SOC 611: CLASSICAL SOCIOLOGICAL...

Instructor:ProfessorManfredB.StegerMeetingTime&Place:Monday,2:30-5:00pm;BUSADC103Office:Saunders236Telephone:956-7117Email:manfred@hawaii.edu

SOC611:CLASSICALSOCIOLOGICALTHEORYFall2017:MARXTOPARSONS

CourseDescriptionandStructureServing as a graduate-level survey of classical sociological theory from Karl Marx to TalcottParsons, this course invites students to engage in the historical study of major sociologicalcurrents.Weproceedfromthepremisethatclassicalsociologicaltheoryisneitheroutdatednor“abstract theory” disconnected from the “real world.” The influential perspectives we willencounterinthisclasscontinuetoprovideuswithanappreciationofconcretesocialproblemsconfronting us today. In our own age, for example, global social dynamics such as surginginequality, increasingsocial insecurity, and thegrowthof religiousviolencehave forcedmanycontemporary social thinkers to consciously draw on ideas first articulated by such pivotal“classical”socialthinkersasthosediscussedinthiscourse.Indeed,sociologicaltheoryatitsbestis a critical, problem-orientedmode of inquiry that both explores and challenges establishedcategoriesandtraditions.In this course,wewill appraise thewritings of first-rate classical social theorists by focusingespeciallyontheirinterpretationsoftheroleoftwomajorforcesinmodernsocieties:economicsand religion/ideology. While we always bring our own culturally and historically specificstandpointsandsetsofbiasestoourreadingofsociologicaltexts,thegoalofthiscourseliesinexpandingourpresentintellectualhorizonofunderstandingbyencounteringandattemptingtounderstandtheoriesandviewsthatatfirstsightmightseemstrange,alien,outdated,andevenhostiletoourownperspective. Ifsuccessful,ourreadingsandclassdiscussionswillhelpustobothappreciateourdistance fromandourkinshipwith those classical social theoristswhoseperspectivesmaydiffermarkedly fromour own. Employing such an open-minded strategy ofinterpretationcorrespondstotheenduringhumanquestformeaningandknowledge,aswellasthedesiretodevelopcomprehensiveandpolicy-relevantsocialtheoriesandinterpretations.Most of our timewill be takenup analyzing anddiscussing primary texts.Here are the threecrucialquestionsthatframethiscourse:

• Whatarethemainperspectivesandintellectualcurrentsofclassicalsociologicaltheory?• Whatarethepioneeringcontributionsofthe“BigThree”—Marx,Weber,andDurkheim—to

thedevelopmentofmodernsocialthought?• Whataresomevaluableinsightstobegainedfromthestudyofclassicalsociologicaltheory

thatarestillrelevanttoday?

2

StudentLearningOutcomes(SLOs)The SLOs for this course are closely aligned with the Sociology Department’s posted MAProgram and PhD Program student learning outcomes (SSLOs). These can be found here:http://www.sociology.hawaii.edu/documents/uhm-soc-ma-phd-slo.pdfThefiveparticularstudent-learningoutcomesofthiscourseare:

• Tounderstandthemaindimensions,dynamics,andissuesofclassicalsociologicaltheoriesandtheirhistoricalevolutionfrom1800-1930s(MASSLOs1,2,5;PHDSSLOs1,2,4)

• To gain the ability of contrasting and comparing key concepts and themes in majorsociological theories and theorists, especially conflict theory, interpretative theory, andfunctionalisttheory(MASSLOs1,2;PhDSSLOs1,2,6);

• To acquire the knowledge and skill to analyze a broad spectrum of classical sociologicaltheoryacrossmajorthemesandconceptsandwithancriticaleyetowardtheworkingsofasymmetricalpowerrelationsinmodernity(MASSLOs1,2;PhDSSLOs1,2)

• To appreciate the role of ideational and material forces (especially economics andreligion/ideology)inmodernsocieties(MASSLOs1,2;PhDSSLOs1,2)

• Toproducewrittenandoralworkthatreflectsacriticalunderstandingofvariousformsofknowledgeandunderstandinginmodernsocieties(MASSLOs1,2,5,6;PhDSSLOs1,2,4,7).

