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Ernst BOESCH gehört zu den bedeutenden Psychologen des 20. und frühen 21. Jahrhunderts. Seine seit den 1950er Jahren unternommenen Bemühungen um die Entwicklung einer "symbolischen Handlungstheorie" führten ihn zum Entwurf einer originellen Kulturpsychologie, die er auf der Grundlage seiner (Forschungs-)Erfahrungen in Thailand entwickelte und sodann an immer neuen Fragestellungen und Gegenständen bewährte. Im Beitrag wird dargelegt, dass BOESCHs jahrelange kulturelle Fremdheitserfahrungen der entscheidende Anlass für theoretische und methodische Innovationen waren. Persönliche Begegnungen und expansive Lernerfahrungen, die ihn sukzessive Thai sprechen und eine zuvor völlig unvertraute kulturelle Lebensform kennenlernen ließen, waren die lebensweltliche Voraussetzung für seine wissenschaftlichen Erträge und Innovationen. Diese existenzielle Basis führte BOESCH in der empirischen Forschung, Begriffs- und Theoriebildung zu einer relationalen Hermeneutik, in der jede allzu scharfe Unterscheidung zwischen Forschungssubjekt und -objekt merklich gelockert ist. Nachdem dies dargelegt wurde, werden einige weitere Prinzipien und bleibende Stärken, aber auch Schwächen und – nicht zuletzt methodische – Defizite dieser handlungstheoretischen Kulturpsychologie erörtert., Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, Vol. 24 No. 2 (2023): Social Worlds, Arenas, and Situational Analyses: Theoretical Debates and Practical Research Experiences

Abri & Boll (2022) proposed the “Actional Model of Older People´s Coping with Health-Related Declines” to explain the use of various action alternatives of older persons for dealing with diseases, functional declines, activity limitations, and participation restrictions. It draws on a broad knowledge base: an action-theoretical model of intentional self-development, models of the use of assistive technologies (ATs) and medical services, qualitative studies on reasons for using or not-using ATs, and quantitative studies on older people’s health-related goals. The present study aims to gather evidence to further refine this model by additionally relying on expert knowledge from professional caregivers serving older people. Six experienced geriatric nurses working in mobile care services or residential care facilities were interviewed about key components of the above model in relation to 17 older people aged 70 to 95 with stroke, arthrosis, or mild dementia. The results revealed additional goals of reducing or preventing health-related discrepancies beyond those already included in the model (e.g., moving without pain, doing things alone, driving a car again, social return). Moreover, new motivating or demotivating goals for using certain action possibilities were found (e.g., to be at home, to be alone, to rest, to motivate other older people). Finally, some new factors were identified from the biological-functional (e.g., illness, fatigue), technological (e.g., pain inducing ATs, maladaptive devices), and social contexts (e.g., lack of staff time) that are likely to promote or hinder the use of certain action possibilities. Implications for refining the model and future research are discussed.

Diese Forschungsarbeit beschäftigt sich mit Kollektivierungsprozessen im Gemeinwesen. Sie verbindet die Analyse zweier beforschter Projekte im Gemeinwesen mit Überlegungen zu einer emanzipatorischen Gemeinwesenarbeit. Die beiden qualitativen Untersuchen betreffen den Nachbarschaftsgarten Heigerlein und das Kultur-, Werkstätten- und Wohnprojekt SchloR. Beide Projekte befinden sich in Wien und bestehen seit über fünf Jahren. Sie verfügen über einen Schatz an Erfahrungen im gemeinschaftlichen bzw. kollektiven Umgang und verschiedenen Techniken des gemeinschaftlichen bzw. kollektiven Handelns. Die Arbeit machte es sich zu Aufgabe, dieses Wissen zu heben und zu verstehen. Ein Ziel der Gemeinwesenarbeit ist es, die Handlungsfähigkeit der Menschen so zu stärken, dass sie für ihre Interessen und Bedürfnisse einstehen können. Eine solche Handlungsfähigkeit eigneten sich die Menschen dieser Projekte individuell und kollektiv an. Im vorausgehenden theoretischen Abschnitt werden aus einer historischen Perspektive unterschiedliche Konzepte der Gemeinwesenarbeit dargestellt, um Veränderungen und Verschiebungen sichtbar zu machen. Die Ausführungen reichen von den Anfängen des Community Organiszing über das Konzept der Gemeinwesenarbeit als Arbeitsprinzip bis hin zur aktuellen Debatte über Sozialraumorientierung und Sozialraumarbeit. Die Fragestellung dieser Arbeit geht jedoch über die Soziale Arbeit und die Gemeinwesenarbeit hinaus, weswegen der Begriff des Gemeinwesens ins Zentrum gerückt wird. Was dieser Begriff bedeutet und wie dieser interpretiert werden kann, wird ebenfalls in dieser Arbeit diskutiert. Die Untersuchung weiterer Begriffe wie Gesellschaft, Gemeinschaft, Commons und Kollektiv sind zu einem einer transdisziplinären Perspektive geschuldet und zum anderen geht es um die Erweiterung der Perspektiven auf eine emanzipatorische Gemeinwesenarbeit. Kollektivierungsprozesse werden dabei als reziproke und relationale Verhältnisse begriffen und werden hier als eine Verbindung zwischen relationalen und materialistischen Ansätzen positioniert. Um weitere begriffliche und analytische Werkzeuge für den empirischen Teil der Arbeit zu erhalten, werden im theoretischen Abschnitt handlungstheoretische Ansätzen unter die Lupe genommen. Erarbeitet wird ein Verständnis von Struktur und Handeln sowie des Begriff des kollektiven Handelns. This research paper deals with collectivisation processes in the community. It combines the analysis of two researched projects in the community with reflections on emancipatory community work. The two qualitative studies concern the neighbourhood garden Heigerlein and the cultural, workshop and housing project SchloR. Both projects are located in Vienna and have been in existence for over five years. They have a wealth of experience in community and collective interaction and various techniques of community and collective action. The work set itself the task of lifting up and understanding this knowledge. One aim of community work is to strengthen people's capacity to act so that they can stand up for their interests and needs. Such agency is acquired by the people in these projects individually and collectively. In the preceding theoretical section, different concepts of community work are presented from a historical perspective in order to make changes and shifts visible. The explanations range from the beginnings of community organising to the concept of community work as a working principle to the current debate on social space orientation and social space work. However, the question posed in this paper goes beyond social work and community work, which is why the concept of community is brought into focus. What this term means and how it can be interpreted is also discussed in this paper. The examination of other terms such as society, community, commons and collective are due on the one hand to a transdisciplinary perspective and on the other hand to the expansion of perspectives on emancipatory community work. Collectivisation processes are understood as reciprocal and relational relations and are positioned here as a link between relational and materialist approaches. In order to obtain further conceptual and analytical tools for the empirical part of the work, action-theoretical approaches are scrutinised in the theoretical section. An understanding of structure and action as well as the concept of collective action is developed. Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers Masterarbeit Wien, FH Campus Wien 2023

In the present paper, I will explore whether and in what sense philosophical inquiry can be deployed in organizations as a pedagogical vehicle to promote reflective professionalism and a learning-oriented approach to organizational practices. This investigation will unfold in two steps: first, it will be argued that the contemporary “practical turn” in philosophy has enabled us to rediscover its intimate relationship with education and, thereby, has turned it into a possible pivot for the reconstruction of organizational practices; and, secondly, rather than reading “philosophy in organizations” from the perspective of philosophical counselling I will propose a pedagogical hypothesis that dovetails – under the aegis of the thought of John Dewey – Donald Schön and Chris Argyris’s theory of action with Matthew Lipman and Ann Sharp’s approach of the community of philosophical inquiry. I will maintain that the latter may represent a major resource to promote a transformation of the meaning perspectives of organizations and of practitioners therein working along the lines indicated by Schön and Argyris.

The paper intends to stimulate a reflection among sociologists of law concerning the perspec-tives of the discipline, its role with respect to the changes affecting the University and in rela-tion to the cultural debate in the country. The aim is to promote the public offer of the disci-pline to traditional and new stakeholders. This contribution can be considered as a draft be-cause its authors want to provide readers with a certain interim and initial proposal, allowing the community of students and scholars to take part in the broadest possible and constructive dialogue. The text consists of two levels, marked by different typographic elements. The body of the text describes an argumentative and conceptual "watermark"concerning the construction of a disciplinary identity, while in italics authors try to give one of the theoretical and practical development of its possible route.

