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What is humanistic sociology?
Abstract
Humanistic sociology is not a difficult idea to define. For the humanistic sociologist, sociology is the study of how to make a better world. The key commitment is that people matter. As economist Kenneth Boulding (1977) noted, "the question for the social sciences is simply: what is better and how do we get there?" This is the conversation of humanistic sociology. It is a conversation about values. As a discipline, we need to be designing and implementing social systems for people rather than plugging people into systems that don't understand or meet human needs. The question becomes "What tools do we have, what knowledge do we possess, what understandings will ultimately make this world a better place for all people to live in?" Humanistic sociology must be an exploration of effective social arrangements, institutions, and social forms that improve the conditions of living. Sociology is for people. We begin with analyzing human needs and then develop a society that meets them. To use Comte's, Ward's, Small's, Lynd's, Sorokin's, and Becker's idea: Sociology is a superordinate science in the service of humanity. To say it is a superordinate science means that it synthesizes the disciplines and then uses that synthesis to forge a shared agreement about how to create a better world.
... b. find a city with a lottery, buy a lottery ticket, win! This hope curriculum is pretty simple (and a little ridiculous), but it takes students through a series of questions that relate to aspects of creativity, desire, despondency, possibility, ability, and agency aligning with Snyder's (2002) hope mechanisms: goals and pathway thinking-and personal agency once a course is set. 1 This practice employs Bauman's (1976) sociology of hope by focusing on the present moment-the immediate-as a space of potential transformation, it is congruent with Giroux's (2004) "utopian longing" and aligns with the humanist sociology perception of the individual as an agent of change (Du Bois and Wright 2002). Further, as a nonviolent peace education practice (a taught strategy for peace), it increases well-being (cognitive hope holistically impacts spiritual, emotional, and physical hope) comprising a form of personal peacebuilding (an intervention to stop violence; Harris and Morrison 2013;Lederach 2004) that can lead to a reduction in self-harm. ...
... While having "hope" is important for the everyday, it is crucial that curricula equips students with the resources for facing current and future challenges. As Du Bois and Wright (2002) intoned: ...
Humanist sociology shares space with positivity fields such as peace and conflict studies, positive psychology, and the wellness arms of health, science, and education to contribute to the “plus” side of knowledge and be part of the “solution” to problems and discord in human living systems. Hope is an often misinterpreted merit. It helps one imagine something different, yes, but it is also deeply connected to a sense that something can be different; something you wish will happen and a notion that change is actually (however unlikely) possible. A critical middle step between identifying spaces in need of transformation and working for change is the capacity to move from the perceived to the possible—the ability to imagine other that than what is. In this article, hope is examined conceptually, including an overview of recent literature on hope, the outcomes of hope, and what the alternatives to hope are. After identifying the importance of hope, hope’s role in the social study of peace and nonviolence will be examined looking at peace education and the potential of a “curriculum for hope.” Finally, this article offers a “how” of hope by presenting hope pedagogy for all to be utilized at the individual level.
... capable of flourishing or suffering." However, despite explicit calls for humanistic sociology to attend to questions of human need (DuBois and Wright 2002, Goodwin 2003, Parsons 1971, no previous article in this journal has utilized formal theories of human need nor presented a needs-based theory of injustice. With one notable exception (House and Mortimer 1990), the sociological literature has not responded to Etzioni's (1996) emphasis on the contradiction between social structures which produce false needs and the role of human autonomy in addressing true needs. ...
ABSTRACT The article presents an original needs-bsaed partial theory of human injustice and shows its relationship to existing theories of human need and human liberation. The theory is based on an original typology of three social structural sources of human injustice, a partial theorization of the mechanisms of human injustice, and a needs-based theorization of the nature of human injustice, as experienced by individuals. The article makes a sociological contribution to normative social theory by clarifying the relationship of human injustice to human needs, human rights, and human liberation. The theory contends that human injustice is produced when oppression, mechanistic dehumanization, and exploitation create systematic inequality in opportunities to address human needs, leading to wrongful need deprivation and the resulting serious harm. In one longer sentence, this needs-based partial theory of the sources, mechanisms, and nature of human injustice contends that three distinct social systemic sources-oppression, mechanistic dehumanization, and exploitation-produce unique and/or overlapping social mechanisms, which create systematic inequality in opportunities to address universal human needs in culturally specific ways, thus producing the nature of the human injustice theorized here: wrongfully unmet needs and serious harm.
