Serdivan Fikir Sanat Akademisi

Sosyoloji Kuramlar
Sal 19:00

Mehmet Murat ahin

Sakarya niversitesi Sosyoloji
Yeni Bina 107
E-mail: mmsahin@sakarya.edu.tr
Course Overview
Course Goals
1. To acquaint students with the idea of sociological paradigms and the tools for
understanding
and evaluating speci_c paradigms;
2. To introduce students to the \sociological canon" of major works in sociological
theory;
3. To introduce students to the form, content, and practice of current debates in
sociological
theory;
4. To demonstrate the importance of sociological theory as a part of sociological
research and
practice; and
5. To consider critically the possibilities for empirical application and testing of social
theory.
Requirements
1. Attendance and active participation in class discussions
2. Two team-based presentations of readings and discussion leadership
3. An in-depth writing project; select either:
_ Three short, critical essays, each considering the work of one theorist; or
_ One _nal paper considering at least two theorists and contributing an original
comparative, synthetic, or applied argument relevant to some sociological concern.
Team Presentations
A team of students will be responsible for organizing the discussion of readings
during each class
session. These students, working together, are responsible for:
_ Preparing a \seminar paper," to be distributed via blackboard to the rest of the class
no
later than 12:00 noon the day before class; and
_ Organizing and directing class discussion of the readings for the class.
The seminar paper need not be a polished product; it should raise ideas, issues,
concerns, and
opportunities presented by the readings, and thereby form a provocative basis for the
class discussion. The seminar paper should not be primarily a summary, nor primarily a list of
discussion
questions. It may be particularly helpful to focus our attention on particular pieces of
the reading
worth discussing in class.
Grading Policy
The main principle is this: Nobody sees, or cares about, your grades in graduate
classes.
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For the qualitatively inclined, the grading policy is essentially this: students who excel
both in
classroom elements of the course (e.g., seminar papers, presentations, discussion)
and in the
writing project will receive H grades. This is unlikely to be more than 2 or 3 students
in a class,
although it can of course vary. Students who excel in one or the other, but not both,
will receive
grades in the P+ to H- range. The vast majority of students will receive a P, which
represents
substantive mastery, at a Ph.D. level, of sociological theory|a signi_cant
accomplishment.
For the quantitatively inclined, think in these terms:
Assignment Grade percentage
Attendance & Participation 30%
Team presentations 20%
Final Paper 50%

Readings and Resources

Most required readings that are not in the books listed below are available for
download from the course
readings site, http://perrin.socsci.unc.edu/readings. You will need a username and
password to access
this site; these will be provided in class.
The recommended readings listed under many class sessions are suggestions for
further reading in the _eld.
Students presenting on those dates, and those with particular interests in the areas,
may _nd them useful.
You are not required or expected to read them for the class.
Required Books
Pierre Bourdieu. Logic of Practice (Stanford University Press, 1990).
Randall Collins. Interaction Ritual Chains (Princeton University Press, 2004).
_Emile Durkheim (trans. Fields). The Elementary Forms of Religious Life (Free Press,
1995).
_Emile Durkheim. Suicide (Penguin Classics, ).
Michel Foucault. The Foucault E_ect (University of Chicago Press, 1991).
Hans Gerth and C. Wright Mills. From Max Weber (Oxford University Press, ).
Bruno Latour. Reassembling the Social (Oxford University Press, 2005).
Karl Marx, Friedrich Engels (ed. Tucker). The Marx-Engels Reader, 2nd ed. (W. W.
Norton, 1978).
Max Weber. The Protestant Ethic and the Spirit of Capitalism (Roxbury, 2002).
Textbooks
I have not assigned a textbook for this course; take your pick of one or more of these
six if you
would like a convenient reference.
Lewis Coser. Masters of Sociological Thought (Harcourt, Brace, Jovanovich, 1972).
I have put several personal copies of this book in the Odum Lab for graduate
students' use.
Craig Calhoun, et al.. Classical Sociological Theory (Blackwell, 2002).
Craig Calhoun, et al.. Contemporary Sociological Theory (Blackwell, 2002).
George Ritzer. Sociological Theory (McGraw-Hill, 1996).
Jonathan Turner. The Structure of Sociological Theory, 6th ed. (Wadsworth, 1998).
Malcolm Waters. Modern Sociological Theory (Sage, 1994).

