SOCIAL THEORY
Spring 2009
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 (In Class Reader):
Anderson, Elijah.
“The Code of the Street.”
Barber, Benjamin.
“Jihad vs. McWorld.”
Cohn, Carol. “War,
Wimps, and Women.”
Elwell, Frank, W.
“Verstehen: The Sociology of Max Weber.”
Feagin, Joe R.
“Social Justice and Sociology.”
Hughes, Everett C.
“Good People and Dirty Work.”
Johnson, Allan G. “The
Kelman, Herbert C. and V. Lee
Hamilton. “The My Lai Massacre.”
Marx, Karl and Friedrich
Engels. “The Communist Manifesto.”
Merton, Robert. “The
Self-Fulfilling Prophecy.”
Mills, C. Wright.
“The Power Elite.”
Reiman, Jeffrey H.
“The Rich Get Richer and the Poor Get Prison.”
Rubinfeld, Mark.
“The Coolest Match.”
Shearing, Clifford
D. and Philip C. Steninng. “From the Panopticon to Disney World.”
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 40 percent of the final grade),
discussion group participation/write-ups (worth 20 percent of the final grade),
a group presentation (worth 10 percent of the final grade), and a final exam
(worth 30 percent of your final grade).
Eight critiques: Choosing any
eight of the thirteen 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 or two of your eight article critiques with a critique of the
in-class movies 13 Conversations about
One Thing and/or Testament.)
Discussion group participation:
Early in the semester you will be assigned to a discussion group, which will
periodically meet 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:
Class attendance,
discussion, and participation are significant components of the classroom
experience. As such, any student who misses more than six classes will not be
able to get a grade higher than a B for the class; if his or her final average
is a B or lower, he or she will lose one grade (e.g., B becomes a B-, B-
becomes a C+, etc.). Any student who misses eight or more classes will not be
able to get a grade higher than a C for this class, as well as lose one grade
if his or her final average is a C or lower. Any student who misses ten or more
classes will not be able to pass this class. Any student who misses three group
discussions will not be able to get a grade higher than a 75 for his or her
discussion group grade; any student who misses four or more group discussions
will get a zero for his or her discussion group grade. Exceptions to this
grading policy due to legitimate
medical or family emergencies will need proper documentation and instructor’s
approval. Since I will be weighing class participation in borderline grading situations,
students who regularly attend class and frequently participate in classroom
discussions will have an “edge” in achieving a higher, final grade. Finally, 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.
*** 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 15 A Good Book in Theory, pp. 1-63 Due: Thursday January 15 Two Discussion Questions (Pp. 1-63 in A Good Book in Theory) (and) Discussion Groups |
|
3 |
The Significance of Social Theory and Theoretical
Thinking – and – Practical
Application of Social Theory |
Thursday January 22 A Good Book in Theory, pp. 65-157 Due: Thursday January 22 Two Discussion Questions (Pp. 64-157 in A Good Book in Theory) |
|
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 |
Tuesday January 27 “The Due: Tuesday January 27 Critique of “The Thursday January 29 Key Ideas in Sociology, pp. 1-27 (and) “The Communist Manifesto,” Karl Marx and Friedrich
Engels |
|
5 |
Social Theory and Industrial Society: Karl Marx |
Thursday February 5 Marx: For Beginners (the entire book) Due: Thursday February 5 Critique of “The Communist Manifesto” (feeling free
to also incorporate reactions to Marx:
For Beginners into your critique of “The Communist Manifesto”) |
|
6 |
Social Theory and Industrial Society: Karl Marx – and – Marxism after Marx (Joseph
Schumpter, Thorstein Veblin, C. Wright Mills, Daniel Bell) |
Tuesday February 10 Discussion Group: Four Questions (Pp 1-27 in
Kivisto, “The Communist Manifesto”; Marx
for Beginners, Marat/Sade) Thursday February 12 Key Ideas in Sociology, pp. 27-45. (and) “The Power Elite,” C. Wright Mills Due Thursday February 12 Critique of “The Power Elite” and Moderator’s Write-up of Discussion Group. |
|
7 |
Social Theory and Democracy: Max Weber (Rationality,
Bureaucracy, Ideal Types, Power, Authority, Legitimacy) |
Tuesday February 17 Key Ideas in Sociology, pp. 46-64 Thursday February 19 “Verstehen: The Sociology of Max Weber,” Frank W.
