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The purpose of this paper is twofold: first, to clarify that narratives have a rhetorical dimension, whose study has to be considered an important part of rhetoric (this claim is not accepted by important scholars). The arguments are based on the properties that narratives are very persuasive and that they are implicitly involved in the three species of rhetoric (deliberative, judicial and celebrative) introduced by Aristotle in his Rhetoric. Second, narratives are strongly related to the concept of intentional action or human action that has a purpose, a mental project and the execution of the act, such it is defined in the classical paper by Alfred Schutz common-sense and scientific interpretation of human action (1953). This property relates narratives with phenomenology, epistemology of social sciences and management research and practice.

This research is a theoretical work based on the study of central concepts of rhetoric, narratives, historiography and epistemology of social sciences and it uncovers the narrative aspects involved in intentional action. As a theoretical study, it does not include empirical studies, but it points out some kinds of management activities, such as creating projects and case studies.

It uncovers the relationships between rhetoric and narratives, and between narratives and intentional action. If offers a new conceptual frame that can be very productive.

This conceptual approach is new. It clarifies important misunderstandings about narrativity, facts, meanings and interpretations.

An extract from a book manuscript highlighting the specific challenge which Greenfield posed to established thinking. Discusses how the study of education administration has been characterized by attempts to develop a theory which describes, explains and predicts administrative behaviour within the school context. Assesses the contribution of the “theory movement” and Kuhnian concepts; the movement of research towards finding a phenomological alternative to explain administrative behaviour; and the development of interpretive approaches which look towards subjects such as the humanities for a possible solution. In the light of this background discusses in depth the contribution made by T.B. Greenfield to the debate and considers the viability of an interpretive alternative.

As a rule during interviews, research and respondent share the same sense of reality. In contrast, how should researchers handle phantasmal narratives during interviews, or descriptions of events that are impossible according to natural law? In this chapter, I report on 38 interviews upon people who encountered ghosts, apply theoretical concepts (James, Schutz, Pollner, Blumer), and, through autoethnographic reflection, suggest three approaches (“debunking,” “distancing,” “detouring”) to handling such phantasmal narratives. I conclude that they are best handled by complete suspension of skeptical thought, concentrating on ghost beliefs and not ghost existence.

I was a doctoral student in the Department of Sociology at the University of Illinois, Urbana-Champaign, from 1977 until 1982, and Norman K. Denzin was my mentor. In this essay, I review what I learned from him in two graduate seminars as well as his own research during this period. His theoretical framework drew from the writings of Simmel, Mead, Blumer, Schutz, Goffman, and Garfinkel, but, for Denzin, theory was never divorced from empirical inquiry. The logic of naturalistic inquiry, his fundamental approach to methodology, provided the procedural framework for the formulation and assessment of theory. In addition, Denzin made important contributions to the study of self, socialization, social interaction, emotions, and deviance (especially criminogenic processes in the alcohol industry and the dynamics of domestic violence).

This paper develops criteria for an alternative concept of inequality dominance and shows how they relate to criteria for comparing relative poverty. The results warn inter alia against the use of some popular indices of inequality. They do, however, provide an ethical basis for the use of other popular indices of (restricted) inequality as potential relative poverty indices. The results also suggest an interesting extension of the Schutz coefficient as well as a use of Lorenz curves for the analysis of relative poverty and restricted inequality. A graphical illustration shows how the new criteria of restricted inequality dominance extend the ranking power of previously proposed inequality dominance criteria.

We review and discuss theoretical approaches from both within and outside of institutional organization theory with regard to their specific insights on what we call “regionalized zones of meaning” – that is, clusters of social meaning that can be distinguished from one another, but at the same time interact and, in specific configurations, form distinct societies. We suggest that bringing meaning structures back into focus is important and may counter-balance the increasing preoccupation of institutional scholars with micro-foundations and the related emphasis on micro-level activities. We bring together central ideas from research on institutional logics with some foundational insights by Max Weber, Alfred Schütz, and German sociologists Rainer Lepsius and Karl-Siegbert Rehberg. In doing so, we also take a cautious look at “practices” by discussing their potential place and role in an institutional framework as well as by exploring generative conversations with proponents of practice theory. We wish to provide inspiration for institutional research interested in shared meaning structures, their relationships to one another, and how they translate into institutional orders.

