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Books on the topic 'Theoretical inquiry'

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Published: 4 June 2021
Last updated: 14 February 2022

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1

Stranger violence: A theoretical inquiry. New York: Garland Pub., 1993.

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2

Quigley, Austin E. Theoretical inquiry: Language, linguistics, and literature. New Haven: Yale University Press, 2004.

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3

Shin, Naomi L., and Daniel Erker, eds. Questioning Theoretical Primitives in Linguistic Inquiry. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/sfsl.76.

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4

Stibora, Joachim J. Services and services trade: A theoretical inquiry. Amsterdam: Thesis Publishers, 1995.

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5

1960-, Wæver Ole, and Wiberg Håkan 1942-, eds. Integration and national adaptations: A theoretical inquiry. Commack, N.Y: Nova Science Publishers, 1996.

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6

Educational communities of inquiry: Theoretical framework, research, and practice. Hershey PA: Information Science Reference, 2013.

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7

Hayek, Friedrich A. von. The sensory order: An inquiry into the foundations of theoretical psychology. London: Routledge & Kegan Paul, 1987.

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8

Stein, Howard. The development of the developmental state in Africa: A theoretical inquiry. Copenhagen: Centre of African Studies, University of Copenhagen, 2000.

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9

Muleefu, Alphonse. Reparation for victims of collateral damage: A normative and theoretical inquiry. Oisterwijk, The Netherlands: Wolf Legal Publishers, 2014.

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10

Eck, Caroline van. Organicism in nineteenth-century architecture: An inquiry into its theoretical and philosophical background. Amsterdam: Architectura & Natura Press, 1994.

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11

Socialism--what went wrong?: An inquiry into the theoretical and historical sources of the socialist crisis. London: Pluto Press, 1994.

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12

Critical theoretical inquiry on the notion of act in the metaphysics of Aristotle and Saint Thomas Aquinas. New York: P. Lang, 1992.

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13

Hoogh, André de. Obligations erga omnes and international crimes: A theoretical inquiry into the implementation and enforcement of the international responsibility of states. Hague: Kluwer International Law, 1996.

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14

Nielsen, May-Brith Ohman. A historiographical inquiry into the theoretical and methodological implications of borders in the studies of great epidemics: Bugs and borders. Lewiston, NY: The Edwin Mellen Press, 2015.

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15

Li shi yu xian shi zhi jian: Zhongguo jiao yu chuan tong de li lun tan suo = Historical context of reality : theoretical inquiry for educational tradition in China. Beijing: Jiao yu ke xue chu ban she, 2002.

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16

Schleiner, Anne-Marie. Transnational Play. NL Amsterdam: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463728904.

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Transnational Play approaches gameplay as a set of practices and a global industry that includes diverse participation from players and developers located within the global South, in nations outside of the First World. Players experience play in game cafes, through casual games for regional and global causes like environmentalism, through piracy and cheats, via cultural localization, on their mobile phones, and through urban playful art in Latin America. This book offers a reorientation of perspective on the global developers who make games, as well as the players who consume games, while still acknowledging geographically distributed socioeconomic, racial, gender, and other inequities. Over the course of the inquiry, which includes a chapter dedicated to the cartography of the mobile augmented reality game Pokémon Go, the author develops a theoretical line of argument critically informed by gender studies and intersectionality, postcolonialism, geopolitics, and game studies, problematizing play as a diverse and contested transnational domain.
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17

Bier, Ada. La motivazione nell’insegnamento in CLIL. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-213-0.

