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Learning Outcomes based Curriculum Framework

(LOCF)
for
(Subject)
Undergraduate Programme: A template
2018

UNIVERSITY GRANTS COMMISSION

BAHADUR SHAH ZAFAR MARG
NEW DELHI – 110 002
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Format for Template on Learning Outcomes based Curriculum Framework (LOCF)

 Cover Page (Common for all subjects, only subject will be modified)
 Table of Contents
 Preamble
 Foreword/Preface (by Chairman, UGC)
 Acknowledgement (Name & Signature of all members of Committee; Invitees and Co-opted members)

1 Introduction
2 Learning Outcomes based approach to Curriculum Planning
2.1 Nature and extent of the B.Sc/B.A./B.Com Programme
2.2 Aims of Bachelor’s degree programme in SUBJECT
3 Graduate Attributes in subject
4 Qualification Descriptors
5 Programme Learning Outcomes in course
6 Structure of B.A/B.Com/B.Sc (Subject) (Details of courses to be taught)
6.1 Course Learning Outcomes(Course Learning Outcomes including skills may be
clearly specified for each courses)
6.2 Contents for each course
6.3 References for each course
7 Teaching-Learning Process (may be expanded keeping in view needs and outcomes of the
subject)
8 Assessment Methods ( may be expanded keeping in view needs and outcomes of the
subject)
9 Keywords

In order to maintain uniformity among reports of all subjects, following may please be preferred:

 Font size: 16 – heading; 14-sub-heading; 12- text

 Font type: Times New Roman
 Spacing: 1.5
 Page number and subject may be mentioned in either header or footer.

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The preamble

The quest to understand society is urgent and important, for if we cannot understand the social
world, we are more likely to be overwhelmed by it. We also need to understand social processes
if we want to influence them. Sociology can help us to understand ourselves better, since it
examines how the social world influences the way we think, feel, and act. It can also help with
decision-making, both our own and that of larger organizations. Sociologists can gather
systematic information from which to make a decision, provide insights into what is going on in a
situation, and present alternatives. Sociology is the scientific study of society, including patterns
of social relationships, social interaction, and culture. The term sociology was first used by
Frenchman Auguste Compte in the 1830s when he proposed a synthetic science uniting all
knowledge about human activity. In the academic world, sociology is considered one of the
social sciences.

The term sociology was first coined in 1780 by the French essayist Emmanuel-Joseph Sieyès
(1748–1836) in an unpublished manuscript (Fauré et al. 1999). In 1838, the term was reinvented
by Auguste Comte (1798–1857). The contradictions of Comte’s life and the times he lived
through can be in large part read into the concerns that led to his development of sociology. He
was born in 1798, year 6 of the new French Republic, to staunch monarchist and Catholic
parents, who lived comfortably off the father’s earnings as a minor bureaucrat in the tax office.
Comte originally studied to be an engineer, but after rejecting his parents’ conservative views and
declaring himself a republican and free spirit at the age of 13, he got kicked out of school at 18
for leading a school riot, which ended his chances of getting a formal education and a position as
an academic or government official.

He became a secretary of the utopian socialist philosopher Claude Henri de Rouvroy Comte de
Saint-Simon (1760–1825) until they had a falling out in 1824 (after St. Simon perhaps purloined
some of Comte’s essays and signed his own name to them). Nevertheless, they both thought
that society could be studied using the same scientific methods utilized in the natural sciences.
Comte also believed in the potential of social scientists to work toward the betterment of society
and coined the slogan “order and progress” to reconcile the opposing progressive and
conservative factions that had divided the crisis-ridden, post-revolutionary French society. Comte
proposed a renewed, organic spiritual order in which the authority of science would be the means
to reconcile the people in each social strata with their place in the order. It is a testament to his
influence that the phrase “order and progress” adorns the Brazilian coat of arms (Collins and
Makowsky 1989).

Comte named the scientific study of social patterns positivism. He described his philosophy in a
well-attended and popular series of lectures, which he published as The Course in Positive
Philosophy (1830–1842) and A General View of Positivism (1848). He believed that using
scientific methods to reveal the laws by which societies and individuals interact would usher in a
new “positivist” age of history. His main sociological theory was the law of three stages, which
held that all human societies and all forms of human knowledge evolve through three distinct
stages from primitive to advanced: the theological, the metaphysical, and the positive. The key
variable in defining these stages was the way a people understand the concept of
causation or think about their place in the world.
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In the theological stage, humans explain causes in terms of the will of anthropocentric gods (the
gods cause things to happen). In the metaphysical stage, humans explain causes in terms of
abstract, “speculative” ideas like nature, natural rights, or “self-evident” truths. This was the basis
of his critique of the Enlightenment philosophers whose ideas about natural rights and freedoms
had led to the French Revolution but also to the chaos of its aftermath. In his view, the “negative”
or metaphysical knowledge of the philosophers was based on dogmatic ideas that could not be
reconciled when they were in contraction. This lead to irreconcilable conflict and moral anarchy.
Finally, in the positive stage, humans explain causes in terms of scientific procedures and laws
(i.e., “positive” knowledge based on propositions limited to what can be empirically observed).
Comte believed that this would be the final stage of human social evolution because science
would reconcile the division between political factions of order and progress by eliminating the
basis for moral and intellectual anarchy. The application of positive philosophy would lead to the
unification of society and of the sciences (Comte 1830).

Although Comte’s positivism is a little odd by today’s standards, it inaugurated the development
of the positivist tradition within sociology. In principle, positivism is the sociological perspective
that attempts to approach the study of society in the same way that the natural sciences
approach the natural world. In fact, Comte’s preferred term for this approach was “social
physics”—the “sciences of observation” applied to social phenomena, which he saw as the
culmination of the historical development of the sciences. More specifically, for Comte,
positivism:

1. “Regards all phenomena as subjected to invariable natural laws”

2. Pursues “an accurate discovery of these laws, with a view of reducing them to the smallest
possible number”
3. Limits itself to analyzing the observable circumstances of phenomena and to connecting them
by the “natural relations of succession and resemblance” instead of making metaphysical
claims about their essential or divine nature (Comte 1830)

While Comte never in fact conducted any social research and took, as the object of analysis, the
laws that governed what he called the general human “mind” of a society (difficult to observe
empirically), his notion of sociology as a positivist science that might effectively socially engineer
a better society was deeply influential. Where his influence waned was a result of the way in
which he became increasingly obsessive and hostile to all criticism as his ideas progressed
beyond positivism as the “science of society” to positivism as the basis of a new cult-like,
technocratic “religion of humanity.” The new social order he imagined was deeply conservative
and hierarchical, a kind of a caste system with every level of society obliged to reconcile itself
with its “scientifically” allotted place. Comte imagined himself at the pinnacle of society, taking the
title of “Great Priest of Humanity.” The moral and intellectual anarchy he decried would be
resolved, but only because the rule of sociologists would eliminate the need for unnecessary and
divisive democratic dialogue. Social order “must ever be incompatible with a perpetual discussion
of the foundations of society” (Comte 1830).

Sociologists study all things human, from the interactions between two people to the complex
relationships between nations or multinational corporations. While sociology assumes that
human actions are patterned, individuals still have room for choices. Becoming aware of the
social processes that influence the way humans think, feel, and behave plus having the will to act
can help individuals to shape the social forces they face. Sociologists study all things human,
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from the interactions between two people to the complex relationships between nations or
multinational corporations. While sociology assumes that human actions are patterned,
individuals still have room for choices. Becoming aware of the social processes that influence
the way humans think, feel, and behave plus having the will to act can help individuals to shape
the social forces they face. Sociologists believe that our social surroundings influence
thought and action. A key insight of sociology is that the simple fact of being in a group changes
your behaviour. The group is a phenomenon that is more than the sum of its parts. Why do we
feel and act differently in different types of social situations? Why might people of a single group
exhibit different behaviours in the same situation? Why might people acting similarly not feel
connected to others exhibiting the same behaviour? These are some of the many questions
sociologists ask as they study people and societies.
Even within one type of crowd, different groups exist and different behaviours are on display. At a
rock concert, for example, some may enjoy singing along, others may prefer to sit and observe,
while still others may join in a mosh pit or try crowd surfing. On February 28, 2010, Sydney
Crosby scored the winning goal against the United States team in the gold medal hockey game
at the Vancouver Winter Olympics. Two hundred thousand jubilant people filled the streets of
downtown Vancouver to celebrate and cap off two weeks of uncharacteristically vibrant, joyful
street life in Vancouver. Just over a year later, on June 15, 2011, the Vancouver Canucks lost the
seventh hockey game of the Stanley Cup finals against the Boston Bruins. One hundred
thousand people had been watching the game on outdoor screens. Eventually 155,000 people
filled the downtown streets. Rioting and looting led to hundreds of injuries, burnt cars, trashed
storefronts and property damage totalling an estimated $4.2 million. Why was the crowd
response to the two events so different?
A dictionary defines “sociology” as the systematic study of society and social interaction. The
word “sociology” is derived from the Latin word socius (companion) and the Greek
word logos (speech or reason), which together mean “reasoned speech about companionship”.
How can the experience of companionship or togetherness be put into words or explained? While
this is a starting point for the discipline, sociology is actually much more complex. It uses many
different methods to study a wide range of subject matter and to apply these studies to the real
world. The sociologist Dorothy Smith (1926) defines the social as the “ongoing concerting and
coordinating of individuals’ activities” (Smith 1999). Sociology is the systematic study of all
those aspects of life designated by the adjective “social.” These aspects of social life never
simply occur; they are organized processes. They can be the briefest of everyday interactions—
moving to the right to let someone pass on a busy sidewalk, for example—or the largest and
most enduring interactions—such as the billions of daily exchanges that constitute the circuits of
global capitalism. If there are at least two people involved, even in the seclusion of one’s mind,
then there is a social interaction that entails the “ongoing concerting and coordinating of
activities.” Why does the person move to the right on the sidewalk? What collective process lead
to the decision that moving to the right rather than the left is normal? Think about the T-shirts in
your drawer at home. What are the sequences of linkages and social relationships that link the T-
shirts in your chest of drawers to the dangerous and hyper-exploitive garment factories in rural
China or Bangladesh? These are the type of questions that point to the unique domain and
puzzles of the social that sociology seeks to explore and understand.

Since ancient times, people have been fascinated by the relationship between individuals and the
societies to which they belong. The ancient Greeks might be said to have provided the
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foundations of sociology through the distinction they drew between physics (nature)
and nomos (law or custom). Whereas nature or physis for the Greeks was “what emerges from
itself” without human intervention, nomos in the form of laws or customs, were human
conventions designed to constrain human behaviour. Histories by Herodotus (484–425 BCE) was
a proto-anthropological work that described the great variations in the nomos of different ancient
societies around the Mediterranean, indicating that human social life was not a product of nature
but a product of human creation. If human social life was the product of an invariable human or
biological nature, all cultures would be the same. The concerns of the later Greek philosophers
Socrates (469–399 BCE), Plato (428–347 BCE), and Aristotle (384–322 BCE) with the ideal form
of human community (the polis or city-state) can be derived from the ethical dilemmas of this
difference between human nature and human norms. The modern sociological term “norm” (i.e.,
a social rule that regulates human behaviour) comes from the Greek term nomos.

In the 13th century, Ma Tuan-Lin, a Chinese historian, first recognized social dynamics as an
underlying component of historical development in his seminal encyclopedia, General Study of
Literary Remains. The study charted the historical development of Chinese state administration
from antiquity in a manner akin to contemporary institutional analyses. The next century saw the
emergence of the historian some consider to be the world’s first sociologist, the Berber scholar
Ibn Khaldun (1332–1406) of Tunisia. His Muqaddimah: An Introduction to History is known for
going beyond descriptive history to an analysis of historical processes of change based on an
understanding of “the nature of things which are born of civilization” (Khaldun quoted in Becker
and Barnes 1961). Key to his analysis was the distinction between the sedentary life of cities and
the nomadic life of pastoral peoples like the Bedouin and Berbers. The nomads, who exist
independent of external authority, developed a social bond based on blood lineage and “esprit de
corps” (‘Asabijja),” which enabled them to mobilize quickly and act in a unified and concerted
manner in response to the rugged circumstances of desert life. The sedentaries of the city
entered into a different cycle in which esprit de corp is subsumed to institutional power and
political factions and the need to be focused on subsistence is replaced by a trend toward
increasing luxury, ease and refinements of taste. The relationship between the two poles of
existence, nomadism and sedentary life, was at the basis of the development and decay of
civilizations” (Becker and Barnes 1961).

In the sixteenth and seventeenth centuries, Europeans were exploring the world and voyagers
returned from Asia, the Americas, Africa, and the South Seas with amazing stories of other
societies and civilizations. Widely different social practices challenged the view that European
life reflected the natural order of God.

In the eighteenth and nineteenth centuries, Western Europe was rocked by technical, economic,
and social changes that forever changed the social order. Science and technology were
developing rapidly. James Watt invented the steam engine in 1769, and in 1865 Joseph Lister
discovered that an antiseptic barrier could be placed between a wound and germs in the
atmosphere to inhibit infection. These and other scientific developments spurred social changes
and offered hope that scientific methods might help explain the social as well as the natural
world. This trend was part of a more general growth in rationalism.

The industrial revolution began in Britain in the late eighteenth century. By the late nineteenth
century, the old order was collapsing “under the twin blows of industrialism and revolutionary
democracy” (Nisbet, 1966: 21). Mechanical industry was growing, and thousands of people were
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migrating to cities to work in the new factories. People once rooted in the land and social
communities where they farmed found themselves crowded into cities. The traditional authority
of the church, the village, and the family were being undermined by impersonal factory and city
life. The Industrial Revolution in a strict sense refers to the development of industrial methods of
production, the introduction of industrial machinery, and the organization of labour in new
manufacturing systems. These economic changes emblemize the massive transformation of
human life brought about by the creation of wage labour, capitalist competition, increased
mobility, urbanization, individualism, and all the social problems they wrought: poverty,
exploitation, dangerous working conditions, crime, filth, disease, and the loss of family and other
traditional support networks, etc. It was a time of great social and political upheaval with the rise
of empires that exposed many people—for the first time—to societies and cultures other than
their own. Millions of people were moving into cities and many people were turning away from
their traditional religious beliefs. Wars, strikes, revolts, and revolutionary actions were reactions
to underlying social tensions that had never existed before and called for critical examination.
August Comte in particular envisioned the new science of sociology as the antidote to conditions
that he described as “moral anarchy.”

However, it was not until the 19th century that the basis of the modern discipline of sociology can
be said to have been truly established. The impetus for the ideas that culminated in sociology
can be found in the three major transformations that defined modern society and the culture of
modernity: the development of modern science from the 16th century onward, the emergence of
democratic forms of government with the American and French Revolutions (1775–1783 and
1789–1799 respectively), and the Industrial Revolution beginning in the 18th century. Not only
was the framework for sociological knowledge established in these events, but also the initial
motivation for creating a science of society.

Capitalism also grew in Western Europe in the nineteenth century. This meant that relatively few
people owned the means of production—such as factories—while many others had to sell their
labour to those owners. At the same time, relatively impersonal financial markets began to
expand. The modern epoch was also marked by the development of administrative state power,
which involved increasing concentrations of information and armed power.

Early sociologists like Comte and Marx sought to formulate a rational, evidence-based response
to the experience of massive social dislocation and unprecedented social problems brought
about by the transition from the European feudal era to capitalism. Whether the intention was to
restore order to the chaotic disintegration of society, as in Comte’s case, or to provide the basis
for a revolutionary transformation in Marx’s, a rational and scientifically comprehensive
knowledge of society and its processes was required. It was in this context that “society” itself, in
the modern sense of the word, became visible as a phenomenon to early investigators of the
social condition.

The development of modern science provided the model of knowledge needed for sociology to
move beyond earlier moral, philosophical, and religious types of reflection on the human
condition. Key to the development of science was the technological mindset that Max Weber
termed the disenchantment of the world: “principally there are no mysterious incalculable
forces that come into play, but rather one can, in principle, master all things by calculation”
(1919). Modern science abandoned the medieval view of the world in which God, “the unmoved
mover,” defined the natural and social world as a changeless, cyclical creation ordered and given
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purpose by divine will. Instead modern science combined two philosophical traditions that had
historically been at odds: Plato’s rationalism and Aristotle’s empiricism. Rationalism sought the
laws that governed the truth of reason and ideas, and in the hands of early scientists like Galileo
and Newton, found its highest form of expression in the logical formulations of mathematics.
Empiricism sought to discover the laws of the operation of the world through the careful,
methodical, and detailed observation of the world. The new scientific worldview therefore
combined the clear and logically coherent conceptual formulation of propositions from rationalism
with an empirical method of inquiry based on observation through the senses. Sociology adopted
these core principles to emphasize that claims about society had to be clearly formulated and
based on evidence-based procedures.

Sociology therefore emerged as an extension of the new worldview of science; as a part of the
Enlightenment project and its appreciation of historical change, social injustice, and the
possibilities of social reform; and as a crucial response to the new and unprecedented types of
social problems that appeared in the 19th century. It did not emerge as a unified science,
however, as its founders brought distinctly different perspectives to its early formulations.

The emergence of democratic forms of government in the 18th century demonstrated that
humans had the capacity to change the world. The rigid hierarchy of medieval society was not a
God-given eternal order, but a human order that could be challenged and improved upon through
human intervention. Society came to be seen as both historical and the product of human
endeavours. Age of Enlightenment philosophers like Locke, Voltaire, Montaigne, and Rousseau
developed general principles that could be used to explain social life. Their emphasis shifted from
the histories and exploits of the aristocracy to the life of ordinary people. Mary Wollstonecraft’s A
Vindication of the Rights of Women (1792) extended the critical analysis of her male
Enlightenment contemporaries to the situation of women. Significantly for modern sociology they
proposed that the use of reason could be applied to address social ills and to emancipate
humanity from servitude. Wollstonecraft for example argued that simply allowing women to have
a proper education would enable them to contribute to the improvement of society, especially
through their influence on children. On the other hand, the bloody experience of the democratic
revolutions, particularly the French Revolution, which resulted in the “Reign of Terror” and
ultimately Napoleon’s attempt to subjugate Europe, also provided a cautionary tale for the early
sociologists about the need for sober scientific assessment of society to address social problems.

Finally, there was enormous population growth worldwide in this period, due to longer life
expectancy and major decreases in child death rates. These massive social changes lent new
urgency to the development of the social sciences, as early sociological thinkers struggled with
the vast implications of economic, social and political revolutions. All the major figures in the
early years of sociology thought about the “great transformation” from simple, preliterate societies
to massive, complex, industrial societies.

Sociology was taught by that name for the first time at the University of Kansas in 1890 by
Frank Blackmar, under the course title Elements of Sociology, where it remains the oldest
continuing sociology course in the United States. The first academic department of sociology
was established in 1892 at the University of Chicago by Albion W. Small, who in 1895 founded
the American Journal of Sociology. The first European department of sociology was founded in
1895 at the University of Bordeaux by Émile Durkheim, founder of L'AnnéeSociologique (1896).
The first sociology department to be established in the United Kingdom was at the London
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School of Economics and Political Science (home of the British Journal of Sociology) in 1904. In
1919 a sociology departme nt was established in Germany at the Ludwig Maximilians University
of Munich by Max Weber, and in 1920 by Florian Znaniecki. International cooperation in
sociology began in 1893 when René Worms founded the Institut International de Sociologie,
which was later eclipsed by the much larger International Sociological Association (ISA), founded
in 1949. In 1905, the American Sociological Association, the world's largest association of
professional sociologists, was founded, and in 1909 the Deutsche Gesellschaft für
Soziologie (German Society for Sociology) was founded by Ferdinand Tönnies and Max Weber,
among others. Sociology is now taught and studied in all continents of the world.
Sociologists study all aspects and levels of society. A society is a group of people whose
members interact, reside in a definable area, and share a culture. A culture includes the group’s
shared practices, values, beliefs, norms and artefacts. One sociologist might analyze video of
people from different societies as they carry on everyday conversations to study the rules of
polite conversation from different world cultures. Another sociologist might interview a
representative sample of people to see how email and instant messaging have changed the way
organizations are run. Yet another sociologist might study how migration determined the way in
which language spread and changed over time. A fourth sociologist might study the history of
international agencies like the United Nations or the International Monetary Fund to examine how
the globe became divided into a First World and a Third World after the end of the colonial era.

These examples illustrate the ways society and culture can be studied at different levels of
analysis, from the detailed study of face-to-face interactions to the examination of large-scale
historical processes affecting entire civilizations. It is common to divide these levels of analysis
into different gradations based on the scale of interaction involved. As discussed in later
chapters, sociologists break the study of society down into four separate levels of analysis: micro,
meso, macro, and global. The basic distinction, however, is between micro-
sociology and macro-sociology.

The study of cultural rules of politeness in conversation is an example of micro-sociology. At

the micro-level of analysis, the focus is on the social dynamics of intimate, face-to-face
interactions. Research is conducted with a specific set of individuals such as conversational
partners, family members, work associates, or friendship groups. In the conversation study
example, sociologists might try to determine how people from different cultures interpret each
other’s behaviour to see how different rules of politeness lead to misunderstandings. If the same
misunderstandings occur consistently in a number of different interactions, the sociologists may
be able to propose some generalizations about rules of politeness that would be helpful in
reducing tensions in mixed-group dynamics (e.g., during staff meetings or international
negotiations). Other examples of micro-level research include seeing how informal
networks become a key source of support and advancement in formal bureaucracies or
how loyalty to criminal gangs is established.

Macro-sociology focuses on the properties of large-scale, society-wide social interactions: the

dynamics of institutions, classes, or whole societies. The example above of the influence of
migration on changing patterns of language usage is a macro-level phenomenon because it
refers to structures or processes of social interaction that occur outside or beyond the intimate
circle of individual social acquaintances. These include the economic and other circumstances
that lead to migration; the educational, media, and other communication structures that help or
hinder the spread of speech patterns; the class, racial, or ethnic divisions that create different
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slangs or cultures of language use; the relative isolation or integration of different communities
within a population; and so on. Other examples of macro-level research include examining why
women are far less likely than men to reach positions of power in society or why fundamentalist
Christian religious movements play a more prominent role in American politics than they do in
Canadian politics. In each case, the site of the analysis shifts away from the nuances and detail
of micro-level interpersonal life to the broader, macro-level systematic patterns that structure
social change and social cohesion in society.

The relationship between the micro and the macro remains one of the key problems
confronting sociology. The German sociologist Georg Simmel pointed out that macro-level
processes are in fact nothing more than the sum of all the unique interactions between specific
individuals at any one time (1908), yet they have properties of their own which would be missed if
sociologists only focused on the interactions of specific individuals. Émile Durkheim’s classic
study of suicide (1897) is a case in point. While suicide is one of the most personal, individual,
and intimate acts imaginable, Durkheim demonstrated that rates of suicide differed between
religious communities—Protestants, Catholics, and Jews—in a way that could not be explained
by the individual factors involved in each specific case. The different rates of suicide had to be
explained by macro-level variables associated with the different religious beliefs and practices of
the faith communities. On the other hand, macro-level phenomena like class structures,
institutional organizations, legal systems, gender stereotypes, and urban ways of life provide the
shared context for everyday life but do not explain its nuances and micro-variations very well.
Macro-level structures constrain the daily interactions of the intimate circles in which we move,
but they are also filtered through localized perceptions and “lived” in a myriad of inventive and
unpredictable ways.

Although the scale of sociological studies and the methods of carrying them out are different, the
sociologists involved in them all have something in common. Each of them looks at society using
what pioneer sociologist C. Wright Mills called the sociological imagination, sometimes also
referred to as the “sociological lens” or “sociological perspective.” In a sense, this was Mills’
way of addressing the dilemmas of the macro/micro divide in sociology. Mills defined sociological
imagination as how individuals understand their own and others’ pasts in relation to history and
social structure (1959). It is the capacity to see an individual’s private troubles in the context of
the broader social processes that structure them. This enables the sociologist to examine
what Mills called “personal troubles of milieu” as “public issues of social structure,” and
vice versa.

Mills reasoned that private troubles like being overweight, being unemployed, having marital
difficulties, or feeling purposeless or depressed can be purely personal in nature. It is possible for
them to be addressed and understood in terms of personal, psychological, or moral attributes,
either one’s own or those of the people in one’s immediate milieu. In an individualistic society like
our own, this is in fact the most likely way that people will regard the issues they confront: “I have
an addictive personality;” “I can’t get a break in the job market;” “My husband is unsupportive;”
etc. However, if private troubles are widely shared with others, they indicate that there is a
common social problem that has its source in the way social life is structured. At this level, the
issues are not adequately understood as simply private troubles. They are best addressed as
public issues that require a collective response to resolve.

By looking at individuals and societies and how they interact through this lens, sociologists are
able to examine what influences behaviour, attitudes, and culture. By applying systematic and
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scientific methods to this process, they try to do so without letting their own biases and pre-
conceived ideas influence their conclusions. Obesity, for example, has been increasingly
recognized as a growing problem for both children and adults in North America. Obesity is
therefore not simply a private trouble concerning the medical issues, dietary practices, or
exercise habits of specific individuals. It is a widely shared social issue that puts people at risk for
chronic diseases like hypertension, diabetes, and cardiovascular disease. It also creates
significant social costs for the medical system.

Pollan argues that obesity is in part a product of the increasingly sedentary and stressful lifestyle
of modern, capitalist society, but more importantly it is a product of the industrialization of the
food chain, which since the 1970s has produced increasingly cheap and abundant food with
significantly more calories due to processing. Additives like corn syrup, which are much cheaper
to produce than natural sugars, led to the trend of super-sized fast foods and soft drinks in the
1980s. As Pollan argues, trying to find a processed food in the supermarket without a cheap,
calorie-rich, corn-based additive is a challenge. The sociological imagination in this example is
the capacity to see the private troubles and attitudes associated with being overweight as an
issue of how the industrialization of the food chain has altered the human/environment
relationship, in particular with respect to the types of food we eat and the way we eat them.

All sociologists are interested in the experiences of individuals and how those experiences are
shaped by interactions with social groups and society as a whole. To a sociologist, the personal
decisions an individual makes do not exist in a vacuum. Cultural patterns and social forces put
pressure on people to select one choice over another. Sociologists try to identify these general
patterns by examining the behaviour of large groups of people living in the same society and
experiencing the same societal pressures.

Understanding the relationship between the individual and society is one of the most difficult
sociological problems, however. Partly this is because of the reified way these two terms are
used in everyday speech. Reification refers to the way in which abstract concepts, complex
processes, or mutable social relationships come to be thought of as “things.” A prime example of
this is when people say that “society” caused an individual to do something or to turn out in a
particular way. In writing essays, first-year sociology students sometimes refer to “society” as a
cause of social behaviour or as an entity with independent agency. On the other hand, the
“individual” is a being that seems solid, tangible, and independent of anything going on outside of
the skin sack that contains its essence. This conventional distinction between society and the
individual is a product of reification in so far as both society and the individual appear as
independent objects. A concept of “the individual” and a concept of “society” have been given the
status of real, substantial, independent objects. As we will see in the chapters to come, society
and the individual are neither objects, nor are they independent of one another. An “individual” is
inconceivable without the relationships to others that define his or her internal subjective life and
his or her external socially defined roles.

The problem for sociologists is that these concepts of the individual and society and the
relationship between them are thought of in terms established by a very
common moral framework in modern democratic societies, namely that of individual responsibility
and individual choice. Often in this framework, any suggestion that an individual’s behaviour
needs to be understood in terms of that person’s social context is dismissed as “letting the
individual off” of taking personal responsibility for their actions.
 12

Talking about society is akin to being morally soft or lenient. Sociology, as a social science,
remains neutral on these types of moral questions. The conceptualization of the individual and
society is much more complex. The sociological problem is to be able to see the individual as a
thoroughly social being and yet as a being who has agency and free choice. Individuals are
beings who do take on individual responsibilities in their everyday social roles and risk social
consequences when they fail to live up to them. The manner in which they take on
responsibilities and sometimes the compulsion to do so are socially defined however. The
sociological problem is to be able to see society as a dimension of experience characterized by
regular and predictable patterns of behaviour that exist independently of any specific individual’s
desires or self-understanding. Yet at the same time a society is nothing but the ongoing social
relationships and activities of specific individuals.

A key basis of the sociological perspective is the concept that the individual and society are
inseparable. It is impossible to study one without the other. German sociologist Norbert Elias
called the process of simultaneously analyzing the behaviour of individuals and the society that
shapes that behaviour figuration. He described it through a metaphor of dancing. There can be
no dance without the dancers, but there can be no dancers without the dance. Without the
dancers, a dance is just an idea about motions in a choreographer’s head. Without a dance,
there is just a group of people moving around a floor. Similarly, there is no society without the
individuals that make it up, and there are also no individuals who are not affected by the society
in which they live (Elias 1978).
Harriet Martineau (1802–1876) was one of the first women sociologists in the 19th century. There
are a number of other women who might compete with her for the title of the first woman
sociologist, such as Catherine Macauley, Mary Wollstonecraft, Flora Tristan, and Beatrice Webb,
but Martineau’s specifically sociological credentials are strong. She was for a long time known
principally for her English translation of Comte’s Course in Positive Philosophy. Through this
popular translation she introduced the concept of sociology as a methodologically rigorous
discipline to an English-speaking audience. But she also created a body of her own work in the
tradition of the great social reform movements of the 19th century and introduced a sorely
missing woman’s perspective into the discourse on society. Particularly innovative was her early
work on sociological methodology, How to Observe Manners and Morals (1838). In this volume
she developed the ground work for a systematic social-scientific approach to studying human
behaviour. She recognized that the issues of the researcher/subject relationship would have to
be addressed differently in a social, as opposed to a natural, science. The observer, or “traveller,”
as she put it, needed to respect three criteria to obtain valid research: impartiality, critique,
and sympathy. The impartial observer could not allow herself to be “perplexed or
disgusted” by foreign practices that she could not personally reconcile herself with. Yet at
the same time she saw the goal of sociology to be the fair but critical assessment of the moral
status of a culture. In particular, the goal of sociology was to challenge forms of racial, sexual, or
class domination in the name of autonomy: the right of every person to be a “self-directing moral
being.” Finally, what distinguished the science of social observation from the natural sciences
was that the researcher had to have unqualified sympathy for the subjects being studied
(Lengermann and Niebrugge 2007). This later became a central principle of Max
Weber’s interpretive sociology, although it is not clear that Weber read Martineau’s work.
A large part of her research in the United States analyzed the situations of contradiction between
stated public morality and actual moral practices. This emphasis on studying contradictions
followed from the distinction she drew between morals—society’s collective ideas of permitted
 13

and forbidden behaviour—and manners—the actual patterns of social action and association in
society. As she realized the difficulty in getting an accurate representation of an entire society
based on a limited number of interviews, she developed the idea that one could identify key
“Things” experienced by all people—age, gender, illness, death, etc.—and examine how they
were experienced differently by a sample of people from different walks of life (Lengermann and
Niebrugge 2007). Martineau’s sociology therefore focused on surveying different attitudes toward
“Things” and studying the anomalies that emerged when manners toward them contradicted a
society’s formal morals.
Durkheim was also a key figure in the development of positivist sociology. He did not adopt the
term positivism, because of the connection it had with Comte’s quasi-religious sociological cult.
However, in Rules of the Sociological Method he defined sociology as the study of
objective social facts. Social facts are those things like law, custom, morality, religious beliefs and
practices, language, systems of money, credit and debt, business or professional practices, etc.
that are defined externally to the individual. Social facts:

 Precede the individual and will continue to exist after he or she is gone
 Consist of details and obligations of which individuals are frequently unaware
 Are endowed with an external coercive power by reason of which individuals are controlled

For Durkheim, social facts were like the facts of the natural sciences. They could be studied
without reference to the subjective experience of individuals. He argued that “social facts must be
studied as things, that is, as realities external to the individual” (Durkheim 1895). Individuals
experience them as obligations, duties, and restraints on their behaviour, operating
independently of their will. They are hardly noticeable when individuals consent to them but
provoke reaction when individuals resist.

In this way, Durkheim was very influential in defining the subject matter of the new discipline of
sociology. For Durkheim, sociology was not about just any phenomena to do with the life of
human beings but only those phenomena which pertained exclusively to a social level of
analysis. It was not about the biological or psychological dynamics of human life, for example, but
about the social facts through which the lives of individuals were constrained. Moreover, the
dimension of human experience described by social facts had to be explained in its own terms. It
could not be explained by biological drives or psychological characteristics of individuals. It was a
dimension of reality sui generis (of its own kind, unique in its characteristics). It could not be
explained by, or reduced to, its individual components without missing its most important
features. As Durkheim put it, “a social fact can only be explained by another social fact”
(Durkheim 1895).

This is the framework of Durkheim’s famous study of suicide. In Suicide: A Study in Sociology
(1897), Durkheim attempted to demonstrate the effectiveness of his rules of social research by
examining suicide statistics in different police districts. Suicide is perhaps the most personal
and most individual of all acts. Its motives would seem to be absolutely unique to the
individual and to individual psychopathology. However, what Durkheim observed was that
statistical rates of suicide remained fairly constant year by year and region by region. There was
no correlation between rates of suicide and rates of psychopathology. Suicide rates did vary,
however, according to the social context of the suicides: namely the religious affiliation of
suicides. Protestants had higher rates of suicide than Catholics, whereas Catholics had higher
rates of suicide than Jews. Durkheim argued that the key factor that explained the difference
 14

in suicide rates (i.e., the statistical rates, not the purely individual motives for the
suicides) were the different degrees of social integration of the different religious
communities, measured by the amount of ritual and degree of mutual involvement in
religious practice. The religious groups had differing levels of anomie, or normlessness, which
Durkheim associated with high rates of suicide. Durkheim’s study was unique and insightful
because he did not try to explain suicide rates in terms of individual psychopathology. Instead, he
regarded the regularity of the suicide rates as a factual order, implying “the existence of
collective tendencies exterior to the individual” (Durkheim 1897), and explained their
variation with respect to another social fact: “Suicide varies inversely with the degree of
integration of the social groups of which the individual forms a part” (Durkheim 1897).

Weber argued that the modern forms of society developed in the West because of the process
of rationalization: the general tendency of modern institutions and most areas of life to be
transformed by the application of instrumental reason—rational bureaucratic organization,
calculation, and technical reason—and the overcoming of “magical” thinking (which we earlier
referred to as the “disenchantment of the world”). As the impediments toward rationalization were
removed, organizations and institutions were restructured on the principle of maximum efficiency
and specialization, while older, traditional (inefficient) types of organization were gradually
eliminated.
Weber also made a major contribution to the methodology of sociological research. Along with
the philosophers Wilhelm Dilthey (1833–1911) and Heinrich Rickert (1863–1936), Weber
believed that it was difficult if not impossible to apply natural science methods to accurately
predict the behaviour of groups as positivist sociology hoped to do. They argued that the
influence of culture on human behaviour had to be taken into account. What was distinct about
human behaviour was that it is essentially meaningful. Human behaviour could not be
understood independently of the meanings that individuals attributed to it.
A Martian’s analysis of the activities in a skateboard park would be hopelessly confused unless
it understood that the skateboarders were motivated by the excitement of risk taking and the
pleasure in developing skills. This insight into the meaningful nature of human behaviour even
applied to the sociologists themselves, who, they believed, should be aware of how their own
cultural biases could influence their research. To deal with this problem, Weber and Dilthey
introduced the concept of Verstehen, a German word that means to understand in a deep way.
In seeking Verstehen, outside observers of a social world—an entire culture or a small setting—
attempt to understand it empathetically from an insider’s point of view.
Rather than defining sociology as the study of the unique dimension of external social
facts, sociology was concerned with social action: actions to which individuals
attach subjective meanings. “Action is social in so far as, by virtue of the subjective meaning
attached to it by the acting individual (or individuals), it takes account of the behaviour of others
and is thereby oriented in its course”. Weber and other like-minded sociologists
founded interpretive sociology whereby social researchers strive to find systematic means to
interpret and describe the subjective meanings behind social processes, cultural norms, and
societal values. This approach led to research methods like ethnography, participant observation,
and phenomenological analysis whose aim was not to generalize or predict (as in positivistic
social science), but to systematically gain an in-depth understanding of social worlds. The natural
sciences may be precise, but from the interpretive sociology point of view their methods confine
them to study only the external characteristics of things.
 15

Simmel’s sociology focused on the key question, “How is society possible?” His answer led him
to develop what he called formal sociology, or the sociology of social forms. In his essay “The
Problem of Sociology,” Simmel reaches a strange conclusion for a sociologist: “There is no such
thing as society ‘as such.’” “Society” is just the name we give to the “extraordinary multitude and
variety of interactions [that] operate at any one moment” (Simmel 1908). This is a basic insight of
micro-sociology. However useful it is to talk about macro-level phenomena like capitalism, the
moral order, or rationalization, in the end what these phenomena refer to is a multitude
of ongoing, unfinished processes of interaction between specific individuals. Nevertheless, the
phenomena of social life do have recognizable forms, and the forms do guide the behaviour of
individuals in a regularized way. A bureaucracy is a form of social interaction that persists from
day to day. One does not come into work one morning to discover that the rules, job descriptions,
paperwork, and hierarchical order of the bureaucracy have disappeared. Simmel’s questions
were: How do the forms of social life persist? How did they emerge in the first place? What
happens when they get fixed and permanent?
Simmel notes that “society exists where a number of individuals enter into interaction” (1908).
What he means is that whenever people gather, something happens that would not have
happened if the individuals had remained alone. People attune themselves to one another in a
way that is very similar to musicians tuning their instruments to one another. A pattern or form of
interaction emerges that begins to guide or coordinate the behaviour of the individuals.
He developed an analysis of the tragedy of culture in which he argued that the cultural creations
of “subjective culture”—like the emergent social forms created by people in their face-to-face
interactions, as well as art, literature, political analyses, etc.—tended to detach themselves from
lived experience and become fixed and elaborated in the form of “objective culture”—the
accumulated products of human cultural creation. There are intrinsic limits to an individual’s
ability to organize, appreciate, and assimilate these forms. As the quantity of objective culture
increases and becomes more complex, it becomes progressively more alienating,
incomprehensible, and overwhelming. It takes on a life of its own and the individual can no longer
see him- or herself reflected in it. Music, for example, can be enriching, but going to an orchestral
performance of contemporary music can often be baffling, as if you need an advanced music
degree just to be able to understand that what you are hearing is music.
Sociology is a multi-perspectival science: a number of distinct perspectives or paradigms offer
competing explanations of social phenomena. Paradigms are philosophical and theoretical
frameworks used within a discipline to formulate theories, generalizations, and the research
performed in support of them. They refer to the underlying organizing principles that tie different
constellations of concepts, theories, and ways of formulating problems together (Drengson
1983). Talcott Parsons’ reformulation of Durkheim’s and others work as structural functionalism in
the 1950s is an example of a paradigm because it provided a general model of analysis suited to
an unlimited number of research topics. Parsons proposed that any identifiable structure (e.g.,
roles, families, religions, or states) could be explained by the particular function it performed in
maintaining the operation of society as a whole. Critical sociology and symbolic interactionism
would formulate the explanatory framework and research problem differently.
The multi-perspectival approach of sociology can be confusing to the newcomer, especially given
most people’s familiarity with the more “unified perspective” of the natural sciences where
divisions in perspective are less visible. The natural sciences are largely able to dispense with
issues of multiple perspective and build cumulative explanations based on the “facts” because
the objects they study are indifferent to their observation. The chemical composition and
behaviour of a protein can be assumed to be the same wherever it is observed and by whomever
 16

it is observed. The same cannot be said of social phenomena, which are mediated by meanings
and interpretations, divided by politics and value orientations, subject to historical change and
human agency, characterized by contradictions and reconciliations, and transfigured if they are
observed at a micro or macro-level. Social reality is different, depending on the historical
moment, the perspective, and the criteria from which it is viewed. Nevertheless, the different
sociological paradigms do rest on a form of knowledge that is scientific, if science is taken in the
broad sense to mean the use of reasoned argument, the ability to see the general in the
particular, and the reliance on evidence from systematic observation of social reality.
In contemporary sociology, positivism is based on four main “rules” that define what constitutes
valid knowledge and what types of questions may be reasonably asked (Bryant 1985):

1. The rule of empiricism: We can only know about things that are actually given in
experience. We cannot validly make claims about things that are invisible, unobservable, or
supersensible like metaphysical, spiritual, or moral truths.
2. The rule of value neutrality: Scientists should remain value-neutral in their research
because it follows from the rule of empiricism that “values” have no empirical content that
would allow their validity to be scientifically tested.
3. The unity of the scientific method: All sciences have the same basic principles and
practices whether their object is natural or human.
4. Law-like statements: The type of explanation sought by scientific inquiry is the formulation of
general laws (like the law of gravity) to explain specific phenomena (like the falling of a
stone).

