The nature of sociological theory -- Functional theorizing -- The rise of functional theorizing -- Talcott Parsons' analytical functionalism -- The systems functionalism of Niklas Luhmann -- Efforts to revitalize functionalism -- Evolutionary and ecological theories -- The rise of evolutionary and ecological theorizing -- Ecological theories -- Stage theories of societal evolution -- Darwinian-inspired evolutionary theories -- Conflict theorizing -- The rise of conflict theorizing -- Early analytical conflict theories -- Randall Collins' analytical conflict theory -- Marxian conflict (...) theories -- Conflict theories in historical-comparative sociology -- Interactionist theorizing -- The rise of interactionist and phenomenological theorizing -- Symbolic interactionist theories of identity -- Roles theories -- Status theories -- Dramaturgical theories -- Ethnomethological theories -- Exchange theorizing -- The rise of exchange theorizing -- Early exchange theorizing -- Rational choice theories -- Exchange-network theories -- Structuralist and cultural theorizing -- The rise of structuralist and cultural theorizing -- Early structural and cultural theories -- Cultural theories -- Structuration theory -- Network analysis -- The challenge of critical theorizing -- The rise of critical theorizing -- Critical theorizing in the Frankfurt school -- American-style critical theory -- Index. (shrink)

The present volume represents the first book-length monograph on the Marxian concept of totality as seen from a philosophical and sociopolitical perspective. Drawing on a large number of classical and contemporary works, Boveiri elucidates the distinctive features of Marxian totality with a particular focus on its methodology. The work has four fundamental elements, or moments. First, it develops arguments against undialectical conceptions of totality. Then it presents a critical reading of Hegelian totality focused on The Science of Logic. (...) Its penultimate section examines the shortcomings of two well-known conceptions of totality, one by Georg Lukács, another by Karel Kosík, before a final section examines in detail the developmental characteristics of Marxian totality. The volume concludes with a chapter dealing with methodological implications. (shrink)

We provide an economic assessment of the operation of schooling quasi-markets, re-interpreting the findings of the mainly sociologically-based empirical research. We find that economic analysis is complementary to that of sociology, providing further explanations for the failure of greater competition to increase the diversity of provision and challenge traditional school hierarchies.

Most social scientists and philosophers claim that sociology and philosophy are disjoint fields of inquiry. Some have wondered how to trace the precise boundary between them. Mario Bunge argues that the two fields are so entangled with one another that no demarcation is possible or, indeed, desirable. In fact, sociological research has demonstrably philosophical pre-suppositions. In turn, some findings of sociology are bound to correct or enrich the philosophical theories that deal with the world, our knowledge of it, (...) or the ways of acting upon it. While Bunge's thesis would hardly have shocked Mill, Marx, Durkheim, or Weber, it is alien to the current sociological mainstream and dominant philosophical schools. Bunge demonstrates that philosophical problematics arise in social science research. A fertile philosophy of social science unearths critical presuppositions, analyzes key concepts, refines effective research strategies, crafts coherent and realistic syntheses, and identifies important new problems. Bunge examines Marx's and Durkheim's thesis that social facts are as objective as physical facts; the so-called Thomas theorem that refutes the behaviorist thesis that social agents react to social stimuli rather than to the way we perceive them; and Merton's thesis on the ethos of basic science which shows that science and morality are intertwined. He considers selected philosophical problems raised by contemporary social studies and argues forcefully against tolerance of shabby work in academic social science and philosophy alike. (shrink)

In this article, the Zerubavelian culturalist cognitive paradigm which comprises an emerging Rutgers School of Sociology is presented. This perspective employs a comparative cognitive pluralist approach to the study of cognition and takes as its central premise that the mind is social. The key roots of the perspective in Simmelian classical sociology and in the twentieth-century sociology of knowledge approaches of Fleck, Mannheim, Berger and Luckmann and others are outlined. The key concepts and parameters of the (...) field and its concern with perception, attention, classification, meaning-making, memory, time and identity are discussed. Finally, its methodological approach is outlined and it is suggested that the Zerubavelian perspective provides a unique analytic literacy that cuts across the various subfields of contemporary sociology. (shrink)

