Theory and Practice: A Matter of Words. Language, Knowledge and Professional Community in Social Work

The relation between theory and practice in social work has always been controversial. Recently, many have underlined how language is crucial in order to capture how knowledge is used in practice. This article introduces a language perspective to the issue, rooted in the ‘strong programme’ in the sociology of knowledge and in Wittgenstein’s late work. According to this perspective, the meaning of categories and concepts corresponds to the use that concrete actors make of them as a result of on-going negotiation processes in specific contexts. Meanings may vary dramatically across social groups moved by different interests and holding different cultures. Accordingly, we may reformulate the issue of theory and practice in terms of the connections between different language games and power relationship between segments of the professional community. In this view, the point is anyway to look at how theoretical language relates to practitioners’ broader frames, and how it is transformed while providing words for making sense of experience.

Learning spatial concepts from RatSLAM representations

RatSLAM is a biologically-inspired visual SLAM and navigation system that has been shown to be effective indoors and outdoors on real robots. The spatial representation at the core of RatSLAM, the experience map, forms in a distributed fashion as the robot learns the environment. The activity in RatSLAM’s experience map possesses some geometric properties, but still does not represent the world in a human readable form. A new system, dubbed RatChat, has been introduced to enable meaningful communication with the robot. The intention is to use the “language games” paradigm to build spatial concepts that can be used as the basis for communication. This paper describes the first step in the language game experiments, showing the potential for meaningful categorization of the spatial representations in RatSLAM.

On the impact of the "linguistic turn" on research in information systems

The linguistic turn within philosophy has recently gained increased attention within social sciences. It can be seen as an attempt to investigate traditional philosophical problems by analysing the linguistic expressions used for these investigations. More generally, the phenomenon of language itself must be considered because of its (constitutional) impact on the investigation of phenomena in social sciences. In order to understand the consequences of the linguistic turn, its origins in philosophy are important and will be discussed. Within social sciences the linguistic turn already had significant impact. As an example, we will therefore discuss what directions the linguistic turn enabled for organizational analysis. Information Systems as a discipline must face the consequences of the linguistic turn as well. We will discuss how the linguistic framework introduced impacts the development of knowledge management and that of managerial and organizational support systems. This example shows what different perspectives the linguistic turn can provide for investigations within Information Systems. In addition, we will briefly outline the impact of the linguistic turn with respect to methodologies in Information Systems research.

Problems with the coronial determination of ‘suicide’

After over 100 years of constant dissatisfaction with the accuracy of suicide data, this paper suggests that the problem may actually lie with the category of suicide itself. In almost all previous research, ‘suicide’ is taken to be a self-evidently valid category of death, not an object of study in its own right. Instead, the focus in this paper is upon the presupposition that how a social fact like suicide is counted depends upon norms for its governmental regulation, leading to a reciprocal relationship between social norms and statistical norms. Since this relationship is centred almost entirely in the coroner’s office, this paper examines governmental, definitional and categorisational issues relating to how coroners reach findings of suicide. The intention of this paper is to contribute to international debates over how suicide can best be conceptualised and adjudged.