Course Schedule
August 25 Introduction and course organization

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_ In-class reading: Kant, \What is Enlightenment?"

http://www.english.upenn.edu/~mgamer/
Etexts/kant.html
_ Why theory? Introductions and substantive basis of the class
_ Organization of presentation dates
August 27 Preliminary challenges
_ Richard Ned Lebow, \If Mozart had Died at Your Age: Psychologic Versus Statistical
Interence."
Political Psychology Volume 27 Issue 2, Pages 157 - 172.
http://www3.interscience.wiley.
com/journal/118627944/abstract
_ Theodor W. Adorno, \Introduction" to The Positivist Dispute in German Sociology
www
_ Karl R. Popper, \The Logic of the Social Sciences," in The Positivist Dispute in
German Sociology
www
September 1 Durkheim, The Elementary Forms of Religious Life, Translator's
Introduction; Introduction;
Book I, Chapter 1; Book II, Chapter 1
September 3 Durkheim, The Elementary Forms of Religious Life, Book II, Chapters 4,
8, and 9, and
Conclusion
September 8 Durkheim, Suicide, Introduction; Book Two, Chapters 1 and 5; Book
Three, entire.
September 10 Discussion of Durkheim with visiting scholar Karen Fields
September 15 Marx's early writings
(All from The Marx-Engels Reader)
_ \On the Jewish Question"
_ \Contribution to the Critique of Hegel's Philosophy of Right: Introduction"
_ Excerpts from \The Economic and Philosophical Manuscripts of 1844": pp. 70{81,
93{105.
September 17
_ \Theses on Feuerbach"
_ \The German Ideology: Part i"
September 22 Marx, later writings
_ Grundrisse, pp. 228{232
_ Capital, vol. i
_ Capital, vol. iii,pp.439{441
Recommended:
_ Marx & Engels, Manifesto of the Communist Party
September 24 \The Eighteenth Brumaire of Louis Bonaparte."
September 29 Weber: Rationalization and Bureaucracy
_ \Class, Status, Party," 180{195 in From Max Weber
_ \Bureaucracy," 196{244 in From Max Weber
October 1 Weber: Religion and the Power of Ideas
_ \The Sociology of Charismatic Authority," 245{252 in From Max Weber
_ \The Social Psychology of the World Religions," 267{301 in From Max Weber
_ \Science as a Vocation," in From Max Weber
October 6 Weber, The Protestant Ethic and the Spirit of Capitalism, entire essay (but
not supplementary
material)
October 8 Contemporary Ripples of Weber.
_ Jacques Delacroix and Franois Nielsen. \The Beloved Myth: Protestantism and the
Rise of

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Industrial Capitalism in Nineteenth-Century Europe." Social Forces, Vol. 80, No. 2

