditions.
• Comparative sociology is an ideal type of sociology
WHILE contemporary differentiation of knowledge
and ‘departamentalization’ substitutes it with multiple
sociological branches and subfields.
13. • Hypothesis: CS is acknowledged by
sociologists and social scientists in general
but the reality of teaching sociology doesn’t
follow this acknowledgment.
• Hypothesis: Presence / absence and the
character of the gap between CS as an inquiry
and teaching discipline depend on national
specifics in organization of sociological
education.
OR
• Hypothesis: The gap is universal and transcends
national features of institutionalization of
sociology.
14. Comparative sociology as an
inquiry
Content analysis of national sociological journals
Databases:
• Jstor.org
• elibrary.ru
• oversea.cnki.net
• zfs-online.org
Search conditions:
• time of publication — 2000-2012/3/4 (depending on
access);
• words: “comparison” / “comparative” and their
equivalents;
• location: title or abstract.
15. Case Journal Words
USA American Journal of Sociology;
American Sociological Review
Comparison, comparative
Britain The British Journal of Sociology Comparison, comparative
France Revue française de sociologie
(French Review of Soiology)
Comparaison, comparatif,
comparative; comparison,
comparative (for English
articles)
Germany Zeitschrift fur Soziologie
(Journal of Sociology)
Vergleigh, vergleichend;
Komparation, komparativ,
comparison, comparative
(for English articles)
China Shèhuì xué yánjiū (Sociological
Studies)
Bǐjiào
Russia Sotsiologicheskiye
issledovaniya (Sociological
Research)
Sravneniye, sravnitel'nyy
16. American
Journal of
Sociology
American
Sociological
Review
The British
Journal of
Sociology
Revue
française de
sociologie
Zeitschrift
fur
Soziologie
Shèhuì xué
yánjiū
Sotsiologich
eskiye
issledovaniy
a
Number of
articles
published in
2013/12/10
37 articles
130 reviews
44 articles 34 articles
25 reviews
22 articles (18
in French, 4 –
English
translations of
articles
already
published)
47 reviews
24 article 62 articles 231 articles
22 reviews
Average number
of `pages of
article published
in 2013/12/10
39,4 for article
2,6 for review
24,9 for article 20,2 for article
2,6 for article
for review
30,1 for article
3,1 for review
23,7 for article 21,6 for article 7,4 for article
3,4 for article
Average number
of thousands of
symbols in the
article in
2013/12/10
105 for article
7 for review
104 for article 59 for article
10 for review
96 for article
13 for review
85 for article ___ 16 for article
9 for review
Number of
articles that meet
the search
conditions
22 articles
24 reviews
62 articles 21 article
8 reviews
34 articles
(29 in
French, 5 –
English
translations
of articles
already
published)
4 reviews
31 article (30
in Deutsch, 1
in English)
62 article 69 article
3 reviews
17. USA
The most popular specification of comparison is
cross-national / cross-country.
Distinctive subfields of comparative social science
based on comparison are comparative history,
comparative law, comparative social policy.
For comparative mobility research; race, class and
gender studies comparative perspective is
determined by the topic
The notion Comparative sociology is mentioned
several times.
Comparative sociology is a marginal notion but it
has a wide range of meaning.
18. UK
The general usage of the term “comparative”
is very similar to those in American journals.
Cross-national and historical comparative
analyses are almost equally represented.
Comparison of theories is mentioned more
often, but anyway episodically.
19. France
Comparative sociology is not mentioned.
Comparative historical sociology is mentioned
once with reference to Max Weber.
The most popular specification of comparisons
is cross-national / country.
Comparison is regularly used in relations to
terms and categories, in particular to their
comparability.
In generally, comparison is more peripheral
then, for example, in Germany and China.
20. Germany
The most popular specification is cross-
national comparison (internationalen
Vergleigh ) or country comparison
(Landervergleigh).
Comparison of groups is widespread,
especially during statistical analysis, and also
comparison of indicators and coefficients.
Comparison is often in relation to concepts of
theories, based both on conceptual analysis
and on empirical testing.
