Sociological Explanation, Inaugural Lecture, no. 28

Document technical information

Format pdf
Size 168.5 kB
First found May 22, 2018

Document content analysis

Category Also themed
Language
English
Type
not defined
Concepts
no text concepts found

Persons

George Marshall
George Marshall

wikipedia, lookup

E. H. Carr
E. H. Carr

wikipedia, lookup

Peter Laslett
Peter Laslett

wikipedia, lookup

André Siegfried
André Siegfried

wikipedia, lookup

Organizations

Places

Transcript

Sociological Explanation
1
Tom Burns
This was very much a piece d’occasion. The Department of Sociology had been
established in 1964, and I was appointed to the Chair in the following year, so the
‘occasion’ was, for the three people who made up the department’s staff then,
more than usually fraught – or, as I began by saying, ‘daunting’. Hence its rather
manifesto-like character, and the sustained argument, mostly by example, that
sociology is properly a critical, assumption-testing, discipline.
Having to give an inaugural lecture is a rather daunting affair though, I am sure, a
salutary one. Luckily, there is always tradition to sustain one and to afford some
guidance. There are, one finds, models, or types, of inaugural lectures. I cannot claim to
be a connoisseur, but, judging from a small and heavily biased sample, they seem to fall
into three groups. There are those, to begin with, which announce new departures for a
subject, new horizons, recent territorial acquisitions in teaching or research, perhaps a
reformed constitution: they are, in short, manifestos - delivered, of course, modestly, even
diffidently sometimes, and with proper deference to neighbours and previous tenants,
but manifestos nevertheless; muted manifestos. The second kind defines itself more
precisely. There is hardly a single field of scholarship or science in which the
contribution of Scotland, of this university itself, has not been extensive and weighty even, at times, momentous; very few branches of learning in which it is not possible to
point to a noble and inspiring tradition of intellectual endeavour. There is special
propriety on the occasion of an inaugural lecture, then, in recalling - invoking - the
achievements of predecessors, of the giants on whose shoulders we presume to stand;
there is a special propriety in setting oneself the aim, not unduly modest, either, of
continuing or reviving the traditions they formed. And for those who invest in this kind of
inaugural, there is the very large bonus to collect from the rich deposits of portable
quotations which lie embedded in so much of Scottish intellectual history, with its unique
and rewarding blend of wit and sententiousness, of high thinking and low living.
Inaugurals of this kind are known to the trade as Scotch, or Upper Library, jobs.
Third, and last, is the guided tour through the main thoroughfares of a new and unfamiliar
subject. Less striking in its appeal than the first, less elegant in manner than the second,
more pedestrian by definition of course than either, the guided tour runs the twin hazards
of losing half one's audience by boring them with what is already distressingly familiar
stuff, and the other half by hurrying them through the more complicated or remote
precincts.
These risks I have to ask you to face with me, however, because this is the form and
pattern I want to adopt for this lecture. I do so not because sociology is new or unfamiliar
1
Inaugural lecture given to the University of Edinburgh in 1965.
1
- for me to think so would be presumptuous - but because it has seemed to me a subject
more than usually susceptible to misconception and misconstruction.
There is, I shall argue, a special reason for this. All branches of knowledge, scientific
and other, are concerned with description as well as with explanation, have their
substantive content as well as their methodology, are fact-finding, diagnostic or
taxonomic activities as well as theoretical and model-building activities. It is indeed by
their descriptive activities, their substantive area of study, that specialist studies are
known to the non-specialist public. Sociology is no exception, and it is because of this, I
believe, that the misconceptions have arisen. For the misconceptions, such as they are,
relate to what is publicly known about the descriptive activities of sociology.
The title I have chosen for this lecture, therefore, while not deliberately misleading, is
rather elliptical. I shall have to deal with sociology in its descriptive aspects, and,
moreover, to try to show how both as description and as explanation sociology is always
a critical activity. In considering sociological explanation, furthermore, I shall not seek
either to present you with a review of the methods of research used in sociology or of
customary procedures in analysing research data - which would be very tedious and
exceedingly inappropriate. I shall also steer very clear of the ground which has been
ploughed so heavily in recent years by British and American philosophers. My references
will be to empirical sociology rather than to what is commonly designated by sociologists
as social theory. My object is to try to point out by example and to explain as best I can
what is distinctive about sociology in its approach to its subject matter. And I shall do this
cumulatively, adding items to the account as we go.
Let me begin by taking it as common and undisputed ground that we tend to live more
and more in a world of organised, departmentalised, bodies of knowledge; and that this is
not a matter merely of the exigencies of university curricula, or of the shortness of life
and the accumulation of knowledge which forces increasing specialisation on us
Intellectual life, scholarship and science are subject increasingly to the principles which
govern the division of labour in the rest of civilised existence. We have become acutely
aware of the cultural divisions which can grow up as consequence, and, in time, as
reinforcement, of specialisation, and there is an increasing number of enthusiastic
