Picture books are often part of children's socialisation processes, contributing to the children forming images of the world, including ideas about (categories of) people, such as nurses. The study aims to explore how nurses/nursing are portrayed in children's picture books in a Swedish context. Through a systematic search, 44 books were included for analysis using thematic analysis and a theoretical lens inspired by Goffman. The results were presented in three themes: ‘The costume characterised and designated nurses’, ‘Nurses and nursing (...) were defined through specific activities and accessories’, and ‘Nurses’ role as caregivers and decency practitioners'. The results showed that nurses were depicted/described in varied contexts, performing their roles mainly front stage in ‘hands‐on work’ in close contact with patients and relatives. Nurses were attributed different accessories and personality characteristics. Nurses/nursing were generally set within a healthcare context, oftentimes within an overarching medical logic. Historical depictions of nurses' uniforms still appeared as a signifier for nurses/nursing. The presentation of nurses/nursing might have potential implications on children's understanding of and for reputations of nurses/nursing in the long term as primary socialisation and related understandings of the (sub)world(s) are deeply rooted in humans. (shrink)

Entre 1820 et 1832, deux journaux de « questions-réponses » occupent le terrain de la presse mathématique aux États-Unis. Comme leurs prédécesseurs américains, The Ladies’ and Gentlemen’s Diary, or United States Almanac et The Mathematical Diary empruntent à leurs homologues anglais, dont le célèbre The Ladies’ Diary, ce format éditorial qui permet aux lecteurs de publier numéro après numéro des problèmes et leurs solutions. Dans le contexte d’une presse spécialisée précaire et à durée de vie limitée, la relative durabilité dont (...) bénéficient les deux titres, ainsi que l’élargissement sociogéographique de leur diffusion au cours de la période, sont la conséquence de pratiques éditoriales visant la fidélisation et la socialisation d’un lectorat le plus large possible. (shrink)

Epistemic risk is of central importance to epistemology nowadays: one common way in which a belief can fail to be knowledge is by being formed in an epistemically risky way, that is, a way that makes it true by luck. Recently, epistemologists have been expanding this rather narrow conception of risk in every direction, except arguably the most obvious one—to enable it to accommodate the increasingly commonplace thought that knowledge has an irreducibly social dimension. This paper fills this lacuna by (...) bringing issues of epistemic injustice to bear on epistemic risk. In particular, it draws on the phenomenon of white ignorance, to sketch a more social notion of epistemic risk, on which the interests of one's epistemic community partly determine whether a belief‐forming procedure is epistemically risky. (shrink)

L'idée centrale est simple : l'éducation est la voie incontournable pour réaliser le type d'homme équilibré qu'une société se donne comme idéal. Ce fil directeur que Iba fall tient fermement tout au long de ce plaidoyer pour un monde davantage ancré dans les valeurs humanistes, explore différents aspects d'une crise à la fois d'identité et de civilisation. Il y a crise, selon le jeune professeur de philosophie, parce qu'il y a rencontre, choc et parfois contradiction entre deux modèles d'éducation. Celui (...) qui est porté par la mondialisation a des tendances dissolvantes pour celui engendré jadis par l'éducation traditionnelle africaine. D'où le sens du titre : " Crise de la socialisation au Sénégal ". S'agit-il d'un procès de la mondialisation? En un certain sens, oui cela en est un. Toutefois l'argumentaire donne à voir une lecture moins négative de ce changement d'échelle qui tend à affecter toute chose. Ce dont il est question, c'est la mise à l'épreuve des valeurs traditionnelles de l'éducation dans le contexte d'une mondialisation en cours. Très exactement, ce qui est en cause, c'est la volonté d'exportation ou de transfert des tendances chosifiantes de la globalisation économique et matérielle dans un domaine dont le propre est d'être immatériel et de se nourrir de valeurs qui se donnent l'homme comme fin et non comme moyen. Abdoulaye Elimane Kane. (shrink)

W D Hudson; Educating, Socialising and Indoctrination: a reply to Tasos Kazepides, Journal of Philosophy of Education, Volume 16, Issue 2, 30 May 2006, Pages 16.

W D Hudson; Educating, Socialising and Indoctrination: a reply to Tasos Kazepides, Journal of Philosophy of Education, Volume 16, Issue 2, 30 May 2006, Pages 16.

