@Loc: Garfinkel/seminar1.cha
@PID: 11312/t-00015944-1
@Begin
@Languages: eng
@Participants: A Harold Speaker, B Dave Participant, C
QuestionsFromAudience Participant
@ID: eng|Garfinkel|A||male|||Speaker|||
@ID: eng|Garfinkel|B||male|||Participant|||
@ID: eng|Garfinkel|C|||||Participant|||
@Media: seminar1, audio
@Comment: ((06.13 minutes not transcribed. Coordination of seminar
times)) ▶
*A: There are several things that I would like for us to be doing this
afternoon. ▶
*A: I want first to sketch let me call it an “agenda of sorts” for the
seminar meetings. ▶
*A: When I say an agenda of sorts, I mean just that. ▶
*A: I know I have a way to begin. ▶
*A: What will come after will depend on what the beginning begins to
look like. ▶
*A: So though I will sketch an agenda, it's in no way a strong promise.
▶
*A: Though if it makes you angry if we depart from what we promised we
were going to get into, and you begin to throw rocks in an attempt
to sink that boat, then you need to remember that that's a boat that
has no bottom. ▶
*A: The thing that keeps it afloat is that we're underway, and that's
all. ▶
*A: Nonetheless there's a point to this agenda of sorts and I would
like then to lay it out. ▶
*A: What you'll find about our studies is that they themselves are
preoccupied with the phenomena of the occasioned character of the
structures of the production of the structures of interaction, the
structures of ordinary activities, and that property of the
occasionality of the orderliness of the seminar, for example, the
orderlinesses of the seminar, isn't something that we can become
unmindful of, no matter what the practical exigencies of the meeting
times and places would seem to require. ▶
*A: So there's that agenda, then following the agenda, the agenda of
sorts, I want to ask you to provide me with some information about
yourselves. ▶
@Comment: ((01.08 not transcribed)) ▶
*A: Then, by way of concluding the meeting, I want to assign some
exercises, some outside work, some work where I want you to assume
responsibility of collecting these materials, beginning the
collection of materials of your own. ▶
*A: Now that requirement fits in with an emphasis in the what we'll
refer to as the ethnomethodological studies, where the possibility
of getting access to the issues, to news about the work that makes
up the in situ production of the orderliness of ordinary activities.
▶
*A: The possibility of you getting access to that work, as news, turns
entirely on your access to the collection of materials in connection
with the studies of that work. ▶
*A: Now, there's an alternative way in which ordinary activities and
even issues of the productions of the structures of those activities
have been studied. ▶
*A: And in that alternative, there's a very large literature that I'll
characterize in the title, by speaking of studies about
ethnomethodology or studies about ordinary activities, studies about
organizational structures and their situated achievement, and so on.
▶
*A: I mean to call your attention at the outset, by way of contrast,
two very strongly, different ways of working. ▶
*A: In the seminar, we're going to pay great attention to that first
way of working.
*A: I'm going to demean the second way of working. ▶
*A: And so I might as well get to it. ▶
*A: To begin with, let me then sketch the agenda of topics for our
meetings. ▶
*A: I want to propose to you that there exists two bibliographies of
work by ethnomethodologists.
*A: no, two bibliographies: one, a bibliography of studies as the work
of ethnomethodologists; the second bibliography of studies, some of
them contributed by ethnomethodologists and many of them done by
many others. ▶
*A: The first bibliography I think of under the name studies of
naturally-organized activities. ▶
*A: Our concerns in the seminar are going to be with studies that
compose that bibliography. ▶
*A: The bibliography has the character of a corpus of studies. ▶
*A: Its motives, its interests are research-relevant interests. ▶
*A: The studies are going to be of interest to us in this way; namely,
the claim that they compose a corpus is to be specified via the
shop-work whereby those studies come under examination for what it
is they're about, how they're done, who does them, how in the
accompanying day's work they lead the lives that they do as situated
claims, maxims, policies, good advice, talk in place, talk among
friends. ▶
*A: So, the problem with the corpus, the problem with those studies,
and our problem in the seminar with those studies is to make them
readable as research-relevant materials. ▶
*A: The work of the seminar is in fact then concerned with what I call
that first bibliography, the corpus of studies of
naturally-organized activities. ▶
*A: Now there's a second bibliography. ▶
*A: The second bibliography consists of studies about ethnomethodology.
