Nazlı

Adem

Assoc. Prof. Dr.

Military sociology emerged as a discipline in the 20th century. Despite some studies having been conducted on soldiers and the army prior to World War II, these studies were not directly included in the field of sociology but rather included in the field of other subdisciplines such as psychology. Only after World War II was the military able to be seen to become the subject of sociology, and sociological studies on the military gradually increased (Ateş, 2020, pp. 57–58). In this framework, the emergence and development of military sociology as a discipline through Janowitz, who had also been influenced by Stouffer, took place a decade after Stouffer’s death, and military sociology emerged as a discipline. The fact that military sociology had not existed by such a name and not been considered a subdiscipline at the time of Stouffer’s work led to Stouffer not being characterized as a military sociologist at that time (Segal, 2013, p. xiii). However, Stouffer’s work is seen to have allowed him to be considered as both a military sociologist and one of the founding figures of military sociology. From this perspective, this article seeks to answer the question of what impact The American Soldier (TAS) project had on the emergence of military sociology as a subdiscipline and how it contributed to the military sociological literature. This article is a qualitative study that uses the historical comparative method with the aim of showing how TAS was an important study that formed the foundations of military sociology.This article also aims to show how TAS, which was conducted by a team led by Samuel A. Stouffer (1949), served as a source for military sociology as a subdiscipline and to introduce both Stouffer and TAS to the Turkish literature. In order to achieve this, the study will first present the general characteristics of sociology in the USA during the period when TAS was being prepared, and then present TAS in detail. The project’s full title was “Studies in Social Psychology in World War II: The American Soldier” and comprises four volumes: The American Soldier: Adjustment During Army Life, The American Soldier: Combat and Its Aftermath, Experiments on Mass Communication, and Measurement and Prediction. This article discusses the first and second volumes, which have more intensive social psychological studies.Military sociology emerged as a discipline in the mid-20th century and developed rapidly after World War II. While military studies had previously been included in other subdisciplines, military sociology found its own identity after this period. This article examines TAS’s contributions to the development of military sociology and its literature.Samuel A. Stouffer was the leading figure in TAS. Stouffer had received his Ph.D. from the University of Chicago and was instrumental in popularizing empirical research. His dissertation showed measuring attitudes to be possible using the survey method, which marked a fundamental step for military sociology.This article discusses the development of the discipline of sociology in the United States. After World War I, social reform movements, the promotion of sociological research, and the spread of statistical studies led to the acceptance of sociology as a science. The University of Chicago played an important role in making sociology an objective science.Samuel A. Stouffer was an important figure in the field of sociology. He contributed to the development of social research and statistical methods and emphasized the importance of surveys for scientific research. Stouffer’s doctoral dissertation contributed to the acceptance of sociology as an objective science.TAS was directed by Stouffer (1949) and examined the lives and experiences of American soldiers during World War II. It focused on social psychological studies and examined the living conditions of military personnel in detail. TAS has made significant contributions to the literature of military sociology.Stouffer and his team collected and analyzed a large body of data on the attitudes and problems of US soldiers during World War II. These studies covered a wide variety of topics, including soldiers’ attitudes, morale problems, perspectives toward their leaders and the war, anxiety control, duty stations, and rotation problems.One of TAS’s goals was to provide the US Army with information about soldiers and to use that information to help formulate policy. To this end, the research branch collected, analyzed, and presented information on soldiers in the form of reports. These reports were made available to the general public at the end of the war.TAS addressed the problems related to adjustment and motivation created by the size of the US Army and the rapidly growing number of soldiers. It also examined the process of how soldiers adjusted to the authoritarian structure and values of the military and presented data on soldiers’ attitudes.In conclusion, TAS stands out as an important research initiative aimed at understanding the attitudes and problems experienced by US soldiers during World War II. It has been a fundamental resource for developing an in-depth understanding of military sociology as well as soldiers’ social and psychological experiences.This article provides information on studies that have examined the level of cohesion and satisfaction of soldiers within the army under the heading of cohesion studies. These studies (Stouffer et al., 1949) have examined the effects of factors such as education level, age, and marital status on soldiers’ attitudes and cohesion.TAS has shown that the factor of education to influence soldiers’ adaptation levels. In particular, a relationship has been noted to exist between soldiers’ education levels&nbsp;and their skills and socioeconomic status. Soldiers with higher education levels are noted to be generally more disciplined and obedient. In addition, educational advances in the USA between World Wars I and II were stated to have been reflected on the army, with newly recruited soldiers’ education levels being higher.&nbsp;Soldiers with higher education levels have more positive attitudes than those with lower levels of education. Meanwhile, those who have not achieved status in the army may have more critical attitudes, and this is explained by the concept of relative deprivation. Soldiers’ satisfaction with their assignments was also explained to perhaps vary based on factors such as age, marital status, and rank and soldiers could have different desires, such as using their civilian skills, learning new skills, gaining status, and avoiding death or danger. Mission and satisfaction are explained as being directly related to military success. These studies are based on important data that have taken into account such factors such as education, age, and marital status for understanding soldiers’ attitudes toward their duties and army rules, as well as their status, and job satisfaction. This type of research can be concluded to play an important role in improving cohesion and satisfaction within the army and enabling soldiers to perform better.TAS was a major social science study of the behavior, attitudes, and experiences of American soldiers during World War II. The results from the study provided important insights for military policy makers and social theorists, and TAS drew a number of conclusions based on soldiers’ perceptions of leadership, social control, rank, and experience:Attitudes toward leadership. The study found new recruits to have more positive attitudes toward officers compared to soldiers who’ve served longer. TAS also found soldiers’ positive attitudes toward officers to be more prevalent in combat units.Education level and attitudes. Soldiers with higher levels of education were found to have less-positive attitudes toward officers than soldiers with lower levels of education. Soldiers with higher levels of education were also found to be less convinced of the importance of certain tasks and more sensitive to lacking status.The role of non-commissioned officers (NCOs). NCOs are defined as a group that facilitates and bridges communication between officers and enlisted personnel.Social control issues. Just like the society from which soldiers had been recruited, the US Army also had problems with racial discrimination. This reflected the military’s compromises on race relations and inequalities in society.Point System. As a result of the research, a demobilization plan was developed that took into account factors such as length of overseas service, number of children, and length of military service.TAS has been recognized as an important milestone in social science and has contributed greatly to the development of social science. TAS was a comprehensive research project that examined the experiences of American soldiers during and after World War II. The results provided a wealth of important information for military policymakers, social scientists, and other researchers and also contributed to the development of research methods in the social sciences.

The Founding of Military Sociology: The American Soldier

Aykut

Assoc. Prof.

Nebiye

Military Sociology and its Education in Türkiye: A Comparative Analysis

Mustafa

Öğretim Görevlisi

Barış

Raif

Prof. Dr.

Melek

The purpose of this study is to determine what the social attitudes are about women’s participation in the Turkish Armed Forces (TAF) and their acceptance into all military classes. In Türkiye, women have been and continue to be involved in military duties in various classes and positions. However, the effort to increase the visibility of women in various social spheres, a phenomenon encouraged by modernization, has resulted in regulations and privileges regarding women. This process led to the debate on integrating women into various areas of responsibility within the armed forces to start much earlier in Türkiye than in many other countries. However, despite early progressive steps and societal acceptance and encouragement, women’s participation in the TAF has not reached the expected level. As of 2020, Türkiye has the lowest rate of female soldiers among NATO countries at 0.30%. Therefore, importance is had in having Türkiye explain how this contradictory situation regarding the recruitment of female soldiers relates to the current social context.Not enough studies on female soldiers are observed to be present in the Turkish literature. Existing studies generally evaluate women’s disadvantaged position and internal sensitivities through the argument of gender discrimination. Revealing, interpreting, and illuminating the sexist discourses female officer candidates encounter during their education or professional life through primary sources has been the prominent theme in these studies. On the other side of the literature are the historical narratives that have evaluated the processes of women’s participation in the military through the discourses of important figures at the legal and political levels (Akgül, 2010; Altınay, 2000; Dalaman, 2022; Durgun, 2004; Eken, 2006; Erogul et al., 2023; Hürkan, 2016; Korkmaz, 2022; Kuloğlu, 2005). However, insufficient sources are found to reflect the thought patterns of the social structure regarding women’s participation in the military and their job descriptions in Türkiye. Moreover, the problematic history of civil-military relations is also evident in the issue of female soldiers. When addressing women’s participation in the military, a kind of dichotomy exists between the civilian and military spheres. On one hand, a desire is found for a balance in civil-military relations (i.e., no major rupture between society and the military), but on the other hand, due to the military being the manager of organized violence, women are evaluated on the basis of difficult conditions based on physical standards. Therefore, gender-based cultural transmissions combined with the physical and biological conditions of female soldiers have not only affected women’s participation in the military but also increased the distance between the military and society, thus damaging civil-military relations.The Western literature on female soldiers has dealt with fundamental changes in the military system, especially with the end of the Cold War (Carreiras, 2006; Iskra et al., 2002; Kümmel, 2002; Segal, 1995). The professionalization of Western militaries&nbsp;since the second half of the 20th century (i.e., the end of World War II) have brought about a break with past assumptions about recruitment policies and military tasks. While these innovations within the military structure have improved the administrative and support functions of the military profession, they have also increased the representation of women in the armed forces. This has led to the establishment of various standards for female soldiers to have equal access to all roles. These changes have been debated in the context of group cohesion and military effectiveness, and sociocultural dynamics alongside gender issues have been key concerns for both those advocating restrictions regarding the roles of female soldiers as well as researchers arguing for the acceptance of female soldiers in all fields.This study will not only make an original contribution to the literature on female soldiers in Türkiye but will also analyze how the image of female soldiers created in the social sphere and the norms associated with them relate to institutional arrangements. The first part of the study presents the theoretical approaches together with the factors that affect women’s participation in the armed forces and regulate their scope of duty to some extent. The second part identifies the findings on societal attitudes with a focus on Türkiye through a survey of 382 respondents and discusses these in relation to the sociocultural dimension of the theoretical framework. In this way, the aim is to examine the consistency of social perspectives and preferences in terms of existing regulations and institutional functioning regarding the phenomenon of female soldiers.

Social Attitudes towards Women’s Military Service in Turkiye

Abdüsselam

Assist. Prof.

Military Spending and Employment in Eastern European Countries: New Evidence from Panel Data Analysis

Niyazi

Every technique attempts to create a world that serves the creator’s purpose. This Heidegger viewpoint on what technique is a fact that should be considered by those who wage war in terms of the technique required for the conduct of war. Based on this premise, this study aims.Questioning the purposes of today’s various techniques, which can be seen to determine not only the current world system, but also what a human being is, is a complex process. Instead of conducting this investigation one by one, the metaphor of “pharmakon” aids in understanding how technique determines humanity. In its most basic form, pharmakon refers to both medicine and poison. A philosophical discussion of technique is made through the antagonism of something being both medicine and poison. This study used the concept in question to reveal approaches to technique and spark discussion.Another technique-related concept discussed in the study is “transhumanism.” As in classical humanism, the first uses of this concept show that technical developments that could affect human biology were discussed to re-express what a human being is. Transhumanism is explained as a philosophical movement in this study, but the political aspect is determined by how this philosophy’s ideals are applied.The concept of transhumanism was chosen for two reasons. The first is to reveal the ideological meanings of this concept today and to discuss the goals of today’s wars using political philosophy concepts. The second reason for selecting it is to highlight the harmful, disruptive, or ambiguous effects of automation and artificial intelligence, which are aspects of transhumanism and have become decisive in today’s wars, on political decision-makers and military personnel.The goal of the first section was to establish a theoretical framework by explaining the concept of pharmakon. Meanwhile, the second section, which discusses transhumanism, discusses the approaches to technique using the concept of pharmakon and some other concepts offered by political philosophy, and an attempt is made to determine some of the purposes of today’s wars, based on the use of technique as a tool of dominance over the other subject. The use of technique as a tool in war is touched on in the final two chapters, focusing on how technique-intensive tools of war change relationships in the context of strategy, war, and society.According to the purpose and conceptual framework of the study, the following two research questions; “If all techniques are pharmakology, what are the pharmakological effects of the technologies developed in the name of war?” How do all techniques, particularly those developed for warfare, poison the relationship between war and society?In wars, actors develop tools to achieve their political goals. This effort transforms war into a dynamic, ever-changing phenomenon. In this case, the warring actor must constantly develop tools for its own political purposes, determine the other’s political purposes and the context of the technical war tools created in response, and use this determination in the name of strategy. The study argues that a strategy with the right political goals and tools for war cannot be established without asking who handles the technique and how the worlds created make the subject dependent on the technique.The main claim of transhumanist philosophy is that all human struggles can be evaluated technically, and that solutions will come with technique, so that there will be no struggle that humans cannot overcome. In line with this materialist viewpoint, transhumanism accepts that the technically “enhanced” human species is both useful and inevitable. Its origins can be traced back to classical humanism and Enlightenment thought, which argued that rational humans can transcend the fundamental and insurmountable limits of creation. Transhumanism is the concept of “faith in rationality” in Enlightenment thought, which can also be seen as the current thought system and political movement.The goal of war is political, and since today’s authority uses technique as a tool of dominance and creates a political economy, the goal of war through technique is debatable. The study discusses the transformation of the idea of transhumanism, which re-discusses what a human being is through technological creation, into an ideology that legitimizes domination through technology, and shows that inequality between world societies is one of the causes of today’s wars.Because a system of dominance through technique has been created today, the purpose of war can be thought of in terms of technique. This situation can be viewed as a historical and dynamic process. After all, historical political orders were not as technically sophisticated as modern ones. However, the weapon of war has always been about technique. In this context, if one considers the pharmakological effects of each new technique, new techniques such as automation and artificial intelligence not only constantly change the character of war, but also endanger the status of the warring subject as a subject by making it dependent on itself. The study attempted to convey this situation by associating it with political decision-makers and the military profession, and it was demonstrated with historical examples how techniques such as automation and artificial intelligence made the subject of war dependent on itself.It is argued that a strategy in the name of war cannot be established without first asking how the technique is handled by whom, and how the worlds created with the technique make the subject dependent on the technology. In today’s world, as&nbsp;demonstrated in the section of the study on transhumanism, the purpose of wars appears to be to oppose the inequality created by an authority that provides domination through technique, and thus the warring subject must develop its own technical tools to that end. Indeed, the opposite is true for the authority that achieves dominance through technique; strategy is a phenomenon developed on the other party’s behalf.

