Search results for 'Marxian school of sociology' (try it on Scholar)

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  1. Frédéric Vandenberghe (2009). A Philosophical History of German Sociology. Routledge.score: 648.0
    Introduction -- 1e Intermed consid -- Marx -- Simmel -- Weber -- Lukács -- 2e intermed consid -- Horkheimer -- Adorno -- 3e intermed consid -- Habermas I -- Habermas II -- Habermas III -- Conclusion -- Postscript -- Bibliography.
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  2. Mason Richey (2008). What Can Philosophers Offer Social Scientists?; or The Frankfurt School and its Relevance to Social Science: From the History of Philosophical Sociology to an Examination of Issues in the Current EU. International Journal of Interdisciplinary Social Sciences 3 (6):63-72.score: 531.0
    This paper presents the history of the Frankfurt School’s inclusion of normative concerns in social science research programs during the period 1930-1955. After examining the relevant methodology, I present a model of how such a program could look today. I argue that such an approach is both valuable to contemporary social science programs and overlooked by current philosophers and social scientists.
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  3. Barry Smart (2013). Sociology, Phenomenology and Marxian Analysis: A Critical Discussion of the Theory and Practice of a Science of Society. Routledge.score: 490.5
    Sociology is an established academic discipline but there has been continuing debate over its status as a science and the nature of its subject matter. This led to the emergence of a phenomenological sociology and to critiques of positivist sociology. This critical reappraisal of the relevance of Marxian analysis for a science of society shows how these developments within sociology have had their counterpart in Marxism. The author analyses the status of Marx’s work and the (...)
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  4. Peter Dickens (1996). Reconstructing Nature: Alienation, Emancipation, and the Division of Labour. Routledge.score: 480.0
    One of the main features of the contemporary environmental crisis is that no one has a clear picture of what is taking place. Environmental problems are real enough but they bring home the inadequacy of our knowledge. How does the natural world relate to the social world? Why do we continue to have such a poor understanding? How can ecological knowledge be made to relate to our understanding of human society? Reconstructing Nature argues that the division of labor is a (...)
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  5. Michael J. Lynch & Paul Stretesky (eds.) (2011). Radical and Marxist Theories of Crime. Ashgate.score: 468.0
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  6. Mustafa Emirbayer (2004). The Alexander School of Cultural Sociology. Thesis Eleven 79 (1):5-15.score: 463.5
    I pursue three aims in this article: (1) a contextualization of Jeffrey Alexander’s cultural sociology within the broader trajectory of his intellectual development; (2) a sketch of the key ideas of his approach to cultural analysis against the backdrop of contemporary debates regarding culture and social structure; and (3) an appreciation and critical assessment of Alexander’s program.
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  7. Joshua M. Humphreys (1999). Durkheimian Sociology and 20th-Century Politics: The Case of Célestin Bouglé. History of the Human Sciences 12 (3):117-138.score: 453.0
    This article revises received wisdom about the Durkheimian school of sociology and its relationship to Marxism by analyzing the work of Célestin Bouglé, one of the most influential and least examined sociologists of the Durkheimian tradition. Like other better-known Durkheimians of his generation such as Marcel Mauss and Maurice Halbwachs, Bouglé engaged Durkheimian sociology with Marxian and other German traditions of social thought. In the process he also paid an important debt to the French socialists that (...)
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  8. Peter J. Mills (1988). Reviews : Lee Harvey, Myths of the Chicago School of Sociology, Aldershot: Avebury/Gower Publishing, 1987, £23.50, Vi + 350 Pp. [REVIEW] History of the Human Sciences 1 (2):288-293.score: 447.8
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  9. Oleg Mandić (forthcoming). The Marxist School of Sociology: What is Sociology in a Marxist Sense? Social Research.score: 438.8
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  10. Oliver de Selincourt (1928). The Social Sciences and Their Interrelations. Edited by William Fielding Ogburn , Professor of Sociology in Columbia University, and Alexander Goldenweiser , Recently of Columbia University and the New School for Social Research. (London: George Allen & Unwin, Ltd.1928. Pp. Viii + 506. 16s. Net.). [REVIEW] Philosophy 3 (11):391-.score: 427.5
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  11. O. de Selincourt (1949). Reason and Unreason in Society. By Morris Ginsberg, M.A., D.Lit., Martin White Professor of Sociology in the University of London. (London, New York and Toronto: Longmans, Green & Co., 1947. Pp. Vii, 327. Price 15s. Net. Publications of the London School of Economics, New General Series, No. 1.). [REVIEW] Philosophy 24 (89):159-.score: 427.5
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  12. H. R. Trevor-Roper (1969). The Past and the Present: History and Sociology; Oration Delivered at the London School of Economics and Political Science on Thursday 5 December 1968. London, London School of Economics and Political Science.score: 427.5
     
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  13. Frigga Haug (1992/1980). Beyond Female Masochism: Memory-Work and Politics. Verso.score: 408.0
    ONE Victims or Culprits? Reflections on Women's Behaviour My title, 'Victims or Culprits?', with its interrogatory inflection, may appear somewhat inane. ...