... Humanist sociology is about using sociological knowledge to improve the human condition and creating institutions that meet human needs (Ballard 2002; DuBois and Wright 2002). It is sociology for the people, as opposed to a sociology for the powers that be (Dale 2010;DuBois and Wright 2002;Lee 1978Lee , 1988). At its core, locavorism reflects similar beliefs about building and supporting relationships, particularly those between farmers and consumers and between humans, animals, and the earth. ...
In this address, I offer an explanation as to why I chose the theme “Locavore Sociology: Challenging Globalization, Embracing the Local” and the host city of Portland, Oregon, for the 2015 Association for Humanist Sociology meetings. I argue that locavorism is a distinctly humanist form of activism. I then explore the origins of locavorism, particularly in terms of its most obvious manifestation in the locavore food movement but also its extension to lesser known movements such as local living economies, local energy production and consumption, and local knowledges. The promise of locavorism and the limits of locavorism as a progressive movement are explored. Finally, I introduce the idea of locavore sociology as a challenge to dominant disciplinary narratives that interfere with understanding nuances associated with locality.
... A great many sociologists challenged the legitimacy of funding applied research, while an even stronger wave of criticism arose from a diverse array of scholars who questioned even the possibility and legitimacy of a positivistic or Bpure^sociology. In the extreme, some argued that the multiple-paradigm science might not even be scientific, or at least that a scientific approach to the study of social life had serious limitations (Agger 2002;Du Bois and Wright 2002;Peters 2001). ...
The term “pure sociology” reflects some of the most important disciplinary concerns that have helped shape the intellectual development of sociology in the United States, particularly in the effort to establish disciplinary boundaries and achieve academic legitimacy. To flesh out the thesis, the current paper recounts briefly the early discussions associated with pure sociology before examining the various usages in the U.S. since the establishment of the discipline. While selected classical theorists employed the concept in framing their discussions, pure sociology represents a distinctively American idiom. The etymological history coincides with the institutionalization of sociology in U.S. universities, while informing key debates about the nature of sociological analysis throughout the past 120 years. Drawing upon an electronic search of multiple databases, a content analysis highlights the prevalence of the different meanings that mainly U.S. social scientists have attached to the concept. The paper then traces the varying trajectories of the many different usages over time, concluding with a discussion of the ascendance of Donald Black’s theoretical paradigm that has appropriated the term with considerable success.
... So, choosing to do a history of AHS for my keynote address was a natural move. Since Chet Ballard (2002) and others (Bystydzienski 2002;Du Bois and Wright 2002;Starr 2002) had already published histories, I needed to find a different angle. Documenting the personal reflections of our founders, people who were part of the organization during its first five years became my focus. ...
Drawing from email interviews of 15 individuals who had been Association for Humanist Sociology (AHS) members during the first five years of its existence, supplementary interviews and research, this keynote address presents three themes in three performative acts. The first is a long forgotten story of AHS's founding. The second act chronicles issues that occupied AHSer's during its early years, and the final theme draws from the past to project to the future. Following in the footsteps of Dwight Conquergood, the author crafted the data into a performance that was delivered at the 2007 Annual Meeting of the association. The author played most roles, with audience members participating at various points to create a social drama blurring the distinction between audience and performer. This work challenges the reader to question the role of the objective researcher, the nature of memory and history, and the ways history can help us shape a future.
... Food security/insecurity can be the path to do this. A humanist framework means understanding the quality of the human condition (see Ballard 2002;DuBois and Wright 2002). Unlike mainstream sociology, a humanist framework emphasizes the need to examine and take action on problems that affect human needs with concerns of equality, peace, and social justice being particularly important. ...
