The course refers to the main characteristics of social structures and the foundations of social transformation. We will examine the concept of social change and evolutionary theories and in particular the requirements to maintain or change the social structures. In this context, we critically examine the structure – functional theory, the functional unit of the social system and the theories of structuralism and neo-functional theories. The course places emphasis on the confrontation between structure – functional theory and the conflict theory on social transformation, as well as on the reform actions and attempted convergences to prevent conflicts and to maintain social peace policies. At this point, the course develops a critical approach versus the process and the contents of institutionalization, which is the basic social system integration mechanism. Finally, we examine modern and post – modern sociological theories, the theory of symbolic interaction, the sociology of social systems and the theory of communicative action. By the end of the course students should be also capable to associate the principles of dialogue with current sociological theories underlying their pedagogical and didactical practices, particularly to :
Learning outcomes : Students after the end of the semester are expected to be capable to: -Understand the main theoretical tools and the analytical logic of sociology as a science of human phenomena. -Grasp and perpetuate the ideas of investigating specific areas of social reality and connect them with broader issues of sociological theory. -Connect the theoretical tradition of macro and especially microsociology with the empirical examination of ͞actual͟ everyday social reality in its various implications. -Distinguish between quantitative and qualitative research design. -Demonstrate a basic ability to understand the nature and content of qualitative research, both in terms of methods and techniques. -Implement specific qualitative methods and particular technical tools to study specific fields of social reality. -Develop analytical skills in producing, gathering, composing and interpreting factual and visual data derived from a qualitative methodology in connection with the practical study of everyday life. -Prepare a preliminary research idea and design a relevant essay on a particular topic of study.
-Production of free, creative and inductive thinking,
-Showing social, professional and ethical responsibility and sensitivity to gender issues,
-Criticism and self-criticism,
-Production of free, creative and inductive thinking,
-Working in an international environment,
-Working in an interdisciplinary environment,
-Production of new research ideas,
-Associate principles of dialogue to sociology of Knowledge underlying teacher’s pedagogical & didactical practices,
-Perceive these different dimensions and make connections between them in the everyday educational praxis phenomenon.
|Use Of Information And Communications Technology :||Use of educational material posted online on eclass.|
|Teaching Methods:||Activity||Semester workload|
|Study and analysis of
|Student Performance Evaluation:||
The course is held with lectures, study and presentation of texts in Greek and English and with selected translations from German language. Courses are taught weekly. Students are encouraged to participate actively in the discussions.
Evaluation criteria include the presence and active participation of the students, the presentation of projects, the study and translation of texts and the written examinations at the end of the semester. Grades depend mainly on the exams at the end of the semester, but also on the students’ participation to course discussions. For students wishing to improve their grades further there is the option of writing an essay combined with a short presentation. Evaluation procedure is stated on the e-platform moodle (https://aegeanmoodle.aegean.gr/)
– Suggested bibliography:
Graib I: Σύγʖʌοʆɻ ʃοιʆʘʆιοʄογιʃή θεʘʌία, ȵʄʄɻʆιʃά γʌάʅʅαʏα, Αθήʆα, ϮϬϬϬ.
Morel, Bauer, Meleghy, Niedenzu, Preglau, Staubmann: Ⱦοιʆʘʆιοʄογιʃή θεʘʌία ɀια
σύʆοʗɻ ʏʘʆ θεʘʌιώʆ ʏʘʆ βασιʃώʆ εʃʋʌοσώʋʘʆ ʏɻς ;εʄʄ. ʅφʌ Ɂ. Ɂαγόʋοʐʄος,
Ritsert G,: Σύγʖʌοʆɻ ʃοιʆʘʆιοʄογιʃή θεʘʌία, Ⱦʌιʏιʃή, 2012.
– Additional References:
Alexander J.: Neofunctionalism and after, Blackwell, London, 1998.
Arato A. – Coen J.: ͞Ⱦοιʆʘʆία ʏʘʆ ʋοʄιʏώʆ ʃαι ʃοιʆʘʆιʃή θεʘʌία͟ ȿεβιάθαʆ, ϭϬ, ϭ99ϭ.
