Becoming Mead: The Social Process of Academic Knowledge by Daniel R. Huebner PDF
By Daniel R. Huebner
George Herbert Mead is a foundational determine in sociology, top recognized for his booklet Mind, Self, and Society, which was once prepare after his dying from direction notes taken via stenographers and scholars and from unpublished manuscripts. Mead, notwithstanding, by no means taught a path basically housed in a sociology division, and he wrote a couple of big range of issues some distance open air of the worries for which he's predominantly rememberedincluding experimental and comparative psychology, the historical past of technology, and relativity theory. briefly, he's recognized in a self-discipline within which he didn't educate for a ebook he didn't write.
turning into Mead, Daniel R. Huebner strains the ways that wisdom has been produced by means of and concerning the famed American thinker. rather than treating Mead’s difficult acceptance as a separate subject of research from his highbrow biography, Huebner considers either biography and acceptance as social tactics of data construction. He makes use of Mead as a case research and gives clean new solutions to severe questions within the social sciences, resembling how authors emerge as thought of canonical particularly disciplines, how teachers comprehend and use others’ works of their study, and the way claims to authority and data are made in scholarship. Becoming Mead offers a unique tackle the heritage of sociology, putting it in serious discussion with cultural sociology and the sociology of information and intellectuals.
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Extra resources for Becoming Mead: The Social Process of Academic Knowledge
As indicated above, the twin red threads that the reader may follow are the production of knowledge in social action processes, on the conceptual level, and the historical details of understandings by and about G. H. Mead, on the empirical level. This study examines aspects of Mead’s intellectual biography along novel lines and in greater detail than has previously been done, but these analyses are also done with a defi nite intent to make them relevant to a larger argument about the nature of knowledge production.
I give some additional indication of this in discussing the importance of the social problems of Chicago and Hawaii to Mead’s thought. Mead was an active organizer on behalf of coordinating systematic data on relevant social conditions, and he personally participated with others in the preparation of major reports on the Chicago school system, the public library system, and the living and working conditions around the University of Chicago Settlement House. 1 One could also note that Mead participated in the creation of the University of Chicago Laboratory School, the Chicago Physiological School, and the Juvenile Psychopathic Institute (later the Institute for Juvenile Research) designed to provide for the systematic test and observation of child development and pedagogy, and he toured kindergartens and vocational education programs.
This assessment, based on my own historical research, almost certainly underestimates the actual number of such direct connections, and for the moment it excludes all the less direct connections between the concepts or ideas in published articles and Mead’s engagement in public and private discussions. In several cases, this acknowledgment that Mead’s articles were publicly presented helps reorient the reading of these texts by locating them as parts of particular ongoing dialogues and in reference to specific issues of concern.
Becoming Mead: The Social Process of Academic Knowledge by Daniel R. Huebner