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Journal articles on the topic 'Sociologists'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 June 2025

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1

Sannikova, O. V., and A. A. Zhuikov. "OPPORTUNITIES FOR RISK MANAGEMENT OF A PROFESSIONAL IN SOCIOLOGICAL RESEARCH." Вестник Удмуртского университета. Социология. Политология. Международные отношения 4, no. 2 (2020): 156–63. http://dx.doi.org/10.35634/2587-9030-2020-4-2-156-163.

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The article discusses the issue of professional risk management in sociological research. It is specified that the profession of sociologist is actual and demanded in a society with high social dynamics and uncertain future. Analysis of social processes and prediction of results of social changes are the major content of sociologists’ work. At the same time, the collection and processing of sociological information are associated with significant risks for a researcher. These risks are interpreted as possible threats to the life and health of a sociologist in the performance of his/her professional duties. Two groups of risks are considered: regular risks, related to a contact and social nature of sociologist’s activity, as well as situational risks, related to the characteristics of an object, subject and instruments of the study. The article uses the method of comparative analysis of sources of sociological information to determine the purpose of professional risk management. This management is connected with the identification of factors that contribute to the reduction of riskiness of the sociologist profession. Institutional and individual factors of sociologist professional risk management are highlighted in the article. The institutional factors include normative, medical and sanitary, material and technical and informational factors. The individual factors include sociologists' awareness, their qualification, their choice of this or that research strategy.

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2

Cersosimo, Giuseppina. "Innovazione ed efficacia: il coinvolgimento del sociologo in una Divisione di Medicina Interna." SALUTE E SOCIETÀ, no. 3 (October 2009): 83–102. http://dx.doi.org/10.3280/ses2009-su3007.

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- Sociologists' work in hospitals has some deep historical roots, as it is shown by the studies of Goffman, Garfinkel or Strauss. This article points out that the involvement and the capability of health sociologists may result in good ouputs in a division of internal medicine. The sociologist in health setting is needed for civic empowerment, proposals and promotion. Moreover, the medical sociologist creates connections between different resources for individual or collective projects, as also for preventive or innovative undertakings.Keywords: innovation, effectivness, sociologist of health, empowerment, prevention, hospital.Parole chiave: innovazione, efficacia, sociologo della salute, responsabilitÀ, prevenzione, ospedale.

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3

Gonçalves, Carlos Manuel. "Notas sobre o ensino universitário da sociologia e a profissão de sociólogo." Sociologia: Revista da Faculdade de Letras da Universidade do Porto 49 (2024): 57–63. https://doi.org/10.21747/08723419/soc49a2.

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A set of synthetic notes on university teaching of sociology and the profession of sociologist are presented. The aim is to contribute to the debate, which must be continued and permanent within the professional group of sociologists. In the case of teaching, data on its institutional demand and supply are presented, which will serve to discuss some attributes of sociologists in the job market.

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Bourdieu, Pierre. "Sociologists Of Belief And Beliefs Of Sociologists." Nordic Journal of Religion and Society 23, no. 01 (2017): 1–7. http://dx.doi.org/10.18261/issn1890-7008-2010-01-01.

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5

KOZOKOV, Sobirjon Zokirjonovich. "COVERAGE OF THE SOCIAL ASPECTS OF THE ENTREPRENEURIAL FACTOR IN MODERN INTERNATIONAL THEORETICAL CONCEPTS." ФУНДАМЕНТАЛ ТАДҚИҚОТЛАР ЖУРНАЛИ 1, no. 10 (2023): 46–55. https://doi.org/10.5281/zenodo.8420209.

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The article analyzes the coverage of the social aspects of the entrepreneurial factor in modern international theoretical concepts. In the article, the author focuses on the social views of Western and Russian sociologists, mainly the founder of the science of sociology O. From Conte's point of view, the sociologist of today has appealed to the theories of scientists. For this reason, the article attempts to study the concepts of entrepreneurship in terms of periods, highlighting the sociological views of prominent sociologists on entrepreneurship and entrepreneurial activity. In addition, the article shows the factors influencing the formation and development of entrepreneurship, the role of well-known sociologists in society, their impact on stratification processes based on the views of scientists, and thus highlights their differences from other social groups.