Cet article cherche à analyser les modes de composition de la phénoménologie dite dialectique, proposée par Herbert Marcuse en 1928. C'est l'un de ses premiers écrits, dans lequel l'auteur cherche à penser une théorie de l'action dont le point de départ sont les analyses historiques dérivées du matérialisme historique de Marx et Engels, orchestrées avec l'analytique existentielle fournie par "Être et Temps", de Heidegger. Afin d'interpréter cette architecture philosophique pionnière, (1) nous montrerons d'abord comment la méthode marcusienne établit la compréhension d'une situation historique. (2) Dans la deuxième partie, nous analysons comment Marcuse interprète les aspects ontologiques du Dasein. (3) Dans la dernière partie, il s'agit de montrer comment Marcuse opère une jonction des deux analyses afin d'argumenter la nécessité d'une action transformatrice sur l'aliénation sociale dévoilée. Ensemble, ces trois mouvements cherchent à souligner la préoccupation sociale qui a toujours occupé les réflexions philosophiques d'Herbert Marcuse. This article seeks to analyze the modes of composition of the so-called dialectical phenomenology, proposed by Herbert Marcuse in 1928. It is one of his first writings, in which the author seeks to think of a theory of action whose starting point are the historical analyses derived from the historical materialism of Marx and Engels, orchestrated with the existential analytic provided by Being and Time, by Heidegger. In order to interpret this pioneering philosophical architecture, (1) we will first show how Marcusean method establishes the understanding of a historical situation. (2) In the second section, we analyze how Marcuse interprets, in a very original way, the ontological aspects of Dasein. (3) In the last part, it is about showing how Marcuse operates a junction of both analyses in order to argue the need for a transforming action on the unveiled social alienation. Together, these three movements seek to emphasize the social concern that has always occupied Herbert Marcuse’s philosophical reflections.

Background Poor academic performance and failure can cause undesired effects for students, schools, and society. Understanding why some students fail while their peers succeed is important to enhance student performance. Therefore, this study explores the differences in the learning process between high- and low-achieving pre-clinical medical students from a theory of action perspective. Methods This study employed a qualitative instrumental case study design intended to compare two groups of students—high-achieving students (n = 14) and low-achieving students (n = 5), enrolled in pre-clinical medical studies at the Universiti Malaya, Malaysia. Data were collected through reflective journals and semi-structured interviews. Regarding journaling, participants were required to recall their learning experiences of the previous academic year. Two analysts coded the data and then compared the codes of high- and low-achieving students. The third analyst reviewed the codes. Themes were identified iteratively, working towards comparing the learning processes of high- and low-achieving students. Results Data analysis revealed four themes—motivation and expectation, study methods, self-management, and flexibility of mindset. First, high-achieving students were more motivated and had higher academic expectations than low-achieving students. Second, high-achieving students adopted study planning and deep learning approaches, whereas low-achieving students adopted superficial learning approaches. Third, in contrast to low-achieving students, high-achieving students exhibited better time management and studied consistently. Finally, high-achieving students proactively sought external support and made changes to overcome challenges. In contrast, low-achieving students were less resilient and tended to avoid challenges. Conclusion Based on the theory of action, high-achieving students utilize positive governing variables, whereas low-achieving students are driven by negative governing variables. Hence, governing variable-based remediation is needed to help low-achieving students interrogate the motives behind their actions and realign positive governing variables, actions, and intended outcomes.Key MessagesThis study found four themes describing the differences between high- and low-achieving pre-clinical medical students: motivation and expectation, study methods, self-management, and flexibility of mindset.Based on the theory of action approach, high-achieving pre-clinical medical students are fundamentally different from their low-achieving peers in terms of their governing variables, with the positive governing variables likely to have guided them to act in a manner beneficial to and facilitating desirable academic performance.Governing variable-based remediation may help students interrogate the motives of their actions.

A presente tese visa oferecer uma reconstrução teórica da teoria da ação, entendida aqui como uma espécie de quadro geral de referência, mas também como um programa de pesquisa nas ciências humanas. O problema de investigação aqui abordado é o de esclarecer sua extensão e seus limites. O argumento geral da tese é que esta tradição intelectual remonta mais longe do que Parsons imediatamente apontou em sua primeira tentativa de síntese, podendo ser retraçada em suas origens até a filosofia crítica de Kant; do ponto de vista de seus desenvolvimentos, ela se estende até a sociologia contemporânea, mas também encontra aí limites, que se devem a sua demasiada ênfase na divisão instrumental-normativa e acabam por requer assim algumas reformulações adicionais. A fim de sustentar este argumento, o presente trabalho é dividido em quatro capítulos: (1) o primeiro aborda a questão da metateoria a fim de situar os procedimentos e os objetivos da presente reconstrução; (2) o segundo trata das origens intelectuais da teoria da ação, que abrange as contribuições provenientes da sociologia clássica, especialmente Durkheim e Weber, e seu quadro de referência neokantiano; (3) o terceiro reconstrói com mais detalhes o desenvolvimento da primeira grande síntese da teoria da ação, a chamada teoria da ação "voluntarista", como proposta inicialmente por Talcott Parsons; (4) o quarto e último capítulo analisa alguns desenvolvimentos da teoria da ação e os desafios provenientes de debates recentes realizados por autores como Alexander, Münch, Joas e outros. The present thesis aims to provide a theoretical reconstruction of the theory of action, understood here as a kind of general frame of reference, but also as a research program in the human sciences. The problem of investigation here addressed is that of clarifying the extension and limits of such theory. The general argument of the thesis is that this intellectual tradition goes back further than Parsons immediately pointed out during his first tentative synthesis and that it can be traced back at least as far as to Kant’s critical philosophy; from the point of view of its developments, it extends forward into contemporary sociology, but it also finds limits there due to its primary focus on the instrumental-normative divide, thus demanding some further reformulations. In order to support this argument the present thesis is divided into four chapters: (1) the first one addresses the issue of metatheory in order to situate the procedures and the goals of the present reconstruction; (2) the second one deals with the intellectual origins of the theory of action, which covers the contributions coming from classical sociology, especially Durkheim and Weber, and its Neokantian frame of reference; (3) the third one reconstructs in further details the development of the first major synthesis in the theory of action, the so-called “voluntaristic” theory of action, as first proposed by Talcott Parsons; (4) the fourth and last chapter analyzes some developments in action theory and the challenges coming from recent debates that were carried out by authors like Alexander, Münch, Joas and others.

This article shows how to insert emotions as analysis variables in the study of social movements. After clarifying who our object of study is, namely social movements and grassroots activism, we will present the sociocultural approach to emotions that characterizes this line of study. In the main part of the paper, some of James M. Jasper’s key concepts will be presented, from the most recent work of 2018, demonstrating the robustness of these concepts, as well as their usefulness when applying them. Finally, in the conclusions, some recommendations aimed at stimulating the dissemination of this line of research will be shared. Este artículo muestra cómo insertar las emociones como variables de análisis en el estudio de los movimientos sociales. Después de aclarar quiénes son nuestro objeto de estudio, a saber, los movimientos sociales y el activismo de base, presentaremos el enfoque sociocultural de las emociones que caracteriza esta línea de estudio. En la parte central del texto se presentarán algunos de los conceptos clave de James M. Jasper, a partir del trabajo más reciente de 2018, evidenciando la solidez de estos conceptos, así como su utilidad a la hora de aplicarlos. Por último, en las conclusiones, se compartirán algunas recomendaciones dirigidas a estimular la difusión de esta línea de investigación.

2022, [233] S., Die Autor*innen reflektieren über die Spezifik von Handeln in der Kulturellen Bildung, diskutieren aktuelle Forschungen dazu und fragen danach, wie explizite und implizite Handlungsverständnisse in der Kulturellen Bildung thematisiert und kulturelle Bildungspraktiken angesichts komplexer Bedingungen vollzogen werden. Besonderes Augenmerk gilt der Perspektive, wie angesichts von individueller wie kollektiver Handlungsverantwortung kritische, insbesondere diskriminierungskritische und postkoloniale Aspekte in der Kulturellen Bildung beforscht werden können. (DIPF/Orig.)

