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  • 1
    Article
    Article
    2012
    ISSN: 1439-9326 
    Language: German
    In: Sozialersinn: Zeitschrift fur hermeneutische Sozialforschung, 0, 2012, Issue 1, pp.39-56
    Description: Objective data are distinguished from subjective data based on formulating the expressivity of human performance and its traces, whereby subjective data result from prospective and retrospective elaboration of reasons. Objective data are further differentiated into performances of the case (type 2) and performances of the life practice encompassing it (type 1). The interpretation of objective data of type 1 and 2 has a biographical focus on the case structure in its formative process, whereas the interpretation of type 2 objective data has a motivational focus and extrapolates from the positioning of a case to its disposition. The differentiation of objective data generally fulfills the function of correcting the self-interpretation of the case and establishes the possibility of defining the reflective relation of the case to its structure. The definition of the reflective relation enriches the reconstruction of the case to the extent that it reveals the potential for transformation of the case structure. Adapted from the source document.
    Subject(s): Hermeneutics ; Data ; Objectivity ; Subjectivity ; Performance ; Crises ; Methodology and Research Technology; Research Methods/Tools ; Objective Hermeneutics, Objective and Subjective Data, Reconstructive Social Science, Performance and Justification, Anthropology of the Crisis ; Article
    ISSN: 1439-9326
    Source: © ProQuest LLC All rights reserved〈img src="https://exlibris-pub.s3.amazonaws.com/PQ_Logo.jpg" style="vertical-align:middle;margin-left:7px"〉
    Source: Sociological Abstracts
    Source: ProQuest Social Sciences Premium Collection
    Source: ProQuest Sociology Collection
    Source: Social Science Premium Collection
    Source: Sociology Collection
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  • 2
    Language: English
    In: Human Development, December 2017, Vol.60(5), pp.203-232
    Description: This paper applies “extensive sequential analyses” as described by Oevermann in 1996 to a personal account posted on the MTV website A Thin Line (ATL), to the respective anonymous responses posted by account readers and to the website as the pragmatic framework of this interaction. This analysis shows that interactive websites are understood as social spaces where one can find a counterpart for intimate, socialization-relevant interaction. This means that a large amount of confidence is placed in the Internet and social media to provide new possibilities for the discussion of central personal life issues. Beyond the reconstruction of this transformation of social reality, this analysis enables the quality of this interaction that competes with traditional socialization contexts to be judged. P, a 17-year-old girl, is able to control the communication of her private problems in a new way through the use of digital interaction structures, filtering the interaction. The anonymous counterparts are assured by the character limits that they only have to participate superficially and without any major involvement. In the case of traditional instances of socialization, such an unattached and filtered interaction is already an expression of its failure. The Internet-based interaction analyzed here lacks key qualities of socialization interaction.
    Subject(s): Original Paper ; Digital Youth ; Development ; Limits of Digital Communication ; Digital Socialization ; Digital Media ; Social Web ; Socialization ; Adolescence ; Reconstructive Methods ; Objective Hermeneutics ; Medicine ; Pharmacy, Therapeutics, & Pharmacology ; Anatomy & Physiology
    ISSN: 0018-716X
    E-ISSN: 1423-0054
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  • 3
    Language: German
    In: ZSE, 2015, Issue 3, p.302
    Description: This study reconstructs the opening of class as a three step process (being let into or entering the class room, landing approach or "pre-beginning", and beginning of the actual lesson) by means of sequence analysis. This process turns out to be a cross-cultural basic structure. From the perspective of socialization theory, the "pre-beginning" (Michael Hecht) is characterized as a distinctive stage, where individual concepts of dealing with a given order are presented in an explorative manner. This transitional phase before class reveals specific challenges for teachers, which are used to outline implications of Positive Pedagogics from the viewpoint of theories of probation and professionalization. In a last step, the author emphasizes the potential of the culturally specific form of beginning the actual lesson by greeting the class collectively: this accentuates, firstly, the educational working bond as opposed to the institutional framework, and, secondly, the autonomy of the educational Other.
