Posts Tagged ‘sociology

on writing in sociology

with 3 comments

In light of Matt Desmond winning a Pulitzer for Evicted, I think it’s worth thinking about why sociologists don’t get this kind of recognition more often.  Well, you might say, we just don’t write for a mass audience like that.  That’s not the point. We’re developing science. Okay, sure.  It’s a fair point that Desmond’s book is not really a theoretical argument and even it’s public policy/social problems angle isn’t necessarily revelatory.  According to Henry Grabar, a Staff writer at Slate:

It’s not that Desmond pioneered the idea that, as the Pulitzer foundation puts it, evictions “were less a consequence than a cause of poverty.” But he does give it pathos. And that makes a difference.

Others describe similar reactions to the book, moved by its empathy, moral commitment, and sense of character and place. There are people who should know about evictions, and they learn about them through Desmond’s book.  But those who already know this literature aren’t necessarily learning anything new.

So then that’s not real sociology, I can hear people saying, which can sometimes be a silly kind of boundary-making, especially for books, especially for a book written by a sociologist, using tools and data developed by sociologists, and even more so for a sociologist’s book that’s really trying to make the world a better place. That’s why a lot of us got into this game in the first place.

But what’s the mechanism? What’s the causal story? What’s the counter-intuitive finding?  Well, book folks will often say something like “that’s for the articles.”  A lot of sociologists—especially qualitative types—write articles for each other and books for the world.  Except it’s usually not the world.  Usually it’s a very small section of the world, a mystical land full of people forced to buy our wares, good or not.  Those people are called by a word with an English prefix and a Latinate root, a people, via a small ritual twice or thrice a year with a mystical power: they are named undergraduates.

So better put: articles are for each other, books are (often) for undergrads.  If people put you on their syllabus, it’s a guaranteed sale, or possibly 150 sales.  That means you might make a good 30 bucks or so! Clearly it’s not for the money, but most of us spend a lot of time with undergrads, we get used to thinking about how to talk to them, and we care about writing books they’ll relate to and that our colleagues will enjoy teaching.

But here’s the question. Why stop at undergrads?  Why not, you know, the public?  I think part of this is simply a function of understanding your audience.  We know how to write to academics (and I’m including grad students in that group) and we also know how to write to undergraduates.  Most of us aren’t really sure what it means to write to a broader audience.

But more importantly—and this gets to the point of this piece—good writing is hard.  In different ways, both academics and undergrads are captive audiences, and so writing for them requires less attention to the quality of the prose.  It’s the ideas that matter, and while undergrads might require some level of simplicity, they don’t require elegance or grace.  Popular books tend to have better sentences and paragraphs.  The non-fiction reads with the smoothness and verve of captivating journalism, often with characters and scenes that feel novelistic.

There are good recent examples of such excellent writing by sociologists about sociology: among others, there are Nicole Gonzalez Van Cleve’s Crook CountyTressie McMillan Cottom’s Lower EdLisa Wade’s American Hookupand Sara Goldrick-Rab’s Paying the PriceNote these are a mixture of university and trade presses, and that each advances a description of a social mechanism even as it also gives a broad lay-of-the-land for interested general readers.

Now sometimes that focus on quality prose can distract from meaningful ideas.  This is a criticism within fiction as well, with various critics lambasting the “sentence fetish” (see especially debate about whether Updike was actually a good writer rather than simply a brilliant stylist).  But ideas and good prose don’t have to conflict, even if people sometimes think they do. Look at the philosophy of Charles Taylor, the cultural criticism of Matthew Crawford, the essays of James Baldwin or literally anything by Rebecca Solnit.  Within sociology, I think a lot about how Habits of the Heart is often underrated for its theoretical contributions: if it reads well, it’s gotta be too simple, right? There’s no necessary reason we couldn’t all be much better writers.  And then possibly win a few more Pulitzers.  There’s just no institutional incentive for us to write well (except inasmuch as we have to make our ideas relatively clear).

I’m not sure there’s a clean way out of this.  I don’t want to start rejecting papers from ASR and AJS because their sentences are clunky.  That really isn’t the point.  But especially for those of us who write and evaluate books, it’s worth thinking about the role of prose itself within our criteria.  An institutionalized norm of high quality writing will have spillover effects beyond any one book.  It might even mean we win a few more prizes for our writing and don’t have to apologize that we’re still sociologists despite writing well.

