Sociology 101
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_______________ST. JEROME’S
UNIVERSITY ________________
Federated with the University of Waterloo
Department of Sociology and Legal Studies
SOCIOLOGY 101, SECTION 003, Fall 2013
Introduction to Sociology
Class Time: T Th, 10:00-11:20, Classroom: STJ 3027
Instructor: Dr. Kieran Bonner
Office: STJ 3021/UW PAS 2047
Office Phone: 888–4567/884–8111 ext.28242 (voice-mail)
Office Hours: T. Th. 11.30 – 12.30. STJ 3021. Th. 4 - 5.00 PAS 2047
Email: kmbonner@uwaterloo.ca
Teaching Assistant: Celia Huang
Office:?
Office Hours:?
Individual meetings are encouraged.
Course Description and Objectives
To do sociology is to engage in a particular form of social inquiry. In this course the main objective is to develop a
disciplined understanding of the ways we are influenced by our associations and, in turn, the ways we influence those
associations. For example, in what way, in particular, are we influenced by our membership of such associations as
family, class, gender, marriage, peer group, school, church, state, etc? What opportunities do these associations offer for
developing that influence into becoming actors in our own right and what associations hinder that development?
Parenthetically, the question of what helps and what hinders the development of free action, will be asked of social
inquiry itself as a course of action in its own right. Reflexive awareness, it will be argued, is one of the skills that can be
developed in learning to apply the sociological perspective.
Throughout the course we will use the sociological perspective as an opportunity to reflect on common understanding.
We will show the way scientific sociology provides an alternative perspective to common understanding on human
conduct. In the process, we will develop a different perspective on the way both freedom and individuality are
ordinarily understood. As a way to demonstrate the sociological perspective, you will be asked to do an analysis of a
movie using the sociological perspective (essay assignment). Later in the course we will critically examine scientific
sociology using the radical interpretive perspective, again, bringing to the fore, the reflexive dimension of sociology. As
you can see in the course outline below, there is not a lot of reading (in terms of quantity) in this course. Our concern
will be absorbing the reading and this course takes the time to enable this absorption.
Through all of this we will aim to preserve a sense of lived experience, because we are not just talking about ways of
thinking but also ways of living. That is, all of us are living members of society who have to live, act and find meaning
in terms of the question Weber posed, "What should we do and how should we live?" Addressing questions like these is
never easy. Perplexity (aporia) and confusion are part of the learning process in this situation. This means that you
should be prepared to have your assumptions disturbed, to question what you assume to be true, and fundamentally, to
think about and take responsibility for your speech.
Course Objectives:
1.
2.
3.
4.
5.
6.
7.
8.
Understanding the contribution the sociological imagination brings to understanding self and society.
Understanding the range of theories, perspectives and concepts used by contemporary sociologists to
understand society.
A key objective of the course is to demonstrate the way sociologists look at self and society by having students
apply the perspective.
Through concepts like stratification, social control and institution, provide a way of looking at the familiar in a
new light.
Through concepts like role, ideology, worldview and reference group, the course will demonstrate the allpervasive influence of society on the formation of the individual.
Develop independent and critical thinking by showing the inter-relation between the way we think and the way
we live.
Following on number 4 above, to show that true change (in self and society) requires a change in thinking.
To demonstrate the challenge of acting on freedom and achieving individuality.
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Tentative Course Schedule for Soc 101
Week One
Sep. 10:
Introduction/Course Outline/Course Focus
Sep. 12:
Beamish, Ch 1 – Millennials, Knowledge and Culture
Week Two
Sep. 17:
Beamish, Ch. 2 and Hale, Ch. 1 - The Sociological Imagination
Debate 1:Do you agree or disagree with Beamish’s interpretation of the ‘Millenials’?
Beamish, Ch. 2 and Hale, Ch. 1 - The Sociological Imagination cont’d
Sep. 19:
Week Three
Sep. 24 :
Sep. 26:
Demonstration Movie – Educating Rita
Finish Demonstration Movie - Hale, Ch. 2 – An Overview of the Theories
Week Four
Oct. 1:
Oct. 3:
Hale, Ch. 2 –Functionalism
Hale, Ch. 2 – Functionalism/Political Economy
Week Five
Oct. 8:
Oct. 10:
Hale, Ch. 2 – Political Economy
Hale, Ch. 2 – Interpretive Theory/Symbolic Interactionism, Phenomenology and
Ethnomethodology
Debate 2: “The two critical problems of scarcity and need for order seem impossible to handle
without unequal distribution of resources and authority to get things done.”