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Doktorov, Boris. "Biography of a sociologist and its manifestation in his professional activities. Searches for methodology and analysis of the study." Telescope: Journal of Sociological and Marketing Research, no. 1 (February 14, 2019): 33–44. http://dx.doi.org/10.33491/telescope2019.106.

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7

Marchuk, Iryna. "THE IMPROVEMENT OF THE QUALITY OF THE VOCATIONAL TRAINING OF FUTURE SOCIOLOGISTS BY MEANS OF EDUCATIONAL CYBERSPACE." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (December 29, 2021): 80–86. http://dx.doi.org/10.31499/2307-4906.4.2021.250156.

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The article is devoted to the analysis of the state of the modern professional training of future sociologists in Ukraine and the definition of the scientific grounds for its quality improvement connected with the use of educational cyberspace. Special attention is paid to the researches of the issue provided by modern Ukrainian and foreign scientists. Due to the analysis of the scientific literature as well as multilateral analysis of the practice of professional training of sociologists in Ukraine and abroad, particular problems and challenges are highlighted. In the process of the problem investigation, the conclusion was made on the particular necessity to diversify the applied approaches to foreign language learning and teaching in terms of the present mode of hybrid education at the university. The various methods and innovative approaches developed are the attempts to answer these actual questions for the vocational training of future sociologists. The methodological support of the mentioned process of future sociologists training is developed in Odessa I. I. Mechnikov National University: the special course “The formation of the professional qualities of a future sociologist in the process of context training” for learning and teaching the foreign language (English) for the special purposes by means of educational cyberspace in the academic environment. The process of designing and delivering the materials of this course offered the possibility to sort out the traditional effective means of vocational training and supplement them with the means of educational cyberspace. Keywords: future sociologist; professional training; educational cyberspace; educational environment; online audio resources; online video resources; hybrid education; context learning.

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8

Back, Les. "‘Sociologists Talking’." Sociological Research Online 13, no. 6 (2008): 51–59. http://dx.doi.org/10.5153/sro.1784.

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9

Waugh, Michael. "Sexy sociologists." Social Semiotics 8, no. 1 (1998): 121–27. http://dx.doi.org/10.1080/10350339809360400.

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10

Cohen, Judith Beth, Amy Ephron, and Jill Eisenstadt. "Comical Sociologists." Women's Review of Books 8, no. 10/11 (1991): 38. http://dx.doi.org/10.2307/4021070.

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11

Nyseth, Hollie, Sarah Shannon, Kia Heise, and Suzy Maves McElrath. "Embedded Sociologists." Contexts 10, no. 2 (2011): 44–50. http://dx.doi.org/10.1177/1536504211408895.

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12

Ovsiannikov, A., V. Shuvalova, and O. Shiniaeva. "Sociologists' Recommendations." Russian Education & Society 37, no. 9 (1995): 27–44. http://dx.doi.org/10.2753/res1060-9393370927.

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13

Mesny, Anne. "What Do ‘We’ Know That ‘They’ Don’t? Sociologists’ versus Non-Sociologists’ Knowledge." Canadian Journal of Sociology 34, no. 3 (2009): 671–96. http://dx.doi.org/10.29173/cjs6313.