▶
*A: I want only briefly to characterize that literature. ▶
*A: Later, we'll take it up with the seriousness that it deserves,
insofar as the deservingness of it for seriousness means that it's
taken up as a phenomenon in its own right. ▶
*A: And we'll take it up then as a phenomenon and in that way, let's
say, seriously. ▶
*A: For today I want only to sketch some things that (..) I want to
talk in kind of descriptive characterization of that bibliography. ▶
*A: I'm going to propose the following things about it. ▶
*A: If the relevant phenomenon that we're dealing with in the case of
the studies of naturally-organized activities is the phenomenon of a
research corpus, the relevant phenomenon for studies about
ethnomethodology is something like a service . ▶
*A: the name for it might be a “service literature” . ▶
*A: By a service literature I'm talking about the fact that there now
makes up, as the work of many departments, subject to the course of
the work that's going on in the departments, there they are subject
to the employment circumstance wherein the department is an entity
whereby teaching is being administered. ▶
*A: Not teaching any which thing, but teaching among other things
ethnomethodological stuff, topically, to satisfy what topics could
look like, as departments' teaching-days' work, for stuff taken
topically from the national associations and what it provides for as
stuff properly making up a discipline. ▶
*A: Now, by a service literature we're talking here about the work of
writing (.) reading and writing (.) where something about the work
as it's available (.) sometimes out of the work of the corpus but
many times because there's already a collection of stuff in the
journals (.) that provides the motives for yet another piece of
writing where the task at hand is to formulate a mystery,; to point
to the existence, the reason of the availability of the work of
ethnomethodologists, of a mystery. ▶
*A: Husserl, Husserl was an originator. ▶
*A: These guys read Husserl, how come Husserl's not anywhere around in
their writings? ▶
*A: someone can take that on. ▶
*A: The Chicago school, after all, was doing ethnographic studies of
urban affairs long before these birds ever came on the scene, how
come they don't pay their debts? ▶
*A: George Herbert Mead we know was a hero whereever interaction is
studyied (.) these guys are obviously studying interaction, even
symbolic interaction, yet they make no reference to (.) that is,
they simply will not acknowledge, and so on. ▶
*A: Then there's the business of the advent of phenomenology for
Marxism, then there's the business of simply the advent of
phenomenology for whosoever in the social sciences figures that
there's this whole body of writings that requires paraphrase,
reference to, the existence of familiar topics in sociological
theory. ▶
*A: Now, then, you can have persons (.) students, faculty, (.) who,
given the fact that departments are places where the teaching of
stuff is in fact organized and administered, you get now the
relevance to the work of spotting a mystery, writing it so as to
formulate a mystery in the writing as well. ▶
*A: Having formulated the mystery providing what a solution to the
mystery could look like. ▶
*A: And that, then, can be a very prominent way in which a literature
gets built up. ▶
*A: It's done, I think, organizationally speaking, under circumstances
that have to do with job finding and job holding, and the importance
of providing for the local approval of colleagues in order that you
can get the day's work done if you're doing these studies. ▶
*A: It has to do it with the prevalence of buddies, of sponsorship
lineages; it very, very seriously has do do with the security of
employment, the sheer tenure issue, the sheer matter of after awhile
winning sone freedom from the sheer circumstantiality of the review
of the adequacy with which current work that you're doing comes up
for comparison with respect to what's fancied to be the uniform
looks of things, the uniform ways in which work should look, given
the fact that it's a national association that administers that kind
of review. ▶
*A: Now I'm not in any way demeaning the practical circumstances under
which these studies get done. ▶
*A: In no way do I take that lightly. ▶
*A: And I guess I don't have to tell you that I could hardly take it
lightly. ▶
*A: At the same time, to make the service literature [//] Oh, by the
way, there's one other very large circumstance that develops, and
that is that the ethno studies have themselveshave been undergoing
swiftly increasing changes of the sheer technical character of
findings and news being developed. ▶
*A: The result is that you get generational stresses, call it a local
cohort of, say, graduate students learning the issues of ethno on
the scene, leaving, and then finding that, because the changes may
be occurring faster than they can keep current with, nov find that
there's a demand to provide for comprehensive versions of what ethno
was from the very beginning, which is itself intimately tied to the
fact that it's inevitably a growing enterprise and complicated even
further by the fact that at the heart of the technical character of
the work, only news counts. ▶
*A: And therefore, you can become a casualty quickly if you're not too
smart. ▶
*A: Now given all those circumstances, and in no way intending to
demean the existence of that literature, or the circumstances under
