Статті в журналах: "Formal Sociology"

1

Vaughan, Ted R., and Jerald Hage. "Formal Theory in Sociology: Opportunity or Pitfall?" Social Forces 73, no. 4 (June 1995): 1621. http://dx.doi.org/10.2307/2580467.

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2

Wallace, Walter L., and Jerald Hage. "Formal Theory in Sociology: Opportunity or Pitfall?" Contemporary Sociology 24, no. 6 (November 1995): 834. http://dx.doi.org/10.2307/2076733.

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3

Greiffenhagen, Christian. "Review Essay: A sociology of formal logic?" Social Studies of Science 40, no. 3 (March 2010): 471–80. http://dx.doi.org/10.1177/0306312709357229.

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4

Cross, Katherine. "Toward a Formal Sociology of Online Harassment." Human Technology 15, no. 3 (November 29, 2019): 326–46. http://dx.doi.org/10.17011/ht/urn.201911265023.

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5

Fararo, Thomas J. "Cognitive Value Commitments in Formal Theoretical Sociology." Sociological Theory 18, no. 3 (November 2000): 475–81. http://dx.doi.org/10.1111/0735-2751.00112.

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6

Willer, David. "The prominence of formal theory in sociology." Sociological Forum 11, no. 2 (June 1996): 319–31. http://dx.doi.org/10.1007/bf02408370.

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7

Parsons, Talcott. "Simmel and the methodological problems of formal sociology." American Sociologist 29, no. 2 (June 1998): 31–50. http://dx.doi.org/10.1007/s12108-998-1027-6.

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8

Magerski, Christine. "Von der formalen Soziologie zur formalen Literatursoziologie: Georg Lukács." Internationales Archiv für Sozialgeschichte der deutschen Literatur 46, no. 2 (November 9, 2021): 546–66. http://dx.doi.org/10.1515/iasl-2021-0028.

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Abstract The paper reconstructs a crucial moment in the history of literary studies: the transference of formal sociology, as developed by Georg Simmel around 1900, into literary studies by his pupil, the young Georg Lukács. First, formal sociology will be explained in order to outline the ways in which Lukács adapts it. Then the formal method Lukács developed will be illustrated using the drama as an example. Finally, the paper will analyze Caroline Levine’s highly acclaimed study Forms (2015) in the context of the history of the formal method outlined, and briefly discuss the impasse in which this method currently finds itself.

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9

Munz, Peter. "The Poverty of Randall Collins’s Formal Sociology of Philosophy." Philosophy of the Social Sciences 30, no. 2 (June 2000): 207–26. http://dx.doi.org/10.1177/004839310003000203.

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10

Smith, Gregory W. H. "Snapshots ?sub specie aeternitatis?: Sinunel, Goffman and formal sociology." Human Studies 12, no. 1-2 (June 1989): 19–57. http://dx.doi.org/10.1007/bf00142838.

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11

Santow, Gigi, and David P. Smith. "Formal Demography." Contemporary Sociology 22, no. 2 (March 1993): 220. http://dx.doi.org/10.2307/2075762.

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12

Casey, Emma, and Dave O’Brien. "Sociology, Sociology and the Cultural and Creative Industries." Sociology 54, no. 3 (March 17, 2020): 443–59. http://dx.doi.org/10.1177/0038038520904712.

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Cultural and creative industries are now an established area of academic research. Yet, the welcome innovations that are associated with the development of a new field of study are also matched by confusions and conjectures. The term itself, ‘cultural and creative industries’, is the subject of extensive debate. It goes hand in hand with closely related concepts such as ‘creative economy’, as well as reflecting definitional struggles aimed at conjoining or demarcating the creative and the cultural. Many of these debates have been the subject of sociological research and research in Sociology. This collection considers that specific role of sociology, and Sociology, to the study of cultural and creative industries. The e-special issue collects articles ranging from early empirical and theoretical precursors to the formal establishment of cultural and creative industries as a field of study, to more recent work considering the coherence and usefulness of the category itself.

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13

Griswold, Wendy. "Formal capacities and relational understandings: Greed in literature, art and sociology." Sociologias 20, no. 48 (August 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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14

Zulhadrizal, Zulhadrizal, Syur'aini Syur'aini, and Vevi Sunarti. "Applying a Sociological Approach in Non-formal Education." SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) 12, no. 3 (August 31, 2024): 385. http://dx.doi.org/10.24036/spektrumpls.v12i3.129554.

