Few scholars have addressed Weber's discussion of the impact of usury laws on economic developmen... more Few scholars have addressed Weber's discussion of the impact of usury laws on economic development, presumably because Weber's remarks are so fragmented and few. This paper demonstrates that Weber discussed the prohibition of interest and its effect on the economy at some length early in his career, and shows how Weber's thought developed in the context of this and his later writings. The paper concludes that usury played an important role in Weber's attempt to relate medieval religion to economic practice, even though he considered the religious proscription of usurious practices to be only a slight detriment to economic development. It also discusses the significance of Weber's argument for current scholarship.
BOOK REVIEWS 213 provide a cross-cultural perspective on the social construction of deviance. It ... more BOOK REVIEWS 213 provide a cross-cultural perspective on the social construction of deviance. It includes sections on the theoretical explanation of deviance, moral panics, sexuality, prostitution, drugs, corporate deviance, religion, mental illness, and social ...
As the second installment of a review of textbooks in the sociology of religion (see Teaching Soc... more As the second installment of a review of textbooks in the sociology of religion (see Teaching Sociology (2002:496-8), this review addresses four books that have appeared since the first installment went into print. Three of these four books are newer editions of well established textbooks that have gone through several editions already (Johnstone, McGuire, and Roberts). The fourth one, by Phil Zuckerman, is not a textbook at all, but rather a brief introduction to the sociology of religion. In addition, this review includes a fifth book, written by Roberto Cipriani. Originally published in Italian in 1997, it is the oldest of the books reviewed here and represents somewhat of a combination of a traditional textbook and an introductory text. A brief comparison of the books’ formal characteristics (see table 1) reveals that the books vary greatly in their breadth and depth and in their price. The “traditional” textbooks are the most expensive. While more voluminous in terms of pages than the rest, Roberts’ book tops the chart at close to $75. This is a price that not only appears excessive for a paperback volume but may also keep it outside the reach of students with less affluent backgrounds, especially if an instructor chooses to supplement the textbook with additional reading materials. Both in volume and price, Johnstone and McGuire are not far behind, whereas the thinner books by Cipriani and Zuckerman are comparative bargains. Roberto Cipriani’s book is different from the rest, in that it focuses on authors rather than topics (see table 2 for this and the following comparisons). Cipriani covers an astounding array of scholars and their thought, ranging from the classics to various European schools and traditions to newer trends and developments. Readers will appreciate the strong international and historical focus and can use this book to brush up on their knowledge of areas of scholarship that are not well known on the North American continent or go back to eras that are rarely addressed in the sociology of religion. The American scene is also covered, but only briefly. The author/scholar focus comes at a price, however. As Cipriani addresses so much different BOOK REVIEWS 329
International Journal of Politics, Culture, and Society, 2003
Guenther Roth's study places Max Weber in an intricate network of ties among members of his linea... more Guenther Roth's study places Max Weber in an intricate network of ties among members of his lineage. This paper presents core findings of Roth's analysis of Weber's family relations, discusses the validity of Roth's core theses and some of the implications of his analysis for Weber as a person and scholar, and addresses how Roth's book may influence future approaches to Weber's sociology.
International Journal for the Psychology of Religion, 2003
The psychology of religion is alive and well, but one might think otherwise after reading these t... more The psychology of religion is alive and well, but one might think otherwise after reading these two volumes. Religion and Religiosity Between Theology and Psychology and The Psychology of Religion Today aim to provide insights into American and European ...
Tourism to traumascapes has as its destination sites associated with trauma (dark tourism), sites... more Tourism to traumascapes has as its destination sites associated with trauma (dark tourism), sites where disaster and tragedy actually occurred (darker tourism), or virtual recreations of such sites, particularly of the latter type (darkest tourism). A destination of darker tourism, ...
International Journal of Politics, Culture, and Society, 2002
The history of sociology's most famous study began with the publication of a two-part essay.... more The history of sociology's most famous study began with the publication of a two-part essay. Its author, educated as a lawyer but formerly employed as a national economist, had no formal training in its subject. He had just overcome a mood disorder that had debilitated ...
