Social science is the field of scholarship that studies society. "Social science" is commonly used as an umbrella term to refer to a plurality of fields outside of the natural sciences. These include: anthropology, archaeology, business administration, communication, criminology, economics, education, government, linguistics, international relations, political science, sociology and, in some contexts, geography, history, law, and psychology.

The term may be used, however, in the specific context of referring to the original ''science of society'' established in 19th century sociology. Émile Durkheim, Karl Marx and Max Weber are typically cited as the principal architects of modern social science by this definition. Positivist social scientists use methods resembling those of the natural sciences as tools for understanding society, and so define science in its stricter modern sense. Interpretivist social scientists, by contrast, may use social critique or symbolic interpretation rather than constructing empirically falsifiable theories, and thus treat science in its broader sense. In modern academic practice, researchers are often eclectic, using multiple methodologies (for instance, by combining the quantitative and qualitative techniques). The term social research has also acquired a degree of autonomy as practitioners from various disciplines share in its aims and methods.

Social science history

The history of the social sciences begins in the roots of ancient philosophy. In Ancient history, there was no difference between mathematics and the study of history, poetry or politics. This unity of science as descriptive remains and deductive reasoning from axioms created a scientific framework.

The Age of Enlightenment saw a revolution within natural philosophy, changing the basic framework by which individuals understood what was scientific. In some quarters, the accelerating trend of mathematical studies presumed a reality independent of the observer and worked by its own rules. Social sciences came forth from the moral philosophy of the time and was influenced by the Age of Revolutions, such as the Industrial revolution and the French revolution. The ''social sciences'' developed from the sciences (experimental and applied), or the systematic knowledge-bases or prescriptive practices, relating to the social improvement of a group of interacting entities.

The beginnings of the social sciences in the 18th century are reflected in various grand encyclopedia of Diderot, with articles from Rousseau and other pioneers. The growth of the social sciences is also reflected in other specialized encyclopedias. The modern period saw "''social science''" first used as a distinct conceptual field. Social science was influenced by positivism, focusing on knowledge based on actual positive sense experience and avoiding the negative; metaphysical speculation was avoided. Auguste Comte used the term "''science social''" to describe the field, taken from the ideas of Charles Fourier; Comte also referred to the field as ''social physics''.

Following this period, there were five paths of development that sprang forth in the Social Sciences, influenced by Comte or other fields. One route that was taken was the rise of social research. Large statistical surveys were undertaken in various parts of the United States and Europe. Another route undertaken was initiated by Émile Durkheim, studying "social facts", and Vilfredo Pareto, opening metatheoretical ideas and individual theories. A third means developed, arising from the methodological dichotomy present, in which the social phenomena was identified with and understood; this was championed by figures such as Max Weber. The fourth route taken, based in economics, was developed and furthered economic knowledge as a hard science. The last path was the correlation of knowledge and social values; the antipositivism and verstehen sociology of Max Weber firmly demanded on this distinction. In this route, theory (description) and prescription were non-overlapping formal discussions of a subject.

Around the turn of the 20th century, Enlightenment philosophy was challenged in various quarters. After the use of classical theories since the end of the scientific revolution, various fields substituted mathematics studies for experimental studies and examining equations to build a theoretical structure. The development of social science subfields became very quantitative in methodology. Conversely, the interdisciplinary and cross-disciplinary nature of scientific inquiry into human behavior and social and environmental factors affecting it made many of the natural sciences interested in some aspects of social science methodology. Examples of boundary blurring include emerging disciplines like social research of medicine, sociobiology, neuropsychology, bioeconomics and the history and sociology of science. Increasingly, quantitative research and qualitative methods are being integrated in the study of human action and its implications and consequences. In the first half of the 20th century, statistics became a free-standing discipline of applied mathematics. Statistical methods were used confidently.

In the contemporary period, Karl Popper and Talcott Parsons influenced the furtherance of the social sciences. Researchers continues to search for a unified consensus on what methodology might have the power and refinement to connect a proposed "grand theory" with the various midrange theories which, with considerable success, continue to provide usable frameworks for massive, growing data banks; for more, see consilience. At present though, the various realms of social science progress in a myriad of ways, increasing the overall knowledge of society. The social sciences will for the foreseeable future be composed of different zones in the research of, and sometime distinct in approach toward, the field.

The term "social science" may refer either to the specific ''sciences of society'' established by thinkers such as Comte, Durkheim, Marx, and Weber, or more generally to all disciplines outside of noble science and arts. By the late 19th century, the academic social sciences were constituted of five fields: jurisprudence and amendment of the law, education, health, economy and trade, and art.

At the turn of the 21st century, the expanding domain of economics in the social sciences has been described as economic imperialism.

Branches of social science

The Social Science disciplines are branches of knowledge which are taught and researched at the college or university level. Social Science disciplines are defined and recognized by the academic journals in which research is published, and the learned Social Science societies and academic departments or faculties to which their practitioners belong. Social Science fields of study usually have several sub-disciplines or branches, and the distinguishing lines between these are often both arbitrary and ambiguous.

Anthropology

Anthropology is the holistic "science of man," - a science of the totality of human existence. The discipline deals with the integration of different aspects of the Social Sciences, Humanities, and Human Biology. In the twentieth century, academic disciplines have often been institutionally divided into three broad domains. The natural ''sciences'' seek to derive general laws through reproducible and verifiable experiments. The ''humanities'' generally study local traditions, through their history, literature, music, and arts, with an emphasis on understanding particular individuals, events, or eras. The ''social sciences'' have generally attempted to develop scientific methods to understand social phenomena in a generalizable way, though usually with methods distinct from those of the natural sciences.

The anthropological social sciences often develop nuanced descriptions rather than the general laws derived in physics or chemistry, or they may explain individual cases through more general principles, as in many fields of psychology. Anthropology (like some fields of history) does not easily fit into one of these categories, and different branches of anthropology draw on one or more of these domains. Within the United States, Anthropology is divided into four sub-fields:Archaeology, Physical or Biological Anthropology, Anthropological Linguistics, and Cultural Anthropology. It is an area that is offered at most undergraduate institutions. The word anthropos (άνθρωπος) is from the Greek for "human being" or "person." Eric Wolf described sociocultural anthropology as "the most scientific of the humanities, and the most humanistic of the sciences."

The goal of anthropology is to provide a holistic account of humans and human nature. This means that, though anthropologists generally specialize in only one sub-field, they always keep in mind the biological, linguistic, historic and cultural aspects of any problem. Since anthropology arose as a science in Western societies that were complex and industrial, a major trend within anthropology has been a methodological drive to study peoples in societies with more simple social organization, sometimes called "primitive" in anthropological literature, but without any connotation of "inferior." Today, anthropologists use terms such as "less complex" societies or refer to specific modes of subsistence or production, such as "pastoralist" or "forager" or "horticulturalist" to refer to humans living in non-industrial, non-Western cultures, such people or folk (''ethnos'') remaining of great interest within anthropology.

The quest for holism leads most anthropologists to study a people in detail, using biogenetic, archaeological, and linguistic data alongside direct observation of contemporary customs. In the 1990s and 2000s, calls for clarification of what constitutes a culture, of how an observer knows where his or her own culture ends and another begins, and other crucial topics in writing anthropology were heard. It is possible to view all human cultures as part of one large, evolving global culture. These dynamic relationships, between what can be observed on the ground, as opposed to what can be observed by compiling many local observations remain fundamental in any kind of anthropology, whether cultural, biological, linguistic or archaeological.

Economics

Economics is a social science that seeks to analyze and describe the production, distribution, and consumption of wealth. The word "economics" is from the Greek [''oikos''], "family, household, estate," and νόμος [''nomos''], "custom, law," and hence means "household management" or "management of the state." An economist is a person using economic concepts and data in the course of employment, or someone who has earned a university degree in the subject. The classic brief definition of economics, set out by Lionel Robbins in 1932, is "the science which studies human behavior as a relation between scarce means having alternative uses." Without scarcity and alternative uses, there is no economic problem. Briefer yet is "the study of how people seek to satisfy needs and wants" and "the study of the financial aspects of human behaviour." {|align=right | |} Economics has two broad branches: microeconomics, where the unit of analysis is the individual agent, such as a household or firm, and macroeconomics, where the unit of analysis is an economy as a whole. Another division of the subject distinguishes positive economics, which seeks to predict and explain economic phenomena, from normative economics, which orders choices and actions by some criterion; such orderings necessarily involve subjective value judgments. Since the early part of the 20th century, economics has focused largely on measurable quantities, employing both theoretical models and empirical analysis. Quantitative models, however, can be traced as far back as the physiocratic school. Economic reasoning has been increasingly applied in recent decades to other social situations such as politics, law, psychology, history, religion, marriage and family life, and other social interactions. This paradigm crucially assumes (1) that resources are scarce because they are not sufficient to satisfy all wants, and (2) that "economic value" is willingness to pay as revealed for instance by market (arms' length) transactions. Rival heterodox schools of thought, such as institutional economics, green economics, Marxist economics, and economic sociology, make other grounding assumptions. For example, Marxist economics assumes that economics primarily deals with the exchange of value, and that labor (human effort) is the source of all value.

The expanding domain of economics in the social sciences has been described as economic imperialism.

Education

Education encompasses teaching and learning specific skills, and also something less tangible but more profound: the imparting of knowledge, positive judgement and well-developed wisdom. Education has as one of its fundamental aspects the imparting of culture from generation to generation (see socialization). To educate means 'to draw out', from the Latin ''educare'', or to facilitate the realization of an individual's potential and talents. It is an application of pedagogy, a body of theoretical and applied research relating to teaching and learning and draws on many disciplines such as psychology, philosophy, computer science, linguistics, neuroscience, sociology and anthropology.

The education of an individual human begins at birth and continues throughout life. (Some believe that education begins even before birth, as evidenced by some parents' playing music or reading to the baby in the womb in the hope it will influence the child's development.) For some, the struggles and triumphs of daily life provide far more instruction than does formal schooling (thus Mark Twain's admonition to "never let school interfere with your education"). Family members may have a profound educational effect — often more profound than they realize — though family teaching may function very informally.

Geography

Geography as a discipline can be split broadly into two main sub fields: human geography and physical geography. The former focuses largely on the built environment and how space is created, viewed and managed by humans as well as the influence humans have on the space they occupy. The latter examines the natural environment and how the climate, vegetation & life, soil, water and landforms are produced and interact. As a result of the two subfields using different approaches a third field has emerged, which is environmental geography. Environmental geography combines physical and human geography and looks at the interactions between the environment and humans.

Geographers attempt to understand the earth in terms of physical and spatial relationships. The first geographers focused on the science of mapmaking and finding ways to precisely project the surface of the earth. In this sense, geography bridges some gaps between the natural sciences and social sciences. Historical geography is often taught in a college in a unified Department of Geography.

Modern geography is an all-encompassing discipline, closely related to GISc, that seeks to understand humanity and its natural environment. The fields of Urban Planning, Regional Science, and Planetology are closely related to geography. Practitioners of geography use many technologies and methods to collect data such as GIS, remote sensing, aerial photography, statistics, and global positioning systems (GPS).

The field of geography is generally split into two distinct branches: physical and human. ''Physical geography'' examines phenomena related to climate, oceans, soils, and the measurement of earth. ''Human geography'' focuses on fields as diverse as Cultural geography, transportation, health, military operations, and cities. Other branches of geography include Social geography, regional geography, geomatics, and environmental geography.

History

History is the continuous, systematic narrative and research into past human events as interpreted through historiographical paradigms or theories, such as the Turner Thesis about the American frontier.

