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The volume includes texts by sociologists from the USA, Great Britain, Germany, Italy, Australia and Poland, all of whom deemed Florian Znaniecki's ideas worth discussing in the context of the condition of contemporary sociology and society at the turning point of this era. Znaniecki (1882-1958), an eminent Polish and American sociologist and philosopher of culture, conducted research into the possibility of developing social solidarity on a global scale. Znaniecki pioneered new ideas in the field of the sociology of nation and in the theory of the global society. The main issue for Znaniecki was the possibility of creating inter-cultural communication leading to a peaceful order. All texts present creative pursuit of his ideas. They bring into focus the theoretical and practical challenges offered both to the departing and to the new generation entering life now, at the dawn of the twenty-first century.
The volume includes texts by sociologists from the USA, Great Britain, Germany, Italy, Australia and Poland, all of whom deemed Florian Znaniecki's ideas worth discussing in the context of the condition of contemporary sociology and society at the turning point of this era. Znaniecki (1882-1958), an eminent Polish and American sociologist and philosopher of culture, conducted research into the possibility of developing social solidarity on a global scale. Znaniecki pioneered new ideas in the field of the sociology of nation and in the theory of the global society. The main issue for Znaniecki was the possibility of creating inter-cultural communication leading to a peaceful order. All texts present creative pursuit of his ideas. They bring into focus the theoretical and practical challenges offered both to the departing and to the new generation entering life now, at the dawn of the twenty-first century.
The series "Studies in Sociology: Symbols, Theory and Society" has been created by Elzbieta Halas and Risto Heiskala to stimulate cooperation in research on the meaning, forms and functions of symbolism in society. The series is open to various theoretical and methodological orientations in the studies of social symbolism. The aim is to show the central place of the problems of symbolization and symbolism in sociology - processes of symbolization in everyday life or in collective actions.
Sixteen leading international sociologists are brought together in this volume to share their experiences of becoming practitioners in the field. Selected for their comparative and transnational interests and experiences, the contributors include Martin Albrow, Karin Knorr Cetina, Diane E. Davis, Pierpaolo Donati, Leon Grunberg, Horst J. Helle, Eiko Ikegami, Tiankui Jing, Hyun-Chin Lim, Ewa Morawska, Richard Münch, Saskia Sassen, Joachim J. Savelsberg, Piotr Sztompka, Edward A. Tiryakian and Ruut Veenhoven. Each contributor provides an auto-biographical review of their journey into the discipline, with special attention paid to the intellectual and social-political contexts in which their work matured. Each chapter concludes with a commentary on the anticipated future direction of that particular sociological area. These original and reflective contributions provide fascinating and rare insights into the careers of sociologists living in a global age.
The current geological age has had a profound effect on the relationship between society and nature, and it raises new issues for researchers. It is important for educational research to engage with the politics of knowledge production and address the ecological, economic, and political dynamics of the Anthropocene era. Educational Research in the Age of Anthropocene is a pivotal reference source that provides vital research on the impact of educational research paradigms through the dynamic interaction of human society and the environment. While highlighting topics such as human consciousness, complexity thinking, and queer theory, this publication explores the historical trends of theories, as well as the context in which educational models have been employed. This book is ideally designed for professors, academicians, advanced-level students, scholars, and educational researchers seeking current research on the contestability of educational research in contemporary environments.
Publisher Description
The aim of this book is to present essays centered upon the subjects of Formal Ontology and Logical Philosophy. The idea of investigating philosophical problems by means of logical methods was intensively promoted in Torun by the Department of Logic of Nicolaus Copernicus University during last decade. Another aim of this book is to present to the philosophical and logical audience the activities of the Torunian Department of Logic during this decade. The papers in this volume contain the results concerning Logic and Logical Philosophy, obtained within the confines of the projects initiated by the Department of Logic and other research projects in which the Torunian Department of Logic took part.
Heralding a push for higher education to adopt a more global perspective, the term "globalizing knowledge" is today a popular catchphrase among academics and their circles. The complications and consequences of this desire for greater worldliness, however, are rarely considered critically. In this groundbreaking cultural-political sociology of knowledge and change, Michael D. Kennedy rearticulates questions, approaches, and case studies to clarify intellectuals' and institutions' responsibilities in a world defined by transformation and crisis. Globalizing Knowledge introduces the stakes of globalizing knowledge before examining how intellectuals and their institutions and networks shape and are shaped by globalization and world-historical events from 2001 through the uprisings of 2011–13. But Kennedy is not only concerned with elaborating how wisdom is maintained and transmitted, he also asks how we can recognize both interconnectedness and inequalities, and possibilities for more knowledgeable change within and beyond academic circles. Subsequent chapters are devoted to issues of public engagement, the importance of recognizing difference and the local's implication in the global, and the specific ways in which knowledge, images, and symbols are shared globally. Kennedy considers numerous case studies, from historical happenings in Poland, Kosova, Ukraine, and Afghanistan, to today's energy crisis, Pussy Riot, the Occupy Movement, and beyond, to illuminate how knowledge functions and might be used to affect good in the world.
Teachers empower both the next generation of learners and educators. Communities value the intricate roles and responsibilities of teachers: many of whom who go beyond the tangibles to cater to the learning needs of their students. The multidimensional and multifaceted relationship between teacher-education providers and teachers is a complex one. At one end of the spectrum sits the scholarship of teaching while at the enacted zone sits standards-based praxis. Teacher education and scholarship of teaching provides the avenue to demonstrate this interaction of knowledge, pedagogy, research and broadly, scholarship. Unfortunately, there is no strong consensus about the value of pedagogical preparation for teachers. This monograph highlights the broad focus on how education draws its knowledge base from various disciplines; advancing that education itself can become a plethora for shared discourse and reflection. The chapters provide fresh demonstrated understanding into practice-enabled research directions and emphasise the position of research-based praxis in both schools and in institutions entrusted with teacher education. Importantly, the monograph demonstrates the two-way communication between the community and teacher educators about knowledge, experiences, values and diversity and to add value with the sole aim to enhance learning. It highlights education is a collective endeavour in that education and teacher education are subsets of the community, and deliberations in communities add important synergy to education’s evolution and revolution. Thus, the process of inquiry is fundamental in education, and implies transcending traditional discipline-bound knowledge and processes. This monograph provides the challenge to educators that no single or specific discipline directs educational development and enrichment, nor does the latter exclude any.
Annotation Representing different views on the role of ideology in sociological pursuits, and on the sociological study of ideology, these seven essays consider the relationship between ideology and relativism, modernity, economic globalization, linguistic pluralism, critical reflexivity, and identity. The authors examine sociological practice as it has varied over time and as it is employed in different geographical locations, contrasting sociological work with that of other social sciences. Annotation 2004 Book News, Inc., Portland, OR (booknews.com).