which it gets done, we can't get to what the ethno is about, you
can't get access to the work, by reading the about literature, If
there's anything that strongly discourages the use of that
literature, it's that no interrogation of that literature gives you
access to the news, or what the news could be, or how the news is to
be obtained. ▶
*A: What it will get you access to is endless comprehensive versions of
xxx that is to say, things like origins, persons, credit lines,
lineages, debts open and debts payed, and xxx this and that +... ▶
*A: However, in that there's no way of interrogating those writings to
get access to the worldly thing that ordinary actions are as in situ
productions, then the literature, for all its sensibility or
lucidity or for all the fact that lovely writing goes on, that it's
done by both insiders and outsiders (.) that is to say, both by
parties who are themselves doing these studies as well as others who
couldn't have less interest in these studies (.) there's no way of
getting access to that work. ▶
*A: I take it, for the very short time we have here together for the
next four or fire weeks, that our task is somehow to get access to
what that work could be, how it's done. ▶
*A: And in the course of that then, we'll treat this about literature,
as I said, for its absurdity. ▶
*A: I'll put it right on the line, so we understand each other. ▶
*A: I think it's garbage. ▶
*A: I think that it's a phenomenon, it's to be addressed with any
seriousness. ▶
*A: But then that's wherein its absurdity would be demonstrable. ▶
*A: The absurdity would reside in this: that it would be clear and
sensible and generative of endless topics, endlessly relevant
further mysteries to detect and write of, and in the meantime the
production problem, the problem, the thing that composes
ethnomethodology's discovery (.) which is the discovery of
naturally-organized ordinary activities, and that the orderliness of
it, the so and what of it, is an in situ production, and that that
programmatic slogan can be specified so that it becomes more,
something other than that, it becomes indeed worldly work, addressed
in fact to the elucidation of the in situ production of the real
world of ordinary actions in its orderliness. ▶
*A: Now, we have our hands full getting access to that, as the promise
of what the work could be. ▶
*A: And the about literature gets you no access to that work. ▶
*A: Later in the course, when we've had a chance to get to the point
where some of the studies become accessible via materials that you
will yourself have begun to accumulate, what I'm saying might even
sound reasonable. ▶
*A: Because right now they could come on as, I suppose, an xxx brag or
worse. ▶
*A: I can't promise that it will get reasonable because I can't talk
for the work that you'll do; so if you do the work, that's the only
chance as I see it. ▶
*A: Now, what I'm proposing can become available as a phenomenon in its
own right, and it's only as a phenomenon in its own right that the
thing will take on these otherwise strange specifications. ▶
*A: Okay, then. ▶
*A: In a word, there are these other studies, two bibliographies:
studies of naturally-organized activities, studies about
ethnomethodology, studies about ethnomethodology's concern with
departmentally-organized teaching and thereby issues of pedagogy are
the sine qua non. ▶
*A: Students teaching each other, students and faculty, graduates
teaching each other (.) those things that have to do with the
relevances of departments as places where this stuff, among other
things, has to be made comparable for teaching. ▶
*A: Now let me give you an in-contrast-to. ▶
*A: If we're going to be concerned with the corpus, then I would now
like very quickly to sketch what that concern would be a concern
with. ▶
*A: As a way of getting stuff going, it's possible to allude to, it's
possible to engage in again a kind of characterization of
ethnomethodologists' abiding phenomenon, the preoccupation, the
psychosis, the interest that's such that the interest is identifying
of the day's work. ▶
*A: Now, the phenomena that I'm going to speak of as being phenomena
(.) those phenomena can be rendered in an epitome, a version of them
can be provided for in the following research maxim; think of it
that way. ▶
*A: If you frequent conversational activities, and if you think of the
turn-to-turn, utterance-by-utterance organization of conversational
activities, if you think of conversational greetings, if you think
of an exhibited order of service in a queue, if you think of
something like this, that you can have a collection consisting of
and recognized by those who are dealing with games that have rules,
like chess or poker, that there is for them available a collection
of all the basic rules of that game, that collection has for those
who play the game, in the course of playing the game, the specific
property of a completeness. ▶
*A: Now there is in addition now, an object, that the completeness of
that collection of all the basic rules of the game that has rules,
its completeness, the definiteness of it, turn on and are guaranteed
by the specific boundlessness of that collection. ▶
*A: If you think of another object, which is a map that persons draw
for each other, that I spoke of earlier today as an occasioned map,
these maps that persons draw for each other on the occasion that a