History has a base in both the social sciences and the humanities. In the United States the National Endowment for the Humanities includes history in its definition of a Humanities (as it does for applied Linguistics). However the National Research Council classifies History as a Social science. The ''historical method'' comprises the techniques and guidelines by which historians use primary sources and other evidence to research and then to write history. The Social Science History Association, formed in 1976, brings together scholars from numerous disciplines interested in social history.

Law

Law in common parlance, means a rule which (unlike a rule of ethics) is capable of enforcement through institutions. The study of law crosses the boundaries between the social sciences and humanities, depending on one's view of research into its objectives and effects. Law is not always enforceable, especially in the international relations context. It has been defined as a "system of rules", as an "interpretive concept" to achieve justice, as an "authority" to mediate people's interests, and even as "the command of a sovereign, backed by the threat of a sanction". However one likes to think of law, it is a completely central social institution. Legal policy incorporates the practical manifestation of thinking from almost every social sciences and humanity. Laws are politics, because politicians create them. Law is philosophy, because moral and ethical persuasions shape their ideas. Law tells many of history's stories, because statutes, case law and codifications build up over time. And law is economics, because any rule about contract, tort, property law, labour law, company law and many more can have long lasting effects on the distribution of wealth. The noun ''law'' derives from the late Old English ''lagu'', meaning something laid down or fixed and the adjective ''legal'' comes from the Latin word ''lex''.

Linguistics

Linguistics investigates the cognitive and social aspects of human language. The field is divided into areas that focus on aspects of the linguistic signal, such as syntax (the study of the rules that govern the structure of sentences), semantics (the study of meaning), morphology (the study of the structure of words), phonetics (the study of speech sounds) and phonology (the study of the abstract sound system of a particular language); however, work in areas like evolutionary linguistics (the study of the origins and evolution of language) and psycholinguistics (the study of psychological factors in human language) cut across these divisions.

The overwhelming majority of modern research in linguistics takes a predominantly synchronic perspective (focusing on language at a particular point in time), and a great deal of it—partly owing to the influence of Noam Chomsky—aims at formulating theories of the cognitive processing of language. However, language does not exist in a vacuum, or only in the brain, and approaches like contact linguistics, creole studies, discourse analysis, social interactional linguistics, and sociolinguistics explore language in its social context. Sociolinguistics often makes use of traditional quantitative analysis and statistics in investigating the frequency of features, while some disciplines, like contact linguistics, focus on qualitative analysis. While certain areas of linguistics can thus be understood as clearly falling within the social sciences, other areas, like acoustic phonetics and neurolinguistics, draw on the natural sciences. Linguistics draws only secondarily on the humanities, which played a rather greater role in linguistic inquiry in the 19th and early 20th centuries. Ferdinand Saussure is considered the father of modern linguistics.

Political science

Political science is an academic and research discipline that deals with the theory and practice of politics and the description and analysis of political systems and political behaviour. Fields and subfields of political science include positive political economy, political theory and philosophy, civics and comparative politics, theory of direct democracy, apolitical governance, participatory direct democracy, national systems, cross-national political analysis, political development, international relations, foreign policy, international law, politics, public administration, administrative behavior, public law, judicial behavior, and public policy. Political science also studies power in international relations and the theory of Great powers and Superpowers.

Political science is methodologically diverse, although recent years have witnessed an upsurge in the use of the scientific method . That is the proliferation of formal-deductive model building and quantitative hypothesis testing. Approaches to the discipline include rational choice, classical political philosophy, interpretivism, structuralism, and behavioralism, realism, pluralism, and institutionalism. Political science, as one of the social sciences, uses methods and techniques that relate to the kinds of inquiries sought: primary sources such as historical documents, interviews, and official records, as well as secondary sources such as scholarly journal articles are used in building and testing theories. Empirical methods include survey research, statistical analysis/econometrics, case studies, experiments, and model building. Herbert Baxter Adams is credited with coining the phrase "political science" while teaching history at Johns Hopkins University.

Public administration

One of the main branches of political science, public administration can be broadly described as the development, implementation and study of branches of government policy. The pursuit of the public good by enhancing civil society and social justice is the ultimate goal of the field. Though public administration has historically referred to as government management, it increasingly encompasses non-governmental organizations (NGOs) that also operate with a similar, primary dedication to the betterment of humanity.

Differentiating public administration from business administration, a closely related field, has become a popular method for defining the discipline by contrasting the two. First, the goals of public administration are more closely related to those often cited as goals of the American founders and democratic people in general. That is, public employees work to improve equality, justice, security, efficiency, effectiveness, and, at times, for profit. These values help to both differentiate the field from business administration, primarily concerned with profit, and define the discipline. Second, public administration is a relatively new, multidisciplinary field. Woodrow Wilson's ''The Study of Administration'' is frequently cited as the seminal work. Wilson advocated a more professional operation of public officials' daily activities. Further, the future president identified the necessity in the United States of a separation between party politics and good bureaucracy, which has also been a lasting theme.

The multidisciplinary nature of public administration is related to a third defining feature: administrative duties. Public administrators work in public agencies, at all levels of government, and perform a wide range of tasks. Public administrators collect and analyze data (statistics), monitor fiscal operations (budgets, accounts, and cash flow), organize large events and meetings, draft legislation, develop policy, and frequently execute legally mandated, government activities. Regarding this final facet, public administrators find themselves serving as parole officers, secretaries, note takers, paperwork processors, record keepers, notaries of the public, cashiers, and managers. Indeed, the discipline couples well with many vocational fields such as information technology, finance, law, and engineering. When it comes to the delivery and evaluation of public services, a public administrator is undoubtedly involved.

Psychology

Psychology is an academic and applied field involving the study of behavior and mental processes. Psychology also refers to the application of such knowledge to various spheres of human activity, including problems of individuals' daily lives and the treatment of mental illness.

Psychology differs from anthropology, economics, political science, and sociology in seeking to capture explanatory generalizations about the mental function and overt behaviour of individuals, while the other disciplines focus on creating descriptive generalizations about the functioning of social groups or situation-specific human behavior. In practice, however, there is quite a lot of cross-fertilization that takes place among the various fields. Psychology differs from biology and neuroscience in that it is primarily concerned with the interaction of mental processes and behavior, and of the overall processes of a system, and not simply the biological or neural processes themselves, though the subfield of neuropsychology combines the study of the actual neural processes with the study of the mental effects they have subjectively produced. Many people associate Psychology with Clinical Psychology which focuses on assessment and treatment of problems in living and psychopathology. In reality, Psychology has myriad specialties including: Social Psychology, Developmental Psychology, Cognitive Psychology, Industrial-Organizational Psychology, Mathematical psychology, Neuropsychology, and Quantitative Analysis of Behaviour to name only a few. The word ''psychology'' comes from the ancient Greek ψυχή, ''psyche'' ("soul", "mind") and ''logy'', study).

Psychology is a very broad science that is rarely tackled as a whole, major block. Although some subfields encompass a natural science base and a social science application, others can be clearly distinguished as having little to do with the social sciences or having a lot to do with the social sciences. For example, biological psychology is considered a natural science with a social scientific application (as is clinical medicine), social and occupational psychology are, generally speaking, purely social sciences, whereas neuropsychology is a natural science that lacks application out of the scientific tradition entirely. In British universities, emphasis on what tenet of psychology a student has studied and/or concentrated is communicated through the degree conferred: B.Psy. indicates a balance between natural and social sciences, B.Sc. indicates a strong (or entire) scientific concentration, whereas a B.A. underlines a majority of social science credits. This is not always necessarily the case however, and in many UK institutions students studying the B.Psy, B.Sc, and B.A. follow the same curriculum as outlined by The British Psychological Society and have the same options of specialism open to them regardless of whether they choose a balance, a heavy science basis, or heavy social science basis to their degree. If they applied to read the B.A. for example, but specialised in heavily science based modules, then they will still generally be awarded the B.A.

Sociology

Sociology is the systematic study of society and human social action. The meaning of the word comes from the suffix "-ology" which means "study of," derived from Greek, and the stem "soci-" which is from the Latin word socius, meaning "companion", or society in general.

Sociology was originally established by Auguste Comte (1798–1857) in 1838. Comte endeavoured to unify history, psychology and economics through the descriptive understanding of the social realm. He proposed that social ills could be remedied through sociological positivism, an epistemological approach outlined in ''The Course in Positive Philosophy'' [1830–1842] and ''A General View of Positivism'' (1844). Though Comte is generally regarded as the "Father of Sociology", the discipline was formally established by another French thinker, Émile Durkheim (1858–1917), who developed positivism as a foundation to practical social research. Durkheim set up the first European department of sociology at the University of Bordeaux in 1895, publishing his ''Rules of the Sociological Method''. In 1896, he established the journal ''L'Année Sociologique''. Durkheim's seminal monograph, ''Suicide'' (1897), a case study of suicide rates amongst Catholic and Protestant populations, distinguished sociological analysis from psychology or philosophy.

Karl Marx rejected Comtean positivism but nevertheless aimed to establish a ''science of society'' based on historical materialism, becoming recognised as a founding figure of sociology posthumously as the term gained broader meaning. At the turn of the 20th century, the first wave of German sociologists, including Max Weber and Georg Simmel, developed sociological antipositivism. The field may be broadly recognised as an amalgam of three modes of social thought in particular: Durkheimian positivism and structural functionalism; Marxist historical materialism and conflict theory; Weberian antipositivism and verstehen analysis. American sociology broadly arose on a separate trajectory, with little Marxist influence, an emphasis on rigorous experimental methodology, and a closer association with pragmatism and social psychology. In the 1920s, the Chicago school developed symbolic interactionism. Meanwhile in the 1930s, the Frankfurt School pioneered the idea of critical theory, an interdisciplinary form of Marxist sociology drawing upon thinkers as diverse as Sigmund Freud and Friedrich Nietzsche. Critical theory would take on something of a life of its own after World War II, influencing literary criticism and the Birmingham School establishment of cultural studies.

Sociology evolved as an academic response to the challenges of modernity, such as industrialization, urbanization, secularization, and a perceived process of enveloping rationalization. Because sociology is such a broad discipline, it can be difficult to define, even for professional sociologists. The field generally concerns the social rules and processes that bind and separate people not only as individuals, but as members of associations, groups, communities and institutions, and includes the examination of the organization and development of human social life. The sociological field of interest ranges from the analysis of short contacts between anonymous individuals on the street to the study of global social processes. In the terms of sociologists Peter L. Berger and Thomas Luckmann, social scientists seek an understanding of the ''Social Construction of Reality''. Most sociologists work in one or more subfields. One useful way to describe the discipline is as a cluster of sub-fields that examine different dimensions of society. For example, social stratification studies inequality and class structure; demography studies changes in a population size or type; criminology examines criminal behavior and deviance; and political sociology studies the interaction between society and state.

Since its inception, sociological epistemologies, methods, and frames of enquiry, have significantly expanded and diverged. Sociologists use a diversity of research methods, drawing upon either empirical techniques or critical theory. Common modern methods include case studies, historical research, interviewing, participant observation, social network analysis, survey research, statistical analysis, and model building, among other approaches. Since the late 1970s, many sociologists have tried to make the discipline useful for non-academic purposes. The results of sociological research aid educators, lawmakers, administrators, developers, and others interested in resolving social problems and formulating public policy, through subdisciplinary areas such as evaluation research, methodological assessment, and public sociology. New sociological sub-fields continue to appear - such as community studies, computational sociology, environmental sociology, network analysis, actor-network theory and a growing list, many of which are cross-disciplinary in nature.

Further fields

Additional Social Science disciplines and fields of study include:

Archaeology is the science that studies human cultures through the recovery, documentation, analysis, and interpretation of material remains and environmental data, including architecture, artifacts, features, biofacts, and landscapes.