or conscience-stricken attempts to bridge the gaps. But there are other consequences
which we are perhaps less conscious of. Among them is the odd tendency for the world
in which we live, the environment of physical matter, of natural circumstance, and of
events, to shape itself and to become organised after the same pattern of specialisms, and
in their terms. History is, of course, both the past and the study of the past - of course;
more particularly it is the body of recorded and ascertainable facts about the past which is
regarded by historians as relevant to historical studies. Law has the same familiar and
entirely undeceptive ambiguity in common usage; it is both the body of law and the study
of law. And it is difficult to think of a time or a possible circumstance in which it might
have made sense in either case to regard the subject-matter in any different way from the
study of it. But it also makes equal sense to talk of chemistry and physics in the same
way; and there was certainly a time when even quite civilised people did not. For us there
is a chemical world and a physical world: the chemistry of aircraft engines or
2
their physics, the chemistry or the physics of the human body, are terms in general
currency. More significantly, during the past few generations new disciplines have acted
on the world and on circumstances in the same fashion. Instead of enumerating all the
particulars of forms of livelihood, standard of living, division of labour, system of
exchange, modes and rates of capital formation, range of products, and so on, it is
meaningful, acceptable and common usage to speak of 'the economy'.
There is a specific reference here to those actions, events and objects which are the
relevant objects of study to economists. And the reference is really quite specific. It is not
uncommon, for instance, to find in accounts and explanations of movements in prices, or
of fluctuations in consumption, allusions to 'non-economic' variables, so-called, which
nevertheless do effect changes in 'the economy'. Psychology has acted as an organising
principle in a similar fashion, so that the special attributes of individual attainment,
emotional response, mental experience and development which have become appropriate
for psychological study now make up a recognised and recognisable sector of the world
as we experience it. We can speak meaningfully of the psychology of a person and mean
something different from what we mean when we speak of 'a person'.
In all these instances, a science or a discipline has come to achieve so established a
recognition as a map of a segment or a set of elements in the world of common
experience that it serves as a handy way of discriminating the world of common
experience itself. It is one of the ways in which the world becomes a manageable place to
live in. Most of us, after all, do seem to think most easily of the world itself as a map.
But the process by which economics maps into 'the economy' or by which chemistry
maps into 'the chemistry' of our bodies tends for the most part to be taken for granted or
completely elided.
Organising our experience of the world in this fashion, convenient, customary and
unexceptionable as it is for the layman, is often unwelcome and embarrassing to
the specialist himself. Every decade produces its fresh crop of new specialisms which
transcend the boundaries of disciplines almost as soon as they are firmly established in
the public mind. But the point of this excursion into the higher generalities is to underline
what I am sure you have run ahead of me to perceive, namely, that there is no segment or
set of elements in the world of common experience which is organised in this way by
sociology. We cannot speak of the sociology of Scotland as one can of the Scottish
economy, nor of the sociology of children as one can of child psychology. Interestingly
enough, substantive fields of sociology, many of them at least, go by titles like the
sociology of education, the sociology of law, the sociology of politics, the sociology of
medicine. In all these cases, the substantive area of study is defined by another
discipline. The mapping has been done by it, not by sociology.
It is for this reason that this guided tour is taking place under the advertised
announcement of 'sociological explanation'. For the substantive areas of sociological
studies are composed out of the way in which sociology operates upon previously
organised bodies of knowledge, not, let me hasten to add, only and merely upon bodies of
scientific and academic knowledge but also upon systems of belief, and codes of accepted
3
practice. Sociology operates in and upon these fields in quite specific directions and in
quite specific ways. It does so by questioning assumptions which seem to be made by
people, and especially by people in authority in education, law, politics and so forth,
about the behaviour of people. These assumptions are sometimes explicit in the form of
expressed statements, more often implicit in the form of preference orderings or
concealed value-judgements, but they are all formulated within what I can best call the
territorial boundaries of each system of organised knowledge and practice; they are
assumptions to the effect that the human behaviour visible to the educationist, the lawyer,
the politician and so on, is ordered sufficiently for their purposes according to the
principles and the vocabulary of ideas developed within the educational system, the law,
political science, and so on. Let me try to make this rather opaque pronouncement clearer
by instances of what I mean.
I can begin by what will be for many of you very familiar ground. The 1944 Education
Act for England and Wales, like the later Scottish Act, was designed to provide for
more education at the secondary level, for different kinds of secondary education, and
altogether to ensure that opportunities for educational and thus occupational and
social advancement would be equally accessible to all children. There is no reason at all
to question the sincerity of those who framed and later administered the Act. Indeed,
