Tatarova G.G. methodology of data analysis in sociology

Literature

1. Anreenkov V. G., Cherednichenko V. N. On the issue of creating a bank of sociological information // Sots. research - 1982. - No. 1.

2. Batygin G. S. Justification of scientific conclusion in applied sociology. - M., 1986.

3. Bauman Z. Think sociologically. - M., 1996.

4. Berger P., Lukman T. Social construction of reality. - M., 1995.

5. Biryukova M.V. Social technologies and design. X.. 2001.

6. Boydachenko P. G. Personnel management service. Novosibirsk 1997.

7. Butenko I. A. Organization of applied sociological research. - M., 1994.

8. Gorodyanenko V. G. Sociological workshop. - Dnepropetrovsk, 1998.

9. Devyatko I. F. Methods of sociological research. Ekaterinburg, 1998.

10. Devyatko I.F. Models of explanation and logic of sociological research. M.: Publishing House IS RAS, 1996. 172 p.

11. Dobrenkov V.I., Kravchenko A.I. Sociology: In 3 volumes. T.1.: Methodology and history. - M., 2000.

12. Ivanov V. N., Petrushev V. I. Social technologies: A course of lectures. M., 1999.

13. Lukashevich N. P. Sociology of labor. K., 2001.

14. Markov M. Technology and efficiency of social management. M., 1982.

15. Methodological foundations of social management / Paul sang. G. P. Davidyuk and others. Minsk, 1977.

16. Methods of collecting information in sociological research: In 2 books. - M., 1990.

17. Mirkin B.G. Grouping in socio-economic research. M., 1985.

18. Molodtsov A.V. Management and planning of social development of the workforce. K., 1991.

19. Osipov G.V., Andreev E.P. Methods of measurement in sociology. - M, 1977.

20. Panina N.V. Technology of sociological research. - K., 1998.

21. Patrushev V.I. Social reserves of the labor collective: ways of implementation (sociological analysis). K., 1990.

22. Podshivalkina V.I. Some aspects of the theory and practice of sociological activity // Problems of development of sociological theory. - K., 2001.

23. Podshivalkina V.I. Social technologies: problems of methodology and practice. Chisinau, 1997.

24. Poltorak V. A. Sociology of labor: a reference book. Dnepropetrovsk, 1997.

25. Romashov O. V. Sociology of labor. M., 1999.

26. Russian Sociological Encyclopedia / Ed. G. V. Osipova. - M., 2000.

27. Slepenkov I.M., Averin Yu.P. Fundamentals of the theory of social management. M., 1990.

28. Social management in production teams: experience, problems and prospects. M., 1985.

29. Social management of the workforce / Paul ed. Yu. E. Volkova. M., 1987.

30. Sociological theory today / Ed. V. Tancher. - K., 1996.

31. Sociology of labor / Ed. N. I. Dryakhlova, A. I. Kravchenko, V. V. Shcherbiny. M., 1993.

Tavokin E.P. Problems of cognition and analysis in sociology. M., 1993.

Tatarova G.T. Methodology of data analysis in sociology. M., 1998.

34. Tishchenko Zh. T. Social reserves of labor. Current issues in the sociology of labor. M., 1989.

35. Tolstova Yu.N. Analysis of sociological data. M., 1994.

36. Workforce management (socio-psychological factors of optimization) / Responsible. ed. K. K. Grishchenko, N. A. Sakada. K., 1988.

37. Chernyavsky A. D. Organization of management in conditions of market relations: Textbook. K., 1994.

38. Shcherbina V.V. Means of sociological diagnostics in the control system. M., 1993.

39. Yadov V.A. Strategy of sociological research. Description, explanation, understanding of social reality. – 7th bridle. – M.: “Dobrosvet”, 2003. – 596 p.

40. How to conduct sociological research: Methodological recommendations / Ed. O. M. Balakireva, O. O. Yaremenka. - Kiev: State. Institute of Problems of Sims and Young People, 2004. - 264 p.

