Kimball Young on the Chicago School

1988 ◽  
Vol 31 (3) ◽  
pp. 298-314 ◽  
Author(s):  
Fred B. Lindstrom ◽  
Ronald A. Hardert
Keyword(s):  
Chicago School ◽  
The Political ◽  
Political Scientist ◽  
George Herbert ◽  
State University ◽  
Arizona State University ◽  
George Herbert Mead ◽  
Philosophy Department ◽  
Edward Shils ◽  
The University

Editors' Introduction: Elsewhere in this journal is the article “Kimball Young on Founders of the Chicago School.” As with that article, the following material is taken from the 1968 seminar offered by Kimball Young at Arizona State University, a seminar attended by the editors. These lectures chronicle Young's contacts with George Herbert Mead of the University of Chicago's philosophy department, touch on his student contacts with the political scientist Harold Lasswell, and contain Young's comments upon a number of Chicago faculty and student sociologists he knew: Herbert Blumer, Ernest Watson Burgess, John Dollard, Ellsworth Faris, Philip M. Hauser, Everett Cherrington Hughes, Helen McGill Hughes, Morris Janowitz, William Fielding Ogburn, Robert E. Park, Edward Shils, David Riesman, Samuel A. Stouffer, W. I. Thomas, W. Lloyd Warner, and Louis Wirth.

Kimball Young on Founders of the Chicago School

1988 ◽  
Vol 31 (3) ◽  
pp. 269-297 ◽  
Author(s):  
Fred B. Lindstrom ◽  
Ronald A. Hardert
Keyword(s):  
Graduate Student ◽  
American Sociological Association ◽  
Chicago School ◽  
State University ◽  
University Of Chicago ◽  
Arizona State University ◽  
Sociological Profession ◽  
The University

Editors' Introduction: In 1968, former president of the American Sociological Association Kimball Young (1893–1972) gave a seminar at Arizona State University that was attended by both editors. The sessions were taped, for it was Young's intention to organize the tapes into a book that would document his life as a sociologist, a book to be called Man in Transition. From these materials a first chapter has emerged that is Young's account of his experiences as a graduate student at the University of Chicago (1917–1919) as the Chicago School was evolving in the Department of Sociology. The editors' intention is to preserve the candid flavor of Young's storytelling. This candor sometimes has resulted in controversy as he cast his critical eye upon members of the sociological profession, a profession he participated in with remarkable vigor and enthusiasm.

The Continuing Legacy of the Chicago School

1988 ◽  
Vol 31 (3) ◽  
pp. 360-376 ◽  
Author(s):  
Rose Marie Ohm
Keyword(s):  
World War Ii ◽  
Intellectual Development ◽  
Chicago School ◽  
Graduate Degree ◽  
State University ◽  
University Of Chicago ◽  
Sources Of Information ◽  
Arizona State University ◽  
Present Generation ◽  
The University

The Chicago School made a significant impact on the establishment of twentieth-century American sociology. From the time of its founding through the first five decades, its scholars had a lasting effect on both sociological thinking and social reform. Moreover, Chicagoans shaped the intellectual development of future sociologists through teaching and guiding the research of their students. This article reports the findings of a case study that examines the perceptions of scholars who were graduated from the University of Chicago. It presents their perceptions of how their training at Chicago compares with their own work with students, their own style of research, and their view of the discipline itself. An analysis of Chicagoans' accomplishments and contributions to sociology provide insight on whether or not the legacy of Chicago is being handed down to present generation academicians. Two primary sources of information are used to determine the intellectual trends and influences of the University of Chicago: (1) focused interviews with sociology faculty at Arizona State University who were graduated from Chicago after World War II, and (2) a survey of ASU sociology graduate students. Considered “typical” of many graduate-degree granting universities in the country, ASU provides a sufficient number of cases to trace the important aspects of Chicago School legacy.

