The PhD journey
•Download as PPTX, PDF•
1 like•1,226 views
The document discusses Pierre Bourdieu's concepts of field, habitus, capital, symbolic violence, and doxa and how they relate to the academic research process. It explores how social media and digital technologies have changed the landscape of academic research, creating new forms of capital, acts of domination and resistance. Bourdieu's theoretical framework is used as a method to analyze these changes and resulting conflicts as the field evolves with the growing participatory web.
Report
Share
Report
Share
Recommended
Soc 5025 usa cultural values
The document discusses US cultural values and universals. It outlines the goals of understanding US value clusters and contradictions, examining subcultures and how they relate to core values. Ten core US values are identified by Robin Williams: achievement, individualism, hard work, efficiency, science/technology, material comfort, freedom, democracy, equality, and group superiority. The document explores emerging values, value contradictions, cultural lag and change, and whether cultural universals truly exist. Students are assigned to write a narrative examining how their personal values were shaped by culture and how they fit with discussed US values.
Theories of Culture
The document discusses two views of how culture works - as a dominant ideology that tells people what to think, or as a toolkit of optional resources. It also examines why some cultural forms are more powerful or effective than others. Specifically, it outlines five dimensions - retrievability, rhetorical force, resonance, institutional retention, and resolution - that can help analyze why some cultural items are more influential based on their accessibility, persuasive content, relevance to social issues, support from institutions, and ability to provide further engagement. The goal is to use these dimensions to comparatively analyze how culture transmits values and influences people.
Similarities and diversities of culture
The document summarizes research on universal patterns of culture from several researchers. Wissler identified 11 broad areas of universal culture in 1923. Murdock expanded on this in 1945, listing around 88 common cultural elements across societies. Durkheim then initiated three techniques for comparative cultural studies in 1947: comparative analysis, studying specific cultural differences, and specific cultural similarities. The document then discusses four key factors that can account for cultural diversity: cultural variability, cultural relativity, environmental differences, and human ingenuity and ability to adopt new cultures.
Hacking 101 3
3ème bachelier en Sciences Informatique
1ère et 2ème Master en Sciences Informatiques
Master en Sciences Informatiques en 1 an
1ère ET 2ème Master ingénieur Civil en Informatique de gestion
Séminaire d’informatique
Hacking 101 (Henallux, Owasp Top 10, WebGoat, Live Demo)
This document outlines an agenda for a training on web application hacking and security. It introduces common web application vulnerabilities like injection, broken authentication, cross-site scripting, and more. Examples of real-world hacking incidents are provided. The bulk of the training focuses on the OWASP Top 10 list of critical security risks, demonstrating each one through examples and a demo of the WebGoat vulnerability practice application. The training concludes with a discussion of additional topics and a question/answer period.
Guide to a Ph D
The document is an illustrated guide to earning a Ph.D. using pictures to explain the process. It shows a circle representing all human knowledge, with students gaining more knowledge through elementary school, high school, a bachelor's degree, and a master's degree, until they reach the boundary of existing knowledge. Students then focus their studies on a specific area, push at the boundaries for a few years through their research, until they make a dent in the boundary that is their Ph.D. contribution to new knowledge, with a changed perspective on the world.
GRE Verbal guide for non-native english speaker
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Mini-research: Pierre BOURDIEU’S THEORIES in relation to organizational behav...
Mini-research: Pierre BOURDIEU’S THEORIES in relation to organizational behav...Fernanda Vasconcelos Dias
This document provides an overview of Pierre Bourdieu's life and theoretical influences as well as key concepts from his work. It discusses Bourdieu's background and influences, including philosophers like Bachelard and Merleau-Ponty. It also outlines Bourdieu's key concepts of habitus, capital, field, and doxa which aim to overcome the opposition between objectivism and subjectivism. Habitus refers to durable mental structures shaped by social conditions. Capital and field relate to one's social position and the arenas of social struggle. Together, these concepts provide a framework for understanding social practice and reproduction or transformation of structures.Recommended
Soc 5025 usa cultural values
The document discusses US cultural values and universals. It outlines the goals of understanding US value clusters and contradictions, examining subcultures and how they relate to core values. Ten core US values are identified by Robin Williams: achievement, individualism, hard work, efficiency, science/technology, material comfort, freedom, democracy, equality, and group superiority. The document explores emerging values, value contradictions, cultural lag and change, and whether cultural universals truly exist. Students are assigned to write a narrative examining how their personal values were shaped by culture and how they fit with discussed US values.
Theories of Culture
The document discusses two views of how culture works - as a dominant ideology that tells people what to think, or as a toolkit of optional resources. It also examines why some cultural forms are more powerful or effective than others. Specifically, it outlines five dimensions - retrievability, rhetorical force, resonance, institutional retention, and resolution - that can help analyze why some cultural items are more influential based on their accessibility, persuasive content, relevance to social issues, support from institutions, and ability to provide further engagement. The goal is to use these dimensions to comparatively analyze how culture transmits values and influences people.