Much of what is referred to today as quantitative sociology fits within this paradigm of
positivism. Quantitative sociology uses statistical methods such as surveys with large numbers of
participants. Researchers analyse data using statistical techniques to see if they can uncover
patterns of human behaviour. Law-like relationships between variables are often posed in the
form of statistical relationships or multiple linear regression formulas that quantify the degree of
influence different causal or independent variables have on a particular outcome (or dependent
variable). For example, the degree of religiosity of an individual in Canada, measured by the
frequency of church attendance or religious practice, can be predicted by a combination of
different independent variables such as age, gender, income, immigrant status, and region (Bibby
2012).

Structural Functionalism also falls within the positivist tradition in sociology due to Durkheim’s
early efforts to describe the subject matter of sociology in terms of objective social facts—
“social facts must be studied as things, that is, as realities external to the individual” (Durkheim
1895)—and to explain them in terms of their social functions. Durkheim argued that in order to
study society, sociologists have to look beyond individuals to social facts: the laws, morals,
values, religious beliefs, customs, fashions, rituals, and all of the cultural rules that govern
social life (Durkheim 1895). Each of these social facts serves one or more functions within a
society. For example, one function of a society’s laws may be to protect society from violence,
while another is to punish criminal behaviour, while another is to preserve public health.
Following Durkheim’s insight, structural functionalism sees society as a structure with interrelated
parts designed to meet the biological and social needs of individuals who make up that society. In
this respect, society is like a body that relies on different organs to perform crucial functions. In
fact the English philosopher and biologist Herbert Spencer (1820–1903) likened society to a
 17

human body. He argued that just as the various organs in the body work together to keep the
entire system functioning and regulated, the various parts of society work together to keep the
entire society functioning and regulated (Spencer 1898). By parts of society, Spencer was
referring to such social institutions as the economy, political systems, health care, education,
media, and religion. Spencer continued the analogy by pointing out that societies evolve just as
the bodies of humans and other animals do (Maryanski and Turner 1992).

As we have seen, Émile Durkheim developed a similar analogy to explain the structure of
societies and how they change and survive over time. Durkheim believed that earlier, more
primitive societies were held together because most people performed similar tasks and shared
values, language, and symbols. There was a low division of labour, a common religious system
of social beliefs, and a low degree of individual autonomy. Society was held together on the basis
of mechanical solidarity: a shared collective consciousness with harsh punishment for deviation
from the norms. Modern societies, according to Durkheim, were more complex. People served
many different functions in society and their ability to carry out their function depended upon
others being able to carry out theirs. Modern society was held together on the basis of a division
of labour or organic solidarity: a complex system of interrelated parts, working together to
maintain stability, i.e., an organism (Durkheim 1893). According to this sociological paradigm, the
parts of society are interdependent. The academic relies on the mechanic for the specialized
skills required to fix his or her car, the mechanic sends his or her children to university to learn
from the academic, and both rely on the baker to provide them with bread for their morning toast.
Each part influences and relies on the others.

According to American sociologist Talcott Parsons (1881–1955), in a healthy society, all of these
parts work together to produce a stable state called dynamic equilibrium (Parsons 1961).
Parsons was a key figure in systematizing Durkheim’s views in the 1940s and 1950s. He argued
that a sociological approach to social phenomena must emphasize the systematic nature of
society at all levels of social existence: the relation of definable “structures” to their “functions” in
relation to the needs or “maintenance” of the system. His AGIL schema provided a useful
analytical grid for sociological theory in which an individual, an institution, or an entire society
could be seen as a system composed of structures that satisfied four primary functions:

 Adaptation (A): how the system adapts to its environment

 Goal attainment (G): how the system determines what its goals are and how it will attain
them
 Integration (I): how the system integrates its members into harmonious participation and
social cohesion
 (Latent) Pattern Maintenance (L): how basic cultural patterns, values, belief systems, etc.
are regulated and maintained

So, for example, the social system as a whole relied on the economy to distribute goods and
services as its means of adaptation to the natural environment; on the political system to make
decisions as it means of goal attainment; on roles and norms to regulate social behaviour as its
means of social integration; and on culture to institutionalize and reproduce common values as
its means of latent pattern maintenance.

Another noted structural functionalist, Robert Merton (1910–2003), pointed out that social
processes often have many functions. Manifest functions are the consequences of a social
 18

process that are sought or anticipated, while latent functions are the unsought consequences of
a social process. A manifest function of college education, for example, includes gaining
knowledge, preparing for a career, and finding a good job that utilizes that education. Latent
functions of your college years include meeting new people, participating in extracurricular
activities, or even finding a spouse or partner. Another latent function of education is creating a
hierarchy of employment based on the level of education attained. Latent functions can be
beneficial, neutral, or harmful. Social processes that have undesirable consequences for the
operation of society are called dysfunctions.
The focus in quantitative sociology on observable facts and law-like statements presents a
historical and deterministic picture of the world that cannot account for the underlying historical
dynamics of power relationships and class or other contradictions. One can empirically observe
the trees but not the forest so to speak. Similarly, the focus on the needs and the smooth
functioning of social systems in structural functionalism supports a conservative viewpoint
because it tends to see the functioning and dynamic equilibrium of society as good or normal,
whereas change is pathological.
In Davis and Moore’s famous essay “Some Principles of Stratification” (1944) for example, the
authors argued that social inequality was essentially “good” because it functioned to preserve
the motivation of individuals to work hard to get ahead.
This emphasis on the meaningfulness of social action is taken up later by phenomenology,
ethnomethodology, and symbolic interactionism. The interpretive perspective is concerned with
developing a knowledge of social interaction as a meaning-oriented practice. It promotes the goal
of greater mutual understanding and the possibility of consensus among members of society.
Symbolic interactionism provides a theoretical perspective that helps scholars examine the
relationship of individuals within their society. This perspective is centred on the notion that
communication—or the exchange of meaning through language and symbols—is how people
make sense of their social worlds. As pointed out by Herman and Reynolds (1994), this viewpoint
sees people as active in shaping their world, rather than as entities who are acted upon by
society (Herman and Reynolds 1994). This approach looks at society and people from a micro-
level perspective.

George Herbert Mead (1863–1931) is considered one of the founders of symbolic interactionism.
His work in Mind, Self and Society (1934) on the “self” as a social structure and on the stages of
child development as a sequence of role-playing capacities provides the classic analyses of the
perspective.

His student Herbert Blumer (1900–1987) synthesized Mead’s work and popularized the theory.
Blumer coined the term “symbolic interactionism” and identified its three basic premises:

 Humans act toward things on the basis of the meanings they ascribe to those things.
 The meaning of such things is derived from, or arises out of, the social interaction that one
has with others and the society.
 These meanings are handled in, and modified through, an interpretative process used by the
person in dealing with the things he or she encounters (Blumer 1969).

In other words, human interaction is not determined in the same manner as natural events. Nor
do people directly react to each other as forces acting upon forces or as stimuli provoking
 19

automatic responses. Rather people interact indirectly, by interpreting the meaning of each
other’s actions, gestures, or words. Interaction is symbolic in the sense that it occurs through the
mediation, exchange, and interpretation of symbols. One person’s action refers beyond itself to a
meaning that calls out for the response of the other: it indicates what the receiver is supposed to
do; it indicates what the actor intends to do; and together they form a mutual definition of the
situation, which enables joint action to take place. Social life can be seen as the stringing
together or aligning of multiple joint actions.

Social scientists who apply symbolic-interactionist thinking look for patterns of interaction
between individuals. Their studies often involve observation of one-on-one interactions. For
example, while a structural functionalist studying a political protest might focus on the function
protest plays in realigning the priorities of the political system, a symbolic interactionist would be
more interested in seeing the ways in which individuals in the protesting group interact, or how
the signs and symbols protesters use enable a common definition of the situation—e.g., an
environmental or social justice “issue”—to get established.

The focus on the importance of symbols in building a society led sociologists like Erving Goffman
(1922–1982) to develop a framework called dramaturgical analysis. Goffman used theatre as
an analogy for social interaction and recognized that people’s interactions showed patterns of
cultural “scripts.” In social encounters, individuals make a claim for a positive social status within
the group—they present a “face”—but it is never certain that their audience will accept their
claim. There is always the possibility that individuals will make a gaff that prevents them from
successfully maintaining face. They have to manage the impression they are making in the same
way and often using the same type of “props” as an actor. Moreover, because it can be unclear
what part a person may play in a given situation, he or she has to improvise his or her role as the
situation unfolds. This led to Goffman’s focus on the ritual nature of social interaction—the way in
which the “scripts” of social encounters become routine, repetitive, and unconscious.
Nevertheless, the emphasis in Goffman’s analysis, as in symbolic interactionism as a whole, is
that the social encounter, and social reality itself, is open and unpredictable. Social reality is not
predetermined by structures, functions, roles, or history (Goffman 1958).

Symbolic interactionism has also been important in bringing to light the experiences and
worlds of individuals who are typically excluded from official accounts of the world. Howard
Becker’s Outsiders (1963) for example described the process of labelling in which individuals
come to be characterized or labelled as deviants by authorities.

One of the problems of sociology that focuses on micro-level interactions is that it is difficult to
generalize from very specific situations, involving very few individuals, to make social scientific
claims about the nature of society as a whole. The danger is that, while the rich texture of face-
to-face social life can be examined in detail, the results will remain purely descriptive without any
explanatory or analytical strength. In a similar fashion, it is very difficult to get at the historical
context or relations of power that structure or condition face-to-face symbolic interactions. The
perspective on social life as an unstructured and unconstrained domain of agency and subjective
meanings has difficulty accounting for the ways that social life does become structured and
constrained.
Critical sociology is sociology with an “emancipatory interest” (Habermas 1972); that is, a
sociology that seeks not simply to understand or describe the world, but to use sociological
knowledge to change and improve the world, to emancipate people from conditions of servitude.
 20

What does the word critical mean in this context? Critical sociologists argue that it is important to
understand that the critical tradition in sociology is not about complaining or being “negative.” Nor
is it about adopting a moral position from which to judge people or society. It is not about being
“subjective” or “biased” as opposed to “objective.” As Herbert Marcuse put it in One Dimensional
Man (1964), critical sociology involves two value judgments:

1. The judgment that human life is worth living, or rather that it can be and ought to be made worth
living
2. The judgment that, in a given society, specific possibilities exist for the amelioration of sociology
therefore rejects the notion of a value-free social science, but does not thereby become a moral
exercise or an individual “subjective” value preference as a result. Being critical in the context of
sociology is about using objective, empirical knowledge to assess the possibilities and barriers to
improving or “ameliorating” human life, human life and specific ways and means of realizing
these possibilities.
3. The historical materialist approach emphasizes three components (Naiman 2012). The first is
that everything in society is related—it is not possible to study social processes in isolation. The
second is that everything in society is dynamic (i.e., in a process of continuous social change). It
is not possible to study social processes as if they existed outside of history. The third is that the
tensions that form around relationships of power and inequality in society are the key drivers of
social change. It is not possible to study social processes as if they were independent of the
historical formations of power that both structure them and destabilize them.
4. Sociological Theories or Perspectives. Different sociological perspectives enable sociologists to
view social issues through a variety of useful lenses.

Sociological Level of
Paradigm Analysis Focus

Structural How each part of society functions together to contribute

Macro
Functionalism to the whole

Symbolic
Micro One-to-one interactions and communications
Interactionism

How inequalities contribute to social differences and

Critical Sociology Macro
perpetuate differences in power
Using sociological methods and systematic research within the framework of the scientific
method and a scholarly interpretive perspective, sociologists have discovered workplace patterns
that have transformed industries, family patterns that have enlightened parents, and education
patterns that have aided structural changes in classrooms. The students at that university
cafeteria discussion put forth a few loosely stated opinions.

If the human behaviours around those claims were tested systematically, a student could write a
report and offer the findings to fellow sociologists and the world in general. The new perspective
could help people understand themselves and their neighbours and help people make better
decisions about their lives. It might seem strange to use scientific practices to study social trends,
but, as we shall see, it’s extremely helpful to rely on systematic approaches that research
methods provide. Sociologists often begin the research process by asking a question about how
 21

or why things happen in this world. It might be a unique question about a new trend or an old
question about a common aspect of life.

The scientific method involves developing and testing theories about the world based on
empirical evidence. It is defined by its commitment to systematic observation of the empirical
world and strives to be objective, critical, sceptical, and logical. It involves a series of prescribed
steps that have been established over centuries of scholarship.

The scientific method is an essential tool in research.

But just because sociological studies use scientific methods does not make the results less
human. Sociological topics are not reduced to right or wrong facts. In this field, results of studies
tend to provide people with access to knowledge they did not have before—knowledge of other
cultures, knowledge of rituals and beliefs, knowledge of trends and attitudes. No matter what
research approach is used, researchers want to maximize the study’s reliability (how likely
research results are to be replicated if the study is reproduced). Reliability increases the
likelihood that what is true of one person will be true of all people in a group. Researchers also
strive for validity (how well the study measures what it was designed to measure).

In the year 1919, Sociology was introduced at the postgraduate level at the University of
Bombay. This was followed in the course of time by the introduction of the subject at the
universities of Lucknow, Calcutta, Mysore, Osmania, Pune, Baroda and Delhi. Today, sociology is
taught in more than 100 universities. There are 77 specialized research institutions. Various
social, voluntary and action agencies have utilized sociology for teaching, research and
development programmes. The knowledge and skills derived from sociology have been used in
various fields, including professional services, planning and policy making, development and
welfare programmes, resource management, conflict resolution, and professional education and
services (like law, management, medicine, nursing, education, engineering, technology,
transportation and communication). Professional organizations such as the Indian Sociological
Society, and academic journals such as Sociological Bulletin and Contributions to Indian
Sociology have played a significant role in the professional development of Sociology in India.
 22

The status and trend reports on teaching and research in Sociology brought out by the UGC and
ICSSR have also made a significant contribution to the development of the discipline. The
Committee was of the view that it is important to take stock of the teaching of sociology in
universities and colleges. This is in continuation of similar exercises that had been undertaken
under the aegis of the UGC in the past. In recent years, radical changes in science and
technology have had a significant impact on social development, and have thereby brought about
important changes in character of knowledge and skills. Also, narrow disciplinary specialization is
giving way to inter-disciplinary orientation. The resource materials, books, evaluation techniques
and learner-teacher ratio do not seem to be keeping pace with changes brought about by
information technology and new instructional methodology. The existing curriculum and
methodology of the correspondence and distance modes of education appear to be more
conventional rather than innovative. There is a scope to look into the functioning of Academic
Staff Colleges in enhancing teacher competence. There is also a need to attune curriculum
development to the emerging social issues such as environment, secularism, diversity, gender
and globalization. There are, approximately, 10,000 teachers in sociology in India, besides those
sociologists employed in research institutes, governmental and non-governmental development
agencies. Based on projected figures available from the questionnaire circulated by the
Committee, it is estimated that there are around 100,000 undergraduate, 6,000 postgraduate and
200 doctoral students who come out of the universities every year. These Indian universities are
not homogeneous in terms of teacher strength, infrastructural facilities, and teacher-student ratio.
Accordingly, there is evident heterogeneity in respect of the teaching of sociology in Indian
universities. The Committee scrutinized the P.G. and U.G. syllabi of various universities collected
by the office of U.G.C. Also, the Committee circulated a questionnaire to various universities in
India to collect information on the teaching and evaluation components of Sociology in university
departments, affiliated colleges and in the distance mode of education and professional courses.

FOREWARD
Sociology teaching in professional and applied areas like law, engineering and technology,
medicine, nursing, architecture, town and country planning, agriculture, management, social work
and education is gaining significance. The committee recommends two core courses at the first
level and one elective course at the second level of their curricula. For such of those voluntary
agencies who require short term training in sociology the respective universities may design
suitable courses. Besides these conventional courses at the second level, the respective
institutions may design courses to the requirements of the specialization for students. This is an
essential requirement for these institutions in the context of globalization.
Employers continue to seek people with what are called “transferable skills.” This means that
they want to hire people whose knowledge and education can be applied in a variety of settings
and whose skills will contribute to various tasks. Studying sociology can provide people with this
wide knowledge and a skill set that can contribute to many workplaces, including:

 An understanding of social systems and large bureaucracies

 The ability to devise and carry out research projects to assess whether a program or policy is
working
 The ability to collect, read, and analyse statistical information from polls or surveys
 23

 The ability to recognize important differences in people’s social, cultural, and economic
backgrounds
 Skills in preparing reports and communicating complex ideas
 The capacity for critical thinking about social issues and problems that confront modern
society (Department of Sociology, University of Alabama)

Sociology prepares people for a wide variety of careers. Besides actually conducting social
research or training others in the field, people who graduate from college with a degree in
sociology are hired by government agencies, nongovernmental organizations, and corporations
in fields such as social services, counselling (e.g., family planning, career, substance abuse),
designing and evaluating social policies and programs, health services, polling and independent
research, market research, and human resources management. Even a small amount of training
in sociology can be an asset in careers like sales, public relations, journalism, teaching, law, and
criminal justice.

Sociology can be exciting because it teaches people ways to recognize how they fit into the world
and how others perceive them. Looking at themselves and society from a sociological
perspective helps people see where they connect to different groups based on the many different
ways they classify themselves and how society classifies them in turn. It raises awareness of
how those classifications—such as economic and status levels, education, ethnicity, or
sexual orientation—affect perceptions.

Sociology teaches people not to accept easy explanations. It teaches them a way to organize
their thinking so that they can ask better questions and formulate better answers. It makes
people more aware that there are many different kinds of people in the world who do not
necessarily think the way they do. It increases their willingness and ability to try to see the world
from other people’s perspectives. This prepares them to live and work in an increasingly diverse
and integrated world.

Constructive criticism of the previous courses

There is no uniform structure and patterns of courses offered at the graduate level in sociology in
the country. In the first place, the subject has to follow the given structure of the university
programme and only at the subsequent stages different courses/papers are placed according to
the logic of the themes and sub-themes of the subject. Secondly, universities generally follow two
systems with regard to instructional and evaluative procedures popularly known as the ‘annual
system’ and the ‘semester system’. The size, content and thrust of individual papers are
accordingly defined and formulated to suit the requirements of the prevailing system in a
particular university.
Thirdly, the inclusion and exclusion of papers/courses on specific themes and problems is
circumscribed by the availability of teachers to teach them. Naturally, it is not guided by the
relevance and need of the subject- matter as the logic of the discipline demands. A large number
of teaching departments face this handicap.

In most of the departments, courses are broadly grouped under two categories-core courses and
elective/optional courses. They are also divided into three groups in some universities, namely,
foundation/compulsory courses, specialised/major courses and optional courses. While
core/foundation courses ordinarily include the theoretical and conceptual side of sociology, the
 24

elective or optional courses aim to familiarize the students with the basic institutions of society
which may be described as the empirical side of sociology.

A close look at the scheme of courses offered shows that the theoretical side is almost
wholly imported from the West. They have not grown in the course of reflections on the nature
of Indian social reality. The theoretical courses are further sub-divided into classical sociological
traditions and contemporary sociological theories. They primarily focus on the writings of
individual sociologists who established the principal frames of reference of modern sociology. In
some cases students are introduced to various schools of sociological thinking by taking up
theories such as structural, functional, conflict, action approach, phenomenology, and
ethnomethodology and so forth. In addition to this almost all departments administer courses in
research methodology and some components of statistics as a part of statistical reasoning in
sociology. The level and thrust of papers in social statistics, of course, varies substantially from
university to university.

Another set of courses commonly serviced in the majority of the departments are on the different
institutional fields. The areas such as family and kinship, religion, economy, polity and social
stratification have received separate attention. Each major institutional field provides problems of
analysis and interpretation which are in some ways distinctive. The courses put forward on these
areas tend to usually deal with society in general as well as India in particular. They follow the
conventional way of dividing the subject into rural sociology, urban sociology, industrial sociology;
political sociology etc. These courses occupy a kind of middle space between theoretical courses
and courses exclusively on India as they are more concrete than the first and more abstract than
the second.

In addition to general theoretical courses and courses on institutions, there are courses dealing
with numerous areas pertaining to contemporary issues and problems that have assumed central
space in the social science discourse today. Naturally, majority of the courses in this field is in the
nature of specialized courses which form part of the elective/optional stream of taught courses.
Although some of these courses have surfaced under the influence of the growth of such fields of
study in non-Indian sociology, there are courses dealing with contemporary issues of change and
development in India.

A detailed account of the assorted list of optional/elective courses apparently reveals the following
tendencies in framing of individual courses. Regarding UG pass course, there are four different
structures.
Structure:1 Three major courses: - Sociology is one of the three major courses. The other two
major courses are from non-Sociology disciplines.
Structure 2: Two major courses with one ancillary: - Sociology is one of the two major courses.
The other major courses are from non-sociology disciplines. The ancillary subject is also from non-
sociology disciplines.
Structure 3: One major, two ancillaries and two application-oriented courses: - Sociology is offered
as a major course. Two ancillary subjects are offered from non-sociology courses. The two
application-oriented courses are of applied nature.
Structure 4: Vocational structure of the first-degree course: - Two vocational courses as prescribed
by U.G.C. in lieu of the ancillary and application oriented and one major course.
 25

First, some conventional courses have been given new look through modifications in phrases
and thematic expressions. They have just been renamed and included in the syllabi. Then there
are courses which have been floated have no relevance to transferrable skills required by an
employer as stated above; such as the Courses on gender, marginalized communities,
environment, social movement, ethnicity.

Finally, we have papers which have been introduced recently in the wake of globalization and
liberalization in general and marketisation of education in particular. While some courses in this
area have been randomly framed and included under the usual garb of the new fields of
Specialisation, some departments are more innovative in launching a full master’s programme
itself in Corporate Sociology, perhaps under the so-called self-finance courses of the university.
This list of courses further suggests that the inclusion of courses on diverse and discrete themes
is exclusively the result of local-regional needs and convenience and has nothing to do with
the academic relevance and logic of the subject. Courses have also surfaced against the
background of research interests of faculty members of the department concerned : at what
stage or when a research topic/study graduates to become subject/theme of a full teaching
course?

Furthermore close looks at the syllabi of virtually all university departments exhibit some
problems that beset the teaching of the subject in India. The amorphous nature of the subject
and the acute shortage of teachers are considered important limitations faced by the discipline
today.

The growth and development of the discipline in India has been an issue of serious discussion
and introspection in Indian sociology. The involvement of senior professional sociologists in
scrutiny and perusal has not only added theoretical rigour to these debates but it has also set the
tone for its future development. Some major points in question expressed in course of these
surveys have been: -

 *the search for a paradigm of “a sociology for India” or Indian Sociology,

 *the issue of ‘indigenisation” of concepts and categories, and
 *social policy concerns and role of sociologists leading to a debate on relevance of the
discipline to the society in general and to national policy for development in particular.

The debates and discussions circled around the above issues have definitely helped to sharpen
our insights into the theoretical developments that have taken place in the discipline during the
last few decades. It has also provided guidelines for revising and updating of our university
curriculum. Besides, the status of teaching of sociology and social anthropology has also been
examined by statutorily constituted academic groups from time- to- time.

Sociology, like any other social science discipline, faces today the challenge of time and the
opportunity of transformation. While pressure of time has forced it to move towards a process of
transcending boundaries of paradigms, Opportunity for transformation has created refreshing
ambience for professional excellence. However, the subject faces also new challenges both as
an intellectual endeavour and academic commodity. The nature and extent of these challenges
have naturally disturbed not only the producers of sociological knowledge but also its consumers.

Why are we alarmed and uncomfortable today as professional sociologists? What sorts of
demand and pressure are being experienced by us? What new challenges does sociology
 26

encounter in the wake of new forces of socio-economic change emerging in the country today? I
do not intend to provide answers to all these crucial questions separately because of the
limitation of my proficiency to handle all complex issues involved but hope to touch upon them as
and when they surface in our discussion that follows.

The most significant problem that is frequently raised concerning the teaching of sociology these
days is the decline in the demand of the subject in universities and colleges. It is reported that
less and less number of students are now applying for admission into the bachelor’s and
master’s programmes. This being the case, we have to hazard a guess to identify and locate
reasons behind such a regrettable drift in our university departments. The question that we must
ask here is: whether reasons behind the shrinking size of our classes are located entirely in the
contents of sociological knowledge imparted through the courses we teach and the pedagogic
practices we engage in or they are ingrained in the emerging forces of change witnessed in
society at large.

The crisis in the growth of a subject in higher education is not merely on account of decline in
standard of teaching or shortage of teachers or deterioration of basic infrastructure. It is as much
due to academic stagnation as is the result of changing demands on the educational institutions
emanating from socio—economic situation. On the academic side, there is no sign of much
progress in terms of new courses, updated syllabi or innovative methods of teaching and
learning. Rather than getting enriched, academic environment of most of the universities seems
to have got depleted and lacks in inspiration.

On the other hand, with the advent of globalization not only the nature and magnitude of social
change has experienced qualitative alteration but it has also put new pressure on the production
and reproduction of the knowledge enterprises. Under the condition new professional
restlessness has been created both among scholars and students. A clear transition is taking
place in the value preferences among youths. They are moving towards values of achievement
and entrepreneurial adventures. The process of integration of world economies in conditions of
free market has transformed not only local economy but it has also changed modes of
consumption and styles of life. It has led to change in career preferences of the people in general
and youths in particular.

Innumerable new job opportunities are coming up in the world today and there is an
unprecedented expansion in both service sector and knowledge sector. The liberalization of
economy has given rise to new opportunities and demands for certain types of skill and
education which is pulling students away from liberal social sciences. The new forces of change
have given a whopping impetus to vocational education. As employment Opportunities play an
important role in education, the enrolment in liberal social studies and humanities like sociology is
bound to decline.

In the new world order the lives of individuals and the fates of communities increasingly depend
on what takes place in distant places. The socio-economic processes under globalization are
essentially connected with market expansion and its offshoots. Thus with emergence of new
disciplines and specializations and continuous advancement of knowledge coming into their own,
the scope and need for curriculum modifications are far greater at the higher level of learning. But
in the priority of concerns it seems ignored today in the universities in India. Broadly speaking,
our subject seems to be of little help to the student community to utilize these new opportunities.
 27

We still run conventional courses in routine style leaving their products hardly equipped to take
up the new challenges of the contemporary world of work. The point is not to play down the
importance of the traditional discipline and courses, but even there updating of knowledge has to
be kept in view, and further, the new demands of the job market also need to be addressed
through the centres of higher learning. If excellence is one desirable feature of higher education,
relevance is another, and if students are not sure about either, then their lukewarm interest in the
study of a particular subject is quite understandable.

The pragmatic need, therefore, compels us to’ tailor sociology to market forces’. But the moot
question is how far we can vocationalise sociology? How to make it market-friendly without
distorting its core? We have to think deeply on this issue because there is apparent limit within
which practical innovations in the teaching of sociology could be accommodated without harming
its essence. Training in sociology should not merely enable its seekers to cope up with the
market forces but also inculcate in them the ability to critically comprehend the social reality from
a critical-historical perspective. Thus the major tasks before us are the restructuring of courses,
methods of teaching and areas of research.

Hence we propose the following course which will be functionally aligned to the need of the
recruiter so that the sociology can be vocationalised and it becomes a subject of choice for the
students . We start with general introduction of the subject which may be redundant to a few but
it is instructive to deal with the subject as a whole so that the relevance of the sections added to
the new subject could be well understood and it should be noted that the proposed syllabus if
studied full give a candidate a functional and working knowledge of the whole sociology in
undergraduate section, while in the PG section we will have the introduction to various streams of
specialisation.
Instructions of UGC regarding courses

1. Universities/Institutes may offer any number of choices of papers from different disciplines under
Generic Elective and Discipline Specific Elective as per the availability of the courses/faculty.
2. A student can opt for more number of Elective and AE Elective papers than proposed under the
model curriculum of UGC. However, the total credit score earned will not exceed 160 credits for
UG Honours and 140 for UG Program degree.
3. The new Scheme of UG courses should be given due consideration while framing the admission
eligibility requirement for PG courses in Indian Universities/Institutions to ensure that students
following inter and multi-disciplinary format under CBCS are not at a disadvantage. It is suggested
that wherever required, obtaining 24 credits in particular discipline may be considered as the
minimum eligibility, for admission in the concerned discipline, for entry to PG courses in Indian
Universities/Institutes.
4. An UG program degree may be awarded if a student completes 4 core papers each in two disciplines
of choice, 2 core papers each in English and MIL respectively, 2 Ability Enhancement Compulsory
Courses (AECC), minimum 4 Skill Enhancement Courses (SEC), 2 papers each from a list of
Discipline Specific Elective papers based on the two disciplines of choice selected above,
respectively, and 2 papers from the list of Generic Elective papers.
 28

INTRODUCTION:-
The Committee scrutinized the undergraduate syllabi in sociology programmes offered in 50
universities. Over fifty papers are taught in different universities across the country. Of these, only
five courses are taught in 25 universities or more. After a critical review of the structure,
orientation and contents of the existing curriculum in sociology, the Committee came to the
following conclusions:
a) There does not appear to be an adequate correspondence between the changing social
reality and the content and orientation of existing courses in sociology. As a consequence,
the subject seems to have lost its practical value for state policy, employment market and
the wider society. Accordingly, there is need to
a. [i] redesign the sociology curriculum, keeping in mind its relevance (national as
well as regional) and the new information available,
b. [ii] revise and update its contents, keeping in mind the changes that have taken
place over the last five decades (in the subject and the reality it studies),
c. [iii] introduce innovations in the instructional methodology, and [iv] update the
reading lists.
b) Sociology is being taught at various levels of education, starting with the “+2” stage,
through B.A. and M.A., to M.Phil. and Ph.D. degree programmes. However, there is no
cogent progression in the curriculum from one level to the next. It is important for the
Boards of Studies in sociology to keep thematic continuity, analytical progression,
difficulty level, and theoretical and methodological nuances in mind while framing the
syllabus for each level of sociology education.
c) While framing the curriculum in sociology at the undergraduate level it is necessary to
keep in mind the student diversity in terms of the quality of academic preparation that they
have undergone and the skill sets they actually possess at the entry point. It is also
necessary to note that not all colleges have access to the current literature in the subject
or can benefit from the advances in information technology.
d) The prevalent pedagogic practice, which is a combination of monologic lectures, ppts,
seminars, vedio lectures and dictation of notes, makes sociology an uninteresting subject
both to the teacher and to the taught. Moreover, the students remain passive recipients.
There is a need to supplement the lecture method with group discussions, seminar
presentations and activity based research and measurable output of metacognitive
knowledge . This will not only make knowledge transaction more interesting, but also give
the students a sense of participation in that process and contribute to the development of
their communication skills.
e) At present, almost the entire sociology curriculum is classroom centred. Since society is
the wider laboratory in which sociological knowledge is produced and refined, it is
necessary to enliven the teaching of sociology by making it oriented to existential and
social reality. This can be done, wherever possible, by incorporating field-based learning
and project work. Apart from field trips to institutions and events, the students should be
made to prepare reports focusing on social reality.
f) Broadly, three orientations can be delineated with reference to the teaching of sociology:
[1] job orientation (as in vocational courses),
[2] knowledge orientation (as in personality and skill development), and
[3] social orientation (as in responsible citizenship education).
 29

Keeping these orientations in mind, the Committee emphasizes the following as objectives of
sociology education:
[a] to equip the students to critically understand and interpret social reality,
[b] to generate in students a distinctly sociological perspective on socioeconomic and
cultural reality,
[c] to enhance the social sensitivity and sensibility of the students, and
[d] to help students acquire skills that will be useful to them in their personal and
professional life.
[g] The current developments in the field of sociology, both in knowledge resources and
pedagogic methodologies, necessitate the improvement of teacher competence. The refresher
courses organized by the Academic Staff Colleges could be so planned as to address not only
the current developments in the subject but also the problems and techniques of teaching it to
the students. Based on the extensive deliberation on the existing patterns and structures,
curriculum, instructional and evaluation procedures, the Committee noted that there are multi-
disciplinary structures in UG courses while unidisciplinarity is confined to B.A. honours course
alone.
Sociologists are social scientists who are endowed with responsibility of three essential tasks: -
1) Sociologists as academicians, teachers and nation builders and social thinkers.
2) Sociologists as doctors of the society they recognise the social malady and as social
engineers rectify the fault lines structural discontinuity, remove barriers to human co-
operation and social cohesion.
3) Sociologists as policy makers and think tanks can make policy on governance, and public
administration and leadership
4) Sociologists as members of think-tanks and social entrepreneur and as also as organisers
and leaders.
We are living in happening times, the present civilisation has risen from the ashes of two world
wars and we have built laws and institutions to prevent such cataclysmic conflict in global scales,
the discipline of international relations through practice of diplomacy has been instrumental so far
to prevent such un-necessary ruinous conflagrations. The development of weapons of mass
destruction and rapid communications have led us to connect and communicate and move in
ever-increasing rate. In face of these development and the doctrine of “balance of terror” and
“mutually assured destruction” we see that the possibility of an all-out conventional and
unconventional war is a remote possibility. But at the same time, we have seen a new extremely
disturbing trends coming up.
Terrorism and trans-national organized crime have come up as a greatest enemy of the human
race and social order. Social scientist like “Tarama Makarenko” have remarked that these
divergent threats do reach convergence for mutual sustenance and often morph into one another.
The catalyst for such a diabolic event is the case of state failure. The society which is much more
connected through modern means of electronic and physical communication has given rise to
new threats. Sociological upheavals which took centuries to happen now take mere years and
can be triggered with a Facebook posts best example being the “Arab springs”. World-over there
is a “moral panic” due to the rising crime rate and disaffected youth either are taking route to
insurgency or organised crime or both. This have made states much more fragile and there are
many states which are failing and giving rise to extremely undesirable class of warlords such as
the Somalian Pirates: modern equivalents of “Attila the Hun” or ancient barbarians.
 30

This are threatening the peace and stability of the modern society which has underwritten the
progress and prosperity of the human civilization in the 21st century. New form of sub-
conventional warfare which promote the use of such “non-state actors” have cropped up. This
helps the growth of the miscreants in the previous paragraphs. Hybrid war, 4th generation
warfare, neocortical warfare, weaponised migrations, demographic inversions and changing
realpolitik are throwing up challenges as never before to sociologists, who at present don’t have
the tools in the kitty to decipher the social changes being unleashed before then at a torrential
pace. To keep the discipline relevant and the newly educated pupils updated and employable at
various private and public sector slots we need a new syllabus.
The case in the point is following analysis regarding conflict of interest on old sociological terms
and how it is difficult to make sense of things with old approach: -
Economists tend to portray social order as a product of self-interest. “It is not from the
benevolence of the butcher, the brewer, or the baker, that we expect our dinner,” wrote Adam
Smith, “but from their regard to their own interest”. His descendants tend to agree, and Avner
Ben Ner and Louis Putterman have therefore gone so far as to admit that much of modern
“economics can be seen as an elaboration of Smith’s celebrated remark”. The limits to the
economic perspective are nonetheless well known.
While rational actors uninhibited by legal or normative prohibitions would in all likelihood pursue
their self-interest by means of force and fraud, the emergence and efficacy of legal and
normative prohibitions are difficult to reconcile with the self-interested behaviour of rational
actors.
What, then, prevents a Hobbesian war of all against all? Economists tend to sidestep the
question by assuming that norms and institutions will facilitate exchange. “Once this is granted,”
writes Kaushik Basu, “the efficiency of markets is ensured – barring of course the standard
difficulties associated with externalities and returns to scale”. While the origins of norms and
institutions would therefore appear to constitute the “big money questions” in the contemporary
study of developing societies, and are by all rights “sociological” in nature, they have been all but
ignored by development sociologists who have instead scored rhetorical points against their
neoclassical rivals by noting that any state (or institutional configuration) capable of ensuring a
statically efficient outcome by defending property rights and enforcing contracts could in all
likelihood “beat the market” by pursing industrial policy as well. In fact, Peter Evans recognizes
that social order is less the product of self-interest than self-restraint but none the less brackets
the question of institutional origins in his classic book on states and industrial transformation and
instead examines “their impact on subsequent changes in society, more specifically at their
impact on industrial organization”.
The point is less to criticize Evans and his interlocutors than to note that by treating the character
of the state as an independent rather than a dependent variable they have played into the hands
of their disciplinary rivals – by inviting an all but intractable debate over the merits of different
development strategies – and sacrificed a golden opportunity to exploit their own discipline’s
comparative advantage in the study of norms, roles, values, and the like Cobblers need not stick
to their lasts, of course, but they abandon their lasts at their peril.
We have this developed this new course so that the students who will be educated with this new
course will not face the theoretical dilemmas as shown above but will be equipped with surgical
tools of analysis and reason and will be highly employable and productive. Sociology and social
psychology are still in its infancy regarding the treatment as a vocational subject and employable
skill in this country, however, they are quite well to do and considered their worth in equivalent
 31

weight in gold in European and American western blocks. Many think tanks like the “ Wodroo
Wilson centre”, “ Atlantic council”, “Institute of peace and conflict studies” employ sociologists as
research scholars with handsome pay package. We are quite certain that the new course will be
well received and the new generation sociologists educated by this course will illuminate the
name of the discipline in the present student community and they will our trail-blazer.
The role of the Sociologist is to research the way society is organized around power structures,
groups and individuals. Sociology can study society with a wide variety of focuses. From studying
the power elite, to the interaction of the economy, society and the environment, to the
examination of various rights movements, Sociology examines the way different aspects of
society behave and function. Sociology is also not a static discipline. According to most scholars,
Sociology began with what are known as the founding fathers August Comte, Spencer,
Durkheim, Weber and Marx. Each of them had a very different outlook as to the way in which
society should be studied. Sociology has also evolved in a wide variety of directions and has new
areas of study such as Elite Networking Theory and World Systems Theory. Many people do not
realize that Sociology actually has a profound impact on society both in an overt manner as well
as behind the scenes.

A Sociologist performs the following functions:

 Sets up and carries out statistical sampling

 Creates theoretical models for academia, public policy and corporate groups
 Helps to inform and influence public opinion in political races
 Creates most public opinion polls for political groups, media organizations and private
companies
 Many non-profits are established by Sociologists after their studies
 Sociologists often help to inform public education efforts
 Sociologists work in a wide variety of Human Services positions.

