INTRODUCTION TO SOCIAL THEORY
Spring 2006
Mark Rubinfeld
Office: Foster 308;
Office phone: 832-2430; Home phone: 364-1228
E-mail: mrubinfeld@westminstercollege.edu
Website: www.people.westminstercollege.edu/faculty/mrubinfeld
Office Hours: Mon., Tues., Wed., and Thurs.
Course
Description:
This course provides
a comprehensive overview of social theory—exploring, contrasting, and
critiquing major sociological theorists and theoretical perspectives from their
initial introduction in the 19th century through their subsequent
developments in the 20th century to their continued relevance in the
21st century.
Required Books (Available at College Bookstore):
Kivisto, Peter. Key Ideas in Sociology. Second Edition. 2004.
Rius. Marx:
For Beginners. 1976.
Sears, Alan. A Good Book in Theory: A Guide to Theoretical Thinking. 2005.
Required Articles (In Class Reader):
Barber, Benjamin. “Jihad vs. McWorld.”
Cohn, Carol. “War, Wimps, and Women: Talking Gender and Thinking War.”
Elwell, Frank, W. “Verstehen: The Sociology of Max Weber.”
Fernea, Elizabeth W. and Robert A. “A Look Behind the Veil.”
Fingeroth, Danny. “The Dual Identity: Of Pimpernels and Immigrants from the Stars.”
Gans, Herbert J. “The Positive Functions of the Undeserving Poor.”
Garson, Barbara. “McDonald’s—We Do It All for You.
Goffman, Erving. “On Cooling the Mark Out.”
Gracey, Harry L. “Learning the Student Role: Kindergarten as Boot Camp.”
Hughes, Everett C. “Good People and Dirty Work.”
Marx, Karl. “The Communist Manifesto.”
Merton, Robert. “The Self-Fulfilling Prophecy.”
Meyer, Philip. “If Hitler Asked You to Murder Someone Would You? Probably.”
Rubinfeld, Mark. “The Coolest Match: American Sociology and Popular Culture.”
Walton, Anthony. “My Secret Life as a Black
Course
Objectives:
·
To
appreciate the significance of social theory in people’s everyday lives and
activities.
·
To
understand the theoretical roots of sociology.
·
To
contrast and critique the major social theories and theorists.
·
To make
connections between social theory and research methodology.
·
To apply
social theory to current events, issues, and times.
·
To
develop independent and cooperative problem-solving skills.
·
To
improve critical thinking, writing, and speaking skills.
Procedures and Course
Outline:
This course utilizes
a variety of learning tools including readings, lectures, class discussions,
films, group exercises, and group presentations. Reading assignments, paper
deadlines, and exam dates appear on the attached course outline.
Assignments and Grading:
Final grades will be
based on the following: eight critiques (worth 30% of the final grade), one
formal paper (worth 20% of the final grade), a group presentation (worth 10% of
the final grade), a collective and self-assessment of discussion group
participation (worth 10% of the final grade), and a final exam (worth 30% of
your final grade).
Eight critiques: Choosing any
eight of the thirteen required articles and one movie (the Marx article is
excluded), you will be responsible for writing a typed, double spaced, three
page minimum (you can write more if you have pertinent things to say) critique
of each article you choose that locates the article’s or movie’s central
contention(s), links it to at least one social theory or theorist; and
evaluates its strength(s) and/or weaknesses. Critiques are due on the date
readings are due—no late critiques will be accepted.
One formal paper: You will choose a social theorist
(not prominently covered in the course) out of a list of names you will be
provided with. You will then write a formal paper (five-to-six pages long)
critically analyzing and evaluating the “sociological contributions” of your
chosen social theorist. Late papers will be accepted up to one week late with a
ten-point penalty; after one week, no late papers will be accepted.
One collective and self-assessment of
discussion group participation:
Early in the semester you will be assigned to a discussion group, which will be
frequently meeting during class time to analyze and assess the assigned
readings. At the end of the semester you will self-evaluate your participation
in the discussion group, giving yourself a grade for that participation.
Furthermore, each member of the group, other than yourself, will be grading you
on the level of your participation. Part of that participation entails
selecting a rotating “chair” for each group meeting who will be responsible for
moderating that meeting’s discussion, as well as coming to that meeting with
four, written, open-ended questions about the assigned reading for purposes of
discussion. Your final grade will be based on the average of your
self-assessment and your group’s assessment of you.
Group Presentation: You will
be placed into groups with each group giving a thirty minute presentation on
incorporating various theoretical perspectives into different areas of
sociological analysis (e.g., using the conflict perspective to examine the
American education system).
