sociological imagination essay introduction & planning

Module 1: Foundations of Sociology

The sociological imagination, learning outcomes.

• Define the sociological imagination
• Apply the sociological imagination

Figure 1.  The sociological imagination enables you to look at your life and your own personal issues and relate them to other people, history, or societal structures.

Many people believe they understand the world and the events taking place within it, even though they have not actually engaged in a systematic attempt to understanding the social world, as sociologists do. In this section, you’ll learn to think like a sociologist.

The sociological imagination , a concept established by C. Wright Mills (1916-1962) provides a framework for understanding our social world that far surpasses any common sense notion we might derive from our limited social experiences. Mills was a contemporary sociologist who brought tremendous insight into the daily lives of society’s members. Mills stated: “Neither the life of an individual nor the history of a society can be understood without understanding both” [1] .  The sociological imagination is making the connection between personal challenges and larger social issues. Mills identified “troubles” (personal challenges) and “issues” (larger social challenges), also known as biography, and history, respectively. Mills’ sociological imagination allows individuals to see the relationships between events in their personal lives (biography), and events in their society (history). In other words, this mindset provides the ability for individuals to realize the relationship between their personal experiences and the larger society in which they live their lives.

Personal troubles are private problems experienced within the character of the individual and the range of their immediate relation to others. Mills identified that we function in our personal lives as actors and actresses who make choices about our friends, family, groups, work, school, and other issues within our control. We have a degree of influence on the outcome of matters within this personal level. A college student who parties 4 nights out of 7, who rarely attends class, and who never does his homework has a personal trouble that interferes with his odds of success in college. However, when 50% of all college students in the United States never graduate, we label it as a larger social issue.

Larger social or public issues are those that lie beyond one’s personal control and the range of one’s inner life. These pertain to broader matters of organization and process, which are rooted in society rather than in the individual. Nationwide, students come to college as freshmen who are often ill-prepared to understand the rigors of college life. They haven’t often been challenged enough in high school to make the necessary adjustments required to succeed in college. Nationwide, the average teenager text messages, surfs the Net, plays video games, watches TV, spends hours each day with friends, and works at least part-time. Where and when would he or she get experience focusing attention on college studies and the rigorous self-discipline required to transition into college?

The real power of the sociological imagination is found in how we learn to distinguish between the personal and social levels in our own lives. This includes economic challenges. For example, many students do not purchase required textbooks for college classes at both 2-year colleges and 4-year colleges and universities. Many students simply do not have the money to purchase textbooks, and while this can seem like a “choice,” some of the related social issues include rising tuition rates, decreasing financial aid, increasing costs of living and decreasing wages. The Open Educational Resource (OER) movement has sought to address this  personal trouble  as a  public issue  by partnering with institutional consortia and encouraging large city and state institutions to adopt OER materials. A student who does not purchase the assigned textbook might see this as a private problem, but this student is part of a growing number of college students who are forced to make financial decisions based on structural circumstances.

A majority of personal problems are not experienced as exclusively personal issues, but are influenced and affected by social norms, habits, and expectations. Consider issues like homelessness, crime, divorce, and access to healthcare. Are these all caused by personal choices, or by societal problems? Using the sociological imagination, we can view these issues as interconnected personal and public concerns.

For example, homelessness may be blamed on the individuals who are living on the streets. Perhaps their personal choices influenced their position; some would say they are lazy, unmotivated, or uneducated. This approach of blaming the victim fails to account for the societal factors that also lead to homelessness—what types of social obstacles and social failings might push someone towards homelessness? Bad schools, high unemployment, high housing costs, and little family support are all social issues that could contribute to homelessness. C. Wright Mills, who originated the concept of the sociological imagination, explained it this way: “the very structure of opportunities has collapsed. Both the correct statement of the problem and the range of possible solutions require us to consider the economic and political institutions of the society, and not merely the personal situation and character of a scatter of individuals.”

Watch the following video to see an example of how the sociological imagination is used to understand the issue of obesity.

• Mills, C. W.: 1959, The Sociological Imagination, Oxford University Press, London. ↵
• Modification, adaptation, and original content. Authored by : Sarah Hoiland for Lumen Learning. Provided by : Lumen Learning. License : CC BY: Attribution
• The Sociological Imagination. Provided by : College of the Canyons. Located at : https://www.canyons.edu/Offices/DistanceLearning/OER/Documents/Open%20Textbooks%20At%20COC/Sociology/SOCI%20101/The%20Sociological%20Imagination.pdf . Project : Sociology 101. License : CC BY: Attribution
• People graphic. Authored by : Peggy_Marco. Provided by : pixabay. Located at : https://pixabay.com/en/network-society-social-community-1019778/ . License : CC0: No Rights Reserved

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1 An Introduction to Sociology: The Sociological Imagination

Learning Objectives

1.1. what is sociology.

• Explain the concepts central to sociology.
• Describe the different levels of analysis in sociology: micro-level sociology,  macro-level sociology, and global-level sociology.
• Define the sociological imagination.

1.2. The History of Sociology

• Explain why sociology emerged when it did.
• Describe the central ideas of the founders of sociology.

1.3. Theoretical Perspectives

• Explain what sociological theories and paradigms are and how they are used.
• Describe sociology as a multi-perspectival social science divided into positivist, interpretive and critical paradigms.
• Define the similarities and differences between structural functionalism, symbolic interactionism, and critical (conflict) sociology.

1.4. Why Study Sociology?

• Explain why it is worthwhile to study sociology.
• Identify ways sociology is applied in the real world.

Introduction to Sociology

Public holiday events, concerts, sports games, and political rallies can have very large crowds. When a person attends one of these events they may know only the people they came with, yet they experience a feeling of connection to the group. They are one of the crowd. They read the cues of others about how to respond to events. They cheer and applaud when everyone else does. They boo and yell alongside them. They line up to get in and feel offended when someone cuts in ahead of them. They move out of the way when someone needs to get by, and they say “excuse me” when they need to leave. They know how to behave in this kind of crowd.

It can be a very different experience if a person is traveling in a foreign country and they find themselves caught up in a crowd moving down the street. They may have trouble figuring out what is happening. Is the crowd just the usual morning rush, or is it a political protest of some kind? Perhaps there was some sort of accident or disaster? Is it safe in this crowd, or should they try to extract themselves? How can they find out what is going on? Although they are  in  it, they may not feel like they are  part  of this crowd. They may not know what to do or how to behave.

Even within one type of crowd, different groups exist and different behaviours are on display. At a rock concert, for example, some may push up to the stage front for a closer view, others prefer to sit back and observe, while still others join in a mosh pit or try crowd-surfing. On February 28, 2010, Sydney Crosby scored the winning goal against the United States team in the gold medal hockey game at the Vancouver Winter Olympics. Two hundred thousand jubilant people filled the streets of downtown Vancouver to celebrate and cap off two weeks of uncharacteristically vibrant, joyful street life in mid-winter Vancouver. Just over a year later in the same city, the Vancouver Canucks lost the seventh hockey game of the Stanley Cup finals against the Boston Bruins. One hundred thousand people had been watching the game on outdoor screens. Eventually 155,000 people filled the downtown streets. Rioting and looting led to hundreds of injuries, burnt cars, trashed storefronts, and property damage totaling an estimated $4.2 million. Why was the crowd response to the two events so different?

A key insight of sociology is that the simple fact of being in a group changes one’s behaviour. The group, just like social life in general, is a phenomenon that is  more than the sum of its parts.  Each individual might be independent and unique but together they act as part of a group. Why does one feel and act differently in different types of social situations? Why do people go along with the crowd? Why might people exhibit different behaviours in the same situation? These are some of the many questions sociologists ask as they study people and societies.

Dictionaries define  sociology  as the systematic study of society and social interaction. The word “sociology” is derived from the Latin word  socius  (companion) and the Greek word  logos  (speech or reason), which together mean “reasoned speech or discourse about companionship.” How can the experience of companionship or togetherness be put into words and explained? While this is a starting point for the discipline, sociology is actually much more complex. It uses many different theories and methods to study a wide range of subject matter, and applies these studies to the real world.

The sociologist Dorothy Smith (1926-2022) defines  the   social  as the “ongoing concerting and coordinating of individuals’ activities” (Smith, 1999). Whenever there is more than one person in a situation there is coordination and mutual attunement of behaviours. Sociology is therefore the systematic study of all those aspects of life designated by the adjective “social.” They concern relationships, and they concern what happens when more than one person is involved. These aspects of social life never simply occur; they are organized processes. They can be the briefest and most unconscious of everyday interactions — moving to the right to let someone pass on a busy sidewalk, for example — or the largest and most enduring interactions — such as the billions of daily exchanges that constitute the circuits of global capitalism. If there are at least two people involved, even in the seclusion of one’s own mind, then there is a social interaction that entails the “ongoing concerting and coordinating of activities.” Why does the person move to the right on the sidewalk? What collective processes lead to the decision that moving to the right rather than the left is normal? Is it different in countries where people drive on the left? Think about the T-shirts in the chest of drawers at home. What are the sequences of linkages, exchanges, transportation conduits, and social relationships that connect one’s T-shirts to the dangerous and hyper-exploitative garment factories in rural China or Bangladesh? These are the type of questions that point to the unique domain and puzzles of  the social  that sociology seeks to explore and understand.

What are Society and Culture?  Micro, Macro and Global Perspectives

Sociologists study all aspects and levels of society. A  society  is a group of people whose members interact, reside in a definable area, and share a culture. A  culture  includes the group’s shared practices, values, beliefs, norms, and artifacts. One sociologist might analyze video of people from different societies as they carry on everyday conversations to study the rules of polite conversation from different world cultures. Another sociologist might interview a representative sample of people to see how email and instant messaging have changed the way organizations are run. Yet another sociologist might study how migration determined the way in which language spread and changed over time. A fourth sociologist might study the history of international agencies like the United Nations or the International Monetary Fund to examine how the globe became divided into a First World and a Third World after the end of the colonial era.

These examples illustrate the ways in which society and culture can be studied at different  levels of analysis , from the detailed study of face-to-face interactions to the examination of large-scale historical processes affecting entire civilizations. It is common to divide these levels of analysis into different gradations based on the scale of interaction involved. As discussed in later chapters (specifically, see  Chapter 7. Groups and Organizations ), sociologists break the study of society down into four separate levels of analysis: micro, meso, macro, and global. The basic distinctions, however, are between  micro-level sociology ,  macro-level sociology  and  global-level sociology .

The study of cultural rules of politeness in conversation is an example of micro-level sociology. At the  micro- level of analysis, the focus is on the social dynamics of intimate, face-to-face interactions. Research is conducted with a specific set of individuals such as conversational partners, family members, work associates, or friendship groups. In the conversation study example, sociologists might try to determine how people from different cultures interpret each others’ behaviour to see how different rules of politeness lead to misunderstandings. If the same misunderstandings occur consistently in a number of different interactions, the sociologists may be able to propose some generalizations about rules of politeness that would be helpful in reducing tensions in mixed-group dynamics (e.g., during staff meetings or international negotiations). Other examples of micro-level research include seeing how informal networks become a key source of support and advancement in formal bureaucracies, or how loyalty in criminal gangs is established.

Macro -level sociology focuses on the properties of large-scale, society-wide social interactions that extend beyond the immediate milieu of individual interactions: the dynamics of institutions, class structures, gender relations, or whole populations. The example above of the influence of migration on changing patterns of language usage is a macro-level phenomenon because it refers to structures or processes of social interaction that occur outside or beyond the intimate circle of individual social acquaintances. These include the economic, political, and other circumstances that lead to migration; the educational, media, and other communication structures that help or hinder the spread of speech patterns; the class, racial, or ethnic divisions that create different slangs or cultures of language use; the relative isolation or integration of different communities within a population; and so on. Other examples of macro-level research include examining why women are far less likely than men to reach positions of power in society, or why fundamentalist Christian religious movements play a more prominent role in American politics than they do in Canadian politics. In each case, the site of the analysis shifts away from the nuances and detail of micro-level interpersonal life to the broader, macro-level systematic patterns that structure social change and social cohesion in society.

