Below are the questions from the families I have accepted, with some editing here and there. Remember, these questions will be on the test and will be placed where appropriate. Also, in responding to a request from a member of the class, I have decided to include a 5-point "gimme" Extra Credit Question, in light of the fact that you did not have any extra credit opportunities during the semester. So, look for that.
GREEN FAMILY (Kelsey, Tomas, Cam, Emily) earn 6pts.
1. What are TWO of the three key concepts/contributions of Charles Horton Cooley? (2)
ANSWER: Any TWO of the following: (a) looking-glass self, (b) self-fulfilling prophecy, (c) primary groups.
2. Of the three stages of personality development discussed by George Herbert Mead, which ONE is the most significant and what does it involve? (2)
ANSWER: Generalized Other stage -- which is a synthesized view of the attitudes and expectations of others developed over many years. It is the stage associated with adulthood.
3. In the context of Weber's book, "The Protestant Ethic and the Spirit of Capitalism," in what way does the doctrine of predestination in Calvinism contribute to the development of capitalism? (1)
ANSWER: That hard work and success in business was regarded as a sign that you were among the elect.
RED FAMILY (Frances, Sami, Natalie, John?) earn 6 points, plus 1 bonus point.
1. What did Weber mean by advocating the use of "verstehen" in studying social life? (1)
ANSWER: empathetic understanding -- that to understand any aspect of social life you need to try to see things from the perspective of those you are studying.
2. DuBois exposed history as what? And give the example DuBois used to illustrate this point. (2)
ANSWER: He exposed history as IDEOLOGY, and the example he used is how historians had unanimously argued that African Americans were, themselves, responsible for the failure of Reconstruction and their subsequent inferior status. DuBois argued the opposite in his book, "Black Reconstruction in America."
3. What was the controversial book by Piven and Cloward that illustrated Merton's important distinction between "manifest and latent functions?" (1)
ANSWER: "Regulating the Poor"
4. What is ONE of the two criticisms of structural functionalism Inkeles brings out in the handout and was also highlighted in class? (2)
ANSWER: Either ONE of the following: (a) It often fails to address who or what functions are for; that is, what may be functional for society may NOT be functional for the individual. All in all, it tends to under-emphasize the individual's needs and stresses the greater societal ones. (b) This perspective tends to provide justification for the existing order or structure. In essence, it could serve as a rationalization for why we should promote the existing social order. It ignores the necessity of conflict and change.
BLUE FAMILY (Alan, Melanie, Marshall, Jenny, Jeremy) earn 6 points.
1. What did Simmel see as the difference between male and female sexuality, and how does this explain his strong stand against prostitution? (2)
ANSWER: For men, sexuality is something he does, whereas for women it is the reason for being, which is why he saw prostitution so negatively -- that Simmel saw prostitution as the ultimate degradation for a woman because the sexual act involves a woman's total self.
2. What is Michel's concept of the "iron law of oligarchy?" (1)
ANSWER: Rule by a few; that every kind of human organization tends to be ruled by a few.
3. In the context of the authors' discussion of the Frankfurt School in Chapter Sixteen, they bring out a fundamental point that SUBJECTIVE REASON has eclipsed OBJECTIVE REASON in modern society. In your own words, state what this means. (2)
ANSWER: Subjective (or instrumental) reason which is only concerned with figuring out the means to achieve ends, and does not question the value of those ends, has become dominant and the critical perspective of objective reason has been overshadowed by this.
_________________________________
That's all folks. See you Tuesday, 2-5PM.
Friday, May 14, 2010
Thursday, April 29, 2010
Buckley Quote & Some Lecture Notes
Below is the quote from Walter Buckley, which I argued captures very well the conservative bias in Parsons' structural functionalism, as Inkeles and others also bring out:
"From many statements made by functionalists, it seemed possible to conclude that since a social system persisting a long time is functionally integrated, or has reached a state of 'equilibrium' it must have attained an ideal state of adjustment, whether in terms of individual happiness or common welfare. Such a situation, therefore, is evaluated as 'good' and must not be changed: what is, is best, and any change is for the worse."
And Buckley went on to note that, although this has been the interpretation made by some, functionalism can also have radical implications. It all depends on what is defined as a stable, healthy society.
Let me then pick up with some final observations about Robert Merton:
D. Finally, I believe we need to acknowledge a contribution of Merton's that I know I've made use of (although I wonder if it was really original with him) -- the concept of "SELF-FULFILLING PROPHECY."
1. The authors note how "self-fulfilling prophecy" is connected with another well-known observation of W.I. Thomas -- "If men define situations as real, they are real in their consequences." See examples of the banks, middle, p. 365. (This clearly has relevance to our recent financial crisis; in fact I heard this term used this morning with respect to the European financial crisis involving Greece.) Also, clearly has relevance in the racial area, where a strong belief in racial inferiority of some group may indeed lead individuals of that group to be inferior.
E. Finally, I would say the bottom-line with Merton is that, in various ways, he was challenging the accusation that functionalism is inherently conservative.
Section VIII Criticism, Marxism, Change
A. Again, a brief and not very informative introduction. The authors begin by summarizing the previous section as being about "...the more-or-less 'official' twentieth-century conservative capitalist theory and ideology of functionalism." (p. 393) (Perhaps, but I know such a view would clearly be rejected by functionalists and systems' theorists.)
B. Despite Marxist hopes for the demise of capitalism in the wake of the Russian Revolution, the Great Depression, etc., it did not happen and indeed the Stalinist regime in the Soviet Union led Marxist intellectuals to question it as a model.
C. Hence, the emergence in the 1920s of what is called "The Frankfurt School," which attempted to account for the failures and shortcomings of Soviet-style socialism, as well as criticizing Western capitalism but not strictly on economic grounds. These thinkers drew on other perspectives, perhaps most notably Freud (eg., Herbert Marcuse's "Eros and Civilization").
_______________________
That brings us up to Chapter 16, where I will probably pick up next Tuesday, although if time permits, I may blog some more notes.
"From many statements made by functionalists, it seemed possible to conclude that since a social system persisting a long time is functionally integrated, or has reached a state of 'equilibrium' it must have attained an ideal state of adjustment, whether in terms of individual happiness or common welfare. Such a situation, therefore, is evaluated as 'good' and must not be changed: what is, is best, and any change is for the worse."
And Buckley went on to note that, although this has been the interpretation made by some, functionalism can also have radical implications. It all depends on what is defined as a stable, healthy society.
Let me then pick up with some final observations about Robert Merton:
D. Finally, I believe we need to acknowledge a contribution of Merton's that I know I've made use of (although I wonder if it was really original with him) -- the concept of "SELF-FULFILLING PROPHECY."
1. The authors note how "self-fulfilling prophecy" is connected with another well-known observation of W.I. Thomas -- "If men define situations as real, they are real in their consequences." See examples of the banks, middle, p. 365. (This clearly has relevance to our recent financial crisis; in fact I heard this term used this morning with respect to the European financial crisis involving Greece.) Also, clearly has relevance in the racial area, where a strong belief in racial inferiority of some group may indeed lead individuals of that group to be inferior.
E. Finally, I would say the bottom-line with Merton is that, in various ways, he was challenging the accusation that functionalism is inherently conservative.
Section VIII Criticism, Marxism, Change
A. Again, a brief and not very informative introduction. The authors begin by summarizing the previous section as being about "...the more-or-less 'official' twentieth-century conservative capitalist theory and ideology of functionalism." (p. 393) (Perhaps, but I know such a view would clearly be rejected by functionalists and systems' theorists.)
B. Despite Marxist hopes for the demise of capitalism in the wake of the Russian Revolution, the Great Depression, etc., it did not happen and indeed the Stalinist regime in the Soviet Union led Marxist intellectuals to question it as a model.
C. Hence, the emergence in the 1920s of what is called "The Frankfurt School," which attempted to account for the failures and shortcomings of Soviet-style socialism, as well as criticizing Western capitalism but not strictly on economic grounds. These thinkers drew on other perspectives, perhaps most notably Freud (eg., Herbert Marcuse's "Eros and Civilization").
_______________________
That brings us up to Chapter 16, where I will probably pick up next Tuesday, although if time permits, I may blog some more notes.
Wednesday, April 28, 2010
FAMILY ACTIVITY: MAKING UP QUESTIONS FOR THE FINAL EXAM
As you did for the midterm exam, I want each family to make up FIVE short-answer questions for the final exam. These questions should come from the latter half of the course, which began with our first class after Spring Break on April 6th. In that class, I was wrapping up Marx and commenting on those 3 handouts I distributed before the break ("The Dot-Communist Manifesto," et. al.). Of course, don't forget to include in your review later handouts and blogged lecture notes, from which you can also make up questions. I will give you some time next week to brainstorm with your family members, but in the meantime you can begin to do this individually. As I did with the midterm, I will try to accept at least three questions from each family, and for each additional question I accept you will earn a bonus point. I will need these questions to be submitted NO LATER THAN NOON WEDNESDAY, MAY 12TH. I will make my selections and then post the questions (and answers) that will be on the final exam on FRIDAY, MAY 14TH, so you can have them to study from for the final exam, which is scheduled for TUESDAY, MAY 18TH FROM 9-12. This activity is worth 6activity points for all participating family members, plus whatever bonus points you may earn.
