Sociology
322: Social Theory
Fall 2008. 10-10:50 MWF
Newcomb Hall, Room 2
Professor Kevin F. Gotham
Sociology: 220 Newcomb Hall
Office Hours: By appointment
Phone: 862-3004
Email: kgotham@tulane.edu
Course Description
Sociology 322 is designed as an introductory survey of
social theory. We will examine a variety
of classical and contemporary theories to understand and explain the transition
from traditional to modern society, the nature of urbanization and industrialization,
capitalism and social organization, democracy and individuality, and the
dynamics of culture and social change. The
first eight weeks of the course will focus on the pioneering work of Karl Marx
(1818-1883), Max Weber (1864-1920), and Emile Durkheim (1858-1917), and
contemporary applications and variants of their theories. We will examine the theories of Marx, Weber,
and Durkheim not just as intellectual history, but as sources of unique and
powerful systems of thought that continue to have a major impact on our
understanding of the contemporary world.
We will read original writings by these theorists in an effort to grasp
concretely how they understood and explained the dramatic societal changes
affecting Europe and the
Course Objectives
The objectives of this course are to present an overview of social theory in the historical context of its development, illustrate the links between theory and research, and foster a critical understanding of society. This means developing the ability to view the social world in a critical and systematic way, using empirical evidence and logical assumptions in order to answer questions of sociological interest. Social theory is the backbone of the sociology discipline and all major substantive questions of sociological interest are directly related to theory. We will examine different meanings and definitions of theory, how theories are evaluated, and how we can build on past and existing theories to build new ones to investigate society. We will also seek to understand how theories are shaped by the historical context in which they are produced.
One advantage of studying social theory is that it can help you cultivate and develop a “sociological imagination.” C. Wright Mills referred to the sociological imagination as the quality of mind necessary to grasp the relationship between individual biography, social structure, and human history. It is the mission of sociology, according to Mills, to help individuals achieve “lucid summations” of what is going on in the world and what is happening in their own lives. Developing a sociological imagination requires a background in social theory.
Specific Objectives:
Required
James Farganis.
George Ritzer. Sociological Theory. 7th Edition.
Peter Kivisto. Illuminating Social Life: Classical and Contemporary Theory Revisited. 4th Edition. Pine Forge.
Sociology Writing Group. A Guide to Writing Sociology Papers. Saint Martins Press. 5th Edition.
.pdf copies of articles uploaded in Blackboard.
Course Expectations and
Requirements
This course will generally follow a lecture format. The
purpose of lectures is to provide necessary background material (e.g.,
historical, biographical, and conceptual), exegesis of the original texts, as
well as commentary and critique.
Everyone is encouraged to participate through open discussion and questions, including sharing thoughts and ideas, observations, and assessments during class time. Thoughtful and active participation means attending class regularly and being prepared to discuss the assigned subject matter. In line with that, I ask you to be mindful that education is not a process whereby a professor dumps a bunch of information into the heads of passive receivers (students). Learning is a collaborative process whereby information and knowledge is to be shared between the professor and students. Please do not be worried about asking “dumb questions.” If you are confused, chances are there are other people who are also befuddled and will welcome your efforts at clarification.
All students are required to attend all classes unless they are ill or prevented from attending by exceptional circumstances. Preparedness, attendance, and participation are expected and will have a bearing on final grades. Be on time to class and do not bring your cell phones. Anybody who has ever spoken in front of a group knows that it can be very confusing for a speaker when people wander in and out or when phones ring. I always try to treat students with courtesy and respect. It makes life easier for all of us when you reciprocate.
Your grade for this course will be determined by your performance on three papers (about 6-12 pages each), attendance, and my evaluation of your participation in class. In each of the three papers, you may be asked to compare and contrast the way in which two different theories explain a given phenomenon. You may also be asked to connect the work of one or more classical theorist to some current event(s). Another typical assignment could be to consider the strengths and weaknesses of a contemporary theory (Symbolic Interaction, neo-Marxian theory, etc.) in relation to a major concern of the classical theorists. All papers are to be typed, double-spaced, with one inch margins, and page numbers in the top right hand corner. You will have about ten days to write each paper. Papers will be graded on a scale of A, A-, B+, B, B-,C+, C, C-, D+, D, and D-. One letter grade will be deducted for each day the paper is late. You are to hand in two copies of each paper. One copy is to be turned in with a “Social Theory Paper Evaluation” (see last page of syllabus) stapled to the back of the paper.
Finally, ten percent of your grade will be based on my evaluation of your participation in class and Friday group discussions where each group will do a textual analysis of a major chapter or series of chapters, and turn in an outline at the end of class. A textual analysis explains what the author’s main points are, how they are connected, and offers a critique of the author’s argument. The class will be divided into 3-4 groups composed of about five people. The membership of these groups will be in alphabetical order and will remain the same throughout the semester. On the specified Fridays, we will break into groups and each group will analyze the assigned readings. Everyone is required to read the assigned chapter(s) before we meet on Fridays and break into groups (I recommend that each student put together a brief outline on the chapter(s) before meeting on Fridays). Each group will discuss the reading, asking questions about the text(s), and identify the main points. At the end of the Friday discussion each group will turn in a written outline that provides a brief summary, critical analysis, and evaluation of the chapter(s) using the following format:
1. Summary. Provide a brief summary outline of what the author is saying. Identify the central questions, main points, and core arguments. Rather than analyzing all the ideas that the author presents, you should focus in depth on one or two significant aspects of the text.