Area studies are interdisciplinary fields of research and scholarship pertaining to particular geographical, national/federal, or cultural regions.

Behavioral science is a term that encompasses all the disciplines that explore the activities of and interactions among organisms in the natural world.

Communication studies is an academic field that deals with processes of communication, commonly defined as the sharing of symbols over distances in space and time.

Demography is the statistical study of all populations.

Development studies a multidisciplinary branch of social science which addresses issues of concern to developing countries.

Environmental studies integrate social, humanistic, and natural science perspectives on the relation between humans and the natural environment.

Information science is an interdisciplinary science primarily concerned with the collection, classification, manipulation, storage, retrieval and dissemination of information.

''International studies'' covers both International relations (the study of foreign affairs and global issues among states within the international system) and International education (the comprehensive approach that intentionally prepares people to be active and engaged participants in an interconnected world).

Journalism is the craft of conveying news, descriptive material and comment via a widening spectrum of media.

Legal management is a social sciences discipline that is designed for students interested in the study of State and Legal elements.

Library science is an interdisciplinary field that applies the practices, perspectives, and tools of management, information technology, education, and other areas to libraries; the collection, organization, preservation and dissemination of information resources; and the political economy of information.

Management in all business and human organization activity is simply the act of getting people together to accomplish desired goals and objectives.

Political economy is the study of production, buying and selling, and their relations with law, custom, and government.

Methodology and theory

Social research

The origin of the survey can be traced back at least early as the Domesday Book in 1086, whilst some scholars pinpoint the origin of demography to 1663 with the publication of John Graunt's ''Natural and Political Observations upon the Bills of Mortality''. Social research began most intentionally, however, with the positivist philosophy of science in the 19th century.

In contemporary usage, "social research" is a relatively autonomous term, encompassing the work of practitioners from various disciplines which share in its aims and methods. Social scientists employ a range of methods in order to analyse a vast breadth of social phenomena; from census survey data derived from millions of individuals, to the in-depth analysis of a single agents' social experiences; from monitoring what is happening on contemporary streets, to the investigation of ancient historical documents. The methods originally rooted in classical sociology and statistical mathematics have formed the basis for research in other disciplines, such as political science, media studies, and market research.

Social research methods may be divided into two broad schools:

Quantitative designs approach social phenomena through quantifiable evidence, and often rely on statistical analysis of many cases (or across intentionally designed treatments in an experiment) to create valid and reliable general claims.

Qualitative designs emphasize understanding of social phenomena through direct observation, communication with participants, or analysis of texts, and may stress contextual and subjective accuracy over generality

Social scientists will commonly combine quantitative and qualitative approaches as part of a multi-strategy design. Questionnaires, field-based data collection, archival database information and laboratory-based data collections are some of the measurement techniques used. It is noted the importance of measurement and analysis, focusing on the (difficult to achieve) goal of objective research or statistical hypothesis testing. A mathematical model uses mathematical language to describe a system. The process of developing a mathematical model is termed 'mathematical modelling' (also modeling). Eykhoff (1974) defined a ''mathematical model'' as 'a representation of the essential aspects of an existing system (or a system to be constructed) which presents knowledge of that system in usable form'. Mathematical models can take many forms, including but not limited to dynamical systems, statistical models, differential equations, or game theoretic models.

These and other types of models can overlap, with a given model involving a variety of abstract structures. The system is a set of interacting or interdependent entities, real or abstract, forming an integrated whole. The concept of an ''integrated whole'' can also be stated in terms of a system embodying a set of relationships which are differentiated from relationships of the set to other elements, and from relationships between an element of the set and elements not a part of the relational regime. Dynamical system modeled as a mathematical formalization has fixed "rule" which describes the time dependence of a point's position in its ambient space. Small changes in the state of the system correspond to small changes in the numbers. The ''evolution rule'' of the dynamical system is a fixed rule that describes what future states follow from the current state. The rule is deterministic: for a given time interval only one future state follows from the current state.

Theory

Other social scientists emphasize the subjective nature of research. These writers share social theory perspectives that include various types of the following:

Critical theory is the examination and critique of society and culture, drawing from knowledge across social sciences and humanities disciplines.

Dialectical materialism is the philosophy of Karl Marx, which he formulated by taking the dialectic of Hegel and joining it to the Materialism of Feuerbach.

Feminist theory is the extension of feminism into theoretical, or philosophical discourse, it aims to understand the nature of gender inequality.

Marxist theories, such as revolutionary theory and class theory, cover work in philosophy which is strongly influenced by Karl Marx's materialist approach to theory or which is written by Marxists.

Phronetic social science is an approach to the study of social – including political and economic – phenomena based on a contemporary interpretation of the classical Greek concept phronesis, variously translated as practical judgment, common sense, or prudence.

Post-colonial theory are reactions to the cultural legacy of colonialism.

Postmodernism refer to a point of departure for works of literature, drama, architecture, cinema, and design, as well as in marketing and business and in the interpretation of history, law, culture and religion in the late 20th century.

Rational choice theory is a framework for understanding and often formally modeling social and economic behavior.

Social constructionism is knowledge that consider how social phenomena develop in social contexts.

Structuralism is an approach to the human sciences that attempts to analyze a specific field (for instance, mythology) as a complex system of interrelated parts.

Structural functionalism is a sociological paradigm which addresses what social functions various elements of the social system perform in regard to the entire system.

Other fringe social scientists delve in alternative nature of research. These writers share social theory perspectives that include various types of the following:

Intellectual critical-ism describes a sentiment of critique towards, or evaluation of, intellectuals and intellectual pursuits.

Scientific criticalism is a position critical of science and the scientific method.

Rational criticalism is a cultural reaction against positivism in the early 20th century.

Education and degrees

Most universities offer degrees in social science fields. The Bachelor of Social Science is a degree targeted at the social sciences in particular. It is often more flexible and in-depth than other degrees which include social science subjects.

In the United States, a university may offer a student who studies a social sciences field a Bachelor of Arts degree, particularly if the field is within one of the traditional liberal arts such as history, or a BSc: Bachelor of Science degree such as those given by the London School of Economics, as the social sciences constitute one of the two main branches of science (the other being the natural sciences). In addition, some institutions have degrees for a particular social science, such as the Bachelor of Economics degree, though such specialized degrees are relatively rare in the United States.

See also

;General:society, culture, structure and agency, humanities (human science) ;Methods: historical method, empiricism, Representation theory, scientific method, Statistical hypothesis testing, Regression, Correlation ;Areas: political sciences, natural sciences, behavioral sciences, Geographic information science ;History : history of science, history of technology ;Lists: fields of science, list of major social sciences, list of academic disciplines ;People: Max Weber, Karl Marx, Herbert Spencer, Sir John Lubbock, Alfred Schutz ;Other: behaviour, labelling, game theory, "periodic table of human sciences" (Tinbergen's four questions), ethology and ethnology, social action, philosophy of social sciences ;Fields:

Further reading

;Wikibooks

Wikibooks: Introduction to sociology

;General sources

Roger E. Backhouse and Philippe Fontaine, eds. (2010) ''The History of the Social Sciences Since 1945'' (Cambridge University Press) 256 pages; covers the conceptual, institutional, and wider histories of economics, political science, sociology, social anthropology, psychology, and human geography.

Hargittai, E. (2009). Research Confidential: Solutions to Problems Most Social Scientists Pretend They Never Have. Ann Arbor: University of Michigan Press.

Hunt, E. F., & Colander, D. C. (2008). Social science: An introduction to the study of society. Boston: Peason/Allyn and Bacon.

Gorton, W. A. (2006). Karl Popper and the social sciences. SUNY series in the philosophy of the social sciences. Albany: State University of New York Press.

Galavotti, M. C. (2003). Observation and experiment in the natural and social sciences. Boston studies in the philosophy of science, v. 232. Dordrecht: Kluwer Academic.

Trigg, R. (2001). Understanding social science: A philosophical introduction to the social sciences. Malden, Mass: Blackwell Publishers.

Shionoya, Y. (1997). Schumpeter and the idea of social science: A metatheoretical study. Historical perspectives on modern economics. Cambridge: Cambridge University Press.

Delanty, G. (1997). Social science: Beyond constructivism and realism. Minneapolis: Univ. of Minnesota Press.

Singleton, Royce, A., Straits, Bruce C. (1988). "Approaches to Social Research", Oxford University Press. ISBN 0-19-514794-4

Rule, J. B. (1997). Theory and progress in social science. Cambridge: Cambridge University Press.

Thomas, D. (1979). Naturalism and social science: a post-empiricist philosophy of social science. CUP Archive. ISBN 0-521-29660-9, 9780521296601.

Carey, H. C., & McKean, K. (1883). Manual of social science; Being a condensation of the "Principles of social science" of H.C. Carey. Philadelphia: Baird.

Harris, F. R. (1973). Social science and national policy. New Brunswick, N.J.: Transaction Books; distributed by Dutton.

Krimerman, L. I. (1969). The nature and scope of social science; A critical anthology. New York: Appleton-Century-Crofts.

Weber, M (1904). ''The Relations Of The Rural Community To Other Branches Of Social Science''. Congress of arts and science: Universal exposition, St. Louis, 1904. Houghton, Mifflin and company, 1906

;Academic resources

The ANNALS of the American Academy of Political and Social Science, ISSN: 1552-3349 (electronic) ISSN: 0002-7162 (paper), SAGE Publications

Efferson, C. & Richerson, P.J. (In press). A prolegomenon to nonlinear empiricism in the human behavioral sciences. ''Philosophy and Biology''. Full text

;Opponents and critics

Phil Hutchinson, Rupert Read and Wes Sharrock (2008). There's No Such Thing as a Social Science. ISBN 978-0-7546-4776-8

Sabia, D. R., & Wallulis, J. (1983). Changing social science: Critical theory and other critical perspectives. Albany: State University of New York Press.

References

;20th and 21st century sources

Flyvbjerg, B. (2001). Making social science matter: Why social inquiry fails and how it can succeed again. Oxford, UK: Cambridge University Press.

Neil J. Smelser and Paul B. Baltes (2001). International Encyclopedia of the Social & Behavioral Sciences, Amsterdam: Elsevier. (ed., available in limited preview at Google books.)

Byrne, D. S. (1998). Complexity theory and the social sciences: an introduction. Routledge. ISBN 0-415-16296-3

Kuper, A., & Kuper, J. (1985). The Social science encyclopedia. London: Routledge & Kegan Paul. (ed., a limited preview of the 1996 version is available.,.,)

Lave, C. A., & March, J. G. (1993). An introduction to models in the social sciences. Lanham, Md: University Press of America.

Perry, John and Erna Perry. ''Contemporary Society: An Introduction to Social Science'' (12th Edition, 2008), college textbook

Potter, D. (1988). Society and the social sciences An introduction. London: Routledge [u.a.].

David L. Sills and Robert K. Merton (1968). International Encyclopedia of the Social Sciences.

Seligman, Edwin R. A. and Alvin Johnson (1934). Encyclopedia of the Social Sciences.

Ward, L. F. (1924). Dynamic sociology ; or, Applied social science: As based upon statical sociology and the less complex sciences. New York: D. Appleton.

Leavitt, F. M., & Brown, E. (1920). Elementary social science. New York: Macmillan.

Bogardus, E. S. (1913). Introduction to the social sciences; A textbook outline. Los Angeles: Ralston Press.

Small, A. W. (1910). The meaning of social science. Chicago, Ill: The University of Chicago press.

;19th century sources

Andrews, S. P., & Andrews, S. P. (1888). The science of society. Boston, Mass: Sarah E. Holmes.

