Section News Newsletter Features • Miniconference Call for Papers • Using Textbooks in Theory Courses • Publications Committee Seeks Editor • Publishing Options: EJST Profiled

THE ASA January 2000 THEORY SECTION NEWSLETTER Perspectives VOLUME 22, NUMBER 1

Section Officers DuBois Ascendant! And Other Results from the Brint-LaValle Theory CHAIR Section Survey Morris Zelditch, Jr. By Steven Brint and James LaValle CHAIR-ELECT Douglas Heckathorn e sent a short survey to a 50 percent sample of the American mem- bers of the ASA’s Theory Section asking them to discuss their views PAST CHAIR Wof theory and to name theorists they teach (or would teach) in classical Janet Saltzman Chafetz and contemporary theory classes. We received 120 surveys back (a response rate of 52 percent). Six of these returned surveys included too few responses to be SECRETARY-TREASURER useful for purposes of tabulation. This report, therefore, is based on the 114 Murray Webster valid responses we received to the survey.

COUNCIL A high level of consensus existed among the respondents on the important fig- Jorge Arditi ures from the classical period. Three figures—Emile Durkheim (110 mentions Mustafa Emirbayer out of 114 returned surveys), Max Weber (110 mentions) and Karl Marx (108 mentions)—appeared on virtually every returned survey as theorists who are Gary Alan Fine important to teach in a classical theory course. Two other figures—Georg Simmel Emanuel Schegloff (70 mentions) and G.H. Mead (47 mentions)—also appeared relatively frequently. Margaret Somers After these five, our respondents showed much less consensus. Perhaps the most Robin Wagner-Pacifici significant news is that W.E.B. DuBois is beginning to emerge as a canonical figure among theorists, while such stalwarts of the theory texts of a generation SOCIOLOGICAL THEORY See SURVEY on Page 3 EDITOR Jonathan Turner

PERSPECTIVES Nominations Invited for New Editor EDITOR of Perspectives Joseph Hopper been one of the central functions of he publications committee of the section, and has been recognized the Theory Section (Gary Alan Submit news and commentary to: as one of the best section newsletters Fine, chair, Morris Zelditch, and Joseph Hopper T in the association. We hope to continue Janet Chafetz) is inviting applications that tradition. University of Chicago and inquiries from section members PRC, Room 340 interested in becoming the next editor If you have any interest or wish to 1155 East 60th St. of Perspectives, the section’s newsletter. nominate a colleague, contact Gary Chicago, IL 60637 The current editor, Joe Hopper, will Fine ([email protected]; 847-491-3495), Phone: (773) 256-6298 publish his last issue in July 2000, and Morris Zelditch (zelditch@leland. Fax: (773) 256-6313 the first issue under the new editor will stanford.edu), Janet Chafetz (jschafetz E-mail: [email protected] be in October 2000. Term of appoint- @uh.edu), or Joe Hopper (jhopper ment is three years. The newsletter has @midway.uchicago.edu). Page 2 Perspectives

Theory in the Curriculum On Using and Not Using Social Theory Textbooks

Editor’s Note: Over the last few months textbook authors must face (in particu- as a thing in itself, with a dizzying I asked a mostly-random sample of lar, demarcating the text’s topic, in this array of puzzles, nuances, and intrigue. theory section members to offer ideas case “theory,” from the panoply of A “theory in and of itself ” purist can about using theory textbooks in the other topics that comprise the social easily become immersed in the depths classroom at either the undergraduate science curriculum). of theoretical intrigue and rarely feel or graduate level. I asked which text- the need to surface for any breath of books they use, if any, and why they The books I now use are Levine’s real world application. use them; if they eschewed such texts, Visions of the Sociological Tradition, I asked them to explain that as well. Calhoun’s Critical Social Theory, and “Theory in and of itself ” is typically Further comments and dialogue are Wallerstein et al. Open the Social Sciences. organized by theorists, by theoretical welcome! I do like to use books in addition to perspectives, by the chronology of the articles because they combine breadth history of ideas, or some combination Using Commentaries, Not and brevity and I think students like the of the above. As an undergraduate Textbooks structure books give to a course. How- ever, I do not consider the books I use Darin Weinberg, University of Florida textbooks so much as critical surveys/ I have come to realize that my In my course I try to encourage stu- commentaries. They are a good deal more practically minded theory dents to appreciate social theorizing not more nuanced