Note from June 29, 2020
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
3 credits
30.0 h
Q1
Teacher(s)
Zune Marc;
Language
French
Content
The course aims to introduce students to the sociological discipline by drawing on the evolution of sociological thought from the early formulations of the discipline (Durkheim, Weber, Tonnies) to its more contemporary developments (Bourdieu, Goffman, Dubar, Godbout, Sennett). The aim is to show the successive formulations and reformulations of the distinction between structuralism and actionism, and the epistemological foundations underlying them. Two fundamental questions are chosen to structure the course: identity and social relations. Their examination leads to a critical perspective on the hypothesis of a second advanced modernity and individualization. The course should encourage the student to take ownership of the conceptual apparatus of sociology through a reading of several fields of social life, including those of education (inequalities of access and success), health (social construction of deviance) and work (identities, gender, individualization).
Course structure :
General introduction: psychology and sociology: differentiation and convergence
Part 1: Identity (Bourdieu, Goffman): this chapter contrasts the inherited (Bourdieu) and constructed (Goffman) conceptions of social identity with the contemporary reformulation proposed by Dubar. The three fields of study of education, health and work are explored in greater depth through the issue of inequalities of access and success (Bourdieu's theory of reproduction, Boudon's choice), but also that of mental health and labelling (Goffman, Becker), identities at work and the identity crisis (Dubar).
Part 2: Social ties: This part first exposes the opposition between community and society, as formulated by Tönnies and Weber. In a second step, this opposition is reviewed through two contemporary sociological approaches, the renewal of the gift paradigm (Godbout, MAUSS) and constructivism (Sennett). The issues of gift in the educational relationship (versus commodification), intergenerational care, and changes in work contexts are developed.
Part 3: The last part summarizes the theoretical approaches used throughout the course (+ Durkheim). The epistemological foundations that structure them, both in terms of facts considered and in relation to facts, as well as the methodological approaches related to them, are identified.
In terms of method, the course aims to ensure that students acquire the concepts, which implies a pedagogy based on a balance between conceptual contributions and examples of application, through reports, photographs, statistical tables and surveys.
Course structure :
General introduction: psychology and sociology: differentiation and convergence
Part 1: Identity (Bourdieu, Goffman): this chapter contrasts the inherited (Bourdieu) and constructed (Goffman) conceptions of social identity with the contemporary reformulation proposed by Dubar. The three fields of study of education, health and work are explored in greater depth through the issue of inequalities of access and success (Bourdieu's theory of reproduction, Boudon's choice), but also that of mental health and labelling (Goffman, Becker), identities at work and the identity crisis (Dubar).
Part 2: Social ties: This part first exposes the opposition between community and society, as formulated by Tönnies and Weber. In a second step, this opposition is reviewed through two contemporary sociological approaches, the renewal of the gift paradigm (Godbout, MAUSS) and constructivism (Sennett). The issues of gift in the educational relationship (versus commodification), intergenerational care, and changes in work contexts are developed.
Part 3: The last part summarizes the theoretical approaches used throughout the course (+ Durkheim). The epistemological foundations that structure them, both in terms of facts considered and in relation to facts, as well as the methodological approaches related to them, are identified.
In terms of method, the course aims to ensure that students acquire the concepts, which implies a pedagogy based on a balance between conceptual contributions and examples of application, through reports, photographs, statistical tables and surveys.
Teaching methods
Presentation, examples
Evaluation methods
Written exam
Online resources
See the Moodle page of the course
Bibliography
Support de cours : ouvrage de référence : Rigaux, N., (2011), Introduction à la sociologie au travers de sept grands auteurs, Bruxelles, De Boeck, Coll. Ouvertures sociologiques, et transparents projetés lors du cours.
Faculty or entity
EPSY
Programmes / formations proposant cette unité d'enseignement (UE)
Title of the programme
Sigle
Credits
Prerequisites
Aims
Bachelor in Psychology and Education : Speech and Language Therapy
Bachelor in Psychology and Education: General
Master [60] in Labour Sciences (shift schedule)
Master [120] in Sciences of Religions
Interdisciplinary Advanced Master in Science and Management of the Environment and Sustainable Development
Master [120] in Environmental Science and Management
Master [120] in Labour sciences (shift schedule)
Master [120] in Public Health