Professor Larry Stern
SOCI 1301 - Introduction to Sociology
This course will provide students the opportunity to discover how the discipline of sociology—an approach that studies social factors that affect all human actions and their consequences in society—can help make sense out of their daily lives and interpret broader societal issues.
In what follows I will briefly set out my teaching philosophy, what I expect from you in this class – your obligations and responsibilities – and a tentative description of some of the topics and issues we can profitably use to illustrate what sociology is and how we go about our business.
My educational philosophy is student centered. This means that while I will be guiding you through certain materials and have you focused on certain issues, you are expected to take an active role in the learning process. You will be asked to reflect and think critically about the materials and issues included in this course and then relate them to your personal experiences and to both historical and current events. You will be expected to accomplish your learning objectives and to live up to your responsibilities to keep current with reading and other class assignments.
Let me be clear: this will not be an easy class. Sociology is not simply knowing so-called “facts and figures” about society – how many homeless people there are, how many crimes are committed, how many divorces occur in a given year, how many people lack decent health care, and so on. Although sociologists are certainly attentive to these statistics, sociology is less an assemblage of facts and figures and more a “way of seeing” these things; a way of focusing on certain aspects of human conduct, raising certain questions and then relying on the systematic application of scientific methods – not individual, personalized, impressionistic accounts – to attain a deeper understanding of the world.
There are, then, two separate “bundles” of information you will be required to grapple with this semester: (1) what’s going on “out there” in the world – current events and the broader context in which they are embedded – so, yes, either reading the “news” section of a newspaper (preferably more than one) or watching the news on television on a regular basis (or even "fake" news like The Daily Show or The Colbert Report) would be helpful, and (2) how sociologists actually go about their business of trying to account for all this. And as you will quickly see, life is complicated – and often quite messy – resisting quick and easy explanations. H. L. Mencken, a noted editor and critic, had it right when he said, "For every human problem, there is a neat, simple solution; and it is always wrong."
So, be prepared: It is quite likely that the application of the sociological perspectives and concepts you will encounter will lead you to “see” the world and your immediate surroundings differently and to “notice” things that have thus far escaped your attention. Do not, however, jump to the conclusion that sociology is necessarily “subversive.” True, the application of a sociological perspective to something that you think you “already know and understand” might challenge your position and force you to reconcile the differences. But a sociological analysis might just as well lend added support to your previous understanding and, in fact, strengthen it considerably. This for you to decide.
But let me be clear once more: this will not be an easy class and, moreover, the course requirements are demanding. Although this is a "web based" class, you will be expected to spend the same amount of time with our subject matter as you would had you been enrolled in an on-site class. This means that in addition to reading the required text and supplemental materials - just as on-site students do - you will also be viewing power point and videos, engaging in on-line discussions/debates and visiting various web sites that will take roughly the same amount of time as would regular on-site class attendance.
To keep you engaged in the course there will be a number of writing assignments – you will choose 7 out of 14 assigned - each requiring between two and three pages (depending on the assignment). You will also be responible for completing a number of quizzes - 10 out of 14. These will be completed online using Blackboard and immediately follow the completion of a sociological unit. And, of course, their will be required readings and web site visits. And, above all, remember: online courses are NOT self-paced. You must complete all of your work by specified times and late work will not be accepted.
Now, after all of this, let me be re-assuring: I will do all that I can to help you reach your goals. I will be available during office hours and beyond. You can contact me via email or phone. We can meet in cyberspace via iChat, FaceTime or Skype. Meet me at least halfway and, if needed, I’ll drag you across the finish line (kicking and screaming, I suspect)! At the same time, if you haven’t been doing the required work (with no good reason), haven't handed in the required assignments when they were due and then happen to show up asking for help the last day of class, well . . . . perhaps not.
THE INEVITABILITY - AND IMPORTANCE - OF LEGITIMATE SOCIAL & COGNITIVE CONFLICT
A course such as this ordinarily covers many sensitive issues and it is NOT expected—nor is it desirable—that we all view them in the same manner. This is not simply a reflection of my cultural bias – I spent my formative years growing up in New York City where to argue with someone is a sign of respect. Instead, I will argue that there are clear and specifiable sociological reasons that would lead you to expect – to predict – widespread disagreements among people when it comes to beliefs, values, attitudes, and interpretations of the social world. This will be especially relevant this semester as we witness the various political controversies that are likely to unfold (budget talks, the debates over health care, a constitutional amendment defining "marriage," foreign affairs, etc).