than books I would con- consumers simply don’t care— only in terms of formal logic or em- sider “textbooks,” and more apprecia- about the intrinsic nature of the pirical validity but also, and most cen- tive of the embeddedness of social ideas in and of themselves or trally, in terms of worldly praxis. As theorizing in history. (especially) from whence the much as possible I try to situate the ideas came. work of major social theorists within Theory in Use the practical contexts in (and for) which Stephen J. McNamee, University of North I think their work was done. I have no theory pup, I cut my theory teeth in this Carolina at Wilmington principled objection to the use of text- tradition absorbing Lewis Coser’s Mas- books but the one’s I’ve looked at tend In response to my particular audience ters of Sociological Theory. Although I to give fairly short shrift to the histori- of undergraduate theory consumers found it difficult at the time, I was fas- cal and/or social organizational reali- (combination of sociology and crimi- cinated and I was hooked. In master- ties that give shape to our discipline’s nal justice majors in a midsize, midlevel, ing the masters, I felt smart. I felt like major theoretical projects. Instead they state university) the biggest change I an intellectual. This was a heady expe- tend to reduce those projects to a have made over the years in teaching rience for a working class kid from New series of propositions regarding the sociological theory is to shift from an Jersey. But I could not imagine assign- social world and highlight their con- emphasis on “theory in and of itself ” ing Coser’s book to my undergraduate trasts and complementarities. I am to an emphasis on “theory in use.” I theory students now. And the reason is inclined to suspect this less reflects the would describe “theory in and of itself ” that I have come to realize that my more sensibilities of their authors and more as the passing on of an intellectual heri- practically minded theory consumers the exigencies of publishing that all tage. In this approach, theory is revealed simply don’t care—about the intrinsic nature of the ideas in and of themselves Perspectives is the newsletter of the Theory Section of the American Sociological or (especially) from whence the ideas Association. It is published quarterly in January, April, July, and October. The came. As sociologists, we should know deadline for all submissions is the fifth day of the month before publication. that the audience matters. For instance, We welcome news and commentary as well as announcements about confer- if I were in a different setting (e.g. elite ences, journal information, calls for papers, position openings, and any other liberal arts college) teaching a differ- information of interest to section members. ent audience (e.g. academically oriented students bound for graduate study in Send submissions to: Joseph Hopper, University of Chicago, Population Research the classics), then my approach would Center Room 340, 1155 East 60th Street, Chicago, IL 60637; phone (773) 256- probably be more traditional. But in 6298; fax (773) 256-6313; e-mail [email protected] See TEXTBOOKS on Page 6 Perspectives Page 3

Survey Assesses Call for Nominations the Theory Canon Awards of the Theory Section SURVEY from Page 1 he Theory Section announces a call for nominations for its two ago as Herbert Spencer and Auguste annual awards, the Theory Prize, which will be awarded for a recent Comte are in danger of falling off the outstanding book in theory, and the Shils-Coleman Prize, which will be list. Both Comte (26 mentions) and T awarded for an outstanding student paper. Freud (20 mentions) were mentioned slightly more often than DuBois (19 Theory Prize. The Theory Prize is given Edward Shils-James Coleman Memorial mentions), but Spencer (19 mentions) to recognize outstanding work in theory. Award (Graduate Student Prize). The was not. Three other near-canonical fig- In even-numbered years it is given for a Shils-Coleman Award is given to rec- ures from the last generation— book, and in odd-numbered years it is ognize distinguished work in theory by Tocqueville, Pareto, and Adam Smith given for a paper. In both cases, eligible a graduate student. The work may take —followed DuBois and Spencer. The items are those published in the preced- the form of either: (a) a paper pub- responses also revealed that a search is ing four calendar years. The Theory lished or accepted for publication; (b) underway for a female theorist or theo- Prize to be given in August 2000 is for a paper presented at a professional rists to add to the classical list. The a book published in calendar years 1996, meeting; or (c) a paper suitable for pub- major