In this paper I examine themes for sociological inquiry on food security/insecurity and the expanded role of sociology in a new discovery of this issue that connects research, teaching, and action. I establish the sociological significance of food security/insecurity through a number of interconnected, specialized thematic clusters including population, environment, and ecology; technology, development, and infrastructure; politics and the global political economy; stratification, poverty, and inequality; and conflict, war, and militarization. It is within these clusters that sociology can strongly influence new directions in research on food security/insecurity while concurrently exploring the issue in the classroom and community. Humanist sociology and social justice perspectives taking a critical perspective on food security/insecurity extend logically to teaching and action. In this regard, the discipline can move toward what a sociology of food security/insecurity should be, including a greater role in addressing threats to the human condition and I offer ideas to implement such practices.
... scientific sociology altogether in their quest to develop their alternative visions of sociology (Arcaro 1996;Du Bois and Wright 2002). Finally, whatever vision one might have of sociology, Burawoy's (2005) claim that we have entered an era of third-wave sociology and the "end of pure science" sounds remarkably similar to -and about as accurate as -the 1970s Marxists who claimed the imminent demise of capitalism. ...
Globalization affords an excellent opportunity to develop a genuinely universal, scientific sociology. In recent decades the politicization of the discipline has undermined the central mission of sociology: scientific discovery and explanation. The paper identifies several intellectual shifts that will facilitate the expansion and communication of such a science in an emerging global village of sociological analysts: 1) breaking with classical sociology to build upon innovative theoretical ideas; 2) eliminating the ideological and normative focus that plagues much contemporary sociology; 3) moving beyond teleological approaches to scientific explanation; 4) embracing a distinctively “social” conceptualization of sociology’s subject matter; and 5) eliminating nationalistic disciplinary boundaries and the attendant parochialism that obscures the search for universal principles of social behaviour. The final section of the paper emphasizes the internationalization of sociology, reorganized along epistemological lines. Those scholars whose research focuses on observable variations in social behaviour occupy an intellectual location quite distinct from those who place their politics at the centre of their social analyses, who focus on the meanings that individuals attach to their experiences, or who reject science altogether as a valid form of knowledge building. Rather than continue fruitless dialogues with those who have different objectives with their work, sociological analysts are invited to join a global village of scientists who examine the full range of cases that reflect purely social behaviour, drawing upon the dimensions of social space or networks of resource flows that are most relevant to their general explanations. Conceptualized as such, sociology can and will be a global science no longer handicapped by individualistic theories or nationalistic political fervour. The net result will be the development of a genuine “sociology without borders” aimed at realizing the discipline’s fullest scientific potential.
The article proposes to discuss the theme of solidarity by relating it to changes in society, therefore, an overview will be offered of the dynamics and challenges - in relation to solidarity - that evolve due to the continuous changes in society, in a repeating circle. The idea is, therefore, to constitute a reflection on solidarity, using a metatheoretical approach suitable for so-called second-order studies such as the one presented here. The article develops from the problematisation of the definition of this concept, from a brief history of the idea of solidarity to arrive at epistemological aspects for the study of solidarity, which, beyond the individual declinations of it, allows us to explore the processes that take place on different levels (individual, social and cultural) for individuals whenever they interact with other individuals or with structures of society. The results arrived at by this theoretical study highlight the need to take into account the following changes occurring in society (a) the modification of risk maps that leads to the demand for new interventions to meet the renewed system of needs; (b) the emergence of the relationality dimension as an area of social distress; (c) the relativisation of knowledge that is often challenged by the information provided by the mass media; and, finally, (d) the non-linear development of social dynamics and technological transformations, which make it mandatory to update, innovate and modify knowledge to face the continuous challenges of society.