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This paper attempts to clarify or to reposition some of the controversies generated by Burawoy’s defense of public sociology and by his vision of the mutually stimulating relationship between the different forms of sociology. Before arguing if, why, and how, sociology should or could be more ‘public’, it might be useful to reflect upon what it is we think we, as sociologists, know that ‘lay people’ do not. This paper thus explores the public sociology debate’s epistemological core, namely the issue of the relationship between sociologists’ and non-sociologists’ knowledge of the social world. Four positions regarding the status of sociologists’ knowledge versus lay people’s knowledge are explored: superiority (sociologists’ knowledge of the social world is more accurate, objective and reflexive than lay people’s knowledge, thanks to science’s methods and norms), homology (when they are made explicit, lay theories about the social world often parallel social scientists’ theories), complementarity (lay people’s and social scientists’ knowledge complement one another. The former’s local, embedded knowledge is essential to the latter’s general, disembedded knowledge), and circularity (sociologists’ knowledge continuously infuses commonsensical knowledge, and scientific knowledge about the social world is itself rooted in common sense knowledge. Each form of knowledge feeds the other). For each of these positions, implications are drawn regarding the terms, possibilities and conditions of a dialogue between sociologists and their publics, especially if we are to take the circularity thesis seriously. Conclusions point to the accountability we face towards the people we study, and to the idea that sociology is always performative, a point that has, to some extent, been obscured by Burawoy’s distinctions between professional, critical, policy and public sociologies.

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Mannon, Susan E., and Eileen K. Camfield. "Sociology Students as Storytellers: What Narrative Sociology and C. Wright Mills Can Teach Us about Writing in the Discipline." Teaching Sociology 47, no. 3 (2019): 177–90. http://dx.doi.org/10.1177/0092055x19828802.

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The Writing in the Disciplines approach encourages writing instruction in specific majors so that students learn the writing conventions of their discipline. As writing instructors, however, the role of the sociologist is problematic. Not only has standard sociological writing been jargon laden, it has privileged a clinical style of writing. Thus, we ask whether learning sociology also means learning how to write poorly or at least narrowly. Drawing from narrative sociology, we suggest that mainstream sociological writing should be viewed as a writing genre—one of many genres that students, and sociologists themselves, can choose from. Framing sociologists as both truth tellers and storytellers, we invite sociology instructors to consider at least three alternative genres for assignment in the classroom: life stories, fiction stories, and visual stories. Finally, we offer C. Wright Mills as a model for how to think like a sociologist while still writing well.

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15

Lapeyronnie, Didier. "Radical Academicism, or the Sociologist's Monologue : Who are Radical Sociologists Talking with ?" Revue française de sociologie 47, no. 5 (2006): 3. http://dx.doi.org/10.3917/rfs.475.0003.

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Frybes, Marcin. "Sociological Intervention «a la polonaise»: Alain Touraine’s Method in the Polish Context." Przegląd Socjologii Jakościowej 15, no. 3 (2019): 70–90. http://dx.doi.org/10.18778/1733-8069.15.3.05.

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In 1981, the French sociologist Alain Touraine (with a group of Polish young sociologists led by the veteran of Polish sociology – Jan Strzelecki), conducted a famous research on the Solidarity Movement with the use of a new and distinct method of investigation called “sociological intervention.” It was the first time that Polish sociologists, who were trained in a specific combination of Marxist and positivist traditions, had experienced this kind of ‘hard’ qualitative methodology. The reactions were mixed and the general approach was rather cautious. Nevertheless, the sociological intervention method has since been used several times by Polish scientists. The aim of this paper is to summarize these experiences.

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17

Skovajsa, Marek. "Bláha, Obrdlík a Eubank: brněnské kontakty s americkými sociology v souvislostech mezinárodní sociologie." Sociální studia / Social Studies 17, no. 2020 SPEC (2020): 35–52. http://dx.doi.org/10.5817/soc2020-s-35.

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This paper examines the relations of the interwar sociologists in Brno with their American colleagues and international sociology in general. It describes the international contacts of Inocenc Arnošt Bláha and Antonín Obrdlík in the 1930s with a special focus on the professional and personal liaison between these two and American sociologist Earle Edward Eubank. These contacts are subsequently located within an imperfect, but genuine homology that existed between Czech sociology on the one hand and American and international sociology on the other. Previous research has shown that inside the international sociology of the 1930s, which centred around the Institut International de Sociologie (IIS), the eclectic French sociologists who controlled the IIS allied with American detractors of scientism, whereas their principal opponents, the Durkheimians, were close to the sociologists at the University of Chicago. In terms of their international networks and their substantive positions, Bláha’s Brno group was part of the anti-scientist alliance, whereas the sociologists in Prague displayed an affinity for the Chicago School in particular. To substantiate this claim, the paper shows that the American networks of Obrdlík and Otakar Machotka (Prague), both Rockefeller fellows and later exiles in the US, were highly consistent with the observed divisions in American and international sociology.

