Book•
The consequences of modernity
01 Jan 1990-
TL;DR: In this paper, the authors present a Phenomonology of modernity and post-modernity in the context of trust in abstract systems and the transformation of intimacy in the modern world.
Abstract: Part I:. Introduction. The Discontinuities of Modernity. Security and Danger, Trust and Risk. Sociology and Modernity. Modernity, Time and Space. Disembedding. Trust. The Reflexivity of Modernity. Modernity and Post-- Modernity?. Summary. Part II:. The Institutional Dimensions of Modernity. The Globalizing of Modernity. Two Theoretical Perspectives. Dimensions of Globalization. Part III:. Trust and Modernity. Trust in Abstract Systems. Trust and Expertise. Trust and Ontological Security. The Pre--Modern and Modern. Part IV:. Abstract Systems and the Transformation of Intimacy. Trust and Personal Relations. Trust and Personal Identity. Risk and Danger in the Modern World. Risk and Ontological Security. Adaptive Reactions. A Phenomonology of Modernity. Deskilling and Reskilling in Everyday Life. Objections to Post--Modernity. Part V:. Riding the Juggernaut. Utopian Realism. Future Orientations. The Role of Social Movements. Post--Modernity. Part VI: . Is Modernity and Western Project?. Concluding Observations. Notes.
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TL;DR: In this article, the authors argue that by thinking beyond traditional conceptions of the EU's international role and examining the case study of its international pursuit of the abolition of the death penalty, we may best conceive of the European Union as a "normative power Europe".
Abstract: Twenty years ago, in the pages of the, Journal of Common Market Studies, Hedley Bull launched a searing critique of the European Community's "civilian power" in international affairs. Since that time the increasing role of the European Union (EU) in areas of security and defence policy has led to a seductiveness in adopting the notion of "military power Europe". In contrast, I will attempt to argue that by thinking beyond traditional conceptions of the EU's international role and examining the case study of its international pursuit of the abolition of the death penalty, we may best conceive of the EU as a "normative power Europe".
2,431 citations
TL;DR: In this paper, a conceptual clarification of the meanings of authenticity in tourist experiences is presented, and three approaches are discussed, objectivism, constructivism, and postmodernism, and the limits of object-related authenticity are also exposed.
2,417 citations
TL;DR: In this article, a focus on the contextually specific ways in which people act out and recognize identities allows a more dynamic approach than the sometimes overly general and static trio of "race, class, and gender".
Abstract: n today's fast changing and interconnected global world, researchers in a variety of areas have come to see identity as an important analytic tool for understanding schools and society. A focus on the contextually specific ways in which people act out and recognize identities allows a more dynamic approach than the sometimes overly general and static trio of "race, class, and gender." However, the term identity has taken on a great many different meanings in the literature. Rather than survey this large literature, I will sketch out but one approach that draws on one consistent strand of that literature. This is not to deny that other, equally useful approaches are possible, based on different selections from the literature.
2,349 citations
01 Jan 1994
TL;DR: The Handbook of Economic Sociology as discussed by the authors is a collection of sociologists, economists, and political scientists from the field of economic sociology with a focus on how economic institutions work and how they are influenced by values and norms.
Abstract: During recent years social scientists have come to reaffirm that understanding almost any facet of social life requires a simultaneous understanding of how economic institutions work and how they are influenced by values and norms. Sociology, and especially economic sociology, is well equipped to be of assistance in this endeavor. Neil Smelser and Richard Swedberg bring together leading sociologists, economists, and political scientists in The Handbook of Economic Sociology, the first comprehensive view of this vital and growing field. "This excellent volume is a compilation of some of the best writing in this field over the past decade, including basic works like Oliver Williamson's transaction cost theory of the firm, and [is] a helpful comparison of economic sociology to mainstream economics." —Francis Fukuyama, Foreign Affairs "This is the first comprehensive theoretical and empirical account of the burgeoning field of economic sociology. The scholarship is consistently strong. . .. The book will be greeted warmly and read by serious scholars throughout the social sciences." —Robert K. Merton "This is a bold, ambitious, almost daunting project. ... It will surely become the standard reference book for the field—the sort of text every scholar will have to know-, consult, and cite." —Viviana Zelizer
2,344 citations
TL;DR: In this article, a review of the role of argumentative discourse in science education is presented, and it is argued that the lack of opportunities for the practice of argument within science classrooms, and lack of teacher's pedagogical skills in organizing argumentive discourse within the classroom are significant impediments to progress in the field.
Abstract: Basing its arguments in current perspectives on the nature of the scientific enterprise, which see argument and argumentative practice as a core activity of scientists, this article develops the case for the inclusion and central role of argument in science education. Beginning with a review of the nature of argument, it discusses the function and purpose of dialogic argument in the social construction of scientific knowledge and the interpretation of empirical data. The case is then advanced that any education about science, rather than education in science, must give the role of argument a high priority if it is to give a fair account of the social practice of science, and develop a knowledge and understanding of the evaluative criteria used to establish scientific theories. Such knowledge is essential to enhance the public understanding of science and improve scientific literacy. The existing literature, and work that has attempted to use argument within science education, is reviewed to show that classroom practice does provide the opportunity to develop young people's ability to construct argument. Furthermore, the case is advanced that the lack of opportunities for the practice of argument within science classrooms, and lack of teacher's pedagogical skills in organizing argumentative discourse within the classroom are significant impediments to progress in the field. © 2000 John Wiley & Sons, Inc. Sci Ed84:287–312, 2000.
2,178 citations