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There are several studies in the literature that emphasize the link between CLIL and student motivation for learning. The same does not apply for teachers – who teach a non-language subject through a foreign language – whose motivation for teaching in CLIL should not be taken for granted. Our research is an inquiry in the Italian upper secondary school with a dual focus: a main focus on CLIL teachers and a secondary one on CLIL students. The main aim of this cross-sectional study is to offer a snapshot of the existing situation from the point of view of teachers’ and students’ perceptions one year after the introduction of the legal requirement for compulsory CLIL, with a view to reflecting on the present in order to hypothesize possible future developments. The obtained results – which confirm the association between the motivational dimension of the CLIL teacher with the cognitive, affective and relational ones, and with the motivational dimension of CLIL students – are interpreted and discussed in the light of the most recent theoretical developments and suggestions for future practice and research are offered.
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18

Bianchi, Bernardo, Emilie Filion-Donato, Marlon Miguel, and Ayşe Yuva, eds. Materialism and Politics. Berlin: ICI Berlin Press, 2021. http://dx.doi.org/10.37050/ci-20.

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Is materialism still relevant to critically think politics? Throughout modernity, the concept of materialism was associated with fatalism and naturalism, when it was not simply dismissed as heresy and atheism. In the nineteenth century, materialism evolved into a central concept of progressive politics, reappearing again in the past decades through renewed Marxist and Spinoza-based approaches, New Materialism, and feminist discourses. This volume inquires these contrasting uses from theoretical and historical perspectives.
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19

Theoretical Inquiry: Language, Linguistics, and Literature. Yale University Press, 2003.

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20

Quigley, Austin E. Theoretical Inquiry: Language, Linguistics, and Literature. Yale University Press, 2010.

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21

Quigley, Austin E. Theoretical Inquiry: Language, Linguistics, and Literature. Yale University Press, 2008.

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22

Theoretical Interpretations of the Holocaust. (Value Inquiry Book). Editions Rodopi B.V., 2001.

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23

Rescher, Nicholas. Pragmatism in Philosophical Inquiry: Theoretical Considerations and Case Studies. Springer, 2016.

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24

Hayek, F. A. Sensory Order: An Inquiry into the Foundations of Theoretical Psychology. University of Chicago Press, 2012.

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25

Mentalization: Theoretical Considerations, Research Findings, and Clinical Implications (Psychoanalytic Inquiry Book). Analytic Press, 2008.

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26

African Communities: An Inquiry Into The Theoretical Logic of Community Formation. Cognella Academic Publishing, 2014.

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27

The Sensory Order: An Inquiry into the Foundations of Theoretical Psychology. University Of Chicago Press, 1999.

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28

Mentalization: Theoretical Considerations, Research Findings, and Clinical Implications (Psychoanalytic Inquiry Book). Analytic Press, 2008.

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29

Hayek, Friedrich A. The Sensory Order: An Inquiry Into The Foundations Of Theoretical Psychology. Kessinger Publishing, LLC, 2010.

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30

The Intersubjective Turn: Theoretical Approaches to Contemplative Learning and Inquiry across Disciplines. SUNY Press, 2018.

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31

Heller, Monica. Socioeconomic Junctures, Theoretical Shifts. Edited by James W. Tollefson and Miguel Pérez-Milans. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190458898.013.6.

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This chapter begins by situating language policy and planning (LPP) historically, linking it to colonialism and capitalism, and in particular to the development of the nation-state. The institutionalized emergence of LPP as a defined field of scholarly inquiry in the 1960s–1980s, with a peak in the 1960s and 1970s, is understood in the context of state management of populations on the terrain of language, necessarily connected to the interests of capital. The central question is how LPP has been understood, at various historical junctures, to be connected to both political and economic interests. LPP’s increasingly explicit interest in economic activity tracks a shift in locus of attention and activity. The question for LPP has thus become the legitimacy of its mission: whose interests it serves, and in the name of what.
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32

Stibora, Joachim, and Albert De Vaal. Services and Services Trade: A Theoretical Inquiry (Tinbergen Institute Research Series , No 97). Purdue University Press, 2003.

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33

Stark, Alastair. Inquiry Agents and their Logics for Action. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198831990.003.0003.