We use the concept of methodological trauma to denote a situation of confusion among researchers in the face of an abundance of sociological theories, methodologies, and methods in the process of making decisions about the choice of means of cognitive activity. We consider “factionalism” of the sociological community to be one of the significant symptoms of methodological trauma. This is a special form of group identity, which represents not so much the localization of the community, but a closure on “our own” and rejection of “others”, “strangers”, as well as the desire to maintain a monopoly on a subject area. Factionalism leads to the fact that knowledge from one subject area of sociology hardly penetrates into others. Factors that mediate methodological trauma are the “marketization” and “pollsterization” of the sociological community. The first of these metaphors characterizes a situation where a huge proportion of highly qualified researchers are engaged in market research. The mediating factor of methodological trauma, perhaps the basic one, is the information explosion. The volume of methodological knowledge is so large that its assimilation causes serious difficulties. Methodological trauma includes two basic components. The first of them is associated with the stage of research, at which the choice of a theoretical perspective is made, the choice of a model for explaining the social phenomenon under study, the second - with the stage of choosing methods of an instrumental nature. The subject of our interest is the second of these components; we assume that in the development of methodological knowledge two cycles should be observed, with different frequency. The first of them is associated with the expansion of the problem field of empirical sociology and thereby with the strengthening of the phenomenon of mosaic knowledge through the introduction of new approaches and methods into the arsenal of means of sociological research. This is what is observed in modern realities. the second cycle is the systematization of accumulated knowledge, but on principles that were previously unknown or known, but have not become part of the practice of conducting sociological research, principles that are consistent with methodological and practical expediency. If systematization is necessary and possible, then what might be the principles on which it is based?

First principle. The essence of the principle of systematization under consideration is the distinction between macro-, meso- and micro levels when reflecting on the methods of sociological research.

Second principle. The concepts of “analysis of sociological data” and “measurement in sociology” are the basic categories of empirical sociology. They are interchangeable to a certain extent

Third principle. The problems associated with the analysis of sociological data are rooted in the understanding of the concept “language of sociological research”. As is known, it is understood as a set of linguistic constructs (concepts, categories, constructions) necessary for building the architectonics of empirical sociological research.

Fourth principle. The system of linguistic constructs of metamethodology is complex. It distinguishes between exogenous and endogenous concepts. The peculiarity of the former is that their empirical interpretation is inappropriate. Such concepts in typological analysis include: definition of typological analysis, purpose of its implementation, type, typology, typological syndrome. In factorial analysis, the following concepts are exogenous: definition of factor analysis, purpose of its implementation, factor, factor syndrome.

Fifth principle. The main linguistic constructs of metamethodology are invariants with respect to all classes of research practices in the analysis of sociological data. The essence of this fifth principle is the need and possibility of classifying research practices and searching for invariants (concepts, methods) with respect to all classes

The textbook consistently immerses students in the problems of data analysis methodology in sociology and forms a holistic understanding of working with empirical material. It introduces the conceptual apparatus of data analysis; describes the types of information with which the sociologist works, provides basic measurement techniques; the logic and methods of data analysis are outlined. Particular attention is paid to the use of bottom-up and top-down data analysis strategies and typological analysis in sociological research.
Recommended by the Ministry of General and Vocational Education of the Russian Federation as a textbook for students of higher educational institutions.

The book is for you if you are interested in the amazing science called “Sociology”. Having taken courses such as “Introduction to Sociology”, “History of Sociology”, “Methods of Gathering Information in Sociology”, you have an idea of the complexity and diversity of approaches to the study of social reality and understand: to become a professional sociologist, you need to master many different techniques, ways, methods of sociological research. My “Lectures” will help you with this to some extent (let me call the book that, because it was born in the process of delivering courses of lectures and many years of work with students).

You will get an idea of the world of information that a sociologist works with, find out where it comes from and in what forms it exists, how it is measured and how it is analyzed. To master the material, there is no need for special preparation in mathematics, but after this book, I dare to hope that you will want to turn to it.

