Sociologist Quotes

This required the development of a view which allowed one to integrate research with belief, thing with person, fact with aesthetics, knowledge with application of knowledge.
Today's practicality is often no more than the accepted form of yesterday's theory.
Verbal and nonverbal activity is a unified whole, and theory and methodology should be organized or created to treat it as such.
We assume, to begin with, that the individual is at least as complex in his internal structure as the language is which he speaks - otherwise, how could he speak a language which is complex?
When I conform to truth, I do not conform to an abstract principle; I conform to the nature of God.
With acknowledgement of residues, we can be more easily prepared to grant the unit of science, the overlapping of disciplines, and the total coherence of all facts.
Without a possibility of change in meanings human communication could not perform its present functions.
A child's learning is a function more of the characteristics of his classmates than those of the teacher.
As an example, one of the schools I have been studying is too small to compete effectively in most sports, but participates with vigor each year in the state music contests.
Children from a given family background, when put in schools of different social compositions, will achieve at quite different levels.
Cultural dominance of middle-class norms prevail in middle-class schools with a teacher teaching toward those standards and with students striving to maintain those standards.
For to change the norms, the very foci of attention, of a cultural system is a difficult task - far more complex than that of changing an individual's attitudes and interests.
Grades are almost completely relative, in effect ranking students relative to others in their class. Thus extra achievement by one student not only raises his position, but in effect lowers the position of others.
I'd propose that each central-city child should have an entitlement from the state to attend any school in the metropolitan area outside his own district - with per pupil funds going with him.
If we refuse to accept as inevitable the irresponsibility and educational unconcern of the adolescent culture, then this poses a serious challenge.
In a high school, the norms act to hold down the achievements of those who are above average, so that the school's demands will be at a level easily maintained by the majority.
In every school, more boys wanted to be remembered as a star athlete than as a brilliant student.
It is clear from all these data that the interests of teenagers are not focused around studies, and that scholastic achievement is at most of minor importance in giving status or prestige to an adolescent in the eyes of other adolescents.
It is one thing to take as a given that approximately 70 percent of an entering high school freshman class will not attend college, but to assign a particular child to a curriculum designed for that 70 percent closes off for that child the opportunity to attend college.
Particular individuals who might never consider dropping out if they were in a different high school might decide to drop out if they attended a school where many boys and girls did so.
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