Sociology: Servicing Human Beings

The Sociologist services fellow human beings through a variety of means. The most obvious way
a Sociologist can touch the lives of their fellow human beings is through entering a career in
Human Services that impacts individuals directly. For example, after earning a Bachelor’s of
Sociology, one might wish to become an eligibility worker with their state Department of Human
Services and help low income individuals and families receive Supplemental Nutritional
Assistance Program benefits (aka Food Stamps) and receive access to other government benefit
programs. There are many ways that a career as a Sociologist services human beings.

Impact of Sociologists Have on Society

A Sociologist might opt for direct action in influencing social justice movements. Other
Sociologists who are more naturally talented in research might wish to organize, prepare and
implement statistical research studies for various societal issues

Impact at the Individual Level

The Sociologist can impact the family in many different ways. From the Sociologist who helps
develop studies of the conditions of low income families in urban settings, to the direct contact a
Sociologist who works at a Human Services agency, there are many functions a Sociologist can
perform that will influence families.
 32

Sociologists as nation builder

Nationalism has been defined in a variety of ways, but definitions are always rooted in the nation,
which most scholars agree emerged during the transition to the modern industrial age,
supplanting monarchies and other kinds of prior communities and groups based on kinship or
tribal tiesNationalism exists in these moments of imagination and construction of the nation,
which take many forms. The simple expression of national identity, efforts to make political and
national units congruent, or xenophobic treatment of outsiders in favor of those deemed to
belong to the nation are all examples of nationalist forms.

Nationalism can be official and ceremonial (as in the singing of national anthems at presidential
inaugurations) or banal (as in the quotidian nationalist symbols people encounter in their
everyday lives, from national flags in school buildings to postage stamps displaying national
heroes). Over the last several decades—particularly since a resurgence of interest in nationhood
in the 1980s and 1990s—the focus of research has been on elite perspectives—that is, how the
nation is mediated and constructed through parliamentary speeches, presidential speeches, or
public school textbooks and curricula.

The existence of these common assumptions allows us to list the fundamental features of
national identity as follows:

 an historic territory, or homeland

 common myths and historical memories
 a common, mass public culture
 common legal rights and duties for all members
 a common economy with territorial mobility for members.

If we look to history, nations emerge over time as a result of numerous historical processes. As a
consequence, it is a pointless undertaking to attempt to locate a precise moment when any
particular nation came into existence, as if it were a manufactured product designed by an
engineer. Let us examine why this is so. All nations have historical antecedents, whether tribe,
city-state, or kingdom. These historically earlier societies are important components in the
formation of nations. For example, the English nation emerged out of the historically earlier
societies of the Saxons, Angles, and Normans. However, these historical antecedents are never
merely just facts, because key to the existence of the nation are memories that are shared
among each of those many individuals who are members of the nation about the past of their
nation, including about those earlier societies.

Also, there is a very short and well defined explanation of ‘nation’ by Ernest Renan. He says,
that, a nation is a soul, a spiritual principle. Two things constitute this soul: the past and the
present. The past refers to the possession in common of a rich legacy of remembrances; the
present is the actual consent, the desire to live together, the will to continue as a nation. To have
accomplished great things together in the past, and to wish to do so again, that is the essential
condition for being a nation. A nation is a grand solidarity constituted by the sentiment of
sacrifices. A great aggregation of men, with a healthy spirit and warmth of heart, creates a moral
conscience which is called a nation. This explanation fully concludes the definition of nation for
better understanding.

CHOICE BASED CREDIT SYSTEM (CBCS):

 33

The CBCS provides an opportunity for the students to choose courses from the prescribed courses
comprising core, elective/minor or skill based courses. The courses can be evaluated following the
grading system, which is considered to be better than the conventional marks system. Therefore, it is
necessary to introduce uniform grading system in the entire higher education in India. This will benefit
the students to move across institutions within India to begin with and across countries. The uniform
grading system will also enable potential employers in assessing the performance of the candidates. In
order to bring uniformity in evaluation system and computation of the Cumulative Grade Point Average
(CGPA) based on student’s performance in examinations, the UGC has formulated the guidelines to be
followed.
Outline of Choice Based Credit System:
1. Core Course: A course, which should compulsorily be studied by a candidate as a core requirement
is termed as a Core course.
2. Elective Course: Generally a course which can be chosen from a pool of courses and which may be
very specific or specialized or advanced or supportive to the discipline/ subject of study or which
provides an extended scope or which enables an exposure to some other discipline/subject/domain or
nurtures the candidate’s proficiency/skill is called an Elective Course.
2.1 Discipline Specific Elective (DSE) Course: Elective courses may be offered by the main
discipline/subject of study is referred to as Discipline Specific Elective. The
University/Institute may also offer discipline related Elective courses of interdisciplinary
nature (to be offered by main discipline/subject of study).
2.2 Dissertation/Project: An elective course designed to acquire special/advanced knowledge,
such as supplement study/support study to a project work, and a candidate studies such a
course on his own with an advisory support by a teacher/faculty member is called
dissertation/project.
2.3 Generic Elective (GE) Course: An elective course chosen generally from an unrelated
discipline/subject, with an intention to seek exposure is called a Generic Elective. P.S.: A
core course offered in a discipline/subject may be treated as an elective by other
discipline/subject and vice versa and such electives may also be referred to as Generic
Elective.
3. Ability Enhancement Courses (AEC)/Competency Improvement Courses/Skill Development
Courses/Foundation Course: The Ability Enhancement (AE) Courses may be of two kinds: AE
Compulsory Course (AECC) and AE Elective Course (AEEC). “AECC” courses are the courses based
upon the content that leads to Knowledge enhancement. They ((i) Environmental Science, (ii)
English/MIL Communication) are mandatory for all disciplines. AEEC courses are value-based and/or
skill-based and are aimed at providing hands-on-training, competencies, skills, etc.
3.1 AE Compulsory Course (AECC): Environmental Science, English Communication/MIL
Communication.
 34

3.2 AE Elective Course (AEEC): These courses may be chosen from a pool of courses designed
to provide value-based and/or skill-based instruction. Project work/Dissertation is considered
as a special course involving application of knowledge in solving / analyzing /exploring a
real life situation / difficult problem. A Project/Dissertation work would be of 6 credits. A
Project/Dissertation work may be given in lieu of a discipline specific elective paper.

Details of courses under B.A (Honors), B.Com (Honors) & B.Sc. (Honors)
Course *Credits

Theory + Practical Theory+Tutorial

================================================================= I. Core
Course (14 Papers) 14X4= 56 14X5=70 Core Course Practical / Tutorial* (14 Papers) 14X2=28
14X1=14 II. Elective Course (8 Papers) A.1. Discipline Specific Elective 4X4=16 4X5=20 (4 Papers)
A.2. Discipline Specific Elective Practical/ Tutorial* 4 X 2=8 4X1=4 (4 Papers) B.1. Generic Elective/
Interdisciplinary 4X4=16 4X5=20 (4 Papers) B.2. Generic Elective Practical/ Tutorial* 4 X 2=8 4X1=4
(4 Papers)  Optional Dissertation or project work in place of one Discipline Specific Elective paper (6
credits) in 6th Semester III. Ability Enhancement Courses 1. Ability Enhancement Compulsory (2
Papers of 2 credit each) 2 X 2=4 2 X 2=4 Environmental Science English/MIL Communication 2. Ability
Enhancement Elective (Skill Based) (Minimum 2) 2 X 2=4 2 X 2=4 (2 Papers of 2 credit each)
_________________ _________________ Total credit 140 140 Institute should evolve a system/policy
about ECA/ General Interest/Hobby/Sports/NCC/NSS/related courses on its own. * wherever there is a
practical there will be no tutorial and vice-versa
35
 36

LEARNING OUTCOMES-BASED CURRICULUM FRAMEWORK FOR SOCIOLOGY

The learning outcomes-based curriculum framework is based on the premise that every student and
graduate is unique. Each student or graduate has his/her own characteristics in terms of previous
learning levels and experiences, life experiences, learning styles and approaches to future career-
related actions. The quality, depth and breadth of the learning experiences made available to the
students while at the higher education institutions help develop their characteristic attributes. The
graduate attributes reflect both disciplinary knowledge and understanding, generic skills, including
global competencies, that all students in different academic fields of study should acquire/attain and
demonstrate.
A high priority task in the context of future education development agenda in India is fostering quality
higher education. Further improvement of quality of higher education is considered critical for
enabling effective participation of young people in knowledge production and participation in the
knowledge economy, improving national competitiveness in a globalized world and for equipping
young people with skills relevant for global and national standards and enhancing the opportunities or
social mobility. Sustained initiatives are required for institutionalizing an outcome-oriented higher
education system and enhancing employability of graduates through curriculum reform based on a
learning outcomes-based curriculum framework, improving/upgrading academic resources and
learning environment, raising the quality of teaching and research across all higher education
institutions; technology use and integration to improve teaching-learning processes and reach a larger
body of students through alternative learning modes such as open and distance learning modes and use
of MOOC. Other priority areas of action for fostering quality higher education include translation of
academic research into innovations for practical use in society and economy, promoting efficient and
transparent governance.
The fundamental premise underlying the learning outcomes-based approach to curriculum planning
and development is that higher education qualifications such as a Bachelor’s Degree programmes are
awarded on the basis of demonstrated achievement of outcomes (expressed in terms of knowledge,
understanding, skills, attitudes and values) and academic standards expected of graduates of a
programme of study. Learning outcomes specify what graduates completing a particular programme of
study are expected to know, understand and be able to do at the end of their programme of study. The
expected learning outcomes are used as reference points that would help formulate graduate attributes,
qualification descriptors, programme learning outcomes and course learning outcomes which in turn
will help in curriculum planning and development, and in the design, delivery and review of academic
programmes.
The overall objectives of the learning outcomes-based curriculum framework are to:
 help formulate graduate attributes, qualification descriptors, programme learning outcomes and
course learning outcomes that are expected to be demonstrated by the holder of a qualification;
 enable prospective students, parents, employers and others to understand the nature and level
of learning outcomes (knowledge, skills, attitudes and values) or attributes a graduate of a
programme should be capable of demonstrating on successful completion of the programme of
study;
 37

 maintain national standards and international comparability of learning outcomes and academic
standards to ensure global competitiveness, and to facilitate student/graduate mobility; and
 provide higher education institutions an important point of reference for designing teaching-
learning strategies, assessing student learning levels, and periodic review of programmes and
academic standards.
Constructive alignment is a principle used for devising teaching and learning activities, and
assessment tasks, that directly address the intended learning outcomes (ILOs) in a way not typically
achieved in traditional lectures, tutorial classes and examinations. Constructive alignment was devised
by Professor John B. Biggs, and represents a marriage between a constructivist understanding of the
nature of learning, and an aligned design for outcomes-based teaching education.
Constructive alignment is the underpinning concept behind the current requirements for programme
specification, declarations of learning outcomes (LOs) and assessment criteria, and the use of
criterion-based assessment. There are two basic concepts behind constructive alignment:

 Learners construct meaning from what they do to learn. This concept derives from cognitive
psychology and constructivist theory, and recognizes the importance of linking new material to
concepts and experiences in the learner's memory, and extrapolation to possible future scenarios
via the abstraction of basic principles through reflection.
 The teacher makes a deliberate alignment between the planned learning activities and the learning
outcomes. This is a conscious effort to provide the learner with a clearly specified goal, a well-
designed learning activity or activities that are appropriate for the task, and well-designed
assessment criteria for giving feedback to the learner.
A branch of educational evaluation theory has emerged that focuses on constructive alignment as a key
element in effective educational design. Known as design-focused evaluation, this approach seeks
student feedback on the efficacy of the designed alignment between the intended learning outcomes
and the teaching and learning activities students engage in during a course of study.
Some of the characteristic attributes that a graduate should demonstrate are as follows:
 Disciplinary knowledge: Capable of demonstrating comprehensive knowledge and
understanding of one or more disciplines that form a part of an undergraduate programme of
study. (sociology and social institutions)
 Communication Skills: Ability to express thoughts and ideas effectively in writing and orally;
communicate with others using appropriate media; confidently share one’s views and express
herself/himself; demonstrate the ability to listen carefully, read and write analytically, and
present complex information in a clear and concise manner to different groups. ( project works)
 Critical thinking: Capability to apply analytic thought to a body of knowledge; analyse and
evaluate evidence, arguments, claims, beliefs on the basis of empirical evidence; identify relevant
assumptions or implications; formulate coherent arguments; critically evaluate practices,
policies and theories by following scientific approach to knowledge development. (social
degeneration theory)
 Problem solving: Capacity to extrapolate from what one has learned and apply their
competencies to solve different kinds of non-familiar problems, rather than replicate
curriculum content knowledge; and apply one’s learning to real life situations. (social
psychology)
 38

 Analytical reasoning: Ability to evaluate the reliability and relevance of evidence; identify
logical flaws and holes in the arguments of others; analyse and synthesise data from a variety
of sources; draw valid conclusions and support them with evidence and examples, and
addressing opposing viewpoints.
 Research-related skills: A sense of inquiry and capability for asking relevant/appropriate
questions, problematising, synthesising and articulating; Ability to recognise cause-and-effect
relationships, define problems, formulate hypotheses, test hypotheses, analyse, interpret and
draw conclusions from data, establish hypotheses, predict cause-and-effect relationships;
ability to plan, execute and report the results of an experiment or investigation. (research-based
skills)
 Cooperation/Team work: Ability to work effectively and respectfully with diverse teams;
facilitate cooperative or coordinated effort on the part of a group, and act together as a group or
a team in the interests of a common cause and work efficiently as a member of a team.
(industrial and organisational sociology)
 Scientific reasoning: Ability to analyse, interpret and draw conclusions from
quantitative/qualitative data; and critically evaluate ideas, evidence and experiences from an
open-minded and reasoned perspective. (social dynamics)
 Reflective thinking: Critical sensibility to lived experiences, with self-awareness and
reflexivity of both self and society. (reference our section on being human and human being)
 Information/digital literacy: Capability to use ICT in a variety of learning situations,
demonstrate ability to access, evaluate, and use a variety of relevant information sources; and
use appropriate software for analysis of data.( research methodology-I)
 Self-directed learning: Ability to work independently, identify appropriate resources required
for a project, and manage a project through to completion. (projects and workshops)
 Multicultural competence: Possess knowledge of the values and beliefs of multiple cultures
and a global perspective; and capability to effectively engage in a multicultural society and
interact respectfully with diverse groups. (cultural sociology and cultural criminology)
 Moral and ethical awareness/reasoning: Ability to embrace moral/ethical values in
conducting one’s life, formulate a position/argument about an ethical issue from multiple
perspectives, and use ethical practices in all work. Capable of demonstrating the ability to
identify ethical issues related to one’s work, avoid unethical behaviour such as fabrication,
falsification or misrepresentation of data or committing plagiarism, not adhering to intellectual
property rights; appreciating environmental and sustainability issues; and adopting objective,
unbiased and truthful actions in all aspects of work. (social criminology)
 Leadership readiness/qualities: Capability for mapping out the tasks of a team or an
organization, and setting direction, formulating an inspiring vision, building a team who can
help achieve the vision, motivating and inspiring team members to engage with that vision, and
using management skills to guide people to the right destination, in a smooth and efficient way.
(group dynamics and organisational behaviour)
 Lifelong learning: Ability to acquire knowledge and skills, including, learning how to learn‟,
that are necessary for participating in learning activities throughout life, through self-paced and
self-directed learning aimed at personal development, meeting economic, social and cultural
objectives, and adapting to changing trades and demands of work place through
knowledge/skill development/reskilling. (internship policy workshops)
 39

Metacognition is "cognition about cognition", "thinking about thinking", "knowing about knowing",
becoming "aware of one's awareness" and higher-order thinking skills. The term comes from the root
word meta, meaning "beyond". Metacognition can take many forms; it includes knowledge about
when and how to use particular strategies for learning or problem-solving. There are generally two
components of metacognition:
(1) knowledge about cognition and
(2) regulation of cognition.
Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important
form of metacognition. Academic research on metacognitive processing across cultures is in the early
stages, but there are indications that further work may provide better outcomes in cross-cultural
learning between teachers and students.
Thus, as per the above guideline our present course will lead to development of metacognitive skills
and knowledge. The term metacognition literally means 'beyond cognition', and is used to indicate
cognition about cognition, or more informally, thinking about thinking. Flavell defined metacognition
as knowledge about cognition and control of cognition. Metacognition also involves thinking about
one's own thinking process such as study skills, memory capabilities, and the ability to monitor
learning. This concept needs to be explicitly taught along with content instruction. Metacognitive
knowledge is about one's own cognitive processes and the understanding of how to regulate those
processes to maximize learning.
Some types of metacognitive knowledge would include:
 Content knowledge (declarative knowledge) which is understanding one's own capabilities,
such as a student evaluating his/her own knowledge of a subject in a class. It is notable that
not all metacognition is accurate. Studies have shown that students often mistake lack of
effort with understanding in evaluating themselves and their overall knowledge of a
concept. Also, greater confidence in having performed well is associated with less accurate
metacognitive judgment of the performance.
 Task knowledge (procedural knowledge), which is how one perceives the difficulty of a task
which is the content, length, and the type of assignment. The study mentioned in Content
knowledge also deals with a person's ability to evaluate the difficulty of a task related to their
overall performance on the task. Again, the accuracy of this knowledge was skewed as
students who thought their way was better/easier also seemed to perform worse on
evaluations, while students who were rigorously and continually evaluated reported to not be
as confident but still did better on initial evaluations.
 Strategic knowledge (conditional knowledge) which is one's own capability for using
strategies to learn information. Young children are not particularly good at this; it is not
until students are in upper elementary school that they begin to develop an understanding of
effective strategies.
Metacognition is a general term encompassing the study of memory-monitoring and self-regulation,
meta-reasoning, consciousness/awareness and auto-consciousness/self-awareness. In practice these
capacities are used to regulate one's own cognition, to maximize one's potential to think, learn and to
the evaluation of proper ethical/moral rules. It can also lead to a reduction in response time for a given
situation as a result of heightened awareness, and potentially reduce the time to complete problems or
tasks.
 40

The salient points of the present courses are as follows: -

(1) Course at present is superior in construction and alignment as it makes functional component-
wise development of the subject and makes a smooth transition from simple to complicated
topics
(2) The course is coherent in treatment and ensures that the flow of the concepts takes one level at
a time so that a total beginner can get initiated in the simplest of concept and develop to most
difficult at the end.
(3) Earlier course has extremely limited employability of the graduate and was full of ideology
and lacked scientific treatment, this course is now fully geared for the international standards
and the candidates will be employable in the field of demographic studies, think tanks and
criminologists law enforcements and phraseology.
(4) Concept make a person equipped to be a social engineer and social entrepreneur.
(5) He will be able to use numerical tools and modern theories to the advantages,
The course will make him relevant to present society and its problems and present world order.
 41

SEMESTER-1
CORE COURSE CC-1
1.1 INTRODUCTION TO SOCIOLOGY
Course Objective:
 To introduce the students to the discipline of Sociology.
 To enable the students to develop their capability to think sociologically.
 To provide the students with basic conceptual understanding to analyse social reality.

Learning Outcome:
 To ensure that students have understood the emergence of the discipline.
 To ensure that students have conceptual clarity and can analyse the complexity of social reality.
 To ensure that the student is able to understand social reality through sociological lens.

Outline: 1. Sociology: Discipline and Concepts (33 hrs.)

Unit-I
1.1 Emergence and Nature of Sociology
1.2 Thinking Sociologically: Sociology and Common Sense, Sociological Imagination
1.3 Emergence of Sociology
1.4 Some Basic Concepts: Social Institution; Social System; Association; Aggregates,
Categories; Groups and its forms; Status and Role; Norms & Values; Social
Structure; Social Processes: Associative and Dissociative
1.5 Individual, Culture and Society: Meaning of Culture; Humans in Society, Society in
Humans; Culture and Personality; Socialization: Concept, Processes, and Agencies.
Unit-II .
2.1 Individual and Group
2.1 Some Basic Concepts: Society; Group and its forms; Status and Role; Norms & Values; Gender;
Social Institution; Association;
2.2 Sociology and other Social Sciences:
2.3 Social Anthropology; Psychology; History; Economics; Political Science; Philosophy
2.4 Social Institutions
2.5 Types of social Institutions - political, educational, economic, family and religion
2.6 Language as social institution
2.7 The first characteristics of Social institutions, these are patterns of behaviour grouped about the
central needs of human beings in a society.
2.8 Social institutions are the social patterns directing human behaviour in the performance of basic
activities.
2.9 Social institutions provide better chances for human survival.
2.10 The central aspects of institutions are the, functions and the roles carried out by their
members.
2.11 The basic cultural values of a society are embodied in its institutions.
2.12 The claims of the institutions upon the members are known as loyalties.
 42

2.13 The institutions of a society are connected in across and interdependent pattern.
2.14 Institutions are connected through the status and role of the members.
2.15 In personality development institutions play a vital role.
2.16 Social institutions are the great provisions for the transmission of cultural heritage.
2.17 Cultural heritage is thus transmitted through social interaction in an institution.
2.18 The moral values of the society are embodied in its institution.
2.19 One characteristics of social institution is each institution is a centre of complex
cluster of social norms.
2.20 Relationship between societies, states, and political conflict
2.21 Nation-states, political institutions and their development,
2.22 The sources of social and political change (especially those involving large-scale
social movements and other forms of collective action)
2.23 How social identities and groups influence individual political behaviour, such as
voting, attitudes, and political participation.
2.24 Internal workings or mechanics of the political system and the underlying social
forces that shape the political system.
2.25 Large-scale comparative-historical studies of state development.
2.26 The role of political institutions in shaping political outcomes
2.27 The sources and consequences of revolutions,
2.28 Structural functionalism
2.29 Education and social reproduction
2.30 Structure and agency
2.31 Social Structure and Social Control
2.32 Social Processes
2.33 Social Change and Mobility

Unit-III
3.1 Culture: Concept; Individual, Culture and Society;
3.2 Culture and Personality: Heredity and Environment
3.3 Cultural sociology and sociology of culture
3.4 Paradigms of sociological analysis of culture
3.5 Relations between cultural sociology, cultural studies and other disciplines
3.6 Methodologies of cultural analysis
3.7 Sociology of cultural production, distribution and consumption
3.8 Contemporary cultural forces and trends
3.9 Cultural creativity and innovation
3.10 Cultural reproduction
3.11 Sociology of historical cultures
3.12 Sociology of art and aesthetics
3.13 Visual, oral and aural cultures
3.14 Sociology of cultural forms and cultural media
3.15 The elements of culture
3.15.1 Symbols: Anything that carries particular meaning
recognized by people who share the same culture.
 43

3.15.2 Language: A system of symbols that allows people

to communicate with one another.
3.15.3 Values: Culturally defined standards of desirability,
goodness, beauty and many other things that serves
as broad guidelines for social living.
3.15.4 Beliefs: Specific statements that people hold to be
true.
3.15.5 Norms: Rules and expectations by which a society
guides the behaviour of its members. The two types
of norms are mores and folkways. Mores are norms
that are widely observed and have a great moral
significance. Folkways are norms for routine, casual
interaction.
3.15.6 Behavioural patterns: The typical manner in which
people perform production (e.g., manual,
manufactured, automated in various degrees),
communicate (e.g., language content, technology
choices), mark significant events (e.g., rituals of
endorsing values and of punctuating steps in
personal life), satisfy basic needs (e.g., for dwelling,
feeding, security, sex, reproduction, entertainment),
and the like.
3.15.7 Artifacts: Distinct material objects, such as
architecture, technologies, and artistic creations.
3.15.8 Social institutions: Patterns of organization and
relationships regarding governance, production,
socializing, education, knowledge creation, arts, and
relating to other cultures.
3.16 Forms of cultural change
3.16.1 Acculturation
3.16.2 assimilation
3.16.3 transculturation
3.16.4 Homogenization versus ethnoconvergence
3.16.5 Obstacles to ethnoconvergence
3.16.6 Transcultural communications.

Unit-IV
4.1 Social Structure & Function
4.2 Social Control
4.3 Social Processes: Socialization; Acculturation, Assimilation
4.4 Social Change and Mobility
4.5 Social Change: Concept, Forms and Factors.
 44

4.6 Theories of Social Change ; Social Change in Contemporary India: Trends and
Processes of Change – Westernisation, Modernisation and Insurgency in backward
areas.
Essential Reading Reference:
1. Alex, Inkeles. 1975. Sociology. London: Prentice Hall.
2. Anthony Giddens. 2013. Sociology (Seventh Edition).
3. Bottomore, T.B. 1962. Sociology. London: George Allen and Unwin.
4. Fulcher, James and John Scott. 2007. Sociology. Third Ed. OUP.
5. Haralambos, M. 1998. Sociology: Themes and Perspectives, OUP, New Delhi.
6. Henslin, James M., et al. Sociology: A down to earth approach. Pearson Higher Education AU,
2015.
7. Jayaram, N. 1987. Introductory Sociology. Macmillan Press Limited.
8. Macionis, John. 1996. Sociology. New Jersey: Prentice Hall.
9. The Naxalite Movement in India – by Prakash Singh - Rupa Publications - Rupa & Co, 7/16,
Ansari Road, Daryaganj, New Delhi -110 002
10. Maoism in India – Arun Srivastava – Prabhat Prakashan
11. Maoist and Other Armed Conflicts – by Anuradha M Chenoy and Kamal. A, Mitra Chenoy –
Penguin Books
12. McIntyre, Lisa J. The Practical Skeptic: Core concepts in sociology. McGraw-Hill, 2011.
13. Bernd, Hamns & Pandurang K. Mutagi (1998), Sustainable Development and Future of Cities,
Intermediate Technology Publication, UNSECO
14. Parkashan.(Chapter 2). Dube, S.C. (1988), Modernization and Development: The Search for
Alternative Paradigm, Vistaar Publication, New Delhi. Dube, S.C. (2000), Vikas Ka Samajshastra,
Vani Parkashan, New Delhi. Giddens, Anthony.(1990), The Consequences of Modernity. Cambridge:
Polity Press. Magdoff,
15. N.Long (1977), An Introduction to the Sociology of Rural Development, Tavistock
Publications;London
16. Srinivas, M.N. (1966), Social Change in Modern India. Berkley: University of Berkley. S.C.
Dube (1998): Modernization and Development, New Delhi: Vistaar Publishers.
17. What is Educational Sociology? - Charles A. Ellwood - The Journal of Educational
Sociology
18. THE AIMS AND SCOPE OF EDUCATIONAL SOCIOLOGY - A. K. C. Ottaway
19. Socialization and Education - Li Yixian &Liu Huizhen
20. Concepts and Theories in Sociology of Education - A. L. Fanta
21. Education policy and the sociology of education- Geoff Whitty
22. A Probe into the Nature of Sociology of Education as a Discipline and Its Subject of
Study - Li Yixian
23. Gordon Marshall (ed) A Dictionary of Sociology (Article: Sociology of Education),
Oxford University Press, 1998
24. Schofield, K. (1999). The Purposes of Education, Queensland State Education: 2010
25. Hogben, L. (1938) Political Arithmetic: a symposium of population studies,
London: Allen & Unwin.
26. Floud, J., Halsey, A. H. and Martin, F. (1956) Social class and educational
opportunity: Heinemann.
27.
 45

Suggested readings

1. Gerard Delanty; Krishan Kumar (29 June 2006). The SAGE Handbook of Nations and
Nationalism. SAGE. p. 326. ISBN 978-1-4129-0101-7. Retrieved 28 February 2013.
2. Boyer, P (2001). Cultural Assimilation. International Encyclopedia of the Social & Behavioral
Sciences. pp. 3032–3035. doi:10.1016/B0-08-043076-7/00364-8. ISBN 9780080430768.
3. Parisi, Domenico, Federico Cecconi, and Francesco Natale. "Cultural change in spatial
environments: the role of cultural assimilation and internal changes in cultures." Journal of
Conflict Resolution 47.2 (2003): 163–179.
4. Waters, Mary C.; Jiménez, Tomás R. (2005). "Assessing Immigrant Assimilation: New
Empirical and Theoretical Challenges". Annual Review of Sociology. 31 (1): 105–
125. doi:10.1146/annurev.soc.29.010202.100026.
5. Armitage, Andrew (1995). Comparing the Policy of Aboriginal Assimilation: Australia,
Canada, and New Zealand. UBC Press. ISBN 978-0-7748-0459-2.
6. Crispino, James A. (1980). The Assimilation of Ethnic Groups: The Italian Case. Center for
Migration Studies. ISBN 978-0-913256-39-8.
7. Drachsler, Julius (1920). Democracy and Assimilation: The Blending of Immigrant Heritages
in America. Macmillan.
8. Grauman, Robert A. (1951). Methods of studying the cultural assimilation of immigrants. University
of London.
9. the sociology of culture versus cultural sociology | orgtheory.net". orgtheory.wordpress.com.
Retrieved 2014-10-01.
10. Lachmann, Richard. 2010. States and power. Cambridge, UK: Polity, 2010.
11. Nash, Kate. 2007. Contemporary political sociology: Globalization, politics, and
power. Chichester, UK: Wiley-Blackwell.
12. Neuman, W. Lawrence. 2008. Power, state, and society: An introduction to political
sociology. Waveland.
13. Orum, Anthony, and John G. Dale. 2009. Political sociology: Power and participation
in the modern world. 5th ed. New York: Oxford Univ. Press.
14. Political Sociology - Jeff Manza
15. R. Sassatelli (2011) 'Body Politics' in E. Amenta, K. Nash and A. Scott (eds) The
Wiley-Blackwell Companion to Political Sociology, Oxford: Wiley-Blackwell
16. Domhoff G. William. Power Structure Research and the hope for Democracy. Adam Schneider,
April 2005. Web Retrieved 29 Sept. 2009
 46

SEMESTER I
CORE COURSE CC-2
1.2 INDIAN SOCIETY

Course Objective:
 To acquaint the students with the complex structure of Indian society.
 To help students understand Indian society through sociological concepts and perspectives.
 To analyze the change and continuity in rural, urban and tribal Indian societies.
 To understand the contemporary Indian society with the help of social processes

Learning Outcome:
 To ensure that students have understood the formation of the discipline in India and the
challenges that it has faced.
 To ensure that students have conceptual clarity and can articulate the main debates and
arguments with regard to society in India from a sociological angle.
 To analyse the continuity and change in the contemporary Indian society.

Course Outline:
Unit I
INTRODUCTION TO INDIAN SOCIETY
1 The key components that define India Society
2 Characteristics and Unique features of Indian Society
3 Development of Sociology in India—an overview. Schools in Sociology in India
4 Contribution of Benoy Kumar Sarkar: Positivism; Personality; Progress; Interpretation of Indian
tradition.
5 Contribution of D.P. Mukerji : Personality; Methodology; Interpretation of tradition and social
change in India; Middle class in India.

Unit II
THE DEMOGRAPHIC STRUCTURE OF INDIAN SOCIETY
1 Theories & concepts in Demography: Malthusian theory, theory of demographic transition, birth rate,
death rate, total fertility rate, fertility rate, sex-ratio, life expectancy and age structure.
2 Size and growth of India’s population.
3 Age structure of the Indian population
4 Sex-ratio
5 Regional and rural-urban trends in population.
6 Issues and challenges in Sociology in India
7 Sociology in era of globalisation
Unit III
Indian Social Structure

3.2 Rural Social Structure: Village Community, Change and Continuity

3.2 Agrarian Structure and Agrarian Distress
 47

3.3 Caste: understanding caste in India, varna and jati , caste in present times, caste
reservations.
3.4 Tribes: understanding the concept and Definition of tribes in India, perspectives on
relationship between tribes and the wider society, tribal identity in India today,
policies and mainstream attitudes towards tribal development.
3.5 Origin and Historical Perspective of Tribes
3.6 Administration of Tribal Areas During British Period
3.7 Tribal development in Post – Independent Period.
3.8 Origin of Tribal Development Policy:
3.9 ITDA welfare programs
3.10 Family &Kinship in India: diverse forms of family, family in India, kinship in India
(northern and southern kinship).
3.4 Tribal Social Structure, Change and Continuity
3.11 Sociological Perspectives on Market and Society
3.12 Social Organisation of Markets traditional Business Communities
3.13 National unity and cultural diversity: Issues and challenges of religious diversity in
India, Issues and challenges of regional diversity in India , Issues and challenges of
linguistic diversity in India.
3.14 Regionalism
3.15 Secularism

Unit IV
Social Processes
4.1 Sanskritization, Westernization, Modernization
4.2 Tribalization, Indigenization
4.3 Globalization, Glocalization- Interlinking of local, regional and international markets
in India

CORE READINGS:
1. D.N.Dhanagare, 1999. Themes and Perspectives in Indian Sociology, Rawat Publications.
2. Kautilya’s arthashastra translated by R. shayamshastri.
3. Hegde, N.G. 1999. Development of Infrastructure for Rural Prosperity. Presented at the NIRD
Foundation Day Seminar on “Rural Prosperity and Agriculture: Strategies and Policies for the
next millennium”. National Institute of Rural Development, Hyderabad: 10 pp.
4. Maheshwari, S.R. 1985. Rural Development in India: A Public Policy Approach. SAGE
Publications, New Delhi: 35-51.
5. NIRD. 1999. India Development Report – 1999: Regional disparities in development and
poverty. National Institute for Rural Development, Hyderabad: 198 pp.
6. Paul Choudhary, D. 1990. Voluntary effort in social welfare and development. Siddartha
Publishers, New Delhi: 86-110.
7. Sachidananda. 1988. Social Change in Village India. Concept Publishing Co. New Delhi: 71-
84.
8. Thapliyal, B.K. 1995. Decentralised planning in the Panchayati Raj Frame. In ‘Emerging
Trends in Panchayati Raj (Rural local self-government) in India’. NIRD, Hyderabad: 71-
102.
 48

9. Revisiting The Village: Need For Newer Explorations And Newer Perspectives Pratichi
Majumdar, Research Scholar, Centre for the Study of Social Systems, Jawaharlal Nehru
University, New Delhi.

10. Spectrums brief History of Modern India.

11. Six Glorious Epochs of Indian History – VD Savarkar - Himani Savarkar- Savarkar Bhavan,
Raja Thakur Path, Shanivar Peth, Pune
12. Hindu Rashtra Darshan - VD Savarkar - Himani Savarkar- Savarkar Bhavan, Raja Thakur Path,
Shanivar Peth, Pune
13. Hindu Pad-Padashahi – VD Savarkar - Himani Savarkar- Savarkar Bhavan, Raja Thakur Path,
Shanivar Peth, Pune
14. The wonder that was India - S. A. A. RIZVI - First published 1987 by Sidgwick & Jackson
Ltd., London - First in Rupa Paperback 1993- Eleventh impression 2001- Rupa & Co, 7/16,
Ansari Road, Daryaganj, New Delhi 110 002
15. Breaking india – western interventions in Dravidian and Dalit fault lines- rajiv malhotra
aravindan Neelakandan – AMARYLLIS publications.
16. The truth about Muslim population explosion in India- evidence from census 2011- S.A.
Swaroop.
17. 70 years of secularism – Unpopular essays on the unofficial political religion of India- Sandeep
Balakrishna
18. Andre Beteille, Sociology: Essays on Approach and Method, OUP, New Delhi, 2002.
19. D.N.Dhanagare, Themes and Perspectives in Indian Sociology, Rawat Publications, 1999.
20. Gail Omvedt, Dalits and Democratic Revolution, Sage, New Delhi, 1994.
21. M.N.Srinivas, Collected Essays, OUP, New Delhi, 2002.
22. Satish Deshpande, Contemporary India: Sociological Perspectives, Penguin Books: New Delhi,
2003.
23. Veena Das, The Oxford Companion to Sociology and Social Anthropology, Vol. I and II,OUP,
New Delhi, 2003.
24. 7.Oommen T. K. Mukherji Partha, (ed), Indian Sociology: Reflections and Introspections
Sangam Books,1986.
25. Vanaik, Achin. Communalism Contested — Religion, Modernity and Secularization; Vistaar
Publications, Delhi, 1997.
26. Patel, Sujata. Doing Sociology in India: Genealogies, Locations and Practices, Oxford
University Press: New Delhi, 2011.
27. Kapadia, K.M. Marriage and family in India Oxford University Press: India, 1966.
28. Uberoi , Patricia, Family, Kinship and Marriage in India. Oxford University Press: India,
1994.
29. M.N.Srinivas, 2002. Collected Essays, OUP, New Delhi.
30. Satish Deshpande, Contemporary India: Sociological Perspectives, Penguin Books: New Delhi,
2003.
31. Veena Das, The Oxford Companion to Sociology and Social Anthropology, Vol. I and II,OUP,
New Delhi, 2003.
32. Oommen T. K. Mukherji Partha, (ed), Indian Sociology: Reflections and Introspections Sangam
Books,1986.
33. Vanaik, Achin. Communalism Contested — Religion, Modernity and Secularization; Vistaar
Publications, Delhi, 1997.
 49

34. A warning to Hindus by Savitri Devi

35. Essential Writings of Dharampal – By Geeta Dharampal
36. Patel, Sujata. Doing Sociology in India: Genealogies, Locations and Practices, Oxford
University Press: New Delhi, 2011.
SUGGESTED READINGS
1. Globalisation and the Challenges of Development in Contemporary India - Venkateswar,
Sita, Bandyopadhyay, Sekhar (Eds.) – Springer
2. Guha R., A Subaltern Studies Reader, Oxford University Press, New Delhi,1998.
3. Ludden Critique of Subaltern Studies, Oxford University Press, New Delhi, 2000.
4. Breman Jan, Kloos Peter and Ashwini Saith, The Village in Asia Revisited, OUP 1997.
5. The Educational Heritage of Ancient India : How an Ecosystem of Learning Was Laid to Waste
– by Sahana Singh
6. Essential Writings of Dharampal – By Geeta Dharampal
7. The Theft of India: The European Conquests of India, 1498-1765 – Roy Moxam
8. Keeping the Jewel in the Crown: The British Betrayal of India- Walter Reid,
9. The Tears of the Rajas: Mutiny, Money and Marriage in India 1805-1905 – Ferdinand Mound.
10. Decolonizing The Hindu Mind – Keonaard Elst
11. Globalisation and the Challenges of Development in Contemporary India - Venkateswar,
Sita, Bandyopadhyay, Sekhar (Eds.) – Springer
12. 12. Breman Jan, Kloos Peter and Ashwini Saith, The Village in Asia Revisited, OUP 1997.
13. 13. S.M.Dahiwale (ed), Indian Society: Non-Brahmanic Perspectives, Rawat Publications,
2004.
14. 14. Dube, S. C. Indian Society, National Book Trust, New Delhi, 1990.
15. 15. Vivek P. S. Sociological perspectives and Indian Sociology, Himalaya Publishing House,
Mumbai, 2002.
16. 16. Chaterjee Searale Mary and Sharma Ursula, (ed), Contextualsing Caste, Blackwell
Publishers, Oxford 1994.
17. 17. Das Veena, Critical Events, An Anthropological Perspective on Contemporary India,
Oxford University Press, New Delhi. 1995.
18. 18.Guha R., , A Subaltern Studies Reader, Oxford University Press, New Delhi,1998.
19. 19. Ludden Critique of Subaltern Studies, Oxford University Press, New Delhi, 2000.
20. 20. Said, E. W. Orientalism; Penguin, Harmondsworth, 1985.
21. Dube, S. C. Indian Society, National Book Trust, New Delhi, 1990.
22. Vivek P. S. Sociological perspectives and Indian Sociology, Himalaya Publishing House,
Mumbai, 2002.
23. Chaterjee Searale Mary and Sharma Ursula, (ed), Contextualsing Caste, Blackwell Publishers,
Oxford 1994.
24. Das Veena, Critical Events, An Anthropological Perspective on Contemporary India, Oxford
University Press, New Delhi. 1995.
25. Said, E. W. Orientalism; Penguin, Harmondsworth, 1985.
 50

SEMESTER-1
AEC-1
1.3 COMMUNICATIVE SKILLS

Course Objective:

1. The student should be able to distinguish between formal and informal communication.
2. The student should be able to differentiate between the usage in written and oral
communication.
3. The student should acquire the skill to communicate (write and speak) in English, apart from
the mother tongue.
4. The course is ideally suited to those who wish to develop a reasoned and analytical
understanding of human behaviour in organisations. We will examine human processes, the
individual in the organisation, group dynamics and influencing others, and organisational
processes and practices.
5. Industrial relations has its roots in the industrial revolution which created the modern
employment relationship by spawning free labour markets and large-scale industrial
organizations with thousands of wage workers.
6. As society wrestled with these massive economic and social changes, labor problems arose.
Low wages, long working hours, monotonous and dangerous work, and abusive supervisory
practices led to high employee turnover, violent strikes, and the threat of social instability.
Intellectually, industrial relations was formed at the end of the 19th century as a middle ground
between classical economics and Marxism.
7. Industrial relations is a multidisciplinary field that studies the employment relationship.
Industrial relations is increasingly being called employment relations or employee relations
because of the importance of non-industrial employment relationships. Industrial relations
studies examine various employment situations, not just ones with a unionized workforce.
8. The regulatory framework dealing with the relationship between employer and employee has
got a vital role in fulfilling the agenda of 'Make in India'. There are scores of labour laws,
central as well as state laws, enacted in this country, which touches upon industrial relations.
Harmonious relationship between employer and employee is "sine qua non", not only for
attaining productivity for the industry but also for achieving prosperity for the nation.
9. The slogan of 'Make in India' has been coined to attract manufacturing industry for choosing
India as a country to manufacture products. The government strives to present demographic
pattern of the country as an opportunity to the industry by drawing the benefit from economic
work force. In order to translate the slogan into real action, there is a need to revisit regulatory
framework dealing with industrial relations in the country.
10. In order to ensure the agenda of 'Make in India' a successful venture, the government at the
centre as well as of the states have stressed on the realignment of legal provisions of industrial
laws for facilitating smooth affairs in the industry.
11. Case studies, videos and exercises will be used to provide students with the opportunity to apply
theoretical principles to real life organisational issues; analyse the contributions and limitations
of relevant theories; and draw out the practical implications of the empirical evidence

Learning Outcome:
 51

1. The student will have a command over language, both English and the mother tongue.
2. The student will develop confidence in speaking and writing in English, apart from the mother
tongue.
3. Explain the central analytical components of traditional "human ecology" perspectives on cities,
and how they describe processes of growth and development associated with industrial cities.
4. Describe the central insights and arguments presented by political economy perspective in Urban
Sociology, and how they differ from traditional perspectives
5. To understand how work is being organized in an industrial organization and how the labour is
abstracted in the industrial work process. Furthermore, the course seeks to understand how the
issue between labour and management is constructed and how the labour welfare measures are
implemented.
6. To provide an understanding of sociology of industry, labour, human relations and management.
7. To get the student familiarised with the actual problem situations in industrial organisation in
sociological perspectives
8. To understand the agenda of 'Make in India' from the perspectives of industrial relations
9. To examine the laws relating to industrial relations
10. To explore the provisions of law impacting industrial relations
11. To enable students to understand industrial organizations and the relations that characterize such
settings
12. Students will be able to familiarize themselves with organizational sociology in the context of
industries
13. To help them understand contemporary industrial conflicts in a sociological way
14. To analyse the regulatory framework with the help of judicial pronouncements and HR
perspective on industrial relations
15. To examine the current status of industrial relations and its future perspectives
16. To educate the participants how to restore industrial harmony through industrial democracy and
suitable industrial laws conducive for both people and production.

