Historical Method of Marcosocial Phenomena:

1
EDM 6002 Comparative-Historical Method in
Educational Research

• Topic 5
• Historical Method of Marco-social Phenomena
• Constructionist Perspective

2
Topic 5 Historical Method of Marco-social
Phenomena Constructionist Perspective

• (a)
• The Nature of Historical Research

3
Michael Stanfords The Nature of Historical
Knowledge
Unseen
Seen
Past events Historical field
Historical evidence
The construction in the historians mind
Historical communication (book, lecture or
article)
The public mind
Historical action (which become part of
historical events)
4
Paul Ricoeurs Objectivity and Subjectivity in
History

• The incomplete objectivity in historical study
  In comparison with the objectivity attained or
  claimed to have attained in natural science,
  Ricoeur underlines that historical objectivity is
  an incomplete objectivity (1965, p.26) Their
  incompleteness can be featured in four counts

5
Objectivity and Subjectivity in History

• The incomplete objectivity in historical study
• Judgment of importance Choices made by historian
  in their process of investigations are based
  mainly on judgment of importance rather than
  empirically and objectively derived criteria,
  which natural scientists claimed to have used.
  Historians judgments of importance (in Webers
  words cultural significance) will not only
  affect historians choice of topics and/or
  problem of investigation, but will play essential
  parts in choice of data (i.e. historical
  documents or any other forms of historical
  artifact), in constructing causal sequences (i.e.
  narrative), in selecting contextual factors,
  against which the data and causal explanations
  are set against.

6
Objectivity and Subjectivity in History

• The incomplete objectivity in historical study
• Conception of causality
• According to Ernest Nagels classification
  explanation can be differentiated into deductive
  model, probabilistic explanation, functional
  explanation and genetic explanation. He
  characterizes that historical inquiries
  frequently undertake to explain why it is that a
  given subject has certain characteristics, by
  describing how the subject has evolved out of
  some earlier one. Such explanations are commonly
  called genetic. (Nagel, 1961, p. 25)
• In this kind of explanations, what historians
  seek to attain is not determinations but
  conditions or fields of influence,
  opportunities, etc. (Ricoeur, 1965, p. 27)

7
Objectivity and Subjectivity in History

• The incomplete objectivity in historical study
• Conception of causality
• Accordingly, there are at least of three tiers of
  causality to be explored in historical studies
  (Ricoeur, 1965, p. 26)
• The geo-political, socio-economic, and cultural
  conditions/ contexts
• The temporal and/or epochal conditions/contexts
• The flow of events.

8
Objectivity and Subjectivity in History

• The incomplete objectivity in historical study
• Temporal distance
• In historical investigation, historians encounter
  one objective difficulty, i.e. to understand
  their objects of inquiry in remote distance. They
  basically experience the phenomenon of
  self-alienation, of drawing out, of distension,
  in a word, of original otherness. (Ricoeur,
  1965, p. 27)
• To overcome this kind of distance and otherness,
  historians have to project them into another
  present to be exact past. These efforts of
  projecting into the past, which has been
  characterized by Riceour as temporal
  imagination, require a kind of subjectivity,
  which is never approached by the science of
  space, matter, and life. (ibid, p. 28)

9
Objectivity and Subjectivity in History

• The incomplete objectivity in historical study
• Human distance
• What history ultimately tries to explain and
  understand are men. The past from which we are
  removed is human past. In addition to temporal,
  therefore, there is that specific distance which
  stems from the fact that the other is different
  man. (ibid, p. 28)
• To overcome it, historians are expected to be
  able to wage a kind of sympathetic efforts in
  their investigation. That is, it is not merely
  an imaginative projection into another present
  but a real projection into another human life.
  (ibid, p. 28)

10
Objectivity and Subjectivity in History

• Objectivity in historians subjectivity In view
  of these features of incomplete objectivity in
  historical investigation, historians can guard
  against the trap of absolute relativism or
  subjectivism by
• Objectification and reflection on historians
  subjectivity
• Historical criticism among historians

