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Course title |
Classical Sociological Theory |
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Semester |
113-1 |
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Designated for |
COLLEGE OF SOCIAL SCIENCES Bachelor of Arts in Interdisciplinary Studies in College of Social Sciences |
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Instructor |
JEFFREY WENG |
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Curriculum Number |
Soc3057 |
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Curriculum Identity Number |
305E40310 |
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Class |
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Credits |
3.0 |
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Full/Half Yr. |
Half |
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Required/ Elective |
Elective |
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Time |
Tuesday 2,3,4(9:10~12:10) |
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Remarks |
Restriction: juniors and beyond AND Restriction: within this department (including students taking minor and dual degree program) The upper limit of the number of students: 70. The upper limit of the number of non-majors: 5. |
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Course introduction video |
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Table of Core Capabilities and Curriculum Planning |
Table of Core Capabilities and Curriculum Planning |
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Course Syllabus
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Please respect the intellectual property rights of others and do not copy any of the course information without permission
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Course Description |
Sociology, only about a hundred years old, is defined by its theoretical canon. This canon dates mainly from the middle decades of the twentieth century. While the canon’s origins are European, today’s sociology itself bears a heavy postwar American influence. Thus, the texts of the canon are not scripture. They were written by people who each were products of a specific time and place: an age dominated by industrializing European empires. Not all of them were sociologists. Nevertheless, the texts they produced were then canonized by scholars active during America’s postwar hegemony.
The historical, geographical, and social specificity of the canon has been the subject of disagreement since the beginning. In the past two decades or so, the debate has intensified, at least in the US, with the resurgence of identitarian politics. People have, not unreasonably, questioned the relevance of hundred-year-old texts by dead white European men. Their perspectives are narrow and contain many blind spots. Two main solutions have been proffered: dispensing with the canon altogether, or including more diverse voices within the existing canon. This course takes a cautious approach, remaining solidly rooted in the midcentury Western canon while adding W.E.B. Du Bois, a contemporary and acquaintance of Weber’s, thus “indigenizing” the canon to the United States. This should make students think about what Asian sources of social theory might be missing from the canon. |
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Course Objective |
By the end of the course, students should be able to:
1. Understand the arguments of the major theorists
2. Be able to put various theories in conversation with one another
3. Apply theory to concrete situations
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Course Requirement |
Most of the course’s readings are not long, but most of them are difficult. Learning how to read theory comes with practice, and if you don’t understand something the first time, read it again. And again. Understanding the readings is not just about repeating the words in the reading, but being able to explain the ideas in your own words and even give your own examples. Students will be expected to actively participate in class activities and be respectful at all times of their peers.
Assignments.
Students are expected to turn in assignments on time and to take exams as scheduled. All assignments and exams must be written in ENGLISH. No late assignments will be accepted, and missing an exam will result in zero credit for that exam.
Teaching assistants.
There will be no discussion sections outside of regular class time. Instead, the last hour of each class will be reserved for small group activities with which the TAs will assist. TAs will also be responsible for taking attendance, holding weekly office hours (which will be announced in week 2), as well as grading memos and examinations.
Electronics policy.
I will permit the use of electronic devices in class for now. Students are expected to be considerate of their peers and use their best judgment. If I discover that these devices are causing more harm than good, I reserve the right to prohibit use during class.
Harassment and bullying. To be able to learn, students need to be and feel safe. No harassment or bullying behavior of any kind is acceptable among any members of the university community. The instructor and the TAs are required by university policy to report suspected cases of sexual harassment or assault to the university’s Gender Equity Committee (台大性平教育委員會, tel: 3366-9607, 3366-9608, email: gender@ntu.edu.tw).
Academic honesty.
Students are expected to produce work that is honest and original. Violating the university’s policies against cheating and plagiarism will result in automatic failure of the course and referral for further penalties. Students with questions about how best to follow this policy are encouraged to ask the instructor or TAs.
Updating and revising the syllabus.
This is the first time this course is being offered in English at NTU. It is also my first time teaching it. As the semester progresses, we will encounter aspects of the class that need modification and improvement. The schedule may change. Please be patient with the class as I work to improve it.
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Student Workload (Expected weekly study hours before and/or after class) |
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Office Hours |
Note: Teaching assistant office hours
蔡耀寬 (Cài Yàokuān) r11325012@ntu.edu.tw (Tue 13:00–14:00)
李巧于(Lǐ Qiǎoyú) r10325009@ntu.edu.tw (Thu 13:00–14:00)
黃彥凱(Huáng Yànkǎi) r11325007@ntu.edu.tw (Wed 13:00–14:00) |
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Designated reading |
Burawoy, Michael. 2021. “Why Is Classical Theory Classical? Theorizing the Canon and Canonizing Du Bois.” Journal of Classical Sociology 21 (3–4): 245–59.
Connell, R. W. 1997. “Why Is Classical Theory Classical?” American Journal of Sociology 102 (6): 1511–57.
Du Bois, William Edward Burghardt. 1903. The Souls of Black Folk: Essays and Sketches. Chicago: A.C. McClurg.
Durkheim, Émile. (1893) 2013. The Division of Labour in Society. Edited by Steven Lukes. Translated by W. D. Halls. 2nd ed. Basingstoke: Palgrave Macmillan.
Marx, Karl, and Friedrich Engels. 1978. The Marx-Engels Reader. Edited by Robert C. Tucker. 2nd edition. New York: Norton.
Washington, Booker T., W.E. Burghardt Du Bois, Paul Laurence Dunbar, and Charles W. Chesnutt. 1903. The Negro Problem: A Series of Articles by Representative American Negroes of Today. New York: J. Pott.
