Erin,
Give me a break. Rather than explain upward mobility research ........we
1. tell the student that only the examined life is really worth living.
Who are we to tell anyone what is worth living?
2. Your solution "learning how to overcome them through social action"
places the burden on the student in the tradition
of the puritan ....... far more damaging that the alternatives.
This is a classic example of the teacher/preacher approach that has
weakened our educational system. An escape from sociology
that is really damaging because it looks like we are pushing our
agenda/ideology. This is not science.
3."personal troubles are often rooted in public issues." How booogus is
that. tell that to the woman who was raped by the Duke students
or the Enron employees ..... or those who are patients in mental
hospitals.... or better yet the family of a person who committed suicide.
Some of these folks have social problems not personal troubles. We
should provide social solutions not demean their life
or send them out to change the world.
Del
[EMAIL PROTECTED] wrote:
> I would tell the student that only the examined life is really worth
> living. It is much more viable to strive towards social mobility while
> understanding that personal troubles are often rooted in public issues.
> Realizing that structural barriers and vested interests may stand in
> your way and learning how to overcome them through social action is
> much better than struggling and failing and then blaming yourself, your
> genes, or a wrathful god! I teach my first year students that sociology
> is the equivalent of "Defense Against the Dark Arts" from the Harry
> Potter books. Forewarned is forearmed.
>
> Erin Steuter
> Mount Allison University
>
>
> >
>
>
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