Friday, April 23, 2010
More Lecture Notes
As promised, I am posting more lecture notes. Again, don't forget to check out the previous couple blog posts, especially the one on our current family activity on Chapter 11.
CHAPTER 13: SOCIETY, SELF, AND MIND: COOLEY, MEAD, AND FREUD
A. The authors open this chapter with a point I would have to agree with:
"When sociology teachers complain that they are having trouble getting their students to think sociologically, they usually mean getting them to think about society as a whole. In the United States we are more attuned to individual-level explanations." (p. 310)
1. And Cooley, Mead, and Freud certainly provide insight into the individual-level (or group-level) social interaction, although I would also insist that they were also aware of that larger social environment which plays a role in the development (and dysfunction) of individuals.
Charles Horton Cooley (1864-1929)
A. He grew up, was educated, and taught at the University of Michigan. In 1918 he became President of the American Sociological Society. His work helped lay the foundation for social psychology and symbolic interactionism, more specifically.
1. He was influenced by Spencer but did not agree with his use of the more wholistic, organismic analogy. Cooley argued that Spencer did not appreciate the significance of individual interaction.
B. "Sociological concepts, for Cooley, must be anchored in the real social world of interacting individuals." (p. 312) At one point, the authors describe Cooley's understanding of social life as "MENTALISTIC."
C. Three key concepts/contributions for Cooley
1. "LOOKING-GLASS SELF" -- That is, our sense of who we are is developed in reference to others. You understand yourself, who you are, in terms of your understanding of what others think or imagine you to be.
2. How people choose to define you, look upon you -- as a criminal, nerd, star, etc. -- will likely determine your identity. Creates what is called a "SELF-FULFILLING PROPHECY," a concept which I believe is especially relevant in terms of racial identity and stereotyping.
3. And these individual interactions usually take place in PRIMARY GROUPS (see definition and significance of primary group, bottom, p. 313). There is an important and obvious implication to be drawn from this type of group:
"Because primary groups are the major, universal groups, they form the basis of 'what is universal in human nature and human ideals.'"
"If primary groups are critical to human social and moral development, and to solidarity with others, then any threat to an individual's contact with significant primary groups will result in problems for the individual and society. Thus, it is very important that the child not be deprived of consistent, long-term contacts in early years." (p. 314)
George Herbert Mead (1863-1931)
A. Although there are several references to it, there is no direct mention of his major work which is his main claim to fame in sociology -- "Mind, Self, and Society" -- published 3 years after his death in 1934, and it was really put together from notes taken by his graduate students.
B. Mead himself was a philosopher, two of his most important influences were pragmatist philosopher William James (also an influence on Cooley) and German psychologist Wilhelm Wundt from which Mead came to appreciate the role of gestures, symbols, signs in human communication and interaction.
C. The authors do a good job of presenting a very basic aspect of Mead's thought, crucial to the later development of symbolic interactionism, and that is his view of personality development being socially based, involving three distinct stages which all hinge on the concept of role-taking.
1. Those three stages being: PLAY, GAME, and "GENERALIZED OTHER," generalized other being the most significant. It represents the culmination of this process of self-development through role-taking. This represents the "synthesized view" of others' attitudes and expectations built up over a long period. Primary-group interactions especially. I've always thought of the "generalized other" as similar to the CONSCIENCE or Freud's "SUPER-EGO."
D. The authors go on to note that because of Mead's emphasis on mind and self, we tend to overlook his views on the nature of society. But mind and self only develop in the context of society, society itself being basically an outgrowth of individuals interacting. It was Mead's student, Herbert Blumer, in a seminal essay, "Society as Symbolic Interaction" (1937), who develops some of the societal implications of this theory of personality development.
Sigmund Freud (1856-1939)
A. Without getting into the nitty-gritty of psychoanalysis and the explanation it offers for various psychological disorders, I believe it is important to have a general overview of the Freudian view of the personality structure, and the sociological implications of that view for the relation between the individual and society (or civilization). The sociological dimension comes through clearly in his "Civilization and Its Discontents" (1930).
B. The authors give a good, succinct overview of the three elements of the personality structure -- ID, SUPER-EGO, and EGO. See bottom p. 330-331.
C. In terms of the impact of civilization, he saw it as COERCIVE, CONTROLLING our basic instinctual drives -- EROS (sexual) and THANATOS (aggressive or death instinct). Civilization is something that, in the end, makes us sick or unhappy. See middle paragraph, p. 332, which summarizes a basic point in "Civilization and Its Discontents."
________________________________
That brings us up to some comments I want to make on that handout, "Freud and the Fundamentalist Urge," which you should have read by next Tuesday. Also, since we will be getting into Chapter 14 on Functionalism, you should also read that handout from Alex Inkeles on the organismic analogy. Finally, on Tuesday I will announce another time for Q & A on "The Sociological Imagination."
CHAPTER 13: SOCIETY, SELF, AND MIND: COOLEY, MEAD, AND FREUD
A. The authors open this chapter with a point I would have to agree with:
"When sociology teachers complain that they are having trouble getting their students to think sociologically, they usually mean getting them to think about society as a whole. In the United States we are more attuned to individual-level explanations." (p. 310)
1. And Cooley, Mead, and Freud certainly provide insight into the individual-level (or group-level) social interaction, although I would also insist that they were also aware of that larger social environment which plays a role in the development (and dysfunction) of individuals.
Charles Horton Cooley (1864-1929)
A. He grew up, was educated, and taught at the University of Michigan. In 1918 he became President of the American Sociological Society. His work helped lay the foundation for social psychology and symbolic interactionism, more specifically.
1. He was influenced by Spencer but did not agree with his use of the more wholistic, organismic analogy. Cooley argued that Spencer did not appreciate the significance of individual interaction.
B. "Sociological concepts, for Cooley, must be anchored in the real social world of interacting individuals." (p. 312) At one point, the authors describe Cooley's understanding of social life as "MENTALISTIC."
C. Three key concepts/contributions for Cooley
1. "LOOKING-GLASS SELF" -- That is, our sense of who we are is developed in reference to others. You understand yourself, who you are, in terms of your understanding of what others think or imagine you to be.
2. How people choose to define you, look upon you -- as a criminal, nerd, star, etc. -- will likely determine your identity. Creates what is called a "SELF-FULFILLING PROPHECY," a concept which I believe is especially relevant in terms of racial identity and stereotyping.
3. And these individual interactions usually take place in PRIMARY GROUPS (see definition and significance of primary group, bottom, p. 313). There is an important and obvious implication to be drawn from this type of group:
"Because primary groups are the major, universal groups, they form the basis of 'what is universal in human nature and human ideals.'"
"If primary groups are critical to human social and moral development, and to solidarity with others, then any threat to an individual's contact with significant primary groups will result in problems for the individual and society. Thus, it is very important that the child not be deprived of consistent, long-term contacts in early years." (p. 314)
George Herbert Mead (1863-1931)
A. Although there are several references to it, there is no direct mention of his major work which is his main claim to fame in sociology -- "Mind, Self, and Society" -- published 3 years after his death in 1934, and it was really put together from notes taken by his graduate students.
B. Mead himself was a philosopher, two of his most important influences were pragmatist philosopher William James (also an influence on Cooley) and German psychologist Wilhelm Wundt from which Mead came to appreciate the role of gestures, symbols, signs in human communication and interaction.
C. The authors do a good job of presenting a very basic aspect of Mead's thought, crucial to the later development of symbolic interactionism, and that is his view of personality development being socially based, involving three distinct stages which all hinge on the concept of role-taking.
1. Those three stages being: PLAY, GAME, and "GENERALIZED OTHER," generalized other being the most significant. It represents the culmination of this process of self-development through role-taking. This represents the "synthesized view" of others' attitudes and expectations built up over a long period. Primary-group interactions especially. I've always thought of the "generalized other" as similar to the CONSCIENCE or Freud's "SUPER-EGO."
D. The authors go on to note that because of Mead's emphasis on mind and self, we tend to overlook his views on the nature of society. But mind and self only develop in the context of society, society itself being basically an outgrowth of individuals interacting. It was Mead's student, Herbert Blumer, in a seminal essay, "Society as Symbolic Interaction" (1937), who develops some of the societal implications of this theory of personality development.
Sigmund Freud (1856-1939)
A. Without getting into the nitty-gritty of psychoanalysis and the explanation it offers for various psychological disorders, I believe it is important to have a general overview of the Freudian view of the personality structure, and the sociological implications of that view for the relation between the individual and society (or civilization). The sociological dimension comes through clearly in his "Civilization and Its Discontents" (1930).
B. The authors give a good, succinct overview of the three elements of the personality structure -- ID, SUPER-EGO, and EGO. See bottom p. 330-331.
C. In terms of the impact of civilization, he saw it as COERCIVE, CONTROLLING our basic instinctual drives -- EROS (sexual) and THANATOS (aggressive or death instinct). Civilization is something that, in the end, makes us sick or unhappy. See middle paragraph, p. 332, which summarizes a basic point in "Civilization and Its Discontents."
________________________________
That brings us up to some comments I want to make on that handout, "Freud and the Fundamentalist Urge," which you should have read by next Tuesday. Also, since we will be getting into Chapter 14 on Functionalism, you should also read that handout from Alex Inkeles on the organismic analogy. Finally, on Tuesday I will announce another time for Q & A on "The Sociological Imagination."