In  global- level sociology, the focus is on variables, structures and processes that extend beyond the boundaries of states or specific societies. In the era of globalization, as Ulrich Beck (2000) has pointed out, in many respects people in modern societies no longer “live and act in the self-enclosed spaces of national states and their respective national societies.” Issues of climate change, the introduction of new technologies, the investment and disinvestment of capital, the images of popular culture, or the tensions of cross-cultural or religious conflict, etc. increasingly involve people’s daily life in the affairs of the entire globe, by-passing the traditional borders that defined distinct societies and, to some degree, distance itself. The example above of the way in which the world became divided into wealthy First World and impoverished Third World societies reflects social processes — the history of colonization or the formation of international institutions such as the United Nations, the International Monetary Fund, and non-governmental organizations, for example — which are global in scale and global in their effects. With the boom and bust of petroleum or other export commodity economies, it is clear to someone living in Fort McMurray, Alberta, that their daily life is affected not only by their intimate relationships with the people around them, nor only by provincial and national based corporations and policies, etc., but by global markets that determine the price of oil and the global flows of capital investment. The  context  of these processes has to be analyzed at a global scale of analysis.

The relationship between the micro, macro, and global remains one of the key conceptual problems confronting sociology. What is the relationship between an individual’s life and social life? The early German sociologist Georg Simmel (1908/1971) pointed out that macro-level processes are in fact nothing more than the sum of all the unique interactions between specific individuals at any one time, yet they have properties of their own, which would be missed if sociologists only focused on the interactions of specific individuals. Émile Durkheim’s (1897/1951) classic study of suicide is a case in point. While suicide is one of the most personal, individual, and intimate acts imaginable, Durkheim demonstrated that rates of suicide differed between religious communities — Protestants, Catholics, and Jews — in a way that could not be explained by the individual factors involved in each specific case. The different rates of suicide had to be explained by macro-level variables associated with the different religious beliefs and practices of the faith communities; more specifically, the different degrees of  social integration  of these communities. The discussion returns to this example in more detail later in this chapter. On the other hand, macro-level phenomena like class structures, institutional organizations, legal systems, gender stereotypes, population growth, and urban ways of life provide the shared context for everyday life but do not explain its specific nuances and micro-variations very well. Macro-level structures constrain the daily interactions of the intimate circles in which people move, but they are also filtered through localized perceptions and “lived” in a myriad of inventive and unpredictable ways.

The Sociological Imagination

Although the scale of sociological studies and the methods of carrying them out are different, the sociologists involved in them all have something in common. Each of them looks at society using what pioneer sociologist C. Wright Mills (1916-1962) called the  sociological imagination , sometimes also referred to as the “sociological lens” or “sociological perspective.” In a sense, this was Mills’ way of addressing the dilemmas of the macro/micro divide in sociology. Mills (1959) defined sociological imagination as how individuals understand their own and others’ lives in relation to history and social structure. It is the capacity to see an individual’s private troubles in the context of the broader social processes that structure them. This enables the sociologist to examine what Mills called “personal troubles of milieu” as “public issues of social structure,” and vice versa.

Mills reasoned that private troubles like being overweight, being unemployed, having marital difficulties, or feeling purposeless or depressed can be purely personal in nature. It is possible for them to be addressed and understood in terms of individualistic, personal, psychological, or moral attributes — either one’s own or those of the people in one’s immediate milieu. In an individualistic society like North American society, this is in fact the most likely way that people will regard the issues they confront: “I have an addictive personality;” “I can’t get a break in the job market;” “My husband is unsupportive,” etc. However, if private troubles are widely shared with others, they indicate that there is a common social problem that has its source in the way social life is structured at a macro or global level. At this level, the issues are not adequately understood as simply private troubles. They are best addressed as public issues of social structure that require a collective response to resolve.

Obesity, for example, has been increasingly recognized as a growing problem for both children and adults in North America. Michael Pollan (2006) cites statistics that three out of five Americans are overweight and one out of five is obese. In Canada in 2018, just over one quarter adults (26.8%) were obese, up from 16% of men and 14.5% of women in 2003, and 36.3% were overweight  (Statistics Canada, 2019). Obesity is therefore not simply a private concern related to the medical issues, dietary practices, or exercise habits of specific individuals. It is a widely shared social issue that puts people at risk for chronic diseases like hypertension, diabetes, and cardiovascular disease. It also creates significant social costs for the medical system.

Pollan argues that obesity is in part a product of the increasingly sedentary and stressful lifestyle of modern, capitalist society. More importantly, however, it is a product of the industrialization of the food chain, which since the 1970s has produced increasingly cheap and abundant food with significantly more calories due to processing. Additives like corn syrup, which are much cheaper and therefore more profitable to produce than natural sugars, led to the trend of super-sized fast foods and soft drinks in the 1980s. As Pollan argues, trying to find a processed food in the supermarket without a cheap, calorie-rich, corn-based additive is a challenge. The sociological imagination in this example is the capacity to see the private troubles and attitudes associated with being overweight as an issue of how the industrialization of the food chain has altered the human/environment relationship — in particular, with respect to the types of food people eat and the way they eat them.

By looking at individuals and societies, and how they interact through this lens, sociologists are able to examine what influences behaviour, attitudes, and culture. By applying systematic and scientific methods to this process, they try to do so without letting their own biases and preconceived ideas influence their conclusions (see  Chapter 2. Sociological Research ).

Studying Patterns: How Sociologists View the Relationship between Society and the Individual

All sociologists are interested in the experiences of individuals and how interactions with social groups, and society as a whole, shape those experiences. To a sociologist, the biographical details of an individual and the personal decisions an individual makes do not exist in a vacuum. Social patterns and social forces put pressure on people to select one choice over another. Sociologists try to identify these general patterns by examining the behaviour of large groups of people who live in the same society and experience the same societal pressures.

When general patterns persist through time and become habitual or routinized at micro-levels of interaction as  social scripts , or institutionalized at macro or global levels of interaction as rules, laws, or power relations, they are referred to as  social   structures.  Social structures are repeated patterns of behaviour and social coordination that persist through time. They have three general properties:

• they  control  or constrain individuals so they act in the same way in the same circumstances;
• they  change  individuals so they fit within the expectations and rules of social or institutional situations; and
• they both  resist  social change and  enable  social change in that they persist through time and yet enact processes that affect themselves and other social structures and processes (Tepperman, 2010).

Often the collective effects of social structures are referred to as “society.”

As noted above, understanding the relationship between the individual and society is one of the most difficult sociological problems. Partly, this is because of the reified way the two terms are used in everyday speech.  Reification  refers to the way in which abstract concepts, complex processes, or fluid social relationships come to be thought of as “things.” A prime example of reification is when people say that “society” caused an individual to do something, or to turn out in a particular way. In writing essays, first-year sociology students sometimes refer to “society” as a cause of social behaviour or as an entity with independent agency — “Society did something to somebody” — but society is not an agent or an object. On the other hand, the “individual” is a being that seems solid, tangible, and independent of anything going on outside of the skin sack that contains its essence. But the individual is a social being through and through.

This conventional distinction between society and the individual is a product of reification, as both society and the individual appear as independent objects acting upon each other. A  concept  of “the individual” and a  concept  of “society” are given the status of real, substantial, independent objects, like pool balls on a pool table. As discussed in the chapters to come, society and the individual are not objects, nor are they independent of one another. An “individual” is inconceivable without the social relationships to others that define their internal, subjective life and their external, socially defined roles. “Society” is inconceivable without the living, breathing, desiring, interacting individuals that compose it.

One problem for sociologists in grasping the individual/society relationship is that the concepts of the individual and society, and their relationship, get reified in terms established by a very common  moral  framework in modern democratic societies — namely, that of individual responsibility and individual choice. Individual responsibility and individual choice are components of the idea of  individual agency : the capacity of individuals to act and make decisions independently. The individual is morally responsible for their behaviours and decisions. They are “good persons” or “bad seeds.” Often in this framework, any suggestion that an individual’s behaviour needs to be understood in terms of that person’s social context is dismissed as “letting the individual off” from taking personal responsibility for their actions. Talking about societal forces and structures is akin to being morally soft or lenient.

Sociology, as a social science, remains neutral on these types of moral questions. For sociologists, the conceptualization of the individual and society is much more complex than the moral framework suggests and needs to be examined through evidence-based, rather than morality-based, research. The sociological problem is to be able to see the individual as a thoroughly social being and, yet, as a being who has agency and free choice. Individuals are beings who  do  take on individual responsibilities in their everyday social roles, and risk social consequences when they fail to live up to them. However, the manner in which individuals take on responsibilities, and sometimes the compulsion to do so, are socially defined. Individuals  do  often have “the freedom to do ‘what they want’; yet seemingly, what they want often falls into predictable patterns” (Tepperman, 2010). The sociological problem is to be able to see society as a dimension of experience characterized by regular and predictable patterns of behaviour that exist independently of any specific individual’s desires or self-understanding. At the same time, a society is nothing  but  the ongoing social relationships and activities of specific individuals.

The modern discipline of sociology was established in the 19th century. The impetus for the ideas that culminated in sociology can be found in the three major transformations that defined modern society and the culture of modernity: the development of modern science from the 16th century onward, the emergence of democratic forms of government with the American and French Revolutions (1775–1783 and 1789–1799 respectively), and the Industrial Revolution beginning in the 18th century. Not only was the framework for sociological knowledge established in these events, but also the initial motivation for creating a science of society. Early sociologists like Comte and Marx sought to formulate a rational, evidence-based response to the experience of massive social dislocation brought about by the transition from the European feudal era to capitalism. This was a period of unprecedented social problems, from the breakdown of local communities to the hyper-exploitation of industrial labourers. Whether the intention was to restore order to the chaotic disintegration of society, as in Comte’s case, or to provide the basis for a revolutionary transformation in Marx’s, a rational and scientifically comprehensive knowledge of society and its processes was required. It was in this context that “society” itself, in the modern sense of the word, became visible as a phenomenon to early investigators of the social condition.

The emergence of democratic forms of government in the 18th century demonstrated that humans had the capacity to change the world. The rigid hierarchy of medieval society was not a God-given eternal order, but a human order that could be challenged and improved upon through human intervention. Through the revolutionary process of democratization, society came to be seen as both historical and the product of human endeavours. Age of Enlightenment philosophers like Locke, Voltaire, Montaigne, and Rousseau developed general principles that could be used to explain social life. Their emphasis shifted from the histories and exploits of the aristocracy to the life of ordinary people. Mary Wollstonecraft’s A Vindication of the Rights of Women (1792) extended the critical analysis of her male Enlightenment contemporaries to the situation of women. Significantly for modern sociology they proposed that the use of reason could be applied to address social ills and to emancipate humanity from servitude. Wollstonecraft for example argued that simply allowing women to have a proper education would enable them to contribute to the improvement of society, especially through their influence on children. On the other hand, the bloody experience of the democratic revolutions, particularly the French Revolution, which resulted in the “Reign of Terror” and ultimately Napoleon’s attempt to subjugate Europe, also provided a cautionary tale for the early sociologists about the need for the sober scientific assessment of society to address social problems.

The Industrial Revolution in a strict sense refers to the development of industrial methods of production, the introduction of industrial machinery, and the organization of labour to serve new manufacturing systems. These economic changes emblemize the massive transformation of human life brought about by the creation of wage labour, capitalist competition, increased mobility, urbanization, individualism, and all the social problems they wrought: poverty, exploitation, dangerous working conditions, crime, filth, disease, and the loss of family and other traditional support networks, etc. It was a time of great social and political upheaval with the rise of empires that exposed many people — for the first time — to societies and cultures other than their own. Millions of people were moving into cities and many people were turning away from their traditional religious beliefs. Wars, strikes, revolts, and revolutionary actions were reactions to underlying social tensions that had never existed before and called for critical examination. August Comte in particular envisioned the new science of sociology as the antidote to conditions that he described as “moral anarchy.”

Sociology therefore emerged; firstly, as an extension of the new worldview of science; secondly, as a part of the Enlightenment project and its focus on historical change, social injustice, and the possibilities of social reform; and thirdly, as a crucial response to the new and unprecedented types of social problems that appeared in the 19th century with the Industrial Revolution. It did not emerge as a unified science, however, as its founders brought distinctly different perspectives to its early formulations.

August Comte: The Father of Sociology

The term sociology was first coined in 1780 by the French essayist Emmanuel-Joseph Sieyès (1748–1836) in an unpublished manuscript (Fauré et al., 1999). In 1838, the term was reinvented by Auguste Comte (1798–1857). The contradictions of Comte’s life and the times he lived through can be in large part read into the concerns that led to his development of sociology. He was born in 1798, year 6 of the new French Republic, to staunch monarchist and Catholic parents. They lived comfortably off his father’s earnings as a minor bureaucrat in the tax office. Comte originally studied to be an engineer, but after rejecting his parents’ conservative, monarchist views, he declared himself a republican and free spirit at the age of 13 and was eventually kicked out of school at 18 for leading a school riot. This ended his chances of getting a formal education and a position as an academic or government official.

