Soc 580 Classical Sociological Theory 09/09/11 revised syllabus Fall 2011, Course Meets Wednesdays, 2-5P, Sewall Hall 460 Instructor: Dr. Elaine Howard Ecklund, Associate Professor, Department of Sociology, Director, Religion and Public Life Program, Rice Scholar, Baker Institute for Public Policy Office: Sewall Hall 372 Office phone: 713-348-6761 Email: ehe@rice.edu COURSE OVERVIEW This course examines the impact of classical sociological theory on modern day sociological projects and, by extension, it s impact on other social science and humanistically-oriented disciplines, such as anthropology and religious studies. We will begin the course by examining why classical theory is considered classical and read the works of some of those who offer critique of classical sociological theory. The choice of which classical theorists to read and even which theorists are considered classical is somewhat arbitrary, although we will focus on the three main theorists: Marx, Weber, and Durkheim, the names that would immediately jump to mind for most sociologists if asked who are the classical sociological theorists? Furthermore, as we shall see in the writing of R.W. Connell, there are those who are opposed to the very idea of a set classical theory. How a classical theorist becomes classical is a product of history and intellectual lineage but it is not arbitrary. These early sociologists were in some way pioneers in developing sociology. According to Berkeley sociologist, Michael Burawoy, Their theories of society embraced an understanding of differences between and within nations. At the same the theories had to have a historical dimension, which, in turn, rendered the possibility of a future at odds with the present. They were, in some sense, utopians. Their theories had to be grounded in original empirical research, itself based on a sophisticated understanding of methodology and science. They were philosophers, researchers, and historians as well as theorists of society its components, its integration, its perpetuation, its transformation. Different from some graduate courses in sociological theory, the emphasis in this course will be on figuring out how classical theory shaped and currently permeates the discipline of sociology (and other disciplines) as well as how classical theory might be utilized in your own research and thinking about the social sciences. To this end, we will spend
2 extensive time reading the works of the classical theorists, but also spend extensive time reading more current work from top sociological journals (American Journal of Sociology, Sociological Theory, Sociology of Religion, etc.) that utilize or challenge the works of these theorists. READINGS The following are required texts that are currently available at the Rice University bookstore: Calhoun, Craig and Joseph Gerteis, James Moody, Steven Pfaff, and Indermohan Virk, eds. 2007. Classical Sociological Theory. 2 nd ed. Malden, MA: Blackwell Publishing. DuBois, W.E.B. 2011 edition. The Souls of Black Folk. Create Space. Pp. 1-134. *This text can be purchased cheaply at amazon. Just make sure that you have purchased the most recent edition so that we are referring to the same page numbers. Durkheim, Emile. 2001. The Elementary Forms of Religious Life. Translated by Carol Cosman. Oxford: Oxford University Press. Weber, Max. 2002. The Protestant Ethic & The Spirit of Capitalism. Translated by Stephen Kalberg. 3 rd ed. Los Angeles, CA: Roxbury Publishing Company In addition there are quite a few articles from major sociological journals, which will be on the OWL-SPACE website for this course within the next week or so as well as available via JSTOR through the Rice University online system. There are a couple of articles that are not available electronically and that I will either scan and provide via OWL-SPACE or copy and hand out to the class. COURSE REQUIREMENTS 1) Three memos on weekly readings (time that these will be turned in selected at the end of the first session). These memos will be five pages in length (doublespaced, 12 pt font, 1-inch margins, Times New Roman font). They should be mailed to all seminar participants by 2p the day before class (or at least 24 hours before the class meets). (20% of final grade). A discussion of the requirements for the memos will occur during the first class. Each student will be given 1 re-do thought paper, meaning that if you think a re-write will improve your grade and understanding of the material please go ahead and re-write. A re-write should be submitted one week after the original thought paper. Late papers will still receive a penalty for lateness. So do not think of a re-write as in lieu of turning in the original thought paper. 2) Two class presentations: you will share the responsibility with one other graduate student for introducing key concepts and leading one weekly discussion (20% of