sketch is needed to provide from one to the other the instructions
for getting to the party, to be getting to be making the journey for
which instructions are needed. ▶
*A: If you think as well for traffic, that there can occur in traffic
the question, when traffic slows and then finally comes to a halt,
the drivers' question “what's holding up the traffic”, that it can,
in the way its asked via an inquiry, that's a part of the setting as
of which it's asked and pursued as an inquiry. ▶
*A: Now I've given you a list of things. ▶
*A: I'm going to collect them with the notion of, or I'm going to call
them, organizational objects. ▶
*A: Now the maxim. ▶
*A: The maxim is, look: The fundamental phenomena of ethnomethodology's
interest can be epitomized in this research maxim, that an
organizational object (.) I listed examples of organizational
objects (.) consist of the local, in situ, occasioned work of that
object's own practical objectivity and that object's own practical
observability. ▶
*C: Will you repeat that? ▶
*A: Yes, the epitome, the maxim +... ▶
*A: by a maxim I mean, look, I'm offering you both a truth and a rule
of conduct, right? ▶
*A: That's the thing about the maxim.
*A: Here's the maxim: To say of these objects that an organizational
object will be found to consist of the local, in situ, occasioned
work of its own practical objectivity and of its own practical
observability. ▶
*A: It provides in situ +... ▶
*A: never mind it provides, the objects consist in situ of their own
produced identifying features in and as the course of their
production. ▶
*A: Now the many people that are angry without possibility of repair or
explanation with ethnomethodologists are angry because they talk in
that way. ▶
*A: Nevertheless, I'm offering you a summary to start with. ▶
*A: In the end, if we're doing studies together, then it will become
enlightened thereby. ▶
*A: If you want to turn it into a debate, we'll get nowhere. ▶
*A: But that's a leading maxim. ▶
*A: There are other maxims, but that's a pretty sweeping one. ▶
*A: The problem obviously is to specify it with respect to the objects
for which this would be an appropriate slogan. ▶
*A: I can give you a fair warning to start with (.) don't try conjuring
the maxim, I mean if you try interpreting it by examining it in its
own words, you'll find more words. ▶
*A: You're not looking for more words, you're looking for the grounds,
worldly grounds under which that talk might as well be a way to
talk. ▶
*A: Since you don't want to examine the talk for the issues, you want
to find your way to the world to find there the grounds for talk
like that. ▶
*A: You need to be talking to each other, but we can't, as Dave Sudnow
says, solve issues of structure by consulting each other. ▶
*A: That would be an alternative. ▶
*A: And instead now, we're not going to be doing it that way. ▶
*A: We want instead now to look for those worldly objects to find for
that talk its character as talk grounded in, let me speak in a
phrase of “worldly works”. ▶
*A: Well, it's not even worldly work as it's commonly thought of or so
easily can be spoken of. ▶
*A: We're looking for those most ordinary things in the world;
conversations, gaps in traffic, formatting in queues, conversational
events of every variety. ▶
*A: We're looking for those practical circumstances, those courses of
practical action and those courses of practical reasoning, and we're
looking then to get them to lend themselves to our interrogations,
to our inquiries, with respect to their in situ, produced, evident
orderliness. ▶
*A: Now, the collection of studies, studies of naturally-organized
activities now can be recommended in this way: they make available
the abiding tasks of ethnomethodologists' inquiries, given that that
maxim might be a sloganizing way of saying what those studies are
abidingly concerned with. ▶
*A: The tasks of ethnomethodologists' inquiries are, via actual
materials, to achieve as discoveries technically-detailed interests
in that in situ production of that orderliness. ▶
*A: Now, I'm speaking specifically of acquiring technically-specific
interests in that in situ production of the orderliness of
conversational greetings, for example, or traffic's flow, or queues,
via, now I said, actual materials. ▶
*A: I didn't say empirical materials, but now that you understand that
yeah, it's empirical materials, however don't get fancy with
authoritative versions of what empirical would have to be. ▶
*A: You can't do it except with worldly stuff. ▶
*A: You can do it without worldly stuff by in fact constructing the
world. ▶
*A: And we all know that those arts are done, any weekend will provide
you with more than fifteen lifetime generations of students which
have to be taken under examination, all of it in the flukey name of
social science, not even art. ▶
*A: No, we're not looking for the authoritative version of what
empirical could be, we're looking instead to be answerable to the
incalculable looks of ordinary things. ▶
*A: And, according to where we find ourselves in the program of our
work, if to begin with we're only into trying to specify some issues
so as to get work launched, then we'll be into the examination of
what the hell ever will come to hand for reasoned conjecture that
being the best we'll be able to do in that place. ▶
*A: And in other places we'll be with documented conjectures, with
actual materials having been brought together from God knows where.
