Command line: Garfinkel/
0 @Loc: Garfinkel/seminar1.cha 1 @PID: 11312/t-00015944-1 2 @Begin 3 @Languages: eng 4 @Participants: A Harold Speaker, B Dave Participant, C 5 QuestionsFromAudience Participant 6 @ID: eng|Garfinkel|A||male|||Speaker||| 7 @ID: eng|Garfinkel|B||male|||Participant||| 8 @ID: eng|Garfinkel|C|||||Participant||| 9 @Media: seminar1, audio 10 @Comment: ((06.13 minutes not transcribed. Coordination of seminar 11 times)) ▶ 12 *A: There are several things that I would like for us to be doing this 13 afternoon. ▶ 14 *A: I want first to sketch let me call it an “agenda of sorts” for the 15 seminar meetings. ▶ 16 *A: When I say an agenda of sorts, I mean just that. ▶ 17 *A: I know I have a way to begin. ▶ 18 *A: What will come after will depend on what the beginning begins to 19 look like. ▶ 20 *A: So though I will sketch an agenda, it's in no way a strong promise. 21 ▶ 22 *A: Though if it makes you angry if we depart from what we promised we 23 were going to get into, and you begin to throw rocks in an attempt 24 to sink that boat, then you need to remember that that's a boat that 25 has no bottom. ▶ 26 *A: The thing that keeps it afloat is that we're underway, and that's 27 all. ▶ 28 *A: Nonetheless there's a point to this agenda of sorts and I would 29 like then to lay it out. ▶ 30 *A: What you'll find about our studies is that they themselves are 31 preoccupied with the phenomena of the occasioned character of the 32 structures of the production of the structures of interaction, the 33 structures of ordinary activities, and that property of the 34 occasionality of the orderliness of the seminar, for example, the 35 orderlinesses of the seminar, isn't something that we can become 36 unmindful of, no matter what the practical exigencies of the meeting 37 times and places would seem to require. ▶ 38 *A: So there's that agenda, then following the agenda, the agenda of 39 sorts, I want to ask you to provide me with some information about 40 yourselves. ▶ 41 @Comment: ((01.08 not transcribed)) ▶ 42 *A: Then, by way of concluding the meeting, I want to assign some 43 exercises, some outside work, some work where I want you to assume 44 responsibility of collecting these materials, beginning the 45 collection of materials of your own. ▶ 46 *A: Now that requirement fits in with an emphasis in the what we'll 47 refer to as the ethnomethodological studies, where the possibility 48 of getting access to the issues, to news about the work that makes 49 up the in situ production of the orderliness of ordinary activities. 50 ▶ 51 *A: The possibility of you getting access to that work, as news, turns 52 entirely on your access to the collection of materials in connection 53 with the studies of that work. ▶ 54 *A: Now, there's an alternative way in which ordinary activities and 55 even issues of the productions of the structures of those activities 56 have been studied. ▶ 57 *A: And in that alternative, there's a very large literature that I'll 58 characterize in the title, by speaking of studies about 59 ethnomethodology or studies about ordinary activities, studies about 60 organizational structures and their situated achievement, and so on. 61 ▶ 62 *A: I mean to (call) your attention at the outset, by way of contrast, 63 two very strongly, different ways of working. ▶ 64 *A: In the seminar, we're going to pay great attention to that first 65 way of working. 66 *A: I'm going to demean the second way of working. ▶ 67 *A: And so I might as well get to it. ▶ 68 *A: To begin with, let me then sketch the agenda of topics for our 69 meetings. ▶ 70 *A: I want to propose to you that there exists two bibliographies of 71 work by ethnomethodologists. 72 *A: no, two bibliographies: one, a bibliography of studies as the work 73 of ethnomethodologists; the second bibliography of studies, some of 74 them contributed by ethnomethodologists and (many) of them done by 75 many others. ▶ 76 *A: The first bibliography I think of under the name studies of 77 naturally-organized activities. ▶ 78 *A: Our concerns in the seminar are going to be with studies that 79 compose that bibliography. ▶ 80 *A: The bibliography has the character of a corpus of studies. ▶ 81 *A: Its motives, its interests are research-relevant interests. ▶ 82 *A: The studies are going to be of interest to us in this way; namely, 83 the claim that they compose a corpus is to be specified via the 84 shop-work whereby those studies come under examination for what it 85 is they're about, how they're done, who does them, how in the 86 accompanying day's work they lead the lives that they do as situated 87 claims, maxims, policies, good advice, talk in place, talk among 88 friends. ▶ 89 *A: So, the problem with the corpus, the problem with those studies, 90 and our problem in the seminar with those studies is to make them 91 readable as research-relevant materials. ▶ 92 *A: The work of the seminar is in fact then concerned with what I call 93 that first bibliography, the corpus of studies of 94 naturally-organized activities. ▶ 95 *A: Now there's a second bibliography. ▶ 96 *A: The second bibliography consists of studies about ethnomethodology. 