26
Chapter 2 The Chicag o School I. The Chicago School’s contribut ions to Sociology II. Classical Human Ecology III. Burgess’s Concentric Zone Th eory and the Alternative Models IV. Summary

Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

Embed Size (px)

Citation preview

Page 1: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

Chapter 2 The Chicago School

I. The Chicago School’s contributions to SociologyII. Classical Human EcologyIII. Burgess’s Concentric Zone Theory and the Alternative ModelsIV. Summary

Page 2: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

Key TermsHuman ecology (36-L) 人类生态学(区位学) the study of the processes by which territorial distributions of people and institutions are created and modified over time. (The text) Studies the relationship between people and their social environment.Land-use Patterns (36-L) 土地使用模式The Chicago School (36-R) 芝加哥学派Habitat (36-R) 聚集区 the natural environment within which an organism lives and would include such things as territory, natural resource, climate, and

Page 3: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

other organism. (The text)Robert Park (37-L) 罗伯特 · 伯克 (1864 ~ 1944)Ernest Burgess (37-L) 欧内斯特 · 伯吉斯 (1886 ~1966) Key TermsCommunity (37-L) 社区 a population more or less attached to the territory it occupies, living in a symbiotic rather than societal relationship.Societal Relationship (37-L) 社会关系Symbiosis(37-L) 共生(关系) a condition of mutual interdependence that exists among various units in a population, (The text)

Page 4: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

Communal equilibrium (37-R) 社区平衡 the balance among competitors in a community.Ecological location (39-L) 生态位置 one’s position in a spatial grouping of interacting human beings or institutions. (The text)Spatial mobility (41-L) 空间流动 Modification in physical relationships among groups or institutions within a given city. (The text) 

Page 5: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

I . The Chicago School’s contributions to Sociology

1. The University of Chicago and Urban Sociology a. History of Sociology at Chicago b. The Three Greats: Park, Burgess and Wirth2. The Chicago School: Human Ecology and Symbolic Interactionism3. Contribution to Empirical Sociology The University of Chicago and Urban Sociology  University of Chicago is the birthplace of Urban Sociology in the United States.

Page 6: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

The Urban Environment surrounding the University provided the perfect laboratory for scholars like Robert Park and Ernest Burgess to study the city.Chicago sociologists clearly saw pathology in the city which led to criminality as well as modern criminology.The triumvirs of Chicago urban sociology were Park, Burgess and Wirth. 

Page 7: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

Park, Robert Ezra帕克, R.E.(1864 ~ 1944)美国社会学家,芝加哥学派的主要代表人物之一。1864 年 2 月 14 日生于美国宾夕法尼亚州鲁泽恩郡一个商人家庭。就学于密执安大学 ,1887 年获哲学学士学位。随后投身新闻界,热衷于城市社会问题和贫民阶层的调查报道。自 1898 年起,先后到哈佛大学、海德堡大学深造,师从 G. 齐美尔等。 1914 ~ 1936 年在芝加哥大学社会学系任教。 1925 年任美国社会学会主席。主要著作有 : 《社会学导论》 ( 与 E.W. 伯吉斯合著, 1921) 、《城市──对都市环境研究的提议》 ( 与伯吉斯和 R.D. 麦肯齐合著, 1925) 、《人种与文化》 (1950) 、《人类社区,城市和人类生态学》 (1952) 。 E.W. 伯吉斯、 L. 沃思等著名社会学家曾是他的学生。

Page 8: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

伯吉斯, E.W.Ernest Watson Burgess (1886 ~ 1966)美国社会学家,芝加哥学派的主要代表人物之一。 1913 年获芝加哥大学博士学位。 1916 年后任教于芝加哥大学, 1927 年升为教授。 1934 年任美国社会学会主席。 1945 ~ 1946 年任美国社会科学研究会主席。曾来中国在燕京大学任教。主要著作有:《社会学导论》 ( 与 R.E. 帕克合著, 1921) 、《家庭──相互影响的个性之统一体》 (1926) 等。伯吉斯是社会生态学(又称人文区位学)的创始人之一,与帕克合著的《社会学导论》一书对社会生态学的发展起了重要推动作用。

