Typology of cultural capital and social capital Type making; A model for scientific analysis and a method for effective learning in social research

Subject Areas : Social Science Quarterly

TINA AREFZADEH ¹ ( STUDENT )
JILA MASHHADI MEIQANI ² ( Director of Sociology Department, Arak Free University )
MASOMEH MOTLAGH ³ ( Professor of Sociology, Arak Free University )

Received: 2021-03-16 Accepted : 2021-06-21 Published : 2021-08-23

Keywords: Social capital, Typology, Cultural capital,

Abstract :

AbstractScience in general and each field of science in particular is full of concepts and propositions. The mission of the thinker and thinker in any knowledge is to be able to explain, explain and describe the transcendent social realities, to be able to go through the multiplicity, fragmentation and dispersion of concepts, and to understand scientific concepts through deep and profound knowledge of species and in the process of type. Cognition has taken the shackles of understanding. What, indeed, the success of any research depends on the type and species with which it is provided, even the vast majority of the knowledge that exists about the world of life, is the source of the type of human mind.However, the typology of the two constructs of cultural capital and social capital is an inevitable necessity for enlightening the mind of the audience and separating it from other similar forms. In order to achieve the same purpose in the present article, cultural capital in the embodied, objectified and institutional types and social capital in the interpersonal, intergroup and generalized types have been described and studied.Understanding and applying the method of typological analysis, especially in the education system and in the process of training and cultivating a regular (classified) mind, should be increasingly considered by those in charge of this critical field. Because the production and reproduction of vague, contradictory and irregular concepts, in addition to making the process of inferring and understanding concepts difficult for the learner, also limits the scope of comprehensive knowledge.