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This article comments on the position papers in the June 1967 issue of Rural Sociology. The author asserts that the papers are a mark of growing maturity of the rural sociology profession. It took years before the state universities and colleges assumed the dominant role of that they have achieved in the development of rural sociology. Contributions of the early sociologists to the applied field are presented to emphasize their historical value.

In the present paper the assessment of the current level of research in the sociology of education is undertaken through a systematic analysis of a sample of published research papers. Three journals were judged to represent the largest number and the most rigorously reported of researches in the sociology of education during the period 1940-1950. The field of sociology of education itself has only one journal, the "Journal of Educational Sociology". Full evaluation of the production in any science demands some sort of assessment of the people making the contributions. Is the field of research in the sociology of education dominated by a few or are the contributions widely dispersed? What are the professional qualifications of the researchers? Another data concerning the authors which is available in the journals and in the direction of the professional organizations is the place of employment. The vast majority of authors were found to be associated with colleges and universities. The rest were distributed among public schools and state agencies.

This paper constitutes a plea for the historical approach to economics, and in the support of this plea it seeks to point out the manner in which the study of economics is dependent upon data drawn from the other social sciences and to show in turn how the practice of economics, or economy, modifies those social sciences. The paper will deal with the relations between economy, economics, and economic history, the interdependence of economics and politics, the economic interpretation of history, and the stages through which economic society has passed in arriving at its present form of organization.

This article focuses on the reconstruction of educational research. The author begins this paper with a brief examination of the nature of education and the history of its relations with the behavioral sciences, especially psychology. Then, he discusses certain characteristics of the instructional process and problems involved in its study. The author concludes this paper with a review of potentially useful strategies of educational research and the institutional prerequisites for their successful implementation.

This paper examines the relationships between social studies instruction and political attitudes of high school students. Based on questionnaire responses of a random stratified sample of students, the data confirm previous findings that exposure to social studies classes alone has little apparent relationship to students' political efficacy, cynicism. participation, and sense of citizen duty, although this is not as true for black pupils as it is for their white peers. Two classroom variables—the treatment of controversial social issues and classroom climate—interact so that in an open classroom climate, exposure to controversial issues is inversely related to political cynicism and directly related to political efficacy, participation, and sense of citizen duty. In closed classroom climates, the opposite relationships obtain. [ABSTRACT FROM AUTHOR]

The paper presents the address given by the author during the general session of the Midwest Sociological Society's 25th anniversary meeting on April 13, 1962, in Des Moines, Iowa. It discusses the author's experience with the society and his participation in its previous annual conferences. During his term as secretary of the society he has observed the changes in the structure and the functions of the society since its reorganization in 1937. The most important phenomenon having implications for a regional society is the decline in regionalism of American sociology. Regionalism, in the sense that it existed in 1937 has disappeared. The birth of the society have a significant impact on the origins of modern American sociology. The educational institutions established by notable members of the society have contributed to the production of doctor of philosophy degree in sociology.

The importance of scientific work depends on the number of scientific values it brings out and the extent to which allowance is made for each of these values. A perfect paper in social science should, among other things, build on safe data applicable to a representative sample. According to the nature of the research work concerned they have to weigh deliberately the gains obtained in certain respects against the losses incurred in other respects, or at least attempt to proceed as if they have done so. Different research workers easily come to weighing out the elements differently. There may be agreement about the scientific values but not about the weights to be attributed to them in research work. It is easy to acquire a knowledge of scientific values. It is difficult to adapt them. This is, however, a circumstance of which young research students are ignorant. Instead, they revolt at finding that such a large number of investigations turn out to be failures in so many respects. Later on, when they start doing their own investigation, they have to realize that there is a great distance between their aspirations and their results.

The author says that, in the fall of 1915, a committee of students in one of his quiz sections was given as a project the study of the reactions of students to the course. An anonymous questionnaire was prepared with the assistance of the teacher. Replies were received from 119 of the 300 taking the course. This article is based upon the report of the committee. The student usually confers with his quiz master before selecting his topic, and in many cases during its preparation. He is encouraged to choose a group which he can study at first hand in an objective, quantitative, impersonal manner. Needless to say, most of the students taking the first course are not sociology majors. Many of them have chosen no major at all, since they are mostly under-classmen. The effect of the discussion group class in socializing the student is shown by the number of acquaintances made in the class. The investigation given in the study was made about six weeks after the beginning of the quarter. Students were asked if they knew the people sitting on each side of them.