Thursday, April 22, 2010
Reminders & More Lecture Notes
REMINDERS: Be sure to check out the previous two blog posts for the "game plan" for the rest of the semester, lecture notes on Veblen, and the description of the family activity on Chapter 11, where you should post you findings next week. Since I did not get through DuBois this morning, I am going to post the remainder of those lecture notes. And tomorrow I may add my notes on Chapter 13 as well, so I can keep pace with the "game plan."
___________________________________
Nature of Society, Humans, and Change
A. The authors note that DuBois exposed HISTORY AS IDEOLOGY -- how historians had unanimously argued that Blacks were responsible for the failure of Reconstruction and their subsequent inferior status. Factually, DuBois argues that it was the other way around, as he documents in "Black REconstruction in America" (although the authors give none of the factual detail that DuBois brought out to counter this consensus view).
B. DuBois did not believe that human nature was inherently good or bad, but malleable. Similarly, he did not see racial prejudice as ineradicable. He makes an interesting point about this as regards the newly freed slaves. See top p. 300.
C. He did not see progress on the racial front or otherwise as inevitable. Note what the authors say about DuBois's optimism. See bottom paragraph, p. 300.
Class, Gender, Race
A. DuBois clearly saw class and race as intertwined. He makes an interesting point about how class seems to trump race when you're talking about the black middle class. Nonetheless, he felt (like himself) that the black middle class (what he sometimes called "the talented tenth") had an obligation to try to uplift the poor Black masses.
B. He "argued that no scientific definition of race is possible. Physical differences fade into each other almost imperceptibly." (p. 302) Talks about the "race construct" -- what I would call the social construction or definition of race.
1. In this context, DuBois contended that racial discrimination preceded prejudice and could reinforce it.
C. DuBois recognized the uplift of women as the next great movement (after racial equality, that is). And he spoke forcefully on issues of suffrage and education for women. He clearly was in the minority on this issue compared to other sociological theorists we've studied.
Other Theories and Theorists
A. The authors make an interesting point with respect to DuBois's take on William Graham Sumner's Social Darwinism. See middle paragraph, p. 304.
B. And in commenting on DuBois's drift toward Marxism, they quote from a letter Karl Marx wrote to Abraham Lincoln in 1865. See bottom p. 304. (let me say, that although some of Marx's predictions may have been way off, this one certainly was not.)
Critique and Conclusions & Final Thoughts
A. They acknowledge his potential to have been a great national leader, if he had been white (as Gunnar Myrdal observed). His politics, especially his sympathy for communism, also marginalized him.
B. And he clearly was a committed scholar. He clearly belongs squarely in the tradition of CRITICAL THEORY.
__________________________________
That's all for now. I probably will be adding some more notes on Chapter 13 tomorrow.
___________________________________
Nature of Society, Humans, and Change
A. The authors note that DuBois exposed HISTORY AS IDEOLOGY -- how historians had unanimously argued that Blacks were responsible for the failure of Reconstruction and their subsequent inferior status. Factually, DuBois argues that it was the other way around, as he documents in "Black REconstruction in America" (although the authors give none of the factual detail that DuBois brought out to counter this consensus view).
B. DuBois did not believe that human nature was inherently good or bad, but malleable. Similarly, he did not see racial prejudice as ineradicable. He makes an interesting point about this as regards the newly freed slaves. See top p. 300.
C. He did not see progress on the racial front or otherwise as inevitable. Note what the authors say about DuBois's optimism. See bottom paragraph, p. 300.
Class, Gender, Race
A. DuBois clearly saw class and race as intertwined. He makes an interesting point about how class seems to trump race when you're talking about the black middle class. Nonetheless, he felt (like himself) that the black middle class (what he sometimes called "the talented tenth") had an obligation to try to uplift the poor Black masses.
B. He "argued that no scientific definition of race is possible. Physical differences fade into each other almost imperceptibly." (p. 302) Talks about the "race construct" -- what I would call the social construction or definition of race.
1. In this context, DuBois contended that racial discrimination preceded prejudice and could reinforce it.
C. DuBois recognized the uplift of women as the next great movement (after racial equality, that is). And he spoke forcefully on issues of suffrage and education for women. He clearly was in the minority on this issue compared to other sociological theorists we've studied.
Other Theories and Theorists
A. The authors make an interesting point with respect to DuBois's take on William Graham Sumner's Social Darwinism. See middle paragraph, p. 304.
B. And in commenting on DuBois's drift toward Marxism, they quote from a letter Karl Marx wrote to Abraham Lincoln in 1865. See bottom p. 304. (let me say, that although some of Marx's predictions may have been way off, this one certainly was not.)
Critique and Conclusions & Final Thoughts
A. They acknowledge his potential to have been a great national leader, if he had been white (as Gunnar Myrdal observed). His politics, especially his sympathy for communism, also marginalized him.
B. And he clearly was a committed scholar. He clearly belongs squarely in the tradition of CRITICAL THEORY.
__________________________________
That's all for now. I probably will be adding some more notes on Chapter 13 tomorrow.
Wednesday, April 21, 2010
Reminders & Lecture Notes
REMINDERS: Remember, that I will be giving the families a bit more time tomorrow (Thurs. 4/22) to come up with what you consider three significant contributions to sociological theory from Chapter 11. Next Tuesday (4/27) I want a representative from each family to present your findings in class. And, then, by next Wed. (4/28) I want those findings posted as a comment on the blog post where I described this family activity. Below is the "game plan" for what I hope to cover by the end of the semester:
Chapter 12: W.E.B. DuBois
Chapter 13: Mead & Freud
_________________________________ April 20-22
Section VII
Chapter 14: 20th Century Functionalism
Chapter 16: Critical Theory
_________________________________ April 27-29
Chapter 19: Mid-20th Century Sociology
Chapter 24: Final Thoughts
"Order and Disorder in Society" E.A. Ahrens (4 copies on reserve in the library)
"SOCIOLOGICAL IMAGINATION PAPER DUE, THURSDAY MAY6TH
__________________________________ May 4-6
"Order and Disorder in Society"
Essay III
__________________________________ May 11-13
____________________________________________________________
LECTURE NOTES:
A couple final points about Robert Michels:
1. Not only was Michels skeptical about the goal of a Marxist revolution -- a classless, stateless society -- but he was also sensitive to the difficulty of enlisting the support of the masses in overthrowing capitalism as long as there appeared some hope or opportunity for the proletariat to rise to the top (i.e., some "upward mobility").
2. In fact, Michels recognized that rather than demeaning, alienating work giving rise to radicalism, it is more likely to breed APATHY among the workers.
CHAPTER 10: ECONOMIC SOCIOLOGICAL THEORIES: VEBLEN AND SCHUMPETER
A. Although both of these thinkers had interesting insights into the nature of capitalist society, we are going to focus on Veblen as the better-known and more influential figure (an influence on C. Wright Mills, for example) and gloss over Schumpeter (in part, because I am not that familiar with his work, and I believe it could be characterized as more strictly economic rather than sociological.)
B. The chapter opens, appropriately, I believe, with a song from "Fiddler on the Roof" -- "If I Were a Rich Man" -- a song which illustrates Veblen's notion of "conspicuous consumption" in his most famous work, "The Theory of the Leisure Class."
C. Biographically speaking, Veblen was born and raised on the farm in the Midwest (Wisc. & Minn.), but he clearly "broke the mold" becoming quite an intellectual, one with a critical, even sarcastic, bent.
(1. As we've seen before, the authors indulge in a little pop psychology, suggesting that his marginality and struggles obtaining and keeping an academic appointment fed his criticism of America and higher education. Perhaps, but it strikes me as pure speculation, and suggesting such a connection tends to diminish the strength of his arguments.)
D. It is noted that Veblen was something of an evolutionist, in that he believed in technological change, but he was critical of capitalism and he did NOT believe in the inevitability of human progress, whether through evolution or Marxist revolution.
1. Indeed, as the authors observe, "Had Veblen been more optimistic about the ability to change society, he might have been a Marxist." (p. 246)
E. Despite their strong criticisms of capitalism, Veblen disagreed with Marx on some important points.
1. Veblen questioned the whole idea of economic laws, such as Marx proposed regarding the inevitability of a workers' revolution.
a.) Veblen saw oppressed, exploited workers NOT rationally considering what might be in their best interests -- overthrowing the system -- but he saw their situation giving rise to apathy, avoiding change. This is nicely summed up -- see middle paragraph, p. 247.
2. The authors suggest Veblen's view of capitalism was even more cynical than Marx's. Veblen noted how SABOTAGE, DESTRUCTION are important to capitalist business enterprise, in two senses:
a.) BUILT-IN OBSOLESCENCE -- throwaway society, so we can produce more and companies can make more profit.
b.) WAR is good for capitalism -- maximizes productivity for war effort, but also because war is destructive of goods and is followed by reconstruction. The authors use the 1991 Persian Gulf War as an example of this "destruction/reconstruction" cycle.
F. In terms of class, Veblen focused more on the ways of the wealthy, the captains of industry or "robber barons", rather than the distress of the working class. In this context, he wrote his best-known work, "The Theory of the Leisure Class" (1899)
1. Although Veblen observed that humans have an "instinct to workmanship" -- a need to create, do something, once they begin producing a surplus the "universal desire for status" takes over among those who control that surplus and it comes to be used more to impress people.