To discuss these matters – and other issues on which disagreement will inevitably occur during the semester – we must all take seriously – and respect – the legitimate existence of reasonable differences of opinion. If you accept the premise that we are all – to some extent – shaped and molded by our life-experiences – and this is one of the fundamental principles of sociology (read this to mean that if you don't embrace this you will have serious trouble doing well in this class), then the following are obvious:
That, generally speaking, men and women experience the world differently – they are perceived differently, they are treated differently and, as a result they have to deal with different circumstances as they make their way in the world;
Then, it should come as no surprise that, due to these differenent experiences, although they share certain beliefs, values, attitudes, and interests, men and women will likely have meaningful and legitimate differences with respect to important beliefs, values, attitudes, and interests, too. They will, in many instances, disagree - with each believing that their way of seeing the world and thinking makes sense.
That, generally speaking, wealthy people and impoverished people experience the world differently – they are perceived differently, they are treated differently and, as a result they have to deal with different circumstances as they make their way in the world;
Then, it should come as no surprise that, due to these different experiences, although they share certain beliefs, values, attitudes, and interests, wealthy people and impoverished people will likely have meaningful and legitimate differences with respect to important beliefs, values, attitudes, and interests, too. They will, in many instances, disagree - with each believing that their way of seeing the world and thinking makes sense.
That, generally speaking, older people and younger people experience the world differently – they are perceived differently, they are treated differently and, as a result they have to deal with different circumstances as they make their way in the world;
Then, it should come as no surprise that, due to these different experiences, although they share certain beliefs, values, attitudes, and interests, older people and younger people will likely have meaningful and legitimate differences with respect to important beliefs, values, attitudes, and interests, too. They will, in many instances, disagree - with each believing that their way of seeing the world and thinking makes sense.
That, generally speaking, people with lighter complexions and people with darker complexions experience the world differently – they are perceived differently, they are treated differently and, as a result they have to deal with different circumstances as they make their way in the world;
Then, it should come as no surprise that, due to these different experiences, although they share certain beliefs, values, attitudes, and interests, people with lighter complexions and people with darker complexions will likely have meaningful and legitimate differences with respect to important beliefs, values, attitudes, and interests, too. They will, in many instances, disagree - with each believing that their way of seeing the world and thinking makes sense.
That, someone who is a sixty-two year old male that has spent thirty-plus years (that include the nineteen-sixties and seventies) living in New York, who grew up in the upper level of the lower-class yet has an Ivy League graduate education, has taught in prisons as well as prestigious universities, and has shared in the raising of three daughters – has experienced the world differently than someone who is a nineteen year old female, has grown up in an affluent community, is just entering college . . .
Then, it should come as no surprise that, due to these different experiences, although they share certain beliefs, values, attitudes, and interests, the older New York professor and the younger female student will likely have meaningful and legitimate differences with respect to important beliefs, values, attitudes, and interests, too. They will, in many instances, disagree - with each believing that their way of seeing the world and thinking makes sense.
The forgoing should, then, seem obvious to you. Actually, it's a no-brainer - at least in the abstract. But you need to take this seriously. And generally speaking, when push comes to shove, most people do not incorporate this obvious common-sense and fundamental aspect of social life into their interpretative scheme when they confront differences of opinion. We are more apt to think that our view is the correct view, and that if someone disagrees they are simply wrong. How easy . . . and, as shall be seen, dangerous this is.
It is important to realize that not only is disagreement fundamental to the social world, but also that it fosters intellectual growth. Honest discussion and arguments over actual differences of opinions (not caricatures of opposing viewpoints) often lead to a sharpening and deepening of one's understanding of the world. Toward that goal – and as long as it is kept respectful and civilized – lively argument and "creative disagreement" will be strongly encouraged in class throughout the semester. Be bold. Let’s “agree to disagree.” I assure you that the more we argue, the more each of us – myself included – will learn. If you are uncomfortable about anything that is said in class, please do not hesitate to contact me. In fact, I hope that you will come by the office at least once during the semester just to “touch base” so I can see how you are doing!
