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Having translated into French the ‘Methodological Note’ that introduces The Polish Peasant in Europe and in America by William Isaac Thomas and Florian Znaniecki, the present authors compare this theoretical statement with that of Émile Durkheim laid out in The Rules of Sociological Method. In both works sociology is considered to be a nomothetic and teleological science. The major difference between the two works lies in the analysis of causality. The sociological method is based on different types of reasoning (inductive/deductive) and different types of data (objective and general in the first case, specific and individual in the second). Their differential definitions of science lead Durkheim, on the one hand, and Thomas and Znaniecki, on the other, in directions, which, up to a point, are mutually exclusive. This being said, there are similarities between the Durkheimian school (which includes Bouglé and Halbwachs) and Florian Znaniecki’s later (1934) work.
The school in Frenchspeaking Africa : an institutional appropriation. In Africa, the school institution is allogeneous, and as it was not secreted by society, it is not adapted to these countries rythm of growth. It has not the same results as in Occident, but brought forth great and numerous disorders, so that we cannot speak actually of social reproduction by the school.
The first French sociology textbooks were based on a 1920 official curriculum for Ecoles Normales (teacher training schools). The textbooks for students of philosophy and for students at the Ecole Normale Supérieure are related to the same curriculum. This article compares the textbooks written for the Ecole Normale, students of philosophy and students of the Ecole Normale Supérieure. Célestin Bouglé, director of the Ecole Normale Supérieure, played a key role in the undertaking. Sociology in the Ecole Normale is supposed to give to the trainees a Weltanschauung, practical norms and a certain practical knowledge, while university students are invited to try to understand the world and to see sociology as part of general culture. keywords: AlcanSociology in France after the First World War was taught in three different kinds of institution: the teacher training schools or Ecoles Normales (attended after the brevet supérieur from Primaire Supérieur), the universities and the Ecole Normale Supérieure (one of the specialized higher university schools, which selects the best students on the basis of a competitive examination). Sociology was a minor discipline, taught only as a course in general sociology followed by students of philosophy as part of a degree called 'Morals and Sociology'; in neither case would the students get a degree in sociology. There were few chairs in sociology: one at the Downloaded from that could be compared with the discipline taught in the US, and the BA in sociology would not be created until 1958.The sociology textbook of the Ecoles Normales was based on an official curriculum adopted in 1920; the same curriculum was used in the universities, but in a different way. This curriculum was created among the circle of Durkheimians, mainly around Bouglé and Fauconnet; many were now members of faculties, or held positions of power at the Ministry of Public Education, like Paul Lapie. Bouglé (1870Bouglé ( -1940 was the maître d'oeuvre of that official sociology, an entrepreneur in sociology (Marcel, 2001). The bookshop and the publisher were Felix Alcan, a former student of the Ecole Normale Supérieure. Alcan's bookshop in Paris published Durkheim's famous L'Année Sociologique and several well-known collections; he sought the most famous authors of the academic world, and his best-seller was the philosopher Henri Bergson. (Durkheim had always been pleased with the deals he made with Félix Alcan; both came from Lorraine, and both supported Dreyfus.)What was the social setting of these developments? Let us recall a few facts about France after the First World War. The country was undoubtedly victorious, but completely drained; it lacked both raw material and men. The books published show the shortage of paper. Generations of students had been lost; half the students of the Ecole Normale Supérieure, who might have taken over the Durkheimian group, were dead. With their disappearance, the replacement of French sociology appeared quite impossible. In 1928, France had 41.5 million inhabitants, the four...
les besoins de care augmentent alors que les femmes n'acceptent plus guère de s'y consacrer sans contrepartie. Ce déséquilibre engendre des flux importants et différenciés de migrantes venant de « l'Est » ou du « Sud ». Qui sont-elles, dans quelles conditions viennent-elles, dans quels cadres, lieux, rapports et conditions concrètes travaillent-elles, quels sont leurs droits ? Ce numéro examine la situation de travailleuses du care : Polonaises en Allemagne, Péruviennes à Buenos Aires ou au Chili ; il aborde les contextes institutionnels de ces activités en France, en Allemagne, dans une perspective comparative. Une « société du care » est-elle en train d'émerger ? Khadija Seddiki artiste plasticienne, diplômée de l'Académie royale des beaux-arts de Belgique, de l'Académie des arts et métiers Constantin Meunier d'Etterbeek, des Écoles supérieures des beaux-arts d'Alger et d'Oran, et de l'Université Denis Diderot-Paris VII. Elle a fondé TISSART, école d'art et atelier de tissage, à Vanves. http://khadijaseddiki.com/ Couverture image : Khadija Seddiki composition : Aline Mathy MOUNIR FARHAT Un dilemme du care : tension entre engagement personnel et distance professionnelle en unité Alzheimer 80 CAROLINE GIACOMONI, HÉLÈNE HOARAU & ALAIN MONNEREAU Enjeux et conflits autour du care à travers l'expérience de la délégation à domicile des traitements en cancérologie 86 LAURELINE COULOMB L'éthique du care malmenée au cours des interactions entre infirmiers et individus sans-abri
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