What will you learn in the process of mastering this book? Of course, not much, because this is only an introduction to the problem. Not so much how to do it, but how not to do it. There are no clearly unambiguous answers to many questions in sociology. It is both good and bad, easy and difficult. Naturally, it would be better (if only because this is what they teach in school) if in order to solve some sociological “problem” there were a very specific method, a way to solve it. Then, having understood the formulation of all kinds of problems and mastered the methods for solving them, one could consider oneself a professional.

CONTENT
Chapter 1. STRUCTURE OF EMPIRICAL DATA IN SOCIOLOGY
1. From the postulates of empirical sociology to the methodology of data analysis
2. Model for studying the property of an object
3. Types of empirical data
Conclusions from Chapter 1
Chapter 2. MEASUREMENT AS AN ESSENTIAL PART OF ANALYSIS
1. Why does a sociologist need scales? Coding as a measurement procedure
2. Data collection and analysis indices
3. Some specific techniques for measuring social attitudes
4. Ranking procedure
5. Projective methods
Conclusions from Chapter 2
Chapter 3. BOTTOM UP DATA ANALYSIS STRATEGY
1. Where does the analysis begin?
2. Analysis of the nature of the “behavior” of the trait
3. Analysis of the relationship of features
4. Measures of connection based on the concepts of statistical dependence and determination
5. Connection measures: forecast model-based and ranking
Conclusions from Chapter 3
Chapter 4. TOP-DOWN DATA ANALYSIS STRATEGY
1. Data analysis language
2. Logic of typological analysis
Conclusions from Chapter 4
APPLICATION for teachers.

Download the e-book for free in a convenient format, watch and read:
Download the book Methodology of data analysis in sociology, Tatarova G.G., 1999 - fileskachat.com, fast and free download.

Download pdf
Below you can buy this book at the best price with a discount with delivery throughout Russia.

Methodology

data analysis

in sociology

(introduction)

Textbook for universities

2nd edition, revised

NOTEBENE

Moscow

Open Society Institute

Educational literature in the humanities and social disciplines for higher education and secondary specialized educational institutions is prepared and published with the assistance of the Open Society Institute (Soros Foundation) within the framework of the Higher Education program. The views and approaches of the author do not necessarily coincide with the position of the program. In particularly controversial cases, an alternative point of view is reflected in the prefaces and afterwords.

Editorial Board: V. I. Bakhmin, Y. M. Berger, E. Yu. Genieva, G. G. Diligensky, V. D. Shadrikov

Reviewers: Dr. Phil. sciences, prof. Batygin G. S.,

Dr. History sciences, prof. Dakhin V.N.

Tatarova G.G.

Methodology of data analysis in sociology (introduction)/Textbook for universities. - M.: NOTA BENE, 1999. - 224 p.

The textbook consistently immerses students in the problems of data analysis methodology in sociology and forms a holistic understanding of working with empirical material. It introduces the conceptual apparatus of data analysis; describes the types of information with which the sociologist works; the basic measurement techniques are given; the logic and methods of data analysis are outlined. Particular attention is paid to the use of bottom-up and top-down data analysis strategies and typological analysis in sociological research.

ISBN 5-8188-0005-9

Preface

for students

The book is for you if you are interested in the amazing science called "Sociology". Having taken courses such as “Introduction to Sociology”, “History of Sociology”, “Methods of Gathering Information in Sociology”, you have an idea of the complexity and diversity of approaches to the study of social reality and understand: to become a professional sociologist, you need to master many different techniques, ways, methods of sociological research. My thoughts will help you with this to some extent. "Lektion"(I will allow myself to call the book that way, because it was born in the process of delivering lecture courses and many years of work with students).