▶
*A: Some times from readings, some times from someone's personal
reports. ▶
*A: In other places or for other issues (.) by issues I'm going to
understand some phenomenon that calls for further work, further
description (.) in other places the issue will deal specifically
with what the work of Sacks and company most specifically
exemplifies, which we'll speak, of the analysis of organizational
items. ▶
*A: And when the work is as strong as it can get, or has thus far
gotten, let's put it that way, then we'll be dealing with materials
bearing on what I'll speak of as a competent system of
naturally-organized activity. ▶
*A: The most recent stuff by Sacks and Schegloff and Jefferson on the
turn-taking organization of conversational activity is an
exemplification of such a system. ▶
*A: It's not the only case of what I'll call strong stuff, but it's
surely as successful as you can find. ▶
*A: There's another possibility and that is that Dave Sudnow's work, in
the last six months, on what he speaks of as the gestural
organization of thinking, as a rival version, there being several
important rival versions of what that in situ production problem
looks like, there's the possibility that this rival version will set
everybody else's teeth on edge. ▶
*A: That's because it promises to get very quickly to the character of
what competent systems are. ▶
*A: I think it's fair to speak of your work as a work in the
phenomenology of practical action. ▶
*A: Would that be a fair way to summarize it? ▶
*A: I mean if we needed a slogan +... ▶
*B: xxx. ▶
*A: Okay, we don't want that slogan. ▶
*A: Okay, let it go. ▶
*A: In any case, what I'm pointing to is, that with respect to this
notion of empirical work, you can hear it as the insistent
requirement that the motives for our inquiries, and the origins and
the authority for all our claims about the character of the news of
produced orderliness (.) the origins and authority are as I say
empirical materials, might as well call them empirical materials. ▶
*A: Experiential stuff? ▶
*A: You can call them that. ▶
*A: The world of ordinary things, things like playing the piano or
driving a car, typing, not just talking, talking of certain things
in certain ways, in just these circumstances with just these people
and doing it (.) it's the access to these most ordinary things in
the world and that is the actual materials that we'll be concerned
with. ▶
*A: Now let me tell you about those interests. ▶
*A: They have a characteristic career in the work of
ethnomethodologists. ▶
*A: That is, their findings develop in their strength and they can be
arranged according to a progression from reasoned conjecture,
documented conjecture, the analysis of organizational items, and the
analysis of competent systems of naturally-organized activities. ▶
*A: That's a rough scheme. ▶
*A: It's only of use to you +... ▶
*A: You could try examining what could be meant by reasoned conjecture
but it's no good. ▶
*A: I'll be going through materials with which to show how, for work,
for some things that we'll be dealing with, we'll be spotting issues
via reasoned conjecture and what it is to have them in hand in that
way, and what it is to have them in hand differently than that. ▶
*A: So there's this matter that the studies can be arranged and that
they develop according to this rough series, and they show the
strength of an order that can be found in this progression. ▶
*A: And in fact that the findings do have, as I say, a characteristic
career. ▶
*A: Now, that progression is the heart of the stuff that we're going to
be talking about as the shop work, because it's the specifics of
that progression that grounds the meaning of ethnomethodologists'
claimed discovery. ▶
