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CHAPTERS
1 Chicago School
1.1 Introduction
1.2 The concept of 'school
1.3 Constructions of the School
1.4 A Chicago School?
1.5 Designations of the School
1.6 Brief chronology of the Department
1.7 Myths of the Chicago School
2 Chicagoans as ameliorists
2.1 The myth
2.2 Small and Henderson
2.3 Thomas and pure research
2.4 Park's anti-reformism
2.5 Burgess and action research
2.6 Local Community Research
2.7 Society for Social Research
2.8 Conclusion
3 Chicagoans as ethnographers
3.1 The myth
3.2 Nature of ethnography
3.3 Case study
3.4 Nomothetic orientation
3.5 Participant observation at Chicago
3.6 PO and community studies
3.7 PO and the Chicago approach
4 The quantitative tradition at Chicago
4.1 Introduction
4.2 Case study v statistics
4.3 Park's approach to quantification
4.4 Ogburn and quantification
4.5 Burgess as barometer
4.6 Methodological debate in SSR
4.7 Chicago eclecticism
4.8 Interdisciplinary network
4.9 Conclusion
5 Chicagoans as atheoretical empirical researchers
5.1 The myth
5.2 The empirical approach
5.3 Urban sociology at Chicago
5.4 Conceptual development
5.5 Chicago theorising
5.6 Chicagoans epistemology
5.7 Chicago alternatives
5.8 Conclusion
6 G.H. Mead and the Chicagoans
6.1 The myth
6.2 Mead's involvement in sociology
6.3 Mead's theoretical impact
6.4 Mead and symbolic intractionism
6.5 Mead and Blumer debate
6.6 The debate and the work of the Chicagoans
6.7 Conclusion
7 Chicago dominance
7.1 The myth
7.2 Chicago's role to 1930
7.3 The coup and decline
7.4 Chicago neglect
7.5 Chicago introspection
7.6 Loss of research ethos
7.7 Structural factors
7.8 Extent of the decline
7.9 Conclusion
8 Schools and metascience
8.1 Introduction
8.2 Potential of a unit approach
8.3 Conclusion
Appendices
Citation reference: Harvey, L., [1987] 2022, Myths of the Chicago School, available at qualityresearchinternational.com/csr, last updated
11 November, 2022, originally published in Aldershot by Avebury, Gower Piublishing, all rights revert to author.
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The 'Chicago School of Sociology' means different things to different people. References to the 'Chicago School' in the literature are quite varied and the constructions of the 'school' are very much a function of the commentator's academic endeavour, predeliction and preconceptions as well as a view of what a 'school' of sociology is and what purpose and role it plays in the history of sociology.
This book directs itself to examining the preponderant constructions of the 'Chicago School' that have grown up over the last quarter century. Before beginning this examination, some introductory remarks about the nature of 'school', the academic concerns of those who refer to a 'Chicago School' and the type of construction of a 'Chicago School' are necessary.
Next 1.2 The concept of 'school'
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