A Summary of Zygmunt Bauman’s ‘The Individualised Society’, Part Two – The Way We Think

Part Two – The Way We Think

Chapter Seven – Critique – Privatised and Disarmed

More than anything else so far this chapter represents a good summary of some of Bauman’s major ideas.

What is wrong with our society is that it has stopped questioning itself? We are reflexive but it is a limited reflexivity which focuses on our own personal circumstances, our own strategies for navigating through life, but this reflexivity does not extend to looking at the conditions which determine or limit the kinds of strategies available to us.

There is criticism of society, but its nature has changed because the way ‘citizens’ engage with society is different – we now treat it like a caravan park rather than a shared residence – we expect most other people to keep their distance, and we expect minor changes to be made for our convenience. We no longer approach society like a house (or somewhere where we feel at home) in which we all share a lot in common and need to muck along together in order to get by. The later offers the chance for genuine autonomy and self-constitution, the former does not.

The causes of this change are deep rooted, to do with the transformation of public space, and the way in which society works and how it is perpetuated – summarised in the shift from a heavy/ system society to a liquid/ network society.

The heavy modern society was one of Fordism and Panopticons and with the threat of Big Brother – and critique was aimed at liberating the individual from totalitarianism. This is no longer the case. We are still modern in the sense that creative destruction lies at the heart of our society, but two things have changed – firstly, the disappearance of the idea of there being an end point, and secondly the disappearance of the notion of the just society – that we can legislate our way through change – now adapting to changes has been privatised – it is up to the individual to find a way using his own resources.

Commentary – So Bauman is saying now that society is based on constant and rapid change  we are forced to continually adapt – we are told this is freedom, but it is not because we are compelled to choose, we have to make choices, and we are not free to not make choices (at least if we want to integrate into society in the normal ways rather than retreating from it, which, as Bauman mentions elsewhere, is a mere reaction to globally mobile capital rather than genuine autonomy). Moreover, we no longer have control over our society, because our globalised society is shaped from above by the extraterritorial forces of Capital, and so we narrow our agency to small-things – such as building our CV or constructing our identity. In both of these spheres we settle for being consumers – we use the products provided by the market to differentiate ourselves, and we integrate (at the level of society) with other people as consumers based on these limited, apolitical, non-autonomous, individualised biographies. And bleakly, at the end of the day, limiting our reflexivity to identity construction via consumption perpetuates our powerlessness in relation to the globalised political economy.

All second modernity means is that experts dump their contradictions at the feet of individuals and leave them to make the choice – to seek biographical solutions to systemic contradictions – the problem is there are very few solutions that are adequate, especially when you do not have the resources.

We live in the age of small change, not big government, and in the age of TINA – but individuals are individuals by decree, not de facto, and they lack the resources for genuine self constitution (which would require them to have some kind of control over their political economy).

The privatisation of critique means constant self-critique – but because none of the strategies on offer are up to the task we also end up with scapegoats – various groups to blame our troubles on – what we need to do instead is to get back to Politics – and to translate private troubles into public issues and seek collective solutions to these.

This is difficult when the public realm has been colonised by private affairs – and the task of critical theory is now to reclaim this space, to repoliticise private concerns and public issues.  The task of politics today is to reconnect the abyss beetween the individual de jure and the individual de facto.

Further comment

(I’m mashing this up with bits from elsewhere) Whatever we do as individualised individuals is never enough (for most of us at least) to guarantee us some kind of security and/or get everything we want (Capitalism in fact depends on this) – but we do not blame the system for this, we blame ourselves, because we have internalised to such an extent the message of individualism – mainly through TINA (this looks like a dig at Giddens’ 3rd Way) but also because the public realm has become colonised by private affairs – basically the media does not talk about politics, and if it does so, it does so through the lens of indivdualisation.

As a result rather than criticising society, we have constant self critique – rather than social critique – and if we fail we end up blaming ourselves, or others for their failure. However, we also have scapegoats emerging – most obviously the Underclass.

The solution is to reclaim Politics at the level of the Agora.

Questions/ tasks students could consider

Locate some examples of TV shows and websites which focus on privatised critique (hint- BB3 an C4 are good places to start!)

Locate some social-scapegoats and analyse the media discourse surrounding themselves

Locate some groups which are atempting to reclaim Politics. 

Chapter Eight – Progress – The Same and Different

Having a grip on progress means having a grip on the present – it has little to do with the future. The problem is that today (following Bourdieu) we have little grip on the present. These are the reasons…

  1. Not knowing who is going to steer us through postmodern times – the old power bases are gone – the Fordist Factory is uprooted, the political domain powerless, we are in the age of free-floating capital. It is as if we are all on a plane, but the pilots have left the cockpit.
  2. The absence of a vision of the good society – Economic Liberalism and Marxism are both dead, this is probably a good thing given the tendency for metanarratives to end in genocides.

Progress today is ongoing – constant improvement without an end – and it is privatised – it is up to us to lift ourselves up and get out of those elements of social life which we do not like.

However, because we live in a world of universal flexibility, Unsicherheit is everywhere, and thus very few people have a grip on (the ability to control) their present – and this means the goal of long term progress is hard to establish for most.

Instead, short termism seems to be the norm – coping, adapting, surviving is what most people do!

Life becomes episodic as a result.

Commentary

This is a classic statement of progress in relation to modernity and post modernity – Once again we could point to the Green Movement as a counter-example of this, but for most people I think the notion of ‘progress’ has become individualised and short-term.

Here Bauman goes a bit further than previously – not only does Unischerheit individualise, it also changes the way we perceive the future and time in the present. Life has become short term and episodic. This is an idea which Bauman develops in future books – suggesting that many of us no longer operate in ‘linear time’ but rather in ‘pointilist time’ – life has become a series of unrelated episodes not really joined together by a coherent narrative – following, as I understand it, Erikson’s Tyranny of the Moment.

The state of flux we fined ourselves in is so fluctuating that this even changes our relationship to time – we are left in pointlist time, and so find it difficult to even construct an individualised biography – because doing so requires some purchase on the present, which we don’t have.

If this is correct then we may in the future come to redefine ‘success’ ‘utopia’ ‘the good life’ or even ‘normality’ as the ability to construct a coherent (individualised) narrative of the self – even if that self is thoroughly depoliticised. In fact, through the CV building activities I’ve witnessed where I work, this could already be happening. In the realm of the social, Facebook may be a good example of this. 

Questions

What would count as resistance to this system? Possibly groups like Adbusters that seem happy with Pointlilism but just aim to perpetually subvert, but then again are they self-constituting?  Maybe the Permaculture Movement?

Chapter Nine – Uses of Poverty

We live a world of growing inter and intrasocietal inequality, this is the gravest problem we face. Much has been said about this, but little has been done to arrest it. This chapter questions the frame in which we address the problem and explores some possible solutions.

When we discuss poverty we only discuss the economic dimensions – we do not discuss the following….

‘the prescence of the large army of the poor and the widely publicised egregiousness of their condition… offsets the otherwise repelling and revolting effects of the consumer’s life lived in the shadow of perpetual uncertainty. The more destiute and dehumanised the poor of the world and the poor in the next street are shown and seen to be, they better they play that role in the drama which they did not script and did not audition for….The poor today are the collective other of the frightened consumers, the modern day hell which induces the average person to carry on working-consuming. What one learns is that the fate of certainty in poverty is worse than daily dealing with the uncertainties of working life, while focussing on their depravity rather than their deprivation enables anger to be chanelled to them (like burning effigies).’

The problem is that there are fewer and fewer jobs – there is a crisis of unemployment – capitalism does not need that many people to be in work, it is that simple!

This is a serious problme because beyond providing income, work, or livelihood, employment is the activity on which genuine, progressive self-assertion rests, and in the era of flexibilsation, this is lost – This is our probllem, without stable work we have a mass existential crisis.