choices at this time are: Charlotte 1997, 1998, or 1999. Please send pre- lication or presentation at a profes- Perkins Gilman (8 mentions), Jane sional meeting. The winner will receive Addams (6 mentions), and Harriet liminary nominations to the committee up to $500 for reimbursement of her/ Martineau (6 mentions). These women chair by February 1, 2000 (formal nomi- were mentioned as often or nearly as nations and copies of the book must his travel expenses to the 2000 ASA often as G.W.F. Hegel, Karl Mannheim, subsequently be sent to all five commit- Meetings. The deadline is March 15, Charles Cooley, W.I. Thomas, and tee members, reaching them by March 2000. Please send nominations, includ- Ferdinand Toennies. 1, 2000): ing five copies of the paper to: David Knottnerus, Chair, Jane Sell, Chair Considerably less consensus existed Theory Prize Committee Shils-Coleman Award Committee among the respondents on the impor- Department of Sociology, CLB 006 Department of Sociology tant figures from the contemporary Oklahoma State University Texas A&M University period. In all, 154 theorists from the Stillwater, OK 74078-4062 College Station, TX 77843-4351 contemporary period were mentioned (409) 845-6120; [email protected] compared to 84 theorists from the [email protected] period stretching between the ancient Greeks and World War II. Neverthe- rational choice school were mentioned schools, such as structural functional less, six figures received mentions from as important contemporary theorists by theory, conflict theory, exchange theory, at least one-third of the respondents: more than 10 percent of the respon- and symbolic interactionist theory; (C) Jurgen Habermas (62 mentions), Michel dents. The leading feminist theorist I emphasize formal theory, concentrat- Foucault (57 mentions), Erving from the contemporary period was ing on writers who have attempted to Goffman (55 mentions), Talcott Par- Dorothy Smith, who received 17 men- develop theory as a scheme of inter- sons (52 mentions), Pierre Bourdieu (49 tions, followed by Nancy Chodorow locking axioms, theorems, and propo- mentions), and Anthony Giddens (41 with five mentions. sitions; (D) I emphasize the origins and mentions). Robert K. Merton followed causes of important social structures these six with 29 mentions. Neither The survey asked respondents to indi- and social processes, independent of theorists associated with the conflict cate how they teach contemporary existing theoretical schools; and (E) school nor those associated with social theory classes. Five choices were of- other. The most frequent response to exchange/rational choice school fared fered and respondents were encouraged this question (with 53 mentions) was as well as structural-functionalists, criti- to check more than one, if appropri- option B (developments in the major cal theorists, and poststructuralists. ate. The choices were: (A) I emphasize theoretical schools), but option A (new However, C. Wright Mills and Randall new trends in theory, such as trends in theory) followed closely Collins from the conflict school and poststructuralism, postmodern theory, behind with 46 mentions. The other two George Homans, Peter Blau, and J.S. and feminist theory; (B) I emphasize Coleman from the social exchange/ developments in the major theoretical See DUBOIS on Page 7 Page 4 Perspectives

Publishing Options in Social Theory Call for Papers: EJST Seeks Theory from Varied Consortium’s Inaugural Disciplines with a Contemporary Focus Conference ay 11-14, 2000. Social Theory By Gerard Delanty 2000. University of Ken- he European Journal of Social welcome if they have a contemporary M tucky, Lexington, Kentucky. Theory is a globally oriented peer- relevance. refereed journal in social theory, Over the past decade, social theory has T The journal welcomes for its View- reenergized contemporary social and published by Sage Publications. It was points section short reflective pieces, founded in 1998 and is now about to humanistic thought in a variety of ar- replies to articles, and interviews. The enter its third year. Gerard Delanty eas. The purpose of this conference is policy on reviews is to have a small (Liverpool) is the editor. The Deputy to organize the international social number of fairly substantial reviews, Editor is Peter Wagner (EUI, Florence/ theory community. This call on behalf with an emphasis on non-English lan- Warwick University UK), and Heidrun of The International Social Theory guage publications. Regular review Friese (Berlin/Florence) is the Reviews Consortium is addressed to scholars, essays, and the occasional literature Editor. The editorial board includes faculty, and students who work in the review are also features of the