Sociology has played an important role in Italy, although its centrality in public debate has fluctuated, and it has been supported or opposed by political power at different historical moments. Contemporary Italian sociology has developed since the 1950s and has been influenced in various ways by European and American sociological theories. Sociology has played an important role in Italian public debate and has offered a critical and scientific perspective on the country’s social reality. However, this role should be understood in the context of the different stages of development that have accompanied the academic growth of the discipline and the presence of sociologists in ‘policy making’ processes. In the latter sense, Italian sociology has played an important role in the formation of public policies, as it offers a scientific analysis of social problems and proposes solutions based on empirical research. Within this framework, the training processes also need to be situated within what has been defined—albeit with conceptual ambiguity—as ‘professional sociology’, which involves important figures such as social workers, psychologists, and health workers. However, sociology has also played an important political role both in supporting the actions of policy makers and in analysing the contradictions of the capitalist system. This article also analyses the emergence of a ‘transformative’ positional sociology alongside the traditional public sociology. The goal of this transformative approach is to counteract the public role of Italian sociology, which seems to have lost its critical-explanatory vocation without ever having truly acquired a propositional function in the social context.
This conversation outlines an undergraduate research project that I designed and implemented during the fall of 2020 and the spring of 2021 in an online Sociology of the Arts class at Queensborough Community College in New York City. The project involves original student research on the impact of the COVID-19 pandemic on three community-based arts organizations and the communities they serve. To showcase the problems and possibilities that emerged in assigning the project, I engage the contrasting and complementary lenses of Pierre Bourdieu’s structurally based theories of culture, capital, and social reproduction on the one hand and the pedagogical strategies that emerge from humanistic sociology on the other. The conversation concludes with reflections on issues faced by educators committed to teaching an interdisciplinary and humanistic sociology at the community college level and the ways experiential learning strategies can help students develop community connections and agency through the arts.
Conversations surrounding decolonial humanistic sociology have been guided by a moral imperative—to advance a radical critique of society for the purpose of reducing inequality. Storytelling has been used by marginalized groups to advance decolonization. Exactly how can instructors use the power of storytelling and maps to facilitate the study of migration among students? We argue that narratives, maps, and museum-like exhibitions can be used to teach human migration in a way that moves beyond the dominant approach of push-pull nation-centered demography. This contribution describes how decolonial humanistic sociology informed the development of the Global Migrations Exhibit Assignment: a hands-on learning experience focused on translating students’ learning into action. We outline learning outcomes, review a sample of students’ work, and consider the limitations of the assignment. We also consider the hostile responses those who use the assignment may face and discuss the peril this poses to academic freedom and democracy.
This teaching note reviews a four-part discussion post assignment that asks Black-identified students enrolled in a class connected to a Black living-learning community to make sociological and personal connections to concepts related to race, anti-Blackness, and institutional racism in Yaa Gyasi’s novel Homegoing. Reflecting on their posts, I share how using literary fiction in the classroom can support students’ development of a sociological imagination grounded in history’s missing voices and an intersectional and structural understanding of race and racism. Moreover, by making connections between the characters, their peers, and their own lives and sharing these connections via their discussion posts, students create a space of collective vulnerability where they can reflect simultaneously upon the dehumanizing aspects of anti-Blackness and assert their individual and collective humanity in the face of this oppressive force.
The profession of sociologist in Italy has undergone the same ups and downs as the development of the discipline, which since its institutionalisation (which came very late) has always had to fight for autonomy and the search for legitimate recognition as a science within the wider world of social sciences (economics, political science, etc.). This has produced two conditions that have not favoured the construction of a real community of practice of sociologists: on the one hand, a scarce or total lack of cultural legitimization for the the work of the sociologist that is a consequence of a sociology perpetually in crisis and in search of political recognition and influence that has never been achieved; on the other hand, the separation between academic sociologists and professional sociologists which has resulted, for the former, in the analysis, explanation and interpretation (on the basis of different disciplinary paradigms) of sociocultural processes and changes in society, without any real direct involvement (theoretical sociology), while for the latter, in the comparison, measurement, evaluation of observable processes in the context of the social reality of which one is a part (applied sociology). This article focuses on the “lights” and “shadows” of the professional development of sociologists in Italy, starting from the assumption, however, that a regulatory legitimization can never be complete unless a cultural legitimization and recognition is achieved that can consolidate a professional identity that allows differentiation with other “neighbouring” professions.