TENTATIVE OVERVIEW OF THE SEMESTER
As I mentioned above, sociology is less an assemblage of facts and figures and more a “way of seeing” these things. It is a way of focusing on certain aspects of human conduct, raising certain questions and then relying on the systematic application of scientific methods – not individual, personalized, impressionistic accounts – to attain a deeper understanding of the world. During this semester, I hope that you will all develop what C. Wright Mills has called a "sociological imagination" - that you will be able to see and understand the intricate connections and interplay between one's biography and the historical moment in which one lives. Sociology is, above all else, a perspective. It's not the only perspective that can be applied to human action - biology, psychology, economics, political science also take human beings as their subject matter - nor would I argue that sociology is necessarily the best perspective. Like all others, it has both strengths and blindspots. So before we actually begin talking about sociology – what it is and how it will help deepen our understanding of both our personal experiences and the world-at-large – it’s important that we first consider both the strengths and the limitations of all ways of thinking – no matter what the subject matter! We will begin, then, with a focus on what a perspective" is and how they facilitate as well as constrain our understanding of the world. As shall be seen, we often think that "seeing is believing." Perhaps. But the opposite is also true: in many instances "believing is seeing." Moreover, "seeing can be deceiving." All of this will become evident in Unit 1 of the class.
Our next task is to place sociology into a broader intellectual context. We will begin our discussions with a fundamental question: “What is a human being?” This question is not to be taken lightly. The different disciplines that take human beings as their subject matter – anthropology, biology, economics, history, philosophy, political science, psychology, sociology, theology – proceed from very different assumptions (there are of course internal differences as well). What are the political, economic and more general social implications of giving priority to one view rather than another? How will this choice affect your analysis and understanding of the world? What are the policy implications of placing emphasis on one view rather than another? The so-called “Nature – Nurture Controversy” is centuries old and its presence is still felt today. The pendulum, many believe, is swinging back in the direction of Nature. To illustrate these issues you will examine and we will all discuss a historical case – the eugenics movement in the United States – and some contemporary concerns – race and intelligence, cloning, stem-cell research, and designer babies.
In Unit 2 an overview of the discipline of sociology will be presented - what are its main concerns - along with a bief history of the discipline. Since its inception, sociiology has tried to balance its clear interest in social issues and attempts to reduce the extent to which social problems exist with scientific neutrality. Are sociologists social activists are detached objective scientists? How do their values enter into their analyses?
Next, in Unit 3, you will learn about and compare the various theoretical approaches, basic concepts, and research methods that sociologists use to analyze social action, society at large, and global relations. When we focus our attention on the broad outlines of the structure (as opposed to random or chaotic nature) of society you will learn that while the different institutions in society – family, polity, economy, religion, education, and science – each have their own distinctive structure (patterns), they are also interdependent and interpenetrating. To illustrate this point, we will focus on the intersections of religion with the polity, education, and science.
In Unit 4 we will focus on the cultural and sub-cultural patterns that affect our lives. During these discussions, we will see that conflict is built into the very fabric of society. You will learn how peoples’ social definitions and perceptions of their world, as well as their beliefs, values, attitudes, interests, access to resources and opportunities, and power, are greatly affected by the positions they occupy in society. Since we all occupy different positions – while still sharing others – the potential for conflict will always be present. In fact, conflict occurs most often when people are simply doing what is socially expected of them. Moreover, you will see how the various aspects of culture -- comprised of beliefs, values, attitudes, norms, customs and traditions – have important social components. As examples we will discuss social factors that affect both religious and scientific beliefs. How have social factors affected the way that human beings think about and worship deities? How are religious beliefs distributed in our society? In the world? How have social factors affected the development and evaluation of scientific knowledge?
Next, to fully appreciate how cultural factors shape your everyday experiences, you will investigate issues surrounding the notion of diversity in society and the “culture wars” (battles, and skirmishes) that are currently being fought that involve the intersection of religious, familial, educational, political and scientific sectors of society. Our concern here will not be to resolve these issues but, rather, to see how both social order and social conflict are woven into the fabric of society.
Since cultural and sub-cultural patterns are learned, we will focus next, in Unit 5, on the process of socialization. How, and through what means, do we develop “self-images?” Or learn what is expected of us in various circumstances? Or come to hold certain beliefs and attitudes? To provide some cross-cultural perspective, we will view a recent documentary about the Palestinian - Israeli conflict, Death in Gaza. We shall also ask what role do the various groups we join, the major institutions of society, and the mass media play in this process? Here, we will focus on the different socialization experiences of men and women, with particular emphasis on the way that men and women are portrayed in the mass media, and discuss the resulting differences in gender.