    Subject(s): Teachers ; Socialization ; Teaching ; Sociology of Education; Sociology of Education ; Social Differentiation; Sociology of Occupations & Professions
    ISSN: 1436-1957
    Source: © ProQuest LLC All rights reserved〈img src="https://exlibris-pub.s3.amazonaws.com/PQ_Logo.jpg" style="vertical-align:middle;margin-left:7px"〉
    Source: Sociological Abstracts
    Source: ProQuest Social Sciences Premium Collection
    Source: ProQuest Sociology Collection
    Source: Social Science Premium Collection
    Source: Sociology Collection
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  • 4
    Language: German
    In: Ethics in Progress, 01 April 2014, Vol.3(1), pp.97-110
    Subject(s): Theory and Process of Professionalization, Competence Development, Moral Post-Conventionality, Qualitative Research
    ISSN: 2084-9257
    E-ISSN: 2084-9257
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  • 5
    Article
    Article
    2012
    ISSN: 1439-9326 
    Language: German
    In: Sozialersinn, 2012, Vol.1, pp.39-56
    Description: Objective data are distinguished from subjective data based on formulating the expressivity of human performance and its traces, whereby subjective data result from prospective and retrospective elaboration of reasons. Objective data are further differentiated into performances of the case (type 2) and performances of the life practice encompassing it (type 1). The interpretation of objective data of type 1 and 2 has a biographical focus on the case structure in its formative process, whereas the interpretation of type 2 objective data has a motivational focus and extrapolates from the positioning of a case to its disposition. The differentiation of objective data generally fulfills the function of correcting the self-interpretation of the case and establishes the possibility of defining the reflective relation of the case to its structure. The definition of the reflective relation enriches the reconstruction of the case to the extent that it reveals the potential for transformation of the case structure. Reprinted by permission of the VS Verlag für Sozialwissenschaften, Germany
    Subject(s): Performance ; Subjectivity ; Cultural Studies ; Theory of Culture ; Education ; Epistemology ; Sociology
    ISSN: 1439-9326
    Source: © ProQuest LLC All rights reserved〈img src="https://exlibris-pub.s3.amazonaws.com/PQ_Logo.jpg" style="vertical-align:middle;margin-left:7px"〉
    Source: International Bibliography of the Social Sciences
    Source: International Bibliography of the Social Sciences (IBSS)
    Source: ProQuest Business Collection
    Source: ProQuest Politics Collection
    Source: ProQuest Social Sciences Premium Collection
    Source: ProQuest Sociology Collection
    Source: Social Science Premium Collection
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  • 6
    Article
    Article
    2012
    ISSN: 1439-9326 
    In: Sozialer Sinn, 01/1/2012, Vol.13(1)
    ISSN: 1439-9326
    E-ISSN: 2366-0228
    Source: Walter de Gruyter (via CrossRef)
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  • 7
    Language: German
    In: Ethics in Progress, 01 February 2011, Vol.2(1)
    ISSN: 2084-9257
    E-ISSN: 2084-9257
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  • 8
    Article
    Article
    2012
    ISSN: 1612-5479 
    In: sozialer sinn, 2012(01), p.39
    ISSN: 1612-5479
    Source: wiso Fachzeitschriften (GBI-Genios Deutsche Wirtschaftsdatenbank GmbH) 〈img src="http://exlibris-pub.s3.amazonaws.com/wiso_logo.jpg" style="vertical-align:middle;margin-left:7px"〉
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  • 9
    Language: German
    In: Ethics in Progress, 01 February 2013, Vol.4(1), pp.22-33
    ISSN: 2084-9257
    E-ISSN: 2084-9257
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  • 10
    Language: German
    In: Sozialer Sinn, Jul 2017, Vol.18(1), pp.1-26
    Description: Obwohl zunehmend Bemühungen feststellbar sind, die Perspektive des Kindes zu erheben und auszuwerten, sind den vorliegenden Zugängen methodisch Grenzen gesetzt. Weltsichten, Deutungsmuster, Narrative, die man bei Erwachsenen durch Interviews erheben kann, sind hier kaum zugänglich, weil das Interview als Königsweg der sozialwissenschaftlichen Forschung (König 1962) nicht auf vergleichbare Weise in Anschlag gebracht werden kann. Die vorliegende Darstellung methodischer und konstitutionstheoretischer Implikationen eines rekonstruktiven Zugangs zu kindlichen Bildungsprozessen ist programmatisch. Wir schlagen vor, Kinderzeichnungen als Niederschlag kindlicher Welt- und Selbstaneignung systematisch zu nutzen. Sie bieten Einblick in die Perspektiven von Kindern, da sich in ihnen Bildungsprozesse protokollieren. Auf der Grundlage einer kritischen Sichtung vorliegender Auseinandersetzungen mit dem Gegenstand Kinderzeichnung wird sein Potenzial für eine rekonstruktive Bildungsforschung zu Kindern erschlossen. Das bildnerische Handeln von Kindern wird als eine Form des Nachdenkens, als eine Auseinandersetzung mit dem zum Ausdruck gebrachten inneren Erleben gefasst. Die Metaphern (Philosoph und Künstler) sollen ein damit verbundenes konstitutionstheoretisches Bild des Kindes einfangen und begrifflich verfügbar machen. Die Analyse einer Kinderzeichnung soll exemplarisch das methodische Vorgehen veranschaulichen.
    Subject(s): Educational Research ; Children & Youth ; Interviews ; Children ; Narratives ; Educational Research ; Science ; Drawing ; Social Sciences ; Narratives ; Philosophers ; Social Research
    ISSN: 1439-9326
    E-ISSN: 23660228
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