Sociology, like most disciplines/institutions in racialized (and other oppressive) social systems, are steeped with policies and practices that are designed to maintain the status quo. Thus, they are partly responsible for the gatekeeping, careerism, racism, sexism, and other forms of discrimination that plague our scholarly communities. In this piece, an extension of my 2018 Presidential Address to the Association for Humanist Sociology, I challenge academics to push back and find better ways, through critical humanist sociology, to serve the public good.
Motivation
Nepal adopted a federal constitution in 2015 that created autonomous local governments across the country. A prime aim was to encourage ordinary people's participation in local decision‐making processes.
Purpose
To what extent do local governments in rural Nepal adopt informal approaches—approaches that reflect local social needs and desires—to participation in decision‐making?
Methods and approach
As part of interpretive case studies, the author gathered qualitative evidence as a participant observer of local government in five rural municipalities in Rasuwa District, a remote area on the northern border.
A framework was created to capture the concepts of participatory governance and sociology to guide data collection and analysis.
Findings
In the five municipalities studied, decisions were successively made in forums at village, ward and municipal levels. In the village, participation was considerable: all persons, all voices could be heard. But as proposals were aggregated upwards to ward and municipal levels, citizens participated less, being replaced by elected representatives and civil servants.
Nepal has showcased successful participatory processes by incorporating diverse local groups in a range of policy areas such as community forests, or in the operation of public services such as water or schools. The present research acknowledges their success in widening and deepening citizen participation; it also brings new knowledge to bear on deeply rooted culturally accepted informal participatory methods in rural local governments.
Policy implications
Because each local government has its own circumstances in which to operationalize participatory governance, reforms should recognize the prevalence of informalities in rural municipalities and the dominance of formalities in urban municipalities.
La sociologie est restée quelque peu en retrait des études sur le bonheur en comparaison d’autres disciplines, au premier rang desquelles la psychologie ou l’économie. En plus de certaines raisons trouvées dans la littérature, ce chapitre se penche sur une lecture historique de certaines trajectoires qui peuvent expliquer pourquoi la sociologie reste en retrait des études actuelles. À certaines raisons épistémologiques qui traversent les traditions nationales viennent s’ajouter des particularités géographiques et historiques. En particulier, au moment de la constitution de la sociologie française comme discipline universitaire, dans les années 1960, le travail d’exégèse s’est appuyé sur l’antisubjectivisme prôné par Durkheim au début du siècle, en opposition à Tarde et Worms, ce qui eut pour effet de délaisser les ressentis et les sentiments individuels.
Pedagogy can be a humanistic way of engaging social realities in the current era of persistent social marginalization, racial injustice, and political polarization. This article explores one particular community-based pedagogy known as Inside-Out, which brings incarcerated students together with students from a college campus to study together at a local prison or jail. From the student and instructor perspective, the article looks at the ways that Inside-Out catalyzes humanistic thought and action—from within the social-historical context of prisons and universities. It explores how, if processes of racism or criminalization position social groups against each other, a humanistic pedagogy has the potential to meaningfully bring people together across social divides to reckon with dehumanizing social realities. Conclusions are offered on some key elements of an Inside-Out pedagogy that embody a humanistic approach and are relevant to other pedagogical contexts.
La sociologie est restée quelque peu en retrait des études sur le bonheur en comparaison d'autres disciplines, au premier rang desquelles la psychologie ou l'économie. En plus de certaines raisons trouvées dans la littérature, cet article se penche sur une lecture historique de certaines trajectoires qui peuvent expliquer pourquoi la sociologie reste en retrait des études actuelles. A certaines raisons épistémologiques qui traversent les traditions nationales viennent s'ajouter des particularités géographiques et historiques. En particulier, au moment de la constitution de la sociologie française comme discipline universitaire, dans les années 1960, le travail d'exégèse s'est appuyé sur l'antisubjectivisme prôné par Durkheim au début du siècle, en opposition à Tarde et Worms, ce qui eut pour effet de délaisser les ressentis et les sentiments individuels. Remerciements : L'auteur tient à remercier Johan Heilbron, Rémy Pawin, Ophélie Bidet, Noé Kabouche et Daniel Burnier pour des discussions et leurs retours sur ce chapitre.