Coletânea de trabalhos de especialistas brasileiros que analisam algumas das obras mais importantes de pensadores marxistas deste século: O espírito da utopia (Bloch), Teoria do agir comunicativo (Habermas), Dialética negativa (Adorno), História e consciência de classe (Lukács), Contrarrevolução e revolta (Marcuse), Eduard Fuchs, o colecionador e o historiador (Walter Benjamin), As ideias fora do lugar (Roberto Schwarz), Marx: Lógica e política (Ruy Fausto) e Trabalho e reflexão (José Arthur Giannotti).

Introduction: on not giving interviews -- Interview with Leonard Green, Jonathan Culler, and Richard Klein -- Interview with Anders Stephanson -- Interview with Paik Nak-Chung -- Interview with Sabry Hafez, Abbas Al-Tonsi, and Mona Abousenna -- Interview with Stuart Hall -- Interview with Michael Speaks -- Interview with Horacio Machín -- Interview with Sara Danius and Stefan Jonsson -- Interview with Xudong Zhang -- Interview with Srinivas Aravamudan and Ranjana Khanna.

This article examines the social development of Hong Kong's cultural and national identity since its return from the UK to the People's Republic of China nearly six years ago, focusing on the extent to which Hong Kong students are now inculcated in traditional Chinese music and express their devotion to the PRC through singing the national anthem. Hong Kong music teachers experience conflicts concerning their roles as music teachers and as purveyors of values education. These observations raise fundamental questions concerning (...) the sociopolitical function of values education in the music classroom. (shrink)

ONE Victims or Culprits? Reflections on Women's Behaviour My title, 'Victims or Culprits?', with its interrogatory inflection, may appear somewhat inane. ...

Description: This book Marxian Ethics: Some Preliminary Considerations, is an attempt to explore the meaning and significance of some of the basic formulations of Marxian thought and ideology with a view to cull the ethical dimensions implicitly embedded in Marx's theoretical framework. The work is important in view of the fact that there are extreme divergences and contradictions in the interpretations of Marxism leading to a controversy between the exponents of scientific and philosophico-ethical aspects of Marxism. The work (...) presupposes a few basic questions in the context of Marx's concern for ethics and morality. Is Marx advocating a moral principle which must be confronted to or is he seeking a goal realization? Is he concerned with a sociological analysis of factors in the decline or rise of moral values or is he visualizing an ideal state of affairs which ought to come into existence? The language of morality cannot be understood except against the background of certain norms of social existence. Marx, according to the author, is not only confronted with the moral problem but, indeed, forces the moral question on us. The author maintains that Marx's entire social philosophy flows from his radical and revolutionary views on reality as manifested in his state of alienation-a concept which according to her lies at the heart of Marx's social and moral analysis. The author grapples with the question why Marxism is accepted almost as a religion by the countless millions of people. It is because it looks at and tries to solve the riddles of man's existence from a moral point of view? The author discusses the relevance of man's relation to nature, history and society and tries to view it from a valuational standpoint which incorporates within it the absolute supremacy and dignity of man, which have an unconditional priority in the hierarchy of values. She locates the basis of Marxian system of moral values in a metaphysics of human nature. (shrink)