Evaluation of Approaches to Technique in the Context of War and Military Profession

Atilla

Temmuz

The aim of this study is to describe the perceived threats to the nation-state and the transformations of the organizational structure in military organizations over three periods of the history of the Republic of Türkiye (1919-1945, 1945-1990, 1990-2023). The study also aims to evaluate these within the framework of the discussions on military sociology. The main limitation of the study is that it only provides a broad overview of each period without delving into the details of the military institution’s transformation. While this approach is suitable for the purpose of the study, it may not provide a comprehensive understanding of the changes that have occurred during each period. The study is a literature review that focuses solely on Türkiye post-Republic. The scope of the study excludes sociological discussions related to the transition from traditional society to modern society, as well as civil-military relations. The study’s scope being limited and the study not providing a comprehensive understanding of the broader sociological context in which the military operates are important to note. However, the study’s focus on post-Republic Türkiye provides valuable insights into the military’s organizational structure and perceived threats during these periods.Military organizations and security practices also transform in line with changes in the perceived threats and types of collective violence against the modern state change. When examining the historical context, threats to states starting at the beginning of the 20th century to the pre-Cold War period involved all-out wars that aimed at destroying national unity, as well as spatially concentrated wars that resulted in mass deaths. The perceived threats in these periods have been enemy invasion, with the force structure being a massive army and the military mission being national defense. For the Republic of Türkiye, this first period involves World War I, the War of Independence, and World War II, in which it had participated briefly but experienced its effects intensely. As war industrialized, industrial production methods and bureaucratic organization became integrated into the production of military equipment and the conduct of war. The societal values of the military organization were embraced by the population, and the institutional blueprint of the military expanded across nearly all segments of society, guided by the overarching concept of national service.After World War II, the threat shifted to nuclear attacks, which posed regional-level risks. During this era, the perceived threat revolved around the possibility of nuclear warfare, with a professional army characterized by the composition of a diverse force, with the primary military objective being support for alliances. The advent of the nuclear threat eroded the traditional temporal and spatial confines of warfare. Nations possessing nuclear capabilities maintained a state of readiness among their populations through the deterrence of these weapons. This context, characterized by an ever-present risk and the need for constant vigilance in the space between war and peace, reshaped the global security landscape and exerted a significant influence on the bipolar world structure&nbsp;dominated by NATO and the Warsaw Pact. Efforts to mitigate nuclear risks prompted NATO to provide military equipment and technology support to its member countries, including Türkiye. The acquisition of new weapons and equipment within this framework necessitated the utilization, safeguarding, and maintenance of these assets, leading the Turkish Armed Forces to enlist individuals from new professions and sectors. This heightened bureaucratization resulted in a greater degree of structural differentiation and hierarchical stratification within the military. Additionally, the traditional vertical pyramid-shape of the organizational base that had been found in classical armies began to broaden as a consequence of this process. As this bureaucratization unfolded, the military organization underwent a transformation into an expanded professional army. Within this evolving structure, the ranks of professionals within the army diversified and expanded, giving rise to a layered hierarchy of talent, distinct from the citizen-based mass conscript armies of the past.In the post-Cold War era, the central challenge has lain in confronting decentralized and widely spread network warfare scenarios that encompass local elements, such as terrorism and ethnic conflicts, and that are characterized by uncertainties regarding time and space. During this period, the primary perceived threat has consisted of localized violence necessitating the presence of a smaller professional military force that is primarily engaged in new missions such as peacekeeping operations. The prevailing types of threats in this era have been local and subnational, typified by low-intensity violence with little temporal and spatial predictability and deliberately targeting civilian populations. The key attributes that enable the military organization to counter such threats include speed, creativity, effective communication, self-organization, and adaptability. This adaptability extends to equipment, military leadership (both at the soldier and managerial levels), and organizational structure. In alignment with the theoretical underpinnings of these developments, the Turkish Armed Forces has responded by reducing the duration of compulsory military service and downsizing its personnel numbers, concurrently increasing the proportion of civilian and professional military staff within the institution. Despite this downsizing and increased flexibility, the Turkish Armed Forces has persisted in its military transformation, embracing the concept of an expanded professional army. It has restructured itself with a focus on regional defense, expanded its armored and heavy weaponry capabilities, and in addition to combating local terror threats, has engaged in peacekeeping and maintenance operations like Operation Claw and Operation Peace Spring.When delving into the sociological analysis of the transformation within the Turkish Armed Forces, similar to many other societal institutions, the fact that the military establishment has experienced profound changes in response to the sweeping global shifts that have characterized recent history becomes increasingly apparent. These shifts have ushered in a new era where fundamental concepts such as industrialization, the&nbsp;evolving nature of labor processes, and the imperative of adaptability have played pivotal roles in reshaping the military landscape. To truly comprehend the intricacies of this transformation, a more exhaustive exploration is imperative. This requires a thorough investigation that delves into the nuanced details of each distinct historical period, as delineated in the core themes of this study. By undertaking such a comprehensive analysis, a richer understanding can be gained of how the Turkish Armed Forces has adapted and evolved over time as a microcosm of broader societal changes.

The Changing Perception of Threats to the Nation-State and the Changing Structure of Military Organization in Türkiye from the Republic to the Present Day

Tolga

Throughout history, states aspiring to establish dominance have strategically established foreign military bases in regions where they aim to establish hegemony through indirect control or in geographically proximate areas. Foreign military bases, in this context, serve as primary tools for advancing political interests and asserting political power.These bases hold immense strategic value, primarily serving as facilities for armed forces to conduct battle, defense, and training operations. From a traditional geopolitical perspective, it is widely acknowledged that the path to achieving genuine global political power, capable of exerting meaningful worldwide strategic influence and protecting its interests abroad always begins with building military bases abroad (Guifang and Jie, 2019, p. 503).There are three primary strategic reasons for the establishment of foreign military bases. Despite the evolving content of these reasons in response to shifting global dynamics and power balances, these fundamental drivers have consistently persisted:Strategic Interest: Generally, when there is a need to counter a specific threat, the proximity of a base to the source of the threat is crucial for ensuring security. For major powers, this proximity can be a decisive factor in establishing a foreign base. These bases can be located in the territory of friendly states or even in the territory of adversaries. Their roles encompass deterring threats, engaging in conflicts and wars, gathering intelligence, conducting military exercises, ensuring the security of transition, and directing states to establish bases abroad on their own. In such situations, a state that maintains a base abroad is inclined to employ force, especially in the early years, to secure and protect this base.Joint Strategic Interest: Establishing a foreign military base is often considered a special method for the two states to cooperate and unite against a common threat. It provides host countries with the opportunity to harness the military presence of major powers to support the defense of their territories. On the other hand, the warning of shared strategic interests can undermine the rationale for base construction.Technological Advancements: Technological progress constitutes the impetus for the establishment of foreign military bases. Historically, the need for coal stations for naval vessels has driven the creation of bases in foreign countries. Similarly, advancement in aviation technology has required the presence of airports in various regions across the world (Converse, 1984). Moreover, progress in intelligence technologies has also required the establishment of bases worldwide. Some bases have been equipped with intelligence facilities to monitor regional communications. Notably, technologies such as nuclear capabilities, especially for their control and limitation, have emerged as pivotal reasons for establishing a foreign military base. Emerging technologies may also be a reason for establishing such bases.Today, the traditional roles of foreign military bases (defense of an ally or allies, functions of deterrence and counterbalancing, homeland defense, and intelligence gathering) still hold relevance but have diminished in priority compared to the past. However, counter-terrorism and reconnaissance missions have gained increased significance (Lachowski, 2007, p. 3).According to Glaser (2017, p. 5), three important reasons underscore the contemporary necessity of military bases. (1) deter potential offensives, (2) reassure friends and allies, and (3) provide a swift military response to any operational contingency. This underlines the significance of forces at these bases for counter-terrorism and reconnaissance missions and underscores the assumption that foreign military bases are essential for rapid deployment in military interventions.Common strategic interests often play a pivotal role in the establishment of foreign military bases on the territory of countries with which they maintain formal alliance ties. Although allied states may not always fulfill their security commitments, ordinarily with national strategic interests at the forefront, having formal ties based on a military base agreement signifies the commitment of the parties to uphold the agreement. Notable examples, such as Japan, Germany, and South Korea, hosting US military bases as a part of security agreements with the US, exemplify this situation (Ohtomo, 2012, p.18).The main reason for host countries to allow foreign military bases on their sovereign territory is the prospect of gaining economic and security advantages in return. As such, the decision of host countries on whether to allow foreign bases revolves around the balancing between economic and security benefits and political costs. It is an intuitive choice for a host country to permit foreign military bases, primarily for financial reasons (Brown, 2020, p. 13, 16). Foreign military bases, which are a powerful means for the security needs of the host country, also provide the creation of capital and a large market for goods and services in the host nation.&nbsp;Foreign military bases offer host countries to influence the resolution of local or regional conflicts. Simultaneously, they allow the base-owner country to address security needs and establish a network within the region. From a positive perspective, these bases serve as a valuable asset, providing both defense capabilities and resources where they are established. For example, as noted by Ryen Henry (2006, p. 48), the extensive network of US military bases abroad “reflects the American commitment to a global insurance policy for an evolving security environment”.However, this argument of support and altruism is inconsistent with the predominant nature of US strategic thinking regarding overseas bases, which often focuses on&nbsp;planning and equipping bases for attack rather than local conflict resolution or defense. Notable instances include the use of US bases in the Philippines for military operations in Vietnam, and the use of US bases in Germany for logistical support for the war in Iraq. The benefits of hosting foreign military bases may be substantial for local economies and governments. Still, they also include a host of other economic costs, including pollution, noise, and disturbance of peace, which cannot be fully offset by local spending by military personnel or hiring local people. Furthermore, US bases used in this manner may inadvertently make countries allied with the US more vulnerable to attacks, rather than providing adequate protection for the host countries (Lutz, 2009, p. 27).Some advocate an ideology that supports foreign military bases, arguing that the world is a dangerous place and naturally needs the control of the armies. They posit that foreign military bases are a normal and essential component of the global security framework, valued by the governments and the populations of the host countries (Johnson 2004). These bases are often presented as essential security means against objective risks. Stephen Van Evera (2001), however, suggests that foreign military bases can also be seen as symptoms or causes of irrational or limitless fears, bordering on paranoia, as they are constructed to regulate a world perceived as chaotic.Foreign military bases stand as prominent symbols and underpin the attitudes and approaches of base-owner states toward foreign and defense policy. However, their primary political purpose is not to increase stability, but to use the military presence of the base state as a tool for political change (Campbell and Ward, 2003, p. 100). In this context, the presence of a foreign military base can introduce political instability to the region in question. Agreements such as the Status of Force Agreement (SOFA), negotiated with unpopular local governments, may lead local populations and other nations to view these foreign military presences as authoritarian (Peterson, 2012, p. 194).&nbsp;There is a perspective suggesting that foreign military bases may not only contribute to the authoritarianism of the host country’s administration but also create security vulnerabilities. Over time, a military infrastructure can pose a threat to the host country, disrupt regional security, and potentially become a target or vulnerable to foreign attack (Zeijden 2009). Particularly, military bases established in proximity to conflict zones and neighboring hostile countries can pose various to the host country. The inability to take precautionary measures against threats, influenced by the terms of agreements between the host and the base-owner states or merely their existence, can lead to discussions that extend to questions of sovereignty.

Influence of Foreign Military Bases on Bilateral Relations: Institutional, Strategic and Cultural Impacts

Selçuk

This research aims to determine foreign military students’ perceptions of Türkiye and also discusses the importance of foreign military education in global strategy. Being different from normal student exchange programs, the study evaluated the strategic importance the foreign military exchange student program has for countries. The interviews were conducted with the guest military personnel (GMPs), who are formed of students from the Turkish Air Force Academy, Turkish Naval Academy, and Turkish Health Sciences University.The United States of America (USA) is an important country in terms of developing an understanding of international military education. International military programs are generally related to public, military, and security diplomacy. After World War II, the USA aimed to support and spread American culture and educational understanding. The Fulbright Act (US Congress,1946) and Smith-Mundt Act (US Congress, 1948) were enacted for this purpose. This process also changed the understanding of foreign military education. Soft power theory has special significance within the framework of countries’ goals and policies and gained an important position in the period that followed. The United States believes foreign military education programs to increase cooperation and reduce conflict (US Mutual Educational and Cultural Exchange Act [USMECA], 1961, p. 2451). For this reason, identifying the military leaders of the future has been considered important (United States Foreign Assistance Act, 1961, p. 719). International military education is an important policy of the USA and is considered a tool for increasing its effectiveness in the global struggle. The prevention of wars and conflicts by increasing cooperation, improving conflict resolution, and increasing the number of allies was established as some of the general objectives of international military education (USMECA, 1961, p. 2451). The exchange program is very important with regard to countries’ strategic aims. Foreign military students’ desire to receive voluntary education in a foreign country is strategically important, and the effect of soft power is considered as the assumption that countries can influence the potential choices of young people. Determining Türkiye’s soft power in the region is important, and foreign military students’ perceptions of Türkiye should be determined in accordance with the stated objectives. This study is thus an attempt to determine their perceptions.MethodThis section includes information about the study design, study group, data collection instrument, and data collection and analysis processes.Research DesignThe study considers the phenomenological design, a qualitative research method, to be appropriate within its scope and has preferred this method for its ability to reveal students’ perceptions of Türkiye (Yıldırım &amp; Şimşek, 2018, p. 72).Study GroupMaximum variation sampling, a type of purposive sampling, was used to determine the study group. The study includes students from each different country and region.Data Collection ToolsThe interviews were collected using a questionnaire the researcher (Cantürk, 2021) has designed. The semi-structured interview form is called the Cultural Interaction and Adaptation Assessment Form for Guest Military Personnel and was designed to determine MAPs’ opinions before and after their arrival in Türkiye. The interview form consists of four sections on the GMPs’: (a) demographic information, (b) process of applying for education in Türkiye, (c) educational experiences, and (d) future plans. The semi-structured interview form includes six open-ended questions. Due to the aforementioned topics having been previously addressed from a broad perspective in the master’s thesis study, this time the study aims to focus on section b of the form and analyze it in greater depth. The validity and reliability tests of the developed interview form were completed with the feedback of three experts on research methods.Data AnalysisThe interviews lasted approximately 30-35 minutes. Audio recordings were made during the interviews. After the interviews were completed, the audio recordings were coded and converted into written documents. The study was coded and classified using the program MAXQDA 2018.1 program.FindingsThe students in the study are from Africa, Asia, the Mediterranean, Europe, and the Caucasus. In general, military students from different countries lacked sufficient information about Türkiye. When considering their limited information, GMPs were seen to define Türkiye as a country with a Muslim population. Other information included some aspects of tourism, movies, TV series, and sports activities.ResultsAmong the limited information available to the foreign military exchange students when asked to define Türkiye, the first definition that came to their minds related to the country having a majority Muslim population in terms of religious affiliation. In addition to religion, the participants’ most important determinants in their perceptions involved tourism, Turkish television series, and sports activities. The students who stated knowing about Türkiye through tourism and vacation regions were found to generally be from Central Asian and Middle Eastern countries.The students who stated having information about Türkiye through Turkish TV series were observed to generally be from Central Asian countries. Meanwhile, the students from West Africa, Central Asia, and North Asia were found to have obtained information about Türkiye as a result of sports activities. Some students from the African continent stated knowing Türkiye as a state with an Arab population.As a result, existing plans should be updated by taking into account the strategic benefits of this field in order to be more successful with regard to international military education. The fact that students in the mentioned regions had very limited knowledge about Türkiye can be evaluated as a limited dimension of soft power in the region. In this context, military attachés, especially foreign missions, can be seen to need to implement various measures to increase soft power. However, the need for a professional structure to maintain the vitality of existing warm relations appears essential in terms of students’ selection and promotion activities prior to coming to Türkiye, their cultural interaction and adjustment after arriving, their satisfaction criteria, their expectations, and their alumni network after their education and return to their countries. Without the establishment of this structure and the support of effective activities, Türkiye appears unlikely to be an effective actor regarding international competition in the field of international military education.