He became a secretary to the utopian socialist philosopher Henri de Saint-Simon (1760–1825) until they had a falling out in 1824 (after St. Simon reputedly purloined some of Comte’s essays and signed his own name to them). Nevertheless, they both thought that society could be studied using the same scientific methods utilized in the natural sciences. Comte also believed in the potential of social scientists to work toward the betterment of society and coined the slogan “order and progress” to reconcile the opposing progressive and conservative factions that had divided the crisis-ridden, post-revolutionary French society. Comte proposed a renewed, organic spiritual order in which the authority of science would be the means to create a rational social order. Through science, each social strata would be reconciled with their place in a hierarchical social order. It is a testament to his influence in the 19th century that the phrase “order and progress” adorns the Brazilian coat of arms (Collins and Makowsky, 1989).

Comte named the scientific study of social patterns positivism . He described his philosophy in a well-attended and popular series of lectures, which he published as The Course in Positive Philosophy (1830–1842) and A General View of Positivism (1848/1977). He believed that using scientific methods to reveal the laws by which societies and individuals interact would usher in a new “positivist” age of history. In principle, positivism, or what Comte called “social physics,” proposed that the study of society could be conducted in the same way that the natural sciences approach the natural world.

While Comte never in fact conducted any social research, his notion of sociology as a positivist science that might effectively socially engineer a better society was deeply influential. Where his influence waned was a result of the way in which he became increasingly obsessive and hostile to all criticism as his ideas progressed beyond positivism as the “science of society” to positivism as the basis of a new cult-like, technocratic “religion of humanity.” The new social order he imagined was deeply conservative and hierarchical, a kind of a caste system with every level of society obliged to reconcile itself with its “scientifically” allotted place. Comte imagined himself at the pinnacle of society, taking the title of “Great Priest of Humanity.” The moral and intellectual anarchy he decried would be resolved through the rule of sociologists who would eliminate the need for unnecessary and divisive democratic dialogue. Social order “must ever be incompatible with a perpetual discussion of the foundations of society” (Comte, 1830/1975).

Karl Marx: The Ruthless Critique of Everything Existing

Karl Marx (1818–1883) was a German philosopher and economist. In 1848 he and Friedrich Engels (1820–1895) co-authored the Communist Manifesto . This book is one of the most influential political manuscripts in history. It also presents in a highly condensed form Marx’s theory of society, which differed from what Comte proposed. Whereas Comte viewed the goal of sociology as recreating a unified, post-feudal spiritual order that would help to institutionalize a new era of political and social stability, Marx developed a critical analysis of capitalism that saw the material or economic basis of inequality and power relations as the cause of social instability and conflict. The focus of sociology, or what Marx called historical materialism (the “materialist conception of history”), should be the “ruthless critique of everything existing,” as he said in a letter to his friend Arnold Ruge (1802-1880). In this way the goal of sociology would not simply be to scientifically analyze or objectively describe society, but to use a rigorous scientific analysis as a basis to change it. This framework became the foundation of contemporary critical sociology .

Although Marx did not call his analysis “sociology,” his sociological innovation was to provide a social analysis of the economic system. Whereas Adam Smith (1723–1790) and the political economists of the 19th century tried to explain the economic laws of supply and demand solely as a market mechanism (similar to the abstract discussions of stock market indices and investment returns in the business pages of newspapers today), Marx’s analysis showed the social relationships that had created the market system, and the social repercussions of their operation. As such, his analysis of modern society was not static or simply descriptive. He was able to put his finger on the underlying dynamism and continuous change that characterized capitalist society.

Marx was also able to create an effective basis for critical sociology in that what he aimed for in his analysis was, as he put it in another letter to Arnold Ruge, “the self-clarification of the struggles and wishes of the age.” While he took a clear and principled value position in his critique, he did not do so dogmatically, based on an arbitrary moral position of what he personally thought was good and bad. He felt, rather, that a critical social theory must engage in clarifying and supporting the issues of social justice that were inherent within the existing struggles and wishes of the age. In his own work, he endeavoured to show how the variety of specific work actions, strikes, and revolts by workers in different occupations — for better pay, safer working conditions, shorter hours, the right to unionize, etc. — contained the seeds for a vision of universal equality, collective justice, and ultimately the ideal of a classless society.

Harriet Martineau: The First Woman Sociologist?

Harriet Martineau (1802–1876) was one of the first women sociologists in the 19th century. There are a number of other women who might compete with her for the title of the first woman sociologist, such as Catherine Macaulay, Mary Wollstonecraft, Flora Tristan, and Beatrice Webb, but Martineau’s specifically sociological credentials are strong. She was for a long time known principally for her English translation of Comte’s Course in Positive Philosophy. Through this popular translation she introduced the concept of sociology as a methodologically rigorous discipline to an English-speaking audience. But she also created a body of her own work in the tradition of the great social reform movements of the 19th century, and introduced a sorely missing woman’s perspective into the discourse on society.

It was a testament to her abilities that after she became impoverished at the age of 24 with the death of her father, brother, and fiancé, she was able to earn her own income as the first woman journalist in Britain to write under her own name. From the age of 12, she suffered from severe hearing loss and was obliged to use a large ear trumpet to converse. She impressed a wide audience with a series of articles on political economy in 1832. In 1834 she left England to engage in two years of study of the new republic of the United States and its emerging institutions: prisons, insane asylums, factories, farms, Southern plantations, universities, hospitals, and churches. On the basis of extensive research, interviews, and observations, she published Society in America and worked with abolitionists on the social reform of slavery (Zeitlin, 1997). She also worked for social reform in the situation of women: the right to vote, have an education, pursue an occupation, and enjoy the same legal rights as men. Together with Florence Nightingale, she worked on the development of public health care, which led to early formulations of the welfare system in Britain (McDonald, 1998).

Émile Durkheim: The Pathologies of the Social Order

Émile Durkheim (1858–1917) helped establish sociology as a formal academic discipline by establishing the first European department of sociology at the University of Bordeaux in 1895, and by publishing his Rules of the Sociological Method in 1895. He was born to a Jewish family in the Lorraine province of France (one of the two provinces, along with Alsace, that were lost to the Germans in the Franco-Prussian War of 1870–1871). With the German occupation of Lorraine, the Jewish community suddenly became subject to sporadic anti-Semitic violence, with the Jews often being blamed for the French defeat and the economic/political instability that followed. Durkheim attributed this strange experience of anti-Semitism and scapegoating to the lack of moral purpose in modern society.

As in Comte’s time, France in the late 19th century was the site of major upheavals and sharp political divisions: the loss of the Franco-Prussian War, the Paris Commune (1871) in which 20,000 workers died, the fall and capture of Emperor Napoleon III (Napoleon I’s nephew), the creation of the Third Republic, and the Dreyfus Affair. This undoubtedly led to the focus in Durkheim’s sociology on themes of moral anarchy, decadence, disunity, and disorganization. For Durkheim, sociology was a scientific but also a “moral calling” and one of the central tasks of the sociologist was to determine “the causes of the general temporary maladjustment being undergone by European societies and remedies which may relieve it” (1897/1951). In this respect, Durkheim represented the sociologist as a kind of medical doctor, studying social pathologies of the moral order and proposing social remedies and cures. He saw healthy societies as stable, while pathological societies experienced a breakdown in social norms between individuals and society. He described this breakdown as a state of normlessness or anomie  — a lack of norms that give clear direction and purpose to individual actions. As he put it, anomie was the result of “society’s insufficient presence in individuals” (1897/1951).

Key to Durkheim’s approach was the development of a framework for sociology based on the analysis of social facts and social functions. Social facts are those things like law, custom, morality, religious rites, language, money, business practices, etc. that are defined externally to the individual. Social facts:

• Precede the individual and will continue to exist after she or he is gone;
• Consist of details and obligations of which individuals are frequently unaware; and
• Are endowed with an external coercive power by reason of which individuals are controlled.

For Durkheim, social facts were like the facts of the natural sciences. They could be studied without reference to the subjective experience of individuals. He argued that “social facts must be studied as things, that is, as realities external to the individual” (Durkheim, 1895/1964). Individuals experience them as obligations, duties, and restraints on their behaviour, operating independently of their will. They are hardly noticeable when individuals consent to them but provoke reaction when individuals resist.

Durkheim argued that each of these social facts serve one or more functions within a society. They exist to fulfill a societal need. For example, one function of a society’s laws may be to protect society from violence and punish criminal behaviour, while another is to create collective standards of behaviour that people believe in and identify with. Laws create a basis for social solidarity and order. In this manner, each identifiable social fact could be analyzed with regard to its specific function in a society. Like a body in which each organ (heart, liver, brain, etc.) serves a particular function in maintaining the body’s life processes, a healthy society depends on particular functions or needs being met. Durkheim’s insights into society often revealed that social practices, like the worshipping of totem animals in his study of Australian Aboriginal religions, had social functions quite at variance with what practitioners consciously believed they were doing. The honouring of totemic animals through rites and privations functioned to create social solidarity and cohesion for tribes whose lives were otherwise dispersed through the activities of hunting and gathering in a sparse environment.

Making Connections: Sociology in the Real World

Durkheim and the sociological study of suicide.

Durkheim was very influential in defining the subject matter of the new discipline of sociology. For Durkheim, sociology was not about just any phenomena to do with the life of human beings, but only those phenomena which pertained exclusively to a social level of analysis. It was not about the biological or psychological dynamics of human life, for example, but about the external social facts through which the lives of individuals were constrained. Moreover, the dimension of human experience described by social facts had to be explained in its own terms. It could not be explained by biological drives or psychological characteristics of individuals. It was a dimension of reality sui generis (of its own kind, unique in its characteristics). It could not be explained by, or reduced to, its individual components without missing its most important features. As Durkheim put it, “a social fact can only be explained by another social fact” (Durkheim, 1895/1964).

This is the framework of Durkheim’s famous study of suicide. In Suicide: A Study in Sociology (1897/1997), Durkheim attempted to demonstrate the effectiveness of his rules of social research by examining suicide statistics in different police districts. Suicide is perhaps the most personal and most individual of all acts. Its motives would seem to be absolutely unique to the individual and to individual psychopathology. However, what Durkheim observed was that statistical rates of suicide remained fairly constant, year by year and region by region. Moreover, there was no correlation between rates of suicide and rates of psychopathology. Suicide rates did vary, however, according to the social context of the suicides. For example, suicide rates varied according to the religious affiliation of suicides. Protestants had higher rates of suicide than Catholics, even though both religions equally condemn suicide. In some jurisdictions Protestants killed themselves 300% more often than Catholics. Durkheim argued that the key factor that explained the difference in suicide rates  (i.e., the statistical rates, not the purely individual motives for the suicides) were the different degrees of social integration of the different religious communities, measured by the degree of authority religious beliefs hold over individuals, and the amount of collective ritual observance and mutual involvement individuals engage in in religious practice. A social fact — suicide rates — was explained by another social fact — degree of social integration.

The key social function of religion was to integrate individuals by linking them to a common external doctrine and to a greater spiritual reality outside of themselves. Religion created moral communities. In this regard, he observed that the degree of authority that religious beliefs held over Catholics was much stronger than for Protestants, who from the time of Luther had been taught to take a critical attitude toward formal doctrine. Protestants were more free to interpret religious belief and in a sense were were more individually responsible for supervising and maintaining their own religious practice. Moreover, in Catholicism the ritual practice of the sacraments, such as confession and taking communion, remained intact, whereas in Protestantism ritual was reduced to a minimum. Participation in the choreographed rituals of religious life created a highly visible, public focus for religious observance, forging a link between private thought and public belief. Because Protestants had to be more individualistic and self-reliant in their religious practice, they were not subject to the strict discipline and external constraints of Catholics. They were less integrated into their communities and more thrown back on their own resources. They were more prone to what Durkheim termed  egoistic suicide : suicide which results from the individual ego having to depend on itself for self-regulation (and failing) in the absence of strong social bonds tying it to a community.

Durkheim’s study was unique and insightful because he did not try to explain suicide rates in terms of individual psychopathology. Instead, he regarded the regularity of the suicide rates as a social fact, implying “the existence of collective tendencies exterior to the individual” (Durkheim, 1897/1997), and explained their variation with respect to another social fact: social integration. He wrote, “Suicide varies inversely with the degree of integration of the social groups of which the individual forms a part” (Durkheim, 1897/1997).