W D Hudson; Educating, Socialising and Indoctrination: a reply to Tasos Kazepides, Journal of Philosophy of Education, Volume 16, Issue 2, 30 May 2006, Pages 16.

Tasos Kazepides; Educating, Socialising and Indoctrinating, Journal of Philosophy of Education, Volume 16, Issue 2, 30 May 2006, Pages 155–165, https://doi.org/.

István Hajnal is one of the most remarkable historians and a forerunner of research on the history of communication. He developed his radical theories on the connections between writing as a technique and social structure mainly in the first half of the twentieth century. He emphasized, in a unique way, the importance of technology for social development arguing that the transformation of social structures and the individual within stand in a mutual and interdependent relation with various technological systems. While doing (...) so he reconsidered Max Weber's concepts of traditionalism and rationalism from a so to speak Heideggerian angle. (shrink)

À travers une enquête qualitative par entretiens menée auprès des sportifs de haut niveau de l’INSEP, nous nous intéressons à leur rythme de vie qui articule des temps nombreux et variés : temps sportif, temps scolaire ou universitaire, temps professionnel, temps de récupération, temps de loisir privé et social, etc. Dans ce contexte il apparaît que leur temps objectif et leur temps subjectif ne coïncident pas toujours. Nous identifions à la fois une capacité générale de ces sportifs à gérer une (...) organisation temporelle particulièrement chargée, mais aussi de profondes variations d’un profil de sportif à l’autre, d’où l’idée d’une construction sociale du temps subjectif. Après avoir présenté l’organisation objective des temps à l’INSEP, nous analysons le poids de plusieurs facteurs sportifs et extra-sportifs pour expliquer cette disjonction et comprendre quels éléments ont tendance à favoriser un meilleur vécu d’un emploi du temps objectivement chargé. Cela nous conduit à ouvrir la discussion sur la conception des différentes temporalités de la préparation des sportifs qui demeure floue, entre temps de travail et temps de loisir. Cette préparation s’inscrit elle-même dans un contexte institutionnel spécifique : la construction du rythme de vie de ces sportifs est alors la recherche d’un compromis entre temps collectif et temps individuel. (shrink)

The first part of this article deals with the problem of fidelity to the father's party allegiance.Socialization by the parents seems to be more effective in catholic and socialist families than in liberal families ; it may be intimitaly related to a socialization of a religious or a laicist nature.Socialization by the parents was more effective in the past; younger people show a tendency to be less influenced by it.Socialization by the parents is more effective when the ideological context tends (...) in the same direction.The second part of the article deals with the problem of voting homogeneity with couples. Results lead to the conclusion that the large uniformity of political behaviour within couples expresses two tendencies : the fact that in most cases one marries within the ideological «family». One belongs to and the fact that marriage exerts a socialization which is essentially influencing non-catholics. (shrink)

Through a discussion of how the inventive practices of farm animal genomics interact with animal disease and food risk, this paper aims to expand our notion of what constitute the social dimensions of animal genomics, and why attention to animals and the contemporary issues surrounding them can offer us insights into genomics in general. Through a case study of the circumstances surrounding the invention of the DNA TraceBack technology in the midst of the BSE crisis, I argue that, rather than (...) just examining genomics in and of itself, we should follow the inventions of genomics and their inseparable informational material environments. Then we can see the need for a social science approach that is more attentive to the inseparability of politics and science at the material level and can invent new, more inclusive, problems and research questions. (shrink)

This paper seeks to contribute to the field of transitional justice by adding new insights about the role that trials of victimizers can play within democratization processes. The main argument is that criminal proceedings affirming the value of equal respect and concern for both victims and abusers can contribute to the socialization of citizens’ politically relevant emotions. More precisely, using law constructively to engage public resentment and indignation can be successful to the extent that legality is not sacrificed. In order (...) to locate this argument within the rich literature on the pedagogical functions of transitional trials this paper enters a dialogue with three emblematic texts. Lawrence Douglas’s narrative jurisprudence approach, Judith Shklar’s critique of the limits of legalism, and Marc Osiel’s interest in ‘discursive solidarity’ represent starting points for a more complex conceptualization of the relationship between democracy, law and emotional education within transformational periods. (shrink)