97 ▶ 98 *A: I want only briefly to characterize that literature. ▶ 99 *A: Later, we'll take it up with the seriousness that it deserves, 100 insofar as the deservingness of it for seriousness means that it's 101 taken up as a phenomenon in its own right. ▶ 102 *A: And we'll take it up then as a phenomenon and in that way, let's 103 say, seriously. ▶ 104 *A: For today I want only to sketch some things that (..) I want to 105 talk in kind of descriptive characterization of that bibliography. ▶ 106 *A: I'm going to propose the following things about it. ▶ 107 *A: If the relevant phenomenon that we're dealing with in the case of 108 the studies of naturally-organized activities is the phenomenon of a 109 research corpus, the relevant phenomenon for studies about 110 ethnomethodology is something like a service . ▶ 111 *A: the name for it might be a “service literature” . ▶ 112 *A: By a service literature I'm talking about the fact that there now 113 makes up, as the work of many departments, subject to the course of 114 the work that's going on in the departments, there they are subject 115 to the employment circumstance wherein the department is an entity 116 whereby teaching is being administered. ▶ 117 *A: Not teaching any which thing, but teaching among other things 118 ethnomethodological stuff, topically, to satisfy what topics could 119 look like, as departments' teaching-days' work, for stuff taken 120 topically from the national associations and what it provides for as 121 stuff properly making up a discipline. ▶ 122 *A: Now, by a service literature we're talking here about the work of 123 writing (.) reading and writing (.) where something about the work 124 as it's available (.) sometimes out of the work of the corpus but 125 many times because there's already a collection of stuff in the 126 journals (.) that provides the motives for yet another piece of 127 writing where the task at hand is to formulate a mystery,; to point 128 to the existence, the reason of the availability of the work of 129 ethnomethodologists, of a mystery. ▶ 130 *A: Husserl, Husserl was an originator. ▶ 131 *A: These guys read Husserl, how come Husserl's not anywhere around in 132 their writings? ▶ 133 *A: someone can take that on. ▶ 134 *A: The Chicago school, after all, was doing ethnographic studies of 135 urban affairs long before these birds ever came on the scene, how 136 come they don't pay their debts? ▶ 137 *A: George Herbert Mead we know was a hero whereever interaction is 138 studyied (.) these guys are obviously studying interaction, even 139 symbolic interaction, yet they make no reference to (.) that is, 140 they simply will not acknowledge, and so on. ▶ 141 *A: Then there's the business of the advent of phenomenology for 142 Marxism, then there's the business of simply the advent of 143 phenomenology for whosoever in the social sciences figures that 144 there's this whole body of writings that requires paraphrase, 145 reference to, the existence of familiar topics in sociological 146 theory. ▶ 147 *A: Now, then, you can have persons (.) students, faculty, (.) who, 148 given the fact that departments are places where the teaching of 149 stuff is in fact organized and administered, you get now the 150 relevance to the work of spotting a mystery, writing it so as to 151 formulate a mystery in the writing as well. ▶ 152 *A: Having formulated the mystery providing what a solution to the 153 mystery could look like. ▶ 154 *A: And that, then, can be a very prominent way in which a literature 155 gets built up. ▶ 156 *A: It's done, I think, organizationally speaking, under circumstances 157 that have to do with job finding and job holding, and the importance 158 of providing for the local approval of colleagues in order that you 159 can get the day's work done if you're doing these studies. ▶ 160 *A: It has to do it with the prevalence of buddies, of sponsorship 161 lineages; it very, very seriously has do do with the security of 162 employment, the sheer tenure issue, the sheer matter of after awhile 163 winning sone freedom from the sheer circumstantiality of the review 164 of the adequacy with which current work that you're doing comes up 165 for comparison with respect to what's fancied to be the uniform 166 looks of things, the uniform ways in which work should look, given 167 the fact that it's a national association that administers that kind 168 of review. ▶ 169 *A: Now I'm not in any way demeaning the practical circumstances under 170 which these studies get done. ▶ 171 *A: In no way do I take that lightly. ▶ 172 *A: And I guess I don't have to tell you that I could hardly take it 173 lightly. ▶ 174 *A: At the same time, to make the service literature [//] Oh, by the 175 way, there's one other very large circumstance that develops, and 176 that is that the ethno studies have themselveshave been undergoing 177 swiftly increasing changes of the sheer technical character of 178 findings and news being developed. ▶ 179 *A: The result is that you get generational stresses, call it a local 180 cohort of, say, graduate students learning the issues of ethno on 181 the scene, leaving, and then finding that, because the changes may 182 be occurring faster than they can keep current with, nov find that 183 there's a demand to provide for comprehensive