1. ► What is a theorist? ► Observes ► Seeks order

2.  Organized, verifiable ideas to explain society & social behavior  Creates order  Makes sense of world & our place in world

3.  Need  Impose order  Prediction & control

4.  COOPERATION OR COMPETITION  https://video.search.yahoo.com/video/play?p=basic+assumptions+about+human+nature&vid=ba57c9d8ca395f4442800ea0aa9b2a73 &l=6%3A18&turl=http%3A%2F%2Fts2.mm.bing.net%2Fth%3Fid%3DVN.607991615194007237%26pid%3D15.1&rurl=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D5aL5O84GKeI&tit=What+Is+Human+Kinds+Basic+Nature&c=1&sigr=11bcn5plb&sigt=1108n6l6a&sigi=11rt 4ofml&back=https%3A%2F%2Fsearch.yahoo.com%2Fyhs%2Fsearch%3Fp%3Dbasic%2Bassumptions%2Babout%2Bhuman%2Bnature%26hsi mp%3Dyhs-001%26hspart%3Dmozilla%26ei%3DUTF- 8&sigb=13gi6hdg6&ct=p&age%5B0%5D=1333170136&fr2=p%3As%2Cv%3Av%2Cm%3Asa&hsimp=yhs-001&hspart=mozilla&tt=b https://video.search.yahoo.com/video/play?p=basic+assumptions+about+human+nature&vid=ba57c9d8ca395f4442800ea0aa9b2a73 &l=6%3A18&turl=http%3A%2F%2Fts2.mm.bing.net%2Fth%3Fid%3DVN.607991615194007237%26pid%3D15.1&rurl=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D5aL5O84GKeI&tit=What+Is+Human+Kinds+Basic+Nature&c=1&sigr=11bcn5plb&sigt=1108n6l6a&sigi=11rt 4ofml&back=https%3A%2F%2Fsearch.yahoo.com%2Fyhs%2Fsearch%3Fp%3Dbasic%2Bassumptions%2Babout%2Bhuman%2Bnature%26hsi mp%3Dyhs-001%26hspart%3Dmozilla%26ei%3DUTF- 8&sigb=13gi6hdg6&ct=p&age%5B0%5D=1333170136&fr2=p%3As%2Cv%3Av%2Cm%3Asa&hsimp=yhs-001&hspart=mozilla&tt=b

5.  Same experiences theorized in different ways  Example: The Universe

10.  Earth in the universe-size  https://video.search.yahoo.com/video/play?p=earth+in+t he+universe&vid=4681e4e55811069ee8be9edda52b7bee &l=2%3A34&turl=http%3A%2F%2Fts3.mm.bing.net%2Ft h%3Fid%3DVN.608036179782141058%26pid%3D15.1&ru rl=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv% 3DtinNsrOqQdc&tit=See+How+Big+Our+Earth+In+Univer se.&c=6&sigr=11b2eg1me&sigt=112lfck90&sigi=11rai0td5 &ct=p&age[0]=1363661507&fr2=p%3As%2Cv%3Av%2Cm %3Asa&hsimp=yhs  560

11.  Historical Context  French Revolution (1789) to WWI 1919  Dramatic Changes ▪ Economic ▪ Social ▪ Political ▪ Intellectual 

12.  Feudalism  Industrialization  Capitalism  Socialism

19.  Urbanization  Religion

22.  Revolutions  Democracy  Feminism  Abolition

26.  The Enlightenment  Reason  Perfectibility  Science  Biology  Psychology

28.  Change  How people made sense of world  Change after decades of little change  Cause of change

29.  God’s will  Linear (progress)  Cyclical  Dialectic

30.  Sovereign will of God  God's ultimate plan and purpose for mankind  Moral will of God  His desire for the way that mankind lives, acts, and thinks

31. Linear Change

32. Thrive Decline Rise Cyclical Change

34.  Absolute monarchy/divine right  Church-centered  Original sin  Religious warfare  Church and state linked  Most Europeans’ daily lives  survival

35.  Importance of the Individual  Turned away from Church & aristocracy  Looked to themselves  Scientific method to understand social and political relationships  Religious toleration  Freedom of press and speech

36.  Happiness – Not in hereafter but in this world  Progress – Humankind could improve  Reason – Truth discovered (not given)

