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This book focuses on the important work of Karl Mannheim by
demonstrating how his theoretical conception of a reflexive
sociology took shape as a collaborative empirical research
programme. The authors show how contemporary work along these lines
can benefit from the insights of Mannheim and his students into
both morphology and genealogy. It returns Mannheim's sociology of
knowledge inquiries into the broader context of a wider project in
historical and cultural sociology, whose promising development was
disrupted and then partially obscured by the expulsion of
Mannheim's intellectual generation. This inspired volume will
appeal to sociologists concerned with the contemporary relevance of
his work, and who are prepared for a fresh look at Weimar sociology
and the legacy of Max Weber.
German professors and academic intellectuals are often blamed for
their passivity or complicity in the face of the anti-Republican
surge of the late Weimar years, culminating in the National
Socialist rise to power. Karl Mannheim was a preeminent member of a
vital minority committed to making German universities contribute
to democratization. Mannheim argued that traditional German
emphasis on the cultivation of individuals rooted in a certain high
culture had to be adapted to a more egalitarian, socially complex
community. He advocated teaching of sociology to create social
awareness to inspire informed political judgments. Karl Mannheim's
Sociology as Political Education situates Mannheim in the Weimar
debates about sociology in the university. It shows how his project
of political education for democracy informs his work as well as
his relations with liberal, fascist, and orthodox Marxist thinkers.
In advancing his educational strategy, Mannheim had to contend,
with influential figures who attacked sociology as a mere political
device to undermine cultural and national values for the sake of
narrow interests and partisanship. He also had to overcome the
objections of fellow sociologists, who felt the discipline would
prosper only if it could persuade other academics that it made no
claim to educational goals beyond the reproduction of technical
findings. He had to separate himself from proponents of a
politicized sociology. Mannheim argued that sociology should
respond to problems that actually confronted individuals in their
lives, be tolerant of difference and distance, and support efforts
to generate agreement rather than encourage competition.
Sociological thought had to be rigorous, critical, and attentive to
evidence, but also congruent with the ultimate responsibility of
individuals to fashion their lives through their acts. Karl
Mannheim's Sociology as Political Education is a joint effort by
two authors who have written separately on Karl Mannheim's
sociological work and who write from different disciplines and
traditions of commentary. The Mannheim who emerges from this volume
is remarkably contemporary. In particular, he supports arguments
that the threat to academic integrity is feared less in sociology
than in certain areas of cultural studies. Certainly the issue of
academic politicization was better understood by Mannheim in his
time than it is by either side of the debate today.
This book focuses on the important work of Karl Mannheim by
demonstrating how his theoretical conception of a reflexive
sociology took shape as a collaborative empirical research
programme. The authors show how contemporary work along these lines
can benefit from the insights of Mannheim and his students into
both morphology and genealogy. It returns Mannheim's sociology of
knowledge inquiries into the broader context of a wider project in
historical and cultural sociology, whose promising development was
disrupted and then partially obscured by the expulsion of
Mannheim's intellectual generation. This inspired volume will
appeal to sociologists concerned with the contemporary relevance of
his work, and who are prepared for a fresh look at Weimar sociology
and the legacy of Max Weber.
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