11
The Nature of Historical Research Debate between
Modernist and Postmodernist (Munslow, 1997)

• Past events historical field Can they be fully
  recovered?
• Historical evidence Objective fact,
  theoretically mediated facts/ interpretation, or
  socially constructed reality
• The role of the historical researcher Objective
  reconstructionist, theoretically guided
  constructionist, interpreter of text within text
  within contextes
• Research output of historical study Authentic
  correspondence of the past, culturally
  significant representations of the past from
  selective perspectives, or retrieval of
  suppressed representations of the past

12
The Nature of Historical Research Debate between
Modernist and Postmodernist
13
The Nature of Historical Research Debate between
Modernist and Postmodernist
Reconstructionist Traditional Historigraphy
e.g. Geoffrey Elton, C.B. McCullagh...
Constructionist Historical Sociology e.g.
Karl Marx, Max Weber, E.H. Carr, R.G.
Collingwood, Reinhard Bendix, Theda Skocpol
Deconstructionist Archeology of Discourse
Genealogy e.g. Michel Foucault, Hyden White
14
Topic 5 Historical Method of Marco-social
Phenomena Constructionist Perspective

• (b)
• Historical Method in
• Constructionist Perspective

15
Towards a Theory of History

• A theory of structure an account of the
  fundamental relationship constitutive of a
  particular kind of society
• A theory of transformation an account of the
  mechanism or mechanisms responsible for social
  changes and fundamental transformation of the
  social structure
• A theory of directionality
• Changes (increase/decrease) in some culturally
  significant property
• Teleological or non-teleological change debate
  on perdetermined trajectory and outcomes of
  changes

16
Towards a Theory of History

• A theory of structure an account of the
  fundamental relationship constitutive of a
  particular kind of society
• A theory of transformation an account of the
  mechanism or mechanisms responsible for social
  changes and fundamental transformation of the
  social structure
• A theory of directionality
• Changes (increase/decrease) in some culturally
  significant property
• Teleological or non-teleological change debate
  on perdetermined trajectory and outcomes of
  changes

17
Max Weber's Constructionist Framework of
Historical Research

• The theory of structure Theory of domination
• "Domination refers to a meaningful
  interrelationship between those giving orders and
  those obeying, to the effect that the
  expectations toward which action is oriented on
  both sides can be reckon upon." (1968/78, p.
  1378)

18
Max Weber's Constructionist Framework of
Historical Research

• The theory of structure Theory of domination
• "Domination refers to a meaningful
  interrelationship between those giving orders and
  those obeying, to the effect that the
  expectations toward which action is oriented on
  both sides can be reckon upon." (1968/78, p.
  1378)
• Webers two bases of domination
• (T)here are two diametrically contrasting type
  of domination, viz., domination by virtue of
  constellation of interest (in particular by
  virtue of a position of a monopoly), and
  domination by virtue of authority, i.e. power to
  command and duty to obey. The purest type of the
  former is monopolistic domination in the market
  of the latter, patriarchal, magisterial, or
  princely power. (Weber, 1978, p.942).
• Monopoly of interest in market sphere
• Legitimation and authority in political sphere
• Three domains of stratification
• Classes in economic order
• Economic order refers to "the ways in which
  economic goods and services are distributed and
  used." (1948/91, P. 181)
• Classes are typical groups in a given economic
  order and participating in the distribution of
  economic goods and services
• Status groups in social order
• Social order refers to "the way in which social
  honor is distributed in a community." (1948/91,
  P. 181)
• Status groups are "typical groups" in a given
  social order and participating in the
  distribution of social honor
• Parties in political order
• Political order refers to the way in which both
  physical force and legitimate authority are
  distributed in a community
• Parties are typical groups in the arena power
  contest in a given community

19
Max Weber's Constructionist Framework of
Historical Research

• The theory of structure Theory of domination
• Webers two bases of domination
• (T)here are two diametrically contrasting type
  of domination, viz., domination by virtue of
  constellation of interest (in particular by
  virtue of a position of a monopoly), and
  domination by virtue of authority, i.e. power to
  command and duty to obey. The purest type of the
  former is monopolistic domination in the market
  of the latter, patriarchal, magisterial, or
  princely power. (Weber, 1978, p.942).
• Monopoly of interest in market sphere
• Legitimation and authority in political sphere

