Please post here the draft of the organization of your final paper!
domenica 8 dicembre 2013
martedì 26 novembre 2013
Unit 19 – December 5th
19 – Conversation Analysis and Workplace Studies
Harvey Sacks, Fall 1964, Lecture 1; Fall 1968, Lecture 3; Spring 1972, Lecture 1
E.A. Schegloff & H. Sacks 1973 Opening up Closings
John Heritage 1984, 'A Change of State Token and Aspects of Its Sequential Placement', in J. Maxwell Atkinson and John Heritage (eds), Structures of Social Action, Cambridge, Cambridge University Press: 299-345.
Charles Goodwin, Professional vision (1994)
Christian Heath 2002 Demonstrative suffering: The Gestural (Re)embodiment of Symptoms
C. Heath, J. Hindmarsh & P. Luff 1999 Interaction in isolation - train driver
Harvey Sacks, Fall 1964, Lecture 1; Fall 1968, Lecture 3; Spring 1972, Lecture 1
E.A. Schegloff & H. Sacks 1973 Opening up Closings
John Heritage 1984, 'A Change of State Token and Aspects of Its Sequential Placement', in J. Maxwell Atkinson and John Heritage (eds), Structures of Social Action, Cambridge, Cambridge University Press: 299-345.
Charles Goodwin, Professional vision (1994)
Christian Heath 2002 Demonstrative suffering: The Gestural (Re)embodiment of Symptoms
C. Heath, J. Hindmarsh & P. Luff 1999 Interaction in isolation - train driver
Jon Hindmarsh & A. Pilnick 2002 THE TACIT ORDER OF TEAMWORK - anesthesia
Unit 18 - December 3rd
18 - Ethnomethodology
Harold Garfinkel, Studies in Ethnomethodology. Chapter 2, “Studies of the routine grounds of everyday activities"
Harold Garfinkel, Studies in Ethnomethodology. Chapter 3, “Common Sense Knowledge of Social Structures: the Documentary Method of Interpretation in Lay and Professional Fact Finding.”
Harold Garfinkel, Studies in Ethnomethodology. Chapter 5, “Passing and the Managed Achievement of Sex Status in an Intersexed Person.”
Harold Garfinkel, Ethnomethodology's Program. Chapter 6, "Instructions and Instructed Actions"
https://rowman.com/ISBN/9780742516427
About Harold Garfinkel: http://en.wikipedia.org/wiki/Harold_Garfinkel
Sacks, Harvey (1972) ‘Notes on police assessment of moral character’. In: David Sudnow, ed. Studies in social interaction. New York: Free Press: 280-93
David Sudnow, Ways of the Hand, Part I - MIT Press
http://mitpress.mit.edu/books/ways-hand
Michael Lynch 1988 Sacrifice and the transformation of the animal body
Doug Macbeth 2012 Some notes on the play of basketball in its circumstantial detail, and an introduction to their occasion
Ken Liberman, The Phenomenology of Coffee Tasting: Lessons in Practical Objectivity, in: More Studies in Ethnomethodology, SUNY Press 2013
http://www.sunypress.edu/p-5633-more-studies-in-ethnomethodolog.aspx
Dusan Bjelic & Michael Lynch (1992). The work of scientific demonstration - Newton and Goethe theories of color
lunedì 18 novembre 2013
Unit 17 - November 26th
17 Linguistics and Sociolinguistics
(here you can find the full book: Cours in general linguistics)
http://en.wikipedia.org/wiki/Ferdinand_de_Saussure
http://en.wikipedia.org/wiki/Ferdinand_de_Saussure
B. Bernstein, Codes, Modalities, and the Process of Cultural Reproduction: A Model (1981)
http://en.wikipedia.org/wiki/Basil_Bernstein
W. Labov, Field methods
John J. Gumperz, Chapter 11. Interactional Sociolinguistics: A Personal Perspective, in
The Handbook of Discourse Analysis
http://en.wikipedia.org/wiki/John_Gumperz
Just to have an overview of the field check Sociolinguistics Wiki:
Second draft of your proposal!
Please post here the second draft of your proposal for the final paper!
martedì 12 novembre 2013
Unit 14 - November 19th
14 Animals
Goode 2006 Playing with my Dog Katie - An Ethnomethodological Study of Dog-Human Interaction
http://www.thepress.purdue.edu/titles/playing-my-dog-katie-ethno-methodological-study-caninehuman-interaction
Clever Hans
http://en.wikipedia.org/wiki/Clever_Hans
Sumpter 2006 The principles of collective animal behaviour
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1626537/
S. Strum et B. Latour, « The Meanings of Social : from Baboons to Humans » [1987]
http://www.bruno-latour.fr/sites/default/files/30-STRUM-LATOUR-SOCIAL-GB.pdf
Walker 1998 animal-communication
Unit 15 - November 21st
15 Filogenesis, ontogenesis
Dingemanse Torreira Enfield 2013 Is ‘‘Huh’’ a Universal Word - Conversational infrastracture and the convergent evolution of Linguistic Items
Tomasello-Carpenter 2007 shared intentionality
http://www.eva.mpg.de/psycho/pdf/Publications_2007_PDF/Shared_intentionality_07.pdf
H. Clark social-actions, social commitments 06
http://www.cs.utep.edu/dynamics/clark-social-actions-06.pdf
Levinson 2006 On the human interactional engine
http://www.ilc.cnr.it/~lenci/Levinson-HumanInteractionEngine.pdf
Terrence W.Deacon. (1997). Symbolic origin. Ch. 12 in The_Symbolic_Species. New York, W.W. Norton & Co.
Bickerton, Derek. (1990). The Fossils of Language. Chapter 5, pp.105-129 in Language and Species. Chicago: University of Chicago Press.
venerdì 1 novembre 2013
Final assignment
Students must provide a one-page description of their ideas, projects and interests by November 11th, Monday, and generate a list of 3 bibliographic citations representing their area of interest.
There will be three possible ways of writing the final paper:
1. - Theoretical paper
2. - Research proposal paper
3. - Empirical research paper
1. Theoretical paper
Your paper must be based on sound exposition of the primary texts used in this course as well as your own reasoned arguments. You are required to base your answers on materials that include the primary sources covered in the course. One of the themes of the course could be the focus of your paper (frame, Self, group, meaning, interaction order, intentionality, ritual, speech acts, emotions, senses, talk-in-interaction, etc.). In the paper you should present theoretical issues on the studies of communication starting from your perspective, offering a conceptual and categorical analysis together with mentions of empirical studies, or links to classical or contemporary sociological theory, or references to particular substantive subjects of sociological studies (inequalities, gender, family, youth, consumption, fad & fashion, new media, etc.).