Similarities and diversities of culture
The document summarizes research on universal patterns of culture from several researchers. Wissler identified 11 broad areas of universal culture in 1923. Murdock expanded on this in 1945, listing around 88 common cultural elements across societies. Durkheim then initiated three techniques for comparative cultural studies in 1947: comparative analysis, studying specific cultural differences, and specific cultural similarities. The document then discusses four key factors that can account for cultural diversity: cultural variability, cultural relativity, environmental differences, and human ingenuity and ability to adopt new cultures.
Hacking 101 3
3ème bachelier en Sciences Informatique
1ère et 2ème Master en Sciences Informatiques
Master en Sciences Informatiques en 1 an
1ère ET 2ème Master ingénieur Civil en Informatique de gestion
Séminaire d’informatique
Hacking 101 (Henallux, Owasp Top 10, WebGoat, Live Demo)
This document outlines an agenda for a training on web application hacking and security. It introduces common web application vulnerabilities like injection, broken authentication, cross-site scripting, and more. Examples of real-world hacking incidents are provided. The bulk of the training focuses on the OWASP Top 10 list of critical security risks, demonstrating each one through examples and a demo of the WebGoat vulnerability practice application. The training concludes with a discussion of additional topics and a question/answer period.
Guide to a Ph D
The document is an illustrated guide to earning a Ph.D. using pictures to explain the process. It shows a circle representing all human knowledge, with students gaining more knowledge through elementary school, high school, a bachelor's degree, and a master's degree, until they reach the boundary of existing knowledge. Students then focus their studies on a specific area, push at the boundaries for a few years through their research, until they make a dent in the boundary that is their Ph.D. contribution to new knowledge, with a changed perspective on the world.
GRE Verbal guide for non-native english speaker
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Mini-research: Pierre BOURDIEU’S THEORIES in relation to organizational behav...
Mini-research: Pierre BOURDIEU’S THEORIES in relation to organizational behav...Fernanda Vasconcelos Dias
This document provides an overview of Pierre Bourdieu's life and theoretical influences as well as key concepts from his work. It discusses Bourdieu's background and influences, including philosophers like Bachelard and Merleau-Ponty. It also outlines Bourdieu's key concepts of habitus, capital, field, and doxa which aim to overcome the opposition between objectivism and subjectivism. Habitus refers to durable mental structures shaped by social conditions. Capital and field relate to one's social position and the arenas of social struggle. Together, these concepts provide a framework for understanding social practice and reproduction or transformation of structures.Values
Values are ideals that guide personal conduct and involvement in career or life. They help distinguish right from wrong and provide meaning. Personal values like honesty define individuals, while cultural values sustain community connections. Beliefs are convictions without proof. Worldviews attempt to explain social and physical worlds. Rituals are symbolic actions performed regularly. Hierarchy ranks elements in a system with each below the one above. Myths are traditional stories explaining natural phenomena.
ADULT PARTICIPATION SPORTS AS CULTURALCAPITALA Test of Bou.docx
ADULT PARTICIPATION SPORTS AS CULTURAL
CAPITAL
A Test of Bourdieu’s Theory of the Field of Sports
Carl Stempel
California State University, East Bay, USA
Abstract This study extends recent tests of Bourdieu’s theory of sports as cultural capital using data
from the 1998 US National Health Interview Survey (NHIS) on adult Americans’ frequency and
intensity of participation in 15 sports. Most of the previous tests of Bourdieu’s theory have been
limited to general measures of sport participation, and have provided general support for the thesis
that sports operate as cultural capital. The NHIS data allow inferences about the principles of dis-
tinction dividing social classes in the field of participatory sports. More extensive tests of the ‘prole’
and ‘omnivore’ theses are also presented. The analysis shows that many sports are highly class exclu-
sive and that the principles of exclusion fit closely with Bourdieu’s theory of the relational structure
of the field of adult participation sports. The dominant classes use strenuous aerobic sports, moderate
levels of weight-training, and competitive sports that restrict direct physical domination and/or are
aerobically strenuous, in order to draw boundaries between themselves and the middle and lower
classes. Competitiveness and demonstrating the ‘will to win’ within ‘civilized’ constraints on physi-
cal domination appear to be an important secondary principle of distinction. The evidence also
supports a gendered ‘ascetic vs luxury’ divide between the culturally and economically weighted
fractions of the dominant class. There is strong support for the cultural omnivore thesis, but the ‘prole’
thesis is not supported. These finding are also congruent with both Lareau’s description of the upper
middle class cultural logic of ‘concerted cultivation’ and Lamont’s findings with regard to upper-
middle-class boundary-making around ‘self-actualization’ and ‘moral character’.
Key words • adult participation sports • cultural capital • field • individualization • social class
Pierre Bourdieu’s efforts to expose the ways that ruling groups maintain their
dominance by establishing exclusive styles of life, dispositions, world views, and
cultural institutions has been the inspiration for a growing number of studies on
sport participation. His groundbreaking work on sport demonstrated how differ-
ent classes and class fractions embody (often unconsciously) their points of
honor and schemes of evaluation in their sporting practices and how the dominant
classes use sports, done in rarified ways and at exclusive venues, in order to
distance themselves from others (Bourdieu, 1978, 1984, 1988). Sociologists of
sport seeking to systematically test Bourdieu’s theories have focused on demon-
strating that sport operates as a type of cultural capital. This article extends the
recent conceptual and empirical work in this area by testing Bourdieu’s theory of
sport as cultural capital using US adult sport participa.
