Abstract
We discuss ways of bringing theory and methods into conversation with each other within courses and across the sociology curriculum. Theory is often taught completely separately from research methods, which in turn are simplistically divided into quantitative and qualitative. To counter this fragmented approach to the discipline we discuss two major paradigms, a social-forces paradigm often linked to quantitative research and an interpretive paradigm often linked to qualitative inquiry. But at a deeper level both paradigms require an understanding of historical context. The relationship between these two paradigms and more familiar categories of theory such as "functionalism" and "conflict theories" is not straightforward. We conclude the discussion by describing classroom-tested strategies that help students explore the complexity of the linkages between theories and empirical inquiry.
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Notes
Juan Chavez, March 2017; class paper.
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Garner, R., Hancock, B. Reintegrating Theories, Methods, and Historical Analysis in Teaching Sociology. Am Soc 49, 369–391 (2018). https://doi.org/10.1007/s12108-018-9375-3
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DOI: https://doi.org/10.1007/s12108-018-9375-3