SOCI 100 Module 2 Social Theories PDF

MODLUE TWO SOCIAL THEORIES: THE CLASSICAL TRADITION  MODULE TWO Module Two Objectives (NO READING) understand the core features of classical sociological theories. learn the key concepts/ideas/themes. know the key theorists that we discuss and which theories they are asso...

MODLUE TWO SOCIAL THEORIES: THE CLASSICAL TRADITION  MODULE TWO Module Two Objectives (NO READING) understand the core features of classical sociological theories. learn the key concepts/ideas/themes. know the key theorists that we discuss and which theories they are associated with. learn how theories provide frameworks for understanding our social world. understand the importance of taking different approaches. think critically using theory to view our social world. MODULE TWO sociological theory a systematic set of ideas and statements about the social world that aim to make sense of the social world. MODULE TWO some theories are grounded in empirical research; others are more philosophical in nature, but still can be used to help us understand the nature of society and features of it. in each area of sociology research has been conducted and theories developed. for example: theories crime, media, sport, environment, family, socialization, religion, politics, economy….etc. MODULE TWO some theories are broad in their scope and contribute to macrosociology which is the study of society as a whole. e.g intersection of religion and politics in the United States CHAPTER TWO other theories contribute to microsociology which is the study of individuals and small groups within society. e.g. study of the role of religion in homeschooled children in Conservative Christian families CHAPTER TWO macro and micro areas MODULE TWO CLASSICAL SOCIOLOGICAL THEORIES born out of Enlightenment: science and philosophy (recall Ch. 1 discussions)→ sociology --challenge to Church/hierarchy of power --fostered independent thinking --reflection on nature of society --provided new ideas: democracy, rights etc. MODULE TWO I FUNCTIONALISM functionalism examines the means by which social structures i.e. institutions such as family, government, education, religion etc fulfill their purpose and how they operate in relation to other. e.g. education MODULE TWO →organic analogy Functionalism views society like an organism: each organ and system has a specific set of functions and each operates together to maintain the well-being of the entire organism. MODULE TWO A similar rationale is applied to society. Each institution has a set of functions and contributes to the whole of society. Problems in one part of an organism/society, can have consequences for the well-being of the whole. MODULE TWO Functionalist: Emile Durkheim (1858-1917) focused on rational (scientific), not superstitious (religious) thinking. individual choices are influenced by social forces: what you eat, wear etc. CHAPTER TWO collective conscience --idea that culture/society exist outside of the individual; they outlive the individual. --this external collective force shapes behaviour (you are often unaware). e.g. language MODULE TWO social solidarity refers to the social ties that bind a group of people together such as kinship, shared location, and religion. MODULE TWO The Division of Labour in Society (Durkheim 1893) societies grow and change over time. division of labour the specialization of economic activity MODULE TWO mechanical solidarity (pre-industrial) earlier societies: similarities among people, but greater independence—more self sufficient. social bonds based on shared values. very little division of labour. e.g. hunter-gatherer; simple agricultural MODULE TWO organic solidarity (industrial & post-industrial societies) no longer self-sufficient. social bonds are based on greater interdependence. societies are characterized by an increasing division of labour. MODULE TWO transition from mechanical to organic anomie a state of normlessness due to a lack of clear goals, a loss of shared values & sense of purpose. https://www.smbc-comics.com/comic/anomie (optional ) MODULE TWO He explored these relationships in his work on suicide, a social issue that increased in newly industrialised France. Suicide (1897) Durkheim provided social explanations, rather than individualistic ones. MODULE TWO Durkheim’s four types of suicide (1800s France) i. egoistic suicide results from too little social integration (lack of connection to the group). e.g. single men MODULE TWO ii. altruistic suicide too much social integration to the group. loss of individuality. May sacrifice the self. e.g. members of the military. inuit MODULE TWO iii. anomic suicide lack of shared values & absence of social regulation in society. breakdown of society. e.g. civil war MODULE TWO iv. fatalistic suicide excessive regulation & oppressive discipline in society. e.g. dictatorship societies. slavery. MODULE TWO Overall, Durkheim developed a number of social theories and also spent a good deal of his life looking at the role or religion in society. He is especially noted for his theories of religious ritual. As we will see, there are limitations to functionalism, but the work of Durkheim has been enduring, inspiring many other subsequent sociologists. MODULE TWO Two Key Limitations of Functionalism i. organism analogy overstates the benefits of societal homeostasis. ii. indicates that status quo is desirable: order is preferred over change (although change is acknowledged). MODULE TWO II CONFLICT THEORY based on the assumption that society is grounded in inequality and competition over scare resources. this competition results in conflict, which can create social change. MODULE TWO two basic principles of conflict theory i. power is the core of all social relationships; it is scare and unequally divided among members of society. ii. social