This study provides empirical evidence in relation to a growing body of literature concerned with the ‘socialisation’ effects of accounting and business education. A prevalent criticism within this literature is that accounting and business education in the United Kingdom and the United States, by assuming a ‘value-neutral’ appearance, ignores the implicit ethical and moral assumptions by which it is underpinned. In particular, it has been noted that accounting and business education tends to prioritise the interests of shareholders above all (...) other stakeholder groups. This paper reports on the results of a set of focus group interviews with both undergraduate accounting students and students commencing their training with a professional accounting body. The research explores their perceptions about the purpose of accounting and the objectives of business. The findings suggest that both university and professional students' views on these issues tend to be informed by an Anglo-American shareholder discourse, whereby the needs of shareholders are prioritised. Moreover, this shareholder orientation appeared to be more pronounced for professional accounting students. (shrink)

This study provides empirical evidence in relation to a growing body of literature concerned with the ‘socialisation’ effects of accounting and business education. A prevalent criticism within this literature is that accounting and business education in the United Kingdom and the United States, by assuming a ‘value‐neutral’ appearance, ignores the implicit ethical and moral assumptions by which it is underpinned. In particular, it has been noted that accounting and business education tends to prioritise the interests of shareholders above all (...) other stakeholder groups. This paper reports on the results of a set of focus group interviews with both undergraduate accounting students and students commencing their training with a professional accounting body. The research explores their perceptions about the purpose of accounting and the objectives of business. The findings suggest that both university and professional students' views on these issues tend to be informed by an Anglo‐American shareholder discourse, whereby the needs of shareholders are prioritised. Moreover, this shareholder orientation appeared to be more pronounced for professional accounting students. (shrink)

This chapter evaluates two competing views of morally responsible agency. The first view at issue is Vargas’s circumstantialism—on which responsible agency is a function of the agent and her circumstances, and so is highly context sensitive. The second view is McGeer’s scaffolded-responsiveness view, on which responsible agency is constituted by the capacity for responsiveness to reasons directly, and indirectly via sensitivity to the expectations of one’s audience (whose sensitivity may be more developed than one’s own). This chapter defends a version (...) of the scaffolded-responsiveness view, and develops two further claims. Firstly, moral responsibility should not be tied too closely to liability to praise or blame. Secondly, rather than revising our existing concept of responsibility, we would do better to ask what we want the concept of responsibility for. (shrink)

Education reforms worldwide, in both developed and developing countries, address the content of education programmes and/or changes education systems. There are different paths, and different socio...

Cet article explore la possibilité de contrer dans la théorie et dans la pratique le mouvement qui a conduit au triomphe des thèses néolibérales, à savoir le mouvement d’abstraction de la science économique hors du domaine des sciences sociales, et les conséquences de ce mouvement : la critique du concept même de social, la promotion systématique, dans la théorie, de points de vue désocialisés et strictement individualistes et, dans la pratique, des principes de concurrence dite libre. C’est contre cela que (...) l’on propose ici d’ouvrir la voie d’une resocialisation de l’économie. (shrink)

(1984). Goodbye to the School System— Goodbye to the System of Leisure and Recreation? Aspects of the decay of the last dominant mode of socialisation at the levels of meaning and identity[1] Educational Studies: Vol. 10, No. 1, pp. 43-63.

A number of egalitarians have reached the conclusion that inequalities are just provided that they are the outcome of holding people appropriately responsible for their choices, and that only inequalities which can be traced back to the circumstances in which people happen to find themselves are objectionable. But this form of egalitarianism needs to be supplemented with an account of when it is appropriate to hold people responsible for their choices that is properly sensitive to the profound effects of (...) class='Hi'>socialisation. Two of the most promising attempts to develop such an account-those of Ronald Dworkin and John Roemer-are found to be problematic in the light of a range of cases where gender socialisation influences values and aspirations. (shrink)

A number of egalitarians have reached the conclusion that inequalities are just provided that they are the outcome of holding people appropriately responsible for their choices, and that only inequalities which can be traced back to the circumstances in which people happen to find themselves are objectionable. But this form of egalitarianism needs to be supplemented with an account of when it is appropriate to hold people responsible for their choices that is properly sensitive to the profound effects of (...) class='Hi'>socialisation. Two of the most promising attempts to develop such an account-those of Ronald Dworkin and John Roemer-are found to be problematic in the light of a range of cases where gender socialisation influences values and aspirations. (shrink)