Chapter 4
This document discusses different techniques for comparing cultures, including cross-cultural comparisons and studying specific similarities and differences between societies. It outlines Durkheim's three schemes for comparative studies: examining human biological drives, psychic unity, and dependence on group life. The document also discusses how physical and social environments can influence cultures. It notes several sources of cultural diversity, including cultural variability in solutions to problems, different sex roles, cultural integration, and cultural relativity.
The forms of capital, discussing different forms of capital.pptx
The document discusses Pierre Bourdieu's theory of the different forms of capital. According to Bourdieu, capital exists in three forms - cultural, social, and economic. Cultural capital includes embodied, objectified, and institutionalized forms. Embodied cultural capital refers to dispositions of mind and body. Objectified cultural capital refers to cultural goods like books and art. Institutionalized cultural capital refers to academic qualifications. Social capital refers to resources from membership in social networks and groups. Bourdieu argues that middle and upper classes possess more cultural and social capital, giving them an advantage in formal education systems.
Postmodern identity (2)
The document discusses the evolution of cultural identities and the postmodern self. It outlines 3 concepts of the subject: 1) The Enlightenment subject defined by reason and a stable inner core. 2) The sociological subject formed in relation to others. 3) The postmodern subject with no unified self, assuming different identities in different contexts. It then examines five ruptures that contributed to the de-centered postmodern subject, including Marxism, psychoanalysis, feminism, language/discourse, and Foucault's writings on power, discourse and subject positions.
Culture, norms and values 1
This document discusses culture, norms and values. It defines culture and identifies its five main elements: language, symbols, values, norms, and material objects. It provides examples for each element, such as describing how jeans have taken on different symbolic meanings over time. The document also discusses key concepts like ethnocentricity vs cultural relativism, and theories of culture, such as the Frankfurt School's view of the tyranny of mass consumption in modern culture.
Belcher iccte presentation 2012 may 19
This document summarizes a research presentation on exploring worldview within a Christian institution of higher education. It discusses how worldview has been understood over time, presents perspectives on worldview from different time periods within the institution, and analyzes how worldview is sustained through narrative, disequilibrium, and embodied practices within and beyond the institutional system. The research finds that worldview must be engaged to endure, provoke wonder and justice, and adapt to cultural changes over time.
SOCIOLOGY.docx
This document provides an overview of key concepts in sociology and anthropology. It discusses the founders and early theorists of sociology such as Auguste Comte, Herbert Spencer, Karl Marx, and Max Weber. It also outlines major theoretical paradigms in sociology like evolutionary theory, social conflict theory, and symbolic interactionism. Additionally, it defines key anthropological concepts like culture, norms, and ethnocentrism. It examines methods of sociological inquiry including experiments, surveys, case studies, and field observations. Finally, it discusses demographic concepts such as fertility, mortality, migration, and theories of population growth and decline.
Culture~ communication ver1
Culture can be defined in various ways based on different perspectives. Some key definitions include:
1. Sir Edward Tylor defined culture as the complex whole of knowledge, beliefs, arts, morals, laws, customs, and any other capabilities and habits acquired by man as a member of society.
2. Kroeber and Kluckhohn defined culture as patterns of behavior and thought, both explicit and implicit, acquired and transmitted by symbols, constituting the distinctive achievement of human groups.
3. Culture consists of aspects such as social organization, beliefs, language, tools, rituals, institutions, and artifacts that are learned, shared, and transmitted intergenerationally in a human population. Culture distingu
SOCIOLOGY: Theoretical Paradigms
This document outlines 14 major theoretical paradigms in sociology:
1. Evolutionary theory views societies as progressing through different stages of development.
2. Structural functionalism sees society as a system whose parts work together to promote stability.
3. Social conflict theory views society as an arena of inequality that generates conflict and change.
4. Symbolic interactionism sees society as the product of everyday interactions between individuals.
It then provides examples of prominent theorists within each paradigm and compares the different approaches. The major contemporary approaches discussed include neo-positivism, human ecology, sociometry, symbolic interactionism, functionalism, dialectical sociology, phenomenology, ethnomethodology, and various development theories
Lecture Slides 14 - Inequality.pdf
This document outlines an agenda for a class on inequality in society and culture. It begins with defining inequality as the uneven distribution of resources like wealth, power, and access to opportunities and services. While some inequality exists in all societies, some cultures historically practiced more egalitarian sharing of resources through principles of reciprocity. The document then discusses theories of social stratification and class from Marx, Weber, Bourdieu, and others and how factors like economic role, prestige, and the intersection of class with race and gender can influence life chances and health. It concludes with an overview of assessment topics to be covered in the class final exam.
Socio101 report pres
Culture can be summarized in 3 sentences:
Culture is the shared knowledge, beliefs, norms, and practices of a group. It includes material and nonmaterial elements that are learned and transmitted intergenerationally. Different theoretical perspectives view culture as functional for society, a site of conflict and inequality, or as dynamic and open to various interpretations.
Co-Production Definitions
Co-production seeks to address the power imbalance between academic and community partners by bringing community knowledge to the fore in research. It aims to better inform policy and practice for communities through greater representation of marginalized groups, data more representative of community needs, and increased local capacity building and empowerment. Co-production also has the potential to empower communities and construct new realities through critiquing powerful institutions and untapping expertise from both communities and universities. The overall concern of co-production is distributing power more equally between academics and communities.
