How are peoples' ideas about languages, ways of speaking and expressive styles shaped by their social positions and values? How is difference, in language and in social life, made - and unmade? How and why are some differences persuasive as the basis for action, while other differences are ignored or erased? Written by two recognised authorities on language and culture, this book argues that ideological work of all kinds is fundamentally communicative, and that social positions, projects and historical moments influence, and are influenced by, people's ideas about communicative practices. Neither true nor false, ideologies are positioned and partial visions of the world, relying on comparison and perspective; they exploit differences in expressive features - linguistic and otherwise - to construct convincing stereotypes of people, spaces and activities. Using detailed ethnographic, historical and contemporary examples, this outstanding book shows readers how to analyse ideological work semiotically.

How could educated professionals have supported the Nazi movement and collaborated with Hitler's inhuman policies? Jarausch examines this fascinating and largely unexplored subject, tracing the social, ideological, and political development of three representative German professions--law, teaching, and engineering--from the late Empire to the early Federal Republic. Based on a reformulated professionalization theory and on authoritative statistics, he describes professional prosperity and prestige in the Second Reich and analyzes the social crisis brought on by hyperinflation, stabilization, and Depression during the chaotic Weimar years. Threatened with the loss of livelihood and frightened by cultural disorientation, many experts embraced neo-conservative ideas and cooperated in Hitler's seizure of power. Welcoming the apparent restoration of their authority in the early Third Reich, professionals collaborated in the racial purges and warping of ethics, practices, and organizations under Nazi rule. During the Second World War, the radicalization of SS terror threatened the very survival of the professions so that most practitioners were only too happy to be rescued by Allied victory. Exploring the reluctant democratization of the post-war professions, Jarausch concludes with a reflection on the lessons of the German experience for the relationship between professionalism and liberty.

本书将芝加哥社会学派的生态分析传统引入对中国法律职业的实证研究当中，在详细梳理了法律服务行业的源起和变迁之后，又搭建了相当宏大的理论体系，以解释行业内部和外部各种边界的产生。该体系还原了职业者与政府、社会和其他职业者之间的多元互动，在保存了复杂性的前提之下，极为精准地将这些互动抽象为“合界”、“分界”、“维界”与“共生交换”几种基础行为模式。此书堪称中国法律社会学的典范之作，值得所有法学研究者仔细阅读。增订本收入了《方庭的窗口：芝大留学往事》和《场域与生态》两篇文章。

First published in 1985, "Habits of the Heart" continues to be one of the most discussed interpretations of modern American society, a quest for a democratic community that draws on our diverse civic and religious traditions. In a new preface the authors relate the arguments of the book both to the current realities of American society and to the growing debate about the country's future. With this new edition one of the most influential books of recent times takes on a new immediacy.

When we think about school principals, most of us imagine a figure of vague, yet intimidating authority - for an elementary school student, being sent to the principal's office is roughly on par with a trip to Orwell's Room 101. But with "School Principal", Dan C. Lortie aims to change that. Much as he did for teachers with his groundbreaking book "Schoolteacher", Lortie offers here an intensive and detailed look at principals, painting a compelling portrait of what they do, how they do it, and why. Lortie begins with a brief history of the job before turning to the daily work of a principal. These men and women, he finds, stand at the center of a constellation of competing interests around and within the school. School district officials, teachers, parents, and students all have needs and demands that frequently clash, and it is the principal's job to manage these conflicting expectations to best serve the public. Unsurprisingly then, Lortie records his subjects' professional dissatisfactions, but he also vividly depicts the pleasures of their work and the pride they take in their accomplishments. Finally, "School Principal" offers a glimpse of the future with an analysis of current issues and trends in education, including the increasing presence of women in the role and the effects of widespread testing mandated by the government. Lortie's scope is both broad and deep, offering an eminently useful range of perspectives on his subject. From the day-to-day toil to the long-term course of an entire career, from finding out just what goes on inside that office to mapping out the larger social and organizational context of the job, "School Principal" is a truly comprehensive account of a little-understood profession.

