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MonographDOI

Realist social theory : the morphogenetic approach

01 Sep 1997-Social Forces (Cambridge University Press)-Vol. 22, Iss: 1, pp 335
TL;DR: The Morphogenetic Cycle: the basis of the morphogenetic approach 7. Structural and cultural conditioning 8. The morphogenesis of agency 9. Social elaboration.
Abstract: Building on her seminal contribution to social theory in Culture and Agency, in this 1995 book Margaret Archer develops her morphogenetic approach, applying it to the problem of structure and agency. Since structure and agency constitute different levels of stratified social reality, each possesses distinctive emergent properties which are real and causally efficacious but irreducible to one another. The problem, therefore, is shown to be how to link the two rather than conflate them, as has been common theoretical practice. Realist Social Theory: The Morphogenetic Approach not only rejects methodological individualism and holism, but argues that the debate between them has been replaced by a new one, between elisionary theorising and emergentist theories based on a realist ontology of the social world. The morphogenetic approach is the sociological complement of transcendental realism, and together they provide a basis for non-conflationary theorizing which is also of direct utility to the practising social analyst.
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John Scott1
01 Sep 2007
TL;DR: A clarification of the ideas of domination and stratification, see both as rooted in the more fundamental concept of power, has been proposed in this article, where domination is the articulation of power into enduring relations of control over other people.
Abstract: My aim in this paper is to propose a clarification of the ideas of domination and stratification, seeing both as rooted in the more fundamental concept of power. Where domination is the articulation of power into enduring relations of control over other people, stratification is the articulation of power into horizontal structures based in inequalities of resources. Such a clarification, it is argued, will help to re-orientate research programmes on the structure, background, and recruitment of elites in relation to the differentiation of class and status situations. A clear delineation of class, status, and elite concepts will help to ensure that researchers no longer talk past each other in their empirical work. The argument in this article draws on two earlier publications that need to be more closely integrated with each other. Stratification and Power (Scott, 1996) set out a general approach to issues of class and status, and suggested how the analysis of domination — then restricted to issues of “command” — could be combined within the same framework. Power (Scott, 2001) presented a more adequate view of domination, but presented a restricted view of elites and did not work through the relationship of this idea to the earlier view of stratification. In this paper I attempt to reconcile those two arguments and to draw on a broader view of “elite” (Scott, 2008) in order to suggest a viable research programme for elite studies.

29 citations

Journal ArticleDOI
TL;DR: In this paper, the authors focus on established firms which use "corporate accelerators" to run fast-moving, competitive programs in which startup companies participate, and identify inhibitors to the collaboration between established firms and startups in these accelerator programs.
Abstract: Open innovation is an innovation framework proposing that established firms use external sources as pathways to new ideas, technologies, business models and markets. Within this framework, established companies can use startups, or young, growth-oriented business to help them achieve radical or breakthrough innovations. In this paper, we focus on established firms which use “corporate accelerators” to run fast-moving, competitive programs in which startup companies participate. Our purpose is to identify inhibitors to the collaboration between established firms and startups in these accelerator programs. We conducted 27 interviews with participants from startups, established companies using startups as innovators, and the accelerator management who provided the platform for this engagement. Our theoretical framework is the social realist theory of Margaret Archer. This provides a conceptualisation of the reflexivity of the participants and the “situational logic” of conflict and competition in which they find themselves. We found that collaboration will be inhibited by conflicts in basic beliefs, or propositions, about concepts such as authority, autonomy and risk, as well as competition for material resources and personal goals.

29 citations

Journal ArticleDOI
Roy Nash1
TL;DR: A Realist Framework for the Sociology of Education: thinking with Bourdieu as discussed by the authors, is a realist framework for the sociology of education, which is based on the theory of Bourdieus.
Abstract: (2002). A Realist Framework for the Sociology of Education: thinking with Bourdieu. Educational Philosophy and Theory: Vol. 34, No. 3, pp. 273-288.

29 citations

Journal ArticleDOI
TL;DR: The relationship between Mezirow's concept of reflexivity and Bourdieu's theory of habitus will be explored in order to develop a more robust framework within which critical reflection can take place in educational practice.
Abstract: This paper will explore the relationship between Mezirow's concept of reflexivity and Bourdieu's theory of habitus in order to develop a more robust framework within which critical reflection can take place. Nurse educators have sought to close the theory practice gap through the use of critical reflection. However, we are not convinced that this has produced the depth and quality of reflection required. Furthermore, the contexts in which critical reflection takes place is often sidelined or erased so that the whole impetus in the literature is to educate nurses in reflection rather than empower nurses to understand the complex circumstances and barriers that obstruct critical reflection. This paper argues that the reason for this position is that nurse education does not always acknowledge the role that personal and cultural values systems have on reflective practices. The literature search was undertaken using CINHAL and MEDLINE. Keywords included: values systems, habitus, and critical reflection. Inclusion criteria were determined by the theoretical approach and included seminal texts, from as far back as 1956, to identify key themes. Although critical reflection is a potentially powerful way of enhancing care it has often failed to do so. It is suggested that this is because nurse educators have frequently used models of reflection without considering the impact that student's personal values systems has on their perceptions of care and subsequently care delivery. The purpose of this paper is to promote deeper levels of reflection and is part of a programme of research aimed at developing a more robust approach to reflection in educational practice.

29 citations