2. Analysis. Analysis involves going beyond what the author says. It means examining relationships between evidence and conclusions, between concepts in the text, and relationships between concepts in the work being analyzed and other texts. Moreover, analysis means identifying and clearly explaining the devices the author uses to convince the reader that he or she is correct. These devices can include logical reasoning (i.e., if/then statements), anecdotes (stories used to illustrate a point), appeal to authority, controlled study, and rhetorical virtuosity (skill at using language: big scientific words, humor, satire, irony, or nostalgia). What is important is that you understand what the author is doing, to be able to analyze the devices the author is using.
3. Evaluation. How well does the author answer his or her question and verify that answer? This is the realm of criticism and it assumes that you cannot really judge a text until you comprehend what the author is doing and how he or she does it. Evaluation involves answering the following questions:
A. What is the argument of the text? What concepts does the author use to support the arguments?
B. What are the implicit assumptions of the author’s argument? Identifying and evaluating an author’s assumptions are two intellectual skills most often demanded in social theory courses. All authors make assumptions about the way the world works.
C. What are the conclusions and implications of the author’s work? How do they connect with other readings?
D. Is the craftsmanship of the writing sound? Do the parts fit into a whole? Is the prose understandable? Do the ideas flow smoothly from one to another?
E. What other lines of reasoning or thinking occur to you as a result of reading this selection? What is it about the chapters that interest you? What are the strengths and weaknesses of the chapters or articles? How does this chapter help you understand current events and social problems?
Mastering the skill of textual
analysis will help you write better papers and, more important, help you
evaluate more clearly all books and articles you encounter in your academic
career and beyond. Each unexcused absence for the Friday discussions will
result in the lowering of your participation grade by one letter grade. On the last day of class you will fill out a
confidential evaluation of each member in your group. This evaluation will ask you to evaluate the
intellectual contribution, courteousness, and respectfulness of each member of
your group.
Some tips for group
discussion
Ultimately, the success of a group discussion depends on the participants. Here are a few suggestions to make your discussions more enjoyable, productive and meaningful:
All participants in the course have a responsibility to do the readings for the week, to listen to what is being said by other participants (rather than being overly preoccupied with what you are going to say), and not to interrupt people in the middle of sentences. We hope to create a setting in which everyone feels comfortable talking, even if they do not have something “brilliant” or “profound” to say. Sometimes the most simple questions can lead to the most fruitful discussions.
All students are required to abide by the Tulane University Honor Code. “This code states that all academic work is the result of the student's own efforts, except when collaboration has been explicitly allowed, and that if a student has any doubts about how a particular assignment is affected by the honor code, it is his or her responsibility to consult the instructor for clarification … Any student behavior that indicates a lack of academic honesty and integrity is considered a violation.” Examples of Honor Code violations include, but are not limited to:
· Cheating--- Using or attempting to use unauthorized materials, information, study aids, or the ideas or work of another in order to gain an unfair advantage.
· Fabrication---Submission of contrived or altered information.
· Unauthorized collaboration--Collaboration not explicitly allowed by the instructor.
· Multiple submission--Presentation of a paper or other work for credit in two distinct courses without prior approval by both instructors.
· Sabotage--Destroying or damaging another student's work, or otherwise preventing such work from receiving fair graded assessment.
· Plagiarism--Unacknowledged or falsely acknowledged presentation of another person's ideas, expressions, or original research as one's own work.
· Facilitation of academic dishonesty--Knowingly helping or attempting to help another student violate any provision of the code.
· Tampering with academic records--Misrepresenting, tampering with, or attempting to tamper with any portion of a student's academic record.
· False testimony--Knowingly presenting false accusation or testimony before the honor board or its representatives.
·
Improper disclosure--Failure of an honor board
member or participant in an honor board hearing to maintain strict
confidentiality concerning the identity of students accused of honor code
violations.
The above material is quoted from:
All grades, paper assignments, study questions and other important information about the class will be posted on the Blackboard Learning System.
Course Grades:
Paper #1 30 percent of final grade.
Paper #2 30 percent of final grade.
Paper #3 30 percent of final grade.
Class Participation and Friday Discussion Outline 10 percent of final grade.
I do not give extra credit, extra assignments, nor other opportunities for improving grades. Moreover, I do not negotiate about grades, except when you believe there is an explicit error in the grading procedures. No grades will be determined by a curve.