Course Outline:

Unit- 1
1. Urban sociology in India; emerging trends in urbanisation, Factors of urbanisation, sociological
dimensions of urbanisation, Social consequences of urbanisation.
2. Changing occupational structure, and its impact on social stratification–class, caste Gender,
family Indian city and its growth, migration, problems of housing, slum development, urban
environmental problems, urban poverty.
3. Urban planning and problems of urban management in India. Urban institutions, Factors
affecting planning, regional planning and the links between social and spatial theory.
4. Participatory management- varieties of such management, Industrial community labour
migration, Women and child labour, family, Industrial city, social and environmental issues.
Unit- 2
 Personality and Individual Differences.
 Perception, Cognition, and Decision Making
 Motivation and Rewards
 Intrinsic Motivation and Job Redesign
 52

 Well-being at Work
 Psychological Contracts
 Group Dynamics and Teams
 Social Networks
 Leadership
 Power and Politics in Organisations
 Creativity and Innovation
 Organisational Culture

Unit- 3

1. Background to Industrial Relations

o Determinants of Industrial Relations
o Dimensions of the Problem of Industrial Relations
2. Evolutions of Industrial Relations in India
o Trade Unions Act, 1926
o Industrial Employment (Standing Orders) Act, 1946
3. Changing Profiles of Major Stake holders of Industrial Relations in India
4. Management of Conflict in Industry
o Collective Bargaining
o Resolutions of Industrial Conflicts
5. Positive Employee Relations
o Employee Participation Strategies
o Positive Employee Relations Factors
6. Topical Issues in Industrial Relations
o Impact of Globalization and WTO Regime on Labour Relations
o Privatization and Disinvestment
7. International Dimensions of Industrial Relations
8. Industrial relations, conflicts, causes and types Resolution of conflict, conciliation, abstraction
and adjudiciation, collective bargaining,

Unit- 4
1. Employer-employee relations - industrial dispute; Strike and Lockout - Role of Trade Union and
Government; Role of Appropriate Government - Reference. Collective Bargaining, Workers'
participation in management: issues and challenges, Grievance Management
2. Role of trade union in era of liberalization and globalization; Kinds of trade union; Changing
nature of trade union; recognition of Union.
3. Trade union, their growth, functions and their role in industrial organisation.
4. Preventive measures - Role of Works Committee; Institutions of Investigation and Settlement -
Court of Inquiry, Conciliation Officer, Board of Conciliation, Grievance Redressal Commission;
Institution of Adjudication - Labour Court, Industrial Tribunal, National Tribunal; Role of
Judiciary in industrial relations.
5. Safety and Healthy provisions under Factories Act, Role of Factory Inspector, Responsibility of
Occupier / Manager; Social Security Measures - Provident Fund; Gratuity; Compensation.
6. Contract Labour and Issues of Outsourcing; Contract Labour and Make in India. Labour unrest
in India: Issues and Challenges
 53

7. Employment Standing Orders Act Employee Development Programmes Employee Benefits /

Gratuity / PF / etc.
Essential Readings:
1. Quinn J A 1955, Urban Sociology, S Chand & Co., New Delhi
2. Pickwance C G (ed) 1976, Urban Sociology; Critical Essays, Methuen.
3. Saunders peter 1981, Social Theory and Urban Question, Hutchionson.
4. Bose Ashish 1978, Studies in India Urbanisation 1901-1971,Tata Mc Graw Hill.
5. Abrahimson M 1976 Urban Sociology, Englewoot, Prentice Hall.
6. Ronnan, Paddison, 2001 : Handbook of Urban Studies. Sage : India
7. Bharadwaj, R.K. 1974 : Urban Development in India. National Publishing House.
8. Gold, Harry, 1982 : Sociology of Urban Life. Prentice Hall, Englewood Cliff.
9. Colling Worth, J b 1972 Problems of Urban Society VOL. 2,George and Unwin Ltd.
10. Robbins, S.P. and Judge, T.A. (2015). Essentials of Organisational Behaviour (13th Global
Edition). Harlow, Essex: Pearson.
11. Zetlin Irwing, 1969 Ideology and the development of Sociolical theory VOL 1 & VOL 2.Basic
Books, New York.
12. Watson,K Tony, 1995 Sociology, work and Industry, Routeledge Kegan, Paul.
13. Ramaswamy E A, 1988 Industry and Labour OUP
14. Ramaswamy E A, 1978 Industrial relations in India, New Delhi.
15. Karnik V B 1970 Indian trade union, A survey, Popular Prakashan, Mumbai.
16. Mamoria C B and Mamoria 1992 Dynamics of Industrial Relation in India, Himalay Publishing
House, Mumbai.
17. Ramaswamy E A 1977 The worker and his union, Allied, New Delhi.
18. Ramaswamy E.A 1977 The worker and Trade Union Allied, New Delhi.
19. Agarwal R.D 1972 Dynamics of Labour Relations in India, A book readings,Tata Mc Graw Hill.
20. Laxmanna, C et all 1990 Workers Participation and industrial democracy. Global perspective
Ajantha publications
21. Philip Hancock, Melissa Taylor 2001 Work Post Modernism and Organisation Sage India.
References:
1. Alfred de Souza 1979 The Indian City ; Poverty, ecology and urban developement, Manohar,
Delhi.
2. Desai A R and Pillai S D (ed) 1970 Slums and Urbanisation, Popular prakashan, Bombay.
3. Castells M 1977 : The Urban Question, Edward Arnold, London.
4. Ramachandran R 1991 Urbanisation and Urban Systems in India, OUP,Delhi.
5. Ellin Nan 1996 Post Modern Urbanisim, Oxford UK.
6. Edward W Soja 2000 Post Metropolis; Critical Studies of cites and regions. Oxford Blakcwell.
7. Fawa F. Sylvia, 1968 : New Urbanism in World Perspectives – a Reader. T.Y.Cowell, New
York.
8. Ashish, Boss (1974), Studies in India’s Urbanisation:1901-1971, New Delhi:Tata Mc Graw-
Hill.
9. D’Souza, Alfred (1978), The Indian City : Poverty, Ecology and Urban Development,
Manohar Publications, New Delhi.
10. Gore, M.S. (1990), Urbanisation and Family Change, Bombay: Popular Prakashan.
11. Gandhi, Raj(1981), Urban Sociology in India, International Journal Contemporary Sociology,
Vol.18, Nos. & 4, 1981.
12. Harry, Gold (1982), The Sociology of Urban Life, Prentice Hall.
 54

13. Oommen, T.K. (1967), “The Rural Urban Continum Re-examined in the Indian Context”,
Sociologia Ruralis, Vol.7 No.1.
14. Ram Chandran, R. (1991), Urbanisation and Urban System in India, OUP Delhi.
15. Saberwal, Satish (ed) (1976), The Mobile Men: Limits to Social Mobility in Urban Punjab,
Vikas, Delhi.
16. Saberwal, Satish (ed) (1978), Process and Institution in Urban India:Sociological Studies,
Delhi: Vikas.
17. Saunders, Peter (1981), Social Theory and The Urban Question, Hutchionson
18. Quinn, J.A. (1967), Urban Sociology, Ch.14 Eurasia, Delhi.
19. Rao, M.S.A. (ed.) (1974), Urban Sociology in India. Delhi: Orient Longman.
20. Wilson, R.A. and D.A. Schutz (1978), Urban Sociology, Prentice Hall.
21. W.W.Burgess & D.J. Bogue (ed) (1964), Contributions to Urban Sociology, University of
Chicago Press.
22. Venkataratnam, Industrial Relations Paperback ,oxford university press
23. P.R.N. Sinha, Sinha Indu Bala, Shekhar Seema Priyadarshini. Industrial Relations, Trade
Unions and Labour Legislation, paper back Pearson
24. Debi s saini, Labour Law, Work And Development
25. Aziz Abdul 1984 Labour problems or developing Economy Ashish publishing house.
26. Miller and Form 1964 Industrial Sociology,Harper and Row, New York.
27. Parker S.R Brown K, The Sociology of Industry,George Allen Chield Jaud Smith,M.A, 1964
and Urwin ltd., London.
28. Gilbert S.J 1985 Fundamentals of Industrial Socilogy, Tata Mc Graw Hill publishing co.Ltd,
New Delhi.
 55

SEMESTER-1
DSEC-1
1.4 SOCIAL CHANGE AND DEVELOPMENT

Course Objective:
1. The student should be able to understand the meaning, significance and factors of Social Change,
from a sociological perspective.
2. The student should be able to differentiate between different forms of Social Change.
3. The student should be exposed to various theories of Social Change.
4. The student should be able to relate the theoretical understanding of Social Change with real life
events.

Learning Outcome:

1. The student will be able to use conceptual and theoretical understanding of social change for
analysing and reporting the ground reality.
2. The student will be able to differentiate between social change and its other forms.

Course Outline:

Unit I
Concept of Social Change
1.1 Definition and Meaning
1.2 Forms of Social Change: Social Transformation, Progress, Evolution, Revolution,
Development, Social Movements, Social Mobility
1.3 Factors of Social Change

Unit II
Theories of Social Change
2.1 Evolutionary Theory
2.2 Cyclical Theory
2.3 Conflict Theory
2.4 Structuration Theory

Unit III
Concept of Development
11.1 Concept and Meaning of Development
11.2 Theories of Development and Underdevelopment: Theory of Economic Growth; Theory
of Positivistic Development; Theory of Realistic Development; The World System
Theory
11.3 Development: Concepts and Paradigm; Modernization and Development; Changing
Paradigms of Development; Economic Growth perspective; Human Development
perspective; Social Development Perspective; Sustainable Development Perspective
11.4 Changing Connotation of Development: Economic Growth, Social Development, Human
Development, Sustainable Development
 56

11.5 Paths of Development: Capitalist, Socialist, Mixed Economy, State, Market and Civil
Society/NGOs
Unit IV
Theories of Development
4.1 Theory of Underdevelopment
4.2 Dependency Theory/ Centre-Periphery Theory
4.3 World Systems Theory
4.4 Politics of development: Knowledge and power in development, Grassroots level
movements in development Post-development theories: Foucault and post-development
theories Critiques of post-development theories

CORE READINGS:

1. The God Who Failed: An Assessment of Jawaharlal Nehru's Leadership – Madhav Godbole –
Rupa Publications - Rupa & Co, 7/16, Ansari Road, Daryaganj, New Delhi -110 002
2. The Regional Roots of Developmental Politics in India - A Divided Leviathan – Aseema Sinha
– Inidana University Press.
3. Developmental Politics in Transition - The Neoliberal Era and Beyond - Editors: Kyung-Sup,
C., Fine, B., Weiss, L. (Eds.) – palgrave macmilan.
4. Bernd, Hamns & Pandurang K. Mutagi (1998), Sustainable Development and Future of Cities,
Intermediate Technology Publication, UNSECO
5. Parkashan.(Chapter 2). Dube, S.C. (1988), Modernization and Development: The Search for
Alternative Paradigm, Vistaar Publication, New Delhi. Dube, S.C. (2000), Vikas Ka
Samajshastra, Vani Parkashan, New Delhi. Giddens, Anthony.(1990), The Consequences of
Modernity. Cambridge: Polity Press. Magdoff,
6. N.Long (1977), An Introduction to the Sociology of Rural Development, Tavistock
Publications;London
7. Srinivas, M.N. (1966), Social Change in Modern India. Berkley: University of Berkley. S.C.
Dube (1998): Modernization and Development, New Delhi: Vistaar Publishers.
 57

SEMESTER-1
SEC- 1
1.4 READING & INTERPRETING MACRO DATA

Course Objective:
1. The course will expose the students to various sources of macro data.
2. The students will also get opportunities to read and comprehend macro data.
3. To make students understand the importance of the institution of health through various
sociological perspectives and its intersectionality with other institutions of our society like
caste, gender etc.
4. To understand the condition of health in India and the role of state machinery.
5. To sensitize the students about issues related to health and the sociology of body.
6. This course will introduce you to population studies, which includes the analysis of population
structures and dynamics overall, as well as the specific study of fertility, mortality, and migration
7. This course explores the entrenched relationship between demography and society. It introduces
the students with the basic concepts and theories of population and their critique
8. The course discusses various population composition in India and its relationship with socio-
economic development and its impact on society
9. The course also converses various population control measures and policies in India along with
their critical assessment. This course will help students grapple with various complex issues
relating to population
10. identifying different social groups using locally defined criteria and assessing the distribution of
assets across social groups
11. learning about the social institutions and the different views local people might have regarding
those institutions.
12. an overview of community structure and the socioeconomic situation, household differences by
social factors AND who lives where in a community.

Course Outcome:

1. It will familiarize the students with various sources of macro data.

2. It will also expose the students to various forms of information accessible.
3. The students will learn how to access and analyse macro data.
4. They will get a large perspective on specific social issue.
5. Recognize basic demographic measures related to population structure and dynamics, fertility,
mortality, and migration
6. Describe and apply major demographic theories related to population structure
7. Evaluate claims made about population in relation to the development and its impact on society
8. Identify and resolve population issues, including public health, urban development and
environmental concerns
9. Awareness about impact of population on society and its study in the changing global scenario

Course Outline:
Unit I
Census of India
 58

1.1 Introduction and Meaning of Census

1.2 Collection of Census Data
1.3 Coverage of Census Data
1.4 Definitions of Variables used in Census

Unit II
Other Sources of Macro Data
12.1 National Sample Survey Organization (NSSO)
12.2 Central Statistical Organization (CSO)
12.3 Statistical Abstracts
12.4 Annual Surveys [Education, Health, Agriculture, Industry, Economic Survey,
etc.]

Unit III
Macro Data on Major Social Issues
1. NFHS
2. DLHS
3. NCRB
4. Population, Socio-Economic Development and its impact on Health and Environment
5. Analyze the institution of health through sociological lenses and various perspectives.
6. Describe the historicity of health, medicine and sickness in South Asian context.
7. Describe the alternate methods of healing and the archeology of knowledge related to it.
8. Analyze the condition of health system in India with respect to communities, gender, caste and
disability.
9. Analyze the changes taking place in the institution of health due to various global forces along
with the advent of new technologies.
10. Introduction: Basic concepts of health, medicine, illness, sickness, disease and society; the art
and science of healing; sociology of body
11. Theoretical perspectives on health and medicine within sociology: functionalist; conflict;
interactionist; postmodern; feminist; subaltern
12. The sociology of health in India: Historical Development of health services system and medical
sociology in India; healing in ancient India; health system in rural India and regional disparity;
public health system in India ; AYUSH and sociology of Ayurveda; sociology of subaltern
therapeutics, medical tourism in India
13. Health and Development: National Health Policy 2015, population control and neo liberalism;
new reproductive technologies; national drug policy; health and consumer culture
14. Understand the basic concepts of aging and the problems related to it.
Gender, disability and aging in India: reproductive health; gender health budgeting; medical sociology
through feminist lens; disability in India; problems of ageing in health; sociology of aging

Unit IV
1. Population Composition in India: Age Structure (chilhood, youth, old age), Sex-Ratio, Rural-
Urban Composition; Urbanization
 59

2. Decreasing talent pool of the villages and decaying village autonomy

3. Population Processes: Births and Deaths
4. Migration 1: Immigration and brain drain
a. refugee camps & the UNHCR
b. involuntary exile from intolerable circumstances
c. partition of India and ethnic cleansing of Hindus in east and west Pakistan.
d. a historical atlas of human cruelty
e. UNHCR rules regarding asylum to refugees and international rules regarding refugee
rehabilitation
f. the brain drain
g. lack of economic opportunities
h. the quest for international recognition
5. Migration 2: Emigration and Internal Migration .
a. the pressure of numbers
b. economic reliance on cities for job and livelihood
c. disillusioned settlers.
d. emigration is an economic barometer
e. the social climate
6. Illegal infiltration, and immigration and demographic inversion in border states.
a. Operation pin code
b. “Mugalistan” project
c. people smuggling and human trafficking
d. sex slavery, export and abduction of women from Indian subcontinent
e. war & confiscation
7. Criminal demography, internal security and political instability,
a. Kashmir problem ( exodus of Kashmiri Pandits)
b. Illegal Bangladeshi immigrants.
c. Immigrant crisis in Europe and the law and order problem due to immigrants ( rape of
local women by immigrants)
d. Rise of crime due to illegal immigrants ( Mexican cartels in USA, Pakistani thugs in
Europe and Spain, rising crime and militants west Bengal)
e. humanitarianism vs. national security
8. Indian Diasporas across the world and soft power.
a. an inconsiderate reception?
b. strangers in a strange land
c. the language barrier
d. cultural alienation
e. isolation of immigrant women
f. establishing their identity & credibility
g. estrangement from children
h. resolving the identity dilemma
i. hybrid youth subcultures
j. conflict of loyalty to parents and local society
k. ethnic cocktails again
 60

l. hate crimes against refugees/immigrants (xenophobia)

m. a national loss or asset?
9. Problems of migrant work population and overcrowding of cities
a. The Great Urban Migration
b. migration between city suburbs
c. internal refugees
d. economic causes
e. the city life style
f. Traditionalism and Modernity
g. mixed blessings of modernisation

.
Essential Readings:
1. Agarwal, S.N. 1989. Population Studies with Special Reference to India. New Delhi: Lok Surjeet
Publication
2. Bhende, A and Kanitkar, T.2011. Principles of population studies. Mumbai: Himalaya Pub. House
3. Dubey, Surendra Nath. 2001. Population of India. Delhi: Authors Press.Dudley L. Poston and
Michael Micklin. 2006. Handbook of Population. Springer
4. Haq, E.2007. Sociology of Population in India. USA: MacMillan
5. Heer. D. M. 1968. Society & Population, Prentice –Hall
6. Judah Matras.1977. Introduction to Population: A Sociological Approach. Englewood Cliffs,
N.J. : Prentice-Hall
7. Malthus, T.R. 1986. An Essay on the Principle of Population. London: William Pickering
8. Premi, M.K. 1983. An Introduction to Social Demography. Delhi: Vikas Publishing House
9. Rajendra .1997. Demography and Population Problems. New Delhi: Atlantic Publishers.
10. Shah, K.S .1995. Population Explosion:A Different Views.Jaipur: Sublime publications
11. Sheila Zurbrigg (1984): Rakku’s Story: Structures of Ill Health and the Source of Charge,
Bangalore: Centre for Social Action.
12. Imrana Qadeer (1985): Health Services System: An Expression of Socio Economic Inequalities,
Social Action, Vol.35, 197\85.
13. Imrana Qadeer (2000): Health Care Systems in Transition III, Journal of Public Health Medicine,
Vol. 22, No.1, pp.25-32.
14. Veeranarayana Kethineni (1991): Political Economy of State Intervention in Health Care, EPW,
October 19, 1991.
15. Sarah Nettleton (1995): The Sociology of Health and Illness Cambridge: Polity Press
16. Imana Quadeer (2010) : The art of marketing babies , Indian Journal of Medical Ethics Vol VII
No 4 October-December 2010
17. Imrana Quadeer (2011) : The challenge of building rural health services , Indian J Med Res 134,
pp 591-593
18. Daya Verma (2011) : The Art and Science of Healing Since Antiquity: Xlibris Corporation
19. National Health Policy 2015
 61

20. Jen’nan Ghazal Read and Bridget K. Gorman (2010) : Gender and health inequality, The Annual
review of Sociology
21. Renu addlakha (2008) : Disability, Gender and Society, Indian Journal of Gender Studies, Sage
publications.
22. Imrana Quadeer (2005) : Population Control in the Era of Neo-Liberalism, Health and
Development, Vol 1 no. 4
23. Marcel Mauss : Techniques of body
24. Sunita Reddy and Imrana quadeer (2010): Medical Tourism in India: Progress or Predicament?
, EPW, May 15, 2010
25. Praful Bidwai (1995) : One Step Forward, Many Steps Back: Dismemberment of India’s
National Drug Policy
26. Balaram Ghosh, Pragnadyuti Mandal, Saroj Krishna Bhattacharya and Swapan Kumar Jana
(2014) : Study of unqualified rural medical practitioners through scientific training in proper use
of medicine, Global Research Journal of Public health and Epidemiology, Vol 1(2) pp 008-011
27. Simon.J.Williams (1996) : Medical Sociology, chronic illness and the body: a rejoinder to
Michael Kelly and David Field, Sociology of Health and Illness Vol.18 No.5
28. Cary S. Kart: The Realities of Aging: An Introduction to Gerontology, 4th edition.
Reference reading: -
1. Beaglehole, A. (1990). Facing the Past: Looking Back at Refugee Childhood in New Zealand, 1940s-
1960s. Wellington: Allen & Unwin.
2. Beaglehole, A. & Levine, H. (1995). Far from the Promised Land?: Being Jewish in New Zealand.
Wellington: Pacific Press.
3. Beatson, D. & Beatson, P. (1990). Chinese New Zealanders. Auckland: Heineman Education.
4. Bedford, R. et al. (1995). International Migration in New Zealand: Perspectives on Theory and Process.
5. Hamilton: Population Studies Centre, University of Waikato.
6. Belich, J. (1996). Making Peoples: A History of the New Zealanders: From Polynesian Settlement to the
End of the Nineteenth Century. Auckland: Penguin Press. Belich, J. (2001).
7. Castles, S. & Spoonley, P. (1997). Migration and Citizenship. Albany: Asia-Pacific Migration Research
Network.
8. Crampton, P. et al. (2000). Degrees of Deprivation: An Atlas of Socio-Economic Difference. Auckland:
9. Greif, S. (ed). (1995). Immigration and National Identity in New Zealand: One People, Two Peoples,
Many Peoples? Palmerston North: Dunmore Press.
10. Hutching, M. (1999). Long Journey for Seven pence: An Oral History of Assisted Immigration to New
Zealand from the United Kingdom, 1947-1975. Wellington: Victoria University Press.
11. Reports of labour statistics from International Conference of Labour Statistician ILOSTAT database and
reports.
12. Mishra, P., and G. Mohanty. 1995. Social Maps and Geographical Transects: Some Recent Experiences
in Orissa, India. PLA Notes, IIED.
13. Government of India, ministry of home affairs, office of registrar general and census report.
14. Bose, A. 2010. India’s Quest for Population Stabilization. New Delhi: National Book Trust.
15. Dube. R.S. 1990. Population Pressure & Agrarian Change 6. M.I.Hasan. 2005. Population
Geography, Rawat
 62

16. Ghosh. B. 2011. ‘Population Change and its Consequences: India’s concern in the 21st century’,
Man & Development, 33: 1, March, 2011: 1-18
17. Lundquist,J.H. Anderton,D.L and Yaukey,D.2015. Demography: The study of Human population.4th
ed.Long Grove, IL: Waveland Press, Inc
18. Massimo Livi-Bacci. 1997. AConcise History of World Population .2nd ed. Blackwell
19. Mehta S.R. (ed).1997. Poverty, Population and Sustainable Development. New Delhi: Rawat
Publications
20. Mishra. B.D. 1982. An Introduction to the Study of Population, South Asian Publishers, Pvt.
Ltd., New Delhi
21. Premi, M.K. 2004. Social Demography. Delhi: Jawahar Publishers and Distributors Sharma
22. Preston.S.1984.Children and the elderly: divergent paths for America's dependents.
Demography 21:435-457
23. Shah, Baviskar and Ramaswamy. 1997. Social Structure and Change (Vol.4), Sage
24. Sinha, V.C & Zakaria,E 1984. Elements of Demography; New delhi: Allied Pub
25. Singh, D.P.1990. Inter-state Migration in India : A Comparative Stusy of Age-Sex pattern in
India. Indian Journal of Social work, Vol-Lie, No-4,P-702
26. Srivastava. S.P. (ed) 1998. The Development Debate, Rawat
27. Srivastava, S.C .1989. Studies in Demography.“Action” (1962).UNO. E/3613, New York
28. Srivastava, O.S. 1998. Demography and Population Studies. New Delhi: Vikas Publishing
House
29. Imrana Quadeer (2013): A complex picture of public health, EPW, June 22, 2013
30. David Hardiman (2012): Medical marginality in South Asia: situating subaltern therapeutics
31. Imrana Quadeer (2013): Universal Health Care in India: Panacea for Whom ?, Indian Journal of
Public Health, Volume 57, Issue 4
32. Imrana Quadeer (2010): New Productive Technologies And Health Care In Neo Liberal India:
Essays : Centre for Women’s Development Studies, New Delhi
33. Lavesh Bhandari and Sidhartha Dutta: Health Infrastructure in Rural India
34. Kenneth G. Zysk (1998) : Asceticism and Healing in Ancient India : Medicine in the Buddhist
Monastery : Motilal Banarsidass Publishers Private Limited
 63

Semester II
CORE COURSE CC- 3
2.1 KINSHIP, MARRIAGE AND FAMILY
[4 Credits: 50 Contact Hours]

Course Objective
1. To introduce the students with the basic sociological concepts in kinship.
2. To enable the students to understand the institutions of family and marriage in
contemporary scenario.
3. To provide the students with the skills to analyse the Indian kinship system with the help
of sociological knowledge.

Learning Outcome
1. To ensure that the students are able to interpret the diverse systems of kinship.
2. To ensure that students comprehend the contemporary family, marriage and kinship
systems.
3. To ensure that the students are able to view the diversity and dynamics in kinship from a
sociological angle.

Course Outline:
Unit-I
Key Terms: Descent, Consanguinity, Filiations, Incest Taboo, Affinity, Family, Residence
Approaches:
1.1 Descent
1.2 Alliance
1.3 Indological
Unit-II
Family, Household and Marriage
2.1 Changing Structure and Functions of Marriage, Family and Household
2.2 Meaning, Characteristics and household dimensions of joint family – Disintegration
Debate
Unit-III
Re-casting Kinship

3.1 Power and Discrimination in Family, Kinship and Marriage

3.2 Marriage Migration
Unit-IV
Emerging Issues
9.1 New Reproductive Technologies, Sex selective abortions, A.R.T.s, Surrogacy,
Adoption
 64

9.2 Re-imagining Families: Debates around lesbian, gay, bisexual, transgender and queer
(LGBTQ) and Live-in Relationships
Core Readings
1 Allan, Graham. A Sociology of friendship and kinship. G. Allen &Unwin, 1979.
2 Barnard, Alan and Jonathan Spencer (eds.). 2002. Encyclopedia of Social and Cultural
Anthropology. London: Routledge.
3 Beattie, John. 1964. Other Cultures. London: Routledge &Kegan Paul.
4 Dube, Leela. "Sociology of kinship." A Survey of Research in Sociology and Social
Anthropology 2 (1974): 233.
5 Dumont, Louis. 1968. ‗Marriage Alliance ‘, in D. Shills (ed.), International
6 Encyclopaedia of the Social Sciences, Vol.10. New York: Macmillan and Free Press.
7 Fortes, Meyer. 1970. Time and Social Structure and Other Essays. London: The
Athlone Press.
8 Goody, Jack (ed.). 1958. The Developmental Cycle in Domestic Groups. Cambridge:
Cambridge University Press.
9 Graburn, Nelson HH. Readings in kinship and social structure. Harper & Row, 1971.
10 Leach, E. R. 1961. Rethinking Anthropology. London: The Athlone Press.
11 (Particularly the Essay, ‗Polyandry, Inheritance and the Definition of Marriage with
Particular Reference to Sinhalese Customary Law).
12 Leach, E. R. 1962. ‗On Certain Unconsidered Aspects of Double Descent Systems ‘,
Man, Vol. 62.
13 Lévi-Strauss, Claude. 1969, The Elementary Structures of Kinship. London:
Tavistock.
14 Mair, Lucy. 1972. An Introduction to Social Anthropology. New Delhi: Oxford
University Press.
15 Parkin, Robert and Linda Stone. (eds.). 2004. Kinship and Family: An
Anthropological Reader. Malden, U.S.A.: Blackwell
16 Radcliffe-Brown, A. R. and Daryll Forde (eds.). 1950. African Systems of Kinship and
Marriage. London: Oxford University Press.
17 Raheja, Gloria Goodwin and Ann Grodzins Gold. 1994. Listen to the Heron's Words:
Re-imagining Gender and Kinship in North India. Berkeley: University of California
Press.
18 Sahlins, Marshall. "What kinship is (part one)." Journal of the Royal Anthropological
Institute 17.1 (2011): 2-19
19 Shah, A. M. 1998. The Family in India: Critical Essays. New Delhi: Orient Longman.
20 Uberoi, Patricia (ed.). 1994. Family, Kinship and Marriage in India. New Delhi:
Oxford University Press.
21 Uberoi, Patricia. 1995. ‗When is a Marriage Not a Marriage? Sex, Sacrament and
Contract in Hindu Marriage‘, Contributions to Indian Sociology (n.s.), Vol. 29,
No.1&2.
22 Uberoi, Patricia. 2006. ‗The Family in India‘, in Veena Das (ed.). Oxford Handbook
of Indian Sociology. New Delhi: Oxford University Press.
23 Weston, Kath. 1991. Families We Choose: Lesbians, Gays, Kinship. New York:
Columbia University Press.
 65

Semester II
CORE COURSE CC- 4
2.2 SOCIOLOGICAL RESEARCH METHODS – I
(25 hrs.)
Course Objective:

1. To provide general introduction to the methodologies of sociological research methods.

2. To enable the students to see the relation between theory and research.
3. To provide them with skills to apply various research techniques in the field situation.
4. To acquaint them with different techniques of collection and analysis of data.

Course Outcome:

1. The students will be capable to choose the techniques of data collection suitable to specific
research problems.
2. They will be able to apply these techniques in the field.
3. They will be able to reflect on the collected data and draw inferences.
4. They will develop critical and analytical ability to link theoretical concepts with field reality.

Course Outline:

Unit-I
Scientific Method & Research
What is Sociological Research? (25 hrs.)

1.1 Objectivity and Reflexivity in Sociology

1.2 Theory and Research
1.3 Concepts and Hypothesis
1.4 Field (Issues and Context)
1.5 Meaning of Scientific method and Research
1.6 Concepts, Facts and Theory
1.7 Inductive and Deductive Research
1.8 Formulation of Research Problem

Unit-II
Approaches to Research
2.1 Positivism and Empiricism
2.2 Objectivism and Constructivism
2.3 Reflexivity
2.4 Critique of the Scientific Method: Qualitative, Quantitative and Triangulation
2.5 Types of Research: Basic and Applied, Historical, Empirical, Descriptive, Exploratory,
Comparative, Feminist
2.6 Survey and Ethnographic research
2.7 Field Research and Survey Research
 66

2.8 Case Study

2.9 Content Analysis

Unit-III
Sampling
3.1. Census and Sampling
3.2. Universe, Population, Sampling Frame and Sample
3.3. Types of sampling: Random and Non Random
Unit-IV
Techniques of Data Collection
4.1. Questionnaire
1.1 Interview Schedule
1.2 Observation: Participant and Non Participant
1.3 Focus Group Discussion
1.4 Participatory Research Appraisal

Core Readings:
1. A. L. Epstein (ed.), The Craft of Social Anthropology, Delhi: Hindustan Publishing Corporation
2. Babbie, Earl. The practice of social research. Wadsworth Cengage, 2009.
3. Bentz, Valerie Malhotra, and Jeremy J. Shapiro. Mindful inquiry in social research. Sage
Publications, 1998
4. Beteille Andre- (2002) Sociology : Essays on Approach and Method, OUP, Delhi
5. Bryman, Alan. 2004, Quantity and Quality in Social Research, New York: Routledge
6. Bryman, Alan. Social research methods. Oxford university press, 2015.
7. Bose,Pradip Kumar. 1995. Research Methodology, New Delhi: ICSSR
8. Denscombe, Martyn. The good research guide: for small-scale social research projects.
McGraw-Hill Education (UK), 2014.
9. Goode, W.J. and P. Hall – (1952) Methods in social Research , New York , Mac Graw Hill
10. Mills, C. W. 1959, The Sociological Imagination, London: OUP
11. Mouton, Johann, and HendrikChristoffel Marais. Basic concepts in the methodology of the social
sciences. HSRC Press, 1988.
12. Morgan, Gareth, Ed. Beyond Method: Strategies for social research. Sage, 1983
13. Mouton, Johann. Understanding social research. Van Schaik Publishers, 1996.
14. Neuman, William Lawrence, and Karen Robson. Basics of social research. Pearson Canada,
2014.
15. Ram Ahuja 2007, Research Methods, Rawat Publications, Jaipur
16. Sandra Harding (ed.) Feminism & Methodology: Social Science Issues, Bloomington: Indiana
University Press.
17. Sarantakos, Sotirios. Social research. Palgrave Macmillan, 2012.
18. Smith, Herman W. Strategies of social research: The methodological imagination. Prentice Hall,
1981.
19. Stinchcombe, Arthur L. The logic of social research. University of Chicago Press, 2005.
20. Young, P.V.-(1966) Scientific Social Survey and Research, Prentice Hall, New Delhi
21. Bailey, K. (1994). The Research Process in Methods of social research. Simon and Schuster, 4th
ed. The Free Press, New York NY
 67

22. Baker, Therese L. Doing social research. McGraw-Hill College, 1988.

23. Blalock, H. M. 1979. Social Statistics. McGraw-Hill Book Company.
24. Burns, Robert Bounds. Introduction to research methods. Addison Wesley Longman, 1997.
25. Creswell, John W. Research design: Qualitative & quantitative approaches. Sage Publications,
Inc, 1994.
26. Denzin, Norman K., and Yvonna S. Lincoln. Handbook of qualitative research. Sage
publications, inc, 1994.
27. Elifson, K.W. 1990. Fundamentals of Social Statistics. McGraw-Hill Book Company
28. Goode, W. E. and P. K. Hatt. 1952. Methods in Social Research. New York: McGraw Hill.
29. Gupta, S. P. (2007). Elementary Statistical Methods. Sultan Chand & Sons.
30. Neuman, W. Lawrence. Social research methods: Qualitative and quantitative approaches.
Pearson education, 2013.
31. Reaves, Celia C. Quantitative research for the behavioural sciences. John Wiley & Sons, 1992.
32. Young, P.V. 1964. Scientific Social Surveys and Research. Prentice Hall
 68

Semester II
AECC 2
2.3 ENVIRONMENT, CLIMATE CHANGE & SOCIETY

Course Objective:

1. To sensitize the students on various aspects of environmental concern.

2. To generate student awareness about the current environmental challenges and crises.
3. To make the students understand the interface between community and environmental
challenges.
4. To initiate students into local and campus environmental actions.

Course Outcome:

1. The students will be able to understand and identify the consequences of human consumption of
natural resources.
2. Students will participate in the environmental campaigns.
3. Students will be able to participate in the community action for conservation of natural resources.
4. Students will participate in modifying cultural practices to promote conservation of natural
resources.