20
Max Weber's Constructionist Framework of
Historical Research

• The theory of structure Theory of domination
• Three domains of stratification
• Classes in economic order
• Economic order refers to "the ways in which
  economic goods and services are distributed and
  used." (1948/91, P. 181)
• Classes are typical groups in a given economic
  order and participating in the distribution of
  economic goods and services
• Status groups in social order
• Social order refers to "the way in which social
  honor is distributed in a community." (1948/91,
  P. 181)
• Status groups are "typical groups" in a given
  social order and participating in the
  distribution of social honor

21
Max Weber's Constructionist Framework of
Historical Research

• The theory of structure Theory of domination
• Three domains of stratification
• Parties in political order
• Political order refers to the way in which both
  physical force and legitimate authority are
  distributed in a community
• Parties are typical groups in the arena power
  contest in a given community

22
Max Weber's Constructionist Framework of
Historical Research

• The theory of transformation The multi-causal
  framework of social carriers, intensity of
  actions, conflicts among dominant and assertive
  groups, forces of historical events, technology
  and geography.
• The theory of directionality perspective
• Theory of rationalization of the Occident and the
  iron cage of instrumental rationality
• Non-teleological

23
Marxist Constructionist Framework of Historical
Research

• The theory of structure Theory of class
  exploitation
• The theory of transformation The historical
  materialism
• Primary thesis on the relation between force of
  production and relation of production
• The thesis between the base/infrastructure and
  superstructure
• The theory of directionality
• The theory of development of force of production
  and class struggle
• Teleological theory of change towards communism,
  i.e. classless society

24
Charles Tillys European State Formation

• What accounts for the great variation over time
  and space in the kinds of states that have
  prevailed in Europe since AD 900, and why did
  European

25
Charles Tillys European State Formation

• Tilly's conceptual building-blocks
• Accumulation and concentration of coercion, and
  growth and formation of the state
• Accumulation and concentration of capital, and
  growth and formation of cities
• Coalitions and conflict within the state
• Class coalitions and Struggles in the realm of
  exploitation
• Coalitions and struggles between state authority
  and citizenship in the realm of domination
• Coalition and conflict among states The
  mechanism of warmaking
• Dialectic relationship between capital
  accumulation and warmaking
• Dialectic relationship between coercion
  accumulation and warmaking
• Dynamics of geopolitics and inter-state system in
  Europe

26
Geopolitical Situation
Coalition Struggle between State Citizenship
Class Coalition and Struggle
War Preparation Making
Concentration of coercion
Concentration of Capital
Growth of States
Growth of Cities
Accumulation of coercion
Accumulation of Capital
Form of State
Tillys Conception of State Formation
27
Archers Model of Education Expansion Social
Origins of Educational System

• The Theoretical Background of Archers Exposition
• Discontent with Theories of Social Change and
  Education, e.g. Human Capital Theory, Consumption
  Theory, Modernization Theory, Political
  Integration Theory, Social Control Theory, etc.
• The Morphogenetic Approach to Social Change
  Study the morphogenesis of a social institution,
  such as education institution
• The Relation between Structure and Agency

28
Archers Model of Education Expansion Social
Origins of Educational System

• The Conceptual Tools
• Context and environment The morphogenetic
  approach
• Corporate actors and primary actors The analysis
  of the agency
• Strategies adopted by corporate actors
• Decisions make by primary actors
• The stages of change
• The process of change/ the morphogenetic process

29
Archers Model of Education Expansion Social
Origins of Educational System

• The Research Design Comparison among four
  education systems
• England and Denmark representing Substitutive
  Model
• France and Russia representing Restrictive Model

30
Archers Model of Education Expansion Social
Origins of Educational System

• The Theoretical Framework/ Empirical Finding
• The stages of educational expansion
• take off in educational system
• growth in educational system
• inflation in educational system
• The morphogensis process of educational expansion
• structural conditioning
• educational interaction
• structural elaboration

31
Archers structural conditioning of educational
interaction
Structural influences from elsewhere in society
Supportive interaction
Category1 Institutions
Neutural
No effort
Supportive group
Educationmal Conflict
Dominant educational group
Category2 Institutions Adventitious beneficiaries
Loci of support for dominant group
Definition of Instruction
Educational Output
Assertive group
Category3 Institutions Obstructed
Loci of opposition for dominant group
Independent influences from elsewhere in society
Oppositional interaction
Structural influence
Independent influence
32
Archers Model of Education Expansion Social
Origins of Educational System

