In this essay, I argue that sociology programs should offer curricular opportunities for undergraduate students to study the actual mechanics of social change in the form of explicit training in the philosophies and practices of community organizing and direct action. That training, I assert, is separate from a content‐driven approach to the study of social movements, or the inclusion of community‐based research courses. Grounded in an analysis of the roots of the discipline of U.S. sociology as situated in the practice of empirically informed democratic engagement, I shift the focus away from a debate over whether or not critical pedagogy is, or should include, activism. Instead, I focus on the extent to which our students are, in practice, learning concrete organizing skills to change power relations, regardless of the content area or pedagogical style. In doing so, I bring back into the conversation a tradition that the profession seems to have forgotten, and think of ways in which contemporary sociology programs in the United States can better contribute to the advancement of a grassroots, or a humanistic public sociology.

中文翻译：

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美国社会学的组织教育：学者活动家教育学中缺少的组成部分1

在本文中，我认为社会学课程应为大学生提供课程学习机会，以对社区组织的哲学和实践以及直接行动的显式培训的形式，研究社会变革的实际机制。我断言，该培训与以内容为导向的方法研究社会运动是分开的，也不包括基于社区的研究课程。基于对美国社会学学科根源于对经验主义的知情民主参与实践的分析，我将重点从辩论教育学是否是或应该包括行动主义的辩论上转移开来。相反，我专注于学生在实践中在多大程度上学习具体的组织技巧来改变权力关系，不论内容范围或教学风格如何。在这样做的过程中，我回过头来讨论了该行业似乎已经忘记的传统，并思考了美国当代社会学计划可以如何更好地为基层或人文主义公共社会学的发展做出贡献的方式。