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BSOG 101
INTRODUCTION TO SOCIOLOGY-I
Programme: BAG/2021/2022
Course Code: BSOG 101
Max. Marks: 100
BSOG 101 Free Solved
Assignment
Assignment A
Answer the
following Descriptive Category questions in about 500 words each. Each question
carries 20 marks. 2 x20=40
Q1. Discuss
the emergence of social anthropology.
The term social anthropology emerged in Britain in the early
years of the 20th century and was used to describe a distinctive style of
anthropology—comparative, fieldworkbased, and with strong intellectual links to
the sociological ideas of Émile Durkheim and the group of French scholars
associated with the journal L’Année sociologique. Although it was at first
defined in opposition to then-fashionable evolutionary and diffusionist schools
of anthropology, by the mid-20th century social anthropology was increasingly
contrasted with the more humanistic tradition of American cultural
anthropology. At this point, the discipline spread to various parts of what was
then the British Empire and also was established as a distinctive strand of
teaching and research in a handful of American universities. The years after
World War II, though, brought a partial breakdown of the British opposition to
American cultural anthropology, as younger scholars abandoned the tenets of
comparative sociology set out by one of the discipline’s founders, A.R.
Radcliffe-Brown. During the same period, however, the term was increasingly
used in Continental Europe: the French anthropologist Claude Lévi-Strauss
accepted a chair in social anthropology in the Collège de France in 1959, and,
when European anthropologists established a joint professional association in
the late 1980s, it took the title European Association of Social
Anthropologists (EASA) and called its journal Social Anthropology.
The conventional story of social anthropology begins with
James George Frazer’s appointment to a chair with that title in Liverpool in
1908, but the appointment was a short-lived disaster, and Frazer himself later
preferred the description mental anthropology to cover his vast comparative
project. But distinctive teaching in social anthropology was established in
both Oxford and Cambridge in the years immediately before World War I. After
the war, two figures emerged as the dominant intellectual forces in the new
discipline. The Pole Bronisław Malinowski was appointed to a readership in
social anthropology at the London School of Economics (and a professorship a
few years later); there he swiftly established an enormously influential
research seminar at which students were initiated into the ideas and methods of
the new school of anthropology. At the same time, Radcliffe-Brown took up a
series of chairs—in Cape Town; Sydney, Australia; and Chicago—before returning
to a chair at Oxford in 1937. The personalities and intellectual styles of the
two men are often contrasted: Malinowski was charismatic and romantic and was
remembered for his vast fieldwork-based publications on the Trobriand Islanders
of Papua New Guinea; Radcliffe-Brown was drier and more austere and left as an
intellectual legacy a series of short, systematizing essays on comparison,
function, and, above all, kinship. In the early 1950s the publication of an
edited collection on kinship in Africa occasioned a celebrated critique in the
pages of the journal American Anthropologist. A leading American
anthropologist, George P. Murdock, faintly praised the emerging school of
British social anthropology for its command of deep ethnographic knowledge and
its strong sense of inner theoretical coherence, but he criticized it for its
narrow ambitions: it was too tightly focused on Africa, on kinship, and on a
set of intellectual issues that were, in the end, sociological rather than
anthropological. One of the central points of Murdock’s critique was the
indifference of social anthropology to any discussion of culture. In the strong
version of social anthropology, exemplified by Radcliffe-Brown, culture was
thought to be a “vague abstraction” of little scientific value; rather than
talking about culture, social anthropologists should concentrate instead on the
supposedly harder, more factual comparison of different social structures.
Q2. Discuss
the relationship between sociology and political science.
In Political Science the study of the state, its origin,
development, nature functions constitutes the central focus. State is also a
social institution. Human social relations are the determinants of all
political relations. All political institutions are conditioned by social
relations. All political activity is the result of the social nature of man.
Sociology contributes to Political Science the knowledge of society.
Social conditions
influence Political Organisations:
Social conditions of a particular time influence the nature
and working of political institutions of that time. In underdeveloped
societies, political institutions are also underdeveloped and in developed
societies, political institutions are also developed. This shows the
deterministic influence of Sociology on Political Science. Social traditions,
customs and conventions are an important source of the laws of the State. Thus
Political Science and Sociology are two highly related and inter-dependent
social sciences. Both are related but distinct disciplines. Each has its own
scope and methodology and yet each is related to the other. Both Sociology and
Political Science supplement each other.