Denslow, V. B. (1882). Modern thinkers principally upon social science: What they think, and why. Chicago: Belford, Clarke &.

Harris, William Torrey (1879). Method of Study in Social Science: A Lecture Delivered Before the St. Louis Social Science Association, March 4, 1879. St. Louis: G.I. Jones and Co, 1879.

Hamilton, R. S. (1873). Present status of social science. A review, historical and critical, of the progress of thought in social philosophy. New York: H.L. Hinton.

Carey, H. C. (1867). Principles of social science. Philadelphia: J.B. Lippincott & Co. [etc.]. Volume I, Volume II, Volume III.

Calvert, G. H. (1856). Introduction to social science: A discourse in three parts. New York: Redfield.

;Footnotes

External links

Centre for Social Work Research

Family Therapy and Systemic Research Centre

History of Social Science

International Conference on Social Sciences

International Social Science Council

Introduction to Hutchinson et al., ''There's No Such Thing as a Social Science''

Intute: Social Sciences (UK)

Social Science Research Society

Social Science Virtual Library

Social Science Virtual Library: Canaktanweb (Turkish)

Social Sciences And Humanities

UC Berkeley Experimental Social Science Laboratory

The Dialectic of Social Science by Paul A. Baran

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Coordinates	27°50′″N48°25′″N
name	Charles Tilly
birth date	1929
birth place	Lombard, United States
death date	2008 (age 78)
nationality	American
fields	Social Science Sociology Political Science History
workplaces	University of Delaware Harvard University University of Toronto University of Michigan The New School Columbia University Institute for Social and Economic Research and Policy
alma mater	Harvard University (Ph.D.) University of Oxford
footnotes	}}

Charles Tilly (May 27, 1929 – April 29, 2008) was an American sociologist, political scientist, and historian who wrote on the relationship between politics and society. He was the Joseph L. Buttenwieser Professor of Social Science at Columbia University.

Personal life and education

Tilly was born on May 20, 1929, in Lombard, Illinois (near Chicago). He graduated from Harvard University with a Bachelor of Arts magna cum laude in 1950 and completed Doctor of Philosophy in Sociology in 1958.

Charles Tilly died on April 29, 2008 from lymphoma. As he was fading in the hospital, he got one characteristic sentence out to early student Barry Wellman: "It's a complex situation." In his obituary, Columbia University president Lee C. Bollinger stated that Tilly "literally wrote the book on the contentious dynamics and the ethnographic foundations of political history".

Academic career

Charles Tilly taught at the University of Delaware, Harvard University, the University of Toronto, the University of Michigan, The New School, and Columbia University. At Columbia, he was the Joseph L. Buttenwieser Professor of Social Science. Over the course of his career, Tilly wrote more than 600 articles and 51 books and monographs..

Academic work

Tilly's academic work covered multiple topics in the social sciences and influenced scholarship in disciplines outside of sociology, including history and political science. He is considered a major figure in the development of historical sociology, the early use of quantitative methods in historical analysis, the methodology of event cataloguing, the turn towards relational and social-network modes of inquiry, the development of process- and mechanism-based analysis, as well as the study of: contentious politics, social movements, the history of labor, state formation, revolutions, democratization, inequality, and urban sociology.

State Formation

Examining political, social, and technological change in Europe from the Middle Ages to the present, Tilly attempted to explain the unprecedented success of the nation-state as the dominant polity on Earth. According to his theory, military innovation in pre-modern Europe (especially gunpowder and mass armies) made war extremely expensive. As a result, only states with a sufficient amount of capital and a large population could afford paying for their security and ultimately survive in the hostile environment. Institutions of the modern state (such as taxes) were created to allow war-making.

Contentious Politics

In opposition to individualistic, dispositional analyses of contentious politics, Tilly's work emphasizes how dynamics of social protest are tied to their political, social and economic context. Where previous studies of collective violence had argued their atypical nature, Tilly amassed a battery of evidence to show that they typically arise from the organization of normally non-violent political contentions.

Tilly's work has had considerable influence on the study of social movements. Ironically, Charles Tilly was initially reluctant to tackle social movements. “I avoided writing about social movements for about twenty years because I felt that the term had become swollen and imprecise,” he said in a 2007 interview. “The phenomenon of the social movement looked to me like a historically specific form of politics parallel to the electoral campaign and the collective seizure of food, not a universal category of human action.”

The notion of locating the birth of the social movement in a specific time and place occurred to Tilly while he was writing his pathbreaking work on the transformation of British popular politics, ''Popular Contention in Great Britain, 1758-1834''. In the process of collating and analyzing the 8,088 contentious gatherings (CGs) that form the basis of the book, Tilly noticed that one momentous change in how ordinary people made collective claims on public authorities turned out to be the invention of what we now call the social movement. “I couldn’t help seeing that in Britain, at least, social movements didn’t exist in the mid-18th century but had become a dominant form of popular politics by the 1830s. That started me writing about the history of social movements, first in Western Europe, then finally across the world as a whole.”

Instead of defining all forms of social protest as social movements, Tilly uses a narrower definition. Conceptually, he argues that social movements share some elements with other forms of political contention such as coups, electoral campaigns, strikes, revolutions, and interest-group politics, but have their own distinct characteristics. He argues that the social movement developed in the West after 1750 and spread throughout the world through colonialism, trade and migration. Local populations are more likely to experiment with the social movement with democratization, and when successful, are more likely to incorporate it into their political struggles.

Tilly argues that social movements combine:

1. A sustained, organized public effort making collective claims on target audiences: let us call it a ''campaign''; 2. Employment of combinations from among the following forms of political action: creation of special purpose associations and coalitions, public meetings, solemn processions, vigils, rallies, demonstrations, petition drives, statements to and in public media, and pamphleteering; call the variable ensemble of performances the ''social-movement repertoire''. and 3. Participants' concerted public representations of worthiness, unity, numbers and commitment (WUNC) on the part of themselves and/or their constituencies: call them ''WUNC displays''.

A campaign always links at least three parties: a group of claimants, some object(s) of claims, and a public of some kind. Social movement repertoires are the context-specific, standard operating procedures of social movements, such as: public meetings, solemn processions, vigils, rallies, special-purpose associations and coalitions, demonstrations, petition drives, and pamphleteering. As for WUNC displays, Tilly writes, “The term WUNC sounds odd, but it represents something quite familiar.” Social movements’ displays of worthiness may include sober demeanor and the presence of clergy and mothers with children; unity is signaled by matching banners, singing and chanting; numbers are broadcast via signatures on petitions and filling streets; and commitment is advertised by braving bad weather, ostentatious sacrifice, and/or visible participation by the old and handicapped. WUNC matters because it conveys crucial political messages to a social movement’s targets and the relevant public.

Tilly distinguishes between three sorts of claims advanced by social movements:

1. ''Identity'' claims declare that “we”—the claimants—constitute a unified force to be reckoned with. Such claims commonly include a name for “us,” such as “Cherokees,” “Diamond Cutters,” or “Citizens United against X.” 2. ''Standing'' claims assert ties and similarities to other political actors, for example as excluded minorities, established traders, properly constituted citizens' groups, or loyal supporters of the regime. 3. ''Program'' claims involve stated support for or opposition to actual or proposed actions by the objects of movement claims. The relative salience of identity, standing, and program claims varies significantly among social movements, among claimants within movements, and among phases of movements.

Tilly locates the origin of social movement repertoires in the national regime within which they operate. Defining regimes as the degree of governmental capacity and democracy within a given polity, Tilly argues that contentious repertoires are shaped by regimes in three ways: regimes control claim-making repertoires—determining zones of prescribed, tolerated, and forbidden repertoires; regimes constitute potential claimants and potential objects of claims; and regimes produce streams of issues, events, and governmental actions around which social movements rise and fall.

Tilly also argues that there exists a complex relationship between social movements and democratization. Democratization promotes the formation of social movements, but by no means do all social movements advocate or promote democracy. The distinction is crucial. Tilly cautioned against the illusion that social movements themselves promote democracy by analytically separating movement claims from movement consequences. A pro-democracy movement may lead to anti-democratic consequences, he argued; an example would be anarchists ultimately promoting the fragmentation of democracy-seeking coalitions. Conversely, an anti-democracy movement may promote democratic outcomes by stimulating democratic counter-action by other citizens or self-serving countermeasures by public officials; an example would be unsuccessful anti-immigrant movements.

However, democratization always promotes the formation of social movements because each of its elements contributes to social movement activity. Democratization’s formation of more regular and categorical relations between governments and subjects renders the making of rights-based claims feasible, visible, and attractive. The broadening of rights and obligations within public politics promotes participation in campaigns, social movement performances, and WUNC displays. The equalization of rights and obligations within public politics strengthens cross-category coalitions and the assertion of new identities. And increases in binding consultation of subjects with regard to government policy hold out the prospect of movements acquiring some say in governmental decision making.

In sum, social movements thrive on the secure rights of assembly, association, and collective voice granted by democracy.

Urban Sociology

In the 1960s and 1970s, Tilly also studied migration to cities, and was an influential theorist about urban phenomena and treating communities as social networks. In 1968 Tilly presented his report on European collective violence to U.S. 1968 Kerner Commission, a body formed under the Johnson administration to assess urban unrest amidst the Civil Rights movement. As informed by his studies of contentious politics in 19th century Europe, and the present violence in the U.S., his interest in cities and communities became closely linked with his passion for the study of both social movements and collective violence..

Honours

Tilly received several awards including the Common Wealth Award in sociology in 1982, the Amalfi Prize for Sociology and Social Sciences in 1994, the Eastern Sociological Society's Merit Award for Distinguished Scholarship in 1996, the American Sociological Association's Career of Distinguished Scholarship Award in 2005, the International Political Science Association's Karl Deutsch Award in Comparative Politics in 2006, the Phi Beta Kappa Sidney Hook Memorial Award in 2006 and the Social Science Research Council's Albert O. Hirschman Award in 2008. He also received honorary doctorates from Erasmus University of Rotterdam in 1983, the Institut d'Etudes Politiques of University of Paris in 1993, the University of Toronto in 1995, the University of Strasbourg in 1996, the University of Geneva in 1999, the University of Crete in 2002, the University of Quebec at Montreal in 2004 and the University of Michigan in 2007. In 2001, Columbia’s sociology graduate students named Tilly the Professor of the Year.

Partial bibliography

:''See also Tilly's home page:

''The Vendée: A Sociological Analysis of the Counter- revolution of 1793.'' (1964)

"Clio and Minerva." Pp. 433–66 in ''Theoretical Sociology'', edited by John McKinney and Edward Tiryakian. (1970)

"Collective Violence in European Perspective." Pp. 4–45 in ''Violence in America,'' edited by Hugh Graham and Tedd Gurr. (1969)

"Do Communities Act?" Sociological Inquiry 43: 209-40. (1973)

''An Urban World.'' (ed.) (1974).

