New Institutional Economics

Review article by Oliver Williamson
http://www.uv.es/~fatas/ipei/williamson_jel00.pdf

Frenetic mindlessness

"... According to Thomas Eriksen of the University of Oslo, author of Tyranny of the Moment, the electronic environment systematically favors "fast time" activities that require instant, urgent responses (email, cell phone calls, etc.) Such stimuli tend to crowd out "slow time activities" such as "reflection, play and long-term love relationships," said Levy.

Levy pointed out that this dynamic has an especially perverse effect in academia, which is supposed to be somewhat insulated from the larger society so that students and scholars can think more broadly and with longer range perspectives. But in fact, universities mirror the rest of society, and the dwindling time to think is as much a problem within the academy as anywhere else. As instrumental, short-term, applied goals take center-stage, our society has less access to the wisdom and complexity that deep, reflective thinking can provide. This is a major loss.

The ancients had a word for it: "leisure." In the original sense of the word, leisure was not a consumer-oriented activity like golfing or movie-going, or even "relaxation." It involved having time to ponder and reflect on the world. The words "school" and "scholar" have their etymological roots in the Greek and Latin words for these activities, Levy noted.

According to Josef Pieper, a German Catholic philosopher, "leisure is a form of stillness that is the necessary preparation for accepting reality; only the person who is still can hear, and whoever is not still cannot hear." Pieper, writing in the 1940s, worried about a world of "total work" that would make a "total claim upon the whole of human nature."

It's safe to say that that future has arrived. The very coinage of the term 24/7 and "real time" (usually as a virtue!) confirms the ubiquitous social reality of "total work." Fast-time activities absolutely crowd out slow-time alternatives. The now eclipses the timeless. And we are becoming diminished creatures in the process..." --

Leia mais:

Próxima reunião

Para completar a roda das apresentações, nos encontramos novamente no 1. de Julho as 14:00 horas.

Fim da aposentadoria

"WHEN Otto von Bismarck introduced the first pension for workers over 70 in 1889, the life expectancy of a Prussian was 45. In 1908, when Lloyd George bullied through a payment of five shillings a week for poor men who had reached 70, Britons, especially poor ones, were lucky to survive much past 50. By 1935, when America set up its Social Security system, the official pension age was 65—three years beyond the lifespan of the typical American. State-sponsored retirement was designed to be a brief sunset to life, for a few hardy souls.

Now retirement is for everyone, and often as long as whole lives once were. In some European countries the average retirement lasts more than a quarter of a century. In America the official pension age is 66, but the average American retires at 64 and can then expect to live for another 16 years. Average spending on public pensions across the OECD is now the equivalent of more than 7% of GDP (they cost America just 0.2% back in 1935). In some countries the current figure could double by 2050, to say nothing of the cost of private pensions and extra spending on health and long-term care..."

Leia mais

Fragmentação - A desintegração do Estado

April & May 2009
Table of Contents

FEATURES:
The Power of Statelessness

By Jakub Grygiel

The withering appeal of governing

---

Most political groups in modern history have wanted to build and control a state. Whether movements of self-determination in the 19th century, of decolonization in the post–World War II decades, or political parties advocating separatism in several Western states in the 1990s (e.g., Italy and Quebec) — all aimed at one thing: to have a separate state that they could call their own. The means they employed to achieve this end ranged from terrorism and guerilla warfare to political pressure and electoral campaigns, but the ultimate goal was the same — creation of its own state. It is the ultimate goal no longer, and it is likely to be even less so in the future. Many of today’s nonstate groups do not aspire to have a state. In fact, they are considerably more capable of achieving their objectives and maintaining their social cohesion without a state apparatus. The state is a burden for them, while statelessness is not only very feasible but also a source of enormous power. Modern technologies allow these groups to organize themselves, seek financing, and plan and implement actions against their targets — almost always other states — without ever establishing a state of their own. They seek power without the responsibility of governing. The result is the opposite of what we came to know over the past two or three centuries: Instead of groups seeking statehood through a variety of means, they now pursue a range of objectives while actively avoiding statehood. Statelessness is no longer eschewed as a source of weakness but embraced as an asset... Fonte

Educação ruim

O problema com a educação de hoje é falta completa de fragmentação e diferenciação. Enquanto no resto da sociedade temos mais e mais produtos e estilos de vida diferenciada, o sistema educacional (seja no Brasil ou, veja abaixo, nos Estado Unidos) ainda segue o modelo unitário do passado com a meta da clonagem das crianças individuais (neste contexto vale ver o filme de Pink Floyd "The Wall").