Readings:PrimarySources(required)ThefollowingpaperbackbooksareavailableforpurchaseintheU.H.bookstore.Feelfreetogetcheapere-bookversionsofthesebooks(ifavailable),butdonotusedifferenteditionssincewe’llneedtousethesametextualreferencesinclass.1) Craig Calhoun, Classical Sociological Theory, 3rd ed. (Wiley-Blackwell, 2012). ISBN: 978-04706556722)MaxWeber,TheProtestantEthicandtheSpiritofCapitalism (PenguinClassics,2002). ISBN:978-01404392123) Emile Durkheim, The Division of Labor in Society (The Free Press, 2014). ISBN: 978-1476749730.4) Sigmund Freud, Civilization and Its Discontents (Rough Draft Printing, 2013). ISBN: 978-1603865517.5)HerbertMarcuse,AnEssayonLiberation(BeaconPress,1971).ISBN:978-0807005958.6)KarlMarx,‘PrefacetoAContributiontotheCritiqueofPoliticalEconomy”(1859):https://www.marxists.org/archive/marx/works/1859/critique-pol-economy/preface.htm7)MarlMarxonBritishColonialRuleinIndia(1853):“TheBritishRuleinIndia”:https://www.marxists.org/archive/marx/works/1853/06/25.htm

3

8)KarlMarx,“TheFutureResultsofBritishRuleinIndia”:http://marxists.anu.edu.au/archive/marx/works/1853/07/22.htm9)V.I.Lenin,Imperialism:TheHighestStageofCapitalism(1917)(selectionsPartsV,VI,VII,X):https://www.marxists.org/archive/lenin/works/1916/imp-hsc/index.htm10) EmileDurkheim, “Marxism and Sociology: TheMaterialist Conception ofHistory” (1897);and“SociologyandtheSocialSciences” (1903) fromEmileDurkheim,TheRulesofSociologicalMethod,editedbyStevenLukes(NewYork:TheFreePress,1982):http://comparsociology.com/wp-content/uploads/2013/02/Emile-Durkheim-Rules-of-Sociological-Method-1982.pdf,pp.167-74;175-208.11)EmileDurkheim,TheElementaryFormsofReligiousLife(1912),IntroductionandChapter1,pp.1-44;Chapter4,pp.85-90:https://monoskop.org/images/a/a2/Durkheim_Emile_The_Elementary_Forms_of_Religious_life_1995.pdf

Readings:SecondarySources(recommended)

1)AlexCallinicos,SocialTheory:AHistoricalIntroduction,2nded.(Polity,2007).

2)RandallCollins,FourSociologicalTraditions(OxfordUP,2004).

3)RaymondAron,MainCurrentsofSociologicalThought,2vols.(Transaction,1998).

4)LewisA.Coser,MastersofSociologicalThought,2nded.(WavelandPress,2003).

5)GeorgeRitzer,TheBlackwellCompaniontoMajorClassicalSocialTheorists(Wiley-Blackwell,2003).

6)AnthonyGiddens,CapitalismandModernSocialTheory(CambridgeUP,1973).

7)EstelleB.Friedman,TheEssentialFeministReader(ModernLibraryClassics,2007).

RequirementsandAssessmentLetme encourage you tomaintain an exploratorymind and create your own active learningenvironment—notsolely interactingwithme,butwitheachotheraswell. IEXPECTREGULARSTUDENT ATTENDANCE AND PARTICIPATION. You must be willing to engage in classdiscussions. I will facilitate student discussions by creating a safe context that allows you tospeak up freely. But I do not accept the equation of subjective experience or unreflective“commonsense”with“truth.”Bepreparedtoengagewiththequestionsraisedinthisseminar,regardless of your own preferences. Most of all, I am interested in preparing you forindependentresearchwhichrequiresatolerant,reflectivemind,bestsummarizedbyImmanuelKant’sdictum,Sapereaude—‘Havethecouragetouseyourownunderstanding!’

4

The course readings and assignments have been carefully selected to generate broad in-classdiscussions andmaterials for youroral presentations. Students are required towrite two10-page(double-spaced, font12)interpretivepapersthatengageinacontrastandcomparisonofthree sociological theorists (per each paper) on a self-selected key concept/theme/problem.Each student is required to seek approval of his/her theme in advance in an individualconsultationwiththeinstructor(duringofficehours).Paper1:Marx/Engels-Weber-Durkheim(dueNovember13inclass);Paper2:Freud-DuBois-Mead-Horkheimer/Marcuse-Parsons(dueMonday,December11,