2. Research proposal paper
The student proposes a research topic and design addressing any of the substantive areas concerning communication that has been covered in this course. The paper should present the ways in which a particular topic can be studied from an empirical point of view. Your paper must have a 8-paragraph structure: 1. Research topic and main aims of the research; 2. Brief reconstruction and critique of previous studies on the topic; 3. Methodology to be used; 4. Context(s) of the research; 5. Phases and timing of the research; 6. Expected results; 7. Budget; 8. Bibliography.
3. Empirical research paper
The paper is based on a (detailed) analysis of some kind of empirical data or materials using the conceptual structure and analytical attitude that has been fostered in this course. Data and materials must be quick to gather and easy to handle (examples can be: movies, tv shows, recordings of actual conversations, literary fictions and novels, newspapers). You should (1) present clearly the focus of your research, mentioning one of the subjects or topics covered in the course and explaining its relevance and connection for your research; (2) describe the data and materials on which your research is based; (3) present your findings, analysis, intuitions, etc. in an articulated way; (4) provide a summary of the main points of your research; (5) provide a bibliography.
Your paper must have a title. The paper should be no longer than 5.000 words, 30.000 characters spaces included (about 10 pages). In the class we will talk about your ideas, projects, topics, and the ways in which your paper could be organized.
giovedì 31 ottobre 2013
Re-scheduling of the class
Language & Society 2013-2014
room 14, 6-8pm
October
Tuesday 1 Unit 1 - Introduction
to the course
Thursday 3 Unit 2 - Two
models for communication
Tuesday 8 Unit 3 –
Temporal organization of the activities
Thursday 10 Unit 4 - The
constitution of the perceptual world
Tuesday 15 Unit 5 - Group
Thursday 17 Unit 6 -
Self
Tuesday 22 Unit 7 –
Frame Analysis
Thursday 24 Unit 8 –
Interaction order
Tuesday 29 Unit 9 – Ritual
and symbolism
Thursday 31 Unit 10 –
Institutional order
November
Tuesday 5 Unit 11 –
Action, activities, intentionality
Thursday 7 NO CLASS
MONDAY 11 – PROJECT WORK
Tuesday 12 Unit 12 -
Emotions
Thursday 14 Unit 13 -
Senses
MONDAY 18 – PROJECT WORK
Tuesday 19 Unit 14 – Animals
Thursday 21 Unit 15 –
Filogenesis, ontogenesis
Monday 25 – Unit 16 - Meaning and interpretations
Tuesday 26 Unit 17 – Linguistics
and sociolinguistics
Thursday 28 NO CLASS
December
MONDAY 2 – PROJECT WORK
Tuesday 3 Unit 18 -
Ethnomethodology
Thursday 5 Unit 19 – Conversation
Analysis
MONDAY 9 – PROJECT WORK
Tuesday 10 Unit 20 –
Wrap up
Thursday 12 NO CLASS - Universiadi
Tuesday 17 NO CLASS
Thursday 19 NO CLASS – Universiadi
mercoledì 23 ottobre 2013
Unit 16 - November 25th
16 Meaning and interpretation
G.H. Mead, Mind, Self and Society. Chicago: Chicago University Press chap. 8, 9, 10, 11
In ITALIAN:
http://www.ibs.it/code/9788809745605/mead-george-h/mente-s-e-e-societ-a.html
Check the University Library System:
http://www.cbt.biblioteche.provincia.tn.it/oseegenius/resource?uri=589612&v=l&dcnr=3
http://www.ibs.it/code/9788809745605/mead-george-h/mente-s-e-e-societ-a.html
Check the University Library System:
http://www.cbt.biblioteche.provincia.tn.it/oseegenius/resource?uri=589612&v=l&dcnr=3
B. Malinowski, The Problem of Meaning in Primitive Languages
pp.296-336
C. Geertz, Thick description: toward an interpretive theory of culture, pp. 3-32
http://monoskop.org/images/5/54/Geertz_Clifford_The_Interpretation_of_Cultures_Selected_Essays.pdf
In ITALIAN see:
http://www.ibs.it/code/9788815066930/geertz-clifford/interpretazione-culture.html
In ITALIAN see:
http://www.ibs.it/code/9788815066930/geertz-clifford/interpretazione-culture.html
Gadamer, Hans-Georg. Truth and Method. Trans. Joel Weinsheimer and Donald G. Marshall. London: Sheed and Ward, 1975. Rev. Ed. London: Continuum, 1989. EXCERPTS:
In ITALIAN see:
Unit 13 - November 14th
13 Senses
Simmel, Excursus on the sociology of the senses, in Sociology (or. ed. 1908)
In GERMAN:
In ENGLISH
In ITALIAN
Gale Peter Largey and David Rodney Watson The Sociology of Odors, American Journal of Sociology , Vol. 77, No. 6 (May, 1972), pp. 1021-1034
http://www.jstor.org/stable/2776218
Rotter 2011 Empires of the Senses - How Seeing, Hearing, Smelling, Tasting, and Touching Shaped Imperial Encounters
In ITALIAN
Gale Peter Largey and David Rodney Watson The Sociology of Odors, American Journal of Sociology , Vol. 77, No. 6 (May, 1972), pp. 1021-1034
http://www.jstor.org/stable/2776218
Rotter 2011 Empires of the Senses - How Seeing, Hearing, Smelling, Tasting, and Touching Shaped Imperial Encounters
Unit 12 - November 12th
12 Emotions
http://classiques.uqac.ca/classiques/mauss_marcel/essais_de_socio/T3_expression_sentiments/expression_sentiments.html
The ENGLISH translation (with an introduction by C. Garces and A. Jones, 2009)
http://anthropology.cornell.edu/faculty/loader.cfm?csModule=security/getfile&PageID=139765
The ITALIAN translation:
http://www.adelphi.it/libro/9788845902475
Erving Goffman Response Cries, Language , Vol. 54, No. 4 (Dec., 1978), pp. 787-815
http://www.jstor.org/stable/413235
The ITALIAN translation is in this book (chap. 2):
http://www.mulino.it/edizioni/volumi/scheda_volume.php?vista=scheda&ISBNART=01552
Arlie Russell Hochschild, 1979. "Emotion Work, Feeling Rules and Social Structure." American Journal of Sociology 85, 3: 551-575.
https://campus.fsu.edu/bbcswebdav/institution/academic/social_sciences/sociology/Reading%20Lists/Social%20Psych%20Prelim%20Readings/II.%20Emotions/1979%20Hochschild%20-%20Emotion%20Work.pdf
Arnold Arluke. “Managing Emotions in an Animal Shelter.” Inside Social Life, pp. 337-351
oppure
Spencer E. Cahill and Robin Eggleston, Managing Emotions in Public: The Case of Wheelchair Users, Social Psychology Quarterly, Vol. 57, No. 4 (Dec., 1994), pp. 300-312
http://renazito.files.wordpress.com/2012/01/cahill-and-eggleston-1994-managing-emotions-in-public.pdf
sabato 12 ottobre 2013
Unit 11 - November 5th
11 Action, activities and intentionality
1. Hubert DREYFUS and Jerome WAKEFIELD, "Intentionality and the Phenomenology of Action", John Searle and his Critics, E. Lepore & R. Van Guhck, edts., (Cambridge, UK : Basil Blackwell, 1991), 264
2. John R. SEARLE, "Response : The Background of Intentionality and Action," in John Searle and his Critics, E. Lepore & R. Van Guhck, edts , (Cambridge, UK : Basil Blackwell, 1991)
3. Hubert L Dreyfus, "Heidegger's Critique of the Husserl/Searle Account of Intentionality," Social Research Vol. 60, No. 1, (Spring 1993).