*A: Their claimed discovery is the discovery of naturally-organized
activities. ▶
*A: Until that corpus was in hand, the phenomena that the
ethnomethodologists uncovered were not known and not suspected. ▶
*A: And it was that corpus that made them available and provided as
well the methods for dealing with them and provided as well what
methods could be. ▶
*A: And provided as well along with it the possibility of the
re-discovery of every issue in logic and methodology. ▶
*A: Now, ethnomethodology is concerned for the detection,
identification, the elucidation of the in situ production of the
structures of practical action, and the collection, the corpus are,
in the way they're results in hand, as well, stuff on the way. ▶
*A: Now the practice of our seminar, now that I've gone through that
long prolegomenon. ▶
*A: Via our studies, I want now to identify and elucidate issues,
practices, shop talk, procedures, research maxims (.) that can make
up over its career the work of finding, collecting, analyzing
naturally-organized activities. ▶
*A: And I take it that our work together is directed to that proposal
and of specifying it, of making then the work available in its
turns. ▶
*A: Both those bibliographies could claim our interest, only the first
will be taken seriously. ▶
*A: The second, because it doesn't bear on that first task , I mean,
the studies about ethnomethodology give no access to that task. ▶
*A: So we'll be using then the studies of naturally-organized
activities as a source of topics.
*A: Our seminar's work as I think of it for the next four or five weeks
has its task kind of encompassed by that sketch of a way to talk
to it. ▶
*A: I'll entertain some questions. ▶
*A: Until I dislike the questions we will then go on to the next topic.
▶
*A: Yeah? ▶
*C: Is there such a thing as unnaturally-organized activities? ▶
*B: xxx yes, lots of them. ▶
*A: Unnaturally organized? ▶
*C: Yes, what are some examples? ▶
*A: There are activities provided for under immensely many constructed
provisions for the orderliness of ordinary action, and these are
found for example +... ▶
*A: you can speak of the conversations of families under the auspices
of an orderliness of primary groups. ▶
*A: You can speak of the deliberations of jurors, whereby they come to
arrive at the verdict waiting for them as the fair and legal
verdict, and speak of that work of coming to make of their affairs
the way whereby the verdict was properly obtained and treat it as an
orderliness of Bales Interaction Process. ▶
*A: You can speak of traffic flow and provide, together with the in
situ produced orderliness of the driving, and provide for that as an
orderliness of traffic engineer's load and flow of highway traffic.
▶
*A: I'm talking about constructions that all of you are up to here
with, so I'm calling your attention to the possibility of that the
big O orderliness-of, of whatever. ▶
*A: An ordinary family conversation provided for as an orderliness-of.
▶
*A: xxx. ▶
*A: So we have then the work of conversation provided for as an
orderliness of Starkey Duncan's actuarial assessment of xxx. ▶
*A: So, let me give you a little puzzle now. ▶
*A: I'm gonna use these square brackets to provide for an
organizational object where the in situ Sacks has been laying out
the in situ-produced character of, whatever. ▶
*A: xxx. ▶
*A: Now let's say, xxx , it will now be found to consist of a methodic
procedure, meaning a procedure known and comprising the art and
pride of constructive analytic sociological inquiry. ▶
*A: xxx the provision for the rendition of this object according to an
orderliness of, say, talking babies' conversational interaction. ▶
*A: The textbooks are simply loaded to overflowing with these devices.