Weber, Max. (1904) 1930. The Protestant Ethic and the Spirit of Capitalism. Translated by Talcott Parsons. New York: Charles Scribner’s Sons.
———. (1922) 1978. Economy and Society: An Outline of Interpretive Sociology. Edited by Guenther Roth and Claus Wittich. Vol. 1. Berkeley: University of California Press.
———. 2015. Weber’s Rationalism and Modern Society: New Translations on Politics, Bureaucracy, and Social Stratification. Edited by Dagmar Waters and Tony Waters. New York: Palgrave Macmillan.
———. 2019. Economy and Society: A New Translation. Translated by Keith Tribe. Cambridge: Harvard University Press.
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References |
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Grading |
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No. |
Item |
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Explanations for the conditions |
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1. |
Attendance & participation |
10% |
Students are expected to attend lectures and participate in discussions each week. |
2. |
Weekly memos |
20% |
Starting week 2, each student will write a short memo and submit it to NTU COOL by 5pm the day before each class. Memos need not be turned in on weeks with no reading. There are thus a total of 11 weeks during which you can turn in a memo. You are allowed to skip a maximum of 2 of those weeks; any missing memos beyond 2 will count against your final grade. Each memo is graded pass-fail.
For each memo, please include the following:
1. Three vocabulary words whose meaning you did not understand and their definitions (in English or Chinese)
2. One short quotation of about one or two sentences (followed by its page number in parentheses) in the week’s reading that you found to be surprising, strange, or otherwise interesting. Explain briefly (in one or two sentences) why you felt this way.
3. (Optional) Something specific from the reading that, despite repeated attempts, you were not able to understand. This is an opportunity to get your questions answered in class.
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3. |
Midterm |
30% |
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4. |
Final |
40% |
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Week |
Date |
Topic |
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Week 1 |
9/3 |
Introduction |
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Week 2 |
9/10 |
Connell, R. W. 1997. “Why Is Classical Theory Classical?” American Journal of Sociology 102(6):1511–57.
Burawoy, Michael. 2021. “Why Is Classical Theory Classical? Theorizing the Canon and Canonizing Du Bois.” Journal of Classical Sociology 21(3–4):245–59.
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Week 3 |
9/17 |
Mid-Autumn Festival (no class) |
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Week 4 |
9/24 |
Marx, Karl, and Friedrich Engels. 1978. The Marx-Engels Reader. Edited by Robert C. Tucker. 2nd edition. New York: Norton.
• The German Ideology (1846), 146–65, 172–75, 186–200 |
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Week 5 |
10/1 |
Marx and Engels. 1978. The Marx-Engels Reader.
• Wage Labor and Capital (1849), 203–18
• Socialism: Utopian and Scientific (1878), 700–17, 718–24 |
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Week 6 |
10/8 |
Marx and Engels. 1978. The Marx-Engels Reader.
• Manifesto of the Communist Party (1848), 469–83
• “Preface” to the Contribution to the Critique of Political Economy (1859), 3–6 |
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Week 7 |
10/15 |
Durkheim, Émile. (1893) 2013. The Division of Labour in Society. Edited by Steven Lukes. Translated by W. D. Halls. 2nd ed. Basingstoke: Palgrave Macmillan.
• Preface to the First Edition, 3–7
• Introduction, 33–38
• Book I, Chapter 1, 41–56
• Book I, Chapter 2, 57–87 |
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Week 8 |
10/22 |
Midterm |
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Week 9 |
10/29 |
Durkheim. Division of Labor.
• Book I, Chapter 3, 88–91, 96–100
• Book I, Chapter 5, 131–35.
• Book I, Chapter 7, 158–80
• Book II, Chapter 2, 201–222 |
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Week 10 |
11/5 |
Durkheim. Division of Labor.
• Book III, Chapters 1–3, 277–308
• Conclusion, 309–319
• Preface to the Second Edition, 8–29 |
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Week 11 |
11/12 |
Weber, Max. (1904) 1930. The Protestant Ethic and the Spirit of Capitalism. Translated by Talcott Parsons. New York: Charles Scribner’s Sons.
• Introduction, 13–31
• Chapter 2, “The Spirit of Capitalism,” 47–78 |
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Week 12 |
11/19 |
Weber. The Protestant Ethic.
• Chapter 5, “Asceticism and the Spirit of Capitalism,” 155–83
Weber, Max. (1921) 2019. Economy and Society: A New Translation. Translated by Keith Tribe. Cambridge: Harvard University Press.
• Chapter 3, “Types of Rule,” 338–48, 354–59, 374–83 |
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Week 13 |
11/26 |
Weber, Max. 2015. Weber’s Rationalism and Modern Society: New Translations on Politics, Bureaucracy, and Social Stratification. Edited by Dagmar Waters and Tony Waters. New York: Palgrave Macmillan.
• “The Distribution of Power Within the Gemeinschaft: Classes, Stände, Parties” (1913–14), 37–58 |
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Week 14 |
12/3 |
Du Bois, William Edward Burghardt. 1903. The Souls of Black Folk: Essays and Sketches. Chicago: A.C. McClurg.
• Chapter 1, “Of Our Spiritual Strivings,” 1–12
• Chapter 3, “Of Mr. Booker T. Washington and Others,” 41–59
Washington, Booker T., et al. 1903. The Negro Problem: A Series of Articles by Representative American Negroes of Today. New York: J. Pott.
• “The Talented Tenth,” 33–75 |
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Week 15 |
12/10 |
Reading week (no class) |
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Week 16 |
12/17 |
Final exam |
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