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18

Schneider, Christopher J. "$#*! Sociologists Say: e-Public Sociology on Twitter." Qualitative Sociology Review 13, no. 2 (2017): 79–99. http://dx.doi.org/10.18778/1733-8077.13.2.03.

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This paper explores how individuals who self-identify on Twitter as sociologists holding teaching posts at institutions of higher education use the popular micro-blogging social media site. A total of 152,977 tweets from profiles of 130 sociologists were collected and examined using qualitative media analysis. What emerged from these data was an empirical case for an expanded conceptualization of Burawoy’s vision of public sociology. Building upon published research (Schneider and Simonetto 2016), the purpose of this conceptually informed paper is to further empirically develop e-public sociology – a form of public sociology that emerges through use of social media whereby the sociologist can simultaneously be the generator and interlocutor of dialogue with multiple publics. Suggestions for future research are noted.

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19

Poviliūnas, Arūnas. "Sociologinės įžvalgos sociologijos didaktikai." Sociologija. Mintis ir veiksmas 33, no. 2 (2013): 190–204. http://dx.doi.org/10.15388/socmintvei.2013.2.3804.

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Santrauka. Straipsnyje taikomas socioanalizės metodas, kai, pasitelkus sociologiją, yra analizuojama sociologijos didaktika ir sociologijos perspektyvos bendrojo lavinimo sistemoje. Bendrojo lavinimo sistemoje vadinamuosiuose socialiniuose moksluose, kaip kartais apjungiamos įvairios socialinių mokslų disciplinos, nei sociologija, nei sociologijos didaktika neįsitvirtino. Straipsnyje analizuojama ir bendresnė sociologijos didaktikos formavimosi tema. Sociologijos didaktikos raida, kurioje galima skirti tris etapus, analizuojama remiantis ugdymo teorijos ir sociologijos santykių požiūriu. Pirmas etapas susijęs su ugdymo sociologijos kaip normatyvinės ir taikomojo pobūdžio disciplinos, subordinuotos ugdymo teorijai ir didaktikai, įsitvirtinimu. Antras etapas susijęs su švietimo sociologijos kaip savarankiškos disciplinos susiformavimu. Šiame etape švietimo sociologija, atsisakiusi taikomojo pobūdžio funkcijų, atitolo nuo ugdymo problematikos ir pasuko akademinės autonomijos bei empirinės švietimo procesų analizės keliu. Trečias etapas prasidėjo, kai švietimo sociologija, ypač jos kritinė atšaka buvo pradėta integruoti į mokytojų rengimo programas. Straipsnyje analizuojamas vienos švietimo sociologijos temos, paslėptos ugdymo programos, kurią visiškai ignoravo ugdymo sociologija, integravimo į mokytojų rengimą pavyzdys. Šis žingsnis yra interpretuojamas, kaip organinės viešosios sociologijos atvejis. Viešosios sociologijos aktualizuotos sociologinio raštingumo, kuris susijęs su piliečių kompetencijomis, idėjos primena Gyvosios istorijos programą, todėl idėjų sociologijos didaktikai aptarti žvalgomasi ir akademinės istorijos bei istorijos didaktikos santykių raidoje. Pagrindiniai žodžiai: sociologijos didaktika, socialinių mokslų didaktika, ugdymo sociologija, švietimo sociologija. Key words: didactics of social sciences, didactics of sociology, educational sociology, sociology of education.  ABSTRACT SOCIOLOGICAL INSIGHTS FOR THE DIDACTICS OF SOCIOLOGY The article aims to analyse the relationship between sociology and didactics of sociology. This relationship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the conceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social function of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history. 

