In this article, the authors argue that one approach to teaching Introduction to Social Problems is to structure the course content around taken-for-granted beliefs that many students have about the social world. In doing so, the authors discuss the social construction of social problems, how sociology differs from common sense, and the importance…

In response to Gerhard Lenski's article, this author asserts that most sociologists are not prepared to teach anthropology. Lenski suggested that the introductory sociology course be reorganized into three courses. His discussion of the content of these courses makes clear that he is advocating that sociologists begin teaching from an…

This article, in response to Vivelo's attack on the author's proposal, argues that to neglect the comparative and historical dimensions of social phenomena in the introductory sociology course may be hazardous. In his discussion of the introductory sociology course, Vivelo urged sociologists to teach about contemporary American society, leaving…

The author argues that he was misunderstood by Lenski. He does not advocate that sociologists in introductory courses neglect the comparative and historical dimensions of social phenomena but is suggesting that they become expert in these before attempting to teach them. (RM)

Argues for the incorporation of classical liberal theory into undergraduate sociology theory courses. Urges that liberalism be contextualized in relationship to its intellectual predecessors. Suggests that understanding classical liberalism enhances understanding of Durkheim, Marx, and Weber. Recommends works that can be used as reading…

The introductory sociology course, usually of a superficial and encyclopedic nature, should be replaced by three separate introductory courses of greater depth: (1) macrosociology, the world system of societies; (2) microsociology, the impact of societies on individuals; and (3) mesosociology, students' own society and its institutions. (Author/RM)

Empirical research results are likely to be useful in introductory sociology courses when they are very true, easily demonstrable, about causal systems, sociological, not economic, and thought-provoking. Five examples of teachable empirical findings are presented. (RM)

Discusses problems inherent in teaching sensitive subjects such as rape, disasters, and nuclear war; and presents ideas about preparing classes on these subjects. Comments and data are drawn from experience in teaching family violence classes, students comments, journals, and conversations with colleagues. (BSR)

Argues that there is a need to rethink the teaching of classical sociological theories. Focuses on the reasons the authors rethought their course with a special emphasis on their critique of Eurocentrism. Discusses the course and the responses of students to the new version of the course. Includes references. (CMK)

Responds to the article "Rethinking the Graduate Seminar." Argues that the two key assumptions of the article are not grounded in empirical realities that attend higher education in the 1990s. Discusses the use of student-to-student writing critiques in the graduate seminar to facilitate student growth. (CMK)

Discusses the value of a capstone course in applied sociology as the culmination of the undergraduate sociology curriculum. Points out advantages of joint faculty-student projects for the course and presents the relative merits of two different formats: solo versus team projects. (Author/GEA)

Focuses on teaching sociology to prisoners, the benefits of teaching prisoners, and the experience of teaching the courses to prisoners. Addresses how the author took the experience of teaching prison students into traditional undergraduate courses. Highlights the implications for teaching sociology. (CMK)

Teaching men about gender in general and masculinity in particular is most effective when a feminist perspective is used to develop tactics of engagement. An argument is made for requiring students to understand the role homophobia plays in maintaining masculine stereotypes and the interdependency of female and male roles. (Author/RM)

Examines issues surrounding socioethical topics. Argues that professional responsibility operates at three distinct but interconnected levels: individual (moral-philosophical), professional (sociological), and societal (multidisciplinary). Argues that the nature of sociology inevitably leads to facing ethical issues as professional rather than…

Outlined is a body of knowledge, the core of sociology, that belongs in the introductory sociology course. How the course is taught is also important. Class sections should be small; students should be required to write a great deal; and an informal, but structured setting should stimulate student- teacher interaction. (Author/RM)