Inside: Lamont on theoretical cultures (p. 1) • Statement by new Sociological Theory editors (p. 1) • J. Turner replies to Lamont (p. 2) • Harrison on teaching theory to undergraduates (p. 3) • Fourcade-Gourinchas on being a French-born sociologist (p. 4) • Four essays on the role of theory in law and society scholarship (starting on p. 5) • Listing of ASA theory sessions (p. 28) PerspectivesNewsletter of the ASA Theory Section volume 27, number 2, April 2004 Section Officers Theoretical Cultures in the Social Sciences Chair and the Humanities Michèle Lamont (Harvard University) Michèle Lamont, Harvard University Chair-Elect Murray Webster (University of North Carolina-Charlotte) In “Styles of Scientifi c Reasoning,” Ian Hacking discusses the historical formation of styles of argumentation that determine what is possible to Past Chair Linda Molm (University of Arizona) believe, based on specifi c conventions concerning arguments and reasons. He incites us to examine styles of reasoning in the social sciences and the Secretary-Treasurer humanities, that is, the theoretical cultures and their preferred modes of Patricia Lengermann (George Washington University) verifi cation and evaluation that prevail in these clusters of discipline. Thus, “Theoretical Cultures in the Social Sciences and the Humanities” will be the Council theme of the 2004 Theory Mini-Conference. I have asked Julia Adam and Kevin Anderson (Purdue University) Mathieu Defl em (University of South Neil Gross to join me in organizing three panels: 1) Theoretical Cultures Carolina) Across the Disciplines (with Don Brenneis, Judith Butler, Hazel Marcus, Uta Gerhardt (University of Heidelberg) and Richard Rorty); 2) Theoretical Cultures within Sociology (with Michael J. David Knottnerus (Oklahoma State University) Buroway, Karen Cook, Cynthia Fuchs Epstein, and George Steinmetz); and Edward Lawler (Cornell University) 3) Analyzing Theoretical Cultures (with Bob Connell, Marion Fourcade- Robin Stryker (University of Minnesota) Gourinchas, Karen Knorr, and Peggy Somers) --the full program is listed on p. Sociological Theory Editor 28. We hope that you will attend these sessions in large numbers even though Jonathan Turner (University of our program is slated for the last day of the meetings, on August 17th. It is California-Riverside) a little early to be thinking ASA, but this is likely to be the only issue of the Incoming Editors newsletter that will come to your door before you book your plane reservations. Julia Adams (Yale University) Jeffrey Alexander (Yale University) See THEORETICAL CULTURES on page 7 Ron Eyerman (Yale University) Philip Gorski (Yale University) Sociological Theory Changes Hands Webmaster - www.asatheory.org Mathieu Defl em (University of South Carolina) Julia P. Adams, Jeffrey C. Alexander, Ron Eyerman, Philip Gorski, Yale University Perspectives Editor Neil Gross (Harvard University) As it enters its third century, sociological theory faces some rather formidable challenges. One is the growing infl uence of economic Please submit materials for future theory within the social sciences, and especially within political editions of Perspectives to: science. While most economic theorists see some place for Neil Gross sociological theory, they generally see this place as quite small, Department of Sociology and their followers in political science are apt to agree. Another Harvard University challenge is the increasing importance of “theory” in the fi elds of William James Hall 33 Kirkland Street language and literature, and its growing infl uence within “softer” Cambridge, MA 02138 social science disciplines, such as history and communications. Email: [email protected] See SOCIOLOGICAL THEORY on page 9 1 Perspectives Is Grand Theory Dead and Should Sociology Care? A Reply to Lamont Jonathan Turner, University of California-Riverside I read with interest, and some knowledge through ever-more in the discipline. Taken together, dismay, Michele Lamont’s general theories explaining an ever- these activities do not provide a fi rm commentary on theory in the last wider range of empirical fi ndings is base on which to develop cumulative issue of Perspectives. While her considered “old fashioned” by many scientifi c knowledge. Let me be empirical diagnosis is probably sociologists these days. If theorizing clear one point, however; I am not correct, there are some obvious of this “grand” sort is considered arguing these diverse activities are not problems in her analysis. The passé, then there is little hope that intellectually important or interesting. most notable is the sample of sociology will amount to much more They are very important, but they are only elite departments as ranked than a scattered set of specialties, also not explanatory