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  14. Fredric Jameson (2007). Jameson on Jameson: Conversations on Cultural Marxism. Duke University Press.score: 408.0
    Introduction: on not giving interviews -- Interview with Leonard Green, Jonathan Culler, and Richard Klein -- Interview with Anders Stephanson -- Interview with Paik Nak-Chung -- Interview with Sabry Hafez, Abbas Al-Tonsi, and Mona Abousenna -- Interview with Stuart Hall -- Interview with Michael Speaks -- Interview with Horacio Machín -- Interview with Sara Danius and Stefan Jonsson -- Interview with Xudong Zhang -- Interview with Srinivas Aravamudan and Ranjana Khanna.
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  15. Sebastian Herkommer (2004). Metamorphosen der Ideologie: Zur Analyse des Neoliberalismus Durch Pierre Bourdieu Und Aus Marxistischer Perspektive. Vsa-Verlag.score: 408.0
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  16. István Mészáros (1986). Philosophy, Ideology, and Social Science: Essays in Negation and Affirmation. St. Martin's Press.score: 408.0
  17. Allen D. Grimshaw (1976). Polity, Class, School, and Talk: The Sociology of Basil Bernstein. [REVIEW] Theory and Society 3 (4):553-572.score: 405.0
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  18. M. Jay (1974). The Frankfurt School's Critique of Karl Mannheim and the Sociology of Knowledge. Telos 1974 (20):72-89.score: 405.0
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  19. John Abromeit (2011). Max Horkheimer and the Foundations of the Frankfurt School. Cambridge University Press.score: 364.5
    Machine generated contents note: Introduction; 1. Coming of age in Wilhelmine Germany; 2. Student years in Frankfurt; 3. A materialist interpretation of the history of modern philosophy; 4. The beginnings of a critical theory of contemporary society; 5. Horkheimer's integration of psychoanalysis into his theory of contemporary society; 6. Horkheimer's concept of materialism in the early 1930s; 7. The anthropology of the bourgeois epoch; 8. Reflections on dialectical logic in the mid-1930s; Excursus I. The theoretical foundations of Horkheimer's split with (...)
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  20. Rudolf J. Siebert (2010). Manifesto of the Critical Theory of Society and Religion: The Wholly Other, Liberation, Happiness and the Rescue of the Hopeless. Brill.score: 301.5
    The Manifesto develops further the Critical Theory of Religion intrinsic to the Critical Theory of Society of the Frankfurt School into a new paradigm of the Psychology, Sociology, Philosophy and Theology of Religion.
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  21. Si Sun (2007). A Critique of Relativism in the Sociology of Scientific Knowledge. Frontiers of Philosophy in China 2 (1):115-130.score: 292.5
    “The Strong Programme” is put forward as a metaphysical theory of sociology by the Edinburgh School (SSK) to study the social causes of knowledge. Barry Barnes and David Bloor are the proponents of the School. They call their programme “the Relativist View of Knowledge” and argue against rationalism in the philosophy of science. Does their relativist account of knowledge present a serious challenge to rationalism, which has dominated 20th century philosophy of science? I attempt to answer this (...)
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  22. Sarah Winch & Michael Sinnott (2011). Toward a Sociology of Conflict of Interest in Medical Research. Journal of Bioethical Inquiry 8 (4):389-391.score: 292.5
    Toward a Sociology of Conflict of Interest in Medical Research Content Type Journal Article Category Case Studies Pages 389-391 DOI 10.1007/s11673-011-9332-0 Authors Sarah Winch, School of Medicine, The University of Queensland, Queensland, Australia 4072 Michael Sinnott, School of Medicine, The University of Queensland, Queensland, Australia 4072 Journal Journal of Bioethical Inquiry Online ISSN 1872-4353 Print ISSN 1176-7529 Journal Volume Volume 8 Journal Issue Volume 8, Number 4.