Schulentwicklungsgestaltung ist auf professionelles, evidenzorientiertes, theoriefundiertes sowie anforderungsbezogenes Handeln schulischer Akteure angewiesen. Erkenntnisse, wonach eine Verknüpfung von Wissenschaft und Praxis nur unzureichend gelingt, werfen deshalb die Frage des Transfers auf. Im Beitrag wird Meta-Reflexion als mögliche Transferstrategie vorgestellt. Diese integriert die Nutzung wissenschaftlichen Wissens in der Praxis und die kritisch-distanzierende Bearbeitung wissenschaftlicher Perspektiven, wobei das Handlungswissen der Praxisakteure berücksichtigt wird. (DIPF/Orig.) School improvement depends on professional, evidence-oriented, theory-based and situation-appropriated practice of people involved in school education. Results underlining a gap between science and practice point out the question of transfer. In the article, meta-reflection is presented as a possible transfer strategy. This integrates the use of scientific knowledge in practice on the on hand and the critical-distancing revision of scientific perspectives, taking into account the knowledge of the practical actors in schools on the other hand. (DIPF/Orig.)

2022, 15 S., Der Beitrag stellt als Einleitung und Fazit des digitalen Tagungsbandes die Rahmung, die Beiträge und die Ergebnisse der 12. Tagung des Netzwerks Forschung Kulturelle Bildung dar, die im September 2021 zum Thema „Was tun? Handlungspraxis und -verantwortung in der Kulturellen Bildung" stattgefunden hat. Er gibt zunächst eine Übersicht über Handlungsverständnisse in der Kulturellen Bildung und erklärt dann die Aktualität der Auseinandersetzung mit Handlungspraxis und -verantwortung in der Forschung zu Kultureller Bildung. Eine kurze Darstellung der verschiedenen Tagungsbeiträge (Keynote, Podiumsdiskussion, Panelvorträge, künstlerische Labore, Tagungskommentar) zeichnet die Beschäftigung mit dem Thema nach. Als Fazit wird aufgezeigt, dass Kulturelle Bildung stark auf Selbstbeschreibungen angewiesen ist und dafür ihr Handlungsverständnis und die dahinter liegenden Theorierahmen beachten muss. Der Fokus auf Handlungspraxis und -verantwortung eignet sich als Ausgangspunkt für eine Metareflexion Kultureller Bildung. (DIPF/Orig.)

Policy shifts in the United States are beginning to reduce the emphasis on using statewide assessment results primarily for accountability and teacher evaluation. Increasingly, there are calls for and interest in innovative and flexible assessments that shift the purposes of assessment and use of results toward instructional planning and student learning. Under the Innovative Assessment Demonstration Authority, some states are exploring options for replacing traditional large-scale summative assessments with innovative measures. However, many of these programs are still in early phases of planning and research and have not yet fully articulated how the innovative system achieves desired outcomes. This conceptual paper presents an argument in the form of a theory of action for a flexible and innovative assessment system already in operational use. The system replaces traditional summative assessments with large-scale through-year Instructionally Embedded assessments. We describe the components of the theory of action, detailing the theoretical model and supporting literature that illustrate how system design, delivery, and scoring contribute to the intended outcomes of teachers using assessment results to inform instruction and having higher expectations for student achievement, in addition to accountability uses. We share considerations for others developing innovative assessment systems to meet stakeholders’ needs.

Die Autorin fragt nach dem strukturellen Ort von Ethos im professionellen Handeln von Lehrer*innen. Sie legt dem Text ein strukturtheoretisches Professionalitätsverständnis zugrunde, in dem Widersprüche und Antinomien als typische Merkmale des Berufs von Lehrer*innen angenommen werden. Ausgehend von einem pragmatistischen Handlungsmodell konzipiert sie Ethos als spezifische Form experimentellen Handelns, das auf Handlungshemmungen reagiert, die durch die pädagogischen Antinomien, wie sie Helsper (1996) beschreibt, ausgelöst werden. (DIPF/Orig.)

Not a day goes by without a reference to populism both within the scientific community and within the political area, in addiction to the information field–to define the attitude or characteristics of parties, movements and political context as a whole, but the question of what it is and in what it actually consists is open, or better, very open. It seems to be most frequently characterized by the elements of anti- establishment sentiment, authoritarianism and nationalism. The populist philosophy tends to exalt the virtues of "ordinary people" in opposition to the elites (which include not only politicians, but also representatives of economic and financial powers and intellectuals) seen as corrupt and dishonest. The aim of this work is to overcome the ideological debate that a great part of literature seems to dedicate to the phenomenon, reconstructing its genesis through a bibliometric analysis to the point of conceptualizing it through the Theory of Action.

Studie se zabývá vztahem mezi výroky obsahující "ought" a intencemi ve filozofii Wilfrida Sellarse. Podle v bádání o Sellarsovi rozšiřeného pohledu považuje Sellars výroky obsahující "ought" za vyjádření intence v množném čísle ("we-intentions"). Cílem studie je zpochybnit toto čtení a navrhnout alternativu. Podle tohoto alternativního čtení Sellarse jsou výroky obsahující "ought" metalinguistické výroky o důsledkových vztazích mezi intencemi. Ukazuji, že rozšiřené porozumění čelí mnoha problémům a je potenciálně neslučitelné se Sellarsovými teoretickými závazky ohledně intencí. Tvrdím, že alternativní čtení může tyto problémy vyřešit. Dále je alternativní chápání Sellarse podpořeno historickými úvahami. Alternativní čtení lze rozeznat v Sellarsových nejrozvinutějších úvahách o intencích a výrocích obsahující "ought". Diskutuji také problémy a otázky, kterým čelí samotné alternativní čtení. 2022-06-01 My paper is concerned with the relation between ought-statements and intentions in Wilfrid Sellars’s philosophy. According to an entrenched view in Sellars scholarship, Sellars considers ought-statements as expressions of we-intentions. The aim of my paper is to question this reading and to propose an alternative. According to this alternative reading of Sellars, ought-statements are metalinguistic statements about the implication relations between intentions. I show that the entrenched understanding faces many unacknowledged problems and generates incompatibilities with Sellars’s commitments about intentions. I argue that the alternative account can help to resolve these problems. A second reason in support of the alternative understanding of Sellars is provided by historical considerations. I argue that my alternative account can be discerned in Sellars’s most developed views about intentions and ought-statements. I also discuss problems and questions which the alternative reading itself faces.

International audience; This article aims to lay out the reflections resulting from the presentation of Marc Jeannotte entitled “What ways of civic life do we want in our metropolises?”. Emphasizing the link between urban transitions and the human project, the speaker advanced the essential role of citizen participation and the citizen as an actor in these transitions. Our analysis of this questioning is based on three notions of the theory of action: the structural fields of action, the actors and the representations of the actors. By applying this conceptual framework to the discussion, we can conclude that to enable collective intelligence in participatory approaches, these three elements must be considered. Thus, the speaker and the discussants place importance on the expertise of citizens and social capital, accessibility to information and the digital divide, diversity of opinions and learning. Further, we identify the lines of questioning to pursue in order to improve our understanding of the forms of citizen participation from the point of view of citizens' representations and strategies of action.; Cet article vise à exposer les réflexions engendrées par la présentation de Marc Jeannotte intitulée "Quels modes de vie citoyenne voulons-nous dans nos métropoles?". Soulignant le lien entre les transitions urbaines et le projet humain, l'intervenant a avancé le rôle essentiel de la participation citoyenne et du citoyen comme un acteur de ces transitions. Notre analyse de ce questionnement est basée sur trois notions de la théorie d'action : les champs structurels d'action, les acteurs et les représentations des acteurs. En appliquant ce cadre conceptuel à la discussion, nous pouvons conclure que pour permettre l'intelligence collective dans les démarches participatives, il faut prendre en compte ces trois éléments. Ainsi, l'intervenant et les discutants mettent l'importance sur l'expertise des citoyens et le capital social, l'accessibilité à l'information et la fracture numérique, la diversité des opinions et l'apprentissage. Ensuite, nous identifions les lignes de questionnement à poursuivre afin d'améliorer notre compréhension des formes de la participation citoyennes du point de vue des représentations et des stratégies d'action des citoyens.

