Suicide

Durkheim, Émile

doi:10.4324/9780203994320

Cited by 453 publications

(388 citation statements)

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“…Durkheim 1893Durkheim /1997Parsons 1963;Bourdieau 1977). The radical, transformation oriented model is familiar since Rousseau's study Discourse on the Origin and Basis of Inequality Among Men from 1755.…”

Section: Approach and Guiding Questionsmentioning

confidence: 99%

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Uljens

Ylimaki

2017

Bridging Educational Leadership, Curriculum Theory and Didaktik

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This chapter presents non-affirmative theory of education as the foundation for a new research program in education, allowing us to bridge educational leadership, curriculum studies and Didaktik. We demonstrate the strengths of this framework by analyzing literature from educational leadership and curriculum theory/didaktik. In contrast to both socialization-oriented explanations locating curriculum and leadership within existing society, and transformation-oriented models viewing education as revolutionary or super-ordinate to society, non-affirmative theory explains the relation between education and politics, economy and culture, respectively, as non-hierarchical. Here critical deliberation and discursive practices mediate between politics, culture, economy and education, driven by individual agency in historically developed cultural and societal institutions. While transformative and socialization models typically result in instrumental notions of leadership and teaching, non-affirmative education theory, previously developed within German and Nordic education, instead views leadership and teaching as relational and hermeneutic, drawing on ontological core concepts of modern education: recognition; summoning to self-activity and Bildsamkeit. Understanding educational leadership, school development and teaching then requires a comparative multi-level approach informed by discursive institutionalism and organization theory, in addition to theorizing leadership and teaching as cultural-historical and critical-hermeneutic activity. Globalisation and contemporary challenges to deliberative democracy also call for rethinking modern nationstate based theorizing of education in a cosmopolitan light. Non-affirmative education theory allows us to understand and promote recognition based democratic citizenship (political, economical and cultural) that respects cultural, ethical

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Section: Approach and Guiding Questionsmentioning

confidence: 99%

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Uljens

Ylimaki

2017

Bridging Educational Leadership, Curriculum Theory and Didaktik

View full text Add to dashboard Cite

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“…With an admirable breadth of mind, the authors looked at classic sociological thought in the tradition of Emile Durkheim. 39 Their proposition was that being enmeshed in a social network of teammates, coaches, health professionals, community and family, the athletic participants experienced less anomie and a much greater sense of social integration. Moreover, they concluded, 'a commitment to organized sports gives adolescent participants something to lose'.…”

Section: Sport and Adolescent Suicidementioning

confidence: 99%

Aborigines, sport and suicide

Tatz

2012

Sport in Society

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“…The sociologist Emile Durkheim (2) famously showed that the factors that drive individuals to commit suicide are not the same as those that explain why some societies have higher suicide rates than others. He called the latter "social facts" and the former "individual facts."…”

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confidence: 99%

Putting the concept of biological embedding in historical perspective

Hertzman

2012

Proc. Natl. Acad. Sci. U.S.A.

189

164

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This paper describes evidence that led to the concept of biological embedding and research approaches designed to elucidates its mechanisms. Biological embedding occurs when experience gets under the skin and alters human biological and developmental processes; when systematic differences in experience in different social environments in society lead to systematically different biological and developmental states; when these differences are stable and long term; and, finally, when they have the capacity to influence health, well-being, learning, or behavior over the life course. Biological embedding emerged from insights in population health on the unique characteristics of socioeconomic gradients: Ubiquity in poor and postscarcity societies alike; gradient seen regardless of whether socioeconomic status is measured by income, education, or occupation; cutting widely across health, well-being, learning, and behavior outcomes; replicating itself on new conditions entering society; and, often, showing that flatter gradients mean better overall societal outcomes. Most important, the gradient begins the life course as a gradient in developmental health, suggesting that the emergence of a multifaceted resilience/vulnerability early in life is the best place to look for evidence of biological embedding. To understand its character, the metaphor of the “archeology of biological embedding” has been used, wherein the surficial stratum of the “dig” is experience and behavior, the shallow stratum is organ system and cellular function, and the deep stratum is gene function. We are now ready to address the fundamental question of biological embedding: How do early childhood environments work together with genetic variation and epigenetic regulation to generate gradients in health and human development across the life course?

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Suicide

Cited by 453 publications

References 0 publications

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Aborigines, sport and suicide

Putting the concept of biological embedding in historical perspective

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