(Dec., 2001),
pp. 509-553. http://www.jstor.org/stable/2675588;
_ Ann Swidler, \Culture in Action: Symbols and Strategies." ASR 51(April 1986): 273286 http://
links.jstor.org/sici?sici=0003-1224%28198604%2951%3A2%3C273%3ACIASAS
%3E2.0.CO%3B2-B
October 13 Bourdieu I.
_ \The Logic of Fields" and \Interest, Habitus, Rationality," from Bourdieu and
Wacquant, An
Invitation to Reexive Sociology (University of Chicago Press, 1992) www ;
_ Logic of Practice pp. 1{51
October 15 Bourdieu, from Logic of Practice: pp. 52{142.
October 20 Bourdieu, \Political Representation: Elements for a Theory of the Political
Field" and \Delegation and Political Fetishism," from Language and Symbolic Power (Harvard
University Press, 1991)
www
October 22 Fall Break { no class
October 27 Foucault, Ch. 3 of Discipline & Punish,
http://foucault.info/documents/disciplineAndPunish/
foucault.disciplineAndPunish.panOpticism.html and \What is Enlightenment?"
http://foucault.
info/documents/whatIsEnlightenment/foucault.whatIsEnlightenment.en.html
October 29 Foucault, \Questions of Method" and \Governmentality," in The Foucault
E_ect
November 3 Latour, pp. 1{86
November 5 Latour, pp. 87{172
November 10 Latour, pp. 173{262
November 12 Structure and Agency.
_ Ann Mische and Mustafa Emirbayer. \What is Agency?" American Journal of
Sociology 103
(1998). (http://www.jstor.org/stable/2782934)
_ William H. Sewell, Jr., \A Theory of Structure: Duality, Agency, and Transformation."
American
Journal of Sociology 98 (1992). (http://www.jstor.org/stable/2781191);
_ Jo Freeman, \The Tyranny of Structurelessness."
(http://www.jofreeman.com/joreen/tyranny.
html)
November 17 Contemporary Challenges
_ Andrew Abbott, \Transcending General Linear Reality." Sociological Theory 6:2
(Autumn, 1988):
169{186. http://www.jstor.org/stable/202114
_ Sanderson, \Reforming Theoretical Work," comments by Perrin, Adams, Kidd, and
Wilkes, and
reply by Sanderson. (http://www.csun.edu/~egodard/asatheory/docs/theoreticalplural.
pdf).
November 19 Recent practice theory.
_ Vaisey, Stephen. \Motivation and Justi_cation: A Dual-Process Model of Culture in
Action."
American Journal of Sociology 114:6 (May, 2009): 1675{1715.
http://www.journals.uchicago.
edu/doi/abs/10.1086/597179.
_ Gross, Neil. \A Pragmatist Theory of Social Mechanisms." American Sociological
Review 74:3

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(June, 2009): 358{379.

http://www.ingentaconnect.com/content/asoca/asr/2009/00000074/
00000003/art00002
November 24 Performativity.
_ Wendy Nelson Espeland and Michael Sauder. \Rankings and Reactivity: How Public
Measures
Recreate Social Worlds." American Journal of Sociology 113:1 (July, 2007)
_ Donald MacKenzie and Yuval Millo. \Constructing a Market, Performing Theory: The
Historical
Sociology of a Financial Derivatives Exchange." American Journal of Sociology 109:1, (
Jul2003).
p107, 39p. http://search.epnet.com/direct.asp?an=11652037&db=afh
November 26 Thanksgiving { no class
December 1 Collins, Chapters 1, 2, and 4
December 3 Collins, Chapters 5, 6, and 9

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December 8 (Tentative) conclusions: using and making theory as a

sociologist

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Course Syllabus Template

Instructions for using this Course Syllabus Template

The syllabus is broken into discrete sections, which can be

rearranged, removed, or modified to best fit your course and
teaching style.

In order to keep the syllabus accessible the style (headings,

paragraphs etc.) should be maintained. For further details on
developing accessible word documents please see the Atomic
Learning tutorials found under My CI.

The syllabus includes some common language to describe campus

policies and services to serve as a guideline for you. Be sure to
read these sections and change language to fit your course needs.

The syllabus assumes you will be using CILearn, remove all

references to this if you are not using CILearn for your course.

Adjust descriptions of activities and outcomes to fit your course.

o

Look for *green text marked also with an *, used as a

placeholder, to indicate information needed, text you should
change, or notes. Be sure to delete these notes before
finalizing your syllabus and change the text color to black.

Be sure to remove references to tools, activities, or

outcomes that you do not plan to use in your course.

The syllabus includes some common language to describe

campus policies and services to serve as a guideline for you.
Be sure to read these sections and change language to fit
your course needs.

Delete this page from your

finished syllabus before distribution.

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*Department/College

*Course Name
*Semester Syllabus
Part 1: Course Information
Instructor Information
Instructor: *Name
Office: *Location
Office Hours: *Times & Days
Office Telephone: *Phone Number
E-mail: *E-mail address (Note: specify your preferred contact)*

Course Description
*Enter catalog description.
Prerequisite

*Enter prerequisite information.

GE Area if Applicable

*Enter if applicable or remove this heading. Note: General

Education courses must display the area they fulfill.

Textbook & Course Materials

Required Text

*List required course textbooks. Include detail such as full name of

textbook, author, edition, ISBN, description (if desired), and where
it can be purchased. If a required text is available online, indicate
where it can be accessed.

Recommended Texts & Other Readings

*List other readings available and how/where to access them.