In 2012, the international PISA survey reinforced the observation that the French educational system is one of the most unequal among OECD countries. The observation of serious inequalities in access to educational success for pupils from disadvantaged backgrounds could lead to a pessimistic vision suggesting that any possibility of transformation of the system is doomed to failure. Thus, the fight against inequalities in access to educational success is a form of runaway object which constitutes a challenge for research which treats (...) the social context as evolving and susceptible to significant and novel transformations. Developmental work research aims to support the work of professionals in the re-elaboration of their practices by seeking to go beyond the status quo of an unequal school. Drawing on this framework within an institutional network of schools, we seek to show how the intervention has highlighted power issues inscribed in the structures and how the actors, through their commitment in the research collaborative process, seek to go beyond the power issues inscribed in their work routines and enacted during the research process by different kinds of antagonism. We will argue that the fight against educational inequality involves overcoming systemic power relations crystallized in institution. This systemic power is expressed by a form of episodic power. Our results show restrictive and constructive effect on the expansive learning process and on the construction of a collective in the formative interventions. The restrictive side of epistemic power should be linked to systemic power which is historically inherited. We discuss the results in the light of the emergence of a fourth generation of activity theory. Our research makes it possible to make conceptual and methodological progress in the construction of a fourth generation of activity theory by showing the need for analysis and expansively learn about problematic power relations in heterogeneous collectives. (shrink)

Gillian Rose here follows her masterful critical exposition of Adorno and the Frankfurt School, The Melancholy Science, with a broad interpretation of Hegel focused on contemporary problems of method in the social sciences. Rose aims to retrieve the Hegelian speculative experience, and the first chapter is devoted to the discovery, analysis and unmasking of the barriers which stand in the way of any such rereading. Rose argues that all forms of sociology operate within the narrow limits of a (...) neo-Kantian paradigm of validity and value, first formulated by Lotze. In this, Lotze attempted a Kantian grounding of knowledge via the dual criteria of validity and values; i.e., either theory may be grounded in the validity of necessary truths and given facts, or theory may be grounded in the values of absolute standards. Rose suggests that each of these criteria was later given primacy. In late nineteenth century philosophy the criterion of validity was developed by the Marburg school of neo-Kantian philosophers. The criterion of values was given priority in the work of the Heidelberg school. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 15.2 (2007) 177-179MuseSearchJournalsThis JournalContents[Access article in PDF]Reviewed byLise Vaugeois University of TorontoHildegard C. Froehlich, Sociology for Music Teachers:Perspectives for Practice (Upper Saddle River, NJ: Pearson Prentice Hall, 2007)Hildegard Froehlich's book, Sociology for Music Teachers, provides an important and much needed resource for undergraduate and advanced music education programs. Music students tend to see their interests and goals within a narrow framework, one (...) that is reinforced by the intensely personal nature of music-making as well as the material and psychological separation that inheres from our location in physically detached faculties of music. Froehlich's book provides a resource that directly addresses this tendency towards narrowness by inviting students to engage with sociological questions as they affect us personally, professionally, and in the context of questions much larger than ourselves.The book is organized into eight chapters, each of which explores a particular set of questions and introduces related studies and resources. She recommends that students actively engage with the material and provides suggestions for group discussion throughout the book. Each chapter introduces a comprehensive survey of related questions and the body of literature that investigates these questions. Thus, it can be used as the basis to structure an undergraduate course as well as a literature guide for graduate students.Undergraduate students are often resistant to exploring ideas beyond their [End Page 177] immediate conceptions of themselves as musicians and Froehlich addresses this resistance by discussing concepts about identity formation in the first chapter. Students are thus asked to consider a series of questions they can easily recognize as relevant to their own lives. She begins with the personal and the familiar and then brings in ideas that broaden the range of inquiry, gradually introducing concepts that challenge many of our assumptions about the meaning of music in different people's lives; the range of meanings possible within sounds and musical practices; the role of public education and various ways that music education functions within this larger system, and important questions about how we might conceive of ourselves as transmitters of extant cultural values or transformers of values and social relations.The chapter headings give an indication of the range of material introduced in her text: "The Performer and Teacher in You: A Matter of Identity"; "Teaching as Work: What Educational Sociologists Tell Us"; "Music Learning and Teaching as Socially Situated Acts"; "Music and Social Context: Macro, Micro, and Interactive Perspectives in Selected Texts on the Sociology of Music"; "Musical Meaning and Social Context: Thoughts by Selected Ethnomusicologists and Cultural Theorists"; "Sociology of Education: Major Theories and Their Connection to School Practice"; "Application of Sociological Constructs in Education to Music Schooling"; "Conclusion: You and the Big Picture." Each chapter gives a historical survey of the literature pertaining to the area of inquiry plus an introduction to contemporary writing. Competing discourses are introduced throughout.Froehlich's survey of disciplines that intersect with sociology is quite comprehensive. Amongst other disciplines, she includes foundational literature from musicology, philosophy of music education, sociology of education, and social psychology. The book is thus valuable as a resource for its bibliography alone. She also includes a glossary of terms, another feature that makes the book particularly helpful to undergraduate students. One writer I was surprised not to see included is Jacques Attali. His theoretical arguments on the relations of musical culture to economy provide a significant lens for considering the influence of music on social development and would have been an appropriate addition to the chapter on "Music and Social Context." I also missed work by musicologists and human geographers who have explored the role of race in music and music education.Related to these missing discourses, I have a major concern that is less a critique of Froehlich than an acknowledgement that this position has not yet been given sufficient consideration in our field, and to which Deborah Bradley refers as the "normative centering of whiteness."1 Froehlich bases her work on the assumption that her audience consists of a... (shrink)