After society: How do we make sense of an ever changing "Us" & "Them"
This document discusses contemporary social theories and how they can help analyze an ever-changing society. It provides an overview of some key concepts in social theory, including how social theories are frameworks used to study social phenomena. Some theories aim to be objective while conflict theories present normative critiques. The document also discusses postmodernism and how it represents a departure from modernism through skepticism of grand narratives and notions of absolute truth. Several examples of laws and policies in the Philippines are also mentioned to illustrate discussions of society.
UCSP.pptx
The document defines key concepts from anthropology and sociology, including defining society as a group sharing culture, location, and government, and culture as the set of beliefs, ideas, values, and experiences shared by a society. It also discusses how culture influences behavior in a society and the perspectives of ethnocentrism and cultural relativism in viewing other cultures.
SociologyExchange.co.uk Shared Resource
This document discusses different types of culture, including material and non-material culture, subcultures, high culture, popular culture, consumer culture, and global culture. It provides definitions and characteristics of each type of culture, and examines how cultures develop and are influenced by societal structures. Revision cards are also included to highlight key aspects of different cultures.
Anth1 Culture
The document discusses several key concepts related to culture:
- Culture is learned, shared, and symbolic. It provides rules and meaning systems that are distinct from biological instincts.
- Culture is integrated and adaptive. Changes in one aspect of culture can influence other aspects as the culture aims to maintain equilibrium.
- Theories of culture include cultural materialism, which sees culture as adapting to the environment, and symbolic theories, which see culture as systems of meaning and symbols.
02 - Origins of Sociology
This document provides an overview of the origins and development of sociology from Europe to the United States. It discusses key figures such as Auguste Comte, who is considered the father of sociology, Herbert Spencer, Karl Marx, Emile Durkheim, Max Weber, Jane Addams, and W.E.B. DuBois. These founders developed theories on topics like positivism, social classes, conflict, and rationalization to better understand changes in industrialized societies. They also established scientific methodologies to validate sociological theories through empirical observation and data collection.
CULTURE AND SUSTAINABLE DEVELOPMENT
1. Culture plays an important role in sustainable development through both developing the cultural sector itself and ensuring culture has a place in public policies.
2. Sustainable development was originally conceived as having three pillars - economic growth, social inclusion, and environmental balance. There is a growing call to include culture as a fourth pillar of sustainable development.
3. Culture shapes what we mean by development and how we understand and appreciate natural resources and each other. It is intrinsically connected to human development and freedoms.
Reconsidering digital education through a theory of practice
Through a Bourdieuian lens, the document discusses digital technologies in higher education. It summarizes key Bourdieu concepts like habitus, capital, and field as lenses to understand student experiences with digital learning. Specifically, it examines how habitus, represented through student dispositions, interacts with digital cultures and literacies within the field of higher education. The document advocates combining Bourdieu with other theories for a flexible research approach to challenge assumptions and understand student practices.
Public Lecture with Prof. Michael Apple at the University of Strathclyde. Jun...
Professor Michael Apple will deliver a public lecture at the University of Strathclyde on June 16th titled "Are current educational reforms really democratic?". In the lecture, Professor Apple will discuss how educational reforms promoted as enhancing democracy in many nations have instead increased inequality and shifted understandings of democracy away from fully participatory forms. Registration for the lecture is required by June 3rd.
More Related Content
Similar to The PhD journey
Values
Values are ideals that guide personal conduct and involvement in career or life. They help distinguish right from wrong and provide meaning. Personal values like honesty define individuals, while cultural values sustain community connections. Beliefs are convictions without proof. Worldviews attempt to explain social and physical worlds. Rituals are symbolic actions performed regularly. Hierarchy ranks elements in a system with each below the one above. Myths are traditional stories explaining natural phenomena.
ADULT PARTICIPATION SPORTS AS CULTURALCAPITALA Test of Bou.docx
ADULT PARTICIPATION SPORTS AS CULTURAL
CAPITAL
A Test of Bourdieu’s Theory of the Field of Sports
Carl Stempel
California State University, East Bay, USA
Abstract This study extends recent tests of Bourdieu’s theory of sports as cultural capital using data
from the 1998 US National Health Interview Survey (NHIS) on adult Americans’ frequency and
intensity of participation in 15 sports. Most of the previous tests of Bourdieu’s theory have been
limited to general measures of sport participation, and have provided general support for the thesis
that sports operate as cultural capital. The NHIS data allow inferences about the principles of dis-
tinction dividing social classes in the field of participatory sports. More extensive tests of the ‘prole’
and ‘omnivore’ theses are also presented. The analysis shows that many sports are highly class exclu-
sive and that the principles of exclusion fit closely with Bourdieu’s theory of the relational structure
of the field of adult participation sports. The dominant classes use strenuous aerobic sports, moderate
levels of weight-training, and competitive sports that restrict direct physical domination and/or are
aerobically strenuous, in order to draw boundaries between themselves and the middle and lower
classes. Competitiveness and demonstrating the ‘will to win’ within ‘civilized’ constraints on physi-
cal domination appear to be an important secondary principle of distinction. The evidence also
supports a gendered ‘ascetic vs luxury’ divide between the culturally and economically weighted
fractions of the dominant class. There is strong support for the cultural omnivore thesis, but the ‘prole’
thesis is not supported. These finding are also congruent with both Lareau’s description of the upper
middle class cultural logic of ‘concerted cultivation’ and Lamont’s findings with regard to upper-
middle-class boundary-making around ‘self-actualization’ and ‘moral character’.