Sociology and political science are so closely and deeply
related to each other that one becomes meaningless without the other. According
to Morris Ginsberg ”Historically, Sociology has its main roots in politics and
philosophy of history”. The state, which is the center of political science in
its early stage, was more of a social than political institution. Relation of
Political Science with the other Social Sciences Aristotle has called Political
Science „The Master Science‟ as it deals with human beings who is a social
being having many dimensions; historical, political, economical, psychological,
sociological etc. Political Science is concerned with the political aspect of
this social man and his interaction with the various dimensions of his social
life, be it economical, social, psychological, sociological, historical etc.
One question which comes to mind, therefore, is it correct to call Political
Science „the master science‟ or is it just one of the social sciences? Until
18th Century specialization of Political Science didn‟t exist since various
aspects of society was studied under single discipline known as „moral
philosophy‟. In the words of Lipset “Until the 18th Century the moral sciences,
as the social sciences were then known, possessed greater unity than diversity1
”. The beginning of 19th century brought industrialization and with it came
specialization of social sciences as it became beyond the scope of Political
science to study the various aspects of the complicated social phenomenon under
a single discipline. Easton writes, “the purely physical need for a division of
labour helps to account for the distinctions among the social sciences…the
social sciences have grown up as separate disciplines because and only because
of this historical necessity. The actual allocation of subject matter to the
various disciplines is simply a matter of accident…even though distinctions in
social knowledge have existed from the every beginning of human inquiry into
the society What distinguishes political science as an academic discipline is
its emphasis on government and power. However, the study of government and
power is not confined to political science: it naturally permeates into other
social sciences and hence its association with the other social sciences and
the growth of interdisciplinary study in social sciences. According to Easton,
“Specialization in social sciences has stimulated a movement towards a reintegration
of our compartmentalized knowledge; which should go a long way towards
remedying these defects. Even though the future must witness an increase in the
rate of cross-fertilization and in the degree of cooperation among the social
sciences, there are few realists who envision the ultimate fusion and
disappearance of all specialties into one body of knowledge3 ”. In fact it was
the growth of empirical theory in political science which developed after the
Second World War which shifted the focus from the study of state and government
to the study of political behaviour and attitudes. It was this application of
scientific methods to the study of political phenomenon and behavoiralism which
brought in the need for interdisciplinary study of political science. Thus
Easton has rightly commented, “Theoretical revolution in the study of the
political phenomena, in the form of empirical theory has opened the door to a
new and more meaningful relationship between political science and the other
disciplines.
Assignment B
Answer the
following Middle Category questions in about 250 words each. Each question
carries 10 marks. 3 X 10 = 30
Q3. Discuss
the impact of industrial revolution.
Industrial Revolution, in modern history, the process of
change from an agrarian and handicraft economy to one dominated by industry and
machine manufacturing. These technological changes introduced novel ways of
working and living and fundamentally transformed society. This process began in
Britain in the 18th century and from there spread to other parts of the world.
Although used earlier by French writers, the term Industrial Revolution was
first popularized by the English economic historian Arnold Toynbee (1852–83) to
describe Britain’s economic development from 1760 to 1840. Since Toynbee’s time
the term has been more broadly applied as a process of economic transformation
than as a period of time in a particular setting. This explains why some areas,
such as China and India, did not begin their first industrial revolutions until
the 20th century, while others, such as the United States and western Europe,
began undergoing “second” industrial revolutions by the late 19th century.
A brief treatment of the Industrial Revolution follows. For
full treatment of the Industrial Revolution as it occurred in Europe, see
Europe, history of: The Industrial Revolution. The main features involved in
the Industrial Revolution were technological, socioeconomic, and cultural. The
technological changes included the following: the use of new basic materials,
chiefly iron and steel, the use of new energy sources, including both fuels and
motive power,such as coal, the steam engine, electricity, petroleum, and the
internal-combustion engine, the invention of new machines, such as the spinning
jenny and the power loom that permitted increased production with a smaller
expenditure of human energy, a new organization of work known as the factory
system, which entailed increased division of labour and specialization of
unction,Important developments in transportation and communication, including
the steam locomotive, steamship, automobile, airplane, telegraph, and radio,
and the increasing application of science to industry. These technological
changes made possible a tremendously increased use of natural resources and the
mass production of manufactured goods. There were also many new developments in
nonindustrial spheres, including the following: agricultural improvements that
made possible the provision of food for a larger nonagricultural population,
economic changes that resulted in a wider distribution of wealth, the decline
of land as a source of wealth in the face of rising industrial production, and
increased international trade, political changes reflecting the shift in
economic power, as well as new state policies corresponding to the needs of an
industrialized society, sweeping social changes, including the growth of
cities, the development of working-class movements, and the emergence of new
patterns of authority, and cultural transformations of a broad order. Workers
acquired new and distinctive skills, and their relation to their tasks shifted;
instead of being craftsmen working with hand tools, they became machine
operators, subject to factory discipline. Finally, there was a psychological
change: confidence in the ability to use resources and to master nature was
heightened.