War College Guest Military Students’ Perceptions of Türkiye

Uğur

Sociology is generally perceived as a peace-oriented discipline whose goals include the visibility of social inequalities, their elimination, and the achievement of individual and societal well-being. However, the possibility exists of instrumentalizing sociology for ideological purposes and using sociological data for intelligence rather than scientific endeavors. In today’s complex and dynamic world, access to information and analytical skills provide a strategic advantage to states, institutions, and individuals (Akman, 2019, p. 40). Information and intelligence play a critical role in policy making, security planning, and even in managing commercial competition. As a result, intelligence disciplines have emerged as important fields that are primarily carried out by military and intelligence agencies (Özdemir &amp; Kahya, 2021, p. 6). While sociology primarily aims to understand and explain complex social realities by focusing on human behavior, social structures, and relationships, the focus of social science information gathering activities is often limited and traditionally excluded from intelligence gathering processes. As a result, the intersections and collaborative potential between the social sciences and intelligence disciplines are often overlooked. This article examines the concept of sociological intelligence, which represents the intersection between sociology as a social science and intelligence studies. Sociological intelligence involves the application of sociological theories, methods, and research in intelligence gathering and analysis with the goal of providing functional information about social structures, societal dynamics, and group behavior.Despite the dominance of strategic intelligence, military intelligence, and security threats in intelligence disciplines, a lack currently exists in the Turkish literature specifically devoted to sociological intelligence. As a result, a comprehensive assessment of the potential contribution of the social sciences, especially sociology, to the field of intelligence is also conspicuously lacking. This article aims to provide a conceptual examination of sociological intelligence, to identify its initial reception in foreign sources, and to highlight social sciences’ potential to contribute to the intelligence disciplines. This study is an archival research study focused on sociological intelligence as a term. The data collection process involves scanning open online archives that encompass a variety of resources such as in the social sciences, intelligence disciplines, and military. The data collection period spanned from January 10 to July 1, 2023 and involved the systematic scanning of online articles, books, academic studies, and official documents. The search was conducted using keywords such as intelligence, sociological intelligence, espionage, and sociological espionage in databases and online search engines. The limitations of the study arise from limited access to open online archives and limited access to military sources and may limit the breadth of the findings. Following the data collection, the research analyzed the obtained information and evaluated the use and evolution of the term of sociological intelligence.The article begins by highlighting the initial use of sociology for military purposes, particularly by the US military. Subsequent sections explore the basic concepts of sociological intelligence, review the limited work in the field, and finally draw attention to the US Army’s (1997) publication Strategic Intelligence, which systematically addresses the definition, purpose, and components of sociological intelligence. The study aims to serve as a resource for academics, researchers, and professionals in the fields of sociology and intelligence while also contributing to intelligence collection and analysis. Integrating the social sciences with the information and intelligence disciplines is seen as promoting a more comprehensive and multidimensional understanding, thereby facilitating more effective decision-making in areas such as policy formulation, security planning, and social interaction management.Sociological intelligence has paramount importance to a nation’s foreign services and armed forces. Military scholars and policymakers rely on sociological intelligence to understand the social matrix of potentially adversarial countries. In addition, commanders overseeing operations in foreign territories require sociological intelligence to counter guerrilla and resistance activities, effectively manage local governance during times of conflict, and implement effective psychological programs. The genesis of sociological intelligence as a term can be traced back to an ethnographic study initiated in the Soviet Union and subsequently adopted by the US military and intelligence apparatus. Important figures in the field of sociological intelligence include the Russian researcher Pavel Ivanovich Kushner and the German intelligence specialist Gerhard von Mende. The earliest documented occurrence of the term in the Turkish literature can be traced to its appearance in a 1952 issue of Ordu Dergisi [Journal of the Army]. The formal use of the term in English can be traced back to a 1953 report by the US National Security Council, which officially endorsed the collection of political and sociological intelligence by the U.S. military and intelligence agencies. In addition to its military applications, sociological intelligence has the potential to be used in the business world. Companies can use sociological intelligence to gather information about other nations through competitive intelligence, enabling them to assess cultural values, attitudes toward success, and propensities for cooperation. The growing acceptance and use of this concept is evidenced by its inclusion and explanation in encyclopedias and dictionaries. Sociological intelligence is considered an indispensable tool for understanding the dynamics of group relations and social structures within a nation.In 1968, sociological intelligence first appeared as a term in the Encyclopedia Britannica (1968, p. 347), highlighting the lack of adequate sociological intelligence regarding the Soviet Union during the USSR’s occupation of Nazi Germany in World War II. In 1976, George H. W. Bush emphasized the importance of sociological intelligence during his tenure as Director of the Central Intelligence Agency (Excerpts of Speech, 1976, p. 5). The 1979 edition of the United States Code (1979, p. 1579) defined the duties of the Central Intelligence Agency to include the collection of sociological intelligence related to national security. The US Army’s (1992, pp. 3–32) Field Manual 34-52 Intelligence Interrogation expanded the concept of sociological intelligence to focus on people, traditions, behaviors, and institutions. Richelson (1999, p. 6) defined sociological intelligence as the study of group relations within a country through ethnic, religious, or political groups’ influence on stability and foreign policy. Kinniburgh (2004, p. 118) emphasized the importance of sociological intelligence in understanding covert networks, as well as the need for human intelligence in addition to technical intelligence. Over the years, sociological intelligence has appeared as a term in encyclopedias and dictionaries, and its importance has been discussed regarding understanding specific group relationships (The New Encyclopedia Brittanica, 2003, p. 688; Encyclopedia Americana, 2005, p. 246; Burton, 2005, p. 145). Proponents suggest applying sociological intelligence not only to military contexts but also to the business sector, recognizing its role in competitive intelligence efforts (Blenkhorn &amp; Fleisher, 2005, p. 62). They argue that an understanding of sociological, educational, economic, political, and geographic intelligence is critical for decision making in a global business environment (Blenkhorn &amp; Fleisher, 2005, p. 62).The US Army’s (1997) Strategic Intelligence handbook provides a comprehensive examination of sociological intelligence. Created for the Military Adaptation Program professional specialization course, this handbook presents a detailed definition of sociological intelligence and elaborates upon its goals and key components. It defines sociological intelligence as the study of human groups, behaviors, and characteristics, and its goal is to determine population size, characteristics, workforce effectiveness, and potential military human resources. Sociological intelligence uses sociological concepts to understand a country’s population and its various groups. Factors such as health, wealth, religion, education, and social status provide opportunities for propaganda. Strategic planners rely on population analyses to understand demographic changes while race, ethnicity, and culture contribute to social divisions. Environmental factors such as living standards, housing, health, religion, education, and public opinion shape the morale and attitudes of a nation. Education is critical to workforce effectiveness, and public opinion can influence government decisions. Overall, sociological intelligence provides valuable insights for strategic analysis and decision-making.

A Conceptual Examination of Sociological Intelligence

Banu

Öğretim Görevlisi Dr.

Levent

This study, it is aimed to prove the “trade promotes peace” hypothesis with archeological and anthropological data. A comprehensive framework, encompassing utilitarianism, legal bonds, commercial relationships, and peace, is established to examine the intricate interplay between trade and the concept of gift-giving. Moreover, the study endeavors to comparative perspective, drawing parallels between past and present societies.&nbsp;The study is structured into three distinct sections. In the first section, we conducted a meticulous review of the empirical literature, focusing on modern-day societies. We explore the profound interdependence fostered by trade, which yields increased financial gains and improved overall welfare for countries. Furthermore, we emphasize the significant economic losses incurred by countries in conflicts, underlining the crucial role of trade in promoting peace. A recurring theme in these studies is the unwavering commitment of countries to safeguard their welfare gains from trade, leading to a tangible reduction in the risk of conflicts. Remarkably, the risk of conflict decreases while the rate of trade among countries continues to increase.Tracing evidence that trade thrived on peaceful social relations in early civilizations has traditionally been the scope of archeology and anthropology. Consequently, in the second section of this study, we delve into archeology research related to trade. This research provides illuminating insights into the historical facets of trade, commodities involved, distribution mechanisms, quantities, and temporal aspects of mutual exchanges. It is well known that early societies engaged in long-distance trade as far back as the Upper Paleolithic, and these exchanges encompassed not only essential goods but also luxury items. Furthermore, it is considered that the exchange of goods was not always barter-based; at times, information or services may have been offered in exchange for goods. Such exchanges necessitate safe routes and interactions, which remain crucial but inadequately explained. This underscores the significance of anthropological and interdisciplinary studies that explore the links between trade and peace, offering a comprehensive perspective.&nbsp;The third and final section of this study employs the work of Marcel Mauss to determine the traces of peace relations within the realm of trade. We begin with an overview of Mauss’s influential work. The framework for analyzing trade and gifts is delineated as “utilitarianism, legal bond, commercial relationship, and peace.” Subsequently, we strive to establish a comparative perspective that links early societies and their contemporary counterparts. In this context, Marcel Mauss’s great work, “The Gift,” renowned within social anthropology, serves as a central reference point. Mauss’ work explores the profound implications of gift-giving, encompassing fields as diverse as economics, sociology, law, psychology, trade, and international relations. This study attempts to identify areas where Mauss’s work leaves unanswered questions, serving as a guide for further exploration.&nbsp;Within the gift cycle prevalent in primitive or archaic societies lies the basis of contemporary legal, economic, and social phenomena. Before the written rules, for primitive or prehistoric societies, the gift cycle offers a comparative perspective with today’s societies in showing the basis of legal and commercial relationship. The cycle of gifts transcends mere acts of giving, receiving, and reciprocating; it represents a complex web of relationships, seemingly unrequited but with an implicit expectation of reciprocation within a reasonable timeframe, thereby dictating the course of interactions among individuals or societies. Gift-giving paves the way for social interaction based on a peaceful relationship. The seemingly voluntary yet inherently obligatory gift cycle, whether involving two or more parties, imposes certain obligations upon all participants within an acceptable timeframe, establishing a legal framework that the parties willingly uphold.The utilitarian approach, a moral philosophy rooted in maximizing individual happiness or minimizing suffering through actions, aligns closely with gift-giving. Utilitarianism is generally recognized as the perspective that deems the morally right action to be the one that generates the greatest good or maximum benefits. Gift-giving aligns with the utilitarian principles of classical economics, as it enhances an individual’s happiness. The initial giver of a gift takes the first step toward establishing a social and economic relationship based on peace. The sustainability of this relationship hinges upon the response of the other party to the gift. The act of giving a response gift within a reasonable timeframe, offering something of greater value after a delay, or choosing not to reciprocate can alter the course of relations among individuals or societies. In addition, the concept of gift-giving can be assessed from an anti-utilitarian standpoint. If an individual derives happiness from the act of giving gifts, this action closely aligns with utilitarianism. Utility, in this context, functions as an individual’s survival strategy, operating through cognitive processes that often operate swiftly.Gift-giving is regarded as an initial step toward establishing peaceful relations. A gift marks the beginning of a mutual and complex relationship built on trust. The initial giver of the gift makes a choice under the uncertainty surrounding whether the gift will be reciprocated. Perhaps this act is intended to minimize the risk of a potential conflict arising. In summary, the exchange of gifts contributes to the development of social relations between individuals and societies.&nbsp;Irrespective of the presence or absence of written legal regulations, every society inherently desires to live in social order and economic prosperity. Trade, serving as the determinant of international relations and a fundamental factor of peace within and between societies, has been an enduring factor in social and economic relations across nearly all societies since the last ice age. Trade conducted within the framework of peace not only enhances interdependence and prosperity among countries but also paves the way for the permanent establishment of peace.

Trade and Peace within the Gift Theory from a Behavioral Economics Perspective

Anıl

The Withering Away of the Physician in Medical Sociology: Medicalization, Biomedicalization, and Pharmaceuticalization

Fatih

Changes in Intrinsic and Extrinsic Values During the Early Months of the COVID-19 Pandemic: Evidence from Business Faculty Students

Melike

Assist. Prof. Dr.

The distinction between the terms “skill” and “ability” is important. The essence of this differentiation should be highlighted at the outset. According to the Turkish Language Institution, “skill” is defined as the ability to accomplish a task and achieve the desired outcomes based on predisposition and learning, whereas “ability” is described as a boundary rooted in heritage and encompassing learning. The fundamental distinction between these terms lies in the emphasis on inheritance for “ability” and the acquirable and developable nature of “skill,” which also inherently includes ability. Additionally, a distinction exists between “skill” and “competence.” Competence is often used to denote skill sets, comprising practical and theoretical knowledge used to enhance performance, cognitive abilities, behaviors, and values (Succi, 2019, p. 284).As defined by Peterson and Van Fleet (2004, p. 1298), “skill” encompasses the ability to perform a specific behavioral task or cognitive process related to a particular task. Notably, skill consists of three components: (1) domain-specific knowledge, (2) a method to access that knowledge, and (3) the ability to execute a series of behaviors or cognitions using the acquired information. However, the first two components serve as prerequisites for the observable action, with the third component being the observable skill. The necessity of recognizing, developing, and adapting skills to new conditions is crucial to prevent alienation and ensure professional success and satisfaction. Attewell (1990) explored some of the epistemological and conceptual problems of the term “skill” and explained four distinct sociological notions of skills, namely, positivist, ethnomethodological, Weberian, and Marxist. In addition to being fairly mundane, skill is also a phenomenon that tends to be objectively measured and hierarchically evaluated. Skill is the determinant of basic claims and ideals, such as success in business life, satisfaction, and sufficient income. For a person not to become alienated from his/her work and him/herself, he/she should realize and develop the skills suitable for new conditions (Attewell, 1990).“Soft skills” encompass various key abilities, such as teamwork, effective communication, leadership, conflict resolution, planning, and problem-solving. Three fundamental skills in the workplace are emphasized (A Scans Report for America, 2000): basic skills (reading, writing, math, listening, and speaking), thinking skills (creative thinking, decision making, problem-solving, learning methods, and critical thinking), and personal skills (individual responsibility, self-esteem, sociability, selfmanagement, and integrity).Katz is accepted as the first person who mentioned soft skills. Katz (2009, pp. 7–18) categorized skills into technical, human, and conceptual skills: Technical skills involve specific activities and methods; human skills center on working effectively with others; and conceptual skills encompass understanding an organization’s various functions and their relationship with external factors.Hurrell, Scholarios, and Thompson (2012, pp. 165–166) explained three dimensions of the soft skills. The first component is the part related to the person’s qualifications/ qualities. This component can be defined as the skills expected from the employee to perform a specific job/task. The second component is skills related to the job itself, such as the job itself, the broader job context, recruitment, selection, and training practices. The third component is the skills that come to the fore with the impact of economic actors on the social structure. This component shows what is worthy of being labeled as skilled working in society. In other words, the soft skills of the individual at work should be understood as a reflection of what he/she brings as a skill to this job; the conditions, needs, and limitations of the job; and the skills that are valued (Hurrell et al., 2012, pp. 165–166).The basic skills that come to mind when soft skills are mentioned are teamwork/ effectively working with others, communication, leadership, conflict management, planning/organization skills, management skills, problem-solving, self-awareness, critical thinking, technical skill/technology use, taking responsibility, time management, decision making, working under stress, competition, creativity, eagerness to learn, and emotional intelligence (Balcar, 2016; Chamorro-Premuzic et al., 2010; Freestone et al., 2006; Gündeş &amp; Atakul, 2017; Jackson, 2014; Kember et al., 2007; Nair et al., 2009; Odusami, 2002; Özdemir et al., 2021; Radcliffe, 2005; Ratnaningsih, 2013).However, the literature presented conceptual challenges in the understanding and application of soft skills, often leading to confusion among traits, values, characteristics, and behaviors. The distinction between cognitive and emotional abilities as soft skills and whether they are inherent or interpersonal adds complexity to the concept. The question of whether soft skills can be developed remains contentious, with a requirement for proper knowledge, practice, and feedback (Matteson et al., 2016, pp. 81–83).Higher education is expected to provide students with the necessary knowledge and skills for individual and professional development (Franco-Angel et al., 2022; Gündeş &amp; Atakul, 2017; Tambe, 2021). Developing skills requires accessing accurate information, having opportunities for practical experience, and receiving feedback on practical activities (Matteson et al., 2016), with universities being an ideal setting. However, in many countries, university graduates often lack industry-relevant skills (Patacsil &amp; Tablatin, 2017; Radcliffe, 2005). For instance, Nair, Patil, and Mertova (2009) revealed significant discrepancies between engineering students’ developed skills and industry expectations in Australia’s Monash University undergraduate programs. Higher education institutions fall short of equipping graduates with skills that meet the expectations of governments, employers, and students for lifelong learning. Reports and plans from various countries, such as Australia, Germany, New Zealand, Spain, Switzerland, and the United Kingdom, emphasize the necessity for higher education to impart high-order thinking skills to graduates, regardless of their field of study (Kember et al., 2007, p. 610).Studies that considered soft skills as a prerequisite for learning academic knowledge (e.g., Barrie, 2006) coexist with those emphasizing the need to develop soft skills within the context of the relevant discipline (e.g., Kember et al., 2007). Barrie (2004, pp. 269–270) defined three encompassing attributes of university education outcomes: attitude toward knowledge (having knowledge), attitude toward the world (global citizenship), and attitude toward oneself (lifelong learning), which are supported through the development of five clusters of skills and abilities. These clusters provide a concrete manifestation of specialized undergraduate education within the individual’s personal qualities, cognitive abilities, and practical skills. These five clusters are research and inquiry; information literacy; personal and intellectual autonomy; ethical, social, and professional understanding; and communication. The challenge is that the skills to be imparted in universities are often listed without hierarchical order, shared meanings, or consensus among faculty members (Barrie, 2004), diminishing the impact of university-level learning on lifelong learning.Universities are encouraged to embed soft skill development within technical skill courses as a functional and effective strategy (Balcar, 2016; Schulz, 2008). However, students also play a pivotal role in acquiring soft skills, necessitating personal effort and initiative (Majid et al., 2019, p. 18). The impact of socio-cultural factors and the individual’s background on skill development is emphasized; a student’s socio-cultural background and accumulated economic, cultural, and social capital can influence their engagement with the university and their ability to capitalize on opportunities for skill enhancement. Additionally, students’ lack of awareness regarding the importance of soft skills in employability and career development is another challenge (Majid et al., 2012). Students need to recognize the significance of these skills and actively engage in activities that foster their development.When the examples of education and training models in the literature and the suggestions to support soft skills development are evaluated together, universities can support their graduates to develop soft skills. First, departments in universities should organize their curricula in a way that supports the acquisition of technical and soft skills. The important part here is to know the employment areas of the discipline well, ensure continuous cooperation with the relevant sectors and alumni, and recognize the current skills that graduates need in working life and include them in the curriculum. The education–teaching environment is student centered in a way that encourages students to learn, and the conceptual integrity of soft skills among faculty members is also a factor that facilitates students’ acquisition of skills. Apart from the curriculum, universities need to develop workshops and practical activities aimed at providing the&nbsp;basic soft skills expected of university graduates and the prominent soft skills specific to the field. Creating environments in which different actors (student–student, student– faculty member, student–graduate, etc.) will interact is important, particularly considering that students develop skills by observing others who are highly successful. These activities will make students feel like a part of their university, strengthen their sense of belongingness, and support them in developing their cultural and social capital. Finally, universities should conduct studies that consider students’ awareness/effort level toward social skills and the importance of socio-cultural factors.This study aims to create a preliminary resource for the development of Turkeyspecific models for improving higher education–market cooperation and employment through soft skills acquisition.

