This article contributes to the reclamation of W.E.B. Du Bois's many contributions to social science practice. In particular, it offers an original quadripartite pedagogical framework grounded in the practices and ideas of Du Bois and more contemporary Du Boisian scholars. In doing so, it utilizes a combination of archival materials, Du Bois's…

Using the ideas of scientists, the author builds a theme of reflexivity and identifies implications for teaching and learning science. He argues that a sociology of school science is not academic and irrelevant to teachers but just the opposite. (PEB)

Outlines major features of humanistic perspective in sociology. States that what is methodologically and/or epistemologically central to the humanist perspective is a critique of excesses of positivism and advocacy of utilization of philosophy and other humanities as sources of information or data in investigation of social reality. Provides…

A new branch of sociology, sociology of knowledge, relates thought with existence. (Author/MF)

Sociologically, the implications of the concept of interdependence are contrary to the explicit aims of education. Interdependence implies that if changes are brought about in one social institution, then the functional interdependence of society may be destroyed. Education is seen as a means to reinforce the status quo. The aims of adult…

Describes how slides of architecture and classical art may be used to help students think sociologically, to understand not only what sociology is, but why it exists. Identifies eight themes on which slides of art and architecture may be used. Among the themes are: culture contact and change; concepts of self; the rise of industrial society;…

Music educators for too long have relied upon "aesthetic education" as the sole rationale for including music in the overall curriculum. Music education is really about music making; it is a social process that is of value because it helps students learn about discipline, attachment to social groups, and autonomy. Music educators must provide…

Describes the pedagogical and philosophical reasons for adopting the use of take-home multiple choice exams for introductory sociology courses. Reports students' reactions to the exams and provides a discussion of the grading conflicts which arise due to improved performance. (JDH)

The basic concepts of the positivistic paradigm are traced historically in this paper from Aristotle through Comte, the Vienna Circle, empiricism, Durkheim, sociobehavioral theory, and organizational theory. Various concepts have been added, deleted, and transformed through positivism's history, but its fundamental basis has remained the same:…

Maintains that television network news has the capacity to graphically illuminate on-going events which demand sociological explanation. Shows how segments of network news were incorporated into a humanistic sociology course in order to provide students with clear and concise images of social problems. (JDH)

The relationships among the three dominant means of education in American society and the development of utopian thought are examined. The author defines the three forms of education as the scientific, the entropic, and the metaphysical. The scientific form pursues knowledge through rigorous empirical verification, while the metaphysical form…

Focusing on Rumania, this paper studies the relationship between the values system of the technological era and the implications for education. With increasing industralization and technological development, many societies have emerged as highly utilitarian in which all values are subordinated to acquisitive behavior, materialism, and individual…

Among the explorations undertaken in the course of establishing the National Institute of Education (NIE) by the NIE Planning Unit was a set of eleven conferences of experts on educational problems, methods, and content. Three of these conferences focused on the contributions that anthropology, psychology, and sociology might make to the…