Q4.Explain
the link between sociology and Psychology
As an online psychology student, you’ll study human
development, moods, relationships and mental illness. Your coursework will
likely include physiological psychology, interviewing and counseling,
individual differences and social processes, and the psychology of learning.
Your psychology degree could lead to a career in human
services. You could be a vocational career counselor, victim’s advocate, human
factors specialist or a health educator. Or, you could become a mental health
counselor or school psychologist.
If you pursue an online sociology degree, you’ll study groups
and societies and the behaviors and interactions between people. Your
coursework might include classes on race and ethnicity, medical institutions,
globalization, and social problems. As a sociology graduate, you will have a
flexible degree that could lead to a career as a policy analyst or a social
services consultant. You might work in the criminal justice field or public
health. Or you might pursue advanced studies and become a researcher or
university professor.
Whichever field you choose, you can expect to take courses
in statistics, research methods and behavioral analysis. Some people might
think that sociology is interested in studying the group while psychology is
concerned with the study of the person, but this tendency does not determine the
whole truth. Groups are only a few or more people who only think, feel or act
in a sensual way. The overlap between sociology and psychology is clear in the
branch of social psychology based on the boundary between the two sciences. In
fact, each of the two sciences adopts different ideas. Psychology is concerned
about studying the needs and capabilities of a person and arranging them in
terms of his personality, while sociology is related to each other in a
different way. In this article, we will discuss, what are the differences and
similarities between sociology and psychology and describe the importance of
social psychology and its goals and objectives.
Psychology:
Psychology is an applied and academic study of perception,
behavior, and mechanisms. It works on human analysis and can be used on animals
and intelligent systems. It is a scientific study of the mind, thinking,
behavior and personality. The aim is to seek to understand the individual's
behavior and interpretation and work to solve its problems. Psychology is the
scientific study of the mind and behavior. Psychologists are actively involved
in studying and understanding mental processes, brain functions, and behavior.
The field of psychology is considered a "Hub Science" with strong
connections to the medical sciences, social sciences, and education (Boyack,
Klavans, & Borner, 2005).At Ohio State, the Department of Psychology is
organized into eight areas, working to investigate critical aspects of the
brain and human behavior.
Sociology:
Sociology is a study based on the social status of human
being in the form of separate groups, or it isthe study of a whole society. The
study ofsocial interactions has developed sociology in the first period of the
nineteenth century. Sociology deals with social processes, and laws that link
people. There are many scientists studying several disciplines related to it,
including social organization, social class division, social change,
gerontology, population and many more. Sociology is the study of social life,
social change, and the social causes and consequences of human behavior.
Sociologists investigate the structure of groups, organizations, and societies,
and how people interact within these contexts. Since all human behavior is
social, the subject matter of sociology ranges from the intimate family to the
hostile mob; from organized crime to religious cults; from the divisions of
race, gender and social classto the shared beliefs of a common culture; and
from the sociology of work to the sociology of sports. In fact, few fields have
such broad scope and relevance for research, theory, and application of
knowledge. Sociology provides many distinctive perspectives on the world, generating
new ideas and critiquing the old. The field also offers a range of research
techniques that can be applied to virtually any aspect of social life: street
crime and delinquency, corporate downsizing, how people express emotions,
welfare or education reform, how families differ and flourish, or problems of
peace and war. Because sociology addressesthe most challenging issues of our
time, it is a rapidly expanding field whose potential is increasingly tapped by
those who craft policies and create programs. Sociologists understand social
inequality, patterns of behavior, forces for social change and resistance, and
how social systems work. As the following pages convey, sociology is an
exciting discipline with expanding opportunities for a wide range of career
paths.