International audience; This article aims to lay out the reflections resulting from the presentation of Marc Jeannotte entitled “What ways of civic life do we want in our metropolises?”. Emphasizing the link between urban transitions and the human project, the speaker advanced the essential role of citizen participation and the citizen as an actor in these transitions. Our analysis of this questioning is based on three notions of the theory of action: the structural fields of action, the actors and the representations of the actors. By applying this conceptual framework to the discussion, we can conclude that to enable collective intelligence in participatory approaches, these three elements must be considered. Thus, the speaker and the discussants place importance on the expertise of citizens and social capital, accessibility to information and the digital divide, diversity of opinions and learning. Further, we identify the lines of questioning to pursue in order to improve our understanding of the forms of citizen participation from the point of view of citizens' representations and strategies of action.; Cet article vise à exposer les réflexions engendrées par la présentation de Marc Jeannotte intitulée "Quels modes de vie citoyenne voulons-nous dans nos métropoles?". Soulignant le lien entre les transitions urbaines et le projet humain, l'intervenant a avancé le rôle essentiel de la participation citoyenne et du citoyen comme un acteur de ces transitions. Notre analyse de ce questionnement est basée sur trois notions de la théorie d'action : les champs structurels d'action, les acteurs et les représentations des acteurs. En appliquant ce cadre conceptuel à la discussion, nous pouvons conclure que pour permettre l'intelligence collective dans les démarches participatives, il faut prendre en compte ces trois éléments. Ainsi, l'intervenant et les discutants mettent l'importance sur l'expertise des citoyens et le capital social, l'accessibilité à l'information et la fracture numérique, la diversité des opinions et l'apprentissage. Ensuite, nous identifions les lignes de questionnement à poursuivre afin d'améliorer notre compréhension des formes de la participation citoyennes du point de vue des représentations et des stratégies d'action des citoyens.

The state of Hawai‘i has a linguistically and culturally diverse population that recognizes Hawaiian and English as official languages. Working with the community, the state established the Hawaiian Language Immersion Program, Ka Papahana Kaiapuni Hawai‘i (Kaiapuni), to support and promote the study of Hawaiian language, culture, and history. Kaiapuni students are historically marginalized test-takers and had been assessed using instruments that were culturally and linguistically insensitive, contained construct irrelevant variance, or had inadequate psychometric properties (U. S. Department of Education, 2006;Kaawaloa, 2014). In response, the Hawai‘i State Department of Education and the University of Hawai‘i developed the Kaiapuni Assessment of Educational Outcomes (KĀʻEO), which engages Kaiapuni students in technically rigorous, Native language assessments. This article details the theoretical framework of the KĀʻEO program, which includes traditional validity studies to build content and construct validity that support the assessment’s use for accountability. However, the KĀʻEO team recognized that additional evidence was needed because the KĀʻEO theory of action is grounded in principles of community use of assessment scores to advance cultural and language revitalization. The article provides an example of one of the validity studies that the team conducted to build evidence in support of cultural and content validity.

En: Anàlisi, ISSN 0211-2175. 2002. N. 28, p. 79-96. El periodismo es una profesión relacionada con las situaciones sociales más complejas y con el uso de la tecnología de la comunicación, pero a diferencia de otros oficios, el periodista puede aprender lo que necesita sobre la marcha, porque informar, interpretar y opinar son actividades que forman parte del hábito de cualquier hablante. El periodismo, pues, surge como consecuencia de los procesos de división del trabajo en una sociedad compleja. Así, los primeros que estudian el periodismo no lo hacen con el objeto de aprender un oficio, sino para entender la influencia y el funcionamiento de la actividad periodística. El artículo repasa algunas de esas aportaciones, como las de Weber, Lippman, Lasswell y Tuchmann, y llega hasta la constitución de los planes de estudio de las facultades de periodismo. El teoreticismo y el practicismo han sido, en estos años, los peligros siempre presentes en esas aulas. Journalism is a profession related to the most complex of social situations and the use of communication technology, but, unlike in other vocations, the journalist can learn the necessary skills along the way, because informing, interpreting and giving opinions are activities that come naturally to any speaker. Journalism, therefore, is a consequence of the processes of the division of work within a complex society. So, the first elements to the study of journalism do not aim to learn a trade, but rather to understand the influence and functions of journalistic activity. This article reviews some of these contributions, such as those of Weber, Lippman, Lasswell and Tuchmann, and advances as far as the syllabuses used by faculties of journalism. In recent years, theory and practice have been ever-present dangers in those lecture rooms.

Das Feld «Schulentwicklung» ist bestenfalls ein unübersichtliches Gebiet, schlimmstenfalls ein vermintes Gelände – beherrscht von induktiven Erfahrungen aus der Praxis und normativen Empfehlungen für die Praxis. Abgesehen von empirischen Generalisierungen und eklektizistischer Bricolage mit theoretischen Ansätzen handelt es sich um eine über weite Strecken theoriefreie Zone insofern, als ihr ein integrativer theoretischer Rahmen fehlt. Ein solcher wird hier in der Tradition von T. Parsons und H. Fend entwickelt, um (1.) die verschiedenen Elemente des schulischen Handelns in seiner individuellen und kollektiven Dimension zu integrieren, dabei (2.) die unterschiedlichen Ebenen dieses Handelns zu berücksichtigen und (3.) schulische Entwicklungsprozesse in gesellschaftliche Strukturzusammenhänge einzubetten. (DIPF/Orig.), Le domaine du «développement de l’école» est, au mieux, une zone insaisissable et, au pire, un terrain miné – dominé par des expériences inductives et par des recommandations normatives de bonne pratique, venant de la pratique. À part des généralisations empiriques et un bricolage éclectique aux éléments théoriques, il s’agit d’un domaine en grande partie athéorique, dans la mesure où il manque d’un cadre théorique intégratif. Un tel cadre est développé ici dans la tradition de T. Parsons et H. Fend, d’abord pour intégrer les éléments différents de la pratique scolaire dans ses dimensions individuelles et collectives, ensuite pour considérer les plans divers de cette pratique et enfin pour situer des processus de développement scolaire dans des contextes sociaux. (DIPF/Orig.)

The study focused on verifying the relationship between the ability to meet parental goals, parental difficulty, the child's representation in the parent's mind, and aggressive directiveness. The project refers to Tomaszewski’s theory of action as well as to Gurycka's theory of parental mistakes, in which the inability to achieve parental goals is treated as the main cause of experienced parental difficulties. The analyses were performed on data collected from 158 mothers of preschool children. The analyses were performed using structural equations as well as associative algorithms and artificial intelligence algorithms: cluster analysis and artificial neural networks. The structural model revealed strong relations between variables. The cluster analysis revealed three characteristic profiles in the maternal population that are distinguished by the level of analyzed variables. The artificial neural network revealed that, on the basis of the variables included in the model, the parents’ results in aggressive directiveness can be predicted.

International audience; From the Aristotelian conception of rational potency as "potency to contraries" (Topiques, Métaphysique Θ), this intervention proposes to clarify a presupposition which we do not seem to be able to ignore in order to give right to the conception of the subject as an agent, that is to say considered specifically as having and exercising a causal power of initiative.Indeed, Aristotle characterizes the potency to contraries by its positivity and ambivalence (Lefebvre, 2018). As such, the agent's capacity for self-determination would be based on a primary indeterminacy : to do and / or not to do. Therefore, the question arises whether the agent is not in the first place the one who could have done otherwise.As such, I will question the distinction that the concept of potency to contraries makes it possible to introduce into the reflexion about action.; À partir de la conception aristotélicienne de la puissance rationnelle en tant que « puissance des contraires » (Topiques, Métaphysique Θ), cette intervention propose de clarifier un présupposé dont nous ne semblons pouvoir faire l’économie afin de donner droit à la conception du sujet en tant qu’agent, c’est-à-dire considéré spécifiquement comme détenant et exerçant un pouvoir d’initiative causale.En effet, Aristote caractérise la puissance des contraires par sa positivité et son ambivalence (Lefebvre, 2018). Ce faisant, la capacité d’auto-détermination de l’agent reposerait sur une indétermination première : faire et/ou ne faire pas. La question se pose donc de savoir si l’agent n’est pas en premier lieu celui qui aurait pu faire autrement.À ce titre, j’interrogerai la distinction que le concept de puissance des contraires permet d’introduire au sein de l’agir.

