The Sociological Imagination, Neoliberalism, and Higher Education

Abstract

One of the main goals of sociology is to identify and evaluate institutional changes in society. The concept of the sociological imagination has gained wide use as a means of observing how personal issues are affected by social arrangements. This article critically examines how many contemporary sociologists, particularly in the area of teaching and learning, are using their sociological imaginations to observe and evaluate the changes taking place in higher education due to a paradigm shift that emphasizes occupational-professional programs at the expense of the arts and sciences. It is argued that this shift toward neoliberal principles is so pervasive that social scientists tend to think and speak in neoliberal terms even when expressing the importance of maintaining a sociological imagination. While some educators celebrate this trend in higher education, C. Wright Mills, the sociologist who coined the term, “sociological imagination,” believed (like John Dewey) that a well-rounded education is vital to preserving a democracy.