This third edition of the ASA Instructor's Resource Manual on Social Problems provides materials ... more This third edition of the ASA Instructor's Resource Manual on Social Problems provides materials to help those teaching social problems for the first time as well as experienced instructors. The manual includes 13 syllabi, 35 exercises and assignments, and a guide to web resources. In this introduction we reflect on what we have learned in compiling and editing these materials and make several suggestions for fruitful directions for teaching social problems. First we want to explain how we compiled this manual. We solicited materials for this manual as widely as possible, placing requests for contributions on the Teachsoc electronic discussion list (twice), in the ASA newsletter Footnotes, and in the Society for the Study of Social Problems (SSSP) newsletter. We also tried to contact all contributors to the previous edition and all SSSP division chairs and newsletter editors. In response to our requests, we received about 20 syllabi, a wide variety of assignments, and other assorted materials. We do not claim that the materials in this manual are a representative sample of all approaches to teaching social problems, but we do think that they provide important information on how social problems courses are taught at the beginning of the 21 st century. Perhaps even more interesting, they indicate how social problems are not taught. Reflecting on teaching social problems leads to an obvious question, one that Brooks and Broad raised in the previous edition of this manual: "What does the social problems course add to a curriculum, both for majors and for minors" (Brooks and Broad 1997:1)? This question took on immediacy for one of us recently in the context of new program development. A joint Sociology and Anthropology department that had long offered a criminology concentration within the sociology major was developing a new major in Criminal Justice. Discussion of the new program was intense and often contentious. Much of the debate focused on whether students in the Criminal Justice major would be required to take Introduction to Sociology or whether they could take either Introduction to Sociology or Social Problems as a required introductory course. Keeping in mind that the new major was criminal justice rather than sociology, one can make good arguments for either position. However, that is not our point here. What was striking about much of this disagreement was the view of social problems courses on which it was based. That view seemed to reflect, at least in part, dated assumptions about the nature of such courses. Brooks and Broad had noted that many still questioned whether the social problems course was "just a grab-bag of 'problems du jour,' an a-theoretical collage of sociological voyeurism that only serves to remind students of a high school civics class" (1997:1)? The second edition of the manual offered evidence that the stereotype was not true in 1997; this edition makes it even clearer. The materials we received contradict the image of social problems courses as "grab-bags of 'problems du jour.'" Naturally, social problems classes by their nature do focus on social problems and issues that are in the news, but Introductory Essay _____________________________________________________________________________________________ Introductory Essay _____________________________________________________________________________________________ 7 In addition to using the web for teaching social problems, the web itself is a fascinating topic for exploration in social problems courses. Tim Berners-Lee, inventor of the World Wide Web, provides a sense of the design and vision that guided the creation and development of the World Wide Web in his Weaving the Web (1999). Berners-Lee notes that "the Web is more of a social creation than a technical one" (1999:123). His history of the web is fascinating, his vision for the web is powerful, and his assessment of its current uses is troubling. A MISSING TREND: INQUIRY-BASED INSTRUCTION We were puzzled by something we did not find in materials submitted to us. Almost none of the materials introduced inquiry-based instruction into courses. In recent years instructors in the social and natural sciences have increasingly emphasized inquiry-based or active learning in their courses. Incorporating social science inquiry into social problems classes seems like an especially valuable way to help students develop critical thinking skills. In the January 1997 issue of Footnotes, Carla Howery noted that "critical thinking seems to be particularly useful in social problems courses," and suggested that infusing social science inquiry into lower level sociology courses would help foster critical thinking. It would also enable students to "experience sociology as a process of discovery, hypothesis testing, reflection on theories to identify predicted relationships, and as a creative process" (Howery 1997:9). According to an old Chinese proverb: "I hear and I forget; I see and I remember; I do and I understand." We think that doing sociology by using sociological data to investigate social problems can enhance student understanding, and enable them to see sociology as a process of discovery and testing. Given the emphasis on inquiry-based learning in many disciplines and knowing that many sociologists have been involved in such approaches, we were surprised that only one syllabus in this manual (Carroll) emphasized elementary data analysis and social science inquiry. Some of the syllabi provided here and some of the assignments seem designed to emphasize inquiry, but almost none of the courses build it in systematically. For example, Crone emphasizes students developing their ability to interpret statistics. Habel provides two exercises in which students use statistical data, and so does Steele. Nonetheless, we had expected more emphasis on using sociological data to analyze social problems. This may just reflect the syllabi we received; yet it surprised us nonetheless. Certainly there are sufficient resources available for infusing inquiry-based learning into social problems classes.