4. John Searle, “The Limits of Phenomenology”, Heidegger, Coping, and Cognitive Science: Essays in Honor of Hubert L. Dreyfus, Volume Two, MIT Press, 2000.
5. Hubert L. Dreyfus, “Phenomenological Description versus Rational Reconstruction”, La Revue Internationale de Philosophie, l999
6. John Searle, “Neither Phenomenological Description nor Rational Reconstruction”, La Revue Internationale de Philosophie l999
7. Hubert L. Dreyfus, “The Primacy of Phenomenology over Logical Analysis”, 1999
8. Hubert Dreyfus, ‘The Current Relevance of Merleau-Ponty’s Phenomenology of Embodiment’, Electronic Journal of Analytic Philosophy (1996),
The two contenders:
http://en.wikipedia.org/wiki/Hubert_Dreyfus
http://en.wikipedia.org/wiki/John_Searle
5. Hubert L. Dreyfus, “Phenomenological Description versus Rational Reconstruction”, La Revue Internationale de Philosophie, l999
6. John Searle, “Neither Phenomenological Description nor Rational Reconstruction”, La Revue Internationale de Philosophie l999
7. Hubert L. Dreyfus, “The Primacy of Phenomenology over Logical Analysis”, 1999
8. Hubert Dreyfus, ‘The Current Relevance of Merleau-Ponty’s Phenomenology of Embodiment’, Electronic Journal of Analytic Philosophy (1996),
The two contenders:
http://en.wikipedia.org/wiki/Hubert_Dreyfus
http://en.wikipedia.org/wiki/John_Searle
martedì 8 ottobre 2013
Unit 10 - October 31st
10 Institutional order
J.L. Austin, Ho to do things with words
http://www.dwrl.utexas.edu/~davis/crs/rhe321/Austin-How-To-Do-Things.pdf
Who is Austin?
http://en.wikipedia.org/wiki/J._L._Austin
http://www.iep.utm.edu/austin/
John Searle, What is a speech act
Download pdf
Who is Searle?
http://en.wikipedia.org/wiki/John_Searle
Pierre Bourdieu, The social conditions for the effectiveness of ritual discourse (1975)
On Speech Act Theory you must consult:
Marina Sbisà, Speech acts in context (2002)
Marina Sbisà, Speech acts theory (2006)
Marina Sbisà, How to read Austin (2007)
Other interesting articles by Marina Sbisà in ITALIAN:
J.L. Austin e la teoria degli atti linguistici (ppt presentation)
Atto/Act
Marina Sbisà's home page:
http://www2.units.it/sbisama/it/?file=scritti.htm
http://en.wikipedia.org/wiki/John_Searle
Pierre Bourdieu, The social conditions for the effectiveness of ritual discourse (1975)
On Speech Act Theory you must consult:
Marina Sbisà, Speech acts in context (2002)
Marina Sbisà, Speech acts theory (2006)
Marina Sbisà, How to read Austin (2007)
Other interesting articles by Marina Sbisà in ITALIAN:
J.L. Austin e la teoria degli atti linguistici (ppt presentation)
Atto/Act
Marina Sbisà's home page:
http://www2.units.it/sbisama/it/?file=scritti.htm
Unit 9 - October 29th
9 Ritual and symbolism
E. Durkheim, Les formes élémentaires de la vie religieuse, 1912
http://classiques.uqac.ca/classiques/Durkheim_emile/formes_vie_religieuse/formes_vie_religieuse.html
ENGLISH translation (1995):
http://home.ku.edu.tr/~mbaker/CSHS503/DurkheimReligiousLife.pdf
ITALIAN translation, please check in the University Library:
http://www.cbt.trentinocultura.net/LVbin//LibriVision/lv_view_records.html
(I suggest the new translation by Massimo Rosati, 2005)
BOOK II, Chapter 7: "Origins of these beliefs (Conclusion): Origin of the notion of totemic principle, or mana" (p. 207-241)
BOOK III, Chapter III: "The positive cult (Continuation): Mimetic rites and the principle of causality" (p. 355-373)
Schutz A. "Symbols, reality and society", in Symbols and Society, L. Bryson, L. Finkelstein, H. Hoagland e R. McIver (eds.), New York, Harper, 1955, pp. 135-204 (then in A. Schutz, Collected Papers, Den Haag : Nijhoff, 1962-1966).
Symbol
domenica 6 ottobre 2013
Unit 2 - October 3rd
Winkin, Y. (2001). Anthropologie de la communication: de la théorie au terrain. Paris : Seuil.
Two ways of representing the idea of communication
I
1
the basic mechanism is transformation of ideas (internal ) into words (external )
the words , to the other side of the "string ", again become "thoughts"
model " encoding - decoding " : communication starts “inside” an individual and ends “inside” another individual
" individualist " conception: (a ) each individual is a separate and independent unit, which is related to another individual as a separate and autonomous unit; (b) each individual is composed of "body" and "soul" , where the body is the container of the soul
communication is used to fill the gap and the space that exists between individual and individual
language as the only means of communication, which in turn is an instrument for the transmission of thoughts.
2
communication is a social activity , something different from the inter-individual transmission of something
communication rests on a matrix of symbols and meanings , codes, rules , which are those of the culture
it is culture that makes possible the regularity and the predictability of communication exchanges and the relations between members of the same culture
culture does not depend on individuals , but it is what allows an individual to fit into a continuous, perpetual, " immortal " flow ( Garfinkel )
II
1
communication is an essentially verbal , oral or written
the protagonists of this process are mouth and ears, or hands and eyes
certain activities of the body (reflexes, instincts, emotions , etc.) produce " noise" that can disrupt the good result of the transmission process
2
"participating to communication" happens in different modalities, verbal or “non-verbal” (caution!!)
informative or " denotative " communication is just an extreme case of specific and limited communication
most of the times the communicative activities are activities of control , integration , in which redundancy and repetition play an important role
what matters for a researcher is not so much the analysis of the content of the information, as the context and the meaning of communication
the meaning is not fixed once and for all, is not something unique and established as in a dictionary
III
1
communication is rational and voluntary (if it is not intentional or unconscious is not communication)
is the activity of man par excellence (not of animals)
one is interested in “non-verbal” communication when there is some kind of explicit convention for the use of signs , as in the language of the deaf
communication is the product of (and it is established by) the intentionality of the person - emitter
I
1
the basic mechanism is transformation of ideas (internal ) into words (external )
the words , to the other side of the "string ", again become "thoughts"
model " encoding - decoding " : communication starts “inside” an individual and ends “inside” another individual
" individualist " conception: (a ) each individual is a separate and independent unit, which is related to another individual as a separate and autonomous unit; (b) each individual is composed of "body" and "soul" , where the body is the container of the soul
communication is used to fill the gap and the space that exists between individual and individual
language as the only means of communication, which in turn is an instrument for the transmission of thoughts.
