Mid-American Review of Sociology, Volume 14, Number 1&2 (WINTER, 1990) https://hdl.handle.net/1808/46182024-03-29T10:43:38Z2024-03-29T10:43:38ZAfrica on My Mind: Encounters in the FieldBurgess, Elainehttps://hdl.handle.net/1808/50562018-05-21T14:18:10Z1990-01-01T00:00:00ZAfrica on My Mind: Encounters in the Field
Burgess, Elaine
1990-01-01T00:00:00ZA Question of Priority: Small at Chicago or Blackmar at Kansas?Sica, Alanhttps://hdl.handle.net/1808/50542019-04-12T14:28:27Z1990-01-01T00:00:00ZA Question of Priority: Small at Chicago or Blackmar at Kansas?
Sica, Alan
1990-01-01T00:00:00ZThe Teaching Relationship: A Hypothesized Mental Model and Its ConsequencesStorer, Norman W.https://hdl.handle.net/1808/50552018-05-21T14:26:34Z1990-01-01T00:00:00ZThe Teaching Relationship: A Hypothesized Mental Model and Its Consequences
Storer, Norman W.
It is proposed that people share a "mental model" of the student-teacher relationship, out of which develop unexamined expectations and attitudes that may be responsible for some long-standing problems of higher education. The model assumes that 1) a knowledge-differential is central to the relationship; 2) the relationship is voluntary, so that both participants must find it rewarding; and 3) both participants are able to play their roles successfully. The first assumption leads to an emphasis on the teacher's expertise and accounts for the importance of research as the chief measure of academic virture. The second allows either participant to assume that the other has initiated the relationship, often leading to frustrated expectations. The third complements the first, implying that "anybody who knows something can teach it," and accounts for both teachers' dissatisfaction with under-prepared students and the widespread failure to recognize differences in teaching skills. Surverydata arepresented on teachers' opinions ofwhat makes students satisfying to teach, providing evidence for the reality of the model's second assumption.
1990-01-01T00:00:00ZA Metatheoretical Analysis of SocioeconomicsRitzer, Georgehttps://hdl.handle.net/1808/50532018-05-21T14:26:48Z1990-01-01T00:00:00ZA Metatheoretical Analysis of Socioeconomics
Ritzer, George
A good portion of the current debate over socio-economics and economic sociology has been framed in metatheoretical, particularly paradigmatic, terms. Having done a good deal of work in metatheory in general (Ritzer 1988, 1989b, 1990c), and paradigm analysis in particular (Ritzer 1975, 1981), I would like to address the current work in socio-economics, especially Amitai Etzioni's (1988) The Moral Dimension: Towarda New Economics, from those points of view. Such a metatheoretical examination should allow us to better understand these works, their objectives, and their strengths and weaknesses.
1990-01-01T00:00:00Z