TENTATIVE COURSE SCHEDULE
Week 1-2. Aug. 27 and 29; Sept. 3 and 5. Introduction
Week 3. Sept. 8. Karl Marx
· Introduction
Week 4. Sept. 15. Contemporary Neo-Marxian Theories and Analyses
Week 5. Sept. 22. Max Weber
Week 6. Sept. 29. Contemporary Weberian Theories and Analyses
Week 7. Oct. 6. Emile Durkheim
Week 8. Oct. 13. Contemporary Durkheimian Theories and Analyses
Week 9. Oct. 20. Symbolic Interactionism
Week 10: Oct. 27. Feminist Theories
Week 11: Nov. 3. Critical Theories
Week 12: Nov. 10. Critical Theories
Week 13. Nov.17. Globalization Theories
Week 14-15. Nov. 24 and Dec. 1. Postmodernity, Postmodernism, and Postmodern Theories
· Introduction
· From Michel Foucault: The Carceral.
· From Jean-François Lyotard, The Post-Modern Condition: A Report on Knowledge.
Social Theory Paper Evaluation.
Fall
2008.
Name:
Paper #_____. Question #_____.
Paper grade: _____.
Analysis and Criticism:
POOR EXCELLENT
1 2 3 4 5 Thoughtfulness and organization of essay (e.g., is the essay well conceived and thought out or does it have a rushed and superficial quality to it).
1 2 3 4 5 Follows the directions of the assignment (e.g., answers questions sufficiently).
1 2 3 4 5 Coherence of explanation. Clear statements. Succinct.
1 2 3 4 5 Key terms and concepts are defined and explained.
1 2 3 4 5 Assertions and arguments supported with specific cites to the original works.
1 2 3 4 5 Assertions and arguments supported with specific quotes from the original works.
1 2 3 4 5 Depth of coverage of existing literature and original works.
Technical presentation:
X denotes that attention should be paid to this problem.
XX denotes that extra attention is warranted.
_____ Late paper (one letter grade is deducted for each day the paper is late).
_____ Paper format: pages numbered in top right hand corner, one inch margins, double-spaced.
_____ Appropriate citation format not followed.
_____ Text is too long or too short.
_____ Redundancy (wordy; can be trimmed without loss of meaning).
_____ Some statements are unsupported (e.g., undeveloped and/or vague statements).
_____ Insufficient coverage of existing literature.
_____ Insufficient depth of coverage.
_____ Typographic errors, misspelled words, punctuation errors.
_____ Incomplete sentences, awkward sentence structure.
_____ Some paragraphs are too long or too short.
Social Theory Paper Evaluation.
Fall
2008.
Name:
Paper #_____. Question #_____.
Paper grade: _____.
Analysis and Criticism:
POOR EXCELLENT
1 2 3 4 5 Thoughtfulness and organization of essay (e.g., is the essay well conceived and thought out or does it have a rushed and superficial quality to it).
1 2 3 4 5 Follows the directions of the assignment (e.g., answers questions sufficiently).
1 2 3 4 5 Coherence of explanation. Clear statements. Succinct.
1 2 3 4 5 Key terms and concepts are defined and explained.
1 2 3 4 5 Assertions and arguments supported with specific cites to the original works.
1 2 3 4 5 Assertions and arguments supported with specific quotes from the original works.
1 2 3 4 5 Depth of coverage of existing literature and original works.
Technical presentation:
X denotes that attention should be paid to this problem.
XX denotes that extra attention is warranted.
_____ Late paper (one letter grade is deducted for each day the paper is late).
_____ Paper format: pages numbered in top right hand corner, one inch margins, double-spaced.
_____ Appropriate citation format not followed.
_____ Text is too long or too short.
_____ Redundancy (wordy; can be trimmed without loss of meaning).
_____ Some statements are unsupported (e.g., undeveloped and/or vague statements).
_____ Insufficient coverage of existing literature.
_____ Insufficient depth of coverage.
_____ Typographic errors, misspelled words, punctuation errors.
_____ Incomplete sentences, awkward sentence structure.
_____ Some paragraphs are too long or too short.
Social Theory Paper Evaluation.
Fall
2008.
Name:
Paper #_____. Question #_____.
Paper grade: _____.
Analysis and Criticism:
POOR EXCELLENT
1 2 3 4 5 Thoughtfulness and organization of essay (e.g., is the essay well conceived and thought out or does it have a rushed and superficial quality to it).
1 2 3 4 5 Follows the directions of the assignment (e.g., answers questions sufficiently).
1 2 3 4 5 Coherence of explanation. Clear statements. Succinct.
1 2 3 4 5 Key terms and concepts are defined and explained.
1 2 3 4 5 Assertions and arguments supported with specific cites to the original works.
1 2 3 4 5 Assertions and arguments supported with specific quotes from the original works.
1 2 3 4 5 Depth of coverage of existing literature and original works.
Technical presentation:
X denotes that attention should be paid to this problem.
XX denotes that extra attention is warranted.
_____ Late paper (one letter grade is deducted for each day the paper is late).
_____ Paper format: pages numbered in top right hand corner, one inch margins, double-spaced.
_____ Appropriate citation format not followed.
_____ Text is too long or too short.
_____ Redundancy (wordy; can be trimmed without loss of meaning).