3 final grade, 10% for each discussion). An overview of the class discussion questions and their rationale should be handed to me 2 days before the class discussion that the student is leading. More detailed directions for leading discussion will be distributed at the end of the second class. 3) Final Paper Discussing the relationship of classical theory to your own research interests. This assignment will be broken into three different assignments. A three-page overview of the topic for your final paper is due at the beginning of class on September 28 th (10% of final grade). An introduction to the paper and annotated outline of 8-10 pages is due on November 2 nd (10% of final grade). During the last day of class each student will make a 10-minute presentation about their topic, which will count for 5% of the grade. The final paper, which will be between 20-30 pages is due December 10 th (25% of final grade). More detailed information about the paper assignment will be provided during the third class period. All assignments with the exception of the December 10 th paper are due at 8A the day the assignment is due and the final paper is due at 5P on December 14 th. 4) Even when not leading a discussion or writing a memo on a given week s reading students are expected to come to class having read the week s readings and to actively participate in the class discussion (10% of final grade). ATTENDANCE AND LATE POLICY Missing class and coming to class late will influence your class participation grade (10% of final grade). Students may miss one class without penalty. All subsequent classes missed will result in a decrease of five percentage points removed from the overall class participation grade. All work submitted via email is NOT considered turned in until you receive an email from Dr. Ecklund that she has received it. STATEMENT ON DISABILITY Any student with a documented disability seeking academic adjustments or accommodations is requested to speak with me during the first two weeks of class. All such discussions will remain as confidential as possible. Students with disabilities will need to also contact Disability Support Services in the Allen Center. SUMMARY OF GRADES Weekly Reading Memos: 20% Class Presentations: 20% Final Paper: 50% Total - Topic Overview: 10% - Introduction and Annotated Outline: 10% - Presentation: 5% - Final Draft: 25% Class Participation: 10%
Even if you are taking this course pass/fail, all assignments must be handed in to receive a grade of pass. HONOR CODE Students are expected to abide by the Rice Honor System (http://honor.rice.edu/emplibrary/student%20handbook%20(rev%201-1-08).pdf). CLASSROOM EXPECTATIONS My expectations include the following: 1) I expect that you will give me, guest speakers, and your colleagues your complete attention when you are in the course. This means that you will not sleep, read the newspaper, fiddle with or talk on your cell phone or any other electronic device, check e-mail, text, surf the web or eat during class (drinking is certainly permitted). Immediately upon entering the classroom, turn off your phone if you have one. You may use lap tops during this course for note taking. 2) Expect critical but constructive feedback both from me and from your classmates. Give critical feedback with a spirit of helpfulness. 3) When another student is speaking, please give that student your undivided attention. 4) It is extremely disruptive when students come to class late, leave early, or start packing up belongings before the class is finished. Please do not do this. 5) I want to know how things are going for you in the course. If something is not working, let me know. I value your feedback, and want to make this an enjoyable and challenging learning experience for you. I deeply enjoy my work and can think of little that I would rather be doing than working as your instructor. You can expect the following: 1) I will be organized and prepared for every class meeting. 2) I will be attentive to your concerns and try my hardest to make the course material interesting, accessible and relevant to your overall work as a graduate student. 3) I will grade fairly and promptly. Your grade will be based on your performance and not any personal consideration (such as race, gender, class, religion, or whether or not you and I agree or disagree about a particular issue). I will do my best to return assignments within (usually) one week after they are turned in and at most two weeks. 4) When you are speaking during class or when we meet in my office, I will do my very best to give undivided attention. 5) As a matter of keeping the classroom a conducive learning environment for each of you and in respecting the kind of resources that you are giving to be here, I absolutely will not tolerate inattention or lack of respect or incivility directed towards me or towards other students. 6) I know you have other commitments besides this course and consequently, I will begin and end class on time.