journal. Professors Margaret Somers, Goran various areas and traditions which so- A further feature of the journal is the Therborn, William Outhwaite, Hans cial theory embraces (e.g. identity regular feature of symposia. The first Joas, Loic Wacquant, Salvador Giner, theory, political theory, social episte- volume included a symposium on the Margareta Bertillson, Birgitta mologies, political economy, critical work of Alaine Touraine, featuring an Nedelmann and Piotr Sztompka. There race studies, science studies, feminist article by Touraine, “Can We Live is an additional wider International theory, postcolonial theory). Together Equal and Different,” three Advisory Board as well as a large num- responses, and a reply by Touraine; the The conference organizers invite 350 ber of referees. second volume included a symposium word essay abstracts, panel and session proposals that promise to address the The journal’s conception of social of six papers on Bourdieu’s Pascalian concerns of this community, including theory is a broad one, including all Meditations (Paris, 1997) and an invited the future of social theoretic research, varieties of contemporary thought essay by Bourdieu. It also contained improvement of scholarly communica- stemming across the social sciences and articles on a debate in contemporary tions, the place of social theory in the philosophy, including sociological French social theory relating to the university curriculum, the social theo- theory, political theory and cultural work of Bourdieu and the approaches rist as public intellectual, and other is- theory. The journal tries to be of Boltanski and Thevenot, who con- sues that bear on the present and fu- multidisciplinary and to give expression tributed an article. The journal has ture of social theory as a non-disci- to innovating developments in contem- attracted some well established authors. pline-specific endeavor. porary European thought and beyond. Some recent papers include S.N. Ideally articles should address some of Eisenstadt on collective identities, For further information about the con- the substantive concerns of social Simon Critchley on friendship, sortium and the conference, see theory (for instance social change, the Szakolczai on reflexive historical soci- www.socialtheory.org. Send abstracts or transformation of European societies, ology, Nowotny on the culture of ex- queries to: Wolfgang Natter, Commit- civil society, globalization, nature, iden- pertise, Outhwaite on modernity, Joas tee on Social Theory, POT 1445, Uni- tity, nationalism, power and social di- on Mead and postmodernity, Anton versity of Kentucky, Lexington, KY visions, knowledge, modernity, nature, Blok on the narcissism on minor dif- 40506-0027, [email protected].. social movements and resistance, citi- ferences, Hindiss on citizenship, zenship and democracy, gender) or Eyerman and Turner on generations, Call for Papers: recent theoretical debates dealing with Calhoun on nationalism, Fuller on International Conference social epistemology, Eder on collective more philosophical issues in modern on Identity European thought. Papers in the phi- learning, and Tom Burns on democracy. losophy of social science are also wel- Three copies of a manuscript, designed eptember 3-6, 2000. Understand- come. Though not a journal that aims for blind refereeing, normally circa ing the Social World 2: Construc- to specialize in the history of sociol- 7000 words with references in the S tions and Identity. The University ogy or purely historical figures, re-in- Harvard style, should be sent to the of Huddersfield, United Kingdom. terpretations of the classics will be very See EJST on Page 8 See CALLS on Page 5 Perspectives Page 5

Upcoming Miniconference Call for Papers Conferences Theory Growth in Sociology: Current Status and CALLS from Page 4 New Directions This conference will include themes on identity, subjectivity, sexuality, gender, he 2000 program will consist of Topics in Sociological Theory post colonial identity, disability, femi- a miniconference comprised of (Open Session) nist theory and identity, organisational T three sessions, an additional Organizer: David G. Wagner and professional identity, nationalism, open topics session, and a roundtables Dept. of Sociology, SUNY Albany cyberpsychology and identity, and session. Please submit papers for the Albany, NY 12222 social movements. Invited speakers open sessions to organizers by February tel: (518) 442-4689 include Michael Billig, Mario Diani, 1, 2000. e-mail: [email protected] Ken Hoover, Ken Plummer, and Mar- garet Wetherell. The conference seeks Miniconference: Theory Growth Roundtables to draw together and highlight recent in Sociology Organizer: Robert Shelly Dept. of