Academics Sociology

Jerry Levy

Sociology is the study of the relationship between civilizational trends and the lives of human beings in varieties of societies, communities and milieus throughout the world. The task of sociology is to describe, analyze and interpret social worlds in their economic, political, cultural, class, ethnic and gender complexity. Sociology is an interdisciplinary perspective that relies heavily on history, political economy, philosophy and the other social sciences in its pursuit of understanding. Students who wish to study human beings in relationship to society must become sensitive to the ways in which different varieties of intellectuals, scholars, scientists and artists approach their subject matter and grapple with the “human condition.” A broad background in the liberal arts is, therefore, essential to the serious student of sociology.

Sociology courses are designed to help students develop the following skills:

• To understand the theoretical assumptions, methodological approaches and working traditions in the sociological perspective.
• To explore what sociology is, what sociologists do and how they do it through a close reading and analysis of studies by sociologists, anthropologists, historians and others.
• To develop descriptive, analytical and interpretive skills by conducting sociological research.
• To develop writing, oral and other skills for communicating the finding of research.
• To develop ways of incorporating varieties of scholarly research and other experience into a sociological perspective.

Education in the sociological perspective offers the student a theoretical framework and methodological basis for studying anything that involves human beings in social worlds in their historical or contemporary panorama of possibilities. Research interests that are focused on in classes include contemporary American society, the education and socialization of youth, American foreign policy, the performing arts and globalization and its effects on Europe, Latin America and Asia.

The student is encouraged to develop his or her own research interests beyond the areas focused on in classes. Methodological approaches for conducting research include reading, archival research, interviewing, participant observation field work, survey and incorporating observations of social life, films, plays, mass media, etc., into one’s own analysis. Whatever is directly or indirectly available to students’ experience can be integrated into one’s research interests. Classes support the use of these research methodologies.

My own interests are in contemporary American society and how the global political economy is affecting communities, nations and regions throughout the world. As a graduate student at the New School for Social Research, I undertook fieldwork in a welfare center and a mental hospital before conducting a year of research for my doctoral dissertation in a poor black and Puerto Rican school. From this work came my first book, Ghetto School, published in 1970.

The courses Education and Socialization and Contemporary American Society reflect my interest in contemporary American economic, political and social institutions. My course The Sociology of the Arts is informed not only by academic research but by my own experience as a serious amateur violinist and a touring actor. Likewise, my course on U.S. foreign policy is informed by my ongoing study of how the United States relates to the rest of the world and by my own participation in electoral politics.

Areas of Interest for Plan-level Work:

• Contemporary American society
• American foreign policy
• Sociology of the arts
• Sociology of education
• Globalization and its effects on particular nations and communities in Europe, Latin America and Asia

Starting Points (Basic and Introductory Courses)

INTRODUCTION TO SOCIOLOGY (SSC23)
An introduction to the ideas, concepts, theories and methodologies of the discipline of sociology, its relationship to the other social sciences, history and philosophy and its relevance to an understanding of social reality. Prerequisite: None     Introductory | Credits: 4

INTRODUCTION TO RACE, GENDER AND SEXUALITY (SSC484)
What does it mean to “act like a man” or to “be ladylike?” What happens if you don’t follow the gender “rules?” What is race and how does it shape our experience in the world? We will use popular culture such as children’s literature, movies, advertising, fashion, language and music to understand and at times contest constructions of racial groups, gender identities and sexual orientations. We will also focus on social institutions such as work, education and sports as sites of oppression and resistance. Keeping in mind the interconnectedness of various other social identities including ethnicity, class, ability and religion, we will further complicate our understanding of race, gender and sexuality. Prerequisite: None     Introductory | Credits: 4

CLASS AND IDEOLOGY IN CONTEMPORARY AMERICAN SOCIETY (SSC482)
Social class in America is a factor often either glossed over in today’s social discussions or else dramatically over simplified. This is a shame because a realistic and sophisticated understanding of class is one of the best tools for understanding America or any society. This course will hopefully begin to give students the beginnings of this understanding through an examination of how class has evolved in the last 50 years. Prerequisite: None     Introductory | Credits: 2

COMMUNITY-BASED PERFORMANCE (SSC526)
“There is more than a verbal tie between the words common, community and communication,” said John Dewy. “Try the experiment of communicating, with fullness and accuracy, some experience to another, especially if it be somewhat complicated, and you will find your own attitude toward your experience changing.” So Dewey is telling you to dive into community with unadulterated presence. But what does this even look like? How do you do it? Community-based performance (CBP) answers, “Try me!” by challenging participants to immerse themselves in the communication of experience. This isn’t about boxing in the artist as a solitary genius, but is instead rooted in that which happens collectively: individuals interact with a group of people with some significant level of shared identity and this lived experience then informs the art, further developing the sense of community. This class combines an overview of methodology, history and theory with real, live, hands-on experience. In addition to our time together in the classroom, each student will complete a mini-internship working with a local community-based performance group, meeting about 10 times throughout the semester. Internship sites include Sandglass Theater, New England Youth Theater, ActingOut Health Playback Theater and the Mahalo Art Center. Class sessions include discussing readings, screening clips, troubleshooting challenges and cheering successes. This course is all about expanding the conception of the artist. There is zero artistic experience (in theater or in any other discipline) required before participating. Prerequisite: Passion, energy and a commitment to being present in the pursuit of tying together common, community and communication.     Introductory | Credits: 4