Contemporary research into suicide in Canada shows that suicide is the second leading cause of death among young people aged 15 to 34 (behind death by accident) (Navaneelan, 2012). The greatest increase in suicide since the 1960s has been in the age 15-19 age group, increasing by 4.5 times for males and by 3 times for females.  In 2009, 23% of deaths among adolescents aged 15-19 were caused by suicide, up from 9% in 1974, (although this difference in percentage is because the rate of suicide remained fairly constant between 1974 and 2009, while death due to accidental causes has declined markedly). On the other hand, married people are the least likely group to commit suicide. Single, never-married people are 3.3 times more likely to commit suicide than married people, followed by widowed and divorced individuals respectively. How do sociologists explain this?

It is clear that adolescence and early adulthood is a period in which social ties to family and society are strained. It is often a confusing period in which teenagers break away from their childhood roles in the family group and establish their independence. Youth unemployment is higher than for other age groups and, since the 1960s, there has been a large increase in divorces and single parent families. These factors tend to decrease the quantity and the intensity of ties to society. Married people on the other hand have both strong affective affinities with their marriage partners and strong social expectations placed on them, especially if they have families: their roles are clear and the norms which guide them are well-defined. According to Durkheim’s proposition, suicide rates vary inversely with the degree of integration of social groups. Adolescents are less integrated into society, which puts them at a higher risk for suicide than married people who are more integrated. It is interesting that the highest rates of suicide in Canada are for adults in midlife, aged 40-59. Midlife is also a time noted for crises of identity, but perhaps more significantly, as Navaneelan (2012) argues, suicide in this age group results from the change in marital status as people try to cope with the transition from married to divorced and widowed.

Max Weber: Verstehende Soziologie

Prominent sociologist Max Weber (1864–1920) established a sociology department in Germany at the Ludwig Maximilians University of Munich in 1919. Weber wrote on many topics related to sociology including political change in Russia, the condition of German farm workers, and the history of world religions. He was also a prominent public figure, playing an important role in the German peace delegation in Versailles and in drafting the ill-fated German (Weimar) constitution following the defeat of Germany in World War I.

Weber also made a major contribution to the methodology of sociological research. Along with the philosophers Wilhelm Dilthey (1833–1911) and Heinrich Rickert (1863–1936), Weber believed that it was difficult if not impossible to apply natural science methods to accurately predict the behaviour of groups as positivist sociology hoped to do. They argued that the influence of culture on human behaviour had to be taken into account. What was distinct about human behaviour was that it is essentially meaningful. Human behaviour could not be understood independently of the meanings that individuals attributed to it. A Martian’s analysis of the activities in a skateboard park would be hopelessly confused unless it  understood that the skateboarders were motivated by the excitement of taking risks and the pleasure in developing skills. This insight into the meaningful nature of human behaviour even applied to the sociologists themselves, who, they believed, should be aware of how their own cultural biases could influence their research. To deal with this problem, Weber and Dilthey introduced the concept of Verstehen , a German word that means to understand from a subject’s point of view. In seeking Verstehen , outside observers of a social world — an entire culture or a small setting — attempt to understand it empathetically from an insider’s point of view.

In his essay “The Methodological Foundations of Sociology,” Weber described sociology as “a science which attempts the interpretive understanding of social action in order to arrive at a causal explanation of its course and effects” (Weber, 1922). In this way he delimited the field that sociology studies in a manner almost opposite to that of Émile Durkheim. Rather than defining sociology as the study of the unique dimension of external social facts, sociology was concerned with social action : actions to which individuals attach subjective meanings. “Action is social in so far as, by virtue of the subjective meaning attached to it by the acting individual (or individuals), it takes account of the behaviour of others and is thereby oriented in its course” (Weber, 1922). The actions of the young skateboarders can be explained because they hold the experienced boarders in esteem and attempt to emulate their skills, even if it means scraping their bodies on hard concrete from time to time. Weber and other like-minded sociologists founded interpretive sociology whereby social researchers strive to find systematic means to interpret and describe the subjective meanings behind social processes, cultural norms, and societal values. This approach led to research methods like ethnography, participant observation, and phenomenological analysis. Their aim was not to generalize or predict (as in positivistic social science), but to systematically gain an in-depth understanding of social worlds. The natural sciences may be precise, but from the interpretive sociology point of view their methods confine them to study only the external characteristics of things.

Sociologists study social events, interactions, and patterns. They then develop theories to explain why these occur and what can result from them. In sociology, a theory is a way to explain different aspects of social interactions and create testable propositions about society (Allan, 2006). For example, Durkheim’s proposition, that differences in suicide rate can be explained by differences in the degree of social integration in different communities, is a theory.

As this brief survey of the history of sociology suggests, there is considerable diversity in the theoretical approaches sociology takes to studying society. Sociology is a multi-perspectival science : a number of distinct perspectives or paradigms  offer competing explanations of social phenomena. Paradigms are philosophical and theoretical frameworks used within a discipline to formulate theories, generalizations, and the research performed in support of them. They refer to the underlying organizing principles that tie different constellations of concepts, theories, and ways of formulating problems together (Drengson, 1983). Talcott Parsons’ reformulation of Durkheim’s and others work as structural functionalism in the 1950s is an example of a paradigm because it provided a general model of analysis suited to an unlimited number of research topics. Parsons proposed that any identifiable social structure (e.g., roles, families, religions, or states) could be explained by the particular function it performed in maintaining the operation of society as a whole. Critical sociology and symbolic interactionism  are two other sociological paradigms which formulate the explanatory framework and research problem differently.

The variety of paradigms and methodologies makes for a rich and useful dialogue among sociologists. It is also sometimes confusing for students who expect that sociology will have a unitary scientific approach like that of the natural sciences. However, the key point is that the subject matter of sociology is fundamentally different from that of the natural sciences. The existence of multiple approaches to the topic of society and social relationships makes sense given the nature of the subject matter of sociology. The “contents” of a society are never simply a set of objective qualities like the chemical composition of gases or the forces operating on celestial spheres. For the purposes of analysis, the contents of society can sometimes be viewed in this way, as in the positivist perspective, but in reality, they are imbued with social meanings, historical contexts, political struggles, and human agency.

This makes social life a complex, moving target for researchers to study, and the outcome of the research will be different depending on where and with what assumptions the researcher begins. Even the elementary division of experience into an interior world, which is “subjective,” and an exterior world, which is “objective,” varies historically, cross-culturally, and sometimes moment by moment in an individual’s life. From the phenomenological perspective in sociology, this elementary division, which forms the starting point and basis of the “hard” or “objective” sciences, is in fact usefully understood as a social accomplishment sustained through social interactions. We actively divide the flow of impressions through our consciousness into socially recognized categories of subjective and objective, and we do so by learning and following social norms and rules. The division between subjective impressions and objective facts is natural and necessary only in the sense that it has become what Schutz (1962) called the “natural attitude” for people in modern society. Therefore, this division performs an integral function in organizing modern social and institutional life on an ongoing basis. We assume that the others we interact with view the world through the natural attitude. Confusion ensues when we or they do not. Other forms of society have been based on different modes of being in the world.

Despite the differences that divide sociology into multiple perspectives and methodologies, its unifying aspect is the systematic and rigorous nature of its social inquiry. If the distinction between “soft” and “hard” sciences is useful at all, it refers to the degree of rigour and systematic observation involved in the conduct of research rather than the division between the social and the natural sciences per se . Sociology is based on the scientific research tradition which emphasizes two key components: empirical observation and the logical construction of theories and propositions.  Science is understood here in the broad sense to mean the use of reasoned argument, the ability to see general patterns in particular incidences, and the reliance on evidence from systematic observation of social reality. However, as noted above, the outcome of sociological research will differ depending on the initial assumptions or perspective of the researcher. Each of the blind men studying the elephant in the illustration above are capable of producing an empirically true and logically consistent account of the elephant, albeit limited, which will differ from the accounts produced by the others. While the analogy that society is like an elephant is tenuous at best, it does exemplify the way that different schools of sociology can explain the same factual reality in different ways

Within this general scientific framework, therefore, sociology is broken into the same divisions that separate the forms of modern knowledge more generally. As Jürgen Habermas (1972) describes, by the time of the Enlightenment in the 18th century, the unified perspective of Christendom had broken into three distinct spheres of knowledge: the natural sciences, hermeneutics (or the interpretive sciences like literature, philosophy, and history), and critique. In many ways the three spheres of knowledge are at odds with one another, but each serves an important human interest or purpose. The natural sciences are oriented to developing a technical knowledge useful for controlling and manipulating the natural world to serve human needs.   Hermeneutics is oriented to developing a humanistic knowledge useful for determining the meaning of texts, ideas, and human practices in order to create the conditions for greater mutual understanding. Critique is oriented to developing practical knowledge and forms of collective action that are useful for challenging entrenched power relations in order to enable human emancipation and freedoms.

Sociology is similarly divided into three types of sociological knowledge, each with its own strengths, limitations, and practical purposes:  positivist sociology focuses on generating types of knowledge useful for controlling or administering social life; interpretive sociology on types of knowledge useful for promoting greater mutual understanding and consensus among members of society, and critical sociology  on types of knowledge useful for changing and improving the world, for emancipating people from conditions of servitud e. Within these three types of sociological knowledge, we will discuss three paradigms of sociological thinking: postivism (associated with  structural functionalism) , interpretative sociology (associate with symbolic interactionism), and critical sociology (focused on analyzing conflict in society)

1. Positivism

The positivist perspective in sociology — introduced above with regard to the pioneers of the discipline, August Comte and Émile Durkheim — is most closely aligned with the forms of knowledge associated with the natural sciences. The emphasis is on empirical observation and measurement (i.e., observation through the senses), value neutrality or objectivity, and the search for law-like statements about the social world (analogous to Newton’s laws of gravity for the natural world). Since mathematics and statistical operations are the main forms of logical demonstration in the natural scientific explanation, positivism relies on translating human phenomena into quantifiable units of measurement. It regards the social world as an objective or “positive” reality, in no essential respects different from the natural world. Positivism is oriented to developing a knowledge useful for controlling or administering social life, which explains its ties to the projects of social engineering going back to Comte’s original vision for sociology. Positivism have been dominant in sociology since the 1940s in the form of structural functionalism .

Structural Functionalism

Structural Functionalism falls within the positivist tradition in sociology due to Durkheim’s early efforts to describe the subject matter of sociology in terms of objective social facts  — “social facts must be studied as things, that is, as realities external to the individual” (Durkheim, 1895/1997) — and to explain them in terms of their social functions.

Following Durkheim’s insight, structural functionalism therefore sees society as composed of structures  —  regular patterns of behaviour   and organized social arrangements that persist through time (e.g., like the institutions of the family or the occupational structure) — and the functions they serve: the biological and social needs of individuals who make up that society. In this respect, society is like a body that relies on different organs to perform crucial functions.  He argued that just as the various organs in the body work together to keep the entire system functioning and regulated, the various parts of society work together to keep the entire society functioning and regulated. By “parts of society,” Spencer was referring to such social institutions as the economy, political systems, health care, education, media, and religion.

According to structural functionalism, society is composed of different social structures that perform specific functions to maintain the operation of society as a whole. Structures are simply regular, observable patterns of behaviour or organized social arrangements that persist through time. The institutional structures that define roles and interactions in the family, workplace, or church, etc. are structures.  Functions refer to how the various needs of a society (i.e., for properly socialized children, for the distribution of food and resources, or for a unified belief system, etc.) are satisfied. Different societies have the same basic functional requirements, but they meet them using different configurations of social structure (i.e., different types of kinship system, economy, or religious practice). Thus, society is seen as a system not unlike the human body or an automobile engine.

In fact the English philosopher and biologist Herbert Spencer (1820–1903) likened society to a human body. Each structure of the system performs a specific function to maintain the orderly operation of the whole (Spencer, 1898). When they do not perform their functions properly, the system as a whole is threatened. The heart pumps the blood, the vascular system transports the blood, the metabolic system transforms the blood into proteins needed for cellular processes, etc. When the arteries in the heart get blocked, they no longer perform their function. The heart fails, and the system as a whole collapses. In the same way, the family structure functions to socialize new members of society (i.e., children), the economic structure functions to adapt to the environment and distribute resources, the religious structure functions to provide common beliefs to unify society, etc. Each structure of society provides a specific and necessary function to ensure the ongoing maintenance of the whole. However, if the family fails to effectively socialize children, or the economic system fails to distribute resources equitably, or religion fails to provide a credible belief system, repercussions are felt throughout the system. The other structures have to adapt, causing further repercussions. With respect to a system, when one structure changes, the others change as well. Spencer continued the analogy to the body by pointing out that societies evolve just as the bodies of humans and other animals do (Maryanski and Turner, 1992).