2
communication is a social activity , something different from the inter-individual transmission of something
communication rests on a matrix of symbols and meanings , codes, rules , which are those of the culture
it is culture that makes possible the regularity and the predictability of communication exchanges and the relations between members of the same culture
culture does not depend on individuals , but it is what allows an individual to fit into a continuous, perpetual, " immortal " flow ( Garfinkel )
II
1
communication is an essentially verbal , oral or written
the protagonists of this process are mouth and ears, or hands and eyes
certain activities of the body (reflexes, instincts, emotions , etc.) produce " noise" that can disrupt the good result of the transmission process
2
"participating to communication" happens in different modalities, verbal or “non-verbal” (caution!!)
informative or " denotative " communication is just an extreme case of specific and limited communication
most of the times the communicative activities are activities of control , integration , in which redundancy and repetition play an important role
what matters for a researcher is not so much the analysis of the content of the information, as the context and the meaning of communication
the meaning is not fixed once and for all, is not something unique and established as in a dictionary
III
1
communication is rational and voluntary (if it is not intentional or unconscious is not communication)
is the activity of man par excellence (not of animals)
one is interested in “non-verbal” communication when there is some kind of explicit convention for the use of signs , as in the language of the deaf
communication is the product of (and it is established by) the intentionality of the person - emitter
2
the intention of the actor is not a requirement of the communication
in social interaction intentionality could be one of the many " variables " of communication
the intention can be recognized , denied, negotiated , passed over in silence, could be absent, and so on.
IV
1
communication , as a conscious and voluntary act , may be subject to normative judgment (aesthetic and ethical )
communication may succeed or fail, be good or bad , normal or pathological , effective or ineffective
can be taught , corrected , prescribed , and so on
2
The criteria that a social group uses to establish the correctness of certain behaviors that are considered possible acceptable rational appropriate (etc.) communicative activities in a society constitute an object of analysis ( not a resource )
V
1
communication can be considered as a series of linear sequences that go by the emitter and end at the receiver, and then again by the receiver to the emitter, which now becomes the receiver
the receipt of a message causes the emission of a second message (according to the stimulus-response model, action-reaction)
2
the most appropriate model for the representation of communication seems to be the " system " in which there is mutual , often simultaneous and overlapping " availability " and " accessibility"
the stimulus-response model (or action and reaction) is replaced by a substantially circular transaction (confirmation or disconfirmation)
very important is the temporal aspect of communication, but as “sharing the same time”
VI
1
as in a laboratory , the researcher can observe or produce under the microscope communication sequences
the way we communicate is influenced by well- determined "variables"
the researcher is located out of the system or attempts to neutralize the effects of its presence on the system
communication studies are based on statistical methods of aggregating individual information
2
the researcher is a necessary part of the system that he/she studies
the resources that he/she uses for the analysis are the same resources used to communicate by the people he/she studies
it may be useful to keep distance from the social system under scrutiny, especially if we want to know in depth about (through concrete experience) the resources that are used to communicate – often without knowing it, as a matter of fact, taken-for-granted
but at the same time it is important to be in the system to be able to grasp the competent technical aspects which otherwise are understandable only in general terms
VII
1
The best image to represent this model is the telegram, the telegraph, email:
1. A decides to send a message to B;
2. The message is encoded, sent, received, decoded, understood or not understood;
3. B can then in turn send a message to A, following the same path;
4. etc..
the act of communication is: verbal, intentional, linear, limited in time and space
the content of communication is generally denotative, explicit, informative
2
The best image to represent this model is the orchestra : the members of a culture are involved in communication as the musicians participating in the orchestra
In social life only in a few special cases there is a conductor and a score to follow ( the university lecture is such an exception )
In social life the members of the orchestra typically they conduct each other, they teach each other what to do next
if the researcher tries to transcribe the tune or the "symphony" of social life, then many of the complexities of social relationships are discovered and heard for the first time
… and then even what seemed only noise and annoyance ( an obstacle to the clarity of the transmission of the information) would become meaningful part of the communicative situation
the intention of the actor is not a requirement of the communication
in social interaction intentionality could be one of the many " variables " of communication
the intention can be recognized , denied, negotiated , passed over in silence, could be absent, and so on.
IV
1
communication , as a conscious and voluntary act , may be subject to normative judgment (aesthetic and ethical )
communication may succeed or fail, be good or bad , normal or pathological , effective or ineffective
can be taught , corrected , prescribed , and so on
2
The criteria that a social group uses to establish the correctness of certain behaviors that are considered possible acceptable rational appropriate (etc.) communicative activities in a society constitute an object of analysis ( not a resource )
V
1
communication can be considered as a series of linear sequences that go by the emitter and end at the receiver, and then again by the receiver to the emitter, which now becomes the receiver
the receipt of a message causes the emission of a second message (according to the stimulus-response model, action-reaction)
2
the most appropriate model for the representation of communication seems to be the " system " in which there is mutual , often simultaneous and overlapping " availability " and " accessibility"
the stimulus-response model (or action and reaction) is replaced by a substantially circular transaction (confirmation or disconfirmation)
very important is the temporal aspect of communication, but as “sharing the same time”
VI
1
as in a laboratory , the researcher can observe or produce under the microscope communication sequences
the way we communicate is influenced by well- determined "variables"
the researcher is located out of the system or attempts to neutralize the effects of its presence on the system
communication studies are based on statistical methods of aggregating individual information
2
the researcher is a necessary part of the system that he/she studies
the resources that he/she uses for the analysis are the same resources used to communicate by the people he/she studies
it may be useful to keep distance from the social system under scrutiny, especially if we want to know in depth about (through concrete experience) the resources that are used to communicate – often without knowing it, as a matter of fact, taken-for-granted
but at the same time it is important to be in the system to be able to grasp the competent technical aspects which otherwise are understandable only in general terms
VII
1
The best image to represent this model is the telegram, the telegraph, email:
1. A decides to send a message to B;
2. The message is encoded, sent, received, decoded, understood or not understood;
3. B can then in turn send a message to A, following the same path;
4. etc..
