The Sociological Imagination and Social Responsibility

Hironimus-Wendt, Robert J.; Wallace, Lora Ebert

doi:10.1177/0092055x0903700107

Cited by 38 publications

(35 citation statements)

References 26 publications

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“…The moderator, mastery, was measured using Yetim's (2003) four-item scale. The measures of Berkowitz and Lutterman (1968), Dickstein (1972), and Taylor and Todd (1995) have been continuously applied in recent studies (e.g., Hironimus-Wendt & Wallace, 2009;Jong, Bluemke, & Halberstadt, 2013;Mostafa, 2007a).…”

Section: Scale Operationalization and Questionnaire Designmentioning

confidence: 99%

Understanding green purchase behavior through death anxiety and individual social responsibility: Mastery as a moderator

Rahimah

Khalil

Cheng

et al. 2018

J of Consumer Behaviour

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This research proposes a framework to explore green consumption behavior from the perspective of the anxiety of death and individual social responsibility. Research data are collected from a sample of 280 consumers in Taipei, Taiwan. The findings reveal that consumers' anxiety of death affects consumers' green purchase attitude and then ultimately green purchase intention through the mediating variables of environmental concern and pro‐environmental behavior. On a similar line, individual social responsibility is found to act as a precursor in increasing consumer's concern for the environment and, eventually, green purchase attitude and intention. Mastery is found to invigorate the effect of death anxiety on green concern and pro‐environmental behavior, while it enervates the relationship between individual social responsibility and environmental concern.

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Section: Scale Operationalization and Questionnaire Designmentioning

confidence: 99%

Understanding green purchase behavior through death anxiety and individual social responsibility: Mastery as a moderator

Rahimah

Khalil

Cheng

et al. 2018

J of Consumer Behaviour

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“…In spite of these challenges, when carefully administered, service learning is especially well suited for sociology courses because it provides opportunities for students to integrate sociological theory with social action by engaging in praxis, the dialectical relationship between theory and practice (Dolgon 2002;Hironimus-Wendt and Lovell-Troy 1999). Service learning can teach students about the sociological imagination, because it provides students with hands-on experiences to apply abstract concepts to concrete, real-life situations (Greenfield 2006;Hironimus-Wendt and Wallace 2009;Ostrow 1999).…”

Section: Benefits and Limitations Of Service Learningmentioning

confidence: 99%

Developing a Sociological Imagination by Doing Sociology

Huisman

2010

Teach Sociol

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The author addresses the development and implementation of a service-learning project for an undergraduate course in which students interview immigrant women, incorporate the interviewees' experiences into an analytical paper, and present the findings at the end of the semester. Students are required to use C. Wright Mills's concepts of history and biography by situating the stories told by the women within the larger sociohistorical contexts in which they live. The article proceeds in four sections. The first section provides an overview of service learning and its benefits. This is followed by a detailed description of the service-learning project. In the third section, the author draws from a postclass survey, course evaluations, and her observations to illustrate the ways in which the project enhances student learning and enables students to deepen their understanding of the sociological imagination. The article concludes with suggestions for how the project can be applied in other courses.In this article, I discuss the development and implementation of a service-learning project for an upperlevel undergraduate course, Immigration, Women, and Society. The central objectives were to improve student participation and engagement, foster civic involvement, and bridge the chasm between abstract sociological concepts, research methods, and students' concrete experiences. This course is grounded in curricular content: immigration and the sociological imagination, a specific research method, and service. It provides a unique opportunity for students to engage in a service-learning project built on the three pillars of academe, linking pedagogy with both research and service.The course development was inspired by my own commitment to community-based field research with refugees in New England, a commitment that has deepened over time. In this work, service and research are integrated rather than separate and disjointed. My research with refugees is guided by feminist principles of reciprocity and reflexivity. As such, I strive for my work to be mutually beneficial, and although it is essential to be aware of issues of power and positionality, I view myself as ''on the same plane'' as my research participants. My research with men and women from the war-torn

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“…However, without assistance in developing a sense of personal connection to the social problems analyzed, one cannot assume students will of necessity develop an active sense of responsibility for addressing said problems (Colby et al 2003, Eyler and Giles 1999, Hironimus-Wendt and Lovell-Troy 1999, Mabry 1998, Myers-Lipton 1998, in Hironimus-Wendt and Wallace 2009. Moreover, in the absence of a careful approach, students may read their own 348 L. Kretz unchecked biases into their interpretation of social problems and perceived solutions.…”

Section: Empowerment Methodsmentioning

confidence: 99%

“…11 If students are intentionally given opportunities to explicitly engage and analyze communal obligations, the likelihood of developing empathies toward diverse others is increased (cf. Mobley 2007, Myers-Lipton 1996, in Hironimus-Wendt and Wallace 2009. The stronger claim is that if a course objective is to develop sentiments of civic and social responsibility and the concurrent development of feelings of empathy and compassion toward the less fortunate so that students may in the future routinely participate in making the lives of others better, we should intentionally facilitate development of that sentiment.…”

Section: Empowerment Methodsmentioning

confidence: 99%

Emotional responsibility and teaching ethics: student empowerment

Kretz

2014

Ethics and Education

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This class is so [insert expletive] depressing.' I overheard a student communicating this to a friend upon exiting one of my ethics courses and I wondered how my classes could generate a sense of empowerment rather than depression, a sense of hope rather than despair. Drawing from David Hume's and Martin Hoffman's work on the psychology of empathy and sympathy, I contend that dominant Western philosophical pedagogy is inadequate for facilitating morally empowered students. Moreover, I stipulate that an adequate analysis of the role emotion should play in pedagogy requires tending to the politics of emotional expression and how oppression functions. I argue that ethical educators have a moral responsibility to facilitate not only critical moral thinking but critical moral agency. Part of ethical education should involve the provision of tools for effective citizen engagement, and reasoning alone is insufficient for this goal. The role of emotion in ethical decision-making and action remains devalued and under-analyzed. Approaches that fail to adequately recognize the role of emotion in ethical education are to the detriment of effective ethical pedagogy. I recommend a number of methods for remedying this omission so as to provide tools for moral action.

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The Sociological Imagination and Social Responsibility

Cited by 38 publications

References 26 publications

Understanding green purchase behavior through death anxiety and individual social responsibility: Mastery as a moderator

Understanding green purchase behavior through death anxiety and individual social responsibility: Mastery as a moderator

Developing a Sociological Imagination by Doing Sociology

Emotional responsibility and teaching ethics: student empowerment

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