Comparative sociology is not mentioned.
21. China
The most popular term is equivalent to
comparative study / research, often as
comparative study of several cases or
comparative case study.
The terms comparative history and
comparative policy studies are used.
Comparative sociology is not mentioned.
22. Russia
Russian publications are significantly less
voluminous because research is described
in a less strict and developed manner in all
aspects: literature review, research design,
methods, discussion, references
The articles provide reflections of several
topic illustrated the theoretical or / and
empirical data, not the sociological research
in a strict sense.
23. • comparative sociology is not a
subfield
• comparative sociology is not a
method
• comparative sociology could be
regarded as an ideal type of sociology
• comparative sociology is a process
• comparative sociology is critical
24. Comparative sociology as a
teaching discipline
Analysis of Comparative Sociology as a teaching
discipline is based on characteristics of
1. courses taught
2. research interests of lecturers/instructors
3. research centers of sociology / social science
departments of ten universities for each case.
The search for each university is limited by
corresponding department / faculty. There were
selected universities that are on the top in the
national rankings (social sciences).
25. Case Universities
USA Harvard; Stanford; Berkeley; Upenn; Uchicago; UCLA; Princeton; MIT; Duke; Yale
Britain University of Cambridge; Warwick University; The University of Manchester;
University of Essex; University of Edinburgh; University of Bristol; University of
Oxford; University of Sheffield; Cardiff University; London School of Economics and
Political Science (LSE)
France HEC Paris; Sciences Po Paris; Paris-Sorbonne University; Jean Moulin University Lyon
(1 and 3); Université de Nice Sophia Antipolis; Université de Strasbourg; University of
Paris 4 - Sorbonne; University of Lille 1; University of Lille 3; Paris West University
Nanterre La Défense
Germany Humboldt-Universität zu Berlin; Ludwig-Maximilians-Universität München; Universität
Bielefeld; Universität zu Köln; Universität Hamburg; Universität Bremen; Goethe-
Universität Frankfurt am Main; Universität Tübingen; Freie Universität Berlin;
University of Mannheim
Russia MSU; SPbSU; NSU; TSU; SFU; KSU; RUDN; HSE; RGSU; UrFU
China Peking University; Tsinghua University; Fudan University; Xiamen University; Zhejiang
University; Beijing Normal University; Renmin (People’s) University of China; Nanjing
University; Sun Yat-sen University; Wuhan University
26. The majority of courses is taught for students enrolled to the
graduate.
The dominant formulations are comparative methods and
comparative perspectives.
Contradiction with instructor’s research interests that are posed
more generally.
• USA case is the most indicative. American universities provide 115
courses / seminars in total connected with a field of comparative
sociology.
• British case is close to American one but is smaller in numbers.
• French case demonstrates the gap between comparative sociology
as an inquiry and as a teaching discipline in a most vivid way.
• German case demonstrates similar characteristics through national
specifics.
• In China no one of ten universities has comparative sociology as
separate course
• For Russian case division between levels of education is less
important; however, general typology of comparative method –
comparative perspective courses is in evidence.
27. Hypothesis: CS is acknowledged by
sociologists and social scientists in general but
the reality of teaching sociology doesn’t follow
this acknowledgment.
Hypothesis: Presence / absence and the
character of the gap between CS as an inquiry and
teaching discipline depend on national specifics of
institutional framework.
OR
Hypothesis: The gap is universal and
transcends national features of institutionalization
of sociology.
28. Some proposals
1. Foster research in teams and teamwork in
audience in BA and MA programs.
2. Focus on teaching mixed methods research as
approaching comparative sociology.
3. Increase quality and quantity of courses of
research methodology.
4. Develop research comparative sociology centers
affiliated and interaction with sociology / social
science departments.
5. Develop cross- and trans-university, -regional
and -national interactions.
6. Continue discussion of the issues on comparative
sociology at the International Forums.
29. “The disappearance of the
term will mean either the
great success or the great
failure of this critique”.
(I. Wallerstein).