Module SOCI2092: SOCIOLOGICAL IMAGINATIONS

Department: Applied Social Sciences

SOCI2092: SOCIOLOGICAL IMAGINATIONS

Prerequisites

• Conceptualizing Society (SOCI1331).

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To provide an understanding of the key theoretical perspectives within sociological inquiry through the interrogation of its classical and contemporary forms.
• To enable students to weigh up the relative strengths of alternative theoretical perspectives according to such considerations as consistency, logic and explanatory power.
• To provide a forum in which students can actively deploy theoretical approaches within a framework of critical reasoning.

Content

• The module will be divided structurally into two sections.
• The first section (Term 1) will focus on individual theorists and schools of thought from Karl Marx to Pierre Bourdieu.
• The second section (Term 2) stresses contemporary sociological themes (e.g. 'Power', 'Identity', 'Human Rights') and the ways in which different theories may be applied to them. Students are challenged to conduct comparative critical analysis deploying a range of theoretical resources.

Learning Outcomes

• By the end of the module students should:
• understand social theory from Karl Marx to Pierre Bourdieu;
• understand the similarities and differences between theorists;
• be able to use this knowledge to understand the contemporary world.

• By the end of the module students should have demonstrated ability to:
• evaluate sociological arguments and evidence;
• use abstract sociological concepts with confidence;
• analyse and evaluate the philosophical stance of specific theoretical approaches;
• deploy critical reasoning in relation to the strengths and weaknesses of specific theoretical approaches.

• By the end of the module students should have demonstrated ability to:
• think abstractly.
• engage in reasoned argument.
• use IT resources, including interactive applications.
• gather information from a variety of sources both bibliographic and electronic.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Lectures indicate the main issues to be considered and introduce the main themes, interpretations and arguments of the substantive material.
• Lectures encourage students to develop skills of listening, selective note-taking and an appreciation of how information may be structured and presented to others.
• Fortnightly seminars are organised around themes for discussion and guided reading available via the Virtual Learning Environment (DUO). A structured programme relates the material on DUO to the lecture and seminar contact and this programme includes quizzes and tests to provide students with immediate feedback on their learning. This reflects the increasingly intensive use which this course makes of DUO.
• Seminars provide the opportunity for students to present and develop their own understanding of relevant materials, encourages them to develop transferable skills (e.g. oral communication, group work skills), subject specific skills (e.g. competence in using theoretical perspectives in sociology, the ability to formulate sociologically informed questions) and generic intellectual skills (e.g. judging and evaluating evidence, assessing the merits of competing arguments and explanations, making reasoned arguments). The seminars have a core function integrating the learning taking place through attendance at lectures and the use of DUO.
• In planning, preparing and contributing to seminars students should develop organisational skills, together with other transferable skills (e.g. developing confidence in public speaking and presentation, managing group work, and using the material provided on DUO).
• Students should also spend time in self-directed individual study as they prepare for seminar and essay assignments.
• The Term 1 formative multi-choice test (unseen) requires students to demonstrate knowledge of a full range of core topics and provides the opportunity for immediate feedback posted on-line.
• The Term 2 summative essay requires students to demonstrate detailed knowledge of one sociological theme and the various theoretical perspectives that may be applied to it. The Term 2 formative assignment (optional)functions as preparation for the summative essay.
• A summative examination tests students' abilities to collate, integrate, summarise and express their knowledge and understanding of a range of module materials.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One unseen multi-choice test (Term 1) administered and self-assessed via DUO. One extended summative essay abstract (Term 2) (optional).

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University