Showing papers on "Face (sociological concept) published in 1984"

Mechanisms, organisms and social systems

Abstract: Summary To think about anything requires an imnage or concept of it, a model. To think about a thing as complex as a social system most people use a model of something similar, simpler and more familiar. Traditionally, two types of models have been used in efforts to acquire information, knowledge and understanding of social systems: mechanistic and organismic. But, in a world of accelerating change, increasing uncertainty and growing complexity, it is becoming apparent that these are inadequate as guides to decision and action. The growing number of social crises and dilemmas that we face should be clear evidence that something is fundamentally wrong with the way we think about social systems. In this paper we describe and try to explain the deficiencies of the two traditional ways of thinking about social systems. We then develop a third type of model, one we believe does not suffer from these inadequacies, a social system model which seeks to penetrate beyond the nature of machine and organisms to understand social systems in their own right.

Curriculum Study and Cultural Politics.

Abstract: This paper outlines a new form of graduate study in curriculum. Its aim is support for a cultural politics that counters existing forms of subjective and objective domination. Its approach grasps schooling: (a) as one form among many , (b) as a cultural and political site of transformation and regulation , and (c) as a productive form that constructs and defines subjectivity through the ideologies and practices it embodies. Themes that generate a critical discourse for the study of curriculum are discussed : the relation between language and power, popular and subordinate cultures , ways of theorizing the social formation, the historical nature of forms of schooling, and the concepts and problems of a critical pedagogy. Attention is given to curriculum theory as a form of social theory thus inextricably relating curriculum discourse to knowledge and social practices that legitimate and produce particular forms of social life. Curriculum in this sense is an expression of struggle over what forms of political authority, orders of representation, forms of moral regulation, and versions of the past and future should be legitimated, passed on, and debated within specific pedagogical sites with various groups of learners. What is advocated is a discourse valued for the ways in which it embraces the language of critique and possibility. The paper concludes with suggestions as to how such a program of study might be constructed and a consideration of the problems such a program would face.

Elizabeth’s First Year: The Conception and Birth of the Elizabethan Political World

Abstract: Elizabeth Tudor was a very conservative woman with well-developed ideas about her place in the world. At twenty-five she had already learned hard political and personal lessons, and they had shaped her vision of herself as monarch, blending naturally with political ideas derived from her humanistic education and the traditions of English kingship. be cautious and stubborn, sure of her authority and petulant in the face of change. In a land and time when the personal rule of the monarch was very real, these traits had a profound impact on the course of English history from 17 November 1558, when she acceded to the throne.

Telecommunications-Related Information Services the User’s Point of View

Abstract: In many countries the PTT’s have introduced new non-voice services. Most of them to face unexpected difficulties, the worst of which laying in non-technical problem areas.

Dimensions of Press Freedom in India

Abstract: “There is not a crime, there is not a trick, there is not a vice which does not have to face the light of the day. Get these things out in the open, describe them, attack them, ridicule them in the...