The document discusses the nature of science and sociology as a science. It addresses what defines a science according to philosophical views which have become more liberalized over time. Specifically, it notes sciences no longer require strict criteria of falsification and acknowledge imperfect universal laws and models. The document then examines if sociology can be considered a science based on early sociologists' attempts to establish methodologies like observation and experimentation. While their arguments aimed to position sociology as scientific, their methods did not always align. Later sociologists introduced understanding ("Verstehen") as a method, addressing prior issues but still allowing for falsification. The document concludes sociology can be viewed scientifically given liberalized philosophy and the distinction between epistemic and
This video presents the concept of Social Facts popularized by Emile Durkheim and the concept of this lecture comes from the book of Durkheim on the Sociological Method. So, it tells us the definition of the term, examples, its existence and more.
For the Video Presentation, click the Link: https://youtu.be/7raeyACfQLY
This video presents the concept of Social Facts popularized by Emile Durkheim and the concept of this lecture comes from the book of Durkheim on the Sociological Method. So, it tells us the definition of the term, examples, its existence and more.
For the Video Presentation, click the Link: https://youtu.be/7raeyACfQLY
Auguste Comte was best known for the concept positivism. he was a French philosopher and the prominent founder father of sociology. here is some his some his major theories given below with short explanations
The Nature and Scope of Sociology include all the followings:
* The Sociological Perspective
*Seeing the Broader Social Context
*Foundation of Sociology
and many mores :)
Hope that this my Slides will help you to understand all the information :))
The Sociological Perspective
What is sociology?
Subject Matter of Sociology
Sociology and the Other Sciences
The Historical Development of Sociology
Sexual discrimination in Early Sociology
Sociology in North America
Theoretical Perspectives in Sociology
Applied Sociology and Clinical Sociology
For sociology papers, visit cutewriters.com
Auguste Comte was best known for the concept positivism. he was a French philosopher and the prominent founder father of sociology. here is some his some his major theories given below with short explanations
The Nature and Scope of Sociology include all the followings:
* The Sociological Perspective
*Seeing the Broader Social Context
*Foundation of Sociology
and many mores :)
Hope that this my Slides will help you to understand all the information :))
The Sociological Perspective
What is sociology?
Subject Matter of Sociology
Sociology and the Other Sciences
The Historical Development of Sociology
Sexual discrimination in Early Sociology
Sociology in North America
Theoretical Perspectives in Sociology
Applied Sociology and Clinical Sociology
For sociology papers, visit cutewriters.com
This presentation has been created to help those students who has recently chosen sociology their field. it will provide sound knowledge to the beginners about how sociology differs from science and knowledge about quantitative and qualitative sociology, Positivism VS Verstehen, Posivitism, Verstehen, Quantitative Sociology, Qualitative Sociology
GCE Sociology Revision (AQA)- Unit 1 Social Policy and the Family (6)Haleema Begum
For AQA GCE Sociology Unit 1 Chapter 1 Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
The contemporary philosophy of science & the problem of the scientific consciousness.
...The understanding of scientific knowledge requires reflective thinking. The reflective thinking could restore the communication between subject and object, between social sciences and natural sciences. Only then, communication between facts and values can achieved. In other words, communication between reason and myth, science and art, knowledge and wisdom, empirical research and the existential question for the meaning of life.
...the problem of scientific consciousness (liability) requires the transformation of the structures of the same knowledge. The sovereignty of uncontrolled scientism-positivism leads to brutalization and the reaction to it, leads to metaphysical obscurantism and madness. The researcher should be aware of the complex and reciprocal relationships between the scientific, technical, social and political worlds...
Scientism, or the unity of scientific method. The positivist
methodology does not see any difference between the
natural and the social sciences. The adoption however, of
the unity of the scientific method is accepted in tandem
with the notion of the predominant role of the natural
sciences, in which the social sciences see their model.
The outcome is what we call scientism, that is the view
that only the natural sciences can produce the semantic
interpretation of knowledge.
The contemporary philosophy of science (epistemology) featuring K.Popper, T.Kuhn, I.Lakatos, P.Feyerabend, Hanson among others, has exercised a decisive critique to the dominant views of the positivist and neo-positivist model of knowledge and has in fact undermined its credibility.
