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Journal articles on the topic 'Critical social sciences'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Rehbein, Boike. "Critical theory and social inequality." Tempo Social 30, no. 3 (2018): 49–65. http://dx.doi.org/10.11606/0103-2070.ts.2018.145113.

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This paper argues that social inequality is possibly the core topic of any critical theory in the social sciences – for epistemological as well as ethical reasons. As the social scientist is part of the scientific object, namely society, the project of science is interdependent with its object. For this reason, the structure of society itself influences the shape of social science. At the same time, the processes and results of the scientific project have an impact on society. Science changes its own object. Epistemological issues are therefore tied to the ethical questions about the social or

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2

Pryce, Everton. "The Social Sciences as Critical Theory." Caribbean Quarterly 36, no. 1-2 (1990): 1–15. http://dx.doi.org/10.1080/00086495.1990.11829468.

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3

ZTF, Pradana Boy. "Prophetic social sciences: toward an Islamic-based transformative social sciences." Indonesian Journal of Islam and Muslim Societies 1, no. 1 (2011): 95. http://dx.doi.org/10.18326/ijims.v1i1.95-121.

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This article discusses of one of the most important type of social sciences developed<br />in Indonesian context. In the midst of debate between Western secular<br />social sciences and Islamic social sciences, Kuntowijoyo offered a genuine yet<br />critical formula of social sciences. The formula called Ilmu Sosial Profetik (ISP)<br />attempted to build a bridge between secular social science and Islamic inclination<br />of social science. This article describes the position of ISP in the context of<br />critical position of Muslim social scientists on the

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4

Guthrie, Donald. "Integral Engagement: Christian Constructivism and the Social Sciences." Christian Education Journal: Research on Educational Ministry 16, no. 3 (2019): 445–57. http://dx.doi.org/10.1177/0739891319875155.

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This article explores how Christian constructivism can guide educators who are Christians toward an integral engagement with the social sciences that is both critically reflective and humbly teachable. Such an engagement requires a recognition that all image-bearing human beings may contribute insights about the human condition, responsible stewardship of knowledge with the mind of Christ, and approaching the social sciences with gospel-directed critical realism that is neither fearful nor uncritically accepting of social science perspectives.

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5

Hammersley, Martyn. "Should Social Science Be Critical?" Philosophy of the Social Sciences 35, no. 2 (2005): 175–95. http://dx.doi.org/10.1177/0048393105275279.

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6

Knight, Curd Lynn H. "Teaching critical thinking in the social sciences." New Directions for Community Colleges 1992, no. 77 (1992): 63–73. http://dx.doi.org/10.1002/cc.36819927707.

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7

Waaldijk, Berteke. "Social Worker Alice Salomon as pioneer of critical Social Sciences." Journal of Social Intervention: Theory and Practice 21, no. 4 (2012): 89. http://dx.doi.org/10.18352/jsi.338.

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8

Barona, Josep Lluis. "Sciences, language and social interaction." Terminology 5, no. 1 (1998): 107–19. http://dx.doi.org/10.1075/term.5.1.09bar.

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The traditional perception of terminology as a tool for scientists used mainly in standardisation and for the regulation of the term-concept relationship is currently undergoing a critical re-appraisal with the intention of transcending purely pragmatic considerations at the moment of formulating the foundations for a new theory of terms. The present paper concentrates on three issues. First it critically examines the traditional concept of what constitutes a scientific discipline; secondly it re-assesses the idea of the objectivity of scientific knowledge from the standpoint of the concept of

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9

Fook, Jan. "Critical Social Work." Qualitative Social Work: Research and Practice 2, no. 2 (2003): 123–30. http://dx.doi.org/10.1177/1473325003002002001.

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10

Jansen, Fieke. "Explaining Society: Critical Realism in the Social Sciences." European Journal of Communication 35, no. 3 (2020): 308–10. http://dx.doi.org/10.1177/0267323120922091.