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This writing aims to discuss the application of a sociological approach in non-formal education. Sociology is a science that studies human relations with humans. The sociological approach in non-formal education is to look at relationships and apply sociological principles in implementing learning in non-formal education. The sociological approach that can be applied in non-formal education can be seen from the relationship between the non-formal education system and the existing system in society, non-formal education and the community, humans and non-formal education, and the influence of non-formal education on student behavior.Keywords: application, sociological approach, non-formal education, society, students

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15

DO VALLE, ULISSES. "A relação entre História e Sociologia no horizonte da conceitualização e da explicação dos objetos históricos: reflexões sobre o pensamento de Max Weber * The relationship between History and Sociology over the horizon of conceptualization..." História e Cultura 3, no. 3 (December 5, 2014): 28. http://dx.doi.org/10.18223/hiscult.v3i3.1408.

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Resumo: Este artigo procura refletir sobre as relações entre a disciplina da história e a sociologia a partir do pensamento de Max Weber. Procuramos mostrar como a sociologia exerce uma participação fundamental na constituição do conhecimento histórico com relação a dois procedimentos específicos: a caracterização adequada das entidades históricas individuais, por um lado, e a lógica explicativa que preside a narrativa histórica, por outro. Veremos como Weber, então, introduz a sociologia como uma forma de resolver o intricado problema da interpenetração entre o geral e o particular na representação e na explicação dos objetos históricos, de modo a esclarecer os vínculos formais e metodológicos entre as duas disciplinas assim entendidas.Palavras-chave: História; Sociologia; realidade empírica; tipos ideais. Abstract: This paper discuss the relationship between the discipline of history and sociology from the thought of Max Weber. We intend to show how sociology plays a key role in the constitution of historical knowledge regarding two specific procedures: the appropriate characterization of individual historical entities, on the one hand, and the explanatory logic of the historical narrative, on the other. We will see how Weber then introduces sociology as a way to solve the intricate problem of interpenetration between the general and the particular in the representation and explanation of historical objects, in order to clarify the formal and methodological links between the two disciplines well understood.Keywords: History; Sociology; empirical reality; ideal types.

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16

Shils, Edward. "Comments on Parsons’s “Simmel and the methodological problems of formal sociology”." American Sociologist 29, no. 2 (June 1998): 51–56. http://dx.doi.org/10.1007/s12108-998-1028-5.

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17

Coutu, Michel. "L'idée de droit naturel à la lumière de la sociologie juridique de Max Weber." Les Cahiers de droit 29, no. 1 (April 12, 2005): 121–46. http://dx.doi.org/10.7202/042871ar.

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Max Weber's Sociologyof Law provides, according to the author, a strong basis for understanding and discussing not only modern natural law but also contemporary human rights law. In the first part of this article, Weber's sociological analysis of natural law is briefly outlined, mainly in relation to the opposition between formal and material rationality of law. In the Weberian perspective, the antinomy between formal and material natural rights plays a key role in understanding the decline of natural law, and partly explains the irresistible rise of a purely positivistic conception of law. The second part of the study shows how the idea of natural law is in itself inconsistent with Max Weber's epistemological positions. For the author, the Sociology of Law remains closely connected to these positions, which form the basis of the Weberian methodology of (value-free) scientific research. In conclusion, the author emphasizes the importance of Weberian epistemology for the understanding of natural law and, to a certain extent, of contemporary human rights law. He raises doubts, however, as to whether legal positivism can provide a proper comprehension of recent trends in contemporary human rights law. He then suggests that the positivistic conclusion of the Sociology of Law should be reconsidered in light of the reemergence of value-rationality as a basic principle of democratic legal order.

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18

Caniglia, Enrico. "From criticism of protocols to criticism of the diagnostic practice. The sociological contribution to psychiatric practice in an age of mental illness epidemics." SALUTE E SOCIETÀ 22, no. 1 (February 2023): 58–71. http://dx.doi.org/10.3280/ses2023-001005.

