Rural Sociology 502

OVERVIEW OF COURSE

Both a traditional lecture format and more interactive approach are used in this class. This reflects my belief that it is through active class involvement and discussion that our understanding and use of theory in everyday, basic and applied, rural sociological research efforts is grown and honed. To help accomplish this, numerous opportunities are provided for each student to lead class discussions of particular readings. It is, therefore, essential for everyone to read all assignments and be prepared to discuss them in class.

The course begins with an introduction to the discipline of rural sociology. This is based on a review of a number of significant writings. In addition, each student will critically analyze an introductory textbook on rural sociology, make a brief report on this review in class, and complete a formal book review. Despite the fact that most rural sociology textbooks are quite old, their continued relevance should emerge in our discussion of your reviews. This overview is followed by a series of studies that employ the “rural” variable. Next, we turn our attention to some basic readings on the role of theory in sociology. These readings provide important context for this course and are accompanied by a review of several “Masters” of sociological thought. How many Masters are reviewed depends upon course enrollment. Each student will be assigned lead responsibility for a Master. Our discussions will be framed around Coser’s book of the same title. Through this series of readings and discussions, you will become conversant with the major works of these seminal thinkers. You will also better understand the relationship between biography and history.

Following the discussion of the Masters, we turn our attention to a sampling of more recent, critical frameworks. To provide a context for these readings, several theoretical debates are reviewed. In all of these endeavors, our central emphasis will be on examining and evaluating alternative metatheoretical systems, particularly with reference to their use in studies of rural society.

A primary assumption guiding this course is that all knowledge is socially created and a product of the larger social milieu in which it is conceived. Knowledge is neither socially nor politically neutral. Being able to recognize and understand the biases which drive theoretical inference is central to the development of a critical and incisive sociological imagination. Critical thinking is, therefore, an essential element of all written and verbal course assignments.

The reading list is designed to provide you with a selected body of theoretical and empirical writings. This admixture is meant to stimulate your interest in examining the metatheoretical implications of written material, not only now, but for the remainder of each of your careers.

A substantial number of readings are identified. Some may be familiar to you. When you encounter them, feel free to move on to others. You should also feel comfortable suggesting readings which you think provide important insights and extend or elaborate our class discussions.

In order to prepare for class, some of you might find that organizing a study group may be helpful. I encourage you to do so. Through such groups a better argument is likely to emerge. Besides, working together can be very rewarding and it often helps make a semester go more quickly. Be alert, however, to the potential for a study group to become a note-taking service or for one student’s interpretation to prevail over that of the entire group.

I believe that to be successful as a rural sociologist, each student needs to know the history and theoretical traditions of her/his discipline. While this does not mean that each of us must be a theoretician, per se, it does mean that familiarity with the directions the discipline has taken and how these directions have affected our understanding of society is a critical element of graduate training at Penn State.

A relevant course in the use of theory in rural sociology, in my opinion, has little room for a standard replay of some stale and canned syllabus developed elsewhere. Instead, an active selection of material from a wide variety of authors is essential. In all such endeavors, errors in selection and/or discussion format of assigned material may occur. With the active participation of the class, these errors should be overcome. It is my sincere hope that you take your role seriously by fully participating.