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Maintains that introductory sociology courses rely on a preponderance of jargon that obfuscates the nature of the discipline. Advocates communicating the nature of sociology by emphasizing its three main approaches: structural, systematic, and critical. Suggests that religious affiliation and economic status influence ability to think sociologically. (MJP)

Articulates an approach to teaching sociology that creates connections between the personal and political lives of the students and the sociological concepts studied. Includes descriptions of class assignments designed to induce alienation and empowerment. Considers pedagogical alternatives to traditional instruction. (MJP)

Describes a classroom-based research project that focused on issues of cultural pluralism. Students interviewed foreign students living with U.S. host families as well as the families. They also examined student handbooks and orientation materials. Discusses the implementation and outcome of the project. (MJP)

This article, in response to Vivelo's attack on the author's proposal, argues that to neglect the comparative and historical dimensions of social phenomena in the introductory sociology course may be hazardous. In his discussion of the introductory sociology course, Vivelo urged sociologists to teach about contemporary American society, leaving the rest of human experience to the anthropologists. (RM)

Presented in this address by the recipient of the American Sociological Association's award for contribution to undergraduate education are reflections on teaching and a personal biography. Social relationships in academe are also discussed. (Author/RM)

In response to Gerhard Lenski's article, this author asserts that most sociologists are not prepared to teach anthropology. Lenski suggested that the introductory sociology course be reorganized into three courses. His discussion of the content of these courses makes clear that he is advocating that sociologists begin teaching from an anthropological perspective. (RM)

Traditional and experiential learning are fundamentally different, and this difference has important consequences for the discipline of sociology as it is taught and practiced. Two models for curriculum integration are presented, and the consequences of each are discussed. (Author/RM)

The author argues that he was misunderstood by Lenski. He does not advocate that sociologists in introductory courses neglect the comparative and historical dimensions of social phenomena but is suggesting that they become expert in these before attempting to teach them. (RM)