2. Accumulation becomes an end in itself, for the sake of repute and esteem.
3. In modern industrial society, a "leisure class" emerges which is intent upon demonstrating conspicuously its status -- through CONSPICUOUS LEISURE and, generally, CONSPICUOUS CONSUMPTION. See p. 250, two paragraphs before Gender.
G. Among the other aspects of Veblen's work that are covered, I believe the authors' treatment of Veblen's book, "The Higher Learning in America," is most significant -- although I would not endorse the suggestion that one of his motives in writing the book was his own alienation from the academic community.
1. In his day, I believe Veblen recognized the influence of business in higher education and how that influence was PERVERTING education -- turning it away from its fundamental purpose of the pursuit of learning and knowledge for its own sake and all that that entails.
a.) He observed how governing boards and administrations came to focus increasingly on PRESTIGE, PUBLICITY, PLANT, and PERPETUATION, competing for students like any business. He even took a whack at money in athletic programs. (Think of what he might say if he were alive today!!)
2. In the end, he felt that the modern university was coming to resemble any large capitalist bureaucratic organization -- see top paragraph, p. 253.
H. Though he saw capitalism/business as the villian, Veblen clearly was not ready to embrace the Marxist alternative. In the end, he had no alternative, but that is not to say he was not insightful about the capitalist system, and indeed what it would likely become. see p. 254, middle two paragraphs just before Joseph Schumpeter.
________________________
That brings us up to Chapter 12, where I will pick up tomorrow (Thurs., 4/22).
Chapter 12: W.E.B. DuBois
Chapter 13: Mead & Freud
_________________________________ April 20-22
Section VII
Chapter 14: 20th Century Functionalism
Chapter 16: Critical Theory
_________________________________ April 27-29
Chapter 19: Mid-20th Century Sociology
Chapter 24: Final Thoughts
"Order and Disorder in Society" E.A. Ahrens (4 copies on reserve in the library)
"SOCIOLOGICAL IMAGINATION PAPER DUE, THURSDAY MAY6TH
__________________________________ May 4-6
"Order and Disorder in Society"
Essay III
__________________________________ May 11-13
____________________________________________________________
LECTURE NOTES:
A couple final points about Robert Michels:
1. Not only was Michels skeptical about the goal of a Marxist revolution -- a classless, stateless society -- but he was also sensitive to the difficulty of enlisting the support of the masses in overthrowing capitalism as long as there appeared some hope or opportunity for the proletariat to rise to the top (i.e., some "upward mobility").
2. In fact, Michels recognized that rather than demeaning, alienating work giving rise to radicalism, it is more likely to breed APATHY among the workers.
CHAPTER 10: ECONOMIC SOCIOLOGICAL THEORIES: VEBLEN AND SCHUMPETER
A. Although both of these thinkers had interesting insights into the nature of capitalist society, we are going to focus on Veblen as the better-known and more influential figure (an influence on C. Wright Mills, for example) and gloss over Schumpeter (in part, because I am not that familiar with his work, and I believe it could be characterized as more strictly economic rather than sociological.)
B. The chapter opens, appropriately, I believe, with a song from "Fiddler on the Roof" -- "If I Were a Rich Man" -- a song which illustrates Veblen's notion of "conspicuous consumption" in his most famous work, "The Theory of the Leisure Class."
C. Biographically speaking, Veblen was born and raised on the farm in the Midwest (Wisc. & Minn.), but he clearly "broke the mold" becoming quite an intellectual, one with a critical, even sarcastic, bent.
(1. As we've seen before, the authors indulge in a little pop psychology, suggesting that his marginality and struggles obtaining and keeping an academic appointment fed his criticism of America and higher education. Perhaps, but it strikes me as pure speculation, and suggesting such a connection tends to diminish the strength of his arguments.)
D. It is noted that Veblen was something of an evolutionist, in that he believed in technological change, but he was critical of capitalism and he did NOT believe in the inevitability of human progress, whether through evolution or Marxist revolution.
1. Indeed, as the authors observe, "Had Veblen been more optimistic about the ability to change society, he might have been a Marxist." (p. 246)
E. Despite their strong criticisms of capitalism, Veblen disagreed with Marx on some important points.
1. Veblen questioned the whole idea of economic laws, such as Marx proposed regarding the inevitability of a workers' revolution.
a.) Veblen saw oppressed, exploited workers NOT rationally considering what might be in their best interests -- overthrowing the system -- but he saw their situation giving rise to apathy, avoiding change. This is nicely summed up -- see middle paragraph, p. 247.
2. The authors suggest Veblen's view of capitalism was even more cynical than Marx's. Veblen noted how SABOTAGE, DESTRUCTION are important to capitalist business enterprise, in two senses:
a.) BUILT-IN OBSOLESCENCE -- throwaway society, so we can produce more and companies can make more profit.
b.) WAR is good for capitalism -- maximizes productivity for war effort, but also because war is destructive of goods and is followed by reconstruction. The authors use the 1991 Persian Gulf War as an example of this "destruction/reconstruction" cycle.
F. In terms of class, Veblen focused more on the ways of the wealthy, the captains of industry or "robber barons", rather than the distress of the working class. In this context, he wrote his best-known work, "The Theory of the Leisure Class" (1899)
1. Although Veblen observed that humans have an "instinct to workmanship" -- a need to create, do something, once they begin producing a surplus the "universal desire for status" takes over among those who control that surplus and it comes to be used more to impress people.
2. Accumulation becomes an end in itself, for the sake of repute and esteem.
3. In modern industrial society, a "leisure class" emerges which is intent upon demonstrating conspicuously its status -- through CONSPICUOUS LEISURE and, generally, CONSPICUOUS CONSUMPTION. See p. 250, two paragraphs before Gender.
G. Among the other aspects of Veblen's work that are covered, I believe the authors' treatment of Veblen's book, "The Higher Learning in America," is most significant -- although I would not endorse the suggestion that one of his motives in writing the book was his own alienation from the academic community.
1. In his day, I believe Veblen recognized the influence of business in higher education and how that influence was PERVERTING education -- turning it away from its fundamental purpose of the pursuit of learning and knowledge for its own sake and all that that entails.
a.) He observed how governing boards and administrations came to focus increasingly on PRESTIGE, PUBLICITY, PLANT, and PERPETUATION, competing for students like any business. He even took a whack at money in athletic programs. (Think of what he might say if he were alive today!!)
2. In the end, he felt that the modern university was coming to resemble any large capitalist bureaucratic organization -- see top paragraph, p. 253.
H. Though he saw capitalism/business as the villian, Veblen clearly was not ready to embrace the Marxist alternative. In the end, he had no alternative, but that is not to say he was not insightful about the capitalist system, and indeed what it would likely become. see p. 254, middle two paragraphs just before Joseph Schumpeter.
________________________
That brings us up to Chapter 12, where I will pick up tomorrow (Thurs., 4/22).
Wednesday, April 14, 2010
FAMILY ACTIVITY
Before I describe this family activity, let me call your attention to the previous blog post in which I posted my remaining lecture notes on Weber. Make sure to check that out and incorporate those notes into your class notes.
FAMILY ACTIVITY: One of the chapters in the text that I had planned to skip over was Chapter 11, Society and Gender: Gilman and Webb, in part because of my very limited knowledge of their contributions to sociological theory. So, for this family exercise, I, first of all, want everyone to read Chapter 11 carefully. Then, I want each of the families to identify and describe any THREE contributions to sociological theory that are brought out in the authors' discussion of Gilman and Webb, and note how each of these contributions compare and/or contrast with any ONE of the other theorists we've covered in class. I will give you some class time next week to confer with your family members.
We'll take some time out in class on Thursday, April 22nd to hear a representative from each family present what you found. I would also like someone from each family to post a summary of your findings as a comment on this blog post. The deadline for posting these summaries will be Monday, April 26th. I may draw on this material to make up a couple final exam questions.
This activity is worth 7 points for each participating family member.
FAMILY ACTIVITY: One of the chapters in the text that I had planned to skip over was Chapter 11, Society and Gender: Gilman and Webb, in part because of my very limited knowledge of their contributions to sociological theory. So, for this family exercise, I, first of all, want everyone to read Chapter 11 carefully. Then, I want each of the families to identify and describe any THREE contributions to sociological theory that are brought out in the authors' discussion of Gilman and Webb, and note how each of these contributions compare and/or contrast with any ONE of the other theorists we've covered in class. I will give you some class time next week to confer with your family members.
We'll take some time out in class on Thursday, April 22nd to hear a representative from each family present what you found. I would also like someone from each family to post a summary of your findings as a comment on this blog post. The deadline for posting these summaries will be Monday, April 26th. I may draw on this material to make up a couple final exam questions.
This activity is worth 7 points for each participating family member.
Tuesday, April 13, 2010
Remaining Lecture Notes on Weber & Reminders
Since we did not finish Chapter 7 on Weber today (4/13), I am going to post the rest of what I planned to say about Weber on this blog. Of course, be sure to incorporate these notes in your class notes.
We left off talking about one of Weber's central methodological contributions, the concept of VERSTEHEN. This is well-described in a passage in the middle of p. 175.
