Content uploaded by Michael W. Morris
Author content
All content in this area was uploaded by Michael W. Morris on Nov 02, 2015
Content may be subject to copyright.
A preview of the PDF is not available
Views from Inside and Outside: Integrating Emic and Etic Insights about Culture and Justice Judgment
Abstract and Figures
We analyze forms of synergy between emic and etic approaches to research on culture and cognition. Drawing on the justice judgment literature, we describe dynamics through which the two approaches stimulate each other's progress. Moreover, we delineate ways in which integrative emic/etic frameworks overcome limitations of narrower frameworks in modeling culture and cognition. Finally, we identify advantages of integrative frameworks in guiding responses to the diverse justice sensitivities in international organizations.
Figures - uploaded by Michael W. Morris
Author content
All figure content in this area was uploaded by Michael W. Morris
Content may be subject to copyright.
... Naturally, the possibility, sense or lack thereof of studying cultures that are not one's own has a long history in the social sciences (Morris et al., 1999), and has been a principal focus in disciplines such as cross-cultural psychology (Berry, 1976), cultural psychology (Cole, 1990) and various indigenous psychologies, which focus on developing psychological constructs relevant to particular cultural groups (Greenfield, 2000;Kim and Berry, 1993). This debate is tied to two orientations relevant to the study of culture: the emic perspective and the etic perspective (Berry, 1989;Pike, 1967). ...
... Emic research is thus limited to one culture, and the researcher uses definitions and criteria that are congruent with that culture's characteristics (Berry, 1969). Contrastingly, the etic perspective involves studying a culture from the outside, using constructs of a general nature and typically using methods that allow for quantification and the comparative study of cultures (Berry, 1969;Morris et al., 1999). Berry (1989) further distinguishes between imposed etic and derived etic. ...
This paper considers the notions of common sense and interobjectivity to articulate an understanding of how different cultural realities give rise to different construals of scientific phenomena across distinct cultures. Our main focus in this paper is on the social sciences. We propose a quadrant of different cultural–scientific stances from which the study of social phenomena is possible, based on the emic–etic dimension pertaining to the study of culture from contrasting perspectives. Although the emic–etic distinction is normally applied in fields within the science of culture, it is proposed here that the distinction is in some ways germane to scientific practice in general, making it amenable for use in a culture of science (CoS) programme. The four perspectives that emerge from the quadrant are illustrated using exemplars. Different aspects of CoS—that is, scientific practice , scientific conventions and representations of science—are then discussed in further detail, including in two tables illustrating points of convergence and divergence between the East and West when it comes to different aspects of CoS.
... Ugyanakkor kutatásunk arra is rámutatott, hogy az etnográfiai megközelítés alkalmas a nyilvánosság komplex, több szempontú vizsgálatára. Mindazonáltal, a közeljövőben érdemes más települések és időszakok kapcsán is megvizsgálni a helyi közösségimédia-alapú nyilvánosság működését, hogy kiderüljön, mely megállapításaink lehetnek általánosabban is érvényesek. 1 Az étikus (etic) perspektíva a kutató vagy külsős nézőpontot takarja (Morris et al, 1999). 2 Geertz fogalma, amely alatt azon kommunikatív tulajdonsággal bíró közösségi cselekvéseket érti, amelyek a társadalmi valóságra vonatkozó értelmezéseket fejeznek ki (Geertz, 1994). ...
... Mindazonáltal, a közeljövőben érdemes más települések és időszakok kapcsán is megvizsgálni a helyi közösségimédia-alapú nyilvánosság működését, hogy kiderüljön, mely megállapításaink lehetnek általánosabban is érvényesek. 1 Az étikus (etic) perspektíva a kutató vagy külsős nézőpontot takarja (Morris et al, 1999). 2 Geertz fogalma, amely alatt azon kommunikatív tulajdonsággal bíró közösségi cselekvéseket érti, amelyek a társadalmi valóságra vonatkozó értelmezéseket fejeznek ki (Geertz, 1994). 3 Az émikus (emic) perspektíva a helyi vagy belsős nézőpontokra vonatkozik (Morris et al, 1999). 4 https://www.facebook.com/budai.lorant.jaszbereny/posts/pfbid0quSQFzF7Gd8HaZrpaFXxAR ...