the act of communication is: verbal, intentional, linear, limited in time and space
the content of communication is generally denotative, explicit, informative
2
The best image to represent this model is the orchestra : the members of a culture are involved in communication as the musicians participating in the orchestra
In social life only in a few special cases there is a conductor and a score to follow ( the university lecture is such an exception )
In social life the members of the orchestra typically they conduct each other, they teach each other what to do next
if the researcher tries to transcribe the tune or the "symphony" of social life, then many of the complexities of social relationships are discovered and heard for the first time
… and then even what seemed only noise and annoyance ( an obstacle to the clarity of the transmission of the information) would become meaningful part of the communicative situation
Unit 8 - October 24th
8 Interaction order
Erving Goffman, The Interaction Order. American Sociological Review , Vol. 48, No. 1 (Feb., 1983), pp. 1-17
http://www.jstor.org/stable/2095141
In ITALIAN:
http://www.ibs.it/code/9788871448244/goffman-erving-zzz99-giglioli/ordine-dell-interazione.html
ERVING GOFFMAN "Normal appearances", in Relations in Public. Microstudies of the Public Order. Basic Books, New York, 1971, 238-333.
Download pdf
In ITALIAN:
http://www.raffaellocortina.it/relazioni-in-pubblico
(see in FRENCH the Fiche de lecture [a summary of the book] - novembre 2006 by Frédéric Ponce)
But remember: "There is no substitute for reading Goffman in the original”! (Greg Smith, Erving Goffman, Routledge, 2006, p. 130).
For additional information:
Philip Manning, Erving Goffman (1922-1982), Encyclopedia of Social Sciences
Obituary in the NTY
http://en.wikipedia.org/wiki/Erving_Goffman
Two interesting recent articles usig Goffman's ideas and insights:
- Haddington, Pentti et. al (2012). Civil Inattention in Public Places: Normalising Unusual Events through Mobile and Embodied Practices [62 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 13(3), Art. 7,
http://nbn-resolving.de/urn:nbn:de:0114-fqs120375.
Abstract: This article builds on GOFFMAN's work to study how pedestrians display their orientation to unusual events in public places. It focuses on the mobile and embodied conduct of those passing a smartmob event in which a performing group "froze" in a busy transit hub for four minutes. The data comprise audio-video recordings of the event. We identify and analyse routinised mobile and embodied practices by which passers-by "normalise" the unusual event. These include different organisations of body behaviour and the ways in which passers-by walk around and between the performers as individuals and groups. The findings are supported with illustrations.
- “The Interaction Order of Public Bathrooms” by Spencer E. Cahill
http://angelabarian.files.wordpress.com/2011/06/cahill-bathrooms.pdf
Unit 7 - October 22nd
7 Frame
G. Bateson, A theory of play and fantasy, 1955
http://sashabarab.com/syllabi/games_learning/bateson.pdf
Bateson's essay is translated into ITALIAN and it is included in this book:
http://www.ibs.it/code/9788845915352/bateson-gregory/verso-ecologia-della.html
A. Schutz, On Multiple Realities, 1945
http://www.jstor.org/stable/2102818
Check the ITALIAN translation of the article in this book:
http://www.cbt.biblioteche.provincia.tn.it/oseegenius/resource?uri=347195
Erving Goffman, Frame Analysis, Chapters 1-3
http://www.scribd.com/doc/83646510/Erving-Goffman-Frame-Analysis-an-Essay-on-the-Organization-of-Experience-1974
The ITALIAN translation:
http://www.ibs.it/code/9788883582332/goffman-erving/frame-analysis-organizzazione.html
In the web there are a lot of resources on the Frame Analysis. See for instance:
http://www.ccsr.ac.uk/methods/publications/frameanalysis/index.html
Unit 6 - October 17th
6 Self
G.H. Mead, Mind, Self and Society. Chicago: Chicago University Press, part III, chapters 1, 2, 3
http://www.brocku.ca/MeadProject/Mead/pubs2/mindself/Mead_1934_toc.html
In ITALIAN:
http://www.ibs.it/code/9788809745605/mead-george-h/mente-s-e-e-societ-a.html
Check the University Library System:
http://www.cbt.biblioteche.provincia.tn.it/oseegenius/resource?uri=589612&v=l&dcnr=3
Erving Goffman, Presentation of Self in Everyday Life, 1959, Introduction & Chapter 1
http://www.units.miamioh.edu/technologyandhumanities/goffman.pdf
In ITALIAN:
http://www.mulino.it/edizioni/volumi/scheda_volume.php?vista=scheda&ISBNART=05962
Check the University Library System:
http://www.cbt.biblioteche.provincia.tn.it/oseegenius/search?q=La+vita+quotidiana+come+rappresentazione&v=l&f=catalog_source%3ANRA&h=any_bc&s=10&o=score
E. Goffman, "Characteristics of total institutions", in Asylums: Essays on the Social Situation of Mental Patients and Other Inmates. Doubleday, 1961, pp. 3-124
Download the pdf
Download the pdf in ITALIAN:
http://www.ristretti.it/areestudio/cultura/libri/asylums.pdf
(see also a recent paper by Seamus Mac Suibhne, Erving Goffman’s Asylums 50 years on, BJP January 2011: http://bjp.rcpsych.org/content/198/1/1.full.pdf+html)
http://www.mulino.it/edizioni/volumi/scheda_volume.php?vista=scheda&ISBNART=05962
Check the University Library System:
http://www.cbt.biblioteche.provincia.tn.it/oseegenius/search?q=La+vita+quotidiana+come+rappresentazione&v=l&f=catalog_source%3ANRA&h=any_bc&s=10&o=score
E. Goffman, "Characteristics of total institutions", in Asylums: Essays on the Social Situation of Mental Patients and Other Inmates. Doubleday, 1961, pp. 3-124
Download the pdf
Download the pdf in ITALIAN:
http://www.ristretti.it/areestudio/cultura/libri/asylums.pdf
(see also a recent paper by Seamus Mac Suibhne, Erving Goffman’s Asylums 50 years on, BJP January 2011: http://bjp.rcpsych.org/content/198/1/1.full.pdf+html)
Unit 5 - October 15th
5
Asch S. E. ( 1956). "Studies of independence and conformity: I. A minority of one against a unanimous majority". Psychological Monographshttp://psyc604.stasson.org/Asch1956.pdf
http://en.wikipedia.org/wiki/Solomon_Asch
http://en.wikipedia.org/wiki/Asch_conformity_experiments
Milgram, Stanley (1963). "Behavioral Study of Obedience". Journal of Abnormal and Social Psychology 67(4): 371–8
http://web.ebscohost.com.ezp.biblio.unitn.it/ehost/pdfviewer/pdfviewer?vid=3&sid=37855e60-eb17-4115-abaa-e748e4c1b621%40sessionmgr4&hid=14
Milgram, Stanley GROUP PRESSURE AND ACTION AGAINST A PERSON. Journal of Abnormal & Social Psychology , Aug1964, Vol. 69 Issue 2, p137-143
http://web.ebscohost.com.ezp.biblio.unitn.it/ehost/pdfviewer/pdfviewer?vid=5&sid=37855e60-eb17-4115-abaa-e748e4c1b621%40sessionmgr4&hid=14
http://en.wikipedia.org/wiki/Milgram_experiment
A. King, The word of command, 2006
http://afs.sagepub.com/content/32/4/493.full.pdf+html
A. K. Goldsworthy, The Othismos, Myths and Heresies: The Nature of Hoplite Battle 1997
http://www.xlegio.ru/pdfs/othismos.pdf
venerdì 4 ottobre 2013
What it is expected from you in the L&S class
1. Attending the class (being in the class, participating to the activities, being informed regarding the schedule and the blog that will be always updated)
