The Sociological Debate.

The university-employed sociologist faces a dilemma in which his self-perception as a social scientist leaves him poorly prepared for his role as educator or teacher. Thus, sociology usually is abstracted from the "real social world" and taught deductively beginning with concepts and principles. The backlash to this approach has been to teach sociology inductively in which relevance replaces theory. In an attempt to straddle both of these approaches, this paper presents an alternative format in classroom debates to increase both relevance and theoretical involvement. [ABSTRACT FROM AUTHOR]