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11

Castro, Freddy Winston. "Explaining Society, Critical Realism in the Social Sciences." Acta Sociologica 45, no. 3 (2002): 246–50. http://dx.doi.org/10.1177/000169930204500313.

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12

Reed, Isaac. "Critical Realism and the Social Sciences: Heterodox Elaborations." Contemporary Sociology: A Journal of Reviews 38, no. 2 (2009): 194–96. http://dx.doi.org/10.1177/009430610903800253.

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13

Shimei, Nur, Michal Krumer-Nevo, Yuval Saar-Heiman, Sivan Russo-Carmel, Ilana Mirmovitch, and Liora Zaitoun-Aricha. "Critical Social Work." Qualitative Inquiry 22, no. 8 (2016): 615–23. http://dx.doi.org/10.1177/1077800416629696.

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14

Buch-Hansen, Hubert. "CRITICAL REALISM IN THE SOCLIAL SCIENCES." Distinktion: Journal of Social Theory 6, no. 2 (2005): 59–69. http://dx.doi.org/10.1080/1600910x.2005.9672913.

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15

Badejo, Omobola Olufunto. "A Non-Naturalised Methodology for Social Sciences." UJAH: Unizik Journal of Arts and Humanities 20, no. 2 (2020): 168–94. http://dx.doi.org/10.4314/ujah.v20i2.9.

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At the rise of the twentieth century, armed with the success of natural sciences, the school of naturalism argued that the appropriate methodology for all disciplines, including social sciences, is that of natural science. The paper argued that social sciences cannot be naturalised and has its own appropriate methodology. The paper examined the arguments for naturalism and non-naturalism of the method of philosophy of social sciences. The paper employed both primary and secondary sources of data. Data collected were subjected to critical analysis and philosophical argumentation. The results sh

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16

Forsyth, Tim. "Book Review: Development: critical concepts in the social sciences." Progress in Development Studies 3, no. 1 (2003): 76–79. http://dx.doi.org/10.1177/146499340300300109.

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17

Lichtman, Richard. "Psychoanalysis: Critique of Habermas' prototype of critical social sciences." New Ideas in Psychology 8, no. 3 (1990): 357–74. http://dx.doi.org/10.1016/0732-118x(94)90021-3.

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18

Barak, Adi. "Critical Questions on Critical Social Work: Students’ Perspectives." British Journal of Social Work 49, no. 8 (2019): 2130–47. http://dx.doi.org/10.1093/bjsw/bcz026.

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Abstract This research study explored the perspectives of social work students (n = 118) in the final semester of their studies regarding the implementation of critical social work in their future practices. Using performance ethnographies to collect data, students were asked to share their perspectives about implementing critical social work both in individual interventions and as a way to change the practice of mainstream social work organisations. Research ethnographies were analysed using a descriptive phenomenological approach, in an attempt to describe the shared essential experience of

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19

Blank, Robert H., Lynton K. Caldwell, Thomas C. Wiegele, and Raymond A. Zilinskas. "Biotechnology, Public Policy, and the Social Sciences: Critical Needs in Teaching and Research." Politics and the Life Sciences 6, no. 1 (1987): 64–80. http://dx.doi.org/10.1017/s073093840000277x.

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Science-based biotechnology is now introducing fundamental changes in the status of life on earth which have major implications for human society, yet the social sciences are largely failing to address these changes. Biotechnology offers immense opportunities for advancing the quality of human life, holding promise for overcoming numerous and heretofore intractable causes of suffering and impoverishment. Moreover, it may enable mankind to enjoy the benefits of science without degradation of the biosphere. But to obtain these advantages biotechnology must be guided by wise and timely public pol

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20

Priest, Susanna. "Critical Science Literacy." Bulletin of Science, Technology & Society 33, no. 5-6 (2013): 138–45. http://dx.doi.org/10.1177/0270467614529707.

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21

Banks, S. "Critical Commentary: Social Work Ethics." British Journal of Social Work 38, no. 6 (2008): 1238–49. http://dx.doi.org/10.1093/bjsw/bcn099.