Key words • adult participation sports • cultural capital • field • individualization • social class
Pierre Bourdieu’s efforts to expose the ways that ruling groups maintain their
dominance by establishing exclusive styles of life, dispositions, world views, and
cultural institutions has been the inspiration for a growing number of studies on
sport participation. His groundbreaking work on sport demonstrated how differ-
ent classes and class fractions embody (often unconsciously) their points of
honor and schemes of evaluation in their sporting practices and how the dominant
classes use sports, done in rarified ways and at exclusive venues, in order to
distance themselves from others (Bourdieu, 1978, 1984, 1988). Sociologists of
sport seeking to systematically test Bourdieu’s theories have focused on demon-
strating that sport operates as a type of cultural capital. This article extends the
recent conceptual and empirical work in this area by testing Bourdieu’s theory of
sport as cultural capital using US adult sport participa.
Chapter 4
This document discusses different techniques for comparing cultures, including cross-cultural comparisons and studying specific similarities and differences between societies. It outlines Durkheim's three schemes for comparative studies: examining human biological drives, psychic unity, and dependence on group life. The document also discusses how physical and social environments can influence cultures. It notes several sources of cultural diversity, including cultural variability in solutions to problems, different sex roles, cultural integration, and cultural relativity.
The forms of capital, discussing different forms of capital.pptx
The document discusses Pierre Bourdieu's theory of the different forms of capital. According to Bourdieu, capital exists in three forms - cultural, social, and economic. Cultural capital includes embodied, objectified, and institutionalized forms. Embodied cultural capital refers to dispositions of mind and body. Objectified cultural capital refers to cultural goods like books and art. Institutionalized cultural capital refers to academic qualifications. Social capital refers to resources from membership in social networks and groups. Bourdieu argues that middle and upper classes possess more cultural and social capital, giving them an advantage in formal education systems.
Postmodern identity (2)
The document discusses the evolution of cultural identities and the postmodern self. It outlines 3 concepts of the subject: 1) The Enlightenment subject defined by reason and a stable inner core. 2) The sociological subject formed in relation to others. 3) The postmodern subject with no unified self, assuming different identities in different contexts. It then examines five ruptures that contributed to the de-centered postmodern subject, including Marxism, psychoanalysis, feminism, language/discourse, and Foucault's writings on power, discourse and subject positions.
Culture, norms and values 1
This document discusses culture, norms and values. It defines culture and identifies its five main elements: language, symbols, values, norms, and material objects. It provides examples for each element, such as describing how jeans have taken on different symbolic meanings over time. The document also discusses key concepts like ethnocentricity vs cultural relativism, and theories of culture, such as the Frankfurt School's view of the tyranny of mass consumption in modern culture.
Belcher iccte presentation 2012 may 19
This document summarizes a research presentation on exploring worldview within a Christian institution of higher education. It discusses how worldview has been understood over time, presents perspectives on worldview from different time periods within the institution, and analyzes how worldview is sustained through narrative, disequilibrium, and embodied practices within and beyond the institutional system. The research finds that worldview must be engaged to endure, provoke wonder and justice, and adapt to cultural changes over time.
SOCIOLOGY.docx
This document provides an overview of key concepts in sociology and anthropology. It discusses the founders and early theorists of sociology such as Auguste Comte, Herbert Spencer, Karl Marx, and Max Weber. It also outlines major theoretical paradigms in sociology like evolutionary theory, social conflict theory, and symbolic interactionism. Additionally, it defines key anthropological concepts like culture, norms, and ethnocentrism. It examines methods of sociological inquiry including experiments, surveys, case studies, and field observations. Finally, it discusses demographic concepts such as fertility, mortality, migration, and theories of population growth and decline.
Culture~ communication ver1
Culture can be defined in various ways based on different perspectives. Some key definitions include:
1. Sir Edward Tylor defined culture as the complex whole of knowledge, beliefs, arts, morals, laws, customs, and any other capabilities and habits acquired by man as a member of society.
2. Kroeber and Kluckhohn defined culture as patterns of behavior and thought, both explicit and implicit, acquired and transmitted by symbols, constituting the distinctive achievement of human groups.
