Syllabus as argument in an era of politicized pedagogy

Abstract

The traditional character of higher education in the US is under assault. The broad, intellectual focus on the liberal arts and its concomitant values of academic freedom and academic governance are giving way to an over‐managed vocational institution that prioritizes ambience over integrity and credentialism over citizenship. In this milieu, sociologists should use the classroom as an opportunity to model the explanatory power of the discipline by structuring our syllabi to make a point. I refer to this approach as syllabus‐as‐argument, which I contrast with the traditional organizational logic of syllabus‐as‐survey—configuring a syllabus to provide an overview of a given topic, theme or field. Where the chief criterion of success for the syllabus as survey is comprehensiveness, the syllabus as argument strives for convincingness. I draw from two courses to exemplify this approach. The first is a senior seminar in environmental sociology, which I have reworked into a course explaining the intractability of the climate crisis. The second is a general education course in community sociology that I remade to explain the links between growing inequality and deteriorating democracy in the US.