本书是20世纪学术史上最有影响的著作之一，是科学史与科学哲学研究的学者们不可不读的基本文献。它引导了科学哲学界的一场认识论的大变革，成为科学哲学史上一道重要的分水岭。其影响不仅在于科学史、科学哲学、科学社会学等相关领域，而且延伸到社会学、文化人类学、文学史、艺术史、政治 史、宗教史等人文和社会科学领域，甚至在社会公众领域也产生了深刻的影响。书中提出的“范式转换”一语如今已成为我们耳熟能详的一个重要词汇。本书自1962年面世以来就引起强烈反响，掀起了一股世界性的研究热潮，其影响至今不衰。本版是芝加哥大学出版社为庆祝本书问世五十周年而作，新加入加拿大哲学家伊安·哈金教授所写的导读。“自然科学的发展除了按常规科学一点一滴地积累之外，还必然要出现“科学革命”。科学革命不仅仅使科学的面貌焕然一新，而且还会引起人们世界观的变革。” - 托马斯·库恩

An innovator in contemporary thought on economic and political development looks here at decline rather than growth. Albert O. Hirschman makes a basic distinction between alternative ways of reacting to deterioration in business firms and, in general, to dissatisfaction with organizations: one, “exit,” is for the member to quit the organization or for the customer to switch to the competing product, and the other, “voice,” is for members or customers to agitate and exert influence for change “from within.” The efficiency of the competitive mechanism, with its total reliance on exit, is questioned for certain important situations. As exit often undercuts voice while being unable to counteract decline, loyalty is seen in the function of retarding exit and of permitting voice to play its proper role. The interplay of the three concepts turns out to illuminate a wide range of economic, social, and political phenomena. As the author states in the preface, “having found my own unifying way of looking at issues as diverse as competition and the two-party system, divorce and the American character, black power and the failure of ‘unhappy’ top officials to resign over Vietnam, I decided to let myself go a little.”