Our crisis is caused by the political economy of uncertainty – global capital moves around dismantling order – to which neoliberal nation states capituaulate by competing in a race to the bottom, through the processeses of dregulation and further privatisation. Today capital maintains power not by legislation but by destabilising – by leaving behind privatised individuals who lack the capacity to organise effectively. Crippling uncertainty is the latest tool of globally mobile capital.

What we need is for politics to catch up with the power of capital. We need to challenge capital (especially finance capital) based on a concept of the common good.

Can nation states rise to the challenge? Basically no, their problem is that they are inward looking, doomed to be local. Following Alain Gesh – what we need is a New Internationalism, and to date there are few agencies doing this – Mostly the large NGOs but then the solidarity they garner is sporadic.

Commentary

By now it is becoming clear that for Bauman the biggest challenge facing humanity is that of how to regulate international Capitalism – again, drawing on what he has said elsewhere –

Tasks – Find out some of the worst examples of harms done by ‘Capital Flight’ – This shouldn’t be too difficult! Research into some of the proposed solution (beyond the Robin Hood Tax!)

Chapter Ten – Education: Under, For and In Spite of Modernity…

What is functional in education today is not the knowledge we learn, not learning to learning, but learning to unlearn the habits we have learned. In the postmodern world, with no fixed frame of references, forgetting is the key skill.

Universities do not fit the postmdodern era –

They offer a model of learning in which there is a clear body of knowledge to be learned, passed down by authorities, which does not fit a world in which there are knowledges and no clear authorities, but huge cultural relativities.

Knowledge has now become radically democratised – in the age of the internet – and episodised – rather than it being linear.

In the age of flexibilised working, quick training and re-training courses fit better.

A university education does not make economic sense.

The kind of long-term linear, structured learning they offer only makes sense within the time of eternity or the time of progress – modernity put paid to the former, postmodernity to the later.

The intellectual authority of the unviersity, and of academics has been undermined by the mass media – Intellectual authority use to be measured by the number of people who would come to listen to a person, then the number of books sold, but now it is the amount of air time someone gets – and here Dallas has more importance than Philosophy. In the era of the media public attention is scarce and notoriety the main currency – maximium impact then immediately forgetting is the name of the game – the kind of long search for truth you find in universities will not hold the public’s attention – so academic knowledge will not make it into the public domain.

Finally, the claim that scientific and technological knowledge is superior is open to question following Foucault and Beck.

So what do universities do – they can either subject themselves to market forces – and compete – letting the market judge what is socially useful knowledge – or they can withdraw into ivory towers – both change fundamentally the role of the university – (note the later is not autonomy, it is irrelevance.)

The future of the university lies in mutlivocality – the task of pilosophers of education is how to plan for this when there is no one central authority and how to incorporate open-ended knowledges into the process.

No Comment, other than to say I am wondering how long teaching has a profession?

Chapter Eleven – Identity in the globalising world.

In the mid 1990s the issue of identity became immensley popular in the social sciences – this chapter explores why.

(142) ‘Anxiety and audacity, fear and courage, despair and hope  are born together. But the proportion in which they are mixed depends on the resources in one’s possession. Owners of foolproof vessels and skilled navigators view the sea as the site of exciting adventure, those condemned to unsound and hazardous dinghies would rather hide behind breakwaters and think of sailing with trepidation. Fears and joys emanating from the instability of things are distrbuted highly unequally.

The idea of identity as an unfinished project and that individuality is a product of society is by now a trivial truth but what needs to be stated more often is that our society also depends on how the process of individuation is framed and responded to.

The notion that we have to become what we are has been around for a long time, the renewed focus on this is because of the radical disembeddedness of postmodern life – the places we might embed ourselves into are shifting – If we are running, the finishing line keeps moving, the lanes change and the track itself shifts.

The task of identity now is not that of a pilgrim – knowing where he is going, and figuring out the best way to get there but of a vagbond, not knowing where to go…. The task of identity is to make a choice and then defend the frame you construct from being erroded, which it might well be.

Eriksen said that the identity crisis of adolesents end when one feels one has a grip on oneself – when one has developed a sense of sameness and continuity. This view has aged – today we live in era when a constant identity crisis is the norm – in a world where things shift – having a continuous identity means to shut off options, it restricts one’s freedom too much – and so people prefer light identities – fluid connections which involve non-binding commitments – so that they may move on quickly. The postmodern subject has to be flexible, so when you reach your goal, you are not yourself!

The power of global capital has escaped inditutional politics, and in response people have retreated into the narrow, local concerns of life politics rather than Politics — These are self-perpetuating – and it is in this context that the growing interest in life-politics needs to be scrutinised.

P150 – Cristopher Lasch — Quoteable — In the age of precarity where we have no grip over global capital we retreat into that which does not matter – but people kid themselves – thus we get into therapies, the wisdom of the east, jogging… These are things which do not matter, and away from things that do matter but about which nothing can be done.

In all of the above ways, we retreat from what really matters (which is figuring out how to control global capital, and how to get on in an increasingly diverse world).

Today we use the word community to refer to fleeting connections, but it is not real community we are forging… and in doing so we also put up boundaries, and we create pegs on which to hang our fears.

The process of identitification as it stands lubricates the wheels of globalisation – The fact that we retreat from Politics allows Capital even more freedom.

Commentary

This is basically something I have thought for a long time – Cultural studies is simply irrelvant as are many studies on identity, indeed the whole focus on postmodern identities – absolutely pointless – espeically when not grounded in the constext of political economy.

Nice little summary this – Globally mobile Capital makes us retreat from Politics and into the realm of identity construction and the formation of communities based on weak ties (which are not weak communities on which Sociology focuses – but focussing on these and ‘telling their stories’ can tell us nothing.

I guess what’s interesting about the end bit is that Bauman’s suggesting that Sociology should be focussing more on the alternatives – how we control globally mobile Capital – it should have a Political agenda rather than focussing on what is immediately obvious (which is just identity-fluff). Useful for teaching value freedom this!

Chapter Twelve  – Faith and Instant Gratification

Starts with Seneca –  In his dialogue ‘On Happy Life – he notes that the problem facing those who seek the pleasures of instant gratification is that the pleasures fade quickly – thus there is no lasting happiness in such a strategy. He also noted that the kind of people who seek such pleasures care not for the past, present or future.

What in Seneca’s time was limited to a few people is today the case at the social level – The past offers us no guidance in the present, which is out of our control and the future seems full of hazards – hence more of us escape into the short-lived pleasures of instant-gratification.

It is unclear whether a long-term investment will be useful to us in the future – assets all to easily may become hinderances, and so times are hard for faith/trust/ commitment.

I’m not actually sure Bauman means when he says ‘assets’ – this doesn’t seem to apply to property, for example? Perhaps he means investments in ‘consumer commodities’, or in education?

The primary reason for this is the flexibilised nature of work – soon market demand will be met by 1/3rd of the population – unemployment and thus precariousness is structural.

Also, in the realms of consumption, we have learnt to see products as things we buy for short-term use, not long-lived.

In such a situation it makes sense to seek only temporary commitments with others, no investment in lasting relationships, because we know not what the future will bring. We tend to see relationships as things to be consumed, rather than produced (dating sites a such a great example of this!). Relationships are more likely to last until further notice – when they stop providing gratification, rather than being worked through.

Uncertainty and episodic lives tend to go hand in hand – it is unclear which is cause and which is effect.

An important aspect of faith is to invest in something which lasts longer than an individual human life – This used to be the family, but the typical family today may be made and unmade several times in the course of one’s life.

There is little else that we can look to to provide lasting values to commit to… And until we do something about the looming threat of insecurity this is unlikely to be the case.

Comment

I wonder if some people now regard their social media profiles as symbols of their immortality? Where you gather together photos and comments with you at the centre,  rendering the need to make a more serious investment in anything even less necessary!