In sociology there are no tasks (such as it is understood in school), but there are problems, hypotheses. At the same time, there are a huge number of methods, techniques, ways to solve problems and test hypotheses. Naturally, they are not easy to master. Therefore, we will consider only some of these tools, fundamental from the point of view of the next leap in the growth of your professionalism.

As you read the book, you will find answers to the following questions:

What is a property of a social object? How to build a model for studying it?

How do different types of empirical data differ in sociology?

What problems and measurement techniques exist in sociology?

Why does a sociologist need mathematics?

What does it mean to study the “behavior” of a single empirical indicator and the joint “behavior” of empirical indicators?

What is “connection” and “interconnection”? Why is communication understood differently?

What are bottom-up and top-down data analysis strategies?

What are typological, factor, causal analyses?

Similar material:

Topics of reports for the seminar on the discipline “Modeling of social processes”, 19.98kb.
Government of the Russian Federation" (Financial University) Department of Mathematics, 246.23kb.
Lectures on the discipline “Social Modeling and Programming”, 44.69kb.
Lectures on the discipline “Mathematical modeling of social processes”, 21.93kb.
Mathematical modeling of thermomechanical processes in systems of reinforced rods, 259.01kb.
Discipline program Mathematical modeling of social processes For direction, 261.45kb.
Lecture Modeling of physical processes, 111.71kb.
Cols=2 gutter=66> Mathematical modeling and the process of creating a mathematical model, 130.19kb.
Mathematical modeling of self-organization processes in broadband systems 05. , 181.86kb.
Mathematical modeling of social processes, 248.4kb.

 2001

G.G. Tatarova

Mathematical modeling of social processes in sociological education

______________________________________________________________

Galina Galeevna TATAROVA - Doctor of Sociological Sciences, Chief Researcher at the Institute of Sociology of the Russian Academy of Sciences, Head of the Department of Mathematical Modeling and Data Analysis, Faculty of Sociology, State University of Humanities.

______________________________________________________________

With this publication I want to achieve two goals. Firstly, to attract the attention of the scientific and pedagogical community to the need to discuss the problem of improving quality
__________________

The article was prepared within the framework of project No. 01-06-80126, carried out with the financial support of the Russian Foundation for Basic Research and is, in a sense, an addition to the previous work “Methodological culture in the context of sociological education”. The latter raised a number of questions regarding the quality of professional sociological education and proposed certain techniques stemming from the experience of teaching methodological disciplines.

professional sociological education in Russia in general and in that part that relates to the teaching of disciplines related to the formation of methodological (methodological + mathematical + information) culture of sociology students. In our opinion, it is this path (the formation of a methodological culture) that will ultimately lead to a sharp increase in methodologically well-conducted research in Russia.

Today's realities do not provide grounds for optimism. For example, in the “Department” section of the “Sociological Research” journal, practically no materials are published concerning the issues of the quality of professional education in the context of the exchange of experience in developing the methodological culture of not only future sociologists, but also teachers. It is also alarming that at sociological forums (the First All-Russian Congress of Sociologists in St. Petersburg, September 2000, etc.) this issue, as a rule, is not given due attention.

The second purpose of the article is purely informational. It is known that training future sociologists in mathematical disciplines, for example, higher mathematics, probability theory and mathematical statistics, methods of multivariate analysis, and mathematical modeling of social processes, is a particular difficulty in the educational process. The latter in this series is the worst provided with educational aids 1 and teachers. In many universities that graduate sociologists, this discipline is either not included in the curriculum or is filled with insufficient content. In this regard, it seems useful to have information about some of the results of three scientific events held in September-December 2000, as well as one conference in 1999. All of them are, to one degree or another, related to the problems of mathematical modeling of social processes.

These events turned out to be important, firstly, for understanding some of the realities and prospects for the development of this area of sociological knowledge in Russia. Secondly, the published materials can provide assistance to teachers of mathematical disciplines, in particular, the discipline “Mathematical modeling of social processes”.

