Suchergebnisse

This article is the text of the annual Hamish Henderson lecture delivered on 12th November 2016. The lecture is given as part of The Carrying Stream, a celebration of the life of Hamish Henderson.

To provoke debate, the paper, after fifteen years, repeats and expands on an analysis of the use of empirical data and the role of quantification in articles published in some major British journals of sociology. The earlier paper argued that the training of undergraduates, and the influence and example of their teachers, tends to orient them, well before graduate education begins, towards particular kinds of research topic and, where empirical data are used, approaches employing no quantification or very simple techniques. It suggested this would be a selfreinforcing process unless there were far-reaching changes in undergraduate curricula which were unlikely to come about. It predicted that the divide between these aspects of British sociology and that practised in North America and many parts of Europe would widen further. British sociology has become somewhat more empirical over the past fifteen years, with the bulk of this expansion in the qualitative area. The more sophisticated quantitative approaches are not much more in evidence than before. This raises a number of questions which should be a matter of debate. It is worrying that the debate does not seem to be taking place.

This paper examines, with some reference to a content analysis of three British journals, the methodological orientation of current British sociology in order to argue that most graduate students as a consequence of their undergraduate socialization are unlikely to wish to take advantage of formal methodology courses at the graduate level, at least in so far as these are highly technical in content. Some of the implications of the argument for sociology in Britain generally, for undergraduate methods teaching and for the structure of graduate education are discussed.