Another noted structural functionalist, Robert Merton (1910–2003), pointed out that social processes can have more than one function. Manifest functions are the consequences of a social process that are sought or anticipated, while latent functions are the unsought consequences of a social process. A manifest function of college education, for example, includes gaining knowledge, preparing for a career, and finding a good job that utilizes that education. Latent functions of your college years include meeting new people, participating in extracurricular activities, or even finding a spouse or partner. Another latent function of education is creating a hierarchy of employment based on the level of education attained. Latent functions can be beneficial, neutral, or harmful. Social processes that have undesirable consequences for the operation of society are called dysfunctions . In education, examples of dysfunction include getting bad grades, truancy, dropping out, not graduating, and not finding suitable employment.

Criticisms of Positivism

The main criticisms of structural functionalism have to do with whether social phenomena can truly be studied like the natural phenomena of the physical sciences. Critics challenge the way in which social phenomena are regarded as objective social facts. Measuring someone’s depth of religious belief or “religiosity” by the number of times they attend church in a week explains very little about the religious experience itself. Similarly, interpretive sociology argues that structural functionalism , with its emphasis on macro-level systems of structures and functions tends to reduce the individual to the status of a sociological “dupe,” assuming pre-assigned roles and functions without any individual agency or capacity for self-creation.

On the other hand, critical sociologists challenge the conservative tendencies of structural functionalism. Positivism is represented as being objective, or value-neutral, whereas critical sociology notes that the context in which they are applied is always defined by relationships of power and struggles for social justice. In this sense sociology cannot be neutral or purely objective. The context of social science is never neutral. Similarly, the focus on the needs and the smooth functioning of social systems in structural functionalism supports a conservative viewpoint because it relies on an essentially static model of society. The functions of each structure are understood in terms of the needs of the social system as it exists at a particular moment in time. Each individual has to fit the function or role designated for them. Change is not only dysfunctional or pathological, because it throws the whole system into disarray, it also is very difficult to understand why change occurs at all if society is functioning as a system. Therefore, structural functionalism has a strong conservative tendency, which is illustrated by some of its more controversial arguments. For example, Davis and Moore (1944) argued that inequality in society is good (or necessary) because it functions as an incentive for people to work harder. Talcott Parsons (1954) argued that the gender division of labour in the nuclear family between the husband/breadwinner and wife/housekeeper is good (or necessary) because the family will function coherently only if each role is clearly demarcated. In both cases, the order of the system is not questioned, and the historical sources of inequality are not analysed. Inequality in fact performs a useful function. Critical sociology challenges both the social injustice and practical consequences of social inequality. In particular, social equilibrium and function must be scrutinized closely to see whose interests they serve and whose interests they suppress.

2. Interpretive Sociology

The interpretive perspective in sociology is aligned with the hermeneutic traditions of the humanities like literature, philosophy, and history. The focus in interpretative sociology is on understanding or interpreting human activity in terms of the meanings that humans attribute to it. It is sometimes referred to as social constructivism to capture the way that individuals construct a world of meaning that affects the way people experience the world and conduct themselves within it. The world evidently has a reality outside of these meanings, but interpretive sociology focuses on analysing the processes of collective meaning construction that give us access to it. Max Weber’s Verstehende (understanding) sociology is often cited as the origin of this perspective in sociology because of his emphasis on the centrality of meaning and intention in social action:

Sociology… is a science which attempts the interpretive understanding of social action in order thereby to arrive at a causal explanation of its course and effects. In “action” is included all human behaviour when and in so far as the acting individual attaches a subjective meaning to it…. [Social action is] action mutually oriented to that of each other (Weber, 1922).

This emphasis on the meaningfulness of social action — action to which individuals attach subjective meanings and interpret those of others — is taken up later by phenomenology, ethnomethodology, symbolic interactionism and various contemporary schools of social constructivism. The interpretive perspective is concerned with developing a knowledge of social interaction from the point of view of the meanings individuals attribute to it. Social interaction is a meaning-oriented practice. As a result of its research, interpretive sociology promotes the goal of greater mutual understanding and the possibility of consensus among members of society.

Symbolic Interactionism

Symbolic interactionism is one of the main schools of interpretive sociology. It provides a theoretical perspective that helps scholars examine how relationships between individuals in society are conducted on the basis of shared understandings. This perspective is centred on the notion that communication — or the exchange of meaning through language and symbols — is how people make sense of their social worlds. As pointed out by Herman and Reynolds (1994), this viewpoint also sees people as active in shaping their world, rather than as entities who are acted upon by society (Herman and Reynolds, 1994). This approach looks at society and people from a micro-level perspective.

George Herbert Mead (1863–1931) is considered one of the founders of symbolic interactionism. His work in Mind, Self and Society (1934) on the “self” and the stages of child development as a sequence of role-playing capacities provides the classic analyses of the perspective. We will discuss Mead further in Chapter 5 (Socialization) but Mead’s key insight is that the self develops only through social interaction with others. We learn to be ourselves by the progressive incorporation of the attitudes of others towards us into our concept of self.

His student Herbert Blumer (1900–1987) synthesized Mead’s work and popularized the theory. Blumer coined the term “symbolic interactionism” and identified its three basic premises:

• Humans act toward things on the basis of the meanings they ascribe to those things.
• The meaning of such things is derived from, or arises out of, the social interaction that one has with others and the society.
• These meanings are handled in, and modified through, an interpretative process used by the person in dealing with the things he or she encounters (Blumer, 1969).

In other words, human interaction is not determined in the same manner as natural events. Symbolic interactionism focuses on how individuals reach common definitions of the situation in which they are involved. Through the back and forth of mutual interactions and communication (i.e., symbolic interaction), individuals move from ambiguous or undefined situations to those characterized by mutually shared meanings. On the basis of shared meanings, a common and coordinated course of action can be pursued. People are able to decide how to help a friend diagnosed with cancer, how to divide up responsibilities at work, or even how to agree to disagree when an irresolvable conflict arises. The passport officer at the airport makes a gesture with her hand, or catches your eye, which you interpret as a signal to step forward in line and pass her your passport so that she can examine its validity. Together you create a joint action — “checking the passport” — which is just one symbolic interaction in a sequence that travelers typically engage in when they arrive at the airport of their vacation destination. Social life can be seen as the stringing together or aligning of multiple joint actions. Symbolic interactionism emphasizes that groups of individuals have the freedom and agency to define their situations in potentially numerous ways.

Social scientists who apply symbolic-interactionist thinking look for patterns of interaction between individuals. Their studies often involve observation of one-on-one interactions. For example, Howard Becker’s (1953) argued in his classic study of marijuana users that the effects of marijuana have less to do with its physiological qualities in the body than with the process of communication (or symbolic interaction) about the effects. New marijuana users need to go through three stages to become a regular user: they need to learn from experienced smokers how to identify the effects, how to enjoy them, and how to attach meaning to them (i.e., that the experience is funny, strange or euphoric, etc.). Becker emphasizes, therefore, that marijuana smoking is a thoroughly social process and that the experience of “being high” is as much a product of mutual interactions as it is a purely bio-chemical process. In a sense, smoking marijuana could be experienced in numerous ways because the individuals involved exercise agency. No fixed reality, physiological or otherwise, pre-exists the mutual interactions of the users. Studies that use the symbolic interactionist perspective are more likely to use qualitative research methods, such as in-depth interviews or participant observation, rather than quantitative methods because they seek to understand the symbolic worlds in which research subjects live.

Criticisms of Interpretive Sociology

From the point of view of positivism, one of the problems of interpretive paradigms that focus on micro-level interactions is that it is difficult to generalize from very specific situations, involving very few individuals, to make social scientific claims about the nature of society as a whole. The danger is that, while the rich texture of face-to-face social life can be examined in detail, the results will remain purely descriptive without any explanatory or analytical strength. In discussing the rich detail of the rituals and dynamics of authority in a street gang, can a sociologist make conclusions about the phenomenon of street gangs in general, or determine the social factors that lead individuals to join street gangs? Can one go from a particular observation to a general claim about society?

In a similar fashion, it is very difficult to get at the historical context or the relations of power that structure or condition face-to-face, symbolic interactions. The perspective on social life as a spontaneous, unstructured and unconstrained domain of agency and subjective meanings has difficulty accounting for the ways that social life does become structured and constrained. The emphasis on face-to-face processes of communication and the emergent or spontaneous qualities of social situations is unable to account for the reproduction of large-scale power relations and structures. Starting from a micro-level analysis, it is difficult to explain how the millions of ongoing symbolic interactions take on particular institutional forms or are subject to historical transformations. In the case of marijuana users, for example, it is difficult to go from Becker’s analysis of symbolic interaction between individuals to a strong explanation for the reasons why marijuana was made illegal in the first place, how the underground trade in marijuana works (and contextualizes the experience of the beginning user), or what the consequences of criminalization are on political discourses, the criminal justice system, and the formation of subcultures (i.e., like the jazz musician subculture Becker studied in the 1950s). Essential aspects of the political context of specific symbolic interactions fall outside the scope of the analysis, which is why, from a critical perspective, the insights of microsociology need to be broadened through the use of the sociological imagination.

3. Critical Sociology

The critical perspective in sociology has its origins in social activism, social justice movements, revolutionary struggles, and radical critique. As Karl Marx put it, its focus was the “ruthless critique of everything existing” (Marx, 1843). The key elements of this analysis are the critique of power relations and the understanding of society as historical — subject to change, struggle, contradiction, instability, social movement, and radical transformation. Rather than objectivity and value neutrality, the tradition of critical sociology promotes practices of liberation and social change in order to achieve universal social justice. As Marx stated, “the philosophers have only interpreted the world, in various ways; the point is to change it” (1845). This is why it is misleading to call critical sociology “conflict theory” as some introductory textbooks do. While conflict is certainly central to the critical analyses of power and domination, the focus of critical sociology is on developing types of knowledge and political action that enable emancipation from power relations (i.e., from the conditions of conflict in society).

One of the outcomes of systematic analyses such as these is that they generate questions about the relationship between our everyday life and issues concerning social justice and environmental sustainability. In line with the philosophical traditions of the Enlightenment, critical sociology is sociology with an “emancipatory interest” (Habermas, 1972); that is, a sociology that seeks not simply to understand or describe the world, but to use sociological knowledge to change and improve the world, and to emancipate people from conditions of servitude. What does the word critical mean in this context? Critical sociologists argue that it is important to understand that the critical tradition in sociology is not about complaining or being “negative.” Nor is it about adopting a moral position from which to judge people or society. It is not about being “subjective” or “biased” as opposed to “objective.” As Herbert Marcuse put it in One Dimensional Man (1964), critical sociology involves two value judgments:

• That human life is worth living, or rather that it can be and ought to be made worth living; and
• In a given society, specific possibilities exist for the amelioration of human life and the specific ways and means of realizing these possibilities.

Critical sociology therefore rejects the notion of a value-free social science, but does not thereby become a moral exercise or an individual “subjective” value preference as a result. Being critical in the context of sociology is about using objective, empirical knowledge to assess the possibilities and barriers to improving or “ameliorating” human life.

“Wanna go for a coffee?”

A good example of the dialectical approach to everyday social life would be to think about all the social relationships that are involved in meeting a friend for a cup of coffee. This is a common everyday event that usually passes without a great deal of sociological reflection. On the one hand, it might offer the sociologist numerous opportunities to study the social aspects of this event in isolation or at a micro-level: conversation analysis, the dynamics of friend relationships, addiction issues with caffeine, consumer preferences for different beverages, beliefs about caffeine and mental alertness, etc. In this regard, a symbolic interactionist might ask: Why is drinking coffee at the center of this specific interaction? What does coffee mean for you and your friend who meet to drink it?

On the other hand, if we were to take a more systematic and critical sociological view of the activity of coffee drinking, we would note how the practice also embeds us in a series of relationships to others and the environment that are not immediately apparent if the activity is viewed in isolation (Swift, Davies, Clarke and Czerny, 2004). When we purchase a cup of coffee, we enter into a relationship with the growers in Central and South America. We are involved with their working conditions and with the global structures of private ownership and distribution that make selling coffee a profitable business. We are also involved with the barista at the counter who works in the coffee shop for a living; with the fluctuations of supply, demand, competition, and market speculation that determine the price of coffee; with the marketing strategies that lead us to identify with specific beverage choices and brands; and with the modifications to the natural environment where the coffee is grown, through which it is transported, and where, finally, the paper cups and other waste are disposed of, etc.