Difficulties in Conceptualizing Soft Skills and the Role of Soft Skills in the University–Employment Relationship

Enes

Miki

Migrants are often forced to cope with a variety of problems, such as loneliness and foreignness. As people who are far away from the places of their birth and upbringing (Adıgüzel, 2019), migrants not only try to adapt themselves to the societies they migrated to but also attempt to maintain their relationships with their home countries. The emergence of new media tools can make those attempts much easier in several ways (Dekker &amp; Engbersen, 2014; Komito, 2011). Although digital gaming is a recently popularized media tool and is often criticized for its possible negative impacts, there are limited studies regarding its implication for migrants’ social relationships and social adaptation. This study examines how digital games could influence the course of migrants’ social adaptation and transnational relationships.&nbsp;&nbsp;Digital games have become a part of everyday life for many these days. Online games are especially enjoyed by millions of players worldwide, bringing together people from different corners of the world who accumulate social capital through these interactions (Trepte et al., 2012). This element of interaction indicates a social dimension of these games. As Williams and Steinkuehler (2006) state, just like bars and cafés, which are traditional places for social interaction, digital games can function as alternative places outside of home and workplace, that is, a third place for socialization. While living far from their homeland, migrants can use digital games as a third space for socialization and spending time with friends and relatives in their home countries. In his case study of African migrants in the USA, Bayeck (2020) finds that digital games can sustain migrants’ transnational social networks, reduce their sense of alienation by being connected with different communities, and help them understand the social practices of the countries they have migrated to, which might initially seem confusing. Dralega and Corneliussen’s studies (2018; 2017) show that digital games could connect the locals and the minority, help minorities engage with the broader community, and support the social adaptation process of migrants.&nbsp;This study adopts a qualitative method to delve deeper into a subject that has been newly explored in social sciences (Cresswell, 2020, p. 48). Data was collected through semi-structured interviews. The participants of the study were selected through a purposive sampling method. They were contacted through gamers’ sites and groups on social media platforms, such as Facebook, Twitter, and Reddit. Ten Turkish gamers, who lived outside Turkey or who had been abroad longer than a year and considered living overseas again, were selected as interviewees. Interviews were conducted by the first author between 16 March and 17 April 2022, using the online meeting software of the participants’ choice. The interviews lasted between 30 to 60 minutes and were voice- or video-recorded according to the participants’ choice. All the participants gave their consent to the recordings. Data was analyzed according to the thematic structure of the interview. The collected data was analyzed under three themes. The&nbsp;first theme is about the participants’ demographic characteristics and migration experiences. The second theme is about the participants’ perceptions of digital games and their preferences regarding game choices. The last theme delves into the participants’ experiences of transnational social relations in digital games, particularly in relation to social adaptation as migrants. The final theme is presented in two different sections in this paper.&nbsp;The findings of the study show that based on participants’ perception of digital games and the importance they attach to games and their sociability, digital games showed the ability to help migrants maintain and make new transnational social relationships as well as cope with adaptation processes as migrants in different degrees. Digital games can be quite an effective tool for migrants to maintain their relationships with native countries. Eight out of ten participants maintained their existing relationships in their homelands through digital games. As William and Steinkuehler (2006) also point out, the participants saw digital games as a third place for socialization, a space where they spent time with the people they missed. Thus, digital games provide migrants with means to maintain relationships they do not want to leave behind and fulfill their longing for them. At the same time, digital games also act as a platform where the participants meet new friends from their homelands. In this respect, it is possible to say that digital games have a significant potential for developing and sustaining transnational relationships and creating social space beyond borders.This research also finds that digital games could have positive implications for social adaptation. A number of participants expressed that playing digital games enhanced their social relationships in their host countries. One of the participants made most of her friends in Poland, where she had lived, at a local game café. Another participant’s friendship with one of his colleagues was strengthened through playing digital games together. Friendship with gamers from different backgrounds can help an individual easily adapt to a new cultural environment. One of the participants, who had no difficulty adapting to life in a foreign country, said that he had played digital games with gamers from different countries. He further added that he had once even joined a guild named the “Hellenic Horde,” which consisted of Greek gamers from Cyprus, and became good friends with them. It is significant that the participant, who is a Turk, formed a strong bond with other gamers in a Greek guild despite the historical tension between the people of Turkish and Greek origins in Cyprus. This underscores the fact that establishing transnational relationships in their home countries does not necessarily hinder their adaption to the societies they have migrated to. On the contrary, they can be more understanding and adaptive to different cultures (Vertovec, 2009, p. 78). Digital games, which help cross-cultural communications (Binark &amp; Bayraktutan Sütcü, 2008), can make migrants’ adaptation to different cultural environments easier.It seems that the degree to which migrants benefit from digital games in terms of transnational relationships and social adaptation varies according to their own level of sociability, choice of games, cultural conservativeness, and the importance they attach to games. The participants who are introverted and prefer playing games on their own tend to benefit from gaming as a socialization tool. However, the participants who are extroverts and play games with other players tend to make and maintain transnational friendships through digital games, as well as adapting to social life in their host countries. Similarly, the benefit of socialization varies according to the weight of digital games in migrants’ lives. The participants who attach special importance to digital games are more inclined to leverage them for socialization than those who regard digital games as mere recreation. The benefits of socialization differ according to the way migrants play games as well as the importance they attach to them. This indicates that digital games may not be beneficial in all circumstances.Cultural attachment is another factor for migrants’ transnational relationships and social integration. The participants who harbor biases against other cultures tend to develop more relationships with the gamers hailing from the same place of origin. On the one hand, migrants’ religious and cultural attachment makes them feel close to their homelands. On the other hand, this type of transnational relationship may hinder their sociocultural adaptation (Pitkänen et al., 2012, p. 217–218). One of the participants, identified as K8, was culturally and religiously attached to Turkey and kept a distance from other cultures. Among all the participants, he had experienced the most difficulty in social adaptation. At the same time, he seemed to have benefited very little from digital games in terms of socialization. Thus, as Crawford et al. (2011) argue, digital games should be treated as part of everyday lives, interactions, and practices rather than as an entirely different space from daily life. Our ideologies, culture, and values influence our everyday practices, and digital games constitute an integral part of such practices.&nbsp;The implications of digital games for transnational relationships and migrant adaptation indicate their potential as a significant social capital resource. Social capital, which is defined as resources one acquires through social connections, can provide non-material resources (e.g., emotional support, information, and advice) as well as material resources (e.g., money, food, and shelter) (Schiller et al., 1995). There are a number of studies that demonstrate that digital games can serve as sources of social capital. For instance, Zhong’s research (2011) shows that an exchange of emotional or other substantial support can be realized among gamers who play Massively Multiplayer Online Role-Playing Games due to an experience of cooperation and shared time and space. Zhong also finds evidence that digital games positively contribute to gamers’ participation in offline social life. The accounts of the participants in this study indicate many similarities with the findings of other related studies. For&nbsp;some participants (K1, K2, and K10), digital games provide a space for emotional support from friends and families back home. Meanwhile, digital games are viewed as one of the most important tools for migrants (K9) to develop social networks in their host local communities. Nevertheless, this study did not find any evidence indicating that social relationships developed through digital games provide individuals with material resources.

Digital Games in Terms of Migrants’ Transnational Relations and Social Cohesion: A Study on Turkish Immigrants

Canan

Zehra

The integration of non-state actors into the sphere of social welfare in Türkiye, the increase in the employment of women, and the “welfare gap” (Vobruba, 1998), especially in the care sector, have given rise to “global care chains” (Hochshild, 2000). An informal labor pool has emerged of migrant women, made up mostly of those who came from former Soviet Union countries (Akalın, 2007, p. 210). This research explores how the roles of motherhood and caregiving are reproduced by focusing on intra-household negotiations and seeks answers to the following questions: (1) How is the relationality between live-in migrant care workers and mothers negotiated? (2) How are the culturally differentiating caregiving and domestic roles shared between migrant care workers and the mothers who hire them? As a result, the study aims to understand and describe the negotiations involved in the unequal relationality between the two parties as well as their competing and overlapping ideas about motherhood and caregiving.Conceptual FrameworkThe scholarly literature on migrant care workers focuses on (1) the problems migrant women experience (Anderson, 2012), (2) the exploitation of their physical and emotional labor through fictive kinship ties (Baldassar et al., 2017), and (3) mothers’ perceptions of migrant care workers (Yazgan et al., 2017). These studies usually shed light on the perspectives and experiences of either the migrant care workers or the mothers through concepts such as emotional labor, fictive kinship, and global care chains. However, a focus on the negotiation of childcare in households where the migrant care worker and mother live together requires an analysis that goes beyond isolated perspectives (Erdem &amp; Şahin, 2009, p. 283). The precarious working conditions of care workers (Hellgren, 2015), as well as the problems arising from cultural and class differences inside the household, determine how caregiving roles are negotiated between the migrant care worker and the mother who hires her.MethodsThis study employs a phenomenological qualitative research design that analyzes subjective meanings and experiences through social interaction in order to understand the relational negotiations regarding the caregiving roles between a mother and migrant care worker. While households receiving live-in childcare services constitute the unit of analysis, the subjects of the research are migrant care workers and the mothers who hire them in Istanbul, the hub of migrant care workers in Türkiye (Ministry of Labor and Social Security, 2019). Using the quota sampling technique, the study group includes mothers and their live-in migrant care workers who have been sharing the same house for at least the last three months, with the aim of reaching a total of 20 participants (i.e., 10 migrant care workers and 10 mothers). The data collection process started in January 2022, and the study so far has been able to include five households that employ migrant care workers, for a current total of 10 participants (i.e., 5 migrant care workers and 5 mothers).Findings and ConclusionAccording to the preliminary findings, the relationality between the mothers and the migrant care workers emerges over three main phases. The first is the reconciliation phase, where the caregiver and the mother reveal their expectations and recruitment criteria. While both parties have similar concerns about privacy and security that arise from living in the same house, the mother is distinguished in this stage by her worries about both the care worker’s ability to provide proper care for the child as well as the possible emotional attachment that will occur between the child and the migrant care worker. The care worker is particularly concerned about taking responsibility for someone else’s child and the language barrier. The mothers noted that language, religion, and ethnicity were not significant criteria for recruitment, instead specifying the significance of the care worker having a loving and caring approach toward the child as well as having a proactive role in the household. The care workers’ expectations mainly center on having good household relationships and obtaining a good income. The second adaptation stage shows the cultural differences and similarities between the mother and the care worker to become visible through the competing and overlapping ideas of what being a good mother and proper childcare mean. The mother’s and migrant worker’s ideas of what being a good mother means mostly converge on this point, and this agreement is defined beyond cultural differences within the framework of the intensive emotional care given to the child. However, the findings from this study showcase this cultural transcendence and conformity to dissolve around participants’ ideas about the meanings of proper childcare. In some households, migrant care workers prefer the traditional childrearing practices they had internalized back in their countries while criticizing the mothers for pursuing book-based childrearing techniques. Concurrently, the mothers criticize the care workers for their poor hygiene habits, inadequate childcare skills, and cultural differences, which they believe are rooted in the living conditions in their previous hometowns. Within this context, a majority of the mothers conceive migrant care workers as part of the family, and migrant care workers hold that they care for the children as if they are their own. Nevertheless, some of the migrant care workers in these households underlined how they do not see themselves as part of the family. Indeed, they believe that an employer-employee relationship exists inside the household. This inconsistency shows the boundaries of the fictive kinship to have been drawn unilaterally, predominantly by the mother. The last stage involves how household routines and order are maintained; during this stage, the initially secure relationality between the migrant care worker and the mother transforms in line with the unique communication strategies of the household members. The relationality between the migrant care worker and the mother is established through the implicit and open negotiation processes regarding childcare. Based on these findings, this study argues that, while this process is predominantly adapted to the expectations of the mother, migrant care workers do not internalize the fictive kinship the mother has constructed and the insecure employment conditions.

Relational Negotiation Processes Between Migrant Care Workers and Mothers: From Caregiving to Fictive Kinship

Muhammet

Res. Assist.

This study examines the negative discourse encountered by Georgians engaged in circular labor migration from Georgia to Turkey for tea harvesting. Using interviews with local residents, news articles and media comments targeting Georgians, the study reveals the challenges Georgians face during their workdays and the processes surrounding their labor and field observations are also presented. Data were analyzed concerning the conceptual framework of discrimination and the processes of myth production. Furthermore, the reactions of Georgians to the processes are discussed using strategies and tactics. Thus, this study aims to uncover and address the discrimination and myths surrounding Georgians’ experiences in the tea market, their coping strategies, and the perpetuation of discrimination.In its examination of structural discrimination (2012, p. 7), this study introduces the concept of “delegitimization” (Delegitimization), drawing inspiration from BarTal’s (1989) work on extreme stereotypes and discriminations, and combines this concept with myths. Oren and Bar-Tal (2007) examine this concept using Israel and Palestine as an example, indicating the reference to the negative aspects of groups subjected to discrimination by society. This can also emerge as dehumanization, highlighting the group’s negative characteristics and traits, stigmatizing them with political labels, and emphasizing their differences from morally superior groups. Additionally, it can be achieved by equating the group’s characteristics with those of a different negative group. Exclusion and discrimination are explained by Bar-Tal (1989, pp. 172–173) using five different conceptualizations. The first conceptualization is dehumanization, which classifies a group as subhuman and animal-like. A dehumanized group is pushed to the margins, while the dominant group assumes the authority to domesticate them. The second conceptualization is outcasting, which occurs when a group violates crucial social standards. The third conceptualization is trait characterization, which reduces those subjected to discrimination to parasitic, unstable, and unreliable traits. The fourth conceptualization is the use of political labels to brand the group. This conceptualization is not limited to labeling the group as fascist or communist but also involves the politicization of an individual’s country identity if it differs from the dominant group. Religious differences can also directly push the group into a political realm. Lastly, group comparison is achieved by aligning the group with another group disliked by the dominant society.This study examines the discrimination against Georgians involved in circular labor migration from Georgia to Turkey for tea farming work within the framework of the aforementioned concepts. It also focuses on how myths and discrimination are created. To support these claims, this study emphasizes a field experience that includes participatory observation of the daily lives of Georgians. The study consists of three sections: the discrimination against Georgians and the myths created as well as their relationship with power dynamics, the field experience of participatory observation conducted with Georgians that is analyzed based on discrimination and myths, and lastly the conclusion.MethodologyIn 2017, approximately 2,438,000 people entered through the Georgia border crossing, with around 222,000 monthly entering through land routes, since those who come for tea farming prefer not to use sea or air. Thus, 2,349,554 people entered by land. Notably, the months of May, June, July, and August experienced the highest influx. During the summer, 1,082,803 people entered Georgia. Since Georgia fell under the category of countries with a “hidden population,” the exact number of people arriving for tea harvesting is unknown. While this study does not aim to generalize discrimination against the group, its aim is to address discrimination and uncover the group. Thus, this study is designed within the framework of interpretive and critical social science and focuses on discrimination against Georgians. The participants in the qualitative interviews naturally vary since discrimination is multidimensional and involves multiple actors. For this purpose, 48 qualitative interviews were conducted, which included seven intermediaries, three cultural memory carriers aged 70, six employers (all of whom are local participants and currently employers), one dental assistant, two pharmacists, one key informant from the Rize Migration Administration, one key informant involved in smuggling and crime prevention from the public security branch, the president of Rize Chamber of Commerce, one security officer and office manager at the Sarp Border Crossing, one journalist, one Georgian citizen married in Turkey, one imam from the city of Batumi, twelve Georgian workers, three Turkish students studying in Georgia (from Rize, Urfa, and Adıyaman), and six different categories of tradesmen. The interviews were recorded, analyzed, and subjected to descriptive and discourse analysis. In addition, discourse analysis was conducted with a focus on the representation and perception of Georgians in the media.ConclusionThis study highlights the discrimination and myths endured by Georgians who engaged in labor mobility for tea farming in Turkey. While these challenges are specific to Georgians, they reflect broader processes experienced by migrants and indigenous populations as “others.” When Georgians and other groups are included in the labor process, they are dehumanized, pushed to the edges of society, reduced to a single identity, labeled with political tags, and all opposition actions are justified using group comparisons. This underlying process results in the ethnicization of labor through Georgians. The ethnicization of labor also facilitates the process of capturing the surplus value. Therefore, intermediaries, employers, factories, shopkeepers, and the entire process from the Sarp border gate to the tea gardens controlled Georgian labor. This process is related to the neoliberal policies implemented in both Georgia and Turkey. However, in Georgia, Turkish and Muslim groups are ethnically classified and included in the labor markets as cheap labor using specific forms of discrimination and myths. The reason why Georgians are excluded from the tea labor market is due to discrimination and myths, which are also related to demographic transformation, neoliberal policies, and historical background in Georgia and Turkey. Kurds, who can participate in hazelnut harvesting, cannot be included in the tea labor market. Aside from the ethnicization and feminization of seasonal agricultural labor among Kurds in Turkey, the tea region’s exclusionary view of Kurds prevents them from entering this market. During the COVID-19 pandemic, the tea region handled its labor needs from within its region. This labor was mostly in the form of family labor. Additionally, according to the local population, Kurdish workers were transported from prospective eastern provinces such as Ardahan, Kars, and Erzurum. However, since tea picking requires expertise, Kurds used their labor in activities like transportation, working at collection points, and factories rather than tea picking. It is possible to adapt the discrimination and myths generated against Georgians to the production of local seasonal agricultural labor.Despite facing discrimination, Georgians have developed tactics to resist and negotiate these adverse conditions, myths, and labor exploitation. By mobilizing through their network adopting certain behaviors, and engaging in sharecropping activities, they strive to improve their working conditions and economic situation. Most Georgian workers are part of this principle. If Georgians perceive that their labor is being exploited, marginalized, or subjected to injustice, the information is quickly passed through their networks. Consequently, they engage in activities to increase the weight, such as checking the scales and recording the weight at tea collection points, including the woody sections by cutting the tea deeper, adding grass, soil, and stones in the tea bag, and soaking the tea bag in the stream if there is no supervisor at the garden. They also demonstrate their daily resistance by deliberately damaging the tea plants while walking, and due to the nature of their daily work, they can demand separate wages for transportation, collection, and sales activities, which were initially priced separately. In response to discrimination, Georgians express their names as Turkish–Muslim names to show their affiliation with Muslim communities coming from Georgia. Some even hide tattoos having the shape of a cross and conceal their necklaces. These tactics are not only directed to intermediaries but also to employers. They include tactics such as compelling their employer to buy them cigarettes, quitting their jobs, slowing down their work pace, and even claiming to be sick and unable to work. In some cases, these tactics are directed at shopkeepers. They can obtain little items without paying if they have no option and believe they are being overcharged for a product simply because they are Georgian. When confronted by the police, some&nbsp;Georgians, due to the lack of adequate documentation, pretend not to know Turkish despite being fluent in it, and sometimes they pretend to be locals based on their Turkish language skills. In addition to evading all these forms of discrimination and myths, they engage in sharecropping activities to improve their economic income.Georgians that participate in labor mobility for tea farming from Georgia to Turkey have experienced various forms of discrimination in their target regions. This discrimination is replicated under certain conditions, as detailed in the section above concerning their daily life. Despite this, Georgians have developed tactics against this discrimination and myths, engaging in negotiation and redefining work tactics and strategies. We hope that the processes and structures examined in this study will help in understanding other groups in a different labor market. Thus, understanding these processes is crucial to comprehend the dynamics in labor markets and capitalism, and the ever-changing positions of various groups within the local and national labor markets.

