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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These five myths are:
(1) that Chicago sociologists were primarily social ameliorists, sympathising with Progressive or liberal ideas and concerned to resolve social problems. (Chapter 2)
(2) that Chicago sociology was dogmatically qualitative and had no interest in quantitative techniques of social research and, indeed, were openly hostile toward them. (Chapters 3 and 4)
(3) that Chicago sociology had no strong theoretical orientation and its work, in the main, constituted a descriptive exercise. Such theories as it did produce were little more than ideal type models (notably the 'concentric zone' thesis) with little explanatory power. (Chapter 5)
(4) that Chicago sociology is closely associated with symbolic interactionism and dominated by the epistemological perspective of G. H. Mead. (Chapter 6)
(5) that the 'Chicago School' dominated American sociology until the mid-1930s and then went into decline and became isolated mainly because it retained an old fashioned, unscientific, approach to sociology. (Chapter 7)
Next 1.1 Introduction
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