values and the dominant ideology are vehicles by which the powerful promote their own self interests at the expense of those without power. MODULE TWO There are many manifestations of conflict, exploitation & oppression in society. e.g. human trafficking, unpaid and low paid labour. MODULE TWO Optional Reading (with outstanding imagery too) This article examines the accelerating rate at which the Amazon rainforest is de de-forested (primarily for cattle, growing feed for cattle, and wood for making mahogany and teak furniture). Mass resource exploitation has an immense impact on local peoples as well as on the environment. https://time.com/amazon-rainforest-disappearing/ Optional Reading https://www.nytimes.com/2013/04/25/world/asia/bangladesh- building-collapse.html The horrors of the clothing industry: the true cost of our clothing. MODULE TWO Karl Marx (1818-1883) and Friedrich Engels (1820-1895) Marx and Engels had the greatest impact on conflict theory development. The Condition of the Working Class in England (1845) Communist Manifesto (1848) Das Kapital (Capital) (1867) MODULE TWO conflict between the bourgeoise/capitalist class (e.g. factory owners) and the proletariat (workers) is inevitable. exploitation INDUSTRIAL REVOLUTION MODULE TWO exploitation of working class leads to alienation: the process by which workers are disconnected from what they produce. lack power, control, meaning. MODULE TWO Optional short clip on alienation (narrated by Gillian Anderson!) https://www.youtube.com/watch?v=PZ4VzhIuKCQ Running Time: Approx 2 minutes. CHAPTER TWO false consciousness the belief in and support of the system that oppresses you; an inability to recognize the extent of your own exploitation. MODULE TWO ideal: class consciousness working class recognize exploitation, →overthrow capitalists. →establish fair, classless society. PROTEST IN RESPONSE TO WORKER SUICIDES AT APPLE’S PLANT IN CHINA 2010 MODULE TWO Key limitations of Conflict Theory overlooks instances of co-operation and consensus. over-emphasis on economic interests/ignores non- material motivations in life. tends to overlook positive employer/employee relations. MODULE TWO Functionalism and conflict theory are both macro level perspectives. And now…. MODULE TWO III SYMBOLIC INTERACTIONISM micro-level analysis →small groups and individuals. social theoretical framework that recognizes the construction of our social world through our everyday interactions. I it focuses on how individuals, through their actions, create shared meanings within social groups. We exchange meaning through language and other symbols. originated in the United States with George Herbert Mead MODULE TWO George Herbert Mead (1863-1931) Mind, Self, Society (1934) most human behaviour is the product of social interaction. socialization→acquire relationships and identity. we can only understand the individual in relation to the group. (stages of development in Module 6 socialization) MODULE TWO Charles Horton Cooley (1864-1929) sympathetic introspection seeing the world as others do; from their perspectives. understand social reality and individual consciousness. (Looking glass self in Module 6 Socialization) MODULE TWO Symbolic interactionism recognizes the construction of our social world through our everyday interactions. it focuses on how individuals, through their actions, create shared via language and other symbols. OK MODULE TWO role of perception and interpretation people may create and change meanings; can accept, reject, modify. we process meanings based on our own values and perceptions. MODULE TWO Watch Why We Say ‘OK’ https://www.youtube.com/watch?v=1UnIDL-eHOs Running time : approx. 5 minutes. Watch this short piece on Vox about the history of ‘OK’ and why it has become so popular. It’s a great example of symbolic communication that many people recognize globally, irrespective of their language. It also illustrates how symbolic language changes over time. As you watch, think about the following: --how did OK emerge? --what established it as a well-known abbreviation? --which technological invention further popularized OK’s use? --What is unusual about the letter K and why is it used so much in advertising? MODULE TWO Erving Goffman (1922-1982) The Presentation of Self in Everyday Life (1959), Asylums (1961), Stigma (1964). dramaturgical analysis ‘self’ emerges from a set of performances: ‘self’ is a series of social interactions—each of which vary. MODULE TWO we are like actors who present ourselves to others via our front stage selves (e.g. me lecturing) our back stage selves are different (e.g. me watching tv at home). but, they all are part of who we are. MODULE TWO impression management The process whereby we attempt to manage the views –or impressions-- that others have of us. We use our front stage selves to do this. Goffman argued that impression management not only influences how one is treated by other people but is an essential part of social interaction. MODULE TWO Limitations of Symbolic Interactionism doesn’t account for the impact of social structures and institutions in shaping our lives..g. The role of politics and history in shaping social structure the approach does not address the role of emotions in the interaction process. MODULE TWO IV MARGINALIZED VOICES IN CLASSICAL THEORY i. Women Harriet Martineau (1802-1876) advocated racial and gender equality. vocal opponent of slavery. MODULE TWO plight of marginalized others. wrote and published extensively on social problems, political issues and philosophical thought. made a living as a writer MODULE TWO minorities W.E.B. Du Bois (1868-1963) social scientist civil rights leader research on minority experiences in the United States key to developing social theories (we will discuss him in more detail inch 6) MODULE TWO Sum up End/