The Sociological Imagination and Social Responsibility

Autor/inn/en	Hironimus-Wendt, Robert J.; Wallace, Lora Ebert
Titel	The Sociological Imagination and Social Responsibility
Quelle	In: Teaching Sociology, 37 (2009) 1, S.76-88 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-055X
DOI	10.1177/0092055X0903700107
Schlagwörter	Imagination; Service Learning; Active Learning; Sociology; Social Responsibility; Social Scientists; Social Problems; Evaluation; Higher Education; Social Structure; Social Development + Suchen Sie Ihr Suchwort? Service-Learning; Aktives Lernen; Soziologie; Soziale Verantwortung; Social scientist; Sozialwissenschaftler; Social problem; Soziales Problem; Evaluierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sozialstruktur; Soziale Entwicklung
Abstract	In this paper, we maintain that sociologists should deliberately teach social responsibility as a means of fulfilling the promise that C. Wright Mills envisioned. A key aspect of the sociological imagination includes a sense of social responsibility, but that aspect is best learned through a combination of experience and academic knowledge. Students gain the fullest sense of the sociological imagination, one that includes social responsibility, when they are able to have encounters and experiences that challenge their pre-existing world-views and allow them to see first-hand the sociological concepts they learn in the classroom. Further, we argue that teaching social responsibility is appropriate because it has deep roots in the discipline. We identify the origins of the active learning model in sociological theory and provide examples of the ways in which social responsibility is realized through service learning experiences of our students. (Contains 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10