First published in 1979, this now classic text presents a major study of the development of educational systems, focusing in detail on those of England, Denmark, France, and Russia - chosen because of their present educational differences and the historical diversity of their cultures and social structures. Professor Archer goes on to provide a theoretical framework which accounts for the major characteristics of national education and the principal changes that such systems have undergone. Now with a new introduction, Social Origins of Educational Systems is vital reading for all those interested in the sociology of education. Previously published reviews: 'A large-scale masterly study, this book is the most important contribution to the sociology of education since the second world war as well as being a substantial contribution to the consolidation of sociology itself.' - The Economist 'I cannot improve on her own statement of what she is trying to do: 'The sociological contribution consists in providing a theoretical account of macroscopic patterns of change in terms of the structural and cultural factors which produce and sustain them'...Unquestionably, this book is an impressive work of scholarship, well planned conceptually and uniting its theoretical base with a set of four thoroughly and interestingly researched case-studies of the history of the educational systems of Denmark, England, France and Russia.' - British Journal of the Sociology of Education 'This magnificent treatise seriously explores many of the most recalcitrant questions about institutional systems.' - Journal of Curriculum Studies 'A gargantuan and impressive socio-historical enterprise.' - Encounter '...a major achievement.' - New Society
Margaret Archer's Culture and Agency was first published in 1988, and proved a seminal contribution to social theory and the case for the role of culture in sociological thought. Described in Sociological Review as 'a timely and sophisticated treatment', the book showed that the 'problems' of culture and agency, on the one hand, and structure and agency, on the other, could be solved using the same analytical framework. In this revised edition of Culture and Agency, Margaret Archer contextualises her argument in 1990s cultural sociology and links it explicitly to her latest book, Realist Social Theory: The Morphogenetic Approach (Cambridge University Press, 1995).
The book explores religious experience as a justifiable reason for religious belief, demonstrating that the three pillars of Critical Realism - ontological intransitivity, epistemic relativity and judgemental rationality - can be applied to religion.
This book analyses the processes of educational change in England and France by relating political, social, economic and ideological trends to the changing pattern of educational institutions from the time of the Industrial and French revolutions. The authors first assess the relevance of major sociological theories for the interpretation of the main trends in education in both countries in the first half of the nineteenth century. They then put forward an alternative approach, derived from Weber, which links educational change with social conflict. This theory of domination and assertion of groups competing for control over formal instruction before the emergence of the state system is applied to England and France in this period. The main part of the book is devoted to a more detailed analysis of the competing groups in both countries and of their ideologies which served as blueprints for educational reform.
First published in 1979, this now classic text presents a major study of the development of educational systems, focusing in detail on those of England, Denmark, France, and Russia - chosen because of their present educational differences and the historical diversity of their cultures and social structures. Professor Archer goes on to provide a theoretical framework which accounts for the major characteristics of national education and the principal changes that such systems have undergone. Now with a new introduction, Social Origins of Educational Systems is vital reading for all those interested in the sociology of education. Previously published reviews: 'A large-scale masterly study, this book is the most important contribution to the sociology of education since the second world war as well as being a substantial contribution to the consolidation of sociology itself.' - The Economist 'I cannot improve on her own statement of what she is trying to do: 'The sociological contribution consists in providing a theoretical account of macroscopic patterns of change in terms of the structural and cultural factors which produce and sustain them'...Unquestionably, this book is an impressive work of scholarship, well planned conceptually and uniting its theoretical base with a set of four thoroughly and interestingly researched case-studies of the history of the educational systems of Denmark, England, France and Russia.' - British Journal of the Sociology of Education 'This magnificent treatise seriously explores many of the most recalcitrant questions about institutional systems.' - Journal of Curriculum Studies 'A gargantuan and impressive socio-historical enterprise.' - Encounter '...a major achievement.' - New Society
Margaret Archer's Culture and Agency was first published in 1988, and proved a seminal contribution to social theory and the case for the role of culture in sociological thought. Described in Sociological Review as 'a timely and sophisticated treatment', the book showed that the 'problems' of culture and agency, on the one hand, and structure and agency, on the other, could be solved using the same analytical framework. In this revised edition of Culture and Agency, Margaret Archer contextualises her argument in 1990s cultural sociology and links it explicitly to her latest book, Realist Social Theory: The Morphogenetic Approach (Cambridge University Press, 1995).
The rate of social change has speeded up in the last three decades, but how do we explain this? This volume ventures what the generative mechanism is that produces such rapid change and discusses how this differs from late Modernity. Contributors examine if an intensification of morphogenesis (positive feedback that results in a change in social form) and a corresponding reduction in morphostasis (negative feedback that restores or reproduces the form of the social order) best captures the process involved. This volume resists proclaiming a new social formation as so many books written by empiricists have done by extrapolating from empirical data. Until we can convincingly demonstrate that a new generative mechanism is at work, it is premature to argue what accounts for the global changes that are taking place and where they will lead. More concisely we seek to answer the question whether or not current social change can be regarded as social morphogenesis. Only then, in the next volumes will the same team of authors be able to remove the question mark.
How do we reflect upon ourselves and our concerns in relation to society, and vice versa? Human reflexivity works through 'internal conversations' using language, but also emotions, sensations and images.
Building on her seminal contribution to social theory in Culture and agency, Margaret Archer develops here her morphogenetic approach, applying it to the problem of structure and agency. Since structure and agency constitute different levels of stratified social reality, each possesses distinctive emergent properties which are real and causally efficacious but irreducible to one another. The problem, therefore, is shown to be how to link the two rather than conflate them, as has been common practice - whether in upwards conflation (by the aggregation of individual acts) downwards conflation (through the structural orchestration of agents), or, more recently, in central conflation which holds the two to be mutually constitutive and thus precludes any examination of their interplay by eliding them. Realist social theory: the morphogenetic approach thus not only rejects methodological individualism and collectivism, but argues that the debate between them has been replaced by a new one between elisionary theorizing (such as Giddens' structuration theory) and the emergentist theories based on a realist ontology of the social world. The morphogenetic approach is the sociological complement of transcendental realism, and together they provide a basis for non-conflationary theorizing which is also of direct utility to the practising social analyst.
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