1.2 Imagine ... Where or When; The Sociological Imagination

As students arrive, please read this excerpt from Outliers. Then, open the Google Form for today's lesson and answer #1:

Q1: What was life like in the city or neighborhood where you grew up - how did it shape you differently than others here at Loyola or residents from Rogers Park?

Today's Lesson: The Sociological Imagination

After reading the excerpt from Malcolm Gladwell's book Outliers, answer the questions below in today's Google Form:

2. Describe life in Roseto, PA.

3. What did Dr. Wolf set out to study at first?

4. What did he find/conclude at the end of his study?

5. Were the people of Roseto, PA aware of that they were being affected in the way that Dr. Wolf concluded? Explain.

In the book Outliers, Malcolm Gladwell writes about extreme success stories (aka Outliers). In the introduction (the excerpt linked above),  we learn that the people who lived in Roseto at that time were affected by the social life there even though they did not realize it.  In other words, they were affected by where and when they live.  This is is the promise of sociology;  to understand how people are affected by where and when they live.  

What is C. Wright Mills Sociological Imagination?

The understanding that people are affected by when and where they live is what an important sociologist, C. Wright Mills, calls having a "sociological imagination".   Mills explains that a "sociological imagination" is seeing the connection between history and biography. That is, who we are (our biography) is determined by where and when we live (our history).  

As an example of this idea, the people of Roseto were affected by where and when they lived. Because they lived in the town of Roseto at that time, they lived in a way that affected them (without even knowing it) so that they had a much lower chance of getting heart disease and living longer than the rest of the country.  This idea might seem simple, but C. Wright Mills, an important sociologist, wrote in 1959, that people often forget this in both their daily life and their research.  Mills also adds that using a sociological imagination it is possible to see the private troubles as public issues.  In other words, often times a person's struggle in daily life is really part of a larger structural issue that individuals can't always see.

The rest of Gladwell's book, Outliers, uses a sociological imagination to explain extreme success stories; for example, Bill Gates' and Steve Jobs' tremendous success and wealth stemming from where and when they lived: 

Gladwell describes how being born in the mid 1950s was particularly fortuitous for those interested in computer programming development (think Bill Gates and Steve Jobs, both born in 1955). It also helped to be geographically near what were then called supercomputers, the gigantic predecessors to the thing on which you’re reading this post. Back in the 1960s, when Gates and Jobs were coming of age, a supercomputer took up a whole room and was not something most youngsters would have had a chance to see, let alone work on. But because of their proximity to actual computers, both Gates and Jobs had a leg up on others their age and had the chance to spend hours and hours (10,000 of them in Gladwell’s estimation) learning about programming.

For more info/examples of the sociological imagination, see this post from the Everyday Sociology site that explains how a sociological imagination can be used to analyze how individuals are affected by when and where they live.

Imagine Where...

John Felice Rome Center Campus

See it on Youtube here

Rome Center Campus

What if you applied to Loyola just like you did and you attended it during the same years that you are now, but you attended ONLY the John Felice Rome Center Campus? Imagine how you might be different, act differently, think differently, just because you went to Loyola Rome for four years.

Here is a comparison website for living in countries around the world.

Sense of time and lunch.

One example of how you might be different if you lived in Rome is simply how you would cross the street! When I was visiting the Rome Center, it took me 6 days before I figured out how to cross the street!!

Here is an intersection in Rome.

Crossing a street in Rome.

Here's advice on how to do it.

Another example of being shaped by place and crossing the street is when I was in London. I was almost hit by a car because I looked the wrong way on a street! Luckily, officials in London have a sociological imagination because they painted the street for Charlies like me:

Sidenote - If you are interested in studying abroad, here are 2 summer opportunities that are pretty unique:

Abruzzo - The Abruzzo fusion exposes students to the differences in food, wine, and Italian culture between rural and urban. Students spend about two weeks in the mountains of Abruzzo living in a farming community and get to hike the mountains with the sheep, watch how traditional cheese, wine, and olive oil is made, and more. Really great for students with an interest in the environment, food, culture, language, or photography, and is a good fit for students from rural backgrounds. 