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Vuković, Ana. "Disciplinary self-reflection in Serbian sociology: Findings of an in-depth interview." Socioloski pregled 57, no. 3 (2023): 970–88. http://dx.doi.org/10.5937/socpreg57-41444.

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This paper is based on the data from the author's interviews with our sociologists of different generations and places of employment. In the qualitative research, the following questions, among others, were analyzed: 1. whether sociology is in crisis; 2. theoretical and methodological pluralism in sociology; 3. the sociologist's potential (sociological approach, sociologist's imagination) to investigate the problems of contemporary society. Based on the analysis of the answers, the following items were considered: 1. the social position of sociology as a scientific and research discipline; 2. the potential and applicability of sociological knowledge to the problems faced by the sociological profession itself. The author concludes that, according to our sociologists, sociology in Serbia cannot boast of any particular epistemological successes in the field of researching global structures and understanding the world-historical processes in which Serbian society finds itself, but that its potential for research is considerable and that, as a first step, it is necessary for sociology to return to the study of social structure, i.e., society in totality, as its main epistemological task.

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21

Melville, Caspar. "Can Sociologists Write?" New Formations 83, no. 83 (2014): 151–53. http://dx.doi.org/10.3898/newf.83.rev04.2014.

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22

Fitzpatrick, Joseph P. "Three Refugee Sociologists." Thought 64, no. 1 (1989): 13–23. http://dx.doi.org/10.5840/thought19896412.

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23

Lawn, Martin, and Len Barton. "Making Sociologists Confess." British Journal of Sociology of Education 6, no. 1 (1985): 117–21. http://dx.doi.org/10.1080/0142569850060108.

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24

Best, Joel. "Sociologists as Outliers." Contexts 8, no. 2 (2009): 46–51. http://dx.doi.org/10.1525/ctx.2009.8.2.46.

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MalcolmGladwell's Outliers: The Story of Successwas itselfmarketed to succeed. Gladwell appeared in numerous television interviews. Outliers was immediately reviewed by major newspapers in the United States, England, Canada, and Australia. Leading bookstore chains discounted the book and displayed it prominently. When I checked the day after it was released in November 2008, it was already fourth in Amazon.com 's rankings.

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25

Dunn, Judy. "Sociologists Study Children." Contemporary Psychology: A Journal of Reviews 33, no. 1 (1988): 74. http://dx.doi.org/10.1037/025316.

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Brincker, Benedikte, and Peter Gundelach. "Sociologists in Action." Acta Sociologica 48, no. 4 (2005): 365–75. http://dx.doi.org/10.1177/0001699305060609.

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Macháček, Ladislav. "Sociologists as citizens." European Societies 6, no. 2 (2004): 167–68. http://dx.doi.org/10.1080/14616690410001690709.

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DeFleur, Lois B. "Sociologists as Administrators." Sociological Perspectives 33, no. 2 (1990): 265–74. http://dx.doi.org/10.2307/1389047.

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Morris, Aldon. "Alternative View of Modernity: The Subaltern Speaks." American Sociological Review 87, no. 1 (2022): 1–16. http://dx.doi.org/10.1177/00031224211065719.

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This article derives from my 2021 ASA presidential address. I examine how sociologists including Karl Marx, Emile Durkheim, Max Weber, and white American sociologists have omitted key determinants of modernity in their accounts of this pivotal development in world history. Those determinants are white supremacy, western empires, racial hierarchies, colonization, slavery, Jim Crow, patriarchy, and resistance movements. This article demonstrates that any accounts omitting these determinants will only produce an anemic and misleading analysis of modernity. The central argument maintains that the sociologist W. E. B. Du Bois developed a superior analysis of modernity by analytically centering these determinants. I conclude by making a case for the development of an emancipatory sociology in the tradition of Du Boisian critical sociological thought.