As Karen De Coster noted in her own discussion of the Bryce Harper story,

"The public education system, which is a disastrous, wealth-destroying, failed endeavor, is held up as the standard by which we must all live. You go where they tell you to go, stay at the educational level they put you at, advance when they tell you to advance, slog through what they put in front of you, believe what they tell you to believe, and finish your "education" at a chronological age that somebody somewhere determined should be the age when you should be set free to live out your life. Your innate ability, your desire, your interests, your foundational knowledge - none of that matters because public education is set up to equalize and collectivize children so that they are all on the same pre-determined schedule. Still, people are surprised each time they hear about a 15-year-old attending college or an 18-year-old graduating from college. They were taught that children should all advance together through the education system based on chronological age and do exactly what every other kid their age is doing. The masses never question the irrationality of such nonsense. And you wonder why the American educational system is producing mostly professional consumers, couch potatoes, and TV-watching, amusement-demanding, non-reading robots."

Ciência modesta

O físico francês Carlo Rovelli relativa o "progresso científico" em sua área.
Vale ler o pequeno texto. É em alemão, mas com "google translate" se pode facilmente ser traduzido:

"Wir können Tiere klonen, träumen von Stringtheorie und Parallelwelten. Doch was hat all das wirklich verändert? Nicht viel, meint der Physiker Carlo Rovelli. Echte Revolutionen passieren im Stillen - so wie die Erfindung des Traktors, der einst die Landwirtschaft und das gesamte Leben umkrempelte."

http://www.spiegel.de/wissenschaft/mensch/0,1518,druck-622717,00.html

Eu recomendo fortemente este artigo para vocês para ajudar perder a "adoração da ciência" que muitos brasileiros (com certeza aplica para CAPES) tem como uma fruta do ensino do positivismo nas escolas.

Use google's tradutor para ler o texto em Português: google translate.

O novo mundo de "citações"

1 - 10 of 750,000 for "The Bailout Reader"
veja neste e-book dois artigos de mim
- What's behind the financial market crisis?
- Mr. Bailout
Link: http://search.yahoo.com/search?fr=ytff1-yff3&p=%22The%20Bailout%20Reader&ei=UTF-8&type=

Estrutura de raza e casamento nos Estados Unidos

Fonte

Plano

1. Não vai ter aula nesta quarta. O tempo é preservado para preparar os trabalhos. Se tem perguntas, use e-mail antonymueller@gmail.com
2. Na próxima aula começamos com as apresentações
3. Entrega do texto completo é no final do semestre

Inovação

Seize the Silver Lining: A Checklist for Innovation

02:02 PM Monday June 08, 2009

By Susy Jackson

It's tough out there, but companies that think their choice is to innovate or to survive are missing the point. Innovation is a corporate necessity, not a nicety.

There's little doubt that innovation is going to become harder as resources become tighter and competition becomes fiercer. But, those companies that continue to focus on innovation have a rare chance to create substantial space between themselves and their competitors — those that don't will fall further and further behind.

The Silver Lining: An Innovation Playbook for Uncertain Times makes the case that today's turbulent times make mastering innovation a competitive necessity. The book aims to provide corporate innovators and entrepreneurs with practical guidance to seize the ample opportunities that still exist in today's markets.

The following 10-point checklist synthesizes The Silver Lining's key messages and provides practical guidance for leaders looking to realize opportunities in their markets. Each item links to a blog post describing the item in more depth.

Does your organization:

1. Recognize today's transformation imperative?
2. Have a handle on the future potential of innovation?
3. Have a process to prudently prune its innovation portfolio on a regular basis
4. Have clear consensus on the 1-3 top growth opportunities?
5. Always ask, "How does the customer define more?" before asking people to do more with less?
6. Match technological experiments ("can we?") with strategic experiments ("should we?")?
7. Constantly search to share the innovation load to de-risk innovation?
8. Have a plan to "love the low end" in existing and emerging markets?
9. Run an innovation factory with systems and structures to make innovation repeatable?
10. Have a plan to help leaders transform themselves?

History shows us that innovation flourishes, no matter how dark the times. Whether your company looks back and remembers today's troubled times as the beginning of the end or a kick-start to transformation depends on your actions. The choice is yours.

