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Thinking Complexity with Harrison White: Towards Social Emergence via Indexical Language
No full textHarrison C. White, a founding giant of the relational turn in Sociology, has left us a monumental model of social emergence based on the interplay of three primitives (identity, control, switching) and two principles (self-similarity, dispersion) of social organization. In this essay honoring his extraordinary legacy, I reflect on the significance of White’s theoretical model for future thinking on complexity in the social sciences. After the relational and cultural turns, I propose that Sociology take a complexity turn, in light of recent developments across the sciences. In this respect, White’s model provides sharp insights consistent with complex systems ontologies far from equilibrium, exhibiting path dependence and nonlinear phase transitions. His model radically breaks with cybernetic or autopoietic systems models, and recognizes the ambiguity of network ties not as measurement error, but as integral to social systems. Moreover, White’s later turn to sociolinguistics to theorize context-making and meaning in networks is pathbreaking. His incorporation of linguistic indexicality and reflexive metapragmatics to explain shifting network configurations refines our understanding of complexity specific to human life, where systems boundaries are seldom physical but primarily semiotic. My goal is to stimulate complexity thinking in Sociology by foregrounding White’s innovative analytical tools, including polymer netdoms, scale-invariance and nonlinearities, phenomenologies of ties and stories, boundaries enabling multiple contingencies, resilient footings sustaining ambiguity, meaning and context-making via indexical switching, and speech registers indexing subsystems differentiation but also interpenetration, among others. I conclude by positioning White’s model in complexity debates on restricted versus general emergence, and claim his model contains a theory of general emergence based on irreducible path dependence and historical contingency
Harrison White and the Practice of Sociology
No full textWe introduce the topics and foci of the six articles in this special issue devoted to the work of Harrison White, who passed away in May 2024. We asked each author to reveal some aspects of White’s craft, while recounting how their own work has in some respects been entangled with the research problems and vision that he has articulated. Each essay is at once scholarly, innovative, and deeply personal
Algorithmic transparency, union information rights and strategic litigation
No full textThe paper aims to analyse the new spaces that the introduction of AI opens up for worker participation within the enterprise. In particular, the paper focuses on the information and consultation rights of trade union recently introduced by national and European legal systems, with special reference to the principle of algorithmic transparency introduced by Italian law (Art. 1-bis, Legislative Decree No. 152 of May 26, 1997) and the collective information rights provided for by Regulation (EU) 2024/1689, which establishes harmonized rules on artificial intelligence, and by the Directive of the European Parliament and Council on the improvement of working conditions at work through digital platforms. Finally, the paper contains critical reflections on the aforementioned regulatory interventions and outlines possible future developments of worker participation in the company
Elaborati scolastici a confronto: l’alternanza modale in testi di alunni italiani e ticinesi
No full textThis paper aims to investigate the phenomenon of alternation between indicative and subjunctive in complement clauses in texts written by students from Italian and the Canton Ticino (Switzerland). Italian speakers within Italy’s national borders show a strong awareness of the importance of correctly using subjunctive. Therefore, it is worth investigating whether the same holds true for Italian speakers in Switzerland as well. This study will show that the two populations show minor but significant differences in mood selection.Il contributo si pone l’obiettivo di osservare il fenomeno dell’alternanza fra indicativo e congiuntivo nelle subordinate completive in testi scritti da alunni di scuole italiane e del Canton Ticino (Svizzera). I parlanti di italiano all’interno dei confini nazionali dell’Italia mostrano di avere una forte consapevolezza dell’importanza di usare il congiuntivo in maniera corretta. Di conseguenza, è interessante verificare se lo stesso vale anche per gli italofoni di Svizzera. Questo studio rileva che le due popolazioni mostrano differenza minori, ma non trascurabili, nella selezione del modo
Impliciti e didattica: un’esplorazione sull’insegnamento di presupposizioni e implicature
No full textTeaching implicatures is a fundamental component in fostering a deeper and more conscious understanding in educational contexts. Drawing on scientific literature and supported by hands-on teaching experience at the university level, this research explores the integration of implicit meaning into instruction, showing how its inclusion can enhance students’ linguistic and cognitive skills – particularly in terms of text comprehension and, consequently, learnin.L’insegnamento degli impliciti costituisce una componente fondamentale per promuovere una comprensione più profonda e consapevole nei contesti educativi. A partire dalla letteratura scientifica e supportato da un’esperienza didattica sul campo in ambito universitario, il contributo esplora l’integrazione degli impliciti nella didattica, mostrando come la loro trattazione possa migliorare le competenze linguistiche e cognitive degli studenti, in particolare in termini di comprensione del testo e, conseguentemente, di apprendimento
Didattica Digitale Integrata per l’apprendimento dell’italiano LS: un’esperienza didattica con le app
No full textThis paper analyses a teaching experience for learning Italian as a foreign language in which an integrated digital approach is adopted. After a brief analysis of the main features of digital technologies for learning-teaching processes, the study outlines the teaching activities carried out with three web applications, analyzing their advantages and critical issues. Finally, the results of the questionnaires on students’ perception of the learning experience are discussed.Il contributo analizza un’esperienza didattica per l’apprendimento dell’italiano LS in cui si è adottato un approccio digitale integrato. A una breve analisi delle caratteristiche del digitale per i processi di apprendimento e insegnamento segue la descrizione delle attività didattiche realizzate con tre web app, analizzandone i vantaggi e le criticità. Infine, si commentano i risultati dei questionari sulla percezione degli apprendenti riguardo l’esperienza didattica compiuta
Cinque anni dopo: per un’analisi della prima prova d’Esame
No full textThis paper aims to carry out a detailed analysis of the texts and tasks presented in the first part of the Italian State Exam, in order to offer observations that may help outline a coherent and inclusive curriculum, serving the best interests of the students. The reflection is based on extensive teaching experience in secondary schools (Licei) and adopts the perspective of both teachers and students.Questo lavoro si propone di svolgere un’analisi dettagliata dei testi e delle consegne proposti nella prima prova dell’Esame di Stato, per formulare qualche osservazione utile a delineare un curricolo coerente e inclusivo, nel migliore interesse degli studenti. Il ragionamento si fonda su un’ampia esperienza di insegnamento nei Licei e adotta il punto di vista sia del docente sia degli studenti
«Una lingua molte lingue». Due novità editoriali sulla didattica della variazione linguistica in Italia e all’estero
No full textStudents’ limited competence in language varieties and the need to educate them in register appropriateness are central issues, both in Italy and abroad. This research compares two collections focused on the teaching of language variation: Una lingua, molte “lingue” (2024), for Italian, and Teaching Language Variation in the Classroom (2019), for English. Through the analysis of didactic approaches in different contexts, the article offers insights for reflecting on the teaching of language variation in schools and universities.La scarsa competenza degli studenti nell’uso delle varietà linguistiche e la necessità di educarli alla selezione adeguata dei registri sono questioni centrali, sia in Italia che all’estero. Questo contributo confronta due raccolte sulla didattica della variazione linguistica: Una lingua, molte “lingue” (2024) per l’italiano e Teaching Language Variation in the Classroom (2019) per l’inglese. Attraverso l’analisi di approcci didattici in contesti diversi, l’articolo offre spunti per riflettere sull’insegnamento della variazione linguistica a scuola e all’università
