This essay summarizes how distinct sociological traditions account for cycles of censorship. Positivist or functionalist modes of analysis are contrasted with the stances of symbolic interactionist researchers. Understanding of cycles in the production of obscenity and censorship is needed to discover appropriate social action. (CJH)

Criticizes the distinction between lower and higher psychological processes in Vygotsky's cultural-historical theory. Shows that Vygotsky separated these processes too sharply and that his conception of lower processes as "natural" and "passive" is false. Suggests that these shortcomings can be overcome within the…

Radical criminology has not incorporated a fully developed psychological conception of the individual into their schemes of analyses, concentrating, instead, upon structural determinants and contradictions. As an alternative, an integrated framework, providing a multivariable theory of behavior which considers both subjective and objective…

Proposes that sexuality is universally linked to the social structure in three specific areas: (a) marital jealousy, (b) gender role power, and (c) beliefs about normality. Variations and interrelations of these three linkages are explained by the logical structure of this sociological theory. The relevance of this theory for the applied…

Describes paths in research and theory development which will reconstitute the relevance of each for the other and sociology for society. Maintains that a theory of purposive action for individuals must be the foundation for macrosocial theory. (JDH)

Contends that Benjamin Bowser's essay (title cited above) contains conceptual and factual errors on such matters as the relationship of African slavery to European economic expansion; influence of Social Darwinism; and the role of Robert Park, W.E.B. DuBois, E. Franklin Frazier, and other Black historians in sociological research in this country.…

Responds to an earlier comment, in a continuing discussion of Parsonian functional imperatives and their basis in observation, their intellectual status, their ability to be tested empirically, and the number of imperatives. (RW)

In its "adolescent" phase of development, comparative education engaged with a wide variety of social theories. The next period of comparative education scholarship is likely to be characterized by a focus on global trends, rigorous blending of quantitative and qualitative methodologies, and commitment to pursuing more general insights about how…

Reflecting on a social theory course, asserts that progressive educators should theorize pedagogic practices in the contexts of the marketizing of higher education and the September 11 events. Suggests that such theorizing can demonstrate the limits of marketizing forces and provide space where critical thought can help create alternatives to…

Describes contextualism (which assumes that action and thought are developed within relationships that then form contexts for particular actions) as third-world view beyond mechanism and organicism. Illustrates use of contextual approach in three areas of social gerontological and social psychological research--environmental relations,…

Explores the apparent conflict in writing instruction between an emphasis on general versus local (specific) knowledge. Explains that the general knowledge focus is based upon cognitive rhetoric, whereas the local knowledge perspective comes from social theories of knowledge. Argues for a pluralistic theory of expertise which incorporates both…

This article describes an approach to examining an expository work which explores and reveals the work's structure of thought by examining it from three perspectives: interpretation, method and principle. This approach is applied to the works of Durkheim and Rousseau. (IAH)

Radical education is questioning institutions and assumptions about education. An interview presents ideas of the spokesperson, Henry Giroux. They include the following: (1) traditional thinkers have the wrong perception of education; (2) education should engender empowerment; (3) radical education goes beyond a Marxist perspective; and (4)…

Discussion of social role valorization theory in the context of normalization of people with disabilities focuses on the relation between social roles and consequences. Value systems such as religion are needed to determine whether and why other humans should be valued or devalued and which means to this end are morally defensible or imperative.…

Critiques an article about social factors in Piaget's conceptualization of intellectual development, which ignored the integral role that language played in Piaget's writings on intellectual development. Questions the appropriateness of discarding these linguistic elements and notes that the article did not show how Piaget's early ideas on the…