How I would’ve answered A level sociology paper 3: crime and deviance with theory and methods, June 2017

Crime and deviance with theory and methods is the third and final exam paper (7192/3) in the AQA A level sociology specification – below are a few thoughts on how I would’ve answered the paper from the June 2017 exam…

Sociology paper 3: Crime and Deviance with Theory and Methods, 2017 

Q01 – Two reasons for ethnic differences in offending

I’m a bit concerned that the plural on differences means you need to talk about two different ethnic groups… so to be on the safe side. (Of course it’s not obvious that you need to do this from the question, and maybe you don’t, but remember the AQA’s burning hatred of teenagers… I wouldn’t put it past them!

To be on the safe side…

  • African-Caribbeans more likely to end up in jail due to more serious nature offences (knife/ gun convictions) compared to whites
  • Asians over represented due to Islamophobia – more labelling by media/ public/ police = higher conviction rate.

Both of those need to be better articulated, but they are two completely different reasons!

The hub post for ethnicity and crime is here – official statistics on ethnicity and crime

Q02 – Outline three functions of crime

BOOM!

Or so you probably thought… it’s simply a matter of explaining Durkheim’s three functions of crime:

  • Integration
  • Regulation
  • Social chance

BUT – Have you really nailed the difference between integration (belonging/ connections) and regulation (clarity of rules/ prevention of anomie)?

Q03 – Analyse two ways in which deviant subcultures may respond to the difficulties of achieving mainstream goals

The item directs you to underachievement at school and deprived or unstable neighbourhoods. You could draw on the material from subcultural theory – so I’d go with…

  • Albert Cohen’s status frustration and the standard rebellious subcultures.
  • Then you could draw on Cloward and Ohlin’s subcultural types (there’s that burning hatred of teenagers again, this is turgid old stuff that could be relevant) – criminal or retreatist subcultures
  • To link into the above point you could draw on Merton’s responses to strain and just relate these to subcultures.

Q04 – Evaluate sociological contributions to crime prevention strategies

The item directs you to both right and left realism and then surveillance… so it’s simply a matter of

Obviously topped and tailed with an intro and conclusion

Q05 – Outline two advantages of choosing overt observation compared to covert observation

I covered this at the bottom of this post of participant observation, but you’d need to expand on all the points!

I’d probably go for point 1 validity and point 2 on ethics to make sure the two points are very different.

One thing you NEED to do for this is to compare the two -overt and covert!

Q06 – Evaluate the view that conflict approaches are more useful than consensus approaches in our understanding of society

Straightforward – the item directs you to consensus and Marxism and labelling theory (also Weber’s social action theory, but I’d leave that aside and just settle for 16 or 17 out of 20) and talks about power.

So simply –

Point 1 – Functionalism and evaluate using contemporary evidence

Point 2 – Marxism and evaluate using contemporary evidence

Point 3 – Social action theory and evaluate using contemporary evidence

Overall evaluation – use PM to criticise both, and conclude that conflict theories are absolutely more relevant!

Overall I thought this was a reasonable paper! Classic, even.

Experiments in Sociology – Revision Notes

Definitions, key features and the theoretical, practical and ethical strengths and limitations of laboratory and field experiments applied to sociology (and psychology). Also covers key terms related to experiments.

post has been written to help students revising for the research methods aspect of their second year A-level exams.

Experiments – The Basics: Definitions/ Key Features

  • Experiments aim to measure the effect which one or more independent variables have on a dependent variable.
  • The aim is to isolate and measure as precisely as possible the exact effect independent variables have on dependent variables.
  • Experiments typically aim to test a ‘hypothesis’ – a prediction about how one variable will effect another.
  • There are two main types* of experimental method: The Laboratory experiment, the field experiment and the comparative method.
    • Laboratory Experiments take place in an artificial, controlled environment such as a laboratory.
    • Field Experiments – take place in a real world context such as a school or a hospital.

Advantages of Laboratory Experiments

  • Theoretical – The controlled conditions of laboratory experiments allow researchers to isolate variables: you can precisely measure the exact effect of one thing on another.
  • Theoretical – You can establish cause and effect relationships.
  • Theoretical – You can collect ‘objective’ knowledge – about how facts ‘out there’ affect individuals.
  • Theoretical – Good Reliability because it is easy to replicate the exact same conditions.
  • Theoretical – Good Reliability because of the high level of detachment between the researcher and the respondent.
  • Practical – Easy to attract funding because of the prestige of science.
  • Practical – Take place in one setting so researchers can conduct research like any other day-job – no need to chase respondents.
  • Ethical – Most laboratory experiments seek to gain informed consent, often a requirement to get funding.
  • Ethical – Legality – lab experiments rarely ask participants to do anything illegal.
  • Ethical – Findings benefit society – both Milgram and Zimbardo would claim the shocking findings of their research outweigh the harms done to respondents.

Disadvantages of Laboratory Experiments

  • Theoretical – They are reductionist: human behaviour cannot be explained through simple cause and effect relationships (people are not ‘puppets’).
  • Theoretical – Laboratory experiments lack external validity – the artificial environment is so far removed from real-life that the results tell us very little about how respondents would actually act in real life.
  • Theoretical – The Hawthorne Effect may further reduce validity – respondents may act differently just because they know they are part of an experiment.
  • Theoretical – They are small scale and thus unrepresentative.
  • Practical – It is impractical to observe large scale social processes in a laboratory – you cannot get whole towns, let alone countries of people into the small scale setting of a laboratory.
  • Practical – Time – Small samples mean you will need to conduct consecutive experiments on small groups if you want large samples, which will take time
  • Ethical – Deception and lack of informed consent – it is often necessary to deceive subjects as to the true nature of the experiment so that they do not act differently. Links to the Hawthorne Effect.
  • Ethical – Some specific experiments have resulted in harm to respondents – in the Milgram experiment for example.
  • Ethical – Interpretivists may be uncomfortable with the unequal relationships between researcher and respondent – the researcher takes on the role of the expert, who decides what is worth knowing in advance of the experiment.

Advantages of Field Experiments over Laboratory Experiments

  • Theoretical – They generally have better validity than lab experiments because they take place in real life settings
  • Theoretical – Better external validity – because they take place in normally occurring, real-world social settings.
  • Practical – Larger scale settings – you can do field experiments in schools or workplaces, so you can observe large scale social processes, which isn’t possible with laboratory experiments.
  • Practical – a researcher can ‘set up’ a field experiment and let it run for a year, and then come back later.

The relative disadvantages of Field Experiments

  • Theoretical – It is not possible to control variables as closely as with laboratory experiments – because it’s impossible to observe respondents 100% of the time.
  • Theoretical – Reliability is weaker – because it’s more difficult to replicate the exact context of the research again.
  • Theoretical – The Hawthorne Effect (or Experimental Effect) may reduce the validity of results.
  • Practical Problems – access is likely to be more of a problem with lab experiments. Schools and workplaces might be reluctant to allow researchers in.
  • Ethical Problems – As with lab experiments – it is often possible to not inform people that an experiment is taking place in order for them to act naturally, so the issues of deception and lack of informed consent apply here too, as does the issue of harm.

Experiments – Key Terms Summary

Hypothesis – a theory or explanation made on the basis of limited evidence as a starting point for further investigation. A hypothesis will typically take the form of a testable statement about the effect which one or more independent variables will have on the dependent variable.

Dependent Variable – this is the object of the study in the experiment, the variable which will (possibly) be effected by the independent variables.

Independent variables – The variables which are varied in an experiment – the factors which the experimenter changes in order to measure the effect they have on the dependent variable.

Extraneous variables – Variables which are not of interest to the researcher but which may interfere with the results of an experiment

Experimental group – The group under study in the investigation.

Control group – The group which is similar to the study group who are held constant. Following the experiment the experimental group can be compared to the control group to measure the extent of the impact (if any) of the independent variables.

You should also know about natural experiments/ the comparative method –involves comparing two or more societies or groups which are similar in some respects but varied in others, and looking for correlations.  

Signposting

This post has been written to help students revising for the research methods aspect of their second year A-level exams.