CONTEMPORARY AMERICAN SOCIETY (SSC110)
The evolution of and interrelationship between American social, economic and political institutions focusing on the period from the end of World War II to the present. Prerequisite: None     Introductory | Credits: 4

CREATING CHANGE IN EDUCATION (SSC505)
Educational institutions have served as the backdrop for the most dramatic and remarkable changes in American society: desegregation, equal opportunities for women in sports, evolution versus creationism versus intelligent design. In this course we will examine the factors that contribute to the process of creating change in education. We will explore inspiring transformations in schools to explain what made them successful and delve into the more notorious, failed attempts to shift educational policy to determine what went awry. Using change theory, organizational theory, and a TON of mainstream films that we’ll be viewing, we will deconstruct the concept of change, enabling all participants to attempt to lead and respond to the process of creating reform in education. Prerequisite: None     Introductory | Credits: 4

EDUCATION & SOCIALIZATION (SSC3)
An investigation into the process by which people respond to and affect their environments by gaining increasing knowledge of them. An interdisciplinary approach will be employed (involving concepts from psychology and anthropology) that will focus on early childhood experience, peer relationships, formal institutional (school) operations and societal pressures for conformity and change. Cross-cultural information will be used to assess different practices within our own society. What factors determine an individual’s chance for a “successful” or “unsuccessful” life? Prerequisite: None     Introductory |
Credits: 4

SOCIOLOGY OF EMPATHY (SSC520)
The social, psychological and historical construction of the basis for, and impediments to, “empathy.” Empathy between nation states, regions, religions, social classes, status groups, ethnic cultures, genders and ages, and within interpersonal relations and families, will be explored. Prerequisite: None     Introductory | Credits: 4

Pursuing Interests (Intermediate and Thematic Courses)

AMERICAN FOREIGN POLICY (SSC302)
An exploration of the economic, political and cultural roots of U.S. foreign policy focusing on the period from World War II to the present. Special emphasis will be placed on the international and domestic consequences of U.S. foreign policy in the post 9/11 epoch. Prerequisite: None     Introductory | Credits: 4

SOCIOLOGY OF THE PERFORMING ARTS (SSC477)
A research workshop for students in the social sciences, theater, music, film-making and dance who are interested in studying the creative process, the development of artistic identities and lifestyles, artistic-networks, training facilities and communities and the relationship between the performing artist and society. Prerequisite: None     Introductory | Credits: 4

SPIRITUALITY & RELIGION ON THE SCHOOL COMMONS (SSC519)
The holy doctrine of separating church from state has created a climate in schools where discussion of religion and spirituality are taboo. Together we’ll explore the complex intersection between faith and education: a place of synergy, a place of conflict. Through readings, movies and site visits to institutions exploring this intersection, this course will provide participants the opportunity to reflect, to challenge and to traverse the religious and spiritual terrain of the school commons. Prerequisite: None     Introductory | Credits: 4

TALKING RACE IN EDUCATION (SSC512)
Examining race as a social construct in American society is a daunting task indeed. This course sharpens the focus of that pursuit by placing race squarely within the context of the full range of our education system. Can race be addressed in kindergarten? If so, should it be? How is race connected to success in high school? How do we talk about race on college campuses? Using both core texts and mainstream movies, we will explore the intersection between race and education, from the controversial to the revelatory and everything in between. Prerequisite: None     Introductory | Credits: 4

CLASSICAL SOCIOLOGICAL THOUGHT (SSC6)
The major ideas, theories and methodologies of some of the European and American founders of sociology. The works of Marx, Weber, Simmel and Veblen will be evaluated in relation to the evolution of industrial society. Prerequisite: Introductory course in sociology or permission of instructor; history and/or philosophy helpful.     Advanced | Credits: 4

CONTEMPORARY POLITICAL & SOCIAL THOUGHT (SSC63)
Issues crucial to an understanding of the crisis of the 20th century will be explored through the work of Arendt, Barnet, Vidich, Kolko and Elizabeth Genovese. Prerequisite: None     Advanced | Credits: 4

Good Foundation for Plan

In addition to attaining a solid foundation in sociology through introductory and intermediate courses, as well as a broad background in other liberal arts, Plan students are recommended to take both Classical Sociological Thought and Contemporary Political & Social Thought.

Sample Tutorial Topics

• Social Ecology of the River Gallery School
• Alternative Healthcare
• Urban Vietnam
• The Hospice Movement
• Agency and Political Motivation
• Marx’s Philosophical Works
• Max Weber and Georg Simmel
• Researching Character and Persons
• American Propaganda: The Cold War Era
• An Examination of Statelessness in the U.S.
• Domestic Violence: Abuse, Neglect and Bearing Witness
• Eating Communities
• Ethnographing: Russian Jewish Refugees and Columbian Immigrants
• History and Education in America
• Social Change in American Society
• The Socioeconomic Impact of Labor Flows in American Economy