This article focuses on general trends in research activity in the field of educational sociology. The area of socialization is considered first; Followed by the delinquency as a major breakdown in the socialization process. Then, the school as an agency of the socialization is considered from the point of view of the teacher and the culture of the classroom. The final section is concerned with the effects of mass media of communication. Likewise, this paper has found various factors that of great influence on socialization practices.

This article focuses on the research in sociology of education. The purpose of this paper is twofold. The major portion attempts to review basic research studies of educational institutions in which the propositions, concepts, and methods of sociology have been employed. The final section deals with areas which the authors see as strategic for research in the sociology of education. In both sections the concern has been with investigations which have concentrated on the testing and development of sociological and social-psychological theories.

This paper investigates whether there is some relationship between students' political orientations and their knowledge of the findings of social science. Data on students enrolled in social science courses at four colleges reveal that those with relatively high scores on a test of social science knowledge tend to be politically more liberal and to be more involved with politics than others. The findings are interpreted in part as the result of certain attitudes and beliefs which students have prior to encountering social science information and in part as a consequence of becoming knowledgeable in social science. The study suggests the fruitfulness of further inquiries into the role of cognition in political life in general and the role of social science knowledge in ideological life in particular. [ABSTRACT FROM AUTHOR]

The article presents the news and announcements of American association Society. Michigan Sociological Society: The following Papers were read before the spring meeting of the Michigan Sociological Society March 17, at Ann Arbor: Roy H. Holmes, University of Michigan, Inquiry Into the American Way of Life"; Amos Hawiey, University of Michigan, "Redistribution Versus Segregation: A Suggested Solution of Minority Group Status"; Frank E. Hartung, Wayne University, "An Appraisal of Positivism in Sociology"; Elizabeth Briant Lee, Detroit. The American Council on Education has announced the appointment of a Commission on Motion Pictures in Education. The present members are: Mark A. May, chairman; George S. Counts; Edmund E. Day; Willard E. Givens; George Johnson; George F. Zook, ex officio. The work of the Commission is supported by a grant from eight motion picture production companies made through the Motion Picture Producers and Distributors of America, incorporated. Temple University:Negley K. Teeters, assistant professor of sociology at Temple University, believes that Camden's (N.J.) Director of Public Safety, David S. Rhone, invoked an old law prohibiting children under 14 years of age.

The article discusses issues related to subjective powerlessness in the U.S. The paper focuses on changes since 1952 in citizen efficacy or feelings of control over government for various sub-groups in the U.S. population such as blacks, blue collar workers, Southerners, Jews, young and old people. As with most issues in the study of social change, there is widespread disagreement on trends in citizen efficacy for industrial societies such as the U.S. Most theory predicts trends in objective powerlessness, rather than subjective powerlessness, although it is possible that trends in objective powerlessness do not match trends in subjective powerlessness. Within the U.S. at each point of observation, powerlessness does not vary much by stratum, except when education and race are used as indicators. And within the white population, some of the differences are heavily explained by educational differentials. It therefore seems fair to conclude that white subordinate interest groups are not oriented toward government as a result of what would seem to be objective powerlessness but more on the basis of their educational achievement.

The article examines the condition of the educational system in Canada. The changes in education are isolated and superficial. Complacency and concessions in change patterns are more prevalent. The autonomy is an obstacle to the educational progress of the country, already hampered by the continual movement of students across borders, in an increasingly mobile society. The confusion of identity and absence of institutional patterns is the result of cultural influences and immature social development.

This article presents information related to the social drama program wherein drama is used as an educational tool and is being used increasingly by teachers and therapists. A description of an actual social drama project gives the feel of the technique. A description of an actual social drama project will give the feel of the technique. As may be noted, the method can be used by teachers of sociology, group workers, club officials, ministers, community leaders and others interested in a novel approach to the understanding of inter-group relations. With a small group of eager white and colored students, who were to be members of the cast for a one-act play, the authors went to work on a social drama program. Their cooperative efforts lived up to the four rules suggested in the paper "Social Drama in Education." These rules include having a good script, rounding up an enthusiastic cast and director, getting a dynamic forum leader or leaders, personalities who can give of themselves and draw out contributions from the audience and carefully planning the discussion period.