the strength of the point I wish to make lies in the very genuineness of the attempt to
reduce to vanishing point the inequities which had been built into the educational
system maintained by the state. Within the perfectly valid frame of reference adopted by
legislators, administrators and their advisers, the system of selection for secondary
education was as psychologically sophisticated and as fair as one could possibly expect.
Certainly, so far as I know, no fairer system of selection has since been devised. Yet a
series of studies carried out by Professor Himmelweit and her colleagues during the
1950s demonstrated conclusively that equality of opportunity had certainly not been
achieved. These studies were not, of course, concerned in the least with the techniques of
selection themselves, the apparatus of tests, their administration, the impartiality of
teachers and educationists - anything but. The inquiries were directed towards bringing to
light considerations and factors affecting educational performance which, familiar as they
are to all of us now, had simply not been taken into account in the design of the new
educational system; it is not that the structure of families and their material and social
circumstances were thought of as not affecting the school life and career of the child - of
course they were. But those factors had not been treated as affecting attainment in the
ways and to the extent they were now shown to do.
During the 1960s the considerations or assumptions treated as external to the frame of
reference of education, or disregarded entirely, have been added to by educational
sociologists. Educational performance is now being related to organisational features of
the school system, to the institutional character of the class-room situation, to
the particular difficulties and anomalies of the teacher's role, and the structure of the
teaching profession. Those later researches, like the earlier, are directed towards
eliciting considerations and determining factors which, previously lying outside the
technical scope of the educational system, are nevertheless relevant to the educational
process and should henceforward be taken into account.
4
There is an important sense, therefore, in which educational sociology is tributary to the
theory and practice of education.
I suggested that the clear definition of the boundary of a field of scholarship or science
and the coherence and homogeneity of the kind of facts regarded as lying within it the fact that we can talk about education as a body of knowledge, and as an
administrative system, and as a developmental process of a special kind - that all this
comes from the existence of a publicly accepted frame of reference and a particular
coinage of ideas and beliefs which is in good currency. The frame of reference changes,
of course, and so does the body of ideas, aspirations and values accepted as good
currency. The main tradition of sociological writing in the field of education - a tradition
which stretches through the work of Durkheim (himself, incidentally, a Professor
of Education), Weber, and Mannheim (who also, when he came to this country occupied
a chair of Education) - this main tradition bears on the way in which ideas and beliefs
about the purpose, the appropriate administration and the nature of education have
changed in response to changing and emerging needs in society. The actual causes of
change, as Mannheim said, are motivated acts, but the motives themselves are shaped by
changes in social conditions. And these changes occur at an accelerating pace under
industrialism, which throws new burdens on educational institutions - the progressive
burdens of mass instruction, promotion of scientific and technological progress,
occupational recruitment and now, it seems, social selection - for, in the case of the great
majority of people in this country, the place they are going to occupy in the social system
and the class structure is settled before they are twenty years old.
'Under conditions of advanced industrialism', as Mrs Floud and Dr Halsey have said, 'the
economy becomes increasingly dominated by the institutions of research and
technological innovation ... So that the educational system comes to occupy a strategic
place as a central determinant of the economic, political, social and cultural character of
society’.i On this larger scale, as well as in the study of educational opportunity and
educability, the role of educational sociology is to examine, to question, to raise doubts
about, to criticise the assumptions on which current policy, current theory and current
practice are based.
The essentially critical function of sociology at this level is just as clearly present in
political sociology. I have to insist on this critical function in the case of this field of
studies, because the rendering of the purpose of sociological explanation in this context
that I want to put forward is not widely current. In particular, it is very different from
that advanced by Martin Lipset and Reinhard Bendix, who are individually two of the
most distinguished contributors to this field of sociology, and who, in combination, carry
a very formnidable - a papal- weight of authority. They write: 'Like political science,
political sociology is concerned with the distribution and exercise of power in society.
Unlike political science, it is not concerned with the institutional provisions for that
distribution and exercise, but takes these as given. Thus political science starts with the
state and examines how it affects society, while political sociology starts with society and
examines how it affects the state: i.e., the formal institutions for the distribution and
exercise of power.' ii
5
We all, as academic teachers and students, deal in over-simplifications and learn to live
with those of other people. But this attempt to dichotomise the study of political
science and political sociology by polarising them, so to speak, on different points of
origin is more than a pardonable oversimplification. It seems to me false as to the facts,
