INTRODUCTION TO SOCIAL THEORY
Spring 2007
Mark Rubinfeld
Office: Foster 308;
Office phone: 832-2430; Home phone: 364-1228
E-mail: mrubinfeld@westminstercollege.edu
Website: http://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 (On Reserve):
Barber, Benjamin. “Jihad vs. McWorld.”
Chambliss, Daniel F. “Just Another Routine Emergency.”
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.”
Garson, Barbara. “McDonald’s – We Do It All for You.”
Gracey, Harry L. “Learning the Student Role: Kindergarten as Boot Camp.”
Hughes, Everett C. “Good People and Dirty Work.”
Marrelli, Alison Patrice. “The Star Trek Phenomenon: Religion
and Popular Culture in
Marx, Karl and Friedrich Engels. “The Communist Manifesto.”
Merton, Robert. “The Self-Fulfilling Prophecy.”
Mills, C. Wright. “The Power Elite.”
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 methods.
·
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, videos, class
discussions, group discussions, 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: seven critiques (worth 35 percent of the final grade),
discussion group participation (worth 20 percent of the final grade), a group
presentation (worth 10 percent of the final grade), and a final exam (worth 35
percent of your final grade).
Seven critiques: Choosing any
seven of the fourteen required articles, you will be responsible for writing a
typed, double spaced critique (three page minimum – you can write more if you
have pertinent things to say) of each article you choose that locates the
article’s central contention(s), links it to at least one social theory or
theorist, applies it to contemporary issues, and evaluates its strengths and/or
weaknesses. Critiques are due on the date readings are due—no late critiques
will be accepted. (Note: You can substitute one of your seven article critiques
with a critique of the film: 13
Conversations about One Thing).
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. Each of you must participate to the satisfaction of the group as a
whole to get “discussion group participation credit.” Part of this credit
entails selecting a rotating “chair” for each group meeting who will be
responsible for moderating that meeting’s discussion; coming to that meeting
with four, written, open-ended questions about the assigned reading for
purposes of discussion; and turning in a two-to-three page (double spaced)
write-up of that meeting’s discussion activities. Fifteen percent of you
discussion group grade will be based on the cumulative quality of those
discussion group write-ups. The remaining 5 percent of your discussion group
grade will be based on a peer evaluation with each member of your group, other
than yourself, grading you on the level of your participation.
Group Presentation: You will be placed into
groups with each group giving a forty minute presentation on a social theorist
(not prominently covered in the course) out of a list of names you will be provided
with early in the semester. In addition to more traditional biographical
information, the presentation should critically analyze and evaluate the
“sociological contributions” of the chosen theorist, as well as creatively
connecting those contributions to contemporary examples of social life.
Final
Exam: The final exam will consist of six essay questions known in advance.
You will need to choose and comprehensively answer four of those six essay
questions.
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 six or more classes will
not be able to get a grade higher than a “B” for this class; 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. Furthermore, any student who misses three group discussions will not be able to get a grade higher than
a 75 for their discussion group grade; any student who misses four or more group discussions will get
a zero for their discussion group grade. Exceptions to this grading policy due
to legitimate medical or family
emergencies will need proper documentation and instructor’s approval.
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.
*** I reserve the
option of giving quizzes, assigning additional homework, or emending this
syllabus as the need arises. ***
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 will choose a social theorist (not prominently covered in the
course) out of a list of names and, in addition to presenting more traditional
biographical information, the group will critically analyze and evaluate the
“sociological contributions” of the chosen theorist, as well as creatively
connect those contributions to contemporary examples of social life.
Who was – or is – this theorist? Why
did you choose this theorist? What was – or is – his or her social theory? How
does this social theory relate to social life? What are some of the
controversies, if any, associated with this social theory? What were the
sociological contributions of your chosen theorist and what are the practical
applications of these sociological contributions?
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 18 A Good Book
in Theory, pp. 1-63 Due:
Thursday January 18 Discussion Group: Four Questions (Pp. 1-63 in A Good Book in Theory) |
|
3 |
The Significance of Social Theory and Theoretical
Thinking – and – Practical
Application of Social Theory |
Thursday
January 25 A Good Book
in Theory, pp. 65-157 (and) “Learning the Student Role: Kindergarten as Boot Camp,”
Harry L. Gracey Due
Thursday January 25 Critique of “Learning the Student Role: Kindergarten
as Boot Camp” Due:
Thursday January 25 Discussion Group: Four Questions (Pp. 65-157 in A Good Book in Theory; and “Learning
the Student Role”) |
|
4 |
Practical Application of Social Theory –and– Introduction to Key Ideas in Sociology (Industrial
Society, Democracy, Individualism, and Modernity) –and– Social Theory and
Industrial Society: Karl Marx |
Due:
Tuesday January 30 Moderators’ Write-up of Discussion Group. (and) Key Ideas
in Sociology, pp. 1-27 (and) “The Communist Manifesto,” Karl Marx and Friedrich
Engels |
|
5 |
Social Theory and Industrial Society: Karl Marx –and– Marxism after Marx (Joseph Schumpter,
Thorstein Veblin, C. Wright Mills, Daniel Bell) |
Tuesday
February 6 Marx: For Beginners (the entire book) (and) Critique
of “The Communist Manifesto” (feeling free to also include critical
reflections of Marx: For Beginners) Due: Thursday
February 8 Discussion Group: Four Questions (Marx for Beginners; “The Communist
Manifesto”; Pp. 1-27 in Key Ideas in
Sociology) |
|
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) |
Tuesday February 13 Key Ideas in Sociology, pp. 27-45. (and) “The Power Elite,” C. Wright Mills Due: Tuesday February 13 Critique of “The Power Elite” (and) Moderators’ Write-up of Discussion Group Thursday February 15 Key Ideas
in Sociology, pp. 46-64 |
|
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 20 “Verstehen: The Sociology of Max Weber,” Frank W.
