Morphogenetic Theory and the Constructivist Institutionalist Challenge

This article engages with two meta-theoretical approaches to social analysis, ‘morphogenetic theory’ and ‘constructivist institutionalism’, and specifically explores how the former fares under the critical scrutiny of the latter. The key proponent of constructivist institutionalism, Colin Hay, has offered two detailed critiques of morphogenesis that criticise its position on the foundational sociological issues of structure-agency and material-ideational. Although Hay’s critiques are largely rejected in an overall defence of the morphogenetic approach, the process of engagement is seen to be particularly useful for morphogenetic theory because it allows a number of important clarifications to be made and it also opens up space for theoretical development. In the course of this debate, accessible introductions are given to both theories, and the similarities and differences between them are outlined, providing clarity to both. Therefore, although this article ultimately operates as a defence of morphogenetic theory, especially in the form proposed by Margaret Archer and Douglas Porpora, it finds a great deal of fruitful discussion in the constructivist institutionalist challenge

The philosophy of critical realism and childhood studies

Critical realism is a philosophy of social science that analyses and aims to remedy current problems and gaps. Basic tenets of positivist and quantitative research tend to contradict those of qualitative and interpretive research, and critical realism proposes ways to resolve the contradictions. Vital themes in childhood research that are reviewed in this article include a comparison with feminist research, critical realism, being and thought, transitive and intransitive, theory/practice consistency, agency and structure, closed and open systems, micro and macro in the global/local nexus, four planar social being, facts and values, and transformative change through the four-stage MELD dialectic. Critical realism aims to understand the world in order to be able move from coercion towards creative liberating power

Critical Realism and Statistical Methods: A Response to Nash

This article offers a defence of critical realism in the face of objections Nash (2005) makes to it in a recent edition of this journal. It is argued that critical and scientific realisms are closely related and that both are opposed to statistical positivism. However, the suggestion is made that scientific realism retains (from statistical positivism) a number of elements that result in misleading accounts of social processes and events: indicators are used which do not reflect the close relationship between structure and agency; indicators refer to reified and not real properties of both structures and agents; and indicators do not refer to causal properties of objects and entities. In order to develop a narrative of causal processes, as Nash argues researchers should, then some adjustments need to be made to the principles that underpin scientific realism

Intestinal endometriosis without evident pelvic foci treated with gonadotropin-releasing hormone agonist

[No abstract available

Educational change in Scotland: Policy, context and biography

The poor success rate of policy for curriculum change has been widely noted in the educational change literature. Part of the problem lies in the complexity of schools, as policymakers have proven unable to micromanage the multifarious range of factors that impact upon the implementation of policy. This paper draws upon empirical data from a local authority-led initiative to implement Scotland’s new national curriculum. It offers a set of conceptual tools derived from critical realism (particularly the work of Margaret Archer), which offer significant potential in allowing us to develop greater understanding of the complexities of educational change. Archer’s social theory developed as a means of explaining change and continuity in social settings. As schools and other educational institutions are complex social organisations, critical realism offers us epistemological tools for tracking the ebbs and flows of change cycles over time, presenting the means for mapping the multifarious networks and assemblages that form their basis

Counterregulation of cAMP-directed kinase activities controls ciliogenesis

The primary cilium emanates from the cell surface of growth-arrested cells and plays a central role in vertebrate development and tissue homeostasis. The mechanisms that control ciliogenesis have been extensively explored. However, the intersection between GPCR signaling and the ubiquitin pathway in the control of cilium stability is unknown. Here, we observe that cAMP elevation promotes cilia resorption. At centriolar satellites, we identify a multimeric complex nucleated by PCM1 that includes two kinases, NEK10 and PKA, and the E3 ubiquitin ligase CHIP. We show that NEK10 is essential for ciliogenesis in mammals and for the development of medaka fish. PKA phosphorylation primes NEK10 for CHIP-mediated ubiquitination and proteolysis resulting in cilia resorption. Dearangement of this control mechanism occurs in proliferative and genetic disorders. These findings unveil a pericentriolar kinase signalosome that efficiently links the cAMP cascade with the ubiquitin-proteasome system, controlling essential aspects of ciliogenesis

Change and a Changing World? Theorizing Morphogenic Society

In the following review essay I provide some background in order to place Margaret Archer's edited Volume 3 text, Generative Mechanisms, in context of the series (Social Morphogenesis) from which it derives. In doing so I provide some sense of the significance of the series. Thereafter, I provide an overview of the key substantive claims of the essays, with some comment on how they may be linked together in terms of the theme of the series

Learning critical realist research by example: Political decision-making in transport

This article illustrates the process of applied critical realist research using a case study of political decision-making in transport. Critical realism is often used to analyse socio-political change but rarely to explain specific political decisions, and never in transport studies. There have been some attempts to illustrate the process of applied critical realism but not in a political context. The case study analysed an apparent inconsistency in the attitude of UK governments towards road building in the 1990s and post-2012. It structured the findings diagrammatically, illustrating the relationships between social structures, causal mechanisms and actors. This article questions the conventional distinction between ‘more important' and ‘less important’ causes. It shows how normative conclusions may be derived from empirical findings where no agreement exists on the objective basis for normative judgements. It demonstrates how critical realist methods can provide deeper explanations for policy change than existing approaches used in transport studies

Whatever happened to curriculum theory? Critical realism and curriculum change

In the face of what has been characterised as a ‘crisis’ in curriculum – an apparent decline of some aspects of curriculum studies combined with the emergence of new types of national curriculum which downgrade knowledge – some writers have been arguing for the use of realist theory to address these issues. This paper offers a contribution to this debate, drawing upon critical realism, and especially upon the social theory of Margaret Archer. The paper first outlines the supposed crisis in curriculum, before providing an overview of some of the key tenets of critical realism. The paper concludes by speculating on how critical realism may offer new ways of thinking to inform policy and practice in a key curricular problematic. This is the issue of curriculum change