versions of what ethno 184 was from the very beginning, which is itself intimately tied to the 185 fact that it's inevitably a growing enterprise and complicated even 186 further by the fact that at the heart of the technical character of 187 the work, only news counts. ▶ 188 *A: And therefore, you can become a casualty quickly if you're not too 189 smart. ▶ 190 *A: Now given all those circumstances, and in no way intending to 191 demean the existence of that literature, or the circumstances under 192 which it gets done, we can't get to what the ethno is about, you 193 can't get access to the work, by reading the about literature, If 194 there's anything that strongly discourages the use of that 195 literature, it's that no interrogation of that literature gives you 196 access to the news, or what the news could be, or how the news is to 197 be obtained. ▶ 198 *A: What it will get you access to is endless comprehensive versions of 199 xxx that is to say, things like origins, persons, credit lines, 200 lineages, debts open and debts payed, and xxx this and that +... ▶ 201 *A: However, in that there's no way of interrogating those writings to 202 get access to the worldly thing that ordinary actions are as in situ 203 productions, then the literature, for all its sensibility or 204 lucidity or for all the fact that lovely writing goes on, that it's 205 done by both insiders and outsiders (.) that is to say, both by 206 parties who are themselves doing these studies as well as others who 207 couldn't have less interest in these studies (.) there's no way of 208 getting access to that work. ▶ 209 *A: I take it, for the very short time we have here together for the 210 next four or fire weeks, that our task is somehow to get access to 211 what that work could be, how it's done. ▶ 212 *A: And in the course of that then, we'll treat this about literature, 213 as I said, for its absurdity. ▶ 214 *A: I'll put it right on the line, so we understand each other. ▶ 215 *A: I think it's garbage. ▶ 216 *A: I think that it's a phenomenon, it's to be addressed with any 217 seriousness. ▶ 218 *A: But then that's wherein its absurdity would be demonstrable. ▶ 219 *A: The absurdity would reside in this: that it would be clear and 220 sensible and generative of endless topics, endlessly relevant 221 further mysteries to detect and write of, and in the meantime the 222 production problem, the problem, the thing that composes 223 ethnomethodology's discovery (.) which is the discovery of 224 naturally-organized ordinary activities, and that the orderliness of 225 it, the so and what of it, is an in situ production, and that that 226 programmatic slogan can be specified so that it becomes more, 227 something other than that, it becomes indeed worldly work, addressed 228 in fact to the elucidation of the in situ production of the real 229 world of ordinary actions in its orderliness. ▶ 230 *A: Now, we have our hands full getting access to that, as the promise 231 of what the work could be. ▶ 232 *A: And the about literature gets you no access to that work. ▶ 233 *A: Later in the course, when we've had a chance to get to the point 234 where some of the studies become accessible via materials that you 235 will yourself have begun to accumulate, what I'm saying might even 236 sound reasonable. ▶ 237 *A: Because right now they could come on as, I suppose, an xxx brag or 238 worse. ▶ 239 *A: I can't promise that it will get reasonable because I can't talk 240 for the work that you'll do; so if you do the work, that's the only 241 chance as I see it. ▶ 242 *A: Now, what I'm proposing can become available as a phenomenon in its 243 own right, and it's only as a phenomenon in its own right that the 244 thing will take on these otherwise strange specifications. ▶ 245 *A: Okay, then. ▶ 246 *A: In a word, there are these other studies, two bibliographies: 247 studies of naturally-organized activities, studies about 248 ethnomethodology, studies about ethnomethodology's concern with 249 departmentally-organized teaching and thereby issues of pedagogy are 250 the sine qua non. ▶ 251 *A: Students teaching each other, students and faculty, graduates 252 teaching each other (.) those things that have to do with the 253 relevances of departments as places where this stuff, among other 254 things, has to be made comparable for teaching. ▶ 255 *A: Now let me give you an in-contrast-to. ▶ 256 *A: If we're going to be concerned with the corpus, then I would now 257 like very quickly to sketch what that concern would be a concern 258 with. ▶ 259 *A: As a way of getting stuff going, it's possible to allude to, it's 260 possible to engage in again a kind of characterization of 261 ethnomethodologists' abiding phenomenon, the preoccupation, the 262 psychosis, the interest that's such that the interest is identifying 263 of the day's work. ▶ 264 *A: Now, the phenomena that I'm going to speak of as being phenomena 265 (.) those phenomena can be rendered in an epitome, a version of them 266 can be provided for in the following research maxim; think of it 267 that way. ▶ 268 *A: If you frequent conversational activities, and if you think of the 269 turn-to-turn, utterance-by-utterance organization of