(personally, I do not see the distinction between "direct observational" and "explanatory" understanding as being that significant.)
(In general, Weber's advocacy of the verstehen approach clearly provides support for QUALITATIVE research approaches such as PARTICIPANT OBSERVATION or FIELD WORK over and above quantitative, statistical, scientific approaches.)
3. In a previous text I used, Weber's position in this regard was referred to as "methodological individualism." Indeed, in this respect, Weber did not have much use for Durkheim's "social realism" -- society or social facts existing over and above individuals, as the basic reality. Rather, Weber focused on SOCIAL ACTION -- action to which subjective meaning is attached, subjective meaning which takes into account the behavior of others. (p. 177)
a.) The "Critique and Conclusions" section has a nice statement of the above point:
"Weber's work was, in many ways, a critique and correction of Marx's work, as we have noted in this chapter. It was also largely a repudiation of Durkheim's reification of collective concepts, such as the sui generis understanding of society, as well as his methodological position. For Weber, sociology was the interpretive exercise that took the individual and individual action as the basic unit of analysis. When examining concepts such as the state, association, or feudalism, the 'task of sociology is to reduce these concepts to understandable action, that is, without exception, to the action of participating individual men.'" (pp. 193-194)
4. Weber also introduced, and argued for, the use of the IDEAL TYPE. Ideal types are abstractions that emphasize the core or central elements of any phenomenon (such as bureaucracy). It is a tool for understanding any aspect of society.
H. In connection with ideal types, the authors briefly introduce an important aspect of Weber's work, which is his defense of the DOCTRINE OF VALUE NEUTRALITY.
1. It should be noted in this regard that ideal types are NOT ethical prescriptions which stipulate what we should do or what position we should take.
2. A nice statement of this doctrine (although it is not labeled as such) appears near the bottom of p. 176. "The key to objectivity is conducting research according to rational, objective methods. The research must be clearly conceptualized, the conventional rules of evidence must be followed, conclusions must be drawn only on the basis of the evidence, and no moral or political status should be attributed to the conclusions reached by the scientist as scientist."
"Weber was particularly opposed to sociologists' using their work to advance their own personal beliefs and values: the 'prophet and the demagogue do not belong on the academic platform.'" (p. 176)
a.) This has essentially been the position on this issue that has been embraced by mainstream sociology. However, there was some challenge to this in the 1960s and 70s, and what emerged was a compromise position (endorsed by critics such as C. Wright Mills) -- what I would call the "LET'S BE HONEST" position. (I believe this is where the authors of this text stand, as reflected in their early discussion of the difference between ideology and sociological theory.)
I. On issues of gender and race, it appears Weber was more enlightened than many of his fellow sociological theorists.
1. Regarding gender, and probably because of the influence of his wife who was a feminist, he did embrace a more egalitarian view of the marriage relationship. He viewed women "primarily as human beings and only secondarily as members of the opposite sex." (p. 189) Nonetheless, he did not get away entirely from a "naturalistic" view of women, and in his personal life he strayed from his monogamous relationship.
2. On race, I applaud his clear recognition of race as a SOCIAL, not a biological distinction (a view which was not widely accepted at the time). And he made a very telling point about race relations in the U.S. and why prejudice was deeper among poor whites. See p. 188.
___________________________
That brings us to Chapter 8 and Simmel, which is where I will pick up on Thursday (4/15).
REMINDERS:
1. ESSAY II IS DUE THURSDAY (4/15)
2. READ CHAPTERS 8, 9 & 10 (ONLY VEBLEN IN 10).
3. I WILL BE POSTING A BLOG DESCRIPTION OF OUR NEXT FAMILY EXERCISE SOMETIME THIS WEEK. IT WILL INVOLVE MATERIAL BEYOND CHAPTER 10 IN THE TEXT.
4. THE FIRST "SOCIOLOGICAL IMAGINATION" QUESTION & ANSWER SESSION WILL BE NEXT MONDAY (4/19) BETWEEN 1-3PM IN A LOCATION TO BE ANNOUNCED. (THE PORTICO OUTSIDE MAIN BLDG. IF NICE WEATHER PREVAILS)
We left off talking about one of Weber's central methodological contributions, the concept of VERSTEHEN. This is well-described in a passage in the middle of p. 175.
(personally, I do not see the distinction between "direct observational" and "explanatory" understanding as being that significant.)
(In general, Weber's advocacy of the verstehen approach clearly provides support for QUALITATIVE research approaches such as PARTICIPANT OBSERVATION or FIELD WORK over and above quantitative, statistical, scientific approaches.)
3. In a previous text I used, Weber's position in this regard was referred to as "methodological individualism." Indeed, in this respect, Weber did not have much use for Durkheim's "social realism" -- society or social facts existing over and above individuals, as the basic reality. Rather, Weber focused on SOCIAL ACTION -- action to which subjective meaning is attached, subjective meaning which takes into account the behavior of others. (p. 177)
a.) The "Critique and Conclusions" section has a nice statement of the above point:
"Weber's work was, in many ways, a critique and correction of Marx's work, as we have noted in this chapter. It was also largely a repudiation of Durkheim's reification of collective concepts, such as the sui generis understanding of society, as well as his methodological position. For Weber, sociology was the interpretive exercise that took the individual and individual action as the basic unit of analysis. When examining concepts such as the state, association, or feudalism, the 'task of sociology is to reduce these concepts to understandable action, that is, without exception, to the action of participating individual men.'" (pp. 193-194)
4. Weber also introduced, and argued for, the use of the IDEAL TYPE. Ideal types are abstractions that emphasize the core or central elements of any phenomenon (such as bureaucracy). It is a tool for understanding any aspect of society.
H. In connection with ideal types, the authors briefly introduce an important aspect of Weber's work, which is his defense of the DOCTRINE OF VALUE NEUTRALITY.
1. It should be noted in this regard that ideal types are NOT ethical prescriptions which stipulate what we should do or what position we should take.
2. A nice statement of this doctrine (although it is not labeled as such) appears near the bottom of p. 176. "The key to objectivity is conducting research according to rational, objective methods. The research must be clearly conceptualized, the conventional rules of evidence must be followed, conclusions must be drawn only on the basis of the evidence, and no moral or political status should be attributed to the conclusions reached by the scientist as scientist."
"Weber was particularly opposed to sociologists' using their work to advance their own personal beliefs and values: the 'prophet and the demagogue do not belong on the academic platform.'" (p. 176)
a.) This has essentially been the position on this issue that has been embraced by mainstream sociology. However, there was some challenge to this in the 1960s and 70s, and what emerged was a compromise position (endorsed by critics such as C. Wright Mills) -- what I would call the "LET'S BE HONEST" position. (I believe this is where the authors of this text stand, as reflected in their early discussion of the difference between ideology and sociological theory.)
I. On issues of gender and race, it appears Weber was more enlightened than many of his fellow sociological theorists.
1. Regarding gender, and probably because of the influence of his wife who was a feminist, he did embrace a more egalitarian view of the marriage relationship. He viewed women "primarily as human beings and only secondarily as members of the opposite sex." (p. 189) Nonetheless, he did not get away entirely from a "naturalistic" view of women, and in his personal life he strayed from his monogamous relationship.
2. On race, I applaud his clear recognition of race as a SOCIAL, not a biological distinction (a view which was not widely accepted at the time). And he made a very telling point about race relations in the U.S. and why prejudice was deeper among poor whites. See p. 188.
___________________________
That brings us to Chapter 8 and Simmel, which is where I will pick up on Thursday (4/15).
REMINDERS:
1. ESSAY II IS DUE THURSDAY (4/15)
2. READ CHAPTERS 8, 9 & 10 (ONLY VEBLEN IN 10).
3. I WILL BE POSTING A BLOG DESCRIPTION OF OUR NEXT FAMILY EXERCISE SOMETIME THIS WEEK. IT WILL INVOLVE MATERIAL BEYOND CHAPTER 10 IN THE TEXT.
4. THE FIRST "SOCIOLOGICAL IMAGINATION" QUESTION & ANSWER SESSION WILL BE NEXT MONDAY (4/19) BETWEEN 1-3PM IN A LOCATION TO BE ANNOUNCED. (THE PORTICO OUTSIDE MAIN BLDG. IF NICE WEATHER PREVAILS)
Wednesday, April 7, 2010
Midterm Question Re-Writes & Some Lecture Notes
Sorry about the confusion in class yesterday regarding question #4 on the midterm (which everyone missed). The description of the re-write I put on the board was based on question #9, not #4. So, let me make amends in this blog. Below are the two questions that you may re-write to earn a total of 7 points. This is voluntary and is open to everyone:
#4 STATE ALL FOUR THEMES AND ALSO INCLUDE WHAT TWO DIFFERENT THEORISTS SAID ABOUT ANY TWO OF THESE THEMES. THIS, OF COURSE, IS MORE THAN THE ORIGINAL QUESTION ASKED.