5 Note: I may change the syllabus AND ASSIGNMENTS as necessary (I will not increase the level of work but may decrease it a bit). You are responsible for all changes and information presented in the course, regardless of whether you attended class. TOPICS AND ASSIGNED READINGS August 24 th Overview of Course, Its Significance and Limitations What is classical sociological theory and why is it important (or not important) to modern sociological projects? Presenter: Elaine Howard Ecklund August 31 st Classical Theory and Its Critics Camic, Charles and Neil Gross. 1998. Contemporary Developments in Sociological Theory: Current Projects and Conditions of Possibility, Annual Review of Sociology, 24:453-76. Connell, R. W. 1997. Why is Classical Theory Classical? American Journal of Sociology, 102 (6): 1511-57. Collins, Randall. 1997. A Sociological Guilt Trip: Comments on Connell, American Journal of Sociology, 102 (6): 1558-1564. In addition, we will discuss feminist critiques of classical theory. Total Reading: 107 pages Presenter: Elaine Howard Ecklund Memo 1: James Phillips Memo 2: Junia Howell September 7 th On the Origins of Sociological Theory From Classical Sociological Theory, 2 nd Edition, Calhoun et. al.
6 pp. 19-27, Introduction to Part I pp. 28-38, Of the Social Contract, Jean-Jacques Rousseau pp. 39-43, What is Enlightenment? Immanuel Kant pp. 44-54, The Wealth of Nations, Adam Smith pp. 55-71, Democracy in America, Alexis de Tocqueville Wallerstein, Immanuel. 1997. Social Science and the Quest for a Just Society, American Journal of Sociology, 102(5): 1241-1257. Mouzelis, Nicos. 1993. The Poverty of Sociological Theory, Sociology, 27(4): 675-695. Total Reading: 91 pages Presenter 1: Junia Howell Presenter 2: Irina Chukhray Memo 1: Junia Howell Memo 2: Irina Chukhray September 14: Overview of the Ideas of Karl Marx From Classical Sociological Theory, 2 nd Edition, Calhoun et. al. pp. 73-81, Introduction to Part II pp. 82-85, The German Ideology, Karl Marx and Friedrich Engels pp. 86-95, Economic and Philosophic Manuscripts of 1844, Karl Marx pp. 96-111, Manifesto of the Communist Party pp. 112-121, The Eighteenth Brumaire of Louis Bonaparte, [1852] pp. 122-129, Wage-Labour and Capital, Karl Marx pp. 130, Classes, Karl Marx
7 Total Reading: 57 pages Presenter 1: Junia Howell Presenter 2: Irina Chukhray Memo 1: Christina Zarraga Memo 2: Junia Howell Memo 3: Irina Chukhray September 21: Contemporary Influences and Uses of Marxist Sociology *Guest Visit from Elizabeth Long *class ends at 4P today, so that students might hear talk by University of Colorado sociology faculty member Dr. Richard G. Rogers Burawoy, Michael. 1990. Marxism as Science: Historical Challenges and Theoretical Trends, American Sociological Review, 55: 775-793. Knapp, Peter. 1986. Hegel s Universal in Marx, Durkheim and Weber: The Role of Hegelian Ideas in the Origin of Sociology, Sociological Forum, 1(4): 586-609. McCarthy, E. Doyle. 