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Two ideal typical forms of knowledge transfer and its competence-based methods in practice

100%
Titkos C.
Perspectives of Innovations, Economics and Business
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2013
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vol. 13
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issue 1
17-25
EN
The paper classifies and examines the ideal typical forms of knowledge transfer, based on Max Weber’s notion of ideal type. It distinguishes approach-based and method-based knowledge transfer, and compares them with the help of basic variables to investigate the kinds of problems they address, the direction they take, the results they produce, the type and form of information they provide, and the sources and outcome that arise. Furthermore, it demonstrates the dual direction of the model: the desirable states of variables can also be defined from the aspect of outcome. The paper emphasizes the role of forming a question, and introduces area-specific methods in the competence-based analysis of knowledge transfer aimed to trigger change in the behavior. The paper argues that given the diversity of behavior related competences, the approach, method and grounding that address them should also be manifold. It also highlights the role of paradigms and common language.
2

Kategorie teoretyczne totalitaryzmu a badania empiryczne

100%
Bäcker R.
Studia nad Autorytaryzmem i Totalitaryzmem
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2016
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vol. 38
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issue 2
7-17
EN
Where can a given political regime be placed at a given moment in the continuum between the ideal type of totalitarianism and authoritarianism? A precise response to the question is possible after we determine the subtypes in the intensity of the various features of the relevance criteria identifying totalitarian regimes: the party and state apparatus (its ability to rule effectively), controlled mobilisation of social masses and political gnosis. Depending on the intensity of these features we can distinguish various phases of totalitarianism situated over a continuum between its ideal type and authoritarianism.
3

Trajektoria trwania opancerzonych demokracji

75%
Bäcker R., Rak J.
Studia nad Autorytaryzmem i Totalitaryzmem
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2019
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vol. 41
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issue 3
63-82
EN
The theoretical category of militant democracy in Karl Loevenstein’s meaning is described well in world scholarly literature. Notwithstanding, there is no comprehensive typology of militant democracy which would allow for identifying and diversifying various political regimes which meet the distinctive features of the Weberian ideal type of militant democracy. Therefore, the main aim of this paper is to formulate a typology of militant democracies which would be a useful analytical tool for studying diverse political regimes. Importantly, this paper contributes to the field by proposing the framework of the theory, i.e., militant democracies’ trajectory of continuance which consists of the types of militant democracies and the relationships between them. It is significant to assume that the subjects of militant democracy use offensive and defensive strategies which are characterised by the following degrees of intensity: low, moderate, and high. Hence, nine types of these strategies’ configurations are determined. They generate nine types of militant democracies. Moreover, there are nine factorial relationships between them, which are useful for assessing whether and how empirical exemplifications of political regimes change. This proposal of the typology of militant democracies is highly applicable to empirical studies and worth developing in a theoretical way on the basis of new criteria such as the potential of regime regeneration.
4
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Budowanie typów jako droga generowania teorii – wybrane rozwiązania

