Al Farabi Kazakh National University

Department: Information Technology

Specialty: Information System

Course: Sociology

Prepared by: Noori Rohullah

Checked by: Шеденова Назым Утегалиевна

The Sociological Imagination

Chapter One: The Promise

Folks frequently feel as if their personalities are packed of traps. They believe that
they cannot resolve their problems in the context of their everyday routines, and
they constantly perceive this to be the case. Ordinary people's direct awareness and
actions are restrained by the private spheres in which they reside; their visions and
powers are confined to the intimate settings of their employment, households, and
homes; in other contexts, they contribute vicariously and watch as spectators. And
the more vaguely aware they become of goals and dangers that go beyond their
surrounding context, the more stuck they appear to be.

Changes in the core structure of communities to across continent that appear

impersonal are what drive this experience of being bound. The failings about
certain men and women are also truths of contemporary history. A feudal lord has
been either destroyed or changes into such a businessman when a society gets
industrialized. A person's job performance is affected by the level of the classes;
their financial situation depends on the level of investment. When wars start out,
insurance salesman turn into rocket launchers, store workers into radar operators,
spouses and husbands live alone, and kids are raised without grandparents.

Both the history of a society and the lifespan of an individual are Without
comprehending both, it is impossible to comprehend either the history of a
civilization or the life of an individual.

Nevertheless, rarely do people explain their problems as a result of institutional

contradiction and historical change. They typically do not link emotional
satisfaction to the sizable screams.

individuals who experience the highs and lows of their societies. Ordinary people
rarely understand the complicated relationship between the patterns of their own
lives and the development of world history, let alone what this relationship requires
for the types of individuals they are becoming and the types of history-making they
may participate in They lack the emotional power essential to understanding way
human beings interact, how biographies and histories interact, and how themselves
and the rest of the world interact.

They are unable to deal with their personal issues in a way that allows them to
regulate the restructuring that are generally hiding behind them.

They lack the emotional power essential to understanding way human beings
interact, how biographies and histories interact, and how themselves and the rest of
the civilized world interact.

They are unable to deal with their personal issues in a way that allows them to
regulate the restructuring that are generally hiding behind them.

Surely there is no amazement. Where have so many persons been exposed to such
rapid tides of change in such a thorough way? The historical truths that are very
swiftly becoming "merely history" are the basis why Americans have not seen such
catastrophic change as have the men and women of other societies. World history
is the history that today has an impact on every person. One sixth of humankind
undergoes a generation-long transformation from all that is feudal and archaic to
all that is slashing, educated, and frightful within the context of this scene and this
era.

Political colonies are free, and new, secret forms of imperialism are set in place.

. Patients describe the close grasp of new types of authority once revolutions occur.
Societies that are totalitarian either succeed or fail spectacularly. After two
centuries on top, capitalism is being exposed as just one method for shaping
society into an industrial machine. Even formal democracy is limited to a relatively
small part of humanity after two centuries of promise. Ancient patterns of life are
being disassembled all over the developing globe, and hazy expectations have been
transformed into immediate issues. The tools of power and violence become
complete in scope and bureaucratic in style everywhere in the overdeveloped
world. The super-nation at either pole is focusing its most concerted and vast
efforts on prepping for World War Three as humanity as a whole lies before us.

. Part 8 "Uses of history”

The bedrock of curriculum is history "At the start of the chapter 8, C. Wright Mills
issues a proclamation. There without, "social scientists" will be unable to properly
articulate the kinds of issues which must now work as the compass points
"teaching their work Most historians heavily rely on narratives in a try to clearly
define how cultural norms had transformed. These historians are also social
scientists because they don't hesitate to discuss any aspect of social life. Even
though other social scientists analyze institutions more comparably than
historically, historians concentrate on the changes the institutions can get through
throughout time and necessarily opposing them. Nonetheless, this is more of an
emphasize distinction than a meaningful one.

The work of synthesizing declarative consciousness lies to historians. They always

have a view, whether they recognize it or not, as they select the facts from among
the myriad sets of information that become available. The ease of which the record
can be twisted while continually rewriting the past is one of the drawbacks of
historical research. But the "large file crucial to all social science" is what
historians produce. The social sciences are based on actual events areas of study.
Since no social science can transcend history, social scientists must employ
historical data in their work. Mills asserts that the only sociology deserving of the
name is "historical sociology." The foregoing are the reasons history and sociology
get along:

In order to ask and reply to obvious social questions, sociologists need to be

knowledgeable with the historical complexities of human societies. Sociologists
need to consider a variety of modern and historical structures because comparisons
reveal fundamental elements in whatever it is they are trying to comprehend.
Moreover, history demonstrates the degree of social conformity between eras and
cultures as well as the range of heterogeneity in physical topic.

. Part 9 “On reason and freedom”

People are now interested in where humanity is at, where it is doing, and what they
might "do about the present as history and the future as duty." Per the C. Wright
Mills, that after preliterate, medieval, and modern ages, humanity is facing the
beginning of The Modern Age, which will be replaced by a postmodern era that he
refers to it As the Fourth Epoch. Liberalism and socialism, two of humanity's
principal doctrines in the modern era, "have essentially collapsed as acceptable
explanations of the cosmos and of ourselves." Both ideologies are products of the
Enlightenment and hold a lot of the exact ideas. In both, increasing freedom is
thought to entail rationality as a necessary condition.

The situation of society, what it is doing, and what people can "do about the
present as history and the future as vocation" all seem to be subject of concern. So
according C. Wright Mills, humanity is about to enter The Modern Age, which will
be followed by a period he calls the postmodern era, following the preliterate,
medieval, and modern ages. termed as the Fourth Epoch. Two of humanity's main
popular beliefs in the current era, liberalism and socialism, "have virtually
collapsed as viable explanations of the cosmos and of ourselves." Both doctrines
evolved during Enlightenment and share many core concepts. In both cases, it is
claimed that logic is a requirement for greater freedom.