This book maps out the relationship between the discovery of heartfulness and the psychology of inner peace. It presents a rigorous psychological analysis of the underlying components of the psychology of inner peace and the role of innerness in addressing the nature of peace. Alternative theories are introduced that discuss the conceptualization of peace, and their merits are outlined in comparison to more mainstream psychological theories. The author highlights the inadequacies of mind-oriented theories on peace and demonstrates the concept of heartfulness to show how genuine peace can be achieved.
Social policy encompasses the study of social needs, policy development and administrative arrangements aimed at improving citizen wellbeing and redressing disadvantage. Australian Social Policy and the Human Services introduces readers to the mechanisms of policy development, implementation and evaluation. This third edition emphasises the complexity of practice, examining the links and gaps between policy development and implementation and encouraging readers to develop a critical approach to practice. The text now includes an overview of Australia's political system and has been expanded significantly to cover contemporary issues across several policy domains, including changes in labour market structure, homelessness, mental health and disability, child protection and family violence, education policy, Indigenous initiatives, conceptualisations of citizenship, and the rights of diverse groups and populations. Written in an engaging and accessible style, Australian Social Policy and the Human Services is an indispensable resource for students and practitioners alike.
This paper is a response to a recently published article in this journal entitled ‘Precarious privilege: personal debt, lifestyle aspirations and mobility among international school teachers’ by Rey, Bolay and Gez (2020). In this follow-up paper, we take the notion of ‘precarious privilege’ as the starting point for theorising an emerging concept derived from our recent research into teachers’ experiences of turnover in the field of International Schooling. We call this concept ‘transition capital’, which imagines the social reality of being a teacher in International Schools as being a mixture of both the negative and positive. We believe that the concept of ‘transition capital’ complements the notion of ‘precarious privilege’ by recognising the paradoxical nature of the teacher experience. It also attempts to go beyond it by showing how the positive and the negative are dialectical in nature. We also seek to flesh out the burgeoning concept of ‘transition capital’ by explaining its origins in the notion of ‘resilience capital’ and sketching a future research agenda. This agenda includes exploring the ‘coping strategies’ of teachers and focusing more on teacher attrition rates and longevity in the field, rather than merely turnover, which we argue should be viewed as ‘transition.’
For many new academics, coming to a decision about which research methodology to employ for their doctoral studies can be daunting. Faced with numerous options, sometimes contradictory advice from experienced scholars and a desire to find the perfect match for a research question, one can find the decision to opt for a particular methodological path a huge step, and it can be hindered by nagging concerns and a lack of academic experience. This article draws together two short pieces of writing from PhD students at Lancaster University, who attended and were inspired by a workshop on narrative methods, led by Professor Catherine Kohler Riessman.
The first piece is a reflective account of why the author was drawn to narrative methods for her research. It explores the impact of charities and how this is articulated qualitatively, within the context of a mixed market approach to welfare and health service provision in the UK. It discusses what she observes to be the parallels between a narrative research approach and her practice as a social worker and details her experience of completing her first narrative interview. The second is about how the author was inspired by the workshop to produce a pilot study on attitudes of male offenders towards violence against women using the narrative approach and including excerpts from his research data. Finally, it draws together their thoughts about the workshop and how they intend to continue working with narratives in their future.
This paper explores the contributions of sociology (and overlapping disciplines such as anthropology, social policy, and cultural studies) to happiness scholarship from the Enlightenment through to the present day. Pre-20th century thinkers whose work led to the formation of social science tended to take the theme of happiness seriously as a central challenge of social scholarship. Over the past century, sociologists have made important contributions to understanding happiness, although its absence from textbooks, encyclopedias, and conferences suggests that happiness has never been a major theme in mainstream sociology. The discipline's role in happiness scholarship could be greatly strengthened through more systematic and explicit approaches, especially in qualitative research. These will doubtless be developed soon, as sociology catches up with the other social sciences (most notably psychology and economics) that have already made great progress in convincing general publics and politicians that something so elusive as happiness can be analysed and assessed in robust and illuminating ways. A 'happiness lens is recommended as a way of making sociology more transparent regarding its contributions to understanding and promoting good societies and good lives. This lens complements pathologism with positivity; insists on empathic effort to respect first-person subjectivity; and promotes holism and lifecourse perspectives.