A közösségimédia-platformok nemcsak az országos, hanem a helyi közösségek szerveződésében is fontos szerepet játszhatnak, és a helyi nyilvánosság fontos felületévé válhatnak, azonban az elmúlt évtized kutatásaiban a lokális hatásokra kevesebb figyelem irányult. A nemzeti szintre vonatkozó megállapítások nehezen általánosíthatóak a specifikusabb helyi nyilvánosságra, kutatásunkban ezért etnográfiai módszerekkel, online megfigyelés és a kulcsszereplőkkel készített interjúk segítségével tárjuk fel annak sajátosságait. A kutatás a 2023-as jászberényi időközi önkormányzati választási kampányt vizsgálja, ugyanis feltételeztük, hogy kampányidőszakban intenzívebb a lokális aktivitás a közösségi médiában, míg a választás időközi jellege lehetővé tette, hogy a helyi kampányt az országos szintű választási kampányoktól elkülönítve vizsgáljuk. Eredményeink azt mutatják, hogy a helyi nyilvánosság legfontosabb közösségimédia-platformja a Facebook, ahol a helyi politikai elit és az állampolgárok is részt vesznek a helyi történések megvitatásában. Az itt kialakult helyi nyilvánosság a legfontosabb szereplőket tekintve erősen centralizált, politikai szimpátia alapján viszont erősen megosztott, ugyanakkor magas fokú integrációt is mutat a politikai oldalak rendszeres interakciói miatt. A platform lehetővé teszi a politikai elitek és az állampolgárok közti interakciót, ugyanakkor a megtévesztésnek is teret enged. Az itt zajló beszélgetések nagyfokú személyességet és az offline szférával való összemosódást mutatnak és erőteljes negativitás is jellemzi ezt a nyilvánosságot.
... As long as autonomy is possible … such independence of subsistence appears the primary goal of the rural poor." 28 Galperin et al. 2022;Morris et al. 1999. conditions, be the starting point for collective resistance. ...
If one social group has more of something because another has less we speak of relational inequality. The fight against relational inequalities is a tough, centuries-long battle characterized by trial and error. Results can be achieved only through very persistent pressure—what Max Weber described as “a strong and slow boring of hard boards.” The essays in the present issue discuss both obstacles that perpetuate inequality and forms of resistance to them. Some contributions focus more on top-down activities, while others emphasize the perspective from below. Taken together, they reveal that the struggle for more just and egalitarian societies is tough, but gradually making progress.
... Dessa forma, nosso objetivo foi desenvolver um quadro analítico da política educacional em Angola a partir de nossa perspectiva como participante, embora não como ator central na tomada de decisões, mas como um agente na implementação dessas políticas. De acordo com Morris et al. (1999), isso pode refletir nossa compreensão influenciada pela cultura e pela história dos contextos locais. ...
A política de formação inicial de professores em nível médio em Angola, no período de 2010 a 2022, analisada a partir do seu contexto, atores políticos e implicações para a formação de professores de nível médio se configura em objeto desta pesquisa, partindo da pergunta: Como se configurou a trajetória da política educacional de formação de professores em nível médio em Angola no período de 2010 a 2022, observando os atores políticos e as implicações da política projetadas para a formação de professores de nível médio? Objetivou-se de modo geral analisar a política de formação inicial de professores em nível médio em Angola no período de 2010 a 2022. Especificamente, contextualizaram-se as características sociais, econômicas, políticas e educacionais de Angola; caracterizou-se a trajetória histórica do processo de formação de professores em Angola; identificou-se o quadro normativo-legislativo da formação de professores em Angola; e investigou-se a relação dos atores políticos na regulamentação das normativas de formação de professores em nível médio em Angola, no período de 2010 a 2022. É uma pesquisa qualitativa do campo da política educacional, cuja metodologia está baseada na análise da formulação da política com caráter descritivo e histórico-analítico, fundada na análise documental e bibliográfica. Estrategicamente, realiza-se uma análise da política de formação inicial de professores tendo por base os conceitos, o conteúdo e os discursos presentes nos documentos de atores nacionais e internacionais. A pesquisa revela que, de 2010 a 2022, a política de formação inicial de professores em Angola foi marcada pela aprovação de três principais normativas: o Estatuto do Subsistema de Formação de Professores (2011), o Programa Nacional de Formação e Gestão do Pessoal Docente (2018) e o Regime Jurídico da Formação Inicial de Educadores e Professores (2020). Essas políticas foram formuladas em um contexto de fragilidade governamental, incluindo déficits de governança e dificuldades socioeconômicas, caracterizando o país como um Estado frágil. A dependência de ajuda internacional foi significativa, com a UNICEF, o Banco Mundial e a União Europeia contribuindo financeiramente e com consultoria técnica através do envio de especialistas e agências de consultoria de Portugal e Bélgica, e a UNESCO, enquanto instituição indutora de políticas, influenciando a formulação através de seus relatórios e fóruns mundiais de educação. As normas aprovadas alinharam-se com as diretrizes internacionais, promovendo a responsabilização docente, a pedagogia das competências, valores meritocráticos e uma nova estrutura organizacional, refletindo tendências globais de reforma educacional e regulação supranacional.
Palavras-chave: Política de formação docente; Formação de professores em Angola; Regulação supranacional; Organismos internacionais.
This reflection presents a framework for creating, integrating and evaluating values needed for our time. Premodern, Modern, and Postmodern perspectives are taken as complementary reflections, offering an integrative paradigm of what is healthy, ethical, and spiritual, i.e., what really matters in our time. This integrative perspective is an opportunity to reflect critically on the last centuries of our Western intellectual development, creating a perspective that balances what is knowable and unknowable, while simultaneously rejecting any radical positions. The integrative perspective balances faith and reason, spiritual and material, relative and absolute, authority and freedom. Such synthesis requires a humble and open mind that does not pretend to know absolute answers but instead is willing to learn afresh from past experiences and present challenges.