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Griswold, Wendy. "Formal capacities and relational understandings: Greed in literature, art and sociology." Sociologias 20, no. 48 (2018): 86–104. http://dx.doi.org/10.1590/15174522-020004804.

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Abstract In considering the uses of literature for the sociologist, we recognize that literature, art, and sociology all depict relationships. Producers (authors, artists, sociologists) craft relationships into cultural objects (novels, paintings, monographs); thereupon, receivers (readers, viewers) draw or infer relationships from these objects; producers, objects, receivers mutually construct and reconstruct one another over time. Literature, art, and sociology have different formal properties, however, and these different capacities shape how the receivers infer relationships from them. This article takes the example of greed to analyze sociological, artistic, and literary objectifications and to illuminate how the three genres’ distinctive formal properties influence their specific capacities to engender relational understanding. This analysis indicates why sociologists should view none of these genres as a subset of another.

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Pavlov, Alexander V. "Utopia in the Recent Western Marxism: Anomaly, Hope, Science." Voprosy Filosofii, no. 9 (2021): 25–36. http://dx.doi.org/10.21146/0042-8744-2021-9-25-36.

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The article investigates the problem of utopia in actual Marxism. It is well known that Marx and Engels opposed their “scientific socialism” to “utopian socialism”. The followers of Marx have long supported this orthodox teaching. However, since the middle of the 20th century, Western Marxists have begun to talk about utopia as the central element of their social philosophy. Sociologist Alvin Goldner called these “anomalies”. They stood out as a separate system of critical Marxism from the theoretical system of “scientific Marxism”. The first person to write about utopia was Ernst Bloch. Then Herbert Marcuse turned to the subject. Since the early 1990’s, when it would seem that Marxism was in crisis due to the collapse of the Soviet Union and the failure of left-wing politics, it has been actively theorized about utopia. In addition to philosophers (Fredric Jameson, Slavoj Žižek) various types of sociologists (Erik Olin Wright, David Harvey) begin to write about utopia. The sociologist Göran Therborn called this trend in actual Marxism “American futurism”. The author of the paper writes that left-wing sociologists and philosophers abandon the traditional understanding of utopia (“blueprint”) and think it through in a new way. Sociologists try to talk about utopia in terms of science (“real utopias”), while philosophers theorize utopia as a hope, a horizon of the impossible, a desire for a better future. Despite the fact that these are two different understandings of utopia, the important thing is that for recent Marxists (even “scientific” ones), utopia is one of the most important categories of social theory.

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Jayaram, N. "Sociological Imagination and Literary Sensitivity: A Tribute to M. N. Srinivas." Sociological Bulletin 68, no. 2 (2019): 133–53. http://dx.doi.org/10.1177/0038022919848191.

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M. N. Srinivas is undoubtedly the most readable among sociologists in India. For him, the way he wrote about a subject was as important as the subject itself. This lent a literary flavour to his writings. His writings are, in fact, imbued with a rare combination of sociological imagination and literary sensitivity; The Remembered Village, his masterpiece is perhaps the best illustration of this. In his Hassan Raja Rao Lecture, titled ‘Social Anthropology and Literary Sensibility’ (1998), he explained the relevance and importance of such sensitivity for sociologists engaged in understanding society and culture. Taking a cue from this, the instant lecture examines the mutual relations between sociological imagination and literary sensitivity. Substantively, it elucidates the sociological imagination embedded in literature and the consequent importance of literature for the sociologist.

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Demidenko, S. Yu. "ETHICS AND RESPONSIBILITY OF A SOCIOLOGIST IN THE CONTEXT OF CONTRADICTION OF VALUE POSITIONS (ON THE EXAMPLE OF ATTITUDE TOWARDS SPECIAL MILITARY OPERATION)." Вестник Удмуртского университета. Социология. Политология. Международные отношения 7, no. 4 (2023): 425–34. http://dx.doi.org/10.35634/s013216250028531-7.