Final
Exam: The final exam will include a combination of multiple choice,
true-false, and essay questions covering information from the readings,
lectures, and other class material.
Class Participation and
Attendance:
Classroom
discussions are critical to this class; they help to clarify issues that arise
from the readings and add diversity to the learning experience. I expect that
all students will participate in classroom discussions. As such, any student
who misses five or more classes will
not be able to get a grade higher than a “B” for this class; any student who
misses six or more classes will not
be able to get a grade higher than a “B-”; any student who misses seven or more classes will not be able
to get a grade higher than a “C+”; any student who misses eight or more classes will not be able to get a grade higher than a
“C”; any student who misses ten or more classes will not be able to pass the
class. Although there is no formal attendance policy for those students who
miss five or less classes, do know that: (a) a significant number of
questions on the final exam will focus on class lectures and discussions; (b)
the less discussion group meetings you attend, the less likely you’ll receive a
good, collective participation grade from your group; and (c) students who
regularly attend class and frequently participate in class discussions will
have an “edge” in achieving a higher, final grade in borderline grading
situations.
I reserve the option
of giving quizzes, assigning additional homework, or emending this syllabus as
the need arises.
Student-Student and
Student-Faculty Relationship:
All students must be
respectful of other students. This means no talking while other students are
talking or trying to listen. It also means showing up to class on time so as
not to disrupt the class with late arrivals. Once class begins, no chatting, no
reading outside materials, and no sleeping in class. If you must eat, make sure
it is a “quiet” food. Also, turn off your cell phones. In other words, act
appropriately for a college class—if your actions create a distraction, you
will be asked to leave. In accordance with college policies, any acts of
cheating or plagiarism will be penalized to the severest extent. My office
hours are listed at the beginning of this syllabus. At any time, feel free to
meet with me to discuss any matters relevant to this course. It is especially
important to see me early in the semester if you are having difficulties. Do
not wait till the end of the semester when there is little, if anything, I can
do to help. Finally, feel free to meet with me if you would like to learn more
about sociology, including pursuing it as a major or minor, or incorporating
its application into papers and assignments from your other classes.
Group
Presentations
We will be using
group presentations to provide you with an additional opportunity to
constructively work with others, as well as to collectively assess what you’ve learned
from working in your groups – and from working on your term paper – about
social theory.
Each group will have 40 minutes
(plus an additional five minutes for questions and answers) to speak and each
member of the group must participate. Dividing things up anyway the group
likes, the group should informally present to the class what they’ve learned
from their group experience throughout the semester. Which theories most
intrigued them? Which theorists most interested them? In what ways were they able
to connect their theoretical discussions to personal experiences or current
social issues? How did their discussions shed light on either or both of these?
Which meeting was their favorite meeting and why? What conflicts,
controversies, or disagreements did they experience in discussing some of
theorists and theories?
Additionally, each group member should take two or three minutes to
orally present what he or she has learned from his or her term paper. What
theorist was picked? Why? How has that theorist contributed to our
understanding of the social world?
All students in the group will receive the same grade unless the group
reports to me that one or more of its members failed to participate, or work
cooperatively, with the bulk of the group members. It has been my experience
that the best presentations are those that involve the following:
Solid preparation: All group members should be equally
prepared for the presentation. This usually necessitates a clear delineation of
member roles in preparing for and conducting the presentation. Furthermore, if
supplementary materials are used, it will take some time to choose, edit, and
organize supplementary materials for the presentations; don’t wait to the last
minute. The bottom line is that the format is up to each group. There are only
two limitations: that the presentation takes no more than 40 minutes (plus 5
minutes for questions and answers), and that it covers the assigned topic. In
presenting your material, strive to be informative, engaging, and creative. Try
to think of different ways of involving the class into your presentation so
that your audience stays interested.
Introduction of
the panel members: You can
make the group presentation more personal by introducing yourselves at the
beginning of your presentation. This helps to lessen the “intimidation factor”,
and to create an atmosphere more conducive to audience participation.
Furthermore, try not to forget to establish eye contact with members of the
audience, and to smile from time to time. If you can, also try to avoid reading
from your notes or cue cards.
Careful time
budgeting: Use your time
wisely. Thirty minutes is not very long for a presentation. While you should be
prepared to use the entire time for your presentation, this does not mean that
you should try to cram as much information or activities as possible into your
presentation. It is better to cover two well-developed points about a topic
than to zip through ten confused and disjointed points.