The problems of modeling, including mathematical modeling, are poorly represented in Russian sociology 2 and, thus, require the close attention of scientists. In this regard, the information on scientific events below and some of the ideas drawn from the analysis of published materials may be useful to educators. Let us briefly look at the characteristics of the events (given in chronological order).

All-Russian conference "Mathematical and computer modeling in the sciences of man and society" (Vologda, June-July 1999) . The conference was held on the initiative of Yu.N. Gavrilets (head of the laboratory of mathematical sociology of the Central Economics and Mathematics Institute), V.V. Lebedev (Head of the Department of Higher Mathematics, State University of Management). It featured a fairly large number of reports directly related to modeling in the humanitarian sphere.

The problem field considered was quite broad: from methodological problems of mathematical formalization to, for example, specific models of the formation of social attitudes. Abstracts of reports are published in a fairly detailed form, which allows you to use them in the educational process.

First All-Russian Sociological Congress (St. Petersburg, September 2000 ). Problems of mathematical modeling were considered in the section “Methods of sociological research” (see:). Section leaders: T.B. Malinina (Associate Professor at St. Petersburg State University), A.P. Mikhailov (head of the laboratory of mathematical modeling of the sociological faculty of Moscow State University), Yu.N. Tolstova (Professor of the State University-Higher School of Economics), B.I. Tikhomirov (Professor at St. Petersburg University). Despite the small number of reports, the work of the section was quite effective. In our opinion, this was largely due to the variety of topics of the reports, which allowed the participants to become familiar with the broad problematic and conceptual fields in the field of methodology of empirical sociological research. Unfortunately, among the speakers there were mainly Muscovites and St. Petersburg residents, i.e. on a Russian scale, the section was unrepresentative. This does not mean that the work of the section was unproductive, but scientists from Novosibirsk, Rostov-on-Don, Vologda, Yekaterinburg, etc., where there are interesting developments in the field of mathematical modeling, were not even represented in the abstracts.

During the work of the congress, two round tables were held: “Mathematics in sociology” (co-leaders A.P. Mikhailov, Yu.N. Tolstova), “Systems approach in sociology: models, methods, forecasts” (leader A.A. Davydov) . They also raised issues of mathematical modeling.

Third interdisciplinary seminar "Mathematical modeling of social processes in modern Russian society"(Sociological Faculty of Moscow State University, November 2000). The leaders of this annual seminar are: Academician of the Russian Academy of Sciences A.A. Samara; Dean of the Faculty of Sociology of Moscow State University V.I. Dobrenkov; head Laboratory of Mathematical Modeling, Faculty of Sociology, Moscow State University A.P. Mikhailov.

What was remarkable specifically for the 3rd seminar was the expansion not only of the composition of its regular participants, but also the expansion of the topics and issues discussed. The latter is due, firstly, to the increase in the number of reports that examined the modeling of a wide range of social processes. Secondly, by posing and discussing the problems of the methodology of mathematical formalization in sociology. Thirdly, the inclusion in the seminar program of such problems as teaching mathematics to sociology students, modeling the processes of personnel transformation in Russian science, etc.

It seems important to us to inform the sociological community about the existence of such a permanent seminar, about the availability of its materials for readers, as well as about the possibility of submitting applications to speak at the next (November 2001) seminar.

Russian Symposium "Mathematical and Computer Modeling of Socio-Economic Processes" (Narofominsk, Moscow region, December 2000) . Organizers and leaders of the symposium: V.V. Lebedev - head. Department of Higher Mathematics, State University of Management; B.A. Suslakov - Vice-Rector of the Social and Technological Institute of the Moscow State University of Service; D.S. Chernavsky - head. Laboratory of the Physical Institute named after. P.N. Lebedev RAS.

It should be noted that the materials of this symposium were published in two collections. The composition of the participants was representative, including mathematicians, physicists, economists and even sociologists (although the latter were present in the minority). At the symposium, reports were made that examined both problems of modeling methodology and mathematical models of various levels of abstraction.