2. Writing 1 memo each week; 10 memos are due at the end of the course.
(Consider that the course is made of 24 units, 2 units each week, 12 weeks. Given that one week has been reserved for the introduction and that another (probably) wouldn’t require readings, there are 20 units in which there are required readings. For half of them you are required to write a memo).
2. Writing 1 memo each week; 10 memos are due at the end of the course.
(Consider that the course is made of 24 units, 2 units each week, 12 weeks. Given that one week has been reserved for the introduction and that another (probably) wouldn’t require readings, there are 20 units in which there are required readings. For half of them you are required to write a memo).
Memos are not graded but must be posted on due time (see the post “What is a memo”). For each memo not posted on time you will get 1 point less in the final grade. For each memo missed you will get 2 points less in the final grade.
3. Writing a final paper. Your grade will be based on this final paper. Details on how to write the final paper will be available soon.
3. Writing a final paper. Your grade will be based on this final paper. Details on how to write the final paper will be available soon.
Seminar "The Four Fundamental Forms of Social Relationships" in Rovereto
I invite you all to attend to the seminar
The Four Fundamental Forms of Social Relationships
Where: Rovereto - Palazzo Fedrigotti, corso Bettini n. 31
When: 8 October 2013, h.11.30
Prof. Alan Page Fiske - University of California, Los Angeles
http://www.anthro.ucla.edu/people/faculty?lid=764
http://www.sscnet.ucla.edu/anthro/faculty/fiske/
Abstract
Humans generate the infinite complexity and diversity of their sociality by implementing combinations of just four elementary relational models. Communal sharing (CS) is a relationship of equivalence in which participants coordinate their interaction with respect to something they have in common. CS organizes romantic love, the cohesion of soldiers in a unit or members of a team, as well as larger scale ethnic, national, gender, or species identification. The relational structure of CS is homologous to that of a nominal scale of measurement. Authority ranking (AR) is a linear ordering in which subordinates owe deference and respect, while superiors must provide leadership, guidance, wisdom, and protection. Examples are military hierarchies, seniority systems, and age-based ranking. The structure of AR is that of an ordinal scale. Equality matching (EM) is a relationship in which people keep track of whether they are evenly balanced, or what they need to do to match each other. Examples are turn-taking, balanced in-kind reciprocity, lotteries, voting, and eye-for-an-eye vengeance. EM has the structure of an interval scale, or, more technically, an ordered Abelian group. Market pricing (MP) relationships are organized with respect to a socially meaningful ratio, rate, or proportion. MP organizes utilitarian moral reasoning, proportional justice, efficiency standards, cost-benefit social decision making, as well as prices, rents, wages, interest, taxes, tithes, and fines. (It is crucial to note that MP is not necessarily selfish, individualistic, or maximizing.) The structure of MP is homologous to a ratio scale (an Archimedean ordered field). Each of these relational models is intrinsically motivated, and people implicitly use each of them to generate, interpret, coordinate, evaluate virtually all of their social relationships. However, people can only implement a relational model with reference to cultural prototypes, precedents, and precepts that specify how, when, where, and with whom it should operate. The theory has been supported by hundreds of experimental and observational studies on a wide range of phenomenon by scores of researchers using a great variety of methods to study populations from many cultures.
When: 8 October 2013, h.11.30
Prof. Alan Page Fiske - University of California, Los Angeles
http://www.anthro.ucla.edu/people/faculty?lid=764
http://www.sscnet.ucla.edu/anthro/faculty/fiske/
Abstract
Humans generate the infinite complexity and diversity of their sociality by implementing combinations of just four elementary relational models. Communal sharing (CS) is a relationship of equivalence in which participants coordinate their interaction with respect to something they have in common. CS organizes romantic love, the cohesion of soldiers in a unit or members of a team, as well as larger scale ethnic, national, gender, or species identification. The relational structure of CS is homologous to that of a nominal scale of measurement. Authority ranking (AR) is a linear ordering in which subordinates owe deference and respect, while superiors must provide leadership, guidance, wisdom, and protection. Examples are military hierarchies, seniority systems, and age-based ranking. The structure of AR is that of an ordinal scale. Equality matching (EM) is a relationship in which people keep track of whether they are evenly balanced, or what they need to do to match each other. Examples are turn-taking, balanced in-kind reciprocity, lotteries, voting, and eye-for-an-eye vengeance. EM has the structure of an interval scale, or, more technically, an ordered Abelian group. Market pricing (MP) relationships are organized with respect to a socially meaningful ratio, rate, or proportion. MP organizes utilitarian moral reasoning, proportional justice, efficiency standards, cost-benefit social decision making, as well as prices, rents, wages, interest, taxes, tithes, and fines. (It is crucial to note that MP is not necessarily selfish, individualistic, or maximizing.) The structure of MP is homologous to a ratio scale (an Archimedean ordered field). Each of these relational models is intrinsically motivated, and people implicitly use each of them to generate, interpret, coordinate, evaluate virtually all of their social relationships. However, people can only implement a relational model with reference to cultural prototypes, precedents, and precepts that specify how, when, where, and with whom it should operate. The theory has been supported by hundreds of experimental and observational studies on a wide range of phenomenon by scores of researchers using a great variety of methods to study populations from many cultures.
Rescheduling of the hours is approved!
Starting from Tuesday 8th, the class has a new schedule:
Tuesday 6pm-8pm
Thursday 6pm-8pm
See:
The room is the same as before (room 14)
All the best!
What is a memo?
A memo is a reading note. Usually when you read a text you keep notes on what you are reading. The memo for the class is a sort a revised note in which you re-write your reading notes in a more structured fashion than simply an abbreviated note-taking. Furthermore, the memo for the class could have (but not necessarily) a focal point, where instead the abbreviated note-taking has a more occasional character.