Written by jeffguhin

April 19, 2017 at 4:13 pm

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the relevance of organizational sociology for higher education accountability (a guest post by Joshua Brown)

(Joshua Brown is a doctoral candidate at the University of Virginia Curry School of Education)

*if you’d like to write a guest-post, contact Jeff or any of the other bloggers.

A different type of impact

There has been ongoing discussion about the influence of organizational sociology in broader spheres such as the discipline of sociology itself or public policy.  I had a few additional thoughts on this matter in writing a piece about the field of higher education accountability.

First, in select contexts organizational sociology has the potential to influence or even reshape dominant narratives.  For example, the field of higher education accountability is a sector heavily influenced by econometric and psychometric paradigms.  Although useful, these two perspectives are limited by their focus on individual level data.  The hierarchical schema that organizational scholars find useful (e.g. organizations, fields, and institutions) are rarely used by the individuals in the higher education accountability context and the schema alone provide an opportunity for new ways of thinking about an important topic.

Second, organizational sociology has the potential to systematize the complex bureaucracies that maintain, regulate, and enforce public policies.  For example, the field of higher education accountability is comprised of different actors embedded within different fields.  Moreover, each field possesses its own unique definition of accountability and perspective on what type of data are deemed legitimate.  As the figure below illustrates, employing an organizational framework provided an opportunity to systemize the complexity across multiple fields.

Finally, the diffusion of organizational frameworks into broader spheres of society—particularly public policy—may require non-traditional strategies of publication. Berman recently suggested that ethnographic approaches may be particularly effective for this.  In a similar vein, King recently highlighted that the scarcity of books by organizational sociologists limits the broader influence of the field.  He urged that, “If organizational sociology wants to be relevant, not only to the discipline but also to those who will build the organizations of the future, then we must be willing to step outside of our own small corners of the academy and ask big questions about the past, present, and future or organizing.”

I would also argue that stepping out of the “small corners of the academy” requires a strategic diffusion of ideas in the publications read by “those who will build the organizations of the future.”  More specifically, it requires intentionally placing ideas where they might be stumbled upon more frequently by industry leaders and practitioners who are embedded within the specific context we are examining.  Such an approach looks beyond the impact rating of a given publication to the diffusion of ideas. It is a different type of impact.  For example, I chose to strategically write and submit the higher education accountability piece to an open-access publication that is predominantly read by university administrators and higher education policy makers because it is not pay-walled.  While it was certainly a challenge to reduce the organizational jargon within the article, readers were still exposed to fundamental principles of organizational sociology such as the embeddedness of actors and social institutions.  As industry leaders and practitioners become more familiar with these principles we take for granted, it is possible they may also become more accepting of, or interested in, organizational sociology.

Written by jeffguhin

April 4, 2017 at 2:29 pm

why teach undergraduate theory?

I’ve taken a while to respond to the really interesting theory conversations that sort of started on my Facebook wall but have been carried forward by Andrew and Fabio. They both raise excellent points, and I’m going to move the conversation forward in two different directions: the question I really want to get to (at least the question I’ve been thinking about a lot) is about what mean to teach undergraduate theory under the Trump presidency. But before I get to that, I want to talk a little bit about why and how I think theory should be taught (or at least why and how I teach theory) which can help frame my answer to the first question.

When I taught high school English, I printed out what I called the big questions in huge font, placing them in different sections of the classroom. What does a life have to have for us to call it good? Why is there suffering? How should we deal with people who are different from us? How should we think about death, or love, violence or art? Given the contingencies of how knowledge has developed in the Western tradition, these are often questions we would think of as philosophical. Yet, at least as I taught my English classes, they’re also questions we encounter in great works of literature. My favorite part about teaching The Picture of Dorian Gray or Gilgamesh was the opportunity to help students think through these questions on their own, relating them to their own lives and to the world around them. And so yes, of course I wanted my students to do better on the New York State Regents’ Exams, and I actually came around on those tests inasmuch as the skills they needed for them were things that were generally pretty important (listening, writing, reading for comprehension). But the tests were side projects from the real goal of my class, which was to encourage and empower my students to live as meaningful of a life as they could. Importantly I wanted that meaning to include literature, but even if the literature piece fell away, I hoped the literature in my class helped develop a sense of the requirements of citizenship and a love of the big questions.