From the Aristotelian conception of rational potency as "potency to contraries" (Topiques, Métaphysique Θ), this intervention proposes to clarify a presupposition which we do not seem to be able to ignore in order to give right to the conception of the subject as an agent, that is to say considered specifically as having and exercising a causal power of initiative.Indeed, Aristotle characterizes the potency to contraries by its positivity and ambivalence (Lefebvre, 2018). As such, the agent's capacity for self-determination would be based on a primary indeterminacy : to do and / or not to do. Therefore, the question arises whether the agent is not in the first place the one who could have done otherwise.As such, I will question the distinction that the concept of potency to contraries makes it possible to introduce into the reflexion about action., À partir de la conception aristotélicienne de la puissance rationnelle en tant que « puissance des contraires » (Topiques, Métaphysique Θ), cette intervention propose de clarifier un présupposé dont nous ne semblons pouvoir faire l’économie afin de donner droit à la conception du sujet en tant qu’agent, c’est-à-dire considéré spécifiquement comme détenant et exerçant un pouvoir d’initiative causale.En effet, Aristote caractérise la puissance des contraires par sa positivité et son ambivalence (Lefebvre, 2018). Ce faisant, la capacité d’auto-détermination de l’agent reposerait sur une indétermination première : faire et/ou ne faire pas. La question se pose donc de savoir si l’agent n’est pas en premier lieu celui qui aurait pu faire autrement.À ce titre, j’interrogerai la distinction que le concept de puissance des contraires permet d’introduire au sein de l’agir.

Was verstehen Lehrkräfte aus der Schulpraxis unter dem Begriff pädagogisches Wissen und wie konzeptualisieren sie dieses? Das Wissen von Lehrpersonen im Schulalltag und das damit einhergehende Professionalisierungsverständnis sind zentrale Themen in der LehrerInnenbildung. Im vorliegenden Buch wird pädagogisches Wissen von Lehrpersonen unterschiedlicher Schulformen basierend auf einer Interview- und Beobachtungsstudie rekonstruiert und hinsichtlich konzeptueller Erkenntnisse für die LehrerInnenbildung aufgearbeitet. Zudem werden Abweichungen und Übereinstimmungen zwischen dem Verständnis pädagogischen Wissens und dem jeweiligen Handeln im Schulalltag sichtbar gemacht. Ausgehend von einer Darstellung unterschiedlicher Wissensformen, wird pädagogisches Wissen und pädagogisches Handeln im Kontext sozialer Zugänge (Mead und Giddens) diskutiert. Es ist das Hauptanliegen dieses Bandes, den Diskurs über das pädagogische Wissen von Lehrpersonen vor dem Hintergrund gesellschaftlicher Transformationsprozesse zu erweitern. (DIPF/Orig.)

espanolEl articulo presenta la teoria de la accion de Paul Worczyn. Se divide en tres partes: en la primera, se introduce la teoria de la accion como movimiento; la segunda parte se concentra en el problema de las causas de la accion; la tercera parte aclara el concepto del alma y sus poderes. El articulo termina llegando a concluir que las soluciones teoricas de Worczyn dentro de la teoria de la accion son coherentes desde una posicion antropologica que acentua la unidad del alma y sus poderes. EnglishThe article presents Paul of Worczyn’s theory of action. It is divided into three parts: in the first, Paul’s theory of action as a motion is presented; the second concentrates on the problem of the causes of action; and the third clarifies the concept of the soul and its powers. The article concludes that Paul’s theoretical solutions within the theory of action are consistent with his anthropological stance, which accentuates the unity of the soul and its powers.

Aus einer Metaperspektive auf technologische, technische und mediale Prinzipien digital basierter Medien sowie damit verbundene gesellschaftliche Entwicklungen wird im Beitrag der Frage nachgegangen, welche Auswirkungen die konzeptionellen Entwicklungen des digitalen Wandels auf Kultur, unsere Gemeinschaft und uns selbst haben – genauer: auf die Interaktion zwischen Mensch und Maschine, deren kultur- und gesellschaftstheoretische Reflexion und Bedeutung für Sozialisations- und Bildungskontexte. Technische und mediale Entwicklungen verändern unser Miteinander: Schließlich sind digitale Medien nicht nur in immer umfänglicherer Weise an unserer Umweltwahrnehmung beteiligt, sondern mit ihnen kann potentiell jedes Individuum auch selbst Realität(en) erzeugen. Diese Zugänge zur Welt sowie kreativ-gestaltende Zugriffe auf die Welt verfügen über hohe Relevanz in Sozialisations- und Bildungskontexten. Die Zugänge und Zugriffe bleiben derzeit oft auf die mediale (Benutzer-)Schnittstelle begrenzt, obwohl sie aufgrund aktueller technologischer und gesellschaftlicher Entwicklungen künftig tiefer in die Maschine hineinreichen. Eine modellbasierte Analyse wird diese tieferen Schnittstellen sowie mit ihnen verbundene neue Handlungspotentiale aufzeigen und Impulse zum Um- und Neudenken anbieten. Mit diesen Möglichkeiten ist nämlich auch eine Verpflichtung verbunden, die entstandenen (Frei-)Räume gemeinschaftlich zu „kultivieren“, da sie anderenfalls ausschließlich nach ökonomischen Interessen besetzt werden und die Maschinen Menschen nicht nur unterstützen, sondern künftig auch für sie entscheiden. Entscheidungen zu treffen ist jedoch eine Aufgabe, die den Menschen vorbehalten bleiben sollte – was jedoch voraussetzt, dass Menschen gerade in Anbetracht aktueller Wandlungsprozesse über ein Grundverständnis von Medien, Technik und informatischen Prozessen sowie entsprechend über eine realistische Einschätzung ihrer Handlungsoptionen verfügen. (DIPF/Orig.)

Rezension von: Thomas Klatetzki: Narrative Praktiken. Die Bearbeitung sozialer Probleme in den Organisationen der Kinder- und Jugendhilfe. Weinheim / Basel: Beltz Juventa 2019 (246 S.; ISBN 978-3-7799-6008-9; 29,95 EUR).

Сучасний розвиток психологічних теорій і шкіл відбувається за трьома сценаріями: критичне взаємовиключення, ігноруюча альтернативність, взаємозбагачувальне доповнення. Реалізація принципу доповнення діяльності, установки і вчинку на прикладі багатовимірної теорії особистості долає тенденції деяких підходів до монополії у психологічній науці та відкриває можливість більш глибокого методологічного дослідження відомих і конструювання нових видів діяльності людини, періодизації розвитку особистості, типології методів психодіагностики та людських ігор, що важливо для загальної, вікової, педагогічної психології та психології праці., The current development of psychological theories and schools takes place in three scenarios, the implementation of which can be found in psychological literature: critical interconnection, ignoring alternatives, intergranular additions. In this theoretical and methodological research, the monistic multidimensional the author’s theory of personality is considered as a synthesis of psychological theories of activity, setting and action, and its integrative-heuristic possibilities in the construction of periodization of personality development, typology of methods of psychodiagnostics and human games are revealed. The implementation of the additionality principle of activity, setting and act on the example of a multidimensional personality theory overcomes the tendencies of some approaches to monopoly in psychological science and opens the prospect of a more profound methodological research of known and constructing new types of human activity, periodization of the development of personality, typology of methods of psychodiagnosis and human games, which is important for general, age, pedagogical psychology and labor psychology.

