THE DEVELOPMENT OF SOCIOLOGICAL THOUGHT
Sociology 324C
Fall 2004
Rik Scarce, Instructor
Office: Tisch Learning Center 221
Office Phone: 580-5416
Home Phone (no calls before 7 a.m. or
after 9 p.m., please): 893-0597
E-mail: rscarce@skidmore.edu
Web page: www.skidmore.edu/~rscarce
Office Hours: Tuesdays and Thursdays,
11 a.m.-Noon, and by appointment (I'm in a lot more often–drop by any
time my door is open!)
Required Texts: Emile Durkheim, The
Division of Labor in Society
Emile Durkheim, Selected Writings
Karl Marx (Robert C.
Tucker, editor), The Marx-Engels
Reader
Max Weber, The Protestant
Ethic and the Spirit of Capitalism
Max Weber, Sociological Writings
Other readings will be
distributed in class.
The Place of Theory in Sociology
I think a strong case can be made that sociology is theory. Thats
a strange (and perhaps controversial) way of putting things, but it's
probably true for our discipline and for most others that aspire to be
sciences. Theories guide our inquiry--or they are the object, the
ideal outcome, of it, for theories represent the accumulation and
analysis of knowledge. They also tell us what answers are
acceptable--and what is left unknown, pointing us to gaps in the data
that otherwise would not be visible. Indeed, without theory we do
not know because we cannot tell, since theory establishes our
guideposts and provides us with standards so that we can tell when our
data are adequate. Theory is, then, inescapable in, and utterly
essential to, our discipline.
Maybe it's because of theory's centrality and its subtle power that
when most of us approach theory head-on for the first time, it
frightens and intimidates us. Theory is philosophy in
sociological clothing, right? Well, there is some of that.
But if you're going to do sociology--if you're going to call
yourself a student of society--you need to know this stuff.
That's not much consolation, is it? How about this: For the very
reasons that I gave in the first paragraph regarding theory's
importance to sociology, you need to study theory. No?
Well, try this one on for size: theory is actually the closest friend a
sociologist can have. It tells us what to look for, gives us a
point of view from which to decide what data are good or bad, and, when
we get to know theory really well (admittedly a difficult thing to
accomplish), applying a given theory is like coming home to a
place you know (intellectually) like no other. Maybe theory
isn't so much a sociologist's best friend as it is our family.
Of course, plenty of families are dysfunctional. We'll try to
smooth out the rough patches this semester and help you begin to find
your intellectual home in some of the great works in our discipline.
According to the Sociology Department, "The sociology major should be
able to: (A) describe how theory contributes to sociological knowledge;
(B) compare and contrast major theoretical orientations; (C) explain
how theories reflect and affect the historical and cultural context in
which they developed; (D) describe major theories in selected
substantive areas of sociology." More recently, one of my colleagues
argued that, in addition, "The sociology major should also be able to:
(E) conceptualize sociological outcomes both in terms of
operationalized dependent variables and related theoretical factors;
(F) conceptualize sociological causes both in terms of operationalized
independent variables and related theoretical factors; (G) describe
relationships between operationalized variables and theoretical factors
(both in terms of causation and levels of theoretical abstraction); (H)
explain the causal logic that binds variables and factors in such
relationships. In addition, students should be able to (I) demonstrate
general theoretical sophistication, integrating all of the goals cited
above."
This course plays an important, and in some respects central, part in
getting you to the point where you can do all of those things. By
the end of this semester, I expect you to be able to:
· discuss the place of theory in sociology--why we need theory,
what it provides us, and how theory contributes to the quality of
empirical sociological studies;
· grasp the distinctions between the key "classical"
sociologists' theoretical points of view--the major cleavages between
Marx, Durkheim, Weber, and Mead--and be aware of the effect that taking
one or another theoretical perspective has on how one explores a given
phenomenon;
· understand some of the social-historical context behind the
emergence of the greatest theoretical works in the discipline--why
sociology emerged when it did and how the discipline itself is a
sociological outcome;
· and I expect you to build upon, or be prepared to build upon,
the material you learn in the Methods course so that you can identify
variables and their expected (theoretical) relationships, as well as
interpret data from multiple theoretical perspectives--theory, methods,
and data are closely related in our discipline, and this course is
integral to your development as a complete sociological practitioner of
the sort who can be conversant with an array of theoretical and
methodological tools. Those skills are precisely the ones you
need to have in order to do well in the Senior Seminar.
Course Requirements
Readings
Reading theory is a challenge, but like good, worthwhile challenges, it
has its rewards. How should you read theory? Virtuously, to
begin with! Try some patience. You cannot read Weber at the
same speed that you read Tom Clancy; think Toni Morrison speed and
you're probably in the right ballpark. The language is too
convoluted and the points too fine to be gobbled up like cheap fiction.
So plan on taking your time with this material, at least twice as long
per page as you have ever read for a college class. Block out the
time and guard it jealously. If you make this class a priority,
you will probably do fine. If you do not, you will do poorly in
the class discussions and horribly on the exams.