Page 9: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

Wirth, Louis (1897-1952)Born in Germany. he studied in the United States, where he became a leading figure in Chicago sociology during the 1930s. His doctoral thesis was published as The Ghetto (1925), and he maintained his interests in city life, minority group behaviour, and mass media throughout his influential career. He is best known as the author of a classic (and much discussed) essay on 'Urbanism as a Way of Life'. For a sampling of his work, together with a comprehensive bibliography, see Louis Wirth, On Cities and Social Life (1964). See also URBAN SOCIOLOGY; URBANISM.[Gordon Marshall, ed. Oxford Dictionary of Sociology. 2nd edition, Oxford: OUP, 1998:703] 

Page 10: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

The Chicago School: Contributions to TheoriesHuman EcologySymbolic InteractionismUrbanism The Chicago School: Human EcologyPark, Robert Ezra帕克, R.E.(1864 ~ 1944)  Ernest Watson Burgess 伯吉斯, E.W. (1886 ~ 1966)  Roderick McKenzie 麦肯齐 , R. (1885-1940) 

Page 11: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

The Chicago School: Human EcologyHuman Ecology is a perspective that attempts to apply biological processes/concepts to the social world.Maintained that the city and life in the city is a product of competition in the natural environment.The natural environment is an instrumental force in determining (revealing) city characteristics The Second Chicago School : Symbolic Interactionism

Page 12: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

乔治 · 赫伯特 · 米德 (George Herbert Mead , 1863 - 1931)

“I” and “ M e”, Social Actor and Role 自我

主我 客我

库利 (Cooley, Charles , 1864 - 1929)

Looking-glass self Primary Group 

霍华德 · 贝克尔( Howard Becker, 1928- ) Labeling Theory

 

Page 13: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

The Chicago School: Contribution to Empirical SociologySubfields Social stratification Demography Deviance Urban studiesStudy Methods Usage of official data (Secondhand) The life history (urban ethnography) Quantitative methods (path analysis and log-linear modeling 对数 - 线性模型 ) 

Page 14: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

Human Ecology: The Major Ideas of Park and BurgessCity Operated at Two Levels: the Biotic and CulturalBiotic--structure of city resulting from inhabitant’s competition for scarce resources.Cultural--way of life in the city, which was an adaptive response to organization of the city resulting at the biotic level. At the cultural level city is held together by cooperation between actors. 

Page 15: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

Human Ecology: The Ideas of Roderick McKenziea. Ecological Units: people, business, and so forth (P41-R); groups or institutions (p41-L).b. Ecological Factors: Ecological factors may be classified under 4 general headings: (1) geographical, (2) economic, (3) cultural and technical, (4) political and services. c. Ecological Processes: There are 7 ecological processes: (1) concentration; (2) dispersion; (3) centralization; (4) decentralization; (5) segregation; (6) invasion; (7) succession. (41-L, Seven ecological processes have been identified since then) 

Page 16: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

Human Ecology: The Ideas of Roderick McKenzied. The meanings of Ecological Distribution and spatial Mobility: ● Land use patterns were the result of a struggle/competition for location. ● Best locations were earned by the best “strugglers” or the most powerful. ● Those without power receive the less desirable locations within the city. (41-r) 

Page 17: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

Theories of urban social space structureSome other terms for definiting the theories: a. Models of Urban Growth b. Urban Structure c. Land Use Pattern (The text) d. Human Spatial Organization (The text) The three theories of urban structureBurgess’s Concentric Zone Theory and the Alternative ModelsBurgess’s ‘Concentric Zone Theory’Hoyt’s ‘Sector Theory’Harris and Ullman’s ‘Multiple-Nuclei Theory’ 

Page 18: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

CONCENTRIC CIRCLE THEORYFirst concentric ring = Large office bldgs., retail establishments, and governmental bldgs.Second ring = zone of transition, low socio-economic sector, light manufacturing.Third ring = workers who work in zone two.Fourth ring = high end apartments, single family homes, entertainment, commercial establishments.Fifth ring = Commuters zone, suburbs, semirural areas 30-60 minutes commute to CBD. 