theory, at least in by a news magazine. What held together only by the dues- terms of the epistemology of science. occurs at the top ten universities collecting administrative structure is not a very accurate refl ection of the American Sociological Lamont also appears to prefer middle of what many other PhD- Association. Humpty Dumpty will range theorizing presumably because granting programs do. It may have already fallen off the wall, it is connected to data. My view is be that “grand theorists” are never to be put back together again. that Merton’s plea for middle range not hired at elite universities theorizing was not only vague but because people at these places Moreover, the fact that non-theorists harmful to sociology. It was never have other priorities that may often teach theory at elite universities really clear what Merton meant by not refl ect the priorities of is not necessarily a good thing. All of middle-range theorizing, just as it others in the discipline. But, the people cited by Lamont do very is today by those who invoke this even if this intended sampling interesting work that I have long legitimating mantra. Did Merton mean bias and other problems admired, but much of this work is theories that were highly abstract with Lamont’s analysis are not highly theoretical, at least by the but with narrow scope conditions eliminated, her conclusions criteria of science. Indeed, a great or did he mean relatively low-level that relatively few sociologists deal of sociology these days involves generalization that abstract a bit above are engaged in “disembodied” “interpretations” of empirical empirical regularities? If he meant the theorizing is probably correct. fi ndings with loose conceptual former, I have no quarrel with Merton schemes and vocabularies, although or anyone who pushes for this kind of My own view is that the decline there are some who use theoretical theorizing. Good examples of abstract of grand theorizing has hurt the principles to explain their empirical theories with scope conditions include discipline which, over the last fi ndings. Added to this limited type such research programs as expectation four decades, has differentiated of theorizing are activities, such as states, affect control theory, interaction into too many empirical history of ideas, textual analysis ritual theory, exchange network specialties, each with its own of the classics, commentary on the analysis, identity theorizing, resource narrow theoretical tradition. current big names (like Bourdieu, mobilization theories, and many Without theorizing that seeks to Giddens, Habermas, and the like), other theoretically-informed research integrate empirical fi ndings and epistemological critique (usually programs. What makes this kind of generalizations, it is diffi cult for a of science), ideological ferment theorizing cumulative is that abstract discipline to develop cumulative over some injustice, that are also models and principles that transcend knowledge. Of course, the considered “theoretical” by many the time and place are used to explain idea of developing cumulative See GRAND THEORY on page 11 2 Perspectives Strategies for Teaching Classical Theory to Undergraduates Daniel M. Harrison, Western State College Classical theory is a hard subject pass classes without even bothering Weber’s nervous breakdown and to teach. Some faculty shy away to acquire, let alone, crack the his subsequent recovery; Marx’s from theory like it is the plague, books. How does one teach theory early shift as a student away from others embrace it with a passion, under conditions such as these? law to philosophy; that Durkheim’s and the remainder just sort of pick interest in suicide arose from trying up theory teaching duties by default. I begin teaching classical theory by to understand the suicide of his I’ve been teaching theory for about stressing that theory is inescapable, friend Victor Hommay, and so on. four years now, and I am still that it is a mundane activity, and trying to get it right. Unlike other that we use theory all the time in Making the material relevant to sociology courses, such as social the course of our daily lives. I run student’s lives is also another way to problems, race, class and gender, with and elaborate Charles Lemert’s pique student interest. In discussing and social movements, there is little observation that social theory is a Marx’s theory of alienation, I have about classical theory that makes it survival skill. But I also emphasize the students write an essay on their inherently interesting or “sexy” to that there is something special about own work experiences; when we are the students, and theory teachers social theorizing. As I learned a covering Durkheim I have them analyze usually