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This paper discusses the role that sociological reflection can play in learning and improving knowledge in the field of mental health care. Two different positions within sociology will be discussed. The first one, taken from a constructionist perspective, interprets the role of sociology as a critical instance and highlights how the adoption of rigid formal protocols in psychiatry has hindered and endangered the autonomy and necessary discretion of clinicians at the moment of diagnosis. The second position, which takes an ethnomethodological point of view, holds instead that it is pointless to focus on formal protocols because concrete diagnostic practice consists of other procedures, not at all comparable to the official ones described by the DSM. For ethnomethodology, the contribution of sociology is not to add sociological knowledge to psychiatric knowledge, but to make the real resources and competences of clinical work explicit.

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19

DeCesare, Michael. "The High School Sociology Teacher." Teaching Sociology 33, no. 4 (October 2005): 345–54. http://dx.doi.org/10.1177/0092055x0503300401.

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High school teachers of sociology have long been neglected by academic sociologists and the ASA. Recent developments are encouraging, however. In 2001, the ASA appointed a Task Force on the Advanced Placement Course for Sociology in High School, and Teaching Sociology has published three articles on high school sociology since that year. Still, there is a dire need for research on the characteristics and experiences of teachers themselves, and for empirically-based recommendations for assisting them. The current study uses questionnaire data to examine the personal and professional characteristics of the teachers who offered a sociology course in Connecticut public high schools during academic year 2000-01. The results indicate that teachers have little formal education in sociology, are not involved in the professional activities of the discipline, and have virtually no exposure to sociology outside of their own courses. The paper concludes with recommendations for future research and action.

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20

Katerny, Ilya V. "Realism and “Formal” Sociology: a New Reassembly of the Social (reflecting on a book of I.A. Shmerlina)." Sotsiologicheskie issledovaniya, no. 4 (2023): 163–69. http://dx.doi.org/10.31857/s013216250025457-5.

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A theoretical inquiry into the ideas proposed by Irina A.Shmerlina in her new book “The Sociology of Social Forms: Reassembling the Theory” (2022) is provided.The author of the book pursues theoretical reframing the sociological tradition based on elaborating the category of "social form".This perspective has no accredited paradigmatic status as a whole, but by reviving and reassembling theoretical contribution of G. Simmel, F. Tönnies, H. Freyer, G. Gurvitch, R. Bhaskar and others, Irina A. Shmerlina reveals the promising heuristic potential of “formal” sociology in explaining the nature of the social. Grounded on the methodology of critical realism and research in the field of sociobiology, the book develops a comprehensive view on the structural organization of social life, thus attempting at resolving the classical sociological antinomies "society-individual", "structure-agency", "macro-micro". Keywords social form, realism, formal sociology, social theory, the social Received 02.05.2023 Included in issue 12.07.2023 Publication date 12.07.2023 Number of characters 18771 Cite Download pdf Исходный файл.docx _signed_license_agreement

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21

Cheng, Jesse. "Ethnography's Formal Seductions." PoLAR: Political and Legal Anthropology Review 27, no. 2 (November 2004): 44–60. http://dx.doi.org/10.1525/pol.2004.27.2.44.

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22

Skoric, Marko, and Aleksej Kisjuhas. "Pure sociology and social geometry as an example of formal sociological theory." Socioloski pregled 46, no. 3 (2012): 311–39. http://dx.doi.org/10.5937/socpreg1203311s.

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23

Ewing, Sally. "Formal Justice and the Spirit of Capitalism: Max Weber's Sociology of Law." Law & Society Review 21, no. 3 (1987): 487. http://dx.doi.org/10.2307/3053379.

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24

Cardoso, Frederico Assis. "O que é uma aula? Análises sociológicas sobre a construção de uma atividade do trabalho docente." Cadernos de Pesquisa 27, no. 1 (August 7, 2020): 229. http://dx.doi.org/10.18764/2178-2229.v27n1p229-257.

