The archaeology of knowledge
01 Sep 1989-pp 227-260
TL;DR: We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now as mentioned in this paper, and book is the window to open the new world.
Abstract: We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.
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TL;DR: This paper introduced a new form of social ontology called site ontology and sketched its bearings on the analysis of organizations, and the bearing of the latter ontology on the character, origin, and perpetuation of organizations was considered, using an academic department as an example.
Abstract: This essay introduces a new form of social ontology and sketches its bearings on the analysis of organizations. The essay begins by contrasting the two social ontological camps — individualism and societism — into which social theory has been divided since its inception. It then describes the new approach, called site ontology, according to which social life is tied to a context (site) of which it is inherently a part. Examples of such ontologies are presented, as is my own thesis that the site of social life is composed of a nexus of human practices and material arrangements. The bearing of the latter ontology on the character, origin, and perpetuation of organizations is then considered, using an academic department as an example. Contrasts are also drawn with various approaches in organizations theory, including rational organizations, neoinstitutionalism, systems theories, and selection theories. A final section considers the complex psychological structure of organizations, working off Karl Weick and...
770 citations
Cites background from "The archaeology of knowledge"
...Examples of the extra phenomena are modes of production (Marx 1973), whole societies (Malinowski 1926), abstract structures (Levi-Strauss 1963, Althusser 1970, Bhaskar 1979), discourses (Foucault 1976), and social systems (Parsons 1966, Luhmann 1984)....
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TL;DR: In this article, the relation between sociocultural and constructivist perspectives on learning is discussed, and it is argued that learning involves becoming a member of a community, constructing knowledge at various levels of expertise as a participant but also taking a stand on the culture of one's community in an effort to take up and overcome the estrangement and division that are consequences of participation.
Abstract: There is something of a controversy taking place over how best to theorize human learning. This article joins the debate over the relation between sociocultural and constructivist perspectives on learning. These 2 perspectives differ not just in their conceptions of knowledge (epistemological assumptions) but also in their assumptions about the known world and the knowing human (ontological assumptions). Articulated in this article are 6 themes of a nondualist ontology seen at work in the sociocultural perspective, and suggested is a reconciliation of the 2. This article proposes that learning involves becoming a member of a community, constructing knowledge at various levels of expertise as a participant, but also taking a stand on the culture of one's community in an effort to take up and overcome the estrangement and division that are consequences of participation. Learning entails transformation both of the person and of the social world. This article explores the implications of this view of learning...
671 citations
Cites background from "The archaeology of knowledge"
...(Gould, 1978, p. 42) Other analyses (e.g., Lacan, Foucault, Habermas) stress the ontological role of communicative action as well as labor....
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..., Lacan, Foucault, Habermas) stress the ontological role of communicative action as well as labor. As Hanks (1996) put it, “the referential process is one in which subjects, objects, and social relations are simultaneously produced in the course of even the most mundane utterances” (p....
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...Variations of this theme can be found in Foucault, Lacan, Marx, Heidegger, even Kuhn, and in Habermas, Bourdieu, and Latour, as well as Hegel....
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TL;DR: This article conceptualized discourse as a duality of communicative actions and deep structures, mediated by the modality of interpretive schemes, and developed a discourse analysis methodology based on the fields of hermeneutics and rhetoric.
Abstract: The authors conceptualize discourse as a duality of communicative actions and deep structures, mediated by the modality of interpretive schemes, and develop a discourse analysis methodology based on the fields of hermeneutics and rhetoric. They then explore the role of discourse in shaping organizational change processes through its influence on actors' interpretations and actions, using a longitudinal field study of electronic trading implementation in the London Insurance Market. The authors conclude with some theoretical and practical contributions on discourse-practice links, the illumination of multiple perspectives in change processes, and implications for electronic data interchange implementation.
634 citations
Cites background from "The archaeology of knowledge"
...Following Foucault (1972), scholars taking this approach have conceptualized discourses as power/knowledge relations, linguistically communicated, historically located, and embedded in social practice....