These are the more in-depth posts on experiments

Experiments in sociology – an introduction

Laboratory experiments in sociology

Field experiments in sociology

How I would’ve answered the AQA A level sociology of education exam, June 2017

Answers to the AQA’s A-level sociology education with theory and methods exam, June 2017… Just a few thoughts to put students out of their misery. (Ideas my own, not endorsed by the AQA – NB – there is a certain level of subjectivity and irrationality within the AQA, and so they may interpret how you answer questions  to my (rational) interpretation below… )

Sociology A-level Paper 1: Education with Theory and Methods, 2017 

Q01 – Outline two cultural factors that may effect ethnic differences in educational achievement (2 marks)

Difficulty – very easy

Simply pick any two cultural factors and explain how….

  • language barriers
  • parental attitudes towards education (values)
  • parental educational levels
  • family structure

And then ideally explain how they differentially effect at least two ethnic groups. 

Q02 – Outline three ways in which factors within schools may shape gender differences in education (6 marks)

Difficulty – if you’ve just wrote-learnt the ancient Anne Colley etc. stuff then easy, if you didn’t then it’s medium because it’s quite a narrow subject (NB I did anticipate this narrowness!)

Select three in-school factors then explain how…

  • subject counsellors/ teachers labels about typical boys and girls subjects
  • male and female peer groups – peer pressure
  • male dominance ‘physical subjects’
  • Gendered subject images/ resources

Then talk it through with ideally three example of different subjects, discussing both boys and girls.

Q03 – Applying material from Item A, analyse two effects of increased parental choice on pupils’ experience of education

Difficulty – it appears hard, because you think ‘WTF’ but if you think about it, and use the item, it’s easy, because you can talk about pretty much anything from across class, gender and/ or ethnicity. So I’m going to call this ‘medium’ level of difficulty, as it’s half way between the two!

NB – There are really only two hooks here – in bold below…

Point one – ‘parental choice has led to a range of school types’ this means a greater diversity of experience….. contrast different experience of school types – succeeding schools/ sink schools, you could contrast and discuss ethos/ hidden curriculum, you could bring in faith schools and ethnicity, you could bring in specialist schools, free schools, no national curriculum, link all this to postmodernism. Criticse by saying there are still general similarities – e.g. testing/ pressure/ narrowing of curriculum.

Point two parents use league tables to choose – schools want to attract pupils this means more emphasis on results, teaching to the test, the school-parent alliance, cream skimming, working class covert exclusion – selection by mortgage.. just be careful to relate all of this to ‘experience of education’.

Q04 Applying material from Item B and your knowledge, evaluate sociological explanations of the role of education in transmitting ideas and values (30)

Difficulty – medium – this is basically a perspectives question, but the item demands that you address Feminism and PM

Intro – acknowledge the item

P1 – Functionalism (recognise it’s old) and evaluate with P/M.

P2 – Marxism – the stuff about ideology (‘ideas’) – evaluate using P/M

P3 – Feminism – evaluate with ‘girls are improving’, NB – the subject choice stuff from Q2 could be lifted in here to support the view in the item. (Actually quite bad exam design here , mr AQA!)

p4 – Postmodernism – fragmentation, diversity – evaluate with maybe NC/ teaching to the test (which also overlaps with Q3)

Conclusion – something like, oh my lord yes those old perspectives are really dated and we need to recognise education is diverse and complex…

Q05 – Using material from item C and your knowledge of research methods, evaluate the strengths and limitations of using field experiments to investigate the effects of teachers’ labelling of pupils

Difficulty – Medium, because it’s a fairly obscure method, but then again it’s applied to a very obvious topic – you can use R and J’s 1968 labelling experiment throughout (and the item!)

An obvious ‘easy in’ is that you have to be in the school in some way to conduct a field experiment. Lots of level 4 marks available right here.

I’d start with the Theoretical, practical and ethical strengths of the method, always applying to the topic, then do the limitations, the hooks in the item are asking you look at truancy and misbehaviour… you could also address performance… I’d pick up on the fact that truancy is easier to measure than misbehaviour…

The last point in the item is about people refusing to participate, which is just begging you discuss covert research to avoid this, then a whole load of practical and ethical problems which come from doing this IN SCHOOLS.

06 – Outline and explain two practical advantages of using documents in sociological research

Difficulty – Hard, because your average teenager just couldn’t care less about it!

The strategy I’d use here is to pick two different practical disadvantages and then discuss why they’re problematic for different types of public and private documents…

Practical factors include..

  • Access (the obvious one)
  • Time/ money
  • Funding
  • Personal skills of the researcher

Access should be easy – why you might find it difficult to access private documents – diaries/ letters, emails, link to ethics of using them, contrast to public documents.

Time/ money – there’s so many of them, such a diversity – it’s a never ending (time consuming) process to analyse (for example) newspapers, media reports in any depth – then I’d link to problems of sampling/ length of time it take to analyse and so on…

Not an easy question to discuss through – For both points I’d also bang on about interpretivism and positivism as much as possible, talking about how practical problems can undermine validity, representativness, reliability, and use as many examples as possible…

Anyway, just a few thoughts, the last question is probably the most difficult on reflection…

A-Level Sociology Revision Bundle

Education Revision Bundle CoverIf you like this sort of thing, then you might like my sociology of education revision notes bundle – which contains the following:

  1. 34 pages of revision notes
  2. mind maps in pdf and png format – 9 in total, covering various topics within the sociology of education
  3. short answer exam practice questions and exemplar answers
  4. how to write sociology essays, including 7 specific templates and model answers on the sociology of education

A Level Sociology AQA Paper 1: Education with Theory and Methods

Hints and tips for answering the AQA’s Sociology A Level Paper 1 Education with Theory and Methods (7192/1).

This information is derived from 3 separate training course I’ve been on run by the AQA’s representatives, my interpretation of how you should answer these questions is not endorsed by the AQA. I have endeavoured to be as accurate as possible in this advice, and it’s the same advice I use with my own students.

AQA A Level Sociology Paper 1 – An Overview

AQA A Level Sociology Paper 1

  • Paper 1 is a  2 hour paper, out of a total of 80 marks.
  • It is a ‘write in’ paper – you get a gapped booklet, and you write your answers after each question.
  • There are a total of 6 questions and you must answer all of them.
    You have 1.5 minutes per mark.

Exam Technique for Paper 1

Some of the exemplar questions on the next few slides are taken from the AQA’s A Level Sociology Specimen Paper 1, 2015.

4 and 6 Mark ‘Outline’ Questions

  • A four mark question will ask you to ‘Outline’ two ways in which/ reasons why/ criticisms of….
  • A six mark question will ask you to outline three ways/ reasons/ criticisms.
  • Think of these as ‘1+1’ question/ answers –  you need to give a reason and explain how.

Example of a 4 mark question

‘Outline two material factors that may affect social class differences in educational achievement.’ (4)

Mark Scheme

  • Two marks for each of two appropriate factors clearly outlined
  • One mark for appropriate factors partially outlined.

Example of an answer which would get full marks:

  • Overcrowding at home (1 mark) means not having private space in which to study (+1 mark).
  • High family income (1 mark) means parents can pay for private tuition to help with schoolwork (+1 mark).

Example of a 6 mark question

‘Outline three reasons why government education policies aimed at raising educational achievement among disadvantaged groups may not always succeed’. (6)

Example of an answer which would get full marks:

  • It is difficult to implement policies (1 mark), for example if they involve intervening in pupils’ home life to change how parents socialise/motivate children (+1 mark).
  • Educational policies alone cannot overcome poverty as a cause of underachievement (1 mark). This requires far-reaching redistributive economic policies to tackle it (+1 mark).
  • Means tested educational policies such as free school meals may have low uptake by targeted groups (1 mark) because of the stigma attached to them (+1 mark).

10 Mark ‘Applying from the Item and Analyse’ Questions

  • A ten mark question (on papers 1 and 3) will ask you to analyse two reasons (applying material from a very short item).
  • You need to give a reason, develop it and analyse it, and then repeat for the next reason.
  • You should spend about 15 minutes on this question. Each reason MUST come from the item!