Les jeunes atteints d’un trouble de santé mentale doivent composer avec le défi double de la maladie mentale auquel s’ajoutent les nombreux enjeux inhérents à la transition vers l’âge adulte. Fortement ancrées dans le courant du rétablissement, les interventions par les arts ont été montrées prometteuses pour favoriser la réadaptation en santé mentale. Le présent mémoire porte sur l’évaluation pilote du programme Espace Transition au Musée (ETM), une collaboration entre le CHU Ste-Justine et le Musée des beaux-arts de Montréal. Le programme cible des jeunes de 14 à 25 ans aux prises avec un trouble psychiatrique stabilisé. Il propose des ateliers artistiques en groupe visant à favoriser le mieux-être et l’adaptation de ces jeunes, de même qu’à diminuer leur stigmatisation. Les objectifs de recherche étaient d’observer les effets du programme sur la perception de soi et sur la stigmatisation vécue par les participants au programme ETM ainsi que d’explorer les composantes du programme ayant pu entraîner les changements observés suite celui-ci. Des méthodes mixtes ont été utilisées au sein d’une approche naturaliste et collaborative appropriée au contexte novateur du programme. Une convergence entre les données qualitatives et quantitatives a été observée, suggérant l’atteinte d’une perception de soi plus favorable par les participants à la suite de leur participation à ETM ainsi qu’une réduction de la stigmatisation qu’ils perçoivent. Plusieurs composantes favorables (par ex., modalités de groupe et expérience normative) et défavorables (par ex., écarts sociodémographiques entre les types de participants) aux effets du programme ont été identifiées. Ce mémoire appuie donc la pertinence du programme ETM et suggère des pistes d’amélioration potentielle à sa structure. Par extension, le mémoire soutient l’efficacité potentielle d’interventions de réadaptation par les arts visuels pour soutenir le rétablissement des jeunes aux prises avec des troubles mentaux., Youths with mental health issues have to face the double task of tackling mental disease while dealing with the inherent difficulties of the transition into adulthood. While strongly linked to the recovery theory, art-based interventions have been shown promising to foster mental health rehabilitation. This thesis concerns the evaluation of the pilot program Espace Transition au Musée (ETM), a collaboration between Ste-Justine University Hospital and the Montreal Fine Arts Museum. The program aims at youth aged 14 to 25 years old with a stabilized mental disorder. Group art workshops are given and aim at increasing well-being and adaptation of the participants, as well as decreasing their stigmatization. The research objectives were to evaluate the effects of the program on ETM participant’s self-concept and experienced stigma as well as to explore the program’s various modalities influencing these effects. Mixed methods within a naturalistic and collaborative approach were used to match the innovative context of the program. Qualitative and quantitative results were found convergent suggesting the development of a more positive self-concept following the participation to program along with a reduction of perceived stigma. Many different modalities were identified to influence the program’s effects, both in a positive (group modalities and normative experience for example) and negative (sociodemographic differences between participants’ types for example) way. Hence, this thesis supports the adequacy of ETM and moreover suggests pertinent recommendations for its further development. Besides, this thesis promotes the potential effectiveness of art-based interventions to foster recovery in youths with mental disorders.

A través de la de-construcción conceptual desde la perspectiva de Chris Argyris y Donald Schön (1974), cuyas teorías de la acción relacionan el comportamiento humano espontáneo, natural e improvisado (TI) con aquel más elaborado, deliberado y fundamentado (TE), se plantea una postura crítica al diseño de estrategias de recolección de información en investigaciones del campo social (educativas y organizacionales). Usando la Teoría Fundamentada (Strauss y Corbin, 2002), el autor intenta contribuir con la robustez-validez en el proceso de construcción de conclusiones y teoría, aportando algunos principios metodológicos para cerrar la brecha entre los registros sustentados en configuraciones conductuales pre-declaradas y aquellos logrados desde la revisión/análisis de hechos conductuales espontáneos, siguiendo una dualidad estratégica centrada en la perspectiva ética del investigador.

Submitted by Boris Flegr (boris@uerj.br) on 2021-01-05T21:43:14Z No. of bitstreams: 1 Tese_Carlos Augusto Aguilar Junior.pdf: 3984754 bytes, checksum: 6bce491553078e9bbd6710f95a40cd43 (MD5) Made available in DSpace on 2021-01-05T21:43:14Z (GMT). No. of bitstreams: 1 Tese_Carlos Augusto Aguilar Junior.pdf: 3984754 bytes, checksum: 6bce491553078e9bbd6710f95a40cd43 (MD5) Previous issue date: 2019-01-17 This thesis investigates the school failure in the final years of Brazilian fundamental education. From a broad review of the specific literature, we have hypothesized that reprobation is understood by social actors - teachers, coordinators, educational managers - as a positive factor in the schooling process and we seek to answer the following questions: (a) what factors impact school failure?; (b) how are evaluation policies implemented in schools? (c) what is the place of disapproval in the school evaluation policy? In order to carry out the study, we used two different but complementary approaches. Initially, we used the microdata of SAEB 2015 to analyze the characteristics associated with the reprobation risk, through the application of a logistic regression model, following Babbie's theoretical and methodological guidelines (2005). The initial results reiterate those found in studies and research reported in the literature, in which there is a greater risk of students failing in socioeconomic and cultural vulnerability, with lower school support conditions for studies, as well as the gender issue (male prone to reprobation) and the declared color (nonwhite students present greater risks to reprobation), and in child labor situation. Then, we constructed a script of interviews that allowed us to understand the school failure inserted in the context of the evaluation policy in the school. For this, we selected three public schools located in the city of Niterói, Rio de Janeiro and applied interviews to the management team, teachers and students of the ninth grade. We also attended class councils and reviewed school documents. At this stage we were guided by the guidelines of Ball, Maguire and Braun (2016). The findings of this stage show the construction of master-discourses that mobilize the appeal of Foucault's governmentality and try to establish control of students' mentalities in an attempt to create the "good student" by naturalizing reproof and using it as a device for motivate students to study harder and have greater dedication. The research also showed that the context of practice is also a space for the production of policies from the interpretation and translation movement of political texts, imparting new meanings and, thus, producing new political texts for educational processes, with emphasis on processes evaluation. It was also noticed that, in general, the evaluation is seen as necessary bureaucracy for the attribution of a definitive concept of the student's life - summative evaluation - without further discussions about the educational processes that have resulted in the results obtained Esta tese investiga a reprovação escolar nos anos finais do ensino fundamental brasileiro. A partir de uma revisão ampla da literatura específica, construímos a hipótese de que a reprovação é entendida pelos atores sociais - professores, coordenadores, gestores educacionais - como fator positivo no processo de escolarização e buscamos responder às seguintes questões: (a) que fatores impactam a reprovação escolar?; (b) como as políticas de avaliação são atuadas nas escolas? (c) qual o lugar da reprovação na política de avaliação na escola? Para a realização do estudo, fizemos uso de duas abordagens distintas, mas complementares. Inicialmente, utilizamos os microdados do SAEB 2015 para analisar as características associadas ao risco da reprovação, por meio da aplicação de um modelo de regressão logística, seguindo orientações teórico-metodológicas de Babbie (2005). Os resultados iniciais reiteram os encontrados em estudos e pesquisas relatados pela literatura, em que se verifica um risco maior à reprovação de alunos em vulnerabilidade socioeconômica e cultural, com menores condições de apoio da escola aos estudos, além da questão de gênero (sexo masculino mais propenso à reprovação) e da cor declarada (estudantes não-brancos apresentam maiores riscos à reprovação), e em situação de trabalho infantil. Na sequência, construímos um roteiro de entrevistas que nos permitisse compreender a reprovação escolar inserida no contexto da política de avaliação na escola. Para isso, selecionamos três escolas públicas situadas no município de Niterói, Rio de Janeiro e aplicamos entrevistas à equipe diretiva, aos professores e aos estudantes do nono ano do ensino fundamental. Também assistimos aos conselhos de classe e analisamos documentos da escola. Nesta etapa fomos conduzidos pelas orientações de Ball, Maguire e Braun (2016). Os achados desta etapa evidenciam a construção de discursos-mestres que, mobilizam o recurso da governamentalidade de Foucault e tentam estabelecer o controle das mentalidades dos estudantes, na tentativa de criar o bom aluno , naturalizando a reprovação e a utilizando como um dispositivo para motivar os estudantes a estudarem mais e terem maior dedicação. A pesquisa também mostrou que o contexto da prática é espaço também de produção de políticas a partir do movimento de interpretação e tradução dos textos políticos, conferindo novos sentidos e, desse modo, produzindo novos textos políticos para os processos educacionais, com destaque para os processos avaliativos. Percebeu-se também que, de modo geral, a avaliação é encarada como burocracia necessária para a atribuição de um conceito definidor da vida do estudante avaliação somativa , sem maiores discussões sobre os processos educativos que resultaram nos resultados obtidos

This thesis focuses on the usage of experiential games as a stimulus to philosophical dialogue. The theoretical part focuses on the methodology of experiential game and the philosophical dialogue. It includes the concepts and basic resources. It introduces the programme theory which is the basis for the second practical part of this thesis - the creative project. The practical part attempts to apply the experiential game as a stimulus to Philosophical Dialogue. It is a creative project, which focuses on the possible usage of the experiential game and the philosophical dialogue in one educational programme both in the formal and non-formal environment. Its content is derived from the Framework Education Programme for Elementary Education edited by The Czech Republic Ministry of Education, Youth and Sports (MEYS) in 2017.