Substitute sociology for literature and that’s basically how I think about teaching undergraduate theory. I had a very productive conversation with a graduate student when I got to UCLA and I realized that most of these undergrads aren’t going to be sociologists and even if they are, they’ll get the theory they really need in graduate school. That’s not to say I dropped all references to sociology–they’re very much there—but my goal is no longer what it would be with grad student theory, which is to give students all the tools they need to write articles and books that can survive peer review. Instead, my goal can be more expansive. It allows me to pull much more widely than just from sociology, to have a much more diverse range of voices, and to emphasize breadth rather than depth (I feature 19 different thinkers, one for each lecture day except the introduction). And my goal winds up being quite similar to my goal when I taught English: I want students to come away from my class feeling more aware of the complexity of these big questions, more excited about asking them of themselves and others, and more empowered to act as citizens, even as they are aware of the complexity of ideas like justice, community, and the self.

Race, gender, sexuality, and class obviously show up here: they dominate the second half of my syllabus, and for good reason. There’s a certain conservative complaint that social scientists are so obsessed with race, gender, and class that they forget why life is meaningful at all. I understand the argument, and in some contexts I even agree with it. It goes like this: if we all care about is fighting inequalities related to race, gender, sexuality, class, status, and location in reference to the colonizer,  sometimes we lose track of the reason life is itself worthwhile, or the kind of world we could have once, someday, when those equalities actually work themselves out. In other words, and more bluntly, why are we alive? Who and what are humans supposed to be? The focus on equality as as a means towards realizing those questions can sometimes be replaced by a focus on equality as an end in itself, forgetting those questions even exist, or narrowly answering them by saying the purpose of life is just whatever you want it to be, so that the goal is really just to make sure everyone has an equal chance to work things out on their own. The problem with some conservatives is they can then use this problem as a reason not to think about race/class/gender, writing these off as a distraction from the really important big questions. There’s obviously a lot wrong with that, not least that our sense of what makes a life meaningful is inevitably shaped by our location with various intersecting identities. Too often when someone says ask the big questions (like focus on character, or focus on wisdom) they mean bring back the dead white men. But I reject pretty categorically that the big questions will have to wait until we get a more just world. Art is part of the revolution, not the perks you get at its end. More importantly: Why is there suffering and inequality is one of the biggest questions there is, second only to what the hell are we going to do about it. It’s simply important to remember there are other questions too, with answers that make demands on us towards each other. Edward Said is a model for me on this, as he is for many things.

It might seem obvious but too often it’s not:you really don’ have to choose between a class about fighting to end inequality and a class about what makes life meaningful. That’s why I’m especially excited about a week in which I teach Rawls the first lecture and then Carole Pateman the second. Or exposing students to the concept of intersectionality through the work of Patrica Hill Collins, which from experience (see above), I know many of them find incredibly helpful. Encountering thinkers like Pateman and Collins, along with Arendt, Fanon, and Spivak, help students to become aware of both the problems of inequality and the real challenges of a life, which includes navigating between the demands of citizenship and the cultivation of one’s one talents and passions.

Which gets us to Trump. It’s hard for me to think of a more important role for theorists right now than to educate our citizens about issues of inequality, social interactions, and the basis of critique. So when I’m teaching Arendt or Habermas or Garfinkel, it’s not to teach the history of social theory for the purpose of social history: it’s to open folks up to new ways of viewing the world, raising questions that will, I hope, possibly make their lives more meaningful and, I also hope, give them the tools they need to recognize inequalities and injustices as they are happening. I want my class to give students tools for both their public and private lives. All the authors I’m teaching are still relevant in contemporary academic debates. They’re all people that academics should know. But I’m not teaching academics: I’m teaching human beings and citizens, and my goal is to help empower them to live as fully as possibly, alongside recognizing a responsibility to help others live fully as well. What the hell does it mean to live fully? I’m honestly not always sure. It’s a big question.

Written by jeffguhin

February 5, 2017 at 4:17 pm

Posted in sociology

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What kinds of intellectuals are sociologists?

Reading a lot of Hannah Arendt lately has made me think about the relatively quick move (only really a few academic generations) from demanding regular reference to European classical antiquity, often via familiarity with both the original Greek and Latin, to today’s academic standards, which are, all at the same time, much more localized and specialized but also much more diffuse, allowing references and cross-comparisons along multiple lines, some of them genealogical and linguistic (as Arendt does) but many of them simply comparative and broadly anthropological in the the (classical) Terrence sense of nothing human being alien to me (Charles Taylor, by the way, is one of the few who really bridges both worlds, both because of his age but also because of his remarkable abilities and wide-ranging interests.) I don’t think this change is actually a problem (I know some Latin, and I’m more familiar with the classical world than is your average sociologist, but that’s not saying much). However, for good or bad, this change actually speaks to Arendt’s worry that a lack of tradition creates a lack of common culture through which totalitarianism can brew. I think that argument’s an interesting one, but I don’t think it’s right, mostly because I think that a cohesive kind of tradition is a sociological reality we can’t really escape.