Ultimately, over our cup of coffee, we find ourselves in the midst of a long political and historical process that is part of the formation of low wage or subsistence farming in Central and South America, the transfer of wealth to North America, and recently, various forms of resistance to this process like the fair trade movement. Despite the fact that we can be largely unaware of the web of relationships that we have entered into when we sit down to coffee with our friend, a systematic analysis would emphasize that our casual chat over coffee is just the tip of a vast iceberg composed of the activities and circumstances of countless individuals, including the activities and work relationships we ourselves engage in to earn the money to pay for the coffee. These relationships involve us in economic and political structures every time we have a cup of coffee.

Another major school of critical sociology is feminism. From the early work of women sociologists like Harriet Martineau, feminist sociology has focused on the power relationships and inequalities between women and men. How can the conditions of inequality faced by women be addressed? As Harriet Martineau put it in Society in America (1837):

All women should inform themselves of the condition of their sex, and of their own position. It must necessarily follow that the noblest of them will, sooner or later, put forth a moral power which shall prostrate cant [hypocrisy], and burst asunder the bonds (silken to some but cold iron to others) of feudal prejudice and usages. In the meantime is it to be understood that the principles of the Declaration of Independence bear no relation to half of the human race? If so, what is the ground of this limitation?

Feminist sociology focuses on analyzing the grounds of the limitations faced by women when they claim the right to equality with men.

Inequality between the genders is a phenomenon that goes back at least 4,000 years (Lerner, 1986). Although the forms and ways in which it has been practised differ between cultures and change significantly through history, its persistence has led to the formulation of the concept of patriarchy. Patriarchy refers to a set of institutional structures (like property rights, access to positions of power, relationship to sources of income) that are based on the belief that men and women are dichotomous and unequal categories. Key to patriarchy is what might be called the dominant gender ideology toward sexual differences: the assumption that physiological sex differences between males and females are related to differences in their character, behaviour, and ability (i.e., their gender). These differences are used to justify a gendered division of social roles and inequality in access to rewards, positions of power, and privilege. The question that feminists ask therefore is: How does this distinction between male and female, and the attribution of different qualities to each, serve to organize our institutions and to perpetuate inequality between the sexes? How is the family,  law, the occupational structure, religious institutions, and the division between public and private spheres of life organized on the basis of inequality between the genders?

Feminism is a distinct type of critical sociology. There are considerable differences between types of feminism, however; for example, the differences often attributed to the first wave of feminism in the 19th and early 20th centuries, the second wave of feminism from the 1950s to the 1970s, and the third wave of feminism from the 1980s onward. Despite the variations between the different types of feminist approach, there are four characteristics that are common to the feminist perspective:

• Gender differences are the central focus or subject matter.
• Gender relations are viewed as a social problem: the site of social inequalities, strains, and contradictions.
• Gender relations are not immutable: they are sociological and historical in nature, subject to change and progress.
• Feminism is about an emancipatory commitment to change: the conditions of life that are oppressive for women need to be transformed.

One of the keen sociological insights that emerged with the feminist perspective in sociology is that “the personal is political.” Many of the most immediate and fundamental experiences of social life — from childbirth to who washes the dishes to the experience of sexual violence — had simply been invisible or regarded as unimportant politically or socially. Dorothy Smith’s development of standpoint theory was a key innovation in sociology that enabled these issues to be seen and addressed in a systematic way (Smith, 1977). She recognized from the consciousness-raising exercises and encounter groups initiated by feminists in the 1960s and 1970s that many of the immediate concerns expressed by women about their personal lives had a commonality of themes. These themes were nevertheless difficult to articulate in sociological terms let alone in the language of politics or law.

Criticisms of Critical Sociology

Whereas critical sociologists often criticize positivist and interpretive sociology for their conservative biases, the reverse is also true. In part the issue is about whether sociology can be “objective,” or value-neutral, or not. However, at a deeper level the criticism is often aimed at the radical nature of critical analyses. Marx’s critique of capitalism and the feminist critique of patriarchy for example lead to very interesting insights into how structures of power and inequality work, but from a point of view that sees only the most revolutionary transformation of society as a solution.

Critical sociology is also criticized from the point of view of interpretive sociology for overstating the power of dominant groups to manipulate subordinate groups. For example, media representations of women are said to promote unobtainable standards of beauty or to reduce women to objects of male desire. This type of critique suggests that individuals are controlled by media images rather than recognizing their independent ability to reject media influences or to interpret media images for themselves. In a similar way, interpretive sociology challenges critical sociology for implying that people are purely the products of macro-level historical forces and struggles rather than individuals with a capacity for individual and collective agency. To be fair, Marx did argue that “Men make their own history;” it is just that they “do not make it just as they please; they do not make it under circumstances chosen by themselves, but under circumstances encountered, given, and transmitted from the past” (Marx, 1851).

To get a clearer picture of how these three sociological perspectives differ, it is helpful to map them out using a diagram. As we noted above, the sociological perspectives differ according to the initial assumptions of the researcher. One way to show this is to position them along two axes according to (a) whether they view society as governed by agreed-upon norms (normative) or by power relations and conflict (conflictual), and (b) whether individuals are subject to structures beyond their control (structure) or are agents who act and change the conditions of their existence (agency). The emphasis of positivism on generating law-like statements suggests that individuals are not agents, but rather are subject to scientific laws (structure); moreover, its focus on empirical observation relies on the assumption that an underlying consensus exists about the meaning of observed behaviours. That is, there is no essential difficulty in understanding what one is “seeing,” and the agreement between the observer and the observed with respect to the meaning of the observed behaviours (normative) can be taken for granted. Interpretive sociology also emphasizes the importance of shared meanings that guide human behaviour (normative), but at the same time — especially in the tradition of symbolic interactionism — focuses on how these shared meanings are created through the mutual interactions of agents in concerted action (agency). Critical sociology does not assume that an underlying agreement or consensus exists about the norms governing society; rather, the accent is on analyzing relations of power and conflict (conflictual). Some perspectives in critical sociology like Marxism and feminism emphasize the agency of collective actors like the working class or women’s movements in praxis or struggles for change (agency), whereas other perspectives like poststructuralism emphasize the way in which subjects or agents are themselves constructed within relations of power (structure).

Overall, since social reality is complex and multi-faceted, the possibility of fundamental disagreement exists between the different theoretical approaches in sociology. Is society characterized by conflict or consensus? Is human practice determined by external social structures or is it the product of choice and agency? Does society have a reality over and above the lives of individuals or are the lives of individuals the only reality? Is human experience unique because it revolves around the meanings of social action, or is it essentially no different than any other domain studied by science? The answer to each of these questions is: it is both. Similar to the problem in physics about whether light is a particle or a wave, society appears in one guise or another depending on the perspective one takes or the research tool that one adopts. Using Habermas’ schema (discussed previously), sociology takes different forms depending on whether it is to be used for the purposes of administration (e.g., positivism), mutual understanding (e.g., interpretive sociology), or social change (e.g., critical sociology). However, just like the wave/particle uncertainty in physics, the fundamental ambiguity in determining which sociological perspective to adopt does not prevent brilliant insights into the nature of social experience from being generated.

Since it was first founded, many people interested in sociology have been driven by the scholarly desire to contribute knowledge to this field, while others have seen it as way not only to study society, but also to improve it. Besides the creation of public health care in Canada, sociology has played a crucial role in many important social reforms such as equal opportunity for women in the workplace, improved treatment for individuals with mental and learning disabilities, increased recognition and accommodation for people from different ethnic backgrounds, the creation of hate crime legislation, the right of Aboriginal populations to preserve their land and culture, and prison system reforms.

The prominent sociologist Peter L. Berger (b. 1929), in his 1963 book Invitation to Sociology: A Humanistic Perspective , describes a sociologist as “someone concerned with understanding society in a disciplined way.” He asserts that sociologists have a natural interest in the monumental moments of people’s lives, as well as a fascination with banal, everyday occurrences. Berger also describes the “aha” moment when a sociological theory becomes applicable and understood:

[T]here is a deceptive simplicity and obviousness about some sociological investigations. One reads them, nods at the familiar scene, remarks that one has heard all this before and don’t people have better things to do than to waste their time on truisms — until one is suddenly brought up against an insight that radically questions everything one had previously assumed about this familiar scene. This is the point at which one begins to sense the excitement of sociology (Berger, 1963).

Sociology can be exciting because it teaches people ways to recognize how they fit into the world and how others perceive them. Looking at themselves and society from a sociological perspective helps people see where they connect to different groups based on the many different ways they classify themselves and how society classifies them in turn. It raises awareness of how those classifications — such as economic and status levels, education, ethnicity, or sexual orientation — affect perceptions.

Sociology teaches people not to accept easy explanations. It teaches them a way to organize their thinking so that they can ask better questions and formulate better answers. It makes people more aware that there are many different kinds of people in the world who do not necessarily think the way they do. It increases their willingness and ability to try to see the world from other people’s perspectives. This prepares them to live and work in an increasingly diverse and integrated world.

Sociology in the workplace

Employers continue to seek people with what are called “transferable skills.” This means that they want to hire people whose knowledge and education can be applied in a variety of settings and whose skills will contribute to various tasks. Studying sociology can provide people with this wide knowledge and a skill set that can contribute to many workplaces, including:

• An understanding of social systems and large bureaucracies;
• The ability to devise and carry out research projects to assess whether a program or policy is working;
• The ability to collect, read, and analyze statistical information from polls or surveys;
• The ability to recognize important differences in people’s social, cultural, and economic backgrounds;
• Skill in preparing reports and communicating complex ideas; and
• The capacity for critical thinking about social issues and problems that confront modern society (Department of Sociology, University of Alabama).

Sociology prepares people for a wide variety of careers. Besides actually conducting social research or training others in the field, people who graduate from college with a degree in sociology are hired by government agencies, nongovernmental organizations, and corporations in fields such as social services, counseling (e.g., family planning, career, substance abuse), designing and evaluating social policies and programs, health services, polling and independent research, market research, and human resources management. Even a small amount of training in sociology can be an asset in careers like sales, public relations, journalism, teaching, law, and criminal justice.

anomie: A social condition or normlessness in which a lack of clear norms fails to give direction and purpose to individual actions.

capitalism: An economic system characterized by private or corporate ownership and production of goods and their sale in a competitive market.

critical sociology: A theoretical perspective that focuses on inequality and power relations in society in order to achieve social justice and emancipation through their transformation.

dialectics: A type of analysis that proposes that social contradiction, opposition and struggle in society drive processes of social change and transformation.

dominant gender ideology: The belief that physiological sex differences between males and females are related to differences in their character, behaviour, and ability.

empiricism: The philosophical tradition that seeks to discover the laws of the operation of the world through careful, methodical, and detailed observation.

feminism: The critical analysis of the way gender differences in society structure social inequality.

functionalism (structural functionalist perspective): A theoretical approach that sees society as a structure with interrelated parts designed to meet the biological and social needs of individuals that make up that society.

interpretive sociology: A perspective that explains human behaviour in terms of the meanings individuals attribute to it.

latent functions: The unrecognized or unintended consequences of a social process.

macro-level sociology: The study of  society-wide social structures and processes.

manifest functions: Sought consequences of a social process.

micro-level sociology: The study of specific relationships between individuals or small groups.

paradigms: Philosophical and theoretical frameworks used within a discipline to formulate theories, generalizations, and the experiments performed in support of them.

patriarchy: Institutions of male power in society.

positivism (positivist perspective or positivist sociology): The scientific study of social patterns based on methodological principles of the natural sciences.

Rationalism: The philosophical tradition that seeks to determine the underlying laws that govern the truth of reason and ideas.

social facts: The external laws, morals, values, religious beliefs, customs, fashions, rituals, and cultural rules that govern social life.

social solidarity: The social ties that bind a group of people together such as kinship, shared location, and religion.

sociological imagination: The ability to understand how your own unique circumstances relate to that of other people, as well as to history in general and societal structures in particular.

sociology: The systematic study of society and social interaction.

structure: General patterns that persist through time and become habitual or routinized at micro-levels of interaction, or institutionalized at macro or global levels of interaction.

symbolic interactionism: A theoretical perspective through which scholars examine the relationship of individuals within their society by studying their communication (language and symbols).

theory: A proposed explanation about social interactions or society.

