1 / 7

ÅA/Ped.inst.

Skriv en kort uppsats med rubriken Här och Nu!. PETRI SALO. Vuxenpedagogisk forskning. ÅA/Ped.inst. Å bo Akademi i Vasa. BURRELL AND MORGAN 1979: S OCIOLOGICAL ANALYSIS AND ORGANIZATIONAL PARADIGMS. The ”reality” as internal to us Subjective, product of mind and conciousness

rendor
Download Presentation

ÅA/Ped.inst.

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Skriv en kort uppsats med rubriken Här och Nu! PETRI SALO Vuxenpedagogisk forskning ÅA/Ped.inst. Åbo Akademi i Vasa

  2. BURRELL AND MORGAN 1979: SOCIOLOGICAL ANALYSIS AND ORGANIZATIONAL PARADIGMS The ”reality” as internal to us Subjective, product of mind and conciousness Knowledge is based on experience and insight, subjective and soft Spiritual and transcendental Human beings autonomous, with a free will, creating the environment The ”reality” as external to us, out there, objective and independent of us Knowledge is hard and real, capable of being transmitted in tangible form Human beings are dependent of, products of the nature and environment ÅA/Ped.inst. ÅA/Ped.inst. ÅA/Ped.inst.

  3. BURRELL AND MORGAN 1979: SOCIOLOGICAL ANALYSIS AND ORGANIZATIONAL PARADIGMS To understand and interpret subjective experience in the creation of the social world From inside The way in which the engaged individual creates, modifies and interprets the social world Unique and particular First hand knowledge and experience, closeness, Background, lifehistory, everyday flow of life Identification of relationships and regularities between various elements of the world From outside Giving names, concepts and labels in order to structure the world General, universal Systematic protocol and technique Testing hypotheses and rules ÅA/Ped.inst. ÅA/Ped.inst. ÅA/Ped.inst.

  4. Assumptions of social science Ontology The ”reality” as internal to us Subjective, product of mind and conciousness Nominalism Knowledge is based on experience and insight, subjective and soft Spiritual and transcendental Anti-positivism Human beings autonomous, with a free will, creating the environment Voluntarism The ”reality” as external to us, out there, objective and independent of us Realism Knowledge is hard and real, capable of being transmitted in tangible form Positivism Human beings are dependent of, products of the nature and environment Determinism Epistemology Human nature ÅA/Ped.inst. ÅA/Ped.inst. ÅA/Ped.inst.

  5. Methodology Ideographic Nomothetic To understand and interpret subjective experience in the creation of the social world From inside The way in which the engaged individual creates, modifies and interprets the social world Unique and particular First hand knowledge and experience, closeness, Background, lifehistory, everyday flow of life Identification of relationships and regularities between various elements of the world From outside Giving names, concepts and labels in order to structure the world General, universal Systematic protocol and technique Testing hypotheses and rules ÅA/Ped.inst. ÅA/Ped.inst. ÅA/Ped.inst.

  6. BURRELL AND MORGAN 1979: SOCIOLOGICAL ANALYSIS AND ORGANIZATIONAL PARADIGMS REGULATION Status quo Social order Consensus Integration and cohesion Solidarity Needs satisfaction Actuality RADICAL CHANGE Radical change Structural conflict Modes of domination Contradiction Emancipation Deprivation Potentiality Assumptions on the nature of the society ÅA/Ped.inst. ÅA/Ped.inst. ÅA/Ped.inst.

  7. Inlärningsprocessen enligt Merriam & Heuer (1996) Den vuxne möter en ny situation eller är med om en ny erfarenhet behov av att skapa/ge mening - förstå Otillfredställande menings- skapande/-givande, dvs att den nya erfarenheten STÄM- MER INTE överens med den tidigare förståelsen (systemet) Tillfredställande menings- skapande/-givande, dvs att den nya erfarenheten stäm- mer överens med den tidigare förståelsen (systemet) Ett tillstånd av engagemang (kognitiv,känslomässig eller fysisk) i relation erfarenheten tid – distans - stöd Övergång till ett vidare personligt eller socialt sammanhang Förändring i förståelsen det meningsskapande systemet (mera utvecklat/komplext) ÅA/Ped.inst. ÅA/Ped.inst. ÅA/Ped.inst.

More Related