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  23. A. K. Saran (1963). The Marxian Theory of Social Change. Inquiry 6 (1-4):70 – 128.score: 290.3
    This essay is a logico?philosophical critique of the Marxian system of sociology with special reference to the theory of social change. To every change in the natural order (taken in conjunction with the technological order) corresponds an appropriate change in the human order, that is, in the system of social relations. This, it is shown, is the fundamental Marxian thesis regarding social equilibrium. And accordingly the key idea regarding social change is that a gradually maturing inherent disproportion (...)
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  24. Gill Valentine (1999). Being Seen and Heard? The Ethical Complexities of Working with Children and Young People at Home and at School. Philosophy and Geography 2 (2):141 – 155.score: 261.0
    In the late 1980s and early 1990s a number of key writers within sociology and anthropology criticised much of the existing research on children within the social sciences as 'adultist'. This has subsequently provoked attempts by academics to define new ways of working with , not on or for, children that have been characterised by a desire to define more mutuality between adult and children in research relationships and to identify new ways that researchers can engage with young people. (...)
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  25. Jeffery Nicholas (2012). Reason, Tradition, and the Good: Macintyre's Tradition-Constituted Reason and Frankfurt School Critical Theory. University of Notre Dame Press.score: 256.5
    Introduction: the question of reason -- The Frankfurt School critique of reason -- Habermas's communicative rationality -- Macintyre's tradition-constituted reason -- A substantive reason -- Beyond relativism: reasonable progress and learning from -- Conclusion: toward a Thomistic-Aristotelian critical theory of society.
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  26. Margarete Kohlenbach & Raymond Geuss (eds.) (2005). The Early Frankfurt School and Religion. Palgrave Macmillan.score: 256.5
    This volume examines the ways in which the authors of the early Frankfurt School criticized, adopted and modified traditional forms of religious thought and practice. Focusing on the works of Theodor W. Adorno, Walter Benjamin, Erich Fromm, Max Horkheimer, Otto Kirchheimer and Franz Neumann, it analyzes the relevance of religious traditions and of the Enlightenment critique of religion for modern conceptions of emancipatory thought, art, law, and politics.
     
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  27. Hans Lindahl, Tilburg School of Humanities.score: 238.5
    I would like to use this seminar to have your views on the first draft of Part I of the monograph I am currently writing about the relation between boundaries and legal order. Part I falls into four chapters. Chapter 1 contextualizes the discussion by drawing on the findings of Saskia Sassen's empirically informed contribution to the sociology of globalisation to undermine the widely shared assumption that the uncoupling of law and state exposes the inside/outside distinction as a merely (...)
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  28. S. M. Lindsay (1899). Book Review:The Elements of Sociology: A Text-Book for Schools and Colleges. Franklin Henry Giddings. [REVIEW] Ethics 9 (3):395-.score: 232.5
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  29. Sue Ellen Henry (2013). Bodies at Home and at School: Toward a Theory of Embodied Social Class Status. Educational Theory 63 (1):1-16.score: 231.0
    Sociology has long recognized the centrality of the body in the reciprocal construction of individuals and society, and recent research has explored the influence of a variety of social institutions on the body. Significant research has established the influence of social class, child-rearing practices, and variable language forms in families and children. Less well understood is the influence of children's social class status on their gestures, comportment, and other bodily techniques. In this essay Sue Ellen Henry brings these two (...)
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  30. C. Fred Alford (2002). Levinas, the Frankfurt School, and Psychoanalysis. Wesleyan University Press.score: 229.5
    'Original and provocative . . . engagingly written. (C Fred Alford) counters Levinas's notorious obscurity with a goodly dose of transparency' - John Lechte, Macquarrie University Abstract and evocative, writing in what can only be ...
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  31. Andrew Feenberg (1981/1986). Lukács, Marx, and the Sources of Critical Theory. Oxford University Press.score: 229.5
    This acclaimed book is the first comparative evaluation of two primary sources of the Western Marxist tradition: Marx's Economic and Philosophical Manuscripts and History and Class Consciousness by Georg Luk'acs. Andrew Feenberg offers a new interpretation of the theories of alienation and reification as the basis of a Marxist approach to the cultural contradictions of contemporary society.
     
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  32. León Gómez Rivas (1999). Business Ethics and the History of Economics in Spain "the School of Salamanca: A Bibliography". [REVIEW] Journal of Business Ethics 22 (3):191 - 202.score: 222.0
    The name "School of Salamanca" refers to a group of theologians and natural law philosophers who taught in the University of Salamanca, following the inspiration of the great Thomist Francisco de Vitoria. It turns out that the Scholastics were not simply medieval, but began in the 13th century and expanded through the 16th and 17th centuries; and they developed some original theories about economics and international law.Why should a few men mainly interested in theology and ethics apply themselves in (...)