possibly with regard to political science, certainly with regard to political sociology,
which began with the attempt to measure the extent to which political institutions of a
particular kind - namely, political party machines - can and do influence the behaviour of
people in society. It is categorically false; the two kinds of study do not occupy two
halves of the same football pitch or defend two goals, one labelled 'state' and the other
labelled 'society', and advance towards the other; they are different kinds of game, played
on different pitches. And the statement is, I believe, false as to the relationship between
the two studies. Political sociology is not just the study of the same substantive field as
political science but from a different angle of approach. It is tributary to - or, if you like,
parasitic upon - political science, in the same way as educational sociology is
upon education - parasitic, in the sense in which criticism is parasitic.
There are several fairly distinct divisions of activity in political sociology. The best
known is the study of voting behaviour which effectively begins, despite Andre
Siegfried's notable work completed before the First World War, with Lazarsfeld,
Berelson and Gaudet's panel study of the American presidential election of 1940.iii What
Lazarsfeld and his research team did was to interview a sample of 3000 electors in a part
of Ohio at the beginning of the election campaign, and to interview sections of the main
sample at regular intervals up to the presidential election in November. The research
design was concerned specifically with estimating the actual influence exerted on voting
by the campaigns of the two parties throughout the whole six months preceding the
election. From this, and subsequent studies in America, Britain and elsewhere, we have
gained an increasingly vivid and detailed picture of how much voting is a matter of
habit, how little rational choice seems to enter in, how far political allegiances are formed
virtually in childhood, how few voters change that allegiance in normal election
circumstances. We are getting to know more about the influence of demographic factors
and about the curiously overlooked part played by religious affiliation in certain
countries. None of this work, or of other work on party organisation or pressure groups,
on the nature and social function of ideology contributes anything to the solution of the
major issues of political principle or of political organisation. It is not an approach to the
field of study of political science from another point of departure. But it does affect very
much the terms in which these issues are to be debated, and the limits of the
considerations which must henceforward be regarded as pertinent to political studies. W.
G. Runciman has remarked that 'Lazarsfeld's work has placed an important limit on the
scope of a priori theorising about democracy; and it has done so by producing
sociological evidence directly relevant to the tenets of political theory. It is not evidence
which necessarily supports a left-wing or a right-wing view; but it is important
precisely because any theory of democracy, whether left or right, must take account of
it.iv I would, while supporting this, also say that the importance of the sociological work
in this field lies not in its limiting the scope of a priori theorising but in extending it - of
pointing to considerations which political studies must take into account beyond those
which were previously seen as 'politically relevant'.
6
There are two corollaries to which I think I can now point as proceeding from what I have
said so far. The first I have already suggested - which is that the relationship of sociology
to these and other fields of substantive study is tributary. Sociologists, more than most
scientists perhaps, admit the force of the injunction to forget their past, since much of
what of value there is in it has been incorporated and has taken root in other disciplines.
Secondly, while the direction and purpose of sociological kinds of explanation has been
to amend and supplement the kinds of evidence and consideration lying within
substantive areas of organised knowledge mapped by other established disciplines, the
outlines of what might turn out to be a substantive area peculiar to sociology are perhaps
becoming perceptible. In the cases I have mentioned, sociology has not only pointed
to uniformities and variations in performance and in choice which are inexplicable in
terms of the existing rationale of education or of politics, but has identified the
external factors in terms of unwitting regularities among groups and categories of
individuals, of latent controls and limitations of action, of conventions and observances
which hardly can be said to rise to the surface of articulate expression. We are, in fact,
dealing with the institutional framework of social behaviour, the implicit, unthinking and
unarticulated code of norms which govern or influence individual conduct. Vilhelm
Aubert's study of the judiciary in Norway,v when it was first published, evoked violent
reactions among the legal profession precisely because it pointed to the fact that,
in giving sentence, judges appeared to be following a tacit code which contravened the
explicit code of equality before the law. We are, in this country, aware of the
embarrassing variations in the practices followed in different magistrates' courts in giving
sentence - the large discrepancies in the penalties exacted for identical infringements of
the law in apparently very similar circumstances. These variations have been the subject
of a good deal of discussion and criticism in recent years, and, indeed, investigations have
been undertaken to establish just how far the inconsistencies range. But the presumption
in this connection, so far as this country is concerned is, I believe, that the inconsistencies
are just that - that the natural range of variation which must occur because of differences
in temperament, idiosyncratic interpretation of the law, uncontrollable prejudice
