2005_11_21_sss

2005_11_21_sss - Power: Interpersonal, Organizational, and...

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Power: Interpersonal, Organizational, and Global Dimensions Monday, 21 November 2005 TOPIC: Transformations in location and sources of authority. First we discussed transformations in what look like the organizational structure of society, role of family, community, religion. Then we discussed the emergence of professional experts as new sources of knowledge that substitute for these traditional organizations, mediating institutions. Then, we discussed two examples about how the location of authority had shifted in the modern world to professionals. We left off with professional authority in family relations. Today we add another perspective to the same question: a transformation in social life produced (in the end) by technology ( and maybe all along by technology). What happens when you regularly, repeatedly, observe yourselves, when function and instrumental knowledge become dominant over the taken for granted, habitual, organizations (institutions) and explanations? We are slowly moving from discussion of organizational shifts (in forms of aggregation and membership) along with associated types of authority to questions about reflexivity and feedback in this system. Most of the time, individuals live in a world that is taken for granted. Today we’ll take another cut at this taken for granted world and how might it have changed over time. Alred Schutz (German philosopher) – the fundamental structures/organizations/patterns in which social life takes place are not questioned but are lived as seemingly natural and self- evident aspects of life. This taken for granted quality pertains to our interpersonal relations (e.g. when we talk we face each other, or looking into eyes is so patterned that it’s taken as sign of sexuality/affection). This taken for granted quality pertains to interpersonal/micro arena as well as the larger/macro world of nations, states, and societies. e.g. classroom = familiar routine, unlikely that participants in this situation reflect upon what is going on unless something happens to interrupt routine . Most interactions are not codified (vs. the syllabus), like what we should wear, coming to class and sitting in seats, using pens instead of crayons – these behaviors are not directly discussed about but actually go on day to day. We have so much assumption of what ought to happen that we do not speak about what goes on. The large context of institutions (e.g. universities, economies, families) serve as the background of this classroom and will go unquestioned most of the time. This taken for granted world is being massively questioned because it is changing so rapidly . So many unaccustomed things are happening, interactions with little precedent. Thus, we are left with few ways to interpret or understand what is happening ( no legitimizing myths or norms); we cannot make sense of experience or have meaning. Family, religion, and state are often questioned because they no longer seem to perform
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2005_11_21_sss - Power: Interpersonal, Organizational, and...

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