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22

Bohman, James. "Toward a critical theory of globalization." Concepts and Transformation 9, no. 2 (2004): 121–46. http://dx.doi.org/10.1075/cat.9.2.05boh.

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One of the central ideas of both Critical Theory social theory and of pragmatist theories of knowledge is that epistemic and normative claims are embedded in some practical context. This “practical turn” of epistemology is especially relevant to the social sciences, whose main practical contribution, according to pragmatism, is to supply methods for identifying and solving problems. The problem of realizing the democratic ideal under modern social conditions is not only an instance of pragmatist inspired social science, pragmatists would also argue that it is the political context for practica

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23

Hyeon-Suk, Kang,, and Shin, Hye-Won. "RECONSTRUCTION OF SOCIAL SCIENCE AND HUMANITIES THROUGH NARRATIVE." Humanities & Social Sciences Reviews 7, no. 5 (2019): 134–40. http://dx.doi.org/10.18510/hssr.2019.7517.

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Purpose: The purpose of this paper is to present new directions and research strategies through critical analysis of the academic tendencies of existing social science and humanities. The narrative theory of human experience is adopted as a theoretical rationale for critical analysing existing social sciences and humanities. Since the 1970s and 1980s, the academic tendencies of the humanities and social sciences have been transformed into the narrative turn. We focus on the new integrity of humanities and social sciences in light of the narrative theory that approaches the totality of human li

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24

Wilson, Tina E. "Welfare Words: Critical Social Work and Social Policy." Journal of Progressive Human Services 30, no. 3 (2019): 301–3. http://dx.doi.org/10.1080/10428232.2019.1670004.

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25

Smirnova, N. M. "Social sciences: calculation or hermeneutics?" Philosophy of Science and Technology 26, no. 2 (2021): 43–46. http://dx.doi.org/10.21146/2413-9084-2021-26-1-43-46.

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Critical analysis of cognitive claims to universal calculating social science’s formation has been presented in this paper. It has clearly been argued, that originated in G. Leibnitz’s metaphor: “intellection is calculation”, this idea even in its further development does not have any sufficient methodological foundation for its wider extrapolation upon the scope of social organization. It might only be accepted by means of natural reductionism, which implicates elimination of social subject matters’ meaningful dimension, obviously regarded as constitutive for culture and sociality. This impli

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26

Kyungman Kim. "Bourdieu’s Reflexive Sociology of the Social Sciences: A Critical Assessment." 사회과학연구 16, no. 2 (2008): 42–74. http://dx.doi.org/10.17787/jsgiss.2008.16.2.42.

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27

Gunn, Andrew. "Critical debates in teaching research methods in the social sciences." Teaching Public Administration 35, no. 3 (2017): 241–59. http://dx.doi.org/10.1177/0144739417708837.

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28

Richard, Nelly. "HUMANITIES AND SOCIAL SCIENCES IN CRITICAL DIALOGUES WITH CULTURAL STUDIES." Cultural Studies 26, no. 1 (2012): 166–77. http://dx.doi.org/10.1080/09502386.2012.642608.

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29

Goodchild, Michael F., and Donald G. Janelle. "Toward critical spatial thinking in the social sciences and humanities." GeoJournal 75, no. 1 (2010): 3–13. http://dx.doi.org/10.1007/s10708-010-9340-3.

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30

Hanafi, Sari. "Global Knowledge Production in the Social Sciences: a Critical Assessment." Sociologies in Dialogue 2, no. 1 (2016): 16. http://dx.doi.org/10.20336/29.

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31

Hanafi, Sari. "Global Knowledge Production in the Social Sciences: a Critical Assessment." Sociologies in Dialogue 2, no. 1 (2016): 16. http://dx.doi.org/10.20336/sid.v2i1.29.

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32

Askeland, Gurid Aga, and Jan Fook. "Critical reflection in social work." European Journal of Social Work 12, no. 3 (2009): 287–92. http://dx.doi.org/10.1080/13691450903100851.