This book examines business education from the perspective of the social sciences and humanities, specifically sociology and ethics. In particular, it offers the rare combination of liberal arts and business management education which is used to investigate how aspects of business education might be responsible for and connected to the distribution of wealth that currently dominates the global economy. Through interviews with business ethics faculty members, students, and graduates around the world, as well as attendance in business ethics classes (...) and examination of classroom materials, the author presents patterns of theory, perspectives, and outcomes from culturally and geographically diverse business schools. This research provides insights into how business ethics educators are responding to the growing diversity in student populations, and the dual crises of environmental destruction and lack of ethical stewardship. The book also discusses alternative discourses within business schools and makes recommendations for future improvements. (shrink)

Sociological approaches to inquiry on emotion in educational settings are growing. Despite a long tradition of research and theory in disciplines such as psychology and sociology, the methods and approaches for naturalistic investigation of emotion are in a developmental phase in educational settings. In this article, recent empirical studies on emotion in educational contexts are canvassed. The discussion focuses on the use of multiple methods within research conducted in high school and university classrooms highlighting recent methodological progress. The (...) methods discussed include facial expression analysis, verbal and nonverbal conduct, and self-report methods. Analyses drawn from different studies, informed by perspectives from microsociology, highlight the strengths and limitations of any one method. The power and limitations of multimethod approaches is discussed. (shrink)

Develops an interpretation of Marx's work as the basis of a critique of both orthodox Marxism and of both modern economics and sociology. The core of this book is an analysis of Marx's theory of alienated labour as the basis of Marx's critique of liberal social theory. This leads to both an original interpretation of Marx's work and to the liberal foundations of the subjects of economics and sociology. This critique is developed through an account of revolution, and (...) of the parallel revolution in sociology carried through by Max Weber. The conclusion relates the critique to the subsequent developments in both Marxism and sociology. (shrink)

Critics of a predominantly ethical or psychological interpretation of Marxism which neglects the existential reality described by the class struggle rightly complain of the emasculation of Marxian social theory. However, the corrective is not simply a question of emphasizing the unity of Marxian sociological and normative theory. Now it has always appeared to commentators that the unity of theory and practice is the merit of Marxian social science as a descriptive and therapeutic discipline. It is the argument (...) of this paper that the unity of Marxian social theory is sacrificed to a schism which the Marxian ethic introduces into history and thereby into Marxism as a historical science. In the post-historical stage the positive version of Marxian ethics is naively dependent upon the suspension of Marxian sociological realism. The latter, however, becomes brutalized through the divorce of the Marxian ideal from the mechanism of historical and political change in the period before the socialist revolution which divides history. (shrink)