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Issues are raised about how a sociologist can remain a scientist in conditions of contradiction between social and professional value systems. For example, the situation of the beginning of a special military operation in Ukraine is taken, which can serve as a marker of sociologists’ attitude to the events taking place. It is assumed that a sociologist, being a researcher of social processes, should study and interpret the results, trying to be objective in relation to the object of study. However, how is this possible? After all, in addition to the role of a professional, everyone has their own personal position (political position), is a member of a particular community and can represent its interests. In political statements, any sociologist is not in the field of science, but in politics. However, in science, every researcher must curb "social passions" as much as possible, not violate scientific ethics proper, not destroy science itself, thus, we are talking about compliance with the principles of classical epistemology. It is difficult to find a universal principle for solving this contradiction, given the recent increase of subjectivity in scientific knowledge, but it is possible if scientific rules are observed: to present not only the result, but also the method, procedure for obtaining a scientific result; to formulate conclusions so that they can be verified. The sociologist's responsibility is, first of all, to control the influence of his/her own value position on the analysis of social reality.

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Ariansen, Anja Maria Steinsland. "“Quiet is the New Loud”: The Biosociology Debate’s Absent Voices." American Sociologist 52, no. 3 (2021): 477–504. http://dx.doi.org/10.1007/s12108-021-09494-0.

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AbstractIn 2000, a controversial article about hormones and gender roles was published to stimulate debate about whether and how biological knowledge should be integrated in sociological research. Two decades later, this so-called biosociology debate is more relevant than ever, as biological knowledge has become widespread across societies and scientific disciplines. Hence, we as sociologists are regularly confronted with biological explanations that challenge our own explanations. Whether this happens in the scientific arena, the classroom, media, or even at social events, these situations often force us, individually, to take a stance on whether to meet such explanations with dialogue or opposition. One could therefore expect that sociologists have an interest in discussing these issues with their peers, but their lack of participation in the biosociology debate suggests otherwise. This paper explores possible reasons for this absence and how sociologists’ views on biosociology are influenced by key agents – sociological associations and journals. Smith’s “A Sacred project of American Sociology”, and Scott’s “A Sociology of Nothing” served as theoretical tools in the paper. A qualitative content analysis of presidential addresses of four sociological associations was conducted. The analyses suggest that sociologist avoid biosociology for widely different reasons, including fear that biosociology legitimizes oppression. This avoidance is probably reinforced by the leftish politization of the sociological discipline and the rightish politization of society. Overcoming obstacles to engagement in biosociology is required to safeguard the scientific integrity of sociology and enable sociologists to provide relevant contributions to research on the Covid-19 pandemic and climate change.

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Ashurbekov, R., and Ya Chernikova. "Peculiarities of Mathematical Training of Sociologist in the Process of Training." Management of the Personnel and Intellectual Resources in Russia 11, no. 3 (2022): 27–29. http://dx.doi.org/10.12737/2305-7807-2022-11-3-27-29.

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The article deals with the problem and directions of improving the professional education of social specialists in the aspect of mathematical training. The author notes that mathematical training in the process of teaching a sociologist is important, first of all, for understanding the directions of scientific and professional activity. The author marked the directions of scientific and professional activity. The author points out that one of the most important functions is to conduct predictive studies in the field of pedagogy and build models based on them. The author noted the priority areas of the mathematics course for specialties of the social profile. The author identified the problems of organizing the training of future sociologists, which are factors that reduce the effectiveness of training future sociologists. The author noted further directions of scientific research in this matter.

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Fleck, Christian. "Per un profilo prosopografico dei sociologi di lingua tedesca in esilio." MEMORIA E RICERCA, no. 31 (September 2009): 81–101. http://dx.doi.org/10.3280/mer2009-031006.