at2pm).Nolatepaperswillbeaccepted.Inyourinterpretativecontrast&comparisonpapers,youshouldcarefullyandcriticallycontrastandcomparetherespectivesociologicalviewsofyourthreethinkersonyourself-selectedkeyconcept/theme/problem.With asmuch sophistication as possible, you should indicate how itrevealssomethingofsignificanceaboutthesocialdynamicsinquestion.Youshouldengageinacareful textual analysis and cite appropriate, short textual passages according to ASA style:http://lib.trinity.edu/research/citing/ASA_Style_Citations_4.pdf.No book reports or summaries please! You are NOT expected to incorporate in your papersadditionalsecondarysources(books,journalarticles,andreviews).Concentrateontherequiredprimary sources. Your papers represent reflective exercises in sociological analysis,interpretation,andcriticalthinking.Inordertosupportyourefforts,IamwillingtocommentonONEoutlineordraftofyourpapers,butyoumustcometomyofficehourtoreceivemyfeedbackinaface-to-faceinteraction(noonlinedraftoroutlinediscussions).Finally,studentswillberesponsibleforservingasdiscussants(5teamsof2students).Studentswill: a) engage in an immanentcritique of self-selected themes and textual passages from thereadings; and b) lead the ensuingdiscussion involving the entire class (total 60min). Studentteamswill be asked to sign up for a specific theorist at the latest by the thirdweek of class.Assignments on particular theorists/weeks will be made on first-come, first-serve basis. Inaddition the assigned readings, your presentation may include additional supportive (brief)materials(forexample,handouts,charts,and/orvisualmaterialslikePowerPoints,videoclips,orotherweb-basedmaterials).Regularclassattendanceisrequired.Pleaseinformtheinstructorinadvanceifyouhavetomissclassforreallyimportantreasons!ANoteonGradesYoumustcompleteallassignedwrittenandoralworkinordertopasstheseminar.Anystudentfoundguiltyofplagiarismwillfailtheseminar.Youroralclasspresentation,engageddiscussion,and participation will count for 20% and your essays for 40% each (total 80%). Thus, yourseminar grade will reflect your presentation, participation, and the overall quality of yourwrittenwork.Studentswhoparticipateregularlyduringourclassdiscussionswillreceiveextra

5

credit—meaningthatifyoufindyourselfbetweentwogradesattheendofthesemester,youwillreceivethehighergrade.Please be advised that overparticipation and the monopolization of class discussion at theexpenseofyourpeersmayhurtthequalityofthecourse,especiallyifsuchactionstendtoderailthe thematicagenda. I reserve the right tocutoffdiscussionatanypoint inorderkeepusontrack and help all students to engage with the relevant materials. A significant element inacademicstudy is theabilityto learnto listentoothervoices.Forthepurposesof thiscourse,youshouldinterpretthegradesyoureceiveinthefollowingterms:1)In-ClassPresentations(ImmanentCritique):An ‘A’ or ‘A-‘ will only be given to presentations that are clearly superior in form aswell ascontent.Typically,suchimmanentcritiquesofself-selectedtextualpassagesarecoherent,wellorganized, and adhere to the given time frame. ‘A’ students show their critical and carefulreadingof the text(s) andgenerate genuine interest and excitement for their topic.They leaddiscussionseffortlessly,distributespeakingtimefairly,andstayfocusedontheirtheme.2)InterpretativeContrast&ComparisonPapers:Much of the above pertains to your essays as well. In addition to treating the subject in asophisticatedandcreativemanner,‘A’papersexhibitelegantandclearprose.Suchpapersdrawconnectionsbetweennon-obviouspoints;theyarewellorganizedandfurnishadequatecitationsofprimaryandsecondarysourceswithoutlosingtheirownuniqueanddistinctvoice.Togetan‘A’,youmustdemonstrateyourabilitytogobeyondtheexpected.OfficeHoursMonday,9:30–11:00am;andbyappointment.Students are encouraged to seeme during office hours on a regular basis. Please clarify anydifficult readings and/or other problems as soon as they arise. Don’t wait until the last fewweeksofthesemester.AcademicConductandPlagiarismStudentsareexpectedtoabidebytheuniversity’spoliciesregardingacademicintegrity.Actionsthatareacademicallydishonest include,butnot limited to, cheating,plagiarism, fabricationofinformation, interferingwith the educationof another student. Violationof thesepolicieswillnot be tolerated andwill result in serious consequences including receiving no credit for theassignment, a failing grade, or, in serious cases, itmight lead to suspensionor expulsion.TheuniversitypolicyonacademicdishonestycanbefoundattheUHManoaStudentConductCodePolicies Section IV Proscribed Conduct. For detail information, please consult the followingwebsite:http://studentaffairs.manoa.hawaii.edu/policies/conduct_code/proscribed_conduct.php

6

DisabilityAccommodationIfyouhaveadisabilityforwhichyouneedanaccommodation,pleasemakeanappointmentwiththe UH Manoa KOKUA Program (Disability Access Services) at (808) 956-7511, or via emailkokua@hawaii.edu.Formoreinformationpleaseaccessitswebsite:http://www.hawaii.edu/kokua/SubjecttoChangeStatementThissyllabusandscheduleareprovisionalandaresubjecttochange.Itisatthediscretionoftheinstructortodosoforthepurposeoffurtheringtheeducationalobjectivesofthecourse.Whilethe instructor will notify students of any changes through class announcements and emailcommunications, it is students’ responsibility to check on the course syllabus periodically forchanges.