conversational 270 activities, if you think of conversational greetings, if you think 271 of an exhibited order of service in a queue, if you think of 272 something like this, that you can have a collection consisting of 273 and recognized by those who are dealing with games that have rules, 274 like chess or poker, that there is for them available a collection 275 of all the basic rules of that game, that collection has for those 276 who play the game, in the course of playing the game, the specific 277 property of a completeness. ▶ 278 *A: Now there is in addition now, an object, that the completeness of 279 that collection of all the basic rules of the game that has rules, 280 its completeness, the definiteness of it, turn on and are guaranteed 281 by the specific boundlessness of that collection. ▶ 282 *A: If you think of another object, which is a map that persons draw 283 for each other, that I spoke of earlier today as an occasioned map, 284 these maps that persons draw for each other on the occasion that a 285 sketch is needed to provide from one to the other the instructions 286 for getting to the party, to be getting to be making the journey for 287 which instructions are needed. ▶ 288 *A: If you think as well for traffic, that there can occur in traffic 289 the question, when traffic slows and then finally comes to a halt, 290 the drivers' question “what's holding up the traffic”, that it can, 291 in the way its asked via an inquiry, that's a part of the setting as 292 of which it's asked and pursued as an inquiry. ▶ 293 *A: Now I've given you a list of things. ▶ 294 *A: I'm going to collect them with the notion of, or I'm going to call 295 them, organizational objects. ▶ 296 *A: Now the maxim. ▶ 297 *A: The maxim is, look: The fundamental phenomena of ethnomethodology's 298 interest can be epitomized in this research maxim, that an 299 organizational object (.) I listed examples of organizational 300 objects (.) consist of the local, in situ, occasioned work of that 301 object's own practical objectivity and that object's own practical 302 observability. ▶ 303 *C: Will you repeat that? ▶ 304 *A: Yes, the epitome, the maxim +... ▶ 305 *A: by a maxim I mean, look, I'm offering you both a truth and a rule 306 of conduct, right? ▶ 307 *A: That's the thing about the maxim. 308 *A: Here's the maxim: To say of these objects that an organizational 309 object will be found to consist of the local, in situ, occasioned 310 work of its own practical objectivity and of its own practical 311 observability. ▶ 312 *A: It provides in situ +... ▶ 313 *A: never mind it provides, the objects consist in situ of their own 314 produced identifying features in and as the course of their 315 production. ▶ 316 *A: Now the many people that are angry without possibility of repair or 317 explanation with ethnomethodologists are angry because they talk in 318 that way. ▶ 319 *A: Nevertheless, I'm offering you a summary to start with. ▶ 320 *A: In the end, if we're doing studies together, then it will become 321 enlightened thereby. ▶ 322 *A: If you want to turn it into a debate, we'll get nowhere. ▶ 323 *A: But that's a leading maxim. ▶ 324 *A: There are other maxims, but that's a pretty sweeping one. ▶ 325 *A: The problem obviously is to specify it with respect to the objects 326 for which this would be an appropriate slogan. ▶ 327 *A: I can give you a fair warning to start with (.) don't try conjuring 328 the maxim, I mean if you try interpreting it by examining it in its 329 own words, you'll find more words. ▶ 330 *A: You're not looking for more words, you're looking for the grounds, 331 worldly grounds under which that talk might as well be a way to 332 talk. ▶ 333 *A: Since you don't want to examine the talk for the issues, you want 334 to find your way to the world to find there the grounds for talk 335 like that. ▶ 336 *A: You need to be talking to each other, but we can't, as Dave Sudnow 337 says, solve issues of structure by consulting each other. ▶ 338 *A: That would be an alternative. ▶ 339 *A: And instead now, we're not going to be doing it that way. ▶ 340 *A: We want instead now to look for those worldly objects to find for 341 that talk its character as talk grounded in, let me speak in a 342 phrase of “worldly works”. ▶ 343 *A: Well, it's not even worldly work as it's commonly thought of or so 344 easily can be spoken of. ▶ 345 *A: We're looking for those most ordinary things in the world; 346 conversations, gaps in traffic, formatting in queues, conversational 347 events of every variety. ▶ 348 *A: We're looking for those practical circumstances, those courses of 349 practical action and those courses of practical reasoning, and we're 350 looking then to get them to lend themselves to our interrogations, 351 to our inquiries, with respect to their in situ, produced, evident 352 orderliness. ▶ 353 *A: Now, the collection of studies, studies of naturally-organized 354 activities now can be recommended in this way: they make available 355 the abiding tasks of ethnomethodologists' inquiries, given that that 356 maxim might be a sloganizing way of saying what those studies are 357 abidingly concerned with. ▶ 358 *A: The tasks of ethnomethodologists' inquiries are, via