Sociology 302
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| Sociological Imagination | Understanding human behavior by placing it within its broader social context. (micro to macro/individual to the institution/history and biography) | |
| Mindfulness | Awareness of how your actions can affect other people. You expand this through consciousness. understand unity through diversity Ex: a college dormitory. | |
| Sociological Perspective | Understanding human behavior by placing it within its broader social context (goes hand in hand with the sociological imagination) How groups influence people, and how people are influenced by their society. External forces. | |
| Society | A group of people who share a culture and a territory. | |
| 3 main events that challenged tradition | Industrial revolution, American and French Revolution, Imperialism (Empire Building) | |
| August Comte | The first to apply scientific method to the social world, founder of sociology. | |
| Advocates | Comte and Marx both advocates for social change. Spencer advocates for social Darwinism and "survival of the fittest" | |
| Marx | Conflict theory/class conflict between the burgeoisie capitalist owners of the products and the proletariat exploited class. | |
| Communist Manifesto | History of society is history of class struggles. “bourgeoisie cannot exist without constantly revolutionizing the instruments of production.” Need of a constantly expanding market is globalized. Laborers as commodities of the expanding power. Their labor is cheap. Interest of ranks of proletariat are more and more equalized. | |
| Alienation in Work | Dehumanization/devaluation of the worker Alienated from themselves (lack of creativity), from the product, from the process of prodction (reduced to animal level), and from others. “relation of the worker to work also produces the relation of the capitalist to work.” “money is the external, universal means and power to change representation into reality and reality into mere representation. | |
| The Working of the Social Class | • “ruling material force is at the time its ruling intellectual force.” “every new class, therefore, achieves its hegemony only on a broader basis than that of the class ruling previously.” Constant innovations are what increases the competition. Greater division of labor increases competition among the laborers. (so wages decrease.) | |
| Dialectic | Thesis, antithesis (counterforce proletariats) synthesis, absolute idea (ultimate synthesis that is so perfect, it gives rise to no antithesis) | |
| Weber and Verstehen/subjective meanings | Having insight into other people's situations. i.e. visiting a homeless shelter. | |
| Protestant Ethic | Protestants more often that Catholics look for a "calling: or for "signs" to achieve material comfort through capitalism and hard work. Financial success | |
| Durkheim and Suicide: Social Facts/Social Integration | Our actions are determined by the degree of unity we feel in our community. Catholics have lower rate of suicide that protestants. Suicide is a social phenomenon. Based not on social behavior but rather, social forces. One doesn't exist without society. | |
| Difference between Catholicism and Protestantism | Protestants permit "free inquiry. “the more extensive the credo the more unified and strong is the society.” (Catholics) “suicide varies inversely with the degree of integration of the social groups of which the individual forms a part.” Egoism detaches the individual from the society. (excessive individualism) | |
| 4 types of suicides | Egoistic, anomic, altruistic, fatalistic. | |
| Merton: Functions/Dysfunctions | • Intended(manifest) vs. unintended(latent); also latent dysfunctions or negative results. | |
| Microsociological | More of interactions between the individuals of society | |
| Symbolic Interactionism | Society composed of symbols (to which individuals assign meanings) develops their views of world and communicates with one another. | |
| George Herbert Mead | One of the founders of symbolic interactionism (taking the role of the other)• A. limitation – imitating gesture/words • B. play stage – taking the role of significant other • C. game stage – taking the role of several others • D. generalized other – taking the role of many other in many situations | |
| Charles Horton Cooley | The looking glass self.o Internal images we generate about ourselves based on what others think of us/reacts to us o In order for one to develop personality, we want to know how one reacts to us, collect, evaluate, then develop a sense of self. o “I am what I think you think I am” | |
| Enlightenment Philosophers | Individual is primary social in the individual; progressive | |
| Traditionalists | Society is primary in the collective. Shaped by social institutions/ | |
| third leading cause of death | Ages 15-24 in the US | |
| Second leading cause of death | Ages 25-34 in the US | |
| Another cause of suicide | Dispersed population equals less communication, thus more suicides. Also, urbanization | |
| Link between suicide and religious ties | Islam, Jewish, Catholics less likely to commit suicide than Christianity and other mixed religions | |
| Theory | Educated guess | |
| Three Dimensions | • Presupposition – the position a researcher assumes to study social world/human nature. The position you take in your research. How you’re going to collect data. End result. • Logical Form – the structure of the knowledge claimed • Validation Procedures – the claim for knowledge is accepted or denied by the scientific community • Social Theory - Critical assumption Unit Analysis Idealist/Materialist, etc. | |
| Social Facts | Influences human behavior. What influences you can become a social fact. i.e. Economy influences your job. Love is social fact because you have to obey. Taking off one's clothes. Language influences what you think, social fact. | |
| Collective consciousness | 'sense of belonging to community' 'feeling a moral obligation' | |
| Durkheim's logical argument | Based on a 'common moral order' rather than 'rational self-interest' | |
| Social Solidarity | • The extent to which we’re attached to our communities’ ideals/rules • The degree of regulation that social norms impose on us | |