Social psychology is a branch of general psychology. It is
concerned with studying the social behavior of individuals in their social
situations, i.e. the scope and social system, in which the individual lives,
and the extent of his influence on thinking, behavior, feelings, and patterns
of interaction with all external stimuli. Social psychology is concerned with
the study to understand the psychological processes, psychological ways in
which they interact with social influences and variables, and psychological
extent in which they contribute to the development and formation of the
individual personality. Social psychology also examines the situations of
individuals and their social and behavioral patterns through experience and
observation in the personality and social framework.
Q5. Discuss
the functional theory of Malinowski.
Every discipline is grounded on its own set of theories
which develop over a particular point of disciplinary history. Unfolding of the
discipline can be better understood in terms of its theoretical rigor and methodological
orientation. It’s the theory that provides the broad frame work or orientation
for interpretation of facts and the methodology provides specific rules, the
logical guidelines for collection and analysis of the data in this regard.
Theory provides the template of ideas to think, methodology provides the
techniques for collection of ideas so that they can be logically connected to
one another in form of a theoretical frame work. Thus theory and methodology
are two important basis for sustaining the edifice of the discipline. The most
important question remains before us – what is a theory? Theory is a set of
propositions or postulates explaining the nature of ‘society’, ‘culture’,
‘human behavior’ and ‘social relationships’. Theories, in simpler terms, are
statements that use various concepts and ideas as analytical tools or heuristic
devices to explain social phenomena of different scale and magnitude. Theories
are generally able to explain a wide range of phenomena through a limited set
of central and significant thought categories. Thus concepts constitute the
basic elements and logics cement them together. The relationships among these
concepts are weaved together in such a manner giving rise to a series of
propositions or a grand proposition which is a theoretical explanation of the
phenomena. Theory is thus a body of knowledge that explains a wide range of
phenomena from different cultural back ground.
Bronislaw Malinowski (1884-1942): He was one of the founding
fathers of British social anthropology. He did his honours in subjects like
mathematics, physics and philosophy and in 1910 he enrolled in the London
School of Economics to study anthropology. With Radcliffe- Brown, Malinowski
pushed for a paradigm shift in British Anthropology that brought a change from
the historical to the present study of social institutions. This theoretical
shift gave rise to functionalism and established fieldwork as the constitutive
experience of social anthropology. Malinowski's functionalism was greatly influential
in the 1920s and 1930s. As applied methodology, this approach worked, except
for situations of social or cultural change. However, Malinowski made his
greatest contribution as an ethnographer. He also considered the importance of
studying social behaviour and social relations in their concrete cultural
contexts through participantobservation. He considered it essential to consider
the observable differences between what people say they do and what they
actually do. His detailed descriptions of Trobriand social life and thoughts
are among the well known ethnographies of world and his Argonauts of the
Western Pacific (1922) is one of the most widely read works of anthropology. He
was one of the leading Functionalists of 20th century. Malinowski was an anthropologist
from Poland and is one of the most famous anthropologists of 20th century.
Malinowski at times is also known as father of Ethnography due to his extensive
fieldwork in Trobriand Islands. He was strongly functionalist.
Assignment C
Answer the
following Short Category questions in about 100 words each. Each question
carries 6 marks. 5 X 6 = 30
Q6.
Distinguish between in-group and out-group.
In sociology and social psychology, an in-group is a social
group to which a person psychologically identifies as being a member. By
contrast, an out-group is a social group with which an individual does not
identify. People may for example identify with their peer group, family,
community, sports team, political party, gender, race, religion, or nation. It
has been found that the psychological membership of social groups and
categories is associated with a wide variety of phenomena. The terminology was
made popular by Henri Tajfel and colleagues beginning in the 1970s during his
work in formulating social identity theory. The significance of in-group and
outgroup categorization was identified using a method called the minimal group
paradigm. Tajfel and colleagues found that people can form self-preferencing
in-groups within a matter of minutes and that such groups can form even on the
basis of completely arbitrary and invented discriminatory characteristics, such
as preferences for certain paintings
Q7. What is
‘informal control’?
These are verbal and not formalized or documented Parents
teach the do’s and don’ts from the very childhood, also the head of a clan
unofficially appointed takes the decision. The effectiveness is cooperatively
low. It deals with a smaller section of a community where people are closely
netted. Fails when applied to a larger section. Peer pressure, shaming, public
embarrassment, and boycott methods are generally used to build social
standards. Informal control typically involves an individual internalizing
certain , whether conscious or not of this indoctrination.