U ovom radu analiziraju se monodisciplinarni i interdisciplinarni pristup znanosti kroz prizmu postmoderne pedagogije. Kroz kratki osvrt na put pedagogije od dominantno monodisciplinarne do dominantno interdisciplinarne znanosti nastojat će se analizirati utjecaji koji su rezultirali prihvaćanjem sinteze ovih pristupa kao jedne od temeljnih odrednica postmoderne pedagogije. Uspoređujući pedagoški pristup dominantan u Europi s edukološkim pristupom pitanjima odgoja i obrazovanja, koji prevladava u zemljama Sjeverne Amerike, nastojat će se ukazati na njihova teorijska ishodišta, te implikacije za odgojno-obrazovnu praksu i teoriju. I na kraju se prikazana analiza uklapa u dominantni diskurs postmodernizma kako bi se moglo situirati pedagogiju u okviru suvremenih društvenih znanosti.
This paper qualitatively probed the risk framing, mitigation and resilience strategies of irregular migrants in a bid to unravel the paradox of how such actors, perceived to be poor and as such may lack ideational and financial agency, with no guarantees of success, can (persistently) operationalize and undertake costly, illegal and dangerous international journeys. Drawing on responses from Europe‐based, deported and prospective first‐time irregular migrants either hailing from or domiciled in the Bono East, Bono and Ahafo Regions of Ghana, the findings of this study demonstrate that all three categories of respondents were risk‐neutral, had risk mitigation and resilient strategies enabled by, among others, involvement in informal/illegal solidaristic economic ventures, the utilization of extended family associational norms, trust in the efficacy of irregular migration service providers as against that of foreign missions and faith in providence.
Bilim Felsefesi ve Araştırma Şükrü BALCI Mevlüt Can KOÇAK Bilimsel Araştırma Tasarımı Bilal ARIK Emel ARIK Sosyal Bilimlerde Nicel Araştırma Yöntemleri Ozan BÜYÜKYILMAZ Etkili Anket Hazırlama Salih GÜRBÜZ Bayram Oğuz AYDIN Enderhan KARAKOÇ Örnekler Üzerinden Sosyal Bilimlerde SPSS ve Veri Analizi Mehmet UÇAR Sosyal Bilimlerde Nitel Araştırma Yöntemleri Sevgi KAVUT Nicel ve Nitel Araştırmalarda Örneklem Belirleme Mesut YILMAZ Nitel Araştırmalarda Amaçlı Çalışma Grubu Türleri Ömer DULKADİR Nicel ve Nitel Araştırmalarda Geçerlilik ve Güvenirlik Mehmet UÇAR Sosyal Bilimlerde Araştırma Raporu Yazma Fatma Sena YAMAN Sosyal Bilimlerde Karma Yöntemler Araştırması Mesut YILMAZ Sosyal Bilimlerde Sözlü Tarih Çalışmaları Mustafa İNCE Nida EKMEKÇİ Ebru DİLEK Sözlü Tarih Çalışmaları: Safranbolu 69. Alay Yunmalık Evi Durmuş GÜR Sosyal Bilimlerde Söylem Analizi Ülkü Hayriye İNCİ Eleştirel Söylem Çözümlemesi Faruk AŞLAKCI Medya Çalışmalarında Etnografi - Budunbetim (Etnometodoloji) Kullanımı Tülay ATAY Sosyal Bilimlerde Göstergebilimsel Analiz Yöntemi Ayşe Ceyda ILGAZ BÜYÜKBAYKAL Zuhal SÖNMEZER Kültürel Çalışmalar Ekolünün İletişim Araştırmalarına Etkisi Bilal ARIK Emel ARIK Kültürel Çalışmalar ve Alımlama Analizi Olgun KÜÇÜK Toplumsal Cinsiyet Eşitsizliğine Halk Sağlığı Açısından Bakış: “Aile Arasında” Filmi Alımlama Analizi Sibel AYDEMİR
This chapter explores the psychology associated with the implementation of new ideas in the police service using police story telling data from my personal journals (van Hulst, M., & Tsoukas, H. (2021). Understanding extended narrative sensemaking: How police officers accomplish story work. Organization, 13,505,084,211,026,878.). It provides insights into the research question “what happened within the police service when the government created the offence of Corrupt or Improper Practice for police officers in Sect. 26 of the Criminal Justice and Courts Act 2015?”.
This paper proposes a paradigm for research testing the generalizability of mi-range theory across culture. It confronts a variety of issues that hinder credible cross-cultural studies and their integration into a body of literature describing the effects of culture. In the first section, we suggest a conceptualization of culture that allows for confirmatory research to explain the effects of culture. In the second section, we discuss issues related to designing rigorous cross-cultural studies. In the final section, we examine alternative analytic techniques for confirming cross-cultural effects. We hope this paper inspires researchers to do more cross-cultural research in order to further our understanding of cultural similarities and differences and bring our world closer together.
