Challenges in the Teaching of Sociology in Higher Education. Contributions to a Discussion

Carlos Ferreira,Sandro Serpa

doi:10.3390/soc7040030

Carlos Ferreira, Sandro Serpa

Open Access

https://doi.org/10.3390/soc7040030

Copy DOI

Abstract

At a time when Sociology (either in its introductory or general dimension or in the form of specialised Sociologies) is acknowledged as a scientific discipline with important contributions in training at the higher education level, and not only for the future sociologist, there is a need to (re)think the problem of teaching Sociology in this context. This article seeks to contribute to this discussion on the teaching of Sociology in higher education, being a grounded reflection that is based on the authors’ teaching experience in the Portuguese context. Sociology has specificities, which we put forward through four framing principles, namely the need to permanently mobilise sociological imagination, be multi-paradigmatic, the need to be receptive to a heuristic interdisciplinarity, and, finally, foster reflexivity at several levels. These principles should, from our standpoint, shape the teaching of Sociology, both delimiting what should be taught and fostering the way to teach while abiding by these principles. As a conclusion, this problem of teaching Sociology needs an in-depth investigation, in the search for a growing pedagogical quality in a context of increasing opportunities to reform the type of teaching provided in higher education, which is a permanent challenge.

Highlights

This article seeks to reflect on a relevant component of Sociology: that of training, based on the experiences of the teaching of Sociology by its authors in several higher education programmes in Portugal
As a result of all this, being Sociology a science with its own specificities, the question arises as to how to successfully teach Sociology in higher education, whether in Sociology programmes or in other programmes. As to fulfill this aim, this article emphasises an analysis on the centrality of the specific principles of quality Sociology teaching at the higher education level, developing contributions for a reflection that contextualises some features of sociological science that must be involved in this teaching and learning process, which seem to be central to the success of this process and with increasing quality
Traits; content mastery, varied teaching strategies, complementary with active work on the part of students; and, the need for some controlled flexibility on the part of the teacher) that seem to be central and fundamental for the development of a well achieved teaching of Sociology. This analysis of general and specific aspects of the teaching of Sociology in higher education reveals that no pedagogical technique may be considered the best and universal one, as Guerreiro already mentioned in 1987 [20]

Summary

Introduction

This article seeks to reflect on a relevant component of Sociology: that of training, based on the experiences of the teaching of Sociology by its authors in several higher education programmes in Portugal Favouring, in this component, the teaching and learning processes, the article seeks to develop a reflection on how these processes may be successful in affirming the sociological perspective in student training in the higher education context. In this component, the teaching and learning processes, the article seeks to develop a reflection on how these processes may be successful in affirming the sociological perspective in student training in the higher education context The attainment of this goal implies, on the one hand, that Sociology is articulated in an interdependent way as training with other components of Sociology: Sociology as science and Sociology as profession [1]; on the other hand, it involves the emphasis on a reflective epistemological conception of Sociology in relation to various interdisciplinary contributions. As to fulfill this aim, this article emphasises an analysis on the centrality of the specific principles of quality Sociology teaching at the higher education level, developing contributions for a reflection that contextualises some features of sociological science that must be involved in this teaching and learning process, which seem to be central to the success of this process and with increasing quality

Framing Principles of What to Teach

Guidelines on How to Teach

Opportunities and Challenges to Enrich the Teaching of Sociology

Conclusions