A Sense of Identity: Prolegomena to a Social Theory of Personal Identity

Greenwood, John D.

doi:10.1111/j.1468-5914.1994.tb00245.x

Cited by 30 publications

(8 citation statements)

References 12 publications

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“…In general, we see learning as an embedded process, affected by the learner's identity (Bramming, 2001;Greenwood, 1994;Wenger, 1998) and social position (Lawson, 1997) in ongoing systems of social relations (Granovetter, 1992). In our view, learning is intersubjective and takes place between embedded learners.…”

Section: Learning and Its Componentsmentioning

confidence: 94%

“…Learning, as such, is a social process. The class is not just an aggregate group of students, it is a social collectivity in which sets of arrangements, conventions and agreements govern behaviour (Greenwood, 1994). As a curriculum developer, one has to take into account the fact that students engage in an identity project when they go to university; that they are allocated (or fight for) a social position within the ongoing systems of social relations in which they are embedded, that they form social relations with other students and teachers, and that their learning process is affected by the outcomes of these social processes and interactions.…”

Section: Learning and Its Componentsmentioning

confidence: 99%

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Learning-based curriculum development

2006

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This article is written to inspire curriculum developers to centre their efforts on the learning processes of students. It presents a learning-based paradigm for higher education and demonstrates the close relationship between curriculum development and students' learning processes. The article has three sections: Section ''The role of higher education (HE) institutions'' presents a discussion of the role of higher education in the knowledge society. Section ''Contextual learning'' presents the paradigm of contextual learning which we see as a useful foundation for curriculum development. Section ''Curriculum development in practice-the BETA course'' shows how a particular course in Business Economic Theory and Analysis has been developed using this paradigm. The article will be of interest to all academics interested in students' learning processes but is especially relevant to those responsible for curriculum development.

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Section: Learning and Its Componentsmentioning

confidence: 94%

Section: Learning and Its Componentsmentioning

confidence: 99%

Learning-based curriculum development

2006

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“…In short, the first is a sociology of the economy, and the second is an economics of society. The first emphasizes the 'sense of society' (Sandelands, 1995) in economic agents and the economy, or the 'sense of personal identity' that is socially constructed (Greenwood, 1994). In contrast, the second stresses the ingrained 'propensity to barter, truck and exchange' in all human actors and social life.…”

Section: Scope-delimitation and Value-free Analysismentioning

confidence: 99%

The ‘Unbearable Lightness’ of the Economic Approach to Economic Behavior in the Social Setting: Rational Action and the Sociology of the Economy

Zafirovski

1999

J Theory Soc Behav

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This article entails endeavours to properly conceive the theoretical‐methodoÃlogical relations between sociology of the economy or economic sociology and the economic approach to human behaviour or rational action theory. These endeavors are induced by recent proposals for an economic approach to economic sociology and other conflations between the two disciplines. Such proposals exemplify the tendency of rational action theorists to dissolve economic (and all) sociology into their universalist ‘theory of everything’. Many economic sociologists display a bona fide attitude toward such extensions of the economic approach albeit these can be essentially incongruous with a sociological perspective on the economy as advanced by their discipline. The article allows for the possibility that the economic approach to economic sociology is unsustainable in epistemological terms. This would imply epistemologically non‐rational grounds for the attraction of economic sociologists to the economic approach to human behaviour.

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“…If that James Kirk dies with the nobility and aplomb we have come to expect of him, his identity will not be besmirched even should the surviving James Kirk go on to disgrace himself. From the moment we have two James Kirks, they will have what Greenwood (1994) calls two, separate ''moral careers'' (however short one will be), and we will have to socially differentiate them.…”

Section: French Anti-humanismmentioning

confidence: 99%

The Caterpillar’s Question: Contesting Anti‐Humanism’s Contestations

Porpora

1997

J Theory Soc Behav

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The caterpillar’s question is the question Wonderland’s caterpillar posed to Alice: Who are you? This is a question Alice finds she cannot answer. According to postmodernist anti‐humanism, Alice cannot answer the question because there is no coherent Alice there to answer it, no unitary subject of consciousness. This paper contests the anti‐humanist denial of a coherent subject of experience. While it is conceded that phenomenologically, we may have difficulty today identifying who we are essentially, it is argued that, conceptually, we cannot do without the ontological category of the person as a unified center of consciousness.

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A Sense of Identity: Prolegomena to a Social Theory of Personal Identity

Cited by 30 publications

References 12 publications

Learning-based curriculum development

Learning-based curriculum development

The ‘Unbearable Lightness’ of the Economic Approach to Economic Behavior in the Social Setting: Rational Action and the Sociology of the Economy

The Caterpillar’s Question: Contesting Anti‐Humanism’s Contestations

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