The symposium became a continuation of annual scientific conferences (they have been held regularly since 1993 on the initiative of the Moscow Institute of Electronics and Mathematics and thanks to the activities of Professor Yu.N. Kofanov), the topic of which is “System problems of the quality of mathematical modeling and information technologies.” In 1999, within the framework of another such conference, a separate section was organized on the problems of modeling socio-economic processes, the materials of which were published (see:).

An analysis of published materials on all four of these events allowed us to offer some thoughts that may be useful in the process of teaching the discipline “Mathematical Modeling of Social Processes”. Two contexts for such reflection seem constructive. The first is the attitude of researchers in domestic sociological science to the mathematical modeling of social processes and to the procedures of mathematical formalization in general. The second context is the attitude of mathematicians (modelers) to the modeling of social processes.

On the question of the attitude of sociologists to mathematical modeling

First of all, it should be emphasized that mathematical modeling is understood as a procedure that arises in practice under conditions of time shortage (to track the dynamics of social processes), multivariate scenarios for the course of social processes, and multicriteria assessments of the social situation. Mathematical modeling is the procedure of “playing” mathematical models describing social processes on a computer.

The use of any mathematical constructs (formulas, models, methods, etc.) in sociological research is in the nature of modeling, therefore, methodologically, it makes no sense to separate dynamic models from static ones, simple ones (for example, such as a linear model of regression analysis) from complex ones (such as systems of differential equations), linear from nonlinear. Consequently, in general we are talking about the attitude towards mathematical formalization in empirical sociological research.

In the history of the development of empirical sociology in our country, one can distinguish (based on the nature and volume of publications) various stages, at each of which one or another point of view was dominant. From the complete rejection of not only mathematical modeling, but also the very term “modeling” in sociology - to the worldwide exaltation of the cognitive capabilities of mathematical modeling in the process of obtaining qualitatively new knowledge about the social processes being studied.

In our opinion, the bipolar nature of the attitude towards mathematical modeling, inherent in the historical context, is undergoing certain changes in modern conditions. If, for the sake of figurativeness, we assume that the attitude in question is the affective component of the social attitude “attitude toward mathematical modeling,” then we can hypothesize the existence of a one-dimensional continuum for measuring such a social attitude. In this case, one can most likely expect that the distribution of researchers according to their attitude towards mathematical modeling can be described by a normal (Gaussian) curve. In any case, there are certain signs of a convergence of diametrically opposed positions. The trends observed in sociological science can be cited as a basis for such optimistic assumptions.

Within its framework, such problems are discussed that can conventionally be called problems emergent (leap-like) evolution . The tasks of studying constructed (at the levels of the individual and various communities) social reality are set; such concepts as habitus (a theoretical construct, in our opinion, denoting a type of personality based on its systematic study in space and time), simulacrum (a term used to denote the image of social reality), etc. are introduced into sociological practice. The increasing emphasis on qualitative methods also speaks to the desire for depth, multidimensionality And systematic when studying social phenomena (and this despite the fact that supporters of qualitative methods practically do not use the terms “multidimensionality” and “systematicity”).

Such trends can be interpreted as characteristic signs of the demand for cognitive modeling in general and mathematical modeling in particular.

At the same time, the growing fragmentation of sociology into separate areas, which gives rise to the effect of factionalization (figuratively speaking, there is a threat of sociology turning into a superficial science with a pronounced factional dominance), as well as its excessive politicization, are becoming a serious brake on the improvement of the mathematical culture of research conducted in our country. On the other hand, many of the necessary attributes of serious analytical research are only declared in practice (in typical – modal – research situations).

For example, the principle of multidimensionality is understood as the sum of one-dimensionalities or the sum of pairwise connections. We mean that the analysis of the studied social phenomena at the empirical level is carried out on the basis of unidimensional distributions and correlation coefficients of pairwise relationships between characteristics. The highest "pilotage" is the use of factor analysis methods. In this case, it is most often stated that the factors are identified based on empirical material. Although, in essence, we are talking about testing the hypothesis of the existence of factors in the sense specified by the researcher. Naturally, such a hypothesis is rarely not confirmed. This fact is presented as a serious increase in sociological knowledge. In most publications (including in the pages of the journal Sociological Research), which use empirical data to one degree or another, exactly this picture is observed.