3. Culture consists of aspects such as social organization, beliefs, language, tools, rituals, institutions, and artifacts that are learned, shared, and transmitted intergenerationally in a human population. Culture distingu
SOCIOLOGY: Theoretical Paradigms
This document outlines 14 major theoretical paradigms in sociology:
1. Evolutionary theory views societies as progressing through different stages of development.
2. Structural functionalism sees society as a system whose parts work together to promote stability.
3. Social conflict theory views society as an arena of inequality that generates conflict and change.
4. Symbolic interactionism sees society as the product of everyday interactions between individuals.
It then provides examples of prominent theorists within each paradigm and compares the different approaches. The major contemporary approaches discussed include neo-positivism, human ecology, sociometry, symbolic interactionism, functionalism, dialectical sociology, phenomenology, ethnomethodology, and various development theories
Lecture Slides 14 - Inequality.pdf
This document outlines an agenda for a class on inequality in society and culture. It begins with defining inequality as the uneven distribution of resources like wealth, power, and access to opportunities and services. While some inequality exists in all societies, some cultures historically practiced more egalitarian sharing of resources through principles of reciprocity. The document then discusses theories of social stratification and class from Marx, Weber, Bourdieu, and others and how factors like economic role, prestige, and the intersection of class with race and gender can influence life chances and health. It concludes with an overview of assessment topics to be covered in the class final exam.
Socio101 report pres
Culture can be summarized in 3 sentences:
Culture is the shared knowledge, beliefs, norms, and practices of a group. It includes material and nonmaterial elements that are learned and transmitted intergenerationally. Different theoretical perspectives view culture as functional for society, a site of conflict and inequality, or as dynamic and open to various interpretations.
Co-Production Definitions
Co-production seeks to address the power imbalance between academic and community partners by bringing community knowledge to the fore in research. It aims to better inform policy and practice for communities through greater representation of marginalized groups, data more representative of community needs, and increased local capacity building and empowerment. Co-production also has the potential to empower communities and construct new realities through critiquing powerful institutions and untapping expertise from both communities and universities. The overall concern of co-production is distributing power more equally between academics and communities.
After society: How do we make sense of an ever changing "Us" & "Them"
This document discusses contemporary social theories and how they can help analyze an ever-changing society. It provides an overview of some key concepts in social theory, including how social theories are frameworks used to study social phenomena. Some theories aim to be objective while conflict theories present normative critiques. The document also discusses postmodernism and how it represents a departure from modernism through skepticism of grand narratives and notions of absolute truth. Several examples of laws and policies in the Philippines are also mentioned to illustrate discussions of society.
UCSP.pptx
The document defines key concepts from anthropology and sociology, including defining society as a group sharing culture, location, and government, and culture as the set of beliefs, ideas, values, and experiences shared by a society. It also discusses how culture influences behavior in a society and the perspectives of ethnocentrism and cultural relativism in viewing other cultures.
SociologyExchange.co.uk Shared Resource
This document discusses different types of culture, including material and non-material culture, subcultures, high culture, popular culture, consumer culture, and global culture. It provides definitions and characteristics of each type of culture, and examines how cultures develop and are influenced by societal structures. Revision cards are also included to highlight key aspects of different cultures.
Anth1 Culture
The document discusses several key concepts related to culture:
- Culture is learned, shared, and symbolic. It provides rules and meaning systems that are distinct from biological instincts.
- Culture is integrated and adaptive. Changes in one aspect of culture can influence other aspects as the culture aims to maintain equilibrium.
- Theories of culture include cultural materialism, which sees culture as adapting to the environment, and symbolic theories, which see culture as systems of meaning and symbols.
02 - Origins of Sociology
This document provides an overview of the origins and development of sociology from Europe to the United States. It discusses key figures such as Auguste Comte, who is considered the father of sociology, Herbert Spencer, Karl Marx, Emile Durkheim, Max Weber, Jane Addams, and W.E.B. DuBois. These founders developed theories on topics like positivism, social classes, conflict, and rationalization to better understand changes in industrialized societies. They also established scientific methodologies to validate sociological theories through empirical observation and data collection.
CULTURE AND SUSTAINABLE DEVELOPMENT
1. Culture plays an important role in sustainable development through both developing the cultural sector itself and ensuring culture has a place in public policies.
2. Sustainable development was originally conceived as having three pillars - economic growth, social inclusion, and environmental balance. There is a growing call to include culture as a fourth pillar of sustainable development.
3. Culture shapes what we mean by development and how we understand and appreciate natural resources and each other. It is intrinsically connected to human development and freedoms.
Similar to The PhD journey (20)
ADULT PARTICIPATION SPORTS AS CULTURALCAPITALA Test of Bou.docx
ADULT PARTICIPATION SPORTS AS CULTURALCAPITALA Test of Bou.docx
The forms of capital, discussing different forms of capital.pptx
The forms of capital, discussing different forms of capital.pptx
After society: How do we make sense of an ever changing "Us" & "Them"
After society: How do we make sense of an ever changing "Us" & "Them"
More from Cristina Costa
Reconsidering digital education through a theory of practice
Through a Bourdieuian lens, the document discusses digital technologies in higher education. It summarizes key Bourdieu concepts like habitus, capital, and field as lenses to understand student experiences with digital learning. Specifically, it examines how habitus, represented through student dispositions, interacts with digital cultures and literacies within the field of higher education. The document advocates combining Bourdieu with other theories for a flexible research approach to challenge assumptions and understand student practices.
Public Lecture with Prof. Michael Apple at the University of Strathclyde. Jun...
Professor Michael Apple will deliver a public lecture at the University of Strathclyde on June 16th titled "Are current educational reforms really democratic?". In the lecture, Professor Apple will discuss how educational reforms promoted as enhancing democracy in many nations have instead increased inequality and shifted understandings of democracy away from fully participatory forms. Registration for the lecture is required by June 3rd.