Fonte

Experimento mental

A Stanford Encyclopedia of Philosophy sobre "experimentos mentais" incluindo referências a nova literatura.

A literatura sobre experimentos mentais continua crescer rapidamente.

Veja:

"... Thomas Kuhn's "A Function for Thought Experiments" employs many of the concepts (but not the terminology) of his well-known Structure of Scientific Revolutions. On his view a well-conceived thought experiment can bring on a crisis or at least create an anomaly in the reigning theory and so contribute to paradigm change. Thought experiments can teach us something new about the world, even though we have no new empirical data, by helping us to re-conceptualize the world in a better way. Tamar Gendler has recently developed this view in a number of important respects.

Recent years have seen a sudden growth of interest in thought experiments. The views of Brown (1991) and Norton (1991, 1996) represent the extremes of platonic rationalism and classic empiricism, respectively. Norton claims that any thought experiment is really a (possibly disguised) argument; it starts with premisses grounded in experience and follows deductive or inductive rules of inference in arriving at its conclusion. The picturesque features of any thought experiment which give it an experimental flavour might be psychologically helpful, but are strictly redundant. Thus, says Norton, we never go beyond the empirical premisses in a way to which any empiricist would object. (For criticisms see Bishop 1999; Brown 1991, 2004a, 2004b; Haggqvist 1996; Gendler 1998, 2004; Nersessian 1993; and Sorenson 1992; and for a defense see Norton 1991, 1996, 2004a, and 2004b.)

By contrast, Brown holds that in a few special cases we do go well beyond the old data to acquire a priori knowledge of nature. (See also Koyré 1968.) Galileo showed that all bodies fall at the same speed with a brilliant thought experiment that started by destroying the then reigning Aristotelian account. The latter holds that heavy bodies fall faster than light ones (H > L). But consider (Fig. 6), in which a heavy canon ball (H) and light musket ball (L) are attached together to form a compound object (H+L); the latter must fall faster than the cannon ball alone. Yet the compound object must also fall slower, since the light part will act as a drag on the heavy part. Now we have a contradiction. (H+L > H and H > H+L) That's the end of Aristotle's theory. But there is a bonus, since the right account is now obvious: they all fall at the same speed (H = L = H+L).

Figure 6. Galileo: “I don't even have to look”

This could be said to be a priori (though still fallible) knowledge of nature, since there are no new data involved, nor is the conclusion derived from old data, nor is it some sort of logical truth. This account of thought experiments can be further developed by linking the a priori epistemology to recent accounts of laws of nature that hold that laws are relations among objectively existing abstract entities. It is thus a rather Platonistic view, not unlike Platonistic accounts of mathematics such as that urged by Gödel. (For details see Brown 1991.)

The two views just sketched might occupy the opposite ends of a spectrum of positions on thought experiments, at least within the philosophy of science. Some of the promising alternative views include those of Sorensen (somewhat in the spirit of Mach) who holds that thought experiments are a "limiting case" of ordinary experiments; they can achieve their aim, he says, without being executed. (Sorensen's book is also valuable for its extensive discussion of thought experiments in a wide range of fields.) Other promising views include those of Gooding (who stresses the similar procedural nature of thought experiments and real experiments), Miscevic and Nersessian (each of whom tie thought experiments to "mental models"), and several of the accounts in Horowitz and Massey 1991. Besides these, a sample of recent excellent discussions includes: Arthur 1999; Gendler 1998, 2000, 2002a, 2004; Haggqvist 1996; Humphreys 1994; McAllister 1996, 2004; and many others. German readers will find the very recent book by Kühne (2005) a very thorough history as well as an interesting discussion of contemporary topics. The literature on thought experiments in the sciences continues to grow rapidly...--

Leia mais

Experimento mental

"A thought experiment (a calque or English loanword based on both the German/Latin compound Gedankenexperiment and its German equivalent Gedankenversuch^[1]), sometimes called a Gedanken experiment, is a proposal for an experiment that would test or illuminate a hypothesis or theory.

Given the structure of the proposed experiment, it may or may not be possible to actually perform the experiment and, in the case that it is possible for the experiment to be performed, there may be no intention of any kind to actually perform the experiment in question.

The common goal of a thought experiment is to explore the potential consequences of the principle in question.

