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| the systematic study of human society |
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| the special point of view of sociology that sees general patterns of society in the lives of particular people |
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| the study of the larger world and our society's place in it |
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| a scientific approach to knowlegde based on "positive" facts as opposed to mere speculation; society operates according to certain laws just like the natural world operates according to the law od gravity and other laws of nature |
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| a statement of how and why specific facts are related |
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| a basic image of society that guides thinking and research |
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| structural-functional approach |
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| a framework for building theory that sees socitey as complex system whose parts work together to promote soildarity and stability; what's good for the whole |
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| any relatively stable pattern of social behavior |
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| the consequences of a social pattern for the operation of socitey as a whole; manifest functions and latent functions |
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| any social pattern that may disrupt the operation of society |
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| the recognized and intended consequences of any social pattern |
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| the unrecognized and unintended consequences of any social pattern |
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| a framework for building theory that sees socitey as an arena of inequality that generates conflict and change |
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| branch under social-conflict approach; a point of view that focuses on inequality and conflict between women and men |
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| support for social equality for women and men |
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| a branch under social-conflict approach; a point of view that focuses on inequality and conflict between people of different racial and ethnic categories |
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| a broad focus on social structures that shape society as a whole (structural- functional approach, social-conflict approach) |
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| a close-up focus on social interaction in specific situations |
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| symbolic-interaction approach |
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| a framework for building theory that sees society as the product of the everyday interactions of individuals |
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| the study of society based on scientific observation of social behavior |
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| information we can verify with our senses |
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| a logical system that develops knowledge from direct, systematic observation |
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| a mental construct that represents some aspect of the world in a simplified form |
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| the study of society based on systematic observation of social behavior |
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| the study of society that focuses on discovering the meanings people attach to their social world |
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| the study of society that focuses on the need for social change |
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| the physical creations that members of a society make, use, and share |
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| a simplified description applied to every person in come category |
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| the ways of thinking, the ways of acting, and the material objects that together form a people's way of life |
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| people who interact in a defined territory and share a culture |
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| personal disorientation when experiencing and unfamiliar way of life |
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| anything that carries a particular meaning recognized by peope who share a culture |
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| a system of symbols that allows people to communicate with one another |
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| the process by which one generation passes culture to the next |
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| the idea that people see and understand the world through the culture lens of language; language shapes the view of reality of its speakers |
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| culturally defined standards that people used to decide what is desirable, good, and beautiful and that serve as broad guidelines for social living |
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| specific ideas that people hold to be true |
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| rules and expectations by which society guides the behavior of its members |
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| norms that are widely observed and have great moral significance; norms that may NOT be violated with out serious consequence(murder, rape) |
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| norms for routine or casual interaction; norms that may be violated (speeding on the road) |
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| cultural paterns that distinguish a society's elite |
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| cultural patterns that are widespread among a society's population |
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| cultural patterns that set apart some segment of a society's population |
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| cultural patterns that strongly oppose those widely accepted within a society |
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| a perspective recognizing the cultural diveristy of the United States and promoting equal standing or all cultural traditions |
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| the fact that some cultural elements change more quickly than others, disrupting a cultural system |
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| the practice of judging another culture by the standards of one's own culture |
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| the practice of judging a culture by its own standards |
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| the lifelong social experience by which people develop their human potential and learn culture |
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| a person's fairly consistent patterns of acting, thinking, and feeling |
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| George Herbert Mead's term for the part of an individual's personality composed of self-awareness and self-image |
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| Charles Horton Cooley's term for self-image based on how we think others see us |
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| a social group whose members have interests, social position, and age in common |
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| anticipatory socialization |
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| learning that helps a person achieve a desired position |
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| a category of people with something in common, usually age |
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| Belief/Faith, Expert/Authority, Tradition, ESP and Science |
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| 1. All perceptions are achieved through the senses 2. People can trust their peceptions, memory and reasoning (as reliable agencies for aquiing facts) |
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| trivial or meaningless correlation |
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| radically changing an inmate's personality by carefully controlling the environment |
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| The Sociological Imagination |
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| the ability to see the relationship between the individual and the larger society |
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| the practice of evaulating a culture by its own standards |
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| Functional, conflict and sociobiology |
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Nature: the study of how biology affects human behavior
Nuture: the study of how learning affects human behavior |
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| To show that we use previous learning experience to help us solve problems |
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| Kinch's Self Concept Theory |
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| (circular graph)Individual's perception->Self concept->Individual's behavior->Response of others |
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| i-clicker question: Once formed can our personalities be altered significantly? |
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Definition
| 53% of students said YES! |
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| the lifelong social experience by which individuals develop their human potential and learn culture |
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| Family, Schools, Peers, and Mass Media |
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