This article focuses on the factors that influence the dynamics of the sociological imagination. The author argues for the codependence of sociological theorizing, thinking, and imagination that are analyzed through t...This article focuses on the factors that influence the dynamics of the sociological imagination. The author argues for the codependence of sociological theorizing, thinking, and imagination that are analyzed through the prism of the increasing complexity of social and cultural dynamics of the society, the accelerated complex development of human communities within the ＂arrow of time＂. He critically discusses the types of sociological imagination worked out by C. Wright Mills, P. Sztompka, S. Fuller, and U. Beck, and proposes his own model of sociological imagination in the form of a non-linear humanistic one that is based on the synthesis of social, hard and humane science. It deals with the acceleration of socio-cultural dynamics and glocal complexity, the integrity of the interdependent humanity, and synergetically takes into consideration paradoxical synthesis, breaks, risks, and dispersions of socium, its obiective, subjectively constructed, and virtual realities, searching for new forms of humanism, based on men＇s existential needs. It presupposes humane praxis--nowadays the world needs the passing over from technological to humane modernization that can be achieved due to a humanistic turn in sociology, its orientation on a non-linear humanistic sociological imagination.展开更多
The aim of this article is to analyse aggressive behaviour of pupils during school breaks. The main emphasis has been put on the importance of teachers＇ expectations concerning behaviour violating norms. The role of ...The aim of this article is to analyse aggressive behaviour of pupils during school breaks. The main emphasis has been put on the importance of teachers＇ expectations concerning behaviour violating norms. The role of these expectations as predictors of pro-social and anti-social behaviour has been analysed. The research is based on the assumption that every culture develops specific benchmarks in reference to which people judge various social phenomena. Creation of an individual conception of oneself and making a plan for one＇s life is based, to some extent, on social values which constitute the crucial element of every culture. The hypothesis to be verified in this study was the presence of a significant link between the occurrence of anti-social and pro-social behaviour and the adopted axiological assumptions concerning students and their behaviour. The subjects of the study were students and teachers from 18 schools representing three types of culture and three educational levels （primary, lower secondary, and upper secondary）. The total number of 1,212 students were observed （Goldsmith＇s Observational Questionnaire）, and 36 teachers were interviewed. The results indicate a link between the adopted school culture and teachers＇ functioning, and open perspectives of further research on the connection between the values in school curricula and the occurrence of behaviour violating social norms and bounds.展开更多
文摘This article focuses on the factors that influence the dynamics of the sociological imagination. The author argues for the codependence of sociological theorizing, thinking, and imagination that are analyzed through the prism of the increasing complexity of social and cultural dynamics of the society, the accelerated complex development of human communities within the ＂arrow of time＂. He critically discusses the types of sociological imagination worked out by C. Wright Mills, P. Sztompka, S. Fuller, and U. Beck, and proposes his own model of sociological imagination in the form of a non-linear humanistic one that is based on the synthesis of social, hard and humane science. It deals with the acceleration of socio-cultural dynamics and glocal complexity, the integrity of the interdependent humanity, and synergetically takes into consideration paradoxical synthesis, breaks, risks, and dispersions of socium, its obiective, subjectively constructed, and virtual realities, searching for new forms of humanism, based on men＇s existential needs. It presupposes humane praxis--nowadays the world needs the passing over from technological to humane modernization that can be achieved due to a humanistic turn in sociology, its orientation on a non-linear humanistic sociological imagination.
文摘The aim of this article is to analyse aggressive behaviour of pupils during school breaks. The main emphasis has been put on the importance of teachers＇ expectations concerning behaviour violating norms. The role of these expectations as predictors of pro-social and anti-social behaviour has been analysed. The research is based on the assumption that every culture develops specific benchmarks in reference to which people judge various social phenomena. Creation of an individual conception of oneself and making a plan for one＇s life is based, to some extent, on social values which constitute the crucial element of every culture. The hypothesis to be verified in this study was the presence of a significant link between the occurrence of anti-social and pro-social behaviour and the adopted axiological assumptions concerning students and their behaviour. The subjects of the study were students and teachers from 18 schools representing three types of culture and three educational levels （primary, lower secondary, and upper secondary）. The total number of 1,212 students were observed （Goldsmith＇s Observational Questionnaire）, and 36 teachers were interviewed. The results indicate a link between the adopted school culture and teachers＇ functioning, and open perspectives of further research on the connection between the values in school curricula and the occurrence of behaviour violating social norms and bounds.
