INTRODUCTION TO SOCIAL THEORY
Spring 2008
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):
Fillingham, Lydia Alix. Foucault:
For Beginners. 1993. New York: Writers and Readers Publishing.
Kivisto, Peter. Key Ideas in Sociology. Second Edition. 2004. Thousand Oaks, CA: Pine Forge Press.
Rius. Marx:
For Beginners. 1976. New York: Pantheon Books.
Sears, Alan. A Good Book in Theory: A Guide to Theoretical Thinking. 2005.
Peterborough, ON: Broadview Press.
Required Articles (In Class Reader):
Barber, Benjamin. “Jihad vs. McWorld.”
Chambliss, Daniel F. “Just Another Routine Emergency.”
Cohn, Carol. “War, Wimps, and Women: Talking Gender and Thinking War.”
Didion, Joan. “On Morality.”
Foucault, Michel. “Truth and Power.”
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. “The Star Trek Phenomenon: Religion and Popular Culture in America.”
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.”
Thompson, Wright. “Outrageous Justice.”
Walton, Anthony. “My Secret Life as a Black Man.”
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: eight 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).
Eight critiques: Choosing any
eight of the sixteen required articles (Ewell’s “Verstehen” articled is
excluded), 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 eight 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 readings 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 your
discussion group grade will be based on the cumulative quality of those
discussion group write-ups. Five percent of your discussion group grade will be
based on the individual quality of your discussion group write-ups, that is,
those write-ups that you did, while serving as chair, on behalf of your group.
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 |
Tuesday January 15 A Good Book in Theory, pp. 1-63 Due: Tuesday January 15 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 24 A Good Book in Theory, pp. 65-157 (and) “Learning the Student Role:
Kindergarten as Boot Camp,” Harry L. Gracey Due Thursday January 24 Critique of “Learning the
Student Role: Kindergarten as Boot Camp” Due: Thursday January 24 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 29 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 5 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 7 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 12 Key Ideas in Sociology, pp. 27-45. (and) “The Power Elite,” C.
Wright Mills Due: Tuesday February 12 Critique of “The Power
Elite” (and) Moderators’ Write-up of
Discussion Group Thursday February 14 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 19 “Verstehen:
The Sociology of Max Weber,” Frank W. Elwell Thursday February 21 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 21 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 4 Key Ideas in Sociology, pp. 83-104 (and) “Good People and Dirty
Work,” Due Tuesday March 4 Critique of “Good People
and Dirty Work” Due: Thursday March 6 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 11 Key Ideas in Sociology, pp. 104-120 Due: Tuesday March 11 Moderators’ Write-up of
Discussion Group (and) *** Top Three Theorists for
Group Presentations *** Thursday March 13 “The Star Trek Phenomenon,”
Alison Patrice Marrelli (and) “Just Another Routine
Emergency,” Daniel F. Chambliss (and) *** 13 Conversation about One Thing *** Due Thursday March 13 Critique of “The Star Trek
Phenomenon” (and) Critique of “Just Another
Routine Emergency” |
|
10 |
Social Theory and
Modernity: Modernity vs. Postmodernity –and– Robert E. Park and the |
Tuesday March 18 Key Ideas in Sociology, pp. 121-139 (and) “The Self-Fulfilling
Prophecy,” Robert Merton Due: Tuesday March 18 Critique of 13 Conversations about One Thing (and) Critique of “The
Self-Fulfilling Prophecy.” Due: Tuesday March 18 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 20 “My Secret Life as a Black
Man,” Anthony Walton Due: Thursday March 20 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 25 Key Ideas in Sociology, pp. 140-154 (and) “The Dual Identity,” Danny Fingeroth (and) “The Coolest Match,” Mark Rubinfeld Due: Tuesday March 25 Critique of “The Dual
Identity” (and) Critique of “The Coolest
Match” Thursday March 27 Foucault
(The Entire Book) (and) “Truth and Power,” Michel
Foucault (and) “On Morality,” Joan Didion Due: Thursday March 27 Critique of “Truth and
Power” (and) Critique of “On Morality” Due: Thursday March 27 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 for Beginners,
“Truth and Power,” “On Morality.” |
|
12 |
Social Theory and
Globalization (Globalization and Democracy –and– Toward a Global Culture) –and– Social Theory: Future Directions –and–
Group Presentation Preparations |
Tuesday April 1 Key Ideas in Sociology, pp. 155-170 Tuesday April 1 “Jihad vs. McWorld,” Benjamin Barber Due: Tuesday April 1 Critique of “Jihad vs. McWorld” Thursday April 3 “Wars, Wimps, and Women,”
by Carol Cohn (and) “A Look Behind the Veil,”
by Elizabeth W. and Robert A. Fernea Due: Thursday April 3 Critique of “Wars, Wimps,
and Women” (and) Critique of “A Look Behind
the Veil” |
|
13 |
Group Presentation
Preparations –and– Group Presentations |
Tuesday April 8 Group Presentation
Preparations Thursday April 10 *** Group Presentations *** |
|
14 |
Group Presentations |
Tuesday April 15 *** Group Presentations *** Thursday April 17 *** Group Presentations *** |
|
15 |
Last Class: Group
Presentations –and– Group Grades –and– Final Exam Review – and – Class Wrap-up |
Tuesday April 22 Group Discussion and Group
Presentation Grades and Feedback, Final Exam Review, and Class Wrap-up ***FINAL EXAM*** is scheduled for Tuesday April 29th from |