Richard Swedberg
- Published in print:
- 2014
- Published Online:
- October 2017
- ISBN:
- 9780691155227
- eISBN:
- 9781400850358
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691155227.003.0011
- Subject:
- Sociology, Social Research and Statistics
This concluding chapter summarizes the general approach to theorizing in this book. This approach may be referred to as creative theorizing. What first and foremost characterizes it is the argument ...
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This concluding chapter summarizes the general approach to theorizing in this book. This approach may be referred to as creative theorizing. What first and foremost characterizes it is the argument that a distinct space must be assigned to theorizing in the research process. This goes for the prestudy as well as the main study. A second distinctive feature of creative theorizing is that it represents a deliberate attempt to shift the main focus from theory to theorizing. A third distinctive feature is that theorizing draws on a number of different types of thinking, feeling, and going about things that are currently mainly studied in cognitive science. The chapter then argues that theorizing is not something that can be done only by exceptionally gifted individuals, but something that anyone can learn how to do.Less
This concluding chapter summarizes the general approach to theorizing in this book. This approach may be referred to as creative theorizing. What first and foremost characterizes it is the argument that a distinct space must be assigned to theorizing in the research process. This goes for the prestudy as well as the main study. A second distinctive feature of creative theorizing is that it represents a deliberate attempt to shift the main focus from theory to theorizing. A third distinctive feature is that theorizing draws on a number of different types of thinking, feeling, and going about things that are currently mainly studied in cognitive science. The chapter then argues that theorizing is not something that can be done only by exceptionally gifted individuals, but something that anyone can learn how to do.
Erin Metz McDonnell
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9780691197364
- eISBN:
- 9780691200064
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691197364.003.0009
- Subject:
- Political Science, Public Policy
This concluding chapter examines how this study extends and reimagines a long scholarly tradition of state-building based on the European state experience, including ways the framework may help ...
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This concluding chapter examines how this study extends and reimagines a long scholarly tradition of state-building based on the European state experience, including ways the framework may help scholars fill in some of the mechanics of early European state-building that have been less well documented in the historical record because they affected public servants rather than elites. It also highlights contributions to the field of development sociology. The chapter points toward a fruitful new framework that opens new avenues of research for configurational approaches to understanding state capacity, interrogating the developmental consequences for where and how state capacity is situated within the varied administrative apparatus of central states. In addition, it highlights how the framework of the book may be of interest to organizational scholars more broadly, including identifying how the framework might also apply to private-sector organizations. The implications for development practitioners are also discussed. The chapter concludes by suggesting that the book's findings about the challenges of top-down institutional change and the importance of lived experience lay the foundation for a cognitive turn within institutional development scholarship that takes cognitive science more seriously in the way development interventions are designed.Less
This concluding chapter examines how this study extends and reimagines a long scholarly tradition of state-building based on the European state experience, including ways the framework may help scholars fill in some of the mechanics of early European state-building that have been less well documented in the historical record because they affected public servants rather than elites. It also highlights contributions to the field of development sociology. The chapter points toward a fruitful new framework that opens new avenues of research for configurational approaches to understanding state capacity, interrogating the developmental consequences for where and how state capacity is situated within the varied administrative apparatus of central states. In addition, it highlights how the framework of the book may be of interest to organizational scholars more broadly, including identifying how the framework might also apply to private-sector organizations. The implications for development practitioners are also discussed. The chapter concludes by suggesting that the book's findings about the challenges of top-down institutional change and the importance of lived experience lay the foundation for a cognitive turn within institutional development scholarship that takes cognitive science more seriously in the way development interventions are designed.