In France, some institutions seem to call for the engineer’s sense of social responsibility. However, this call is scarcely heard. Still, engineering students have been given the opportunity to gain a general education through courses in literature, law, economics, since the nineteenth century. But, such courses have long been offered only in the top ranked engineering schools. In this paper, we intend to show that the wish to increase engineering students’ social responsibility is an old concern. We also aim at (...) highlighting some macro social factors which shaped the answer to the call for social responsibility in the French engineering “Grandes Ecoles”. In the first part, we provide an overview of the scarce attention given to the engineering curriculum in the scholarly literature in France. In the second part, we analyse one century of discourses about the definition of the “complete engineer” and the consequent role of non technical education. In the third part, we focus on the characteristics of the corpus which has been institutionalized. Our main finding is that despite the many changes which occurred in engineering education during one century, the “other formation” remains grounded on a non academic “way of knowing”, and aims at increasing the reputation of the schools, more than enhancing engineering students’ social awareness. (shrink)

Oficina de sociólogo -- O artesanato sociológico em sete narrativas -- Desigualdade e diferença : ciladas da compreensão -- Funções heurísticas das anomalias do trabalho.

A brief and selective conceptual glance at the history of sociological foundation shows that a certain assumption about the `ultimate referentiality' of society has been at the heart of sociology. The late modern responses to, and reactions against, foundationalism in various schools in the human and social sciences provide a springboard for a new beginning in sociological inquiry. Drawing on radical phenomenology and postmetaphysical hermeneutical philosophy, this article summons attention to the concept of ultimate referentiality as the point of (...) moorage that supposedly secures our theoretical postulates in a presumed locus in the `real' — namely, `society'. Given our late modern crisis of metaphysical claims about ultimate foundations, the article makes an invitation to an interpretative sociological renewal with an acute sensitivity toward praxis. The article provisionally makes a number of suggestions with respect to the modes of sociological practice that would render the discipline attuned to our age. (shrink)

ABSTRACTThis article offers a re-contextualization of the Positivism Dispute between the Frankfurt School and advocates of empirical sociology in the German sociological profession between 1954 and 1970. Investigating the reasons why the German Sociological Association convened in Tübingen in October 1961, it assigns a more peripheral role to Karl Popper and this now famous seminar. Focusing instead on the debate among German sociologists from the mid-1950s which prompted the convention of the seminar and the invitation for Popper to (...) speak, the article maintains that philosophy of history was the central concern of the Positivism Dispute. In this debate, members of the Frankfurt School emphasized contingency in history and society, while sociologists such as René König, Helmut Schelsky, Ralf Dahrendorf, and Arnold Gehlen advocated sociology as the empirical study of ‘given’ social facts. By doing so the article questions the narrative of the Positivism Dispute advanced by Karl Popper and some of his followers, as well as interpretations which have focused on debates during the aftermath of the Tübingen seminar in the 1960s. (shrink)

Experiments are generally thought of as actions or operations undertaken to test a scientific hypothesis in settings detached from the rest of society. In this paper a different notion of experiment will be discussed. It is an understanding that has been developed in the classical tradition of the Chicago School of Sociology since the 1890s, but has so far remained unexplored. This sociological understanding of experiment does not model itself strictly on the natural sciences. Rather, it implies a (...) process of societal self-experimentation without a fixed setting of a sociological experimenter. The paper discusses this notion of experiment in relation to the recursive dependency of the application and the production of sociological knowledge. It is contended that this concept of a self-experimental society offers theoretical insights that could well prove fruitful for a sociological concept of experiment beyond the realm of the laboratory. (shrink)

Introduction to Sociology distills decades of distinguished work in sociology by one of this century’s most influential thinkers in the areas of social theory ...

