Conceptual Analysis

Inquiry

Endeavor

-

A Conceptual Analysis

Inquiry

of Educational Vocabulary for the Social Sciences

-

The

length should be 10

-

12 double

-

spaced page

s

you are selecting one term only for

Group A and one term only from Group B.

You need not have extensive references (if any). Explore and have fun with this

free your mind and let creativity follo

w

In order to do this, you will be asked to assume a perfectly naive persp

ective of

the ideas

examined.

You will be asked to contrast a set of ideas as though to explain its

’

meaning to

someo

ne totally unfamiliar with it.

In such an exercise, expertise in the Social Sciences

is a

modest advantage at best.

For many, it will be no

advantage at all.

You will perform an analysis

of

two

terms.

Topics are provided in the menu below; order one from (A) and one from (B):

(A) Role, Norm, Power, Authority, Polity, Distribution, Value, Institution, Class, Interest,

Community, Social Fac

t.

(B) Marginal Utility, Legitimacy, Policy, Efficiency, Exchange, State/Government,

Private/Public, Politics, Equality, Equity, Optimality, Function.

It may be useful to keep the following

assertion

in mind.

I will not attempt to defend it here...but

we can discuss it if you wish, after the assignment is completed:

More Information about

Conceptual analysis

:

Conceptual analysis is usually invoked when it becomes necessary to clarify a concept, solve a

conceptual problem, more fully understand an issue, or build an argument that will helpful in

theorizing, illu

strating and asserting claims.

Conceptual analysis can be used in conjunction with

presenting quantit

ative, qualitative, historical,

philosophical

, or pedagogical claims.

In an effort to formulate adequate definitions of concepts central to the social sciences and

education, and to examine the relationships among those concepts, a conceptual ana

lysis of

vocabulary is useful.

For deeper insight t

o develop, however, we may wish to study not only the

vocabulary but also the syntax and context of the social sciences (e.g., Sociology, Economics,

Political Science, Psychology).

The vocabulary of the social sciences describes a peculiar and distinct order of reality, both

made and historical, but nevertheless factitious,

and the vocabulary has a syntax that links all the

social sciences, and permits us to reconstruct the reality of social facts in understanding.

Conceptual Analysis Inquiry Endeavor

- A Conceptual Analysis Inquiry of Educational Vocabulary for the Social Sciences

- The length should be 10-12 double-spaced pages

you are selecting one term only for Group A and one term only from Group B.

You need not have extensive references (if any). Explore and have fun with this

free your mind and let creativity follow

In order to do this, you will be asked to assume a perfectly naive perspective of the ideas

examined. You will be asked to contrast a set of ideas as though to explain its’ meaning to

someone totally unfamiliar with it. In such an exercise, expertise in the Social Sciences is a

modest advantage at best. For many, it will be no advantage at all. You will perform an analysis

of two terms.

Topics are provided in the menu below; order one from (A) and one from (B):

(A) Role, Norm, Power, Authority, Polity, Distribution, Value, Institution, Class, Interest,

Community, Social Fact.

(B) Marginal Utility, Legitimacy, Policy, Efficiency, Exchange, State/Government,

Private/Public, Politics, Equality, Equity, Optimality, Function.

It may be useful to keep the following assertion in mind. I will not attempt to defend it here...but

we can discuss it if you wish, after the assignment is completed:

More Information about Conceptual analysis:

Conceptual analysis is usually invoked when it becomes necessary to clarify a concept, solve a

conceptual problem, more fully understand an issue, or build an argument that will helpful in

theorizing, illustrating and asserting claims. Conceptual analysis can be used in conjunction with

presenting quantitative, qualitative, historical, philosophical, or pedagogical claims.

In an effort to formulate adequate definitions of concepts central to the social sciences and

education, and to examine the relationships among those concepts, a conceptual analysis of

vocabulary is useful. For deeper insight to develop, however, we may wish to study not only the

vocabulary but also the syntax and context of the social sciences (e.g., Sociology, Economics,

Political Science, Psychology).

The vocabulary of the social sciences describes a peculiar and distinct order of reality, both

made and historical, but nevertheless factitious, and the vocabulary has a syntax that links all the

social sciences, and permits us to reconstruct the reality of social facts in understanding.