Book•
Science of Science and Reflexivity
01 Jan 2004-
TL;DR: Bourdieu's "Science of Science and Reflexivity" as mentioned in this paper argues that science is in danger of becoming a handmaiden to biotechnology, medicine, genetic engineering, and military research that it risks falling under the control of industrial corporations that seek to exploit it for monopolies and profit.
Abstract: Over the last four decades, the French sociologist Pierre Bourdieu produced one of the most imaginative and subtle bodies of social theory of the postwar era. When he died in 2002, he was considered to be a thinker on a par with Foucault, Barthes, and Lacan a public intellectual as influential to his generation as Sartre was to his. "Science of Science and Reflexivity" will be welcomed as a companion volume to Bourdieu's now seminal "An Invitation to Reflexive Sociology." In this posthumous work, Bourdieu declares that science is in danger of becoming a handmaiden to biotechnology, medicine, genetic engineering, and military research that it risks falling under the control of industrial corporations that seek to exploit it for monopolies and profit. Science thus endangered can become detrimental to mankind. The line between pure and applied science, therefore, must be subjected to intense theoretical scrutiny. Bourdieu's goals in "Science of Science and Reflexivity" are to identify the social conditions in which science develops in order to reclaim its objectivity and to rescue it from relativism and the forces that might exploit it. In the grand tradition of scientific reflections on science, Bourdieu provides a sociological analysis of the discipline as something capable of producing transhistorical truths; he presents an incisive critique of the main currents in the study of science throughout the past half century; and he offers a spirited defense of science against encroaching political and economic forces. A masterful summation of the principles underlying Bourdieu's oeuvre and a memoir of his own scientific journey, "Science of Science and Reflexivity" is a capstone to one of the most important and prodigious careers in the field of sociology."
Citations
More filters
20 Dec 2016
TL;DR: In this article, the authors introduce a school-wide concept at doctoral level aimed at professional practitioners, who wish to stay in their respective areas of work, by synthesizing a transdisciplinary tentative process of creative problem solving, which is both reflexive and reflective.
Abstract: In this opinion paper we introduce a school-wide concept at doctoral level aimed at professional practitioners, who wish to stay in their respective areas of work. The rationale behind this school-wide concept is that in Hungary, where its implementation is currently in progress, gaining a PhD automatically means becoming an academic. However, there is a significant demand amongst high-performing professional practitioners, who are not inclined to become academics, for further learning opportunities at the highest level. They are our target market. We also wish to respond to one of the current challenges the academy is globally facing globally, namely to maintain the highest scholarly standard while achieving high relevance for practice. The school-wide concept that can adequately engage with both of these problems is naturally a work-based one. Thus what we outline here is a professional doctorate in a school-wide context. We frame this new approach based on three principles: Popper’s tentative problem solving process, Nicolescu’s method of transdisciplinarity, and Bourdieu’s approach to reflexivity. From these three principles we have synthesised a transdisciplinary tentative process of creative problem solving, which is both reflexive and reflective. We bring this process into the foreground and build a knowledge landscape in the background. The taught components (content) of the knowledge landscape are delivered by the disciplines involved in the form of high-level meta-knowledge. Since there are two focal dimensions of the programme content, we label it bifocal. The enquiring practitioners, who are also passionate learners, will make their journey through the professional doctoral school. They will follow their own transdisciplinary tentative processes of creative problem solving in this bifocal knowledge landscape, which is composed of taught components and additional elements that are to be discovered or created in the community of New Alexandrians.
Cites background from "Science of Science and Reflexivity"
...Bourdieu (2004) extended the concept of reflexivity to the level of discipline, in his case sociology: Casting an ironic gaze on the social world, a gaze which unveils, unmasks, brings to light what is hidden, it cannot avoid casting this gaze on itself に with the intention not of destroying…...
[...]
...Bourdieu (2004) extended the concept of reflexivity to the level of discipline, in his case sociology:...
[...]
...(Bourdieu, 2004, p 4) Similarly, we wish to conceptualise reflexivity as a transdisciplinary entity, reflecting on real-ﾉｷaW ヮヴﾗHﾉWﾏゲ aヴﾗﾏ デｴW ┗ｷW┘ヮﾗｷﾐデゲ ﾗa ┗;ヴｷﾗ┌ゲ けｴ┌ﾏ;ﾐげ ;ﾐS けゲﾗIｷ;ﾉげ SｷゲIｷヮﾉｷﾐWゲく In addition, we are to include both reflective and reflexive practice in order the emphasise the…...