Example of a 10 Mark Question

Read item A then answer the question below

Item A

According to the Marxist sociologist Pierre Bourdieu, middle class parents possess more cultural capital, than working class children.

Bourdieu argues that the skills and knowledge middle class parents possess, such as themselves having benefited from education, and the fact that they are more comfortable dealing with middle class institutions such as schools, is passed down to their children, which explains why they do better in school.

Applying material from Item A, analyse two ways in which cultural capital might give some children an advantage in education (10)

Hooks in the item:

  • Skills – might be research skills)
  • Knowledge (might be linked to tastes)
  • Better education
  • More comfortable dealing with middle class institutions

Any of these hooks can form the basis of ‘one way’ for each ‘way’…

  • Make a point about cultural capital from the item
  • Explain how it gives children an advantage
  • Develop it once, ideally by using a research study, linking to other sub-topics within education
  • Develop it at least one more time, using perspectives if possible.

30 Mark Essays

Possible 30 Mark Essays on Education

  • Evaluate the contribution of Functionalism to our understanding of the role of education ins society (30).
  • Evaluate the view that differential achievement across social groups is mainly due to in-school factors (30).
  • Evaluate the view that educational policies since 1988 have both raised standards and improved equality of educational opportunity (30).

Writing 30 Mark Essays

  • Allow yourself enough time – 1.5 minutes per mark = 45 minutes.
  • Read the Question and the item, what is it asking you to do?
  • Do a rough plan (5-10 mins) – initially this should be ‘arguments and evidence’ for and ‘against’ the views in the question, and a few thoughts on overall evaluations/ a conclusion. If you are being asked to look at two things, you’ll have to do this twice/ your conclusion should bring the two aspects of the essay together.
  • Write the essay (35 mins)– aim to make 3-5 points in total (depending on the essay, either 3 deep points, or 5 (or more) shallower points). Try to make one point at least stem from the item, ideally the first point.
  • Overall evaluations – don’t repeat yourself, and don’t overdo this, but it’s useful t tag this in before a conclusion.
  • Conclusion (allow 2 mins minimum) – an easy way to do this is to refer to the item – do you agree with the view or not, or say which of the points you’ve made is the strongest/ weakest and on balance is the view in the question sensible or not?

General Structure for Any Sociology Essay

  • Introduction
  • Point (relate to question)
  • Explain
  • Expand
  • Criticise
  • (repeat 3-5 times)
  • Overall Evaluations
  • Conclusion (refer to item)

20 Mark Methods in Context Questions

  • A ‘methods in context’ (MIC) essay question will ask you to apply a method to a topic within education
  • The easiest way to explain how to write MIC essays by using an example…

Example of a Methods in Context Question

Read item B then answer the question below

Item B

Investigating unauthorised absences from school

There is a close correlation between frequent unauthorised absence from school and educational underachievement. Those pupils who are not doing well at school are more likely to truant. Similarly, those who truant regularly are likely to finish their school career with poor qualifications. Pupils may be absent without authorisation for many reasons, from caring responsibilities at home or dislike of school, to parents arranging family holidays in term time.

Sociologists may use self-completion written questionnaires to study unauthorised absences. These can be distributed easily to large numbers of pupils, parents or teachers. The findings of the questionnaires can also be used to establish patterns and trends in relation to unauthorised absences. However, self-completion questionnaires often have very low response rates, especially when they ask about sensitive issues.

Applying material from Item B and your knowledge of research methods, evaluate the strengths and limitations of using self-completion written questionnaires to investigate unauthorised absences from school (20 marks)

A ‘Safe’ Strategy for Answering Methods in Context (‘MIC’) Questions

Planning:

  • Spend about five minutes planning the essay first:
  • Highlight the ‘hooks’ in the question.
  • Jot down the theoretical, ethical and practical strengths/ limitations of the method.

Essay section 1:

  • Write a ‘safe’ three paragraphs on the method, covering the theoretical, practical and ethical strengths and limitations of the method.
  • As you do this, try to discuss the general strengths and limitations of the method relating to researching education in general (pupils, parents, teachers, in schools and classrooms, maybe in pupils’ homes).

Essay section 2:

  • Use the hooks in the item to discuss why this method might be a particular problem, or particularly useful for the topic you are.
  • Just doing this two or three times should be enough to lift you into the top mark band (17-20).

Essay section 3:

  • Write a brief conclusion – state whether this is a sensible method for researching this topic!

Paper 1: Theory and Methods Section

‘Outline and Explain’ something to do with theory and/ or methods (10) marks)

  • There won’t be an item for this question
  • Pick two reasons/ ways which are as different from each other as possible.
  • Try to develop each using different parts of the course – making links….
  • There will probably be two bits to the question – make sure you make the links.
  • There may only be one ‘little’ 10 mark question, but it could be on any aspect of theory and/ or methods:

Examples of possible theory and methods ten markers

  • Theory: ‘Outline and explain two criticisms of the Marxist view of society (10).
    Methods: Outline and explain two practical problems of using Participant Observation in social research’ (10).
  • Theory and Methods: Outline and explain two reasons why Postmodernists are generally critical of quantitative research methods (10).

Video Version of the above advice (for ‘visual’ learners)

Good luck – And don’t panic… Everyone’s in the same boat.

 

A Level Sociology of Education Revision Bundle

Education Revision Bundle CoverIf you like this sort of thing, then you might like my sociology of education revision notes bundle – which contains the following:

  1. 34 pages of revision notes
  2. mind maps in pdf and png format – 9 in total, covering various topics within the sociology of education
  3. short answer exam practice questions and exemplar answers
  4. how to write sociology essays, including 7 specific templates and model answers on the sociology of education

Theory and Methods Bundle also available at the same link above!

Sociological Perspectives: The Basics

sociological perspectives are divided in structure/ action, consensus/ conflict, and modern/ postmodern.

Given that ‘society’ is complex and multi-layered, a key aspect of studying A-Level Sociology is being able to view society and social action through a number of different sociological perspectives, or lenses, because different sociologists (and different people in general) look upon the same society and see different realities.

For example, consider a busy street and imagine different people looking at that same street: a shopkeeper, a thief and a consumer. The shopkeeper sees profit, the thief victims and the consumer sees products to buy.

Sociology consists of various different perspectives, all of which look at society in different ways. All sociological perspectives have something valuable to offer to the individual who wishes to understand society and no one perspective is ‘right’ or ‘wrong’. It is up to the individual student to present positive and negative criticisms of sociological perspectives throughout the course.

Sociological Perspectives in A Level Sociology

There are three main dividing lines for sociological perspectives as taught within A-level sociology:

  • Social structure and social action perspectives.
  • Consensus and conflict perspectives
  • Modern and Postmodern perspectives.

Social Structure and Social Action perspectives

Some Sociologists, known as structural theorists, emphasise the importance of institutions in providing social stability and regulating social action. They argue that such institutions form a structure that shapes human action and makes it predictable.

Other Sociologists, known as social-action theorists, argue that individuals have more freedom than structural theorists suggest. They also argue that society is more fluid and some interactionists go as far as saying that there is no such thing as society, just billions of individual level interactions.

Structural perspectives include

Examples of social action perspectives include social action theory and labelling theory.

Consensus and Conflict Perspectives

Sociological Perspectives are also divided into Consensus perspectives which argue that, generally speaking, society is characterised by harmony and agreement, and Conflict perspectives, which argue that society is better seen as being made up of competing groups, with the powerful controlling institutions in society and oppressing the powerless.

Functionalism and The New Right are consensus perspectives, Marxism and Feminism are conflict perspectives.

Modern and Postmodern Perspectives

Modernist perspectives include Functionalism, The New Right, Marxism and Feminism and believe in ‘social progress’. They believe that social research can reveal the truth about which types of societies are best and actively work to construct a better society through social policy and more radical means.

Postmodernists and to an extent Interactionists reject the idea of truth and the idea social progress is possible.

