Brief History Of Social Problems

In this book, Frank McVeigh and Loreen Wolfer take an historical approach to examine the causes and conflicts behind ten major social problems that have existed for nearly 230 years. Using a critical thinking perspective of the history, sociology, politics, and economics of the period, the authors analyze social problems as a series of conflicts between those with power and those who were at one time virtually powerless. Embedded in this analysis is a discussion of how the shift from a Gemeinschaft to Gesellschaft society has influenced how we address these problems. Using these themes, McVeigh and Wolfer provide thought-provoking insight into the ways individuals, groups, and social institutions change over time, gaining or losing power. The book contains a preface by Arthur Shostak, Drexel University.

Written from a distinctly Canadian point of view, Understanding Social Problems, Fourth Canadian Edition, examines how the structure and culture of societies contribute to social problems and their consequences. This text has strong pedagogical features and is comprehensive in its coverage, progressing from micro to macro levels of analysis. It focuses first on problems of health care, drug use, and crime, and then broadens to the widening concerns of population, health and welfare, science and technology, large-scale inequality and environmental problems. Known for its inclusive approach, Understanding Social Problems, Fourth Canadian Edition, explores powerful stories of real life people struggling with the challenges society and its problems have thrust upon them.

Sociology has tackled some of the most formidable problems that confront contemporary society: inequality, homelessness, violence, gender, and many more. Sociologists assert that hypotheses can be formulated and tested against empirical evidence, that faulty viewpoints can be uncovered and discarded, and that plausible theory can be distinguished from mere ideology. This collection was written over a span of forty-four years and is presented in the belief that sociology is a science.In Social Problems, Social Issues, Social Science, James D. Wright presents his research on some of the social issues that have most vexed America: homelessness, addiction, divorce, minimum wage, and gun control, among others. Starting with essays first published in the flagship journal Society, Wright offers readers a foundational look at specific social problems and the methods sociologists have used to study them. He then provides an up-to-date re-examination of each issue, analysing the changes that have occurred over time and how sociologists have responded to it.This book is both a retrospective on the field and on one scholar's life and work. Using his own experience in researching and writing about America's most trenchant social issues, Wright describes the evolution of the methods and theory used by social scientists to understand and, ultimately, to confront America's most troublesome social problems.

This book's logical organization--essential concepts, troubled institutions, inequality, deviance, and global problems--in a concise, paperback format, helps readers gain a coherent understanding of social problems. There are strongly worded debates in each chapter on controversial problems related to the family, the political economy, education, the poor, ethnic minorities, health and illness, drug use, and crime. "Personal Perspectives" boxes give first person accounts of experiences such as single motherhood and "Signs of Hope" boxes show progress and solutions to problems. For those interested in a comprehensive look at--and a global perspective of--the social problems of America and other countries, as well as their causes and attempted solutions.

There is no adequate definition of social problems within sociology, and there is not and never has been a sociology of social problems. That observation is the point of departure of this book. The authors aim to provide such a definition and to prepare the ground for the empirical study of social problems. They are aware that their objective will strike many fellow sociologists as ambitious, perhaps even arrogant. Their work challenges sociologists who have, over a period of fifty years, written treatises on social problems, produced textbooks cataloguing the nature, distribution, and causes of these problems, and taught many sociology courses. It is only natural that the authors' work will be viewed as controversial in light of the large literature which has established a "sociology of" a wide range of social problems-the sociology of race relations, prostitution, poverty, crime, mental illness, and so forth. In the 1970s when the authors were preparing for a seminar on the sociology of social problems, their review of the "literature" revealed the absence of any systematic, coherent statement of theory or method in the study of social problems. For many years the subject was listed and offered by university departments of sociology as a "service course" to present undergraduates with what they should know about the various "social pathologies" that exist in their society. This conception of social problems for several decades has been reflected in the substance and quality of the literature dominated by textbooks. In 'Constructing Social Problems', the authors propose that social problems be conceived as the claims-making activities of individuals or groups regarding social conditions they consider unjust, immoral, or harmful and that should be addressed. This perspective, as the authors have formulated it, conceives of social problems as a process of interaction that produces social problems as social facts in society. The authors further propose that this process and the social facts it produces are the data to be researched for the sociology of social problems. This volume will be of interest to those concerned with the discipline of sociology, especially its current theoretical development and growth.

Updated with recent issues such as the national debate on health care reform, this Second Edition of How Can We Solve Our Social Problems? gives students a sense of hope by demonstrating specific, realistic steps we can take to solve some of the most pervasive social problems in America today. Author James Crone maintains a sense of sociological objectivity throughout and helps students realize that we can take steps to solve such key social problems as poverty, racial and ethnic inequality, unequal education, and environmental issues. The book's first two chapters define "social problem,," provide a theoretical background, discuss the daunting barriers we face in attempting to solve social problems, and demonstrate how sociology can help.

Pushing ‘social’ responsibilities on schools is a process that has been underway for a long time. This phenomenon has been studied more in Europe than in North America and the U.K. and has been labelled Pädagogisierung. The editors have chosen to use ‘Educationalization’ to identify the overall orientation or trend toward thinking about education as the focal point for addressing or solving larger human problems. The term describes these phenomena as a sub-process of the ‘modernization’ of society, but it also has negative connotations, such as increased dependence, patronization, and pampering. In this book distinguished philosophers and historians of education focus on ‘educationalization’ to expand its meaning through an engagement with educational theory. Topics discussed are the family and the child, the ‘learning society’, citizenship education, widening participation in higher education, progressive education, and schooling movements such as No Child Left Behind. ‘Smeyers’ and Depaepe's book offers great insights into one of the most ambivalent phenomena of today's educational world and especially educational policy. The contributions assembled represent perspectives of some of the most respected scholars in the field. Their manifold critiques of the educationalization of social problems are rather convincing. Our time is definitely ripe for such analysis!’ Roland Reichenbach, Center for Educational Studies, University of Basel, Switzerland ‘This is a challenging, critical and analytical treatment of the tendency of contemporary administrations to overburden educational institutions with the expectation that they will provide the solutions to an increasingly diverse range of social and economic problems. It brings together the theoretical resources of a distinguished international group of philosophers and historians of education and deserves the careful attention of educational policy makers, practitioners and researchers alike.’ David Bridges, Von Hügel Institute, St Edmund’s College, Cambridge, England This publication is realized by the Research Community (FWO-Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Also realized by the Research Community are Educational Research: Why ‘What Works’ Doesn’t Work (2006) and Educational Research: Networks and Technologies (2007).

From terrorism to social inequality and from health care to environmental issues, social problems affect us all. The Encyclopedia will offer an interdisciplinary perspective into these and many other social problems that are a continuing concern in our lives, whether we confront them on a personal, local, regional, national, or global level.