actual 359 materials, to achieve as discoveries technically-detailed interests 360 in that in situ production of that orderliness. ▶ 361 *A: Now, I'm speaking specifically of acquiring technically-specific 362 interests in that in situ production of the orderliness of 363 conversational greetings, for example, or traffic's flow, or queues, 364 via, now I said, actual materials. ▶ 365 *A: I didn't say empirical materials, but now that you understand that 366 yeah, it's empirical materials, however don't get fancy with 367 authoritative versions of what empirical would have to be. ▶ 368 *A: You can't do it except with worldly stuff. ▶ 369 *A: You can do it without worldly stuff by in fact constructing the 370 world. ▶ 371 *A: And we all know that those arts are done, any weekend will provide 372 you with more than fifteen lifetime generations of students which 373 have to be taken under examination, all of it in the flukey name of 374 social science, not even art. ▶ 375 *A: No, we're not looking for the authoritative version of what 376 empirical could be, we're looking instead to be answerable to the 377 (incalculable) looks of ordinary things. ▶ 378 *A: And, according to where we find ourselves in the program of our 379 work, if to begin with we're only into trying to specify some issues 380 so as to get work launched, then we'll be into the examination of 381 what the hell ever will come to hand for reasoned conjecture that 382 being the best we'll be able to do in that place. ▶ 383 *A: And in other places we'll be with documented conjectures, with 384 actual materials having been brought together from God knows where. 385 ▶ 386 *A: Some times from readings, some times from someone's personal 387 reports. ▶ 388 *A: In other places or for other issues (.) by issues I'm going to 389 understand some phenomenon that calls for further work, further 390 description (.) in other places the issue will deal specifically 391 with what the work of Sacks and company most specifically 392 exemplifies, which we'll speak, of the analysis of organizational 393 items. ▶ 394 *A: And when the work is as strong as it can get, or has thus far 395 gotten, let's put it that way, then we'll be dealing with materials 396 bearing on what I'll speak of as a competent system of 397 naturally-organized activity. ▶ 398 *A: The most recent stuff by Sacks and Schegloff and Jefferson on the 399 turn-taking organization of conversational activity is an 400 exemplification of such a system. ▶ 401 *A: It's not the only case of what I'll call strong stuff, but it's 402 surely as successful as you can find. ▶ 403 *A: There's another possibility and that is that Dave Sudnow's work, in 404 the last six months, on what he speaks of as the gestural 405 organization of thinking, as a rival version, there being several 406 important rival versions of what that in situ production problem 407 looks like, there's the possibility that this rival version will set 408 everybody else's teeth on edge. ▶ 409 *A: That's because it promises to get very quickly to the character of 410 what competent systems are. ▶ 411 *A: I think it's fair to speak of your work as a work in the 412 phenomenology of practical action. ▶ 413 *A: Would that be a fair way to summarize it? ▶ 414 *A: I mean if we needed a slogan +... ▶ 415 *B: xxx. ▶ 416 *A: Okay, we don't want that slogan. ▶ 417 *A: Okay, let it go. ▶ 418 *A: In any case, what I'm pointing to is, that with respect to this 419 notion of empirical work, you can hear it as the insistent 420 requirement that the motives for our inquiries, and the origins and 421 the authority for all our claims about the character of the news of 422 produced orderliness (.) the origins and authority are as I say 423 empirical materials, might as well call them empirical materials. ▶ 424 *A: Experiential stuff? ▶ 425 *A: You can call them that. ▶ 426 *A: The world of ordinary things, things like playing the piano or 427 driving a car, typing, not just talking, talking of certain things 428 in certain ways, in just these circumstances with just these people 429 and doing it (.) it's the access to these most ordinary things in 430 the world and that is the actual materials that we'll be concerned 431 with. ▶ 432 *A: Now let me tell you about those interests. ▶ 433 *A: They have a characteristic career in the work of 434 ethnomethodologists. ▶ 435 *A: That is, their findings develop in their strength and they can be 436 arranged according to a progression from reasoned conjecture, 437 documented conjecture, the analysis of organizational items, and the 438 analysis of competent systems of naturally-organized activities. ▶ 439 *A: That's a rough scheme. ▶ 440 *A: It's only of use to you +... ▶ 441 *A: You could try examining what could be meant by reasoned conjecture 442 but it's no good. ▶ 443 *A: I'll be going through materials with which to show how, for work, 444 for some things that we'll be dealing with, we'll be spotting issues 445 via reasoned conjecture and what it is to have them in hand in that 446 way, and what it is to have them in hand differently than that. ▶ 447 *A: So there's this matter that the studies can be arranged and that 448 they develop according to this rough series, and