''The Formation of National States in Western Europe'' (ed.) (1975)

''From Mobilization to Revolution'' (1978)

''As Sociology Meets History'' (1981)

''Big Structures, Large Processes, Huge Comparisons'' (1984)

''The Contentious French'' (1986)

''Coercion, Capital, and European States, AD 990-1990'' (1990)

''Coercion, Capital, and European States, AD 990-1992'' (1992)

''European Revolutions, 1492–1992'' (1993)

''Cities and the Rise of States in Europe, A.D. 1000 to 1800'' (1994)

''Popular Contention in Great Britain, 1758-1834'' (1995)

''Roads from Past to Future'' (1997)

''Work Under Capitalism'' (with Chris Tilly, 1998)

''Durable Inequality'' (1998)

''Transforming Post-Communist Political Economies'' (1998)

''Dynamics of Contention'' (with Doug McAdam and Sidney Tarrow) (2001)

''The Politics of Collective Violence'' (2003)

''Contention & Democracy in Europe, 1650-2000'' (2004)

''Social Movements, 1768-2004'' (2004)

''From Contentions to Democracy'' (2005)

''Identities, Boundaries, and Social Ties'' (2005)

''Trust and Rule'' (2005)

''Why?'' (2006)

''Oxford Handbook of Contextual Political Analysis'' (2006)

''Contentious Politics'' (with Sidney Tarrow) (2006)

''Regimes and Repertoires'' (2006)

''Democracy'' (2007)

''Credit and Blame'' (2008)

''Contentious Performances'' (2008)

''Social Movements, 1768–2008, 2nd edition'' (with Lesley Wood, 2009)

References

External links

Annotated Links to Charles Tilly Resources

Tributes to Charles Tilly written by his colleagues

Albert O. Hirschman Prize (2008)

Hirschman Prize Ceremony Speeches and Memorial Conference Papers

Charles Tilly and Louise Tilly Fund for Social Science History

Newspaper Obituaries to Charles Tilly

Interactive Version of "Memorials to Credit & Blame" (2008)

Tilly’s Writings on Methodology

'Mechanisms in Political Processes', 2000 article, PDF online

'War Making and State Making as Organized Crime, In ''Bringing the State Back In'', edited by Peter Evans, et al., 169–87. Cambridge, UK: Cambridge University Press, 1985, PDF Online

Charles Tilly's Change Theory

Ideas The ideas interview: Charles Tilly, in The Guardian

Violence, Terror, and Politics as Usual, Boston Review

Predictions: a series of three emails written by Professor Tilly in the week following September 11

Social Scientist Charles Tilly Joins Columbia Faculty, Columbia Press Release

"How I Work" by Charles Tilly

video interview with Chuck Tilly on his work

Category:American sociologists Category:American political scientists Category:Revolution theorists Category:Columbia University faculty Category:The New School faculty Category:People from Elmhurst, Illinois Category:Alumni of the University of Oxford Category:Harvard University alumni Category:Harvard University faculty Category:University of Delaware faculty Category:University of Michigan faculty Category:University of Toronto faculty Category:1929 births Category:2008 deaths Category:Scholars of nationalism

de:Charles Tilly es:Charles Tilly fr:Charles Tilly it:Charles Tilly nl:Charles Tilly ja:チャールズ・ティリー no:Charles Tilly pl:Charles Tilly ru:Тилли, Чарльз zh:查爾斯·堤利

Coordinates	27°50′″N48°25′″N
Region	Western philosophy
Era	20th / 21st-century philosophy
Color	#B0C4DE
Name	Noam Chomsky
Other names	Avram Noam Chomsky
Birth date	December 07, 1928
Birth place	Philadelphia, Pennsylvania
Alma mater	University of Pennsylvania (BA 1949, MA 1951, PhD 1955)
School tradition	Generative linguistics, Analytic philosophy
Main interests	Linguistics PsychologyPhilosophy of languagePhilosophy of mind Politics Ethics
Alma mater	University of Pennsylvania
Religion	Atheist
Notable ideas	Generative grammar, universal grammar, transformational grammar, government and binding, X-bar theory, Chomsky hierarchy, context-free grammar, principles and parameters, Minimalist program, language acquisition device, poverty of the stimulus, Chomsky–Schützenberger theorem, Chomsky Normal Form, propaganda model
Influences	Dwight Macdonald, Pāṇini, Bertrand Russell, Ludwig Wittgenstein, John Dewey, Mikhail Bakunin, Karl Marx, Wilhelm von Humboldt, Adam Smith, Zellig Harris, Rudolf Rocker, Immanuel Kant, René Descartes, George Orwell, C. West Churchman, Alan Turing, W. V. O. Quine
Influenced	Niall McLaren, Colin McGinn, Edward Said, Christopher Hitchens, Steven Pinker, Peter Ludlow, Tanya Reinhart, Morris Halle, Gilbert Harman, Jerry Fodor, Howard Lasnik, Robert Fisk, Neil Smith, Ray Jackendoff, Norbert Hornstein, Jean Bricmont, Marc Hauser, Norman Finkelstein, Robert Lees, Hugo Chavez, Mark Baker, Julian Boyd, Ray C. Dougherty, Derek Bickerton, Amy Goodman, Michael Albert }}

Avram Noam Chomsky (; born December 7, 1928) is an American linguist, philosopher, cognitive scientist, historian, and activist. He is an Institute Professor and Professor (Emeritus) in the Department of Linguistics & Philosophy at MIT, where he has worked for over 50 years. Chomsky has been described as the "father of modern linguistics" and a major figure of analytic philosophy. His work has influenced fields such as computer science, mathematics, and psychology.

Chomsky is credited as the creator or co-creator of the Chomsky hierarchy, the universal grammar theory, and the Chomsky–Schützenberger theorem.

Ideologically identifying with anarchism and libertarian socialism, Chomsky is known for his critiques of U.S. foreign policy and contemporary capitalism, and he has been described as a prominent cultural figure. His media criticism has included ''Manufacturing Consent: The Political Economy of the Mass Media'' (1988), co-written with Edward S. Herman, an analysis articulating the propaganda model theory for examining the media.

According to the Arts and Humanities Citation Index in 1992, Chomsky was cited as a source more often than any other living scholar from 1980 to 1992, and was the eighth most cited source overall. Chomsky is the author of over 100 books.

Life and career

Chomsky was born on the morning of December 7, 1928, to Jewish parents in the affluent East Oak Lane neighborhood of Philadelphia, Pennsylvania, the son of noted professor of Hebrew at Gratz College and IWW (Industrial Workers of the World) member William Chomsky (1896–1977), a native of Ukraine. His mother, Elsie Chomsky (née Simonofsky)—a native of what is present-day Belarus—grew up in the United States and, unlike her husband, spoke "ordinary New York English". Chomsky's parents' first language was Yiddish, but Chomsky said it was "taboo" in his family to speak it. Although Chomsky's mother was part of the radical activism in the 1930s, he was influenced largely by his uncle who, having never passed 4th grade, owned a newsstand that acted as an "intellectual center [where] professors of this and that argu[ed] all night". Chomsky was influenced also by being a part of a Hebrew-based, Zionist organization, as well as by hanging around anarchist bookstores.

He describes his family as living in a sort of "Jewish ghetto", split into a "Yiddish side" and "Hebrew side", with his family aligning with the latter and bringing him up "immersed in Hebrew culture and literature", though he means more a "cultural ghetto than a physical one". Chomsky also describes tensions he experienced with Irish Catholics and German Catholics and anti-semitism in the mid-1930s. He recalls "beer parties" celebrating the fall of Paris to the Nazis. In a discussion of the irony of his staying in the 1980s in a Jesuit House in Central America, Chomsky explained that during his childhood, "We were the only Jewish family around. I grew up with a visceral fear of Catholics. They're the people who beat you up on your way to school. So I knew when they came out of that building down the street, which was the Jesuit school, they were raving anti-Semites. So childhood memories took a long time to overcome."

Chomsky remembers the first article he wrote was at age 10 while a student at Oak Lane Country Day School about the threat of the spread of fascism, following the fall of Barcelona in the Spanish Civil War. From the age of 12 or 13, he identified more fully with anarchist politics.

A graduate of Central High School of Philadelphia, Chomsky began studying philosophy and linguistics at the University of Pennsylvania in 1945, taking classes with philosophers such as C. West Churchman and Nelson Goodman and linguist Zellig Harris. Harris's teaching included his discovery of transformations as a mathematical analysis of language structure (mappings from one subset to another in the set of sentences). Chomsky referred to the morphophonemic rules in his 1951 master's thesis—''The Morphophonemics of Modern Hebrew''—as transformations in the sense of Carnap's 1938 notion of rules of transformation (vs. rules of formation), and subsequently reinterpreted the notion of grammatical transformations in a very different way from Harris, as operations on the productions of a context-free grammar (derived from Post production systems). Harris's political views were instrumental in shaping those of Chomsky. Chomsky earned a BA in 1949 and an MA in 1951.

In 1949, he married linguist Carol Schatz. They remained married for 59 years until her death from cancer in December 2008. The couple had two daughters, Aviva (b. 1957) and Diane (b. 1960), and a son, Harry (b. 1967). With his wife Carol, Chomsky spent time in 1953 living in HaZore'a, a kibbutz in Israel. Asked in an interview whether the stay was "a disappointment" Chomsky replied, "No, I loved it"; however, he "couldn't stand the ideological atmosphere" and "fervent nationalism" in the early 1950s at the kibbutz, with Stalin being defended by many of the left-leaning kibbutz members who chose to paint a rosy image of future possibilities and contemporary realities in the USSR. Chomsky notes seeing many positive elements in the commune-like living of the kibbutz, in which parents and children lived together in separate houses, and when asked whether there were "lessons that we have learned from the history of the kibbutz", responded, that in "some respects, the kibbutzim came closer to the anarchist ideal than any other attempt that lasted for more than a very brief moment before destruction, or that was on anything like a similar scale. In these respects, I think they were extremely attractive and successful; apart from personal accident, I probably would have lived there myself – for how long, it's hard to guess."

Chomsky received his PhD in linguistics from the University of Pennsylvania in 1955. He conducted part of his doctoral research during four years at Harvard University as a Harvard Junior Fellow. In his doctoral thesis, he began to develop some of his linguistic ideas, elaborating on them in his 1957 book ''Syntactic Structures'', one of his best-known works in linguistics.

Chomsky joined the staff of MIT in 1955 and in 1961 was appointed full professor in the Department of Modern Languages and Linguistics (now the Department of Linguistics and Philosophy). From 1966 to 1976 he held the Ferrari P. Ward Professorship of Modern Languages and Linguistics, and in 1976 he was appointed Institute Professor. As of 2010, Chomsky has taught at MIT continuously for 55 years.

In February 1967, Chomsky became one of the leading opponents of the Vietnam War with the publication of his essay, "The Responsibility of Intellectuals", in ''The New York Review of Books''. This was followed by his 1969 book, ''American Power and the New Mandarins,'' a collection of essays that established him at the forefront of American dissent. His far-reaching criticisms of U.S. foreign policy and the legitimacy of U.S. power have raised controversy he is frequently sought out for his views by publications and news outlets internationally. In 1977 he delivered the Huizinga Lecture in Leiden, the Netherlands, under the title: ''Intellectuals and the State''.

Chomsky has received death threats because of his criticisms of U.S. foreign policy. He was also on a list of planned targets created by Theodore Kaczynski, better known as the Unabomber; during the period that Kaczynski was at large, Chomsky had all of his mail checked for explosives. He states that he often receives undercover police protection, in particular while on the MIT campus, although he does not agree with the police protection.

Chomsky resides in Lexington, Massachusetts, and travels often, giving lectures on politics.

Contributions to linguistics

Chomskyan linguistics, beginning with his ''Syntactic Structures'', a distillation of his '' Logical Structure of Linguistic Theory'' (1955, 75), challenges structural linguistics and introduces transformational grammar. This approach takes utterances (sequences of words) to have a syntax characterized by a formal grammar; in particular, a context-free grammar extended with transformational rules.

Perhaps his most influential and time-tested contribution to the field, is the claim that modeling knowledge of language using a formal grammar accounts for the "productivity" or "creativity" of language. In other words, a formal grammar of a language can explain the ability of a hearer-speaker to produce and interpret an infinite number of utterances, including novel ones, with a limited set of grammatical rules and a finite set of terms. He has always acknowledged his debt to Pāṇini for his modern notion of an explicit generative grammar although it is also related to rationalist ideas of a priori knowledge.