Page 19: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

The first well-known dartboard figure of sociologyThe ‘Concentric Zone Theory’, developed by Burgess in the 1920s.It identifies different zones in an urban centre.The middle zone contains the Central Business. What kind of trends of urban growth are described and explained by Burgess's Concentric Zone HypothesisThe city has a tendency, when growing, to push outward from its center;

Page 20: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

As distance from center city increases, there is a tendency for the size of the parcels of land to increase and density of occupancy to decrease;Movement from the CBD to Zone V involves certain time/cost tradeoffs. (P49-50)The five broad themes in the many critiques of Concentric Circle Theory(1) The heterogeneity of land-use within each zone;(2) The subjective nature of zonal boundaries;(3) The degree to which empirical studies have shown land-use to diverge from a concentric zone pattern;

Page 21: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

(4) The generalizability of Burgess’s schema to cities other than Chicago; and(5) Burgess’s choice of ecological variables. Textbook, P51 The Sector TheoryPrimarily concerned residential neighborhoods. Residential neighborhoods viewed as wedge-shaped sectors surrounding CBD. 

Page 22: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

Principles of the Sector Theory

Group in social order tend to segregated into areas according to socio-econ.The highest income groups live in houses that command highest prices.The lower socio economic groups live in houses that demand lower prices.Generally lower socio economic areas are located near business, and industrial areas.The principle growth of American Cities has taken place by new building at the periphery rather than by rebuilding of older areas.Some cities beginning to resemble a hollow shell.Demand sometimes by-passes areas thus limiting development. 

Page 23: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

Multiple nuclei modelHarris and Ullman 1940’sA modification of the sector theoryVarious districts, and areas around a nucleiCertain activities require specialized facilities.Certain like activities group together because they profit from cohesionCertain unlike activities are detrimental to each other.Certain activities are unable to afford the high rents of the most desirable sites

Page 24: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

IV. Summary1 、芝加哥学派标志着现代社会学的出现。它改变了欧洲社会学研究传统中抽象的哲学思辨和较单一化的总结概括,而采用观察和调查方式对社会组织和过程进行直接的研究。2 、古典生态理论主要研究城市环境中社会群体和组织空间分布的过程(规律),它是社会学家尝试建立基本城市理论的早期成果。古典生态理论的最重要应用成果是伯吉斯的中心环带模式,以及相继而产生的扇形模式和多中心模式。 3 、从芝加哥学派就城市空间结构和城市性的最初理论

Page 25: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

形成后,引发了争议和补充,形成了有关城市空间结构和城市性的完整学术理论,这是理论创新的范例,也说明了理论创新是如何在继承和争论基础上实现的具体方式(过程)。 Part 4 The Chicago SchoolI. The Chicago School’s contributions to Sociology 1. The University of Chicago and Urban Sociology 2. Contribution to empirical sociology 3. The Chicago School: Human Ecology and Symbolic Interactionism

Page 26: Chapter 2 The Chicago School I. The Chicago School ’ s contributions to Sociology II. Classical Human Ecology III. Burgess ’ s Concentric Zone Theory and

II. Classical Human Ecology

1. Human Ecology: The Major Ideas of Robert Park and Burgess 2. Human Ecology: The Ideas of Roderick McKenzieIII. Burgess’s Concentric Zone Theory and the Alternative Models 1. Theories of urban social space structure 2. Concentric Zone Theory 3. The Sector or Wedge Theory 4. Multiple Nuclei Model (Composite models)IV. Summary