The memo for the class is a short assessment of the reading in which you can address critically some points (probably no more than two, given than the memo should be short), you can give a smart summary of the text, you can provide your thoughts about what you have read, you can offer some evidence or personal experience or other empirical material on which we could reflect in connection with the readings (the list of the things you can do with your memo is not completed, these are just some initial suggestions and you can play with it with creativity).
The memo for the class is a short assessment of the reading in which you can address critically some points (probably no more than two, given than the memo should be short), you can give a smart summary of the text, you can provide your thoughts about what you have read, you can offer some evidence or personal experience or other empirical material on which we could reflect in connection with the readings (the list of the things you can do with your memo is not completed, these are just some initial suggestions and you can play with it with creativity).
The memo has a threefold purpose: 1. to prepare students for a more informed class discussion (for you), 2. to serve for your fellow colleagues as a possible access to textual material they haven’t read (for them), 3. and to demonstrate your involvement with the reading assigned (for me). Make your memos specific enough that they will be useful several weeks later; including several concrete points can be very useful. Because the notes are meant for students' use and are not graded, they do not need to be proofread (your English is perfectly fit for that), or written in any formal manner.
But your memo must have a title and could include: (a) the main points of the reading, (b) definitions of major concepts and methods and examples of their use in the text, (c) significant quotations and items that you find interesting (use quotation marks, with the page number), (d) your reactions/questions/critiques/linkages with other authors/etc.
Reading notes on the day’s readings are due no later than at the beginning of each class.
But your memo must have a title and could include: (a) the main points of the reading, (b) definitions of major concepts and methods and examples of their use in the text, (c) significant quotations and items that you find interesting (use quotation marks, with the page number), (d) your reactions/questions/critiques/linkages with other authors/etc.
Reading notes on the day’s readings are due no later than at the beginning of each class.
These notes should be no longer than one standard page (about 2500 characters, spaces included).
Your note should be posted on the comments space of the course’s blog for each unit (not sent to me by email). In this way your notes can be shared with the other fellows.
Rules & requirements for the class
Language & Society 2013-2014
Attending to the class is not mandatory (there is no role call); in any case it is strongly suggested that you be in the class. Once you have committed to participate in the class then I assume that you will be in the class unless something unexpected or unfortunate happens. Please don’t schedule any activities that would require you to miss the class. If you know you won’t be able to come in a class, please let me know (email message or personal communication).
You are requested to participate in the class not only by bringing your body but also your mind. It means that you are invited to actively engage in activities like asking questions, presenting your ideas, discussing the readings, make empirical observation, advancing evidences, etc. Don’t expect formal lecturing by the professor!
Do the readings by the day on which they are assigned! This point is very important: please do your best to be on time with the reading of the day and your memo! Our class discussions will be based on the readings for that day: you must be knowledgeable of the issues that will be presented each day. And remember to bring the assigned readings to class (even in your laptop) with you every day of the class meeting.
Please come to class prepared. Do the readings before class, think critically about the material, post the memo on time, actively participate in discussions, and be personally invested in learning the most from this academic opportunity. You will be expected to actively participate in an effort to ensure also your classmates understanding of the ideas presented in class and presented in the required readings. You will be teaching to your own classmate what you have learned!
For every class, I recommend you set aside enough time for reading of the texts and writing your memo or reading notes. I recommend that you do the reading as soon as you can before the day it is assigned. Sometimes the readings are demanding and you would need some time to digest and assimilate their “messages”.
You are encouraged to use your laptop while the class is in session, even if random web surfing is disturbing. Notes should be taken. For this to be possible you will need your laptop but remember that also a paper and a pen are sometimes of help ☺
giovedì 3 ottobre 2013
Unit 4 - October 10th
4 The constitution of the perceptual world
Max Wertheimer (1923) Laws of Organization in Perceptual Forms
A. Gurwitsch, Some principles of Gestalt theory, in The Field of consciousness, 1964, pp. 87-153
Download the pdf
Download the pdf
M. Merleau-Ponty, Le primat de la perception et ses conséquences philosophiques, 1946
In ENGLISH you can read "The phenomenal field", in Phenomenology of perception, pp. 60-74
https://wiki.brown.edu/confluence/download/attachments/73535007/Phenomenology+of+Perception.pdf?version=1&modificationDate=1286305678000
(in French you can read also: La perception selon Merleau-Ponty - Philopsis)
http://en.wikipedia.org/wiki/Max_Wertheimer
http://www.gurwitsch.net/bio.htm
http://en.wikipedia.org/wiki/Maurice_Merleau-Ponty
References for beginners
General introductions and consultations
John Stolte, Gary Alan Fine and Karen Cook. Sociological Miniaturism: Seeing the Big Through the Small in Social Psychology. Annual Review of Sociology 27, 2001, 387-413.
Randall Collins, On the Microfoundations of Macrosociology, American Journal of Sociology 86, 1981, 984-1014.
Gary Alan Fine, "On the Microfoundations of Macrosociology: Constraint and the Exterior Reality of Structure." The Sociological Quarterly. 32, 1991, 161-177.
Nina Eliasoph and Paul Lichterman, Culture in Interaction, American Journal of Sociology 108, 2003, 735-94.
Collins, Randall. 1994. "The Microinteractionist Tradition." Chapter 4 in Four Sociological Traditions. (pp. 242-290) New York: Oxford University Press.
Wieder, D. Lawrence (1999) ‘Ethnomethodology, Conversation, Analysis, Microanalysis, and the Ethnography of Speaking (EM-CA-MA-ES): resonances and basic issues’, Research on Language and Social Interaction 32: 163-71
Online resources
Online Repertoires:
http://www.brocku.ca/MeadProject/inventory5.html
Erving Goffman Archives:
http://cdclv.unlv.edu//ega/
Ethnomethodology and Conversation Analysis:
http://www.paultenhave.nl/resource.htm (thank you Paul!)
Language and Social Interaction (pedagogical resources)
VIDEO!
Social interaction: Chaplin boxing!
See this video clip!