1994. The Uncertain Future of Ideology: Rereading Marx, The Sociological Quarterly, 35(3): 415-429. Sorenson, Aage. 2000. Toward a Sounder Basis for Class Analysis, American Journal of Sociology, 105(6): 1523-1558. Wallerstein, Immanuel. 1986. Marxisms as Utopias: Evolving Ideologies, American Journal of Sociology, 91(6): 1295-1308. Wright, Erik Olin. 2000. Class, Exploitation, and Economic Rents: Reflections on Sorenson s Sounder Basis, American Journal of Sociology, 105(6): 1559-1571. Total Reading: 111 pages Presenter 1: Jessica Davenport Presenter 2: Jason Jeffries Memo 1: Jessica Davenport
8 Memo 2: Jason Jeffries September 28 th Durkheim s Sociology ASSIGNMENT DUE: Overview of final paper From Classical Sociological Theory, 2 nd Edition, Calhoun et. al pp. 133-138, Introduction to Part III Lukes, Steven, ed. 1982. Durkheim: The Rules of Sociological Method and Selected Texts on Sociology and Its Method. New York: The Free Press. 1-159. * will be distributed in class Total Reading: 166 pages Presenter 1: Elaine Howard Ecklund Memo 1: Irina Chukhray October 5 th There will be no class today; see this as a time to catch up on work or we may decide collectively to meet another time as a class. October 12 th Durkheim s Views of Society Mid-term Course Evaluation From Classical Sociological Theory, 2 nd Edition, Calhoun et. al pp. 158-170, The Division of Labor in Society, Emile Durkheim From The Elementary Forms of Religious Life, Cosman vii-xxxvii, Introduction From Book 1 pp. 25-46, Chapter 1: A Definition of the Religious Phenomenon and of Religion, Emile Durkheim pp. 76-86, Chapter 4: Totemism as Elementary Religion, Emile Durkheim From Book 2 pp. 87-100, Chapter 1: Central Totemic Beliefs pt. I, Emile Durkheim
9 pp. 109-120, Chapter 3: Central Totemic Beliefs pt. II, Emile Durkheim pp. 140-152, Chapter 6: The Origins of These Beliefs pt. II, Emile Durkheim pp. 153-182, Chapter 7: The Origins of These Beliefs pt. III, Emile Durkheim From Book 3 pp. 310-343, Conclusion Total Reading: 170 pages Presenter 1: Jason Jeffries Presenter 2: Jessica Davenport Memo 1: Jason Jeffries Memo 2: Jessica Davenport Memo 3: William Oliver October 19 th Contemporary Analysis and Uses of Durkheim Marshall, Douglas. 2010. Temptation, Tradition and Taboo: A Theory of Sacralization, Sociological Theory, 28 (1): 64-90. Lemert, Charles. 1999. The Might Have Been and Could be of Religion in Social Theory, Sociological Theory, 17(3): 240-263. Jones, Robert Alun. 1994. Ambivalent Cartesians: Durkheim, Montesquieu, and Method, American Journal of Sociology, 100 (1): 40-69. Cadge, Wendy, and Courtney Bender. 2004. Yoga and Rebirth in America: Asian Religions are Here to Stay, Contexts, 3(1): 45-51. Lee, David J. 1995. Class as a Social Fact, Sociology, 28(2): 397-415. Rawls, Anne Warfield. 1997. Durkheim s Epistemology: The Initial Critique, 1915-1924, The Sociological Quarterly, 38(1): 111-145. Emirbayer, Mustafa. 1996. Useful Durkheim, Sociological Theory, 14(2): 109-130. Etzioni, Amitai. 2000. Toward A Theory of Public Ritual, Sociological Theory, 18(1): 44-59.