The situation with the use of the principle of systematicity in empirical research is similar. At the theoretical level, the complex, systematic nature of the research is declared, but at the empirical level, the idea of analyzing the effect is not implemented interaction various properties of the social phenomena being studied. Unfortunately, the phenomena linearity And additivity thinking (either due to the ease of their interpretation or due to tradition) are typical for most research situations.

Of course, there are examples of the opposite nature. They are based on active cooperation between mathematicians and sociologists. P.S. Rostovtsev (Novosibirsk) is still actively and fruitfully working in collaboration with practicing sociologists, developing mathematical sociology for many years. Interesting research is being carried out under the leadership of V.K. Finn and V.A. Yadov (Moscow), V.N. Ivanov and M.M. Nazarov (Moscow). Other examples can be given. Some of them are reflected in the materials of the conferences and seminars mentioned above. On the pages of the journal "Sociology 4M" ("Sociology: methodology, methods, mathematical models") many works on mathematical formalization are presented.

On the question of the attitude of mathematicians to modeling in sociology

In relation to the cognitive capabilities of mathematical modeling in the study of social phenomena, in our opinion, three types of researchers can be distinguished: “non-believers in modeling”, “moderate”, “exaggerating the cognitive power of modeling”. The latter, in a number of cases, call for mastering the logic of “push-button” thinking, the meaning of which is to obtain knowledge by simply “pressing buttons” on a computer.

It seems that the prospects belong to the “moderates”. Firstly, due to the difficulty of quantitatively measuring the characteristics of social systems (without this, mathematical modeling is impossible). An analysis of the literature we cite shows that mathematicians (modelers) often do not pay due attention to measurement problems. Secondly, based on the extreme complexity of the structure of social systems.

As for the historical Russian context of the application of mathematical methods in sociology, it is reflected in the relevant literature. In the 70s of the last century, a period of mathematical boom was observed, which made it possible to hope in the future for a qualitatively new leap in the growth of the mathematical culture of sociological research. Unfortunately, it did not happen. The reason was a combination of many factors, the consideration of which requires a separate publication.

However, some modern trends inspire some optimism. Within the framework of mathematical science, researchers, realizing the difficulties of modeling social processes, raise questions about the limits of interpretability of modeling results, propose new approaches and models based on the so-called flexible, soft modeling . The latter makes it possible to interpret the modeling results in the context of possible scenarios for the development of the social processes being studied, and the models themselves can be considered as diagnostic procedures with fairly high predictive power.

The epithets “flexible” and “soft” are understandable to sociologists, but are rarely used by mathematicians. For the same purposes, it is customary to talk about a synergetic approach, which includes the theories of dynamic systems, disasters, chaos, and nonlinear dynamics. This approach - a new modeling methodology - is being actively discussed in areas of science adjacent to sociology. For example, two collections have been published in which works reflecting the current state of research in the field of synergetics have been published. These anthology collections present works by both Russian and foreign authors. They can be used in the educational process, at least in the context of considering issues of bringing together the language of a sociologist and the language of a mathematician. The second of these collections is subtitled "Social Processes."

It seems important (specifically for sociology) that style 3 mathematical thinking in the field of modeling social processes is changing. The characteristic features of this are, firstly, the expansion of the problem field; secondly, the desire of researchers to unite on the principles of an interdisciplinary approach; thirdly, the idea of visibility of the modeling process is promoted. Finally, fourthly, the conceptual field of modeling is expanding.

This conclusion can be drawn based on the speeches and published materials of all the scientific meetings mentioned above. Here you can add materials from a seminar on social informatics, held annually at the Social-Technological Institute of the Moscow State University of Service (it began in 1990 at the Higher Komsomol School).