Individuals' Responsibility in Corporations

I discuss role responsibly, individual responsibility and collective responsibility in corporate multinational setting. My case study is about minerals used in electronics that come from the Democratic Republic of Congo. What I try to show throughout the thesis is how many things need to be taken into consideration when we discuss the responsibility of individuals in corporations. No easy and simple answers are available. Instead, we must keep in mind the complexity of the situation at all times, judging cases on individual basis, emphasizing the importance of individual judgement and virtue, as well as the responsibility we all share as members of groups and the wider society. I begin by discussing the demands that are placed on us as employees. There is always a potential for a conflict between our different roles and also the wider demands placed on us. Role demands are usually much more specific than the wider question of how we should act as human beings. The terminology of roles can also be misleading as it can create illusions about our work selves being somehow radically separated from our everyday, true selves. The nature of collective decision-making and its implications for responsibility is important too. When discussing the moral responsibility of an employee in a corporate setting, one must take into account arguments from individual and collective responsibility, as well as role ethics. Individual responsibility is not a separate or competing notion from that of collective responsibility. Rather, the two are interlinked. Individuals' responsibilities in collective settings combine both individual responsibility and collective responsibility (which is different from aggregate individual responsibility). In the majority of cases, both will apply in various degrees. Some members might have individual responsibility in addition to the collective responsibility, while others just the collective responsibility. There are also times when no-one bears individual moral responsibility but the members are still responsible for the collective part. My intuition is that collective moral responsibility is strongly linked to the way the collective setting affects individual judgements and moulds the decisions, and how the individuals use the collective setting to further their own ends. Individuals remain the moral agents but responsibility is collective if the actions in question are collective in character. I also explore the impacts of bureaucratic ethic and its influence on the individual. Bureaucracies can compartmentalize work to such a degree that individual human action is reduced to mere behaviour. Responsibility is diffused and the people working in the bureaucracy can come to view their actions to be outside the normal human realm where they would be responsible for what they do. Language games and rules, anonymity, internal power struggles, and the fragmentation of information are just some of the reasons responsibility and morality can get blurry in big institutional settings. Throughout the thesis I defend the following theses: ● People act differently depending on their roles. This is necessary for our society to function, but the more specific role demands should always be kept in check by the wider requirements of being a good human being. ● Acts in corporations (and other large collectives) are not reducible to individual actions, and cannot be explained fully by the behaviour of individual employees. ● Individuals are responsible for the actions that they undertake in the collective as role occupiers and are very rarely off the hook. Hiding behind role demands is usually only an excuse and shows a lack of virtue. ● Individuals in roles can be responsible even when the collective is not. This depends on if the act they performed was corporate in nature or not. ● Bureaucratic structure affects individual thinking and is not always a healthy environment to work in. ● Individual members can share responsibility with the collective and our share of the collective responsibility is strongly linked to our relations. ● Corporations and other collectives can be responsible for harm even when no individual is at fault. The structure and the policies of the collective are crucial. ● Socialization plays an important role in our morality at both work and outside it. We are all responsible for the kind of moral context we create. ● When accepting a role or a position in a collective, we are attaching ourselves with the values of that collective. ● Ethical theories should put more emphasis on good judgement and decision-making instead of vague generalisations. My conclusion is that the individual person is always in the centre when it comes to responsibility, and not so easily off the hook as we sometimes think. What we do, and especially who we choose to associate ourselves with, does matter and we should be more careful when we choose who we work for. Individuals within corporations are responsible for choosing that the corporation they associate with is one that they can ascribe to morally, if not fully, then at least for the most part. Individuals are also inclusively responsible to a varying degree for the collective activities they contribute to, even in overdetermined contexts. We all are responsible for the kind of corporations we choose to support through our actions as consumers, investors and citizens.

Transtorno de pânico um estudo sobre as matrizes sociais de seu surgimento: a sociedade do risco e a construção contemporânea de bioidentidades