against persons, and so on, is perhaps wider than it should be. What Aubert did was to
scrutinise and compare the sentences and the utterances of judges (senior as well as
junior) in giving sentence, relate those to the recorded circumstances of the cases on
which sentence was pronounced, and demonstrate that the variation in sentencing
behaviour correlated extremely closely with the social class of the accused person. Not an
astonishing conclusion, perhaps, but interesting. Interesting, because the correlation
bespeaks a rule, a normative principle influencing the sentences given, which is certainly
external to the principles which overtly apply to the behaviour of judges, and even
contravenes those principles. Other studies, notably the Chicago studies of the conduct
of arbitration cases by lawyers, point to the existence of rather more complicated
normative principles which seem, in the same latent, unwitting fashion, to distort or
contravene the principles of action which prevail, and which are - I must emphasise honestly maintained, within the system of law itself.
I have, so far, kept to what I have thought might be more familiar ground for this
explanation of sociological explanation, largely because I hoped in doing so to
make clear the way in which sociological explanation is shaped by its special purposes. I
7
want now to discuss rather more closely the essentially critical, assumption-testing nature
of sociological investigation. I can, I think, bring most light to bear by recounting some
research experience of my own in industrial organisations.
Most empirical studies of organisations depend a good deal on interviews with managers.
One begins these interviews conventionally with questions about the particular job
one's respondent does, and how it fits in with other people's and with other departments.
The next step is to examine the discrepancies between the picture one gets from
different respondents of the organisation in which they all work. There always are
discrepancies, of course. But the question presented by these inconsistencies is not
'Which version is right?' but 'How do these differences arise? How is it that these
different versions of the same set of circumstances and actions have arisen in the minds
of people who have to co-operate with each other in the very circumstances they view so
differently?' The need to account for these differences marks the first stage beyond
narrative description.
Some years ago, at the outset of one such inquiry, I encountered a major difficulty even
before reaching this first stage when comparison becomes feasible. The firm was in
a very rapidly expanding and technologically advanced industry. A whole series of
interviews with managers followed a rather disconcerting pattern. After listening to
my account of myself and of what I was interested in finding out, they would say, in
answer to my first question, 'Well, to make all this clear, I'd better start from the
beginning', and then proceed to give me an account of their careers in the firm. This
account would be lucid, well-organised, and informative, but would stop short at some
time beforehand - when, in fact, they had arrived at their present position. I would then
ask again what they were in fact doing now, what the different functions were that they
carried out, whom they saw in connection with them, and so on. After a pause, they
would then go on to explain, equally lucidly, how they and their department would
operate when the present crisis was past, or the very big job they were rushing through
was completed or when the reorganisation I had doubtless heard about had been carried
through, and they could all settle down to work to a plan. After a succession of such
interviews I was fairly certain that I had encountered the sociologist's poor substitute for
the natural scientist's 'discovery' - the feeling that what had looked like good common
sense ground (and what could be more common sense than that managers know what jobs
they are supposed to be doing?) was turning into rather liquid assumptions.
Luckily, the managers who had provided me with this experience found my reaction,
when I was sure enough of myself to tell them, as interesting as I did, and agreed, four
of them in one department, to carry out an experiment. This consisted merely in each
keeping a detailed record over a period of five weeks of how he spent his working time,
whom he met, what problems he was concerned with, whether he issued instructions,
whether he gave, exchanged, or received information, and so on.
I should like to dwell on this account of the genesis of a particular piece of research a
little. Like any other kind of inquiry which has a history and an establishment,
sociology seems at anyone time to be pursuing not so much the right kind of knowledge
8
as the right kind of questions, not definitive information but fresh hypotheses. Anyone
who has done research in any field will testify to the truth of Agnes Arber's remark that
the difficulty in most scientific work lies in framing the questions rather than in finding
the answers. What is not so often insisted upon is that questions do not suggest
themselves or rise at the bidding of the specialist student with a little time on his hands.
They arise from doubt. Doubt, in turn, arises from the existence of an alternative where
none was previously suggested; it arises from a discrepancy between facts, or between
accepted interpretations, or between intended and achieved results. In this particular case,
it arose from doubt as to whether what everybody regarded as an abnormal departure
from the pattern of activities as they should be was not in fact the normal condition of
things.
Let me go on to say a little more about the research project which followed. The four
people who carried this through did so in quite exemplary manner, swamped me
with thousands of record forms and launched a research project which kept me, and a
hundred other managers in a number of different industrial concerns, fully occupied at
intervals over the next two years. There is one aspect of the results of this first, pilot,
