Many introductory-level books offer several theories and then provide critiques of the theories. The idea is to teach critical thinking. We have purposefully refrained from extensive critique of theory (although some does occur) for several reasons. First, providing critique to beginning-level students does not really teach critical thinking. It trains them to memorize someone else’s critique. Furthermore, it simply confuses many of them, leaving students with the feeling that sociology is just contradictory ideas, and the discipline really does not have anything firm to offer. Teaching critical thinking needs to be done in stages, and it needs to take into account the building steps that occur before effective critique is possible. That is why we focus on the concept of deep learning. We are working toward building the foundations necessary for sophisticated critical thought at upper levels in the curriculum.
Therefore, in this beginning-level text, we have attempted to focus on a central higher order or deep learning skill—synthesis. Undergraduate students need to grasp this before they can fully engage in evaluation. Deep learning involves understanding of complexity, and some aspects of complexity need to be taught at advanced levels. Although students at the introductory level are often capable of synthesis, complex evaluation requires some foundational skills. Thus, we offer contrasting theories in this text, and, rather than telling what is wrong with each one, we encourage students through Thinking Sociologically features to analyze the use of each and to focus on honing synthesis and comparison skills.
Finally, research tells us that learning becomes embedded in memory and becomes long-lasting only if it is related to something that learners already know. If they memorize terms but have no unifying framework to which they can attach those ideas, the memory will not last until the end of the course, let alone until the next higher-level course. In this text, each chapter is tied to the social world model that is core to sociological thinking. At the end of a course using this book, we believe that students will be able to explain coherently what sociology is and construct an effective essay about what they have learned from the course as a whole. Learning to develop and defend a thesis, with supporting logic and evidence, is another component of deep learning. In short, this text provides instructors with the tools to teach sociology in a way that will have a long-term impact on students.
Organization and Coverage
Reminiscent of some packaged international tours, in which the travelers figure that “it is Day 7, so this must be Paris,” many introductory courses seem to operate on the principle that it is Week 5, so this must be deviance week. Students do not sense any integration, and at the end of the course, they have trouble remembering specific topics. This book is different. A major goal of the book is to show the integration between topics in sociology and between parts of the social world. The idea is for students to grasp the concept of the interrelated world. A change in one part of the social world affects all others, sometimes in ways that are mutually supportive and sometimes in ways that create intense conflict.
Although the topics are familiar, the textbook is organized around levels of analysis, explained through the social world model. This perspective leads naturally to an integrated discussion in which all topics fit clearly into an overall view, a comparative approach, and discussions of diversity and inequality. It hangs together!
As seen in the table of contents, the book includes 16 chapters plus additional online materials, written to fit into a semester or quarter system. It allows instructors to use the chapters in order, or to alter the order, because each chapter is tied into others through the social world model. We strongly recommend that Chapter 1 be used early in the course because it introduces the integrating model and explains the theme. Also, if any chapters on institutions are used, the section opener Institutions may be useful to include as well. Otherwise, the book has been designed for flexible use.
Instructors may also want to supplement the core book with other materials, such as those suggested on the Instructor Teaching Site. While covering all the key topics in introductory sociology, the cost and size of a midsized book allows for this flexibility. Indeed, for a colorful introductory-level text, the cost of this book is remarkably low—roughly half the cost of most other popular introductory texts.
A Unique Program Supporting Teaching of Sociology
There is one more way in which Our Social World has been unique among introductory sociology textbooks. In 2007, the original authors (Ballantine and Roberts) teamed with SAGE to start a new program to benefit the entire discipline. Using royalties from Our Social World, we helped establish the SAGE Teaching Innovations & Professional Development Award (now the SAGE Publishing Keith Roberts Teaching Innovations Award), designed to prepare a new generation of scholars within the teaching movement in sociology. People in their early career stages (graduate students, assistant professors, newer PhDs) can be reimbursed $600 each for expenses entailed while attending the day-long American Sociological Association (ASA) Section on Teaching and Learning’s preconference workshop. The workshop is on the day before ASA meetings. In 2007, 13 young scholars—graduate students or untenured faculty members—received this award and benefited from an extraordinary workshop on learning and teaching. Since then, more than two dozen other SAGE authors have supported this program from textbook royalties, and hundreds of young scholars have been beneficiaries. We are pleased to have had a hand in initiating and continuing to support this program.
We hope you find this book engaging. If you have questions or comments, please contact us.
Jeanne H. Ballantine
Wright State University
Keith A. Roberts
William Paterson University
Acknowledgments
Knowledge is improved through careful, systematic, and constructive criticism. The same is true of all writing. This book is of much greater quality because we had such outstanding critics and reviewers. We, therefore, wish to honor and recognize the outstanding scholars who served in this capacity. These scholars are listed on this page and the next.
People also served in a variety of other capacities, including as authors of our Sociologists in Action pieces and some of our Sociology in Our Social World boxes. David Yamane drafted early versions of the discussion of denominationalism and church polity in the religion chapter. Sandra Enos revised and updated the Contributing to Our Social World: What Can We Do? feature.
All three of us are experienced authors, and we have worked with some excellent people at other publishing houses. However, the team at SAGE Publications was truly exceptional in support, thoroughness, and commitment to this project. Our planning meetings were fun, intelligent, and provocative. Jeff Lasser provided wonderful support as the SAGE sociology publisher. Folks who have meant so much to the quality production of this book include Liza Neustaetter, content development manager, Laureen Gleason, production editor, Mark Bast, copy editor, Tiara Beatty, editorial assistant, Sheri Gilbert, permissions editor, and Kara Kindstrom, senior marketing manager. We have become friends and colleagues with the staff at SAGE Publications. They are all greatly appreciated.
Thanks to the following reviewers:
Sabrina Alimahomed, University of California, Riverside
George Ansalone, Florida Gulf Coast University
Richard Ball, Ferris State University
Fred Beck, Illinois State University
Jessica Bishop-Royse, DePaul University
Charles