*Include a general statement such as Other readings will be made

available in the course packet/Web site/CILearn environment

Course Requirements

Internet connection (DSL, LAN, or cable connection desirable)

Access to CILearn/Web site/Other

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Semester Syllabus

*List other tools, resources, and materials needed by the student

for success in the course. Remove the above bullets if you do not
plan to use CILearn or another Web-based resource.

Course Structure
*Explain how the course will be delivered. Is it lecture, discussion,
activity, or lab-based. How much time is devoted to each component
and are there different meeting places students should be aware of
(such as labs or activity rooms)?
Online Resources
*List any online resources such as CILearn, a faculty Web site,
textbook Web site, or other Web resources that you expect students to
access and use.

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Part 2: Student Learning Outcomes

*List the student learning outcomes for this course. The student
learning outcomes for each course can be found on the Curriculum
Committee website under Program Areas and Courses
(http://senate.csuci.edu/comm/curriculum/). A bulleted list is a good
way to display these objectives as shown below:

*Objective

*Objective

*Objective

You will meet the objectives listed above through a combination of the
following activities in this course:
*Provide instructions to students on how they are expected to meet the
learning objectives for the course. For example: Will most objectives be
met through examination? Or through participation? Or through
projects?

*Attend

*Complete

*Participate

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*Course Name
*Semester Syllabus
Part 3: Topic Outline/Schedule

Week 01: *Topic

o

Week 02: *Topic

o

*Details

Week 04: *Topic

o

*Details

Week 03: *Topic

o

*Details

*Details

Week 05: *Topic

o

*Details

ALTERNATE FORMAT:
Week
1
2
3
4

Topic

Readings

Activities

Due Date

*Note about calendar/schedule. While it is important to clearly indicate

the schedule for your course, there are many places where you may do this.
You may include a topic outline/schedule (like the examples shown above) in
your syllabus, make a separate link to a schedule document in your CILearn
course, or use the CILearn calendar tool. Regardless of which you choose, be
consistent, and keep your calendar up-to-date to help students follow along,
reduce confusion, and emphasize time on task.

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*Department/College

*Course Name
*Semester Syllabus
Part 4: Grading Policy
Graded Course Activities
Visit the Assignments link in CILearn for details about each
assignment listed below. Click on Assessments to access quizzes and
exams. (See Part 4 for more information about accessing tools and
activities).
Points
*#
*#
100

Description
*Item 1 (List all activities, tests, etc. that will
determine the students final grade)
*Item 2
Total Points Possible

Late Work Policy

*Example: Be sure to pay close attention to deadlinesthere will be
no make up assignments or quizzes, or late work accepted without a
serious and compelling reason and instructor approval.
Viewing Grades in CILearn (optional)
Points you receive for graded activities will be posted to the CILearn
Grade Book. Click on the My Grades link on the left navigation to view
your points.
*Include a statement about the timeframe of when to look for grades.
Example: Your instructor will update the online grades each time a
grading session has been completetypically X days following the
completion of an activity. You will see a visual indication of new grades
posted on your CILearn home page under the link to this course.

Letter Grade Assignment

*Include an explanation between the relationship of points earned and
final letter grade. Example: Final grades assigned for this course will
be based on the percentage of total points earned and are assigned as
follows:

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Letter Grade
A

Percentage
93-100%

Performance
Excellent Work

A-

90-92%

Nearly Excellent Work

B+

87-89%

Very Good Work

83-86%

Good Work

B-

80-82%

Mostly Good Work

C+

77-79%

Above Average Work

73-76%

Average Work

C-

70-72%

Mostly Average Work

D+

67-69%

Below Average Work

60-66%

Poor Work

0-59%

Failing Work

Important note: For more information about grading at Channel Islands,

visit the academic policies and grading section of the university catalog.

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*Department/College

*Course Name
*Semester Syllabus
Part 5: Course Policies
Attend Class
Students are expected to attend all class sessions as listed on the
course calendar.

*Enter specific points regarding attendance policy here.

Participate
*If you monitor, track, and/or score student participation, explain how
you will keep track and how often students should be accessing the
course. If appropriate, mention that you will be using CILearn tracking
tool, discussions, chat sessions, and group work, to monitor their
participation in the course.