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TL;DR: This article analyzed the means by which the authors of The Balanced Scorecard have created that attention and concluded that the text is not so convincing as persuasive, a feature characteristic of the genre of management guru texts.
Abstract: The Balanced Scorecard currently receives much attention. This article analyses the means by which the authors of The Balanced Scorecard have created that attention. Is it the result of a new and convincing theory,or is it merely the result of persuasive rhetoric,where convincing theory differs from solely persuasive rhetoric in that concepts and claims are based on sound argumentation? The article concludes that the text is not so convincing as persuasive—a feature characteristic of the genre of management guru texts; and,at the end,the article discusses the reasons for and appropriateness of such a genre and the consequences that should follow from the results of the analysis. # 2003 Elsevier Ltd. All rights reserved.
616 citations
Cites background or methods from "The archaeology of knowledge"
...…lying between modernism and radical social constructivism.2 In order to clarify this position, we shall briefly discuss the social constructivist argument that any attribution of truth or falsity is related to a particular discursive practice (Foucault, 1972) or language game (Wittgenstein, 1953)....
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...This article analyses the means by which the authors of The Balanced Scorecard have created that attention....
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...As can be seen from the Appendix, the rest of The Balanced Scorecard does not offer a satisfactory answer to this issue.17 Therefore, the competitive race analogy appeals primarily to the readers’ emotions and little to their rational commitment....
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...Argumentation always involves at least three elements: a claim, data and a warrant (Toulmin, Table 3 An example of a paratactic and asyndetic text ‘‘The Balanced Scorecard (BSC) provides managers with the instrumentation they need to navigate to future competitive success....
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...Furthermore, the analysis presented in Nørreklit (2000), which justifies the claim made in the introduction earlier (see also the Appendix), i.e. the claim that what the BSC model offers is not particularly theoretically innovative and lacks a reliable theoretical base, also shows that the promotion of The Balanced Scorecard through the use of rhetoric is not justifiable on any ‘‘scientific’’ grounds....
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TL;DR: The most common way across paradigmatic camps is to spot various 'gaps' in the literature and, based on that, to formulate specific research questions as mentioned in this paper, which are likely to promote the development of interesting and influential theories.
Abstract: This article examines ways of constructing research questions from existing literature, which are likely to promote the development of interesting and influential theories. We review 52 articles in organization studies and develop a typology of how researchers construct their research questions from existing literature. The most common way across paradigmatic camps is to spot various 'gaps' in the literature and, based on that, to formulate specific research questions. The dominance of gap-spotting is surprising, given it is increasingly recognized that theory is made interesting and influential when it challenges assumptions that underlie existing literature. The article discusses why assumption-challenging approaches are rare, and it identifies a range of social norms that favour gap-spotting. Finally, the article proposes some ways of constructing research questions that move beyond gap-spotting, and discusses how these ways are likely to promote more interesting and significant theories.
569 citations
Cites background from "The archaeology of knowledge"
...Although it could be argued that every scientific inquiry involves some form of ‘problematization’ (Dewey, 1938; Foucault, 1972; Freire, 1970; Locke and Golden-Biddle, 1997; Mills, 1959), we do not have in mind Locke and Golden-Biddle’s (1997) broad and ‘generous’ definition of problematization as…...
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References
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Book•
18 Jul 2003
TL;DR: Part 1: Social Analysis, Discourse Analysis, Text Analysis 1. Introduction 2. Texts, Social Events, and Social Practices 3. Intertextuality and Assumptions Part 2: Genres and Action 4. Genres 5. Meaning Relations between Sentences and Clauses 6. Discourses 8. Representations of Social Events Part 4: Styles and Identities 9. Modality and Evaluation 11. Conclusion
Abstract: Part 1: Social Analysis, Discourse Analysis, Text Analysis 1. Introduction 2. Texts, Social Events, and Social Practices 3. Intertextuality and Assumptions Part 2: Genres and Action 4. Genres 5. Meaning Relations between Sentences and Clauses 6. Types of Exchange, Speech Functions, and Grammatical Mood Part 3: Discourses and Representations 7. Discourses 8. Representations of Social Events Part 4: Styles and Identities 9. Styles 10. Modality and Evaluation 11. Conclusion
6,407 citations
TL;DR: A set of principles for the conduct and evaluation of interpretive field research in information systems is proposed, along with their philosophical rationale, and the usefulness of the principles is illustrated by evaluating three publishedinterpretive field studies drawn from the IS research literature.