Sicily - The Sicily fusion takes students to an actual, active archeological dig site spearheaded by one of our faculty members at the JFRC. Here, students are truly getting their hands dirty digging in the dirt! The site is an old Roman trading post and students could be the ones finding the artifacts! 

Here is Loyola's Vietnam Center.

And this is an intersection in Ho Chi Minh City.

For Discussion:

Take a minute and explain to some classmates near you how you have been shaped by where you grew up.  What was life like in the city or neighborhood where you grew up - how did it shape you differently than others here at Loyola or residents from Rogers Park? 

Imagine When...

Applying your sociological imagination to when a person lives

Seeing the world with a sociological imagination means being able to see how individuals are affected by where and when they live.  Now we will use our sociological imagination to examine how people might be affected by when they live.  Using archives from the LUC's library, examine the pictures of our school from years past.

Find some examples how, even if you were the same person at Loyola, you would be different if you went here during a different time. 

The yearbooks are also available online at:

https://archive.org/details/loyolachicago?tab=collection

Other historical archives at LUC include:

Student newspapers. Some of them have been digitized and are available at https://luc.access.preservica.com/uncategorized/SO_be933d80-3ae8-45af-ae3a-d92909ef9461/ but most of them are only available as physical copies in the University Archives. There is not a complete run (for example most of 1963 is missing). 

Thomas J. Bryant, SJ, Photograph Collection, 1958-1979. Fr. Bryant was the photographer for the 1958 to 1965 Loyola yearbooks. He also photographed the Lake Shore and Water Tower Campuses; Chicago; Rome, Egypt, Palestine, Israel, and Turkey.

https://luc.access.preservica.com/uncategorized/SO_511c9b32-f82f-48ce-af86-f9545a57c1c2/

Thomas J. Dyba Photograph Collection, 1950-1963 Thomas J. Dyba documented student life at Loyola including athletics, Curtain Guild, and campus scenes, during the 1950s.

https://luc.access.preservica.com/uncategorized/SO_3ab7b45b-0237-4354-904d-28647db81b10/

Joe Smajo Photograph Collection - ca. 1950s. Joe Smajo documented student life and events at Loyola University during the 1950s.

https://luc.access.preservica.com/uncategorized/SO_ea77f806-737d-4a6f-b517-79723d761791/

University Photograph Collection—ca. 1920s to present. Photographs, slides, and negatives documenting buildings, campuses, and student life.

https://luc.access.preservica.com/uncategorized/SO_f6bfa952-29ba-4230-ae06-210b9906b7e3/

In small groups, do a qualitative content analysis of the yearbooks from LUC past.  Look for differences between LUC now and then.  Answer the following questions:

6. What are the differences between that year and now?

7. How might you be different if you had been attending LUC during that time?

Private troubles and public issues

8. What are the different obstacles that you might've faced then instead of now?

9. What are some ways that you might feel differently about yourself/school/etc if you attended LUC then?

After you try to find your own examples, here is a sample of some of the photos that I found  that illustrate a sociological imagination.

OK, Boomer!

Another way of applying a sociological imagination to when someone lives is using this research from the Pew Research Center.  Click on the link and use the research to see how different generations have been shaped.  Remember that when we joke around about different generations (like saying  "Ok Boomer"), we are acknowledging that being born in a different generation means being more likely to think a certain way.

Beloit Mindset

Think about how a student being born today might experience the world differently than you?  Put another way, what has shaped you that a baby born today might never experience? 

This example of sociological imagination is based on the Beloit Mindset list. Beloit College used to publish a list of how the current year's college freshmen have experienced the world differently.  

Another example is this video of a child who is trying to use a magazine like an ipad:

<iframe width="560" height="315" src="https://www.youtube.com/embed/aXV-yaFmQNk" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe>

Today's lesson was focused on C. Wright Mills' Sociological Imagination.

• Can you explain what it is?
• Can you connect it to your own life?  What are some specific examples to your life - how might you be the person you are because of when and where you are living, or conversely, how might you be a different person based on when and where you live?

Recommended Reading:

Open Stax: What Is Sociology?