THE SELF CRITICISM OF SCIENCE - ALEXIS KARPOUZOSalexis karpouzos
The neoteric human being is now being cut off from the order of nature and establishes itself as the rationally re- flecting and acting subject which is now posited against the object of its cognitive and practical activity. Civiliza- tion is constituted as the product of human activity, as an artifact and technical construct. iWth this development, human civilization is transformed to a ‘quasi nature’, aim- ing to correct and replace nature, and man assumes the nature of a technical existence. By ‘technical existence’ we mean the prevalence of a one-dimensional image of the human person as the producer of rational hypotheses and interpretations and the downgrading and degrada- tion of the non-rational element of human existence, i.e. the radical imagination as a creative capacity, which forms the a priori condition and prerequisite for social activity. This constitutive element of the modern world (man, as the producer of rational hypotheses) and its ar- ticulation with the ideology of techno-scientific progress and the evolution of the machine that transforms the methods and theories of natural sciences, arming these with new tools and constantly renovating their research and experimental capabilities, finally led to the replace- ment of religious and metaphysical dogmas by the blind faith to the dogma of technical and scientific progress.
.There are different paths to reality, they are determined by the knower, being instrumental methodological study object, epistemological axis, among others. Reality presents several faces, what is observable and what is perceived sensory empirical data obtained correspond to the visible, the main thing is to discover the hidden side, which is behind the perceptible or data. Epistemology is the whole process of obtaining scientific knowledge, ranging from the pre knowledge to get to know the hidden side, one thing is what is seen and what is not, and one that is not seen, is really it is.
Chapter 1What is theoryIn literary and cultural studies.docxwalterl4
Chapter 1
What is theory?
In literary and cultural studies these days there is a lot of talk about
theory – not theory of literature, mind you; just plain ‘theory’. To
anyone outside the field, this usage must seem very odd. ‘Theory of
what?’ you want to ask. It’s surprisingly hard to say. It is not the theory
of anything in particular, nor a comprehensive theory of things in
general. Sometimes theory seems less an account of anything than an
activity – something you do or don’t do. You can be involved with
theory; you can teach or study theory; you can hate theory or be afraid
of it. None of this, though, helps much to understand what theory is.
‘Theory’, we are told, has radically changed the nature of literary
studies, but people who say this do not mean literary theory, the
systematic account of the nature of literature and of the methods for
analysing it. When people complain that there is too much theory in
literary studies these days, they don’t mean too much systematic
reflection on the nature of literature or debate about the distinctive
qualities of literary language, for example. Far from it. They have
something else in view.
What they have in mind may be precisely that there is too much
discussion of non-literary matters, too much debate about general
questions whose relation to literature is scarcely evident, too much
reading of difficult psychoanalytical, political, and philosophical texts.
1
Theory is a bunch of (mostly foreign) names; it means Jacques Derrida,
Michel Foucault, Luce Irigaray, Jacques Lacan, Judith Butler, Louis
Althusser, Gayatri Spivak, for instance.
The term theory
So what is theory? Part of the problem lies in the term theory itself,
which gestures in two directions. On the one hand, we speak of ‘the
theory of relativity’, for example, an established set of propositions. On
the other hand, there is the most ordinary use of the word theory.
‘Why did Laura and Michael split up?’
‘Well, my theory is that . . .’
What does theory mean here? First, theory signals ‘speculation’. But a
theory is not the same as a guess. ‘My guess is that . . .’ would suggest
that there is a right answer, which I don’t happen to know: ‘My guess is
that Laura just got tired of Michael’s carping, but we’ll find out for sure
when their friend Mary gets here.’ A theory, by contrast, is speculation
that might not be affected by what Mary says, an explanation whose
truth or falsity might be hard to demonstrate.
‘My theory is that . . .’ also claims to offer an explanation that is not
obvious. We don’t expect the speaker to continue, ‘My theory is that it’s
because Michael was having an affair with Samantha.’ That wouldn’t
count as a theory. It hardly requires theoretical acumen to conclude that
if Michael and Samantha were having an affair, that might have had
some bearing on Laura’s attitude toward Michael. Interestingly, if the
speaker were to say, ‘My theory is that Michael was having an a.
What is Philosophy” by Walter Sinnott-ArmstrongWell, what do.docxphilipnelson29183
“What is Philosophy?” by Walter Sinnott-Armstrong
Well, what do you think philosophy is? Most people can’t answer this question. It’s too abstract. It’s also controversial. Philosophers themselves can’t agree on any answer. Sure, the name “philosophy” derives from the Greek for “love of wisdom”, but what’s that? There has been a long and glorious history of people called philosophers, but they talk about all kinds of topics in all kinds of ways. It is not clear what, if anything, they have in common that makes them all philosophers.