Visual (optical) "illusions"
Ash conformity experiment
Milgram obedience study
August Landmesser
Hitler's Willing Executioners on Wikipedia (about the debate between Daniel Goldhagen and Christopher Browning)
Mary Douglas' How institutions think, 1986, p. 9:
Norbert Elias, configurations and football
Max Weber, what is (not) social action, or: showers, umbrellas & people
Braveheart: Battle of Sterling
The dirty dozen , repeat action in the castle
Die Welle, The wave (movie, 2008)
If this is a man (Primo Levi)
The debate about the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition:
http://en.wikipedia.org/wiki/DSM-5
Dr. Michael Tomasello, of the Department of Developmental and Comparative Psychology at the Max Planck Institute for Evolutionary Anthropology, discusses his article for the 2013 Annual Review of Psychology, titled "Origins of Human Cooperation and Morality."
http://www.youtube.com/watch?v=rOHxsZBD3Us
Get inspired! Read this even before writing your final paper!
http://www.slideshare.net/brianoconnell/basic-research-paper-writing-skills
with the British Psychological Society response, June 2011:
NYT review of the book The Anatomy of Violence: The Biological Roots of Crime
http://www.nytimes.com/2013/06/23/books/review/the-anatomy-of-violence-by-adrian-raine.html?_r=0
frame (wiki)
truman show
truman show 2
The purple rose of Cairo
The purple rose of Cairo 2
Who framed Roger Rabbit
Max Weber, What is culture
“’culture is a finite segment of the meaningless infinity of the world process, a segment on which human beings confer meaning and significance”
"Essay on objectivity" (1904), in Essays in the Methodology of the Social Sciences (Engl. Transl. 1949), p. 81
Max Weber, What is sociology
"Sociology (in the sense in which this-highly ambiguous word is used here) is a science concerning itself with the interpretive understanding of social action and thereby with a causal explanation of its course and consequences. We shall speak of 'action' insofar as the acting individual attaches a subjective meaning to his behavior-be it overt or covert, omission or acquiescence. Action is 'social' insofar as its subjective meaning takes account of the behavior of others and is thereby oriented in its course"
Economy and Society, p. 5
Senses and our favorite food!
Pavlov's dogs
Outstanding web site!
The Max Planck Institute for the History of Science.
See the section on bee language!
http://www.mpiwg-berlin.mpg.de/en/news/features/feature5
conversing twins
Bobby McFerrin Demonstrates the Power of the Pentatonic Scale
32 out of sync metronomes end up synchronizing
"The Society recommends a revision of the way mental distress is thought about, starting with recognition of the overwhelming evidence that it is on a spectrum with 'normal' experience, and that psychosocial factors such as poverty, unemployment and trauma are the most strongly-evidenced causal factors. Rather than applying preordained diagnostic categories to clinical populations, we believe that any classification system should begin from the bottom up – starting with specific experiences, problems or ‘symptoms’ or ‘complaints’"
http://www.bps.org.uk/news/debate-over-basis-psychiatric-diagnosisNYT review of the book The Anatomy of Violence: The Biological Roots of Crime
http://www.nytimes.com/2013/06/23/books/review/the-anatomy-of-violence-by-adrian-raine.html?_r=0
frame (wiki)
truman show
truman show 2
The purple rose of Cairo
The purple rose of Cairo 2
Who framed Roger Rabbit
Max Weber, What is culture
“’culture is a finite segment of the meaningless infinity of the world process, a segment on which human beings confer meaning and significance”
"Essay on objectivity" (1904), in Essays in the Methodology of the Social Sciences (Engl. Transl. 1949), p. 81
Max Weber, What is sociology
"Sociology (in the sense in which this-highly ambiguous word is used here) is a science concerning itself with the interpretive understanding of social action and thereby with a causal explanation of its course and consequences. We shall speak of 'action' insofar as the acting individual attaches a subjective meaning to his behavior-be it overt or covert, omission or acquiescence. Action is 'social' insofar as its subjective meaning takes account of the behavior of others and is thereby oriented in its course"
Economy and Society, p. 5
Senses and our favorite food!
Pavlov's dogs
Outstanding web site!
The Max Planck Institute for the History of Science.
See the section on bee language!
http://www.mpiwg-berlin.mpg.de/en/news/features/feature5
conversing twins
Bobby McFerrin Demonstrates the Power of the Pentatonic Scale
32 out of sync metronomes end up synchronizing
Dr. Michael Tomasello, of the Department of Developmental and Comparative Psychology at the Max Planck Institute for Evolutionary Anthropology, discusses his article for the 2013 Annual Review of Psychology, titled "Origins of Human Cooperation and Morality."
http://www.youtube.com/watch?v=rOHxsZBD3Us
A Nonsense Anthology, Collected by Carolyn Wells (1910)
Get inspired! Read this even before writing your final paper!
http://www.slideshare.net/brianoconnell/basic-research-paper-writing-skills
Unit 3 - October 8th
3 Temporal organization of the activities
A. Schutz, Making music together, 1951
http://www.jstor.org/stable/40969255
This paper is translated into ITALIAN in this book:
http://www.ibs.it/code/9788878026896/schu-tz-alfred/frammenti-fenomenologia-della.html
Check the University Library System:
http://www.cbt.biblioteche.provincia.tn.it/oseegenius/resource?uri=2879156
This paper is translated into ITALIAN in this book:
http://www.ibs.it/code/9788878026896/schu-tz-alfred/frammenti-fenomenologia-della.html
Check the University Library System:
http://www.cbt.biblioteche.provincia.tn.it/oseegenius/resource?uri=2879156
Additional information on Alfred Schutz:
Halbwachs,La mémoire collective chez les musiciens, 1939 (original French version):
This paper is translated into ITALIAN in this book:
http://www.ibs.it/code/9788840007229/halbwachs-maurice-zzz99-jedlowski/memoria-collettiva.html
Check the University Library System:
http://www.cbt.biblioteche.provincia.tn.it/oseegenius/resource?uri=254656&v=l&dcnr=4
http://www.ibs.it/code/9788840007229/halbwachs-maurice-zzz99-jedlowski/memoria-collettiva.html
Check the University Library System:
http://www.cbt.biblioteche.provincia.tn.it/oseegenius/resource?uri=254656&v=l&dcnr=4
Additional information on Maurice Halbwachs:
Ryave, A. Lincoln/Schenkein, James N. (1974): Notes on the Art of Walking. In: Turner, Roy (Ed.): Ethnomethodology. Middlesex: Pinguin, S. 265-274
Here download the pdf
Here download the pdf
Margaret Gilbert, Walking together: a paradigmatic social phenomenon
Schedule of the class
Language and Society
2013-2014
Prof.
Giolo Fele
0461
283716
Tuesday 9-11, room 14
Thursday 16-18, room 14
NEW HOURS!
Tuesday 18-20, room 14
Thursday 18-20, room 14
remember to write it in your agenda!
remember to write it in your agenda!
Schedule
of the class
October
Tuesday
1
Thursday
3
Tuesday
8
Thursday
10
Tuesday
15
Thursday
17
Tuesday
22
Thursday
24
Tuesday
29
Thursday
31
November
Tuesday
5
Thursday
7 NO CLASS
Tuesday
12
Thursday
14
Tuesday
19
Thursday
21
Tuesday
26
Thursday
28 NO CLASS
December
Tuesday
3
Thursday
5
Tuesday
10
Thursday
12 NO CLASS - Universiadi
Tuesday
17
Thursday
19 NO CLASS - Universiadi
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