This paper is designed as an invitation to debate the value of research and writing on social suffering in relation to practices of caregiving. It offers a brief account of the origins and development of 'social suffering' as a concern for social inquiry. Henry Mayhew and Jane Addams are profiled in terms of their pioneering roles as social researchers heavily preoccupied with problems of social suffering. The contrast between Henry Mayhew's frustrated attempts at caregiving and Jane Addams' success in instituting the pedagogy of caregiving in the work of Hull House is set up for analysis. These examples are used to issue an invitation to readers to question the cultural and institutional circumstances that make possible forms of social inquiry that recognise caregiving both as a means to social understanding and as an aim for social research in practice.
Written from the standpoint of the social behaviorist, this treatise contains the heart of Mead's position on social psychology. The analysis of language is of major interest, as it supplied for the first time an adequate treatment of the language mechanism in relation to scientific and philosophical issues. "If philosophical eminence be measured by the extent to which a man's writings anticipate the focal problems of a later day and contain a point of view which suggests persuasive solutions to many of them, then George Herbert Mead has justly earned the high praise bestowed upon him by Dewey and Whitehead as a 'seminal mind of the very first order.'" Sidney Hook, "The Nation""
The book is intended primarily as a text for undergraduate courses in personality adjustment with emphasis on the concept of positive mental health. This 2nd edition incorporates new relevant material written since publication of the 1st edition in 1958. The 1st 8 chapters deal with the person's needs, emotions, relation to his body, self-structure, and conscience. The concluding 5 chapters are devoted to the individual in relation to his fellow man. The last chapter, which discusses therapy, aims at helping students understand how people can aid others grow toward better mental health. Notes and references are included at the end of each chapter to provide the student with a guide to additional readings. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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- Seymour Lipset
- Sheldon S Martin
- Wolin
Lipset, Seymour Martin and Sheldon S. Wolin, Editorss 9 The Berkeley Student Revolt: Facts' Andlnterpreta-tions. Garden City, NY, Anchor Books, 1965.
Maslow, Abrahamm 9 The Psychology of Science: A Reconnaissance
- Robert S Lynd
- Knowledge
Lynd, Robert S. Knowledge for What? Princeton: Princeton University Press, 1939. Maslow, Abrahamm 9 The Psychology of Science: A Reconnaissance. New York: Harper and Row, 1966.
Judithh 9 In Transition: How Feminism, Sexual Liberation and the Search for Self-Fulfillment Have Altered Our Livess 9 The Structure of Evil
- Bardwick Holt
- Rinehart
- Winston
Bardwick, Judithh 9 In Transition: How Feminism, Sexual Liberation and the Search for Self-Fulfillment Have Altered Our Livess 9 Holt, Rinehart, and Winston, 1979. Becker, Ernest. The Structure of Evil. New York: Free Press, 1964. --.
Keynote address delivered to Southwest Sociological Association
- Kenneth Boulding
The Foundations of a Humanistic Sociology.” Disser-tation
- Du Bois
- William Love
The Berkeley Student Revolt: Facts And Interpreta-tions
- Seymour Lipset
- Sheldon S Martin
- Wolin
The Broken Image; Man
- Floyd W Matson
- Floyd W. Matson
Building Community: Social Science in Action
- Philip Nyden
- Anne Figert
Discipline as Enthusiasm
- Dennis Sullivan
- Larry Tifft
- John Sullivan
Applying Sociology: Making a Better World
- Du Bois
- R. Dean Wright
- William Du Bois
Safety from Personal Violence: Empathy and Listening
- Hal Pepinsky