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This chapter presents the final two components of the book’s theoretical framework. These relate to inquiry actors and their ‘logics for action’. Focusing on agency first, the chapter makes the case that a range of potentially important actors exist beyond ‘the usual suspects’ who are typically researched in inquiry scholarship. These actors are important because of their capacity to create, transfer, and legitimize policy ideas. The chapter then examines ‘logics for action’. These are preferences about what effective policy knowledge is and how inquiries should best go about capturing it. Some logics are more appropriate for learning about policy than others and when multiple logics are at work in an inquiry there is the potential for conflict.
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34

Bright, Emma E., and Annette L. Stanton. Theoretical Perspectives on Gender and Gender-Related Processes in Adjustment to Cancer (DRAFT). Edited by Youngmee Kim and Matthew J. Loscalzo. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190462253.003.0002.

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Chronic diseases are the leading causes of mortality worldwide. Their prevalence and disruptive potential warrant an understanding of the factors that influence adjustment to chronic illness. Gender and gender-related processes play an important role in psychosocial and physical adjustment to chronic disease. In this chapter, the authors summarize theoretical frameworks relevant to the role of gender in adjustment to chronic illness, with a particular focus on the experience of cancer. Although theoretically guided research is limited, theoretical frameworks suggest promising avenues of inquiry for characterizing the role of gender and adjustment to cancer and the development of associated interventions.
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35

Stark, Alastair. Types of Policy Learning and the Inquiry Process. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198831990.003.0002.

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This chapter begins the theoretical work of the book through an exploration of the types of policy learning that we might see emerging from a public inquiry and the nature of the inquiry learning process. The purpose of this discussion is to reconceptualize the public inquiry in ways which better reflect its modern character and, in doing so, to build an organizing framework for the subsequent analysis of the book’s case studies. The chapter first presents a typology of policy learning that is used to show that inquiries have the potential to produce a range of learning outcomes that have not been properly considered before. It then discusses the learning process, making the case that we need to think about multiple, complex sequences of learning if we are to properly understand and evaluate inquiries.
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36

Ilya, Nuzov, and Freeman Mark. Part II The Right to Know, B Commissions of Inquiry, Principle 7 Guarantees of Independence, Impartiality, and Competence. Oxford University Press, 2018. http://dx.doi.org/10.1093/law/9780198743606.003.0011.

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Principle 7 deals with guarantees of three separate but interrelated aspects of commissions of inquiry: independence, impartiality and competence. This principle emphasizes the need for guarantees of independence, impartiality and competence in two different realms: the process leading to a commission’s establishment, and the commission’s ultimate terms of reference. As such, the scope of Principle 7 overlaps with Principle 6, which deals with the establishment of truth commissions, and Principle 8, which deals with the mandates of commissions of inquiry. This chapter first provides a contextual and historical background on Principle 7 before discussing its theoretical framework and the ways in which the values espoused in Principle 7 are exercised by states in practice.
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37

Roberts, Laura Morgan, and Stephanie J. Creary. Navigating the Self in Diverse Work Contexts. Edited by Quinetta M. Roberson. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199736355.013.0005.

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Navigating the self is critical for working in a diverse world, in which different identities interact in social space. This chapter presents five theoretical perspectives on how individuals navigate the self in diverse organizational contexts—social identity, critical identity, (role) identity, narrative-as-identity, and identity work. We review these five prominent theoretical perspectives on identity processes in diverse contexts to explicate various ways in which individuals actively participate in the co-construction of their identities in diverse contexts. As a next step in research, identity, diversity, and relationship scholars are encouraged to inquire into the generativity of proposed tactics for navigating the self in order to identify pathways for cultivating more positive identities in diverse work settings. The examination of positive relational identities is considered a promising path for further inquiry in this domain.
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38

Howard, Varney. Part II The Right to Know, B Commissions of Inquiry, Principle 11 Adequate Resources for Commissions. Oxford University Press, 2018. http://dx.doi.org/10.1093/law/9780198743606.003.0015.

