Face (sociological concept)

About: Face (sociological concept) is a research topic. Over the lifetime, 5171 publications have been published within this topic receiving 96109 citations. The topic is also known as: Lose face & Face (sociological concept).

Globalized Knowledge Flows and Chinese Social Theory

Abstract: Introduction 1. Globalization and Asymmetric Knowledge Flows 2. A Case Study of Globalized Knowledge: Guanxi in Social Science and Management Theory 3. Western Thought in China: An Historical Case of Knowledge Flow 4. China's Intellectual Heritage: Paradigms as Frameworks 5. Face: A Chinese Concept in a Global Sociology 6. Relations of Emotion and Reason: The Challenge of the Concept of Xin (Heart/Mind) 7. Paradoxical Integration, Contradiction and the Logic of Social Analysis. Conclusion

Let's Face It: Language Issues and the Writing Program Administrator

Abstract: One day, during the first week of classes, a seasoned writing teacher—I'll call her JoAnn—walked into my office� She told me that she had a student in her class whose writing looked " different " from other students she was used to working with� " He is a great kid, " said JoAnn� " He has lots of interesting stories to tell—how he left his country to come to the United States� It's just his grammar he needs to work on� " After listening to her descriptions of the student and of his writing, I gave her a copy of Second-Language Writing in the Composition Classroom (aka, the " green book "), a resource book that included the Conference on College Composition and Communication (CCCC) Statement on Second Language Writing and Writers and a host of articles about working with second language writers in the composition classroom (Matsuda, Cox, Jor-dan and Ortmeier-Hooper)� I also offered to look at the student's writing to assess the kind of challenges the student was facing, but she declined� " I'm a good writing teacher, " she assured me as she hurried along to her next class� " I will work closely with him and give him lots of feedback� " That she was a good writing teacher I had no doubt� She had many years of experience in teaching first-year composition, and her students adored her� Almost every time I walked by her office, she was there conferencing with a student� She was also a mentor to many novice teachers� Yet, she had no background or experience in working with second language writers� I asked her to keep me posted� About half way through the semester, I ran into her in the hallway� " How are things going? " I asked� " Well, do you remember the student I told you about? " Without waiting for my answer, she continued: " He is failing my class� "

Class, Division of Labour and Employment in Space

Abstract: Class is arguably the single most crucial axis on which human life turns in the modern world, yet is at the same time one of the most difficult of social facts to grasp. Marx provided a powerful conception, rooted in the mode of production, with which to understand the class character of capitalist societies. This theory remains subject to doubt, however, because of persistent failure of vision in the face of a social reality that does not conform to tidy conceptual systems. Space is another fundamental dimension of human life, yet the geographic element in the social sciences has atrophied for want of a way in which spatial relations might comfortably be integrated into social theory. Fortunately, the recent revival of philosophical discourse in the social sciences, which seeks to conjoin ‘theoretical realism’ with so-called ‘structuration theory’, has rekindled the spirit of inquiry once known as dialectical materialism, while contributing much in the way of clarity and systematic development of basic tenets. This mode of thought offers a way out of the dead-ends to which class analysis and geography have come, although the refined tools of philosophy need to be fitted into the powerful machine of Marx’s theory of capitalism in order for the analytic work to proceed.

Levinas and an Ethics for Science Education

Abstract: Despite claims that STS(E) science education promotes ethical responsibility, this approach is not supported by a clear philosophy of ethics. This paper argues that the work of Emmanuel Levinas provides an ethics suitable for an STS(E) science education. His concept of the face of the Other redefines education as learning from the other, rather than about the other. Extrapolating the face of the Other to the non‐human world suggests an ethics for science education where the goal of pedagogy is peace with each other and the world through the rupture, eros and justice that arises from openness to the demands of the world. Understanding the infinite responsibility of the invocation presented by the face of the Other radically reconceptualizes science education from STS(E) towards an E‐STS curriculum of responsiveness that critically employs the said of modern science and opportunities of experience to enable the next generation of citizens to act in peace to what the world is saying.