Discrimination and Myths against Georgians in Tea Farming

İsmail

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Tradition, Morality and Solidarity in Durkheim’s Theory

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Since the 1950s, environmental sociology is hardly accepted despite existing social-environmental issues. These problems have been generated by the rapid industrialization and urbanization causing pollution in the post-war era. Environmental sociology was established in the 1970s when environmental problems gained public attention and the environmental movement emerged. The theories of sociologists Durkheim, Weber, who introduced the rationalization concept, and Marx, who introduced the theory of metabolic rift, were welcomed in environmental sociology. However, Durkheim was criticized that his methodological dictum was excluding society-environment interaction. There are two explanations for the association between Durkheim and societyenvironment interaction. On the one hand, the industrialism of his era caused the exclusion of environment from sociology. On the other hand, Durkheim’s works have significant references to environment that indicate a potential for environmental sociology. This paper aims to examine Durkheim’s sociological approach in terms of society-environment interaction. First, the foundation of environmental sociology is summarized. Then, both examples showing the exclusion of environment and societyenvironment interactions in Durkheim’s studies are shown. The paper concludes with the assessment of Durkheim’s contribution to current environmental sociology challenging ecological crisis that threatens society. Although the first years of sociology were marked by geographical and biological determinism, sociologists favoring a “world view” of development, progress, and modernism in later years ignored environment as an issue (Hannigan, 2006). After a century, when environmental problems had surfaced and threatened industrialized Western societies, environmental concerns and movement were accepted in society and from the cultural perspective. Two pioneers of environmental sociology, Dunlap and Catton (1978) criticized human exceptionalism paradigm of causing the exploitation of nature and Durkheim’s methodological dictum (Madappalli, 2016). The paradigm assumes nature as an endless resource and that the human progress is limitless, while human existence is unique as a result of its developed culture (Catton &amp; Dunlap, 1978) that “covers the dependence of human societies to biophysical environment” (Rice, 2013, p. 238). However, environmental problems and restrictions in the 1960s shook this paradigm and Durkheim’s methodological dictum that reportedly ignored society-environment interaction. Hence, environmental parameters were included in sociological researches. In fact, the New Ecological Paradigm (NEP) scale, developed by environmental sociologists, introduced “environmental facts” against the social facts of Durkheim. The paradigm aims to consider the effects of&nbsp;environmental problems like resource scarcity on main sociological research issues like stratification (Catton &amp; Dunlap, 1978). Hence, environmental sociologists, by using the New Ecological Paradigm, challenge Durkheim’s methodological dictum by accepting the effect of environment on society (Dunlap &amp; Catton, 1979). Durkheim was criticized for excluding the impact of the environment on sociology with his methodological dictum. Sociology, a social discipline excluding environment (Foster, 1999, p. 367), was positioned out of “psychology, biology, economics, and geography” by Marx, Weber, and Durkheim, the three fathers of sociology (Buttel, Dickens, Dunlap, &amp; Gijswijt, 2002, p. 5). However, Marx and Weber were applauded for their concepts, the metabolic rift and rationality, in environmental sociology, unlike Durkheim who was criticized for his methodological dictum that was believed to be against the use of biophysical parameters in sociology (Lidskog, Mol, &amp; Oosterveer, 2015). Durkheim defined social facts only with other social facts, ignoring the biophysical environment (Dunlap, 2016), and implied examination of social systems without using environmental parameters (Norgaard, 1997, p. 159). Durkheim developed a social reductionism to resist biological reductionism (Benton, 1991, as cited in Konak, 2010). Hence, traditional sociology following Durkheim’s approach excluded biophysical environment (Hoyen, 2013). To objectify society within a scientific discipline (Durkheim, 2016, pp. 58, 59, 168), Durkheim defended the use of social facts and collective consciousness against biology and psychology (Hannigan, 2006, p. 5), that social facts can only be explained by social facts (Buttel, 2002) that have power over individuals and are different from non-human and organic facts (Durkheim, 2016). As a result, the methodological dictum made Durkheim and sociologists ignore biological and physical parameters (Dunlap, 1997; Dunlap &amp; Catton, 2007). The exclusion of physical reality by Weberian and Durkheimian authors (Ritzer 1975; Choldin 1978, as cited in Dunlap &amp; Catton, 2007) should be seen as a constructive approach in the early years of sociology (Buttel, 2002). The exclusion of environment was dominant and environmental parameters were ignored in other subdisciplines like rural sociology until the 1970s; these subdisciplines are the foundation of environmental sociology (Dunlap &amp; Martin 1983, as cited in Dunlap, 2002). Durkheim implied the static position of nature throughout history while society changes and evolves (Durkheim, 2010; Gross, 2000; Jarvikoski, 1996). Durkheim separated the concept of evolution, originated from ecology and biology, from nature and integrated it into the social sphere (Durkheim, 2014). Furthermore, he put a sharp distinction between human society and animals, as they lack of morality and collective consciousness (Durkheim, 2010) and they are static unlike human societies (Durkheim, 2014). Although sociological theorists Durkheim, Weber, and Marx did not directly examine society-environment interaction; their studies indirectly included this issue (Hannigan, 2006, p. 5). Hence, Durkheim should be comprehended through the extensive framework of human-nature systems instead of narrow anthropocentricism (Rosa &amp; Richter, 2008). In fact, Durkheim did not deny the importance of biological and physical parameters in sociology (Jarvikoski, 1996). Moreover, Durkheim followed the example of natural science during the exploration of social reality (Durkheim, 2016). Despite a strong and common prejudice in traditional sociology, Durkheim’s studies involve many references to the environment. However, the methodological dictum of Durkheimian scholars reinstructed sociology (Catton, 2002), resulting in Dunlap and Catton, two founders of environmental sociology, strongly criticizing the Durkheimian theory. Contrarily, the limited prevalence of social facts and the emphasis on the environmental parameters in Durkheim’s studies are important objections to their critique (Rosa &amp; Richter, 2008). Çelebi (2007, p. 159) highlighted the importance of the balance between population and land as social facts that affect society. Durkheim considered the effects of the position of sun and the condition of the atmosphere to people, and his social morphology notion had other environmental insights like the use of land (Gross, 2000). He also implied the coevolution of nature and society in his work of Pragmatism and Sociology (Foster, 1999). According to him, nature is not the reverse of society, but a part, the highest representation, and complex form of nature (Durkheim 2010; Jarvikoski, 1996). Moreover, Durkheim (2016) implied similarities between “physical environment” and society and defined society as part of nature. Durkheim often referred to nature in his classical study of totemism. Tribe members lean toward plants, animals, and rocks in understanding their society. They imitate animals in their religious rituals. Safety and domination of nature make up their religion (Durkheim, 2010). Durkheim often used biological terms like species, population density, and resource scarcity in his explanation of social evolution and solidarity concepts (Buttel, 2002). He implied that division of labor exists in all living organisms, and transfers society from nature (Durkheim, 2014). On the other hand, his notion of competition and division of labor undermined environmental concerns like pollution and resource scarcity in urbanization (Lenski, 1984, as cited in Buttel &amp; Humprey, 2002). This paper aims to examine Durkheim’s sociological approach in terms of societyenvironment interaction. The construction process of sociology as a distinct discipline excluded environmental parameters. However, urbanization and industrialization in the 1950s have caused environmental concerns and movements in Western societies.&nbsp;The foundation of environmental sociology was challenged in the 1970s by the methodological dictum of Durkheim. Although some of his studies strongly separate society from environment like social facts, he often referred to environmental concepts like population, balance, organism, and resource scarcity. Durkheim also implied metabolic interaction between society and environment, and that society is a complex part of nature.

Society-Environment Interaction in Durkheim: Exclusion of Social Facts versus Environmental Potential

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Eric

Durkheim and the Nation

Bjørn

From Holism to Participation: Three Phases in Durkheim’s Work

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Published by the Istanbul University Department of Sociology, İstanbul University Journal of Sociology has held an important place in the development of sociology as a scientific discipline in Turkey. 

First published in 1917, İstanbul University Journal of Sociology was the first sociology journal written in Turkish. In its roughly 100-year history, the journal has become the most pioneering and prominent publication within the discipline. The publication languages of the journal are Turkish, English, French and Germany. The print version of the journal has been stopped as of 2022; the publication continues as an electronic only journal.

İstanbul University Journal of Sociology is an open-access, double-blind peer-reviewed, international journal focusing on the publication of research and studies covering all aspects of the social. The journal’s goal is to aid and facilitate both international and interdisciplinary scientific communication, to strengthen the links between scientific research and society in Turkey, and to stimulate and enhance the quality of debate. Representing an interdisciplinary forum for the exchange of recent data and expert opinions, it reflects the importance of a comprehensive approach to resolving the social problems in Turkey.
İstanbul University Journal of Sociology publishes peer-reviewed research reports on sociology, bringing together research conducted within a variety of different disciplines. Articles include theoretical, philosophical, political essays, research papers, research on social behaviors, and historical research related to any social activity. In addition to original research, the journal features both articles and book reviews.
Studies that clearly contribute to the current knowledge of sociology are given priority. Scholarly commentaries on topical issues and systematic reviews are also encouraged.

All expenses of the journal are covered by the Istanbul University. Processing and publication are free of charge with the journal. There is no article processing charges or submission fees for any submitted or accepted articles. http://istanbul.edu.tr:8080/en/journal/iusd/information/policies                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 

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Dergimiz 2023 yılından itibaren özel temalı sayı düzenine geçmiştir. Bu sebeple tema dışındaki konulardan yapılacak başvurular değerlendirme süreçlerine alınmayacaktır. İlgili yılın temalarını dergi ana sayfasından "Duyurular" altındaki makale çağrısı sekmesinden takip edebilirsiniz.

İstanbul Üniversitesi Sosyoloji Dergisi, 1914’te kurulan ve Türkiye’de sosyolojinin bilimsel disiplin olarak gelişmesine önemli katkılar sağlayan İstanbul Üniversitesi Edebiyat Fakültesi Sosyoloji Bölümü bünyesinde yayımlanmaktadır. İstanbul Üniversitesi Sosyoloji Dergisi, İstanbul Üniversitesi Edebiyat Fakültesi ve Sosyoloji Bölümü geleneklerinden beslenmekte ve bu kurumlarda oluşan birikimin yeni bakışla ve ürünlerle sürdürülmesini önemsemektedir.

İlk sayısı 1917 yılında basılan ve Türkçedeki ilk sosyoloji dergisi olan İstanbul Üniversitesi Sosyoloji Dergisi, hâlihazırda yılda iki kez (Haziran ve Aralık) yayımlanan hakemli akademik bir dergidir. Yayın dili Türkçe, İngilizce, Fransızca, Almanca’dır. Derginin basılı versiyonu 2022 itibariyle durdurulmuştur; dergi yayın hayatına e-dergi olarak devam etmektedir. 

İstanbul Üniversitesi Sosyoloji Dergisi, yaklaşık 100 yıllık yayın döneminde Türkiye’de sosyoloji disiplinini şekillendiren tartışmalara kaynaklık eden akademik standardı yüksek kuramsal ve uygulamalı araştırmalar yayınlayarak sosyoloji alanının öncü ve önemli dergilerinden birisi olmuştur.

İstanbul Üniversitesi Sosyoloji Dergisi, sosyoloji alanında çalışan akademisyenlerin yanı sıra, antropoloji, istatistik, ekonomi, eğitim, tarih, siyaset bilimi gibi diğer sosyal bilim alanlarında çalışan bilim adamlarının sosyolojik perspektiften hazırlanmış katkılarına da açıktır. Dergi ayrıca değerlendirme yazıları, konferans, sempozyum ve atölye raporlarına da yer vermektedir. Dergide ayrıca belli konulara ayrılmış periyodik özel sayılar da yayınlanmaktadır.

Derginin tüm giderleri İstanbul Üniversitesi tarafından karşılanmaktadır. Dergide makale yayını ve makale süreçlerinin yürütülmesi ücrete tabi değildir. Dergiye gönderilen ya da yayın için kabul edilen makaleler için işlemleme ücreti ya da gönderim ücreti alınmaz. Açık Erişim İlkesi ve Telif Hakkında bilgi için: http://istanbul.edu.tr:8080/journal/iusd/information/politikalar                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          

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İstanbul Üniversitesi Sosyoloji Dergisi, 1914’te kurulan ve Türkiye’de sosyolojinin bilimsel disiplin olarak gelişmesine önemli katkılar sağlayan İstanbul Üniversitesi Edebiyat Fakültesi Sosyoloji Bölümü bünyesinde yayımlanmaktadır.İstanbul Üniversitesi Sosyoloji Dergisi, İstanbul Üniversitesi Edebiyat Fakültesi ve Sosyoloji Bölümü geleneklerinden beslenmekte ve bu kurumlarda oluşan birikimin yeni bakışla ve ürünlerle sürdürülmesini önemsemektedir. İlk sayısı 1917 yılında basılan ve Türkçedeki ilk sosyoloji dergisi olan İstanbul Üniversitesi Sosyoloji Dergisi, hâlihazırda yılda iki kez (Haziran ve Aralık) yayımlanan hakemli akademik bir dergidir.İstanbul Üniversitesi Sosyoloji Dergisi, yaklaşık 100 yıllık yayın döneminde Türkiye’de sosyoloji disiplinini şekillendiren tartışmalara kaynaklık eden akademik standardı yüksek kuramsal ve uygulamalı araştırmalar yayınlayarak sosyoloji alanının öncü ve önemli dergilerinden birisi olmuştur.