It is a popular misconception that Chomsky proved that language is entirely innate and discovered a "universal grammar" (UG). In fact, Chomsky simply observed that while a human baby and a kitten are both capable of inductive reasoning, if they are exposed to exactly the same linguistic data, the human child will always acquire the ability to understand and produce language, while the kitten will never acquire either ability. Chomsky labeled whatever the relevant capacity the human has which the cat lacks the "language acquisition device" (LAD) and suggested that one of the tasks for linguistics should be to figure out what the LAD is and what constraints it puts on the range of possible human languages. The universal features that would result from these constraints are often termed "universal grammar" or UG.

The Principles and Parameters approach (P&P;)—developed in his Pisa 1979 Lectures, later published as ''Lectures on Government and Binding'' (LGB)—makes strong claims regarding universal grammar: that the grammatical principles underlying languages are innate and fixed, and the differences among the world's languages can be characterized in terms of parameter settings in the brain (such as the pro-drop parameter, which indicates whether an explicit subject is always required, as in English, or can be optionally dropped, as in Spanish), which are often likened to switches. (Hence the term principles and parameters, often given to this approach.) In this view, a child learning a language need only acquire the necessary lexical items (words, grammatical morphemes, and idioms), and determine the appropriate parameter settings, which can be done based on a few key examples.

Proponents of this view argue that the pace at which children learn languages is inexplicably rapid, unless children have an innate ability to learn languages. The similar steps followed by children all across the world when learning languages, and the fact that children make certain characteristic errors as they learn their first language, whereas other seemingly logical kinds of errors never occur (and, according to Chomsky, should be attested if a purely general, rather than language-specific, learning mechanism were being employed), are also pointed to as motivation for innateness.

More recently, in his Minimalist Program (1995), while retaining the core concept of "principles and parameters," Chomsky attempts a major overhaul of the linguistic machinery involved in the LGB model, stripping from it all but the barest necessary elements, while advocating a general approach to the architecture of the human language faculty that emphasizes principles of economy and optimal design, reverting to a derivational approach to generation, in contrast with the largely representational approach of classic P&P.;

Chomsky's ideas have had a strong influence on researchers of the language acquisition in children, though many researchers in this area such as Elizabeth Bates and Michael Tomasello argue very strongly against Chomsky's theories, and instead advocate emergentist or connectionist theories, explaining language with a number of general processing mechanisms in the brain that interact with the extensive and complex social environment in which language is used and learned.

His best-known work in phonology is ''The Sound Pattern of English'' (1968), written with Morris Halle (and often known as simply ''SPE''). This work has had a great significance for the development in the field. While phonological theory has since moved beyond "SPE phonology" in many important respects, the SPE system is considered the precursor of some of the most influential phonological theories today, including autosegmental phonology, lexical phonology and optimality theory. Chomsky no longer publishes on phonology.

Generative grammar

The Chomskyan approach towards syntax, often termed generative grammar, studies grammar as a body of knowledge possessed by language users. Since the 1960s, Chomsky has maintained that much of this knowledge is innate, implying that children need only learn certain parochial features of their native languages. The innate body of linguistic knowledge is often termed universal grammar. From Chomsky's perspective, the strongest evidence for the existence of Universal Grammar is simply the fact that children successfully acquire their native languages in so little time. Furthermore, he argues that there is an enormous gap between the linguistic stimuli to which children are exposed and the rich linguistic knowledge they attain (the "poverty of the stimulus" argument). The knowledge of Universal Grammar would serve to bridge that gap.

Chomsky's theories have been immensely influential within linguistics, but they have also received criticism. One recurring criticism of the Chomskyan variety of generative grammar is that it is Anglocentric and Eurocentric, and that often linguists working in this tradition have a tendency to base claims about Universal Grammar on a very small sample of languages, sometimes just one. Initially, the Eurocentrism was exhibited in an overemphasis on the study of English. However, hundreds of different languages have now received at least some attention within Chomskyan linguistic analyses. In spite of the diversity of languages that have been characterized by UG derivations, critics continue to argue that the formalisms within Chomskyan linguistics are Anglocentric and misrepresent the properties of languages that are different from English. Thus, Chomsky's approach has been criticized as a form of linguistic imperialism. In addition, Chomskyan linguists rely heavily on the intuitions of native speakers regarding which sentences of their languages are well-formed. This practice has been criticized on general methodological grounds. Some psychologists and psycholinguists, though sympathetic to Chomsky's overall program, have argued that Chomskyan linguists pay insufficient attention to experimental data from language processing, with the consequence that their theories are not psychologically plausible. Other critics (see language learning) have questioned whether it is necessary to posit Universal Grammar to explain child language acquisition, arguing that domain-general learning mechanisms are sufficient.

Today there are many different branches of generative grammar; one can view grammatical frameworks such as head-driven phrase structure grammar, lexical functional grammar and combinatory categorial grammar as broadly Chomskyan and generative in orientation, but with significant differences in execution.

Chomsky hierarchy

Chomsky is famous for investigating various kinds of formal languages and whether or not they might be capable of capturing key properties of human language. His Chomsky hierarchy partitions formal grammars into classes, or groups, with increasing expressive power, i.e., each successive class can generate a broader set of formal languages than the one before. Interestingly, Chomsky argues that modeling some aspects of human language requires a more complex formal grammar (as measured by the Chomsky hierarchy) than modeling others. For example, while a regular language is powerful enough to model English morphology, it is not powerful enough to model English syntax. In addition to being relevant in linguistics, the Chomsky hierarchy has also become important in computer science (especially in compiler construction and automata theory). Indeed, there is an equivalence between the Chomsky language hierarchy and the different kinds of automata. Thus theorems about languages are often dealt with as either languages (grammars) or automata.

An alternate method of dealing with languages is based upon Formal Power series. Formal Power series as well as the relationship between languages and semi-groups continued to occupy M. P. Schützenberger at the Sorbonne. Formal Power Series are similar to the Taylor Series one encounters in a course on Calculus, and is especially useful for languages where words (terminal symbols) are commutative.

Contributions to psychology

Chomsky's work in linguistics has had profound implications for modern psychology. For Chomsky, linguistics is a branch of cognitive psychology; genuine insights in linguistics imply concomitant understandings of aspects of mental processing and human nature. His theory of a universal grammar was seen by many as a direct challenge to the established behaviorist theories of the time and had major consequences for understanding how children learn language and what, exactly, the ability to use language is.

In 1959, Chomsky published an influential critique of B.F. Skinner's ''Verbal Behavior'', a book in which Skinner offered a theoretical account of language in functional, behavioral terms. He defined "Verbal Behavior" as learned behavior that has characteristic consequences delivered through the learned behavior of others. This makes for a view of communicative behaviors much larger than that usually addressed by linguists. Skinner's approach focused on the circumstances in which language was used; for example, asking for water was functionally a different response than labeling something as water, responding to someone asking for water, etc. These functionally different kinds of responses, which required in turn separate explanations, sharply contrasted both with traditional notions of language and Chomsky's psycholinguistic approach. Chomsky thought that a functionalist explanation restricting itself to questions of communicative performance ignored important questions. (Chomsky—Language and Mind, 1968). He focused on questions concerning the operation and development of innate structures for syntax capable of creatively organizing, cohering, adapting and combining words and phrases into intelligible utterances.

In the review Chomsky emphasized that the scientific application of behavioral principles from animal research is severely lacking in explanatory adequacy and is furthermore particularly superficial as an account of human verbal behavior because a theory restricting itself to external conditions, to "what is learned," cannot adequately account for generative grammar. Chomsky raised the examples of rapid language acquisition of children, including their quickly developing ability to form grammatical sentences, and the universally creative language use of competent native speakers to highlight the ways in which Skinner's view exemplified under-determination of theory by evidence. He argued that to understand human verbal behavior such as the creative aspects of language use and language development, one must first postulate a genetic linguistic endowment. The assumption that important aspects of language are the product of universal innate ability runs counter to Skinner's radical behaviorism.

Chomsky's 1959 review has drawn fire from a number of critics, the most famous criticism being that of Kenneth MacCorquodale's 1970 paper ''On Chomsky’s Review of Skinner’s Verbal Behavior'' (''Journal of the Experimental Analysis of Behavior,'' volume 13, pages 83–99). MacCorquodale's argument was updated and expanded in important respects by Nathan Stemmer in a 1990 paper, ''Skinner's Verbal Behavior, Chomsky's review, and mentalism'' (''Journal of the Experimental Analysis of Behavior,'' volume 54, pages 307–319). These and similar critiques have raised certain points not generally acknowledged outside of behavioral psychology, such as the claim that Chomsky did not possess an adequate understanding of either behavioral psychology in general, or the differences between Skinner's behaviorism and other varieties. Consequently, it is argued that he made several serious errors. On account of these perceived problems, the critics maintain that the review failed to demonstrate what it has often been cited as doing. As such, it is averred that those most influenced by Chomsky's paper probably either already substantially agreed with Chomsky or never actually read it. The review has been further critiqued for misrepresenting the work of Skinner and others, including by quoting out of context. Chomsky has maintained that the review was directed at the way Skinner's variant of behavioral psychology "was being used in Quinean empiricism and naturalization of philosophy."

It has been claimed that Chomsky's critique of Skinner's methodology and basic assumptions paved the way for the "cognitive revolution", the shift in American psychology between the 1950s through the 1970s from being primarily behavioral to being primarily cognitive. In his 1966 ''Cartesian Linguistics'' and subsequent works, Chomsky laid out an explanation of human language faculties that has become the model for investigation in some areas of psychology. Much of the present conception of how the mind works draws directly from ideas that found their first persuasive author of modern times in Chomsky.

There are three key ideas. First is that the mind is "cognitive", or that the mind actually contains mental states, beliefs, doubts, and so on. Second, he argued that most of the important properties of language and mind are innate. The acquisition and development of a language is a result of the unfolding of innate propensities triggered by the experiential input of the external environment. The link between human innate aptitude to language and heredity has been at the core of the debate opposing Noam Chomsky to Jean Piaget at the Abbaye de Royaumont in 1975 (''Language and Learning. The Debate between Jean Piaget and Noam Chomsky,'' Harvard University Press, 1980). Although links between the genetic setup of humans and aptitude to language have been suggested at that time and in later discussions, we are still far from understanding the genetic bases of human language. Work derived from the model of selective stabilization of synapses set up by Jean-Pierre Changeux, Philippe Courrège and Antoine Danchin, and more recently developed experimentally and theoretically by Jacques Mehler and Stanislas Dehaene in particular in the domain of numerical cognition lend support to the Chomskyan "nativism". It does not, however, provide clues about the type of rules that would organize neuronal connections to permit language competence. Subsequent psychologists have extended this general "nativist" thesis beyond language. Lastly, Chomsky made the concept of "modularity" a critical feature of the mind's cognitive architecture. The mind is composed of an array of interacting, specialized subsystems with limited flows of inter-communication. This model contrasts sharply with the old idea that any piece of information in the mind could be accessed by any other cognitive process (optical illusions, for example, cannot be "turned off" even when they are known to be illusions).

Approach to science

Chomsky sees science as a straightforward search for explanation, and rejects the views of it as a catalog of facts or mechanical explanations. In this light, the majority of his contributions to science have been frameworks and hypotheses, rather than "discoveries."