In his analysis of the logic of history and social sciences Mill was much influenced by French writers of the Saint Simonian school and especially Auguste Comte. This school divided history into 'organic' and 'transitional' periods. In organic periods human personalities and institutions are coherently organized in a stable system, the workings of each part complementing and reinforcing the workings of the others. But this cannot last forever, stability is never absolute: the system starts to come apart, there (...) follows a period of more or less disorder and confusion, in which the parts of society pull against or collide with one another, personalities and institutions do not suit one another, people are dissatisfied and disappointed and change becomes rapid - until out of the struggle another stable organization develops, another 'organic' period. So on this view it is possible to draw non-arbitrary lines across history, to recognise distinct 'periods', though some of these will be periods of transition or revolutionary periods without any high degree of coherence. (shrink)

Work is fundamental to human society and modern organizations, and consequently has been central to the thinking of major social theorists and social science disciplines. This book offers a 'one-stop-shop' guide to classical and contemporary perspectvies of work written by leading international experts. Schools covered include: Weberian, Marxian, Durkheimian, feminist, neo-classical economics, institutional economics, ethics, Foucauldian, postmodernist, organizational sociology and economic sociology. Each chapter traces the origins of the theoretical school, reviews seminal contributions,and considers major criticisms (...) of the approach. In addition, the book features a section on key aspects of work - professions, technology, identity and globalisation - to which these theories have been applied. The book makes a major contribution in a number of ways: · Provides systematic coverage of major social and economic theories and the way they aid our understanding of work;· Includes a section of chapters that consider, in an applied way, how social theories have helped the analysis of key substantive areas of work;· Includes contributions from leading academics from both Europe and the USA; · Each chapter can be read as free-standing summary of a particular school of theoretical approach;· In addition, the introductory and concluding chapters examine themes cross-cutting the other chapters in the book.It is an essential text for academics and advanced students concerned with the sociology of work, management, and organization studies. (shrink)

Introduction: Eurocentrism, capitalism and modernity -- The emergence of Eurocentrism: fragments and contradictions -- Anthropocentrism and Europic universals -- Marxism and the Europic problematic -- The dual dialectics of Europic theory -- Critique of the Eurocentrism of civil society -- Ethical economic symbolic representation: Eurocentrism and imaginary dialectical universalisation -- Capital: Marx's anti-Europic theory of modernity -- Conclusion: Eurocentrism, capitalism and the end of modernity (and post-modernity).

Deindustrialization is a major burden on workers’ health in many countries, calling for theoretically informed sociological analysis. Here, we present a novel neoclassical sociological synthesis of the lived experience of deindustrialization. We conceptualize industry as a social institution whose disintegration has widespread implications for the social fabric. Combining Durkheimian and Marxian categories, we show that deindustrialization generates ruptures in economic production, which entail job and income loss, increased exploitation, social inequality, and the disruption of services. These ruptures spill over (...) to the field of social reproduction, generating material deprivation, job strain, fatalism, increased domestic workload, anomie, community disintegration, and alienation. These ruptures in social reproduction are sources of psychosocial stress, through which deindustrialization gets embodied as ill health and dysfunctional health behavior. We substantiate this framework through the extensive qualitative thematic analysis of 82 life history interviews in Hungary’s rust belt. (shrink)

Religion: a socio-spiritual phenomenon that pervades and influences human actions in all realms of human existences plays diverse and divergent roles in the society. Therefore, it is difficult to define with a simply and a single category. Hence, on the one hand, Karl Marx saw it as an instrument that supports the status quo and oppresses the less privileged and the powerless and as such a vital force in the legitimization of social ills in the society. On the other hand, (...) Marx Webber and other functional theorists maintain that religion as a social fact is a force in mobilizing social solidarity and unified actions against the social order. In this direction religion therefore plays revolutionary roles in any given society. Against the backdrop of the seeming contradicting and conflicting positions of these two main schools of thought in the field of sociology of religion, this paper is poised to reassess the divergent roles religion has played in history among the oppressed people of the world, using the both Marxian and Webberian paradigms as a matrix. This paper considers oppressive society as a society that maintains a social and economic classification of its members as a norm. It is also noted that it is through such classification of its members in their nexus that social injustice, discriminations, dehumanization are maintained. This situation is the defining paradigm of the global village , governed strictly by economic dictum. To this end therefore, this paper re-invokes the roles religion played in the ‘Antebellum’ America, with a view of applying the same in the modern era, which has great resemblance with the Antebellum America, in terms of oppression, though not in its magnitude. (shrink)