John Cage and George Herbert Mead: The Unknown Influence of Van Meter Ames

2017 ◽  
Vol 11 (3) ◽  
pp. 354-369
Author(s):  
SERENA YANG
Keyword(s):  
John Cage ◽  
George Herbert ◽  
George Herbert Mead ◽  
The World ◽  
University Of Cincinnati ◽  
Creative Abilities ◽  
Self Discovery ◽  
The University ◽  
Compositional Control ◽  
American Thought

AbstractAs John Cage wrote in his bookA Year from Monday, the “current use for art [is] giving instances of society suitable for social imitation—suitable because they show ways . . . people can do things without being told or telling others what to do.” Cage's ideal anarchic music emphasizes not only renouncing compositional control, but also the process of self-discovery happening to everyone, a process that leads participants to discover their creative abilities. This paper argues that Cage's penchant for self-discovery came from his understanding of George Herbert Mead's theories of the process of individuation (the “me” and the “I”). Cage discovered Mead through readingZen and American Thought(1962) by his friend Van Meter Ames, a professor of philosophy at the University of Cincinnati, who saw the compatibility between Zen and Mead's concept of self in the capacity of the “I,” a phase of self whose unpredictable steps contribute to human innovation. Cage found the possibility of overthrowing the thought of the world through triggering a self-discovery of the “I” in everyone. He realized this idea in his happenings, such as0’00”, by requiring performers to respond to the simple descriptions without specifying sound or duration.

Sport Psychology Service Delivery: Implementation Within the University Community

1987 ◽  
Vol 1 (3) ◽  
pp. 248-256 ◽  
Author(s):  
Steven J. Petruzzello ◽  
Daniel M. Landers ◽  
Darwyn E. Linder ◽  
Don R. Robinson
Keyword(s):  
Service Delivery ◽  
Intercollegiate Athletics ◽  
Sport Psychology ◽  
Skills Training ◽  
Psychological Skills ◽  
State University ◽  
Arizona State University ◽  
Psychological Skills Training ◽  
Psychology Service ◽  
The University

In this paper we outline a sport psychology service delivery program that has been implemented at Arizona State University. We feel this is a unique program in that it is housed within, and funded by, the Department of Intercollegiate Athletics. The program has four major components: (a) an undergraduate psychological skills course, (b) psychological skills training programs for athletic teams and small groups of athletes, (c) individual psychological consultation for athletes, and (d) psychological skills seminars and consultations with coaches. Each of these components is explained in detail. In addition, information is presented regarding the future directions for the program.

scholarly journals Special Issue on PHM for Human Health and Performance II

2021 ◽  
Vol 12 (4) ◽  
Author(s):  
Thurmon Lockhart ◽  
Rahul Soangra ◽  
Ijphmeditor
Keyword(s):  
Human Health ◽  
Large Scale ◽  
Health Management ◽  
Sensor Data ◽  
Annual Conference ◽  
State University ◽  
Arizona State University ◽  
Special Issue ◽  
And Performance ◽  
The University

This special issue was conceived during the 11th Annual Conference of Prognostic and Health Management Society’s Panel session on the September 25th at Scottsdale, AZ, USA. We would like to thank the panel members and their colleagues in their participation in this special issue focusing on engineered technologies for older adults. This work was partially funded by the NSF ERC seed grant from an interdisciplinary group of researchers from Iowa State University, Arizona State University, Georgia Tech, Florida State University, Chapman University and the University of California Irvine who are engaged in developing a large-scale grant proposal that will be focused on integrated technologies to promote resilient aging and reducing healthcare costs.The manuscripts exemplify our research focus and illustrates contributions in the fields of wearable smart sensors, sensor-data-fusion, machine learning and data mining, prediction and diagnosis, and electronic health records and databases - all in the context of prognostics and health management for human health and performance.We would like to thank the PHM Society for providing an opportunity to publish in their premier journal, and importantly, we are grateful for help of the Editor-in-Chief – Marcos Orchard, Ph.D. for his countless hours to edit and make it best possible of this special issue. Finally, we would like to express sincere appreciation to all the reviewers who have contributed their time and thoughtful feedback to making this special issue publication a success.