Canadian Journal of Sociology / Cahiers canadiens de sociologie, 2006
Do we need yet another Max Weber reader, or even a" Max Weber dictionary"? The ... more Do we need yet another Max Weber reader, or even a" Max Weber dictionary"? The answer to this question is doubly contingent, in terms of the compilation's intended audience and its contents. Moreover, it may reflect changes in the ways in which Weber has been ...
Nazi Germany's "children's euthanasia" was a unique program in the history of mankind, seeking to... more Nazi Germany's "children's euthanasia" was a unique program in the history of mankind, seeking to realize a social Darwinist vision of a society by means of the systematic murder of disabled children and youths. Perpetrators extinguished "unworthy life" during childhood and adolescence by establishing killing stations, misleadingly labeled Kinderfachabteilungen ("special children's wards"), in existing medical or other care facilities. Part of a research project on Nazi "euthanasia" crimes and their victims, this paper uses a comparative historical perspective to trace memories of the crimes and the memorialization of their victims at the sites of two of these wards (Eichberg and Kalmenhof in Hesse, Germany). It also discusses the implications of the findings for theorizing mnemonic practices and analyzing ways in which memorials and other sites of memory deal with past trauma and atrocity.
... Weber's Lacuna: Medieval Religion and the Roots of Rationalization. Lutz Kaelber. ..... more ... Weber's Lacuna: Medieval Religion and the Roots of Rationalization. Lutz Kaelber. ... These movements rejected the relativization of divine ethics by emphasizing "pure" asceticism. Given the Church's intolerance, this inevitably meant heresy and separation from the Church. 33. ...
Journal for the Scientific Study of Religion, 1999
The religious landscape of Germany differs markedly from that of the United States, where the sep... more The religious landscape of Germany differs markedly from that of the United States, where the separation of church and state has not prevented the interpenetration of the public sphere and religion. Nor has it kept Americans from becoming one of the most religious ...
Few scholars have addressed Weber's discussion of the impact of usury laws on economic developmen... more Few scholars have addressed Weber's discussion of the impact of usury laws on economic development, presumably because Weber's remarks are so fragmented and few. This paper demonstrates that Weber discussed the prohibition of interest and its effect on the economy at some length early in his career, and shows how Weber's thought developed in the context of this and his later writings. The paper concludes that usury played an important role in Weber's attempt to relate medieval religion to economic practice, even though he considered the religious proscription of usurious practices to be only a slight detriment to economic development. It also discusses the significance of Weber's argument for current scholarship.
BOOK REVIEWS 213 provide a cross-cultural perspective on the social construction of deviance. It ... more BOOK REVIEWS 213 provide a cross-cultural perspective on the social construction of deviance. It includes sections on the theoretical explanation of deviance, moral panics, sexuality, prostitution, drugs, corporate deviance, religion, mental illness, and social ...
As the second installment of a review of textbooks in the sociology of religion (see Teaching Soc... more As the second installment of a review of textbooks in the sociology of religion (see Teaching Sociology (2002:496-8), this review addresses four books that have appeared since the first installment went into print. Three of these four books are newer editions of well established textbooks that have gone through several editions already (Johnstone, McGuire, and Roberts). The fourth one, by Phil Zuckerman, is not a textbook at all, but rather a brief introduction to the sociology of religion. In addition, this review includes a fifth book, written by Roberto Cipriani. Originally published in Italian in 1997, it is the oldest of the books reviewed here and represents somewhat of a combination of a traditional textbook and an introductory text. A brief comparison of the books’ formal characteristics (see table 1) reveals that the books vary greatly in their breadth and depth and in their price. The “traditional” textbooks are the most expensive. While more voluminous in terms of pages than the rest, Roberts’ book tops the chart at close to $75. This is a price that not only appears excessive for a paperback volume but may also keep it outside the reach of students with less affluent backgrounds, especially if an instructor chooses to supplement the textbook with additional reading materials. Both in volume and price, Johnstone and McGuire are not far behind, whereas the thinner books by Cipriani and Zuckerman are comparative bargains. Roberto Cipriani’s book is different from the rest, in that it focuses on authors rather than topics (see table 2 for this and the following comparisons). Cipriani covers an astounding array of scholars and their thought, ranging from the classics to various European schools and traditions to newer trends and developments. Readers will appreciate the strong international and historical focus and can use this book to brush up on their knowledge of areas of scholarship that are not well known on the North American continent or go back to eras that are rarely addressed in the sociology of religion. The American scene is also covered, but only briefly. The author/scholar focus comes at a price, however. As Cipriani addresses so much different BOOK REVIEWS 329
International Journal of Politics, Culture, and Society, 2003
Guenther Roth's study places Max Weber in an intricate network of ties among members of his linea... more Guenther Roth's study places Max Weber in an intricate network of ties among members of his lineage. This paper presents core findings of Roth's analysis of Weber's family relations, discusses the validity of Roth's core theses and some of the implications of his analysis for Weber as a person and scholar, and addresses how Roth's book may influence future approaches to Weber's sociology.
