- On performance of the self, see Goffman (1963).
- Eliasoph and Lichterman (2003).
- The term “satisficing” was coined by Herbert A. Simon (1957). It refers
to making a choice or judgment that is good enough given cognitive and situ-
ational constraints. - Dewey (1985). For a contemporary approach that builds on Dewey’s
view of the role of dialogue in successful deliberation, see Ansell and Gash
(2007). - In Abbott (2001), the focus on fractals in the dynamics of disciplinary
conflicts does not consider epistemic cultures as machineries for building
bridges. - Jury deliberations also involve a collective forging of the rules. This is
why these deliberations are described as a collaborative achievement, with
conversations being integral to the application of the rules. In so doing, mem-
bers of juries go beyond abstract reasoning to draw on personal experience.
See Manzo (1993), as well as Maynard and Manzo (1993). - For a study of a mechanized form of evaluation—credit-rating—see
Carruthers and Cohen (2008). - See Dubet (2006). On academic recruiting in France, see also Musselin
(2005). - On the influence of uncertainty on moral signaling among profession-
als and managers, see Jackall (1988) and Lamont (1992). - Meyer (1986).
- On the recent elitist character of American higher education, see Karabel
(2005), as well as Wilson (1942) and Lewis (1998). On changes in criteria of
evaluation, see Tsay et al. (2003).
3 On Disciplinary Cultures
- For a published (and revised) version of Snow’s 1959 Rede Lecture, see
Snow (1993). - On the broader topic of disciplinary cultures, see, for instance, Bender
and Schorske (1998) and Becher and Trowler (2001); also Steinmetz (2005).
Bourdieusian analysis of the “structuration” of academic fields also contains
many observations on differences in disciplinary orientation, for example, in
Bourdieu (1988). See also Abbott (2001) for an analysis of disciplinary dy-
namics.
Notes to Pages 49–53 / 269