To push our discussion of the socialization process further, we will apply it to an extended analysis of a second concrete case in Unit 6. You will explore the nature of prejudice – which is clearly learned – and examine, among other things, the extent to which these attitudes are passed on and reinforced by those we interact with in social groups. In so doing, we will explore the changing definitions of the concept of "race" and trace how the term has been scientifically, legally, AND socially constructed. You will also research and discover how unflattering stereotypical caricatures have been and continue to be embedded in popular cultural images. Next, you will confront the various “isms” (racism, sexism, and ageism) that have and continue to characterize societies of all kinds. To gain first-hand knowledge of the “often unconscious and hidden assumptions” of these “isms” you will take and comment upon a (private) assessment test designed to illustrate this as one of your Internet exercises. You will then have the opportunity to “eavesdrop” on an extremely frank discussion of racism as you watch the film, “The Color of Fear,” see interviews with members of various “hate” groups and then, to assess how new technology might affect these processes, scan a number of “hate” sites on the world-wide web. We will complete our discussions of this topic by debating various proposed programs designed to reduce the extent to which prejudicial attitudes and discriminatory conduct exists in contemporary society. From all that has come before, we should expect that the perceptions about the state of race relations and opinions concerning public policy will be affected – and differ – by race. To test this assumption we will together examine the latest (July 2001) Gallup Poll update that presents findings on a whole array of issues and policies.
One of the major consequences of discrimination is that it limits one’s access to opportunities and the resources needed to “get by” in society. There seems little doubt that so-called “minority groups” are more apt to be located in the lower reaches of the class system in the United States and elsewhere. Our next extended example, in Unit 7, will focus on stratification and inequality. After you examine data that reveals the economic contours of our society – the distribution of wealth and material resources –- we will discuss how this came to be so, what factors account for its persistence, and the different consequences this has for your life-chances, groups located in different classes, and society at large. This will lead to a debate on what, if anything, should or could be done – by whom? – about this state of affairs. Here, we will discuss issues of personal responsibility and distributive justice and whether social programs – if deemed necessary – should be located in the private or public sectors (i.e., community faith-based programs, federally funded entitlement programs). to provide more concrete material, we will, in Unit 8, analyze both sexuality and geneder stratification.
Many believe that there is a direct link between social class and deviance/criminality. Our next extended example, in Unit 9, will focus on this topic. The first thing you will encounter is the fact that determining what constitutes deviance is not as easily resolved as it might seem. Who defines deviance? Are the poor more apt to commit crimes than those in more advantageous positions? Or, instead, are more crimes – and more serious crimes – being committed in corporate suites? What social factors affect the probability that one will be labeled as deviant? How are age, sex, race, and ethnicity implicated? You will examine data that address these issues and critically assess their fit with theories presented in the text.
We turn next to an analysis of the key institutions in society, pairing economics & politics in Unit 10, family and religion in Unit 11, and education & health/medicine in Unit 12. In each instanve we will look at the many forms these institutions take, how they affect our lives, and how each institution is interconnected with all of the others, often in ways not immediately apparent to the members of society.
Last, prejudice, discrimination, the various “isms,” inequality, and deviance are all generally considered to be social problems. Other social phenomena – a perceived decline in the moral fiber of society, the breakdown of the nuclear family, quality of education, access to adequate health care, the quality of our air and drinking water, the threat of war (to name just a few) – also qualify as social problems. It is my belief that the most serious social problem we have today is the way we think about and deal with social problems. Unit 13, then, will focus upon how social problems are socially negotiated in the political arena by groups with very different sets of interests, different resources at their disposal, and different degrees of power. For our last unit, 14, you examine sociological research on social movements and learn about "public sociology."
In sum, sociology will lead you to raise certain questions and then rely on systematic scientific methods, rather than individual, personalized, impressionistic accounts, to better understand the various social worlds that you inhabit and the inevitable social problems that are found in contemporary society. In each instance you will take a “hands on” approach and apply sociological concepts, findings, and theories to your life and contemporary social events. The main objective is for you to learn that a sociological perspective has relevance to your life.