The sociology of knowledge is the study of the relationship between human thought, the social context within which it arises, and the effects that prevailing ideas have on societies. It is not a specialized area of sociology. Instead, it deals with broad fundamental questions about the extent and limits of social influences on individuals' lives and the social-cultural basis of our knowledge about the world. The sociology of knowledge has a subclass and a complement. Its subclass is sociology of scientific knowledge. Its complement is the sociology of ignorance.
A generation is all of the people born and living at about the same time, regarded collectively. It also is "the average period, generally considered to be about 20–30 years, during which children are born and grow up, become adults, and begin to have children." In kinship, generation is a structural term, designating the parent–child relationship. In biology, generation also means biogenesis, reproduction, and procreation.
Youth culture refers to the societal norms of children, adolescents, and young adults. Specifically, it comprises the processes and symbolic systems that are shared by the youth and are distinct from those of adults in the community.
In medicine and the social sciences, a young adult is generally a person in the years following adolescence, sometimes with some overlap. Definitions and opinions on what qualifies as a young adult vary, with works such as Erik Erikson's stages of human development significantly influencing the definition of the term; generally, the term is often used to refer to adults in approximately the age range of 18 to 40 years, with some more inclusive definitions extending the definition into the early to mid 40s. The young adult stage in human development precedes middle adulthood.
A social movement is a loosely organized effort by a large group of people to achieve a particular goal, typically a social or political one. This may be to carry out a social change, or to resist or undo one. It is a type of group action and may involve individuals, organizations, or both. Social movements have been described as "organizational structures and strategies that may empower oppressed populations to mount effective challenges and resist the more powerful and advantaged elites". They represent a method of social change from the bottom within nations. On the other hand, some social movements do not aim to make society more egalitarian, but to maintain or amplify existing power relationships. For example, scholars have described fascism as a social movement.
Collective consciousness, collective conscience, or collective conscious is the set of shared beliefs, ideas, and moral attitudes which operate as a unifying force within society. In general, it does not refer to the specifically moral conscience, but to a shared understanding of social norms.
This is an index of sociology articles. For a shorter list, see List of basic sociology topics.
Collective memory refers to the shared pool of memories, knowledge and information of a social group that is significantly associated with the group's identity. The English phrase "collective memory" and the equivalent French phrase "la mémoire collective" appeared in the second half of the nineteenth century. The philosopher and sociologist Maurice Halbwachs analyzed and advanced the concept of the collective memory in the book Les cadres sociaux de la mémoire (1925).
National identity is a person's identity or sense of belonging to one or more states or one or more nations. It is the sense of "a nation as a cohesive whole, as represented by distinctive traditions, culture, and language".
Standpoint feminism is a theory that feminist social science should be practiced from the standpoint of women or particular groups of women, as some scholars say that they are better equipped to understand some aspects of the world. A feminist or women's standpoint epistemology proposes to make women's experiences the point of departure, in addition to, and sometimes instead of men's.
The life course approach, also known as the life course perspective or life course theory, refers to an approach developed in the 1960s for analyzing people's lives within structural, social, and cultural contexts. It views one's life as a socially sequenced timeline and recognizes the importance of factors such as generational succession and age in shaping behavior and career. Development does not end at childhood, but instead extends through multiple life stages to influence life trajectory.
Cultural memory is a form of collective memory shared by a group of people who share a culture. The theory posits that memory is not just an individual, private experience but also part of the collective domain, which both shapes the future and our understanding of the past. It has become a topic in both historiography, which emphasizes the process of forming cultural memory, and cultural studies, which emphasizes the implications and objects of cultural memory.
The sociology of human consciousness or the sociology of consciousness uses the theories and methodology of sociology to explore and examine consciousness.
Youth studies is an interdisciplinary academic field devoted to the study of the development, history, culture, psychology, and politics of youth. The field studies not only specific cultures of young people, but also their relationships, roles and responsibilities throughout the larger societies which they occupy. The field includes scholars of education, literature, history, politics, religion, sociology, and many other disciplines within the humanities and social sciences. Youth studies encourages the understanding of experiences that are predominantly manifested among young people, generalized phenomenon and social change. The majority of 15- to 24-year-olds in 2008 lived in developing countries. The definition of youth varies across cultural contexts. The social experience and organization of time and space are important themes in youth studies. Scholars examine how neoliberalism and globalization affect how young people experience life, including in comparison to previous generations.
Jeffrey Charles Alexander is an American sociologist, and a prominent social theorist. He is the founding figure in the school of cultural sociology he refers to as the "strong program".
Historical trauma or collective trauma refers to the cumulative emotional harm of an individual or generation caused by a traumatic experience or event.
The Strauss–Howe generational theory, devised by William Strauss and Neil Howe, describes a theorized recurring generation cycle in American history and Western history. According to the theory, historical events are associated with recurring generational personas (archetypes). Each generational persona unleashes a new era lasting around 21 years, in which a new social, political, and economic climate (mood) exists. They are part of a larger cyclical "saeculum". The theory states that a crisis recurs in American history after every saeculum, which is followed by a recovery (high). During this recovery, institutions and communitarian values are strong. Ultimately, succeeding generational archetypes attack and weaken institutions in the name of autonomy and individualism, which eventually creates a tumultuous political environment that ripens conditions for another crisis.
Political identity is a form of social identity marking membership of certain groups that share a common struggle for a certain form of power. This can include identification with a political party, but also positions on specific political issues, nationalism, inter-ethnic relations or more abstract ideological themes.
The impressionable years hypothesis is a theory of political psychology that posits that individuals form durable political attitudes and party affiliations during late adolescence and early adulthood. In United States political history, the theory has been used to explain the waxing and waning in the strength of the two major political parties. The theory has also been applied outside of the United States.
Guobin Yang is the Grace Lee Boggs Professor of Communication and Sociology at the Annenberg School for Communication and Department of Sociology at the University of Pennsylvania. He is also the Associate Dean for Graduate Studies at the Annenberg School for Communication, Director of the Center on Digital Culture and Society, and deputy director of the Center for the Study of Contemporary China. Yang received his first PhD from Beijing Foreign Studies University in 1993 and his second PhD in sociology from New York University in 2000. His other former positions include being an assistant professor of sociology at the University of Hawaii at Manoa and as an associate professor of Asian and Middle Eastern Cultures at Barnard College of Columbia University.
