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."
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TL;DR: In this paper, the authors present an analysis of the stories on the elaboration of the citizen training plan to comply with the Law is presented in every educational establishment, where the approach is qualitative.
Abstract: This papers wants to contribute to the debate on the possibilities that the school has to contribute to the citizen training of its students, so that the analysis of the stories on the elaboration of the citizen training plan to comply with the Law is presented in every educational establishment. The approach is qualitative. Seven discussion groups were held in two regions of Chile, Maule and Biobio. For the analysis of the transcripts, the qualitative analysis strategy developed by Strauss was used and was considered the Atlas ti 7 software. The results shown in the implementation of the citizen training plan find a series of conditions specific to the school as an organization and social field, which end up delimiting its scope to promote a culture of participation and contribute to citizen training of the student body. This tells us about the need to take into account the political nature of the school and the inequalities in the conditions with which its members are involved in it. For this reason, it is necessary to include the concept of educational justice both in the design and in the implementation of educational policies, especially in modifying that seek to transform the school into a space for the construction of democratic citizenship.
01 Jan 2017
TL;DR: In this paper, the authors present interview accounts from professors and doctors in the two disciplinary fields of history and psychology, showing that the professors of each field behave academically in ways which align with the values of their respective fields, and that the investment strategies of the doctor of psychology are akin to those the professor of his field.
Abstract: This chapter presents the second part of the empirical material drawn on in this book: interview data. It presents interview accounts from professors and doctors in the two disciplinary fields of history and psychology. The chapter shows that the professors of each field behave academically in ways which align with the values of their respective fields, and that the investment strategies of the doctor of psychology are akin to those the professor of his field. The doctor of history, however, behaves and reasons in ways that differ from the professor of his field. The chapter interprets this nonalignment as a manifestation of changing dispositions and practices among junior scholars of the historical field, for whom publishing in English is a way of asserting their difference.