Turning theory into theorizing: Collaborative learning in a sociological theory course

This article describes the ways collaborative learning methods can enhance the undergraduate course in sociological theory. When instructors employ co llaborative learning methods, student passivity and fears about theory are transformed into an engaging practice of theorizing. Such practice is not w ithout conflicts and failures, but it acts as a powerful form of resistance to lethargy and routine. Collaborative learning addresses the problems ass ociated with student consumerism in higher education by constituting studen ts as responsible interpreters expected to accomplish rigorous inquiry in t he classroom community. Further, these methods are particularly suitable fo r teaching theory because they overcome the intimidation that students ofte n feel about this subject. This article presents an explanation of collabor ative learning, distinguishes it from active learning, identifies its chall enges, and describes some specific ways that instructors can use it to teac h classical sociological theory.