Sociology In Institutions Research Articles

Development of modern sociological education in Ukraine: problems, prospects

The aim of the article:The article is devoted to the characteristic features, problems, and prospects of sociological education in Ukraine. Research methods and techniques:Theoretical and sociological level used the method of generalization own experience of teaching sociology in institutions of higher, in general sociological education in Ukraine, its characteristic features, problems and prospects of development. Results:Moreover, the functional components of sociological education are analyzed. Conclusions: An important aspect of the development of the Ukrainian professional educational sector “Sociology” is the search for optimal ways of selecting qualified teaching staff.

Formation of sociological imagination in students of technical institutions in education in the process of teaching sociology

The article is devoted to the problem of formation of sociological imagination in the process of teaching sociology to students studying in technical educational institutions. The concept of “sociological imagination”, introduced into scientific circulation by the American sociologist Wright Mills, is being clarified. It turns out that the concept of sociological imagination has acquired the status of one of the main in modern sociology and began to play an important educational role, and in sociological science, respectively, methodological and methodological. Attention is paid to the peculiarities of teaching sociology in technical educational institutions, and in view of this, the problem of forming the sociological imagination of students. The fact is that sociology in technical educational institutions is not professional, so it is taught exclusively as a general discipline of worldview. The purpose of teaching sociology in such higher education institutions is to promote the formation of students’ sociological imagination, ie to help future specialists in engineering to develop the ability to think socially, ie to adequately perceive, comprehend and interpret social processes and phenomena, analyze and be ready to solve complex social problems. The solution of this problem involves the use of such methods of teaching sociology, which would be related to the specific practices of modern society, taking into account the universal and professional interests of future professionals. The own experience of teaching sociology at the National Transport University is analyzed. There are examples of using different methods of teaching sociology, aimed at forming a sociological imagination that allow students to perceive the social world around them and relate their professional problems with general social problems, educate and shape their civic position and increase their general cultural level.

Animal Farm as a Heuristic Tool for Classroom Teaching of Social Movements

Social movements are a part of the curriculum of Anthropology and Sociology in higher education institutions in India. Traditionally, these courses are taught via snippets of social movements accompanied by theoretical texts and there is little scope for individual teachers to change course content. While these texts are valuable, I found students struggled to make initial engagement with many of the prescribed texts and often became tense or anxious about the material. Students viewed social movements with antipathy and as a hindrance to stability, influenced by the political narratives and media representation of social movements as a disruption to solidarity. They often struggled to connect to the themes and issues of the Social Movement course, positioned within their own prisms of religion, caste, class, gender, and political sympathies. In this article, I vindicate the use of Animal Farm by George Orwell as a heuristic tool, taught alongside standard texts, to help students grasp the nature of social movements in theory and praxis. Teaching and learning social movements require a certain amount of empathy and openness to untangle students from their own biases. Turning to fiction can help because students can connect and become invested in the story, after which point parallels to the academic texts or real-life social movements can be drawn. Set in the animal world, Animal Farm is a parable that is equidistant to human orientations and consequently makes an excellent starting point to distance students from their preconceived ideas. This in turn helps students develop a reflexive understanding from which to engage with the core texts.

Social lens or inherently social phenomenon? The study of food in Swedish sociology

Sociology’s tendency to branch into applied scientific disciplines is regularly debated. This debate focuses either on the organisation of sociology in academic institutions or on how the content of sociologically informed interdisciplinary research diverges from disciplinary sociology. This article bridges these debates in a study of the sociology of food in Sweden. The aim is to analyse how Swedish food sociology reflects the tension between disciplinary sociology and interdisciplinary research. The data comprise the doctoral dissertations and post-PhD career paths of Swedish sociologists whose dissertations are about food. The article finds that these dissertations treat food either as an inherently social phenomenon or as a social lens (i.e. a social phenomenon viewed as instrumental for analysing something else). Second, it is found that sociologists whose dissertations treated food as an inherently social phenomenon were more likely to pursue careers in food sociology but also to hold affiliations outside of sociology departments. The article concludes that the academic locus of Swedish food sociology is organised outside sociology departments but that its approaches are not necessarily any less sociological. Thus, the analysis questions the basis for arguments that interdisciplinary research represents a threat to the critical and analytical core of sociology.