10 McGowan, John. 1998. Toward A Pragmatist Theory of Action, Sociological Theory, 16 (3): 292-297. Total Reading: 186 pages Presenter 1: James Phillips Memo 1: James Phillips October 26 th An Overview of Weberian Sociology *Guest Visit from Elizabeth Long From Classical Sociological Theory, 2nd Edition, Calhoun et. al pp. 211-217, Objectivity in Social Science, Max Weber pp. 218-227, Basic Sociological Terms, Max Weber pp. 247-255, The Distribution if Power within the Political Community: Class, Status, Party, Max Weber pp. 256-263, The Types of Legitimate Domination, Max Weber pp. 264-274, Bureaucracy, Max Weber Carruthers, Bruce G. and Wendy Nelson Aspeland. 1992. Accounting for Rationality: Double-Entry Bookkeeping the Rhetoric of Rationality, American Journal of Sociology, 97(1): 31-69. Total Reading: 84 pages Presenter 1: Christina Zarraga Presenter 2: William Oliver Memo 1: Christina Zarraga Memo 2: William Oliver
11 November 2 nd The Protestant Ethic and the Spirit of Capitalism ASSIGNMENT DUE: Introduction to final paper and annotated outline. From The Protestant Ethic and the Spirit of Capitalism, Kalberg. pp. xi-164, The Protestant Ethic and the Spirit of Capitalism, Max Weber Total Reading: 170 pages Presenter 1: James Phillips Memo 1: Jason Jeffries Memo 2: James Phillips November 9 th Contemporary Uses and Misuses of Weberian Sociology Bourdieu, Pierre. 1994. Rethinking the State: Genesis and Structure of the Bureaucratic Field, Sociological Theory, 12(1): 1-18. Gerger, Theodore P. 2004. When Public Institutions Fail: Coping with Dysfunctional Government in Post-Soviet Russia, Contexts, 3:20-28. Gorski, Phillip. 1993. The Protestant Ethic Revisited: Disciplinary Revolution and State Formation in Holland and Prussia, American Journal of Sociology, 99(2): 265-316. Kalberg, Stephen. 1990. The Rationalization of Action in Max Weber s Sociology of Religion, Sociological Theory, 8(1): 58-84. Kalberg, Stephen. 1996. On the Neglect of Weber s Protestant Ethic as a Theoretical Treatise: Demarcating the Parameters of Postwar American Sociological Theory, Sociological Theory, 14(1): 49-70. Long, Elizabeth and Elaine Howard Ecklund. 2011. Scientists and Spirituality, Sociology of Religion, pp 1-22. Students can find online public access. Wrigley, Julia and Joanna Dreby, Violent Fatalities in Child Care, Contexts, 5: 35-40. Total Reading: 157 pages Presenter 1: Elaine Howard Ecklund
12 November 16 th Self (Gender and Race) and Society in Classical Social Theory (Mead, Simmel, Freud, Du Bois) From Classical Sociological Theory, 2nd Edition, Calhoun et. al pp. 277-281, Introduction to Part V pp. 282-294, The Self, George Herbert Mead pp. 295-299, The Stranger, Georg Simmel pp. 300-314, Group Expansion and the Development of Individuality, Georg Simmel pp. 315-322, Civilization and Its Discontents, Sigmund Freud DuBois, W.E.B. 2011 edition. The Souls of Black Folk. Create Space. Pp. 1-134. Collins, Patricia Hill. 2005. Black Public Intellectuals: From Du Bois to the Present, Contexts, 4: 22-27. Gans, Herbert. 2005. Race as Class, Contexts, 4: 17-21. Total Reading: about 180 pages Presenter 1: Christina Zarraga Memo 1: Christina Zarraga Memo 2: Jessica Davenport November 23 rd The Movement from Classical to Contemporary Theory From Classical Sociological Theory, 2nd Edition, Calhoun et. al pp. 401-406, Introduction to Part VII pp. 407-413, The Position of Sociological Theory, Talcott Parsons pp. 414-420, Structural Components of the Social System, Talcott Parsons pp. 421-440, An Outline of the Social System, Talcott Parsons pp. 441-447, Manifest and Latent Functions, Robert K. Merton
13 pp. 448-459, On Sociological Theories of the Middle Range, Robert K. Merton pp. 460-470, Social Structure and Anomie, Robert K. Merton Total Reading: 70 pages Presenter 1: William Oliver Memo 1: William Oliver November 30 th Beyond Classical Theory (?) and Class Presentations Adkins, Daniel E. and Stephen Vaisey. 2009. Toward a Unified Stratification Theory: Structure, Genome, and Status Across Human Societies, Sociological Theory, 27(2): 99-121. Alexander, Jeffrey. 1991. Sociological Theory and the Claim to Reason: Why the End Is Not in Sight, Sociological Theory, 9(2): 147-153. Smith, Joel. 1995. Emancipating Sociology: Postmodernism and Mainstream Sociological Practice, Social Forces, 74(1): 53-79. Total Reading: 57 pages December 14 th FINAL PAPER DUE