Sociological Perspectives summary grid

Below is a very brief summary grid including some of the main concepts within each of five main sociological perspectives…

FunctionalismMarxismFeminismInteractionismPostmodernism
Norms and values,
Socialisation,
Value Consensus,
Positive functions of institutions,
Anomie

Capitalism and private property, Bourgeoisie/ Proletariat, exploitation, ideological control, revolution, communismPatriarchy, sex and gender, public-private divide, gender scripts, deconstruction The self, the I and the me, social identity,
back stage and front stage, labelling, the fulfilling prophecy
Individualisation, Media-saturation, hyperreality, identity, social fragmentation, the end of metanarratives.

Signposting and Related Posts 

This material is fundamental to A-level sociology and should be taught early on as part of an introduction to sociology.

You might also like this post: Sociological Perspectives in Five Shapes

Subcultural Theories of Deviance

subcultural theorists argue that deviance occurs because of peer pressure within a subculture that has broken off from mainstream society. This post covers ‘consensus subcultural theory’ including Albert Cohen’s status frustration and Cloward and Ohlin’s three types of subculture.

Subcultural Theory: The Basics

A Subculture is a group that has values that are different to the mainstream culture. Subcultural theorists argue that deviance is the result of whole groups breaking off from society who have deviant values (subcultures) and deviance is a result of these individuals conforming to the values and norms of the subculture to which they belong.

In contrast to Social Control theorists, it is the pull of the peer group that encourages individuals to commit crime, rather than the lack of attachment to the family or other mainstream institutions. Subcultural theory also helps explain non-utilitarian crimes such as vandalism and joy riding which strain theory cannot really explain. Deviance is a collective response to marginalisation.

four subcultural social theorists of deviance you should know about…

1. Albert Cohen’s Status Frustration Theory
2. Cloward and Ohlin’s three types of subculture
3. Walter Miller – the focal concerns of the working class
4. Charles Murray – the underclass and Crime (links to the New Right)

Albert Cohen: Deviant Subcultures emerge because of Status Frustration

Albert Cohen argues that working class subcultures emerge because they are denied status in society. Just like Merton, Cohen argued that working class boys strove to emulate middle-class values and aspirations, but lacked the means to achieve success. This led to status frustration: a sense of personal failure and inadequacy.

Cohen argued that many boys react to this by rejecting socially acceptable values and patterns of acceptable behaviour. Because there are several boys going through the same experiences, they end up banding together and forming delinquent subcultures.

This delinquent subculture reverses the norms and values of mainstream culture, offering positive rewards (status) to those who are the most deviant. Status may be gained by being malicious, intimidating others, breaking school rules or the law and generally causing trouble.

This pattern of boys rejecting mainstream values and forming delinquent subcultures first starts in school and then becomes more serious later on, taking on the form of truancy and possibly gang membership

Cloward and Ohlin’s 3 types of subculture

Cloward and Ohlin develop Cohen’s subcultural theory further, expanding on it in order to try and explain why different types of subculture emerge in different regions. They suggest that the ‘illegitimate opportunity structure’ affects what type of subculture emerges in response to status frustration – The varied social circumstances in which working-class youth live give rise to three types of delinquent subculture.

1. Criminal Subcultures are characterised by utilitarian crimes, such as theft. They develop in more stable working class areas where there is an established pattern of crime. This provided a learning opportunity and career structure for aspiring young criminals, and an alternative to the legitimate job market as a means of achieving financial rewards. Adult criminals exercise social control over the young to stop them carrying out non-utilitarian delinquent acts – such as vandalism – which might attract the attention of the police.

2. Conflict subcultures emerge in socially disorganised areas where there is a high rate of population turnover and a consequent lack of social cohesion. These prevent the formation of stable adult criminal subcultures Conflict subcultures are characterised by violence, gang warfare, ‘mugging’ and other street crime. Both approved and illegal means of achieving mainstream goals are blocked or limited, and young people express their frustration at this situation through violence or street crime, and at least obtain status through success in subcultural peer-group values. This is a possible explanation for the gang culture which is increasingly appearing in run down areas of the UK, and possibly explains the UK riots of 2011.

3. Retreatist subcultures emerge among those lower class youth who are ‘double failures’ – they have failed to succeed in both mainstream society and in the crime and gang cultures above. The response is a retreat into drug addiction and alcoholism, paid for by petty theft, shoplifting and prostitution

Evaluations of consensus subcultural theories

  1. Paul Willis’ 1977 study of the Counter-School-Culture represents a Marxist critique of consensus subcultural theory. Willis argued that the working class lads formed a subculture in order to ‘have a laff’ in a school system which they had accurately identified as being irrelevant to their futures. Unlike Cohen, these lads never aspired to be middle class, they identified themselves as working class, rejected middle class aspirations, and rejected the middle class system of the school – thus why Willis coined the term ‘counter (against) school culture’.
  2. David Matza has developed what might cautiously be termed an Interactionist approach to understanding subcultures. Matza suggested that there were no distinct subcultures among young people. Rather, all groups in society share a set of subterranean values. These are simply deviant values that encourage us to go against social norms – the urge to party hard, drink too much, swear, stealing, punch the idiots you work with and sleep with your brother’s wife etc. These are usually held under control, but sometimes emerge at peak leisure times – weekends, holidays and so on. The difference between a persistent offender and a law-abiding citizen is simply how often and in what circumstances these subterranean values emerge.
  3. Postmodernists point out that the nature of subcultures today has changed, in that subcultures are much more common today than they were in the 1960s. Today, subcultures are just a normal part of life. Subcultural theory assumes that there are ‘mainstream norms and values’ which subcultures deviate from. This is wrong according to Postmodernism – in society today, deviance and hence subcultures are ‘normal’, which renders the whole of subcultural theory irrelevant in helping us to understand crime and deviance.

Signposting and Related Posts 

Subcultural theories of deviance are the second group of theories of crime on the A level crime and deviance specification (AQA), normally taught after functionalist and strain theories.

The Functionalist Perspective on Crime and Deviance

Hirschi’s Social Control Theory of Crime

Robert Merton’s Strain Theory 

Sociology and Value Freedom

Can Sociology be value free

Value Freedom in Social Research refers to the ability of the researcher to keep his or her own values (personal, political and religious) from interfering with the research process.

The idea that ‘facts’ should not be influenced by the researcher’s own beliefs is a central aspect of ‘science’ – and so when we say that Sociology can and should be value free this is essentially the same as saying that ‘Sociology can and should be scientific’.

Positivism and Value Freedom

In the late 19th and early 20th centuries Positivist Sociologists such as August Comte and Emile Durkheim regarded Sociology as a science and thus thought that social research could and should be value free, or scientific.

As illustrated in Durkheim’s study of Suicide (1899) – by doing quantitative research and uncovering macro-level social trends Sociologists can uncover the ‘laws of society’. Durkheim believed that one such law was that too high or too low levels of social integration and regulation would lead to an increasing suicide rate. Positivists believed that further research would be able to uncover how much of what types of integration caused the suicide rate to go up or down. We should be able to find out, for example, if a higher divorce rate has more impact on the suicide rate that the unemployment rate.

So at one level, Positivists believe that Sociology can be value free because they are uncovering the ‘objective’ laws of how social systems work – these laws exist independently of the researchers observing them. All the researcher is doing is uncovering ‘social facts’ that exist ‘out there’ in the world – facts that would exist irrespective of the person doing the observing.

Positivists argued that such value-free social research was crucial because the objective knowledge that scientific sociology revealed could be used to uncover the principles of a good, ordered, integrated society, principles which governments could then apply to improve society. Thus, research should aim to be scientific or value free because otherwise it is unlikely to be taken seriously or have an impact on social policy.

Being “value free” is sometime described as being objective: to uncover truths about the world, one must aspire to eliminate personal biases, a prior beliefs, and emotional and personal involvement, etc.

Questions

  1. Identify the TWO methods you would use to achieve a high degree of objectivity. And explain why?
  2. Is it possible to completely objective/value free?

