The Forest and the Trees: Sociology as Life, Practice and Promise

Johnson, Allan

doi:10.2307/1318837

Cited by 8 publications

(6 citation statements)

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“…Actors such as educators and students all had power capacity and exercised (constrained) agency in their actions; structures such as community, school, and external contexts, including laws and norms, all had power capacity and had (constrained) impacts on actors. Hayward's contribution of de-faced power is useful, but conceptualizing it and operationalizing it as an additive rather than rejective understanding of power helps make sense of how power truly operates in the empirical reality of the world, where both people and systems exist, are interdependent, and "yet neither can be reduced to the other" [71] (p. 17).…”

Section: Both Agential and Structural Power Existmentioning

confidence: 99%

“…This case study provides evidence that considering structural power, agential power, and their particular interplay can lend unique insights to analyses of phenomena and processes. Structure and agency do not exist in isolation; they continuously produce one another [28,71]. Actors are constrained (and enabled) by structural power [4,29,30], but, likewise, structures (and thus structural power) are determined by the actors who continuously intersubjectively produce them [63,65,72].…”

Section: Considering Both Agential and Structural Power And Their Int...mentioning

confidence: 99%

“…Instead, cultural power-indeed, all forms of power-can be evaluated and considered in relation to a variety of sources. Rather than choosing only the forest or the trees [71], power can be considered across its various multiplicative interactive agents. Lukes may prefer to conceptualize the structural dimension as "joint action" [65].…”

Section: Conceptualizing the Multiple Interactive Agents Of Power: Th...mentioning

confidence: 99%

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Evaporating Metacognitive Talk: School Inclusion, Power, and the Interplay of Structure and Agency

Temko

2024

Education Sciences

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This paper addresses Lukes’ and Hayward’s arguments that power should be conceived as agential versus structural. My fieldwork at Mitchell Primary School demonstrated that educators and students at Mitchell were structurally constrained and enabled but also exercised agency in navigating these institutional boundaries. Not only are both structural and agential conceptions of power valid, considering their interplay moves social analyses forward—at Mitchell, teachers’ otherwise-frequent metacognitive talk evaporated when their inclusion-oriented practices were more distant from institutional norms. Understanding power requires including its sources (from the individual actor to social structure) as one key dimension. Using this understanding could help educators more intentionally make conscious choices about their inclusion practices as they navigate their school environment.

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Section: Both Agential and Structural Power Existmentioning

confidence: 99%

Section: Considering Both Agential and Structural Power And Their Int...mentioning

confidence: 99%

Section: Conceptualizing the Multiple Interactive Agents Of Power: Th...mentioning

confidence: 99%

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Evaporating Metacognitive Talk: School Inclusion, Power, and the Interplay of Structure and Agency

Temko

2024

Education Sciences

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“…3 To better grasp structural analysis and structural wrongs, since they are somewhat less familiar than the interaction-focused alternative, let me begin by saying more about the idea of social structure. The idea of social structure is widely used when describing and explaining patterns of individual behaviors, which highlights that individuals' actions are often enabled or constrained by something larger than just the individuals (Johnson 2008;Young 2011;Haslanger 2016). A social structure is created and sustained in the dynamic process of social practices through the complicated interactions between norms (e.g., institutionalized laws, social norms, and economic policies), schemas (e.g., social meanings, associated values, and ideologies), and distributions of resources (e.g., material resources and epistemic resources).…”

Section: Two Types Of Moral Wrongsmentioning

confidence: 99%

Sexual Violence and Two Types of Moral Wrongs

Lin

2024

Hypatia

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Although the idea that sexual violence is a “structural” problem is not new, the lack of specification as to what that entails blocks effective responses to it. This paper illustrates the concept of sexual violence as structural in the sense of containing a type of moral wrong called “structural wrong” and discusses its practical implications. First, I introduce a distinction between two types of moral wrongs—interactional wrongs and structural wrongs—and I argue that the moral problem of sexual violence includes both types, each of which calls for a different set of moral responses. Second, drawing on Iris Marion Young's social connection model of responsibility, I argue that recognizing the structural-wrong element of sexual violence does not reduce individual perpetrators’ responsibility for it. Instead, it implies that a broader group of agents are required to join collective actions to reform the social structure. I conclude by evaluating some preventive programs against sexual violence through the lens of structural wrongs and providing directions to advance them.

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“…It is often difficult to remember details of an event and to describe and interpret it objectively. It is easy to get lost in the forest and not see the trees (Johnson, 2008). In fact, evidence suggests that most medical students do not learn how to look at patients but rather how to identify findings (Bardes, Gillers, & Herman, 2001).…”

mentioning

confidence: 99%

Seeing the Forest and the Trees: Increasing Nurse Practitioner Students ‘Observational and Mindfulness Skills

Grossman¹,

Deupi²,

Leitao³

2014

Creative Nursing

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Accurate, objective observation is a critical component of clinical diagnosis and patient management, which in turn is essential for successful diagnostic reasoning by advanced practice nurses. The purpose of this quasi-experimental study was to enhance nurse practitioner students' observation and reflective thinking skills using Looking Is Not Seeing, a reflective practice/experiential learning technique that uses art objects to teach observation (Pellico, Friedlaender, & Fennie, 2009). Students' posttest observation and interpretation scores showed statistically significant improvement over pretest scores. Students' mindfulness scores and their own perceived observational and interpretive ability were statistically significantly higher after participating in the study. Building on the established record of successful visual literacy programs for nursing and medical students at other institutions, this research can help educators implement the Looking Is Not Seeing pedagogy.

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The Forest and the Trees: Sociology as Life, Practice and Promise

Cited by 8 publications

References 0 publications

Evaporating Metacognitive Talk: School Inclusion, Power, and the Interplay of Structure and Agency

Evaporating Metacognitive Talk: School Inclusion, Power, and the Interplay of Structure and Agency

Sexual Violence and Two Types of Moral Wrongs

Seeing the Forest and the Trees: Increasing Nurse Practitioner Students ‘Observational and Mindfulness Skills

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