▶
*A: They're natural language-dependent devices. ▶
*A: And their properties as the orderliness of the whatever can be
found, at at least an initial cut, by simply examining what it
takes in the readings, to read them off the page to make them
available to a search at hand. ▶
*A: They have one very gorgeous property. ▶
*A: They'll do any goddamn project you want to make them do. ▶
*A: They just do. ▶
*A: That is to say, it's a no-lose enterprise. ▶
*A: the motives of natural theorizing is that it never loses the
structures that it goes in search for in the object; that is to say,
that xxx. ▶
*A: Now, how you can have social studies employing that kind of artful
practice, xxx , will now present itself as a certain work of
practical action such that we can get, as a phenomenon in its own
right. ▶
*C: what about the proposition that the reason those structures can be
used for any activity that we have where some naturally xxx occuring
structure poses universal properties of certain kinds of
interaction, and therefore the structures are always discovered? ▶
*A: That happens, I hear you recommending a policy. ▶
*A: It's a policy that in ethnomethodological studies are regarded with
a great deal of suspicion. ▶
*A: Sacks has a way of speaking to that (.) he says, look, there are
constructions enough for us to find out about, why the hell do we
have to import them as inventions. ▶
*A: The way in which that policy would recommend itself would be that
you find via the route of someone's actual material circumstances,
about those circumstances that such an issue gets itself posed as a
part of it, and thereby the issue of universal structure is found in
fact to recommend itself for examination as one more variation on
the presence of practical issue. ▶
*A: That then would be taken seriously. ▶
*A: But to provide for it as a doctrine, the authority for which, let's
say, is carried in that it's someone's favorite author that has
announced it, or it's someone's committed practice as part of a
professional community of practices, and therefore what it looks
like to be using that doctrine as theorizing praxis, is specifically
uninteresting to the user. ▶
*A: Under those circumstances they're not interesting. ▶
*C: would you consider interaction process analysis as a kind of order
that can be laid out on anything important, and that's how it's
used.
*C: Because there is a couple like supposedly that, that order was
discovered, or invented, that it was discovered for use of taking
apart all these groups.
*A: first of all it's not even so.
*C: well it may not be so, but that's what xxx that's what they say.
*A: Who says?
*C: Well, that's what Bales says and that's the story behind xxx. ▶
*A: That's what Bales would say but Freddy Strodtbeck knows it better
than that. ▶
*A: Do you know all their twelve categories? ▶
*A: Come on, give me a guess. ▶
*A: You don't know, obviously I know the end of the story, you don't,
you might as well guess because you can't possibly win. ▶
*A: So come on, guess. ▶
*A: Look, right after World_War_Two, Freddy Strodtbeck went to Harvard.
▶
*A: He had a degree in, as undergraduate in math and had done some
graduate work, about two years of graduate work, before he went to
Harvard. ▶
*A: He was court administrator for the court of Los Angeles during
World_War_Two. ▶
*A: And in the course of that he became really competent in the use
of Harvard machines. ▶
*A: They were then known as Harvard machines. ▶
*A: computers, but in those days they had Harvard machines. ▶
*A: The xxx machine was something a guy named Hollerith had invented
for the Bureau of Census. ▶
*A: And Freddy Strodtbeck was really competent with the Harvard
machine. ▶
*A: Now tell me, what was it that's characteristic of a Hollerith card?
▶
*A: Twelve, right? ▶
*A: So Freddy gets to Harvard (.) I happen to know this, I'm a witness
(.) he gets to Harvard and here's Bales and he has forty scoring
categories. ▶
*A: And Freddy says, Oh that's bullshit, you'll never get anywhere with
forty.
*A: Here, let me show you what to do. ▶
*A: And he starts then combining them, and he says what we'll need to
do is to make twelve in order to exploit the resources of computing
machinery. ▶
*A: Now what were you saying about the discovered structure? ▶
*A: We're talking here about the most practical work in the world, that
has to do with, indeed, the design of a coding and accounting and
scoring procedure with which something called the original materials
are carefully rendered, so as to permit the justified claim that
these uniformities, these typically reproduced findings, for
example, are found that one can provide for how they can be found
again, via an analyst's xxx , a procedure that has about it the
specific character that someone using it can show, in its use, how
xxx and thereby, make claims of standardization and above all of
identifiability of a phenomenon. ▶
*A: The phenomenon is to be disengaged from the circumstances as of
which it's a part. ▶
*A: And it can be demonstrated that indeed it can be disengaged and
this would be that apparatus. ▶
*A: So, if we now call that apparatus once more under examination as to
what it consists of as somebody's work, then we may have a world to
win. ▶
*A: Particularly if you want to win this world as this kind of
phenomenon. ▶
*C: well, what do you do in the concerns about standardized xxx like? ▶
*A: In principle we'll come to those as we need to xxx. ▶
*A: Let's say, if I'm trying to engage in putting together a manual,
say I'm writing xxx of two versions of methods texts in sociology,
every issue that we've just seen very briefly, now with the idea of
uniform procedure, in the service of demonstrating via the
interchangeability thereby the thing found out as the identifying
feature of the phenomenon detected. ▶
*A: There's the notion of interactional structure provided for. ▶
*A: Well, that then is to be elucidated by re-examining the
researcher's practices. ▶
*A: The structures are the structures in their practices. ▶
*A: If we encounter it or any uniform procedure as now a re-found
topic for our inquiries, similarly we'll find that we can
re-encounter every topic of logic and methodology, everyone of the
really grand shibboleths of order, those lovely notions of order,
repetition, uniform, series, consequentiality, xxx , reason, xxx . ▶
*A: Well, every one of them now beckons for the topic, for the
phenomenon it could be and it's pointless to decide in principle
what it could consist of. ▶
*A: I insist that it's pointless to decide without respect for the
actual materials, to provide there the motives for examining what
the topic could be. ▶
*A: Methodical procedure is said to turn essentially on a clear,
coherent fashion of temporal organization, a temporal sequence. ▶
*B: well, Dave Sudnow will provide you with his version on wednesday.