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Este artigo é o resultado de leituras e discussões realizadas em uma turma de graduação composta por diferentes estudantes de diversos cursos de licenciaturas em uma Instituição Federal de Ensino Superior (IFES). O material tem por objetivo apresentar refl exões sobre o conceito de aula como uma categoria particular de atividade do trabalho docente em espaços formais e regulares de ensino. A compreensão e a fundamentação das análises apresentadas encontram-se vinculadas teoricamente aos campos da Sociologia da Educação e da Formação de Docente, sobretudo na intersecção desses dois campos a partir da confi guração de uma Sociologia da Formação e da Profi ssão Docente. Trata-se especifi camente de uma interpretação das variantes do conceito de aula à luz da especifi cidade dos condicionamentos culturais, históricos e sociais experimentados no contexto do exercício do magistério em um procedimento metodológico do tipo de experiência da pesquisa-ação. O argumento central do texto é o de que, como um conceito, a aula representa uma atividade do trabalho docente que guarda um estoque diverso de signifi cados.Palavras-chave: Aula. Sociologia da educação. Formação docente. Sociologia da formação e da profissão docente.What is a class? Sociological analysis on the construction of a teaching work activity.AbstractThis article is the result of readings and discussions held in a graduate university education composed of diff erent students from several undergraduate courses at a Federal Institution of Higher Education (FIHE). The aim of the material is to present refl ections on the concept of class as a particular category of teaching work activity in formal and regular teaching spaces. The understanding and the rationale of the analyzes presented are theoretically linked to the fi elds of Sociology of Education and Teacher Training, especially in the intersection of these two fi elds from the confi guration of a Sociology of Formation and Teaching Profession. It is specifi cally an interpretation of the variants of the concept of class in the light of the specifi city of cultural, historical and social conditions experienced in the context of the exercise of teaching in a methodological procedure of the type of action research experience. The central argument of the text is that, as a concept, the class represents an activity of the teaching work that holds a diverse stock of meanings.Keywords: Class. Sociology of education. Teacher training. Sociology of formation and teaching profession¿Qué es una clase? Análisis sociológicos sobre la construcción de una actividad del trabajo docenteResumenEste artículo es el resultado de lecturas y discusiones realizadas en un grado de graduación compuesta por diferentes estudiantes de diversos cursos de licenciaturas en una Institución Federal de Enseñanza Superior (IFES). El material tiene por objetivo presentar reflexiones sobre el concepto de clase como una categoría particular de actividad del trabajo docente en espacios formales y regulares de enseñanza. La comprensión y la fundamentación de los análisis presentados se encuentran vinculadas teóricamente a los campos de la Sociología de la Educación y de la Formación de Docente, sobre todo en la intersección de estos dos campos a partir de la configuración de una Sociología de la Formación y de la Profesión Docente. Se trata específicamente de una interpretación de las variantes del concepto de clase a la luz de la especificidad de los condicionamientos culturales, históricos y sociales experimentados en el contexto del ejercicio del magisterio en un procedimiento metodológico del tipo de experiencia de la investigación-acción. El argumento central del texto es que, como un concepto, la clase representa una actividad del trabajo docente que guarda un stock diverso de significados.Palabras clave: Clase. Sociología de la educación. Formación docente. Sociología de la formación y de la profesión docente.

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25

Kovačić, Marko. "Political Sociology Meets Public Policy." Političke perspektive 13, no. 1 (June 1, 2023): 57–80. http://dx.doi.org/10.20901/pp.13.1.03.

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The uplift of a governance paradigm opened the door for different non-formal ‎actors to join the policy-making process. This proliferation of actors posed‎ some new questions about the relationship between them. One of the aspects ‎of this relationship is the power of actors. The paper seeks to contribute to ‎public policy literature in a way to explore if a policy formulation stage of a decision-‎making process can be used as an arena for assessing the power of the ‎aforementioned actors. The argument this paper suggests is that policy formulation‎ as a stage where the confrontation of actors is most visible and prominent ‎is in fact an appropriate place for studying actors’ dynamics and should be taken ‎into consideration when discussing the power of policy actors.‎

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26

Ibáñez D., Marcela. "Supervivencia de formas mercantiles simples de producción, una aproximación formal." Revista Desarrollo y Sociedad, no. 39 (January 1997): 209–41. http://dx.doi.org/10.13043/dys.39.7.

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27

Duller, Matthias. "Regime and Sociology: A Comparative History of Sociology in Postwar Europe with Qualitative Comparative Analysis." Social Science History 46, no. 1 (November 2, 2021): 143–72. http://dx.doi.org/10.1017/ssh.2021.37.

