The New School

About: The New School is a education organization based out in New York, New York, United States. It is known for research contribution in the topics: Politics & Population. The organization has 3841 authors who have published 6338 publications receiving 171004 citations. The organization is also known as: New School for Social Research & New School University.

Actual Minds, Possible Worlds

Abstract: Preface PART 1: TWO NATURAL KINDS 1. Approaching the Literary 2. Two Modes of Thought 3. Possible Castles PART 2: LANGUAGE AND REALITY 4. The Transactional Self 5. The Inspiration of Vygotsky 6. Psychological Reality 7. Nelson Goodman's Worlds 8. Thought and Emotion PART 3: ACTING IN CONSTRUCTED WORLDS 9. The Language of Education 10. Developmental Theory as Culture Afterword Appendix: A Reader's Retelling of "Clay" by James Joyce Notes Credits Index

Theory Construction in Qualitative Research From Grounded Theory to Abductive Analysis

Abstract: A critical pathway for conceptual innovation in the social is the construction of theoretical ideas based on empirical data. Grounded theory has become a leading approach promising the construction of novel theories. Yet grounded theory–based theoretical innovation has been scarce in part because of its commitment to let theories emerge inductively rather than imposing analytic frameworks a priori. We note, along with a long philosophical tradition, that induction does not logically lead to novel theoretical insights. Drawing from the theory of inference, meaning, and action of pragmatist philosopher Charles S. Peirce, we argue that abduction, rather than induction, should be the guiding principle of empirically based theory construction. Abduction refers to a creative inferential process aimed at producing new hypotheses and theories based on surprising research evidence. We propose that abductive analysis arises from actors’ social and intellectual positions but can be further aided by careful methodolo...

Complex Trauma in Children and Adolescents

Abstract: The present paper highlights seven primary domains of impairment observed in children exposed to complex trauma. These phenomenologically based domains have been identified based on the extant child clinical and research literatures, the adult research on Disorders of Extreme Stress Not Otherwise Specified (Pelcovitz et al, 1997; van der Kolk, Pelcovitz, Roth, Mandel, McFarlane, & Herman, 1996; van der Kolk, Roth, et al., in press), and the combined expertise of the NCTSN Complex Trauma Taskforce.