Social Problems - American Sociological Association

Introductory Essay
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Another theme emerging from these materials is an emphasis on finding solutions for social problems. Many of the
syllabi explicitly deal with solving social problems. That emphasis is reflected in social problems texts that
incorporate materials on social policy and solutions to social problems (Kornblum and Julian 1998; Levin et al.,
2000), as well as in books focusing specifically on solving problems (Scarpitti and Cylke 1995). We noted above
several collections of readings that provide comparative approaches to solving social problems.
In the previous edition of this manual, Brooks and Broad suggested that the most significant change in teaching
since the first edition of the manual was “the rise of the Internet and the use of virtual teaching methods or
approaches that rely on the use of computers in the classroom or in the teaching/learning experience” (1997:4-5).
The materials in this edition reflect the increasing use of those resources. Several of the courses represented here
have course websites, and some incorporate web exercises and web-based readings and resources. We also include
the syllabus for Steven Steele’s web-based course. However, despite increasing use of on line materials, not
everyone agrees with increased Internet and Web use.
In presenting an earlier version of this introduction at a New England Sociological Association (NESA) conference,
we commented on receiving fewer web-based materials than we expected. From the back of the room, one
sociologist yelled, “Good!” We understand his qualms and realize that others share them. Controversy continues
over the social implications of the web and its potential usefulness in education. Some commentators refer in
glowing terms to the Information Superhighway, to the creation of an Information Society that will give people
enhanced access to information and data, or to a new Information Ecology. Others note the bias and distortion of
much information on the web, and warn about information overload. In his Silicon Snake Oil, Clifford Stoll
(1995:2), a leading critic of the Internet and a “high tech heretic,” wonders if too much emphasis on information
technology might be “an ostrich hole to divert our attention and resources from social problems?” (italics added).
Although we take the reservations of the skeptics seriously, we do think that web resources can help in teaching and
learning about social problems.
For some examples of how the web can enrich our pedagogy, one can go to the web site of Robert Wood of Rutgers
University at Camden. His Social Stratification Virtual Tour, for example, directs students to useful web sites to find
answers to questions about stratification. In addition to learning about the specific questions they answer, students
taking these web tours learn about the range of information available. Faculty members might consider developing
web tours for social problems classes. The virtual tours represent only one way in which the web can enrich courses.
Wood provides a wealth of additional valuable information on pedagogical uses of the Internet on his web site. We
hope that the much-expanded Guide to Web Resources for Teaching Social Problems in this manual will stimulate
others to integrate the web into their courses more fully.
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