By Lena Jayyusi
First released in 1984, this can be a research of categorization practices: how humans categorize one another and their activities; how they describe, infer, and decide. The ebook provides a sociological research and outline of useful actions and makes a cogent contribution to the examine of the way the ethical order truly works in functional communicative contexts. one of the matters handled are: collectivity categorizations, the association of lists and outlines, ethical attribution and inferences, and the connection among criteria of morality and criteria of rationality.
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Additional resources for Categorization and the Moral Order
But if the person does not realize or seem to know (cannot avow) that he made a wrong move (or cannot tell which was the wrong move), his ability to open the safe is called into question on the basis of the perceived mistake. Here first-person mistake avowal may be criteria!. The same holds, say, for operating a machine or for an electrician who makes the wrong move in repairing some simple electrical wiring and cannot tell what misstep he took. One might here be inclined to say that he was not an electrician at all, or that he did not know anything worth knowing about electricity, rather than that he was not a very good electrician.
It is a very neat and economical way of accomplishing the task of accounting. Of course, such accounting work may situatedly be seen or treated as being deficient - it may be faulted. Simply providing a membership categorization as an account for some activity may work - as we indicated earlier - by being counterposed to an explanation-by-reason, where indeed it is a specific reason or grounds that are being sought. ) can be seen as strongly providing for reasons for doing certain things, in certain contexts, but not the particular grounds for acting, nor indeed a specific reason for it that can be formulated as a purpose or motive.
Some skill may be treated as being more 'basic' than others. We can take chess as an analogy here. e. demonstrate that she knows how to move the chess pieces correctly (this involves ~nowing that certain moves are permissible and others not). But if she does not make appropriate moves for the specific game in progress, she will be said not to know how to play chess well; the same holds if she loses every time she plays. But perhaps she is unable to make any appropriate moves at all (although all the moves she makes are strictly correct in terms of the formal constitutive rules); suppose she loses so quickly, can never foresee a threat from an opponent's piece, never notice a ~good opportunity for seizing an opponent's piece, etc.