(5PTS)
#31 RE-WRITE THE ANSWER TO THIS ONE. I WOULD SUGGEST YOU TAKE ANOTHER LOOK AT THE HANDOUT THAT IS REFERENCED IN THIS QUESTION. THIS IS AN IMPORTANT DISTINCTION. FOR THOSE WHO GOT THIS QUESTION, YOU MAY ALSO RE-WRITE THIS ONE BUT YOU SHOULD BE ABLE TO IMPROVE ON YOUR ORIGINAL ANSWER. (2PTS)
***YOU MAY EMAIL ME YOUR ANSWERS OR TURN THEM IN ON A SEPARATE SHEET OF PAPER. THE DEADLINE IS NEXT MONDAY, APRIL 12TH, BY NOON. I WILL NOT ACCEPT ANY RE-WRITES AFTER THAT TIME.
Also, tomorrow in class I'll finish going over the midterm exam. We left off on question #27.
__________________________
Lecture Notes: Since I did not get to Chapter 6 yesterday, I am going to post my notes on that chapter below. Be sure to incorporate these in your class notes.
Chapter 6: Marxism Extended: Lenin and Luxemburg
In this chapter we encounter two important thinkers and activists who not only were involved in carrying out Marx's ideas, but also added to Marx's analysis and critique of capitalism.
A. Lenin, of course, led the successful Russian Revolution in 1917 and was the first leader of socialist Russia.
1. One thing that stands out about his leadership in the first several years was his PRAGMATISM. Lenin was not a rigid ideologue who tried to institute socialism regardless of the circumstances. See bottom two paragraphs p. 148.
B. Lenin also extended Marx's analysis of capitalism to include IMPERIALISM, which extended capitalism's control to underdeveloped parts of the world in Asia, Africa, and Latin America: "Such colonialism (or imperialism), accompanied by uneven economic development, is the essence of modern monopoly capitalism, the international version of the class struggle within nation states." (p. 150) -- that is, the ultimate clash would be between capitalist nations and poor nations. (This aspect of Lenin's thought impressed Ho Chi Minh, the Vietnamese leader who was seeking support to oust the French who were the colonial oppressors of the Vietnamese at the time.)
1. Today, of course, colonialism has largely been replaced by multinational corporations operating independently, with little national allegiance.
2. Also interesting is how Lenin saw the connection between Western capitalism, colonialism, and racial oppression such as was evident in the U.S.. He influenced the American Communist Party in the 1920s to take a strong stand against racism and segregation in this country.
C. Lenin defended the need for a VANGUARD and a DICTATORSHIP OF THE PROLETARIAT to lead the new, fledgling socialist state in the direction of a truly classless, communist state.
D. Unfortunately, toward the end of his life, Lenin saw this proletarian dictatorship becoming increasingly bureaucratized; the Communist party was "displaying 'a passion for bossing.'" Of course, with Stalin's rise to power, the bossing becomes institutionalized.
E. Rosa Luxemburg was a formidable Marxist intellectual and activist who concentrated her efforts on Germany. Among her more perceptive contributions were:
1. Her criticism of REFORMISM -- that is, tinkering with capitalism, allowing some "bourgeois-granted goals" -- that this would only forestall the revolution, which was the working class's only real salvation.
(Could say, today, that the working class has largely been "bought off" by such concessions, and the capitalists are still essentially in control.)
2. Luxemburg also recognized imperialism (is "globalization" today masquerading as imperialism?) as a new phase of capitalist control. As such, imperialism was the mortal enemy of the proletariat of all countries.
3. She saw MILITARISM as a necessary development in capitalist society to relieve some of the economic pressures created by overproduction. (not all that different from President Eisenhower's warning about the growing power of the "military-industrial complex.") See mid., p. 159. "Thus, Luxemburg explained imperialism, militarism, and war as a single phenomenon of capital expansion and profit-making." (p. 159)
4. Finally, Luxemburg perceptively criticized Lenin's "dictatorship of the proletariat" as being nothing more than a plain old dictatorship, and not a true workers' revolution. (one of the themes of Warren Beatty's film "Reds" which came out in 1980)
F. Rosa Luxemburg (and perhaps to a lesser extent, Lenin) signals the later development of a variety of different Marxisms in the 20th century, some of which were highly critical of the Soviet Union and China, among other so-called Marxist states. (for example, the Frankfurt School covered in Chapter 16)
That brings us to Section IV: Sociological Theories of Complexity and Form and Chapter 7, which is were we will pick up tomorrow (4/8).
#4 STATE ALL FOUR THEMES AND ALSO INCLUDE WHAT TWO DIFFERENT THEORISTS SAID ABOUT ANY TWO OF THESE THEMES. THIS, OF COURSE, IS MORE THAN THE ORIGINAL QUESTION ASKED.
(5PTS)
#31 RE-WRITE THE ANSWER TO THIS ONE. I WOULD SUGGEST YOU TAKE ANOTHER LOOK AT THE HANDOUT THAT IS REFERENCED IN THIS QUESTION. THIS IS AN IMPORTANT DISTINCTION. FOR THOSE WHO GOT THIS QUESTION, YOU MAY ALSO RE-WRITE THIS ONE BUT YOU SHOULD BE ABLE TO IMPROVE ON YOUR ORIGINAL ANSWER. (2PTS)
***YOU MAY EMAIL ME YOUR ANSWERS OR TURN THEM IN ON A SEPARATE SHEET OF PAPER. THE DEADLINE IS NEXT MONDAY, APRIL 12TH, BY NOON. I WILL NOT ACCEPT ANY RE-WRITES AFTER THAT TIME.
Also, tomorrow in class I'll finish going over the midterm exam. We left off on question #27.
__________________________
Lecture Notes: Since I did not get to Chapter 6 yesterday, I am going to post my notes on that chapter below. Be sure to incorporate these in your class notes.
Chapter 6: Marxism Extended: Lenin and Luxemburg
In this chapter we encounter two important thinkers and activists who not only were involved in carrying out Marx's ideas, but also added to Marx's analysis and critique of capitalism.
A. Lenin, of course, led the successful Russian Revolution in 1917 and was the first leader of socialist Russia.
1. One thing that stands out about his leadership in the first several years was his PRAGMATISM. Lenin was not a rigid ideologue who tried to institute socialism regardless of the circumstances. See bottom two paragraphs p. 148.
B. Lenin also extended Marx's analysis of capitalism to include IMPERIALISM, which extended capitalism's control to underdeveloped parts of the world in Asia, Africa, and Latin America: "Such colonialism (or imperialism), accompanied by uneven economic development, is the essence of modern monopoly capitalism, the international version of the class struggle within nation states." (p. 150) -- that is, the ultimate clash would be between capitalist nations and poor nations. (This aspect of Lenin's thought impressed Ho Chi Minh, the Vietnamese leader who was seeking support to oust the French who were the colonial oppressors of the Vietnamese at the time.)
1. Today, of course, colonialism has largely been replaced by multinational corporations operating independently, with little national allegiance.
2. Also interesting is how Lenin saw the connection between Western capitalism, colonialism, and racial oppression such as was evident in the U.S.. He influenced the American Communist Party in the 1920s to take a strong stand against racism and segregation in this country.
C. Lenin defended the need for a VANGUARD and a DICTATORSHIP OF THE PROLETARIAT to lead the new, fledgling socialist state in the direction of a truly classless, communist state.
D. Unfortunately, toward the end of his life, Lenin saw this proletarian dictatorship becoming increasingly bureaucratized; the Communist party was "displaying 'a passion for bossing.'" Of course, with Stalin's rise to power, the bossing becomes institutionalized.
E. Rosa Luxemburg was a formidable Marxist intellectual and activist who concentrated her efforts on Germany. Among her more perceptive contributions were:
1. Her criticism of REFORMISM -- that is, tinkering with capitalism, allowing some "bourgeois-granted goals" -- that this would only forestall the revolution, which was the working class's only real salvation.
(Could say, today, that the working class has largely been "bought off" by such concessions, and the capitalists are still essentially in control.)
2. Luxemburg also recognized imperialism (is "globalization" today masquerading as imperialism?) as a new phase of capitalist control. As such, imperialism was the mortal enemy of the proletariat of all countries.
3. She saw MILITARISM as a necessary development in capitalist society to relieve some of the economic pressures created by overproduction. (not all that different from President Eisenhower's warning about the growing power of the "military-industrial complex.") See mid., p. 159. "Thus, Luxemburg explained imperialism, militarism, and war as a single phenomenon of capital expansion and profit-making." (p. 159)
4. Finally, Luxemburg perceptively criticized Lenin's "dictatorship of the proletariat" as being nothing more than a plain old dictatorship, and not a true workers' revolution. (one of the themes of Warren Beatty's film "Reds" which came out in 1980)
F. Rosa Luxemburg (and perhaps to a lesser extent, Lenin) signals the later development of a variety of different Marxisms in the 20th century, some of which were highly critical of the Soviet Union and China, among other so-called Marxist states. (for example, the Frankfurt School covered in Chapter 16)
That brings us to Section IV: Sociological Theories of Complexity and Form and Chapter 7, which is were we will pick up tomorrow (4/8).
Monday, March 22, 2010
Family Questions for the Midterm Exam
Below are the questions (and answers) I accepted from the families which will appear on our midterm exam this Thursday, March 25th. You'll note that I did a fair amount of editing of both the questions and answers you submitted.
RED FAMILY: (Frances, John, Sami, Natalie) 7pts (plus 1 bonus point for the quality of your questions and answers, even though I was only able to accept three of them because there was some overlap with questions submitted by other families.)
