Challenging sameness. It could be called going against the grain...... moist of our students will assume that crime and other problems are bad... do not pay. This example used juvenile delinquency, (JD) but poverty, racism, obesity and other problems could be used.
This was the first day of class. The class was divided into groups and assigned the task of measuring the positive and negative impact social, economic, political, etc. if we woke up one morning and discovered that all JD had disappeared. Each group was assigned a part of the industry to assess. Some groups had over lapping turf. They were asked to balance what was gained and what was lost. All groups found that it was difficult to find many positive impacts. In one class there was a daughter of a family court judge. The discussion was much like the impact of a disliked military base who paid every one with 2 dollar bills so the town could see the impact. The first assigned reading was Durkheim's piece on normal and pathological. Del --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Teaching Sociology" group. To post to this group, send email to [email protected] To unsubscribe from this group, send email to [EMAIL PROTECTED] For more options, visit this group at http://groups.google.com/group/teachsoc -~----------~----~----~----~------~----~------~--~---