Still, though many philosophers would dispute what I say, I will give you one model of philosophy. For me, philosophy is defined by a goal and a method.
Philosophy’s goal is nothing less than a systematic world view. Other fields study particular kinds of things. Philosophy asks how it all fits together. For example, if you want to learn about bodies, take a course in physics or biology. If you want to learn about minds, take a course in psychology. But if you want to learn about how minds are related to bodies, or how physics is related to psychology, then philosophy (of mind) is for you. Similarly, economics, political science, and art and music courses study different values (welfare, justice, and beauty). Then moral philosophers ask how these values are similar or different, when one may be traded off against another, and where any of these values fit into the physical world. Again, historians try to discover knowledge of the past and astronomers try to discover knowledge of stars and planets, but only philosophers ask what makes any of these beliefs knowledge, and how (or whether) we can have any knowledge at all. Such philosophical questions are very abstract, but that is what enables them to cover so many different fields at once.
This goal also means that you can study anything under the name of philosophy. Philosophy encompasses subfields called philosophy of religion, of law, of economics, of biology, of physics, of mathematics, of computers, of psychology, of art, of music, of literature, and so on. Any and all of these topics can be studied in a philosophical way when one asks how they are related to each other in an overall world view.
When such disparate topics are raised, conflicts and paradoxes are bound to arise. One famous example is the paradox of freedom: Science, including psychology, leads us to believe that (1) Every act is determined by a prior cause. Law and common practices of blaming and punishing wrongdoers then lead us to believe that (2) Some acts are free. But the very definition of “free” suggests that (3) Nothing that is determined is free. Unfortunately, (1)-(3) cannot all be true, so any world view that includes all three of these claims is incoherent.
Paradoxes like this are both loved and hated by philosophers. Philosophers love them for their stimulation but hate them for their incoherence, so philosophers try hard to get rid of paradoxes. One prevalent way to resolve paradox.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Sociology as a science
1. What is a science?
To answer the question if sociology is a science or not, first we need to know what is a science,
otherwise the question does not make much sense. Actually current philosophical views on the nature
of science are diverse, and largely liberalized from previous views. First, they no longer accept strong
criteria of falsification as a scientific method. There are several ways to formulate falsification, but here I
mean something like this:
Scientific theories should make observable predictions and we should discard a theory if we find only
one discrepancy between a prediction of the theory and an observation. Because even physics cannot
meet such a strong criteria, now philosophers like Lakatos (1970) admit tolerance to such failure to
some extent. Another new movement in philosophy is the attack on the universal laws. Cartwright
(1983) argued that seemingly universal physical laws are not really universal, from logical point of view.
This and other reasons, Cartwright (1983) and Hacking (1983) presented a new view of science in which
piecemeal "models", instead of universal laws and theories, play the central role of scientific
investigation. Here, "models" means oversimplified mental pictures of structure. For example, planetary
model of atoms is long known as an oversimplification, but still it is widely used by chemists as a
convenient way for thinking about chemical reactions.
2. Is Sociology a Science?
With the analysis of science in the previous section in mind, let us turn to sociology. Early
sociologists tried to establish sociology as a science, and their arguments are mainly on the methodology
of sociology. Comte claimed that sociology uses four different kinds of methodologies, namely
observation, experiment. These are the methodology used in several other scientific fields, especially in
biology. So if his sociology had really followed these methods, it would have been a strong case for
sociology as a science. But actually he never did an empirical research, so we cannot take his argument
at the face value. But his argument influenced on other sociologists, especially Durkheim. For Durkheim,
sociology is a study o f social fact. A social fact is “a thing that is external to, and coercive of, the actor".
Because they are external, social facts cannot be investigated by introspection. We should use
empirical research. Durkheim used statistics on suicide rate to establish his argument that suicide is a
social phenomenon. Durkheim applied too strict criteria of falsification to rival accounts. Adoption of
these strict criteria is suicidal for sociology, because it is hard for a sociological theory to make a precise
prediction, let alone to make a precise and correct prediction. And without this, the falsification criteria
do not work. Another related problem is in his rejection of introspection as a sociological method. This
restricts the scope of sociology too narrowly, and in fact even Durkheim's own study becomes
impossible. For example, Durkheim's definition of suicide is "any case of death 'resulting directly or
indirectly from a positive or negative act of an individual against himself, which he knows must produce
this result'" (ED p.32). But, without using introspection, how can we decide if he knows the result or not,
from external evidence only?