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Dizinler

Dergi yayın etiğinde en yüksek standartlara bağlıdır ve <a href="https://publicationethics.org/" target="_blank">Committee on Publication Ethics (COPE)</a>, <a href="https://doaj.org/apply/transparency/#principles-of-transparency-and-best-practice-in-scholarly-publishing" target="_blank">Directory of Open Access Journals (DOAJ)</a>, <a href="https://oaspa.org/" target="_blank">Open Access Scholarly Publishers Association (OASPA)</a> ve <a href="https://www.wame.org/" target="_blank">World Association of Medical Editors (WAME)</a> tarafından yayınlanan etik yayıncılık ilkelerini benimser; Principles of Transparency and Best Practice in Scholarly Publishing başlığı altında ifade edilen ilkeler için: <a href="https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing" target="_blank">https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing</a> Gönderilen makaleler derginin amaç ve kapsamına uygun olmalıdır. Orijinal, yayınlanmamış ve başka bir dergide değerlendirme sürecinde olmayan, her bir yazar tarafından içeriği ve gönderimi onaylanmış yazılar değerlendirmeye kabul edilir. Makale yayınlanmak üzere Dergiye gönderildikten sonra yazarlardan hiçbirinin ismi, tüm yazarların yazılı izni olmadan yazar listesinden silinemez ve yeni bir isim yazar olarak eklenemez ve yazar sırası değiştirilemez.İntihal, duplikasyon, sahte yazarlık/inkar edilen yazarlık, araştrma/veri fabrikasyonu, makale dilimleme, dilimleyerek yayın, telif hakları ihlali ve çıkar çatışmasının gizlenmesi, etik dışı davranışlar olarak kabul edilir. Kabul edilen etik standartlara uygun olmayan tüm makaleler yayından çıkarılır. Buna yayından sonra tespit edilen olası kuraldışı, uygunsuzluklar içeren makaleler de dahildir.İntihal Ön kontrolden geçirilen makaleler, iThenticate yazılımı kullanılarak intihal için taranır. İntihal/kendi kendine intihal tespit edilirse yazarlar bilgilendirilir. Editörler, gerekli olması halinde makaleyi değerlendirme ya da üretim sürecinin çeşitli aşamalarında intihal kontrolüne tabi tutabilirler. Yüksek benzerlik oranları, bir makalenin kabul edilmeden önce ve hatta kabul edildikten sonra reddedilmesine neden olabilir. Makalenin türüne bağlı olarak, bunun oranın %15 veya %20'den az olması beklenir.Çift Kör Hakemlikİntihal kontrolünden sonra, uygun olan makaleler baş editör tarafından orijinallik, metodoloji, işlenen konunun önemi ve dergi kapsamı ile uyumluluğu açısından değerlendirilir. Editör, makalelerin adil bir şekilde çift taraflı kör hakemlikten geçmesini sağlar ve makale biçimsel esaslara uygun ise, gelen yazıyı yurtiçinden ve /veya yurtdışından en az iki hakemin değerlendirmesine sunar, hakemler gerek gördüğü takdirde yazıda istenen değişiklikler yazarlar tarafından yapıldıktan sonra yayınlanmasına onay verir.

Politikalar

Dergi açık erişimlidir ve derginin tüm içeriği okura ya da okurun dahil olduğu kuruma ücretsiz olarak sunulur. Okurlar, ticari amaç haricinde, yayıncı ya da yazardan izin almadan dergi makalelerinin tam metnini okuyabilir, indirebilir, kopyalayabilir, arayabilir ve link sağlayabilir. Bu <a href="https://www.budapestopenaccessinitiative.org/translations/turkish-translation" target="_blank">BOAI</a> açık erişim tanımıyla uyumludur. Derginin açık erişimli makaleleri Creative Commons Atıf-GayrıTicari 4.0 Uluslararası (<a href="https://creativecommons.org/licenses/by-nc/4.0/deed.tr" target="_blank">CC BY-NC 4.0</a>) olarak lisanslıdır.

Derginin tüm giderleri İstanbul Üniversitesi tarafından karşılanmaktadır. Dergide makale yayını ve makale süreçlerinin yürütülmesi ücrete tabi değildir. Dergiye gönderilen ya da yayın için kabul edilen makaleler için işlemleme ücreti ya da gönderim ücreti alınmaz.

Yazarlar dergide yayınlanan çalışmalarının telif hakkına sahiptirler ve çalışmaları  Creative Commons Atıf-GayrıTicari 4.0 Uluslararası (<a href="https://creativecommons.org/licenses/by-nc/4.0/deed.tr" target="_blank">CC BY-NC 4.0</a>) olarak lisanslıdır. CC BY-NC 4.0 lisansı, eserin ticari kullanım dışında her boyut ve formatta paylaşılmasına, kopyalanmasına, çoğaltılmasına ve orijinal esere uygun şekilde atıfta bulunmak kaydıyla yeniden düzenleme, dönüştürme ve eserin üzerine inşa etme dâhil adapte edilmesine izin verir.

Editörler, yayınlanan makalede, bulguları, yorumları ve sonuçları etkilemeyen küçük hatalar tespit edilirse düzeltme yayınlamayı düşünebilirler. Editörler, bulguları ve sonuçları geçersiz kılan büyük hatalar / ihlaller söz konusu olduğunda, makaleyi geri çekmeyi düşünmelidir. Yazarlar tarafından araştırma veya yayını kötüye kullanmaya yönelik olasılık söz konusu ise; bulguların güvenilir olmadığına ve yazarların kurumlarının olayı soruşturmadığına dair kanıtlar var veya olası soruşturma haksız veya sonuçsuz görünüyor ise, editörler endişe ifadesi yayınlamayı düşünmelidir. Düzeltme, geri çekme veya endişe ifadesi ile ilgili olarak <a href="https://publicationethics.org/resources/flowcharts/complete-set-english" target="_blank">COPE</a> ve <a href="https://www.icmje.org/recommendations/" target="_blank">ICJME</a> yönergeleri dikkate alınır.

Dergide yayınlanan tüm yazıların korunmasını ve kalıcı olarak erişilebilir olmasını sağlamak için makaleler, ulusal bir arşiv sitesi olarak hizmet veren ve aynı zamanda LOCKSS'in içeriği toplamasına, korumasına ve sunmasına izin veren Dergipark'ta saklanmaktadır.Ek olarak, yazarların kendilerinin makalelerinin son PDF sürümünü Open Archives Initiative (<a href="https://www.openarchives.org/" target="_blank">https://www.openarchives.org/</a>) standartlarına uygun açık elektronik arşivlerde arşivlemeleri önerilir. Yazarlar, yayınladıkları arşiv versiyonundan, İ.Ü. Yayınevinin dergi web sitesinin URL'sine bağlantı sağlamalıdır.

İstanbul Üniversitesi Sosyoloji Dergisi, yayın etiğinde en yüksek standartlara bağlıdır ve <a href="https://publicationethics.org/" target="_blank">Committee on Publication Ethics (COPE)</a>, <a href="https://doaj.org/apply/transparency/#principles-of-transparency-and-best-practice-in-scholarly-publishing" target="_blank">Directory of Open Access Journals (DOAJ)</a>, <a href="https://oaspa.org/" target="_blank">Open Access Scholarly Publishers Association (OASPA)</a> ve <a href="https://www.wame.org/" target="_blank">World Association of Medical Editors (WAME)</a> tarafından yayınlanan etik yayıncılık ilkelerini benimser; Principles of Transparency and Best Practice in Scholarly Publishing başlığı altında ifade edilen ilkeler için adres: <a href="https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing" target="_blank">https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing</a>Gönderilen tüm makaleler orijinal, yayınlanmamış ve başka bir dergide değerlendirme sürecinde olmamalıdır. Yazar makalenin orijinal olduğu, daha önce başka bir yerde yayınlanmadığı ve başka bir yerde, başka bir dilde yayınlanmak üzere değerlendirmede olmadığını beyan etmelidir. Uygulamadaki telif kanunları ve anlaşmaları gözetilmelidir. Telife bağlı materyaller (örneğin tablolar, şekiller veya büyük alıntılar) gerekli izin ve teşekkürle kullanılmalıdır. Başka yazarların, katkıda bulunanların çalışmaları ya da yararlanılan kaynaklar uygun biçimde kullanılmalı ve referanslarda belirtilmelidir. Her bir makale editörlerden biri ve en az iki hakem tarafından çift kör değerlendirmeden geçirilir. İntihal, duplikasyon, sahte yazarlık/inkar edilen yazarlık, araştırma/veri fabrikasyonu, makale dilimleme, dilimleyerek yayın, telif hakları ihlali ve çıkar çatışmasının gizlenmesi, etik dışı davranışlar olarak kabul edilir.Kabul edilen etik standartlara uygun olmayan tüm makaleler yayından çıkarılır. Buna yayından sonra tespit edilen olası kuraldışı, uygunsuzluklar içeren makaleler de dahildir.

Etik

İstanbul Üniversitesi Sosyoloji Dergisi araştırma etiğinde en yüksek standartları gözetir ve aşağıda tanımlanan uluslararası araştırma etiği ilkelerini benimser. Makalelerin etik kurallara uygunluğu yazarların sorumluluğundadır.<ul><li>Araştırmanın tasarlanması, tasarımın gözden geçirilmesi ve araştırmanın yürütülmesinde, bütünlük, kalite ve şeffaflık ilkeleri sağlanmalıdır.</li><li>Araştırma ekibi ve katılımcılar, araştırmanın amacı, yöntemleri ve öngörülen olası kullanımları; araştırmaya katılımın gerektirdikleri ve varsa riskleri hakkında tam olarak bilgilendirilmelidir.</li><li>Araştırma katılımcılarının sağladığı bilgilerin gizliliği ve yanıt verenlerin gizliliği sağlanmalıdır. Araştırma katılımcıların özerkliğini ve saygınlığını koruyacak şekilde tasarlanmalıdır.</li><li>Araştırma katılımcıları gönüllü olarak araştırmada yer almalı, herhangi bir zorlama altında olmamalıdırlar.</li><li>Katılımcıların zarar görmesinden kaçınılmalıdır. Araştırma, katılımcıları riske sokmayacak şekilde planlanmalıdır.</li><li>Araştırma bağımsızlığıyla ilgili açık ve net olunmalı; çıkar çatışması varsa belirtilmelidir.</li><li>İnsan denekler ile yapılan deneysel çalışmalarda, araştırmaya katılmaya karar veren katılımcıların yazılı bilgilendirilmiş onayı alınmalıdır. Çocukların ve vesayet altındakilerin veya tasdiklenmiş akıl hastalığı bulunanların yasal vasisinin onayı alınmalıdır.</li><li>Çalışma herhangi bir kurum ya da kuruluşta gerçekleştirilecekse bu kurum ya da kuruluştan çalışma yapılacağına dair onay alınmalıdır.</li><li>İnsan öğesi bulunan çalışmalarda, “yöntem” bölümünde katılımcılardan “bilgilendirilmiş onam” alındığının ve çalışmanın yapıldığı kurumdan etik kurul onayı alındığı belirtilmesi gerekir.</li></ul>

Makalelerin bilimsel ve etik kurallara uygunluğu yazarların sorumluluğundadır. Yazar makalenin orijinal olduğu, daha önce başka bir yerde yayınlanmadığı ve başka bir yerde, başka bir dilde yayınlanmak üzere değerlendirmede olmadığı konusunda teminat sağlamalıdır. Uygulamadaki telif kanunları ve anlaşmaları gözetilmelidir. Telife bağlı materyaller (örneğin tablolar, şekiller veya büyük alıntılar) gerekli izin ve teşekkürle kullanılmalıdır. Başka yazarların, katkıda bulunanların çalışmaları ya da yararlanılan kaynaklar uygun biçimde kullanılmalı ve referanslarda belirtilmelidir.Gönderilen makalede tüm yazarların akademik ve bilimsel olarak doğrudan katkısı olmalıdır, bu bağlamda “yazar” yayınlanan bir araştırmanın kavramsallaştırılmasına ve dizaynına, verilerin elde edilmesine, analizine ya da yorumlanmasına belirgin katkı yapan, yazının yazılması ya da bunun içerik açısından eleştirel biçimde gözden geçirilmesinde görev yapan birisi olarak görülür. Yazar olabilmenin diğer koşulları ise, makaledeki çalışmayı planlamak veya icra etmek ve / veya revize etmektir. Fon sağlanması, veri toplanması ya da araştırma grubunun genel süpervizyonu tek başına yazarlık hakkı kazandırmaz. Yazar olarak gösterilen tüm bireyler sayılan tüm ölçütleri karşılamalıdır ve yukarıdaki ölçütleri karşılayan her birey yazar olarak gösterilebilir. Yazarların isim sıralaması ortak verilen bir karar olmalıdır. Tüm yazarlar yazar sıralamasını <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/E4B02593AB954F738F4F25A2A51326D4" target="_blank">Telif Hakkı Anlaşması Formunda</a> imzalı olarak belirtmek zorundadırlar.Yazarlık için yeterli ölçütleri karşılamayan ancak çalışmaya katkısı olan tüm bireyler “teşekkür / bilgiler” kısmında sıralanmalıdır. Bunlara örnek olarak ise sadece teknik destek sağlayan, yazıma yardımcı olan ya da sadece genel bir destek sağlayan, finansal ve materyal desteği sunan kişiler verilebilir.Bütün yazarlar, araştırmanın sonuçlarını ya da bilimsel değerlendirmeyi etkileyebilme potansiyeli olan finansal ilişkiler, çıkar çatışması ve çıkar rekabetini beyan etmelidirler. Bir yazar kendi yayınlanmış yazısında belirgin bir hata ya da yanlışlık tespit ederse, bu yanlışlıklara ilişkin düzeltme ya da geri çekme için editör ile hemen temasa geçme ve işbirliği yapma sorumluluğunu taşır.

Baş editör, makaleleri, yazarların etnik kökeninden, cinsiyetinden, uyruğundan, dini inancından ve siyasi felsefesinden bağımsız olarak değerlendirirler. Yayına gönderilen makalelerin adil bir şekilde çift taraflı kör hakem değerlendirmesinden geçmelerini sağlar. Gönderilen makalelere ilişkin tüm bilginin, makale yayınlanana kadar gizli kalacağını garanti eder. Baş editör içerik ve yayının toplam kalitesinden sorumludur. Gereğinde hata sayfası yayınlamalı ya da düzeltme yapmalıdır. Baş editör; yazarlar, editörler ve hakemler arasında çıkar çatışmasına izin vermez. Hakem atama konusunda tam yetkiye sahiptir ve dergide yayınlanacak makalelerle ilgili nihai kararı vermekle yükümlüdür.Hakemler, araştırma, yazarlar ve/veya araştırmaya fon sağlayanlarla çıkar çatışması içinde olmamalıdır. Hakemler değerlendirmelerinin sonucunda tarafsız bir yargıya varmalıdırlar. Gönderilmiş yazılara ilişkin tüm bilginin gizli tutulmasını sağlamalı ve yazar tarafında herhangi bir telif hakkı ihlali ve intihal fark ederlerse editöre raporlamalıdırlar. Hakem, makale konusu hakkında kendini vasıflı hissetmiyor ya da zamanında geri dönüş sağlaması mümkün görünmüyorsa, editöre bu durumu bildirmeli ve hakem sürecine kendisini dahil etmemesini istemelidir.Değerlendirme sürecinde editör hakemlere gözden geçirme için gönderilen makalelerin, yazarların özel mülkü olduğunu ve bunun imtiyazlı bir iletişim olduğunu açıkça belirtir. Hakemler ve yayın kurulu üyeleri başka kişilerle makaleleri tartışamazlar. Hakemlerin kimliğinin gizli kalmasına özen gösterilmelidir. Bazı durumlarda editörün kararıyla, ilgili hakemlerin makaleye ait yorumları aynı makaleyi yorumlayan diğer hakemlere gönderilerek hakemlerin bu süreçte aydınlatılması sağlanabilir.

Daha önce yayınlanmamış ya da yayınlanmak üzere başka bir dergide halen değerlendirmede olmayan ve her bir yazar tarafından onaylanan makaleler değerlendirilmek üzere kabul edilir. Gönderilen ve ön kontrolü geçen makaleler iThenticate yazılımı kullanılarak intihal için taranır. İntihal kontrolünden sonra, uygun olan makaleler baş editör tarafından orijinallik, metodoloji, işlenen konunun önemi ve dergi kapsamı ile uyumluluğu açısından değerlendirilir.Seçilen makaleler en az iki ulusal/uluslararası hakeme çift taraflı kör hakemlik ile değerlendirmeye gönderilir; yayın kararı, hakemlerin talepleri doğrultusunda yazarların gerçekleştirdiği düzenlemelerin ve hakem sürecinin sonrasında baş editör tarafından verilir.