Sociology, Ohio University developments within the social sciences (Invited Panels) Athens, OH 45701 and related disciplines that offer an ac- Three sessions are being organized by tel: (740) 593-1369 count of human activity that transcend Morris Zelditch, section chair. purely individualistic or structuralist e-mail: [email protected] accounts of the human condition. theorists, methodologists and those sessions, the conference will include You are invited to submit abstracts by engaged in the practice of social three plenary sessions where each of January 14, 2000 for individual papers, research often talk past each other the speakers will consider issues raised symposia, or posters. Organizers will unaware of the beneficial insights that in philosophy, social theory and meth- consider other non-standard forms of each offers the other. This interdisci- odology, respectively. These talks will presentation. Contact the conference plinary conference aims to bring be given by Rom Harré, John organiser to discuss your ideas. For together social theorists, philosophers, Holmwood, and Mary Maynard. individual papers and posters please sociologists, psychologists and geogra- submit an abstract of no more than 250 phers to consider problems of theory To contribute to a paper to one of the words. For symposia (or other group and method in social science. roundtable discussions, please send a presentations) please submit an abstract typed abstract of around 100 words to of 250 words per paper/item and an The conference will be distinct in that Malcolm Williams. His e-mail address overall abstract (of 250 words). Con- its emphasis will be upon dialogue is: [email protected]. E-mail tact: Linda Rice. School of Human & aimed at the clarification of issues is a preferred method of submission, Health Sciences, University of within an inter-disciplinary framework. although his postal address is Malcolm Huddersfield, West Yorkshire, HD1 It is intended that the emphasis upon Williams, Department of Sociology, 3DH. U.K. Telephone: +44 (0) 1484 clarification and dialogue will provide University of Plymouth, Drake Circus, 472410; Email: L.Rice@hud. ac.uk. a valuable learning experience for all, Plymouth, Devon, PL4 8AA. including postgraduates and those early Call for Papers: in their careers. For this reason, organ- Contributors should address issues of Conference on Theory izers particularly welcome contribu- method and theory and how one might and Method tions from members of these groups inform the other, or indeed where the and each of the roundtable sessions will limitations may lie. This, of course, may uly 5-7, 2000. Knowing the Social be chaired with this ethos in mind. include reference to the author’s own World. University of Salford, experiences in conducting research. JGreater Manchester, U.K. The sessions will comprise four papers Presentation of these contributions will of approximately 10 minutes duration, be informal, but participants should The Institute for Social Research, Uni- the aim of which is to enable construc- make copies of their paper available to versity of Salford and the Department tive dialogue within a supportive atmo- participants. Selected papers will be of Sociology, University of Plymouth, sphere. This also enables most of those published in either a conference vol- are jointly organizing an interdiscipli- attending the conference to present a ume, or a special edition of a leading nary conference on social theory, meth- paper so it is as participatory as pos- journal. odology and method. For many, social sible. In addition to five roundtable See MORE CALLS on Page 6 Page 6 Perspectives

MORE CALLS from Page 5 Theory in the Curriculum The suggested themes for the roundtable sessions are the following: TEXTBOOKS from Page 2 issues in generalisation and explanation; response to my current audience of mentary material on the intellectual and lay and professional interactions, reflex- theory consumers, the vast majority of political setting. For example, material ivity and the validation of knowledge; whom have no interest whatsoever in from Gordon Wright, “France in Mod- policy, evaluation and the relevance of becoming either theorists or sociolo- ern Times” and Robert Locke, “French research; social constructionism and re- gists, I have shifted my emphasis to Legitimists and the Politics of Moral alism; empowerment and ethics; dis- “theory in use;” that is, how theory can Order...” offer a vivid sense of course analysis; power, statistics and help students practically “make sense” Durkheim's setting and programmatic social transformation; teaching research of contemporary social life. purposes. Another advantage of thick and the role of theory; feminist research