Along with being virtuous, you need to be diligent. That is, you
need to work hard to crack the code. All of the authors whom we read
use commonplace words in uncommon, potentially confusing ways. I
will try to point out many of the code words and their meanings, but I
will miss a few and others will emerge that I may take for
granted. When that happens, do what you do when reading good
fiction; go back, read the paragraph again (you'll be doing that a lot
anyway), and figure out the context in which the code is used.
Identify the author's point, if roughly. Then put it all together
and you are likely to have cracked the code.
Finally, be attentive. I read one of the books we're reading this
term, Tucker's The Marx-Engels Reader, when I was an undergrad.
(Depressing, isn't it? The thing is, Marx's words haven't changed
in the last twenty-five years, so it's not that surprising.) I
still have the book, and when I thumb through it, I laugh at how I
read--or didn't read--the material. It's not that I didn't mark
up the book, it's that I marked it up completely! I left no word
un-underlined. A lot of good that did me. So, since you
will be taking your time anyway, hold off on marking up a given
paragraph, or even a whole page, until you have read it. Then
decide if there's something worth underlining. When you do
underline, be sure to write a note to yourself in the margin that
conveys your interpretation or that makes a connection to something
that the author noted earlier. Be an active reader. (Note
that I didn't say anything about highlighters? Highlighters are
worthless as active reading aids because you cannot write marginal
notes with them. Lose the highlighters!)
Written Assignments
Paper Guidelines
You will write four take-home examinations for this class, totaling 80
percent of your final grade. From time to time I will also ask
you to hand-in brief in-class assignments; these will not receive a
letter grade, but they are required for the course. You must
submit all of your assignments on time. Because in some cases
this will mean handing-in something you have written in class, your
attendance in class is expected.
The only thing more difficult than reading theory is writing about
it. We'll talk about how to approach theory on paper, but for now
you need to know--to reiterate what I said above--that this class must
be a priority to you. If you fall behind in the reading, it will
be apparent to me and to your classmates in class, and it will come
back to haunt you in your papers.
Formatting of take-home exams. Any assignment that you work on
outside of class must be typed, double-spaced, in an 11 or 12 point
font. I will give you a word count for your assignments. Be
sure to stay within the word limits that I give you, and write the
exact word count in the upper right-hand corner of the first
page. Write your name at the bottom of the back of the last page
of your essay. Cite your sources and include a reference
section. References are not part of your word count. Do not
use a cover sheet or a binder of any type; just staple the sheets of
your paper together when you hand them in.
Paper Checklist. Before handing in each of your take-home papers,
check for the following:
Is your paper typed, double-spaced?
Is your paper proofread? Neat,
hand-written corrections on your final version are encouraged.
Did you write an accurate word count at the
top of the first page?
Is your name written at the bottom of the
back of the last page?
Did you cite and reference your sources using
the prescribed format?
Does your paper take a critical perspective?
Grading. Your written assignments will be graded based both upon
the quality of your writing and its content. Especially poorly
written papers, either mechanically or in terms of their content, will
be graded accordingly. All grades will be on a 100-point scale.
Class Participation and Attendance
Class participation is vital to this course and will count for 20
percent of your final grade. Your class participation grade will
be based on three factors: (1) your attendance, (2) your involvement in
class discussions and small group analyses and assignments, and, most
important, (3) the quality of what you have to say and of your
interactions with your peers in class and in small groups.
Students often express displeasure at being compelled to participate in
class as part of their grade. I have a couple of responses.
First, as college students you are expected to be able to express
yourselves orally and in writing, so class participation is a
reasonable expectation. Second, this a small class, and, as such,
those of you who are somewhat shy are likely to find that your
discomfort at speaking out is not as great as it is in huge lecture
sections. Finally, some students tell me that they are anxious
about speaking out because what they have to say does not sound "as
intelligent" as what others say; in my experience, there is no
correlation between what students say in class and their final overall
grade.
So, full credit for class participation will go to those who enliven
class discussion by grounding their comments in the class material but
who, by the same token, allow others to speak and who respect others'
views. If you are talkative, try to avoid dominating class
discussion. Discussions in this class can get heated, and that is
understandable given the topics that we will cover. However, any
student who does not show respect for the views of others will be
reprimanded, and any further acts of disrespect may result in the
student failing the course.
To encourage your attendance at all class meetings, every time you are
absent beyond the first two absences, I will deduct one point from your
class participation grade (and, thus, 1 percent from your final
grade). Should you miss more than five classes, I may award you a
failing grade for the course on that basis alone.
Class Decorum
As a courtesy to me and to your fellow students, please arrive to class
on time; if you are chronically late, I will deduct points from your
class participation score. Do not begin preparing to leave until
the class is concluded. You are expected to respect the views of
others in the class, which means that you are free to disagree with
them, but abusive language or actions will not be tolerated and may be
reported to the Dean of Academic Student Affairs.