Expectations
about audience participation:
Of course you will do the best you can to encourage participation and
discussion from the class. However, the burden of responsibility is not
entirely yours. The rest of the class is also responsible for ensuring that the
group presentations are an engaging and rewarding experience for everyone
involved. This entails: 1) listening attentively (showing respect for
speakers), 2) taking part in the discussion and/or activity, and 3) preparing
at least one question or comment to share with the class during the question
and answer period.
Grading: As previously mentioned, each member in the
group receives the same grade. The final grade will be based on the following
criteria: 1) substance or content, 2) creativity and resourcefulness, and 3)
form and style (articulation, length, organization, preparedness, etc.). If
there are any problems with one or more group members not contributing to group
meetings or to the group work, first try to approach the member(s) with your
concerns and, if that fails, notify me as soon as possible. If the group
consensus is that one or more members of the group are not participating to the
satisfaction of the group, the non-participating member or members will not get
credit for the assignment, and receive a zero for their group presentation
grade. This ensures that the group is not penalized for the lack of preparation
of any of its members and that no group member or members receive credit for
the work that others are doing.
Having fun: Education does not always have to be a chore.
In addition to learning new material, this is an opportunity to develop public
speaking skills, gain self-confidence, make new friends, and have some fun.
This is your time to teach and to reach. This is also an excellent opportunity
to be daring and creative. Go for it!
|
Week |
Topic |
Assignments |
|
1 |
Overview of the Course –and– The Establishment of Sociology |
No assignments. |
|
2 |
Major Sociological Perspectives and Theorists –and– The Significance of Social Theory and Theoretical Thinking |
Thursday
January 19 A
Good Book in Theory, pp. 1-63 Due:
Thursday January 19 Discussion Group: Four Questions (A Good Book in Theory, pp. 1-63) |
|
3 |
The Significance of Social Theory and Theoretical
Thinking |
Thursday
January 26 A Good Book in Theory, pp. 65-157 (and) “Learning the Student Role:
Kindergarten as Boot Camp,” Harry L. Gracey Due: Thursday January 26 Discussion Group: Four Questions (A Good Book in Theory, pp. 65-157; and
“Learning the Student Role: Kindergarten as Boot Camp”) |
|
4 |
Practical Application of Social Theory –and– Introduction to Key Ideas in Sociology (Industrial
Society, Democracy, Individualism, and Modernity) |
Due: Tuesday January 31
First Critique/“Learning the Student Role:
Kindergarten as Boot Camp” Thursday
February 2 Key
Ideas in Sociology, pp. 1-9 |
|
5 |
Social Theory and Industrial Society: Karl Marx –and– Marxism after Marx (Joseph Schumpter,
Thorstein Veblin, C. Wright Mills, Daniel Bell) |
Tuesday February 7 Marx: For Beginners (the entire book) (and) “The Communist
Manifesto,” Karl Marx (and) Key Ideas in Sociology, pp. 10-27 Thursday February 9 Key Ideas in Sociology, pp. 27-45. Due: Thursday February 9 Discussion Group: Four Questions (Marx for Beginners; “The Communist
Manifesto”; and Key Ideas in Sociology,
pp. 1-45) |
|
6 |
Social Theory and Industrial Society: Karl Marx –and– Marxism after Marx (Joseph Schumpter,
Thorstein Veblin, C. Wright Mills, Daniel Bell) –and– Social Theory and Democracy: Max Weber (Rationality,
Bureaucracy, Ideal Types, Power, Authority, Legitimacy) |
Thursday February 16 Key Ideas in Sociology, pp. 46-64 (and) “McDonald’s—We Do It All For You” Due: Thursday February 16 Second Critique/“McDonald’s—We Do It All For You” |
|
7 |
Social Theory and Democracy: Max Weber –and– Social Theory and Democracy:
After Max Weber (Talcott Parsons on the Democratic Process –and– the Critical Theory of Jurgen
Habermas) |
Tuesday February 21 “Verstehen: The Sociology of Max Weber,” Frank W.
Elwell Due: Tuesday February 21 Discussion Group: Four Questions (Key Ideas in Sociology, pp. 46-64;
“McDonald’s—We Do It All For You”; “Verstehen: The Sociology of Max Weber”) Thursday February 23 Key Ideas in Sociology, pp. 64-82 (and) “If Hitler Asked You to Murder Someone Would You?