O transtorno de pânico é uma das questões preocupantes em termos de saúde coletiva. Pensamos que tal transtorno se configura como uma nova forma de adoecimento psíquico, categoria que tem penetrado em diferentes espaços sociais, e suas descrições vêm sendo incorporadas ao arcabouço identitário dos sujeitos. Problematizar as matrizes culturais da emergência e difusão deste transtorno, no campo da construção de subjetividade e de identidade, é o objetivo deste estudo. Na pós-modernidade, por um lado, nos centramos nas características do que se denomina sociedade de risco, (BECK, 1998) a qual gera sentimentos de imprevisibilidade, desenraizamento e desfiliação; por outro, juntamente com o desprestígio do ideal da interioridade, observa-se um recurso a se recorrer ao registro do corpo e da biologia como âncora subjetiva. (COSTA, 2005). Com a predominância de um cenário de incerteza e de risco permanente, cria-se uma atmosfera em que a previsibilidade e a confiabilidade são constantemente ameaçadas, Ou seja, o valor da confiança no registro da ontologia refere-se à existência de um ambiente suficientemente confiável e previsível para que os sujeitos experienciem uma constância dos ambientes de ação social e material circundante (WINNICOTT, 1963). Verificaremos, em meio a um cenário de risco ambiente, como o pânico emerge e é difundido com base em matrizes desviantes. O transtorno de pânico, pretensamente radicado no cérebro e determinado pela genética, parece ser uma das entidades às quais as pessoas aderem e ao redor das quais se agregam. Nesse sentido, defendendo que os tipos de patologia, nos quais se inclui o transtorno de pânico, podem servir também como redes de pertencimento, formas de sociabilidade que se organizam em torno de predicados físicos, tanto na esfera da normalidade quanto da patologia, entre as quais o corpo anatomofisiológico se destaca como fenômeno identitário, denominado por alguns autores de bioidentidade (ORTEGA, 2000). Humanizar o conceito transtorno de pânico, portanto, é afirmar que tais sintomas já conheceram outras utilizações. Entendendo o sujeito como um conjunto de crenças podem ser alteradas, revistas, repensadas, redimensionadas (COSTA, 1994). Ao sair da esfera da universalidade e essencialidade, típicas de classificações reducionistas no campo da psiquiatria, para a perspectiva de que existem jogos de linguagem diferentes para se referir ao pânico, percebemos que em vez de o transtorno de pânico existem os pânicos, ou seja, são plurais e diversificadas as diferentes gramáticas para se falar daquilo a que se reduz hoje essa classificação psiquiátrica.

Les limites du langage ou la critique du langage comme thérapie dans la philosophie de Ludwig Wittgenstein

Dans ce mémoire, je me propose d’analyser la question des limites du langage; d’examiner la place et le rôle de l’indicible dans la philosophie de Wittgenstein. La notion d’indicible suppose un critère pour saisir les limites du langage. Dans le Tractatus, le critère nous est donné par la structure logique de l’image. Or, en laissant tomber cet accord de forme entre le langage et le monde, suggéré par la théorie picturale, l’indicible ne semble plus se montrer dans les écrits postérieurs au Tractatus. Du moins, avec la notion de « jeux de langage », le critère pour saisir les limites du langage n’est plus aussi clairement défini et les règles qui déterminent les usages légitimes du langage ne sont plus aussi strictes. Enfin, en concevant la signification comme « usage », la nature du langage est appréhendée comme le fait d’une forme de vie, et dans une perspective pragmatique, arrimée à une position minimaliste, une conception déflationniste de la vérité peut se développer, évitant ainsi la réification de faits superlatifs associés à l’indicible et à l’ineffabilité des critères sémantiques. Par conséquent, l’indicible et l’ineffable ne seraient plus associés avec une posture mystique à l’égard du réel, et le quiétisme philosophique de Wittgenstein, toujours inspiré par le nihilisme thérapeutique, demeure l’avenue privilégiée pour neutraliser le discours métaphysique et le contraindre définitivement au silence.

El problema de conceptualización del terrorismo dentro de la disciplina de las Relaciones Internacionales: Un análisis desde la perspectiva histórico conceptual

Los hechos ocurridos durante el 11 de septiembre de 2001 se constituyeron como un momento fundamental en los intentos de conceptualización del terrorismo internacional dentro de la disciplina de las Relaciones Internacionales. A raíz del 9/11 tuvo lugar la resemantización del concepto de terrorismo internacional en función del terrorismo religioso y del fundamentalismo islámico. Lo anterior, marco una ruptura en el campo de experiencia y en el horizonte de expectativas del concepto mismo, pues este último adquirió un nuevo uso discursivo, y por ende, político. Por eso, ante la necesidad de emprender un análisis discursivo de los usos del concepto de terrorismo internacional, se evidencia cómo al estar inmersos en determinados juegos del lenguaje, el uso discursivo de este concepto termina por convertirse en una herramienta de acción política que promueve una forma de vida.