Dlld session2
This document discusses the curriculum for excellence in Scotland which challenges educators to think differently about curriculum design. It emphasizes principles like challenge and enjoyment, personalization and choice, progression and depth, and relevance. Technologies can help provide a range of learning opportunities and environments to support interdisciplinary learning. The curriculum aims to develop successful learners, confident individuals, responsible citizens, and effective contributors through four key capacities. It focuses on learning and teaching, curriculum breadth and coherence, and using experiences and outcomes to place learning in practical contexts. Technologies can help provide evidence of learning, promote creative and critical thinking, and support discussion, validation, recognition, information creation, questioning, empowerment and collaboration. Educators must consider what they want learners to
Dlld session1
This document discusses how digital technologies are changing practices in education and the literacies needed to engage in today's digital world. It explores different definitions of "digital literacies" and how technologies can support learning when integrated thoughtfully into curriculum design rather than driving the curriculum themselves. The role of the teacher is to create contexts for authentic, learner-centered learning through project-based and inquiry-based approaches that encourage collaboration and unlock learner potential.
Digital citizenship
Digital citizenship refers to how people engage and participate online through digital literacies and practices. Citizenship can be considered both a status and a practice, with rights and obligations. As people spend more time online, their digital footprint and participation in online communities may constitute a new form of citizenship identity and culture in the public sphere. However, questions remain around whether and how digital media can reinforce democratic values of openness, accessibility, inclusion, and participation.
Technology Enhanced Learning
This document discusses technology enhanced learning and how technology has transformed and continues to transform education practices and pedagogies over time. It provides a timeline of key technologies and developments in education from the 1980s to present day, including learning management systems, open educational resources, mobile devices, gaming technologies, social and participatory media, virtual worlds, and e-books. The document also discusses how technologies can reshape learners and other technologies, and debates whether technologies truly transform practices and pedagogies or are just tools. It highlights perspectives on hands-on, deep learning approaches versus surface learning.
Privacy in the age of surveillance
This document discusses privacy and surveillance in the modern, networked society. It explores how the rise of technologies like CCTV, web tracking, biometrics, and vast data collection centers have changed concepts of privacy and enabled unprecedented government and corporate surveillance. However, surveillance can also serve purposes like crime prevention, and how it is interpreted depends on one's values and the goals of the technologies involved. Whether surveillance or privacy should take precedence is an ongoing debate in this new age of connection and information-sharing.
Creative Industries & Social Media
The document discusses the relationship between creative industries and social media. It defines creative industries as those based on individual creativity, skill, and talent that create wealth and jobs through intellectual property. Creative industries are usually small-to-medium enterprises that are heavily reliant on networks. The rise of social media and digital technologies has impacted creative industries by democratizing production, distribution, and access and enabling more interactive and personalized engagement. This represents a shift from the traditional top-down media model to a more participatory culture online.
Digital citizenship & the Public Sphere
The document discusses the concept of digital citizenship and its relationship to civic culture and democracy. It explores citizenship as both a status and practice, and how digital media may reinforce or challenge democratic values. Digital citizenship is defined as having nine main elements: digital access, communication, commerce, literacy, etiquette, rights and responsibilities, law, security, and health and well-being. The development of digital identities and participation in online communities could be seen as new forms of citizenship and civic engagement in the digital public sphere.
Self efficacy
Self-efficacy refers to one's beliefs about their ability to complete tasks and achieve goals. It is central to Albert Bandura's social cognitive theory. Bandura's triadic reciprocal determinism model proposes that personal factors, environmental influences, and one's behavior continually interact and influence each other. There are four main sources that shape self-efficacy: mastery experiences, vicarious experiences, verbal persuasion, and physiological states. Teachers can help develop students' self-efficacy by planning moderately challenging tasks, using peer models, teaching specific learning strategies, capitalizing on interests, encouraging effort, and giving focused feedback.
What is learning?
The document discusses various theories of learning, including behaviorism, cognitive constructivism, and social constructivism. Behaviorism views learning as the acquisition of behaviors through conditioning and reinforcement, while cognitive constructivism sees learning as an active process of constructing knowledge based on experiences. Social constructivism, influenced by Vygotsky, emphasizes that social and cultural contexts are essential for learning and cognitive development, and that learning occurs through social interactions. The zone of proximal development and communities of practice are also discussed as frameworks for understanding learning.
Digital literacies
The document discusses digital literacies and defines them as a critical understanding and capability for living, learning, and working in the digital society. It presents different frameworks for digital literacies that include 5 key social practices - communicate, create, curate, culture, and being. These frameworks view digital literacies as more than just functional or technical skills and emphasize that they are social practices for participating in a digital culture.
Teaching and Learning with Social Media: The need for a new habitus
The document discusses the impact of social media and technology on teaching, learning, and literacy. It argues that technological environments actively reshape both people and technologies. While students may be proficient users of technology, there is little evidence they understand its deeper applications or can transfer skills across platforms. Developing digital literacy involves nurturing a "digital habitus" or set of values and practices for participating and acting with agency in a technology-centered world. This new digital habitus disrupts historical ways of thinking and doing things with technology.