[...]
01 Jan 2017
TL;DR: Katrina is 29, a decade older than Mark; she has two children; her four-year old has major sight and hearing impairments as well as a lung problem, and she has spent more time in hospitals than she cares to recall.
Abstract: Mark worked in a McDonald’s once but has no job now. He is not very close to any family and has no specific plans for his future. He is only 19, though, and who knows how he might develop. Katrina is 29, a decade older than Mark. She has two children; her four-year old has major sight and hearing impairments as well as a lung problem, and she has spent more time in hospitals than she cares to recall. Her parents are getting older, and one of them recently had a stroke, which is a source of deep stress for her. She is very close to her family and anxious to be with them.
01 Jan 2018
TL;DR: Using a Bourdieusian analytical framework, the authors explored the logics of surfing and its history, revealing a doxa underpinned by (colonial) patriarchy demonstrating illusio, misrecognition and symbolic violence, providing perceptions of participation equity while sustaining and reworking a particular form of patriarchy and its dominant/dominating practices.
Abstract: Surfing, a practice from ancient physical culture, is arguably a social field. The modern form (re)constituted in the early to mid-1900s, repositioned participants in this field, a new doxa employing a patriocolonial female/male sex binary differentiating access to waves, where those with a sex category ‘female’ were either absented as competent athletes or sexually objectified. Today, sex still works strongly to differentiate access to resources. Using a Bourdieusian analytical framework, I explore the logics of practice found in empirical work of an ongoing ethnography of surfing and its history. It reveals a doxa underpinned by (colonial) patriarchy demonstrating illusio, misrecognition and symbolic violence, providing perceptions of participation equity while sustaining and reworking a particular form of patriarchy and its dominant/dominating practices.
01 Jan 2021
TL;DR: The authors discusses the boundaries that traditionally kept comparative education marginalized in United States schools of education and how those boundaries have been breached as other areas of education research have been enhanced by comparative study.
Abstract: This chapter discusses the boundaries that traditionally kept comparative education marginalized in United States schools of education and how those boundaries have been breached as other areas of education research have been enhanced by comparative study. The perspective is different from some other chapters in this volume, which focus on macro level theory and discourse and are less concerned with what comparative education actually means at the grassroots level of faculties of education and pre-university schools. The theory of Pierre Bourdieu is used to explain why such a ghetto previously existed even though dysfunctional. In earlier years the basic mapping of educational practice, which could have served as the basis for integration of comparative study with other areas of educational inquiry, was neglected in the Comparative and International Education Society (CIES). Instead, this mapping was left to international assessment studies to initiate outside the purview of the CIES organization and largely without its support. Two examples show how what could be called the most important developments in comparative education took place outside CIES in efforts to expand comparative study to other domains of educational research. One is the story of the International Association for the Evaluation of Educational Achievement (IEA) and progress made in mapping educational practices and outcomes across countries. The other example focuses on efforts at Michigan State University (MSU) to reduce dysfunctional boundaries in developing an international dimension throughout the College of Education. Finally, the development of the Special Interest Groups (SIGs) in CIES is analyzed as evidence that the organization has at last endorsed and put into practice more integration, infusion, and inclusiveness.
TL;DR: In this article , the authors discuss how power asymmetries globally as well as locally influence and structure collaborations and participation between the involved actors and, thus, the expected transformative potential of the produced knowledge.
Abstract: Abstract This response is focusing on the various power structures influencing research–practice–collaborations, transdisciplinary projects, and participation. It will be discussed how power asymmetries globally as well as locally influence and structure collaborations and participation between the involved actors and, thus, the expected transformative potential of the produced knowledge. Based on experiences and challenges encountered during a North–South capacity building project, it will be shown how funding schemes as well as the positionalities of the involved actors produce and reproduce historical, social, or cultural power structures which influence research–practice–collaborations. The main argument put forward is that instead of focusing in the current scientific as well as science-policy debates primarily on how research–practice–collaborations and/or participation could be improved ‘technically,’ the respective contexts and/or power structures and relations have to be considered and reflected in each phase of collaborative endeavors. This especially, but not exclusively, in the context of North–South collaborations.