International Journal for the Psychology of Religion, 2003
The psychology of religion is alive and well, but one might think otherwise after reading these t... more The psychology of religion is alive and well, but one might think otherwise after reading these two volumes. Religion and Religiosity Between Theology and Psychology and The Psychology of Religion Today aim to provide insights into American and European ...
Tourism to traumascapes has as its destination sites associated with trauma (dark tourism), sites... more Tourism to traumascapes has as its destination sites associated with trauma (dark tourism), sites where disaster and tragedy actually occurred (darker tourism), or virtual recreations of such sites, particularly of the latter type (darkest tourism). A destination of darker tourism, ...
International Journal of Politics, Culture, and Society, 2002
The history of sociology's most famous study began with the publication of a two-part essay.... more The history of sociology's most famous study began with the publication of a two-part essay. Its author, educated as a lawyer but formerly employed as a national economist, had no formal training in its subject. He had just overcome a mood disorder that had debilitated ...
This third edition of the ASA Instructor's Resource Manual on Social Problems provides materials ... more This third edition of the ASA Instructor's Resource Manual on Social Problems provides materials to help those teaching social problems for the first time as well as experienced instructors. The manual includes 13 syllabi, 35 exercises and assignments, and a guide to web resources. In this introduction we reflect on what we have learned in compiling and editing these materials and make several suggestions for fruitful directions for teaching social problems. First we want to explain how we compiled this manual. We solicited materials for this manual as widely as possible, placing requests for contributions on the Teachsoc electronic discussion list (twice), in the ASA newsletter Footnotes, and in the Society for the Study of Social Problems (SSSP) newsletter. We also tried to contact all contributors to the previous edition and all SSSP division chairs and newsletter editors. In response to our requests, we received about 20 syllabi, a wide variety of assignments, and other assorted materials. We do not claim that the materials in this manual are a representative sample of all approaches to teaching social problems, but we do think that they provide important information on how social problems courses are taught at the beginning of the 21 st century. Perhaps even more interesting, they indicate how social problems are not taught. Reflecting on teaching social problems leads to an obvious question, one that Brooks and Broad raised in the previous edition of this manual: "What does the social problems course add to a curriculum, both for majors and for minors" (Brooks and Broad 1997:1)? This question took on immediacy for one of us recently in the context of new program development. A joint Sociology and Anthropology department that had long offered a criminology concentration within the sociology major was developing a new major in Criminal Justice. Discussion of the new program was intense and often contentious. Much of the debate focused on whether students in the Criminal Justice major would be required to take Introduction to Sociology or whether they could take either Introduction to Sociology or Social Problems as a required introductory course. Keeping in mind that the new major was criminal justice rather than sociology, one can make good arguments for either position. However, that is not our point here. What was striking about much of this disagreement was the view of social problems courses on which it was based. That view seemed to reflect, at least in part, dated assumptions about the nature of such courses. Brooks and Broad had noted that many still questioned whether the social problems course was "just a grab-bag of 'problems du jour,' an a-theoretical collage of sociological voyeurism that only serves to remind students of a high school civics class" (1997:1)? The second edition of the manual offered evidence that the stereotype was not true in 1997; this edition makes it even clearer. The materials we received contradict the image of social problems courses as "grab-bags of 'problems du jour.'" Naturally, social problems classes by their nature do focus on social problems and issues that are in the news, but Introductory Essay _____________________________________________________________________________________________ Introductory Essay _____________________________________________________________________________________________ 7 In addition to using the web for teaching social problems, the web itself is a fascinating topic for exploration in social