37.  1500-1700: European scientists used reason to discover laws of nature  Astronomy ▪ Galileo discovered Moon’s craters (1609) and Milky Way Galaxy  Biology ▪ Robert Hooke-> Discovered cell (1665)  Chemistry ▪ Edward Jenner-> Vaccine for smallpox (1796)

38.  Early 1700s: People used reason to find laws of physical world.  Why not use reason to discover laws that g overn human nature—social world? ▪ Ex: Solutions to societal problems

39.  Solve social, political, and economic problems  Reason  Governments create->orderly society  All men created “free and equal”  Free market regulate trade

40. John Locke Thomas Hobbes 1588-16791632-1704

41. Thomas Hobbes John Locke Humans are naturally cruel, greedy, and selfish. To escape “brutish” life people enter into a social contract. Only powerful government could ensure orderly society. Only absolute monarchy keep society completely orderly. Humans are naturally reasonable, moral and good Humans have natural rights: life, liberty, and property People form governments to protect natural rights Government-limited power If government violates people’s natural rights, people have right to overthrow government

42.  Ways of knowing ▪ Ideology ▪ Reason ▪ Science

43.  Justifies existing social conditions (Value-laden)  Examples:  “Divine right of kings”  Colonialism  Racism  Sexism

44.  Knowledge  through rational processes  Universe operates based on “laws”  Humans have: ▪ Free will ▪ Intelligence ▪ Control destiny & environment

45.  Scientific methods  Guidelines for: ▪ Gathering ▪ Interpreting information  (Value free)

46. (1805-1859)

47.  Born in Paris July 29, 1805  Father: Royalist who supported Bourbon Monarchy  Age 16 -> college to study philosophy  Finished College at age 18

48.  25-year-old French apprentice magistrate  Aristocratic background  1831-32: Assigned to examine prisons in America  9 month tour of U.S.  Traveled widely--17 of America’s 24 states  Published a report on prisons—2 main kinds of prisons

49.  Auburn plan:  Prisoners worked together for 11 hours a day  Not allowed to speak or look at one another  Philadelphia system:  Perpetual solitary confinement  Only a chaplain who visited occasionally

50.  Many topics:  Government  Commerce  Law  Literature  Religion  Newspapers  Customs

51.  Tocqueville: America unique  America never had:  Monarchy  Feudalism  Established church  Or other privileged classes

52.  Absence of these conditions, and an abundance of land made American democracy possible  One great agrarian middle class  Also extremes of wealth and poverty  Extremes were relatively rare (in Tocqueville’s time)

53. “What is most important for democracy is not that great fortunes should not exist, but that great fortunes should not remain in the same hands. In that way there are rich men, but they do not form a class.” --Alexis de Tocqueville

54.  Tocqueville--American Revolution:  Produced high degree of social equality  Gave power to middle and lower classes

55.  Aristocracy—Positions ascribed and fixed  Democracy—Social Mobility  According to abilities and efforts

56.  Tocqueville—Inevitable advance of democracy and equality  Part of modernization

57.  Democracy—Extend political franchise from few aristocrats to “the people”.  People becoming more equal in wealth, education, and culture  In short, democracy leads to equality.

58.  Tocqueville--One of first casualties of equality was decline of primogeniture  Primogeniture: Common law that eldest son inherits entire estate  Equality spread to relations between fathers and sons and among brothers

59.  Previously, family held together by bonds of property and inheritance.  Eldest male takes care of elderly to inherit the estate  Property bond declined  Replaced by bonds of personal loyalty and affection

60.  Pervasive nature of commodification in American life  Equality leads to ceaseless striving for social position

61. “As one digs deeper into the national character of the Americans, one sees that they have sought the value of everything in this world only in the answer to this single question: “How much money will it bring in?”

62.  French social philosopher

63.  American Revolution  Supported colonists  French Revolution  Fortune in land speculation  Increasing industrialization  The Enlightenment

64.  Promoted study of nature  Nature & society governed by laws  Reorganize society  Wise men  Scientific division of labor  Spontaneous social harmony

65.  State’s 3 responsibilities 1.Public works 2.Free education 3.Uplifting recreation

66.  “Industrial army”  Construction of roads, bridges, canals, planting forests  Organism as metaphor for society  Science-> replace religion

67.  After Saint-Simon’s death  Small group of follower’s called for:  Abolition of inheritance rights  Public control of means of production  Gradual emancipation of women  Became a moral-religious cult  Sociologists as high priests*