Plagiarism
Skidmore's Honor Code is quite clear regarding the severe consequences
that result from any act of cheating. In this course I will
encourage you to cooperate with other students on many things, but
unless I tell you otherwise, you may not work with others on your
papers. The form of cheating most likely to emerge in our class is
plagiarism. Should I find evidence that you have plagiarized, you will
fail the course. To help you avoid plagiarism, review the
"Writing Tips" web page and follow the guidelines there and those
discussed in class.
What you Should Do
To do well in this class, you need to do several things, all of which
are important.
· First, keep up with the reading.
· Second, think about what you read. Write notes for
yourself in the margins of the pages as you read or on a separate piece
of paper. Some of these notes should be in the form of questions
that may go from the seemingly mundane to the insightful, but all
questions are good ones! Be an active reader.
· Third, be active in class. Speak up in small groups and
in the large group discussions. Ask some of those questions that
you noted while you read, make seemingly off-the-wall connections, and
do your best to be a teacher yourself. However, do not dominate
small group or whole-class discussion; share this class with everyone
and encourage everyone to be involved.
· Fourth, feel a responsibility to others in your small
groups. If someone is not doing their share, talk with them about
it privately and encourage them publicly. Do not be afraid to ask
others in your group, "What do you think?"
· Fifth, write well. Take my feedback seriously, change
what needs to be changed, build on the good stuff, and grow as a writer.
· Sixth, write carefully. Do not plagiarize.
Instead, use quote marks when you use someone else's words, attribute
material to its author(s), and always cite and reference your
sources. When you are unsure about whether you should quote,
cite, or reference something, just ask me!
· Finally, drop by and see me some time. Let me help you
get through this difficult material. Let's talk about your
interpretations, the roadblocks to your understanding, and whatever
else is on your mind. I will be available before class, during
our mid-class breaks, after class, during my office hours, by e-mail,
by phone both in my office and at home, and I will be available to you
whenever you need to make an appointment.
Summary of Course Requirements
Exams (4 @ 20 percent each)
80 percent of your final
grade
Class Participation
20 percent of your final
grade
Occasional, ungraded papers
Required
Final Grade Calculation
Your exams will be graded on a 100-point scale. At the end of the
term, each paper will receive an equal weight, and the scores will be
totaled and then added to your class participation score to compute
your final grade.
97 or more percentage points:
A+
77 - 79.99 percentage points: C+
93-96.99 percentage points:
A
73 - 76.99 percentage points: C
90-92.99 percentage points:
A-
70 - 72.99 percentage points: C-
87 - 89.99 percentage points:
B+
67-69.99 percentage points: D+
83 - 86.99 percentage points:
B
60-66.99 percentage points: D
80-82.99 percentage points
B-
Less than 60 percentage points: F
Reading Schedule
For any given day, please read the materials in the order they
are listed.
Thursday, September 9 Course
Introduction
Tuesday, September 14 Weber,
Sociologial Writings, Pages 92-94 and Marx, pages 66 and 70-81
Thursday, September 16 Marx, pages 146-199 and
143-145
Tuesday, September 21 Marx, 469-500
Thursday, September 23 Marx, 294-376
Tuesday, September 28 Marx, 376-
442; first paper distributed
Thursday, September 30 Marx, 594-617
Tuesday, October 5 First paper due.
Thursday, October 7 Durkheim,
Selected Writings, "Introduction"
Tuesday, October 12 Durkheim,
Selected Writings, Chapter 7
Thursday, October 14 Durkheim,
Selected Writings, Chapters 1-2
Tuesday, October 19 Durkheim,
Selected Writings, Chapters 13, 9, 11-12
Thursday, October 21 Coser,
"Introduction" to DOL and Durkheim, DOL, Introduction and Book I,
Chapters 1 and 3
Tuesday, October 26 Durkheim, DOL,
Remainder of Book I and Book II, Chapters 1-4; second paper distributed
Thursday,October 28
Durkheim, DOL, Remainder of book
Tuesday, November 2 VOTE! Second paper due.
Thursday, November 4 Weber,
Sociologial Writings, Introduction
Tuesday, November 9 Weber,
Sociologial Writings, Readings 26, 1, 30, and 3
Thursday, November 11 Weber, Sociologial Writings,
Readings 20 and 23-24
Tuesday, November 16 Weber,
Sociologial Writings, Readings 6-11 and pages 59-75
Thursday, November 18 Weber, Sociologial Writings,
pages 75-107 and Reading 16
Tuesday, November 23 Weber,
Sociologial Writings, Readings 20, 23-24, 26-27, and 18-19 (skim 19
after page 165)
Thursday, November 25 No
Classes–Thanksgiving Break
Tuesday, November 30 Giddens' and
Weber's "Introductions" to PESC and PESC, Part 1; third paper distributed
Thursday, December 2 Weber, PESC,
Remainder of book
Tuesday, December 7 Third paper due.
Thursday, December 9 Cooley and
Mead (handouts)
Tuesday, December 14 Mead and
Blumer (handouts); fourth paper
distributed
FINAL (FOURTH) PAPERS WILL BE DUE BY
WEDNESDAY, DECEMBER 22 AT 5 P.M.
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