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  33. Zhiqiang Zhang (2009). From the “Alternative School of Principles” to the Lay Buddhism: On the Conceptual Features of Modern Consciousness-Only School From the Perspective of the Evolution of Thought During the Ming and Qing Dynasties. [REVIEW] Frontiers of Philosophy in China 4 (1):64-87.score: 222.0
    The best representatives of the self-reflection of xinxue 心学 (the School of Mind) and its development during the Ming and Qing Dynasties are the three masters from the late Ming Dynasty. The overall tendency is to shake off the internal constraints of the School of Mind by studying the Confucian classics and history. During the Qing Dynasty, Dai Zhen had attempted to set up a theoretical system based on Confucian classics and history, offering a theoretical foundation for a (...)
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  34. Zhang Zhiqiang & Huang Deyuan (2009). From the "Alternative School of Principles" to the Lay Buddhism: On the Conceptual Features of Modern Consciousness-Only School From the Perspective of the Evolution of Thought During the Ming and Qing Dynasties. Frontiers of Philosophy in China 4 (1):64 - 87.score: 222.0
    The best representatives of the self-reflection of xinxue 心学 (the School of Mind) and its development during the Ming and Qing Dynasties are the three masters from the late Ming Dynasty. The overall tendency is to shake off the internal constraints of the School of Mind by studying the Confucian classics and history. During the Qing Dynasty, Dai Zhen had attempted to set up a theoretical system based on Confucian classics and history, offering a theoretical foundation for a (...)
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  35. Peter Dews (2007). Logics of Disintegration: Post-Structuralist Thought and the Claims of Critical Theory. Verso.score: 220.5
  36. Philip Walsh (2005). Skepticism, Modernity, and Critical Theory. Palgrave Macmillan.score: 211.5
    This book examines the issue of philosophical skepticism in the light of its relevance for the critique of modernity associated with the Frankfurt School. It situates the problem of skepticism in the context of the history of philosophy and explores its significance for the modern crisis of reason, as manifested in post-Kantian philosophy, which presaged the critical turn toward social theory.
     
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  37. Richard L. Lanigan (2011). Husserl's Phenomenology in America (USA): The Human Science Legacy of Wilbur Marshall Urban and the Yale School of Communicology. Schutzian Research. A Yearbook of Worldly Phenomenology and Qualitative Social Science 3:203-217.score: 211.0
    Edmund Husserl gave his famous London Lectures (in German) in June 1922 where he says his purpose is to explain “transcendental sociological [intersubjective] phenomenology having reference to a manifest multiplicity of conscious subjects communicating with one another”. This effective definitionof semiotic phenomenology as Communicology was reported in English (1923) by Charles K. Ogden and I. A. Richards in the first book on the topic titled The Meaning of Meaning. This groundwork was in full development by 1939 with the first detailed (...)
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  38. Raimondo Cubeddu (1993). The Philosophy of the Austrian School. Routledge.score: 201.0
    In recent years, the Austrian School has been an influential contributor to the social sciences. Yet most of the attempts to understand this vital school of thought have remained locked into a polemical frame. The Philosophy of the Austrian School challenges this approach through a philosophically grounded account of the School's methodological, political, and economic ideas. Raimondo Cubeddu acknowledges important differences between the key figures in the School--Menger, Mises and Hayek-- but also finds important parallels (...)
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  39. Marcin Koszowy & Michał Araszkiewicz (2014). The Lvov–Warsaw School as a Source of Inspiration for Argumentation Theory. Argumentation 28 (3):283-300.score: 201.0
    The thesis of the paper holds that some future developments of argumentation theory may be inspired by the rich logico-methodological legacy of the Lvov–Warsaw School (LWS), the Polish research movement that was most active from 1895 to 1939. As a selection of ideas of the LWS which exploit both formal and pragmatic aspects of the force of argument, we present: Ajdukiewicz’s account of reasoning and inference, Bocheński’s analyses of superstitions or dogmas, and Frydman’s constructive approach to legal interpretation. This (...)
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  40. David Frisby (1992). The Alienated Mind: The Sociology of Knowledge in Germany, 1918-1933. Routledge.score: 198.0
    The Sociology of Knowledge in Weimar Germany: Its Background and Context i Any serious attempt to understand the distinctive nature of the German tradition ...
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  41. Loet Leydesdorff (1992). The Knowledge Content of Science and the Sociology of Scientific Knowledge. Journal for General Philosophy of Science 23 (2):241-263.score: 198.0
    Several, seemingly unrelated problems of empirical research in the 'sociology of scientific knowledge' can be analyzed as following from initial assumptions with respect to the status of the knowledge content of science. These problems involve: (1) the relation between the level of the scientific field and the group level; (2) the boundaries and the status of 'contexts', and (3) the emergence of so-called 'asymmetry' in discourse analysis. It is suggested that these problems can be clarified by allowing for cognitive (...)
