Conceptual Analysis Inquiry of Educational Vocabulary

Note: Contact me to see additional articles that needed to be cited in this assignment. Assignment introduction: Conceptual analysis is usually invoked when it becomes necessary to clarify a concept, solve a conceptual problem, more fully understand an issue, or build an argument that will helpful in theorizing, illustrating and asserting claims. Conceptual analysis can be used in conjunction with presenting quantitative, qualitative, historical, philosophical, or pedagogical claims. In an effort to formulate adequate definitions of concepts central to the social sciences and education, and to examine the relationships among those concepts, a conceptual analysis of vocabulary is useful. For deeper insight to develop, however, we may wish to study not only the vocabulary but also the syntax and context of the social sciences (e.g., Sociology, Economics, Political Science, Psychology). In order to do this, you will be asked to assume a perfectly naive perspective of the ideas examined. You will be asked to contrast a set of ideas as though to explain its’ meaning to someone totally unfamiliar with it. In such an exercise, expertise in the Social Sciences is a modest advantage at best. For many, it will be no advantage at all. You will perform an analysis of two terms. Topics are provided in the menu below; order one from (A) and one from (B): (A) Role, Norm, Power, Authority, Polity, Distribution, Value, Institution, Class, Interest, Community, Social Fact.(B) Marginal Utility, Legitimacy, Policy, Efficiency, Exchange, State/Government, Private/Public, Politics, Equality, Equity, Optimality, Function. The vocabulary of the social sciences describes a peculiar and distinct order of reality, both made and historical, but nevertheless factitious, and the vocabulary has a syntax that links all the social sciences, and permits us to reconstruct the reality of social facts in understanding.

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