The success of the mission of the school based largely on teachers, it is important to understand exactly how they see their role in the actualization of this mission. So this article initiates a reflection on how secondary school teachers in Quebec think their educational mission. More specifically, we analyze how the educational mission takes shape in their professional practice. La réussite de la mission de l’école reposant en grande partie sur les enseignants, il importe de cerner avec précision comment (...) ces derniers conçoivent leur rôle dans l’actualisation de cette mission. Ainsi cet article amorce une réflexion sur la manière dont les enseignants du secondaire au Québec, pensent leur mission éducative. Plus particulièrement, nous analysons ici comment cette mission éducative prend forme dans leur pratique professionnelle. (shrink)

The portrayal of sexuality in folktale course-books that are prescribed for secondary school learners in Zimbabwe is indeed a cause for concern. Not much attention, if any, has been given to exploring the portrayal of ‘sexuality’ especially in ChiShona prescribed course-books. This article qualitatively explored through content and discourse analysis the portrayal of ‘sexuality’ in folktales prescribed course-books based on an Afrocentric perspective of Unhu and Ubuntu. The study sought to determine whether course-books are an asset or a liability for (...) the socialisation of learners of both genders especially at the critical adolescence stage of development. This undertaking assessed gender attributes, norms, values, and behaviour patterns proffered in school course-books. The examination of the ‘sexuality’ portrayed in these course-books was based on the assumption that education is value-laden. The gender value inherent in these course-books being a vaccine for the social ills like gender inequalities bedevilling Shona communities. The major finding was that the portrayal of ‘sexuality’ in the course-books analysed in this study shows that they are more of a liability. The article recommended a gender discourse that evaluates and critically analyses the gender portrayals in the course-books to avoid losing the gender equality milestones achieved so far in Zimbabwe.Contribution: The study examined sexuality sensibilities secondary school learners are exposed to through the authority of folktale prescribed course-books: Hodza’s (1983) Ngano Dzamatambidzanwa and Fortune’s (ed. 1983) Ngano Volume 4. It adopted the Afrocentric perspective of Unhu and Ubuntu to assess the impact of these instructional materials on the learners’ socialisation processes. (shrink)

In the present study it has been examined how children?s creative writing tasks may contribute to teachers? understanding of children?s values. Writings of 300 elementary school children about what they would do if they were the boss of The Netherlands were obtained and seemed to reflect different types of values. Most children were concerned with charity. Also, writings concerned materialist values and socio?political topics, such as human rights, power and tolerance. Analyses of group?specific differences showed girls to write more about (...) charity and health when compared to boys. Children from low socio?economic backgrounds wrote less about environmental issues compared to children from middle and high socio?economic backgrounds. Children from ethnic minority backgrounds who wrote more about obtaining goods for themselves and less about environmental issues than Dutch?origin children. In addition, age differences were found in line with an increase in social and moral development. These differences are discussed in light of differential socialisation practices. (shrink)

Au milieu des années 1960, Peter Berger, Hansfried Kellner et Thomas Luckmann mettaient le conjoint au cœur de la « construction de la réalité sociale », soulignant ainsi le rôle d’autrui dans la construction de l’identité d’ego et le caractère continuel de ce travail (tout au long de la vie). Soucieux de prendre en compte les évolutions de la famille, nous revenons sur cette théorie en interrogeant la place que peut désormais occuper l’enfant dans la construction de soi. Une enquête (...) menée conjointement auprès de pères séparés et de pères en devenir illustre la manière dont certains d’entre eux accordent à leur enfant une place d’autrui significatif, tant pour la validation de leur identité statutaire que pour celle de leur identité personnelle. (shrink)

Volume 51, Issue 13, December 2019, Page 1293-1303.

L’article se propose d’explorer l’univers des facultés de droit sous la République de Weimar, que les contemporains jugent en « crise ». Cette perception renvoie tout d’abord aux difficultés d’adaptation d’un enseignement qui est de plus en plus écartelé entre les exigences de la science (transmettre une compréhension historique de l’évolution du droit) et celles de la pratique (préparer les étudiants au monde professionnel par une connaissance du droit en vigueur) : l’Université apparaît ainsi comme un lieu de confrontation entre (...) professeurs et autorités étatiques pour le contrôle du cursus juridique. Par ailleurs, dans un contexte de grande expansion des effectifs étudiants, les facultés de droit ne connaissent pas de démocratisation de leur public et restent le domaine des élites traditionnelles ; de ce fait, elles semblent en décalage avec leur époque et continuent de former un univers passéiste que conforte l’engagement des étudiants dans des corporations traditionnelles. Ce mode de socialisation explique leur radicalisation dans le camp antirépublicain dès les années 1920. (shrink)