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33

MacKinnon, Shauna T. "Social Work Intellectuals in the Twenty‐First Century: Critical Social Theory, Critical Social Work and Public Engagement." Social Work Education 28, no. 5 (2009): 512–27. http://dx.doi.org/10.1080/02615470802406494.

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34

Lovin, C. Laura. "Intersectionality as Critical Social Theory." Feminist Encounters: A Journal of Critical Studies in Culture and Politics 5, no. 2 (2021): 33. http://dx.doi.org/10.20897/femenc/11170.

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35

Renault, Emmanuel. "Critical Theory and Processual Social Ontology." Journal of Social Ontology 2, no. 1 (2016): 17–32. http://dx.doi.org/10.1515/jso-2015-0013.

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AbstractThe purpose of this article is to bridge the gap between critical theory as understood in the Frankfurt school tradition on the one hand, and social ontology understood as a reflection on the ontological presuppositions of social sciences and social theories on the other. What is at stake is the type of social ontology that critical theory needs if it wants to tackle its main social ontological issue: that of social transformation. This paper’s claim is that what is required is neither a substantial social ontology, nor a relational social ontology, but a processual one. The first part

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36

Wisnewski, J. Jeremy. "The Relevance of Rules to a Critical Social Science." Philosophy of the Social Sciences 35, no. 4 (2005): 391–419. http://dx.doi.org/10.1177/0048393105280831.

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37

Sadian, Samuel. "Consumer studies as critical social theory." Social Science Information 57, no. 2 (2018): 273–303. http://dx.doi.org/10.1177/0539018418764850.

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A fundamental concern of all critical social theory has been relating economic action to socio-political action when explaining social change. Along with critical theories of socio-political praxis and critical theories of production and reproduction, critical consumer studies has at times sought to demonstrate how narrowly productivistic solutions to this problem can be updated or supplemented to fit better with observable historical events. However, consumer studies itself lacks conceptual coherency and is split between extending and rejecting major productivistic assumptions, making the wid

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38

Rowlings, Cherry. "Critical Forum." Journal of Social Work 1, no. 1 (2001): 117. http://dx.doi.org/10.1177/146801730100100108.

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39

Rowlings, Cherry. "Critical Forum." Journal of Social Work 1, no. 2 (2001): 235. http://dx.doi.org/10.1177/146801730100100208.

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40

Archer, Wendy, Stefano Consiglio, Paolo Ferri, Luca Pareschi, and Silvio Peroni. "Call for papers: Automatic understanding of texts in social and computer sciences." puntOorg International Journal 1, no. 1 (2019): 1. http://dx.doi.org/10.19245/25.05.cfp.05.

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Over the last 20 years, the use of automated and semi-automated techniques for extracting meanings from text have been widely debated in the social sciences. Automated and semi-automated techniques can be employed in all research phases: data collection (e.g. scraping), data cleaning (e.g. lemmatization of words), analysis (e.g. Named Entity Recognition, Part-of-speech Tagging, Topic Modeling, Keyword Analysis, Semantic Network Analysis, Sentiment Analysis), and visualization. Far from forcing epistemological choices, these techniques can be inductively used to deal with big corpora of data, i

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41

Beer, David. "Using Social Media Data Aggregators to Do Social Research." Sociological Research Online 17, no. 3 (2012): 91–102. http://dx.doi.org/10.5153/sro.2618.

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This article asks if it is possible to use commercial data analysis software and digital by-product data to do critical social science. In response this article introduces social media data aggregator software to a social science audience. The article explores how this particular software can be used to do social research. It uses some specific examples in order to elaborate upon the potential of the software and the type of insights it can be used to generate. The aim of the article is to show how digital by-product data can be used to see the social in alternative ways, it explores how this

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42

Van Dijk, Teun. "Critical Discourse Analysis and Social Thought." Athenea Digital. Revista de pensamiento e investigación social 1, no. 1 (2002): 18. http://dx.doi.org/10.5565/rev/athenead/v1n1.22.

