Basil Bernstein: The thinker and the field by Rob Moore

By Rob Moore

Basil Bernstein: The philosopher and the Field offers a entire advent to the paintings of Basil Bernstein, demonstrating his designated contribution to social thought by way of finding it in the old context of the advance of the sociology of schooling and Sociology in Britain. even though Bernstein had a selected curiosity in schooling, he didn't see himself as a sociologist of schooling on my own. via exploring Bernstein’s intellectually collaborative personality and the evolving method of rules, drawing upon anthropology and linguistics, the originality of Bernstein’s contribution to the social sciences will be really identified.

Rob Moore’s textual content bargains a provocative and difficult account either one of Bernstein, and of British sociology and schooling, drawing close Bernstein’s paintings as a fancy version of intertwining rules instead of a unmarried thought. persisted curiosity in Bernstein’s paintings has unfolded a world-wide community of scholarship, and Moore considers modern study along classical resources in Durkheim and Marx, to supply a old research of the fields of British Sociology and the sociology of schooling, pinpointing Bernstein’s place inside them.

The e-book is organised into major parts:

The Field

  • Background and Beginnings
  • Durkheim, Cosmology and Education

The Problematic

  • The constitution of Pedagogic Discourse
  • Bernstein and Theory
  • Bernstein and research
  • The Pedagogic Device

Written through a number one authority within the box, this article is going to be worthy studying for post-graduate scholars of sociology and schooling, besides lively researchers and their examine scholars.

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Extra info for Basil Bernstein: The thinker and the field

Example text

It was perhaps an unlikely dialogue between two rather different disciplines, though those most instrumental in forging what became a very productive alliance had more in common than they might first have realized. The two figures most fundamentally involved in the genesis of the dialogue that emerged were the linguist M. A. K. Halliday and the sociologist Basil Bernstein, though they were soon joined by the linguist Ruqaiya Hasan, who went to work with Bernstein in the 1960s . . While in the 1950s Bernstein was troubled by issues of disadvantage when observing how working class children performed badly in London schools.

One of Durkheim’s achievements was to realize that the method of 34 The field comparisons between societies of ‘mechanical’ and ‘organic’ orders could be applied, in more subtle ways, to the nuanced comparison of social groups within complex, organic societies and their divisions of labour (Collins 1990). The basic question is: what is the relationship between social structures and symbolic systems and how does the differential positioning of groups within those relationships shape consciousness, experience and identity?

The parents encourage dialogue. (Douglas 2002: 16) It is this model that Bernstein developed on the basis of the work of Elizabeth Bott. There is a fascinating contrast between Douglas and Halliday: the former is a conservative, traditionalist Catholic and the latter a Marxist member of the Communist Party of Great Britain. According to Fardon, when discussing Douglas’s (2003) Natural Symbols: Bernstein’s ideas allowed Mary Douglas to place the current events that affected her keenly in theoretical terms.

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