Wittgenstein e Bourdieu: diálogos para uma sociologia prática

The dialogue between philosopher Ludwig Wittgenstein s notions and Pierre Bourdieu s sociological concepts related to social practice of language shows that the philosophy of language has an important influence on contemporary social theory. When we compare the ideas of these authors we discover that beyond the direct influences from the philosopher that the sociologist recognizes there are great parallelisms of thought. That is, Wittgenstein s pragmatic thought of the use of language does not concern only language, but also every socially built behavior. When we notice that the social and linguistic behavior are borne by the individual in a tacit way, that leads us to theorize about the prereflective dimension that builds human actions and even the habits of thought. The same processes allow the uses of language to build wider social practices. Besides, John Austin, one of Wittgenstein s disciples, and his speech acts theory, contribute with a way to reflecting on how language ressembles a concrete action. Finally, the linguistc therapy that Wittgenstein means to be his philosophical proposal is assimilated by Bourdieu, who takes it as one of the necessary topics of the sociological work

Uma leitura da produção de significados matemáticos e não-matemáticos para dimensão

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Educação e linguagem: algumas considerações sob a perspectiva filosófica de Wittgenstein

Pós-graduação em Educação - FFC

Projetos Minerva: caixa de jogos caleidoscópica

Pós-graduação em Educação para a Ciência - FC

Interpretação e comunicação em ambientes de aprendizagem gerados pelo processo de modelagem matemática

Esta pesquisa teve por objetivo observar, compreender e descrever a produção de sentidos mediante as interações dos alunos entre si, e destes com o professor ao desenvolverem projetos de modelagem matemática. A investigação foi realizada em uma turma de 5ª série de uma Escola de Ensino Fundamental e Médio da Rede Federal de Ensino na cidade de Belém do Pará. A observação participante foi à técnica predominantemente utilizada para a coleta de dados, que foram registrados através do diário de campo, de vídeos-gravações das aulas e áudios capitados nos grupos de alunos, quando desenvolviam as atividades propostas, constituindo assim a metodologia adotada. Desse modo, a pesquisa, de cunho qualitativo, se caracterizou como pesquisa-participante. O referencial teórico que subsidiou a pesquisa foi composto, predominantemente pela filosofia da matemática de Ludwig Wittgenstein, que entende o jogo de linguagem como uma forma de vida, ressaltando que a aplicação de regras e seus sentidos fazem parte desse jogo; o conceito de resíduo de Gilles-Gaston Granger, que se refere aos significados que estão além do texto matemático formal, ou seja, os aspectos que escaparam da malhas da rede lingüística; o conceito da educação matemática crítica, que se refere aos aspectos políticos da educação matemática e que traz para o debate, questões ligadas ao tema poder, que refletem nas interações entre os sujeitos no ato cognoscitivo, estabelecendo padrões de comunicação; além dos autores que tratam da modelagem matemática no ensino. As análises apontam para possibilidades de produção de ambientes de aprendizagem apropriados para transitar um padrão de comunicação que desempenhe sua função primordial em situação de ensinoaprendizagem: a comunicação através da linguagem ou dos jogos de linguagem.

“Ver como”: uma vivência do olhar para a aprendizagem de geometria

Este trabalho busca compreender qual(ais) a possível(eis) forma(s) assumida(s) pelo “ver” de alunos do ensino médio e como ela(s) pode(m) influenciar em seu aprendizado sobre a Geometria. O referencial teórico que guia esta pesquisa são as ideias do filósofo Ludwig Wittgenstein que abrange concepções em torno do ver, dos jogos de linguagem, das formas de vida, de regras, contextos, etc. A pesquisa tem caráter qualitativo com uma parte composta de levantamento bibliográfico e outra de campo. A pesquisa revelou formas distintas de ver dos alunos, a saber: o “ver sinóptico” e o “ver como”, como também aponta que essas formas de ver influenciam de um modo ou de outro no aprendizado do objeto visto. E desta forma os modos de ver definem a interpretação em função do contexto em que está ocorrendo à aprendizagem da Geometria.