Famous examples of thought experiments include Schrödinger's cat, illustrating quantum indeterminacy through the manipulation of a perfectly sealed environment and a single radioactive atom, and Maxwell's demon, in which a supernatural being is instructed to attempt to violate the second law of thermodynamics." ---

Leia mais:

Definição de "pobreza"

Definição de pobreza nesta comparação internacional:
Taxa de pobreza é a percentagem da populaçao que vive de menos de 1,25 US$ (em poder de compra) por dia

Definição de "pobreza"

"Anyone who's living off less than 60% of the median household income is defined by the E.U. and the German government as living in poverty. In Germany, that's around $1,066 per month for a single person or $2,240 for a couple with one child."

Os pobres pagam mais

"The poor pay more for a gallon of milk; they pay more on a capital basis for inferior housing," says Rep. Earl Blumenauer (D-Ore.). "The poor and 100 million who are struggling for the middle class actually end up paying more for transportation, for housing, for health care, for mortgages. They get steered to subprime lending. . . . The poor pay more for things middle-class America takes for granted." --
Leia mais: http://www.washingtonpost.com/wp-dyn/content/article/2009/05/17/AR2009051702053.html?g=0

Trabalhos

Como escrever um artigo para nossa aula
1. Tamanho: 15 - 20 páginas de texto com tabelas e referências
2. Formato: Times Roman 12 (espaço 1,5)
3. Pagina de título com nome, afiliação, programa, e e-mail
4. Corpo: titulo do trabalho seguido por Abstract (ca. 5-10 linhas, espaço 1)
5. Texto central:
1. Introdução (Contextualização, problematização, pergunta, fatos eminentes, etc.)
2 - 6 Os pontos de análise
7. Conclusão
8/9. Referências (se não está no corpo) e bibliografia: lista dos artigos e livros mencionados no texto mesmo
Se escreve a "introdução" e a "conclusão" no final. Para começar, se concentra na análise, que consiste em +/- 5 partes. Se calculamos 15 pp., cada ponto tem 3 páginas de espaço.
A lógica do texto é a lógica de explicar a sua ideia num forma didáctica que inclui a tarefa de fascinar o leitor.
O texto inteiro, cada capítulo, cada paragrafo, e cada sentencia consiste em um "anúncio" que prepara o leitor que vai vir, seguido por a posição da tese ou fato que, em sua vez seguida por as suas implicações, que numa forma de "conclusão" parcial abre o caminho para o próximo parágrafo.
Procure o mais específico (mais exacto) sobre o geral. Se se usa abstracções, fórmulas, modelos, etc. vale a fazer estes mais "vivo" com exemplos drásticos.
Como regra: para um artigo regular você precisa saber 10 vezes mais sobre os assunto de que você escreve, para produzir um artigo bom (que tipicamente é altamente interessante e informativo a ler -- um "eye-opener") você precisa saber mais de 20 vezes sobre o assunto.
Um artigo fraco é um artigo onde se nota que o autor fala sobre coisas que ele mesmo não entende bem.

PROCEDERE
1. Vale cuidar muito na seleção do tópico dentro de nossa temática da sociologia económica(interesse, acesso ao recursos, cuidar das limitações intelectuais e de tempo, etc.)
2. Limitar o tópico até se encontra uma tese principal, uma ideia principal que serve como ponto de foco na organização do trabalho.
3. Buscar recurso com uma menta aberta intensivo e extenso em artigos, livros, etc.
4. Organize e re-organize sua lista de referências que ajuda para a pesquisa e mais tarde para a bibliografia do trabalho
5. Formule uma "tese de trabalho" - working title
6. Use a literatura para fazer notas, citações, referências, sumários, etc.
7. Organize permanentemente o seu "estoque" de conhecimentos
8. Estabelece uma estrutura do seu trabalho (transformar sua ideia em uma sequência lógica, i.e. ponto 1, 2, 3, ...)
9. Escreve e re-escreve, organize e re-organize
10. Finalmente: dê brilho e elegância, um toque de perfeição no trabalho

Internet forum de "pre-publicações"

http://www.sci-mate.org/

Anjos, demónios e os illuminatis

O filme Angels and Demons (come quase todo "filme histórico" fabricado em Hollywood) é cheio de falsificações, veja:

http://movies.yahoo.com/feature/smg-angels-demons-fact-fiction.html

Podcast

Aula sobre os clássicos da Sociologia Econômica:

Clássicos da Sociologia Econômica

"Overutilization" de produtos e serviços medicinais

Este novo artigo explora as causas e as consequências do uso em excesso de bens e serviços medicinais:
www.fresh-thinking.org/publications/JAMA_perfect_storm.pdf

Aquí uma forte crítica da tese: http://article.nationalreview.com/?q=ZDBhYzkyNDZjYjMxY2RhNGZiYzFhNjE0OWViZTQxZjg=&w=MQ==

Propriedade intelectual

Intellectual Property — A Libertarian CritiquePosted by Kevin Carson on May 14, 2009 in Studies • 3 comments
In this study, Kevin Carson reviews libertarian perspectives on “intellectual property”; the ethics of the practice itself and the harms resulting from it. He finds that IP is an artificial, rather than natural, property right; creating scarcity rather than managing it. In that capacity, it has acted as an unjust and irrational state subsidy to corporate capitalism — distorting markets, doing violence to the concept of real property rights, forcibly transfering wealth to parasitic cartels and generally having a pernicious impact on the US domestic and global economies that is difficult to overstate. He concludes by debunking the myth of IP as supposedly necessary for incentive reasons.
Download: Intellectual Property — A Libertarian Critique

Novas tecnologias para aumentar o poder mental

"...WE ARE on the brink of technological breakthroughs that could augment our mental powers beyond recognition. It will soon be possible to boost human brainpower with electronic "plug-ins" or even by genetic enhancement. What will this mean for the future of humanity?
This was the theme of a recent Neuroscience in Context meeting in Berlin, Germany, where anthropologists, technologists, neurologists, archaeologists and philosophers met to consider the implications of this next stage of human brain development. Would it widen the gulf between the world's haves and have-nots - and perhaps even lead to a distinct and dominant species with unmatchable powers of intellect?..."
Leia mais sobre as novas tecnologias e os problemas sociais da "divisão intelectual":
http://www.newscientist.com/article/mg20227083.700-will-designer-brains-divide-humanity.html?full=true&print=true

"I confess that in America I saw more than America; I sought the image of democracy itself, with its inclinations, its character, its prejudices, and its passions, in order to learn what we have to fear or hope from its progress."
~ Alexis de Tocqueville

Propriedade intelectual

"... Mickey Mouse arrived in the 1928 cartoon Steamboat Willie, as Walt Disney became the first to combine animated cartoons with sound. It was a risk that paid off for Mr. Disney.
It may come as a surprise that Steamboat Willie could be considered copyright infringement by today's standards. Lawrence Lessig, a founder of Creative Commons, writes in Free Culture that earlier in 1928, Buster Keaton released his silent film Steamboat Bill Jr., which "appeared before Disney’s cartoon Steamboat Willie...Steamboat Willie is a direct cartoon parody of Steamboat Bill, and both are built upon a common song as a source." (22–23)
Walt Disney's crazy cartoon-with-sound idea became a hit, and the rest is pop-culture history. Disney, Inc. went on to make billions by retelling existing stories through animation and music. While benefiting from a variety of public-domain works, Disney has also lobbied to prevent their own works – along with everyone else's – from entering the public domain.
In Against Intellectual Monopoly, Boldrin and Levine demonstrate how a range of innovations, from the "Watt" steam engine to the "Wright brothers" airplane, were not created from whole cloth. They were slight modifications built upon the work of many previous inventors. Human culture evolves through copying, tinkering, remixing, and improving on each other's work..."
http://www.lewrockwell.com/orig8/bryan8.html

Dica para trabalhos

Se precisa encontrar no mínimo 3 (três) journais como lugar potencial para a publicção de seu trabalho. Ideal são 5 até 6 journais onde a sua temática fica.
Se não encontre, precisa mudar o tema.
É tempo também agora de estudar o material, i.e. a literatura. Você precisa encontrar no mínimo 20 até 50 referências potenciais.
Se você planeja fazer um estudo de campo ou se quer pesquisar novos dados, você precisa multiplicar o tempo avisado por 3, i.e. se você pense que pode obter o resultado em 2 meses, a realidade vai ser mais perto de 6 meses de pesquisa. Para o tempo de escrever calcule que vai precisar 2.5 mais tempo que planejado.