As such, he considers certain so-called post-structuralist or postmodern critiques of logic and reason to be nonsensical:

I have spent a lot of my life working on questions such as these, using the only methods I know of; those condemned here as "science", "rationality," "logic," and so on. I therefore read the papers with some hope that they would help me "transcend" these limitations, or perhaps suggest an entirely different course. I'm afraid I was disappointed. Admittedly, that may be my own limitation. Quite regularly, "my eyes glaze over" when I read polysyllabic discourse on the themes of poststructuralism and postmodernism; what I understand is largely truism or error, but that is only a fraction of the total word count. True, there are lots of other things I don't understand: the articles in the current issues of math and physics journals, for example. But there is a difference. In the latter case, I know how to get to understand them, and have done so, in cases of particular interest to me; and I also know that people in these fields can explain the contents to me at my level, so that I can gain what (partial) understanding I may want. In contrast, no one seems to be able to explain to me why the latest post-this-and-that is (for the most part) other than truism, error, or gibberish, and I do not know how to proceed.

Although Chomsky believes that a scientific background is important to teach proper reasoning, he holds that science in general is "inadequate" to understand complicated problems like human affairs:

Science talks about very simple things, and asks hard questions about them. As soon as things become too complex, science can’t deal with them... But it’s a complicated matter: Science studies what’s at the edge of understanding, and what’s at the edge of understanding is usually fairly simple. And it rarely reaches human affairs. Human affairs are way too complicated.

Debates

Chomsky has been known to vigorously defend and debate his views and opinions, in philosophy, linguistics, and politics. He has had notable debates with Jean Piaget, Michel Foucault, William F. Buckley, Jr., Christopher Hitchens, George Lakoff, Richard Perle, Hilary Putnam, Willard Quine, and Alan Dershowitz, to name a few. In response to his speaking style being criticized as boring, Chomsky said that "I'm a boring speaker and I like it that way.... I doubt that people are attracted to whatever the persona is.... People are interested in the issues, and they're interested in the issues because they are important." "We don't want to be swayed by superficial eloquence, by emotion and so on."

Political views

Chomsky has stated that his "personal visions are fairly traditional anarchist ones, with origins in the Enlightenment and classical liberalism" and he has praised libertarian socialism. Although Chomsky tries to avoid the ambiguity of labels, his political views are often characterized in news accounts as "leftist" or "left-wing," and he has described himself as an anarcho-syndicalist. He is a member of the Campaign for Peace and Democracy and the Industrial Workers of the World international union. He published a book on anarchism titled ''Chomsky on Anarchism'', published by the anarchist book collective AK Press in 2006.

Chomsky has engaged in political activism all of his adult life and expressed opinions on politics and world events, which are widely cited, publicized and discussed. Chomsky has in turn argued that his views are those the powerful do not want to hear and for this reason he is considered an American political dissident.

Chomsky asserts that authority, unless justified, is inherently illegitimate and that the burden of proof is on those in authority. If this burden can't be met, the authority in question should be dismantled. Authority for its own sake is inherently unjustified. An example given by Chomsky of a legitimate authority is that exerted by an adult to prevent a young child from wandering into traffic. He contends that there is little moral difference between chattel slavery and renting one's self to an owner or "wage slavery". He feels that it is an attack on personal integrity that undermines individual freedom. He holds that workers should own and control their workplace, a view held (as he notes) by the Lowell Mill Girls.

Chomsky has strongly criticized the foreign policy of the United States. He claims double standards in a foreign policy preaching democracy and freedom for all while allying itself with non-democratic and repressive organizations and states such as Chile under Augusto Pinochet and argues that this results in massive human rights violations. He often argues that America's intervention in foreign nations, including the secret aid given to the Contras in Nicaragua, an event of which he has been very critical, fits any standard description of terrorism, including "official definitions in the US Code and Army Manuals in the early 1980s." Before its collapse, Chomsky also condemned Soviet imperialism; for example in 1986 during a question/answer following a lecture he gave at Universidad Centroamericana in Nicaragua, when challenged about how he could "talk about North American imperialism and Russian imperialism in the same breath," Chomsky responded: "One of the truths about the world is that there are two superpowers, one a huge power which happens to have its boot on your neck; another, a smaller power which happens to have its boot on other people's necks. I think that anyone in the Third World would be making a grave error if they succumbed to illusions about these matters."

Regarding the death of Osama bin Laden, Chomsky stated: "We might ask ourselves how we would be reacting if Iraqi commandos landed at George W. Bush's compound, assassinated him, and dumped his body in the Atlantic. Uncontroversially, his crimes vastly exceed bin Laden’s, and he is not a 'suspect' but uncontroversially the 'decider' who gave the orders to commit the 'supreme international crime differing only from other war crimes in that it contains within itself the accumulated evil of the whole' (quoting the Nuremberg Tribunal) for which Nazi criminals were hanged: the hundreds of thousands of deaths, millions of refugees, destruction of much of the country, [and] the bitter sectarian conflict that has now spread to the rest of the region."

He has argued that the mass media in the United States largely serve as a "bought priesthood" of the U.S. government and U.S.-based corporations, with the three intertwined through common interests. In a famous reference to Walter Lippmann, Chomsky along with his coauthor Edward S. Herman has written that the American media manufactures consent among the public. Chomsky has condemned the 2010 US Supreme Court ''Citizens United'' ruling revoking the limits on campaign finance, calling it a "corporate takeover of democracy."

Chomsky opposes the U.S. global "war on drugs", claiming its language is misleading, and refers to it as "the war on certain drugs." He favors drug policy reform, in education and prevention rather than military or police action as a means of reducing drug use. In an interview in 1999, Chomsky argued that, whereas crops such as tobacco receive no mention in governmental exposition, other non-profitable crops, such as marijuana are attacked because of the effect achieved by persecuting the poor. He has stated:

U.S. domestic drug policy does not carry out its stated goals, and policymakers are well aware of that. If it isn't about reducing substance abuse, what is it about? It is reasonably clear, both from current actions and the historical record, that substances tend to be criminalized when they are associated with the so-called dangerous classes, that the criminalization of certain substances is a technique of social control.

Chomsky is critical of the American "state capitalist" system and big business, he describes himself as a socialist, specifically an anarcho-syndicalist, and is critical of "authoritarian" communist branches of socialism. He also believes that socialist values exemplify the rational and morally consistent extension of original unreconstructed classical liberal and radical humanist ideas to an industrial context. He believes that society should be highly organized and based on democratic control of communities and work places. He believes that the radical humanist ideas of his two major influences, Bertrand Russell and John Dewey, were "rooted in the Enlightenment and classical liberalism, and retain their revolutionary character."

Chomsky has stated that he believes the United States remains the "greatest country in the world", a comment that he later clarified by saying, "Evaluating countries is senseless and I would never put things in those terms, but that some of America's advances, particularly in the area of free speech, that have been achieved by centuries of popular struggle, are to be admired." He has also said "In many respects, the United States is the freest country in the world. I don't just mean in terms of limits on state coercion, though that's true too, but also in terms of individual relations. The United States comes closer to classlessness in terms of interpersonal relations than virtually any society."

Chomsky objects to the criticism that anarchism is inconsistent with support for government welfare, stating in part:

One can, of course, take the position that we don't care about the problems people face today, and want to think about a possible tomorrow. OK, but then don't pretend to have any interest in human beings and their fate, and stay in the seminar room and intellectual coffee house with other privileged people. Or one can take a much more humane position: I want to work, today, to build a better society for tomorrow – the classical anarchist position, quite different from the slogans in the question. That's exactly right, and it leads directly to support for the people facing problems today: for enforcement of health and safety regulation, provision of national health insurance, support systems for people who need them, etc. That is not a sufficient condition for organizing for a different and better future, but it is a necessary condition. Anything else will receive the well-merited contempt of people who do not have the luxury to disregard the circumstances in which they live, and try to survive.

Chomsky holds views that can be summarized as anti-war but not strictly pacifist. He prominently opposed the Vietnam War and most other wars in his lifetime. He expressed these views with tax resistance and peace walks. In 1968, he signed the “Writers and Editors War Tax Protest” pledge, vowing to refuse tax payments in protest against the Vietnam War. He published a number of articles about the war in Vietnam, including "The Responsibility of Intellectuals". He maintains that U.S. involvement in World War II to defeat the Axis powers was probably justified, with the caveat that a preferable outcome would have been to end or prevent the war through earlier diplomacy. He believes that the dropping of nuclear bombs on Hiroshima and Nagasaki were "among the most unspeakable crimes in history".

Chomsky has made many criticisms of the Israeli government, its supporters, the United States' support of the government and its treatment of the Palestinian people, arguing that " 'supporters of Israel' are in reality supporters of its moral degeneration and probable ultimate destruction" and that "Israel's very clear choice of expansion over security may well lead to that consequence." Chomsky disagreed with the founding of Israel as a Jewish state, saying, "I don't think a Jewish or Christian or Islamic state is a proper concept. I would object to the United States as a Christian state." Chomsky hesitated before publishing work critical of Israeli policies while his parents were alive, because he "knew it would hurt them" he says, "mostly because of their friends, who reacted hysterically to views like those expressed in my work." On May 16, 2010, Israeli authorities detained Chomsky and ultimately refused his entry to the West Bank via Jordan. A spokesman for the Israeli Prime Minister indicated that the refusal of entry was simply due to a border guard who "overstepped his authority" and a second attempt to enter would likely be allowed. Chomsky disagreed, saying that the Interior Ministry official who interviewed him was taking instructions from his superiors. Chomsky maintained that based on the several hours of interviewing, he was denied entry because of the things he says and because he was visiting a university in the West Bank but no Israeli universities.

Chomsky has a broad view of free-speech rights, especially in the mass media, and opposes censorship. He has stated that "with regard to freedom of speech there are basically two positions: you defend it vigorously for views you hate, or you reject it and prefer Stalinist/fascist standards". With reference to the United States diplomatic cables leak, Chomsky suggested that "perhaps the most dramatic revelation ... is the bitter hatred of democracy that is revealed both by the U.S. Government -- Hillary Clinton, others -- and also by the diplomatic service." Chomsky refuses to take legal action against those who may have libeled him and prefers to counter libels through open letters in newspapers. One notable example of this approach is his response to an article by Emma Brockes in ''The Guardian'' which alleged he denied the existence of the Srebrenica massacre. Chomsky's complaint prompted The Guardian to publish an apologetic correction and to withdraw the article from the paper's website.

Chomsky has frequently stated that there is no connection between his work in linguistics and his political views and is generally critical of the idea that competent discussion of political topics requires expert knowledge in academic fields. In a 1969 interview, he said regarding the connection between his politics and his work in linguistics:

I still feel myself that there is a kind of tenuous connection. I would not want to overstate it but I think it means something to me at least. I think that anyone's political ideas or their ideas of social organization must be rooted ultimately in some concept of human nature and human needs.

Some critics have accused Chomsky of hypocrisy when, in spite of his political criticism of American and European military imperialism, early research at the institution (MIT) where he did his linguistic research had been substantially funded by the American military. Chomsky makes the argument that because he has received funding from the U.S. military, he has an even greater responsibility to criticize and resist its immoral actions.

He is also an outspoken advocate against the use of the death penalty and has spoken against the execution of Steven Woods.

I think the death penalty is a crime no matter what the circumstances, and it is particularly awful in the Steven Woods case. I strongly oppose the execution of Steven Woods on September 13, 2011.

Influence in other fields

''Chomskyan'' models have been used as a theoretical basis in several other fields. The Chomsky hierarchy is often taught in fundamental computer science courses as it confers insight into the various types of formal languages. This hierarchy can also be discussed in mathematical terms and has generated interest among mathematicians, particularly combinatorialists. Some arguments in evolutionary psychology are derived from his research results.

The 1984 Nobel Prize laureate in Medicine and Physiology, Niels K. Jerne, used Chomsky's generative model to explain the human immune system, equating "components of a generative grammar ... with various features of protein structures". The title of Jerne's Stockholm Nobel lecture was "The Generative Grammar of the Immune System".