Sociology in Two-Year Institutions

In the second half of the twentieth cen tury, both the number of two-year institu tions and the proportion of all college stu dents enrolled in community colleges ex panded rapidly (Kerr 1991). From 1950 through 1975, student enrollment in com munity colleges rose from just over a mil lion students to nearly four million. By the mid-1990s, community colleges employed over a third of this country's faculty (Lucas 1996). The number of four-year institutions has increased in a relatively linear fashion since 1920. In contrast, the number of two year institutions grew from 1920 through 1940, stayed relatively constant through 1960, and then increased rapidly thereafter, particularly in the decade of the 1960s. In 1920, less than five percent of institutions were two-year colleges. By 1960, this pro portion was up to 26 percent, jumping to nearly 35 percent by 1970, and surpassing 40 percent by the 1990s. Student enrollment increased accordingly. In 1950, the enroll ment in four-year institutions was nearly ten times that in two-year institutions. By 1990, nearly 40 percent of all college and univer Lauren R. Contreras

African Feminist Scholars in Women's Studies:Negotiating Spaces of Dislocation and Transformation in the Study of Women

This paper examines some of the problems and dilemmas that African women scholars face in U.S. academic institutions: how such experiences inform the nature of their relationships with colleagues and students, and the pedagogical and resistance strategies that they practice. By reflecting on our own professional journeys as scholars of women’s studies and sociology in various academic institutions in the United States, we are particularly interested in narrating our experiences as well as some of the ways in which we challenge and navigate situations that we encounter in our classrooms.

Studying ourselves: Sociology discipline-building in the United States

self-studies, internal evaluations, and in the various histories of the discipline and of its professional organizations. In the early years of discipline-building, those who were, or wanted to be, sociologists studied themselves prodigiously and attempted to chart a course for posterity Prompted by the centennial anniversary of the American Sociological As sociation in 2005, it is timely to look back at how we defined and studied ourselves and at what was said as well as what was left unsaid. The "fathers" of American sociology and their network of associates engaged in dis cipline-building as they studied and directed the progress of the new science of sociol ogy. They collected data, analyzed it, reported their findings at professional meetings, and published them in the prominent journals of the day Of particular interest is who documented the history of early American sociology, how, and why? Peter Baehr di chotomized contributions to the development of sociology as either discursive or institu tional. Discursive contributions are those of ideas, and institutional those establishing "some artifact or institution demonstrably related to the sociological enterprise" (2002: 6). This work deals with the latter, specifically with sociology in institutions of higher education in the United States as it was introduced, defined, measured, and publicly presented. As is evident in the literature, the early history of academic sociology was written by white males and focused on selected male and coeducational institutions. In addition to looking at that history as a sociology of sociology, we will also seek out and examine the treatment of the "special mission" institutions for women and for blacks

Teaching Sociology in an Engineering-Technical College

The teaching of sociology in a higher educational institution encounters a number of problems: the lack of experience in teaching the new discipline, the shortage of qualified cadres, and the absence of textbooks. One of the most important problems is the status of sociology in higher educational institutions. Administrators of technical colleges have not sufficiently realized the necessity of a sociological education for future specialists. Experience has shown that many graduates advance to positions of mid-level management immediately after completing school and to the top levels after a few years. However, successful management of a collective and effective managerial decision making are impossible without the use of sociological information, especially considering that transition to a market economy requires the adoption of a whole complex of technical, organizational, economic, and cadre innovations in production.

Survey 3: Chairs for Sociology in Higher-Educational Institutions 1946–1970

Survey 3: <i>Chairs for Sociology in Higher-Educational Institutions 1946–1970</i>

Recent Developments in Polish Sociology

1956-1957 marked the reestablishment of sociology in academic institutions in Poland.' Since then there has been a continuing development of sociological centers. The aim of this chapter is to present some of the aspects of sociology in Poland, focusing in particular on the last decade. In my analysis I would like to distinguish two different sets of issues. The first set of issues is the institutional structure of sociology that has developed since 1956. The second is of the substantive develop­ ments in sociology itself, both theoretical and empirical, that have occurred in the last decade. In general, there are three types of institutions in Poland within which we find departments of sociology. First are the institutions of higher education, including universities, polytechnics, medical schools, and others, such as schools of econom­ ics. Second is the Polish Academy of Sciences, within which the Institute of Philo so­ phy and Sociology, as well as other distinct sociological centers, are located. Finally, there are local institutes of applied sociology within the administrative structure of Poland, e. g. ministries. The above institutions employ more than 500 sociologists. The distribution ac­ cording to the types of institutions can be described as follows. Within the institu­ tions of higher education, 274 sociologists (48%) of the total are employed; in the Polish Academy of Sciences there are 147 (29%) sociologists, and in the local institutes of applied sociology there are 135 (23%) sociologists (Kwilecki 1973) (See Table I). In order to get a better understanding of how sociologists in Poland are employed, it is necessary to describe the activities of sociologists in each type of institution. The institutions of higher education are basically oriented toward teaching. Therefore

Notes on Sociology in Institutions of Higher Learning--An Analysis of the Courses in 145 Colleges and Universities

Notes on Sociology in Institutions of Higher Learning--An Analysis of the Courses in 145 Colleges and Universities

The Study of Sociology in Institutions of Learning in the United States. IV

The Study of Sociology in Institutions of Learning in the United States. IV

The Study of Sociology in Institutions of Learning in the United States. III

The Study of Sociology in Institutions of Learning in the United States. III

The Study of Sociology in Institutions of Learning in the United States. II

The Study of Sociology in Institutions of Learning in the United States. II

The Study of Sociology in Institutions of Learning in the United States. A Report of an Investigation Undertaken by the Graduate Sociological League of the University of Chicago

