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Life story methods in Europe commonly belong to the field of biographical sociology. This paper points out that biographical sociology is missing from American sociology and describes in-depth two well-known methods in this field in Europe, the narrative interview and objective hermeneutics. The absence of biographical sociology from U.S. sociology should be remedied, it is argued, for the following reasons: First, an analysis of biographical patterns could counteract the heavy emphasis on social structure in American sociology and enrich certain subfields within it. For example, some of the concepts used in European biographical sociology, such as the concept of the 'trajectory' can be related to conceptions of agency set forth by American and British sociologists and thus enrich sociology overall. Second, biographical sociology can help counteract the heavy orientation towards quantitative research in American sociology without falling into the pitfalls of purely interpretive methodologies. And third, biographical sociology can significantly enrich the still missing link between culture and cognition. [ABSTRACT FROM AUTHOR]

Using a historical and biographical perspective, this paper examines the structural elements and cultural signs of contemporary social events and problems in Turkey in order to understand their basic features. Hermeneutics is used in order to understand contemporary Turkey by way of its historical background and prominent biographies. Two basic epic texts were interpreted using Gadamarian hermeneutics with the help of key concepts such as gaza1 and gaza cult. Semiotics is used to examine key concepts as binary opposites. Dialectics is used to understand these concepts as the unity of binary opposites coexisting at the same time and place. It is concluded that the contemporary cultural values and biographies explored are linked to their historical past and Islam seems to be more influential on hybrid identities than on ethnic status. [ABSTRACT FROM AUTHOR]

This paper proposes criteria for distinguishing those types of social forms that are susceptible to lawlike explanation from those that are susceptible to interpretive accounts. The main criterion concerns the rankability of choice alternatives. The choice process is modeled as having two subprocesses. The first subprocess is a rational one in which unacceptable decision alternatives are eliminated, reducing the universe of alternatives to the set of interchangeably acceptable options, termed the admissible set. In the second subprocess, an arbitrary choice is made from the admissible set. In rational-choice settings, the admissible set consists of just one element, the optimum. However, this is clearly not the only possibility, as the example of language, with its plurality of interchangeable phonemic options, bears witness. The fundamental concept: At one extreme—the extreme of language—the admissible set is large and the arbitrary-choice subprocess dominates the rational-choice subprocess. At the other extreme—the extreme of rational-choice theory—the admissible set consists of a single element and the rational-choice subprocess dominates the arbitrary-choice subprocess. Social law has its proper home in those territories of human activity where the admissible set is small; social interpretation has its proper home in those regions where the admissible set is large. [ABSTRACT FROM AUTHOR]

Gender equality is a widely recognized value. Still, on the practical level, it is not easy to achieve true gender equality. Gender has proved to be a complicated issue both for research and practice. Gender change projects trying to make changes in detected disadvantages have repeatedly run into a problem: it is difficult to put gender issues on the agenda and it is difficult to keep them there. With three case examples, this article addresses the question of why it is difficult to approach gender issues in change projects and what conditions make this less difficult. It deals with the potential of action research of making a contribution to gender issues and emphasizes that change projects need a concept of gender which includes the relevant aspects of social structure and social process. In conclusion, the article presents implications for adult education, especially the challenge of developing concepts of empowerment and agency to comply with the postmodern condition and the challenge of creating spaces for interpretation and action. [ABSTRACT FROM AUTHOR]