Hakemlik Hakkında

Baş editör, makaleleri, yazarların etnik kökeninden, cinsiyetinden, uyruğundan, dini inancından ve siyasi felsefesinden bağımsız olarak değerlendirirler. Yayına gönderilen makalelerin adil bir şekilde çift taraflı kör hakem değerlendirmesinden geçmelerini sağlar. Gönderilen makalelere ilişkin tüm bilginin, makale yayınlanana kadar gizli kalacağını garanti eder.Baş editör içerik ve yayının toplam kalitesinden sorumludur. Gereğinde hata sayfası yayınlamalı ya da düzeltme yapmalıdır.Baş editör; yazarlar, editörler ve hakemler arasında çıkar çatışmasına izin vermez. Hakem atama konusunda tam yetkiye sahiptir ve dergide yayınlanacak makalelerle ilgili nihai kararı vermekle yükümlüdür.Hakemler, araştırma, yazarlar ve/veya araştırmaya fon sağlayanlarla çıkar çatışması içinde olmamalıdır. Hakemler değerlendirmelerinin sonucunda tarafsız bir yargıya varmalıdırlar. Gönderilmiş yazılara ilişkin tüm bilginin gizli tutulmasını sağlamalı ve yazar tarafında herhangi bir telif hakkı ihlali ve intihal fark ederlerse editöre raporlamalıdırlar.Hakem, makale konusu hakkında kendini vasıflı hissetmiyor ya da zamanında geri dönüş sağlaması mümkün görünmüyorsa, editöre bu durumu bildirmeli ve hakem sürecine kendisini dahil etmemesini istemelidir.Değerlendirme sürecinde editör hakemlere gözden geçirme için gönderilen makalelerin, yazarların özel mülkü olduğunu ve bunun imtiyazlı bir iletişim olduğunu açıkça belirtir. Hakemler ve yayın kurulu üyeleri başka kişilerle makaleleri tartışamazlar. Hakemlerin kimliğinin gizli kalmasına özen gösterilmelidir. Bazı durumlarda editörün kararıyla, ilgili hakemlerin makaleye ait yorumları aynı makaleyi yorumlayan diğer hakemlere gönderilerek hakemlerin bu süreçte aydınlatılması sağlanabilir.

Daha önce yayınlanmamış ya da yayınlanmak üzere başka bir dergide halen değerlendirmede olmayan ve her bir yazar tarafından onaylanan makaleler değerlendirilmek üzere kabul edilir. Gönderilen ve ön kontrolü geçen makaleler iThenticate yazılımı kullanılarak intihal için taranır. İntihal kontrolünden sonra, uygun olan makaleler baş editör tarafından orijinallik, metodoloji, işlenen konunun önemi ve dergi kapsamı ile uyumluluğu açısından değerlendirilir.Baş Editör, makaleleri, yazarların etnik kökeninden, cinsiyetinden, uyruğundan, dini inancından ve siyasi felsefesinden bağımsız olarak değerlendirir. Yayına gönderilen makalelerin adil bir şekilde çift taraflı kör hakem değerlendirmesinden geçmelerini sağlar.Seçilen makaleler en az iki ulusal/uluslararası hakeme değerlendirmeye gönderilir; yayın kararı, hakemlerin talepleri doğrultusunda yazarların gerçekleştirdiği düzenlemelerin ve hakem sürecinin sonrasında baş editör tarafından verilir.Baş editör; yazarlar, editörler ve hakemler arasında çıkar çatışmasına izin vermez. Hakem atama konusunda tam yetkiye sahiptir ve dergide yayınlanacak makalelerle ilgili nihai kararı vermekle yükümlüdür.Hakemlerin değerlendirmeleri objektif olmalıdır. Hakem süreci sırasında hakemlerin aşağıdaki hususları dikkate alarak değerlendirmelerini yapmaları beklenir.-Makale yeni ve önemli bir bilgi içeriyor mu?-Öz, makalenin içeriğini net ve düzgün bir şekilde tanımlıyor mu?-Yöntem bütünlüklü ve anlaşılır şekilde tanımlanmış mı?-Yapılan yorum ve varılan sonuçlar bulgularla kanıtlanıyor mu?-Alandaki diğer çalışmalara yeterli referans verilmiş mi?-Dil kalitesi yeterli mi?Hakemler, gönderilen makalelere ilişkin tüm bilginin, makale yayınlanana kadar gizli kalmasını sağlamalı ve yazar tarafında herhangi bir telif hakkı ihlali ve intihal fark ederlerse editöre raporlamalıdırlar.Hakem, makale konusu hakkında kendini vasıflı hissetmiyor ya da zamanında geri dönüş sağlaması mümkün görünmüyorsa, editöre bu durumu bildirmeli ve hakem sürecine kendisini dahil etmemesini istemelidir.Değerlendirme sürecinde editör hakemlere gözden geçirme için gönderilen makalelerin, yazarların özel mülkü olduğunu ve bunun imtiyazlı bir iletişim olduğunu açıkça belirtir. Hakemler ve yayın kurulu üyeleri başka kişilerle makaleleri tartışamazlar. Hakemlerin kimliğinin gizli kalmasına özen gösterilmelidir.

Genel Biçim Özellikleri<a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/EB71013DC4F742EC8AC78EB353AD4C61" target="_blank">Yazım kuralları ile ilgili örnekler ve örnek makale şablonu için tıklayınız.</a>Yazı Tipi: Bütün metinde 10 punto Times New Roman yazı karakteri kullanılır. Tablo ve şekillerin nasıl hazırlanacağına dair ilgili bölüme bakınız.Sayfa Yapısı: A4 boyutlarındaki kâğıda üst, alt, sağ ve sol boşluk 2,5 cm (0.98 inç) bırakılarak, iki yana dayalı, satır sonu tirelemesiz şekilde olmalıdır. Çalışmalar tek sütun olarak hazırlanmalıdır. Paragraflarda ve başlıklarda girinti ve çıkıntı olmamalıdır.Paragraf Yapısı: Paragraf sekmesinde girintiler bölümünde; önce ve sonra alanı 0,6 nk satır aralığı 1,5 olmalıdır.Sayfa Sınırı: Yukarıdaki şablona göre hazırlanmış bir çalışma 20 sayfayı aşmamalıdır.Çalışma BölümleriBaşlık: Makale başlığı bold ve sola yaslı olmalıdır. Çalışma daha önce sunulmuşsa, bir projeden veya tezden üretilmişse vs. başlığın sonuna * dipnotu konularak açıklama yapılmalıdır.Yazar İsimleri: Yazar isimleri düz olmalıdır. Yazarın/yazarların tam adları, unvanları, çalıştıkları kurumlar, adres, telefon ve elektronik posta bilgileri belirtilmelidir.Öz: 150-200 kelime arasında olmalıdır. Özde atıf kullanılmamalıdır.Anahtar Kelimeler: 5-8 kelime arasında olmalıdır.Ana Metin: Nicel ve nitel çalışmalar Giriş, Yöntem, Bulgular ve Tartışma bölümlerini içermelidir.Yöntem kısmında mutlaka Örneklem/Çalışma Grubu, Veri Toplama Araçları ve İşlem alt bölümleri bulunmalıdır. Model alt bölümüne sadece özgün bir model kullanılmışsa yer verilmelidir.Derleme türü çalışmalar problemi ortaya koymalı, ilgili literatürü yetkin bir biçimde analiz etmeli, literatürdeki eksiklikler, boşluklar ve çelişkilerin üzerinde durmalı ve çözüm için atılması gereken adımlardan bahsetmelidir.Diğer çalışmalarda konunun türüne göre değişiklik yapılabilir, fakat bunun okuyucunun metinden faydalanmasını güçleştirecek detayda alt bölümler şeklinde olmamasına özen gösterilmelidir.Title: Makale başlığı bold ve sola yaslı olmalıdır. Çalışma daha önce sunulmuşsa, bir projeden veya tezden üretilmişse vs. başlığın sonuna * dipnotu konularak açıklama yapılmalıdır.Abstract: 150-200 kelime arasında olmalıdırKeywords: 5-8 kelime arasında olmalıdırExtended Abstract: 1000-1500 kelime arasında olmalıdırKaynakça: Hem metin içinde hem de kaynakçada Amerikan Psikologlar Birliği tarafından yayımlanan Publication Manual of American Psychological Association (APA) (6. baskı) adlı kitapta belirtilen yazım kuralları uygulanmalıdır.Tablo, Şekil ve EklerTablo ve Şekiller: Tablo, şekil, resim, grafik vb. unsurlar metin içerisinde yer almalıdır. Çalışmanın sonunda ayrıca verilmemelidir.Tablo ve şekillerde genel şablonun dışında 9 punto Times New Roman yazı karakteri kullanılır. Paragraf sekmesinde girintiler bölümünde;• önce ve sonra alanı 0 nk,• satır aralığı tek olmalıdır.Tablo ve şekiller sola dayalı olmalı ve metin kaydırma özelliği kapalı olmalıdır. Tablo gösterimi için Örnek Makaleyi inceleyiniz.Ekler: Her bir ek ayrı sayfalarda, kaynakçadan sonra verilmelidir.Diğer: p değeri sadece tablo dışında gösterilmelidir. Tablo içerisinde ayrı bir p sütunu oluşturulmamalıdır. Metin içindeki p değerleri italik olarak gösterilmelidir. Verilen sayılarda virgülden sonra sadece iki digit/basamak kullanılmalıdır.

Yazım Kuralları

Makaleyi göndermeden önce Yazarlara Bilgi’yi lütfen okuyun ve aşağıdakilerin eksik olmadığından emin olun:<a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/212A9245455F402992EFD09FE4B51625" target="_blank">Yazım kuralları ile ilgili örnekler ve örnek makale şablonu için tıklayınız.</a>Editöre mektup<ul type="disc"> <ul type="circle"> <li>Makalenin türü</li> <li>Başka bir dergiye gönderilmemiş olduğu bilgisi</li> <li>Sponsor veya ticari bir firma ile ilişkisi (varsa belirtiniz)</li> <li>Kaynakların APA6’ya göre belirtildiği</li> <li>İngilizce yönünden kontrolünün yapıldığı</li> <li>Yazarlara Bilgide detaylı olarak anlatılan dergi politikalarının gözden geçirildiği</li> </ul> </ul><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/E4B02593AB954F738F4F25A2A51326D4" target="_blank">Telif Hakkı Anlaşması Formu</a>Daha önce basılmış material (yazı-resim-tablo) kullanılmış ise izin belgesi<a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/05F98757285E45AFA3CBFC15EBFE915B" target="_blank">Makale kapak sayfası</a><ul type="disc"> <ul type="circle"> <li>Makalenin kategorisi</li> <li>Makalenin Türkçe ve İngilizce başlığı</li> <li>Yazarların ismi soyadı, unvanları ve bağlı oldukları kurumlar (üniversite ve fakülte bilgisinden sonar şehir ve ülke bilgisi de yer almalıdır), e-posta adresleri</li> <li>Sorumlu yazarın e-posta adresi, açık yazışma adresi, iş telefonu, GSM, faks nosu</li> <li>Tüm yazarların ORCID’leri</li> </ul> </ul>Makalenin ana metni<ul type="disc"> <ul type="circle"> <li>Makalenin Türkçe ve İngilizce başlığı</li> <li>Özetler 150-200 kelime Türkçe ve 150-200 kelime İngilizce</li> <li>Anahtar Kelimeler: 5-8 arası Türkçe ve 5-8 arası İngilizce</li> <li>Makale Türkçe ise, İngilizce genişletilmiş özet (Extended Abstract) 1000-1500 kelime</li> <li>Makale ana metin bölümleri</li> <li>Teşekkür (varsa belirtiniz)</li> <li>Kaynaklar</li> <li>Tablolar-Resimler, Şekiller (başlık, tanım ve alt yazılarıyla)</li> </ul> </ul>Makale Gönderme<ul type="disc"> <li>Makalenin gönderileceği ScholarOne sayfası adresi: <a href="https://mc04.manuscriptcentral.com/tjs" target="_blank">http://mc04.manuscriptcentral.com/tjs</a></li> </ul><ul type="disc"> <li>Yapılan başvurularda, çalışmanın sorumlu yazarının (corresponding author) hesabı kullanılmalıdır. Sorumlu yazarın dışındaki yazarların ya da çalışmada yazar olarak yer almayan bir başkasının hesabı kullanılmamalıdır. Başvuru ile ilgili bütün yazışmalar ScholarOne sistemi üzerinden gönderilen elektronik posta ile sorumlu yazara iletilmektedir.</li> <li>Sisteme giriş yapmak için sisteme kaydolarak hesabınızı oluşturmalı ve bunun sonucunda bir Kullanıcı Adı (User ID)  ve Şifre (Password) edinmelisiniz. Kullanıcı Adı ve Şifreniz yok ise Create Account linkindeki yönergeleri takip ederek hesabınızı oluşturmalısınız.</li> <li>Daha önceden bir hesabınızın olup olmadığını hatırlamıyorsanız ya da şifrenizi unuttuysanız Reset Password linkine tıklayarak elektronik posta adresinizi giriniz. Sistem size gerekli bilgileri elektronik posta ile iletecektir.</li> <li style="text-align: left;">Mevcut hesabınızla ilgili bir sorun yaşıyorsanız, yeni bir hesap oluşturmayınız; <a href="mailto:sosyolojidergi@istanbul.edu.tr" target="_blank">sosyolojidergi@istanbul.edu.tr</a> adresindeki İstanbul Üniversitesi Sosyoloji Dergisi Editöryal Ofisine bu durumu iletiniz.</li> <li>Girişinizi yaptıktan sonra sayfanın üst kısmında Author butonuna tıklayınız.</li> <li>Author butonuna tıkladıktan sonra gelen ekranda, sol tarafta Author Dashboard başlığı altında gönderilmemiş ve draft haldeki makalelerinizi Unsubmitted and Manuscripts in Draft başlığına tıklayarak görebilir;  yeni makale göndermek için Start New Submission başlığına tıklayarak makalenizi gönderebilirsiniz.</li> <li>Makale gönderimi 7 adımlı bir süreçtir. Herhangi bir adımda başvuruyu durdurabilirsiniz; o adıma kadar girmiş olduğunuz bilgiler kaydedilmektedir. Yarım kalan başvurunuzu Unsubmitted and Manuscripts in Draft bölümünde görüntüleyerek ve Continue Submission linkini tıklayarak sürdürebilirsiniz.</li> <li>Başvuru sürecinin 2. adımı dosya yüklemedir.</li> <li>Dosya yüklemek için;  Selection File butonundan yüklemek istediğiniz dosyayı seçiniz. Yanında yer alan File Designation butonundan ise dosyanın türünü belirtiniz.</li> <li>Makale ana metninin dosyasını (Main Document)  yüklerken, çift taraflı kör hakem süreci gereği, bu dosyanın yazar kimliğini deşifre eden hiçbir unsur barındırmadığından emin olun. Makale ana metni dosyası (Main Document) başlık sayfasını (Title Page) içermemeli; yazar adı geçen ya da yazar adlarını ifşa edebilecek bölümler içermemeli (Örneğin: Teşekkür, her sayfada tekrar eden ve yazar adlarını içerebilen başlık).</li> <li>Ayrıca, ek olarak yüklediğiniz Supplemental File for Review türü dosyalarda da yazar kimliğinin ifşa edilmediğinden emin olun. ​</li> </ul>Ayrı Ayrı Yüklemeniz gereken dosyalar<ul type="disc"> <li><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/E4B02593AB954F738F4F25A2A51326D4" target="_blank">Telif Hakkı Anlaşması Formu</a></li> <li>Resim, Tablo vb başka kaynaktan alındıysa izin belgesi</li> <li><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/05F98757285E45AFA3CBFC15EBFE915B" target="_blank">Makale Kapak Sayfası</a></li> <li>Makale Ana Metni Dosyası  (Bu dosya aşağıdaki unsurları içermelidir)</li> </ul><ul type="disc"> <ul type="circle"> <li>Makalenin Türkçe ve İngilizce başlığı</li> <li>Özetler 150-200 kelime Tükçe ve 150-200 kelime İngilizce</li> <li>Anahtar Kelimeler: 5-8 arası Türkçe ve 5-8 arası İngilizce</li> <li>Makale Türkçe ise, İngilizce genişletilmiş Özet (Extended Abstract)  1000-1500 kelime</li> <li>Makale ana metin bölümleri</li> <li>Teşekkür (varsa belirtiniz)</li> <li>Kaynaklar</li> <li>Tablolar-Resimler, Şekiller (başlık, tanım ve alt yazılarıyla)</li> </ul> </ul><ul type="disc"> <li>Upload Selected Files butonu ile yukarıda belirtilen dosyalarınızı yükleyiniz. Dosyanız yüklendiğinde sistem tarafından PDF dokümanına çevrilecektir.</li> </ul><ul type="disc"> <li>Yüklediğiniz dosyaların altındaki PDF simgesine tıklayarak dosyanızın nasıl görüneceğini kontrol ediniz. Yüklediğiniz dosyalar yanlışsa silerek yeni dosya yükleyebilirsiniz.</li> <li>6. Adımda editöre sunum sayfasını (cover letter) yükleyebilirsiniz.</li> <li>Son aşamada başvurunuzda girmiş olduğunuz bütün bilgiler sıralanacaktır. Tam olarak doldurulmuş bölümlerin sol tarafında yeşil bir tik (✓) işareti olacaktır. Hatalı ve eksik bilgilerin olduğu sekmelerde ise kırmızı bir (X) işareti olacaktır. Bütün aşamaların doğru olduğundan emin olduktan sonra Submit butonuna tıklayarak başvurunuzu tamamlayabilirsiniz.</li> <li>Başvurunuz tamamlanınca bir doğrulama ekranı çıkacak ve e-mailinize otomatik bir bildirim gelecektir.</li> <li>Eğer doğrulama ekranı karşınıza çıkmaz ve başvurunuzun alındığını bildiren elektronik postayı almazsanız başvurunuz tamamlanmamıştır. Bu durumda başvurunuz Author bölümünde yer alan Unsubmitted and Manuscripts in Drafts başlığı altındadır.</li> </ul>

