Combining the liberal and useful arts: Sociological skills in the global economy
Finkelstein M.S.
1994
The American Sociologist
6
10.1007/BF02692580
The discipline of sociology remains vulnerable in an environment of economic uncertainty and global change. Constraints on higher education are likely to increase and recurrent pressures on traditional liberal arts programs will continue unabated. An older, more diverse, cost-conscious and career-minded student population will increasingly insist on clearer pathways to difficult and bewildering labor markets. But sociology's weakness as a liberal art may be overcome by combining it with a more applied and practical orientation. The very forces that threaten the discipline's institutional existence make it profoundly relevant and valuable in an age of social transformation. Based on a familiar Millsian conception of the sociological imagination, this article attempts to combine sociology's liberal tradition with its role as a "useful art," honed into the specific features of workplace change and the employment setting. It does so by suggesting five categories of emerging skills in the global economy and ways that sociology has a far reaching claim to their practice and development. The categories are: 1) the skills of knowledge workers; 2) skills in the learning organization; 3) skills in the technological context; 4) skills in the diverse and divided workplace; 5) change-making skills. The article concludes by urging those in the discipline to make sociology more of a useful art that has practical application in a changing world. © 1995 Springer.
Astin, What Matters in College: Four Critical Years Revisited, (1993); Argyris C., Schon D., Organizational Learning: A Theory of Action Perspective, (1978); Argyris C., Schon D., Theory in Practice, (1974); Baca Zinn M., Stanley Eitzen D., The Demographic Transformation and the Sociological Enterprise, The American Sociologist, 24, 2, pp. 5-12, (1993); Ballentine J., Developing Applied Content in Sociology Courses, Journal of Applied Sociology, 6, pp. 89-94, (1989); Basadur M., Robinson S., The New Creative Thinking Skills Needed for Total Quality Management to Become Fact, Not Just Philosophy, American Behavioral Scientist, 1, pp. 121-138, (1993); Bell D., The Coming of the Post-Industrial Society, (1973); Blauner R., Alienation and Freedom, (1964); Block F., Postindustrial Possibilities; A Critique of Economic Discourse, (1990); Bluestone B., Bluestone, Negotiating the Future: A Labor Perspective on American Business, (1992); Boyer E.L., College: The Undergraduate Experience in America, (1987); Braverman H., Labor and Monopoly Capital, (1975); Breneman D.W., Liberal Arts Colleges: Thriving, Surviving, or Endangered?, (1994); Brown, A Proposal Multi-Level Plan to Market Sociological Competencies, The American Sociologist, 24, 3-4, pp. 87-105, (1993); The New Class?, (1979); Burrell G., Morgan G., Sociological Paradigms and Organizational Analysis, (1979); Cameron K., Tschirhart, Postindustrial Environments and Organizational Effectiveness in Colleges and Universities, Journal of Higher Education, 1, pp. 87-108, (1992); Carnevale A., The Learning Enterprise, Training and Development Journal, 46, pp. 26-33, (1989); Cole R., Strategies for Learning: Small Group Activities in American, Japanese, and Swedish Industry, (1989); Edwards R., Contested Terrain, (1979); Fernandez J.P., Managing a Diverse Workforce, (1991); Finkelstein M., Taking Back a Rich Tradition: A Sociological Approach to Workplace and Industrial Change in the Global Economy, Clinical Sociology Review, 10, pp. 182-197, (1992); Finkelstein M., Sociologists Needed: But Will They Come Forward in America’s Industrial Transformation?, Sociological Practice Review, 2, pp. 71-76, (1990); Freeman H., Rossi P.H., Furthering the Applied Side of Sociology, American Sociological Review, 49, pp. 571-580, (1984); Fritz J., Clark E., An Overview of the Field of Sociological Practice: The Development of Clinical Sociology and Applied Sociology, Teaching Sociological Practice: A Resource Book, (1993); Fritz J., Clark E., Sociological Practice: The Development of Clinical and Applied Sociology, (1989); Gollin A., Whither the Profession of Sociology?, The American Sociologist, 21, 4, pp. 316-320, (1990); Gouldner A., The Future of the Intellectuals and the Rise of the New Class, (1979); Green C.S., Teaching Sociological Practice within A Liberal Arts Education, Teaching Sociological Practice: A Resourcebook, (1993); Hall R., Sociology of Work: Perspectives, Analyses and Issues, (1994); Harvey D., The Condition of Postmodernity: An Inquiry into the Origins of Cultural Change, (1989); Hohm, Some Reflections on Sociology’s Future in California, Footnotes, (1992); Johnstone D.B., College at Work: Partnerships and the Rebuilding of American Competence, Journal of Higher Education, 2, pp. 168-182, (1994); Kanter R.M., When Giants Learn to Dance, (1989); Kanter R.M., The Change Masters, (1983); Kanter R.M., Men and Women of the Corporation, (1977); Kapusinkski A., Problem Solving Sociology: Learning Creative Problems Solving in an Undergraduate Seminar, Clinical Sociology Review, 7, pp. 178-197, (1989); Kuttner R., The End of Laissez Faire: National Purpose and the Global Economy after the Cold War, (1991); Lynch D.M., Mcferron R., Bowker L.H., Beckford I., A Discipline in Trouble: Why More Sociology Departments May be Closing Shortly, Footnotes, 21, (1993); Mills C.W., The Sociological Imagination, (1959); Morgan G., Imaginization: The Art of Creative Management, (1993); Morgan G., Images of Organization, (1984); Park P., The Discovery of Participatory Research as a New Scientific Paradigm: Personal and Intellectual Accounts, The American Sociologist, 23, 4, pp. 29-42, (1992); Polanyi K., The Great Transformation: The Political and Economic Origins of Our Time, (1957); Reich R., The Work of Nations: Preparing Ourselves for 21st Century Capitalism, (1992); Reich R., The Next American Frontier, (1983); Rossi P., How Applied Sociology Can Save Basic Sociology, Journal of Applied Sociology, 3, pp. 1-5, (1986); Rossi P., Whyte W.F., The Applied Side of Sociology, Applied Sociology, (1983); Ruggerio J.A., Weston L.C., Working Definitions of Sociological Practice: Results of Recent Practitioners Survey, Sociological Practice Review, 1, pp. 64-67, (1991); Sabel C., Piore M., The Second Industrial Divide: Possibilities for Prosperity, (1984); Senge P.M., The Fifth Dimension: The Art and Practice of The Learning Organization, (1990); Sharp L., Weidman J.C., Early Careers of Undergraduate Humanities Majors, Journal of Higher Education, 5, pp. 544-564, (1989); Simpson R.D., Frost S.H., Inside College: Undergraduate Education for the Future, (1993); Liberal Learning and the Sociology Major: A Report to the Profession, (1991); Toffler A., The Third Wave, (1980); Useem M., Liberal Education and the Corporation: The Hiring and Advancement of College Graduates, (1989); Whyte, The Social Sciences in the University, The American Behavioral Scientist, 5, pp. 618-633, (1991); Womak J., Jones D., Roos D., The Machine that Changed the World, (1990); Zuboff, In the Age of the Smart Machine: The Future of Power and Work, (1988)
Springer-Verlag
Article
Scopus