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ProQuest Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with with permission permission of the of copyright the copyright owner. owner.Further reproductionFurther reproduction prohibited without prohibited permission. without permission. SAUNTERING INTO NEW FIELDS: HENRY DAVID THOREAU AND THE SOCIOLOGICAL IMAGINATION by Shawn Chandler Bingham submitted to the Faculty of the College of Arts and Sciences of American University in Partial Fulfillment of the Requirements for the Degree o f Doctor o f Phi losophy in Sociology Chair: X Russell ie, Ph. An< renner, Michael Tkacik, PhjD. Dean of the College /> < 2 4 0 1 Date 2003 American University Washington, D.C. 20016 AMERICAN UNIVERSITY LIBRARY Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3081882 Copyright 2003 by Bingham, Shawn Chandler All rights reserved. ___ __ <8> UMI UMI Microform 3081882 Copyright 2003 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. © COPYRIGHT by Shawn Chandler Bingham 2003 ALL RIGHTS RESERVED Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Write with Jury, correct with phlegm. —Henry David Thoreau How many a man has dated a new era in his life from the reading o f a book. —Henry David Thoreau, Walden Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. SAUNTERING INTO NEW FIELDS: HENRY DAVID THOREAU AND THE SOCIOLOGICAL IMAGINATION BY Shawn Chandler Bingham ABSTRACT Theorists have argued that the canons within sociology are socially constructed and function to legitimate a certain type of sociology (Lengermann and Niebrugge- Brantley 1998). Sociology needs to examine the formulation and application of canonical criteria and consider the costs of excluding relevant thinkers from sociological dialogue. This project attempted to apply current canonical criteria to a thinker whose works have been considered by economics, philosophy, natural history, environmental studies and literature, but not sociology -- Henry David Thoreau. Using C.W. Mills’ (1959) concept of sociological imagination and Peter Berger’s (1963) “motifs” as criteria latent content analysis was conducted on Thoreau’s writings to determine his relevance to sociology. Analysis of Thoreau’s writings found that he addressed the questions Mills believed were asked by those possessing the sociological imagination, which focused on the structure of society, the place of a particular society in history, and the people that prevail in a particular period. To answer these questions, Thoreau explored how i I! Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. capitalism, government and modem definitions of economic, technological, political and scientific progress enslaved the individual. Thoreau’s works demonstrate that his approach to analyzing society correspond to Berger’s “motifs.” Thoreau attempted to look beyond commonly excepted social goals and meanings behind human activity (the debunking motif)- He was distasteful of provincialism and was aware of how the American economic system was producing certain type of individuals (relativization motif). He made an effort to explore other cultural value systems and experimented with new ways of living (cosmopolitan motif). Finally, he recognized a variety of social classes by hosting visitors from all walks of life, and exploring a number of non-mainstream arenas, including the jail cell (unrespectability motif). Like Mills and Berger, Thoreau recognized the dangers of “abstracted empiricism” and the mechanical dryness of science. His ability to integrate empiricism with a more humanistic approach demanded by Mills and Berger needs to be explored by sociology. Current canonical criteria need to be deconstructed and applied to thinkers who have not been considered relevant to sociology. Further analysis of Thoreau’s work to determine unique contributions he might make to sociology needs to be conducted. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGMENTS As a student of sociology, I have been taught to recognize the part that biography and environment play in determining “life chances.” In my case, the role of family, teachers and peers could not have been more nurturing and hospitable to intellectual opportunity, growth and risk. During the first meeting of every “Introduction to Sociology” course that I teach, I make the argument that my success up until this point cannot be attributed to my intellectual ability, nor to my work habits (to which those close to me can attest). There are many who are responsible for getting me to this point and their recognition is an important segue into this document. First, my family has provided me with an environment of creativity, experimentation, stimulation, service and love. They raised me to truly know that “to those who have been given a lot, much is expected.” You have “socialized” me well! The debt I owe can never be repaid. Even a lexicographer, like me, cannot put my thanks into words. Second, there are a number of folks outside of my family who have nurtured my intellect: my instructors at the Academy of the Holy Names, Jesuit High School, Flagler College, The University of Maryland at College Park, and American University. A particular thanks to the Jesuits for teaching me that intellect is fruitless without service for others. I am extremely grateful to several extended families. My new family (the Moss and Maloney clans) provided much support through letters of encouragement that iv Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. included coupons, money for entertainment, and pep talks. I am particularly appreciative of their patience during all of the times they came to visit or called on the phone and I was holed up in my room typing away on the computer. My “other” family, the Tkaciks - Suzy, Michael, Charles, Ben and Samuel (my Godson) - have done quite a lot over the last six years to teach me what is most important in life. I am particularly thankful to Michael, for teaching me that the head is nothing without the heart, and for always being a loving ear about vocational, family and social issues. My dissertation committee offered me a tremendous amount of freedom to do a project that was somewhat unconventional. In a number of ways, each member of the committee has been a part of my journey during graduate school. I am grateful for their encouragement, guidance and patience. Thanks for putting up with my inability to proofread! Finally, I owe a great deal to my wife (my fourth dissertation advisor), who endured more than anyone could ever ask: cold dinners, canceled movie nights, books strewn all over our antique furniture, the task of hauling overdue library books to the library at her school because I reached the limit on my library card, and having to hear all of my sermons about social problems. Her patience, friendship and unconditional support and love throughout the last eight years have been amazing. If it weren’t for her, I would have quit school and moved to Minnesota to be a luthier. This paper is as much hers as it is mine. permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS ABSTRACT............................................................................................................................ii ACKNOWLEDGMENTS.....................................................................................................iv CHAPTER I: SOCIOLOGY’S OMMISSION OF HENRY DAVID THOREAU...........I Background...................................................................................................................... 2 Purpose of the Study....................................................................................................... 5 Conclusion......................................................................................................................