Build Rapport
If you find that you have any trouble keeping up with assignments or
other aspects of the course, make sure you let your instructor know as
early as possible. As you will find, building rapport and effective
relationships are key to becoming an effective professional. Make sure
that you are proactive in informing your instructor when difficulties
arise during the semester so that they can help you find a solution.

Complete Assignments
All assignments for this course will be submitted electronically
through CILearn unless otherwise instructed. Assignments must
be submitted by the given deadline or special permission must be
requested from instructor before the due date. Extensions will not be
given beyond the next assignment except under extreme
circumstances.
All discussion assignments must be completed by the assignment due
date and time. Late or missing discussion assignments will effect the
students grade.

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Understand When You May Drop This Course

It is the students responsibility to understand when they need to
consider disenrolling from a course. Refer to the Channel Islands
Course Schedule for dates and deadlines for registration. After this
period, a serious and compelling reason is required to drop from the
course.
Incomplete Policy
Under emergency/special circumstances, students may petition for an
incomplete grade. An incomplete will only be assigned if [*insert
condition here]. All incomplete course assignments must be completed
within [*insert timeframe here].

Inform Your Instructor of Any Accommodations

Needed
Cal State Channel Islands is committed to equal educational
opportunities for qualified students with disabilities in compliance with
Section 504 of the Federal Rehabilitation Act of 1973 and the Americans
with Disabilities Act (ADA) of 1990. The pupose of Disability Resource
Program is to assist students with disabilities to realize their academic
and personal potential. Students with disabilities needing
accommodation are required to contact the Disability Program office at
(805) 437-3331. All requests for accommodations need appropriate
advance notice by the student to avoid a delay in services. Please
discuss approved accommodations with faculty.

Commit to Integrity
As a student in this course (and at this university) you are expected to
maintain high degrees of professionalism, commitment to active
learning and participation in this class and also integrity in your
behavior in and out of the classroom.

Academic Dishonesty Policy

1. Academic dishonesty includes such things as cheating, inventing
false information or citations, plagiarism and helping someone else
commit an act of academic dishonesty. It usually involves an attempt
by a student to show possession of a level of knowledge or skill that
he/she does not possess.
2. Course instructors have the initial responsibility for detecting and
dealing with academic dishonesty. Instructors who believe that an act
of academic dishonesty has occurred are obligated to discuss the
matter with the student(s) involved. Instructors should possess

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reasonable evidence of academic dishonesty. However, if circumstances

prevent consultation with student(s), instructors may take whatever
action (subject to student appeal) they deem appropriate.
3. Instructors who are convinced by the evidence that a student is
guilty of academic dishonesty shall assign an appropriate academic
penalty. If the instructors believe that the academic dishonesty reflects
on the student's academic performance or the academic integrity in a
course, the student's grade should be adversely affected. Suggested
guidelines for appropriate actions are: an oral reprimand in cases
where there is reasonable doubt that the student knew his/her action
constituted academic dishonesty; a failing grade on the particular
paper, project or examination where the act of dishonesty was
unpremeditated, or where there were significant mitigating
circumstances; a failing grade in the course where the dishonesty was
premeditated or planned. The instructors will file incident reports with
the Vice Presidents for Academic Affairs and for Student Affairs or their
designees. These reports shall include a description of the alleged
incident of academic dishonesty, any relevant documentation, and any
recommendations for action that he/she deems appropriate.
4. The Vice President for Student Affairs shall maintain an Academic
Dishonesty File of all cases of academic dishonesty with the appropriate
documentation.
5. Student may appeal any actions taken on charges of academic
dishonesty to the "Academic Appeals Board."
6. The Academic Appeals Board shall consist of faculty and at least one
student.
7. Individuals may not participate as members of the Academic Appeals
Board if they are participants in an appeal.
8. The decision of the Academic Appeals Board will be forwarded to the
President of CSU Channel Islands, whose decision is final.

Important Note: Any form of academic dishonesty, including cheating and

plagiarism, may be reported to the office of student affairs.
Course policies are subject to change. It is the students responsibility to
check CILearn for corrections or updates to the syllabus. Any changes will be
posted in CILearn.

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