Podcast

Schumpeter: O Capitalismo como Sistema de Inovação Permanente

Áreas de pesquisa em sociologia econômica

Uma lista de áreas de pesquisa em sociologia econômica:
consumo, consumismo, sociedade de consumo
poupança e dívida (preferência de tempo)
corrupção
governança (fatores que fazem "boa governança")
democracia (idealização vs. realidade e custos)
capitalismo (variedades)
socialismo
Estado de bem-estar (welfare state)
Causas socio-econômicas do desenvolvimento (regional, nacional, global)
ecologia
educação (analfabetismo até universidades, incluendo currículo e "marketable skills" vs. "education")
"embeddedness"
discriminação sexual, racial etc.
globalização
relações industriais (greve, sindicatos, co-operação e co-determinação)
direito e economia (da criminalidade até a constituição)
envelhecimento (aumento da expectativa da vida)
previdência social (custos, eficiência, etc.)
mercados (todos os tipos, incluindo "mercado religioso", "mercado desportivo")
inovação (veja Schumpeter)
destruição criativa (ibd.)
tecnologia (beneficios e custos)
teoria de organização (empresas, ONGs, governo, etc.)
economia política (as raízes do populismo, porque os político fazem decições contra o bem-estar)
religião e vida econômica
capital social (relaçao entre comportamento social e instituições)
capital humana (sociedade de conhecimento)
moeda (aceitação e colapso da ordem monetária)
governo e estado
confiança ("low trust" vs. "high trust" sociedades)
trabalho (graus de satisfação, alienação, etc.)

etc...
etc...

Nota bene: A disciplina "sociologia econômica" não é mais simplesmente "interdisciplinar" no sentido de combinar sociologia e economia, mas está avançando no caminho de encontrar uma própria identidade científica e metodológica baseado em conceitos própios (instituições, "embeddedness", etc.)

A diferência específica da sociologia econômica é de que esta (nova) disciplina trata temas de alta relevância (problemas) e aplica uma metodologia "causal-realista", assim se gera idéias para a aplicação de medidas para obter soluções de problemas sócio-econômicos e idealmente se produz ferramentos que funcionam.

Dicas para trabalhos

I. Problema
1. Identifique o problema sócio-econômico
2. Acertar a discrepância entre situação e meta
3. Analisar os fatos (a situação atual) na luz da situação desejado (meta)
4. Definir (descrever)
a) o ideal (a meta)
b) a situação (incluindo a sua etiologia)
c) a discrepância
4. Sequência da análisea
a) "cortar" o problema em pedaços adequados (mínimo 2, máximo 5-7)
b) acertar as conexões entre as partes ("modelo")
c) analisar as partes com a pergunta em que forma representam causas e soluções de problema
d) analisar a dinâmica do sistema
5. Juntar a análise (sínteses)
6. Avaliar o resultado (certezas, incertezas, fatos certos, pressupostos, manchas brancas)
7. Fazer um resumo (problema, análise, soluções)

II. Principio metodológico: Distinguir entre o fenómeno (que aparece no nível social ou macro) e a causa e solução do problema (que reside no nível individual ou micro, ou, simplesmente, na acção humana).
III. Medidas (instrumentos): Baseado numa teoria de causa(s) e efeito(s), se deriva as medidas adequadas para solucionar um problema ou explicar as causas de um problema. Em analisar os instrumentos (ferramentas) que serem aplicados para a solução se precisa dar em conta que a aplicação de medidas tem custos (matérias e não-matérias, monetárias ou não-monetárias) e que quase qualquer forma da aplicação de medidas e assim qualquer tipo de solução contem consequências não-desejadas ao lado das consequências desejadas.
IV. Estilo de apresentação: Explicar! Explicar! Explicar! Escrever didacticamente, guiar ou leitor, usar exemplos, língua simples mas preciso, uso de conceitos da disciplina, clara estrutura do trabalho, dos capítulos, dos parágrafos, das sentencias.
V. Princípios para avaliar a qualidade de um trabalho acadêmico
1. Criatividade em encontrar e tratar um problema (inovação científica)
2. Precisão da análise (confiablidade)
3. Contextualização dos resultados (mostrar limitações e lacunas, objetividade, distância emocional)

Dica: Reformular o tema em forma de uma pergunta automaticamente invite a busca para as causas e efeitos e as medidas.
O progresso científico talvez existe mais em novas perguntas e novos conceitos de em respostas!
Não se preocupe demais com definições (as definições estão na análise do problema)
Não se preocupe demais com "metodologia" - pesquisando você busca o seu proprio caminho.
Não se preocupe demais com que você precisa (o debe) fazer, melhor e fazer e começar já.
Não pense que seu trabalho vai ser uma grande casa intelectual. Pense que dentro de um gigantesco palacio você decora um pequeno quarto que ainda estava vazia.
Aprende pensar em conceitos.