contextualization is that the so-called I have found that the best way to and theory; the place of the material “classics” are less likely to be carried organize the presentation of “theory in and the social in knowing the world; uncritically into the present in a spirit use” is not by theorists or theories but complexity and networks; new interpre- of misplaced veneration. by topics (e.g. the tension between “me” tations in the relations between science and “us;” who is in charge around here; If the original sources are taught as if and social science. what’s real and what’s fake, etc.) to they are self-evident and self-contained, which relevant theory is brought to a large part of their richness fails to Call for Nominations: bear. To do that, I have lately been reach students. The burden of The George Herbert Mead using Peter Kivisto’s topical Key Ideas contextualization falls heavily upon the Award in Sociology as a central organizing text, instructor. Excellent secondary he George Herbert Mead Award supplemented by selections from Kivisto’s accompanying reader, Illumi- is presented annually by the Soci- . . . no book about a book is as ety for the Study of Symbolic nating Social Life, as well as excerpts of T materials pulled from the internet (es- good as the book itself . . . Interaction to an individual whose career contributions to the advancement of the pecially Larry Ridener’s Dead Sociolo- study of human behavior and social life gists web site—some of which include discussions—like those by Aron, best exemplify the tradition and spirit of excerpts from Coser’s book), and a few Giddens, Coser and Poggi, which I sug- George Herbert Mead’s work. hard copy materials on room reserve in the library. I have found that this gest as background reading, provided Previous recipients of the Mead Award combination works best to capture and they are not substituted for the origi- include Herbert Blumer, Kenneth Burke, sustain student interest and still do jus- nals—rightly and necessarily offer par- and Erving Goffman, among others. tice to the intellectual tradition. The tial interpretive approaches. They are Members of this year’s award committee theorists, theories, and history of ideas useful not as starting points, but after are Gary Alan Fine (chair), Joel Best, are still there but they are presented students have worked with the originals Candace Clark, and Leslie Wasson. through the side door rather than the themselves. The original sources can- main entrance. not be subsumed without loss. Send four copies of your nomination and Gianfranco Poggi, addressing this any documentation by April 1, 2000 to: Original Sources Only issue, cites Italo Calvino's comment Gary Alan Fine, Department of Sociol- Allan Silver, Columbia University about literary classics: no book about a ogy, Northwestern University, 1810 Chi- book is as good as the book itself—a cago Ave., 1st Floor, Evanston, IL 60208- I never use textbooks or secondary classic keeps throwing off comments 1330. E-mail: [email protected]. accounts in theory courses at any level, about it. The sources of social theory graduate or undergraduate. There is no are not “classics” in this sense, but they substitute for grappling with the rug- THEORY SECTION DAYS are sufficiently so that this wisdom gedness of original sources, which are applies. The Annual Meeting of the Ameri- more suggestive than any secondary can Sociological Association will take treatment. True, some of their histori- Providing the Framework place August 12-16, 2000 in Wash- cal and topical allusions are not under- Karen Albright, New York University ington. Our sessions, meetings, and stood, and they often present exposi- reception will be held on Saturday, tory difficulties. This requires careful Understanding the intricate arguments August 12 and Sunday, August 13. excerpting and often careful of social theory is often difficult for contextualization in the form of docu- See CURRICULUM on Page 7 Perspectives Page 7

Members Offer Ideas on Social Theory Textbooks CURRICULUM from Page 6 undergraduates. This is problematic, for textbooks that I have used to provide cal Theory, selections from Charles not only does a firm grasp of various initial orientation in this manner are Lemert’s reader Social Theory: The theoretical perspectives aid the ad- Sociology, by Calhoun, Light and Keller, Multicultural and Classic Readings, and his vancement of the social sciences in a and Mapping the Social Landscape, by book Social Things. Turner’s book is the general sense, it also assists the student Susan J. Ferguson. Each presents socio- core and is introduced and fleshed out in better comprehending the social phe- logical theory as both interesting and using