The purpose of this article is to examine the assumptions and method underlying sociology education and outline one approach to the development of a sociology course. Sociology in the 1960s became a firmly established university discipline. At the beginning of the decade there were only three professors in sociology. At the beginning of 1970 there existed over thirty professors. With the increase in the number of professorships there was a substantial increase in the number of students reading sociology. Indeed it can be said that to have read sociology became rather popular in the student world in the 1960s. The system of teaching and examination inevitably constrains the sociological activity of students. Thus for the most part sociology students read what they are told to. It is in this sense that the development of sociology education has been teaching rather than learning centred, and more authoritarian in its values as opposed to democratic. The values underlying the teaching of sociology have never been researched in any comparable way to the values underlying managerial behaviour.

The article presents information on a survey within the eleven Southeastern States of the introductory sociology course in U.S. The purpose of the study was twofold: (1) to provide a general factual description of the situation of the introductory sociology course within the Southeastern states and (2) to provide a technique for stimulating interest in one's common problems as teachers. This paper briefly presents the results of the survey. A general social science course is available to freshmen or sophomores in 41 percent of Southeastern institutions. Of these, only two-fifths require that the course be taken by all students in the college. This indicates that the burden of responsibility of the introductory course by no means has shifted to the general social science course. The survey presented 18 objectives of the course for the respondents to rate along a three-point continuum, as very important, of some significance, or as unimportant. One respondent demonstrated the logical interrelation of all 18 objectives, showing that all comprise the fundamental aim of "understanding the society in which the student lives" and that by implication all are involved in the learning process.

Social scientists have recently found the scale construction techniques developed in psychophysics relevant to the measurement problem in social science. This paper reports some efforts at the ratio measurement of social status, and some attempts at fitting functional forms to the relation between valued social characteristics (e.g., education and income in our society) and the status accorded various levels of these variables by judges from three distinct cultural groups. We take exception to some of the forms fitted by earlier researchers. [ABSTRACT FROM AUTHOR]

At its February, 1971 annual meeting, the American Educational Research Association sponsored several symposia on the present state of social science research on education. One of these centered on sociology and education. Three papers were to discuss the present state and promise of major lines of inquiry in the sociology of education, followed by commentary. There was no intention to propose through the papers or their topics an intellectual organization for the sociology of education, the topics rather were to deal with areas of research in which there was a considerable literature and lively current activity. Philip Foster was the principal discussant.

Teachers of social science are constantly in search innovative ideas and methods of teaching. In recent years, simulation games have gained considerable popularity as potential vehicles for such improvement in pedagogy. These games are currently utilized in schools and colleges for a variety of purposes: heightening interest and motivation; presenting information and principles; putting students into situations in which they must articulate positions, ideas, arguments, or facts they have previously learned; or training students in skills they will later need. Simulation games represent modes of getting students to learn by provoking inquiry rather than by "feeding" information. There are a number of game variables that may be important in explaining differential outcomes, including length of play, size of playing group, and amount and quality of pregame preparation . A special instance is the conditions of administration: how the simulation is employed. In some instances, research has been done where simulations were used in courses with correlate readings, lectures, and discussions.

The article focuses on the aim to select titles that illustrate theoretical and research trends in studies of mythology and folk in the U.S. The terms mythology and folklore are often linked together in both lay and academic discourse. Mythology is an independent study devoted to Greek and Roman myths which had broadened to cover myths of people but had lost its status as a separate branch of learning and become an adjunct to several subdivisions of the humanities and social sciences. The sign of the coming of age of folklore studies is the appearance of historical and biographical explorations.

The article discusses the possible influence of religious affiliation on educational achievement in the Soviet Union. Key issues discussed include the effects of the religion factor on social conduct, educational statistics indicating the educational development of different persons with varying religious affiliations including the Protestants, Orthodox, Catholics and Muslims, a comparison of the educational development levels of the said groups and key findings from a test of the thesis that religion affects educational attainment.

Educated middle-class people tend generally to enjoy reading, and an important part of their leisure reading will be devoted to reading the best fiction which, as educated persons, they will naturally find a rewarding and enjoyable pursuit. None the less, people hold that the agnosticism about literary value when engaging in sociological investigation is by no means as difficult or non-existent as many would imagine. An analogy with religion seems again appropriate here. It is widely reported in the sociology of religion that people tend to wish to appear more religious than they are: beliefs and practices reported in an interview consist frequently of the religious beliefs and actions which informants think they ought to embrace. People might compare this with the expressive church of the arts which prevails among educated middle-class people, including sociologists. A knowledge of, and an ability to discuss intelligently, what one ought to admire in this area, is very much connected with prestige; thus the ability at least to assume some kind of objectivity, even in the public persona of sociologist and scientist, is fraught with danger and difficulty.