Dahrendorf R.: Class and Class conflict in industrial Society, Stanford, 1958.
Garfinkel H.: Studies in Ethnomethodology, Englewood Cliffs, 1997.
Goffman E.: Stigma: Notes on the Management of Spoiled Identity, Englewood Clifs, 1963.
Nagopoulos Ɂ. ͞From the theory of behavior to the general theory of social action͟,
Scientific Review of the University of Ioannina, Dodoni, Vol. 33, 2006.
Nagopoulos Ɂ. The foundations of sociological knowledge Kritiki, Athens, 2003.
Nagopoulos Ɂ., ͞Synthetic Methodological aspects of social science and research͟, in
Pourkos M. – Dafermos M. (ed.) : Qualitative research in social sciences:
epistemological, methodological, ethical issues. Topos, Athens, p. 299-315, 2009.
Nagopoulos Ɂ., ͞Habermas’s communication theory and the limits of instrumental action.
From the philosophy of consciousness in philosophy of language͟, ȴιαβάɺʘ, Vol. ϰϬϱ.
ɀοʐɺέʄɻς N.: Η ʃʌίσɻ ʏɻς ʃοιʆʘʆιοʄογιʃής θεʘʌίας, θεʅέʄιο, Αθήʆα, ϮϬϬϬ.
Penrose, R. The Emperor’s New Mind. Oxford: Oxford University Press, 1975.
Place, U.T. Thirty Years On – Is Consciousness Still a Brain Process?͟ Australasian Journal of
Philosophy 66, 2: 208 –219, 1988.
Putnam, H. Mind, Language and Reality. Philosophical Papers, ʏ.Ϯ, Caŵďridge U.P. ϭ97ϱ.
Putnam, H. Brains and Behavior͟, in R. Butler (ed.), Analytical Philosophy. Oxford: Basil
Quine, W.V.O. Word and Object. Cambridge, MA:MIT Press, 1960.
Rorty, R. ͞In defence of eliminative materialism͟ Review of Metaphysics, 24, 112 – 121,
Rorty, R. ͞Mind –Body Identity, Privacy and Categories͟, Review of Metaphysics 29, 1: 24 –
Searle, J. R. The Rediscovery of Mind, MIT Press, 1992.
Searle, J. R. ͞Intentionality and its place in natura͟, Synthese, 61, 3-16, 1984.
Searle, J. R. ͞Minds, Brains, and Science : The 1984 Reith Lectures. Cambridge, MA: Harverd
University Press, 1984b.
Searle, J. R. Intentionality: An Essay in the Philosophy of Mind. Cambridge: Cambridge
University Press, 1983.
Searle ,J. R. ͞Minds Brains, and Programs͟ Behavioral and Brain Sciences 3:417 – 424,1979.
Sherson, D.N. Kosslyn, S.M. & Hollerbach, J.M.;εʋͿ , AŶ IŶvitatioŶ to CogŶitive SĐieŶĐe, ʏ.Ϯ
Visual Cognition and Action, MIT, 1990.
Stich, S. From Folk psychology to Cognitive Science: The Case Against Belief, MIT Press,
Turing, A. ͞Computing Machinery and Intelligence͟ Mind 59: 433-460, 1950.
Wittgenstein, L. Philosophical Investigations. Oxford: Basil Blackwell, 1953.
Level of studies:
Independent teaching activities
Weekly teaching hours
Language of instruction and examinations:
Is the course offered to erasmus students:
Course website (URL):
Χρήση Τεχνολογιών, Πληροφορίας & Επικοινωνιών:
|Δραστηριότητα||Φόρτος Εργασίας Εξαμήνου|
|Ασκήσεις στην τάξη||15|
|Αυτόνομη μελέτη στην διάρκεια του εξαμήνου||45|
|Μελέτη προετοιμασίας για τις εξετάσεις||30|
Η αξιολόγηση των φοιτητών/ριών γίνεται μέσω εξετάσεων με ερωτήσεις ανάπτυξης και αποκλειστικά στην ελληνική γλώσσα. Τα κριτήρια είναι προσβάσιμα για τους φοιτητές/ριες στην ηλεκτρονική πλατφόρμα του μαθήματος (e-class).