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This book introduces social scientists to the ideas of George Herbert Mead (1863-1931) - one of the most original yet neglected thinkers of early twentieth century sociology. Mead is an exceptional case amongst sociological classics in that, until now, there has been no comprehensive reader of his work. As the first one-volume, comprehensive edited collection of Mead’s published and unpublished writing, this book fills this gap. It is the first to critically assess all of Mead's writings and draw out the aspects that are central to his system of thought. The book is divided into three parts (social psychology, science and epistemology, and democratic politics), comprising a total of 30 chapters - a third of which are published here for the first time. G.H. Mead: A Reader provides a unique and timely contribution to the understanding of this key theorist. It is essential reading for both undergraduate and postgraduate students in the fields of sociology, social psychology, philosophy of social science, social and cultural anthropology, and social and political theory.
This is a stimulating guide to the lives, works and legacies of 24 of the most influential thinkers in sociology. The book gives a clear and contextualized introduction to classical and contemporary theory, illuminating complex ideas with examples from the everyday world. It continues to be an essential text for all students of sociological theory.
Perspectives in Sociology provides students with a lively and critical introduction to sociology and to the ways in which sociologists are trained to think and work. The subject is presented as a sequence of different perspectives on the social world, all of them interrelated, sometimes in conflict with one another, and all contributing important and necessary insights. The discussion is backed up by extensive reference to empirical studies. This edition has been completely revised. A chapter on critical theory has been added in order to reflect the extensive work and thinking that Marx's basic work continues to stimulate. The chapter on research strategies now takes account of new developments in the philosophy of science that are relevant for sociological approaches. Throughout, the authors have rewritten extensively in their continuing desire to produce clarity, and to respond to the comments of students and teachers.
"This is a Ph.D. dissertation. Through considered the hub around which social psychology developed the philosophical premises in G.H. Mead's work has but rarely been appreciated. In recent years, therefore, several attempts have been made at recovering the"
This book is an indispensable resource for anyone interested in the roots, current debates and future development of social theory. It draws together a team of outstanding international scholars, and presents an authoritative and panoramic critical survey of the field. The volume is divided into three parts. The first part examines the classical tradition. Included here are critical discussions of Comte, Spencer, Marx, Durkheim, Weber, Simmel, Mead, Freud, Mannheim and classical feminist thought. This part conveys the classical tradition as a living resource in social theory, it demonstrates not only the critical significance of classical writings, but their continuing relevance. The second part moves on t
A comprehensive collection of contemporary and classical readings on sociological method, this book provides students with systematic analyses of each of the major strategies employed in sociological research. It may be used as a supplement or as the basic set of readings for all courses in methods. The book contains thirteen sections dealing with theory and its development; issues of sampling units; problems of developing new measurement techniques; difficulties surrounding the interview (with special emphasis on interviewing deviant, hostile, and silent respondents); the nature of causation; and a review of the major methods of proof available to the sociologist. Actual research studies, focusing in turn on the experiment, the survey, participant observation, life-histories, and unobtrusive analysis, are also included. Each section is preceded by an introduction, that defines the major issues in each paper, offers a discussion of problems not covered explicitly in the readings, and in general shows how each paper contributes to a view of interactional research processes. Because of its interactional approach, its use of classic articles, its anticipation of problems not yet formulated clearly in the literature, its illustrations of how social organizations may be studied, its inclusion of articles relevant to the social psychology of experiments, and its new statements on the ethics of research, this book will be invaluable in methods courses. Especially when used in conjunction with its companion text, The Research Act, the book provides perhaps the most original and most useful compendium available to students today.

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