Course Outline:

Unit I
Environmental Studies and Community Action

1. Environment and climate change

1.1. Multidisciplinary nature of environment and climate change issues
1.2. Environmental degradation
1.3. Environmental movements and Swachh Bharat Abhiyaan
1.4. Need for public awareness

2. Ecosystem
2.1. Renewable Resources: Solar Energy and Cost-Centre Approach
2.2. Non Renewable Resources: Conservation of Water, Energy, Material
2.3. Role of Individuals: Reduce, Reuse, Recycle and Compost
2.4. Role of Communities and Corporates: Life Cycle Analysis and Extended Producer Responsibility

3. Campus Sanitation
3.1. Campus Environmental Survey and Audit
3.2. Constitution of Teams for Water, Sanitation, Energy Conservation, Waste management and Greenery
3.3. Campus initiatives: Campus Environmental Responsibility and Corporate Environmental Responsibility

4. Field Work
4.1. Campus – Community Interaction and engagement on Sanitation and Environment Conservation
4.2. Campus Environmental Action
 69

SEMESTER II
GEC-1
2.4 SOCIAL POLICY

Course Objective:

1. To familiarize the students with the meaning and significance of social policy.
2. To generate student awareness about the role of social policy in social engineering.
3. To inform students about policies on major social issues.
4. To enable students to critically evaluate social policies and their impact.

Course Outcome:

1. The students will be able to understand the meaning and relevance of social policy.
2. Students will develop the skill to critically analyse the policies and suggest changes, if any.
3. Students will be able to identify measures to make the existing policies more effective.

Course Outline:

Unit I
Approaches to Social Policy
1.1 Meaning of social policy
1.2 Approaches: Transformative, Public Interest, Elitist, Pressure Groups, Incrementalism
1.3 Sociology in Development: Towards a Critical Perspective
1.4 Anthropology and Development
1.5 Sociology of Food and Place
1.6 Sociological Perspectives on Environmental Change
1.7 Economic and social change
1.8 Modernization theory
1.8.1 Sociological and anthropological modernization theory
1.8.2 Linear stages of growth model
1.8.2.1 Rustow stages of growth model
1.8.2.2 Harrod Domar model
1.8.3 Critics of modernization theory

Unit II
Social Inclusion
16.1 Constitutional provisions
16.2 Protective Discrimination Policy
16.3 Right to Education
16.4 Policies for Minorities, Marginal Groups and Differently Abled

Unit III
Implementation of Social Policies
 70

3.1 Role of Bureaucracy

3.2 Role of Political Executive
3.3 Role of Judiciary
3.4 Role of Civil Society and Corporate organizations

Unit IV
Social Policy in India- an Evaluation
4.1 Structuralism
4.1.1 Import dependency substitution Industrialization
4.1.2 Prebisch–Singer hypothesis
4.2 Dependency theory
4.3 Basic needs
4.4 Neoclassical theory
4.4.1 Structural adjustment
4.5 Recent trends
4.5.1 Post-development theory
4.5.2 Sustainable development
4.5.3 Human development theory

An Evaluation Exercise shall be undertaken by the students with the Mentor on either of
the following:

4.6 Identify and study one Social Policy and evaluate its implementation from secondary
sources, based on available studies.
4.7 Identify and study one Social Policy and evaluate its implementation from primary
sources by visiting the beneficiaries/target group.

Essential readings:
 Khun, Alex (2008-08-06). "Inform Educate Action: Critical Review of Modernisation Theory".
Ourdevelopment.blogspot.nl. Retrieved 2013-05-24.
 Cairncross, A. K. (1961). "The Stages of Economic Growth". The Economic History
Review. 13 (3): 450–458. doi:10.1111/j.1468-0289.1959.tb01829.x.
 "W.W. Rostow, The Stages of Economic Growth: A Non-Communist Manifesto (Cambridge:
Cambridge University Press, 1960), Chapter 2, "The Five Stages of Growth-A Summary," pp.
4-16". Mtholyoke.edu. Retrieved 2013-05-24.
 ""Dependency Theory: An Introduction," Vincent Ferraro, Mount Holyoke College, July 1966".
Mtholyoke.edu. Retrieved 2013-05-24.
 Stewart, Frances (1 January 1989). "Basic Needs Strategies, Human Rights, and the Right to
Development". Human Rights Quarterly. 11 (3): 347–374. doi:10.2307/762098.
 Sachs, Wolfgang (1992). The Development Dictionary: A Guide to Knowledge as Power. Zed
Books. ISBN 1-85649-044-0.
 "The Lewis Theory of Development".
 71

Semester II
SEC-2
2.5 CENSUS, FIELD EXPOSURE AND SOCIAL MAPPING

Course Objective:
1. To introduce the students with the various sources of data for sociological research.
2. To provide an exposure to students to different field sites and collect data.
3. To enable the students to use various techniques for collecting field data and organizing the
same.
4. To provide practical skills for accessing the field and collecting field data.
5. To enable the students to write the field notes and discuss in tutorial groups.

Course Outcome:
1. Recognize basic demographic measures related to population structure and dynamics,
fertility, mortality, and migration
2. Describe and apply major demographic theories related to population structure
3. Evaluate claims made about population in relation to the development and its impact on
society
4. Identify and resolve population issues, including public health, urban development and
environmental concerns
5. Awareness about impact of population on society and its study in the changing global
scenario
6. To ensure that students are able to access primary and secondary data.
7. To have clarity regarding what constitutes the field in sociological research.
8. They will be able to acquire the skills to prepare questions for data collection for sociological
research.

Course Outline:
Demography is a science of population. Demographic issues are as old as humankind. The issues of
life and death, survival, birth, marriage/cohabitation, and ageing, are deeply rooted in man’s
biological, social and spiritual being. The knowledge of population growth appeared within many
sciences making demography an interdisciplinary science related to statistics, sociology, economics,
medicine, biology, anthropology, psychology and other scientific disciplines. Demography is a broad
social science discipline concerned with the study of human populations, primary with respect to their
size, their structure and their development. Demographers deal with the collection, presentation and
analysis of data relating to the basic life-cycle events and experiences of people: birth, marriage,
divorce, household and family formation, employment, ageing, migration and death. The discipline
emphasises empirical investigation of population processes, including the conceptualisation and
measurement of these processes and the study of their determinants and consequences. The field of
demography is also concerned with the broader nature of social and economic change, and with the
 72

impact of demographics change on the natural environment. Social mapping is a visual method of
showing the relative location of households and the distribution of different types of people (such as
male, female, adult, child, landed, landless, literate, and illiterate) together with the social structure and
institutions of an area. showing data on community layout, infrastructure, demography, ethnolinguistic
groups, health pattern, wealth, and so on.
Humans are constantly communicating with their fellows. Of all the great apes, it was only humans
who developed a complex verbal language allowing us to communicate our wishes, our intentions and
our feelings. Social dynamics (or sociodynamics) can refer to the behavior of groups that results from
the interactions of individual group members as well to the study of the relationship between
individual interactions and group level behaviours. The field of social dynamics brings together ideas
from Economics, Sociology, Social Psychology, and other disciplines, and is a sub-field of complex
adaptive systems or complexity science. The fundamental assumption of the field is that individuals
are influenced by one another's behavior. The field is closely related to system dynamics. Like system
dynamics, social dynamics is concerned with changes over time and emphasizes the role of feedbacks.
However, in social dynamics individual choices and interactions are typically viewed as the source of
aggregate level behavior, while system dynamics posits that the structure of feedbacks and
accumulations are responsible for system level dynamics. Research in the field typically takes a
behavioural approach, assuming that individuals are boundedly rational and act on local information.
Mathematical and computational modeling are important tools for studying social dynamics. Because
social dynamics focuses on individual level behavior, and recognizes the importance of heterogeneity
across individuals, strict analytic results are often impossible. Instead, approximation techniques, such
as mean field approximations from statistical physics, or computer simulations are used to understand
the behaviours of the system. In contrast to more traditional approaches in economics, scholars of
social dynamics are often interested in non-equilibrium, or dynamic, behaviour. Leibniz
(1765) described language as the mirror of understanding, a powerful instrument used by an individual
to express their own internal processes and to describe external objects for others and consequently
socially interact with them. However, social communication is not limited to just verbal
communication. Through their behavior, humans change their environment, satisfy internal needs, and
achieve personal goals (Lemon, 2008). From our early days as infants, a large number of our actions
are performed in social contexts, allowing us to develop social skills and the ability to coordinate with
interacting agents. One way to study these behaviors is to focus on joint actions (Sebanz et al., 2006).
Classical orchestras, collective sports, and ballets are just a few examples of how people can
coordinate their movements to achieve a common goal. But such actions are not only accomplished by
musicians or those competing in team sports. Simple joint actions are ubiquitous in our everyday life,
such as lifting a heavy table with another person or shaking hands with a colleague. Social interactions
require dynamic and efficient encoding of others’ gesture and a spatiotemporal synchronization of the
individuals involved (Sebanz et al., 2006). On the question of the mechanisms of interaction, differing
views have been proposed over the years. For example, Coordination Dynamics have explored the
social influence of one person on another, highlighting a spontaneous and immediate coordination of
their actions while engaging in interpersonal sensorimotor interactions (see Coey et al., 2012 for a
review). This theory places social cognition in an embodied-embedded constraint, where social
behavior is defined as self-organized. The brain is dynamically in interaction with the environment
and other natural systems (Coey et al., 2012). On the other hand, the most traditional approach of
social cognition is set in a cognitivist framework. Evidence indicating that action production and
action perception rely on common mechanisms led to the Theory of Event Coding (Hommel et al.,
 73

2001). If perception and action rely on common codes, it makes the integration of one’s own and co-
actor’s action for joint actions relatively straightforward (bottom-up processes). On a more top-down
perceptive, co-representation of conspecifics during joint action is thought to be a key feature to
understanding others’ goals and actions (Sebanz et al., 2006).

Unit-I
Introduction to Sociological network mapping

1. Social networks
2. History
3. Levels of analysis
3.1 Micro level
3.2 Meso level
3.3 Macro level
4. Theoretical links
4.1 Imported theories
4.2 Indigenous theories
5. Structural holes
6. Research clusters
6.1 Communication
6.2 Community
6.3 Complex networks
6.4 Criminal networks
6.5 Literary networks
7. Diffusion of innovations
8. Demography
9. Economic sociology
10. Organizational studies
11. Social capital
12. Network position and benefits

Unit-II
Theory of co-operation and game theory
1. Characteristics of organizations
2. Failed diffusion
3. Heterophily and communication channels
4. The role of social systems
5. Opinion leaders
6. Cooperation
6.1 Among humans
6.2 Among other animals
6.3 Cooperation as a managerial behaviour
7. Kin selection
 74

7.1 Cooperative systems

7.2 The prisoner's dilemma
8. Game theory
8.1 Cooperative / Non-cooperative
8.2 Symmetric / Asymmetric
8.3 Zero-sum / Non-zero-sum
8.4 Simultaneous / Sequential
8.5 Perfect information and imperfect information
8.6 Combinatorial games
8.7 Infinitely long games
8.8 Discrete and continuous games
8.9 Differential games
8.10Evolutionary game theory
8.11Stochastic outcomes (and relation to other fields)
8.12Metagames
8.13Pooling games
8.14Mean field game theory
Unit III
Group behaviour models
1. Social norms
2. Behaviour
3. Social control
4. Emergence and transmission
5. Transfer of norms between groups
6. Deviance from social norms
7. Operant conditioning
8. Focus theory of normative conduct
9. Descriptive versus injunctive
10. Prescriptive and proscriptive
11. Subjective
12. Mathematical representations
13. Return potential model
Unit – IV

Demography and Society: Basic concepts and the relationships

1. The Sociological Study of Human Populations
2. Population Characteristics: Size, Composition, Distribution
3. Fertility & Mortality: Determinants and Consequences; Migration, Modernity & Social
Transformation
4. Population Processes: Births and Deaths
5. Population Explosion: Causes and Consequences; Population Control and Policy measures
Core Readings

1. Lindenfors, Patrik (2017). For Whose Benefit? The Biological and Cultural Evolution of
Human Cooperation. Springer. ISBN 978-3-319-50873-3.
 75

2. Kohn, Alfie (1992). No Contest: The Case Against Competition. Houghton Mifflin Harcourt.
p. 19. ISBN 978-0-395-63125-6.
3. Balshine-Earn, S., Neat, F.C., Reid, H., & Taborsky, M. (1998). "Paying to stay or paying to
breed? Field evidence for direct benefits of helping behavior in a cooperatively breeding
fish". Behavioral Ecology, 9(5), 432–38.
4. Allami N., Paulignan Y., Brovelli A., Boussaoud D. (2008). Visuo-motor learning with
combination of different rates of motor imagery and physical practice. Exp. Brain Res. 184 105–113.
10.1007/s00221-007-1086-x
5. Buccino G., Binkofski F., Fink G. R., Fadiga L., Fogassi L., Gallese V., et al. (2001). Action
observation activates premotor and parietal areas in a somatotopic manner: an fMRI study. Eur. J.
Neurosci. 13 400–404. 10.1046/j.1460-9568.2001.01385.x
6. Myerson, Roger B. (1991). Game Theory: Analysis of Conflict,Harvard University Press, p. 1.
Chapter-preview links,
7. Bellhouse, David (2007), "The Problem of Waldegrave" (PDF), Journal Électronique d'Histoire
des Probabilités et de la Statistique, 3 (2)
8. Jack Rakove, "James Madison and the Constitution", History Now, Issue 13, September
2007. Archived 11 April 2009 at the Wayback Machine.
9. Experimental work in game theory goes by many names, experimental economics, behavioral
economics, and behavioural game theory are several. For a recent discussion, see Colin F. Camerer
(2003). Behavioral Game Theory: Experiments in Strategic Interaction (description and Introduction,
pp. 1–25).
10. Coey C. A., Varlet M., Richardson M. J. (2012). Coordination dynamics in a socially situated
nervous system. Front. Hum. Neurosci. 6:164 10.3389/fnhum.2012.00164
11. Jackson, J. (1965). "Structural characteristics of norms". In I.D. Steiner & M. Fishbein
(Eds.), Current studies in social psychology (pp. 301-309).
12. Lapinski, M. K.; Rimal, R. N. (2005). "An explication of social norms". Communication
Theory. 15 (2): 127–147.
13. Sherif, M. (1936). The psychology of social norms. NewYork: Harper.
14. Greenspan, Patricia S. "Chapter 4: Moral Residues." Practical Guilt: Moral Dilemmas,
Emotions, and Social Norms. N.p.: Oxford UP, 1995. N. pag. Print.
15. Hackman, J.R. (1992). "Group influences on individuals in organizations". In M.D. Dunnette
& L.M. Hough (Eds.), Handbook of industrial and organizational psychology (Vol. 3). Palo Alto:
Consulting Psychologists Press, 234-245.
16. Appelbaum, R. P., Carr, D., Duneir, M., & Giddens, A. (2009). "Confomity, Deviance, and
Crime." Introduction to Sociology, New York, NY: W. W. Norton & Company, Inc., p. 173.
17. Cohen J. (1992). A power primer. Psychol. Bull. 112 155–159. 10.1037/0033-2909.112.1.155
18. di Pellegrino G., Fadiga L., Fogassi L., Gallese V., Rizzolatti G. (1992). Understanding motor
events: a neurophysiological study. Exp. Brain Res. 91 176–180. 10.1007/BF00230027
19. Dolk T., Hommel B., Colzato L. S., Schütz-Bosbach S., Prinz W., Liepelt R. (2011). How
“social” is the social Simon effect? Front. Psychol. 2:84 10.3389/fpsyg.2011.00084
20. Dolk T., Hommel B., Prinz W., Liepelt R. (2013). The (not so) social Simon effect: a referential
coding account. J. Exp. Psychol. Hum. Percept. Perform 39 1248–1260. 10.1037/a0031031
21. Doneva S. P., Cole G. G. (2014). The role of attention in a joint-action effect. PLoS
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23. Fitts P. M. (1954). The information capacity of the human motor system in controlling the
amplitude of movement. J. Exp. Psychol. 47 381–391. 10.1037/h0055392
24. Frak V., Paulignan Y., Jeannerod M. (2001). Orientation of the opposition axis in mentally
simulated grasping. Exp. Brain Res. 136 120–127. 10.1007/s002210000583
25. Frischen A., Loach D., Tipper S. (2009). Seeing the world through another person’s eyes:
simulating selective attention via action observation. Cognition 111 211–218.
10.1016/j.cognition.2009.02.003
26. Gallese V. (2001). The ‘Shared Manifold’ Hypothesis: from mirror neurons to empathy. J.
Conscious. Stud. 8 33–50.
27. Gallese V. (2003). The roots of empathy: the shared manifold hypothesis and the neural basis
of intersubjectivity. Psychopathology 36 171–180. 10.1159/000072786
28. Gallese V., Goldman A. (1998). Mirror neurons and the simulation theory of mind-
reading. Trends Cogn. Sci. 2 493–501. 10.1016/S1364-6613(98)01262-5
29. Gallese V., Keysers C., Rizzolatti G. (2004). A unifying view of the basis of social
cognition. Trends Cogn. Sci. 8 396–403. 10.1016/j.tics.2004.07.002
30. Hari R., Kujala M. V. (2009). Brain basis of human social interaction: from concepts to brain
imaging. Physiol. Rev. 89 453–479. 10.1152/physrev.00041.2007
31. Hommel B. (2009). Action control according to TEC (theory of event coding). Psychol.
Res. 73 512–526. 10.1007/s00426-009-0234-2
32. Hommel B., Müsseler J., Aschersleben G., Prinz W. (2001). The theory of event coding (TEC):
a framework for perception and action planning. Behav. Brain Sci. 24 849–937.
10.1017/S0140525X01000103
33. Keselman H. J., Rogan J. C. (1980). Repeated measures F tests and psychophysiological
research: controlling the number of false positives. Psychophysiology 17 499–503. 10.1111/j.1469-
8986.1980.tb00190.x
34. Kokal I., Keysers C. (2010). Granger causality mapping during joint actions reveals evidence
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35. Konvalinka I., Bauer M., Stahlhut C., Hansen L. K., Roepstorff A., Frith C. D. (2014). Frontal
alpha oscillations distinguish leaders from followers: multivariate decoding of mutually interacting
brains.Neuroimage 94 79–88. 10.1016/j.neuroimage.2014.03.003
36. Leibniz G. W. (1765). New Essays on Human Understanding 2nd Edn trans. and eds Remnant
P., Bennett J., editors. (Cambridge, MA: Cambridge University Press; ).
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38. Ménoret M., Varnet L., Fargier R., Cheylus A., Curie A., des Portes V., et al. (2014). Neural
correlates of non-verbal social interactions: a dual-EEG study. Neuropsychologia 55 85–97.
10.1016/j.neuropsychologia.2013.10.001
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in humans during execution and observation of actions. Curr. Biol. 20 750–756.
10.1016/j.cub.2010.02.045
41. Naeem M., Prasad G., Watson D. R., Kelso J. A. S. (2012). Electrophysiological signatures of
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10.1016/j.neuroimage.2011.08.010
42. Newman-Norlund R. D., Bosga J., Meulenbroek R. G. J., Bekkering H. (2008). Anatomical
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balancing.Neuroimage 41 169–177. 10.1016/j.neuroimage.2008.02.026
43. Newman-Norlund R. D., Noordzij M. L., Meulenbroek R. G. J., Bekkering H.
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Neurosci. 2 48–65. 10.1080/17470910701224623
44. Novembre G., Sammler D., Keller P. E. (2016). Neural alpha oscillations index the balance
between self-other integration and segregation in real-time joint action. Neuropsychologia 89 414–
425. 10.1016/j.neuropsychologia.2016.07.027
45. Noy L., Dekel E., Alon U. (2011). The mirror game as a paradigm for studying the dynamics of
two people improvising motion together. Proc. Natl. Acad. Sci. U.S.A. 108 20947–20952.
10.1073/pnas.1108155108
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2002.
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10.1016/S0166-2236(98)01260-0
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192. 10.1146/annurev.neuro.27.070203.144230
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understanding and imitation of action. Nat. Rev. Neurosci. 2 661–670. 10.1038/35090060
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10.1016/j.humov.2009.07.006

Essential Readings:
1. Agarwal, S.N. 1989. Population Studies with Special Reference to India. New Delhi: Lok Surjeet
Publication
2. Bhende, A and Kanitkar, T.2011. Principles of population studies. Mumbai: Himalaya Pub. House
3. Dubey, Surendra Nath. 2001. Population of India. Delhi: Authors Press.Dudley L. Poston and
Michael Micklin. 2006. Handbook of Population. Springer
4. Haq, E.2007. Sociology of Population in India. USA: MacMillan
5. Heer. D. M. 1968. Society & Population, Prentice –Hall
6. Judah Matras.1977. Introduction to Population: A Sociological Approach. Englewood Cliffs,
N.J. : Prentice-Hall
7. Malthus, T.R. 1986. An Essay on the Principle of Population. London: William Pickering
8. Premi, M.K. 1983. An Introduction to Social Demography. Delhi: Vikas Publishing House
9. Rajendra .1997. Demography and Population Problems. New Delhi: Atlantic Publishers.
10. Shah, K.S .1995. Population Explosion:A Different Views.Jaipur: Sublime publications
11. Sheila Zurbrigg (1984): Rakku’s Story: Structures of Ill Health and the Source of Charge,
Bangalore: Centre for Social Action.
 79

SEMESTER-3
CC-5
3.1 SOCIAL STRATIFICATION & INTEGRATION

Course Objective:
Social degeneration was a widely influential concept at the interface of the social and biological
sciences in the 19th century. Degenerationists feared that civilization might be in decline and that the
causes of decline lay in biological change. These ideas derived from pre-scientific concepts
of heredity ("hereditary taint") with Lamarckian emphasis on biological development through purpose
and habit. Degeneration concepts were often associated with authoritarian political attitudes,
including militarism and racial science, as well as with fears of national decline. The theory originated
in racial concepts of ethnicity, recorded in the writings of such medical scientists as Johann
Blumenbach and Robert Knox. From the 1850s, it became influential in psychiatry through the
writings of Bénédict Morel, and in criminology with Cesare Lombroso.[4] By the 1890s, in the work
of Max Nordau and others, degeneration became a more general concept in social commentary.
The concept of degeneration arose during the European enlightenment and the industrial revolution - a
period of profound social change and a rapidly shifting sense of personal identity. Several influences
were involved. The first related to the extreme demographic upheavals, including urbanization, in the
early years of the 19th century. The disturbing experience of social change and urban crowds, largely
unknown in the agrarian 18th century, was recorded in the journalism of William Cobbett, the novels
of Charles Dickens and in the paintings of J M W Turner. These changes were also explored by early
writers on social psychology, including Gustav Le Bonand Georg Simmel. The psychological impact
of industrialization is comprehensively described in Humphrey Jennings' masterly
anthology Pandaemonium 1660 - 1886. Victorian social reformers including Edwin Chadwick, Henry
Mayhew and Charles Booth voiced realistic concerns about the decline of public health in the urban
life of the British working class (urban squalor). The reformers argued for improved housing and
sanitation, access to parks and recreational facilities, an improved diet and a reduction in alcohol
intake. These contributions from the public health perspective were discussed by the Scottish
physician Sir James Cantlie in his 1885 lectures Degeneration Amongst Londoners. The novel
experience of everyday contact with the urban working classes gave rise to a kind of horrified
fascination with their perceived reproductive energies which appeared to threaten middle-class culture.

1. To acquaint the students with the basic concept of social stratification, differentiation and
integration.
2. To introduce them with the different perspectives on social stratification.
3. To enable the students to understand various forms of social stratification.
4. To provide skills to perceive and analyse the process of integration in society.
5. The Origin of the Degenerative Theory
6. Lombroso's Criminal Man
7. Life cycle of empires and their reason for collapse.
8. Nordau and the Phenomenon of Fin de Siécle.
9. Recognize early signs of social decay and enslavement

Course Outcome:
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After completion of this course students will be able to learn:

1. Reason for the countries enslavement under the British rule.
2. Effectively understand the reason for the collapse of state and understand the administrative
countermeasure.
3. Importance of social institutions and the role they play in healthy functioning of the society.
4. Understand the importance of morality and social order in preventing social collapse, importance
of up-holding law and public virtue.
5. Students will be able to understand the concepts and perspectives on social stratification.
6. Students will be able to apply the conceptual understanding of social stratification in everyday
life.
7. They will develop the skill to understand the importance of integration in everyday life.

Course Outline:

Unit-I
Conceptual understanding
1.1 life cycle of states
1.1.1 Is the workforce growing or being reduced?
1.1.2 how does society treat women?
1.1.3 Who governs the country and for how long?
1.1.4 How do the richest in the country gain their wealth?
1.1.5 How involved is the state in its economy?
1.1.6 How is a country portrayed by opinion makers and media?
1.1.7 Is a country’s debt increasing more than its economy?
1.1.8 Are living costs high or low?
1.1.9 Is inflation high or low?
1.1.10 Is the rate of investments increasing or decreasing?
1.2 Fall of the Mongol empire, Roman empire, Greek empire, Persian empire, Egyptian
empire and British Empire.
1.3 Differentiation
1.4 Equality and Inequality: Natural and Social
1.5 Social Inclusion and Social Integration

Unit-II
Theories of Sociological warfare
2.1 Conflict
2.2 Functional
2.3 Weberian
2.4 Modern theories of hybrid war and regime change
2.5 Several lenses might be used to develop a sophisticated political economy of conflict in these states:
2.5.1 Institutional multiplicity: a situation in which different sets of rules of the game coexist in the
same territory, putting citizens and economic agents in complex, often unsolvable, situations,
but offering them the possibility of switching strategically from one institutional universe to
another.
 81

2.5.2 State capacity and capability: the abilities and skills of personnel and the organisational culture
within the subsystems of the state.
2.5.3 ‘Influencing’ or rent-seeking: legal and institutional influencing activities, informal patron-client
networks, or corruption.
2.5.4 Coalitional analysis: according attention to the shifting constellations of power that underpin
formal and informal institutional arrangements.
2.5.5 Divisibility and boundary activation: the creation and activation of boundaries contribute to the
escalation of political conflict and violence.

Unit-III

Causes of state failure

In the age of global terrorism, the consequences of state failure for the international order are potentially
much more damaging than ever before. This volume brings together experts to explore the problem of
weak states in the developing world and to offer ideas about how to strengthen rights and rule. It is most
useful in providing a framework for diagnosing the ailments that afflict states in various stages of decay
in Africa, Asia, and Latin America: weak states fail to provide key public goods such as security, law,
property rights, banks, schools, and hospitals; failed states (Mobutu Sese Seko's Zaire, the Taliban's
Afghanistan) are characterized by chronic violence, corruption, deteriorating infrastructure, and
predatory ruling regimes; and in collapsed states (Lebanon in the 1970s, Somalia in the 1980s, Nigeria
and Sierra Leone in the 1990s), rule by the gun wipes away any pretense of public authority.

The researchers’ identify many causes of state failure, but almost all cases are associated with civil
violence and the rise of warring nonstate groups flush with revenue from minerals or narcotics. The
international community can often help resuscitate failed states by sponsoring elections and committing
to long-term security protection.

Several causes for state failure have been posited. These fall into two categories: one focused on
resource explanations and one focused on a functional view of the state. Suggested causes include:
resource scarcity provoking conflict; resource abundance provoking corruption and exclusion;
clientelist regimes leading to a criminalization of the state; and the ‘new war’ thesis, which argues that
contemporary wars have generated an economy built on plunder and sustained through violence.

All of these models, however, are based on a liberal view of the state that defines state failure by the
degree to which a state deviates from ‘best practice’, as represented by Western developed economies.
This undermines their applicability because it fails to recognize that late developers in Africa and
elsewhere face unique challenges in terms of institutional formation and economic change. Indeed, the
significant involvement of the state in economic development makes the process of institutional and
economic growth decidedly more political.

1 Collapse Social institution

1.1 Social institution like family compromised as an unit of society
1.2 Institution of marriage and piety loses acceptance.
1.3 Moral standards fall promoting decadence.
 82

1.4 Political intervention causes the educational institutions to become ineffective lowering instructional
and conduct standards.
1.5 Educational institutes do not do their functions highlighted earlier effectively creating non-
productive professionals and bad citizens.
1.6 Personal liberty trumps social order and that leads to breakdown of social fabric.

2 Moral collapse and decadence

2.1 Lack of moral barrier gives rise to civil misconduct and crime.
2.2 This gives rise to heinous crimes.
2.3 Security of vulnerable sections of society gets endangered people start getting afraid and disaffected.
2.4 Social tensions rise as crime rate rise and the prison system gets flooded giving rise to financial and
institutional overload.
2.5 Criminal enterprises fuelled by a decadent society gives rise to a thriving underworld.
2.6 Illicit business gives rise to mafia and increases institutional corruption leading them to decay and
later on fail.
2.7 This leads to social instability and fights of talented people and capital and rapid decrease in
investments.
3 Rise of crime rate and dissolution of rule of law
3.1 Formation of black hole state by the theory of Tamara Makarenko
3.2 Rise of different non- state actors.
3.3 Role of crime bringing in corruption and black money. Subversion of legitimate business
3.4 Organised crime tends to arms and take over the functions of the state and promote infiltration and
interference, giving rise criminal governance.
3.5 Flight capital general civil disaffection. Damage to rule of Law, undermining the legitimacy of the
government.
3.6 Crime lords becomes warlord and then through strife political overlord.
3.7 Multiple power centres, different power centers start power struggle to get larger control,
3.8 Increase of crime removes guarantee of social security and order and intellectuals start leaving the
country, along with industrialists.
3.9 Flight capital ruins the economy leading more disaffection and vicious cycle.
3.10 Formation of a black hole failed state spreading disturbance the neighbouring regions.

4 concepts of “moral panic”

4.1 understandings the public dynamics of their production builds on the classic analytic models of
cultural studies and interactionist sociology, as embodied in concepts such as moral entrepreneurship
and moral enterprise in the creation of crime and deviance and the invention of folk devils as a means
of generating moral panic around issues of crime and deviance.
4.2 Exploring the epistemic frameworks surrounding everyday understandings of crime controversies,
this research problematizes and unpacks taken-for granted assumptions regarding the prevalence of
criminality and the particular characteristics of criminals, and the research traces these assumptions
to the interrelated workings of interest groups, media institutions, and criminal justice organizations.
4.3 With the proliferation of media channels and the saturation of media markets, moral panics have
become both dangerous endeavors and marketable commodities, and folk devils now find
themselves both stigmatized and lionized in mainstream media and alternative media alike.
4.4 meticulous deconstructions of drug panics, serial homicide scares, and other constructed crime
controversies, attention must be paid to the media and political dynamics underlying
 83

“unconstructed” crime as well. the failure to frame activities against criminal terrorism, and religious
fanatism situates this failure within active media and political processes

5 economic collapse, food riots, invasion or Civil war.

5.1 Multiples centers of power failed to reach negotiated peace and they start armed struggle plunging
country into civil war and chaos.
5.2 Flight capitals causes panic banks collapse, financial institutions stop functioning and the currency
devaluates rapidly multiplying foreign debt and increasing trade deficit to a debt trap, lending
countries get uneasy and start interference with internal affairs.
5.3 People loose all buying power. People become desperate and afraid and mass riots spring up from
all parts overwhelming law enforcement agencies. Social order breaks down.
5.4 Rumor mills go into actions and spread false news and conspiracy theories leading to further
aggravation of violence.
5.5 Nation state is too weak to defend itself attracting foreign invasion or neutral states affected by
spreading internal disturbance contagion will be forced to act.

Unit-IV
Social Integration and Public Policy
The basic entity of the state as a service provider. In this perspective a state’s primary purpose is to
provide public goods like security, the protection of property rights, justice or public health. Depending
on the exact definition, welfare issues like access to education, basic social services, opportunities for
participation and the rule of law can also be considered part of the state’s core functions. The second
approach views the state in terms of territorial control and the monopoly of violence. This is clearly
inspired by Max Weber’s definition of the state, which focuses on the instruments of the state. The
Weberian state has a legitimate monopoly over the means of physical coercion, which it employs to
implement policies of its political leadership and the bureaucracy within a given territory
9.1 Global and Local
9.2 Policies on Social Integration

Essential Readings:

1) Herman, Arthur (1997) The Idea of Decline in Western History New York, London etc.: The
Free Press. In Chapters 2 and 4, Herman provides a detailed description of the cultural context
of degeneration.
2) Pick, Daniel (1989) Faces of Degeneration: A European Disorder, c.1848 - c.1918 Cambridge
University Press. The definitive account of degeneration theory.
3) Dowbiggin, Ian (1985) Degeneration and hereditarianism in French mental medicine 1840-
1890: psychiatric theory as ideological adaptation (in) The Anatomy of Madness, Vol. One:
People and Ideas edited by Bynum William F., Porter, Roy and Shepherd, Michael, London and
New York: Tavistock Publications, pp 188-232. Scholarly overview of the psychiatric aspects
of degeneration.
4) Horn, David G. (2003) The Criminal Body: Lombroso and the Anatomy of Deviance London
and New York: Routledge
5) Knox, Robert (1850) The Races of Men: A Fragment London: Renshaw.
 84

6) Prichard, J.C. (1813) Researches into the Physical History of Man London: John and Arthur
Arch. On page 238, Prichard writes: "...the primitive stock of men were probably Negroes, and
I know of no argument to be set on the other side."
7) Keeping America Sane: Psychiatry and Eugenics in the United States and Canada, 1880-
1940 Pg 81
8) Hurley, Kelly (1996) The Gothic Body: Sexuality, Materialism and Degeneration at the Fin-de-
siècle Cambridge and London: Cambridge University Press.

References:

1) BOOTH, CHARLES. Labour and Life of the People of London.

2) DARWIN, CHARLES. Descent of Man.
3) ELLWOOD, C. A. The Social Problem, Chap. I.
4) ELY, R. T. "Social Progress and Race Improvement," in Evolution of Industrial Society.
5) GODDARD, HENRY H. Feeblemindedness; Its Causes and Consequences, 1914, Chaps. I, IX,
X.
6) PATTEN, SIMON N. Heredity and Social Progress.
7) PEARSON, KARL. National Life from the Standpoint of Science, pp. 14-34, 41—57. Ross, E.
A. Social Control, Chaps. XXV—XXVII.
8) WARD, LESTER F. Pure Sociology, p. 227.
9) WARNER, Amos G. American Charities, Rev. Ed., 1908, Chaps. III and IV.
10) WEISMANN, A. Y. L. Studies in the Theory of Descent.
11) Baker, Pauline H. The Conflict Assessment System Tool: An Analytical Model for Early
Warning and Risk Assessment of Weak and Failing States. Washington, DC: Fund for Peace,
2006.
12) Barrow, Clyde W. Critical Theories of the State: Marxist, Neomarxist, Postmarxist. Madison,
WI: University of Wisconsin Press, 1993.
13) Bethke, Felix S. “Zuverlässig invalide – Indizes zur Messung fragiler Staatlichkeit [Reliably
invalid – Indices for the measurement of fragile statehood].” Zeitschrift für vergleichende
Politikwissenschaft 6, no. 1 (2012): 19–37.
14) Bevir, Mark and R. A. W. Rhodes. The State as Cultural Practice. Oxford Clarendon, 2010.
Bilgin, Pinar, and Adam D. Morton. “From ‘Rogue’ to ‘Failed’ States? The Fallacy of Short-
termism.” Politics 24, no. 3 (2004): 169–180.
15) Boege, Volker, M. A. Brown, and Kevin P. Clements. “Hybrid Political Orders, Not Fragile
States.” Peace Review 21, no. 1 (2009): 13–21. BTI Project. “Bertelsmann Transformation
Index.” 2008. http://www.bti-project.de/atlas/. Bueger, Christian, and Felix Bethke. “Actor-
networking the ‘Failed State’: An Enquiry into the Life of Concepts.” Journal of International
Relations and Development 17, no. 1 (2014): 30–60.
16) Buhaug, Halvard. “Relative Capability and Rebel Objective in Civil War.” Journal of Peace
Research 43, no. 6 (2006): 691–708.
17) Call, Charles T. “Beyond the ‘Failed State’: Toward Conceptual Alternatives.” European
Journal of International Relations 17, no. 2 (2011): 303–326. Call, Charles T. “The Fallacy of
the ‘Failed State’.” Third World Quarterly 29, no. 8 (2008): 1491–1507. Carment, David, and
Yiagadeesen Samy. “State Fragility: A Country Indicator for Foreign Policy Assessment.”
Development Review: Beyond Research 1, no. 1 (2012): 100–120.
 85

18) Carment, David, Yiagadeesen Samy, and Stewart Prest. “State Fragility and Implications for
Aid Allocation: An Empirical Analysis.” Conflict Management and Peace Science 25, no. 4
(2008): 349–373. Department for International Development (DFID). Why We Need to Work
More Effectively in Fragile States. London: DFID, 2005.
19) DiJohn, Jonathan. “The Concept, Causes and Consequences of Failed States: A Critical Review
of the Literature and Agenda for Research with Specific Reference to Sub-Saharan Africa.”
European Journal of Development Research 22, no. 1 (2010): 10–30. Easton, David. A
Framework for Political Analysis.
20) Englewood Cliffs, NJ: Prentice-Hall, 1965. Elias, Norbert. Über den Prozess der Zivilisation:
Soziogenetische und psychogenetische Unternehmungen. Band 2: Wandlungen der
Gesellschaft – Entwurf einer Theorie der Zivilisation [On the process of civilization:
Sociogenetic and psychogenetic endeavors.
21) Book 2: Changes in society - developing a theory of civilization]. Basel: Haus zum Falken,
1939. Eriksen, Stein S. “‘State Failure’ in Theory and Practice: The Idea of the State and the
Contradictions of State Formation.” Review of International Studies 37 (2011): 229–247.
22) Esty, Daniel C., Jack A. Goldstone, Ted R. Gurr, Barbara Harff, Marc Levy, Geoffrey D.
Dabelko, Pamela T. Surko, and Alan N. Unger. State Failure Task Force Report: Phase II
Findings. McLean, VA: Science Applications International Corporation, 1998. Fund for Peace.
“The Failed State Index.” Foreign Policy, no. 149 (2005): 56–65.
23) Ghani, Ashraf, Clare Lockhart, and Michael Carnahan. “An Agenda for State-building in the
Twenty-first Century.” Fletcher Forum of World Affairs 30, no. 1 (2006): 101–123. Goertz,
Gary. Social Science Concepts: A User’s Guide. Princeton, NJ: Princeton University Press,
2006
 86

SEMESTER-3
CC-6
3.2 SOCIETY, POLITY AND GOVERNANCE

Course Objective:
1. To familiarize the students with the concepts of Society, Polity and Governance
2. To enable the students to understand the interface between society, polity and governance
3. To enable the students to relate conceptual understanding of polity and governance with
the ground reality
4. Crowd psychology, also known as mob psychology, is a branch of social psychology.
Social psychologists have developed several theories for explaining the ways in which
the psychology of a crowd differs from and interacts with that of the individuals within it.
Major theorists in crowd psychology include Gustave Le Bon, Gabriel Tarde, Sigmund
Freud, and Steve Reicher. This field relates to the behaviours and thought processes of
both the individual crowd members and the crowd as an entity. Crowd behaviour is heavily
influenced by the loss of responsibility of the individual and the impression of universality
of behaviour, both of which increase with crowd size
5. This course introduces the concept of social mass/mob psychology and its theoretical
foundations

Course Outcome:
1. The students will be able to explain the association between society, polity and governance.
2. They will be able to elicit the roles and responsibilities of society, polity and governance
3. They will be able to appreciate their interplay.
4. By examining the intersection of various categories groups and basics of group behavior.
5. Students wil understand the dynamic of group behaviour and decision making,
6. Students will understand the nuances of organizational behavior,
7. Students will understand the basics of mob violence and patterns for the same.

