R. Eckstein et al., THE VOICE OF SOCIOLOGY - OBSTACLES TO TEACHING AND LEARNING THE SOCIOLOGICAL IMAGINATION, Teaching sociology, 23(4), 1995, pp. 353-363
Many sociologists seek to develop students' ''sociological imagination
s,'' especially in their introductory classes. This paper has two diff
erent but related purposes, one pedagogical and the other empirical. F
irst, we try to create some unity about what sociologists mean by ''th
e sociological imagination,'' and how they implement this concept. We
argue that sociologists, like academics in other disciplines, fry to s
peak in a certain ''voice'' which provides a unique analytical framewo
rk but is distinct from the jargon of the discipline. Our second, empi
rical goal is to assess why students do or do not learn the ''voice''
of sociology. We found that certain background characteristics df stud
ents hinder or help the development of this voice. In addition, contra
dictory, confusing, and competing pedagogies-both within sociology and
across disciplines-impede the development of the sociological imagina
tion.