Derleme yazıları okuyucular için bir konudaki kaynaklara ulaşmayı kolaylaştıran bir araç olsa da, her zaman orijinal çalışmayı doğru olarak yansıtmaz. Bu yüzden mümkün olduğunca yazarlar orijinal çalışmaları kaynak göstermelidir. Öte yandan, bir konuda çok fazla sayıda orijinal çalışmanın kaynak gösterilmesi yer israfına neden olabilir. Birkaç anahtar orijinal çalışmanın kaynak gösterilmesi genelde uzun listelerle aynı işi görür. Ayrıca günümüzde kaynaklar elektronik versiyonlara eklenebilmekte ve okuyucular elektronik literatür taramalarıyla yayınlara kolaylıkla ulaşabilmektedir.Kabul edilmiş ancak henüz sayıya dahil edilmemiş makaleler Early View olarak yayınlanır ve bu makalelere atıflar “advance online publication” şeklinde verilmelidir. Genel bir kaynaktan elde edilemeyecek temel bir konu olmadıkça “kişisel iletişimlere” atıfta bulunulmamalıdır. Eğer atıfta bulunulursa parantez içinde iletişim kurulan kişinin adı ve iletişimin tarihi belirtilmelidir. Bilimsel makaleler için yazarlar bu kaynaktan yazılı izin ve iletişimin doğruluğunu gösterir belge almalıdır. Kaynakların doğruluğundan yazar(lar) sorumludur. Tüm kaynaklar metinde belirtilmelidir. Kaynaklar alfabetik olarak sıralanmalıdır.Referans Stili ve Formatıİstanbul Üniversitesi Sosyoloji Dergisi, metin içi alıntılama ve kaynak gösterme için APA (American Psychological Association) kaynak sitilinin 6. edisyonunu benimser. APA 6.Edisyon hakkında bilgi için:-    American Psychological Association. (2010). Publication manual of the American PsychologicalAssociation (6th ed.). Washington, DC: APA.-    <a href="http://www.apastyle.org/" target="_blank">http://www.apastyle.org/</a>Kaynakların doğruluğundan yazar(lar) sorumludur. Tüm kaynaklar metinde belirtilmelidir. Kaynaklar aşağıdaki örneklerdeki gibi gösterilmelidir.Metin İçinde Kaynak GöstermeKaynaklar metinde parantez içinde yazarların soyadı ve yayın tarihi yazılarak belirtilmelidir.Birden fazla kaynak gösterilecekse kaynaklar arasında (;) işareti kullanılmalıdır. Kaynaklar alfabetik olarak sıralanmalıdır.Örnekler:Birden fazla kaynak;(Esin ve ark., 2002; Karasar 1995)Tek yazarlı kaynak;(Akyolcu, 2007)İki yazarlı kaynak;(Sayıner ve Demirci 2007, s. 72)Üç, dört ve beş yazarlı kaynak;Metin içinde ilk kullanımda: (Ailen, Ciambrune ve Welch 2000, s. 12–13) Metin içinde tekrarlayan kullanımlarda: (Ailen ve ark., 2000)Altı ve daha çok yazarlı kaynak;(Çavdar ve ark., 2003)Kaynaklar Bölümünde Kaynak GöstermeKullanılan tüm kaynaklar metnin sonunda ayrı bir bölüm halinde yazar soyadlarına göre alfabetik olarak numaralandırılmadan verilmelidir.Kaynak yazımı ile ilgili örnekler aşağıda verilmiştir.Kitapa) Türkçe KitapKarasar, N. (1995). Araştırmalarda rapor hazırlama (8.bs). Ankara: 3A Eğitim Danışmanlık Ltd.b) Türkçeye Çevrilmiş KitapMucchielli, A. (1991). Zihniyetler (A. Kotil, Çev.). İstanbul: İletişim Yayınları.c) Editörlü KitapÖren, T., Üney, T. ve Çölkesen, R. (Ed.). (2006). Türkiye bilişim ansiklopedisi. İstanbul: Papatya Yayıncılık.d) Çok Yazarlı Türkçe KitapTonta, Y., Bitirim, Y. ve Sever, H. (2002). Türkçe arama motorlarında performans değerlendirme. Ankara: Total Bilişim.e) İngilizce KitapKamien R., &amp; Kamien A. (2014). Music: An appreciation. New York, NY: McGraw-Hill Education.f) İngilizce Kitap İçerisinde BölümBassett, C. (2006). Cultural studies and new media. In G. Hall &amp; C. Birchall (Eds.), New cultural studies: Adventures in theory (pp. 220–237). Edinburgh, UK: Edinburgh University Press.g) Türkçe Kitap İçerisinde BölümErkmen, T. (2012). Örgüt kültürü: Fonksiyonları, öğeleri, işletme yönetimi ve liderlikteki önemi. M. Zencirkıran (Ed.), Örgüt sosyolojisi kitabı içinde (s. 233–263). Bursa: Dora Basım Yayın.h) Yayımcının ve Yazarın Kurum Olduğu YayınTürk Standartları Enstitüsü. (1974). Adlandırma ilkeleri. Ankara: Yazar.Makalea) Türkçe MakaleMutlu, B. ve Savaşer, S. (2007). Çocuğu ameliyat sonrası yoğun bakımda olan ebeveynlerde stres nedenleri ve azaltma girişimleri. İstanbul Üniversitesi Florence Nightingale Hemşirelik Dergisi, 15(60), 179–182.b) İngilizce Makalede Cillia, R., Reisigl, M., &amp; Wodak, R. (1999). The discursive construction of national identity. Discourse and Society, 10(2), 149–173. http://dx.doi.org/10.1177/0957926599010002002c) Yediden Fazla Yazarlı MakaleLal, H., Cunningham, A. L., Godeaux, O., Chlibek, R., Diez-Domingo, J., Hwang, S.-J. ... Heineman, T. C. (2015). Efficacy of an adjuvanted herpes zoster subunit vaccine in older adults. New England Journal of Medicine, 372, 2087–2096. http://dx.doi.org/10.1056/NEJMoa1501184d) DOI’si Olmayan Online Edinilmiş MakaleAl, U. ve Doğan, G. (2012). Hacettepe Üniversitesi Bilgi ve Belge Yönetimi Bölümü tezlerinin atıf analizi. Türk Kütüphaneciliği, 26, 349–369. Erişim adresi: http://www.tk.org.tr/e) DOI’si Olan MakaleTurner, S. J. (2010). Website statistics 2.0: Using Google Analytics to measure library website effectiveness. Technical Services Quarterly, 27, 261–278. http://dx.doi.org/10.1080/07317131003765910f) Advance Online Olarak Yayımlanmış MakaleSmith, J. A. (2010). Citing advance online publication: A review. Journal of Psychology. Advance online publication. http://dx.doi.org/10.1037/a45d7867g) Popüler Dergi MakalesiSemercioğlu, C. (2015, Haziran). Sıradanlığın rayihası. Sabit Fikir, 52, 38–39.Tez, Sunum, Bildiria) Türkçe TezlerSarı, E. (2008). Kültür kimlik ve politika: Mardin’de kültürlerarasılık. (Doktora Tezi). Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.b)Ticari Veritabanında Yer Alan Yüksek Lisans Ya da Doktora TeziVan Brunt, D. (1997). Networked consumer health information systems (Doctoral dissertation). Available from ProQuest Dissertations and Theses. (UMI No. 9943436)c) Kurumsal Veritabanında Yer Alan İngilizce Yüksek Lisans/Doktora TeziYaylalı-Yıldız, B. (2014). University campuses as places of potential publicness: Exploring the politicals, social and cultural practices in Ege University (Doctoral dissertation). Retrieved from Retrieved from: http://library.iyte.edu.tr/tr/hizli-erisim/iyte-tez-portalid) Web’de Yer Alan İngilizce Yüksek Lisans/Doktora TeziTonta, Y. A. (1992). An analysis of search failures in online library catalogs (Doctoral dissertation, University of California, Berkeley). Retrieved from http://yunus.hacettepe.edu.tr/~tonta/yayinlar/phd/ickapak.htmle) Dissertations Abstracts International’da Yer Alan Yüksek Lisans/Doktora TeziAppelbaum, L. G. (2005). Three studies of human information processing: Texture amplifica&#173;tion, motion representation, and figure-ground segregation. Dissertation Abstracts International: Section B. Sciences and Engineering, 65(10), 5428.f) Sempozyum KatkısıKrinsky-McHale, S. J., Zigman, W. B. &amp; Silverman, W. (2012, August). Are neuropsychiatric symptoms markers of prodromal Alzheimer’s disease in adults with Down syndrome? In W. B. Zigman (Chair), Predictors of mild cognitive impairment, dementia, and mortality in adults with Down syndrome. Symposium conducted at American Psychological Association meeting, Orlando, FL.g) Online Olarak Erişilen Konferans Bildiri ÖzetiÇınar, M., Doğan, D. ve Seferoğlu, S. S. (2015, Şubat). Eğitimde dijital araçlar: Google sınıf uygulaması üzerine bir değerlendirme [Öz]. Akademik Bilişim Konferansında sunulan bildiri, Anadolu Üniversitesi, Eskişehir. Erişim adresi: http://ab2015.anadolu.edu.tr /index.php?menu=5&amp;submenu=27h) Düzenli Olarak Online Yayımlanan BildirilerHerculano-Houzel, S., Collins, C. E., Wong, P., Kaas, J. H., &amp; Lent, R. (2008). The basic nonuniformity of the cerebral cortex. Proceedings of the National Academy of Sciences, 105, 12593–12598. http://dx.doi.org/10.1073/pnas.0805417105i) Kitap Şeklinde Yayımlanan BildirilerSchneider, R. (2013). Research data literacy. S. Kurbanoğlu ve ark. (Ed.), Communications in Computer and Information Science: Vol. 397. Worldwide Communalities and Challenges in Information Literacy Research and Practice içinde (s. 134–140) . Cham, İsviçre: Springer. http://dx.doi.org/10.1007/978-3-319-03919-0j) Kongre BildirisiÇepni, S., Bacanak A. ve Özsevgeç T. (2001, Haziran). Fen bilgisi öğretmen adaylarının fen branşlarına karşı tutumları ile fen branşlarındaki başarılarının ilişkisi. X. Ulusal Eğitim Bilimleri Kongresi’nde sunulan bildiri, Abant İzzet Baysal Üniversitesi, BoluDiğer Kaynaklara) Gazete YazısıToker, Ç. (2015, 26 Haziran). ‘Unutma’ notları. Cumhuriyet, s. 13.b) Online Gazete YazısıTamer, M. (2015, 26 Haziran). E-ticaret hamle yapmak için tüketiciyi bekliyor. Milliyet. Erişim adresi: http://www.milliyetc) Web Page/Blog PostBordwell, D. (2013, June 18). David Koepp: Making the world movie-sized [Web log post]. Retrieved from http://www.davidbordwell.net/blog/page/27/d) Online Ansiklopedi/SözlükBilgi mimarisi. (2014, 20 Aralık). Vikipedi içinde. Erişim adresi: http://tr.wikipedia.org/wiki/Bilgi_mimarisiMarcoux, A. (2008). Business ethics. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy. Retrieved from http://plato.stanford.edu/entries/ethics-business/e) PodcastRadyo ODTÜ (Yapımcı). (2015, 13 Nisan). Modern sabahlar [Podcast]. Erişim adresi: http://www.radyoodtu.com.tr/f) Bir Televizyon Dizisinden Tek Bir BölümShore, D. (Senarist), Jackson, M. (Senarist) ve Bookstaver, S. (Yönetmen). (2012). Runaways [Televizyon dizisi bölümü]. D. Shore (Baş yapımcı), House M.D. içinde. New York, NY: Fox Broadcasting.g) Müzik KaydıSay, F. (2009). Galata Kulesi. İstanbul senfonisi [CD] içinde. İstanbul: Ak Müzik.Yukarıda sıralanan koşulları yerine getirmemiş çalışma kabul edilmez, eksiklerinin tamamlanması için yazara iade edilir. Yayın Komisyonu tarafından kabul edilen yazılar basıma kabul sırasına göre yayınlanır. Baskı tashihleri yazarlar tarafından yapılır.

Aşağıdaki listede eksik olmadığından emin olun:●    Editöre mektup<ul><li>Makalenin türü</li><li>Başka bir dergiye gönderilmemiş olduğu bilgisi</li><li>Sponsor veya ticari bir firma ile ilişkisi (varsa belirtiniz)</li><li>Kaynakların APA6’ya göre belirtildiği</li><li>İngilizce yönünden kontrolünün yapıldığı</li><li>Yazarlara Bilgide detaylı olarak anlatılan dergi politikalarının gözden geçirildiği</li></ul>●    <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/E4B02593AB954F738F4F25A2A51326D4" target="_blank">Telif Hakkı Anlaşması Formu</a>●    Daha önce basılmış materyal (yazı-resim-tablo) kullanılmış ise izin belgesi●    <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/05F98757285E45AFA3CBFC15EBFE915B" target="_blank">Kapak sayfası</a><ul><li>Makalenin kategorisi</li><li>Makale dilinde ve İngilizce başlık</li><li>Yazarların ismi soyadı, unvanları ve bağlı oldukları kurumlar (üniversite ve fakülte bilgisinden sonra şehir ve ülke bilgisi de yer almalıdır), e-posta adresleri</li><li>Sorumlu yazarın e-posta adresi, açık yazışma adresi, iş telefonu, GSM, faks nosu</li><li>Tüm yazarların ORCID’leri</li></ul>●    Makale ana metni<ul><li>Makale dilinde ve İngilizce başlık</li><li>Özetler 200-250 kelime makale dilinde ve 200-250 kelime İngilizce</li><li>Anahtar Kelimeler: 5 adet makale dilinde ve 5 adet İngilizce</li><li>İngilizce olmayan makaleler için (Örn, Almanca, Fransızca vd dillerdeki makaleler)</li><li>İngilizce genişletilmiş Özet (Extended Abstract) 600-800 kelime</li><li>Makale ana metin bölümleri</li><li>Teşekkür (varsa belirtiniz)</li><li>Finansal destek (varsa belirtiniz)</li><li>Çıkar çatışması (varsa belirtiniz)</li><li>Son notlar (varsa belirtiniz)</li><li>Kaynaklar</li><li>Tablolar-Resimler, Şekiller (başlık, tanım ve alt yazılarıyla)</li></ul>

<a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/E4B02593AB954F738F4F25A2A51326D4" target="_blank">Telif Hakkı Anlaşması Formu</a><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/BC52482EF8BE495EA0FA24808A4A0321" target="_blank">Yazar Formu</a><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/05F98757285E45AFA3CBFC15EBFE915B" target="_blank">Kapak Sayfası</a>

Sayı Türü	Regular
Editör(ler)	İsmail Coşkun
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İstanbul Üniversitesi Sosyoloji Dergisi

CİLT 43, SAYI 2, 2023