Course Outline:
The psychological study of crowd phenomena was documented decades prior to 1900 as European
culture was imbued with thoughts of the fin de siècle. This "modern" urban culture perceived that they
were living in a new and different age. They witnessed marvelous new inventions and experienced life
in new ways. The population, now living in densely packed, industrialized cities, such as Milan and
Paris, witnessed the development of the light bulb, radio, photography, moving-picture shows, the
telegraph, the bicycle, the telephone, and the railroad system. They experienced a faster pace of life
and viewed human life as segmented, so they designated each of these phases of life with a new name.
They created new concepts like "the Adolescent," "Kindergarten," "the Vacation," "camping in
Nature," "the 5-minute segment," and "Travel for the sake of pleasure" as a leisure class to describe
these new ways of life.
Likewise, the abstract concept of "the Crowd" grew as a new phenomenon simultaneously in Paris,
France, and Milan, the largest city in the Kingdom of Italy. Legal reformers motivated by Darwin's
evolutionary theory, particularly in the Kingdom of Italy, argued that the social and legal systems of
Europe had been founded on antiquated notions of natural reason, or Christian morality, and ignored
 87

the irrevocable biology laws of human nature. Their goal was to bring social laws into harmony with
biological laws. In pursuit of this goal, they developed the social science of criminal anthropology,
which is tasked with the mission of changing the emphasis from one of the study of legal procedures
to one of studying the criminal.

Unit-I
Society
1.1. Groups, Associations, Communities
1.2. Classes, Interest Groups and Pressure Groups
1.3. Primordial loyalties, Associations and Social Agency
1.4. Social Processes: Associative and Dissociative
1.5. Group psychology: Definition and classification of group; group structure and function.
Conformity and compliance. Leadership: definition, classification and function. Leadership
and morale.
1.6. Stereotype, prejudice and discrimination; concept and origin, measurement; Reduction of
prejudice.
1.7. Self: Self Knowledge – Origin and Aspects; Self – Regulation; Social Comparison theory;
Culture and Self.
1.8. Social organization, social interaction; person perception, attribution.
1.9. Attitude: definition, formation of attitude, theories, measurement; change of attitude.
1.10. Types of crowds and their behaviour
1.10.1. Classification of crowds
1.10.1.1. Active vs passive
1.10.1.2. aggressive, escapist, acquisitive, or expressive mobs.
1.10.1.3. casual, conventional, expressive, and acting.
1.10.1.4. spectator, demonstrator, or escaping
1.10.2. Crowds can reflect and challenge the held ideologies of their sociocultural
environment. They can also serve integrative social functions, creating temporary
communities.
1.10.3. Marches, protests, sit-ins, demonstrations, sloganizing, strikes, violent attacks,
stone pelting, riots and Civil war
1.10.4. Theory of crowd violence
1.10.4.1. Gustave Le Bon theory of three stages: submergence, contagion,
and suggestion.
1.10.4.2. Theories of Clark McPhail, Norris Johnson, R. Brown.
1.10.4.3. Sigmund Freud's crowd behavior theory primarily consists of the
idea that becoming a member of a crowd serves to unlock the unconscious
mind.
1.10.4.4. Theodor Adorno criticized the belief in a spontaneity of the
masses: according to him, the masses were an artificial product of
"administrated" modern life. The Ego of the bourgeois subject dissolved
itself, giving way to the Id and the "de-psychologized" subject.
1.10.4.5. Deindividuation theory argues that in typical crowd situations,
factors such as anonymity, group unity, and arousal can weaken personal
controls (e.g. guilt, shame, self-evaluating behavior) by distancing people
 88

from their personal identities and reducing their concern for social
evaluation.
1.10.4.6. It was further refined by American psychologist Philip Zimbardo,
who detailed why mental input and output became blurred by such factors
as anonymity, lack of social constraints, and sensory overload.
1.10.4.7. Convergence theory holds that crowd behavior is not a product of
the crowd, but rather the crowd is a product of the coming together of like-
minded individuals Floyd Allport argued that "An individual in a crowd
behaves just as he would behave alone, only more so." Convergence
theory holds that crowds form from people of similar dispositions, whose
actions are then reinforced and intensified by the crowd.
1.10.4.8. Ralph Turner and Lewis Killian put forth the idea that norms
emerge from within the crowd. Emergent norm theory states that crowds
have little unity at their outset, but during a period of milling about, key
members suggest appropriate actions, and following members fall in line,
forming the basis for the crowd's norms.
1.10.4.9. The Social identity theory posits that the self is a complex
system made up primarily of the concept of membership or non-
membership in various social groups. These groups have various moral
and behavioral values and norms, and the individual's actions depend on
which group membership (or non-membership) is most personally
salient at the time of action. This influence is evidenced by findings that
when the stated purpose and values of a group changes, the values and
motives of its members also change.
1.10.5. Mass Psychopathology: Mass psychogenic illness (MPI), also called mass
sociogenic illness, mass psychogenic disorder, epidemic hysteria, or mass
hysteria, is "the rapid spread of illness signs and symptoms affecting members of
a cohesive group, originating from a nervous system disturbance involving
excitation, loss, or alteration of function, whereby physical complaints that are
exhibited unconsciously have no corresponding organic aetiology

Unit-II
Polity
2.1. Power, Authority and Legitimacy
2.2. Power Elite and Political Parties
2.3. Adult franchise and Democratic power
2.4. Legislature and Parliamentary power
2.5. Organism Theory of Society - Bluntschli and Herbert Spencer
2.6. Limitations of the Theories:
2.7. The Inseparable Individual and the Society:
2.8. Man in Society and Society in Man:
2.9. Scope for Individuality:
2.10. Difference Regarding the Centrality of “Consciousness”
2.11. Collective consciousness, collective conscience, or collective conscious
2.12. Collective intelligence (CI) is shared or group intelligence.
 89

2.13. "human swarms" modelled after synchronous swarms in nature. Based on natural process
of Swarm Intelligence, these artificial swarms of networked humans enable participants to
work together in parallel to answer questions and make predictions as an emergent
collective intelligence.

Unit-III
Governance
3.1 Charismatic, Traditional and Legal Rational
3.2 Rule of Law
3.3 Ward level, Local level, State level and National level
3.4 State and Civil Society: Functions of Modern State and Civil Society.

Unit-IV
Practical Exercise: Identify a Social Group (Neighbourhood, Resident Welfare Association,
Panchayat, Classroom, Peer group, etc.) and study the power relationships within the group,
applying the concepts of power and authority mentioned above. Establish how the authority is
exercised and accepted.

Core Readings:

1) Nye, R.A. (1975). The origins of crowd psychology. London: Sage. Barrows, Susanna (1981). "Distorting mirrors
– Visions of the crowd". New Haven: Yale University Press. Van Ginneken, Jaap (1992). Crowds, psychology
and politics 1871–1899. New York: Cambridge University Press.
2) Zimbardo, Philip (1969). "The human choice – Individuation, reason and order versus Deindividuation, impulse
and chaos". Nebraska Symposium on Motivation, Vol. 17, pp. 237–307.
3) Reicher, Stephen. "The Psychology of Crowd Dynamics", Blackwell Handbook of Social Psychology: Group
Processes. ed. Michael A. Hogg & R. Scott Tindale. Blackwell Publishers Inc. Malden,
4) McPhail, C. (1991). The myth of the madding crowd. New York: Aldine de Gruyter.
5) T. W. Adorno, "Freudian Theory and the Pattern of Fascist Propaganda." In Vol. III of Psychoanalysis and the
Social Sciences. Ed. Géza Roheim. New York: International Universities Press, 1951, pp. 408–433. Reprinted
in Vol. VIII of Gesammelte Schriften. Frankfurt: Suhrkamp Verlag, 1975, and in The Culture Industry: Selected
Essays on Mass Culture. Ed. J. M. Berstein. London: Routledge, 1991.
6) Guilford, J.P. (1966). Fields of Psychology (Third ed.). Princeton, NJ.: D. Van Nostrand Company, Inc.
7) Allport, Floyd (1924). Social Psychology. Boston. p. 295.
Suggested Readings:

 Rheingold, Howard, Smart Mobs: The Next Social Revolution, 2003

 Surowiecki, James, The Wisdom of Crowds: Why the Many Are Smarter Than the Few and How
Collective Wisdom Shapes Business, Economies, Societies and Nations, 2004.
 van Ginneken, Jaap, Crowds, psychology and politics 1871–1899, New York: Cambridge
University Press, 1992.
 van Ginneken, Jaap, Kurt Baschwitz - A Pioneer of Communication Studies and Social
Psychology. Amsterdam: Amsterdam University Press, 2017.

 Borch, Christian. The Politics of Crowds: An Alternative History of Sociology. Cambridge

University Press 2012, ISBN 978-1-107-62546-4
 Buford, Bill. Among the Thugs: The Experience, and the Seduction, of Crowd Violence. New
York, NY: W. W. Norton & Co., Inc. (1990)
 90

 Canetti, Elias (1960). Crowds and Power. Viking Adult. ISBN 0-670-24999-8.
 Challenger, R., Clegg, C. W., & Robinson, M. A. (2009). Understanding crowd behaviours. Multi-
volume report for the UK Government's Cabinet Office. London: Cabinet
Office. http://www.cabinetoffice.gov.uk/resource-library/understanding-crowd-behaviours-
documents
 Johnson, Norris R. "Panic at 'The Who Concert Stampede': An Empirical Assessment." Social
Problems. Vol. 34, No. 4 (October 1987): 362–373.
 Le Bon, Gustave (1895) Psychology of Crowds. [Improved edition www.sparklingbooks.com.]
 Le Bon, Gustave (1895). "The Crowd: A Study of the Popular Mind". Retrieved November
15, 2005.
 Mackay, Charles (1841). Extraordinary Popular Delusions and the Madness of Crowds.
Wordsworth Editions. ISBN 1-85326-349-4.
 Martin, Everett Dean, The Behavior of Crowds, A Psychological Study, Harper & Brothers
Publishers, New York, 1920.
 Mc Phail, Clark, The Myth of the Madding Crowd, New York, Aldine de Gruyter, 1991.
 91

CC-7
3.3 RESEARCH METHODS- 2

Course Objective:
The course offers a multidisciplinary approach to research methodology. It looks at various theories of
knowledge production and also at various means of doing research. The course will be taught by faculty
from across the social science disciplines. The course extensively covers aspects of quantitative and
qualitative research
1. To enable the students to formulate research problem
2. To enable the students to identify relevant geographical area or community for research
3. To enable the students to prepare relevant instrument for the identified field
4. To enable the students to develop required rapport to work with the target community
5. To enable the students to collect relevant data, analyse it and draw conclusions
6. To enable the students to prepare a research report

Course Outcome:
1. The students will be capable to formulate a research problem.
2. They will be able to analyse the data and draw inferences.
3. They will be able to link their findings with the earlier research.
4. They will be able to report the findings systematically.
4.1 To acquire understanding about
4.2 the nature and steps in the sociological research process,
4.3 theoretical knowledge about the different methods and tools in research,&
4.4 skills and knowledge in the use of appropriate statistical methods in research
4.5 The students will acquaint with nuances of qualitative and quantitative techniques and
analyses.
5. The students will learn how to produce original academic writing, send abstracts for conferences
and publish in peer-reviewed academic journals.

Course Outline:

Unit-I

Philosophy of Science, Epistemology, Paradigm Shifts, Theories of Knowledge, Scientific Method,

Positivism, Mixed Methodology, Decolonizing Methodologies.
• Nature and characteristics of research: Nature of social research with special reference to
Criminology – Understanding of Research Methodology Vs Research Methods
• Selection of topic and problem formulation; Steps in conducting research and making research
proposal
• Basic elements of research process: concepts, operationalization of concepts, variables,
hypothesis and causation; attributes of good hypothesis.
 92

• Approaches to research: Quantitative and qualitative. Basic Social Research Ethics

Planning Research
1.1 Difference between Sociological Problem and Social Problem
1.2 Formulation of Research Problem
1.3 Social Survey and Ethnographic Research
1.4 Designing Research: Types [Exploratory, Descriptive, Experimental and Explanatory]

Research Process, Research design and Sampling

Formulation of research Problem, Research Objectives, Research Design:-Exploratory, Explanatory
Descriptive, Causal Research, Research Methods; Information Types and Data Sources
• Research design: Exploratory, Descriptive and Experimental
• Sub-types of Experimental Research design; Quasi-Experimental Research design
• Types of data sources: primary and secondary data – use and limitations.
• Sampling: Purpose, types; advantages and disadvantages of different types of sampling.

Unit-II
Sampling and Data Collection, Analysis and Interpretation of Data
Measurement and Scaling, Scaling techniques, Questionnaires, Surveys, Sampling Techniques,
Archives, Online Data Collection.
• Methods of data collection: Observation, interview and questionnaire, participatory research,
survey, case studies.
• Levels of measurement in Social research: Nominal, Ordinal Interval and Ratio.
• Analysis of data: Qualitative analysis- Content analysis, Grounded Theory, Narrative analysis,
thematic analysis, etc.
• Interpretation of Data: Basics of research report writing and style, Referencing
Field Work
2.1 Identification of field of study
2.2 Choice and Administration of Techniques and Tools for Data Collection
2.3 Qualitative Research: Participant Observation, Case Study, Participatory Research

Qualitative Approach, Participant and Non-participant Observation, Ethnography, Grounded Theory,

Engaged Theory, Case Studies, Life Histories, Action Research, Phenomenology, Hermeneutics,
Content Analysis, Literary Analyses, Qualitative Data Analysis
Unit-III

Data analysis and Report Writing

3.1 Field Notes and Documentation
3.2 Editing, Coding, Tabulation
3.3 Inference, Interpretation and Presentation of Data
3.4 Linking the findings with the earlier research
3.5 Report Writing
 93

Quantitative Research and Application of Statistics in Research

• Quantitative Approach, Quantitative Tools-Statistical Inference, Hypothesis Testing, Goodness
of Fit, Time Series, Panel Data, Factor Analysis, Discriminant Analysis, Quantitative Data
Analysis-SPSS
• Descriptive and Inferential Statistics: Classification and tabulation of data, graphic
and diagrammatic representation of data. Measures of Central tendency: meaning,
Types: mean, median, mode and quartiles, their specific application to social sciences
research
• Measures of dispersion: Meaning and types, their specific application to social sciences
research.
• Quantitative analysis: Univariate analysis, Bivariate analysis and Multivariate analysis;
Correlation, regression, ANOVA and MANOVA. Tests of significance –‘t’ test for
significance of differences of means, chi-square for independent association of attributes and f-
test.
• Social Sciences research and need for computer applications: Use of SPSS in Statistical
Analysis

Unit-III
Academic Writing and Publishing
• Research Proposal- Review of Literature, Research Questions and Objectives, Reference
Systems, Peer review, Abstract for Conferences /Book Chapters, Research Grant Proposals,
Plagiarism, Research Ethics

Core Readings
1. Kothari, C.R (2004) Research Methodology: Methods and Techniques, New Delhi: New
Age.
2. Ronet Bachman & Russell K. Schutt (2014). Fundamentals of Research in Criminology
and Criminal Justice. Sage publication : New Delhi
3. M.L.Dantzker,Mark L. Dantzker, Ronald D. Hunter (2006).Research Methods for
Criminology and Criminal Justice . Jones & Bartlett Publishers.
4. W. Lawrence Neuman & Larry W. Kreuger (2007). Social Research Methods. Pearson
Education
5. Ranjit Kumar (2011). Research Methodology: A Step- By-Step Guide for Beginners
3rd Edition. Sage publication: India

Essential Readings:

1. 1.Babbie, E. 2004. The Practice of Social Research. Thomson and Wadsworth.

2. 2.Baker, T.L. 1990. Doing Social Research. McGraw-Hill.
3. 3.Bailey. F.G. 2007.Methods of Social Research.Free Press
 94

4. 4. Bryman, Alan. 1988. Quality and Quantity in Social Research, London: Unwin Hyman.
5. 5.Creswell.J.2013,Qualitative Inquiry and Research Design:Choosing Among Five
Approaches (3rd Ed.)Sage
6. 6. Goode, G and P.K. Hatt. 1952. Methods in Social Research. McGraw-Hill.
7. 7.Jayaram, N. 1989. Sociology: Methods and Theory. Madras: MacMillian.
8. 8.Miles, M. and A. Huberman. Qualitative Data Analysis: an Expanded Source Book.
London: Sage, 1994
9. 9.Neuman, W.L. Social Research Methods: Quantitative and Qualitative Approach. New Delhi:
Pearson Education India, 2006

References:
1. 1.Alasuutari,Pertti; Leonard Bickman and Julia Brannen (Ed).The Sage Handbook of Social
Research Methods. Sage Publications: Los Angeles
2. 2.Barnov, D. 2004. Concepts of Social Research Methods. Paradigm Publishers.
3. 3. Bose, Pradip Kumar, 1995: Research Methodology. New Delhi: ICSSR.
4. 4.Bryman, A. 2002. Social Research Methods. Oxford University Press: New York.
5. 5. Kothari, C.R. 1989. Research Methodology: Methods and Techniques, Bangalore, Wiley
6. Eastern
7. 6. Punch, Keith. 1996. Introduction to Social Research. London: Sage
8. 7.Somekh, Bridget and Cathy Lewin (Ed).Research Methods in the Social Sciences. Vistaar
Publications: New Delhi.
9. 8.Srinivas, M.N. and A.M. Shah 1979. Field Worker and the Field. New Delhi: Oxford
10. 9.Seale, Clive. 2004. Social Research Methods: A Reader. Routledge: London.
11.

Suggested Readings
1. Kapalan, D (2004) The Sage handbook of quantitative methodology for the social
sciences, London: Sage.
2. Ringer, Fritz (1997) Max Weber’s methodology: The unification of the cultural and
social sciences, Cambridge, Mass:,Harvard Uni Press.
3. Smith, L.T (2012) Decolonizing Methodologies: Research and Indigenous Peoples, Zed
Books.
4. Young, Pauline V.: Scientific Social Research and Surveys, Prentice Hall, New
Delhi,2000.
5. Goode, William J. and Paul K. Hatt: Methods in Social Research, Surjeet Publications,
New Delhi, 2006.
6. Jagam. Framl E, 1982, Research Methods in Criminal Justice and Criminology,
Mcmillan Co., New York.
7. Thakur, Devendra, 2003, Research Methodology in Social Sciences, Deep and Deep
Publications, New Delhi.
8. Bachman, Ronet, 2003, The Practice of research in Criminology and Criminal Justice,
Pine Forge Press.
 95

9. Gokhale, Neela, 2007, Research Methodology in Criminology, Shree Publishers and

Distributors.
10. Maxfield Michael G, 2001, Research Methods for Criminal Justice & Criminology
Wadswroth/Thomas Learning.
11. Jupp, Victor 2000, Doing Criminological Research, Sage Publications.
12. Choudhary, CM, 1998, Research Methodology, Subline Publications, Jaipur.
13. Susan, Klaus and Kerner, Hans Jurgen, 1991, Developments in Crime and Crime
control Research, German studies on victims, Offenders, and the public springer verlag
Publications.
14. Verma S.P., 2007, Practical Approach to Research Methodology, Akansha Publishing
House, Delhi.
15. Pannerselvam R, 2004 Research Methodology Prentice Hall of India.
 96

SEMESTER III
DSEC-2
3.4 SOCIAL CHALLENGES & RESPONSE

Course Objective:

The term “social problem” is usually taken to refer to social conditions that disrupt or damage
society—crime, racism, and the like. “Social Problems” is the title of an undergraduate course taught
at many colleges; a typical course discusses what is known about a series of conditions considered
social problems. In contrast, the sociology of social problems defines social problem differently and
adopts a different analytic approach. This approach—sometimes called constructionist—defines social
problem in terms of a process, rather than a type of condition. It focuses on how and why people come
to understand that some condition ought to be viewed as a social problem, that is, how they socially
construct social problems. Typically, the social problems process begins with claims -makers who
make claims that some condition ought to be considered a problem, that this problem should be
understood in particular ways, and that it needs to be addressed. Other people respond to those claims
and rework them, so that the social problem is constructed and reconstructed by the media, the general
public, policymakers, the social- problems workers who implement policy, and critics to assess the
policy’s effectiveness. The process is complex: some claims produce a speedy reaction, while others
have difficulty finding an audience. The constructionist approach began to guide researchers in the
1970s and has generated a substantial literature that continues to develop in new directions.

1. To familiarize the students with the major challenges in Indian society

2. To enable the students to understand the causes and consequences of these challenges.
3. To enable the students to assess the response to these challenges by State and others.

Course Outcome:
1. Students will be able to identify the contemporary social challenges.
2. The students will be capable of explaining the context of contemporary challenges in society.
3. They will be able to identify causes of major social challenges and identify the responses to
these.
4. DEFINE SOCIOLOGICAL IMAGINATION
5. Identify the characteristics of social problems
6. Compare four sociological perspective.
7. How sociology is a science
8. Identify the role of Policy advocacy and innovation In address in social problems.

Course Outline:

Unit-I
Social Challenges
1.1 Social Challenges: Meaning, Definition, Causes
1.2 Approaches: Social Disorganization, Cultural Lag, Anomie
1.3 Defining features and dynamics of social ill such as
1.3.1 poverty,
 97

1.3.2 female foeticide,

1.3.3 gender inequality,
1.3.4 religious extremism,
1.3.5 Anti-social behaviour,
1.3.6 Drug abuse, Alcohol abuse
1.3.7 Prostitution,.
1.3.8 Economic Deprivation.
1.3.9 Unemployment,
1.3.10 Sexual abuse, Rape,
1.3.11 Early pregnancy,
1.3.12 Female genital mutilation,
1.3.13 Animal abuse
1.4 Describe the extent and human costs of those problems,
1.5 Begin to identify causes and conditions contributing to these problems,
1.6 Begin to understand why these problems remain persistent,
1.7 Suggest approaches to solving these problems, especially by adopting a Global Perspective.
1.8 Describe the great opportunities we have for increasing well-being and creating the future.

Unit-II
Social Challenge
2.1 Major Social Challenges: Identify the greatest problems now facing humanity:
2.1.1 Terrorism
2.1.2 Insurgency
2.1.3 Extremism
2.1.4 Regionalism
2.1.5 Anti-nationalism
2.1.6 Human Trafficking
2.1.7 Stability
2.2 Emerging Social Challenges: Family Changes, Violence & Crime, Juvenile Delinquency,
Alcoholism, Substance Abuse,
2.2.1 Poverty
2.2.2 economic Inequality
2.2.3 homelessness
2.2.4 Unemployment
2.2.5 Under employment
2.2.6 Illiteracy and innumeracy
2.2.7 Operation and discrimination
2.2.8 Casteism, Communalism and Ethnic Violence,
2.2.9 Poverty,
2.2.10 Corruption,
2.2.11 Education & Unemployment,
2.2.12 Population Health
2.2.13 Decrease of social values
2.2.14 Unemployable education
2.2.15 youth discontent
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2.2.16 Criminal governance

2.3 Marginal Group Challenges: Women, Children, Youth, Aged, LGBT and Differently
abled
2.3.1 Physical Health
2.3.2 Mental Health
2.3.3 Economic and Social Opportunity
2.3.4 Safety and Security

Unit-III
Social and State Response
3.1 Individual Response
3.2 Pressure Group Response [Social Movements/NGOs/PILs]
3.3 Community Response
3.4 Legal Response
3.5 Functional Response
3.6 Institutional Response

Unit-IV
Social analysis

8.1 Social analytics:- define root cause of the problems

8.2 Studying Crisis: Conflict, Disaster and the Social
8.3 Ishikawa fishbone analysis
8.4 Cause tree analysis
8.5 Countermeasure propositions : barrier analysis
8.6 Swiss cheese model
8.7 Causal Domain and Effectual Domain
8.8 Domino effect.

Essential readings:
 Best, Joel. 2013. Social problems. 2d ed. New York: Norton.
 Loseke, Donileen R. 2003. Thinking about social problems. 2d ed. Social Problems and Social
Issues. Hawthorne, NY: Aldine de Gruyter.
 Spector, Malcolm, and John I. Kitsuse. 1977. Constructing social problems. Menlo Park, CA:
Cummings.
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SEMESTER 3
GEC-2
3.4 NEGOTIATION SKILLS AND ALTERNATIVE DISPUTE RESOLUTION

Course Objective:
1. To familiarize the students with various negotiation skills which are based on social processes
2. To enable the students to practice various negotiation skills which are based on social processes
3. To familiarise the students with various forms of alternative dispute resolution mechanisms
4. To enable the students to practice various forms of alternative dispute resolution mechanisms

Course Outcome:
1. Students will be able to identify various negotiation skills which are based on social processes
2. Students will be able to practice various negotiation skills which are based on social processes
3. Students will be able to identify various forms of alternative dispute resolution mechanisms
4. Students will be able to practice various forms of alternative dispute resolution mechanisms
Course Outline:

Unit-I
Social Processes

1.1. Types of Social Processes: Associative and Dissociative, Definition and Usage
1.2. Role of Institutions in Social Processes
1.3. Institutions for handling Social Processes in India: Ombudsman and Lok adalat
2. Unit-II

Conflict Resolution and Negotiation Skills

2.1. Conflict: Scope, Nature and, Types
2.2.Steps in resolution of conflict
2.3.Negotiation Skills: Meaning, Definition, Usage
2.4.Approaches to Negotiation: at Family and Organisation levels
3. Unit-III

Alternative Dispute Resolution Mechanisms

8.1.Concept Nature and Meaning of ADRS:
8.2.Mechanism of ADRs: Scope and objectives
8.3.Kinds of ADRs and advantages: Arbitration, Conciliation and Mediation
9. Unit-IV
Practical Exercise: Choose any conflict resolution process adopted your area, analyze and
write your own interpretation/view about it, in about 1000 words, using relevant concept/s from this
course.
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SEMESTER- IV
CC-8
4.1 MEDIA AND SOCIETY

Course Objective:
1. To introduce the social process of communication to the students.
2. To enable the students to understand the interface between society and media.
3. To enable the students to appreciate the different forms of and approaches to media.

Course Outcome:
1. The students will be able to explain the process of creation and transmission of media
messages.
2. They will be able to describe the interface between media and society.
3. Students will be able to apply the criteria for identifying relevant media for specific
messages.

Course Outline:

Unit-I
Introduction
1.1 Conceptual understanding of Media
1.2 Mass Media, Folk Media
1.3 New Media, Popular Culture
1.4 Digital Society
1.5 Social Impacts of Media
1.6 Media and Social Control
1.7 Media and Consumerism
1.8 Media and Culture Interface
1.9 Mathematical theory [Shannon and Weaver]
1.10 Medium is the Message [McLuhan]
1.11 Social Learning Theory [B.F. Skinner, Albert Bandura]
1.12 Agenda Setting Theory [Maxwell McCombs & Donald L. Shaw]
1.13 Uses and Gratification Theory [Katz]

Unit-II
Media Constructions of Crime and Crime Control
• Understandings of crime and crime control as social and political constructions, and this
endeavor to unravel the mediated processes through which these constructions occur, also build
on more recent constructionist perspectives in sociology.
• constructionist orientations a sensitivity to mediated circuits of meaning other than those of the
“mass” media, and it offers a spiraling postmodern sensibility that moves beyond dualisms of
crime event and media coverage, factual truth and distortion, which at times frame
constructionist analysis.
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Situated Media, Situated Audiences, the production and perception of crime and policing imagery
in television crime dramas as a process of “entertaining the crisis.”
• Perspectives linked by sensitivities to image, meaning, and representation in the study
of crime and crime control.
• Current cultural studies explorations of identity, sexuality, and social space.
• representation, image, and style, the intellectual reorientation afforded by postmodernism, that
style is substance, that meaning thus resides in presentation and re-presentation.
• media “coverage” of criminals and criminal events, is rather a journey into the spectacle and
carnival of crime, a walk down an infinite hall of mirrors where images created and consumed
by criminals, criminal subcultures, control agents, media institutions, and audiences bounce
endlessly one off the other.
• The influence of mass media has an effect on many aspects of the human life. This can include:
voting a certain way, individual views and beliefs, or even false information that can skew a
persons knowledge of a specific topic. Media is an ever-changing field and is being critiqued
now more than ever by the general public. The overall influence of mass media has increased
drastically over the years, and will continue to do so as the media itself improves. Media
influence is the actual force exerted by a media message, resulting in either a change or
reinforcement in audience or individual beliefs. Media effects are measurable effects that result
from media influence or a media message.
• Portrayal and social acceptance of gangsters as celebrities, leaders and role models by the
youth increasing the propensity of crime.
The increase of crime thrillers in movies, crime stories in entertainment, crime stories and police files
in general shows and broadcasts leading to ritualizing crime

Unit-III
Perception management
Perception management is a term which has this definition: “ Actions to convey and/or deny selected
information and indicators to foreign audiences to influence their emotions, motives, and objective
reasoning as well as to intelligence systems and leaders at all levels to influence official estimates,
ultimately resulting in foreign behaviours and official actions favourable to the originator's objectives.”
In various ways, perception management combines truth projection, operations security, cover
and deception, and psychological operations
"Perception" is defined as the "process by which individuals select, organize, and interpret the input
from their senses to give meaning and order to the world around them". This definition overlaps with
the higher-order perceptual processes as defined biologically (the lower-order biological processes are
in no way susceptible to management; these low-level processes include a great deal of underlying
perceptual categorization performed prior to conscious categorization.). Components of perception
include the perceiver, target of perception, and the situation. Factors that influence the perceiver:

 Schema: organization and interpretation of information based on past experiences and knowledge
 Motivational state: needs, values, and desires of a perceiver at the time of perception
 Mood: emotions of the perceiver at the time of perception-
Factors that influence the target:
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 Ambiguity: a lack of clarity. If ambiguity increases, the perceiver may find it harder to form an
accurate perception
 Social status: a person's real or perceived position in society or in an organization
 Impression management: an attempt to control the perceptions or impressions of others. Targets
are likely to use impression management tactics when interacting with perceivers who have power
over them. Several impression management tactics include behavioural matching between the
target of perception and the perceiver, self-promotion (presenting one's self in a positive light),
conforming to situational norms, appreciating others, or being consistent.
There are nine strategies for perception management. According to Kegon Thomas, these include:

1. Preparation – Having clear goals and knowing the ideal position you want people to hold.
2. Credibility – Make sure all of your information is consistent, often using prejudices or
expectations to increase credibility.
3. Multichannel support – Have multiple arguments and fabricated facts to reinforce your
information.
4. Centralized control – Employing entities such as propaganda ministries or bureaus.
5. Security – The nature of the deception campaign is known by few.
6. Flexibility – The deception campaign adapts and changes over time as needs change.
7. Coordination – The organization or propaganda ministry is organized in a hierarchical pattern
in order to maintain consistent and synchronized distribution of information.
8. Concealment – Contradicting information is destroyed.
9. Untruthful statements – Fabricate the truth.
Perception Management Events: Perception management is often used by an organization in the
following major events:

1. Dealing with perception-threatening events: Include such events as scandals, accidents, product
failures, controversial identity changes, upcoming performance reviews, and introduction of new
identity or vision.
2. Dealing with perception-enhancing events: Include such events as positive/negative ranking or
rating by industry groups, overcoming hardships, and achievement of desired goals

Business and other government agencies have gladly adopted this stepchild as their own. How well
they nurture this stepchild makes the difference between success and failure. Joel Garfinkle’s brief
four-step outline of the perception management cycle is a good basis for a simple primer on this
crucial discipline.

Perception Management operations have become a mainstream part of information management

procedures in a variety of modern organisations. Perception Management can be carried out as part of
a wider international Public Diplomacy initiative between governments, or it can function as a tool of
domestic Public Affairs communications between a government and its citizens. Many Public
Relations firms offer Perception Management services to business clients, helping them shape the
perceptions of stakeholders.

A systematic and strategic PR plan and execution done by a PR agency will create a creeping
environment. Turnaround from a bad PR into a good PR or in other words the complete
transformation of a bad man into a good man has public perception as the theme. The PR strategy goes
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like this: before projecting themselves as politicians, they presented their human face to the public.
They were being well trained from their PR advisors about their interactions with the media and also
while addressing a ‘Jan Sabha’.

The control and dissemination of information have long been recognised as important tools in
shaping any politico-military environment. Information does not and cannot exist in isolation from a
political, historical and cultural context and is a relational phenomenon. Huhtinen and Rantapelkonen
demonstrate this by referring to the analogy of a grey spot: viewed amid a black background, the spot
seems pale, whereas if placed in a white background the spot appears dark. The formation of
perceptions is thus informed by a ‘field’ of various components, including culture, processes of
socialisation and influences of the material and physical environment. Actors seeking to employ
perception management strategies are, in essence, attempting to shape the field in which perceptions
are formed by audiences by combining physical actions with supporting narratives to guide target
audiences through the information environment. It is a fundamentally interactive process that does not
simply create a positive or negative end state, but is constantly negotiated and renegotiated.

These strategic implications present difficulties in conceptually prising apart a host of terminology—
‘perception management’, ‘information warfare’, ‘propaganda’, ‘strategic communication’ and ‘public
diplomacy’—which are deployed either interchangeably or based on particular political
predispositions. Many insurgent groups, particularly but not exclusively those of the Maoist–
Communist organizational variant, have been able to effectively synergise information and perception
management operations with political and military action under a doctrine of revolutionary war.
Consequently, counter-insurgents have frequently found themselves on the defensive.

Unit-IV
Public opinion
Public opinion consists of the desires, wants, and thinking of the majority of the people; it is the
collective opinion of the people of a society or state on an issue or problem. This concept came about
through the process of urbanization and other political and social forces. For the first time, it became
important what people thought, as forms of political contention changed.
The term public opinion was derived from the French “opinion publique” which was first used in 1588
by Michel de Montaigne in the second edition of his Essays (ch. XXII). The French term also appears
in the 1761 work Julie, or the New Heloise by Jean-Jacques Rousseau. Precursors of the phrase in
English include William Temple's "general opinion" (appearing in his 1672 work On the Original and
Nature of Government) and John Locke's "law of opinion" (appearing in his 1689 work An Essay
Concerning Human Understanding).
The emergence of public opinion as a significant force in the political realm can be dated to the late
17th century. William Shakespeare called public opinion the 'mistress of success' and Blaise
Pascal thought it was 'the queen of the world.' John Locke in his treatise An Essay Concerning Human
Understanding considered that man was subject to three laws: the divine law, the civil law, and most
importantly in Locke's judgement, the law of opinion or reputation. William Temple in his essay of
1672, On the Original and Nature of Government gave an early formulation of the importance of
public opinion. The basis of government lay in a social contract and thought that government was
merely allowed to exist due to the favour of public opinion.
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An institution of central importance in the development of public opinion, was the coffee-house,
which became widespread throughout Europe in the mid-17th century. The coffee houses were great
social levellers, open to all men and indifferent to social status, and as a result associated with equality
and republicanism. Gentlemen's clubs proliferated in the 18th century, especially in the West End of
London. Clubs took over the role occupied by coffee houses in 18th century London to some degree,
and reached the height of their influence in the late 19th century – some notable names
were White's, Brooks’, Arthur's, and Boodle's which still exist today.
theories of influence on the Public opinion
 the seminal works of Lippmann and Dewey
 the works of Klapper (1960)
 the works of Katz and Lazarsfeld
 study by McCombs and Shaw (1972),
 study by Althaus and Tewksbury 2002;
 study by Schoenbach et a1. 2005;
 study by (Palmgreen and Clarke 1977)
 study by (Fiske and Taylor 1981)
 study by (Iyengar and Kinder 1987)
 AGENDA SETTING
 PRIMING
 FRAMING

These social changes, in which a closed and largely illiterate public became an open and politicized
one, was to become of tremendous political importance in the 19th century as the mass media was
circulated ever more widely and literacy was steadily improved. Governments increasingly recognized
the importance of managing and directing public opinion.

Public opinion plays an important role in the political sphere. Cutting across all aspects of relationship
between government and public opinion are studies of voting behaviour. These have registered the
distribution of opinions on a wide variety of issues, have explored the impact of special interest groups
on election outcomes and have contributed to our knowledge about the effects of government
propaganda and policy.
Contemporary, quantitative approaches to the study of public opinion may be divided into 4
categories:

1. quantitative measurement of opinion distributions;

2. investigation of the internal relationships among the individual opinions that make up public
opinion on an issue;
3. description or analysis of the public role of public opinion;
4. study both of the communication media that disseminate the ideas on which opinions are based
and of the uses that propagandists and other manipulators make of these media.
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The rapid spread of public opinion measurement around the world is reflection of the number of uses
to which it can be put. Public opinion can be accurately obtained through survey sampling. Both
private firms and governments use surveys to inform public policies and public relations.

According to Blumer, public opinion is discussed as a form of collective behaviour (another

specialized term) which is made up of those who are discussing a given public issue at any one time.
Given this definition, there are many publics; each of them comes into being when an issue arises and
ceases to exist when the issue is resolved. Blumer claims that people participate in public in different
capacities and to different degrees.
Social desirability is another key component to the formation of public opinion. Social desirability is
the idea that people in general will form their opinions based on what they believe is the prevalent
opinion of the social group they identify with. Based on media agenda setting and media framing,
most often a particular opinion gets repeated throughout various news mediums and social
networking sites, until it creates a false vision where the perceived truth can actually be very far away
from the actual truth.
Public opinion can be influenced by public relations and the political media. Additionally, mass
media utilizes a wide variety of advertising techniques to get their message out and change the minds
of people. Since the 1950s, television has been the main medium for moulding public opinion.
Numerous theories and substantial evidence exists to explain the formation and dynamics of
individuals' opinions. Much of this research draws on psychological research on attitudes.
In communications studies and political science, mass media are often seen as influential forces on
public opinion. Additionally, political socialization and behavioural sometimes explain public opinion.
Managing the Public opinion
Social scientists (those in sociology, political science, economics and social psychology) present
compelling theories to describe how public opinion shapes public policy and find myriad effects of
opinion on policy using various empirical research methods. Moreover, researchers find that causal
relationships likely run in both directions from opinion to policy and from policy to opinion. On the
one hand, public opinion signals public preferences and potential voting behaviours to policymakers.
Propaganda is information that is not objective and is used primarily to influence an audience and
further an agenda, often by presenting facts selectively to encourage a particular synthesis or
perception, or using loaded language to produce an emotional rather than a rational response to the
information that is presented. Propaganda is often associated with material prepared by governments,
but activist groups, companies, religious organizations and the media can also produce propaganda.
Propaganda is a modern Latin word, the gerundive form of propagare, meaning to spread or to
propagate, thus propaganda means that which is to be propagated. Originally this word derived from a
new administrative body of the Catholic church (congregation) created in 1622, called
the Congregatio de Propaganda Fide (Congregation for Propagating the Faith), or informally
simply Propaganda
Mass media effects The formation of public opinion starts with agenda setting by major media outlets
throughout the world. This agenda setting dictates what is newsworthy and how and when it will be
reported. The media agenda is set by a variety of different environmental and news-work factors that
determines which stories will be newsworthy. Another key component in the formation of public
opinion is framing. Framing is when a story or piece of news is portrayed in a particular way and is
 106

meant to sway the consumers attitude one way or the other. Most political issues are heavily framed in
order to persuade voters to vote for a particular candidate
Role of influential There have been a variety of academic studies investigating whether or not
public opinion is influenced by "influential," or persons that have a significant effect on influencing
opinion of the general public regarding any relevant issues. Many early studies have modelled the
transfer of information from mass media sources to the general public as a "two-step" process. In this
process, information from mass media and other far-reaching sources of information influences
influential, and influential then influence the general public as opposed to the mass media directly
influencing the public.
While the "two-step" process regarding public opinion influence has motivated further research on the
role of influential persons, a more recent study by Watts and Dodds (2007) suggests that while
influentials play some role in influencing public opinion, "non-influential" persons that make up the
general public are also just as likely (if not more likely) to influence opinion provided that the general
public is composed of persons that are easily influenced. This is referred to in their work as the
"Influential Hypothesis." The authors discuss such results by using a model to quantify the number of
people influenced by both the general public and influential. The model can be easily customized to
represent a variety of ways that influencers interact with each other as well as the general public. The
Watts and Dodds model introduces a model of influence emphasizing lateral channels of influence
between the influencers and general public categories. This thus leads to a more complex flow of
influence amongst the three parties involved in influencing public opinion (i.e., media, influencers and
general public).
Practical Exercise: Choose any one advertisement/communication message, analyze and
write your own interpretation/view about it, in about 1000 words, using relevant concept/s from this
course.