O desafio proposto por este dossiê sobre a atualidade dos clássicos nas ciências sociais nos encorajou a produção de um ensaio coletivo no qual mobilizamos conceitos fundamentais oriundos da teoria de Émile Durkheim para compreender alguns aspectos do segundo turno das eleições presidenciais brasileiras de 2018. Para tanto, partimos da ideia das categorias e representações coletivas como mediações socialmente construídas de nossa relação com o mundo e, em seguida, indicamos as categorias de sagrado e profano como particularmente relevantes para o estabelecimento da estrutura e da dinâmica social. Ao final, procuramos indicar como essas noções basilares podem dialogar com a teoria da ação e a sociologia compreensiva de Weber, resultando na proposta de uma tipologia da escolha do voto, com o intuito de elucidar um fenômeno candente durante esse processo, qual seja, o do espanto diante de escolha radicalmente oposta por parte de pessoas próximas. The challenge posed by this dossier about the actuality of classics in social sciences encouraged us to write a collective essay in which we articulate fundamental concepts from Émile Durkheim’s theory to understand some aspects of the second turn of 2018 Brazilian presidential elections. To achieve it, we start from the idea of categories and collective representations as socially constructed mediations of our relationship with the world, and then, we indicate the sacred and profane categories as particularly relevant to the establishment of social structure and dynamic. In the end, we intend to indicate how our basic notions can dialogue with Weber’s theory of action and comprehensive sociology, resulting on the proposition of a typology of vote choice, in the hopes of elucidating a candent phenomenon along this process, which is, the shock before a radically opposite choice made by close people.

I denna studie har tio semistrukturerade intervjuer genomförts med yrkesverksamma dagbarnvårdare som arbetar i en kommun i Sverige. Syftet med studien är att utforska dagbarnvårdares förhållningssätt och inställning till sin anmälningsskyldighet och om det finns faktorer som påverkar deras beslut att göra en orosanmälan. Med hjälp av en tematisk analys på intervjumaterialet framkom fyra huvudteman: Var går gränsen, Organisationens stöd, Privat och professionell och Svart på vitt. Var går gränsen handlar om att det finns en svårighet i att veta när det är dags att göra en orosanmälan till socialtjänsten och hur man upptäcker att ett barn far illa. Organisationens stöd innefattas av chefens och kollegornas stöd i anmälningsprocessen. Privat och professionell handlar om det upplevda dilemmat av att vara privat och professionell på samma gång. Svart på vitt belyser behovet av att mer kunskap och utbildning kring anmälningsplikt såväl som kring tecken på att barn bar illa. Resultatet kopplas till tidigare forskning samt handlingsteori och handlingsutrymme. In this study ten qualitative interviews were conducted with professional home daycare providers in a Swedish municipality. The aim of the study is to explore home daycare providers approach and attitudes towards their mandatory reporting and to find out if there are any factors that affects their decision of reporting to the child protective service. With a thematic analysis four main themes were found; Where is the limit, The support from the organization, Private and professional and Black on white. Where is the limit implies that there is a difficulty of making a decision when to report child maltreatment to the child protective service and how to discover child maltreatment. The support of the organization includes support from the manager and colleagues in the process of reporting. Privat and professional includes the experienced dilemma of being private and professional at the same time. Black on white intend to discuss the need of getting more knowledge and education regarding mandatory reporting as well as signs of maltreatment. The result has been analyzed with previous research and the theory of action and discretion.

Studien können zeigen, dass gerade Schulen in sozialräumlich benachteiligten Lagen besonders davon profitieren, Daten systematisch in ihre Schulentwicklungsarbeit einzubeziehen (Brown & Poortmann, 2018). Besondere Relevanz hat hier die systematische und datenbasierte Planung und Evaluation von Fort- und Weiterbildungen des Kollegiums. Jedoch zeigt sich, dass nur wenige Schulen in Deutschland Daten systematisch in ihre Fortbildungsplanung und Schulentwicklungsarbeit einbeziehen (van Ackeren et al., 2013). Dies eröffnet neben Fragen nach „Data-Literacy“ auch Fragen danach, inwieweit vonseiten der Administration und im Rahmen wissenschaftlicher Studien bereitgestelltes Diagnosewissen in handlungsrelevantes Prozesswissen überführt werden kann, das praktische Orientierung für Schulentwicklungsprozesse bietet (Mintrop & Sundeman, 2013). Zudem lenkt es den Blick auf die Frage, wie Prozesse der Datenrezeption, Datendiskussion und Rekontextualisierung von Daten sowie die Übersetzung der Daten in relevante Handlungsstrategien im Rahmen der Fort- und Weiterbildungspraxis in der Zusammenarbeit von Wissenschaft und Praxis strukturiert und unterstützt werden können. Im skizzierten Forschungs- und Entwicklungsprojekt begegnen wir diesen Fragestellungen mithilfe eines Design-Based-Ansatzes. Dieser Ansatz, der in den USA im Bereich der Schulentwicklung bereits zur Anwendung kommt (Bryk et al., 2015, Mintrop, 2016), ist für den Kontext Schulentwicklung in Deutschland bislang wenig rezipiert. Design-Based Research verfolgt das Ziel, Forschungsfragen zu Prozessen zu beantworten, welche die Komplexität des Gegenstandes nicht künstlich reduzieren. „Ziel ist es, durch systematische Gestaltung, Durchführung, Überprüfung und Redesign genau diese Komplexität besser als bisher zu durchdringen” (Reinmann, 2005) und damit Innovationswissen für die Praxis zu generieren. Ferner wird intendiert, Interventionen (bspw. Fortbildungen) und evidenzorientierte Schul- und Unterrichtsentwicklung so miteinander zu verbinden, dass die Bedürfnisse der Lernenden und Lehrenden vor Ort im Fokus stehen., +repphzhbib2019W

This paper reports the findings of a study that was carried out to establish the relationship between conceptions held by librarians in Zimbabwean university libraries and practice of research support. Librarians in Zimbabwean universities were seemingly invisible within the orbit of research practices of their institutions. Such ineffective research support in practice is in sharp contrast to conceptions of research support which position librarians as integral to research. To understand the relationship, the study used a conceptual framework developed from the Theory of Action. Eight university libraries were examined and a meta-analysis of findings using the constant comparison method was conducted. Meta-claims were contrived from the eight group studies and this facilitated the juxtaposition of espoused conceptions with actual practices. Although major congruence was found from the constant comparison of meta-claims, the expectations of what the libraries should be doing exceeded what appears in their mission statements. It was concluded that inadequate espoused theories and incongruence in areas such as services, staff deployment, collaboration and training contributed to the ineffectiveness of librarians in support of researchers. The authors present a model for effective research support for academic libraries.

The papers in this volume all articulate a keen awareness of the shift in sociolinguistic economies caused by online technologies. We now live in an online-offline nexus of communication, and realizing this invites changes in the ways in which we traditionally view and imagine the foundations of our disciplinary approaches. In reviewing the papers, I focus on two important aspects of such revisionist enterprises. One is the emergence of an analytical triad of infrastructures, actions and moralizations, evidence of which is offered in the different papers. The second aspect is of a more general nature: we can suggest, on the basis of the evidence presented in this volume, to reverse the general heuristic of research from groups-individuals-language towards interaction-individuals-groups. This reversal of direction would equip our disciplines with an extraordinarily powerful theory of social action.

Purpose The purpose of this paper is to study the status of the individual self in the emergence of change initiatives in organizations. Design/methodology/approach This theoretical paper examines the emergence of change initiatives through the building of agents’ capacity to act, based on a theory of action inspired by Paul Ricœur. Findings This paper identifies the “course of recognition” to favor the emergence of change initiatives and the building of the capacity to act of agents, respecting the autonomy at the individual level, a sense of care at the group level and justice at the institutional level. Research limitations/implications The theoretical research can be extended with empirical studies dealing with the role of agents’ capacities in conflict management, the role of the “narrative self´” in change processes in organizations and the conjoint operationalization of autonomy care and justice to determine the agents’ capacity to act for initiatives to emerge. Practical implications It is important to develop a sense of shared leadership to nurture the capacity to act of agents to make change initiatives emerge in organizations, increasing organizational members’ feelings of being recognized. Originality/value So far, research has not provided satisfactory answers to the question about how to best initiate organizational change. The use of Ricœur’s theory of action adds value to the existing approaches as it addresses the source of the emergence of initiatives from agents’ feelings of their capacity to act, and integrates individual, group and institutional levels, which are rarely contemplated together.