Elwell |
|
8 |
Social Theory and Democracy: After Max Weber
(Talcott Parsons on the Democratic Process – and – the Critical Theory of Jurgen Habermas) -- and
– Social Theory and Individualism: Tocqueville and Toennies |
Tuesday March 3 Key Ideas in Sociology, pp. 64-82 (and) “Good People and Dirty Work,” (and) “The Due: Tuesday March 3 Critique of “Good People and Dirty Work” (and) “The Thursday March 5 Key Ideas in Sociology, pp. 83-104 (and) “The Rich Get Richer and the Poor Get Prison” Due Thursday March 5 Critique of “The Rich Get Richer and the Poor Get
Prison” |
|
9 |
Social Theory and Individualism: Emile Durkheim
(Mechanical vs. Organic Solidarity, Suicide
and Anomie) – and –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 10 Discussion Group: Four Questions (Why We Fight? and Metropolis; “Verstehen: The Sociology of Max Weber”; “Good People
and Dirty Work”; “The Rich Get Richer and the Poor Get Prison”’ Pp. 64-104 in
Key Ideas in Sociology, as well as
begin coordination for Group Presentations). Thursday March 12 Key Ideas in Sociology, pp. 104-120 Due: Thursday March 12 Moderators’ Write-up of Discussion Group (and) *** Top Three Theorists for Group Presentations *** |
|
10 |
Social Theory and Modernity: Modernity vs.
Postmodernity – and – Robert E.
Park, Race and Ethnic Relations, and the |
Tuesday March 17 Key Ideas in Sociology, pp. 121-139 “The Code of the Street,” Elijah Anderson (and) ***13
Conversations about One Thing*** Due: Tuesday March 17 Critique of “The Code of the Street” Due Thursday March 19 Critique of 13
Conversation about One Thing |
|
11 |
Social Theory and Modernity – and – Social Theory and Black Liberation Theology – and – Social Theory and Popular
Culture |
Tuesday March 24 “My Secret Life as a Black Man,” Anthony Walton Due: Tuesday March 24 Critique of “My Secret Life as a Black Man” (and) Discussion Group: Four Questions (Pp. 104-139 in Key Ideas in Sociology; “The Code of
the Street”; 13 Conversations About One
Thing, James Cone video, “My Secret Life as a Black Man.” Thursday March 26 Key Ideas in Sociology, pp. 140-154 (and) “The Coolest Match,” Mark Rubinfeld Due: Thursday March 26 Critique of “The Coolest Match” (and) Moderators’ Write-up of Discussion Group |
|
12 |
Postmodern Thought – and – Globalization |
Tuesday March 31 Foucault (The Entire Book) (and) “From the Panopticon to Disney World,” Clifford D.
Shearing and Philip C. Stenning (and) ***Spaghetti Factory Luncheon*** Due: Tuesday March 31 Critique of “From the Panopticon to Disney World” Thursday April 2 Key Ideas in Sociology, pp. 155-170 (and) “Jihad vs. McWorld,” Benjamin Barber Due: Thursday April 2 Critique of “Jihad vs. McWorld” |
|
13 |
Social Theory and Feminist Thought – and – Social Theory and Social Justice
– and – Future Directions in
Sociology |
Tuesday April 7 “Wars, Wimps, and Women,” by Carol Cohn (and) ***Testament*** Due: Tuesday April 7 Critique of “Wars, Wimps, and Women” Thursday April 9 “Social Justice and Sociology” Due Thursday April 9 Critique of Testament (and) Critique of “Social Justice and Sociology” (and) Discussion Group: Four Questions (Pp 140-170 in Key Ideas in Sociology; “The Coolest
Match”; Foucault for Beginners;
“From the Panopticon to Disney World”; “Jihad vs. McWorld”; “Wars, Wimps, and
Women,” Testament; “Social Justice
and Sociology.” |
|
14 |
Group Presentation Preparations – and – Group Presentations |
Tuesday April 14 Group Presentation Preparations Thursday April 16 *** Group Presentations *** ***FINAL EXAM*** is scheduled for Thursday April 30th
from |