Essential Readings:
1. Kurt Braatz, Friedrich Nietzsche: Eine Studie zur Theorie der Öffentlichen Meinung, Walter de
Gruyter, 2011, p.
2. Hans Speier, "Historical Development of Public Opinion", American Journal of Sociology, Vol.
55, No. 4 (Jan., 1950), pp. 376–388. doi:10.1086/220561. JSTOR 2772299
3. Diggs-Brown, Barbara (2011) Strategic Public Relations: Audience Focused Practice.
4. Elihu Katz and Paul Felix Lazarsfeld (1955). Personal Influence: the Part Played by People in
the Flow of Mass Communications. ISBN 1-4128-0507-4.
5. Soroka, Stuart; Wlezien, Christopher (2010). Degrees of Democracy: Politics, Public Opinion
and Policy. Cambridge: Cambridge University Press.
6. Wlezien, Christopher (1995). "The Public as Thermostat: Dynamics of Preferences for
Spending". American Journal of Political Science. 39 (4): 981–
1000. doi:10.2307/2111666. JSTOR 2111666
7. Pierson, Paul (2000). "Increasing Returns, Path Dependence, and the Study of Politics". The
American Political Science Review. 94(2): 251–267. doi:10.2307/2586011. JSTOR 2586011
8. Matthew A. Baum and Philip B. K. Potter, "The Relationships Between Mass Media, Public
Opinion, and Foreign Policy: Toward a Theoretical Synthesis," Annual Review of Political
Science, 2008.
 107

9. Hurwitz, Jon, and Mark Peffley. "How Are Foreign Policy Attitudes Structured? A
Hierarchical Model." The American Political Science Review, vol. 81, no. 4, 1987, pp. 1099–
1120. JSTOR 196258
10. Diggs-Brown, Barbara (2011) Strategic Public Relations: Audience Focused Practice
11. Briant, Emma, L (2015) Propaganda and Counter-terrorism: Strategies for Global Change,
Manchester: Manchester University Press p 9 & Taylor, Phil M. (2002), ‘Debate: Strategic
Communications or Democratic Propaganda?’, in Journalism Studies, Vol. 3, No. 3, pp. 437–
452.
12. Biddle, William W. A psychological definition of propaganda. The Journal of Abnormal and
Social Psychology, Vol 26(3), Oct 1931, 283–295.
 108

SEMESTER- IV
CC-9
4.2 SOCIOLOGICAL THEORY

Course Objective:
This course is intended to introduce the students to the substantive, theoretical and methodological issues
which have shaped the sociological thinking in the latter half of the 20th century, and which continue to
concern the practitioners of sociology today. The main focus of this course will be on structural,
functional, and conflict theories, and symbolic interactionism, phenomenology, ethno-methodology and
neomarxism. The course will also examine the theoretical relevance and analytical utility of the
premises, methodology and conclusions of these diverse theoretical perspectives in understanding social
structure and change.
1. To familiarize the students with the idea of sociological imagination.
2. To enable the students to understand the foundations of sociological thought.
3. To expose the students to various sociological perspectives.
4. To understand what accounts for the emergence of the academic discipline of sociology.
5. To understand the role of theory in the social sciences.
6. To understand how the major classical theorists developed the academic discipline of
sociology.
7. To engage in active learning and critical thinking

Course Outcome:
1. The students will be able to understand what is sociological imagination and how it is
different from commonsense.
2. The students will be able to understand that the society can be viewed from different
perspectives.
3. The students will be able to appreciate an objective viewpoint on social issues and
practices.
4. Students will be able to identify the philosophical, economic and political developments
that lead to the development of classic social theory.
5. Students will identify the function of theory in the social sciences.
6. Students will be able to understand how Marx, Weber, Durkheim and Simmel conceived
the discipline of sociology

Course Outline:

Unit-I
Sociological Imagination
1.1 Emergence of Sociology
1.2 Commonsense and Sociological understanding
1.3 Significance of Individual, Social and Historical understanding of Society
 109

1.4 Nature of sociological theory — Levels of theorization in sociology — Relationship

between theory and research, Origin of modern society, man’s responsibility towards
society social contract theory, social learning theory,
1.5 Treaty of 1763 in Paris and effect it had on the European society, treaty of Westphalia
and based on the concept of Westphalian sovereignty and effect of the European society.
1.6 European dark ages, causes of European dark ages politico-social consequences and what
caused the renaissance

Unit-II
Sociological Thought-1
2.1 Positivism [Auguste Comte, Emile Durkheim]
2.2 Functionalism [Talcott Parsons, Kingsley Davis]
2.3 Conflict theory perspectives in sociology and social psychology
2.3.1 Gumplowicz, in Grundriss der Soziologie (Outlines of Sociology, 1884), describes how
civilization has been shaped by conflict between cultures and ethnic groups. Gumplowicz
theorized that large complex human societies evolved from the war and conquest. The winner of
a war would enslave the losers; eventually a complex caste system develops. Horowitz says that
Gumplowicz understood conflict in all its forms: "class conflict, race conflict and ethnic
conflict", and calls him one of the fathers of conflict theory.
2.3.2 philosopher Herbert Spencer. Ward's Dynamic Sociology (1883) was an extended thesis on how
to reduce conflict and competition in society and thus optimize human progress. At the most
basic level Ward saw human nature itself to be deeply conflicted between self-
aggrandizement and altruism, between emotion and intellect, and between male and female.
These conflicts would be then reflected in society and Ward assumed there had been a "perpetual
and vigorous struggle" among various "social forces" that shaped civilization.
2.3.3 Émile Durkheim (1858–1917) saw society as a functioning organism. Functionalism concerns
"the effort to impute, as rigorously as possible, to each feature, custom, or practice, its effect on
the functioning of a supposedly stable, cohesive system,". The chief form of social conflict that
Durkheim addressed was crime. Durkheim saw crime as "a factor in public health, an integral
part of all healthy societies.". The collective conscience defines certain acts as "criminal." Crime
thus plays a role in the evolution of morality and law: "[it] implies not only that the way remains
open to necessary changes but that in certain cases it directly prepares these changes."
2.3.4 Max Weber's (1864–1920) approach to conflict is Weber emphasized the importance of "social
action," i.e., the ability of individuals to affect their social relationships.
2.3.5 Gene Sharp (born 21 January 1928) is a professor emeritus of political science at the University
of Massachusetts Dartmouth. He is known for his extensive writings on nonviolent struggle,
which have influenced numerous anti-government resistance movements around the world. In
1983 he founded the Albert Einstein Institution, a non-profit organization devoted to studies and
promotion of the use of nonviolent action in conflicts worldwide. Sharp's key theme is that power
is not monolithic; that is, it does not derive from some intrinsic quality of those who are in power.
For Sharp, political power, the power of any state—regardless of its particular structural
organization—ultimately derives from the subjects of the state. His fundamental belief is that
any power structure relies upon the subjects' obedience to the orders of the ruler or rulers. If
subjects do not obey, leaders have no power. Sharp has been called both the "Machiavelli of
nonviolence" and the "Clausewitz of nonviolent warfare." Sharp's scholarship has influenced
resistance organizations around the world. Most recently the protest movement that toppled
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President Mubarak of Egypt drew extensively on his ideas, as well as the youth movement in
Tunisia and the earlier ones in the Eastern European colour revolutions that had previously been
inspired by Sharp's work.
2.3.6 Wright Mills has been called the founder of modern conflict theory. In Mills's view, social
structures are created through conflict between people with differing interests and resources.
Individuals and resources, in turn, are influenced by these structures and by the "unequal
distribution of power and resources in the society." The power elite of American society, (i.e.,
the military–industrial complex) had "emerged from the fusion of the corporate elite, the
Pentagon, and the executive branch of government." Mills argued that the interests of this elite
were opposed to those of the people. He theorized that the policies of the power elite would result
in "increased escalation of conflict, production of weapons of mass destruction, and possibly the
annihilation of the human race."
2.3.7 Based on a dialectical materialist account of history, Marxism posited that capitalism, like
previous socioeconomic systems, would inevitably produce internal tensions leading to its own
destruction. Marx ushered in radical change, advocating proletarian revolution and freedom
from the ruling classes. At the same time, Karl Marx was aware that most of the people living in
capitalist societies did not see how the system shaped the entire operation of society. Just as
modern individuals see private property (and the right to pass that property on to their children)
as natural, many of the members in capitalistic societies see the rich as having earned their wealth
through hard work and education, while seeing the poor as lacking in skill and initiative. Marx
rejected this type of thinking and termed it false consciousness, explanations of social problems
as the shortcomings of individuals rather than the flaws of society. Marx wanted to replace this
kind of thinking with something Friedrich Engels termed class consciousness, the workers'
recognition of themselves as a class unified in opposition to capitalists and ultimately to the
capitalist system itself. In general, Marx wanted the proletarians to rise up against the capitalists
and overthrow the capitalist system.
2.3.8 A recent articulation of conflict theory is found in Canadian sociologist Alan Sears' book A Good
Book, in Theory: A Guide to Theoretical Thinking (2008):
2.3.8.1 Societies are defined by inequality that produces conflict, rather than which produces order and
consensus. This conflict based on inequality can only be overcome through a fundamental
transformation of the existing relations in the society, and is productive of new social relations.
2.3.8.2 The disadvantaged have structural interests that run counter to the status quo, which, once they
are assumed, will lead to social change. Thus, they are viewed as agents of change rather than
objects one should feel sympathy for.
2.3.8.3 Human potential (e.g., capacity for creativity) is suppressed by conditions of exploitation and
oppression, which are necessary in any society with an unequal division of labour. These and
other qualities do not necessarily have to be stunted due to the requirements of the so-called
"civilizing process," or "functional necessity": creativity is actually an engine for economic
development and change.
2.3.8.4 The role of theory is in realizing human potential and transforming society, rather than
maintaining the power structure. The opposite aim of theory would be the objectivity and
detachment associated with positivism, where theory is a neutral, explanatory tool.
2.3.8.5 Consensus is a euphemism for ideology. Genuine consensus is not achieved, rather the more
powerful in societies are able to impose their conceptions on others and have them accept
their discourses. Consensus does not preserve social order, it entrenches stratification, a tool of
the current social order.
 111

2.3.8.6 The State serves the particular interests of the most powerful while claiming to represent the
interests of all. Representation of disadvantaged groups in State processes may cultivate the
notion of full participation, but this is an illusion/ideology.
2.3.8.7 Inequality on a global level is characterized by the purposeful underdevelopment of Third
World countries, both during colonization and after national independence. The global system
(i.e., development agencies such as World Bank and International Monetary Fund) benefits the
most powerful countries and multi-national corporations, rather than the subjects of
development, through economic, political, and military actions.
2.4 Action [Max Weber]

Unit-III
Sociological Thought-2
6.1 Neo-Functionalism [Robert Merton]
6.2 Structuralism [Levi-Strauss]
6.3 The idea of social structure: A.R. Radcliffe -Brown — The problems of role analysis:
S.F.Nadel — Functional dimensions of social system: T.Parsons — Codification, critique
and reformulation of functional analysis: R.K.Merton — Neofunctionalism: J.Alexander
6.4 Human nature and cultural diversity: C. Levi-Strauss — Structuralism and post
structuralism: M.Foucault
6.5 Constructivism [Peter Berger]

Unit-IV
Interactionist perspective and recent trends in sociological theorizing
Symbolic interactionism: G.H. Mead and H. Blumer — Phenomenological Sociology: A.Schutz —
Social construction of reality: P.Berger and T.G. Luckmann — Ethno methodology: H.Garfinkel
Recent trends in sociological theorizing Structuration: Anthony Giddens — Habitus and field:
Bourdieu — Postmodernism — Semiotics — Convergence
Ideological subversion, Uri Brezmenov’s theory of ideological subversion in four stages. Igor
shafarevich study of the socialist phenomenon.

The Chaos Theory and Strategic Thought

Scientific advances are pushing us beyond simple Newtonian concepts and into the exotica of chaos
theory and self-organized criticality. These novel lines of scientific inquiry have emerged only in the
past three decades. In brief, they postulate that structure and stability lie buried within apparently
random, nonlinear processes. Since scientific revolutions have so transformed conflict in the past. The
world often appears to us as an intricate, disordered place, and we search for frameworks that will
make sense of it all.

Since national strategy often borrows the metaphors of combat peace "offensive," Cold "War," nation-
building "campaign"-it is again no surprise that national strategy reflects the same bias. Politics is a
continuation of war by linguistic means. The gap between theory and reality exists on the levels of
both military and national strategy.

We need to change the way we think about strategy. This is an uncomfortable task. Strategic thought
of the past few centuries does not appear to allow much room for innovation. As we have shown,
 112

however, our strategic frameworks are based on the mechanistic assumptions of classical physics. If
we start with different assumptions, by incorporating different scientific paradigms, we may see more
productive strategic principles emerge. A shift in framework is not a panacea-war and diplomacy will
remain as demanding and dangerous as ever-but if we wish to pull ourselves out of the current
analytical stagnation,' we must recognize the assumptions that permeate our strategic culture and open
ourselves to new frameworks.

The Discipline of Chaos

The .new science of chaos, lying on the uneasy border between mathematics and physics, is defined by
certain key principles:
• Chaos theory applies to dynamical systems-systems with very large numbers of shifting component
parts;
• Within these systems, nonperiodic order exists; seemingly random collections of data can yield
orderly yet nonrecurrent patterns;
• Such "chaotic" systems exhibit sensitive dependence upon initial conditions; a slight change in
anyone of the initial inputs leads to disproportionately divergent outcomes.
• The fact that order exists suggests that patterns can be predicted in at least weakly chaotic systems.

A column of smoke rising into the atmosphere is chaotic. It rises straight up for a time, then suddenly
breaks into a turbulent medley of whorls, twists, and zigzags. These loops seem to follow no particular
order, yet mathematical modelling discloses regular patterns when tracked. A slight change in velocity
of the smoke stream will form a completely different grouping of whorls and streams-yet this second
smoke stream will also yield mathematically regular patterns. "Chaos" is an unfortunate shorthand for
this discipline. The word carries associations of formlessness and pure randomness that complicate the
conceptual task. "Nonlinear dynamics" is a less loaded, more descriptive term, but chaos is the
widespread scientific label.

The Critical Threshold

The true value of chaos theory is to be found on a higher plane, in the domain of national strategy.
Chaos should change the way we view the full set of human interactions, of which war is only one
special part. The international" environment is an exquisite example of a chaotic system. An intriguing
offshoot of chaos theory-"self-organized criticality"-is perfectly matched to such an analysis.

The paradigms of chaos and criticality, in contrast, highlight the disproportionate effects seemingly
minor actors can provoke. The German physicist Gerd Eilenberger remarks: “ The tiniest deviations at
the beginning of a motion can lead to huge differences at later times-in other words, minuscule causes
can produce enormous effects after a certain time interval. Of course we know from everyday life that
this is occasionally the case; the investigation of dynamical systems has shown us that this is typical of
natural processes”. Chaos theory further notes that these deviations are self-organized; that is, they are
generated by the dynamical system itself.

Reordering Strategic Thought

Amid the disorder, we are not bereft of strategy. Criticality theory is not a limitation for the strategist
but a promising framework which helps explicate the fascinating disorder of the world. Once we arrive
at an accurate description of our environment, we are in a position to create strategies which advance
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our interests. To create these strategies, we must begin with an examination of the factors which shape
criticality. Some possibilities:

• Initial shape of the system

• Underlying structure of the system
• Cohesion among the actors
Conflict energy of the individual actors

Practical Exercise: Each student should be given a small section from any of the
Original Works of any one of the above sociologists, to read and write in his/her own words (500
words), the summary of the reading.

Essential readings:
• Croxton, Derek (1999). "The Peace of Westphalia of 1648 and the Origins of
Sovereignty". International History Review.
• Socialist Phenomenon by Igor Shafarevich
• Marston, Daniel (2002). The French–Indian War 1754–1760. Osprey Publishing. p. 84.
• Alexander, Jeffrey C. 1987. Twenty lectures: Sociological theory since world war II. New York:
Columbia University Press.
• Bottomore, Tom. 1984. The Frankfurt school. Chester, Sussex: Ellis Horwood and London:
Tavistock Publications.
• Craib, Ian. 1992. Modern social theory: From Parsons to Habermas (2nd edition). London:
Harvester Press.
• Collins, Randall. 1997 (Indian edition). Sociological theory. Jaipur and New Delhi: Rawat.
• Giddens, Anthony. 1983. Central problems in social theory: Action, structure and contradiction
in social analysis. London: Macmillan.
• Kuper, Adam. 1975. Anthropologists and anthropology: The British school, 1922-72.
Harmondsworth, Middlesex: Penguin Books.
• Kuper, Adam and Jessica Kuper (eds.). 1996 (2nd edition). The social science encyclopaedia.
London and New York: Routledge.
• Ritzer, George. 1992 (3rd edition). Sociological theory. New York: McGraw-Hill.
• Sturrock, John (ed.). 1979. Structuralism and since: From Levi Strauss to Derida. Oxford: Oxford
University Press.
• Turner, Jonathan H. 1995 (4th edition). The structure of sociological theory. Jaipur and New
Delhi: Rawat.
• Zeitlin, Irving M. 1998 (Indian edition). Rethinking sociology: A critique of contemporary
theory. Jaipur and New Delhi: Rawat.

Suggested Readings:

• AL Basham, The Wonder That Was India, pp. 83

• Durkheim, Emile. 1958. The Rules of Sociological Method. New York: Free Press.
• Durkheim, Emile.1977. Division of Labour in Society. New York: Free Press.
 114

• Vincent Cook (2000-08-26). "Principal Doctrines". Epicurus. Retrieved 2012-09-26

• Jean-Jacques Rousseau, Oeuvres complètes, ed. B. Gagnebin and M. Raymond (Paris, 1959–
95), III, 361; The Collected Writings of Rousseau, ed. C. Kelley and R. Masters (Hanover,
1990–), IV, 139.
• Zetlin, Irving M. 1990. Ideology and the Development of Social Theory. Englewood Cliffs, N
J.: Prentice-Hall.
• Joseph Kary, "Contract Law and the Social Contract: What Legal History Can Teach Us About
the Political Theory of Hobbes and Locke", Ottawa Law Review 73 (Jan. 2000)
 115

SEMESTER- IV
DSEC-3
4.3 URBAN SOCIETY AND INDUSTRIAL SOCIETY

Course Objective:
1. The students will be introduced to the structure of Urban society.
2. The students will be introduced to the structure of Industrial society.
3. They will also be exposed to different sociological perspectives on Urban society and
Industrial society.

Course Outcome:
1. The students will be able to describe the salient characteristics of Urban society.
2. The students will be able to enlist the salient characteristics of Industrial society.
3. The students will be able to describe the difference between Urban and Industrial
societies.

Course Outline:

Unit-I
Concept and Meaning
1.1 Urban, Urbanization and Urbanism as a way of life
1.2 Industrialization and Industrialism
1.3 Pre-Industrial, Colonial, Industrial and Post-Industrial City

Unit-II
Urbanization in India
2.1 Brief Historical background of Urbanization in India
2.2 Urban Sprawl in India; Over-urbanization
2.3 Housing, Slums and Urban Poverty
2.4 Cities, Anonymity and Isolation

Unit-III
Industrialization in India
3.1 Brief Historical background of Industrialization in India
3.2 Industrialization, Livelihood and Tertiarization
3.3 Migration and Casualization of Labour

Unit-IV
1. Employer-employee relations - industrial dispute; Strike and Lockout - Role of Trade Union and
Government; Role of Appropriate Government - Reference. Collective Bargaining, Workers'
participation in management: issues and challenges, Grievance Management
2. Role of trade union in era of liberalization and globalization; Kinds of trade union; Changing
nature of trade union; recognition of Union.
3. Trade union, their growth, functions and their role in industrial organisation.
4. Preventive measures - Role of Works Committee; Institutions of Investigation and Settlement -
Court of Inquiry, Conciliation Officer, Board of Conciliation, Grievance Redressal Commission;
 116

Institution of Adjudication - Labour Court, Industrial Tribunal, National Tribunal; Role of

Judiciary in industrial relations.
5. Safety and Healthy provisions under Factories Act, Role of Factory Inspector, Responsibility of
Occupier / Manager; Social Security Measures - Provident Fund; Gratuity; Compensation.
6. Contract Labour and Issues of Outsourcing; Contract Labour and Make in India. Labour unrest
in India: Issues and Challenges
7. Employment Standing Orders Act Employee Development Programmes Employee Benefits /
Gratuity / PF / etc.

Practical Exercise: Identify a locality, study its characteristics in terms of any of the aspects
mentioned in this course and write a detailed descriptive note in about 1000 words.

Essential Readings:
22. Quinn J A 1955, Urban Sociology, S Chand & Co., New Delhi
23. Pickwance C G (ed) 1976, Urban Sociology; Critical Essays, Methuen.
24. Saunders peter 1981, Social Theory and Urban Question, Hutchionson.
25. Bose Ashish 1978, Studies in India Urbanisation 1901-1971,Tata Mc Graw Hill.
26. Abrahimson M 1976 Urban Sociology, Englewoot, Prentice Hall.
27. Ronnan, Paddison, 2001 : Handbook of Urban Studies. Sage : India
28. Bharadwaj, R.K. 1974 : Urban Development in India. National Publishing House.
29. Gold, Harry, 1982 : Sociology of Urban Life. Prentice Hall, Englewood Cliff.
30. Colling Worth, J b 1972 Problems of Urban Society VOL. 2,George and Unwin Ltd.
31. Robbins, S.P. and Judge, T.A. (2015). Essentials of Organisational Behaviour (13th Global
Edition). Harlow, Essex: Pearson.
32. Zetlin Irwing, 1969 Ideology and the development of Sociolical theory VOL 1 & VOL 2.Basic
Books, New York.
33. Watson,K Tony, 1995 Sociology, work and Industry, Routeledge Kegan, Paul.
34. Ramaswamy E A, 1988 Industry and Labour OUP
35. Ramaswamy E A, 1978 Industrial relations in India, New Delhi.
36. Karnik V B 1970 Indian trade union, A survey, Popular Prakashan, Mumbai.
37. Mamoria C B and Mamoria 1992 Dynamics of Industrial Relation in India, Himalay Publishing
House, Mumbai.
38. Ramaswamy E A 1977 The worker and his union, Allied, New Delhi.
39. Ramaswamy E.A 1977 The worker and Trade Union Allied, New Delhi.
40. Agarwal R.D 1972 Dynamics of Labour Relations in India, A book readings,Tata Mc Graw Hill.
41. Laxmanna, C et all 1990 Workers Participation and industrial democracy. Global perspective
Ajantha publications
42. Philip Hancock, Melissa Taylor 2001 Work Post Modernism and Organisation Sage India.
References:
29. Alfred de Souza 1979 The Indian City ; Poverty, ecology and urban developement, Manohar,
Delhi.
30. Desai A R and Pillai S D (ed) 1970 Slums and Urbanisation, Popular prakashan, Bombay.
31. Castells M 1977 : The Urban Question, Edward Arnold, London.
32. Ramachandran R 1991 Urbanisation and Urban Systems in India, OUP,Delhi.
33. Ellin Nan 1996 Post Modern Urbanisim, Oxford UK.
34. Edward W Soja 2000 Post Metropolis; Critical Studies of cites and regions. Oxford Blakcwell.
 117

35. Fawa F. Sylvia, 1968 : New Urbanism in World Perspectives – a Reader. T.Y.Cowell, New
York.
36. Ashish, Boss (1974), Studies in India’s Urbanisation:1901-1971, New Delhi:Tata Mc Graw-
Hill.
37. D’Souza, Alfred (1978), The Indian City : Poverty, Ecology and Urban Development,
Manohar Publications, New Delhi.
38. Gore, M.S. (1990), Urbanisation and Family Change, Bombay: Popular Prakashan.
39. Gandhi, Raj(1981), Urban Sociology in India, International Journal Contemporary Sociology,
Vol.18, Nos. & 4, 1981.
40. Harry, Gold (1982), The Sociology of Urban Life, Prentice Hall.
41. Oommen, T.K. (1967), “The Rural Urban Continum Re-examined in the Indian Context”,
Sociologia Ruralis, Vol.7 No.1.
42. Ram Chandran, R. (1991), Urbanisation and Urban System in India, OUP Delhi.
43. Saberwal, Satish (ed) (1976), The Mobile Men: Limits to Social Mobility in Urban Punjab,
Vikas, Delhi.
44. Saberwal, Satish (ed) (1978), Process and Institution in Urban India:Sociological Studies,
Delhi: Vikas.
45. Saunders, Peter (1981), Social Theory and The Urban Question, Hutchionson
46. Quinn, J.A. (1967), Urban Sociology, Ch.14 Eurasia, Delhi.
47. Rao, M.S.A. (ed.) (1974), Urban Sociology in India. Delhi: Orient Longman.
48. Wilson, R.A. and D.A. Schutz (1978), Urban Sociology, Prentice Hall.
49. W.W.Burgess & D.J. Bogue (ed) (1964), Contributions to Urban Sociology, University of
Chicago Press.
50. Venkataratnam, Industrial Relations Paperback ,oxford university press
51. P.R.N. Sinha, Sinha Indu Bala, Shekhar Seema Priyadarshini. Industrial Relations, Trade
Unions and Labour Legislation, paper back Pearson
 118

SEMESTER- IV
GEC-3
4.4 DEVIANCE, CRIME AND SOCIAL CONTROL

Course Objective:
1. To introduce the students to the concepts of deviance, crime and social control.
2. To help the students differentiate between deviance and crime.
3. To familiarize students with the concept and types of social control.
4. The objective is to understand the foundation of cultural criminology
5. This course endeavors to introduce students to the historical and theoretical framework of
cultural criminology
6. attempt to elaborate on the “symbolic” in “symbolic interaction” by highlighting the
popular prevalence of mediated crime imagery, the interpersonal negotiation of style within
criminal and deviant subcultures, and the emergence of larger symbolic universes within
which crime takes on political meaning.
Course Outcome:
1. They will be able to differentiate between deviance and crime.
2. Students will be able to learn about the significance and types of social control.
3. Students will develop skill to describe the social reality in terms of the concepts of deviance,
crime and social control.
4. These understandings of crime and crime control as social and political constructions, and
this endeavor to unravel the mediated processes through which these constructions occur,
also build on more recent constructionist perspectives in sociology.
5. These understandings draws on constructionist sociology, it also contributes to
constructionist orientations a sensitivity to mediated circuits of meaning other than those of
the “mass” media, and it offers a spiraling postmodern sensibility that moves beyond
dualisms of crime event and media coverage, factual truth and distortion, which at times
frame constructionist analysis.
6. Cultural criminology emerges in many ways out of critical traditions in sociology,
criminology, and cultural studies, incorporating as it does a variety of critical perspectives
on crime and crime control. Utilizing these perspectives, cultural criminologists attempt to
unravel the politics of crime as played out through mediated anti-crime campaigns; through
evocative cultural constructions of deviance, crime, and marginality; and through
criminalized subcultures and their resistance to legal control.

Course Outline:

Unit-I
Concept
Crime and Criminology
1.1 Definitions: Crime, Criminology and Criminal Justice
1.2 Differences between concepts : Sin, Crime, Vice & Wrong; Meaning : Deviance and
Delinquency
1.3 Historical Development of criminology - Nature and Scope- Criminology
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1.4 Criminology’s relations with other disciplines

1.5 Definition and Meaning of Deviance, Crime and Social Control
1.6 Distinction between Deviance and Crime
1.7 Changing Profile of Crime; White Collar Crime; Cyber Crime
Crime and Criminal Typology
1.8 Typology of Crimes : Crimes against Human body and Crimes against Property
1.9 Crimes against vulnerable groups: Crimes against women and children
1.10 Economic Crimes: white collar crimes and organized crimes, Environmental Crimes,
Cyber Crimes, Terrorism, Victimless Crimes, Hate Crimes, Honour Crimes
1.11 Criminal Typology : Adult offenders and Juveniles in conflict with law, Habitual
offenders, Professional offenders , Recidivist and Violent offenders

Unit-II
Positivism in Criminology
• Anthropological theories: Cesare Lombroso, Enrico Ferri, Rafael Garafalo
• Morphological theories: Kretschmer, Hooton, Sheldon
• Biological Theories: Family-Genetics; Chromosomes and Genes- Study of twins and family
trees-Kallikas, Jukes.
• Evolutionary Reproductive Theory; Conditional Adaptation Theory

Sociological Theories- I
• Cartographic School: Adolf Quetlet, Andre Michel Guerry; Culture Conflict Theory : Thorsten
Sellin ; Albert Cohen’s Subculture Theory
• Chicago School of Crime : Park & Burgess – Shaw and Mckay
• Anomie and Strain Theories: Emile Durkheim’s Contribution and Robert K Merton’s
Contribution
• Differential Opportunity Theory: Richard Cloward & Llyod Ohlin; Routine Activity Approach:
Cohen & Felson; Broken Windows Theory: James Q. Wilson & George L. Kelling

Sociological Theories -II

• Labelling Theory; Shame and Re-integrative Theory-Braithwaite
• Rational Choice Theory; Social Learning Theory: Sutherland’ Differential Association Theory-
Aker’s Social Learning Theory
• Radical Criminology: Meaning, Scope and Relevance. Left Radical View – Richard Quinney,
Erickson - Critical Theory – Tailor, Walton and Young; Feminist theory; Multi-Factor
Approach
• Control Theory: Reiss and Nye; Containment Theory: Reckless.
Theories of Deviance and Crime
2.1 Labeling theory [Howard Becker]
2.2 Differential-association theory [E. Sutherland]
2.3 Anomie theory [Durkheim, Merton]
2.4 Biological theory [C. Lombroso]
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2.5 Sub-Cultural theory [Albert Cohen]

Unit-III
Types of Social Control
1.1 Types: Formal and Informal Social Control
1.2 Types: Retributive, Restitutive, Reformative
1.3 Agencies of Social Control: Family, Neighbourhood, School, Religion, Peer Group, Law,
Media, State, Public Opinion
Comparative Science of Cultural Studies I, Introduction, Varieties of Cultural Studies-Indian
Culture
1.1 Introduction to Cultural Studies
1.2 Cultural Studies Theory, Historical and Theoretical Frameworks
1.3 FOUNDATIONS OF CULTURAL CRIMINOLOGY
1.4 Cultural criminology emerges in many ways out of critical traditions in sociology,
criminology, and cultural studies, incorporating as it does a variety of critical
perspectives on crime and crime control
1.5 Social Contract Theory as the basic of Criminal Justice System.
1.6 Rule of Law – Concept and practice – Concept of Fair Trial
1.7 Social norms, Values and Criminal Law.
1.8 Criminal Law in the Welfare State.
1.9 Forms of social control
1.10 Criminal Law as a means of social control
1.11 Vice, Sin, Tort and Crime – Meaning and differentiation
1.12 Concept of Criminal Responsibility, Actus Reus Non Facit Reum Nisi Mens Sit Rea –
Strict liability – exemptions from criminal responsibility – General Exceptions –
private defense.
1.13 the political dynamics of contemporary culture, its historical foundations, defining
traits, conflicts, and contingencies
1.14 Comparatives between the traditional Indian culture and the criminal subculture, and
Prison subculture
Unit-IV
Crime as Culture
• Social Structure Theory - Social Disorganization Theory -The Chicago School - Strain Theory -
General Strain Theories - Anomie - Institutional Anomie.
• Cohen's theory of the delinquent subculture - Miller's lower - Class gang delinquency - The
subculture of violence theory of Wolfgang and Ferracuti - Cloward and Ohlin's theory of
Differential Opportunity
• Socialization and Crime -Differential Association Theory - Differential Reinforcement Theory -
Neutralization and Drift Theory.
• Hirsch’s Social Control or Social Bond Theory - Becker's Labeling Theory - Self-control and
self-esteem as related to crime.
Need for integration -Conceptual and propositional Integration -Types of integration: Akers, Cullen and
Colvin, Elliott, Krohn, Thornberry, Kaplan, Tittle, Developmental and Life Course Theories.
The Politics of Culture, Crime, and Cultural Criminology
 121

• Radical Criminology - Conflict Criminology - Marxist Criminology - Instrumental Marxism -

Structural Criminology - Structural Marxism - Left Realism - Postmodern Theory - Peacemaking
Criminology.
• Dynamics of deviant and criminal subcultures, and to the importance of symbolism and
style in shaping subcultural meaning and identity.
• The politics of crime as played out through mediated anti-crime campaigns; through evocative
cultural constructions of deviance, crime, and marginality; and through criminalized subcultures
and their resistance to legal control.
• Cultural criminology, integrates interactionist, constructionist, and critical sociologies, called
“a structurally and politically informed version of labeling theory,” or a “grounded labeling
theory”—that is, an analysis that accounts for the complex circuitry of mediated interaction
through which the meaning of crime and deviance is constructed and enforced.
• Ethnographic research in cultural criminology reflects the long-standing attentiveness of
cultural studies researchers to precise nuances of meaning within particular cultural milieux.
• Ethnographic research in cultural criminology reflects the sociological and criminological
tradition of deep inquiry into the situated dynamics of criminal and deviant subcultures;
especially influential here are manifesto on the necessary politics and practice of field research
among deviant and criminal populations. In addition, the practice of field research within
cultural criminology incorporates recent reconsiderations of field method among sociologists,
criminologists, and anthropologists and among feminists, postmodernists, and existentialists
inside and outside these disciplines. Together, these works suggest that field research operates
as an inherently personal and political endeavor, profoundly engaging researchers with
situations and subjects of study. These works thus call for reflexive reporting on the research
process, for an “ethnography of ethnography” which accounts for the researcher’s own role in
the construction of meaning,

Practical Exercise: Identify an issue of deviance or crime among college going youth and relate it
with any one or more of the theories and suggest how to control it.
Essential readings:
1. Mehrajud-din Mir. 1984, Crime and Criminal Justice System in India, Deep and Deep
Publications, New Delhi.
2. Reid, Sue Titus, 2006, Crime and Criminology. Mc. Graw Hill Publishers.
3. Akers, Ronald. L and Sellers. Christine S, 2004. Criminological Theories: Introduction,
Evaluation and application, Roxbury Pub. Com
4. Williams Katherine S, 2001, Text Book of Criminology, Universal Law Publishing Co.
Pvt. Ltd.
5. Siegal Larry, J. 2000, Criminology, Wadsworth Thromson Learning.
6. Ahuja Ram, 2000, Criminology, Rawat Publications.
7. Paranjape N.V., 2009, Criminology and Penology, Central Law Publications.
8. Burke, Roger Hopkins 2—3, Introduction to criminological theory Lawman (India) Pvt.
Ltd.
9. Hagan, Frank E, 2008, Introduction Criminology, Sage Publications, Inc.
10. Mamoria, C.B. 1961, Social Problems and Social Disorganization in India, Kitab Mahal
Allahabad.
11. Cullen FT, 2003, Criminological Theories, Roxbury Publications.
12. Qadri, S.M.A. 2005, Criminology, Eastern Book Company.
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13. Schmalleger. Frank, 1999, Criminal Justice today, Prentice Hall, New Jersey.
14. Brien, Martin O, 2008, Criminology, Routledge Publishers.
15. E.H. Sutherland, 1968, Principles of Criminology (6th Edition), Times of India Press,
Bombay.
16. Livingston J, 1996, Crime and Criminology, Prentice Hall, New Jersey.
17. Jeff Ferrell, cultural criminology, Department of Criminal Justice, Northern Arizona
University, Flagstaff, Arizona Annu. Rev. Sociol. 1999. 25:395–418
18. Acland CR. 1995. Youth, Murder, Spectacle: The Cultural Politics of ‘Youth in Crisis’.
Boulder, CO: Westview
19. Adler PA, Adler P, eds. 1994. Constructions of Deviance: Social Power, Context, and
Interaction. Belmont, CA: Wadsworth
20. Anderson SE, Howard GJ, eds. 1998. Interrogating Popular Culture: Deviance, Justice,
and Social Order. Guilderland, NY: Harrow & Heston.
21. Barak G. 1995. Media, crime, and justice: a case for constitutive criminology. See
Ferrell & Sanders 1995,
22. Barak G, ed. 1994a. Media, Process, and the Social Construction of Crime: Studies in
Newsmaking Criminology. New York: Garland

Suggested Readings:

1. Ahmed Siddique, (1993), Criminology, Problems and Perspectives, III Edn. Eastern Book
House, Lucknow.
2. Allen, Friday, Roebuck and Sagarin, (1981), Crime and Punishment: An introduction to
Criminology. The Free press. New York.
3. Brenda S. Griffin and Charles T.Griffin, (1978), Juvenile Delinquency in perspective, Harper
and Row, New York
4. Brendan Maguire & Polly F. Radosh, (1999), Introduction to Criminology, Wadsworth
Publishing Company, Boston, U.S.A.
5. Crime in India, 2000, National Crime Record Bureau, Ministry of Home Affairs, New Delhi
6. Edwin H. Sutherland and Donald R. Cressey (1974), Principles of Criminology, Lippincott,
Philadelphia.
7. George Vold and Thomas J. Bernard, (1986), Theoretical Criminology, Oxford University Press,
New York.
8. Harries, K., (1999) Mapping Crime – principle and practice, Crime Mapping Research Center,
National Institute of Justice, U.S Department of Justice, Washington, DC
9. Harry Elmer Barnes and Negley K. Teeters, (1966), New Horizons in Criminology, Prentice
Hall, New Delhi.
10. John E.Conklin, J.E., (1981), Criminology, Macmillan, London.
11. Paranjepe, N.V., (2002). Criminology and Penology, Central Law Publications, Allahabad.
Mannheim, (1973), Comparative Criminology, Vol. 1 & 2, Routeldge & Kegan,
12. Akers, Ronald.L. and Sellers, Christine, S. (2004) Criminological Theories (Fourth Edition),
Rawat Publications, New Delhi.
13. Curran, Daniel J. and Renezetti, Claire M. (2001) Theories of Crime, Second Edition, Pearson,
USA Siegel, L.J. (2003) Criminology, Eighth edition, Wadsworth, USA
14. Void, George B., Bernard, Thomas J., and Snipes, Jeffrey B. (2002) Theoretical Criminology,
Oxford University Press, Oxford.
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SEMESTER-IV
AEEC-1
4.5 PROJECT PROPOSAL & REPORT WRITING WORKSHOP -1

Course Objective:
1. To enable the students to identify issues for preparing project proposals.
2. To provide practical skills to the students for preparing project proposals.
3. To guide students on aspects which form integral part of a proposal.

