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PRINCIPLES OF SOCIOLOGY

Put the following information on the 4x6 index card provided. Name DO NOTGraduating class WRITEHome town UP HERE

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PRINCIPLES OF SOCIOLOGY

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    1. 024 MANCHESTER HALL | SPRING 2009 PRINCIPLES OF SOCIOLOGY THE BEGINNING

    2. Put the following information on the 4x6 index card provided Name DO NOT Graduating class WRITE Home town UP HERE    E-mail address Cell phone # (for emergency contact only)      Please write something interesting or funny about yourself to help me remember you

    3. “You Learn” What is the point of Alanis Morissette’s song “You Learn”? And how might this relate to this class? You live you learn You love you learn You cry you learn You lose you learn You bleed you learn You scream you learn You grieve you learn You choke you learn You laugh you learn You choose you learn You pray you learn You ask you learn You live you learn

    4. “You Learn” This song highlights the fact that LEARNING is: Relational Active To the extent that I want you to learn, I have tried to make this course relational and active. As you will see, this is a DISCUSSION-BASED COURSE, not a lecture course. Your active involvement is required for success – both individual and collective.

    5. The Bottom Line: Student Involvement is the Key "The theory... Students learn by becoming involved... seems to explain most of the empirical knowledge gained over the years about environmental influences on student development. ... What I mean by involvement is neither mysterious nor esoteric. Quite simply, student involvement refers to the amount of physical and psychological energy that the student devotes to the academic experience." (Astin, 1985, pp. 133-51)   "Analysis of the research literature. . .suggests that students must do more than just listen: They must read, write, discuss, or be engaged in solving problems." (Bonwell & Eison, Executive Summary, n.p.)   "The body of research on the impacts of the college academic experience is extensive. The strongest general conclusion [is that] the greater the student's involvement or engagement in academic work or in the academic experience of college, the greater his or her level of knowledge acquisition and general cognitive development." (Pasquerilla & Terenzini, 1991, p. 616)  

    6. Syllabus Review Everything you will need for this course, other than the textbook, I will try to make available through the course web site. Bookmark it and check it often: http://www.wfu.edu/~yamaned/teaching/151/

    7. Questions Any questions at this point? Note: I always make perfect sense to MYSELF, but not always to OTHERS, so please ask questions.

    8. Introductions Who am I? Who are you?

    9. Questions Let’s hear some of the questions you came up with for class today.

    10. Hoop Dreams Before we begin analyzing the movie in terms of “The Sociological Imagination,” let’s look at: Your expected outcomes How they relate to the actual outcomes Why there were discrepancies between the two

    11. Hoop Dreams and The Sociological Imagination (1) Karl Marx, The Eighteenth Brumaire of Louis Bonaparte (1852): "[Humans] make their own history, but they do not make it just as they please; they do not make it under circumstances chosen by themselves, but under circumstances directly encountered, given and transmitted from the past."   (2) Peter Berger, Invitation to Sociology (1963): "The fascination of sociology lies in the fact that its perspective makes us see in a new light the very world in which we have lived all of our lives. ... It can be said that the first wisdom of sociology is this--things are not what they seem. People who like to avoid shocking discoveries ... should stay away from sociology."   (3) David Newman, Sociology: Exploring the Architecture of Everyday Life (2006): "Herein lies the fundamental theme of sociology: Everyday social life--our thoughts, actions, feelings, decisions, interactions, and so on--is the product of a complex interplay between societal forces and personal characteristics. To explain why people are the way they are or do the things they do, we must understand the interpersonal, historical, cultural, organizational, and global environments they inhabit. To understand either individuals or society, we must understand both."

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