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AbstractUsing Qualitative Comparative Analysis, this article presents a systematic comparison of differences in the institutional success of sociology in 25 European countries during the academic expansion from 1945 until the late 1960s. Combining context-sensitive national histories of sociology, concept formation, and formal analyses of necessary and sufficient conditions, the article searches for historical explanations for both successful and inhibited processes of the institutionalization of sociology. Concretely, it assesses the interplay of political regime types, the continuous presence of sociological prewar traditions, political Catholicism, and the effects of sociological communities in neighboring countries and how their various combinations are related to more or less well-established sociologies. The results can help explain adversary effects under democratic conditions as well as supportive factors under nondemocratic conditions.

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28

Brandenburg, Andrea M., Matthew S. Carroll, and Keith A. Blatner. "Towards Successful Forest Planning Through Locally Based Qualitative Sociology." Western Journal of Applied Forestry 10, no. 3 (July 1, 1995): 95–100. http://dx.doi.org/10.1093/wjaf/10.3.95.

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Abstract Generations of public land managers have understood the political importance of direct contacts with a variety of constituents. This article argues for a more formal, systematic use of face to face interactions and information gathering as a means of achieving more socially acceptable resource management. West. J. Appl. For. 10(3):95-100.

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29

Gehlbach, Scott, Konstantin Sonin, and Milan W. Svolik. "Formal Models of Nondemocratic Politics." Annual Review of Political Science 19, no. 1 (May 11, 2016): 565–84. http://dx.doi.org/10.1146/annurev-polisci-042114-014927.

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30

Lucas, Rex A. "Status Passage: A Formal Theory." Contemporary Sociology: A Journal of Reviews 47, no. 2 (February 21, 2018): 153–56. http://dx.doi.org/10.1177/0094306118755395b.

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31

McCash, Phil. "The Chicago School of Sociology and the origins of career studies." Journal of the National Institute for Career Education and Counselling 52, no. 1 (April 17, 2024): 25–39. http://dx.doi.org/10.20856/jnicec.5203.

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This article troubles the origin myth of career development centred on the vocational guidance movement. It draws attention to the early theorisation of career undertaken mainly, although not exclusively, within the pioneering Chicago School of Sociology in the early and middle part of the twentieth century. It is argued that this interactionist tradition within sociology gives the field of career development a coherence and integrity that might otherwise be missed. In addition, it is suggested that its underpinning philosophy is particularly suited to embracing theoretical innovation from other disciplines. The formal study of career starts in sociology, perhaps, but it continues to expand as a transdisciplinary field of enquiry.

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32

Watson, Rod. "Constitutive Practices and Garfinkel’s Notion of Trust: Revisited." Journal of Classical Sociology 9, no. 4 (November 2009): 475–99. http://dx.doi.org/10.1177/1468795x09344453.

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This article is intended to reinstate, in at least a prefatory way, some ethnomethodological (EM) considerations concerning trust. The idea of constitutive practices — as it was taken up in Garfinkel’s sociology — turned on trust as a background condition for mutually intelligible action. Starting with a consideration of Garfinkel’s 1963 study of trust, the article critically considers some formal analytic alternates to his approach. The aspects of trust that are ‘elusive’ to the formal-analytic approach are shown to result from its allusive treatment by formal analysis. In Garfinkel’s hands trust is not elusive. The critique of formal analytic studies builds on Garfinkel’s writings and certain strands of analytic and ordinary language philosophy. These sources ground the author’s suggestion that the study of trust be taken up again, albeit along respecified analytic lines. Examples are given, both of an EM and conversation-analytic (CA) kind.

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33

Frederiksen, Morten. "Dimensions of trust: An empirical revisit to Simmel’s formal sociology of intersubjective trust." Current Sociology 60, no. 6 (October 31, 2012): 733–50. http://dx.doi.org/10.1177/0011392112461800.

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34

Coutu, Michel, and Pierre Guibentif. "Introduction: The Disenchantment of Critical Legal Thought?" Canadian journal of law and society 26, no. 2 (August 2011): 227–36. http://dx.doi.org/10.3138/cjls.26.2.227.