they show the 449 strength of an order that can be found in this progression. ▶ 450 *A: And in fact that the findings do have, as I say, a characteristic 451 career. ▶ 452 *A: Now, that progression is the heart of the stuff that we're going to 453 be talking about as the shop work, because it's the specifics of 454 that progression that grounds the meaning of ethnomethodologists' 455 claimed discovery. ▶ 456 *A: Their claimed discovery is the discovery of naturally-organized 457 activities. ▶ 458 *A: Until that corpus was in hand, the phenomena that the 459 ethnomethodologists uncovered were not known and not suspected. ▶ 460 *A: And it was that corpus that made them available and provided as 461 well the methods for dealing with them and provided as well what 462 methods could be. ▶ 463 *A: And provided as well along with it the possibility of the 464 re-discovery of every issue in logic and methodology. ▶ 465 *A: Now, ethnomethodology is concerned for the detection, 466 identification, the elucidation of the in situ production of the 467 structures of practical action, and the collection, the corpus are, 468 in the way they're results in hand, as well, stuff on the way. ▶ 469 *A: Now the practice of our seminar, now that I've gone through that 470 long prolegomenon. ▶ 471 *A: Via our studies, I want now to identify and elucidate issues, 472 practices, shop talk, procedures, research maxims (.) that can make 473 up over its career the work of finding, collecting, analyzing 474 naturally-organized activities. ▶ 475 *A: And I take it that our work together is directed to that proposal 476 and of specifying it, of making then the work available in its 477 turns. ▶ 478 *A: Both those bibliographies could claim our interest, only the first 479 will be taken seriously. ▶ 480 *A: The second, because it doesn't bear on that first task , I mean, 481 the studies about ethnomethodology give no access to that task. ▶ 482 *A: So we'll be using then the studies of naturally-organized 483 activities as a source of topics. 484 *A: Our seminar's work as I think of it for the next four or five weeks 485 has its task kind of encompassed by that sketch (of) a way to talk 486 to it. ▶ 487 *A: I'll entertain some questions. ▶ 488 *A: Until I dislike the questions we will then go on to the next topic. 489 ▶ 490 *A: Yeah? ▶ 491 *C: Is there such a thing as unnaturally-organized activities? ▶ 492 *B: xxx yes, lots of them. ▶ 493 *A: Unnaturally organized? ▶ 494 *C: Yes, what are some examples? ▶ 495 *A: There are activities provided for under immensely many constructed 496 provisions for the orderliness of ordinary action, and these are 497 found for example +... ▶ 498 *A: you can speak of the conversations of families under the auspices 499 of an orderliness of primary groups. ▶ 500 *A: You can speak of the deliberations of jurors, whereby they come to 501 arrive at the verdict waiting for them as the fair and legal 502 verdict, and speak of that work of coming to make of their affairs 503 the way whereby the verdict was properly obtained and treat it as an 504 orderliness of Bales Interaction Process. ▶ 505 *A: You can speak of traffic flow and provide, together with the in 506 situ produced orderliness of the driving, and provide for that as an 507 orderliness of traffic engineer's load and flow of highway traffic. 508 ▶ 509 *A: I'm talking about constructions that all of you are up to here 510 with, so I'm calling your attention to the possibility of that the 511 big O orderliness-of, of whatever. ▶ 512 *A: An ordinary family conversation provided for as an orderliness-of. 513 ▶ 514 *A: xxx. ▶ 515 *A: So we have then the work of conversation provided for as an 516 orderliness of Starkey Duncan's actuarial assessment of xxx. ▶ 517 *A: So, let me give you a little puzzle now. ▶ 518 *A: I'm gonna use these square brackets to provide for an 519 organizational object where the in situ Sacks has been laying out 520 the in situ-produced character of, whatever. ▶ 521 *A: xxx. ▶ 522 *A: Now let's say, xxx , it will now be found to consist of a methodic 523 procedure, meaning a procedure known and comprising the art and 524 pride of constructive analytic sociological inquiry. ▶ 525 *A: xxx the provision for the rendition of this object according to an 526 orderliness of, say, talking babies' conversational interaction. ▶ 527 *A: The textbooks are simply loaded to overflowing with these devices. 528 ▶ 529 *A: They're natural language-dependent devices. ▶ 530 *A: And their properties as the orderliness of the whatever can be 531 found, at at least an initial (cut), by simply examining what it 532 takes in the readings, to read them off the page to make them 533 available to a search at hand. ▶ 534 *A: They have one very gorgeous property. ▶ 535 *A: They'll do any goddamn project you want to make them do. ▶ 536 *A: They just do. ▶ 537 *A: That is to say, it's a no-lose enterprise. ▶ 538 *A: the motives of natural theorizing is that it never loses the 539 structures that it goes in search for in the object; that is to say, 540 that xxx. ▶ 541 *A: Now, how you can have social studies employing that kind of artful 542 practice, xxx , will now present itself as a certain work of 543 practical