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Principle 11 guarantees adequate resources in support of a commission of inquiry so that it can comply with its legal mandate without compromising its independence and autonomy. A commission with autonomy means that it has control over its own finances and may make its own decisions in respect of the allocation of its resources. The issue of autonomy is inextricably linked to the independence of a commission. This chapter first provides a contextual and historical background on Principle 11 before discussing its theoretical framework, focusing on international law instruments governing the investigation of human rights violations that oblige state parties to adequately resource the responsible investigative agency. In particular, it considers the role of competent authorities, explicit duty, funding principles, and political will. It also examines how commissions of inquiry have been supported in practice and cautions against proceeding with commissions where adequate support is not guaranteed.
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39

Catherine, Harwood, and Stahn Carsten. Part II The Right to Know, B Commissions of Inquiry, Principle 13 Publicizing the Commission’s Reports. Oxford University Press, 2018. http://dx.doi.org/10.1093/law/9780198743606.003.0017.

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Principle 13 deals with the publication of the commission’s reports. The principle of publicity is a key component of the United Nations’ Updated Impunity Principles. Through full publication and wide dissemination of a report, the right to the truth is realized. An authoritative account of violations might also promote accountability and reconciliation. A final report should be widely accessible, taking into consideration cultural and technological contexts. However, commissions may receive information confidentially and exclude some information from reports for security reasons and to avoid interference with witnesses and commissioners. This chapter first provides a contextual and historical background on Principle 13 before discussing its theoretical framework and how commissions have adopted confidentiality measures to protect witnesses and victims.
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40

Stark, Alastair. Priming the Analysis. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198831990.003.0004.

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This chapter provides a primer that introduces the reader to the key features of each of the book’s four case studies. Each case is outlined in terms of: the nature of the crisis that created a lesson-learning episode in the first instance; the format and focus of the public inquiry; the inquiry’s most important recommendations; and the nature of the reform agenda that followed. The chapter concludes with a brief reiteration of the book’s theoretical framework and how it will be applied in the analysis that follows in Chapters 5, 6, 7, and 8.
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41

Alison, Bisset. Part II The Right to Know, B Commissions of Inquiry, Principle 9 Guarantees for Persons Implicated. Oxford University Press, 2018. http://dx.doi.org/10.1093/law/9780198743606.003.0013.

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Principle 9 provides guarantees of procedural fairness for persons implicated in past violations. An important element of a commission’s historical account is to identify those responsible for past violations, which contributes to the fulfilment of the right to truth. However, the consequences of being named in a final report can have important ramifications, especially for an individual’s reputation, family life and privacy. Before commissions publish findings in relation to specific persons, best practice dictates that information implicating individuals be corroborated and that they be afforded a right to reply to the allegations against them. Such requirements impose administrative burdens on commissions given their often limited resources and short temporal mandates. After giving a contextual and historical background on Principle 9, this chapter discusses its theoretical framework and how commissions operate in practice in terms of verifying the allegations against certain individuals.
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42

Isabel, Robinson, and Varney Howard. Part II The Right to Know, B Commissions of Inquiry, Principle 12 Advisory Functions of the Commissions. Oxford University Press, 2018. http://dx.doi.org/10.1093/law/9780198743606.003.0016.

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Principle 12 deals with the advisory functions of truth commissions. The advisory function of truth commissions is one of the most concrete ways that they can achieve their goals of helping rebuild society and prevent further violence. Such function is an essential dimension of the forward-looking dimension of truth-telling and truth-seeking processes. In particular, it enables truth commissions to pay attention to the experiences and role of women in transitioning societies, as well as to intersect with others measures aimed at combating impunity, including reparations and criminal prosecutions. This chapter first provides a contextual and historical background on Principle 12 before discussing its theoretical framework and how the recommendations of truth commissions have been implemented. It also highlights some of the key challenges involved in the implementation of a commission’s recommendations, noting that the failure to implement recommendations is often the result of a lack of political will.
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43

Ilya, Nuzov, and Freeman Mark. Part II The Right to Know, B Commissions of Inquiry, Principle 6 The Establishment and Role of Truth Commissions. Oxford University Press, 2018. http://dx.doi.org/10.1093/law/9780198743606.003.0010.