Nim Chimpsky, a chimpanzee who was the subject of a study in animal language acquisition at Columbia University, was named after Chomsky in reference to his view of language acquisition as a uniquely human ability.

Famous computer scientist Donald Knuth admits to reading Syntactic Structures during his honeymoon and being greatly influenced by it. "...I must admit to taking a copy of Noam Chomsky's Syntactic Structures along with me on my honeymoon in 1961 ... Here was a marvelous thing: a mathematical theory of language in which I could use a computer programmer's intuition!".

Another focus of Chomsky's political work has been an analysis of mainstream mass media (especially in the United States), its structures and constraints, and its perceived role in supporting big business and government interests.

Edward S. Herman and Chomsky's book ''Manufacturing Consent: The Political Economy of the Mass Media'' (1988) explores this topic in depth, presenting their "propaganda model" of the news media with numerous detailed case studies demonstrating it. According to this propaganda model, more democratic societies like the U.S. use subtle, non-violent means of control, unlike totalitarian systems, where physical force can readily be used to coerce the general population. In an often-quoted remark, Chomsky states that "propaganda is to a democracy what the bludgeon is to a totalitarian state." (Media Control)

The model attempts to explain this perceived systemic bias of the mass media in terms of structural economic causes rather than a conspiracy of people. It argues the bias derives from five "filters" that all published news must "pass through," which combine to systematically distort news coverage.

In explaining the first filter, ownership, he notes that most major media outlets are owned by large corporations. The second, funding, notes that the outlets derive the majority of their funding from advertising, not readers. Thus, since they are profit-oriented businesses selling a product—readers and audiences—to other businesses (advertisers), the model expects them to publish news that reflects the desires and values of those businesses. In addition, the news media are dependent on government institutions and major businesses with strong biases as sources (the third filter) for much of their information. Flak, the fourth filter, refers to the various pressure groups that attack the media for supposed bias. Norms, the fifth filter, refer to the common conceptions shared by those in the profession of journalism. (Note: in the original text, published in 1988, the fifth filter was "anticommunism". However, with the fall of the Soviet Union, it has been broadened to allow for shifts in public opinion.) The model describes how the media form a decentralized and non-conspiratorial but nonetheless very powerful propaganda system, that is able to mobilize an elite consensus, frame public debate within elite perspectives and at the same time give the appearance of democratic consent.

Chomsky and Herman test their model empirically by picking "paired examples"—pairs of events that were objectively similar except for the alignment of domestic elite interests. They use a number of such examples to attempt to show that in cases where an "official enemy" does something (like murder of a religious official), the press investigates thoroughly and devotes a great amount of coverage to the matter, thus victims of "enemy" states are considered "worthy". But when the domestic government or an ally does the same thing (or worse), the press downplays the story, thus victims of US or US client states are considered "unworthy."

They also test their model against the case that is often held up as the best example of a free and aggressively independent press, the media coverage of the Tet Offensive during the Vietnam War. Even in this case, they argue that the press was behaving subserviently to elite interests.

Academic achievements, awards and honors

In early 1969, he delivered the John Locke Lectures at Oxford University; in January 1970, the Bertrand Russell Memorial Lecture at University of Cambridge; in 1972, the Nehru Memorial Lecture in New Delhi; in 1977, the Huizinga Lecture in Leiden; in 1988 the Massey Lectures at the University of Toronto, titled "Necessary Illusions: Thought Control in Democratic Societies"; in 1997, The Davie Memorial Lecture on Academic Freedom in Cape Town, and many others.

Chomsky has received many honorary degrees from universities around the world, including from the following:

University of London

University of Chicago

Loyola University of Chicago

Swarthmore College

University of Delhi

Bard College

University of Massachusetts

University of Pennsylvania

Georgetown University

Amherst College

University of Cambridge

University of Colorado

University of Buenos Aires

McGill University

Rovira i Virgili University

Columbia University

Villanova University

University of Connecticut

University of Maine

Scuola Normale Superiore

University of Western Ontario

University of Toronto

Harvard University

Universidad de Chile

University of Bologna

Universidad de La Frontera

University of Calcutta

Universidad Nacional de Colombia

Vrije Universiteit Brussel

Santo Domingo Institute of Technology

Uppsala University

University of Athens

University of Cyprus

Central Connecticut State University

National Autonomous University of Mexico (UNAM)

Peking University National Tsing Hua University He is a member of the American Academy of Arts and Sciences, the National Academy of Sciences, and the American Philosophical Society. In addition, he is a member of other professional and learned societies in the United States and abroad, and is a recipient of the Distinguished Scientific Contribution Award of the American Psychological Association, the Kyoto Prize in Basic Sciences, the Helmholtz Medal, the Dorothy Eldridge Peacemaker Award, the 1999 Benjamin Franklin Medal in Computer and Cognitive Science, and others. He is twice winner of The Orwell Award, granted by The National Council of Teachers of English for "Distinguished Contributions to Honesty and Clarity in Public Language" (in 1987 and 1989).

He is a member of the Serbian Academy of Sciences and Arts in Department of Social Sciences.

In 2005, Chomsky received an honorary fellowship from the Literary and Historical Society. In 2007, Chomsky received The Uppsala University (Sweden) Honorary Doctor's degree in commemoration of Carolus Linnaeus. In February 2008, he received the President's Medal from the Literary and Debating Society of the National University of Ireland, Galway. Since 2009 he is an honorary member of IAPTI.

In 2010, Chomsky received the Erich Fromm Prize in Stuttgart, Germany. In April 2010, Chomsky became the third scholar to receive the University of Wisconsin's A.E. Havens Center's Award for Lifetime Contribution to Critical Scholarship.

Chomsky has an Erdős number of four.

Chomsky was voted the leading living public intellectual in The 2005 Global Intellectuals Poll conducted by the British magazine ''Prospect''. He reacted, saying "I don't pay a lot of attention to polls". In a list compiled by the magazine ''New Statesman'' in 2006, he was voted seventh in the list of "Heroes of our time".

Actor Viggo Mortensen with avant-garde guitarist Buckethead dedicated their 2006 album, called ''Pandemoniumfromamerica'', to Chomsky.

On January 22, 2010, a special honorary concert for Chomsky was given at Kresge Auditorium at MIT. The concert, attended by Chomsky and dozens of his family and friends, featured music composed by Edward Manukyan and speeches by Chomsky's colleagues, including David Pesetsky of MIT and Gennaro Chierchia, head of the linguistics department at Harvard University.

In June 2011, Chomsky was awarded the Sydney Peace Prize, which cited his "unfailing courage, critical analysis of power and promotion of human rights".

In 2011, Chomsky was inducted into IEEE Intelligent Systems' AI's Hall of Fame for the "significant contributions to the field of AI and intelligent systems".

Bibliography

Filmography

''Manufacturing Consent: Noam Chomsky and the Media'', Director: Mark Achbar and Peter Wintonick (1992)

''Last Party 2000'', Director: Rebecca Chaiklin and Donovan Leitch (2001)

''Power and Terror: Noam Chomsky in Our Times'', Director: John Junkerman (2002)

''Distorted Morality—America's War On Terror?'', Director: John Junkerman (2003)

''Noam Chomsky: Rebel Without a Pause'' (TV), Director: Will Pascoe (2003)

''The Corporation'', Directors: Mark Achbar and Jennifer Abbott; Writer: Joel Bakan (2003)

''Peace, Propaganda & the Promised Land'', Directors: Sut Jhally and Bathsheba Ratzkoff (2004)

''On Power, Dissent and Racism: A discussion with Noam Chomsky'', Journalist: Nicolas Rossier; Producers: Eli Choukri, Baraka Productions (2004)

''Lake of Fire'', Director: Tony Kaye (2006)

''American Feud: A History of Conservatives and Liberals'', Director: Richard Hall (2008)

''Chomsky & Cie'' Director: Olivier Azam (out in 2008)

''An Inconvenient Tax'', Director: Christopher P. Marshall (out in 2009)

''The Money Fix,'' Director: Alan Rosenblith (2009)

''Pax Americana and the Weaponization of Space'', Director: Denis Delestrac (2010)

''Article 12: Waking up in a surveillance society'', Director: Juan Manuel Biaiñ (2010)

See also

American philosophy

Axiom of categoricity

Chomskybot

"Colorless green ideas sleep furiously"

English studies

Knowledge worker

List of American philosophers

Important publications in computability

''The Anti-Chomsky Reader''

References

External links

chomsky.info official website

Noam Chomsky at MIT

Noam Chomsky articles on libcom.org

Noam Chomsky at ''Democracy Now!''

Column archive at ''The Guardian''

Articles and videos featuring Noam Chomsky at AnarchismToday.org

;Interviews and articles

Talks by Noam Chomsky at A-Infos Radio Project

Interview about Human Rights by scholars (English with French subtitles) – 2009

Chomsky media files at the Internet Archive

Noam Chomsky interviewed by Alyssa McDonald on ''New Statesman'', September 2010.

The Real News (TRNN) ">Noam Chomsky Interviews on The Real News (TRNN)

Hegemony or Survival: America's Quest for Global Dominance – discussion on the "Bush doctrine" and its implications, C-SPAN, Feb 2004

Philosophies of Language & Politics – talk at The Commonwealth Club, October 2009

Thought Economics Interviews Noam Chomsky – Noam Chomsky interviewed on global democracy, April 2011

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Daniel H. Pink is an American author and journalist. From 1995 to 1997, he worked for Vice President Al Gore in the capacity of chief speechwriter from 1995–97, and before that as an aide to Secretary of Labor Robert Reich.

Personal background

Pink received a Bachelors degree from Northwestern University and a degree in law (JD) from Yale Law School, although he has never practiced law.

Professional background

Pink is the author of four books that focus on the changing workplace: ''New York Times'' bestsellers, ''A Whole New Mind:Why Right Brainers Will Rule the Future'' and ''Drive: The Surprising Truth About What Motivates Us as well as ''Free Agent Nation: The Future of Working for Yourself'' and ''The Adventures of Johnny Bunko: The Last Career Guide You'll Ever Need." His articles on business and technology have appeared in ''The New York Times, Harvard Business Review, Fast Company'' and ''Wired''.

Published works

Books

2009: Drive: The Surprising Truth About What Motivates Us, ISBN 978-1594488849

2008: The Adventures of Johnny Bunko: The Last Career Guide You'll Ever Need, ISBN 978-1594482915

2006: A Whole New Mind: Why Right-Brainers Will Rule the Future, ISBN 978-1594481710

2001: Free Agent Nation: The Future of Working for Yourself, ISBN 978-0446678797

Articles

Japan, Ink: Inside the Manga-Industrial Complex (''Wired'', November 2007)

What Kind of Genius Are You? (''Wired'', July 2006)

Pomp and Circumspect (''New York Times'', June 4, 2005)

The Book Stops Here (''Wired'', May 2005)

References

External links

Podcast featuring Daniel Pink, 2010

Podcast featuring Daniel Pink, 2007

''AOL Coaches'' interview

Learn From My Life: Daniel Pink

''Oprah Soul Series'' interview, 2008

O, The ''Oprah Magazine'' interview, 2008)

''Brian Lehrer Show'' interview, 2008

Interview with Cory Doctorow at Book Expo America, 2008

Johnny Bunko Website

''Public School Insights'' interview with Daniel Pink, 2008

TED Global: Dan Pink

''Public School Insights'' interview with Daniel Pink, 2001

Daniel Pink IMNO Interview

Category:Living people Category:Northwestern University alumni Category:Yale Law School alumni Category:American business writers

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