As social scientists seek to assist undergraduate students in learning about, analysing and navigating the rapid changes that have been occurring in the world today, they have sought both curricular and pedagogical transformations. Social science
Stephanie A. Limoncelli
study of the relationship between testing and memory retention. Third, I present findings from the research I carried out amongst second- and third-year Sociology students at a British university, the first survey amongst social science students in a UK
U.K. 2015 – A Review of the 2015 CfSS Report 'The Business of People: The Significance of Social Science over the Next Decade'
In 1954, C. Dollard wrote an article in the American Journal of Economics and Sociology titled ‘In the Defense of Social Science’. In 1967, W. Grundy wrote another article in the journal of Social Studies with the same title. A report from the New York Times used the same title in 1985 to highlight how neglected the social sciences are in the American education system (Maeroff 1985). Most recently, in 2012 B. Maguth also draws on the same title to write an article examining the need to incorporate social sciences in STEM education. The list goes on and on; defending the social sciences across the spectrum of education has a long history in both the United States and the United Kingdom. Making a case for why the social sciences are vital and deserve recognition through funding is, unfortunately, not a novel campaign.
Ingolfur Blühdorn (2007: 272) described a paradox that deserves more attention in the environmental social sciences: Why are we sustaining “what is known to be unsustainable”? What allows for the reproduction of the ecologically unsustainable
Writing History and the Social Sciences with Ivan Jablonka
books that pioneer literary modes of writing the social sciences: Histoire des grands-parents que je n’ai pas eus , 1 L’Histoire est une littérature contemporaine: Manifeste pour les sciences sociales , 2 and Laëtitia ou la fin des hommes . 3 These
The aim of this article is to analyze the portrayal of migrants from other parts of Spain in the Basque social science textbooks published during the final years of Francoism and the beginning of the transition to democracy over the course of the
The Denial of Jewish Messianism in Freud and Durkheim
This essay presents a reading of the work of two central figures of modern social theory that locates their work within not simply mainstream Jewish thought, but a particular Hasidic tradition. Further, I argue that lying behind this, in a repressed form, is an even older tradition of Jewish alchemy. I make no claim to have evidence that either Freud or Durkheim were directly influenced by Hasidism or alchemy, but I examine the parallels between the structure of their thoughts and those of the two traditions. Both Freud and Durkheim display a social psychology that is analytically similar to the dualism of Hasidism's Tanya and the general transformational models of alchemy. This formal model is in opposition to the messianic tradition in Jewish thought and analyzes Freud and Durkheim as anti messianic social psychologists. Hasidism offers a template for modern theories of social psychology, social interaction and the relation between the social and the individual, that is, collective identity. This essay also considers more generally how modern social theory might make sense of contemporary social phenomena by opening itself to the messianic and mystical traditions in Jewish thought. I suggest that the social and structural transformation associated with the information or network society requires new analytic tools that allow us to explain social energy differently to the way Freud and Durkheim have guided social theory. Contemporary analyses of individualization, social movements and sacralization as forms of and reactions to alienation are inadequate. Instead, I ask whether we should not 'restore a messianic, truly utopian "lost unity", which the alchemical, secular gnosis of modern social science displaced, and so renew social theory?'
The article provides a general overview of social sciences perspectives to analyze and theorize climate research, climate discourse, and climate policy. First, referring to the basic paradigm of sociology, it points out the feasible scope and necessary methodology of environmental sociology as a social science concerning the analysis of physical nature. Second, it illustrates this epistemological conception by few examples, summarizing main results of corresponding climate-related social science investigations dealing with the development dynamics of climate research, the role of scientific (climate impact) assessments in politics, varying features and changes of climate discourses, climate policy formation, and knowledge diffusion from climate science. The receptivity of climate discourse and climate policy to the results of problem-oriented climate research is strongly shaped and limited by its multifarious character as well as by their own (internal) logics. The article shows that social sciences contribute their specific (conceptual) competences to problem-oriented research by addressing climate change and corresponding adaptation and mitigation strategies.
The effectiveness of a refugee simulation
Stacy Keogh George
Contemporary Social Sciences 88 , no. 3 : 333 – 337 . Segal , E. ( 2011 ) ‘ Social empathy: a model built on empathy, contextual understanding, and social responsibility that promotes social justice ’, Journal of Social Service Research 37 , no. 3
Davydd J. Greenwood and Morten Levin
The core argument is that social science must re-examine its mission and praxis in order to be a significant player in future higher education. This article reviews the results and prospects arising from a four-year international project. Originating in Greenwood and Levin's concern about the social sciences, the project, funded by the Ford Foundation, was organised as an action research network of social scientists. Meeting several times over four years, the assembled group of scholars shifted focus from the future of the social sciences to broader questions of the future of higher education as a whole and the possible role of the social sciences. Four issues emerged as vital future challenges:
• Collective denial among academics that knowledge production (research and teaching) is a collaborative effort and that individual academics depend on and are responsible for contributing to the health of the academic collectivity.
• Academic freedom, conceived as an individual right is under siege and will have to be reconstructed to include both individual rights and collective and institutional responsibilities and rights in higher education.
• An appreciation of the multiplicity of teaching, research and organisational factors that interact to constitute healthy universities is lacking in most quarters.
• Technologies of accountability now drive the development of higher education towards a focus on an artificially narrow metrics of knowledge-generation and away from inquiry into what constitutes relevant and sustainable knowledge-generation practices.