| Egoistic | o Bond • Weak (St) Social Ties o Reason • Individualism/lacks of attachment o Example: Protestant suicide, single people | |
| Altruistic | • Strong (St) o Reason • Loyalty to others group oriented no indi autonomy insufficient individuation o Example: Suicide bombers, Eskimos, young children so as not to be a burden to families and leave money for siblings. | |
| Anomic (sudden shift, change) | o Bond • Weak (Rg) Regulation o Reason • normlessness/control society/social facts have on you rapid social change o Example: Divorce | |
| Fatalistic (imposed) | o Bond • Strong (Rg) o Reason • Being over-regulated by society no hope of chance you feel resigned to your fate o Example: Slaves/slavery | |
| Alienation from: | o The product o The process of the production – we’re reduced to an animal level – the work is only to secure the material means of production. The humanity of the work is removed. o From the self (one’s species being) – emphasizes on creativity – worker is alienated from the inner self in the activity of the work – no control or connection over the work. o From others | |
| What influences social action? | Ideas, interests, values | |
| Verstehen | POV from the individual's perspective | |
| Social Action | refers to an act which takes into account the actions and reactions of individuals (or 'agents'). According to Max Weber, "an Action is 'social' if the acting individual takes account of the behavior of others and is thereby oriented in its course" | |
| Patterns of social interaction in specific settings | o We tend to innovate/improvise to shape daily life | |
| Role of language | To analyze the social world.o Language reflects/often determines our reality. • Symbolizes values/norms of the society • Helps to communicate/share abstract meaning | |
| Symbol | (abstract representations) We use symbols to assign meaning to our experiences. | |
| Exchange information | nonverbal/symbols/gestures/cues • Example: Why do people do not maintain eye contact in elevator | |
| Cultural leveling | process by which cultures become similar to one another. During process of globalization. Values are transformed by that. | |
| Socialization | • Human interactions begins with early childhood with the family, develop a sense of personality then learn a way of culture. Link between gentleman and society. Varieties of socialization. • Work that parents do. Real significant agent of socialization. Working class parents teach their children one way than others. | |
| Ontological | Metaphysical/nature of being | |
| Epistemological | Theory of knowledgeo All reality is socially constructed through human reaction, make some meaning | |
| Knowledge (including scientific knowledge) | subjective • ‘truth/’reality’ – determined by the context in which they are practiced | |
| Naming | assigning symbolic meaning to objects, persons, events, etc. | |
| Symbolic meaning | sign system that conveys messages about how to feel about/respond to a stimuli | |
| Embedded in language | ways or looking at the world • makes people, events, and ideas meaningful | |
| Without symbolic systems | our creative imaginations, experiences, and cultural process would be severely limited. | |
| Sapir - Whorf Hypothesis | • Objective – Things that exist now (being) • Subjective – things that can be thought about (becoming) | |
| Linguistic - Relativity Hypothesis | The way we perceive reality depends on the language that we speak. | |
| Euphemism | an inoffensive expression substituted for one that might be offensive • Shape perceptions | |
| Self | unique set of traits, behaviors, and attitudes o Happens with human interactions | |
| Charles Horton Cooley (2) | • Looking glass self: used t refer to the process by which our self develops through internalizing others’ reactions to us. o Someone responds to you and you react to it. o We imagine how we appear to those around us o We interpret others’ reactions o We develop a self concept | |
| George Herbert Mead (2) | • Importance of play in developing the self • Taking the role of the other • Significant others: family, parents, etc. • Generalized others: gain, competition, peers, etc. | |
| Stages in Taking the Role of the Other | • Imitation – occurs ages birth-3yrs old • Play – Occurs ages 3-6 years old o Developmental process of starting think of the perspective of people. i.e. superman. • Team games – occurs ages 7 and up o Not only imagine but still can maintain your own world and those around you. i.e. baseball batter, you have a role on the team, aware of everyone else’s roles even opponent. | |
| Parts of the Self | • The I is the self as subject – active, spontaneous, creative part of the elf o Teenager sneaking out. • The me is the self as object made up of attitudes we internalize fro our interactions with others o Person people expect you to be. | |
| Sigmund Freud (Three elements of the personality:) | o The id – inborn basic drives (bio. Desires functions of bodies) o The ego – balancing force between the id and the demands of society o The superego – conscience; the internalized norms and values of our social group. The development of the self. o The libido is the sex drive. What’s drives all human desire and action. Animal instinct to human experience. | |
| Agents of Socialization | • Individuals or groups that affect our self-concept, attitudes, behaviors, or other orientations towards life o Family o Peers o School o Neighborhood o Religion o Workplace | |
| Conflict theory | Two classes constant conflict for resources. People are competing. Drawing from primary theory. | |
| Functional Analysis | Society made up of different parts. functional together as a whole. | |
| Culture | The languages, beliefs, values, norms, behaviors, and even material objects that characterize a group and are passed from generation to the next. | |
| Types of Culture | Material Culture, Non material culture / Symbolic Culture | |
| Ethnocentrism | The use of one's culture as a yardstick for judging the ways of the individual or societies, to a negative evaluation of the norms, etc. | |
| Sanctions | Expressions given to people for upholding or violating norms. | |
| Positive Sanction | A smile or receiving an A. | |
| Negative Sanction | Going to jail or receiving an F. |
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