2002
DOI: 10.1515/zfsoz-2002-0104
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Kontingenz: Methodisch verhindert oder beobachtet? / Contingency: Methodically Eliminated or Observed?

Abstract: ZusammenfassungAls zentrales Problem der qualitativen Sozialforschung erscheint die Frage nach der Konstitution von Bedeutungen. Sowohl Biographieforschung als auch Ethnomethodologie bieten methodische Antworten an, denen zufolge Bedeutungen über immer schon vorhandene Ordnungsstrukturen entschlüsselt werden. In diesem Beitrag wird der Versuch unternommen, eine qualitative Methodologie zu entwickeln, die sich für die Entstehung von Ordnung interessiert. Mit dieser systemtheoretischen Reformulierung einer Metho… Show more

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Cited by 114 publications
(7 citation statements)
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“…The strength of this study is rooted in its design, based on the sociological assumption of differentiating contexts and roles [ 25 , 26 ]. As a result of the number of interviews conducted, it was possible to identify a variety of different categories and subcategories.…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…The strength of this study is rooted in its design, based on the sociological assumption of differentiating contexts and roles [ 25 , 26 ]. As a result of the number of interviews conducted, it was possible to identify a variety of different categories and subcategories.…”
Section: Discussionmentioning
confidence: 99%
“…The research employs a multicentric qualitative on-site interview study design (see supplement 1 ). Our epistemological position is guided by the sociological assumption of differentiation of roles and contexts [ 25 , 26 ]. Such a position is rooted in a constructivist conceptualization of modern society as being characterized by the emergence of different functional ‘logics’ typical of modern multidisciplinary settings [ 27 ].…”
Section: Methodsmentioning
confidence: 99%
“…The data analysis was guided by the principles of functional analysis. 21,22 Recurring patterns and themes indicate an issue being addressed by the participants, that is a constitutive part of what we consider to be a perspective. We are interested in how different perspectives emerge and stabilize themselves through describing and addressing different problems (see design).…”
Section: Methodsmentioning
confidence: 99%
“…The appearance of a stimulating learning situation is not predictable, nor what is learnt from it. However, being aware of and having insights into what accounts for learning situations and what can be learnt provide insights of the processes that represent control in contingent systems (Nassehi andSaake, 2002). 10.3389/feduc.2022.730789 And in order to account for what and where can be learnt and is finally learnt, we need to take a step back and recalibrate our perspective from distinct learning settings and situations to seeing how we observe this specific learning setting and situation and what we omit by focusing on a specific aspect.…”
Section: Challenge 3: Enhancing Reflexivity In Learning To Policementioning
confidence: 99%