Does the Center Hold? Reflections on a Sociological Core

Is there a distinct disciplinary core (or foundation of agreed on knowledge) in sociology? Should we define a core in our broad field to build consensus? If so, what should it look like? We address these questions by presenting three viewpoints that lean for and against identifying a core for depart...

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Bibliographic Details
Published in:Teaching sociology 2016-07, Vol.44 (3), p.151-162
Main Authors: Ballantine, Jeanne, Greenwood, Nancy, Howard, Jay R., Kain, Edward L., Pike, Diane, Schwartz, Michael, Smith, R. Tyson, Zipp, John F.
Format: Article
Language:English
Subjects:
Articulation
Conversation
Course Content
Course Descriptions
Curricula
Discipline
Educational Needs
Educational Objectives
Educational Practices
Foundations of Education
General education
History of sociology
Imagination
Interdisciplinary aspects
Interdisciplinary education
Introductory Courses
Knowledge
Reflection
Relevance (Education)
Sociological imagination
Sociology
Students
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Summary:Is there a distinct disciplinary core (or foundation of agreed on knowledge) in sociology? Should we define a core in our broad field to build consensus? If so, what should it look like? We address these questions by presenting three viewpoints that lean for and against identifying a core for department curricula, students, and the public face of sociology. First, "There really is not much, if any, core." Second, sociology is "a habit of the mind" (a sociological imagination). Third, key content of a sociological core can be identified using a long or short list. Centripetal forces pressure the discipline to define itself for assessment, transfer articulations, general education, the trend toward interdisciplinary courses, and the public face of sociology. We describe previous efforts for the introductory course and sociology curricula. We conclude with a discussion of everyday practices in sociology that are built on the conception of a core.
ISSN:0092-055X
1939-862X
DOI:10.1177/0092055X16647432