Abstract: This article discusses the conduct and evaluatoin of interpretive research in information systems. While the conventions for evaluating information systems case studies conducted according to the natural science model of social science are now widely accepted, this is not the case for interpretive field studies. A set of principles for the conduct and evaluation of interpretive field research in information systems is proposed, along with their philosophical rationale. The usefulness of the principles is illustrated by evaluating three published interpretive field studies drawn from the IS research literature. The intention of the paper is to further reflect and debate on the important subject of grounding interpretive research methodology.
5,588 citations
Book•
01 Jan 1999
TL;DR: In Sorting Things Out, Bowker and Star as mentioned in this paper explore the role of categories and standards in shaping the modern world and examine how categories are made and kept invisible, and how people can change this invisibility when necessary.
Abstract: What do a seventeenth-century mortality table (whose causes of death include "fainted in a bath," "frighted," and "itch"); the identification of South Africans during apartheid as European, Asian, colored, or black; and the separation of machine- from hand-washables have in common? All are examples of classification -- the scaffolding of information infrastructures. In Sorting Things Out, Geoffrey C. Bowker and Susan Leigh Star explore the role of categories and standards in shaping the modern world. In a clear and lively style, they investigate a variety of classification systems, including the International Classification of Diseases, the Nursing Interventions Classification, race classification under apartheid in South Africa, and the classification of viruses and of tuberculosis. The authors emphasize the role of invisibility in the process by which classification orders human interaction. They examine how categories are made and kept invisible, and how people can change this invisibility when necessary. They also explore systems of classification as part of the built information environment. Much as an urban historian would review highway permits and zoning decisions to tell a city's story, the authors review archives of classification design to understand how decisions have been made. Sorting Things Out has a moral agenda, for each standard and category valorizes some point of view and silences another. Standards and classifications produce advantage or suffering. Jobs are made and lost; some regions benefit at the expense of others. How these choices are made and how we think about that process are at the moral and political core of this work. The book is an important empirical source for understanding the building of information infrastructures.
4,480 citations
TL;DR: In this article, two such metaphors are identified: the acquisition metaphor and the participation metaphor, and their entailments are discussed and evaluated, and the question of theoretical unification of research on learning is addressed, wherein the purpose is to show how too great a devotion to one particular metaphor can lead to theoretical distortions and to undesirable practices.
Abstract: This article is a sequel to the conversation on learning initiated by the editors of Educational Researcher in volume 25, number 4. The author’s first aim is to elicit the metaphors for learning that guide our work as learners, teachers, and researchers. Two such metaphors are identified: the acquisition metaphor and the participation metaphor. Subsequently, their entailments are discussed and evaluated. Although some of the implications are deemed desirable and others are regarded as harmful, the article neither speaks against a particular metaphor nor tries to make a case for the other. Rather, these interpretations and applications of the metaphors undergo critical evaluation. In the end, the question of theoretical unification of the research on learning is addressed, wherein the purpose is to show how too great a devotion to one particular metaphor can lead to theoretical distortions and to undesirable practices.
3,660 citations
TL;DR: Problematization is proposed as a methodology for identifying and challenging assumptions underlying existing literature and, based on that, formulating research questions that are likely to lead to more influential theories.
Abstract: It is increasingly recognized that what makes a theory interesting and influential is that it challenges our assumptions in some significant way. However, established ways for arriving at research questions mean spotting or constructing gaps in existing theories rather than challenging their assumptions. We propose problematization as a methodology for identifying and challenging assumptions underlying existing literature and, based on that, formulating research questions that are likely to lead to more influential theories.
1,126 citations