The Social Condition: The Third Intellectual Project

Construction Sign | Wikimedia Commons

Sociologists face three distinct intellectual projects in their work. They are well aware of two of them, but the third remains in the shadows. The two standard projects are the study of the social construction, and the study of social effects. The third, the study of the predictable existential dilemmas we face, is the one Jeff Goldfarb and I are working to develop in our work, what we call “the social condition.”

As every undergraduate student learns after her first introduction to sociology, our world is socially constructed. People constantly give meaning, together, to a world that may not have an intrinsic meaning to it. In its deepest form, the one that Berger and Luckmann saw so well over 45 years ago, social construction is an existential drama. It is not only that, as undergraduates quickly learn to recite, identities are constructed by a social world (gender and race being the favorite examples). This is, of course, true and important. It is, rather, that our entire existence, as so far as it is meaningful, must be socially constructed and re-constructed. Like a shoddy plane over the void of meaninglessness, we construct a meaningful world—a world in which human existence, institutions and identities make sense. We may not do it actively the whole time, as, after all, we are born already into a social world that precedes us, and so into a world of meaning. And yet, meaning is always in danger of collapse. In liminal situations—when planes hit the twin towers, when children are slaughtered in their school, or simply when a loved one dies—we suddenly see how rickety our world is.

The second sociological project is that of “social effects,” the intellectual project that has come to define most sociological work. Here, sociologists note that we encounter social categories and processes as a reality that is beyond us. And this world that we encounter is far from equal. Sociologists thus study how social categories predictably affect the way different people encounter their worlds, and their chances to thrive within them. To take a particularly poignant example, Devah Pager . . .

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Academia: Reflections of an Undergraduate Student in Pakistan

Daniyal Khan

“Do you think it matters, Daniyal? Do you think anybody cares about your senior project? All that matters is the people around you, and your senior project doesn’t make a difference to anyone.”

All I could do was to look at my friend with a blank expression, completely stunned and humbled. These words weren’t spoken with the least bit of aggression, as one might think. Rather, they were delivered with a straight, honest face and in a soft-spoken manner, and still managed to convey all the seriousness in the world. The words struck me more so for two reasons. Firstly, I consider my undergraduate senior thesis to be the culmination and high-point of a grueling intellectual journey undertaken over five years. Secondly, my project is dedicated to my friends because they have often been my most ardent supporters as well as my harshest critics during this journey. Yet, there she was, a friend mind you, effortlessly reducing my best academic work to a heap of worthless trash!

In retrospect, her attitude towards a piece of academic writing and a person who aspires to be an academic was not surprising at all. Current opinion on the value and worth of the institutional home of the academic — the university — is far from being conclusively positive. My friend had recently experienced and witnessed some of the worst tendencies of academia at a conference at which she presented a paper. Rather than asking a question about the presentation, a philosophy instructor in the audience had chosen to speak to my friend in a patronizing manner, suggesting that her interest in her chosen subject of inquiry was worrisome, thinking that it was unhealthy for a girl of her age.

Thus, understanding the source of her disdain towards my project was not difficult. Academics and university professors aren’t always worthy role-models, to say the least. Many people I’ve spoken to insist that academics don’t really do anything, just talk; and you can bet there’s going to be a lot of self-serving conversation (at academic conferences, for example, not to say that there aren’t constructive conferences). No wonder academics are often . . .

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