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  42. Loet Leydesdorff (1996). The Possibility of a Mathematical Sociology of Scientific Communication. Journal for General Philosophy of Science 27 (2):243-265.score: 198.0
    The focus on discourse and communication in the recent sociology of scientific knowledge offers new perspectives for an integration of qualitative and quantitative approaches in science studies. The common point of interest is the question of how reflexive communication systems communicate. The elaboration of the mathematical theory of communication into a theory of potentially self-organizing entropical systems enables us to distinguish the various layers of communication, and to specify the dynamic changes in these configurations over time. For example, a (...)
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  43. Christopher Mayes (2012). On the Importance of the Institution and Social Self in a Sociology of Conflicts of Interest. Journal of Bioethical Inquiry (Browse Results) 9 (2):217-218.score: 198.0
    On the Importance of the Institution and Social Self in a Sociology of Conflicts of Interest Content Type Journal Article Category Case Studies Pages 1-2 DOI 10.1007/s11673-012-9355-1 Authors Christopher Mayes, Rock Ethics Institute, The Pennsylvania State University, 201 Willard Building, University Park, PA 16802-1601, USA Journal Journal of Bioethical Inquiry Online ISSN 1872-4353 Print ISSN 1176-7529.
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  44. Alfred W. Steinhauser (1941). An Evaluation of the Social Teachings Found in a Selected Number of High School Textbooks. Washington, D.C.,The Catholic University of America.score: 198.0
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  45. Mark Sheehan & Michael Dunn (2013). On the Nature and Sociology of Bioethics. Health Care Analysis 21 (1):54-69.score: 195.0
    Much has been written in the last decade about how we should understand the value of the sociology of bioethics. Increasingly the value of the sociology of bioethics is interpreted by its advocates directly in terms of its relationship to bioethics. It is claimed that the sociology of bioethics (and related disciplinary approaches) should be seen as an important component of work in bioethics. In this paper we wish to examine whether, and how, the sociology of (...)
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  46. Rina Marie Camus (2013). The Wiseman and the Sage: Metaphysics as Wisdom in Aristotle and the Neo-Confucian School of Principle. Frontiers of Philosophy in China 8 (1):120-139.score: 195.0
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  47. E. Doyle McCarthy (1996). Knowledge as Culture: The New Sociology of Knowledge. Routledge.score: 192.0
    Drawing upon Marxist, French structuralist and American pragmatist traditions, this lively and accessible introduction to the sociology of knowledge gives to its classic texts a fresh reading, arguing that various bodies of knowledge operate within culture to create powerful cultural dispositions, meanings, and categories. It looks at the cultural impact of the forms and images of mass media, the authority of science, medicine, and law as bodies of contemporary knowledge and practice. Finally, it considers the concept of "engendered knowledge" (...)
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  48. Gunter W. Remmling (1975). The Sociology of Karl Mannheim: With a Bibliographical Guide to the Sociology of Knowledge, Ideological Analysis, and Social Planning. Routledge & K. Paul.score: 192.0
    The significance and development of Mannheim's sociology Ancient data such as the Code of Hammurabi, the Old Testament, the Confucian Classics, ...
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  49. Roman Murawski (2010). Philosophy of Mathematics in the Warsaw Mathematical School. Axiomathes 20 (2-3):279-293.score: 192.0
    The aim of this paper is to present and discuss the philosophical views concerning mathematics of the founders of the so called Warsaw Mathematical School, i.e., Wacław Sierpiński, Zygmunt Janiszewski and Stefan Mazurkiewicz. Their interest in the philosophy of mathematics and their philosophical papers will be considered. We shall try to answer the question whether their philosophical views influenced their proper mathematical investigations. Their views towards set theory and its rôle in mathematics will be emphasized.
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  50. Malcolm Ashmore (1989). The Reflexive Thesis: Wrighting Sociology of Scientific Knowledge. University of Chicago Press.score: 192.0
    This unusually innovative book treats reflexivity, not as a philosophical conundrum, but as a practical issue that arises in the course of scholarly research and argument. In order to demonstrate the concrete and consequential nature of reflexivity, Malcolm Ashmore concentrates on an area in which reflexive "problems" are acute: the sociology of scientific knowledge. At the forefront of recent radical changes in our understanding of science, this increasingly influential mode of analysis specializes in rigorous deconstructions of the research practices (...)
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