The course would begin with a basic orientation towards thinking sociologically. The four classic meta-themes of the sociological imagination would be introduced, highlighting their fundamental implications for education – the transition from simple to complex and industrial societies; the capitalist mode of production and its ongoing transformations; bureaucratisation and the rationalisation of the world; the social construction of the self. The critical perspective in sociology and its reliance on empirical knowledge, reason and interpretation would be introduced.
Core Reading:
"Introduction" from Giddens, Anthony. 2001. Sociology. 4th ed. Cambridge: Polity Press.
Additional Readings:
"Architects of Change: Reconstructing Society" from Newman, David M. 2000. Exploring the architecture of everyday life. 3rd ed. Thousand Oaks: Pine Forge Press.
"Bureaucracies and formal organizations" Henslin, J. M. (n.d.). Sociology: A Down-to-Earth Approach. Pearson. pp 168-177. In Hindi.
Chapter One from Mills, C. Wright. 1975. The sociological imagination. Harmondsworth: Penguin.
Coser, Lewis A. 2007 (1977). “George Herbert Mead.” In Masters of Sociological Thought: Ideas in Social and Historical Context, pp 333–339. 2nd ed. Jaipur and New Delhi: Rawat Publications.
Coser, Lewis A. 2007 (1977). Masters of Sociological Thought: Ideas in Social and Historical Context. 2nd ed. Jaipur and New Delhi: Rawat Publications. Chapters on Karl Marx and Max Weber
Dalal, Jyoti. 2011. “George Herbert Mead: A Social Psychologist.” Contemporary Education Dialogue 8(1):85-103.
Giddens, Anthony. 2009. Sociology. 6th ed. Cambridge: Polity Press.
Karl Marx and Friedrich Engels. 1848. Manifesto of the CommunistParty. Section I. In Hindi पहला भाग "बुर्जुआ और सर्वहारा" पढ़ें।
Madan, Amman. 2010. “Emile Durkheim on moral education.” Contemporary Education Dialogue 7(2):225-248.
Meighan, Roland, Stephen Walker, Iram Siraj-Blatchford, Len Barton, and Clive Harber. 2007. Sociology of Educating 5th Edition. 5th ed. Continuum.