Probably,” Philip Meyer (and) “Good People and Dirty Work,” Due: Thursday February 23 Third Critique/“If Hitler Asked You to Murder
Someone Would You? Probably” (and) Fourth Critique/“Good People and Dirty Work,” |
|
8 |
Social Theory and Individualism: Tocqueville and
Toennies –and– Emile Durkheim (Mechanical
vs. Organic Solidarity, Suicide and
Anomie) |
Tuesday March 7 Key Ideas in Sociology, pp. 83-104 (and) “The Positive Functions of the Undeserving Poor,” by
Herbert J. Gans Due: Tuesday March 7 Fifth Critique/“The Positive Functions of the Undeserving
Poor” Due: Thursday March 9 Discussion Group: Four Questions Four Questions (Key Ideas in Sociology, pp. 83-104;
“If Hitler Asked You to Murder Someone Would You? Probably”; “Good People and
Dirty Work”; and “The Positive Functions of the Undeserving Poor) |
|
9 |
Social Theory and Individualism: Robert Merton’s
Elaboration on Durkheim’s Themes –and–
David Reisman’s “The Lonely Crowd in Mass Society” –and– Erving Goffman’s The
Presentation of Self in Everyday Life |
Tuesday March 14 Key Ideas in Sociology, pp. 104-120 Thursday March 16 “On Cooling the Mark Out,” Erving Goffman Due: Thursday March 16 Sixth Critique/“On Cooling the Mark Out” |
|
10 |
Social Theory and Modernity: Modernity vs.
Postmodernity –and– Robert E. Park
and the |
Tuesday
March 21 Key
Ideas in Sociology, pp. 121-139 (and) “The Self-Fulfilling Prophecy,”
Robert Merton Due:
Tuesday March 21 Seventh Critique/“The Self-Fulfilling
Prophecy” Due: Tuesday March 21 Discussion Group: Four Questions (Key Ideas in Sociology, pp. 104-139;
“On Cooling the Mark Out,” “The Self-Fulfilling Prophecy,” and Merton
Obituary) Thursday
March 23 “My Secret Life as a Black Man,”
Anthony Walton Due:
Thursday March 23 Eighth Critique/13 Conversations about One Thing (and) Ninth Critique/“My Secret Life as a
Black Man” |
|
11 |
Social Theory and Postmodern Thought –and– Jean Baudrillard –and– Social Theory and Popular Culture
|
Tuesday
March 28 Key
Ideas in Sociology, pp. 140-154 (and) “The Dual Identity: Of Pimpernels and
Immigrants to the Stars,” Danny Fingeroth (and) “The Coolest Match: American
Sociology and Popular Culture,” Mark Rubinfeld Due:
Tuesday March 28 Tenth Critique/“The Dual Identity: Of
Pimpernels and Immigrants to the Stars” (and) Eleventh Critique/“The Coolest Match:
American Sociology and Popular Culture. Thursday
March 30 Foucault (The Entire Book) Thursday
March 30 ***Spaghetti Factory Luncheon*** |
|
12 |
Social Theory and Globalization (Globalization and Democracy
–and– Toward a Global Culture –and– Social Theory: Future Directions |
Tuesday
April 4 Key
Ideas in Sociology, pp. 155-170 Tuesday
April 4 “Jihad vs. McWorld,” Benjamin Barber Due:
Tuesday April 4 Twelfth Critique/“Jihad vs. McWorld” Thursday
April 6 “Wars, Wimps, and Women,” by Carol
Cohn (and) “A Look Behind the Veil,” by
Elizabeth W. and Robert A. Fernea (and) Group Presentation Preparations Due:
Thursday April 6 Thirteen Critique/“Wars, Wimps, and
Women” (and) Fourteen Critique/“A Look Behind the
Veil” Due:
Thursday April 6: Discussion Group: Four Questions (Key Ideas in Sociology, pp. 140-170; Foucault: For Beginners, “The Dual
Identity,” “The Coolest Match,” “Jihad vs. McWorld”; “Wars, Wimps, and
Women,” and “A Look Behind the Veil”) |
|
13 |
Group Presentation Preparations –and– Group Presentations |
Tuesday April 11 Group Presentation Preparations Due:
Tuesday April 11 Discussion Group Self-Assessment and Collective
Assessment Grades Thursday April 13 Group Presentations |
|
14 |
Group Presentations |
Tuesday
April 18 Group Presentations Thursday April 20 ***No Class: Work on Formal Paper*** |
|
15 |
Last Class: Group Presentations –and– Formal Paper is Due; Final Exam
Review and Class Wrap-up |
Tuesday
April 25 Group Presentations, Group Presentation Grades and
Feedback, Final Exam Review, and Class Wrap-up Due: April 25 ***FORMAL PAPER*** ***FINAL EXAM*** is scheduled for Tuesday May 2nd
from |