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The topic of legal pluralism has puzzled the sociology of law since its origins. To quote an early example, the aim of Eugen Ehrlich was to grasp the “colourful diversity of living law.” Max Weber, too, made a distinction between law beyond the state, on the one hand, and state law, on the other, the latter being the formal object of normative legal science. The concept of legal pluralism, later formulated in order to capture this diversity, gave rise, as is well known, to a specific line of inquiry in the domain of law and society; it has found concrete expression particularly in the Journal of Legal Pluralism, published under this title since 1981, and has triggered energetic debates. Jean-Guy Belley has made a crucial contribution to these debates, in particular by writing the entry on “pluralisme juridique” for the Dictionnaire encyclopédique de théorie et de sociologie du droit, published 1988. Years before, he had begun an ambitious research undertaking centred on legal pluralism as a fundamental paradigm for jurisprudence, first with a doctoral dissertation under the supervision of Jean Carbonnier and later as a professor in contract law and sociology of law at McGill University. This scholarly relationship to legal pluralism developed first in the domain of sociology of law, through a comprehensive approach that culminated in 1998 with the publication of Le contrat entre droit, économie et société.

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35

Berg, Marc. "Of Forms, Containers, and the Electronic Medical Record: Some Tools for a Sociology of the Formal." Science, Technology, & Human Values 22, no. 4 (October 1997): 403–33. http://dx.doi.org/10.1177/016224399702200401.

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Formal tools (i.e., those tools that operate on circumscribed input using rules and that contain a model of the workplace in which they are supposed to function) are attributed central roles in organizing work within many modern workplaces. How should one comprehend the power of these tools? Taking the (electronic) medical record as an example, this article builds on recent calls to overcome the dichotomy between the formal and the informal and proposes an understanding of the generative power of such tools that does not attribute mythical capacities to either tool or human work. To do so, it is important to look both at the history offormal tools and to their real-time use in concrete work practices. These steps toward a sociology of the formal are crucial for a more comprehensive understanding and evaluation offormal systems in practice.

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36

Williams, Dana M. "Taming all Challengers: Academically and Philosophically Situating Anarchist-Sociology in North America 1." Anarchist Studies 30, no. 1 (March 1, 2022): 30–57. http://dx.doi.org/10.3898/as.30.1.02.

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Anarchism's formal influence upon the discipline of sociology has been negligible. To understand why, this paper begins by considering the impact of two other movements – Marxism and feminism – within sociology. Notably, the nature of academia and scholarly disciplines, anarchism's shortcomings, and the deliberate exclusion of anarchist voices all appear to have likely influenced anarchism's limited presence in sociology. There have been numerous other ideological sub-variants and traditions – including applied, critical, humanist, liberation, and public sociologies – that have grown within the discipline. Each of these is analysed for their compatibility with anarchism. Finally, due to the lack of an already-existing anarchist-sociology tradition, the broad outlines of such an orientation and praxis are sketched-out, paying attention to issues of scope, purpose, and practice.

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Lisecka, Małgorzata. "The Tools of Musical Sciences in the Research on Song: Preliminary Remarks and a Demonstrative Analysis." Tekstualia 2, no. 53 (July 29, 2018): 7–20. http://dx.doi.org/10.5604/01.3001.0013.3135.

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The article discusses some fundamental problems connected to analyzing the bard song genre within the framework of musical science. Two types of method seem to be particularly relevant: those provided by theoretical-musical (formal) sciences, and those derived from musicology (i.e. anthropology, sociology, history, aesthetic of music). Subsequently, selected methods of analysis are discussed, i.e. the conventional method of formal analysis, the analysis of thematic patterns (after Rudolf Reti’s concept), and the semantic and rhetorical analysis of the musical structure of songs.

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Galindo Ayuda, F. "Algorithms, Sociology of Law and Justice." Journal of Digital Technologies and Law 2, no. 1 (March 20, 2024): 34–45. http://dx.doi.org/10.21202/jdtl.2024.3.

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Анотація:

Objective: to determine the possibility of professional legal activity automation and to identify the limitations that in a democratic society are associated with the use of software capable of generating effective legal solutions in conflict situations.Methods: the conducted empirical research is based on the methodology of social sciences, sociology of law, principles of communicative and communicational theories of law, and formal-legal analysis of legal documents.Results: the paper presents examples of functioning of computer systems that imitate some specific aspects of human intelligence in decision-making. The concept of algorithm and the main characteristics of tasks performed by artificial intelligence systems are defined. The relevance, methods and achievements of sociology of law are outlined, which underlie the systems or computer programs helping to resolve legal conflicts. It is found that the research tools developed as a methodology within the sociology of law since its emergence will be more widely used in the future, due to the growing use of information and communication technologies in legal activities. It is shown that in the administration of justice it is impossible to generate solutions only on the basis of artificial intelligence, since law and the process of making legal decisions on its basis has more complex characteristics in a democratic society. It is emphasized that obtaining the desired legal result is not limited to the processes of algorithmization, categorization or formal exegetics of legal texts. It rather consists in understanding and thinking in accordance with the accepted values, meanings, evaluative criteria, strategies, perspectives, etc.Scientific novelty: the article reveals the significance of the principles of communicative and communicational theories of law under the development of information and communication technologies in legal activity. The main limitations of the use of artificial intelligence in legal activity and, in particular, in justice are identified.Practical significance: the formulated provisions help, while improving legal regulation, to avoid insufficiently justified decisions on the automation of law enforcement, as well as to take into account the increasing importance of the principles of communicative and communicational theories of law in such types of legal activities as creation, interpretation and application of laws.

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39

FARARO, THOMAS J. "Rationality and Formal Theory." Rationality and Society 4, no. 4 (October 1992): 437–50. http://dx.doi.org/10.1177/1043463192004004006.

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40

Zambrano, Eduardo. "FORMAL MODELS OF AUTHORITY." Rationality and Society 11, no. 2 (May 1999): 115–38. http://dx.doi.org/10.1177/104346399011002001.

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41

Eriksen, Thomas Hylland. "Formal and informal nationalism." Ethnic and Racial Studies 16, no. 1 (January 1993): 1–25. http://dx.doi.org/10.1080/01419870.1993.9993770.

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42

KRAVCHENKO, IRYNA L. "NON-FORMAL EDUCATION INSTITUTIONS IN THE SYSTEM OF CIVIC BUILDINGS IN UKRAINE." Structure and Environment 12, no. 1 (March 30, 2020): 20–28. http://dx.doi.org/10.30540/sae-2020-003.

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The article presents individual positions of the author’s research on the integration of non-formal education institutions in the system of civil buildings of Ukraine. The following scientific views on the phenomenon of non-formal education from related industries are analyzed: pedagogy, sociology, psychology, economics and a systematic approach to education as a phenomenon. The prognostic positions of the development of a typological network of non-formal education institutions in connection with the system of public buildings are described. The links are revealed – system objects of a combination of non-formal education institutions with other public buildings. The stages of the study of this problem are briefly described. The proposal on the creation of a universal educational cluster, as a characteristic of non-formal education institutions, is presented, and an example of the formation of the educational block of the center of scientific and technical creativity based on such a cluster is given.

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43

Shamsudin, Faridahwati Mohd, Ajay Chauhan, and Kabiru Maitama Kura. "SELF-CONTROL AS A MODERATOR OF THE RELATIONSHIP BETWEEN FORMAL CONTROL AND WORKPLACE DEVIANCE: A Proposed Framework." Australian Journal of Business and Management Research 02, no. 06 (July 14, 2012): 32–39. http://dx.doi.org/10.52283/nswrca.ajbmr.20120206a04.

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Several studies in the field of management, organizational psychology, sociology and criminology have reported that workplace deviance is related to organization/work variables, such as organizational justice, job satisfaction, perceived organizational support, and job stress, among others. However, few studies have attempted to consider the influence of formal control and workplace deviance. Even if any, they have reported conflicting findings. Therefore, a moderating variable is suggested. This paper proposes a moderating role of self-control on the relationship between formal control and workplace deviance.

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44

Cuvi, Jacinto, and Kimsa Maradan. "The Fitting Process." Sociology of Development 8, no. 1 (2022): 63–84. http://dx.doi.org/10.1525/sod.2021.0016.

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Amid a general trend toward the informalization of employment, the globalizing sector of high-end hospitality services creates a limited number of formal employment opportunities for manual workers in specific locations with large pools of potential recruits. This paper examines the hiring criteria and recruitment process for waiting staff positions at an international luxury hotel in coastal Vietnam. Data collected through interviews and observation suggest that particularly young, taller-than-average, fair-complexioned candidates with foreign-language skills and the financial resources to compensate local brokers through traditional gift-giving rituals are more likely to get formal jobs. Aspiring formal employees perform work on their bodies and outfit to meet these requirements—a process we call “fitting.” The paper makes a contribution to the sociology of labor markets and to the understanding of access to formal employment in the context of globalization.