Verstehen: German for “understanding”; in sociology it refers to the use of empathy, or putting oneself in another’s place; to understand the motives and logic of another’s action.

Section Summary

1.1. What Is Sociology? Sociology is the systematic study of society and social interaction. In order to carry out their studies, sociologists identify cultural patterns and social forces and determine how they affect individuals and groups. They also develop ways to apply their findings to the real world.

1.2. The History of Sociology Sociology was developed as a way to study and try to understand the changes to society brought on by the Industrial Revolution in the 18th and 19th centuries. Some of the earliest sociologists thought that societies and individuals’ roles in society could be studied using the same scientific methodologies that were used in the natural sciences, while others believed that is was impossible to predict human behaviour scientifically, and still others debated the value of such predictions. Those perspectives continue to be represented within sociology today.

1.3. Theoretical Perspectives Sociologists develop theories to explain social events, interactions, and patterns. A theory is a proposed explanation of those patterns. Theories have different scales. Macro-level theories, such as structural functionalism and conflict theory, attempt to explain how societies operate as a whole. Micro-level theories, such as symbolic interactionism, focus on interactions between individuals.

1.4. Why Study Sociology? Studying sociology is beneficial both for the individual and for society. By studying sociology people learn how to think critically about social issues and problems that confront our society. The study of sociology enriches students’ lives and prepares them for careers in an increasingly diverse world. Society benefits because people with sociological training are better prepared to make informed decisions about social issues and take effective action to deal with them.

Section Quiz

1.1. What Is Sociology? 1. Which of the following best describes sociology as a subject?

• the study of individual behaviour
• the study of cultures
• the study of society and social interaction
• the study of economics

2. Wright Mills once said that sociologists need to develop a sociological __________ to study how society affects individuals.

• imagination

3. A sociologist defines society as a group of people who reside in a defined area, share a culture, and who:

• work in the same industry.
• speak different languages.
• practice a recognized religion.

4. Seeing patterns means that a sociologist needs to be able to:

• compare the behaviour of individuals from different societies.
• compare one society to another.
• identify similarities in how social groups respond to social pressure.
• compare individuals to groups.

1.2. The History of Sociology 5. Which of the following was a topic of study in early sociology?

6. Which founder of sociology believed societies changed due to class struggle?

• Émile Comte
• Herbert Spencer

7. The difference between positivism and interpretive sociology relates to:

• whether individuals like or dislike their society.
• whether research methods use statistical data or person-to-person research.
• whether sociological studies can predict or improve society.
• all of the above.

8. Which would a quantitative sociologists use to gather data?

• a large survey
• a literature search
• an in-depth interview
• a review of television programs

9. Weber believed humans could not be studied purely objectively because they were influenced by:

• their culture.
• their genetic makeup.
• the researcher.

1.3. Theoretical Perspectives 10. Which of these theories is most likely to look at the social world on a micro-level?

• structural functionalism
• conflict theory
• symbolic interactionism

11. Who believed that the history of society was one of class struggle?

• Émile Durkheim
• Erving Goffmann
• George Herbert Mead

12. Who coined the phrase symbolic interactionism?

• Herbert Blumer
• Lester F. Ward
• W. I. Thomas

13. A symbolic interactionist may compare social interactions to:

• behaviours.
• human organs.
• theatrical roles.

14. Which research technique would most likely be used by a symbolic interactionist?

• participant observation
• quantitative data analysis
• none of the above

15. Which sociologist described sociology as the study of social forms?

1.4. Why Study Sociology? 16. Studying Sociology helps people analyze data because they learn:

• interview techniques.
• to apply statistics.
• to generate theories.

17. Berger describes sociologists as concerned with:

• monumental moments in people’s lives.
• common everyday life events.
• both a and b.
• none of the above.

[Quiz answers at the end of the chapter]

Further Research

1.1. What Is Sociology? Sociology is a broad discipline. Different kinds of sociologists employ various methods for exploring the relationship between individuals and society. Check out more about sociology : http://www.sociologyguide.com/questions/sociological-approach.php.

1.2. The History of Sociology Many sociologists helped shape the discipline. Learn more about prominent sociologists and how they changed sociology: http://www.macionis.com/resources-for-change/profiles-of-powerful-sociologists/.

1.3. Theoretical Perspectives People often think of all conflict as violent, but many conflicts can be resolved nonviolently. To learn more about nonviolent methods of conflict resolution check out the Albert Einstein Institution : http://openstaxcollege.org/l/ae-institution.

1.4. Why Study Sociology? For a nominal fee, the Canadian Sociological Association has produced an informative pamphlet “Opportunities in Sociology” which includes sections on: (1) The unique skills that set sociology apart as a discipline; (2) An overview of the Canadian labour market and the types of jobs available to Sociology BA graduates; (3) An examination of how sociology students can best prepare themselves for the labour market; (4) An introduction, based on sociological research, of the most fruitful ways to conduct a job search: https://www.fedcan-association.ca/event/en/33/91.

Solutions to Section Quiz

1 C, | 2 B, | 3 A, | 4 C, | 5 B, | 6 B, | 7 C, | 8 A, | 9 B, | 10 D, | 11 B, | 12 A, | 13 D, | 14 B, | 15 B, | 16 D, | 17 C [Return to Quiz]

Introduction to Sociology (Custom edition for SS108 Mohawk College) Copyright © 2016 by William Little is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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What Is Sociological Imagination: Definition & Examples

Charlotte Nickerson

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• The term sociological imagination describes the type of insight offered by sociology; connecting the problems of individuals to that of broader society.
• C. Wright Mills, the originator of the term, contended that both sociologists and non-academics can develop a deep understanding of how the events of their own lives (their biography) relate to the history of their society. He outlined a list of methods through which both groups could do so.
• Mills believed that American society suffered from the fundamental problems of alienation, moral insensibility, threats to democracy, threats to human freedom, and conflict between bureaucratic rationality and human reason, and that the development of the sociological imagination could counter these.

What is Sociological Imagination?

Sociological imagination, an idea that first emerged in C. Wright Mills’ book of the same name, is the ability to connect one’s personal challenges to larger social issues.

The sociological imagination is the ability to link the experience of individuals to the social processes and structures of the wider world.

It is this ability to examine the ways that individuals construct the social world and how the social world and how the social world impinges on the lives of individuals, which is the heart of the sociological enterprise.

This ability can be thought of as a framework for understanding social reality, and describes how sociology is relevant not just to sociologists, but to those seeking to understand and build empathy for the conditions of daily life.

When the sociological imagination is underdeveloped or absent in large groups of individuals for any number of reasons, Mills believed that fundamental social issues resulted.

Sociological Imagination Theory

C. Wright Mills established the concept of sociological imagination in the 20th century.

Mills believed that: “Neither the life of an individual nor the history of a society can be understood without understanding both” the daily lives of society’s members and the history of a society and its issues.

He referred to the problems that occur in everyday life, or biography, as troubles and the problems that occur in society, or history, as issues.

Mills ultimately created a framework intended to help individuals realize the relationship between personal experiences and greater society (Elwell, 2002).

Before Mill, sociologists tended to focus on understanding how sociological systems worked, rather than exploring individual issues. Mills, however, pointed out that these sociologists, functionalists chief among them, ignored the role of the individual within these systems.

In essence, Mills claimed in his book, The Sociological Imagination , that research had come to be guided more by the requirements of administrative concerns than by intellectual ones.

He critiqued sociology for focusing on accumulating facts that only served to facilitate the administrative decisions of, for example, governments.

Mills believed that, to truly fulfill the promise of social science, sociologists and laypeople alike had to focus on substantial, society-wide problems, and relate those problems to the structural and historical features of the society and culture that they navigated (Elwell, 2002).

Mills’ Guidelines for Social Scientists

In the appendix of The Sociological Imagination, Mills set forth several guidelines that would lead to “intellectual craftsmanship.” These are, paraphrased (Mills, 2000; Ellwell, 2002):

Scholars should not split work from life, because both work and life are in unity.

Scholars should keep a file, or a collection, of their own personal, professional, and intellectual experiences.

Scholars should engage in a continual review of their thoughts and experiences.

Scholars may find a truly bad sociological book to be as intellectually stimulating and conducive to thinking as a good one.

Scholars must have an attitude of playfulness toward phrases, words, and ideas, as well as a fierce drive to make sense of the world.

The sociological imagination is stimulated when someone assumes a willingness to view the world from the perspective of others.

Sociological investigators should not be afraid, in the preliminary and speculative stages of their research, to think in terms of imaginative extremes, and,

Scholars should not hesitate to express ideas in language that is as simple and direct as possible. Ideas are affected by how they are expressed. When sociological perspectives are expressed in deadening language, they create a deadened sociological imagination.

Mills’ Original Social Problems

Mills identified five main social problems in American society: alienation , moral insensibility, threats to democracy, threats to human freedom, and the conflict between bureaucratic rationality and human reason (Elwell, 2015).

1. Threats to Democracy and Freedom

The end result of these problems of alienation, political indifference, and the economic and political concentration of power, according to Mills, is a serious threat to democracy and freedom.

He believed that, as bureaucratic organizations became large and more centralized, more and more power would be placed into the hands of a small elite (Elwell, 2006).

2. Alienation

Mills believed that alienation is deeply rooted in how work itself works in society; however, unlike Marx, C. Wright Mills does not attribute alienation solely to the means of production, but to the modern division of labor .

Mills observed that, on the whole, jobs are broken up into simple, functional tasks with strict standards. Machines or unskilled workers take over the most tedious tasks (Elwell, 2002).

As the office was automated, Mills argued, authority and job autonomy became the attributes of only those highest in the work hierarchy. Most workers are discouraged from using their own judgment, and their decision-making forces them to comply with the strict rules handed down by others.

In this loss of autonomy, the average worker becomes alienated from their intellectual capacities and work becomes an enforced chore (Elwell, 2015).

3. Moral Insensibility

The second major problem that C. Wright Mills identified in modern American society was that of moral insensibility. He pointed out that, as people had lost faith in their leaders in government, religion, and the workplace, they became apathetic.

He considered this apathy a “spiritual condition” that underlined many problems — namely, moral insensibility. As a result of moral insensibility, people within society accept atrocities, such as genocide, committed by their leaders.

Mills considered the source of cruelty to be moral insensibility and, ultimately, the underdevelopment of the sociological imagination (Elwell, 2002).

4. Personal Troubles

Personal troubles are the issues that people experience within their own character, and in their immediate relationships with others. Mills believed that people function in their personal lives as actors and actresses who make choices about friends, family, groups, work, school, and other issues within their control.

As a result, people have some issue on the outcomes of events on a personal level. For example, an individual employee who spends most of his work time browsing social media or online shopping may lose their job. This is a personal problem.

However, hundreds of thousands of employees being laid-off en masse constitutes a larger social issue (Mills, 2000).

5. Social and Public Issues

Social and public issues, meanwhile, are beyond one”s personal control. These issues pertain to the organization and processes of society, rather than individuals. For example, universities may, as a whole, overcharge students for their education.

This may be the result of decades of competition and investment into each school”s administration and facilities, as well as the narrowing opportunities for those without a college degree.

In this situation, it becomes impossible for large segments of the population to get a tertiary education without accruing large and often debilitating amounts of debt (Mills, 2000).

The sociological imagination allows sociologists to distinguish between the personal and sociological aspects of problems in the lives of everyone.

Most personal problems are not exclusively personal issues; instead, they are influenced and affected by a variety of social norms, habits, and expectations. Indeed, there is often confusion as to what differentiates personal problems and social issues (Hironimus-Wendt & Wallace, 2009).

For example, a heroin addiction may be blamed on the reckless and impulsive choices of an addict. However, this approach fails to account for the societal factors and history that led to high rates of heroin addiction, such as the over-prescribing of opiate painkillers by doctors and the dysregulation of pharmaceutical companies in the United States.

Sociological imagination is useful for both sociologists and those encountering problems in their everyday lives. When people lack in sociological imagination, they become vulnerable to apathy: considering the beliefs, actions, and traditions around them to be natural and unavoidable.

This can cause moral insensitivity and ultimately the commitment of cruel and unjust acts by those guided not by their own consciousness, but the commands of an external body (Hironimus-Wendt & Wallace, 2009).

Fast Fashion

Say that someone is buying themselves a new shirt. Usually, the person buying the shirt would be concerned about their need for new clothing and factors such as the price, fabric, color, and cut of the shirt.