63%
Urbaniak-Zając D.
Teraźniejszość – Człowiek – Edukacja
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2017
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vol. 20
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issue 2(78)
115-127
EN
The characteristic feature of empirical qualitative research in social sciences, including pedagogy, are their theoretical aspirations. Building a typology is said to be one way of creating a theory. In the subject literature there is a differentiation between ideal and real (empirical) types. The author, discussing both types, emphasises that this division is contractual. It results from paying more attention to one of the type components: either a theoretical or an empirical one. As a matter of fact, these both components coexist. The relation of theory with empiricism is a sign of modern scientific disciplines. The aim is to evaluate those theories in the light of empirical data, to which a meaning is given. Maintaining the opposition of an ideal type versus an empirical type does not seem to be advantageous, as it blocks out the “common” component of those two types and the accepted order weakens the need of intellectual work. The author signals M. Weber’s concept of ideal type, as well as A. Schütz’ concept, which assumes that scientific typologies are secondary to the typologies of everyday life. She also discusses the creation of typology by the means of grouping the objects’ features and the typology functions in the documentary method, based on sociology of K. Mannheim’s knowledge.
PL
Cechą współczesnych empirycznych badań jakościowych w naukach społecznych, w tym w pedagogice, są ich aspiracje teoretyczne. Za jeden ze sposobów tworzenia teorii uznaje się budowanie typologii. W literaturze przedmiotu „obowiązuje” rozróżnienie na typy idealne i typy realne (empiryczne). Autorka omawiając specyfikę obu typów, zwraca uwagę, iż podział ten jest umowny. Wynika z większej wagi nadawanej jednemu z komponentów typu: komponentowi teoretycznemu lub empirycznemu. W rzeczywistości oba komponenty współwystępują. Związek teorii z empirią jest znakiem nowoczesnych dyscyplin naukowych. Chodzi o to, by ich teorie można było oceniać w świetle danych empirycznych, i o to, by danym empirycznym nadać sens. Utrzymywanie opozycji typ idealny – typ empiryczny nie wydaje się korzystne, przysłania bowiem wspólny „komponent” obu typów, a zaakceptowany porządek osłabia potrzebę pracy myślowej. Autorka sygnalizuje koncepcję typu idealnego M. Webera, koncepcję A. Schütza przyjmującego, że typiki naukowe są wtórne wobec typik codzienności, omawia tworzenie typologii poprzez grupowanie cech przedmiotów, a także funkcje typologii w metodzie dokumentarnej, opierającej się na socjologii wiedzy K. Mannheima.
5
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Postkolonialna krytyka koncepcji typów idealnych Maksa Webera

63%
Bucholc M.
Kultura i Społeczeństwo
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2019
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vol. 63
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issue 1
165-188
PL
This text discusses the main themes of the postcolonial critique of Max Weber’s sociological theory. Beginning with a sociological interpretation of the concept of a classic figure, the author lists the reasons why Weber should be recognized as the theorist most responsible for sociology being considered in separably connected with Western imperialism and colonialism. The author first reconstructs the premises Weber used to support sociology’s claim to be a science of universal validity, then interprets his concept of the ideal type and discusses criticism of the concept, as exemplified by the works of the British sociologist Gurminder Bhambra. In analyzing postcolonial critiques of the ideal type as a methodological tool, two issues are emphasized: the normative hypostasing of the ideal type, and the disruption to Weber’s procedure of creating and critiquing the ideal type that has occurred as a result of representatives of non-Western cultures joining the dialogue and revealing the limitations of the type’s communicativeness and thus of its universal validity.
6
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Homo academicus w świecie homo oeconomicus. O obszarach i przejawach zmagań z akademickim zniewoleniem

51%
Czerepaniak-Walczak M.
Pedagogika Szkoły Wyższej
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2014
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issue 1
11-24
EN
In the text I am seeking the answer of a question about conditions and possibilities of functioning homo academicus at the university formed by the homo oeconomicus, according to the rules of neoliberalism. Both are ideal types (in the sense of M. Weber). Taking it as a frame of this text is a consequence of presence of these concepts in the debate on the condition of the university. Differences between them help to see the tensions, in particular between the orientation towards research and learning and the orientation towards the pro fi t, the opposition of the academic and the market discourse, as well as humanistic and economic paradigm. These tensions affect of the research and educational teleology. In this text I am trying to pinpoint conditions of experiencing the trouble and enslaving, peculiar to both perfect types and in that theoretical frame I seek the possibility and chances of coping by subjects of the university with these restrictions. In the end are questions for conditions of co-existing of these two types at the university of nowadays. In the text I am seeking the answer of a question about conditions and possibilities of functioning homo academicus at the university formed by the homo oeconomicus, according to the rules of neoliberalism. Both are ideal types (in the sense of M. Weber). Taking it as a frame of this text is a consequence of presence of these concepts in the debate on the condition of the university. Differences between them help to see the tensions, in particular between the orientation towards research and learning and the orientation towards the pro fi t, the opposition of the academic and the market discourse, as well as humanistic and economic paradigm. These tensions affect of the research and educational teleology. In this text I am trying to pinpoint conditions of experiencing the trouble and enslaving, peculiar to both perfect types and in that theoretical frame I seek the possibility and chances of coping by subjects of the university with these restrictions. In the end are questions for conditions of co-existing of these two types at the university of nowadays.
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