Claiming the legacy of revolutionary of 1789, the Republicans organise at the end of nineteenth century the French school in its modern form and developpe a philosophy that is “fondationnaire” placing educational institution as foundation of the nation. The idea of the emancipation of the people by rational instruction without neglecting the moral and civic education is well located in the heart of the French school project and aims abstract rational subjects, despite their unique characteristics and affiliations. The phrase “the (...) Republic will be educator or she will not! “claim this fundamentally political intent stay up until the Second World War. After this period, the school system begin to be invested by the economy; during the period of the welfare state, an original synthesis seems to occur between “republican meritocracy, [...] social equality mass... [the] concern individualistic “(Gauchet, 2002), the rising concerns of the economy and employment, making the question of the qualifications of a concern more central. This delicate balance then seems to break during the Twenty pitiful’s years, then the school is characterized by a multiplicating of its missions, the lost of landmarks and the difficulty to make sense. The actual siginification of the scholar system will be questioned regarding to economic and anthropological influence of neo-liberalism, the requirement for long life education and its consequences, and also the education-socialization-qualification relations. (shrink)

Dysfunctionality in socialisation is undoubtedly the most crucial characteristic of autism. For a long time, social functioning and its improvement have been considered among the most important interventions in the literature. Individuals with autism are responsive to therapist-mediated and/or peer-mediated interventions that increase their social engagement. The present study examines the impact of outdoor integrated activities, such as music therapy, equine-assisted therapy, and art therapy, in autistic individuals (n=14). The analysis was carried out on the application of a questionnaire (...) assessing three social skill domains: Joint Attention (JA), Imitation (IMI), and Turn-Taking (T-T) mediated by the therapists and by peers. The development and acquisition of these social behaviours were examined in a structured outdoor context (ASO). Data were collected by two independent observers by White's Scale questionnaire. The results revealed that the proposed interventions facilitated and led to an increase in social-behavioural experience. (shrink)

Résumé: L’école républicaine « à la française » se donnait officiellement pour objectif de former le citoyen. Elle a connu de multiples réformes durant ces dernières décennies, et on perçoit mieux aujourd’hui sa transformation (d’ores et déjà bien avancée) en une école d’inspiration néolibérale visant la fabrication d’individus aptes à s’incorporer dans la machine économique. La façon dont l’école publique et laïque s’acquittait de ses missions principales se voit ainsi malmenée, ce qui se traduit par des zones de tension, tant (...) au niveau idéologique que sur le terrain. Abstract: Republican schooling «à la française» was officially meant to educate the citizen. It has known a number of reforms in recent decades. The neo-liberalization transformation of the French education system is now well advanced and one can see more clearly that schooling is being designed to produce individuals formatted for the economic machine. The former process by which the state schools (which are non-denominational schools) used to achieve their main missions is being shaken, and this causes tensions both on an ideological level and in schools. (shrink)

To better conceive the socializing and pragmatic aspects of mathematics, it can be useful to use a process ontology, which allows, starting from an analysis of the processes of conversations, to compare their recourse, from degree to degree, to supposedly common “virtualities”, in particular in argumentative conversations, with the construction of more complex mathematical entities that allow new symmetries, but also with controversies between mathematicians on the use of these entities.

Zusammenfassung Zu der Frage, von welcher Instanz oder welchem Sozialisationsagenten im Sport welche Wirkung ausgeht, finden sich kaum differenzierte Studien. In einer Fragebogenstudie wurden in Anlehnung an Goncalves Trainer und von ihnen trainierte Jugendliche zur Bedeutung verschiedener Sozialisationsagenten für das Sporttreiben der Jugendlichen, zu ihrer Haltung zum Thema Fairness sowie zu diversen sozialen Normen befragt. Beide Gruppen sprechen übereinstimmend dem Trainer hohe Bedeutung zu. Weitere Analysen zeigen, dass sich aus den beim Trainer wahrgenommenen sozialen Normen regressionsanalytisch ein relativ hoher Anteil (...) der entsprechenden Einstellungen der Jugendlichen hervorsagen lässt. Dies bestätigt die große Bedeutung der Trainer als Sozialisationsagenten. (shrink)