I posted the above paragraph to my facebook wall a few days ago, and I got some good feedback, namely that plenty of earlier sociologists (and other kinds of thinkers) didn’t care about the classical era either (and, of course, Arendt wasn’t a sociologist: in fact the “social” is the main problem in The Human Condition).  Which is fair enough, of course.  Yet certainly there’s this broader sense of being an intellectual plugged into an old intellectual tradition in Weber, Marx and Durkheim–and then as well in people like Foucault and Bourdieu, Goffman and Geertz (the last, of course, is not actually a sociologist, but my hunch lately is that cultural sociologists cite him at this point more often than do cultural anthropologists).  You can also see this change in the way (much) older years of sociology journals have more essayistic feels.

So this is on one hand a question about how certain academic forms have changed not just the production of intellectual life but also how we define its requirements and content.  In other words, there’s a sociological–and, I’m sure, organizational and institutional–argument to explain this change.  As usual, I’m sure a certain kind of conservative wants to blame the fact that we can’t all quote Seneca on the cultural left, when it’s at least my hunch that the right’s own love of the market-with division-of-labor as a constitutive good-is much more to blame.

Written by jeffguhin

January 5, 2017 at 12:01 am

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the democrats’ urban/rural problem, 1918 edition

I recently discovered an important little book from the 1960’s, written about an era 40 years prior.  David Burner was a well-regarded history professor who passed away only a few years ago, probably most famous for his biography of Herbert Hoover.  Yet his dissertation book is what struck me, titled The Politics of Provincialism: The Democratic Party in Transition, 1918-1932 (Knopf, 1968), the book describes how, to quote it opening sentence, “in the years of Republican ascendancy from 1920 to 1932, the national Democratic party transformed itself from an institution largely rural in its orientation and leadership to one that embodied the aspirations of the American city dweller—and most notably, the urbanite of immigrant stock.”

This tension between city and country—and its relative role in determining national elections—is nothing new in American—and by, extension, English—politics, and there are ever more op-ed’s every day, both pro and con, about how Democrats should think about rural communities. (Friendly facebook commenters reminded me, when I posted this yesterday at facebook, that the urban/rural division is also a mainstay of classical sociological theory and the work of Ibn Khaldun—thanks Graham Peterson and Nick Tampio!)

Yet it’s worth remembering that at one point it was Republicans who were the party of Yankee elites and Democrats the party of rural distaste for cities, especially that particular urban mélange of snooty elites and people-not-like-us (whether Jews, Italians and Irish then or African Americans, Latinos, and Muslims now).  These historical transfers are not as clean as I’m describing them here, and race obviously has a huge part to play in this story. Yet this is the common message we all get, more or less: the Democrats placated angry whites as long as they could, ignoring Jim Crow, giving preference to whites in the New Deal and GI Bill, and only really having to turn around under LBJ’s passage of the Voting Rights and Civil Rights acts, after which Nixon and Republicans cemented the Southern Strategy and the parties traded places.

That story’s not wrong, but it ignores the way in which whiteness was itself very much a product under construction.  Burner’s chapter on the Klan is quite good on this, focusing on how Democrats disagreed about how much they should hate Catholics, among other things.  This comes to a head in 1928, in which there was a real election in the South for the first time since Reconstruction, pitting Southern white supremacy against Southern anti-Catholicism (unsurprisingly, white supremacy won).  While Burner does pay attention to race in these discussions, my one real complaint is that he should have done a lot more of it.

His last page has an important quote: “In 1932, Roosevelt’s candidacy sealed together in common cause farmers and laborers, natives and foreign stock, country and city.” Burner attributes this to quite a few causes, but his most striking is his last one, “the crucible of the depression—which substituted for the divisions of culture and ancestry the common identity of the dispossessed” (252). That insight parallels recent claims that Obama only got elected at all because the recession was just so bad, yet it’s striking how, in Burner’s description of folks coming together, he leaves out African Americans, who had obviously already been in northern cities and were entering them in much greater numbers in the great migration. It’s a big problem for the book, but I’d still recommend checking it out for a careful study of an important change in American history.