Course Outcome:

1. Students will be able to identify various aspects of an issue for preparing a proposal.
2. They will learn to link logically the aspects of an identified issue.
3. They will be able to work out steps in conducting a project with time and cost dimensions.

Course Outline:

a) Steps in Identifying a research problem

b) Review of available relevant studies
c) Aspects and resources required for research
d) Process of formulating a researchable project proposal
e) Standardization of proposed research plan
f) Write a project proposal
g) Present and discuss the project proposal in your tutorial group
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SEMESTER-4
INT-1
4.6 INTERNSHIP Industry, institutions, organizations, etc.

Course Objective:
1. To expose the students to various areas/issues for Internship.
2. To expose the students to the working of organizations.
3. To enable the students to build rapport with various functionaries in the organizations.
4. To provide practical skills to the students in gathering information about various aspects of
organization.

Course Outcome:

1. Students will be able to identify various aspects of an organization.

2. They will be able to explain the different operations in running the organization.
3. Students will be able to maintain a daily log of activities undertaken by them.
4. They will be able to compare and contrast, through classroom presentations, how different
organizations run.
5. They will submit the Internship Report.

Course Outline:

a) Identifying the areas/issues for Internship

b) Identifying relevant organizations/institutions/NGOs/Industry for Internship
c) Preparing the Roadmap for Internship
d) Approaching the organizations/institutions/NGOs/Industry for Internship
e) Building rapport with the functionaries
f) Gathering Information
g) Practising the identified skills within the organization during Internship
h) Writing the Internship Report
i) Submission of Internship Report
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SEMESTER-V
AEEC-2
5.4 PROJECT PROPOSAL & REPORT WRITING WORKSHOP -2

Course Objective:
1. To enable the students to identify steps in implementation of project proposals.
2. To provide practical skills to the students for initiating the pilot proposals.
3. To enable the students to conduct the research study.
4. To enable the students to present the findings in the tutorial group.
5. To enable the students to analyze and write a project report on the basis of their research.

Course Outcome:

1. Students will learn to logically plan the steps to implement their research project.
2. Students will be able to conduct the pilot study and standardize their tools for study.
3. Students will be able to collect the necessary data.
4. They will be able to analyze the data and present the findings in a report.

Course Outline:

a. Steps in implementing the research project.

b. Pre-testing and Standardization of tools
c. Collecting Data
d. Analysis of Data
e. Presentation of Findings
f. Drawing inferences and Writing the Report*
g. Submission of the Report
*Report should not be of more than 2000 words.
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SEMESTER-5
CC-10
5.1 POPULATION AND SOCIETY
Course Objective:
1. The students shall be familiarized with the concept of population and its structure.
2. They will be exposed to the interface between population and resources.
3. They will be familiarized with the population structure of India and its States/UTs.
4. They will be introduced to the major issues confronting India’s population.

Course Outcome:
1. Students will be familiar with the concept and theories of population.
2. They will be able to appreciate the policies related to India’s population.
3. They will be able to identify the major challenges posed by population changes.

Course Outline:

Unit-I
Concepts
1.1 Population, Population Growth and Explosion
1.2 Population Structure: Age and Sex Structure
1.3 Population Distribution: Regional, State, National
1.4 Fertility, Mortality, Morbidity

Unit-II
Perspectives on Population
2.1 Malthusian and Neo-Malthusian
2.2 Critique of Malthusian theory
2.3 Population and Development Debate

Unit-III
Challenges of Emerging Population Structure
3.1 Sex Ratio
3.2 Greying of Population
3.3 Demographic Dividend Debate
3.4 Reproductive Health

Unit-IV
Population Migration
4.1 Meaning of Migration, Net-Migration
4.2 Trends of Migration in India
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4.3 Indian Diaspora

4.4 Population Policies
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SEMESTER-5
CC-12
5.3 GENDER AND SOCIETY

Course Objective:
1. The students will be introduced to the concepts of sex and gender.
2. They will learn to differentiate between sex and gender and the significance of this
distinction.
3. Students will learn the skill to view society through gender lens and identify gender
discrimination.
4. They will also be exposed to various perspectives to understand gender inequality.
5. They will be made aware of major contemporary issues confronting women.

Course Outcome:
1. Students will be able to describe gender as a social construction.
2. They will be able to identify various forms of gender inequality within society.
3. Students will develop the skill to apply theoretical perspectives to gender issues.

Course Outline:

Unit-I
Concepts
1.1 Sex and Gender; Gender as a Social Construct
1.2 Gender Inequality: Disparity, Discrimination, Glass Ceiling
1.3 Patriarchy: Ideology and Practice
1.4 Gender Stereotypes, LGBT [Lesbian, Gay, Bisexual, Transgender]

Unit-II
Feminist Perspectives on Gender
2.1 Liberal
2.2 Socialist
2.3 Radical
2.4 Feminist Methodology

Unit-III
Gender & Division of Labour
3.1 Family and Work
3.2 Production and Reproduction
3.3 Political Participation

Unit-IV
Contemporary Gender Issues
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4.1 Health, Education, Property

4.2 Violence: Domestic violence, Sexual violence and harassment
4.3 Marriage, Divorce, Adoption
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SEMESTER-6
CC-13
6.1 RELIGION AND SOCIETY

Course Objective:
1. The students will be introduced to the significance of religion in society.
2. They will also be familiarized with the different perspectives existing in Sociology, to view
religion.
3. Students will be exposed to the contemporary issues posed by the dynamics of religion in
society.

Course Outcome:
1. Students will be able to describe the importance of religion in society.
2. Students will appreciate that religion can be looked at from more than one way.
3. They will be made aware of the contemporary challenges posed by religion society interface.

Course Outline:

Unit-I
Concept
1.1 Meaning and Significance of Religion
1.2 Beliefs and Rituals
1.3 Sacred and Profane
1.4 Totem and Symbol
1.5 Religion and Sect

Unit-II
Perspectives on Religion
2.1 Functional: Emile Durkheim
2.2 Conflict: Karl Marx
2.3 Religion and Economy: Max Weber
2.4 The Sociological Approach to Religion
2.5 Discuss historical view of religion from a sociological perspective
2.6 Understand how the major sociological paradigms view religion
2.7 Types of Religious Organizations
2.8 Explain the differences between various types of religious organizations
2.9 Understand classifications of religion, like animism, polytheism, monotheism, and
atheism.
2.10 Religion and Social Change.

Unit-III
Typology of Religion
3.1 Occidental:
3.2 Oriental:
3.3 Monotheism
3.4 Polytheism
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3.5 Occult
3.6 Cult worshipping

Unit-IV
Contemporary Issues
4.1 Fundamentalism
4.2 Communalism
4.3 Secularism
4.4 Proselytism

Reading References:
1. Durkheim, Émile. 1947 [1915]. The Elementary Forms of Religious Life, translated by
J. Swain. Glencoe, IL: Free Press.
2. Barkan, Steven E. and Susan Greenwood. 2003. “Religious Attendance and Subjective
Well-Being among Older Americans: Evidence from the General Social
Survey.” Review of Religious Research45:116–129.
3. Fasching, Darrel and Dell deChant. 2001. Comparative Religious Ethics: A Narrative
Approach. Hoboken, NJ: Wiley-Blackwel.
4. Statistics Canada. 2011. Religion, Immigrant Status and Period of Immigration, 2011
National Household Survey. Retrieved June 25, 2014.
5. Gottwald, Norman. 1999. The Tribes of Yahweh: A Sociology of the Religion of
Liberated Israel, 1250-1050 BCE, Bloomsbury Academic.
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SEMESTER-6
CC-11
SOCIAL ORGANISATION AND ENTREPRENEURSHIP

Course Objective:

To introduce the concept of social organisation and social entrepreneurship

1. To orient individuals as entrepreneurs with a focus on social entrepreneurship;

2. To introduce the skills required for running a social enterprise
3. To enable budding and practicing social entrepreneurs to explore methods of addressing social
challenges.
4. Introduce students to the theory and practice of social entrepreneurship and to its potential as a
transformative model of social change.
5. To gain an insightful understanding of the field of social entrepreneurship and the opportunities,
challenges, and issues faced by social entrepreneurs.
6. To appreciate the importance of organizational structure to the financing, accountability and
legitimacy of a social venture.
7. To understand the concepts of Livelihoods and Social Entrepreneurship
8. To enable the learners to contextualize the vulnerability and understand the strategies for
adaptation
9. To understand the models and challenges of social entrepreneurship
10. To learn the process of establishing a social enterprise.
11. To know about livelihood and livelihood framework and how it is related to social entrepreneurship
12. To learn about microeconomics and its application in social entrepreneurship particularly in
marketing and consumer behaviour
13. To understand how Social Practitioners intervene to address the social problems for bringing positive
14. To understand the role of HRM in Social Entrepreneurship
15. To equip learners with knowledge, skills, attitude and professional competencies necessary for an
hr professional.
16. To integrate the knowledge obtained from theory with the practice.
17. To Lay the Theoretical Foundation of Accounting and Costing
18. To Understand the Tenets in Drawing and Analysis of Financial Statements
19. To Appreciate the Relevance of Costing and Financial Planning in Small Enterprise Management

Course Outcome:
1. Students will be able to distinguish the aspects relating to concept of social organisation and social
enterprise
2. Students will be able to explain the concept of social entrepreneurship
3. Students will be able to identify the skill required to run the social enterprises
4. Students will be able to practice various forms of alternative dispute resolution mechanisms
Course Outline:

Unit-I
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LIVELIHOODS
 Concept and Meaning of Livelihoods
 Social structure and Livelihoods – Social exclusion, livelihoods and poverty
 Contextualizing livelihoods – Tribal, rural and Urban Livelihoods
 Livelihood Assets : Natural, Physical, Human, Financial, Social and cultural Capital
 Access to Resources: Structures and process in deciding access to resources: state, market and
civil society.
 Innovations in Livelihoods – Case study
LIVELIHOOD ADAPTATION STRATEGIES AND OUTCOMES
 Livelihood adaptation strategies: Resource valuation, iterations and livelihood strategies,
mobility, storage, communal pooling, livelihood diversification, market exchange.
 Planned and autonomous adaptation strategies.
 Local knowledge systems in livelihood adaptations
 Sustainable livelihood approach
 Livelihood outcomes: Impact on capacity building, entitlement, indebtedness, poverty,
vulnerability, farmer’s suicide, migration, crime, trafficking.
 Understanding uncertainty for establishment of social entrepreneurship- ecological,
knowledge, seasonality and trends.
 Social entrepreneurship for livelihood promotion, effectuation and causality in planning and
decision making

Social Organisation and Social Enterprise

2.1. Social Organisation: Definition, Meaning, Scope, Nature and Usage
2.2. Social Venture: Definition, Meaning, Scope, Nature and Usage
2.3. Social Enterprise: : Definition, Meaning, Scope, Nature and Usage
Unit-II
SOCIAL ENTREPRENEURSHIP
 Introduction to Social Entrepreneurship, Defining and Distinguishing Social Entrepreneurship
from entrepreneurship
 Concept : Functions, types of entrepreneurship, current practice
 Models of social entrepreneurship
 Principles of social entrepreneurship
 Legal perspective in creating and managing social entrepreneurship: laws applicable in forming
and managing social enterprises.
 Skills in social entrepreneurship : Vocational training - technical skills, management, literacy
and numeracy skill, Financial management
 Challenges for social entrepreneurship
Challenges of Causing change, Social Value, Social Change, Role of Social Entrepreneurs
Social Entrepreneurship
3.1.Dreaming
3.2.Exploring
3.3.Starting Up
3.4.Growing
3.5.Sources of Support
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3.6.Legal Structures and Business Plan Template

3.7. Social Ventures and Social Enterprise
3.8. Life Cycle Approach: Creative, Venture Creation and Growth Phase
Unit-III
Skills in Social Entrepreneurship
4.1 Accounting: Assumptions and Basic Concepts, Accounting: Entrepreneurial Case Studies
4.2 Accounting – The Formal Way
4.3 Accounting – Reporting Standards and Financial Statement Analysis
4.4 Break Even Analysis
4.5 Cost and Overheads and Financial Planning Basics
4.6 Concept Nature and Meaning of Case Development
4.7 Case Discussion on Case Development Methods
4.8 Concept Nature and Meaning of Business Plan Development
4.9 Case Discussion on Business Plan Development Methods

Unit-IV
SOCIAL ENTERPRISE MODELS

 Corporation and Social Entrepreneurship, Different Forms of Capital, Role of Different Forms
of Capital in the Process of Social Value Creation.
 Organisational Structure in non-profit, no profit and for profit organisations, hybrid structural
form
 Microeconomics theories and application in social entrepreneurship, consumer behaviour and
market ecology
 Dimensions of Poverty and Social Sector, Health Problems in India and social work solutions,
social entrepreneurship and poverty alleviation
 Agriculture and problem of Credit and Microfinance, Social enterprises in different sectors
agriculture, fishing, home science, craft and others
 Fundamentals of HRM: The nature and importance of HRM, Job analysis, job description and
Job specification.
 Acquiring: Recruitment, sources of recruitment – selection, process of selection, Induction –
roles and responsibilities of HR manager.
 Developing: Analysing training needs and designing the training program, implementing
training program, roles and responsibilities of HR manager.
 Compensation: Basic factors in determining pay rates,, roles and responsibilities of HR manager
in compensation management.
 Setting a HR Department – steps

Practical Exercise: Group learning and problem solving through reflective and participative methods.
Writing own interpretation/view about it, in about 1000 words, using relevant concept/s from this course.

Essential Readings
 135

1. The Elements of Accounting: An Introduction – By Geoffrey

Whittington http://www.amazon.co.uk/The-Elements-Accounting-An-Introduction
2. Understanding Company Financial Statements - By R H Parker
3. Accounting Made Easy - By Agrawal & Srinivasan, Rajesh Agrawal R Srinivasan
4. SarasSarasvathy, Stuart Read and Nick Dew, Effectual Entrepreneurship, Routledge
5. Alex Nicholls (ed.) (2006): ‘Social Entrepreneurship New Models of Sustainable Social
Change’
6. Karen Berman and Joseph Knight ( 2008). Financial Intelligence for Entrepreneurs: What You
Really Need to Know About Numbers, Harvard Business Press.

Recommended Readings
Articles

 Dees, J.G.(1998) ‘The meaning of Social Entrepreneurship’,

 Mort, G.S., J. Weerawardena and K. Carnegie (2003) ‘Social Entrepreneurship: Towards
Conceptualisation’, International Journal of Nonprofit and Voluntary Sector Marketing, Vol.8
No.1.
 Weerawardena, J. & Mort, G. (2006). Investigating social entrepreneurship: A multi-
dimensional model. Journal of World Business, 41, 21–35.
 Austin, J. A., Stevenson, H., & Wei-Skillern, J. (2006). Social and commercial entrepreneurship:
Same, different, or both? Entrepreneurship Theory and Practice, 30(1), 1-22.
 Dorado, S. (2006). Social entrepreneurial ventures: Different values, so different process of
creation, No?
 Vanessa May (2011). Self, Belonging and Social Change in Sociology, 45: 363.
 Pierre Bourdieu, “The Forms of Capital” in “Sociology of Economic Life” by Mark Granovetter.
 Coleman, J. S. (1988). Social Capital in the Creation of Human Capital. American Journal of
Sociology, 94, Supplement: Organizations and Institutions: Sociological and Economic
Approaches to the Analysis of Social Structure, pp. S95-S120
 Neck, H., Brush, C., & Allen, E. (2008). The landscape of social entrepreneurship. Business
Horizons, 52, 13-19.
 Development Economics by Debraj Ray.
 Sucha Singh Gill and Jaswinder Singh Brar Global Market and Competitiveness of Indian
Agriculture: Some Issues, Economic and Political Weekly, Vol. 31, No. 32 (Aug. 10, 1996), pp.
2167-2177
 Aghion and Morduch Economics of Microfinance, MIT Press, 2005
 Microeconomics, R.S. Pyndick, D.L. Rubinfeld and Prem L. Mehta, Peason Publishing
House.
 Microeconomic Analysis, 3rd Edition, Hal. R. Varian, W.W.Norton and Company.

References:
 Bagchi Subroto (2006). The high performance Entrepreneur , Penguin Books New Delhi
 Baguley Phil (2008). The Instant Manager; project management Hodder Education London
 136

 Chandra, Shantha Kohli, (1991), Development of Women entrepreneurship in India, Mittal, New
Delhi
 Desai Vasant (1999). Small scale Industries and Entrepreneurship, Himalayan Publishers Mumbai
 Desai , Vasant (1999). Dynamics of Entrepreneur development and management Himalayan
Publishers Mumbai
 Desai A R (1982). Peasants struggle in India Himalayan Publishers Mumbai
 Desai A R (2000). Project management & Entrepreneurship Himalayan Publishers Mumbai
 Janakiram B (2012). Management & Entrepreneurship Excel Books, New Delhi
 Krishna, sumi , (2007), Women’s livelihood Rights, Sage Publications, New Delhi
 Krishnaraj, Maithreyi, (2007), Gender, food, Security and Rural Livelihood, Mandira Sean for
STREE, Kolkata
 Khan Nafees A (2008). Fundamentals of Entrepreneurship , Anmol Publications Pvt New Delhi
 Kanaka SS (1998). Entrepreneurial Development Sage New Delhi
 Kanungo Rabindra (1998). Entrepreneurship & innovation Sage Publications New Delhi
 Kumar Niraj (1998). Marketing communications theory & practice, Himalayan Publishers Mumbai
 Kumar Sunil (1995). Management effectiveness , excel Publishers New Delhi
 Kumar, Anil, Poornima SC (2005). Entrepreneurship development –New Age International New
Delhi
 Werhahan H (1990). The Entrepreneur- Ordi Social Germany
 Choi. N and Majumdar. S (2013) “Social entrepreneurship as essentially contested concept: Opening
a new avenue for systematic future research”
 Sarasvathy, S. D. and Venkataraman, S. (2010) “Entrepreneurship as Method: Open Questions for
an Entrepreneurial Future”
 Bornstein. D (2005): “How to change the world”
 Lin, N. (2001). Social Capital: A theory of social structure and action. Cambridge, UK: Cambridge
University Press.
 Becker, Gary S. Human Capital. New York: Columbia University Press, 1964.
 Aswathappa K, (2002). Human Resource & Personnel Management, Tokyo: Tata McGraw Hill
 Armstrong and Murlis(2007). Reward Management – Kagan Page
 Bhaskar Chatterjee, (2004). Human Resource Management Sterling Publishers
 Bhargava P.P, (1990). Issues in Personnel Management, Print well Publishers
 Beardwell Ian Len Holden, (1995). Human Resource Management, De Mont fort University
 Bhagoliwal T.N., (1996). Personnel Management & Industrial Relations, Agra: Sahithya Bhavan
Publications,
 Bhaskar Chattergi, (2004). Human Resource Management, New Delhi: Sterling Publications
Pvt. Ltd
 Cynthia D. Fisher, (1998). Human Resource Management, Chennai: All India Publishers and
Distributors
 Davar R. S, (1980). Personnel Management & Industrial Relations, New Delhi: Vikas Publishing
House
 Davis, Keith, (1983). Human Behaviour at work, New Delhi: Tata McGraw Hill
 Flippo, Edwin B, (1981). Principles of Personnel Management, Tokyo: McGraw Hill
 Gary, Dessler (2003). Human Resource Management, New Delhi: Pearson Education Pvt Ltd
 VSP Roa, Human Resource Management : Text and cases, First edition, Excel Books
 137

SEMESTER VI
CC-14
MODERN NATION AND STATE
Course Objective:

To introduce the concept of Modern N Introduction: Ethnic, sectarian, religious and national
identities are prominent as the referential points of international politics. Nevertheless, it is not so easy
to comprehend what is identity and how the national identity can be built in different socio-political
circumstances. In line with this argumentation we attempt to elaborate the transition from the ethnic
identities into the national one in accompanying the identity formation mechanism and national
building strategies in theoretical perspectives. The national character is not an object of the outside
world, it exists only in the human mind. No wonder that this concept arouses some doubts and
arguments about its existence. Indeed, what is meant by national character? Is there such a thing? How
correct is it to generalise and extrapolate typical features onto a whole nation when it is a known fact
that all people are different? There is an English saying that goes: “It takes all sorts to make a world”.
Can one then say: “It takes one sort to make a nation?” Or does national character imply a set of
stereotyped qualities attributed to one nation by another – often not entirely friendly - nation? Where
should one look for the concept of national character? The questions concerning the term and the
concept of national character have been in the focus of scholarly attention beginning from the second
half of the 20th century. Most of the researchers of the concept agree that, as has been mentioned
above, the personality of a native speaker is moulded by his mother tongue. Accordingly, a national
language both reflects and shapes national character. In other words, if language shapes the personality
of the individual native speaker, then it follows that it must play an equally constructive role in the
formation of national character. At the same time it is clear that it is impossible to separate the passive,
“reflective” and active, formative functions of the language, that this is no more than a euristic
technique, a convention used in research. We may often remark a wonderful mixture of manners and
characters in the same nation, speaking the same language, and subject to the same government …
Where the government of a nation is altogether republican, it is apt to beget a peculiar set of manners.
Typically, personality psychologists are interested in individuals and differences between them.
However, in everyday life both laypersons and experts are also inclined to talk about personality
dispositions characteristic to a whole group. In particular, nations or ethnic groups are often described
as they possess the distinctive personality traits like their individual members do. The distinctive set of
personality characteristics of national groups as perceived by lay people is usually called national
character or ethnic stereotypes. Like any other stereotypes, beliefs about national character can be
perceived as at least partly accurate descriptions of really existing personality dispositions, thus
containing a “kernel of truth”. Some studies indeed have shown a reasonable agreement between
national stereotypes and assessed personality dispositions. One good reason, however, for questioning
the accuracy of national stereotypes is a frequently observed
discrepancy between auto- and hetero-stereotypes.

Swami Vivekananda was a true nationalist in heart and spirit. He believed that there is one all
dominating principle manifesting itself in the life of each nation. He said, “in each nation, as in music ,
there is a main note, a central theme, upon which all others turn. Each nation has a theme, everything
else is secondary India’s theme is religion. Social reform and everything else are secondary.”
 138

Vivekananda felt that Indian nationalism had to be built on the stable foundation of the post historical
heritage. In the past, the creativity of India expressed itself mainly and dominantly in the sphere of
religion. Religion in India has been a creative force of integration and stability. When the political
authority had become loose and weak
in India, it imparted event to that a force of rehabilitation. Hence, he declared that the national life
should be organized on the basis of the religious idea. As supporter of this idea, he revived the eternal
things of
the Vedas and Upanishads to strengthen nation’s growth and faith in its individuality. In 1748, the
Scottish philosopher David Hume made a clear statement about the origins of national character in his
collection of moral and political essays. He argued that the character of a nation depended solely upon
socio-political and moral factors. Hume’s essay is part of a long tradition of texts about national
stereotypes and character that can be traced back to the Middle Ages. The way he reflects upon
‘nation’ and ‘national character’ reveals that these terms had become ingrained in common speech, but
were historically charged and contested. National identity was a matter of imitating each other’s
behaviour rather than of climatological influences.

Nationalism is a kind of ideology mainly oriented towards these aims: -

1. To constitute autonomous national legislative and executive organs and to collect all separatist
relations such as regional loyalties and community ties under the control and integration of this
organ.
2. To create a national culture (the system of common values and expectations) and define an
identification depending on the newly created culture. To orient students on the concepts:
Social Structure Sovereignty, Law and State
3. To introduce Civilisation, Culture, Nation and Nation State
4. To introduce the theory of the Modern State

Course Outcome:
1. Students will be able to distinguish the aspects relating to Social Structure Sovereignty, Law and
State
2. Students will be able to distinguish between Civilisation, Culture, Nation and Nation State
3. Students will be able to explain the theory of Modern State.
4. To understand what is national character.
5. To understand the role of nationalism and nation building in establishment of national
character.
6. What it means to be a nationalist and what are the aims of a nationalist?
7. Understand how to propagate and maintain national character?
8. To understand the components of national consciousness and applicability

Course Outline:

Unit-I
Social Structure, Sovereignty, Law and State
1.1. Social Structure: Definition, meaning, scope, nature and usage
1.2. Sovereignty: Definition, meaning, scope, nature and usage
1.3. Law: Definition, meaning, scope, nature and usage
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1.4.State: Definition, meaning, scope, nature and usage

1.5.Nationalism – “political principle – political and national units should be one”
1.6.Nationalist sentiment – anger/satisfaction
1.7.Nationalist movement – occurs from this sentiment
1.8.Nationalism = theory of political legitimacy, requires ethnic boundaries to be the same as
political ones & that ethnic boundaries within a given state shouldn’t separate the power
holders from the rest.
1.9.Nationalist principle – ethical, universal spirit. Some cases include non-nationals – non-
egoistic: preserves cultural diversity, a pluralist international political system & diminished
internal strains within states
1.10. national sentiment – sacro egoism (Mussolini’s nationalism).Political effectiveness of
national sentiment exists without those having an awareness of the wrongs committed by
their nation as well as those committed against it.
1.11. Weber’s underlying principle – ethnocentric – assumes the well-centralised Western
state, with the social division of labour. The state – set of institutions/agencies specifically
concerned with the enforcement of order – such as police forces and courts.
1.12. Theory of nationality: will and culture. (not adequate)
1.13. Cultural: A nation’s people share the same culture (system of ideas, signs and associations and
ways of behaving and communicating)
1.14. Voluntarist: Recognition of each other’s shared membership to the nation & certain mutual
rights and duties (rather than the other shared attributes – ie mutual occupants of a given territory or
speakers of a given language)

Unit-II
Civilisation, Culture, Nationality and Nation State
2.1.Civilisation: Definition, meaning, scope, nature and usage
2.2. Culture and sub-culture: Definition, meaning, scope, nature and usage
2.3. Nationality: Definition, meaning, scope, nature and usage
2.4. Nation State: Definition, meaning, scope, nature and usage
2.5.Approaches to Nationalism
2.6.The Modernist Paradigm Contested.
2.7.The Roots of Nationalism
2.8.Cultural Roots of Nationalism.
2.9.The Genealogy of National Identity
2.10. Definition of Identity.
2.11. Identity Formation Mechanisms
2.12. Nation-Building Strategies
2.13. The Etymological Analysis of the Nation
2.14. National Identity
2.15. National self – determination.
2.16. National Character
2.17. Uniqueness of national Character
2.18. Regional Differences in National Character Stereotype.
2.19. Do National Character Stereotypes Reflect Assessed Personality Traits?
2.20. Culture and personality
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2.21. Culture at a distance

2.22. The basic personality
2.23. The modal personality
2.24. Child rearing
2.25. Functional prerequisites
Unit-III
Theory of the Modern State
1.1.Concept, nature, types and meaning of modern state
1.2.Theory of the modern state: Power, justice, mystical unity and contract
1.3.United Nations: concept nature and meaning of business plan development
1.4. Formation and merger of modern nation states
Unit-IV
1. Socio-political interpretations
2. Social Capital
3. The three phases of national movement in the 19th century:
4. Nations can only be defined in terms of the age of nationalism (not visa-versa) – ‘the age of
nationalism’ is when general social conditions make for standardised, homogenous, centrally
sustained high cultures, pervading entire populations and not just an elite minority, mean
educationally sanctioned and unified cultures constitute the only unit to which populations
identify. ‘The cultures now seem to be the natural location of political legitimacy, and only so
does any defiance of their boundaries by political units create a scandal.’
5. Nations & states – are not universal, but a development/outcome.
6. Nations & states are not the same.
Nationalism – holds that they should be together, or are incomplete
Practical Exercise: Group learning through reflective and participative methods. Writing own
interpretation/view about any modern nation state in about 1000 words, using relevant concept/s from
this course.

Core Readings:
1. Gerard Delanty; Krishan Kumar (29 June 2006). The SAGE Handbook of Nations and
Nationalism. SAGE. p. 326. ISBN 978-1-4129-0101-7. Retrieved 28 February 2013.
2. Comprehensive reviews of national-character studies, from five somewhat different
perspectives, can be found in Duijker & Frijda 1960; Inkeles & Levinson 1954; Klineberg 1944;
Mead 1953; and Mead & Métraux 1953.
3. Bauer, Raymond A. (1948) 1953 The Psychology of the Soviet Middle Elite: Two Case
Histories. Pages 633-650 in Clyde Kluckhohn et al. (editors), Personality in Nature, Society, and
Culture. 2d ed., rev. & enl. New York: Knopf.
4. Benedict, Ruth 1946 The Chrysanthemum and the Sword: Patterns of Japanese Culture. Boston:
Houghton Mifflin. → Perhaps the most significant and distinguished example of the study of
culture and personality at a distance, although criticized for overgeneralization.
5. DeVos, George A. 1960 The Relation of Guilt Toward Parents to Achievement and Arranged
Marriage Among the Japanese. Psychiatry 23:287-301.
6. Duijker, H. C. J.; and Frijda, N. H. 1960 National Character and National Stereotypes. A trend
report prepared for the International Union of Scientific Psychology. Amsterdam: North-Holland
Publishing. → This is an overview with a relatively complete bibliography.
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7. Erikson, Erik H. 1942 Hitler’s Imagery and German Youth. Psychiatry 5:475-493. → An
analysis illustrating perceptual patterns related to authoritarianism.
8. Fromm, Erich 1941 Escape From Freedom. New York: Farrar & Rhinehart. → A
psychoanalytic-cultural study of the nature of the authoritarian personality.
9. Gorer, Geoffrey; and Rickman, John (1950) 1962 The People of Great Russia: A Psychological
Study. New York: Norton.
10. Hagen, Everett E. 1962 On the Theory of Social Change. Homewood, 111.: Dorsey.
11. Inkeles, Alex; and Levinson, Daniel J. 1954 National Character: The Study of Modal Personality
and Sociocultural Systems. Volume 2, pages 977-1020 in Gardner Lindzey (editor), Handbook
of Social Psychology. Cambridge, Mass.: Addison-Wesley.
12. Kardiner, Abram 1939 The Individual and His Society: The Psychodynamics of Primitive Social
Organization.New York: Columbia Univ. Press; Oxford Univ. Press.
13. Abate, M., & Berrien, F. K. (1967). Validation of stereotypes: Japanese versus American
students. Journal of Personality and Social Psychology, 7, 435-438.
14. Allik, J., & McCrae, R. R. (2002). A Five-Factor Theory perspective. In R. R. McCrae & J.
Allik (Eds.), The Five Factor Model of personality across cultures (pp. 303-322). New York:
Kluwer Academic/Plenum Publishers.
15. Allik, J., & Realo, A. (2004). Individualism-collectivism and social capital. Journal of Cross-
Cultural Psychology, 35(1), 29-49.
16. Allik, J., Realo, A., Mõttus, R., Pullmann, H., Trifonova, A., McCrae, R. R., et al. (2009a).
Personality profiles and the “Russian Soul:” Literary and scholarly views evaluated. Journal of
Cross-Cultural Psychology, (in press).
17. Allik, J., Realo, A., Mõttus, R., Pullmann, H., Trifonova, A., McCrae, R. R., et al. (2009b).
Personality traits of Russians from the observer's perspective. Journal of Research in
Personality.
18. Allport, G. W. (1978/1954). The nature of prejudice (25th Anniversary ed.). New York: Basic
Books.
19. Boster, J. S., & Maltseva, K. (2006). A crystal seen from each of its vertices: European views
of European national characters. Cross-Cultural Research, 40(1), 47-64.
20. Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of Theory and
Research for the Sociology of Education (pp. 241-258). New York: Greenwood Press.
21. Alfonsi, A. 1997. The Emerging Stirrings in Western Europe. In Citizenship and National
Identity from Colonialism to Globalizm, ed. T.K. Oomen, New Delhi: Sage Publication
22. Anderson, B. 1989. Imagined Communitties: Reflections on the Origins and Spread of
Nationalism. London: Verso.
23. Baker, C. 1999. Televison, Globalisation and Cultural Identities. Open University Press.
24. Balibar E., Wallerstein I. 1995. Irk, Ulus, Sınıf. Trans. by N. Ökten. İstanbul: Metis.
25. Barker, E. National Character and the Factors in Its Formation. In Citizenship and National
Identity from Colonialism to Globalism. ed. T.K. Oomen, New Delhi: sage Publications.
26. Barth, F. 1969. Ethnic Groups and Boundaries. Boston: Cittle, Brown and Co.
27. Brass, P.R. 1985. Ethnic Groups and the State. London: Croom Helm.
28. Çalış, Ş.H., Dağı, İ.D., Gözen R. ed. 2001. Türkiye’nin Dış Politika Gündemi: Kimlik,
Demokrasi, Güvenlik. Ankara: Liberte Yayınları.
29. Delanty, G. 1995. Inventing Europe: Idea, Identity, Reality. Basingstoke: Macmillan
30. Derrida, J. 1978, Writing and Differrence. Chicago: University of Chicago
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31. Deutsch, K. 1966. Nationalism and Social Communication: An Inquiry into the Foundations of
Nationality Cambridge, Massachusetts: MIT Press.
32. Ericson, E.H. 1967. The Problem of Ego Identity. In Identity and Anxiety. ed. M. R. Stein,
New York: The Free Press.
33. Ersanlı, B., Özdoğan, G.G. 1985. Ulus ve Ulusçuluk: Sanayileşme Sürecinde İktidara Seçen
Kültür. Toplum ve Bilim, 28.
34. Gellner, E. 1983. Nations and Nationalism. Oxford: Basil Blackwell.
35. Habermas, J. 1995. Citizenship and National Identity: Some Reflections on the Future of
Europe. In Theorizing Citizenship, ed. R. Beiner. New York: State University of New York
Press.
36. Hayes, C.J.H. 1937. Nationalism. Encyclopaedia of the Social Sciences, 11-12.
37. Hobsbawm, E. 1991. Nations and Nationalism since 1780. Cambridge: Cambridge University
Press.
38. Hutchinson, J., Smith, A.D. 1994. Nationalism. New York: Oxford University Press.
39. Kellas, James G. 1991. The Politics of Nationalism and Ethnicity, Hong Kong: McMillan.
40. Kohn, H. 1944. The Idea of Nationalism: A Study in Its Origins and Background. New York:
Macmillan Company.
41. Laffan, B. 1996. The Politics of Identity and Political Order in Europe. Journal of Common
Market Studies, 34.
42. Oomen, T.K. ed. 1997. Citizenship and National Identity from Colonization and Globalizm.
New Delhi: Sage Publications.
43. Rattasi, A. 1994. Western Racism, Ethnicities and Identities in A ‘Postmodern Frame.’ In
Racism, Modernity, Identity. On the Western Front.
44. Smith, A. D. 1981. Nationalism in the Twentieth Century. In Citizenship and National Identity
from Colonization and Globalizm, ed. T.K. Oomen, New Delhi: Sage Publications.
45. Smith, A.D. 1986. Ethnic Origins of Nations. Oxford: Basil Blackwell.
46. Smith, A.D. 1989. The Origins of Nations. Ethnic and Racial Studies, 12.
47. Smith, A.D. 1990. National Identity. Harmonds-worth: Penguin Books.
48. Smith, A.D. 1992. National Identity and the Idea of European Unity. International Affairs, 1.
49. Smith, A.D. 1995. Nations and Nationalism in a Global Era. UK: Polity Press.
50. Taylor, C. 1994a. Multiculturalism Examining The Politics of Recognition, New Jersey:
Princeton University Press.
51. Taylor, C. 1994b. Sources of The Self: The Making of the Modern Identity. UK: University of
Cambridge Press
52. Taylor, C. 1994c. The Politics of Recognition. In Multiculturalism, ed. A. Gutmann, Waever
O., Buzan B., Kelstrup, M., Lamartine P. 1993. Identity, Migration and thw New Security
Agenda in Europe. London: Printer Publisher.
53. Ward, I. 1994. In Search of a European Identity. The Modern Law Review, 57
54. Weber, M. 1954. On Law in Economy and Society. Trans. by E. Shils. Cambridge Mass:
Harvard University Press.
55. Weeks, J. 1990. The Value of Difference. In Identity: Community, Culture, Difference, ed.
Jonathan Rurhetford London: Lawrance & Wishart.
56. Wheelis, A.B. 1958. The Quest for Identity. New York: Norton.
57. Wintle, M. 1996. Culture and Identity. Avebury: Aldershot
58. Woolf, S. 1992. The Cosntruction of a European World-View in the Revolutionary Napoleonic
Wars. Past and Present, 137.
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59. Yinger, J.M. 1994. Ethnicity: Source of Strength? Source of Conflict? USA: State University
of New York.
60. Yurdusev, A.N. 1996. Laiklik ve Modern Uluslararası Sistem. Liberal Düşünce, 1.
61. Yurdusev, A.N. 1996. Türkiye’nin Medeniyet Aidiyeti Avrupa Birliği’ne Engel midir?
Söylem, 3.
62. Yurdusev, A.N. 1997. Avrupa Kimliğinin Oluşumu ve Türk Kimliği In Türkiye ve Avrupa:
Batılılaşma, Kalkınma, Demokrasi, ed. A. Eralp, İstanbul: İmge.
Suggested Readings:

1. Brigham, J. C. (1971). Ethnic stereotypes. Psychological Bulletin, 76, 15-38.

2. Cohen, J. (1969). rc: A profile similarity coefficient invariant over variable reflection.
Psychological Bulletin, 71, 281-284.
3. Costa, P. T., & McCrae, R. R. (1992). Revised NEO Personality Inventory (NEOPI-R) and
NEO Five-Factor Inventory (NEO-FFI) professional manual. Odessa, FL:Psychological
Assessment Resources.
4. Cronbach, L. (1955). Processes affecting scores on 'understanding of others' and 'assumed
similarity.' Psychological Bulletin, 52(3), 177-193.
5. Digman, J. M. (1990). Personality structure: Emergence of the five-factor model. Annual
Review of Psychology, 41, 417-440.
6. Digman, J. M., & Shmelyov, A. G. (1996). The structure of temperament and personality in
Russian children. Journal of Personality and Social Psychology, 71(2), 341-351.
7. Durkheim, E. (1984/1893). The division of labor in society. London: MacMillan.
8. Eagly, A. H., & Kite, M. E. (1987). Are stereotypes of nationalities applied to both women and
men. Journal of Personality and Social Psychology, 53, 451-462.
9. Figes, O. (2003). Natasha's dance: A cultural history of Russia. New York: Picador.
10. Fiske, S. T., Cuddy, A. J. C., & Glick, P. (2007). Universal dimensions of social cognition:
warmth and competence. Trends in Cognitive Sciences, 11(2), 77-83.
11. V.P. Verma, Modern Indian Political Thought,1980, P-117.
12. Vishno Bhagaban, Indian Political Thinkers, Delhi, 1999, P-194.
13. B.C.Pal, The Spirit of Indian Nationalism, P-36.
14. The Life of Swami Vivekananda, Vol-II, P-699. Ibid, P-782.
15. “Our Duty to the Masses”, the complete works of Swami Vivekananda, Vol-VI, P-308.
16. Anthony Smith, The Antiquity of Nations, 2nd ed. (Cambridge/Malden: Polity Press, 2008),
86-90; Gat, Nations, 16-7. Ibid., 17.
17. Anderson, Imagined communities (4th ed., 1987), 16, 38-9.
18. Burke, ‘Nationalisms and Vernaculars’, 5.
19. Stein, ‘Introduction’, 16-7.
20. For a critical evaluation of the use of ‘imagined community’ as a concept, see Smith, The
Antiquity of Nations, 90-4