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Principle 6 is concerned with the establishment and role of truth commissions, outlined in two paragraphs. The Principle recommends criteria that can be applied ‘to the greatest extent possible’. The first paragraph encompasses three different aspects of the issue: the preliminary ‘decision to establish a truth commission’, the subsequent creation of its ‘terms of reference’, and the related determination of its ‘composition’. In the second paragraph, the term ‘role’ refers to the functional end-goal that a commission is expected to serve: ‘securing recognition of such parts of the truth as were formerly denied’. After providing a historical and contextual background on Principle 6, this chapter discusses its theoretical framework and the ways in which the Principle is exercised in practice.
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44

Alison, Bisset. Part II The Right to Know, B Commissions of Inquiry, Principle 8 Definition of a Commission’s Terms of Reference. Oxford University Press, 2018. http://dx.doi.org/10.1093/law/9780198743606.003.0012.

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Principle 8 provides for the creation of strong commissions with clear terms of reference that ensure delineation between their role and that of courts. However, it offers no guidance on how to coordinate the proceedings of commissions. Indeed, the Principle’s stipulations that commissions should possess quasi-judicial powers and the abilities to investigate all violations increases the likelihood of overlap in investigations and, therefore, the potential for operational tension. This chapter first provides a contextual and historical background on Principle 8 before discussing its theoretical framework and how the requirements of Principle 8 are reflected in modern practice. It highlights the practical difficulties associated with endowing commissions with wide mandates and truth-seeking powers, where there are also efforts to pursue criminal justice, by citing the experiences of South Africa, East Timor and Sierra Leone.
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45

Alison, Bisset. Part II The Right to Know, B Commissions of Inquiry, Principle 10 Guarantees for Victims and Witnesses Testifying on Their Behalf. Oxford University Press, 2018. http://dx.doi.org/10.1093/law/9780198743606.003.0014.

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Principle 10 provides guarantees for victims and witnesses testifying on their behalf. The participation of victims and witnesses in truth seeking processes is important in efforts to uncover the truth about the past. Many commissions have been mandated to gather victim testimony as a key objective and to provide victims with a forum in which to give account of the abuses suffered and to restore their dignity. When there is no testimony, commissions are unlikely to fulfill their broader mandates of establishing a historical record of past violations. After giving a contextual and historical background on Principle 10, this chapter discusses its theoretical framework and how commissions operate in practice in terms of witness protection.
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46

Stark, Alastair. Failing to Learn. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198831990.003.0001.

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This chapter provides the reader with an introduction to the book’s fundamentals. It begins with a challenge to the conventional view that public inquiries are ineffective, which stresses that inquiry scholarship has simply not been rigorous enough to justify that position. The book’s response to that lack of rigour, in the form of its research design and theoretical framework, is then set out and justified. Thereafter three outputs are summarized as the book’s main contributions. First, an updated conceptual account of what the public inquiry is in relation to contemporary public policy and governance. Second, a central argument that inquiries produce certain types of policy learning that reduce our vulnerability to future crises. Finally, the identification of a series of factors that influence inquiry success and failure.
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47

Herborth, Benjamin, and Oliver Kessler. The Public Sphere. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190846626.013.426.