action such that we can get, as a phenomenon in its own 544 right. ▶ 545 *C: what about the proposition that the reason those structures can be 546 used for any activity that we have where some naturally xxx occuring 547 structure (poses) universal properties of certain kinds of 548 interaction, and therefore the structures are always discovered? ▶ 549 *A: That happens, I hear you recommending a policy. ▶ 550 *A: It's a policy that in ethnomethodological studies are regarded with 551 a great deal of suspicion. ▶ 552 *A: Sacks has a way of speaking to that (.) he says, look, there are 553 constructions enough for us to find out about, why the hell do we 554 have to import them as inventions. ▶ 555 *A: The way in which that policy would recommend itself would be that 556 you find via the route of someone's actual material circumstances, 557 about those circumstances that such an issue gets itself posed as a 558 part of it, and thereby the issue of universal structure is found in 559 fact to recommend itself for examination as one more variation on 560 the presence of practical issue. ▶ 561 *A: That then would be taken seriously. ▶ 562 *A: But to provide for it as a doctrine, the authority for which, let's 563 say, is carried in that it's someone's favorite author that has 564 announced it, or it's someone's committed practice as part of a 565 professional community of practices, and therefore what it looks 566 like to be using that doctrine as theorizing praxis, is specifically 567 uninteresting to the user. ▶ 568 *A: Under those circumstances they're not interesting. ▶ 569 *C: would you consider interaction process analysis as a kind of order 570 that can be laid out on anything important, and that's how it's 571 used. 572 *C: Because there is a couple like supposedly that, that order was 573 discovered, or invented, that it was discovered for use of taking 574 apart all these groups. 575 *A: first of all it's not even so. 576 *C: well it may not be so, but that's what xxx that's what they say. 577 *A: Who says? 578 *C: Well, that's what Bales says and that's the story behind xxx. ▶ 579 *A: That's what Bales would say but Freddy Strodtbeck knows it better 580 than that. ▶ 581 *A: Do you know all their twelve categories? ▶ 582 *A: Come on, give me a guess. ▶ 583 *A: You don't know, obviously I know the end of the story, you don't, 584 you might as well guess because you can't possibly win. ▶ 585 *A: So come on, guess. ▶ 586 *A: Look, right after World_War_Two, Freddy Strodtbeck went to Harvard. 587 ▶ 588 *A: He had a degree in, as undergraduate in math and had done some 589 graduate work, about two years of graduate work, before he went to 590 Harvard. ▶ 591 *A: He was court administrator for the court of Los Angeles during 592 World_War_Two. ▶ 593 *A: And in the course of that he became really competent in the use 594 of Harvard machines. ▶ 595 *A: They were then known as Harvard machines. ▶ 596 *A: computers, but in those days they had Harvard machines. ▶ 597 *A: The xxx machine was something a guy named (Hollerith) had invented 598 for the Bureau of Census. ▶ 599 *A: And Freddy Strodtbeck was really competent with the (Harvard) 600 machine. ▶ 601 *A: Now tell me, what was it that's characteristic of a Hollerith card? 602 ▶ 603 *A: Twelve, right? ▶ 604 *A: So Freddy gets to Harvard (.) I happen to know this, I'm a witness 605 (.) he gets to Harvard and here's Bales and he has forty scoring 606 categories. ▶ 607 *A: And Freddy says, Oh that's bullshit, you'll never get anywhere with 608 forty. 609 *A: Here, let me show you what to do. ▶ 610 *A: And he starts then combining them, and he says what we'll need to 611 do is to make twelve in order to exploit the resources of computing 612 machinery. ▶ 613 *A: Now what were you saying about the discovered structure? ▶ 614 *A: We're talking here about the most practical work in the world, that 615 has to do with, indeed, the design of a coding and accounting and 616 scoring procedure with which something called the original materials 617 are carefully rendered, so as to permit the justified claim that 618 these uniformities, these typically reproduced findings, for 619 example, are found that one can provide for how they can be found 620 again, via an analyst's xxx , a procedure that has about it the 621 specific character that someone using it can show, in its use, how 622 xxx and thereby, make claims of standardization and above all of 623 identifiability of a phenomenon. ▶ 624 *A: The phenomenon is to be disengaged from the circumstances as of 625 which it's a part. ▶ 626 *A: And it can be demonstrated that indeed it can be disengaged and 627 this would be that apparatus. ▶ 628 *A: So, if we now call that apparatus once more under examination as to 629 what it consists of as somebody's work, then we may have a world to 630 win. ▶ 631 *A: Particularly if you want to win this world as this kind of 632 phenomenon. ▶ 633 *C: well, what do you do in the concerns about standardized xxx like? ▶ 634 *A: In principle we'll come to those as we need to xxx. ▶ 635 *A: Let's say, if I'm trying to engage in putting together a manual, 636 say I'm writing xxx of (two) versions of methods texts in sociology, 637 every issue that we've