problems courses. Tim Berners-Lee, inventor of the World Wide Web, provides a sense of the design and vision that guided the creation and development of the World Wide Web in his Weaving the Web (1999). Berners-Lee notes that "the Web is more of a social creation than a technical one" (1999:123). His history of the web is fascinating, his vision for the web is powerful, and his assessment of its current uses is troubling. A MISSING TREND: INQUIRY-BASED INSTRUCTION We were puzzled by something we did not find in materials submitted to us. Almost none of the materials introduced inquiry-based instruction into courses. In recent years instructors in the social and natural sciences have increasingly emphasized inquiry-based or active learning in their courses. Incorporating social science inquiry into social problems classes seems like an especially valuable way to help students develop critical thinking skills. In the January 1997 issue of Footnotes, Carla Howery noted that "critical thinking seems to be particularly useful in social problems courses," and suggested that infusing social science inquiry into lower level sociology courses would help foster critical thinking. It would also enable students to "experience sociology as a process of discovery, hypothesis testing, reflection on theories to identify predicted relationships, and as a creative process" (Howery 1997:9). According to an old Chinese proverb: "I hear and I forget; I see and I remember; I do and I understand." We think that doing sociology by using sociological data to investigate social problems can enhance student understanding, and enable them to see sociology as a process of discovery and testing. Given the emphasis on inquiry-based learning in many disciplines and knowing that many sociologists have been involved in such approaches, we were surprised that only one syllabus in this manual (Carroll) emphasized elementary data analysis and social science inquiry. Some of the syllabi provided here and some of the assignments seem designed to emphasize inquiry, but almost none of the courses build it in systematically. For example, Crone emphasizes students developing their ability to interpret statistics. Habel provides two exercises in which students use statistical data, and so does Steele. Nonetheless, we had expected more emphasis on using sociological data to analyze social problems. This may just reflect the syllabi we received; yet it surprised us nonetheless. Certainly there are sufficient resources available for infusing inquiry-based learning into social problems classes.
Canadian Journal of Sociology / Cahiers canadiens de sociologie, 2006
Do we need yet another Max Weber reader, or even a" Max Weber dictionary"? The ... more Do we need yet another Max Weber reader, or even a" Max Weber dictionary"? The answer to this question is doubly contingent, in terms of the compilation's intended audience and its contents. Moreover, it may reflect changes in the ways in which Weber has been ...
Nazi Germany's "children's euthanasia" was a unique program in the history of mankind, seeking to... more Nazi Germany's "children's euthanasia" was a unique program in the history of mankind, seeking to realize a social Darwinist vision of a society by means of the systematic murder of disabled children and youths. Perpetrators extinguished "unworthy life" during childhood and adolescence by establishing killing stations, misleadingly labeled Kinderfachabteilungen ("special children's wards"), in existing medical or other care facilities. Part of a research project on Nazi "euthanasia" crimes and their victims, this paper uses a comparative historical perspective to trace memories of the crimes and the memorialization of their victims at the sites of two of these wards (Eichberg and Kalmenhof in Hesse, Germany). It also discusses the implications of the findings for theorizing mnemonic practices and analyzing ways in which memorials and other sites of memory deal with past trauma and atrocity.
... Weber's Lacuna: Medieval Religion and the Roots of Rationalization. Lutz Kaelber. ..... more ... Weber's Lacuna: Medieval Religion and the Roots of Rationalization. Lutz Kaelber. ... These movements rejected the relativization of divine ethics by emphasizing "pure" asceticism. Given the Church's intolerance, this inevitably meant heresy and separation from the Church. 33. ...
Journal for the Scientific Study of Religion, 1999
The religious landscape of Germany differs markedly from that of the United States, where the sep... more The religious landscape of Germany differs markedly from that of the United States, where the separation of church and state has not prevented the interpenetration of the public sphere and religion. Nor has it kept Americans from becoming one of the most religious ...
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