It is said that Weber's methodology provides an answer to these problems. His key word in this
point is "Verstehen", a German word for "understanding". According to him, we can "understand" other
people's motivation through understanding of our own intentions, and this kind of knowledge is
necessary for sociology. This is exactly what Durkheim denied as a method of sociology, but as we saw
even Durkheim himself used this "understanding" in his actual work. But, of course, the problem is if this
is permissible as a scientific method. Strong falsification of a theory is almost impossible by such facts,
because if an interpreted fact runs counter to the theory we can just change the interpretation. But, as
we saw in the last section, such strong falsification is given up by philosophers of science as too strict
criteria. Moreover, the arbitrariness of interpretation is not as great as one might worry. For example,
Comte's three stage theory has no follower today because there is no way we can reasonably interpret
the evolution of society as obeying such a law. In this case we can say that Comte's theory was falsified.
As far as we have this minimal possibility of falsification, we can admit "Verstehen" as a
scientific method of sociology, thus "interpretive" sociology as a science.
One of the reason people may argue against sociology as a science is the lack of the sociological theory.
We have Marx's theory, Durkheim's theory, and Weber’s theory and so on, but none of them are shared
by all sociologists. This seems to make a strong contrast with other fields of science where scientists
agree on the basic theories.
3. Value Free Sociology
To talk about value free sociology, I am introducing a distinction made by philosophers. This is
the distinction between epistemic values and non-epistemic values. Epistemic values are related to a
special type of question "what should we accept as knowledge (or a fact)? Logical consistency, empirical
adequacy, simplicity etc, are the criteria to answer such a question, and they are called epistemic values.
On the other hand, other values are supposed to be used to answer a wider question "what should we
do?" These are non-epistemic values. With this said, we will find that the claims of value free sociology
made by early sociologists were actually the claims for independence of epistemic values from other
values in sociology.
First, let us see the case of Spencer. Spencer distinguished several kind s of emotional biases,
and claimed that we should exclude these biases from sociological research. None of these biases are
epistemic value as said above. Moreover, Spencer claims that we should exclude these biases as a value
judgment, but this is an epistemic value judgment, and as far as this claim itself is not affected
emotional biases, to apply such a value to sociology should be ok. So Spencer's argument agrees with
my definition of value free sociology. The same argument applies to Weber. Weber says that teachers
should not exploit the circumstances in a lecture room to imprint upon the students his personal
political views, because the task of teacher is to teach his students to recognize. Again this is a value
judgment, but epistemic one.
Apparently sociology or any other science cannot be free from all values because the ideal of
value free sociology itself is a value, but at least it can be free from non-epistemic kinds of values, when
we decide what a fact is and what is not. I guess even Marx can agree this notion of value free sociology
to some extent. Of course in Marx's theory the value judgment and the theory are inseparably related,
but his actual arguments show that he distinguished these two things. Of course I admit non-epistemic
values and sociology have many interrelationships. For example, the choice of research topic is
influenced the sociologist's personal values, and sometimes a result of sociological research has
immediate normative implications. But still, I think, at the point of accepting something as a fact, we
should be free from non-epistemic values.
The scope of sociology
Comte thought that sociology is the study of social structure and social change. Durkheim
thought that sociology should deal with social facts. Simmel claimed that everything which was not
science of external nature must be science of society. Do any of them have the right answer? I don't
think that there is anything right or wrong on this topic, but my own preference is Simmel's answer
quoted here. I think that Comte's and Durkheim's answers tried to restrict the subject field of sociology
to establish sociology as an independent scientific field. But now no one would doubt sociology is an
independent field (even though someone might object that it is not a "scientific" field). In this situation,
such a conscious self restriction of subject matter is nothing but an obstacle to interdisciplinary
cooperation’s with psychology and other neighbor fields. This is why I like Simmel's answer.
4. Conclusion
According to the liberalized philosophical view on science, there is nothing wrong with admitting
Weber's "Verstehen" and "ideal types" as scientific method, thus admitting sociology using this method
as a science. Recent distinction between epistemic and non-epistemic values makes the claim of "value
free" sociology intelligible, and I think it is a reasonable position if taken in the sense I defined. I also
briefly talked about the scope of sociology, and argued that we should not be restrictive on the subject
matter of sociology as a science
5. Bibliography
1959 “The Sociological Imagination. London: Oxford University Press”.
Neuman, Lawrence
1986 “Three scientific world views and the covering law model”.
Henslin, James M
2009 “sociology for Caribbean Students”.
Mustapha, Nasser