study which I want to mention here. I extracted all the record forms on which the
departmental manager and one or other of his subordinates had recorded meeting
each other. There were 240 of these. In 165 of them, the departmental manager had noted
that he was giving a subordinate instructions or decisions; when one turned to the records
made by the subordinates of the same episodes, only 84 of them indicated that they were
receiving instructions or decisions. In fact, then, half the time, what the manager thought
he was giving as instructions or decisions was being treated as advice or simply
information.
This result, which I talked over at some length with the people who had done the
recording, is open to a number of interpretations, all of them throwing some light, I think,
not only on what we may call the pathology of the systems of world in which equality is
their prescriptive right as citizens yet accommodate themselves to the working necessities
of subordination and inferior status. But for my present purpose, what I want to underline
is the way in which the rules of the game which was actually being played between these
four people - all of them young, intelligent, hard-working, ambitious - were in fact
unrecognised by them. There were many other ways in which the same suggestion made
itself felt - that organisations are made to work very often by the unwitting observance by
their members of rules of the game which are not only different from the formal
articulated body of rules but are not realised in anything like explicit form by the players
themselves. The management of this department, for example, when they were asked at
the end of this five-week period - when they had been composing almost minute-byminute records of their activities - how much of their time was spent on all matters
directly related to production, gave roughly well over half of their combined time as the
answer. And in this they were, they thought, being conservative; after all, they were
running a production department. In fact, they spent less than a third. In other companies,
estimates of how the whole management group's time was spent - given after
each individual member had spent several weeks in unusually close attention to just this were even more wildly out. These results, incidentally, have inclined me to attach rather
9
less than full objective validity to the figures published in one of the appendices to the
Robbins Report (which are based on an inquiry conducted by postal questionnaire) into
the way in which university staff distribute their time among their various activities.
I have used a miniature, perhaps trivial, illustration to demonstrate the widespread and
pervasive tendency for human action to proceed in a context of thought and belief and
intention very largely at variance with the manifest import of the actions themselves. In
his 1961 Trevelyan lectures, E. H. Carr argues that what the historian is called upon to do
is to investigate what lies behind the act. It was, he went on to suggest, a serious error to
assume, as Collingwood had, that this meant the investigation of the thought and
purposes of the individual actor. These may, said Carr, be quite irrelevant. 'The relations
of individuals to one another in society and the social forces which act through them
produce from the actions of individuals results often at variance with, and sometimes
opposite to, the results they themselves intended.’ vi
Sociology also has been described - by Karl Popper among others - as concerned, in the
way E. H. Carr suggests, with the unanticipated consequences of human action. There
are innumerable examples of this in the field of administrative action and planning. I can
take one from near home. In 1954, a group of professional people working in Pilton, a
large Edinburgh ward which is almost wholly made up of municipal housing estates,
asked the Department of Social Study to carry out a survey which would help clarify
some of what they saw as the social problems of the area. Most of these, at the time, had
to do with juvenile delinquency and with a whole series of related difficulties to do with
the unruliness of children and adolescents and their hostility to ordinary controls. As part
of the preliminaries to the survey, which was carried out by graduate students in the
department, I looked at the make-up of the population of the ward - which, even at that
time, numbered some 28,000 people - about the same size population as Stirling.
There were three noteworthy features. First, there was a marked preponderance of young
people. Virtually one in four of the population was between ten and twenty years old; this
compared with one in eight for Edinburgh as a whole, and one in eleven for the Central
wards. In some parts of Pilton, this disproportionate number of children was even higher in one section, over half the population was composed of school children and older
teenagers. There was also a corresponding numerical deficiency of people between
twenty-five and thirty-five years old - the most active section of the mature adult
population, and there were very few old people.
Now it seemed to me then, and I still believe, that the implications of this state of affairs
are quite obvious. The social control and social education of children is immeasurably
more difficult in a population with mature adults so heavily outnumbered. The mere
thickness on the ground of young children and adolescents will tend to make them a
much more powerful force in any community than normally, will reinforce any resistance
to adult control from inside or outside a community, and will tend to make adults look for
their own entertainment and recreation away from the area. The incidence of
unacceptable forms of individual and group activity among children and adolescents
will appear to be much higher than in other districts of the City. The forms of activity at
any given time, and the choice of companionships open to the individual child will be
10
much more diverse than usual. Child and adolescent society will tend, therefore, to be