Zusammenfassung: In diesem Artikel werden Grundelemente der Theorie religiös-säkularer Konkurrenz vorgestellt. Die Theorie behauptet, dass Individuen in vielen Gesellschaften zwischen religiösen und säkularen Optionen auswählen können und sich so eine Konkurrenzlage zwischen religiösen und säkularen Anbietern ergibt. Auf der Grundlage einer abstrakten Beschreibung religiöser und säkularer Anbieter und ihrer je unterschiedlichen Güter sowie der Annahme von (begrenzt) rationalem Anpassungsverhalten von Individuen und Organisationen lassen sich Voraussagen über Effekte von Veränderungen der religiös-säkularen Konkurrenzsituation machen. Die wichtigsten Parameter, welche religiös-säkulare Konkurrenz beeinflussen, sind Regulierung des Angebots, Regulierung der Nachfrage und Modernisierungsgrad der Gesellschaft. Die Theorie religiös-säkularer Konkurrenz erklärt eine Reihe ganz unterschiedlicher Phänomene wie etwa Variationen im Kirchgang in US-Staaten, unterschiedliche Anziehungskraft von Klöstern, die späte Säkularisierung Irlands, die starke Religiosität in agrarischen Gesellschaft oder den Erfolg von Megachurches seit den 1960er Jahren

La lecture de Jean-Paul Sartre présentée ici s’attache à ce qui peut être considéré comme le noyau d’une théorie de l’action dans la pensée de Sartre, en abordant ses implications éthiques. Au cours de l’analyse, je présenterai des éléments qui permettent une perspective d’ensemble de la pensée éthique de Sartre. J’explorerai quelques passages significatifs, principalement de l’œuvre majeure de Sartre – L’Être et le Néant, son ontologie phénoménologique de 1943 – mais aussi à l’occasion d’autres œuvres à la fois antérieures et postérieures. Mon étude découle de deux considérations ontologiques et se développe le long d’un ensemble de points délimitant principalement une théorie sartrienne de l’action et finalement une éthique sartrienne. Ces deux prémisses sous-jacentes relèvent de la pensée de Sartre sur la liberté et la volonté, toutes deux définies pratiquement dès l’origine à partir de son point de vue phénoménologique. Elles forment également toutes deux le cadre des pensées critiques qui ont suivi sur la théorie de l’action et l’éthique de Sartre. In this reading, I will approach what could be argued as the core of a theory of action in Jean-Paul Sartre’s thought, tackling its ethical implications. Throughout the analysis, I will outline elements that allow for an integrated perspective of Sartre’s ethical thought. I will explore a few significant passages, mainly from Sartre’s masterpiece – L’Être et le Néant, his phenomenological ontology of 1943 – and occasionally from other works, both earlier and later. My examination stems from two ontological considerations and develops along a set of points primarily delineating a Sartrean theory of action and ultimately a Sartrean ethics. These two underlying premises pertain to Sartre’s thought on freedom and will, both quite originally defined from his phenomenological point of view. Both also frame the ensuing critical thoughts on Sartre’s theory of action and Sartre’s ethics.

International audience; This is a very timely project and an excellent way to bring out the larger contribution of Claudia Roth to Africanist anthropology. Roth's work is of very high quality and extremely original, especially regarding her focus on intergenerational relations, gender dynamics within the household, matters of love and marriage, and the problems of urban life with little income or job security. MAHIR SAUL, University of Illinois at Urbana-Champaign Claudia Roth conveys a vivid image of the often separate, complementary and at times confl ictive worlds of men and women, parents and children, and siblings. The reader gets a feeling for the eff ects of economic and social transformations on individuals. KATJA WERTHMANN, University of Leipzig

International audience; This is a very timely project and an excellent way to bring out the larger contribution of Claudia Roth to Africanist anthropology. Roth's work is of very high quality and extremely original, especially regarding her focus on intergenerational relations, gender dynamics within the household, matters of love and marriage, and the problems of urban life with little income or job security. MAHIR SAUL, University of Illinois at Urbana-Champaign Claudia Roth conveys a vivid image of the often separate, complementary and at times confl ictive worlds of men and women, parents and children, and siblings. The reader gets a feeling for the eff ects of economic and social transformations on individuals. KATJA WERTHMANN, University of Leipzig

This dissertation proposes a broader theory of refigurative action, as well as outlines the conditions under which such action is more likely to occur. A synthesis of literatures on the Polanyian double movement, the pragmatist theory of action, utopian action, and social movement theory, highlights that, when social change is rapid, culturally destructive, and appears to eliminate autonomy, people may attempt to re-create the past as a form of protest; refigurative action. A case study of the Farmers’ Holiday Association protests of the 1930s Midwestern U.S. illustrates this theory. After an in-depth review of the social changes that Midwestern agricultural communities endured between the mid-19th and early 20th centuries, and the way that these changes are reflected in popular protest forms, I compare the motivations, and popular reception, of two different Holiday protest tactics: militant blockades of cities to raise prices and the fixing of public auctions in an attempt to help farmers retain their land. Brief comparisons with the 1980s Farm Crisis and the 1990s/2000s German Ostalgie movement illustrate the importance of rapid, culturally destructive social change that eliminates a sense of autonomy in making refigurative action more likely

This paper builds on the Extension program planning framework presented by Seevers, Graham, Gamon, and Conklin (1997) in an effort to enhance and improve program planning in Extension. Using the 4-H Youth Development Program as an example, the paper considers the importance of program theory of change and theory of action in program planning, and the need for the translation of research into practice in order to elucidate the theory. In addition, the paper explores the utility of “umbrella” program models, based on sound theory and translated research, for guiding and supporting the program planning efforts of local Extension professionals. Umbrella program models have important implications for the renewed utility of the Seevers et al. (1997) framework, as well as Extension program planning training needs. Implications that extend beyond the 4-H Youth Development Program to other Extension program areas are explored as well.

Der Autor stellt dar, wie das Lehrgebiet Diagnostik in der Fachrichtung Lernbehindertenpädagogik an der Pädagogischen Hochschule Heidelberg im Augenblick betrieben wird. (DIPF/Orig.)

The debate concerning the so-called U.S.Health and Human Services (HHS) Contraception Mandatehas been adequately framed, in the academic field, within the traditional ethical doctrine oncooperation with evil. This principle will allow us to conclude whether employers may ethically comply with the onerous existing law or not. The discussion has been quite heated, because the practical conclusions authors have reached vary widely, depending on which interpretation of the theory they rely on. In this paper, some of these explanations are addressed and analyzed from the standpoint of the Thomistic theory of action, which is now the most common point of view. This work concludes that, although theContraception Mandatewill most likely be repealed by the current U.S. administration, as things once stood, compliance with it may have been ethically licit in some cases. Resumen El debate académico sobre el llamadoU.S. Health and Human Services (HHS) Contraception Mandatese ha enmarcado, adecuadamente, en el contexto de la doctrina clásica acerca de lacooperación al mal. Este principio ayuda a discernir si las empresas y los empleadores estadounidenses deberían o no, éticamente, obedecer a tal ley injustamente impuesta. La discusión ha sido muy acalorada, porque las conclusiones a las que han llegado los distintos autores son muy variadas, en función de cuál ha sido la interpretación de esta doctrina en cada caso. En el presente artículo hemos tratado de examinar y analizar alguno de estos intentos de explicación, desde la perspectiva de la teoría tomista de la acción -que hoy en día es el punto de vista más común-. El trabajo concluye que, aunque elMandateprobablemente vaya a ser derogado por el actual gobierno de los Estados Unidos, tal como estaban las cosas, la obediencia de esta ley podría haber sido éticamente lícita en algunos casos. Resumo O debate acadêmico sobre o chamado Mandato de Contracepção, do U.S. Health and Human Services (HHS), foi enquadrado, adequadamente, no contexto da doutrina clássica sobre a cooperação com o mal. Esse princípio ajuda a discernir se as empresas e os empregadores norte-americanos deveriam ou não, eticamente, obedecer a tal lei imposta injustamente. A discussão tem sido muito acalorada porque as conclusões a que diferentes autores chegaram são muito variadas, em função da interpretação dessa doutrina em cada caso. No presente artigo, buscamos examinar e analisar algumas dessas tentativas de explicação, a partir da perspectiva da Teoria Tomista da Ação - que, atualmente, é o ponto de vista mais comum. O trabalho conclui que, ainda que o mandato seja provavelmente revogado pelo atual governo dos Estados Unidos, assim como estavam as coisas, a obediência a essa lei poderia ter sido eticamente lícita em alguns casos.