Within the organizational setting of the school, the extant literature revealed five empirically‐determined variables to be manifestations one way or another of authentic behaviour, namely, Halpin's thrust and esprit on the Organizational Climate Description Questionnaire; Willower's pupil control ideology on the Pupil Control Ideology Form; Rockeach's dogmatism on the Dogmatism Scale, Form E; and ambivalence on Socman's Ambivalence Scale. On the other hand, Schutz's Fundamental Interpersonal Relations Orientation Scale (FIRO‐B) determined an individual's expressed behaviour toward others as well as his wanted behaviour from others in three areas of interpersonal relationships: inclusion, control and affection. In other words, Schutz had demonstrated empirically that inclusion, control and affection parimoniously explained how two actors related to one another. The research question, therefore, posed was: Do an individual teacher's expressed as well as wanted behaviours of inclusion, control and affection, as predictor variables, predict (p <.05) his own esprit, thrust, pupil control ideology, ambivalence and dogmatism, the latter thus being the criterion variables?

The purpose of this paper is to argue that researchers in the information disciplines should embrace ethnomethodology as a way of forming deeper insights into the relationship between people and recorded knowledge.

The paper introduces the core concepts of ethnomethodology as a means of articulating what this perspective brings to the understanding of the way that society is accomplished. A selection of key studies are then examined to highlight important ethnomethodological findings about the particular relationship of documents to human actions and interactions.

Ethnomethodology highlights the fact that people transform their experiences, and the experiences of others, into documents whose status as an objective object help to justify people’s actions and inferences. Documents, as written accounts, also serve to make peoples’ actions meaningful to themselves and to others. At the same time, ethnomethodology draws attention to the fact that any correct reading of these documents relies partly on an understanding of the tacit ideologies that undergird people’s sense-making and that are used in order to make decisions and get work done.

This conceptual framework contributes to the information disciplines by bringing to the fore certain understandings about the social organization of document work, and the attendant social arrangements they reveal. The paper also outlines, from a methodological perspective, how information science researchers can use ethnomethodology as an investigative stance to further their knowledge of the role of documents in everyday life.

Our concern in this article is with the feeding back of sociological descriptions to those whom these descriptions purport to be about. This in particular is what we mean in our title by the ‘retrieval of sociological description’. We would like to consider here some of the issues surrounding any attempt on the part of the sociologist to offer his account for inspection by his research respondents, why one may attempt such an exercise and, tentatively, what any such exercise might look like. In particular, we wish to link such ‘feeding back’ of the sociologist's descriptions to the related issue of the validation of social research. Conventionally, validation of sociological research is thought to consist in internal methodological procedures, e.g. triangulation, random allocation, etc., but validation by respondents may represent a feasible alternative to such procedures. By respondent validation is meant here any attempt on the part of the researcher to establish a

The purpose of this paper is to examine how the boundaries of rhetoric have excluded important theoretical and practical subjects and how these subjects are recuperated and extended since the twentieth century. Its purpose is to foster the awareness on emerging new trends of rhetoric.

The methodology is based on an interpretation of the history of rhetoric and on the construction of a conceptual framework of the rhetoric of judgment, which is introduced in this paper.

On the subject of the extension of rhetoric from public speeches to any kinds of persuasive situations, the paper emphasizes some stimulating relationships between the theory of communication and rhetoric. On the exclusion and recuperation of the subject of rhetorical arguments, it presents the changing relationships between rhetoric and dialectics and emphasizes the role of rhetoric in scientific research. On the introduction of rhetoric of judgment and meanings it creates a conceptual framework based on a re-examination of the concept of judgment and the phenomenological foundations of the interpretative methods of social sciences by Alfred Schutz, relating them to symbolic interactionism and theories of the self.

The study on the changing boundaries of rhetoric and the introduction of the rhetoric of judgment offers a new view on the present theoretical and practical development of rhetoric, which opens new subjects of research and new fields of applications.