1. Harriet Matineau argued that the "heart of any inquiry" involved what particular type of research methodology and why? (2)
ANSWER: Participant Observation, because she argued that you cannot get a full picture of society or social behavior as an outside scientific observer. You needed to be sympathetic to those you studied, or see their lives from their point of view.
2. Which ONE of Durkheim's four types of suicide did I suggest best illustrates the power of "social facts" or social pressure? (1)
ANSWER: ATRUISTIC, which is the result of the over-attachment to society or excessive integration of the individual into the group.
3.According to Comte, why should sociology take its place at the top of the "hierarchy of the sciences?" (2)
ANSWER: Sociology, or the "queen of the sciences," was the culmination of all the other scientific disciplines. It would be the most comprehensive of all the sciences, for as one moves up this hierarchy the different scientific disciplines become more complex and concrete, sociology being the most complex and concrete.
GREEN FAMILY: (Kelsey, Emily, Tomas, Cam) 7pts
1. What is "Social Darwinism," which is a concept identified with Spencer and Sumner? (1)
ANSWER: Social Darwinism -- applying Darwinian ideas of natural selection or "survival of the fittest" (which is actually from Spencer) to the social realm, which implies that government not intervene to save or support the weaker elements or members of society.
2. Identify and briefly describe the TWO types of norms William Graham Sumner is credited with discovering. (2)
ANSWER: FOLKWAYS: informal rules that deal with day-to-day things such as dress, speech, etiquette which are taken for granted or assumed.
MORES: rules dealing with more serious matters that are usually written into law and are considered essential to the social order.
3. What is "social realism?" (1)
ANSWER: Idea that society is a reality greater than the individuals who comprise it. Or society has an existence over and above individuals.
BLUE FAMILY: (Alan, Jeremy, Melanie, Marshall, Jenny) 7pts
1. What is the central question about modern society that Durkheim provides an answer for in The Division of Labor in Society? (1)
ANSWER: How does the individual, while becoming more autonomous, also depend more on society?
2. At the end of The Division of Labor in Society, how does Durkheim propose to deal with the condition of "anomie," which he believed was undermining "organic solidarity?" What did Durkheim see as the ultimate solution to this problem? (2)
ANSWER: (a) the OCCUPATIONAL GROUP would help instill the sense of solidarity with one's fellow man. (b) a MORAL EDUCATION, which would nurture, develop, sustain the individual's socially oriented part, would be the ultimate solution.
3. What is the "reductionist" approach to society, which is the opposite of Durkheim's approach? (1)
ANSWER: The reductionist approach involves breaking society or social life down into its individual parts and analyze those parts to try to get an understanding of the whole.
_______________________
That's it. Again, look for the above questions on Thursday's midterm exam. Tomorrow we will wrap up Chapter 5 on Marx and Engels and get into Chapter 6. Also, remember to read those handouts on Marxism. I will also set aside some time for review for the midterm exam.
RED FAMILY: (Frances, John, Sami, Natalie) 7pts (plus 1 bonus point for the quality of your questions and answers, even though I was only able to accept three of them because there was some overlap with questions submitted by other families.)
1. Harriet Matineau argued that the "heart of any inquiry" involved what particular type of research methodology and why? (2)
ANSWER: Participant Observation, because she argued that you cannot get a full picture of society or social behavior as an outside scientific observer. You needed to be sympathetic to those you studied, or see their lives from their point of view.
2. Which ONE of Durkheim's four types of suicide did I suggest best illustrates the power of "social facts" or social pressure? (1)
ANSWER: ATRUISTIC, which is the result of the over-attachment to society or excessive integration of the individual into the group.
3.According to Comte, why should sociology take its place at the top of the "hierarchy of the sciences?" (2)
ANSWER: Sociology, or the "queen of the sciences," was the culmination of all the other scientific disciplines. It would be the most comprehensive of all the sciences, for as one moves up this hierarchy the different scientific disciplines become more complex and concrete, sociology being the most complex and concrete.
GREEN FAMILY: (Kelsey, Emily, Tomas, Cam) 7pts
1. What is "Social Darwinism," which is a concept identified with Spencer and Sumner? (1)
ANSWER: Social Darwinism -- applying Darwinian ideas of natural selection or "survival of the fittest" (which is actually from Spencer) to the social realm, which implies that government not intervene to save or support the weaker elements or members of society.
2. Identify and briefly describe the TWO types of norms William Graham Sumner is credited with discovering. (2)
ANSWER: FOLKWAYS: informal rules that deal with day-to-day things such as dress, speech, etiquette which are taken for granted or assumed.
MORES: rules dealing with more serious matters that are usually written into law and are considered essential to the social order.
3. What is "social realism?" (1)
ANSWER: Idea that society is a reality greater than the individuals who comprise it. Or society has an existence over and above individuals.
BLUE FAMILY: (Alan, Jeremy, Melanie, Marshall, Jenny) 7pts
1. What is the central question about modern society that Durkheim provides an answer for in The Division of Labor in Society? (1)
ANSWER: How does the individual, while becoming more autonomous, also depend more on society?
2. At the end of The Division of Labor in Society, how does Durkheim propose to deal with the condition of "anomie," which he believed was undermining "organic solidarity?" What did Durkheim see as the ultimate solution to this problem? (2)
ANSWER: (a) the OCCUPATIONAL GROUP would help instill the sense of solidarity with one's fellow man. (b) a MORAL EDUCATION, which would nurture, develop, sustain the individual's socially oriented part, would be the ultimate solution.
3. What is the "reductionist" approach to society, which is the opposite of Durkheim's approach? (1)
ANSWER: The reductionist approach involves breaking society or social life down into its individual parts and analyze those parts to try to get an understanding of the whole.
_______________________
That's it. Again, look for the above questions on Thursday's midterm exam. Tomorrow we will wrap up Chapter 5 on Marx and Engels and get into Chapter 6. Also, remember to read those handouts on Marxism. I will also set aside some time for review for the midterm exam.
Thursday, March 18, 2010
Reminders & Passage on "Alienation"
REMINDERS: First, don't forget that each family needs to submit 5 midterm exam questions and answers via email or hard copy to me by NOON FRIDAY, 19TH, THAT'S TOMORROW. I will post the questions I accept on this blog by next Monday at the latest. Also, please read over those handouts I gave you in class today. I should get to them in class next Tuesday. And read Chapter 6, although I am not sure at this point how far we may get in Chapter 6 next Tuesday. Finally, next Tuesday I will set aside some time for review for the midterm exam on Thursday, the 25th.
____________________
Passage on "Alienation": the following passage is from Jonathan Safran-Foer's new book, "Eating Animals," (p. 256). I believe it provides a good contemporary illustration of the relevance of Marx's concept of alienation.
"Farmers have lost -- have had taken from them -- a direct, human relationship with their work. Increasingly, they don't own the animals, can't determine their methods, aren't allowed to apply their wisdom, and have no alternative to high-speed industrial slaughter. The factory model has estranged them not only from how they labor (hack, chop, saw, stick, lop, cut), but how the product is sold (anonymously and cheaply). Human beings cannot be human (much less humane) under the conditions of a factory farm or slaughterhouse. It's the most perfect workplace alienation in the world right now. Unless you consider what the animals experience."
____________________
Passage on "Alienation": the following passage is from Jonathan Safran-Foer's new book, "Eating Animals," (p. 256). I believe it provides a good contemporary illustration of the relevance of Marx's concept of alienation.
"Farmers have lost -- have had taken from them -- a direct, human relationship with their work. Increasingly, they don't own the animals, can't determine their methods, aren't allowed to apply their wisdom, and have no alternative to high-speed industrial slaughter. The factory model has estranged them not only from how they labor (hack, chop, saw, stick, lop, cut), but how the product is sold (anonymously and cheaply). Human beings cannot be human (much less humane) under the conditions of a factory farm or slaughterhouse. It's the most perfect workplace alienation in the world right now. Unless you consider what the animals experience."
Monday, March 15, 2010
Reminders & Passage on "Anomie"
REMINDERS: BE SURE TO CHECK OUT THE PREVIOUS BLOG POST WHICH DESCRIBES OUR FIRST FAMILY ACTIVITY -- MAKING UP MIDTERM EXAM QUESTIONS. WE ARE GOING TO BE DOING JUST THAT THIS WEEK IN PREPARATION FOR OUR MIDTERM EXAM NEXT WEEK THURSDAY, MARCH 25TH.
Also, we'll begin to talk about Chapter 5 on Marx and Engels, after I make some final comments about Durkheim.
_______________
Passage on "Anomie": Last Thursday (3/11) I quoted the following passage from a different theory text than the one we are using. It is a good overview of the condition of "anomie," which Durkheim first talked about in The Division of Labor in Society:
"In general, the anomic state of modern society has led to a relatively unrestrained citizenry, wherein people primarily look out for their own interests and have disregard for those of others....The individual's social part, Durkheim insisted, is just as natural to humans as their individual (self-interest) part. The problems of modern society are due NOT to a basically anti-social human nature but to the structure of contemporary society, which does not adequately nurture, develop, and sustain the individual's socially oriented part."
Of course, as I also noted in class, "anomie" is often simply defined as "a condition of normlessness or a breakdown of moral guidelines." In the context of the above passage, such a breakdown Durkheim felt unleashed the forces of individual egoism which undermine the development of "organic solidarity."