Week Six
Oct. 15:
Oct. 17:
Hale Ch. 2 - Feminist Theory, Review for Exam, Finish Movie
Mid Term Exam
Week Seven
Oct. 22:
Oct. 24:
Berger, Ch. 1 & 2 (pp. 25 – 38) The Sociologist as a Social Type
Berger, Ch. 4 Society, Social Structure and Social Control
Week Eight
Oct. 29:
Oct. 31:
Berger, Ch. 4 Society, Social Structure and Social Control
Berger, Ch. 5 The Influence of Society on Self and Identity
Week Nine
Nov. 5:
Berger, Ch. 5 The Influence of Society on Self and Identity
Debate 3: “The Sociological Perspective accurately shows how much our actions are
shaped, even controlled, by society.”
Nov. 7:
Berger, Ch 6 (pp 122- 140) Social Change.
Week Ten
Nov. 12:
Nov 14:
Berger, Ch 6 (pp 122- 140) Social Change - Paper Due
Berger, Ch 6. (Pp. 140 –150) Freedom and Authenticity
Week Eleven
Nov. 19:
Nov. 21:
Plato, Translators Introduction/ The Apology
The Crito and Berger Ch 8. Sociology as a Humanistic Discipline
Debate 4: “Society functions as alibi and as Potemkin village for more
people than it functions for as an avenue of liberation.”
Week Twelve
Nov. 26:
Nov. 28:
Berger Ch 8. Sociology as a Humanistic Discipline
Overview and Exam Preparation
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Required Readings
1. Invitation to Sociology: A Humanistic Perspective by Peter Berger
2. The Promise of Sociology by Rob Beamish, Ch. 1 & 2 (Courseware)
3. Contested Sociology: A Canadian Introduction by Sylvia Hale, Ch 1&2. (Courseware)
4. Euthyphro, Apology & Crito, by Plato
5. Possible Selected Readings on Reserve.
Tests and Assignments
% of final
Due Date
grade
In-Class Test .................................................................................... Oct. 17 ................................... 20%
Paper [4- 7 pages (typed & double-spaced)] .................................. Nov. 12 ...................................30%
Final Exam....................................................................................... TBA........................................30%
Class Participation/Debates ............................................................
20%
(E.g., attendance, debate, one-page assignments (1%), etc. Reflects your average mark) (16% + 4% =Debates)
POLICY ON LATE ASSIGNMENTS/ESSAYS AND MAKE-UP TESTS
Late Penalty on Term Paper – 5% (out of 100%) per day including weekends.
A Note on Participation
Participation is graded based on four criteria: attendance, class participation, debate participation and
debate response papers. An overarching criterion is development in the course.
Attendance: periodic attendance checks will be made
Class Participation: quality and frequency of your interventions in class
Debate Participation: participation in the debates is voluntary. Depending on interest you may
participate in more than one debate. Be advised that debate participation does not immediately get you
‘bonus marks’ and in some cases may actually reduce your participation mark. You must demonstrate an
understanding of the side you are arguing for and be able to articulate your position.
Debate Responses: throughout the term you will be required to submit 4 debate responses. Debate
responses are due at the beginning of the class during which the debate is taking place – there are
no exceptions. Debate responses are to be on one double-spaced page. Those who decide to participate
in a debate are also required to submit a response paper and their participation in the debate will be
noted. The debate responses will not be individually assessed or returned. They are completion
assignments and worth 1% each on completion as per above.
Development in the course - By development here I mean a commitment to engaging the material. If you
demonstrate development in the course through increased participation in class and improved debate
responses this is graded more favourably than a contribution that wanes throughout the term.
In order to succeed in this course you need to do the readings, participate in class, write clearly and
submit assignments on time.