The journal "Sociology of Education," intends to provide a forum for studies of education by scholars in all the social sciences from all parts of the world. To that end, the composition of the editorial board is interdisciplinary and international contributors' papers will be evaluated by colleagues in their own field as well as by other social scientists, to insure their value and comprehensibility for the whole audience. The theoretical perspectives of anthropology, economics, history, political science, psychology and sociology are more and more being used for the task of analyzing educational institutions. Manuscripts should be submitted in English and in two copies. The writer's name and affiliation should appear only on a separate covering page. Footnotes which identify the writer should also appear on a separate page. An abstract of the article summarizing findings in not over 100 words should accompany it. The journal "Sociology of Education," a quarterly publication of the American Sociological Association, is successor to the "Journal of Educational Sociology," founded by the late dean E. George Payne in 1927.

The article presents information about the September 1969 issue of the journal "Sociological Focus." This issue marks the first time that sociologist Kent Schwirian has not directed the journal. The sociology of education affords the researcher with a wide variety of options, regarding both the orientation of the research and the nature of the subject.

Contemporary social transformation and accelerated politicization are inducing and requiring changes in the epistemological structure and the substantive content of the social and political sciences. To accommodate to and to facilitate these changes there is here proposed an interdisciplinary program of graduate education in Public Policy which is designed (1) to aggregate the most relevant materials and usable generalizations of the sociopolitical sciences and (2) to strike a balance between viable theory and tested experience. Although the curriculum is intended to be primarily contemporaneous and futuristic, it incorporates comparative and historical as well as normative and positivistic materials and methods. A variegated and qualified body of students is expected to be recruited for the proposed program as its principal intellectual and creative component. [ABSTRACT FROM AUTHOR]

This article strongly suggests that the customary sequence of events starting with science and terminating with policy-making lacks empirical confirmation; that in fact, the actual sequence of events is primarily determined by policy stances and terminates with some form of scientific investigation, geared however to legitimation rather than explanation. Four empirical case studies are examined: Brown v. Board of Education; Project Clear; Project Camelot; and the "Moynihan Report." In each case it is evident that the causal model most appropriate is one that recognizes the legitimation role of social science as dominant. The article concludes with an examination of key factors in the present structure of government and science that makes the teleological model central; it also points out that such a model is neither better nor worse than the customary ways of viewing the relationships; only different in implication and explication. [ABSTRACT FROM AUTHOR]

In the minds of educators and sociologists, the concept, sociology of education, is associated with the concept, educational sociology. For that reason any discussion of a sociology of education which this article proposes to define must take into consideration the development of educational sociology. At the turn of the present century, there was considerable enthusiasm for the development of a new discipline or at least a branch of sociology to be known as educational sociology. By 1914, as many as sixteen institutions were offering courses called educational sociology. In the following period numerous books carrying some type of educational sociology title came off the press. These involved various concepts of the relationship between sociology and education. By 1923, National Society for the Study of Educational Sociology was organized. Sociologists interested in problems of education have met as the educational section of the American Sociological Society at the annual meetings until 1948. The early demise of National Society which was made up of both education specialists and sociologists is indicative of the divergence of interests in this group. The apparent demise of the educational sociology section suggests a lack of interest, among sociologists, in what has been known as educational sociology.

Points of interest. A courageous facing of the question: "Social science for what? Social science seen in relation to the total aims of college education. What about indoctrination? Social sciences may "train the mind as well as the classics and mathematics and in addition provide useful knowledge. What are the obstacles? [ABSTRACT FROM AUTHOR]

The teacher of political economy cannot be "neutral" in controversial questions, "giving all sides" and letting it go at that. Such questions are not isolated, but fit into a pattern of development which will be different for different teachers. The teacher is not so much an advocate of views as he is a reporter on observations. The honest teacher makes himself the ally of history as he understands it; believing that after all economics is an art rather than a science, he necessarily makes room for deliberate social purpose. The usefulness of quantitative methods should not blind us to the essentially qualitative character of the subject. Every great teacher of political economy had a thesis. Those who refused to take a position added little to thought or action, and are forgotten. "Indoctrination" does not imply neglect to explore and to refute. It means simply scrupulous inspection plus earnest recommendation. [ABSTRACT FROM AUTHOR]