In conclusion, it seems advisable to pay attention to:

The existence of the phenomenon of the narrowness of the “problem field” in which cooperation between mathematicians and sociologists takes place. Its expansion is possible both by attracting practicing sociologists to participate in conferences on mathematical modeling, and by creating an attitude among mathematicians to teach sociology. This will speed up the process of bringing together the language of a sociologist and the language of a mathematician.

The need is not just for tolerance of specialists working in various fields of sociological science towards each other, but also for interaction between methodologists of different profiles. Otherwise, we will fall hopelessly behind the world level, if we are not already behind. For example, at the international methodological forum in Cologne (October 2000), according to available data, only reports by G.I. Saganenko and P.S. Rostovtsev were presented from the sociological community of Russia.

The possibility of uniting researchers interested in the problems of mathematical formalization "around" the journal "Sociology 4M". The magazine has existed for 10 years (it has been published since 1991 and, unfortunately, rarely). It is noteworthy that the thirteenth anniversary volume of the journal is mainly devoted to mathematical modeling in sociology.

Bibliography

Tatarova G.G. Methodological culture in the context of sociological education // Sotsiol.issled. 2000, no. 9. pp. 32-41.
Plotinsky Yu.M. Theoretical and empirical models of social processes. Textbook. M., 1998.
Tikhomirov N.P., Raitsin V.Ya., Gavrilets Yu.N., Spiridonov Yu.D. Modeling of social processes. M., 1993.
Tolstova Yu.N. Analysis of sociological data. M., 2000.
All-Russian conference "Mathematical and computer modeling in the sciences of man and society." Abstracts of reports. Moscow-Vologda, 1999.
Sociology and society. Theses of the First All-Russian Sociological Congress "Society and Sociology: New Realities and New Ideas" / Ed. Yu.V. Asochakova, I.D. Demidova and others. St. Petersburg, 2000. P.530-545.
Mathematical modeling of social processes / Ed. V.I. Dobrenkov, A.A. Samarsky. M., 1999.
Mathematical modeling of social processes. Issue 2. / Ed. V.I. Dobrenkov, A.A. Samarsky. M., 2000.
Mathematical and computer modeling of socio-economic processes. Materials of the Russian scientific symposium. M., 2000. Part 1.
Mathematical and computer modeling of socio-economic processes. Materials of the Russian scientific symposium. M., 2000. Part 2.
Abstracts of reports of the Russian scientific symposium "System problems of mathematical modeling of socio-economic processes" / Ed. V.V. Lebedev, D.S. Chernavsky M., 1999.
Kultygin V.P. Specifics of sociological knowledge: continuity, traditions and innovation // Sotsiol.issled. 2000. No. 8. P.3-11.
Tolstova Yu.N. Mathematical methods in sociology // Sociology in Russia / Ed. V.A. Yadova. M., 1998. P.83-103.
Synergetics and psychology. Texts. Issue 1. Methodological issues / Ed. I.N. Trofimova, V.G. Budanov. M., 1997
Synergetics and psychology. Texts. Issue 2. Social processes / Ed. I.N. Trofimova. M., 2000.
Styles in mathematics: sociocultural philosophy of mathematics / Ed. A.G. Barabasheva. St. Petersburg, 1999.

1 Here we can mention only a few works that are in the nature of teaching aids and are available today. The last of them is not explicitly devoted to mathematical modeling. At the same time, this work contains quite a lot of material necessary in the process of teaching mathematical disciplines.

2 It should be noted that we are exaggerating the situation somewhat. This is a weakness in the sense that, firstly, there are very few researchers involved in mathematical modeling of social processes, and they are somewhat disconnected; secondly, the literature accessible to practicing sociologists and students is practically absent. It is not difficult to guess what this threatens in the future.

3 Researchers may be interested in the issues of styles of mathematical thinking reflected in the relevant literature (see, for example,).