*B: He'll show at first hand via witness of a demonstration xxx . ▶
*A: He'll provide you with the awesome thing that typing consists of
now as a temporally organized activity. ▶
*A: It's produced and consists of the emerging structures of thought
laden, thoughtful words. ▶
*A: Now, I am answering your point but there's no way +... ▶
*A: it's not a syllabus, that's for sure; it's not a catalogue, it's
not the luminary aside, it's not an encyclopedia, it's not a rewrite
job on the terrible manuals of procedures with procedures, it's not
a version of an introductory text of sociology. ▶
*A: xxx is to get access once more to. ▶
*A: the orderliness of ordinary action as local, occasioned
productions. ▶
*A: the thing provided by the local persons, because traffic, for
example, isn't staffed by persons, it's staffed by drivers, and all
drivers know. ▶
*A: Queues contain everything about queues that a local arrangement of
queueing in the queue provides for. ▶
*A: How to read provides for everything of persons that persons could
ever be in the world. ▶
*A: So if they have mysteries, nothing could be clearer
than that the mysteries are a part of the queues as of
which they are being made evident, possible, available,
reckoned, and so on. ▶
*A: if what you find will remain indifferent to every doctrinal claim,
to what the world would have to consist of, in principle; we're
indifferent to every such claim. ▶
*A: It's like a xxx introduction (.) the matters offered for our
introduction start with the looks of things, the actual locks of
things. ▶
*A: That actual means: the looks of things as they are available in the
practical presence of xxx . ▶
*A: As compared with starting with work order done, and taking our
examples for that as xxx actions. ▶
*A: Or starting with exemplification, or doing any of the other xxx . ▶
*A: So we have the very peculiar kind of enterprise because we're
honoring the anthropologists' and the sociologists' preoccupation
with and insistence upon those questions. ▶
*A: But, the specific difference as far as the anthropologists' and
sociologists' claims about what observation consist of xxx ▶
(18.0). ▶
*A: Now, although I promised to provide some exercises to begin with,
there's something else that has greater priority. ▶
*A: Given the very few meetings that we have, ten at best. ▶
*A: Given, too, that the work that I'm speaking of is done best when
it's custom-fitted, done best on a frankly personal tutorial basis.
▶
*A: The materials, when you collect them, have the character of
providing you the peculiar way of being a witness to that
orderliness in the world of daily life. ▶
*A: All by way of introducing something I would like to have for you to
do. ▶
*A: If you will give me some information about yourselves, then that
will permit me to get a stronger sense of who's here, where you're
coming from, what is the prior access to the other kinds of related
materials. ▶
*A: There is, I take it, a spread from comparative novices in the work
of conversation, or ethno or phenomenology for professional
sociology's concern so that there's xxx . ▶
*A: And if you give me some of the information that I may want to ask,
then it will facilitate the matter of hand-tailoring the materials,
so that it's not only this great harangue that you will have gotten.
▶
*A: I mean our seminars can turn out to be really lectures, and I
think it would be a mistake if indeed they were merely lectures or
lectures only. ▶
*A: In order to be differently than that, could be facilitated if I
know more about you (.) so, do me a favor, get a big piece of paper
instructions. ▶
@End