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The term “public” is predominantly used in International Relations (IR), often appearing as an attribute in collocations such as “public goods” or “public opinion.” The study of public spheres can be meaningfully situated within the scope of the emerging field of International Political Sociology (IPS). At the heart of the study of public spheres as an integral part of IPS is the challenge of theorizing the relations between public spheres and an emerging postnational political order. One perennial concern of IPS that can be addressed through the study of public spheres is the relation between empirical and normative inquiry. In addition, the study of public spheres constitutes an interdisciplinary arena that contributes to the process of opening up IR to the theoretical and methodological toolkit of adjacent intellectual fields. In this context, the study of social movements comes to mind, especially when it directly tackles processes of “contentious politics.” An analysis of the way in which the term “public” is used in IR can offer important insights into the social-theoretical presuppositions and implicit concepts of social and international order that go along with it. The study of public spheres is not confined to the study of a set of firmly delineated empirical phenomena, which may or may not be observed. It can also be used to elucidate the oft-neglected problem of how political authority is constituted in terms of both theoretical and empirical inquiry.
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48

John D, Ciorciari. Part II The Right to Know, C Preservation of and Access to Archives Bearing Witness to Violations, Principle 16 Cooperation Between Archive Departments and the Courts and Non-Judicial Commissions of Inquiry. Oxford University Press, 2018. http://dx.doi.org/10.1093/law/9780198743606.003.0020.

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Principle 16 stresses the need for cooperation between archive departments and the courts and non-judicial commissions of inquiry. This principle highlights two key challenges of managing archival access: respecting legitimate national security needs and protecting privacy. With respect to national security, the Principle’s requirement of independent judicial review renders it more demanding than the International Covenant on Civil and Political Rights and other major human rights instruments, which merely require that restrictions be prescribed by law are necessary to protect national security or public order. Principle 16’s forward-leaning position draws attention to the fact that national security and public order exemptions are easily abused by states keen to avoid embarrassment or self-incrimination. This chapter first provides a contextual and historical background on Principle 16 before discussing its theoretical framework as well as archival access in practice.
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49

Bevir, Mark. The Contextual Approach. Edited by George Klosko. Oxford University Press, 2011. http://dx.doi.org/10.1093/oxfordhb/9780199238804.003.0001.

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There are several contextual, historical approaches to texts. They include much hermeneutics, reception theory, and the new historicism. Yet, in the history of political philosophy, the contextual approach is associated narrowly with J. G. A. Pocock, Quentin Skinner, and the Cambridge School they are often said to have inspired. This article examines the rise of this contextualism, the theoretical arguments used to justify it, and its current standing and future prospects. It pursue several arguments. First, the label “Cambridge School” is highly misleading: Pocock and Skinner differ significantly from one another, while many of the other historians involved are suspicious of all theoretical statements and methodological precepts. Second, contextualism arose as a historical practice indebted to modernist empiricist modes of inquiry: contextualist theories arose only later, as Pocock and Skinner grabbed at philosophical vocabularies to defend that practice. Third, recent developments in contextualism involve a retreat from these vocabularies: in the absence of renewed theoretical debate, contextualism may lapse into naive empiricism or bland eclecticism.
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50

Gabrielson, Teena, Cheryl Hall, John M. Meyer, and David Schlosberg, eds. The Oxford Handbook of Environmental Political Theory. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199685271.001.0001.

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Set at the intersection of political theory and environmental politics, yet with broad engagement across the environmental social sciences and humanities, this Handbook illustrates, defines, and challenges the field of environmental political theory (EPT). Authors address canonical theorists and contemporary political and environmental problems with a diversity of theoretical approaches. The initial section focuses on EPT as a field of inquiry within political science and political theory, both theoretically and within the academy. Next, authors engage with the conceptualization of nature and the environment, as well as the nature of political subjects, communities, and boundaries in those environments. Another section addresses the values that motivate environmental theorists, including justice, responsibility, rights, limits, flourishing, and the potential conflicts that can emerge within, between, and against these ideals. The final section examines the primary structures that constrain or enable the achievement of environmental ends, as well as theorizations of environmental movements, citizenship, and the potential for ongoing environmental action and change.
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