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43

Frank, Peter M., and Gordon E. Shockley. "A Critical Assessment of Social Entrepreneurship." Nonprofit and Voluntary Sector Quarterly 45, no. 4_suppl (2016): 61S—77S. http://dx.doi.org/10.1177/0899764016643611.

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We offer a microfoundation of social entrepreneurship through the work of Vincent and Elinor Ostrom on polycentricity (Ostromian polycentricity) and that of Friedrich Hayek on the economics of knowledge (Hayekian knowledge) that reveals both the main strength and main weakness of social entrepreneurship. Problematizing social entrepreneurship in terms of the political economy of knowledge and based on Ostromian polycentricity and Hayekian knowledge, we first find the main strength of social entrepreneurship is that local, decentralized social entrepreneurs usually are the most appropriate and

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44

Kalmus, Veronika. "“Jobs that Really Matter”: Critical Reflections on Changes in Academic Life during/after the Covid-19 Pandemic." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 19, no. 1 (2021): 255–61. http://dx.doi.org/10.31269/triplec.v19i1.1255.

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The prioritisation of the coronavirus pandemic in the public sphere has resonated in the field of sciences, with Covid-19 occupying the interest of many researchers in various disciplines. This article aims to analyse features of interpersonal and institutional discourses, published data, and the author’s observations to reflect critically upon the impact of Covid-19 on academic life and sketch some trends in the field of sciences. The analysis demonstrates that Covid-19 serves as an accelerator for science; this process, however, is asynchronous across countries, disciplines, and research str

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45

Bigo, Vinca, and Thomas Lagoarde Ségot. "Critical Realism in the Social Sciences, Agency and the Discursive Self." Revue de philosophie économique 14, no. 1 (2013): 3. http://dx.doi.org/10.3917/rpec.141.0003.

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46

Hamizan, Nurul‘Izzati, Norasykin Mohd Zaid, and Norah Md Noor. "Teaching Duet in Social Sciences Education in Promoting Critical Thinking Abilities." Advanced Science Letters 21, no. 10 (2015): 3180–84. http://dx.doi.org/10.1166/asl.2015.6434.

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47

ALBERT, HANS. "Critical Rationalism: The Problem of Method in Social Sciences and Law." Ratio Juris 1, no. 1 (1988): 1–19. http://dx.doi.org/10.1111/j.1467-9337.1988.tb00001.x.

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48

Zuber-Skerritt, Ortrun, and Eva Cendon. "Critical reflection on professional development in the social sciences: interview results." International Journal for Researcher Development 5, no. 1 (2014): 16–32. http://dx.doi.org/10.1108/ijrd-11-2013-0018.

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Purpose – The aim of this paper is to present an interview and postscript that examine the specific meaning, rationale, conceptual framework, assessment and teaching of critical reflection in and on professional development in management and higher education from an action research perspective. Design/methodology/approach – This article is presented in the new genre of PIP (Zuber-Skerritt, 2009): Preamble – Interview – Postscript. The Preamble (P) sets out the background, purpose, structure and conduct of the interview (I), which addresses six probing questions and is followed by a Postscript

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49

Healy, Karen. "Doing Critical Social Work: Transforming Practices for Social Justice." Australian Social Work 73, no. 3 (2019): vii—viii. http://dx.doi.org/10.1080/0312407x.2018.1521305.

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50

Pentecost, Michelle, Berna Gerber, Megan Wainwright, and Thomas Cousins. "Critical orientations for humanising health sciences education in South Africa." Medical Humanities 44, no. 4 (2018): 221–29. http://dx.doi.org/10.1136/medhum-2018-011472.

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In this article, the authors make a case for the ’humanisation' and ’decolonisation' of health sciences curricula in South Africa, usingintegrationas a guiding framework.Integrationrefers to an education that is built on a consolidated conceptual framework that includes and equally values the natural or biomedical sciences as well as the humanities, arts and social sciences, respecting that all of this knowledge has value for the practice of healthcare. An integrated curriculum goes beyond add-on or elective courses in the humanities and social sciences. It is a curriculum that includes previo

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