7

COURSESCHEDULE

WEEK1(Aug21):IntroductiontotheCourse;GeneralOverviewofEnlightenment

PrecursorsofSociologicalTheory(Comte,Kant,Smith,Hegel).ReadKantandSmithinCalhoun,pp.50-82.Readingsforweek2:Marx&Engels,“EconomicandPhilosophicalManuscriptsof1844,”“WageLaborandCapital,”and“Classes,”inCalhoun,pp.146-55;182-92.

PARTI:THECLASSICALSOCIOLOGICALTHEORIESOFMARX,WEBER,ANDDURKHEIMWEEK2(Aug28):Marx&Engels:ConflictTheory:Alienation,Labor&Capital,Exploitation

Readingsforweek4&5:MarxandEngels,“TheGermanIdeology,”(Calhoun,pp.142-45);Marx,“PrefacetoAContributiontotheCritiqueofPoliticalEconomy”(requiredreadings#6);andTheCommunistManifesto(Calhoun,pp.156-71).

WEEK3:(Sept4):NOCLASS(LABORDAY)WEEK4&5(Sept11,18):Marx&Engels:HistoricalMaterialism,Dialectics,Revolution,

CommunismReadingsforweek6:MarxonBritishColonialRuleinIndia(requiredreading#7&8);andLenin,“Imperialism:TheHighestStageofCapitalism”(requiredreading#9).

WEEK6(Sept25):Marx&Engels:Colonialism&V.I.Lenin:Imperialism Readingsforweek7:Calhoun,pp.273-90. StudentPresentation#1onMarx(Colonialism)andLenin(Imperialism)

WEEK7(Oct2):Weber:InterpretativeTheory:SociologicalMethod,Verstehen,Basic

TermsReadingsforweek8:Calhoun,pp.310-338.

WEEK8(Oct9):Weber:Power,Domination,Bureaucracy

Readingsforweek9:Weber,TheProtestantEthicandtheSpiritofCapitalism(all).WEEK9(Oct16):Weber:Capitalism&Religion StudentPresentation#2onWeber’sTheProtestantEthic

Readingsforweek10:Calhoun,pp.201-219;“MarxismandSociology:TheMaterialistConceptionofHistory”(1897);and“SociologyandtheSocialSciences”(1903)(requiredreading#10).

8

WEEK10(Oct23):Durkheim:FunctionalistTheory:RulesofSociologicalMethod,SociologyandtheSocialSciences,CritiqueofMaterialistConceptionofHistoryReadingsforweek11:Durkheim,TheDivisionofLaborinSociety(all).

WEEK11(Oct30):Durkheim:TheDivisionofLaborinSociety StudentPresentation#3onDurkheim’sTheDivisionofLaborinSociety Readingsforweek12:Calhoun,pp.255-64;ExceptsformDurkheim,TheElementary

FormsofReligiousLife(requiredreading#11).WEEK12(Nov6):Durkheim:SociologyofReligion,Anomie Readingsforweek13:Freud,CivilizationandItsDiscontents;Calhoun,pp.361-95

(Simmel).PARTII:SELF&SOCIETYINCLASSICALSOCIOLOGICALTHEORYWEEK13(Nov13):PsychoanalyticTheory&SocialIndividuality:Freud&Simmel

Readingsforweek14:Calhoun,pp.347-60(Mead);404-9(DuBois).Paper#1due.Nolatepaperswillbeaccepted!

WEEK14(Nov20):DoubleConsciousness&SymbolicInteractionism:DuBois&Mead

StudentPresentation#4onMead/DuBoisReadingsforweek15:Calhoun,pp.425-440(Horkheimer);pp.465-77(Horkheimer&Adorno);HerbertMarcuse,AnEssayonLiberation(all).

PARTIII:CRITICALTHEORYANDSTRUCTURALFUNCTIONALISMWEEK15(Nov27):CriticalTheory:Horkheimer&MarcuseReadingsforweek16:Calhoun,pp.489-522(Parsons)WEEK16(Dec4):StructuralFunctionalism:TalcottParsons

StudentPresentation#5onParsons

Paper#2due:Monday,December11,at2pm.Nolateessayswillbeaccepted!