Once upon a time: sociology (contexts, origins and foundation myths

The course deals with the origins, formation and turning points in the development of sociology. The seminar touches upon the role of sociological classics as iconic figures personalizing various, contemporary theoretical currents. It discusses ideas (and recep-tion) of seminal authors who defined sociology as a new social science – from Comte and Spencer to Simmel and Weber. It also deals with the turning points in the development of this social science branch, its post-war Americanization, the supposed crisis and intellectual shift of 1960s and 1970s. It also deals with the Marxism and its position within the sociological tradition, as well as with a few, exemplary “local classics”, such as Masaryk and Znaniecki. It discusses the classical sociology as social theory, a supposed conceptual foundation of sociology and a form of a professional memory.

The course deals with the origins, formation and turning points in the development of sociology. The seminar touches upon the role of sociological classics as iconic figures personalizing various, contemporary theoretical currents. It discusses ideas (and recep-tion) of seminal authors who defined sociology as a new social science. It touches upon ideas (and reception) of seminal authors who defined sociology as a new social science – from the forsak-en giants, such as August Comte and Herbert Spencer, to Georg Simmel, Max Weber and his once more famous colleague Werner Sombart. It also deals with the turning points in the development of this social science branch, its post-war Americanization, the supposed crisis and intellectual shift of 1960s and 1970s. A few classes are going to focus on the special case of Karl Marx who was introduced to the pantheon of classics relatively late. The development of idea of sociology in the Communist countries from the Stalinist concept of a “bourgeois pseudo-science” to the post-Stalinist vision of “Marxist” and “bourgeois” sociologies as distinctive sociological traditions. A few, exemplary “local classics”, such as Masaryk and Znaniecki. It discusses the classical sociology as social theory, a supposed conceptual foundation of sociology and a form of a professional memory. It puts them in the context of. It puts classics in the context of the transformations of socio-logical theory, with its continuities and discontinuities, and the change of the dominant vision of this social science. It started as a supposed only, truly scientific science of society only to end up as a mere form of a self-reflection of the modern society.

The course has classical form of a teacher-guided discussion on selected topics (and readings). Fifteen meetings, two hours each, are planned. Everyone is expected to read prescribed text before Additionally, every student should prepare a short oral presentation, as well as to prepare for an oral exam (which should refresh previously gathered knowledge only).

The origins; the idea of sociology as a science (as any other).

The social and the theoretical role of the sociological classics.

Why there was no “classical sociology” in the United States?

Georg Simmel and the American sociology.

Sociology in the Communist countries – the post-stalinist view: from the “bourgeois pseudo-science” to the “Marxist” and “bour-geois” sociologies as distinctive sociological traditions.

“The coming crisis of Western sociology” and after. 1960s as a turning point in the development of the social science branch.

“Classical sociology” as a theory and social memory. Werner Som-bart and Max Weber: classical sociologists living and dead.

How and why Karl Marx became the sociological classic?

Tomáš G. Masaryk and Florian Znaniecki: the making of a local sociological classic.

Jeffrey Alexander, Structure and Meaning. Rethinking Classical Sociology, Columbia University Press 1989; Raymond Aron, Main Currents in Sociological Thought, vol. 1/2, Penguin Books 1976; Peter Baehr, Mike O’Brien, Founders, Classics, Cannon, „Current Sociology” 1/1994; Raewyn Connell, „Why is Classical Theory Clas-sical”, The American Journal of Sociology 6/1997, Craig Calhoun (ed.), Sociology in America. A History, The University of Chicago Press, Chicago–London 2007; Lewis A. Coser, Masters of Sociolog-ical Thought, Harcourt Brace Jovanovich 1971; Dirk Käsler, Max Weber: An Introduction to His Life and Work, University Of Chica-go Press 1988; C. Wright Mills (ed.), Images of Man. The Classic Tradition in Sociological Thinking, George Brazilier, Inc. 1960; George Ritzer, Classical sociological theory, McGraw-Hill 1992; Michael Voříšek, The Reform Generation, Kalich 2012 (and others)

K_W01 Knows and understands basic concepts of various sub-domains of sociology (e.g. sociology of family, health, work, reli-gion, economy, education, etc)

K_W03 Is aware of ongoing theoretical and methodological dis-putes conducted in modern sociology; is reflective and critical of various positions

K_W05 Has in-depth knowledge about regional, domestic and international institutions and the problem of European integra-tion

K_W16 Has in-depth knowledge about major international and domestic sociological research pertaining to selected areas of social reality or sub-domains of sociology

K_W27 Has in-depth knowledge of the 19th, 20th and 21st ideas and social processes which have shaped the face of the modern world

K_U04 Can critically select information and materials for academ-ic work, using various sources in Polish and a foreign language as well as modern technologies

K_U16 Knows how to interpret the role of culture in the life of the individual and society

K_U17 Can relate an academic text to the problems of social life and its empirical studies

K_U18 Can identify the kinds of research in which the scientific texts read can be applicable

K_U19 Can prepare a presentation of a selected problem or study in Polish and in a foreign language

K_K01 Can initiate, plan, organize and manage work of a task team

K_K02 Can propose a solution to a problem that requires an in-terdisciplinary research approach

K_K05 Can gather, find, synthesize and critically assess infor-mation about social sciences

K_K07 Can justify the choice of sources

K_K10 Independently sets directions of personal development and further learning

K_K14 Takes responsibility for planned and performed tasks

Assessment of each participant’s individual activity during the classes (carried out by the teacher together with the students at the final meeting) – 55% of the final grade, final oral exam – 45% of the final grade.

Up to two absences are allowed. Those students who have been absent more than twice (but with no more that 45% absences) are expected to prepare and send the teacher short resumes of the main readings they missed. The type and form of second term exam are identical with the first one.