Subsequent to Professor Hamilton's vigorous attack in 1919, many economists have supported his charge that economic theory has failed as a "unifying agent" for the "sprawling frontiers" of economics. A study of departmental course offerings and the textbooks widely used in upper-division classes gives considerable support to this criticism. Such courses have lost contact with their major objective--the application of economic theory--and have become adjuncts of the school of commerce rather than the social science of economics. Public Finance and labor Problems age unfortunate cases in point. Courses and textbooks in specialized fields must go beyond mere descriptive, technical material and build upon the foundation of economic principles used as a kit of tools designed for the study of the operation of the economy as a whole. The lack of unity charge should be addressed to the specialist in applied fields rather than to economic theory. Any study of a phase of the operation of an economy as a whole can be illuminated by the use of economic principles, but systematic theory can never unify technical, structural, administrative studies of business--a rôle for which it was never intended. [ABSTRACT FROM AUTHOR]

The article informs about several conferences held to discuss a number of subjects at various places. The third annual conference on the teaching of the social sciences, sponsored by Northwestern University, was held in Evanston, Illinois, on March 25 and 26, 1982. The conference was attended by 87 teachers of the social sciences. The Academy of World Economics in the City of Washington was in corporated under the laws of the District of Columbia on January 12, 1982, by a group of economists from the universities and other Institutions of higher learning in Washington. The second annual conference on economic policy for American agriculture was held at the University of Chicago in the latter part of June. The twenty-seventh annual conference of the National Child Labor Committee was held in Philadelphia, May 17. Among the subjects discussed were: "Child Labor and the Schools in a Depression Period." A National Land-Use Planning Committee and a National Advisory and Legislative Committee on Land Use have been appointed on recommendation of the National Land Utilization Conference held at Chicago, November, 1981. The Planning Committee is charged with the duty of gathering and evaluating the available facts on the phases of land utilization and formulating feasible regional and national land policies. Some projects to be taken into consideration and some conferences concerned with different subjects, proposed to be held have also been discussed in the article.

During the fall term of 1953-54, the Departments of Agricultural Education and Rural Sociology at North Carolina State College began a cooperative program of working with student teachers in the field. The purposes of this article are to describe, to evaluate briefly, to indicate problems encountered and the way they were handled, and to point up plans for future developments in this cooperative programs. The study has found that systematic study of the various phases of the community is essential for the student teacher.

Nineteen pairs of rural neighborhoods were matched and compared on their acceptance of 30 school practices, an index of 25 farming practices, and 4 elements of organizational participation. In each pair, a neighborhood homogeneous in its ethnic and religious composition was matched with a neighborhood that was heterogeneous in its ethnic and religious composition. Ten farm families in each neighborhood were randomly selected, and one of the heads in each family personally interviewed by a trained interviewer. Five male heads and five female heads in each neighborhood were interviewed. The neighborhood was considered the unit of analysis, and the mean score of the ten interviewees was designated as the acceptance value for each neighborhood. Heterogeneous neighborhoods were found consistently more favorable toward a majority of the educational practices and indices. Statistically significant differences in favor of heterogeneous neighborhoods were found on educational goals, aspirations and attainments, and on the index of adoption of farming practices. [ABSTRACT FROM AUTHOR]

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The article discusses trends and issues affecting sociology during the 25-year existence of the Midwest Sociological Society. During the covered period the influence of the pioneers in the building of American sociology, though waning, was still directly transmitted through some of their students who held key positions in sociology departments in the Midwest. The generation that first established and manned sociology departments in the burgeoning universities and colleges of the Midwest was for the most part strongly imbued with the idea and ideal of social progress. In place of social philosophies built on dubious foundations, the discipline has a nascent but growing science. The new empiric mood and objective orientation expelled not only the sociology of progress but brought into considerable disrepute the sociology of reform. Ambilances about the trends affecting the discipline of sociology have been raised by problems precipitated by the onset of the space age and mass higher education.