Informal sanctions may include shame, ridicule, sarcasm,
criticism, and disapproval, which can cause an individual to conform to the
social .Informal sanctions check ‘deviant’ behavior. An example of a negative
sanction is depicted in a scene in ‘The Wall,’ a film by Pink Floyd. In this
scene, a young protagonist is ridiculed and verbally abused by a high school
teacher for writing poetry in a mathematics class. Another example occurs in
the movie ‘About a Boy. ” In this film, a young boy hesitates to jump from a
high springboard and is ridiculed for his fear. Though he eventually jumps, his
behaviour is controlled by shame, not by his internal desire to jump.
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Q8. What is
‘primary socialization’?
Primary socialization in sociology is the period early in a
person's life during which they initially learn and build themselves through
experiences and interactions around them. This process starts at home through
the family, in which one learns what is or is not accepted in society, social
norms, and cultural practices that eventually one is likely to take up. Primary
socialization through the family teaches children how to bond, create
relationships, and understand important concepts including love, trust, and
togetherness.Several agents of primary socialization involve institutions such
as the family, childhood friends, the educational system, and social media. All
these agents influence the socialization process of a child that they build on
for the rest their life. These agents are limited to people who immediately
surround a person such as friends and family—but other agents, such as social
media and the educational system have a big influence on people as well The
media is an influential agent of socialization because it can provide vast
amounts of knowledge about different cultures and society. It is through these
processes that children learn how to behave in public versus at home, and
eventually learn how they should behave as people under different
circumstances; this is known as secondary socialization. A vast variety of
people have contributed to the theory of primary socialization, of those
including Sigmund Freud, George Herbert Mead, Charles Cooley, Jean Piaget and
Talcott Parsons. However, Parson's theories are the earliest and most
significant contributions to socialization and cognitive development.
Q9. What is
role learning?
What is learning’s role? First of all, in the network era, a
coherent organization is one in which learning is no longer a specialty. Much
as writing was no longer a specialty when the majority of workers became literate,
learning today is more than putting an X in a checkbox. Work is learning and
learning is the work. I may have said this many times before but it is the
essential change in how we must view knowledge-intensive and creative work in a
networked environment.
Learning is not something done to us, it is what we do
together. Learning delivery in a constantly changing work environment is an
outdated notion. For example, training courses are artifacts of a time when
information was scarce and connections were few. It is glaringly obvious in
this time of ubiquitous connectivity and pervasive proximity that we can get
pretty well any information we need whenever we want it. To make sense of this,
we need network era literacies, and with these new literacies we no longer need
the equivalent of learning scribes. Pulling informal learning, instead of
having formal instruction pushed to workers, has to become the workplace norm.
By norm, I do not mean something bolted on to a course or some function of an
LMS. I mean integrated into the daily work flow.
Learning together is part of collaborating to get things
done while also cooperating in order to participate in knowledge networks.
“Strictly business” is less frequently the case in our lives, as our work/life boundaries
get fuzzier. Meanwhile the work/learning boundaries also get fuzzier. We no
longer limit our learning to classrooms, training centres, workstations, or our
official company mobile devices. In this environment, we cannot leave the
direction of our learning to a “learning professional”. If today’s learning
professionals want to remain relevant in the coherent organization, then they
need to participate in collaborative and cooperative work/learning flows. This
will be a sea change for the training & development profession, but I am
certain it will happen with our without their participation.
Q10. What
is gemeinschaft?
Gemeinschaft and Gesellschaft, Tonnies’s conception of the
nature of social systems is based on his distinction between the Gemeinschaft
(communal society) and the Gesellschaft (associational society). In the rural,
peasant societies that typify the Gemeinschaft, personal relationships are
defined and regulated on the basis of traditional social rules. People have
simple and direct face-to-face relations with each other that are determined by
Wesenwille (natural will)—i.e., natural and spontaneously arising emotions and
expressions of sentiment. The Gesellschaft, in contrast, is the creation of
Kürwille (rational will) and is typified by modern, cosmopolitan societies with
their government bureaucracies and large industrial organizations. In the
Gesellschaft, rational self-interest and calculating conduct act to weaken the
traditional bonds of family, kinship, and religion that permeate the
Gemeinschaft’s structure. In the Gesellschaft, human relations are more
impersonal and indirect, being rationally constructed in the interest of
efficiency or other economic and political considerations.
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