Lemert’s works. Clearly I am nomena in his/her everyday life. Thus, palatable to the undergraduate reader, doing a balancing act. Turner combines though at first students often resist and thus serves as an excellent spring- pioneers with contemporaries to dem- delving into the seemingly abstract board for a more engaged and detailed onstrate the transformation and evolu- realms of theory, it should be our goal theoretical exploration to follow. tion of the mainlines of thinking in as instructors to find ways of making sociology. Although I favor a textbook, social theory seem relevant and practi- Stimulating a Broadly I doubt that many professors use one cally applicable. Sociological Imagination as the stand alone focus of the course. Lemert’s reader allows students to Using textbooks to introduce theoreti- Barry Johnston, Indiana University “hear the voices” of major thinkers and cal perspectives often does just that. Northwest appreciate the power and nuance in Initial exposure to social theory through I teach in an urban, multicultural their work. Social Things demonstrates a textbook provides a basic framework undergraduate program in the industrial how theory and society play themselves of knowledge from which the instruc- northwest corner of Indiana. Our out in the ordinary and not so ordinary tor can then build through lectures, dis- majors have theory integrated into their lives of individuals and communities. cussions, and exposure to more detailed core courses in social organization and analyses of the theory, including the social change. The capstone is a one Turner’s book is the core. It gives a original work itself (or selections semester theory course. There I teach a good sense of the depth and breadth thereof). It should be stressed, however, broad, but selective, umbrella of ideas of current sociological thought. From that textbooks are best used only as that originate from classic and contem- it students harvest a set of concepts introductions. Ideally, they would not porary thinkers. If students conceptu- and models to see the world in more provide the sole exposure to theory, but ally and methodologically retain from dynamic and subtle ways. It stimulates only the initial orientation to it so that this course a good working sense of the reflection, imagination, and ingenuity. the student can better identify and situ- Sociological Imagination, then the prac- More importantly it demonstrates for ate the various perspectives that abound tical goal of the course is met. students a variety of expressions of the in the social sciences before taking on Sociological Imagination. From these the more rigorous task of dissecting the To stimulate this I use Jonathan Turner’s they may pick the one or ones that have th theoretical arguments involved. Two 6 edition of The Structure of Sociologi- See IMAGINATION on Page 8

Dubois is Hot, Formal Theory is Not

DUBOIS from Page 3 tures and processes, 21 for new trends, and the critique of empirically-existing options—(C) formal theory and (D) and 10 for developments in the major societies than they are with those that structures and processes—received 10 schools. have emphasized scientific explanation and 24 mentions, respectively. Respon- of empirically-existing social structures dents were also asked which of the In so far as respondents to this survey and social relations. These findings will choices was least like the way they teach are representative of the membership please some and disturb others. They contemporary theory. Here the findings in the section, the results lead us to will raise particularly troubling ques- were reversed, but formal theory stood conclude that members of the ASA’s tions for scientifically-inclined theo- out as particularly unpopular among Theory section are more comfortable rists—and indeed for scientifically-in- those who responded; 72 respondents with traditions in sociology that have clined sociologists in general. We plan said it was the least like the way they emphasized the interpretation of to explore some of the issues raised by teach theory, compared to 24 for struc- modernity (and now postmodernity) the survey in a longer scholarly article. Page 8 Perspectives