more self-sufficient.
I think it is reasonable to conclude that the 'youth problem' of Pilton at the same time was
largely demographic in character. And the population structure which produced a kind of
dislocation in the normal system of relationships between adult and children, and in the
behaviour of children, was the direct consequence of a housing policy which, in
Edinburgh as everywhere else, filled large housing estates built in the 1930s with young
families. From ten to fifteen years later, the population of course consisted largely of
the middle-aged and the adolescent, and there appeared the sudden growth of delinquency
rates in suburban areas which was a notable feature of so many English and Scottish
cities. It is as though society played confidence tricks on itself.
On a larger scale, society seems to play not confidence tricks so much as self-confidence
tricks on itself. These are a familiar element in social history. It took an immense amount
of painstaking effort over many years to prove that a third of the working-class
population of London was living in poverty; more years of work still, by Rowntree, to
prove that the vast majority of families able to afford less food, clothing and warmth than
on the most spartan of reckonings constituted bare subsistence level, had not been
plunged into distress through some moral obliquity or defect of character, but through
pressure of circumstances which they had no possible means of controlling. The
astonishing feature of the Our Towns report on the condition of children evacuated from
city slums in 1940 was not the squalor and unseemliness of the children but the blank
ignorance of all other sections of society about them and the circumstances of urban life
which had produced them. Within the last few weeks, Professor Townsend's survey of the
millions of families in Britian living at or below the subsistence level represented by
national assistance has come, again as a shock. The results of Harrington's survey of the
incidence of poverty in the United States three years ago came as a shock. Now, they are
the stock-in-trade of the weekend political speaker.
The traditional role of descriptive sociology, in this country and elsewhere, has largely
been to point out what is immediately obvious to everybody as soon as the task
of collecting and presenting the facts has been done. In this sociology performs its
familiar tributary function, this time in the formation and development of public opinion
and common knowledge. In its other, more specialised, task of searching for explanations
of behaviour, sociology often seems even more directly concerned with the obvious. A
little while ago, I said that if one could point to a substantive area which constituted the
field of study for sociology, it would be the institutional norms which seem to govern
action in the sense of providing navigational rules for decision and action, or limits and
constants which the behaviour of people seems to observe. But there exists already an
enormous fund of knowledge - common knowledge based on common experience and
commonsense - about the characteristic patterns of behaviour which can be observed
among different groups of people and in different kinds of situation. Many years ago,
Paul Lazarsfeld wrote a lengthy review of the first two volumes to be published on the
studies conducted during the Second World War into the morale of American troops and
the reactions of conscripted men to army life. He lists a number of conclusions, and
11
suggests that most people would dismiss them as familiar, or as so obvious that there was
no point at all in examining them. For example: better-educated men show more psychoneurotic symptoms during training than those with less education - (the mental stability of
the intellectual compared with the psychological resilience or impassivity of the ordinary
man has often been commented upon). Second, men from rural backgrounds were usually
in better spirits during their army life than men brought up in the city. Third, troops from
the Southern states were better able to stand up to the climate in the hot Pacific Islands
than Northerners. Fourth, white privates were more eager for promotion than Negroes.
One can add a fifth, equally obvious: officers and men in units where promotion was
most frequent and rapid were more satisfied with their present positions and prospects
than were people in units where there were least chances of promotion.
Lazarsfeld remarks: We have in these examples a sample list of the simplest kind of
interrelationships which provide the bricks from which an empirical social science can
be built. But why, since they are so obvious, is so much money and energy given to
establish such findings? Would it not be wiser to take them for granted and proceed
directly to a more sophisticated type of analysis? This might be so except for one
interesting point about the list. Every one of these statements is the direct opposite of
what was actually found. Poorly educated soldiers were more neurotic than those
with higher education; southerners showed no greater ability than northerners to adjust to
a tropical climate; Negroes were more eager for promotion than whites; and so on.vii
In this last instance, as in all the others, sociology defines itself as a critical activity. The
purpose of sociology is to achieve an understanding of social behaviour and social
institutions which is different from that current among the people through whose conduct
the institutions exist; an understanding which is not merely different but new and better.
The practice of sociology is criticism. It exists to criticise claims about the value of
achievement and to question assumptions about the meaning of conduct. It is the business
of sociologists to conduct a critical debate with the public about its equipment of social
institutions.
This purpose of critical understanding is more important now than it has ever been.
Sociology, like other social sciences, is the creature of the new human situation