Living, learning and working on the web: developing a new habitus
This document discusses the concept of a "digital habitus" and how new technologies are reshaping human behaviors and culture. It argues that as technologies become more embedded in everyday life, they influence the formation of new values, dispositions, and cultural capital or ways of engaging in the world. The document suggests educators need to understand students' digital habitus and how this interacts with institutional culture and structures to better support personalized and meaningful learning experiences.
Beyond Bulimic Learning Improving teaching in further education
Beyond Bulimic Learning
Improving teaching in further education
Frank Coffield with Cristina Costa,Walter Müller and John Webber
Designing for learning ‘in the digital world'
The document discusses principles for curriculum design in the digital world, including challenge and enjoyment, personalization and choice, progression and depth, and relevance, coherence and breadth. It emphasizes using a range of learning opportunities including interdisciplinary learning. The goals are to develop successful learners, confident individuals, responsible citizens, and effective contributors. It suggests technologies can provide opportunities for discussion, validation, recognition, citizenship, information, creation, questioning, empowerment and collaboration beyond just technology use. Examples are given of using tools like Twitter, Google Lit Trips, voicethread, and math maps in the classroom.
Digital Literacies & Learning Design
The document discusses digital literacies and how they are more than just technical skills, involving a critical understanding of digital technologies and their role in society. It explores different definitions of digital literacies and how they connect to curriculum goals of preparing students for an increasingly digital world. The document advocates designing learning around authentic assessments that allow students to demonstrate their learning through a variety of digital means, while noting technology should enhance learning design rather than drive it.
Digital literacies and learning design syllabus web
This document outlines the sessions of a module on Digital Literacies and Learning Design. The module introduces participants to concepts around digital literacies and learner-centered design. Sessions include discussions on topics like digital natives, creating learning contexts, challenges of embedding technology, and open educational resources. Participants complete tasks like setting up blogs and online profiles, reading articles, and commenting on posts. They also plan and work on a learning design project to apply the concepts. The final session involves reflecting on teachers' digital literacy needs and how to stay up-to-date with web developments.
Lifelong Learning in the digital age
This document describes a Postgraduate Certificate and Postgraduate Diploma in Lifelong Learning in the Digital Age offered by the University of Strathclyde. The program focuses on debates around lifelong learning and how it can help address economic, social, and environmental challenges. It also examines the role of new technologies in lifelong learning. The certificate can be completed in 2 years through part-time online or blended courses. The diploma requires additional courses. Courses cover topics like technology-enhanced learning, online communities, and designing curriculum with technology.
The Place of Technology in Primary Curriculum
The document discusses embedding technology into primary school curriculums. It outlines the main purposes of learning in the sciences and technologies, which include developing skills for life and work, scientific inquiry, and an understanding of technology's role in society. It also addresses what digital learning means for teaching, noting the need for teachers and students to develop digital literacies to engage fully in today's digital world. Barriers to digital learning like the digital divide are discussed, as well as the teacher's role in creating contexts for learning through collaboration, project-based approaches, and unlocking students' potential.
More from Cristina Costa (20)
Reconsidering digital education through a theory of practice
Reconsidering digital education through a theory of practice
Public Lecture with Prof. Michael Apple at the University of Strathclyde. Jun...
Public Lecture with Prof. Michael Apple at the University of Strathclyde. Jun...
Teaching and Learning with Social Media: The need for a new habitus
Teaching and Learning with Social Media: The need for a new habitus
Living, learning and working on the web: developing a new habitus
Living, learning and working on the web: developing a new habitus
Beyond Bulimic Learning Improving teaching in further education
Beyond Bulimic Learning Improving teaching in further education
Digital literacies and learning design syllabus web
Digital literacies and learning design syllabus web
Recently uploaded
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Recently uploaded (20)
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
The PhD journey
- 2. Motivation 2
- 3. Rosy views of Social Media 3 http://www.flickr.com/photos/21394564@N04/5007899775
- 6. Field • Fields as spaces of struggle have “their own rules, histories, star players, legends and lore” (Thomson, 2008, p.69) 6
- 7. Habitus “ (…) the habitus, a product of history, produces individual and collective practices – more history”. (Bourdieu, 1990a, p.54). “(…)as an acquired system of generative schemes, the habitus makes possible the free production of all the thoughts, perceptions and actions inherent in the particular conditions of its productions” (Bourdieu, 1990a, p. 55), 7
- 8. Capital • social capital (change and increase of network links and social bonds; interrelationship amongst individuals) • cultural capital exists in an embodied state (dispositions, principles and values); an objectified state (physical, cultural assets individuals acquire also within their family and social circles); and also in an institutionalised state (institutionalised recognition, often typified by educational qualifications) • Economic capital (epitomised mainly by financial wealth). • Symbolic capital (a form of prestige, reputation and distinction that is automatically translated into economic capital) 8
- 10. Social Theory as Method 10
- 11. The Participatory Web in the context of academic research: Landscapes of change and conflicts http://www.flickr.com/photos/blunight72/164070593/ 11
- 12. 12
- 13. 13
- 14. 14
- 15. The habitus of digital Scholars 15
- 16. Modes of domination vs acts of resistance 16
- 18. What does it mean to: •Knowledge •Practice •Policy 18