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- Sociologists have an eminent role among social scientists which were forced to migrate to the United States after 1933. The objective of defining their prosopographic profile pushed the author to identify the main features that determine the identity of this figure, which did not have a precise profile in Europe in the 1920's and 1930's. Crossing various sources, the article first delineates the basic identikit of the German speaking sociologist and then compares a few specific categories: scholars who migrated, those who remained in their native country, and those of German or Austrian origin. The second part of the essay is totally devoted to the evaluation of the impact of the scientific production of this group of sociologists on American culture.Parole chiave: sociologia, esilio, universitŕ, prosopografia, carriere, impatto scientifico sociology, exile, universities, prosopography, careers, scientific impact

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Maitland, Ian, John Bryson, and Andrew van de Ven. "Sociologists, Economists, and Opportunism." Academy of Management Review 10, no. 1 (1985): 59. http://dx.doi.org/10.2307/258212.

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Wearne, Bruce C. "Zygmunt Bauman (Key Sociologists)." Sociological Research Online 11, no. 4 (2006): 96–97. http://dx.doi.org/10.1177/136078040601100405.

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Burgess, Robert G. "Sociologists, Training and Research." Sociology 24, no. 4 (1990): 579–95. http://dx.doi.org/10.1177/0038038590024004002.

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Maitland, Ian, John Bryson, and Andrew Van de Ven. "Sociologists, Economists, and Opportunism." Academy of Management Review 10, no. 1 (1985): 59–65. http://dx.doi.org/10.5465/amr.1985.4277346.

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Wellman, Barry. "Sociologists Engaging with Computers." Social Science Computer Review 24, no. 2 (2006): 139–49. http://dx.doi.org/10.1177/0894439305286060.

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Palladino, Paolo. "Where are the sociologists?" Science and Public Policy 21, no. 4 (1994): 279–80. http://dx.doi.org/10.1093/spp/21.4.279.

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Hudd, Suzanne S., Lauren M. Sardi, and Maureen T. Lopriore. "Sociologists as Writing Instructors." Teaching Sociology 41, no. 1 (2012): 32–45. http://dx.doi.org/10.1177/0092055x12458049.

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Fasenfest, David. "Activist Sociologists Engaging Sociology." Critical Sociology 50, no. 6 (2024): 1005–10. http://dx.doi.org/10.1177/08969205241277015.

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Ellis, Jonathan R. "Even sociologists need science." Nature 388, no. 6637 (1997): 13. http://dx.doi.org/10.1038/40247.

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WESTERN, BRUCE. "Bayesian Analysis for Sociologists." Sociological Methods & Research 28, no. 1 (1999): 7–34. http://dx.doi.org/10.1177/0049124199028001002.

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Dore, Ronald. "Why visiting sociologists fail." World Development 22, no. 9 (1994): 1425–36. http://dx.doi.org/10.1016/0305-750x(94)90013-2.

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Harrison, C. Robert. "Qoheleth Among the Sociologists." Biblical Interpretation 5, no. 2 (1997): 160–80. http://dx.doi.org/10.1163/156851597x00193.

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AbstractSeeking to understand the radical pessimism of Qoheleth, interpreters have often shied away from examining the social-historical circumstances of Qoheleth's world. Here Qoheleth's thought is set in the context of the sociological milieu of third century BCE Judea. That milieu-which drew forth Qoheleth's skepticism and created an audience for it-can be placed in context and elaborated by paradigms drawn from the discipline of comparative sociology. This paper explores three independent but complementary macro-sociological models (world-system theory, the comparative study of empires, and patterns of change among axial civilizations) to show that Qoheleth's era was marked by extreme disturbances of social resources in the realms of economics, class structure, and culture. In combination, world events and their social repercussions can be seen as having had a profound influence on the development of Qoheleth's essentially negative world view.

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Kling, Rob. "The Internet for Sociologists." Contemporary Sociology 26, no. 4 (1997): 434. http://dx.doi.org/10.2307/2655084.

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Fujita, Kuniko, and Su-Hoon Lee. "Sociologists as Confucian Leaders?" Contemporary Sociology 27, no. 4 (1998): 329. http://dx.doi.org/10.2307/2655455.

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