Edward Shils (1910–1995)

1995 ◽  
Vol 30 (2) ◽  
pp. 240-248 ◽  
Author(s):  
Julius Gould
Keyword(s):  
Political Thought ◽  
Max Weber ◽  
Chicago School ◽  
Advisory Board ◽  
National Council ◽  
University Of Chicago ◽  
The Us ◽  
The Usa ◽  
Edward Shils ◽  
The University

EDWARD SHILS WAS A PROLIFIC, FORMIDABLE AND unconventional sociologist. Sustained by his immense learning and extraordinary memory, and following the traditions of Max Weber and of the Chicago School, he brought other disciplines (notably European social and political thought) to bear upon his sociology. Over his long and productive lifetime he held positions in the most distinguished of universities: in England these included the LSE, Manchester and Peterhouse, Cambridge. He regularly spent about half of every year in Cambridge. Above all he was a loyal and long-serving teacher at the University of Chicago where he was distinguished service professor and had been among those who established the Committee of Social Thought. His scholarship was recognized in the USA by the invitation of the US National Council on the Humanities to give the prestigious Jefferson Lecture in 1979 and in Europe by the award of the Balzan Prize for service to general sociology in 1983. Government and Opposition has itself lost a most valued contributor and member of its Advisory Board.

Introduction to Jessie Taft, “The Woman Movement from the Point of View of Social Consciousness”

Hypatia ◽  
1993 ◽  
Vol 8 (2) ◽  
pp. 215-218 ◽  
Author(s):  
Charlene Haddock Seigfried
Keyword(s):  
Social Consciousness ◽  
Point Of View ◽  
George Herbert ◽  
University Of Chicago ◽  
George Herbert Mead ◽  
The University ◽  
Woman Movement

This essay introduces Jessie Taft's pragmatist feminist dissertation, which was written under the guidance of George Herbert Mead at the University of Chicago in 1913 and published in 1915. It gives a brief biography of Taft and summarizes the four chapters of her dissertation, the second of which is reprinted below.

Community Schools

2020 ◽  
pp. 252-266
Author(s):  
Robert F. Kronick
Keyword(s):  
Systems Theory ◽  
Chicago School ◽  
Local Communities ◽  
Community Schools ◽  
Theory And Practice ◽  
George Herbert ◽  
George Herbert Mead ◽  
Important Work ◽  
Erving Goffman ◽  
Chicago School Of Sociology

This closing chapter is about community schools from both local and national perspectives. This chapter adheres to the Penn Concepts that the most important work of Universities is the solving of social problems, and that universities should deal with the universal problems of local communities. The concept of community schools based on Kronick's model of systems theory, collaboration, and prevention is presented. The importance of theory and practice is discussed using the Chicago School of Sociology as an exemplar of the contributions of George Herbert Mead, Charles Horton Cooley, William I. Thomas, Everett Hughes, and Erving Goffman. These scholars opened the doors to engaged research and set a path that Kronick has followed since 1971.

Vietnam: Power and Moral Purpose

Worldview ◽  
1965 ◽  
Vol 8 (5) ◽  
pp. 13-15
Author(s):  
Richard W. Sterling
Keyword(s):  
The Other ◽  
The Political ◽  
Political Scientist ◽  
Moral Purpose ◽  
Moral Issues ◽  
Power Politics ◽  
University Of Massachusetts ◽  
The University

These comments were not inspired by the articles in recent issues of worldview, but they have, I think, a decided revelance. A Smith student told me recently of a Vietnam teach-in held cooperatively by Smith, Holyoke, Amherst and the University of Massachusetts. She discussed some of the speakers at this teach-in—among them a physicist, a professor of English, and a political scientist. The only trouble was, she said, the physics and English professors kept raising moral issues, and all we heard from the political professor in reply was power politics.I think this remark highlights a very serious issue today in American discussions about Vietnam. If one side is talking only moral issues and the other talking only power politics, there is no true dialogue. People only end up shouting at each other.

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