At a deeper level, the personal problem of buying a shirt may provoke someone to ask themselves what they are buying the shirt for, where they would wear it, and why they would participate in an activity where they would wear the shirt over instead of some other activity.

People answer these questions on a personal level through considering a number of different factors. For example, someone may think about how much they make, and how much they can budget for clothing, the stores available in the community, and the styles popular in one”s area (Joy et al., 2012).

On a larger level, however, the questions and answers to the question of what shirt to buy — or even if to buy a shirt at all — would differ if someone were provided a different context and circumstances.

For example, if someone had come into a sudden sum of wealth, they may choose to buy an expensive designer shirt or quit the job that required them to buy the shirt altogether. If someone had lived in a community with many consignment shops, they may be less likely to buy a new shirt and more likely to buy one that was pre-owned.

If there were a cultural dictate that required people to, say, cover their shoulders or breasts — or the opposite, someone may buy a more or less revealing shirt.

On an even higher level, buying a shirt also represents an opportunity to connect the consumption habits of individuals and groups to larger issues.

The lack of proximity of communities to used-clothing stores on a massive scale may encourage excessive consumption, leading to environmental waste in pollution. The competition between retailers to provide the cheapest and most fashionable shirts possible results in, as many have explored, the exploitation of garment workers in exporting countries and large amounts of co2 output due to shipping.

Although an individual can be blamed or not blamed for buying a shirt made more or less sustainably or ethically, a discussion of why an individual bought a certain shirt cannot be complete without a consideration of the larger factors that influence their buying patterns (Joy et al., 2012).

The “Global Economic Crisis”

Dinerstein, Schwartz, and Taylor (2014)  used the 2008 economic crisis as a case study of the concept of sociological imagination, and how sociology and other social sciences had failed to adequately understand the crisis.

The 2008 global economic crisis led to millions of people around the world losing their jobs. On the smallest level, individuals were unable to sustain their lifestyles.

Someone who was laid off due to the economic downturn may have become unable to make their mortgage or car payments, leading to a bank foreclosing their house or repossessing their car.

This person may also be unable to afford groceries, need to turn to a food bank, or have credit card debt to feed themselves and their families. As a result, this person may damage their credit score, restricting them from, say, taking out a home ownership loan in the future.

The sociological imagination also examines issues like the great recession at a level beyond these personal problems. For example, a sociologist may look at how the crisis resulted from the accessibility of and increasing pressure to buy large and normally unaffordable homes in the United States.

Some sociologists, Dinerstein, Schwartz, and Taylor among them, even looked at the economic crisis as unveiling the social issue of how academics do sociology. For example, Dinerstein, Schwatz, and Taylor point out that the lived experience of the global economic crisis operated under gendered and racialized dynamics.

Many female immigrant domestic laborers, for example, lost their jobs in Europe and North America as a result of the crisis.

While the things that sociologists had been studying about these populations up until that point — migration and return — are significant, the crisis brought a renewed focus in sociology into investigating how the negative effects of neoliberal globalization and the multiple crises already impacting residents of the global South compound during recessions (Spitzer & Piper, 2014).

Bhambra, G. (2007).  Rethinking modernity: Postcolonialism and the sociological imagination . Springer.

Dinerstein, A. C., Schwartz, G., & Taylor, G. (2014). Sociological imagination as social critique: Interrogating the ‘global economic crisis’. Sociology, 48 (5), 859-868.

Elwell, F. W. (2002). The Sociology of C. Wright Mills .

Elwell, F. W. (2015). Macrosociology: four modern theorists . Routledge.

Hironimus-Wendt, R. J., & Wallace, L. E. (2009). The sociological imagination and social responsibility. Teaching Sociology, 37 (1), 76-88.

Joy, A., Sherry Jr, J. F., Venkatesh, A., Wang, J., & Chan, R. (2012). Fast fashion, sustainability, and the ethical appeal of luxury brands. Fashion theory, 16 (3), 273-295.

Mills, C. W. (2000). The sociological imagination . Oxford University Press.

Spitzer, D. L., & Piper, N. (2014). Retrenched and returned: Filipino migrant workers during times of crisis. Sociology, 48 (5), 1007-1023.

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Introduction to the Sociological Imagination

What you’ll learn to do: define the sociological imagination and apply it in a variety of contexts.

The sociological imagination allows us to grasp the interconnectedness of history and biography. This section will introduce you to C. Wright Mills and his concept of the sociological imagination. The readings and videos will also provide a number of examples for us to explore how the sociological imagination can help us make sense of issues like obesity or the rising cost of college textbooks.

Introduction to Sociology Lumen/OpenStax Copyright © 2021 by Lumen Learning & OpenStax is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Exploring the Sociological Imagination: Unemployment and

85 Sociological Imagination Essay Topic Ideas & Examples

🏆 best sociological imagination topic ideas & essay examples, 📌 most interesting sociological imagination topics to write about, 👍 good research topics about sociological imagination, ❓ sociological imagination research questions.

• Obesity From Sociological Imagination Perspective By and large, it is evident that obesity affects a group of people who are unequally predisposed to the risk factors of obesity the lower socioeconomic groups and is, therefore, a social problem.
• Karl Marx, Max Weber and Talcott Parsons Contributions in Sociology The nineteenth century witnessed the existence of some of the most revolutionary minds in sociology. Though their contributions to sociology are numerous, their works on social change and order mark major turning points in the […]
• Poverty: A Sociological Imagination Perspective I was raised in a nuclear family, where my mum was a housewife, and my father worked in a local hog farm as the overall manager.
• Sociological Imagination: Sociology Issues The paper will outline possible changes in social structures and social forces in the GCC region, which may happen as a result of the pandemic.
• Social Issue: Concepts of Sociological Imagination and Sociological Perspectives Sociology is a subject that offers insight into behavior of individuals and groups of people in a society and its scope covers established relationships between people in a society, the effects of such relationships on […]
• Sociological Imagination in Personal Experience It is hard to admit that the views, beliefs, and decisions that are yours do not belong to you. The surrounding people began to notice this and were advised not to be shy to seek […]
• Sociological Imagination: Unveiling Systemic Issues in Society The meaning of the sociological imagination is to look at the problem at the same time through the eyes of oneself and the eyes of an outsider.
• Sociological Imagination: The Main Advantages To view the world and personal experiences differently, sociological imagination invites individuals to look at and examine the familiar environment uniquely and freshly.
• The ‘Sociological Imagination’ Concept The philosopher and sociologist developed the Theory of Forms in the sixteenth century, which tries to explain the unpredictability of life.
• The Sociological Imagination: Covid-19 in Washington D. C. Within months of its emergence, the pandemic spread rapidly, claiming hundreds of thousands of lives, stretching the capacity of the healthcare systems, and exposing people to the adversarial impacts of the containment measures.
• Sociological Imagination: Charles Wright Mills’ View It is the ability to understand ways of life and organization that are different from those in which the researcher lives.
• Sociological Imagination Video by Sociology Live! According to the author of the video, the task of the sociological imagination is “to grasp history and biography and the relations between the two within society”.
• Sociological Imagination as a Means of Prevention of Adolescents’ Deviant Behavior The deviant behavior of adolescents can rightly be called one of the major problems of the twenty-first century. Anti-social behavior usually manifests itself through unwillingness to adhere to conventional norms, disruption of social institutions, and […]
• Sociological Imagination and Anthropology Wright Mills chapter of the promise, he explains sociological imagination is the ability to differentiate the connection of the actions of individuals and large social forces.
• Sociological Imagination, Functional Analysis, and Sociological Perspectives It could also be seen in terms of the fact whether the visitors are seriously intended on the purchase or just to look around the place and spend time.
• Sociological Imagination as a Tool for Engaged Citizenship The goal of this essay is to place engaged citizenship in the context of Mills’s sociological imagination that involves being able to link one’s personal experiences to processes taking place in wider society.
• Sociological Imagination of Homosexuality This is due to the commonality of problems that we may have as members of a given society. I did not know whether the signs I was exhibiting were that of a homosexual or it […]
• Sociological Imagination in Drugs in Sport Debates As a result of this, the strong motivation for many athletes to use or abuse performance-enhancing substances is the desire to boost performance, gain prestige, and status.
• Sociological Imagination Concept From the above examples, understanding sociological imagination calls for knowledge of present and past events that help to change the history of a society.
• Discontentment with the Quality of Education in New York This is despite the fact that the mayor’s spokesperson rated the progress in the schools using the increased rate of graduation as well as the admirable performance in their exams.
• Sociological Imagination Theory In other words, it is “the capacity to range from the most impersonal and remote transformations to the intimate features of the human self, and to see the relations between the two of them”.
• Social Imagination Theory He points out that people are not able to relate the patterns of their lives with the pattern set by history of mankind and most importantly the connection between the personal life and history, oneself […]
• The Concept and Actuality of Sociological Imagination Sociological imagination aids a person in realizing that one is not usually in control of the issues that affect their lives in a vast extent.
• The Sociological Imagination Is Using Imaginative Thoughts
• Sociological Imagination and The Promise of Sociology
• Social Class And Inequality: The Sociological Imagination
• Applying Sociological Imagination to the Drug or Alcohol
• Gambling With the Sociological Imagination
• The Theories Of The Sociological Imagination
• Linking the Sociological Imagination to the Conscious Consumer
• Analyzing the Three Levels of Sociological Imagination by C. Wright Hills
• Sociological Imagination: Generalized Anxiety Disorder
• The Sociological Imagination: The Effect of Personal Experiences on the Public Essay
• Exploring the Concept of Sociological Imagination
• A View of Society Through Sociological Imagination
• Understanding the Classical Approach to Sociological Imagination
• Sociological Imagination Concept As It Relates To Domestic Violence
• A Sociological Imagination Of An Environmental
• Sociological Imagination And What Does It Help People See?
• The Sociological Imagination and Durkheim’s View on Suicide
• The Sociological Imagination and Understanding Personal Troubles as Social Issues
• Using the Sociological Imagination to Interpret a Personal Situation
• Childcare and the Sociological Imagination
• Significance of the Sociological Imagination
• Sociology And Sociological Imagination Concepts
• Sociological Imagination as Presented in the Modern Family TV Show
• The Usefulness of “The Sociological Imagination” in Relation to Gender, Social Inequality, and Suicide
• Humans’ Cognitive Behavior Based on Sociological Imagination as Explained by James R. Flynn
• The Sociological Imagination and The Big Picture of Our Lives
• A Comparison of the Sociological Imagination and Sociological Perspective
• Sociological Imagination And Its Impact on Society
• Race and the Sociological Imagination
• Sociological Imagination – Troubles and Public Issues
• A Sociological Perspective on The Sociological Imagination
• An Analysis of C. Wright Mills’ Concept of Sociological Imagination
• Exercising Your Sociological Imagination
• The Tragedy of The Commons and The Sociological Imagination
• What Are the Four Elements of Sociological Imagination?
• Which Is the Best Description of the Sociological Imagination?
• What Is an Example of Sociological Imagination Use?
• What Are the Key Features of Sociological Thinking?
• How Does Sociological Imagination Challenge Stereotypes?
• What Is Global Sociological Imagination?
• What Is the Sociological Imagination According to C. Wright Mills?
• How Does Sociological Imagination Relate to Culture?
• How Does Sociological Imagination Help Understand Obesity?
• How Is Sociological Imagination Related to Critical Thinking?
• What Does Critical Mean in Sociological Imagination?
• Why Is Sociological Imagination Important?
• What Is the Disadvantage of Sociological Imagination?
• Which Theorist Developed the Idea of a Sociological Imagination?
• What Is the First Fruit of Sociological Imagination?
• How Do You Teach Sociological Imagination?
• What Is Sociological Imagination in Terms of Education?
• What Are the Ways of Using Sociological Imagination?
• What Are the Benefits of Teaching Sociological Imagination?
• How Does Sociological Imagination Help Solve Everyday Problems?
• How Does the Sociological Imagination Create a Safe Work Environment?
• Is There Any Harm in Sociological Imagination?
• What Are the Three Components of Sociological Imagination?
• How to Learn to Use Sociological Imagination?
• Does the Sociological Imagination Change the Attitude Towards Oneself?
• Social Stratification Essay Titles
• Social Problems Essay Ideas
• Social Responsibility Topics
• Social Security Paper Topics
• Social Work Essay Titles
• Social Class Research Ideas
• Social Science Titles
• Social Policy Essay Ideas
• Chicago (A-D)
• Chicago (N-B)

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What is The Sociological Imagination and Its Examples?

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