Literatura básica em Sociologia Econômica

Lista de livros padrão em Sociologia Econômica:

International Encyclopedia of Economic Sociology (Hardcover)
by Jens Berckert (Author)
· Hardcover: 778 pages
· Publisher: Routledge; illustrated edition edition (December 15, 2005)
· Language: English
· ISBN-10: 0415286735
· ISBN-13: 978-0415286732

Readings in Economic Sociology (Blackwell Readers in Sociology) (Paperback)
by Nicole Woolsey Biggart (Editor)
· Paperback: 384 pages
· Publisher: Wiley-Blackwell (March 5, 2002)
· Language: English
· ISBN-10: 0631228624
· ISBN-13: 978-0631228622

The Economic Sociology of Capitalism (Paperback)
by Victor Nee (Editor), Richard Swedberg (Editor)
· Paperback: 496 pages
· Publisher: Princeton University Press (July 5, 2005)
· Language: English
· ISBN-10: 0691119589
· ISBN-13: 978-0691119588

The Architecture of Markets: An Economic Sociology of Twenty-First-Century Capitalist Societies (Paperback)
by Neil Fligstein (Author)
· Paperback: 288 pages
· Publisher: Princeton University Press (September 16, 2002)
· Language: English
· ISBN-10: 0691102546
· ISBN-13: 978-0691102542

Economic Sociology: State, Market, and Society in Modern Capitalism (Paperback)
by Carlo Trigilia (Author)
· Paperback: 304 pages
· Publisher: Wiley-Blackwell (June 10, 2002)
· Language: English
· ISBN-10: 0631225366
· ISBN-13: 978-0631225362

The Economics and Sociology of Capitalism (Paperback)
by Richard Swedberg (Editor), Joseph A. Schumpeter (Author) "
· Paperback: 504 pages
· Publisher: Princeton University Press (January 1, 1991)
· Language: English
· ISBN-10: 0691003831
· ISBN-13: 978-0691003832

The New Economic Sociology: Developments in an Emerging Field (Hardcover)
by Mauro F. Guillen (Editor)
· Hardcover: 381 pages
· Publisher: Russell Sage Foundation Publications (May 2002)
· Language: English
· ISBN-10: 0871543435
· ISBN-13: 978-0871543431

Max Weber and the Idea of Economic Sociology (Paperback)
by Richard Swedberg (Author)
· Paperback: 328 pages
· Publisher: Princeton University Press (September 15, 2000)
· Language: English
· ISBN-10: 069107013X
· ISBN-13: 978-0691070131

New Developments in Economic Sociology (International Library of Critical Writings in Economics) (Hardcover)
by Richard Swedberg (Editor)
· Hardcover: 1248 pages
· Publisher: Edward Elgar Publishing (September 5, 2005)
· Language: English
· ISBN-10: 1843765241
· ISBN-13: 978-1843765240

Essays in Economic Sociology (Hardcover)
by Max Weber (Author), Richard Swedberg (Editor)
· Hardcover: 310 pages
· Publisher: Princeton University Press (August 16, 1999)
· Language: English
· ISBN-10: 0691009066
· ISBN-13: 978-0691009063

Explorations in Economic Sociology (Hardcover)
by Richard Swedberg (Editor)
· Hardcover: 452 pages
· Publisher: Russell Sage Foundation Publications (July 1993)
· Language: English
· ISBN-10: 0871548402
· ISBN-13: 978-0871548405

Economics and Sociology (Paperback)
by Richard Swedberg (Author)
· Paperback: 376 pages
· Publisher: Princeton University Press (January 25, 1990)
· Language: English
· ISBN-10: 0691003769
· ISBN-13: 978-0691003764

The Handbook of Economic Sociology, Second Edition (Paperback)
by Neil J. Smelser (Editor), Richard Swedberg (Editor)
· Paperback: 748 pages
· Publisher: Princeton University Press; 2 edition (February 7, 2005)
· Language: English
· ISBN-10: 0691121265
· ISBN-13: 978-0691121260

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