‘Right Wing’ Perspectives on Value Freedom and Sociology

The New Right argue that sociology is not value free but rather left-wing propaganda.

In the 1970’s and 1980’s, Sociology came under attack for its ‘left-wing’ bias. Originally criticized for its inclusion in teacher training programmes, it was further suggested that teachers were indoctrinating their students with Marxist propaganda. David Marsland is particularly associated with the idea of Sociology as a destructive force in British society, exaggerating the defects of capitalism and ignoring its many benefits:

‘Sociology is the enemy within. It is an enemy that sows the seeds of bankruptcy and influences huge numbers of impressionable people… Sociologists are neglecting their responsibility for accurate, objective description and biasing their analyses of contemporary Britain to an enormous extent… huge numbers of people are being influenced by the biased one-sidedness of contemporary Sociology.’

In ‘Bias against Business’, Marsland suggests that many Sociology textbooks ignore the central features of capitalist economies Concentrating on job dissatisfaction and alienation:

‘Its treatment of work is consistently negative, focussing almost entirely on its pathologies – alienation, exploitation and inequality. It underestimates the high levels of job satisfaction which empirical research has consistently identified. It de-emphasises the enormous value for individual people and for society as a whole, in the way of increased standards of living and enhanced quality of life work provides. It neglects for the most part to inform students about the oppressive direction of labour of all sorts of socialist societies, or to keep them in mind of the multiple benefits of a free competitive labour market. It treats the need for economic incentives with contempt.’

Feminism – Sociology is biased against women

Feminists are critical of the ‘value-free’ scientific claims of ‘malestream’ Sociology, arguing that it is at best sex blind and at worst sexist, serving as an ideological justification for the subordination of women. Anne Oakley (1974) claims that ‘Sociology reduces women to a side issue from the start.’ While Sociology claims to put forward a detached and impartial view of reality, in fact it presents the perspective of men.

Feminist responses to the male bias in Sociology have been varied; on the one hand there are those who think that this bias can be corrected simply by carrying out more studies on women; a more radical view (arguing along the same lines of Becker’s ‘Whose Side are We On’) suggests that what is needed is a Sociology for women by women; that feminists should be concerned with developing a sociological knowledge which is specifically by and about women:

‘A feminist Sociology is one that is for women, not just or necessarily about women, and one that challenges and confronts the male supremacy which institutionalizes women’s inequality. The defining characteristic of feminism is the view that women’s subordination must be questioned and challenged… feminism starts from the view that women are oppressed and that their oppression is primary’. (Abbott & Wallace 1990).

Interpretivism – sociology cannot and should not be value free

There are three main Interpretivist Criticisms of ‘Positivist’ Sociology – from Gomm, Becker and Gouldner:

Gomm argues that ‘a value free Sociology is impossible… the very idea is unsociological’. He argues that Sociologists react to political, economic and social events – and what is seen as a political or social ‘issue’, a social ‘problem’ is dependent on the power of different groups to define and shape reality – to define what is worthy of research. Consequently, it is just as important to look at what sociologists do not investigate as what they do – Sociologists are not necessarily immune to ideological hegemony.

Gomm argues that social research always has social and moral implications. Therefore Sociology inevitably has a political nature. For the sociologists to attempt to divorce him/herself from the consequences of his/her research findings is simply an evasion of responsibility. Gomm further suggests that when the sociologist attempts to divorce himself from his own values to be scientific, to become a ‘professional sociologist’ he is merely adopting another set of values – not miraculously becoming ‘value free’ – what Positivists call value freedom often involves an unwitting-commitment to the values of the establishment.

‘The truth is, of course, not that values have actually disappeared from the social sciences, rather that the social scientist has become so identified with the going values of the establishment that it seems as if values have disappeared.’

Gouldner, along similar lines to Gomm, argues that it is impossible to be free from various forms of value judgment in the social sciences. Those who claim to be value free are merely gutless non-academics with few moral scruples who have sold out to the establishment in return for a pleasant university lifestyle.

Gouldner suggests that the principle of value freedom has dehumanised sociologists: ‘Smugly sure of itself and bereft of a sense of common humanity.’ He claims that sociologists have betrayed themselves and Sociology to gain social and academic respectability; confusing moral neutrality with moral indifference, not caring about the ways in which their research is used.

Howard Becker, in ‘Whose side are we on?’ takes this argument to its logical conclusion arguing that since all knowledge is political, serving some interests at the expense of others, the task for the sociologist is simply to choose sides; to decide which interests sociological knowledge should serve. Becker argues that Sociology should side with the disadvantaged.

Signposting and Related Posts

This topic is a core aspect of the social theories part of ‘theory and methods’ within A-level sociology.

Personally I tend to think of this topic as an extension of the Positivsm-Interpretivism debate within Sociology.

Is Sociology a Science?’ also overlaps with this topic.

Please click here to return to the homepage – ReviseSociology.com

Giddens’ Modernity and Self Identity – in 14 bullet points

A brief post covering the relationship between self and society in late-modernity according to Anthony Giddens, covering concepts such as Globalisation, abstract systems, ontological security, manufactured risks, narcissism and fundamentalism.

This is very much my own reading of Giddens’ text – Modernity and Self-Identity: Self and Society in the Late Modern Age.

Giddens Self Identity and Society

Gidden’s Key Ideas about Self and Society in the Late Modern Age (Taken from Modernity and Self Identity – And Against Post Modernism)

  1. There is a global structure – e.g. it’s Capitalist and Nation States remain powerful, but it’s dynamic, constantly changing, and not predictable.

  2. Institutions (political and economic) are ‘reflexive’ – they try to ‘steer’ events in the future in the light of existing and continually updating (imperfect) knowledge.

  3. There are significant global problems (manufactured risks) which we all face and none of us can escape – e.g. Global Warming. These are real, objectively existing problems, not hyperreal, and they bind us together, even if many of us fail to accept this.

  4. The increased pace of change and Uncertainty are a fundamental part of late-modernity.

  5. Globalisation penetrates our lifeworlds through abstract Systems (money, clock time, expert systems, especially science).

  6. The media is more important and influential in late-modern society, but Giddens rejects the concept of hyperreality – the main significance of the media is that it makes us more aware of diversity and of the fact that there are many different ways of living.

  7. In Late Modern (not Post-modern) Society, there is what Giddens calls a ‘duality of structure’ – social structures both empower us and constrain us (differentially, and broadly along the lines of class, gender and ethnicity, although not perfectly) – people are not just ‘free’ to do whatever they want – their freedom comes from existing structures – think of your typicaly fashion blogger on YouTube for example – you may think of them as ‘free’, but they are fundamentally dependent on global capitalism, a monetary system, and the infrastructure of media technology.

  8. In terms of the self – Identity is no longer a given – we no longer have a pre-existing identity based on our gender, class, family or locality, everything is open to questionand we are forced to contunally look at ourselves and continuously ask the question ‘who am I’ – identity becomes a task, something we must do for ourselves, and nearly every aspect of our lives becomes something we need to reflect on as a result.

  9. It is for this reason that we become concerned with constructing a ‘Narrative of Self’ – A coherent life story, so that we can convince ourselves that we have a stable identity through time. Constructing a self-identity takes a lot of time and effort.

  10. Therapy emerges as a new expert system to help people in the process of continual identity reconstruction – especially useful at epochal moments like divorce.

  11. The construction and expression of the self becomes the new norm – there are many ways we can do this – mainly through consumption (buying and doing stuff), through relationships, and through developing bodily regimes (health regimes).

  12. An unfortunate consequence of this focus on the self is the rise of Narcissism, with very few people asking moral and existential questions about existence.

  13. However, this process is dialectical and New Social Movements (e.g. the Green Movement) which do consider moral and existential issues – in which people attempt to incorporate moral and existential questions into the construction of their ‘political’ identities.

  14. Late Modernity produces various ‘Generic’ Types of Identity – The Narcissist, the Fundamentalist, both are extreme expressions of the same social system.