Previous articleNext article FreeThe Study of Sociology in Institutions of Learning in the United States. A Report of an Investigation Undertaken by the Graduate Sociological League of the University of ChicagoFrank L. TolmanFrank L. Tolman Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by American Journal of Sociology Volume 7, Number 6May, 1902 Article DOIhttps://doi.org/10.1086/211107 Views: 137Total views on this site Citations: 17Citations are reported from Crossref PDF download Crossref reports the following articles citing this article:Daniel Cefaï Les problèmes, leurs expériences et leurs publics, Sociologie et sociétés 51, no.1-21-2 (Jan 2021): 33–91.https://doi.org/10.7202/1074730arRoberto Sala The Rise of Sociology, Geschichte und Gesellschaft 43, no.44 (Dec 2017): 557–584.https://doi.org/10.13109/gege.2017.43.4.557Roberto Sala Verwissenschaftlichung des Sozialen - Politisierung der Wissenschaft? Zum Verhältnis von Wissenschaft und Politik in der Geschichtsschreibung des 19. und 20. Jahrhunderts, Berichte zur Wissenschaftsgeschichte 40, no.44 (Dec 2017): 333–349.https://doi.org/10.1002/bewi.201701835Joseph H. Michalski The Sociological Usages of “Pure Sociology”: The Perpetual Quest to Establish Disciplinary Boundaries in the Pursuit of Academic Legitimacy, The American Sociologist 47, no.2-32-3 (Nov 2015): 319–343.https://doi.org/10.1007/s12108-015-9300-yMaarten Derksen, Tjardie Wierenga The history of ‘Social Technology’, 1898–1930, History and Technology 29, no.44 (Dec 2013): 311–330.https://doi.org/10.1080/07341512.2013.876247JOYCE E. WILLIAMS, VICKY M. MACLEAN IN SEARCH OF THE KINGDOM: THE SOCIAL GOSPEL, SETTLEMENT SOCIOLOGY, AND THE SCIENCE OF REFORM IN AMERICA'S PROGRESSIVE ERA, Journal of the History of the Behavioral Sciences 48, no.44 (Aug 2012): 339–362.https://doi.org/10.1002/jhbs.21563Vicky M. MacLean, Joyce E. Williams “Ghosts of Sociologies Past:” Settlement Sociology in the Progressive Era at the Chicago School of Civics and Philanthropy, The American Sociologist 43, no.33 (Jun 2012): 235–263.https://doi.org/10.1007/s12108-012-9158-1Alan Sica A Selective History of Sociology, (Feb 2012): 25–54.https://doi.org/10.1002/9781444347388.ch2 GahngTaeJoong A reexamination of the history of the sociology of education with specific reference to the descriptions on the origin and the competition between practical and theoretical orientations, Korean journal of sociology of education 21, no.44 (Dec 2011): 1–27.https://doi.org/10.32465/ksocio.2011.21.4.001Ruth Ann Triplett, Elizabeth Monk Turner Where is Criminology?, Criminal Justice Review 35, no.11 (Mar 2010): 5–31.https://doi.org/10.1177/0734016809348589Cristobal Young The emergence of sociology from political economy in the United States: 1890 to 1940, Journal of the History of the Behavioral Sciences 45, no.22 (Dec 2009): 91–116.https://doi.org/10.1002/jhbs.20362Elizabeth Monk‐Turner, Ruth Triplett, Green Kim Criminology/Criminal Justice Representation in the Discipline of Sociology: Changes between 1992 and 2002, Journal of Criminal Justice Education 17, no.22 (Feb 2007): 323–335.https://doi.org/10.1080/10511250600866216Joyce E. Williams, Vicky M. MacLean Studying ourselves: Sociology discipline-building in the United States, The American Sociologist 36, no.11 (Mar 2005): 111–133.https://doi.org/10.1007/s12108-005-1012-2Anthony J. Blasi The Ph.D. and the institutionalization of american sociology, The American Sociologist 35, no.44 (Dec 2004): 37–45.https://doi.org/10.1007/s12108-004-1022-5Alan Sica Sociology at the University of Kansas, 1889–1983: An Historical Sketch, The Sociological Quarterly 24, no.44 (Dec 2016): 605–623.https://doi.org/10.1111/j.1533-8525.1983.tb00722.xJerold M. Starr Specialization and the development of sociology: Differentiation of fragmentation?, Qualitative Sociology 6, no.11 (Jan 1983): 66–86.https://doi.org/10.1007/BF00987198Donald R. Cressey Some Obstacles to Generalizing in Criminology, (Jan 1964): 30–49.https://doi.org/10.1007/978-94-011-9015-2_2