In this article, we reflect on the particular temporal structure of pregnancies and prenatal entities with the aim to contribute to the field of the sociology of pregnancy. Medical models and technology shape today’s notion of pregnancy as a linear, nine-month developmental process that leads to the birth of a child. Through ultrasound technology and prenatal examinations, prenatal entities have thus historically gained a present ‘being’ as a developing, unborn child. While these ideas undoubtedly greatly influence the participants’ interpretations, a (...) culturalistic perspective on time alone does not do justice to the phenomenon’s lived tensions and the temporal complexity of the phenomenon. From a Schutzian perspective of time, we have worked out how practices of pregnancy and the production of meaning are shaped by an interwoven back and forth between orientations to the past, present and future. Drawing on relevant works from the sociology of pregnancy, we work out five modes of temporal references that mold the phenomenon of pregnancy: joint imagination of the couple, in which the born is anticipated as fantasies of the future, passivities of pregnancy, in which the desired future is experienced as unable to influence, the presentification of the unborn in and through visual and bodily-somatic contact moments, its futurization through the cultivation of a ‘not-yet’ and prenatal losses, as a critical rupture with the anticipated and desired future. Our analysis underlines the potential of a time sociological perspective on pregnancy and the constitution of relationships and persons. (shrink)

This comparative case analysis contrasts two nations – Viet Nam and The United States of America (U.S.) – in terms of processes each employed and results each achieved in respective response to the COVID-19 pandemic. We use a general theory of teaching to contrast the countries in terms of their approaches to COVID public health education. Viet Nam followed the recommendations of the theory. The U.S. did not. While our analysis does not and cannot prove educational theory acted as the (...) sole causal factor in realization of the disparate results in the countries, our case study does illustrate that the different approaches to public health education used by the countries may be counted among factors contributing to wide differences in the contrasting cases. The argument proceeds by 1) describing differences in relevant statistics between Viet Nam and the U.S., 2) outlining the theory of teaching we use to analyze differences in public health education in the two contexts, and 3) discussing successful implementation of the theory in Viet Nam and failure to implement in the U.S. Finally, we 4) dismiss competing explanations of differences between the countries and 5) offer considerations about how the U.S. may educate citizens away from turning the pandemic into a pan(en)demic. (shrink)

The problem of the other was one of the central problems for the founder of phenomenology, Edmund Husserl. He investigated the other as the alter ego intensively in the Fifth Cartesian Meditation, in which he introduced the conceptions of “analogical apperception'' and “pairing'' as fundamental forms of “passive synthesis.'' Although it is no doubt Husserl who investigated the other most seriously and intensively, there is anaporiain his theory of the other. If the other is an object of ego's intentional consciousness, (...) the other turns out to be no more than a modification of the ego. In the face of such anaporia, some phenomenologists embarked upon inquiry into the other. This paper focuses primarily on Alfred Schutz's discussion of the “other'' in general and about the “stranger'' in particular. (shrink)

The problem of the other was one of the central problems for the founder of phenomenology, Edmund Husserl. He investigated the other as the alter ego intensively in the Fifth Cartesian Meditation, in which he introduced the conceptions of “analogical apperception'' and “pairing'' as fundamental forms of “passive synthesis.'' Although it is no doubt Husserl who investigated the other most seriously and intensively, there is anaporiain his theory of the other. If the other is an object of ego's intentional consciousness, (...) the other turns out to be no more than a modification of the ego. In the face of such anaporia, some phenomenologists embarked upon inquiry into the other. This paper focuses primarily on Alfred Schutz's discussion of the “other'' in general and about the “stranger'' in particular. (shrink)

George H. Mead and Alfred Schutz proposed foundations for an interpretative sociology from opposite standpoints. Mead accepted the objective meaning structure a priori. His problem became therefore the explanation of the individuality and creativity of human actors in his social behavioristic approach. In contrast, Schutz started from the subjective consciousness of an isolated actor as a result of a phenomenological reduction. He was concerned with the problem of explaining the possibility of this isolated actor’s perceiving other actors in their existence, (...) their concreteness, and the motives for their behavior. I treat these two approaches and their associated problems as equally relevant. My evaluation is based on their success in solving their specific problems. The aim is to decide which of the two approaches provides the more adequate foundation for an interpretative sociology. (shrink)

En este texto paso revista a las tesis de Alfred Schutz sobre el sentido común, reconstruyendo su posición en un doble sentido, genético y sistemático. En este marco, argumento que su posición va pasando de una consideración negativa del sentido común entendido como un modo de conocimiento distinto del conocimiento científico, de cuyas cualidades está desprovisto, a una consideración positiva, que hace de él no sólo el suelo de todo otro modo de conocimiento (incluido el científico) sino también nuestro arraigo (...) en el mundo de la actitud natural. Esta transformación es correlativa de un pasaje desde una perspectiva más epistemológica hacia una perspectiva más ontológica, donde el sentido común pasa de ser considerado como un modo específico de conocimiento a ser visto como el ámbito de nuestro arraigo en el mundo y el suelo de toda consideración ontológica y científica. (shrink)