Elwell Thursday February 22 Key Ideas in Sociology, pp. 64-82 (and) “McDonald’s—We Do It All For You,” Barbara Garson (and) “Outrageous Justice,” Wright Thompson Due: Thursday February 22 Critique of “McDonald’s—We Do It All For You” (and) Critique of “Outrageous Justice” |
|
8 |
Social Theory and Individualism: Tocqueville and Toennies
–and– Emile Durkheim (Mechanical
vs. Organic Solidarity, Suicide and
Anomie) |
Tuesday March 6 Key Ideas in Sociology, pp. 83-104 (and) “Good People and Dirty Work,” Due Tuesday March 6 Critique of “Good People and Dirty Work” Due: Thursday March 8 Discussion Group: Four Questions (film clips from Why We Fight? and Metropolis; “Verstehen: The Sociology of Max Weber”; “Outrageous
Justice,” “Good People and Dirty Work”); Pp. 64-104 in Key Ideas in Sociology, as well as begin coordination for Group
Presentations). |
|
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 Presentation
of Everyday Self |
Tuesday March 13 Key Ideas in Sociology, pp. 104-120 (and) “The Star Trek Phenomenon,” Alison Patrice Marrelli (and) “Just Another Routine Emergency,” Daniel F.
Chambliss Due: Tuesday March 13 Critique of “The Star Trek Phenomenon” (and) Critique of “Just Another Routine Emergency” (and) Moderators’ Write-up of Discussion Group (and) *** Top Three Theorists for Group Presentations *** Thursday March 15 *** 13
Conversation about One Thing *** |
|
10 |
Social Theory and Modernity: Modernity vs.
Postmodernity –and– Robert E. Park
and the |
Tuesday
March 20 Key Ideas
in Sociology, pp. 121-139 (and) “The Self-Fulfilling Prophecy,” Robert Merton Due:
Tuesday March 20 Critique of 13
Conversations about One Thing (and) Critique of “The Self-Fulfilling Prophecy.” Due:
Tuesday March 20 Discussion Group: Four Questions (Pp. 104-139 in Key Ideas in Sociology; “The Star Trek
Phenomenon,” “Just Another Routine Emergency”; 13 Conversations About One Thing, “The Self-Fulfilling Prophecy”. Thursday
March 22 “My Secret Life as a Black Man,” Anthony Walton Due:
Thursday March 22 Critique of “My Secret Life as a Black Man” (and) Moderators’ Write-up of Discussion Group |
|
11 |
Social Theory –and–
Postmodern Thought –and– Anthony Giddens and Structuration Theory –and–
Social Theory: Future Directions |
Tuesday
March 27 Key Ideas
in Sociology, pp. 140-154 (and) “The Dual Identity,” Danny Fingeroth (and) “The Coolest Match,” Mark Rubinfeld Due: Tuesday
March 27 Critique of “The Dual Identity” (and) Critique of “The Coolest Match” Thursday
March 29 Foucault (The Entire Book) Thursday
March 29 Discussion Group: Four Questions (Pp 140-154 in Key Ideas in Sociology; “My Secret
Life as a Black Man,” “The Dual Identity,” “The Coolest Match,” Foucault. |
|
12 |
Social Theory and Globalization (Globalization and
Democracy –and– Toward a Global
Culture) –and– Social Theory:
Future Directions –and– Group
Presentation Preparations |
Tuesday
April 3 Key Ideas in
Sociology, pp. 155-170 Tuesday
April 3 “Jihad vs. McWorld,” Benjamin Barber Due:
Tuesday April 3 Critique of “Jihad vs. McWorld” Thursday
April 5 “Wars, Wimps, and Women,” by Carol Cohn (and) “A Look Behind the Veil,” by Elizabeth W. and Robert
A. Fernea Due:
Thursday April 5 Critique of “Wars, Wimps, and Women” (and) Critique of “A Look Behind the Veil” |
|
13 |
Group Presentation Preparations –and– Group Presentations |
Tuesday
April 10 Group Presentation Preparations Thursday
April 12 *** Group Presentations *** |
|
14 |
Group Presentations |
Tuesday
April 17 *** Group Presentations *** Thursday
April 19 *** Group Presentations *** |
|
15 |
Last Class: Group Presentations –and– Group Grades –and– Final Exam Review –and– Class Wrap-up |
Tuesday
April 24 Group Discussion and Group Presentation Grades and
Feedback, Final Exam Review, and Class Wrap-up Final
Exam is scheduled for Tuesday May 1st from 2:00-3:50 p.m. |