which industrialism has brought about. It emerged, tentatively at first, as the need grew to
understand, mitigate and possibly even control the transformations which individual lives
and the social order continually undergo. As it has developed, it has become clothed with
more and more of the objectivity and methodology of the natural sciences, and has
become infused with more of their spirit of inquiry and discovery as ends in themselves;
but like other social sciences, its character has nevertheless remained basically
ideographic. All the social sciences are, I believe, governed by the need to understand and
to represent in adequate terms the nature of individual personality and mental experience,
or the relationship of individuals to each other, or the varieties of economic and political
institutions and relationships, or the social order itself.
12
The new impetus which has been give in our generation to the pace of scientific and
technological development and to industrial and economic change all over the world
gives a new urgency to these studies.
In many ways, the pressing need to know more about human behaviour in all its context –
a need which has found increasingly popular expression during this century – is a
manifestation of the disparity between man’s understanding and control of nature and his
insight into and command over his own conduct and his own affairs. Traditional wisdom,
the oversight of the ‘intelligent amateur’, and the accumulation of experience over a
lifetime, which served earlier generations are now insufficient when we are so promptly
confronted with the direct and the indirect, the projected and the unanticipated,
consequences of discoveries and decisions. Earlier generations, however fast they saw
their world changing, were at least persuaded that certain traditional institutions and
values were immutable, and even that the passage of time alone might solve major
difficulties and problems.
Time, indeed, was seen in the nineteenth century as on the side of man. Now, it seems,
time is against us. More accurately, perhaps, if more prosaically, the difference lies in the
sheer multiplicity and technical difficulty of the factors entering into the decision-making
process. The point here is that w are in a fundamentally different situation from that
obtaining when piecemeal changes could be made in social, economic or political
systems as and when it seemed best, and when institutions could be discarded or replaced
without much regard being paid to the social fabric of which they formed part.
Decisions, planning and action in scientific, educational, economic and social affairs
must now take cognisance of an ever-increasing span of considerations if they are both to
be effective and not do more harm than good. Similar circumstances obtain for public
and private corporations; and the concurrent growth of studies of decision-making in
economics, sociology and psychology is again a manifestation of the way in which
development in the social sciences reflects the emergent needs of society.
It is not fortuitous that all societies, whatever their political character or stage of
economic development, have realised the need for some form of planning. ‘Planning’ in
fact, is a word of dubious relevance to what is happening, if it is read in its traditional
sense of producing a design which future actions, at set times, will convert into a finished
construction in complete accordance with it. It is much more a matter of deciding the
direction and goals of activity, or setting the upper and lower constraints to the amounts
and to the kinds of activity which are pertinent to the achievement of the goals. This new
connotation places much more emphasis on selecting the sets of relevant variables and on
understanding and controlling them and the factors which affect them. Planning, in short,
has become a complicated process of social cybernetics, into which psychological, social,
geographic, economic and educational factors enter, and a process which has to be
implemented in terms of organisational and administrative expertise compared with
which our existing procedures are but primitive craft skills.
The demands which present social needs are putting on the social sciences are already
enormous. I am convinced that a far greater volume of demands and needs are present in
13
latent form, or are building up. They are being expressed in a bewildering variety of
forms. These demands are altogether out of proportion to the present capabilities and
resources of the social sciences. If they are to come within measurable distance of an
adequate response to the need which society has to them, positive and substantial efforts
must be made to foster their development. These efforts are now, I believe, visible in a
number of countries in Europe. They appear to be imminent in Britain.
I began this lecture by observing that sociology was not a new discipline. This is true,
but it is, in one sense at least, new to this University. It has been born at a time when the
demands on it, as on other social sciences, are growing, and at a time also when the
character of the discipline itself is changing out of recognition. Sociology in Edinburgh
looks forward to a strenuous but, I hope, an adventurous and lusty infancy.
i
ii
iii
iv
v
vi
vii
Jean Floud and A. Halsey, ‘the Sociology of Education’, Current Sociology, vol.
VII, no. 3, 1958,p. 169.
Reinahard Bendix and Seymore M. Lipset, ‘Political Socioilogy’, Current Sociology,
vol. VI, no. 2, 1957, p. 87.
Paul F. Lazersfeld, B. Berelson and H. Gaudet, The People’s Choice, Columbia
University Press, 2nd ed. 1948.
W.G. Runciman, ‘Sociological Evidence and Political Theory’, in Peter Laslett and
W.G. Runciman (eds), Philosophy, Politics and Society, Basil Blackwell, 1962, pp.
42-3.
Vilhelm Aubert, Sociology of Law (Chapter 6, ‘Law Courts and the Class Structure’),
Institute for Social Research, Oslo, 1964 (mimeographic).
E.H. Carr, What is History?, Penguin Books, 1964, p. 52.
Paul F. Lazarsfeld, ‘The American Soldier – An Expository Review’, Public Opinion
Quarterly, 1949, p. 380.
14
×

Report this document