Email is not conducive to discussion and not an alternative way to receive class material. Discussion of
assignments, class material or sociological questions is welcome at class, during office hours or by
appointment. Appointments should be made during office hours or in class for another time. This course is
registered on UW LEARN. Please activate your UW email account.
UW POLICY REGARDING ILLNESS AND MISSED TESTS
The University of Waterloo Examination Regulations state that:
Sociology 101
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A medical certificate presented in support of an official petition for relief from normal academic
requirements must provide all of the information requested on the “University of Waterloo
Verification of Illness” form or it will not be accepted. This form can be obtained from Health
Services or on the link provided above. If a student has a test/examination deferred due to
acceptable medical evidence, he/she normally will write the test/examination at a mutually
convenient time, to be determined by the course instructor.
If a student has a test/examination deferred due to acceptable medical evidence, he/she normally
will write the test/examination at a mutually convenient time, to be determined by the course
instructor.
The University acknowledges that, due to the pluralistic nature of the University community,
some students may on religious grounds require alternative times to write tests and
examinations.
Elective arrangements (such as travel plans) are not considered acceptable grounds for granting
an alternative examination time.
OTHER INFORMATION [required on all SJU course outlines]
Academic Integrity: In order to maintain a culture of academic integrity, members of the University of
Waterloo and its Federated University and Affiliated Colleges are expected to promote honesty, trust,
fairness, respect and responsibility.
Discipline: A student is expected to know what constitutes academic integrity, to avoid committing
academic offences, and to take responsibility for his/her actions. A student who is unsure whether an
action constitutes an offence, or who needs help in learning how to avoid offences (e.g., plagiarism,
cheating) or about “rules” for group work/collaboration should seek guidance from the course
professor, academic advisor, or the Associate Dean. When misconduct has been found to have
occurred, disciplinary penalties will be imposed under St. Jerome’s University Academic Discipline Policy
and UW Policy 71 – Student Discipline. For information on categories of offenses and types of penalties,
students should refer to Policy 71 - Student Discipline.
Grievance: A student who believes that a decision affecting some aspect of his/her university life has
been unfair or unreasonable may have grounds for initiating a grievance. For students who decide to file
a grievance, students should refer to Policy 70 – Student Petitions and Grievances. In such a case,
contact Dr. Scott Kline (scott.kline@uwaterloo.ca), Associate Dean of St. Jerome’s University.
Appeals: A student may appeal the finding and/or penalty in a decision made under Policy 71 – Student
Discipline or Policy 70 – Student Petitions and Grievances if a ground for an appeal can be established.
In such a case, contact Dr. John Rempel (jrempel@uwaterloo.ca), Appeals Officer of St. Jerome’s
University.
Academic Integrity website (Arts): http://arts.uwaterloo.ca/arts/ugrad/academic_responsibility.html
Academic Integrity website (Math): https://math.uwaterloo.ca/math/currentundergraduates/regulations-and-procedures/cheating-and-student-academic-discipline
Academic Integrity Office (UW): http://uwaterloo.ca/academic-integrity/
Note for students with disabilities: The AccessAbility Services (AS) Office, located in Needles Hall, Room
1132, collaborates with all academic departments to arrange appropriate accommodations for students
with disabilities without compromising the academic integrity of the curriculum. If you require
academic accommodations to lessen the impact of your disability, please register with the AS Office at
the beginning of each academic term.
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A Note on Laptops: University Policy 33 ("Ethical Behaviour") states that "no member of the University
community (faculty, staff, student) may unduly interfere with the study, work or working environment of
other members of the University or any aspect of another's University activity." The policy adds that "A
'poisoned environment' (or one that is intimidating, hostile or offensive) can be created based on any of
the prohibited grounds under the Ontario Human Rights Code, and can be described as comment or
conduct that is contrary to the aims of maintaining a supportive, respectful and tolerant environment."
Using a laptop to view potentially offensive or inappropriate images during class could certainly
contravene this policy, and an instructor would therefore have the responsibility to direct a student to
refrain from this activity during class. Similarly, if a student is using a laptop in class to view material
that is not offensive per se but merely distracting to others -- for example, a video of a high-speed carchase -- it might reasonably be deemed to "interfere with the study, work or working environment of
other members" of the class.