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Graça, João Carlos. "Writing Sociology: Writing History." Sotsiologicheskoe Obozrenie / Russian Sociological Review 22, no. 2 (2023): 50–70. http://dx.doi.org/10.17323/1728-192x-2023-2-50-70.

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French historian and archaeologist Paul Veyne argued for what he saw as the fundamental lack of object in sociology in 1971. This academic field would definitely not be a science, but, at most, an auxiliary to historiography, itself devoid of any scientific condition since it refers to sublunary causalities, not allowing predictions, only “retrodictions”. Conversely, a set of “praxeologies” could be identified, the core of a future science of man, radically different from both sociology and history, including instead pure economics, operational research, and game theory. While history (and sociology) would inevitably be “Aristotelian”, that is, sublunary and imprecise, scientific disciplines could and should be predominantly “Platonic”, aiming at formal logical elegance. Veyne was only partly right, since economics itself cannot be considered a science stricto sensu. Admittedly, sociology is going through a state of multilevel crisis, allowing us to confront this situation with important recent trends for the emergence of socio-historical grand narratives, sometimes officially called history, less often historical sociology, but all eminently trans-disciplinary. The aim of this research is to overcome the limitations associated with the biographical, elitist, and Eurocentric biases characteristic of traditional historiography. On the whole, the tendency of these studies is nomothetic, but the “laws” identified are at best, approximate. Therefore, they, like economics, are condemned to operate on a mere “Aristotelian” level, and thus, the great “novel of humanity” is bound to remain essentially indeterminate.

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Grekul, Jana, Wendy Aujla, Greg Eklics, Terra Manca, Ashley Elaine York, and Laura Aylsworth. "Community Service-Learning in a Large Introductory Sociology Course: Reflections on the Instructional Experience." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 4, no. 1 (May 28, 2018): 61–78. http://dx.doi.org/10.15402/esj.v4i1.308.

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This paper reports on a pilot project that involved the incorporation of Community Service-Learning (CSL) into a large Introductory Sociology class by drawing on the critical reflections of the six graduate student instructors and the primary instructor who taught the course. Graduate student instructors individually facilitated weekly seminars for about 30 undergraduate students, half of which participated in CSL, completing 20 hours of volunteer work with a local non-profit community organization. We discuss the benefits of incorporating CSL into a large Introductory Sociology class and speculate on the value of our particular course format for the professional development of graduate student instructors. A main finding was the critical importance to graduate students of formal and informal training and collaboration prior to and during the delivery of the course. Graduate students found useful exposure to CSL as pedagogical theory and practice, and appreciated the hands-on teaching experience. Challenges with this course structure include the difficulty of seamlessly incorporating CSL student experiences into the class, dealing with the “CSL”/ “non CSL” student division, and the nature of some of the CSL placements. We conclude by discussing possible methods for dealing with these challenges.

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Smart, Alan. "Pierre Bourdieu on capitals, the state and forced resettlement: A review essay." Anuac 11, no. 2 (November 25, 2022): 229–50. http://dx.doi.org/10.7340/anuac2239-625x-5399.

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Анотація:

Pierre Bourdieu distinguished two main ways to teach sociology, by either teaching the principles and formal procedures, or by revealing examples of these formal procedures at work, and preferred to harness both together. This essay attempts to adopt this approach to consider three of his books recently translated to English, using my own research on forms of capital, the state and resettlement to engage with his arguments. I suggest that the utilization of Bourdieu’s powerful ideas are limited in areas like social capital and resettlement research by some inconsistencies and lack of definitional clarity.

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Kugler, Jacek. "Formal Theories in International Relations.Michael Nicholson." Journal of Politics 52, no. 4 (November 1990): 1318–20. http://dx.doi.org/10.2307/2131714.

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Koen, Chris. "A Formal Communication Network Analysis Technique." British Journal of Sociology 38, no. 3 (September 1987): 373. http://dx.doi.org/10.2307/590694.

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Berger, Lawrence M., Maria Cancian, Angela Guarin, Leslie Hodges, and Daniel R. Meyer. "Barriers to Formal Child Support Payment." Social Service Review 95, no. 2 (June 1, 2021): 312–57. http://dx.doi.org/10.1086/714370.

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