scholarly journals Mia Arp Falov & Cory Blad (eds.), Social Welfare Responses in a Neoliberal Era: Policies, Practices, and Social Problems (Leiden and Boston: Brill. Studies in Critical Social Sciences: Critical Global Studies, 2019)

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Hans Bakker
Keyword(s):  
Social Sciences ◽  
Social Welfare ◽  
Social Problems ◽  
Global Studies ◽  
Critical Social

A review of the book: Mia Arp Falov & Cory Blad (eds.), Social Welfare Responses in a Neoliberal Era: Policies, Practices, and Social Problems (Leiden and Boston: Brill. Studies in Critical Social Sciences: Critical Global Studies, 2019)

THE TRANSITION FROM LOGICAL POSITIVISM TO PHENOMENOLOGY IN THE SOCIAL SCIENCES: POLITICAL ASPECTS

2021 ◽  
Vol 16 (5) ◽  
pp. 81-95
Author(s):  
A.A. KOVALEV ◽  
Keyword(s):  
Social Sciences ◽  
Public Administration ◽  
Social Problems ◽  
Civil Service ◽  
Phenomenological Approach ◽  
The State ◽  
Logical Positivism ◽  
Phenomenological Method ◽  
Practical Application ◽  
The Social

The purpose of this study is to study the research potential of the phenomenological approach in the social sciences, which emerged in the first half of the XX century as a critique of the dominant method of logical positivism at that time. The following scientific approaches and methods were used in the article: the method of analysis, description and comparison, as well as the phenomenological approach. The author has made an attempt to prove the significance of phenomenology in the social sciences by means of comparison as a way not only to describe facts, but also to explain motives and unobservable meanings. According to the results of the conducted research, the author comes to the conclusion that the solution of urgent problems of society through the practical application of the acquired knowledge about society is possible only if the phenomenological method is actively applied in such a scientific and practical discipline as public administration. This will help to overcome the bureaucratization of the civil service, the isolation of the state administrative apparatus from real social problems, as well as to involve the population itself in the process of public administration, establishing feedback.

Relations, Human and Non-human

2020 ◽  
pp. 106-135
Author(s):  
Milja Kurki
Keyword(s):  
Social Sciences ◽  
International Relations ◽  
Social Theory ◽  
International Relations Theory ◽  
Critical Social Theory ◽  
The Social ◽  
Critical Social

This chapter argues for an extension of how we think relationally via relational cosmology. It places relational cosmology in a conversation with varied relational perspectives in critical social theory and argues that specific kinds of extensions and dialogues emerge from this perspective. In particular, a conversation on how to think relationality without fixing its meaning is advanced. This chapter also discusses in detail how to extend beyond discussion of ‘human’ relationalities towards comprehending the wider ‘mesh’ of relations that matter but are hard to capture for situated knowers in the social sciences and IR. This key chapter seeks to provide the basis for a translation between relational cosmology, critical social theory, critical humanism and International Relations theory.

Stretching Situated Knowledge

2020 ◽  
pp. 87-105
Author(s):  
Milja Kurki
Keyword(s):  
Social Sciences ◽  
Social Theory ◽  
Knowledge Production ◽  
Critical Social Theory ◽  
Situated Knowledge ◽  
Ir Theory ◽  
The Social ◽  
Standpoint Epistemology ◽  
Critical Social

This chapter, first of three to develop relational cosmology in conversation with critical social theory and IR theory, argues that at the heart of relational cosmology lies a commitment to situated knowledge. This perspective on knowledge production is similar in some regards to standpoint epistemology but also diverges from it in key respects. The chapter argues that IR scholarship can benefit from close engagement with relational cosmology suggestions as to how our knowledge is limited and how we might need to ‘deal with it’, especially in the social sciences, where there is a tendency to glorify the role of the human in knowing the human.

scholarly journals The End-Purpose of Teaching History and the Curricular Inclusion of Social Problems from the Perspective of Primary Education Trainee Teachers

2020 ◽  
Vol 9 (2) ◽  
pp. 9 ◽  
Author(s):  
Delfín Ortega-Sánchez ◽  
Joan Pagès Blanch
Keyword(s):  
Social Sciences ◽  
Primary Education ◽  
Social Problems ◽  
Creative Thought ◽  
Trainee Teachers ◽  
Qualitative And Quantitative ◽  
Teaching History ◽  
The Social ◽  
Social Critical ◽  
Educational Potential

The principal objective of the present study is to analyze the representations of Primary Education trainee teachers (n = 232) involving the end-purposes of teaching History and, in particular, their views on the didactic treatment and curricular inclusion of social problems at this educational stage. A mixed investigation method is applied, which combines both qualitative and quantitative approaches. The results pointed to a predictive influence of the degree of importance attached to the didactic treatment of social problems and the frequency with which they were covered on the Degree Course, for the assessment of their explicit inclusion in the Social Sciences curriculum. Likewise, the educational potential of the social problems appeared to be unconnected to the most highly assessed end-purposes, which are related to the development of social, critical, and creative thought for participation and social intervention.

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