One other bit: it’s interesting how much prohibition in that era mirrors urban/rural fights in our own, especially regarding the strong sense of moral urgency, manifested in a deep inability for some to live and let live precisely because to live in a certain way seems contrary to the good life itself. There’s an interesting article to be written about the parallels being worrying about someone else’s drinking and worrying about someone else’s sex life.  What’s easy to lose here is how of course that worrying is sometimes very much about a kind of hatred but-and this is the bit that’s often forgotten–it is just as often about a kind of (deeply misdirected, patronizing, other negative adjectives) love, honestly believing that the good of society at large and the individual in question would be better grasped by living life as particular moralists would have you live it.  Looked at this way, an obsession with grit in contemporary education reform and all sorts of other ways of thinking about “urban” problems take on a new light.

So:  a kind of religious moralism within the Democratic party regarding prohibition allied itself with a kind of religious fundamentalism and nativism. Eventually, cities forced the Democratic party to chill out a bit, and the Depression helped many people to come together.  Many, but not all.  And so, about 50 years later, this otherwise quite good book about American politics has a lot of important things to say yet isn’t nearly sophisticated enough about race. Americans’ stories actually do change, but it’s striking how often they stay the same.


Written by jeffguhin

December 12, 2016 at 4:25 pm

civic problems: time vs money and working together vs liking each other

I wrote an article for Slate recently that tried to get at the problem of democratic culture and a public or (civic) sphere in an increasingly atomized world.  There’s a lot to say about this, but my basic argument (pulling from Taylor’s ethics of authenticiy and this consumerist notion of “being your best self”) is that for those who aren’t desperately trying to raise enough money to stay alive and/or to take care of our dependents, many of us (myself very much included) are too pulled into practices of self-cultivation. Those practices extend to projects of cultivating our children and/or our immediate private sphere, but not necessarily to society at large.  Here’s a representative tweet that gets at the awakening Trump has given us, and it reflects to some degree a change I experience too, even if I think I felt glimmers of it much earlier in the campaign.


My article has a few problems, and here’s two of them: first, I needed to distinguish better between a political campaign and a civic space.  Was my being on Hillary’s campaign civic action?  Maybe. Maybe not. It certainly doesn’t do anything to get us past the big sort. Though HRC did win Nevada.

Next, I still haven’t sorted through a distinction I want to push further: that the civic sphere is not the private sphere, meaning that we don’t have to like each other to work together.  That has further stakes because it complicates the old line that the personal is political.  Of course that’s true, just as the political is personal is obviously also true.  But it would be a mistake to think of these statements as either definitional or descriptions of categories. The personal is not political in the way that blue is a color, for example, and neither is the personal political in the way that a scissors are two blades joined at a point.  Rather they are, as I am understanding them, different spheres that necessarily overlap.

There are hard questions here about the differences between understanding, empathy, verstehen, and forgiveness.  I don’t quite know how to answer them, except to say that it would be naive–and actually dangerous–for a white straight dude like me to pretend that my positionality has nothing to do with my take on the answer. Which is to say, like a lot of people have been saying lately, that if convincing Trump voters to go another way falls on anyone, it falls on people like me.

Here’s another thing: I’m not entirely sure how to think about engaging with Trump voters, primarily because the kind of civic work I want to do already overlaps with my ideological interests.  Giving money runs into a different but similar problem. I certainly am enthusiastic about giving money to civic and political organizations, and many of my friends have been talking about doing exactly that on social media.  Yet money is not the same thing as time and physical co-presence.  Money is much more efficient: it is an excellent means of helping all of us even more exquisitely divide our labors into things each of us are already good at doing. You’re a good organizer! Great. I’ll give you money to do that, because I want it to be done, and I am not a great organizer.  Etc.

What I worry is lost there is the collective experience and sensibility we gain by actually doing political and civic work together instead of paying other people to do it for us, even if it’s work we’d rather not be doing (I hate–but hate–phone banking) or work we’re not as good at as the work we could be doing for our jobs. Now look: these places really need our money, and often volunteers aren’t that useful and it’s better for the organization just to hire a paid staffer, which is only possible if we all chip in. So please, please, please do not read this as me saying donating money is bad.  And I’m not even saying only donating money is bad, but I am suspicious it’s part of the problem.