Related Posts

Giddens – Modernity and Self Identity – A summary of the introduction and chapter 1.

What is the purpose of Sociology according to Giddens? – A very brief summary

Eight Reasons Why We Should All be Marxists

The third of three posts on Marxism for A2 Sociological Perspectives – Arguments and evidence for the continued relevance of Marxism 

Contemporary Marxists argues that Marxist analysis is still relevant to an understanding of modern society. A considerable amount of contemporary Marxist thought focuses on how Capitalism has become globalised and emphasises the injustices of the global capitalist system; another strand of contemporary Marxist theory focuses on how the values of capitalism (in the form of ‘neo-liberal hegemony’) have penetrated Western culture to the detriment of us all.

You might like to think about what Marxist concepts are illustrated by these cartoons

  1. Some Sociologists argue that a class based analysis of global society is still relevant.

Leslie Sklaire argues that recent decades have seen the emergence of a ‘Transnational Capitalist Class’. These are the leaders of global corporations, certain politicians and their bureaucrats who control billions of dollars of assets and financial flows. They wield their power through undemocratic international economic institutions such as the World Bank, The International Monetary Fund and the G20. These institutions were established after World War Two to help co-ordinate the expanding global economy and facilitate redevelopment after the war. However, many left wing theorists such as Joseph Stiglitz argue that since the 1970s these institutions have forced dozens of developing countries to adopt neo-liberal economic policies. Neo-Liberal policies include such things as privatising public services, cutting taxes and regulating industry less, thus allowing Transnational Corporations to open sweat shops, pollute local areas, and take all the profits away without giving very much back. The basic idea here is that the global economy is run by Corporations and Politicians for the benefit of Corporations and their high powered political supporters (One of whom is ‘Gideon’ Osborn)

  1. There is considerable evidence that exploitation still lies at the heart of the Capitalist system.

Corporations are frequently criticised for exploiting workers and the environment – through sweatshop labour and pollution, where they can get away with it. Some of the most obvious examples include Shell and oil pollution in Nigeria; Coke’s legacy of draining water local water supplies in India to produce Coke, which results in drought in local areas and Apple’s use of sweatshops in China to produce the ipad.

  1. There is some evidence that those with economic power still have disproportionate influence over the superstructure.

Marxist Theory is still relevant because…. There is some evidence that those with economic power still have disproportionate influence over the superstructure.

I should just point out that the point of this post is to provide soundbites that you can use in an exam (or an arguement with a Tory supporter of the neo-liberal state apparatus) rather than a comprehensive or balanced account of evidence for or against (the variety of) Marxist theory.

Evidence of Elite control over the government

By far the best example of state putting the interests of Capital before the interests of the majority of people is how the government has responded to the present ‘economic crisis’. 

Simply put, the state is making the poor pay for the economic problems caused by the Transnational Capitalist Class. The average guy on the street is getting poorer while the rich are still getting richer! Consider also the recent case of Ireland, where the minimum wage is being cut by one euro, VAT is being increase, and public sector jobs axed, while Corporation Tax remains at an incredibly low 12.5%  

Getting back to the cuts in Britain, this is no surprise if you actually look at the characteristics of those who make up the cabinet and the wider Tory Party; you actually find that many of them are themselves extremely wealthy. The prime minister, deputy prime minister and Chancellor are all millionaires – They are the Transnational Capitalist Class – and they are hardly likely to hurt themselves.

Evidence of Elite control over the Criminal Justice System

Another example of the elite class having control over the superstructure lies in the differential treatment of white collar crime and street crime. Even though White Collar Crime costs more to the economy than street crime, White Collar Criminals are still less likely to get punished. According to Tombs and Whyte, this is partly because the government invests fewer resources into investigating fraud and health and safety crimes (the types of crime Corporations are most likely to be guilty of) than it does into working class street crime.

Evidence of Elite Control over the mainstream Media

Greg Philo argues that it is simply crazy it is that the agenda in the media is about ‘what services should the government cut’ rather than ’should we tax the wealthy or make cuts.[1] Philo points[2] out that there are other solutions to the current economic crisis – there is enough property wealth in the country – we could just take it off them, but the government is making the average man on the street pay instead. In his film, 

Evidence of Elite Control of the Education system

Evidence for elite control of the education system lies in the fact that if you are wealthy, you can buy your children a private education, which gives them a much greater chance of getting into a top university and high getting a highly paid, prestigious job.  The statistics make for extremely uncomfortable reading… Intelligent children from the 20% of richest homes in England are seven times more likely to attend a high-ranking university than intelligent children from the poorest 40%’.Looked at another way, of 80,000 15-year-olds who’d been on free school meals in 2002, only 45 had made it to Oxbridge- compared to the high-end private Westminster school which averages 82 successful applicants every year.[3]

People from upper middle class, public school backgrounds dominate every economic sector except those – such as sport and hard science – in which only raw ability counts. Through networking, confidence, unpaid internships, most importantly through our attendance at the top universities, we run the media, politics, the civil service, the arts, the City, law, medicine, big business, the armed forces, even, in many cases, the protest movements challenging these powers. The Milburn report, published last year, shows that 45% of top civil servants, 53% of top journalists, 32% of MPs, 70% of finance directors and 75% of judges come from the 7% of the population who went to private schools.’[4]

  1. There is evidence that we are still under ideological control – but we don’t realise it.

Antonio Gramsci, A humanist Marxist writing in the early twentieth century first pointed out that what he called ‘Hegemonic Control’ plays an ever important role in advanced Capitalist societies. Hegemonic control occurs when the intellectual and moral leadership provided by the dominant class provides the fundamental outlook for the whole of society.

Greg Philo points to one very good recent example of this in recent years – the fact that we are so willing to accept cuts to public services when the richest ten percent of the country own so much wealth that if we just took one fifth of their wealth we would clear the national deficit, yet this idea doesn’t not even appear in the media. Agenda Setting has removed it and so we do not even consider it.

  1. Capitalism is kept going by creating ‘false needs’

Successful companies today spend billions on advertising campaigns to convince us that we need the products that they make. Looked at objectively much of what we buy we don’t need, yet the Capitalist class invests billions convincing us to buy things that we do not need.

Worse that ideological control – More generally, numerous Sociologists such as Richard Wilkinson and David Garland point out that the more unequal a country, and the more a country has adopted neo-liberal policies – the higher the prison population. It would appear that the closer a country is to ‘pure capitalism’ the more punitive the elite class is.

  1. Alienation and Commodity Fetishism

We in west have become so obsessed with consumer culture that we end up defining ourselves through the products we consume, and how we ‘pick and mix them’ (this means fashion, holidays, houses, cars, mobile phones). From a Marxist point of view this is incredibly shallow – Marx believed that we are only fully human when we are fully engaged with the political and economic processes of our society. From the Marxist point of view, Capitalism just encourages us to be childlike and define ourselves through our styles and our hobbies and to forget about politics and economics. In the truest sense we are alienated from our productive base while our identities become more and more dependent on material goods.

  1. David Harvey argues that economic crises are inherent to the Capitalist system and that in recent years these crises have become more severe and more frequent.

Harvey argues that any sane person should join an anti-capitalist movement because the root problems of Capitalism are the same as they were in Marx’s day – click here for his analysis of the problems of Modern Capitalism

  1. Capitalist exploitation is so bad in some parts of the world that there is vehement resistance to it – especially in Latin America – President Hugo Chavez of Venezuela, for example, perceives himself as an anti-Capitalist, as do many people of Latin America. The Zapatistas in Mexico is another good example and the World Development Movement also has Marxist undertones.

  • See the first 20 mins or so of John Pilger’s ‘War on Democracy’ to here Hugo Chavez talk in Marxist terms – on stream

  1. Although you don’t see it in the media there are tens of thousands of people who call themselves Communists and who sympathise with Marxism and the wider anti-capitalist movement. Left Wing criticisms and the anti-capitalist movement are still very much alive today.

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