just seen very briefly, now with the idea of 638 uniform procedure, in the service of demonstrating via the 639 interchangeability thereby the thing found out as the identifying 640 feature of the phenomenon detected. ▶ 641 *A: There's the notion of interactional structure provided for. ▶ 642 *A: Well, that then is to be elucidated by re-examining the 643 researcher's practices. ▶ 644 *A: The structures are the structures in their practices. ▶ 645 *A: If we encounter it (or) any uniform procedure as now a re-found 646 topic for our inquiries, similarly we'll find that we can 647 re-encounter every topic of logic and methodology, everyone of the 648 really grand shibboleths of order, those lovely notions of order, 649 repetition, uniform, series, consequentiality, xxx , reason, xxx . ▶ 650 *A: Well, every one of them now (beckons) for the topic, for the 651 phenomenon it could be and it's pointless to decide in principle 652 what it could consist of. ▶ 653 *A: I insist that it's pointless to decide without respect for the 654 actual materials, to provide there the motives for examining what 655 the topic could be. ▶ 656 *A: Methodical procedure is said to turn essentially on a clear, 657 coherent fashion of temporal organization, a temporal sequence. ▶ 658 *B: well, Dave Sudnow will provide you with his version on wednesday. 659 *B: He'll show at first hand via witness of a demonstration xxx . ▶ 660 *A: He'll provide you with the awesome thing that typing consists of 661 now as a temporally organized activity. ▶ 662 *A: It's produced and consists of the emerging structures of thought 663 (laden), thoughtful words. ▶ 664 *A: Now, I am answering your point but there's no way +... ▶ 665 *A: it's not a syllabus, that's for sure; it's not a catalogue, it's 666 not the luminary aside, it's not an encyclopedia, it's not a rewrite 667 job on the terrible manuals of procedures with procedures, it's not 668 a version of an introductory text of sociology. ▶ 669 *A: xxx is to get access once more to. ▶ 670 *A: the orderliness of ordinary action as local, occasioned 671 productions. ▶ 672 *A: the thing provided by the local persons, because traffic, for 673 example, isn't staffed by persons, it's staffed by drivers, and all 674 drivers know. ▶ 675 *A: Queues contain everything about queues that a local arrangement of 676 queueing in the queue provides for. ▶ 677 *A: How to read provides for everything of persons that persons could 678 ever be in the world. ▶ 679 *A: So if they have mysteries, nothing could be clearer 680 than that the mysteries are a part of the queues as of 681 which they are being made evident, possible, available, 682 reckoned, and so on. ▶ 683 *A: if what you find will remain indifferent to every doctrinal claim, 684 to what the world would have to consist of, in principle; we're 685 indifferent to every such claim. ▶ 686 *A: It's like a xxx introduction (.) the matters offered for our 687 introduction start with the looks of things, the actual locks of 688 things. ▶ 689 *A: That actual means: the looks of things as they are available in the 690 practical presence of xxx . ▶ 691 *A: As compared with starting with work order done, and taking our 692 examples for that as xxx actions. ▶ 693 *A: Or starting with exemplification, or doing any of the other xxx . ▶ 694 *A: So we have the very peculiar kind of enterprise because we're 695 honoring the anthropologists' and the sociologists' preoccupation 696 with and insistence upon those questions. ▶ 697 *A: But, the specific difference as far as the anthropologists' and 698 sociologists' claims about what observation consist of xxx ▶ 699 (18.0). ▶ 700 *A: Now, although I promised to provide some exercises to begin with, 701 there's something else that has greater priority. ▶ 702 *A: Given the very few meetings that we have, ten at best. ▶ 703 *A: Given, too, that the work that I'm speaking of is done best when 704 it's custom-fitted, done best on a frankly personal tutorial basis. 705 ▶ 706 *A: The materials, when you collect them, have the character of 707 providing you the peculiar way of being a witness to that 708 orderliness in the world of daily life. ▶ 709 *A: All by way of introducing something I would like to have for you to 710 do. ▶ 711 *A: If you will give me some information about yourselves, then that 712 will permit me to get a stronger sense of who's here, where you're 713 coming from, what is the prior access to the other kinds of related 714 materials. ▶ 715 *A: There is, I take it, a spread from comparative novices in the work 716 of conversation, or ethno or phenomenology for professional 717 sociology's concern so that there's xxx . ▶ 718 *A: And if you give me some of the information that I may want to ask, 719 then it will facilitate the matter of hand-tailoring the materials, 720 so that it's not only this great harangue that you will have gotten. 721 ▶ 722 *A: I mean our seminars can turn out to be (really) lectures, and I 723 think it would be a mistake if indeed they were merely lectures or 724 lectures only. ▶ 725 *A: In order to be differently than that, could be facilitated if I 726 know more about you (.) so, do me a favor, get a big piece of paper 727 instructions. ▶ 728 @End