IMAGINATION from Page 7 to use theory, while students who rely most meaning and utility for their lives only on textbooks might grasp the sub- New Books of Interest and work. Turner facilitates this by giv- stance while missing out on the rest. ing them a broad and dependable map There are two reasons why I do want !!! of the sociological landscape. This is to use theory textbooks, however. First, Sociology after Bosnia and Kosovo: Re- part of the power of a good textbook. I assume (from experience) that most covering Justice by Keith Doubt, Janu- It gives you what you need to think undergrads have gaps in their knowl- ary 2000, Rowman and Littlefield competently and explore your disci- edge of history. Theory textbooks can Publishers. This book provides so- pline. It does this effectively for stu- partially remedy this because they pro- ciological account of the events in dents who have limited time, compet- vide students with an intellectual and Bosnia and Kosovo, such as the eth- ing demands for their energy and socio-historical context in which to nic cleansing, mass rape, the role of attention, and non academic pressures place the theorists. Second, while I don’t political journalism, and the UN in- that may be more pressing than socio- want my students to read books that volvement in the war. Drawing upon logical theory. tell them exactly what a particular theory means, I never want to frustrate a diverse group of theorists, such as Optional Reading them needlessly. I’m just as apprehen- Merton, Garfinkel, Goffman, Weber, sive about leaving my students without and Baudrillard, Doubt constructs Katherine Walker, University of Massachu- sociological understandings of the setts at Amherst a book that helps them understand a particular theory or theorist, as I am experiences of people in Bosnia and My teaching background is that I want about leaving them with such a book. the response of Western leaders to to teach theory someday, but haven’t yet To get around this dilemma I plan to these experiences. Looking at the had a chance, as I am a doctoral stu- require the primary readings and sug- reasons for these events from a dent. Thus far I’ve taught intro classes gest optional, supplementary reading in sociological perspective, rather than on race/gender/social class, sociology textbooks. My favorite textbooks are a political and psychological vantage of popular culture, sexuality, and jun- Collins and Makowsky (1993) and point, the book sheds light on why ior-year writing-in-sociology. I think Coser (1971); both of these will prob- Bosnia has been largely ignored by that textbooks are useful supple- ably be on my recommended list. sociologists and makes the case for ments—they can help students why it is imperative that it be assemble pieces of theory and data into More commentary on textbooks will addressed by sociologists. a sociological perspective. However, I appear in the April 2000 issue of ! never use textbooks as either the first Perspectives. or final word on any given topic. Three Faces of God: Society, Religion, and I plan to have my classes learn theory EJST from Page 4 the Categories of Totality in the Philoso- from the primary sources. My favorite editor, Gerard Delanty, Dept. of Soci- phy of Emile Durkheim by Donald A. theory readers are Lemert (1993) and ology, University of Liverpool, Eleanor Nielsen, SUNY Press. Offers a new Collins (1985). As for theory textbooks, Rathbone Building, Bedford Street interpretation of Durkheim’s social I do and don’t want to use them. One South, Liverpool L69 7ZA, UK. E-mail: philosophy. It challenges the current reason that I don’t want to use theory [email protected]. Contributions from view of him primarily as a scien- textbooks is that I’m leery of asking all over the world are welcome. Turn- tific sociologist who identified so- my students to read a book that tells over time is normally three months. The ciology with the study of collective them exactly how to understand a par- acceptance rate is approximately 20- representations. Nielsen argues that ticular theorist or theory. I believe 25% of all papers submitted. Articles Durkheim was a sociological monist theory is consequential in itself and are refereed by at least two referees. In who developed a concept of social students should learn the substance of certain circumstances and by prior substance and a theory of society, major sociological theories. But I agreement with the editor, non-English religion and the categories of under- believe that theory serves multiple pur- language papers will be refereed standing strikingly similar to poses. Students also need a solid (French, German, Italian, Spanish) and Spinoza’s philosophy. grounding in theory in order to learn if accepted will have to be translated how to construct their own theories and into English by the author. think critically about the theories of Émigré Experience: The Disembedded others. I believe that students who read Call for papers: we would like to Self. (2) Fin-de-Siecle Violence: Reflec- and wrestle with primary sources will receive articles as well as shorter pieces tions on Kosovo (3) The University and be more likely to both understand and for the following symposia: (1) The The Transformation of Knowledge.