• The morphogenetic process of the Take-Off Stage
  (England and France)
• structural conditioning
• private ownership of education
• domination of the Church

33
Archers Model of Education Expansion Social
Origins of Educational System

• The morphogenetic process of the Take-Off Stage
• educational interaction
• corporate actors and their strategies
• In France, restrictive strategy played out
  between the Church and the secular state
• In England, substitutive strategy played out
  between the Anglican Church and the alliance of
  the entrepreneur and dissenters and later joined
  by the working class
• primary actors and the reaction and decision In
  the take-off stage, education expansion was
  basically dominated by supply side as well as by
  the corporate actors, hence for most of the
  primary actors (parents students), they only
  passively response to the contextual change.
  Their reactions could be characterized as from
  inactive, to interactive, and finally active.

34
Archers Model of Education Expansion Social
Origins of Educational System

• The morphogenetic process of the Take-Off Stage
• Structural elaboration emergence and expansion
  of public educational system

35

36
Archers Model of Education Expansion Social
Origins of Educational System

• The morphogenetic process of the Stage of Growth
• Structural conditioning
• public ownership of education
• domination of the state

37
Archers Model of Education Expansion Social
Origins of Educational System

• The morphogenetic process of the Stage of Growth
• Education interaction
• corporate actors and their strategy
• corporate actors external interest groups,
  professional interest group in education, and the
  governing elite
• negotiation strategy
• external transaction demand from external
  interest group for additional and particularistic
  services,
• internal initiation demand from professional
  interest group for lengthening of schooling and
  broadening of the range of studies, and
• political manipulation demand mostly from the
  under-privileged and disadvantaged corporate
  actors for wider access to education services

38
Archers Model of Education Expansion Social
Origins of Educational System

• The morphogenetic process of the Stage of Growth
• Education interaction
• primary actors co-action of the primary actors
  became their primary motor for educational change
  in this period. Education services were perceived
  as instrumental and functional in social and
  economic advancement. It was the age of
  revolution of rising expectation.
• Structural elaboration further expansion of
  education and the emergence of mass-state system

39
Archers Model of Education Expansion Social
Origins of Educational System

• The morphogenetic process of the Stage of
  inflation
• Structural conditioning
• self determination of the corporate actors,
  especially the professional interest group
• cycle of positive reinforcement between supply
  and demand, context and environment

40
Archers Model of Education Expansion Social
Origins of Educational System

• The morphogenetic process of the Stage of
  inflation
• Education interaction
• corporate actors and their strategy
• corporate actors the profession, external
  interest groups and the polity
• negotiation strategy corporate transaction and
  regulation of growth
• primary actors co-action of the primary actors
  reinforced the corporate actors demand and
  caused the acceleration of education expansion
• Structural elaboration inflationary growth in
  educational system

41
(No Transcript)
42
Andy Greens Education State Formation

• Theoretical and Conceptual Framework
• Marxist theory of the nature of the state and
  state formation
• The intensiveness of the process of state
  formation
• Forms of the state
• Nature of the civil society and class relation

43
Andy Greens Education State Formation

• The Research
• The process of state formation
• External military threat US revolt against
  British colonial rule and gain independence
• Internal revolution of state form French
  Revolution
• State reform from above as means of economic and
  political development for latecomer The case of
  the Prussia
• A gradual and protected state formation The case
  of England

44
Andy Greens Education State Formation

• The Research
• Forms of the state
• Absolute state (statism) and centralized
  education system, France and Prussia
• Decentralized state and decentralized education
  system, the US
• Liberal state and decentralized education system,
  England
• Civil society and class relation
• Hierarchical civil society and segmentized
  education system, Prussia and to a less extent
  France
• Less hierarchical civil society in terms of class
  and more egalitarian education system, the US
• Hierarchical civil society with the liberal
  legacy and the elitist and segmentized education
  system, England

45
Topic 5 Historical Method of Marco-social
Phenomena Constructionist Perspective
End