简介： 格尔茨这本开拓性的著作，美国社会学协会１９７４年索罗金奖获奖作品，有助于为整个一代人类学家界定其领域的终极目的。 ——《出版家周刊》 前 言 当一位人类学家在殷切的出版商的催促下，着手收集他的某些论文，以便对他自离开研究生院后十五年中的工作作一个回顾性的展示时，面临着两个困难的抉择：收集哪些论文以及如何以诚实的态度来对待收集进来的论文。我们所有这些为社会科学杂志写文章的人都有一本自己想像中的非书之书（ｎｏｎｂｏｏｋ），而越来越多的人也正在把它们出版出来。我们所有的人都设想过去自己写的东西现在会写得更好，而且准备好了要自己修改而决不让编辑改动。想要从自己的行文中发现精巧的构思可能会同想在自己的生活中有所发现一样让人失望；事后（ｐｏｓｔ ｆａｃｔｏ）编一个进去——“这就是我过去想要说的意思”——是一种强烈的诱惑。 面对第一个抉择，我决定只收入那些与文化概念有直接而明显关系的论文。事实上，这些论文的大多数不是理论探求而是经验研究，因为当我离社会生活的直接体验太远时，我就会感到不舒服。但是所有的论文基本上都是通过一个又一个的实例，来提出一个独特的——别人也许会认为是奇怪的观点来阐明什么是文化，它在社会生活中扮演了什么角色，以及应该如何恰当地研究它。虽然重新定义文化是我作为人类学家最持久的兴趣，但是我也在经济发展、社会组织、比较史学和文化生态学领域里做了一些拓展——为了避免离题太远，本书就没有反映这些关注。因而，我希望，这一组论文看起来就像是一篇通过一系列具体分析而得来的论文，不要仅仅是一种“尔后我写道……”这样的对有些漂泊的职业生涯的回顾。这本书要进行论证。 第二个抉择不大容易处理。一般来说，我对发表过的文章采取一种ｓｔａｒｅ ｄｅｃｉｓｉｓ（维持原样）的态度，即使仅仅是因为如果这些论文需要很大的修改，那就完全不应该重印它们，而应代之以能纠正错误的全新论文，也应这么做。况且，把改变了的观点写进早先的著作中来纠正自己的错误判断，在我看来不太光明磊落。这样做会模糊了选编自己的论文时首先想揭示的思想发展进程。 不过，即便如此，虽然争论的实质不受严重影响，但要是对原文一字不改，传达的就是过时的信息或因与现在已淡化的一系列事件联系过于紧密而削弱了现在还有效的讨论，在这种情况下，似乎还是有正当理由，回过头去做一些校订。 在后面选收的论文中，有两处与我上面的考虑有关，因而我就对原来写的东西做了些修改。第一处是第二编中的两篇关于文化与生物进化的论文，原文给出的化石年代已被确切地替代了。这些年代，一般说是向前推了，这一变化基本上未触动我的核心论证，我认为引入比较新的测算没有坏处。在考古学已经发现四百万或五百万年前的化石后，再说南方古猿（Ａｕｓｔｒａｌｏｐｉｔｈｅｃｉｎｅｓ ）可以追溯至一百万年前就没有多少意思了。第二处与第四编第十章《整合式革命》有关，自这篇论文在本世纪六十年代写作以来，新国家历史的潮流——如果它应该这么称呼的话——已使其中的一些内容读起来很古怪。既然纳赛尔已经去世，巴基斯坦已经分裂，尼日利亚已经非封建化，共产党已从印度尼西亚的政治舞台上消失，如果写得仿佛这些事件没有发生过似的，会给讨论带来不真实的感觉，而且即使现在不是尼赫鲁而是尼赫鲁的女儿在领导印度，马来亚共和国已经扩大为马来西亚联邦，这个讨论我认为还有意义的。因此我在这篇论文中做了两类修改。第一，我变换了时态，引入了从句，添加了一两处脚注等等，从而在使论文的正文读起来不太像过去的十年没有出现过一样。但是我没有为了增强论证而改变任何实质性的东西。第二，我给每一个历史实例都增加了一段内容，概括自这篇论文写作以来与之有关的发展——而且清楚地与实例正文分开，以此来明确指出，假如有任何事件发生，它的发展显示出在这篇论文中以早先的事件为根据的讨论仍然与剔除过时事件（ Ｒｉｐ Ｖａｎ Ｗｉｎｋｌｅ）的影响有关。除了一些印刷和语法上的小更正（以及为索引风格一致所做的修改），本书的其他内容基本上没变。 不过，我增加了新的一章，即第一章，尽可能概括地表明我现在采取的立场。因为各章讨论的观点跨越十五个年头，在引论性的第一章中讨论某些事情的方式的确与出现在重印的某些其他章中的方式有些不同。我早先的一些关注——比如功能主义——现在在我的思想里已不太突出；而一些后来的关注——比如符号学——现在更突出了。但在我看来，这些论文中的思想走向是相对连贯的——它们的排列是按逻辑顺序而非年月顺序，而第一章代表的是一种努力，要更清楚、更系统地说明这一思想走向是什么：总之，努力说出我一直在说的东西。 我删掉了论文中原有的所有致谢，那些帮助过我的人知道他们帮助过我，并且也知道给我的帮助有多么大。我只能希望他们至今还知道我也知道这些帮助。而我不再忙乱地提及他们，代之以对三个出色的学术机构的真诚的感谢：哈佛大学社会关系系，我在那里受过训练；芝加哥大学人类学系，我在那里教了十年书；普林斯顿高等学术研究所，我现在在那里工作。在美国大学系统被抨击为不合潮流或日益恶化的时刻，我只能说，它 一直是一份拯救我的礼物。 (克利福德·格尔茨 一九七三年于普林斯顿)

做社会学研究，非常不容易。如果不明了自身所做之事，不明了工作的努力方向，你就会像瓷器店里的公牛一样，必然把事情搞砸。这是约翰·李维·马丁在这本如何进行严谨的社会科学研究的书中告诫我们的，它风趣、睿智而必需。本书关注的是研究者需要进行的各种实际决策：到哪儿去找寻你所需要的资料？你所找到的资料与可能收集到的资料整体之间有何种关联？ 这是一本社会科学的用户指南，既适用于本科生，也适用于研究生。作者不是仅仅提供一些机械的规则与应用，而是与读者一起对于方法问题进行通透的思考。他承认研究者也是人，因此也会像研究对象一样受制于同样的认知局限与扭曲，进而提出克服和弥补上述局限的办法。马丁论证了自律的重要性，说明学术伦理上出问题必将导致研究本身出问题，反之亦然。本书是一本里程碑式的作品；在社会学研究的过程中，学生们会反复从中受到启迪。

What does it mean to be an expert? In "Rethinking Expertise", Harry Collins and Robert Evans offer a radical new perspective on the role of expertise in the practice of science and the public evaluation of technology. Collins and Evans present a Periodic Table of Expertises based on the idea of tacit knowledge - knowledge that we have but cannot explain. They then look at how some expertises are used to judge others, how laypeople judge between experts, and how credentials are used to evaluate them. Throughout, Collins and Evans ask an important question: how can the public make use of science and technology before there is consensus in the scientific community? This book has wide implications for public policy and for those who seek to understand science and benefit from it.