The subject matter of sociology in college education. Sociology today is a generally accepted course in under-graduate curricula, but nobody can say what the proper subject of sociology really is. Some teachers hold that this is clue to the fact that sociology as a science is so young that it has not yet succeeded in circumscribing its area, but that in due time the true meaning of sociology, will emerge out of the growing compilation of figures and facts. Others accept the situation without scepticism or challenge, taking one of the textbooks of sociology and following the guidance of its author, or discussing all problems of actual interest in the field of the social sciences which do not have any other adequate place. They aim at drawing general conclusions from a broad variety of experiences. The results obtained are extremely meager, colorless, and trivial. They have brought about the opinion prevalent among social scientists who are not sociologists, that everything sociologists have to say is a bundle of banalities and that sociology is a science which tries to prove what everyone knew before anyway.

The article discusses the contribution of social science in the educational process of the twentieth century. Social insight is as old as Greek philosophy, but, like chemistry or biology, it is now developed primarily by research methods. The good man and the good society are achieved only in relation to structures and methods that survive objective evaluation. In the future physical sciences will surely remain and they will be paramount in restricted zones of human activity. One may postulate that a stronger social science will make new demands upon the physical scientist. The biological sciences, like the physical, will remain basic, for there can be no thought of a return to the primitive in agriculture or medicine. It is when we turn to the social sciences that the problem becomes complex. Mathematicians, chemists, physicists, and biologists, carrying on work that only they themselves can master, are inevitably and permanently tied in with social and political economy. The future belongs to the social scientists. He will draw upon the labor of the physical and biological scientists as they now do upon the inert and the living materials of the earth.

This article explores the efficient resource allocation in education. Recognition of the important contribution of education to economic growth has heightened the interest of economists and economic planners in the development of an economically rational basis for the allocation of resources in the educational sector. A number of recent models of the entire economy have explicitly incorporated inputs of labor of various skill or educational levels. In addition, economists have directed their attention toward the educational sector itself and have attempted to develop methods which yield economically rational patterns of resource allocation and enrollments within the educational system.

This article presents a study to examine different attitudes toward learning and education between grammar school pupils who come from middle-class, and those who come from working-class homes. The results of the investigation indicate that working-class boys do not have educational aspirations quite so high and do not take their schoolwork quite so seriously as do middle-class boys, even if both groups of boys have equally high intelligence and an equally good school background. These differences are, however, rather small, with the exception of the one which has to do with the age at which the boys want to leave school. There seem to be greater differences between the social class groups regarding matters of education which are not directly related to school. The data indicate that boys who come from working-class homes did not so frequently develop a taste for books and good music, as did boys who come from middle-class homes. The results confirm that working-class children are not as interested in reading as are middle-class children. They also confirm that working-class children are not as willing as are middle-class children to spend the years of their youth in school in order to gain higher prestige and more social rewards as adults.

The article focuses on the importance of Sociology in general education. In the light of the general character of the education under consideration, sociology can provide the basic ingredient and point of view for a comprehensive and related view of the social order. Sociologist as teacher, can by conceiving himself as educator--which he unavoidably is--achieve a clearer perspective of the relation which his field of knowledge bears to general education. The case for the contention that sociology can make an important contribution to a comprehensive and related view of the social order should perhaps not be presented until the necessity for it has been established. The necessity for the establishment of close and cooperative relations between the social disciplines in general education rests, however, not so much on the logical as upon the moral aspect of the problem. If the necessity for an emphasis on the interrelations between the social sciences has been established the claim that Sociology can play a dominant role in such an enterprise may now be addressed. Concern of Sociology is with all human behavior no matter what its unique label or where its theatre.

The divisions of subject matter and the schedules of counts in sociology present a hodge-podge when a comparison is made between the catalog announcements of different universities. At least this assertion is true if nine leading universities, the announcements of which have been analyzed, afford a fair picture of the situation. No unity exists in organization of the departments, in the courses taught, and in the subjects emphasized; the schemes followed seem to reflect the personal likes of the man in charge, a certain necessity for making something practical or particular conditions through which the school has evolved. The deplorableness of the whole situation is that it reflects the lack of science as applied to the field, the application of personal ambitions and interests which have played a dominating part in the upbuilding of departments, and the impossibility for a discriminating student knowing when he is studying sociology. No unity maintains in the groups of subjects which are listed. On the whole, the subjects seem to fall into groups which are as follows: General Sociology, Anthropology, Social Origins, Social Organization, Social Theory, Social Service, Statistics, Community Organization, Social Problems, Social Psychology, Demography, Research, and Miscellaneous. The last is added because certain courses did not fall under any of the first twelve headings or others that might have been devised. In one institution Anthropology and Social Problems constitute the only two groupings, excepting one course in General Sociology; here there is a department of Anthropology, one of Social Ethics.

