BRINGING OURSELVES BACK IN: THE REFLEXIVE DIMENSION IN TEACHING A HUMANIST SOCIOLOGY.

The reflexive dimension is defined, and arguments for its relevance in the teaching of a humanist sociology are reviewed. Some attention is devoted to considering the relative neglect of this dimension in the pedagogical literature and to the tension between sociology's structural and subjective aspects. A number of specific strategies for bringing the reflexive dimension into the teaching of sociology are described. Some evidence that students respond favorably to subjective and autobiographical material is provided. The conclusion is that both strategic factors and considerations of integrity call for the incorporation of a reflexive dimension into sociological pedagogy. [ABSTRACT FROM AUTHOR]