Yet this still leaves the problem I described earlier: how do we get past the problem that even where we organize (or donate) , those organizations are rarely where we could meet people who think (and vote) very, very different from us?  Part of this is bullshit, of course.  Cosmopolitans–by their very nature–have a deep tolerance (even preference) for difference. The idea that cosmopolitans  care about superficial differences but all think alike is a canard. Have these critics been to the coastal cities they’re so busy decrying? I have many Muslims friends who are much more conservative than I am, for example.  It’s true that few are Republican, but that hardly means they’re a monolith.

But it’s the white working class (whatever the hell that term means) that we’re supposed to encounter, or, at the very least, the Trump voters.  So where do people like me–people who should be expected to change minds–go meet them?  I don’t know, and I’m sure the answer will vary widely.  But this is where the spheres thing, I think, comes back and meets up with the experience thing.  It seems to me that to change someone’s mind–especially someone with whom you’re talking about issues deeply related to identity and self-image–you have to have a relationship of trust already worked out.  You can’t lead with politics, and by that I refer not just to the conversation (everyone knows you start a chat with small talk) but to the relationship itself.  For some of us, that common cause is already there: we went to school together, we’re family, etc.  But for others, it comes through, well, public spaces: softball leagues and neighborhood organizations and school boards.  Sometimes we’re too sorted even for these to create that opportunity, and sometimes we treat these things only as a means of our self-cultivation.  We might meet someone at the gym or a kid’s soccer game, but we’re more focused on our own experience that building relationships (or at least I am).

I’m honestly not sure what to say or do in this post-Trump week, except I have a strong hunch that physical co-presence is a big piece of the answer, and often physical co-presence with people who are quite different from me.  That’s only a starting point though: again, you might be physically co-present at the gym but nothing happens.  That’s where the public/private distinction matters because I don’t have to like everything about someone else (or even most things) to realize we have common causes and concerns.  We might well come to like each other, even to enjoy working together.  But that’s not the point.

Written by jeffguhin

November 13, 2016 at 7:53 pm

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black mirror’s nosedive episode; also sf and social theory

If you don’t already watch Black Mirror, it’s worth checking out, especially now that you get can get every episode on Netflix. It’s a wonderful science fiction/horror anthology, sort of a modern Twilight Zone, but with more of a focus on technology. The first episode of the latest season, Nosedive (see some reviews here and here, but spoilers!) is truly excellent. Bryce Dallas Howard plays a woman, Lacie, who is at once vulnerable and ambitious, smiling with a too-obvious strain at everyone she passes.  She smiles so hard because she’s literally being rated for each interaction. That’s the amazing premise of this episode: a facebook-like app gives everyone an averaged rating of between 1 and 5, and each interaction is a new chance to change your score.

There’s a lot going on there, and a tremendous amount that’s useful for us to think (and teach) with as sociologists.  First, there’s the obvious connection to the current pressure to like (and be liked!) on Facebook, Twitter, Instagram, and other social media platforms.  It’s also important that the main character here is a woman, and that so many of the interactions she has are also with women. The increased emotional labor expected of women (from men, of course, but also from women) is an important sociological insight, and it’s not surprising it’s reproduced online.

Yet what struck me even more about this episode is what it shows—albeit totally obliquely—about the micro-macro link.  The rich and powerful all have very high ratings, and while we never really find out how (surely the rich are sometimes jerks?) we get a sense of it through observing the interaction rituals Lacie goes through everyday. She wants to make sure she gets a 5 as often as possible, and a 5 from someone with a higher rating is weighted heavier.  As such, she has an incentive to give a 5 to everyone with higher status than hers, in the hopes that they’ll reciprocate.  Yet they obviously have less incentive to rate her highly, not least because her rating of them carries less weight in the metrics.

Those differences have real stakes: Lacie is basically “middle class” in that she’s in the low 4s.  Once you start getting less than that, many perks and privileges are taken away from you.  I kept thinking of Erving Goffman and Randall Collins as I watched the show, and also of recent work by people like Julia Ticona and Sherry Turkle. Which is to say: there’s a lot there, and I’d be interested in people’s thoughts.

Along those lines, it’s worth thinking about how science fiction as a genre provides great heuristics that push to 11 things that are already happening: in this case, what if everyone was rated on a 1 to 5 scale? What’s great about that is how similar it is to a certain way of thinking about social theory.  A good social theory simplifies a lot of complex social noise into an argument: religion is like opium, say, or cultural reproduction is like the accumulation of economic capital. Much like the science fiction premises, these don’t work in every context, but they can be very helpful ways to think about the world.

Written by jeffguhin

October 23, 2016 at 12:36 am