本书通过追溯19世纪下半叶到20世纪70年代晚期一百多年来的美国教育发展历史，主要以医学、法律和工程学教育为例，剖析了文凭社会是如何形成的、对社会产生的正面和负面影响，展现了文凭异化的过程，解释了学校教育与社会分层的内在关系，进而完成了对当代资本主义教育制度的反思和批判，最后则提出了化解文凭主义弊端的办法，预测了文凭主义在未来社会中的处境。 作者针砭时弊，揭穿了关于教育的诸多神话，认为建立在教育基础之上的文凭社会是一种不合理的分层机制，建议废除文凭。在当下这个文凭社会的势力越来越强的时代，书中内容有助于我们更好地理解当前面临的诸多教育问题，积极思谋应对之策。

This book provides the first clear, comprehensive, and accessible account of complex adaptive social systems, by two of the field's leading authorities. Such systems - whether political parties, stock markets, or ant colonies - present some of the most intriguing theoretical and practical challenges confronting the social sciences. Engagingly written, and balancing technical detail with intuitive explanations, "Complex Adaptive Systems" focuses on the key tools and ideas that have emerged in the field since the mid-1990s, as well as the techniques needed to investigate such systems. It provides a detailed introduction to concepts such as emergence, self-organized criticality, automata, networks, diversity, adaptation, and feedback. It also demonstrates how complex adaptive systems can be explored using methods ranging from mathematics to computational models of adaptive agents. John Miller and Scott Page show how to combine ideas from economics, political science, biology, physics, and computer science to illuminate topics in organization, adaptation, decentralization, and robustness. They also demonstrate how the usual extremes used in modeling can be fruitfully transcended.

Since its beginnings at the start of the 20th century, educational scholarship has been a marginal field, criticized by public policy makers and relegated to the fringes of academe. An Elusive Science explains why, providing a critical history of the traditions, conflicts, and institutions that have shaped the study of education over the past century.

Learning to argue and persuade in a highly competitive environment is only one aspect of life on a high-school debate team. Teenage debaters also participate in a distinct cultural world--complete with its own jargon and status system--in which they must negotiate complicated relationships with teammates, competitors, coaches, and parents as well as classmates outside the debating circuit. In Gifted Tongues, Gary Alan Fine offers a rich description of this world as a testing ground for both intellectual and emotional development, while seeking to understand adolescents as social actors. Considering the benefits and drawbacks of the debating experience, he also recommends ways of reshaping programs so that more high schools can use them to boost academic performance and foster specific skills in citizenship. Fine analyzes the training of debaters in rapid-fire speech, rules of logical argumentation, and the strategic use of evidence, and how this training instills the core values of such American institutions as law and politics. Debates, however, sometimes veer quickly from fine displays of logic to acts of immaturity--a reflection of the tensions experienced by young people learning to think as adults. Fine contributes to our understanding of teenage years by encouraging us not to view them as a distinct stage of development but rather a time in which young people draw from a toolkit of both childlike and adult behaviors. A well-designed debate program, he concludes, nurtures the intellect while providing a setting in which teens learn to make better behavioral choices, ones that will shape relationships in their personal, professional, and civic lives.

How do young people envision their occupational futures? What do teenagers feel about their schooling and after-school work, and how do these experiences affect their passage to adult work? These are the questions that psychologist Mihaly Csikszentmihalyi and sociologist Barbara Schneider posed in their five-year study of adolescents. The results provide an unprecedented window on society's future through which we can glimpse how today's youth are preparing themselves for the lives they will lead in the decades to come.

In this important theoretical treatist, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning - that learning is fundamentally a social process. The authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation (LPP). Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community. LPP provides a way to speak about crucial relations between newcomers and old-timers and about their activities, identities, artefacts, knowledge and practice. The communities discussed in the book are midwives, tailors, quartermasters, butchers, and recovering alcoholics, however, the process by which participants in those communities learn can be generalised to other social groups.