PLEASE INCORPORATE THE ABOVE PASSAGE AND COMMENT IN YOUR NOTES.
See you tomorrow, and, again, be sure to check out the description of the family exercise on making up midterm exam questions.
Also, we'll begin to talk about Chapter 5 on Marx and Engels, after I make some final comments about Durkheim.
_______________
Passage on "Anomie": Last Thursday (3/11) I quoted the following passage from a different theory text than the one we are using. It is a good overview of the condition of "anomie," which Durkheim first talked about in The Division of Labor in Society:
"In general, the anomic state of modern society has led to a relatively unrestrained citizenry, wherein people primarily look out for their own interests and have disregard for those of others....The individual's social part, Durkheim insisted, is just as natural to humans as their individual (self-interest) part. The problems of modern society are due NOT to a basically anti-social human nature but to the structure of contemporary society, which does not adequately nurture, develop, and sustain the individual's socially oriented part."
Of course, as I also noted in class, "anomie" is often simply defined as "a condition of normlessness or a breakdown of moral guidelines." In the context of the above passage, such a breakdown Durkheim felt unleashed the forces of individual egoism which undermine the development of "organic solidarity."
PLEASE INCORPORATE THE ABOVE PASSAGE AND COMMENT IN YOUR NOTES.
See you tomorrow, and, again, be sure to check out the description of the family exercise on making up midterm exam questions.
Friday, March 12, 2010
FAMILY ACTIVITY: MAKING UP QUESTIONS FOR THE MIDTERM EXAM
For this family exercise I want each of the families (which I put on the board yesterday and also list at the bottom of this post) to come up with FIVE short-answer questions from anything we've covered in class and the text since the beginning of the term (xerox handouts included). Think of this as if you were teaching this class and had covered this material -- what would you consider important points to ask about. Use your class notes as a guide. Remember, by short-answer I do NOT mean true-false or multiple choice, although fill-in-the-blank is ok. I will give the families some time to confer on this next week, both Tuesday (3/16) and Thursday (3/18). I, then, want a family member to submit your five questions and answers NO LATER THAN NOON ON FRIDAY, MARCH 19TH. You may simply submit them to me via email or drop off a hard copy. I will then sort through these and try to select at least THREE questions from each family. For each additional question I accept, that family will earn a bonus point, so you may earn up to two bonus points for this exercise. I will then post the questions and answers I accepted on this blog by MONDAY, MARCH 22, so you will have them in plenty of time to study for the midterm on Thursday, March 25th. This exercise is worth 7 points, which all PARTICIPATING family members will earn, plus whatever bonus points.
FAMILIES:
Red Family: John R., Frances C., Sami N., Natalie D.
Green Family: Emily J., Kelsey L., Tomas M., Cameron R.
Blue Family: Jenny A., Jeremy M., Alan D., Melanie R., Marshall H.
FAMILIES:
Red Family: John R., Frances C., Sami N., Natalie D.
Green Family: Emily J., Kelsey L., Tomas M., Cameron R.
Blue Family: Jenny A., Jeremy M., Alan D., Melanie R., Marshall H.
Friday, February 26, 2010
Out-of-Class Essay on Tuesday 3/2
This is just a reminder, mainly for those who were absent, that I will be handing out a write-up of our first OUT-OF-CLASS ESSAY at the beginning of class on Tuesday, March 2nd. I had originally planned to do this in-class, but I decided not to because I knew a couple people would have to leave class early. Nonetheless, it is probably better that we do it this way, because I am a bit behind in terms of class lectures. On Tuesday I will quickly wrap up Chapter 2 and plan to get through ALL of Chapter 3, so you should be that far in your reading in the text. As a hint, the topic will have to do with the two major (contrasting) views of societal evolution that are brought out in these two chapters. Finally, after I hand the topic out on Tuesday, you will have until CLASS TIME ON THURSDAY (MAR. 4TH) TO COMPLETE IT, so you should get right on it after I hand it out. It will be OPEN-NOTEBOOK, OPEN-BOOK, of course and it is worth 25 points.
See you next Tuesday.
See you next Tuesday.
Wednesday, February 17, 2010
Follow-Up to "What Good (or Use) is Sociological Theory Anyway?"
It is presently 12:15PM, Wed. Feb., 17th, and Natalie and John have yet to submit your comments for this exercise. The deadline was this past Monday. Please do so ASAP. 5 points are at stake.
Regarding those who have submitted your comments, I'd like to follow-up on the blog with some general comments of my own. Let me stress that none of the points I am going to make are intended as real criticisms of anyone's comments. I was not asking for much with this exercise, just a reflection on the relevance of some theories or theorists you have already encountered. But I will say a couple submissions were weak and really did not address the question of relevance very well or at all in one case.
In general, what did these various theorists and their interpretations of social reality help us to do? Basically, better understand how individuals and/or societies behave or function, and knowing this may help us adapt better to certain social situations. Several focused on this social psychological dimension (eg., Goffman, Festinger, Mead, Sapir/Whorf being a bit broader). Some others cited theorists' ideas that offered some critical perspective on society or an aspect of society (eg., Weber, Marx, Freud, Becker, King).
But whether your observations were more social psychological or sociological (focusing on the larger society or some aspect of it), one can say that these theories, ideas, concepts helped you interpret and understand some aspect of social reality. Of course, we could pursue this further by raising questions about the validity of these ideas, about how narrowly or broadly applicable they may be. Our goal, of course, is trying to understand society and social life in all of its complexity, which, ultimately, is the only basis for improving the quality of life for individuals and society as a whole.
PLEASE INCORPORATE THESE BRIEF COMMENTS IN YOUR CLASS NOTES. I BELIEVE THEY ARE PERTINENT TO WHAT I TALKED ABOUT IN MY FIRST CLASS LECTURE.
Regarding those who have submitted your comments, I'd like to follow-up on the blog with some general comments of my own. Let me stress that none of the points I am going to make are intended as real criticisms of anyone's comments. I was not asking for much with this exercise, just a reflection on the relevance of some theories or theorists you have already encountered. But I will say a couple submissions were weak and really did not address the question of relevance very well or at all in one case.
In general, what did these various theorists and their interpretations of social reality help us to do? Basically, better understand how individuals and/or societies behave or function, and knowing this may help us adapt better to certain social situations. Several focused on this social psychological dimension (eg., Goffman, Festinger, Mead, Sapir/Whorf being a bit broader). Some others cited theorists' ideas that offered some critical perspective on society or an aspect of society (eg., Weber, Marx, Freud, Becker, King).
But whether your observations were more social psychological or sociological (focusing on the larger society or some aspect of it), one can say that these theories, ideas, concepts helped you interpret and understand some aspect of social reality. Of course, we could pursue this further by raising questions about the validity of these ideas, about how narrowly or broadly applicable they may be. Our goal, of course, is trying to understand society and social life in all of its complexity, which, ultimately, is the only basis for improving the quality of life for individuals and society as a whole.
PLEASE INCORPORATE THESE BRIEF COMMENTS IN YOUR CLASS NOTES. I BELIEVE THEY ARE PERTINENT TO WHAT I TALKED ABOUT IN MY FIRST CLASS LECTURE.
Wednesday, February 10, 2010
First Exercise: What Good (or Use) is Sociological Theory Anyway?
Without doing any research or reading in our text, I want you to identify a sociologist that you have read or heard about in any sociology course you have taken and briefly describe an idea or concept he or she developed that you believe has some merit or usefulness. Describe briefly in what way exactly you believe this idea or concept is useful.
I am looking for two paragraphs at most (no dissertations). Post them as a comment on this blog post. This activity is worth 5 activity points, which you will earn for any reasonable submission. Please do so by next Monday, Feb. 15th, so I can have the opportunity to review them and possibly use some in class next week.
I am looking for two paragraphs at most (no dissertations). Post them as a comment on this blog post. This activity is worth 5 activity points, which you will earn for any reasonable submission. Please do so by next Monday, Feb. 15th, so I can have the opportunity to review them and possibly use some in class next week.
Monday, February 8, 2010
Welcome to SOC. 340 Blog: Spring 2010
Welcome to the place in the "blogosphere" set up for this course, Sociology 340: The Development of Sociological Theory." We will be using this space over the course of the semester for what I call "individual and group activities and exercises," and for occasional posting of lecture notes and reminders. As I note in the syllabus, I would suggest that you check this site out at least once a week. I will usually give you notice in class if I will be posting anything on this blog or if there is an activity I'd like you to do. Often, if I feel that I did not do a terribly good job presenting something in class, I may use this blog space to make amends and try to clarify or elaborate on some remarks I made in class. You will need to check this blog prior to the midterm and final exams for some questions (and answers) that will appear on each of those tests. Finally, I hope you will feel free to use this space to post any questions or comments you may not feel comfortable verbalizing in class.
BY THE END OF THIS FIRST WEEK I WILL BE POSTING A "GET-YOUR-FEET-WET" INDIVIDUAL ACTIVITY TO GET YOU ACCUSTOMED TO USING THIS BLOG. BE LOOKING FOR IT.
BY THE END OF THIS FIRST WEEK I WILL BE POSTING A "GET-YOUR-FEET-WET" INDIVIDUAL ACTIVITY TO GET YOU ACCUSTOMED TO USING THIS BLOG. BE LOOKING FOR IT.
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