Instructors and students must overcome a course’s special pedagogical challenge in order for meaningful and important learning to occur. While some suggest that the special pedagogical problem varies by course, I contend that the special pedagogical problem is likely to be shared across a discipline’s curriculum, rather than being unique to each course. After reviewing a three-part typology of learning outcomes for sociology, I argue that the development of students’ sociological imaginations is sociology’s special pedagogical challenge; I then offer some general guidelines for teaching strategies to enhance the students’ success in developing a sociological imagination.
This is an Accepted Manuscript of an article published by Taylor & Francis inSociological Focus on 12 Jan 2015, available online: http://wwww.tandfonline.com/10.1080/00380237.2015.980181.
Howard, Jay R., "North Central Sociological Association 2014 Teaching Address: The John F. Schnabel Lecture—Sociology’s Special Pedagogical Challenge" Sociological Focus / (2015): 16-27.
Available at http://digitalcommons.butler.edu/facsch_papers/891