In the sociological literature of the day various methods of social investigation are frequently enumerated, and arguments advanced for or against each. At the same time there is quite general agreement as to what constitutes scientific method in general, and as to the specific steps which it involves. The differences of opinion, therefore, as to what are profitable methods of procedure in social research are not over the value of different scientific methods but rather over various methods or techniques of executing certain steps in scientific method, especially the steps of classification and generalization. The only possible question as to the relative value of the case method and the statistical method resolves itself into a question as to whether the classification of, and generalizations from the data shall be carried out by the random, qualitative and subjective method of common observation or through the systematic, quantitative and objective procedure of statistical method. The skepticism about the statistical method as a possible instrument in case analysis is chiefly due to ignorance of what statistical method involves and includes.

The article discusses the politics of education as an area of research concentration. The author has presented three aspects which greatly affects educational research: 1) the allocative effects of political actions; 2) the nature of the present educational-political system and the changes in its characteristics over time; and 3) the effectiveness of the system in reaching what researchers have deemed to be desirable policy objectives. In his conclusion, he emphasized that it would have been helpful if theories could be borrowed from political science to guide efforts to examine both the interchanges between the government of education and its environment and the intra-system networks for influence.

This article presents a study on the context of international development education in the U.S. The foreign assistance programs in the U.S. government have actively enlisted university and college faculty members to direct and participate in their overseas programs. As a natural but delayed outgrowth of this activity, there has been an increasing scholarly concern for understanding the processes of social change and development planning by those who participated in the overseas service enterprises. Though educators have been involved in overseas assistance from the beginning, economists and public administrator took an early lead in substantial development-related research enterprise. The recent heightened interest of educators and social scientists in international development education is both boon and bane. Research in the social sciences provides data relevant to the educator concerned with international development education.

This article views on the research about the sociology of education. In general, the studies included were restricted to actual research reports centrally concerned with the school and its processes and confined primarily to the American society. Such reviews are valuable, but unless some original research was part of the review, it was not included. The review in this article has attempted to accomplish two objectives. First, to provide the reader an acquaintance with the current status of research in selected areas of the sociology of education. Second, to indicate the relative importance of research findings in these areas as they may contribute to a deeper understanding of the external and internal dynamics of the institution of education.

This article focuses on the nature and extent of a philosophic concern with the methods and products of the behavioral sciences. Selecting current research in philosophy of education is necessarily arbitrary. A set of ground rules has been followed in making the selection for this review. First, only materials commonly recognized as contributing directly to the discipline of education have been included. Second, writings in philosophy of education which have a quality of research and inquiry have been selected. Third, attention has been given to the writings of the younger scholars in philosophy of education. A fourth factor in selection has been the reviewer's efforts to identify certain broad tendencies in philosophy of education.

This article focuses on the international recognition received by comparative education for its new and significant contributions to already established methods of studying education. The disciplinary approaches of comparative analysis are important to philosophy, history, sociology, and anthropology as well as to political science and economics. The comparative analysis in education inevitably adds a third dimension to the existing complexities of interdisciplinary study of education. It is therefore, not surprising that debate persists over fundamental matters of purpose, limitation, and methodology of comparative education despite the use of the comparative approach in the past. The discussions of methodological developments and the exchange of research information necessary to achieve the agreement of purpose and approach necessary for a formal discipline.

This article examines the nature of the task confronting education in the social studies. In a secondary school curriculum survey, it was found out the disappearance of ancient, medieval and modern history courses in line with the increase of the one year World History course. Furthermore, the curriculum adopt the Problems of Democracy as an integrating course in the last two years of the secondary schools. This article also cites the tendency of giving pupils of less academic ability of greater amount of time in social studies courses.

This article reviews the issue of the use of case study in research methodology. The case study has been highly valued in many fields of research, has been refined and augmented along several consequential lines, and has been utilized in many notable research studies. Progress bas been made in this field. First, the case study has been increased value to students of research in education, psychology, sociology and anthropology. Second, progress has been made in the technics of gathering and treating case study data for research purposes. Lastly, case material has been employed in many significant investigations.