IGNOU BSOE 142 Solved Assignment 2022-23 , BSOE 142 INDIAN SOCIOLOGICAL TRADITIONS Solved Assignment 2022-23 Download Free : BSOE 142 Solved Assignment 2022-2023 , IGNOU BSOE 142 Assignment 2022-23, BSOE 142 Assignment 2022-23 , BSOE 142 Assignment , BSOE 142 INDIAN SOCIOLOGICAL TRADITIONS Solved Assignment 2022-23 Download Free IGNOU Assignments 2022-23-BACHELOR OF ARTS Assignment 2022-23 Gandhi National Open University had recently uploaded the assignments of the present session for BACHELOR OF ARTS Programme for the year 2022-23. Students are recommended to download their Assignments from this webpage itself. Study of Political Science is very important for every person because it is interrelated with the society and the molar values in today culture and society. IGNOU solved assignment 2022-23 ignou dece solved assignment 2022-23, ignou ma sociology assignment 2022-23 meg 10 solved assignment 2022-23 ts 6 solved assignment 2022-23 , meg solved assignment 2022-23 .
IGNOU BSOE 142 Solved Assignment 2022-23
We provide handwritten PDF and Hardcopy to our IGNOU and other university students. There are several types of handwritten assignment we provide all Over India. BSOE 142 INDIAN SOCIOLOGICAL TRADITIONS Solved Assignment 2022-23 Download Free We are genuinely work in this field for so many time. You can get your assignment done – 8130208920
Important Note – IGNOU BSOE 142 Solved Assignment 2022-2023 Download Free You may be aware that you need to submit your assignments before you can appear for the Term End Exams. Please remember to keep a copy of your completed assignment, just in case the one you submitted is lost in transit.
Submission Date :
- 31st March 2033 (if enrolled in the July 2033 Session)
- 30th Sept, 2033 (if enrolled in the January 2033 session).
Answer the following Descriptive Category Questions in about 500 words each. Each question carries 20 marks in Assignment I.
Answer the following Middle Category Questions in about 250 words each. Each question carries 10 marks in Assignment II.
Answer the following Short Category Questions in about 100 words each. Each question carries 6 marks in Assignment III.
Assignment I
1. How did urban sociology emerge? Discuss the role of the Chicago school of thought with examples.
In a country like India where many economic transactions take place within the framework of caste or tribe, the market model has a limited relevance. He tried to show the relationship between traditional networks and economic exchange. The guilds and castes of India were operating in a non-competitive system. The rules of economic exchange were derived from the normative Hinduism in other words according to the norms of Hindu religion wherein interdependence between groups was emphasized hence to understand rural India the economic values should be analyzed with reference to social norms. Religious and ethical constraints have always lent a direction to economic exchange. Values enter into the daily life of people and compel them to act in collectively sanctioned ways.
Radhakamal Mukherjee wrote number of books on social ecology. For him social ecology was a complex formulation in which a number of social sciences interacted. The geological, geographical and biological factors worked together to produce an ecological zone. In its turn ecology is conditioned by social, economic or political factors. In the past many Indian ecological regions were opened up for human settlement and agrarian development through political conquests. As there is definite link between ecology and society the development of ecological zones must be seen in terms of a dynamic process that is challenge of the environment and response of the people who establish a settlement. Ecological balance is not mechanical carving out of a territory and settling people thereon. Such an attempt weakens or destroys social fabric. In his works on social ecology Mukherjee took a point of departure from the western social scientists. Social ecology was the better alternative to the havoc caused by rapid industrialization. India with its long history was a storehouse of values. Therefore in building a new India the planning must not be confined to immediate and concrete problems but must be directed towards value-based development.
Radhakamal Mukherjee wrote extensively on the danger of deforestation. The cutting of trees subjects the soil to the fury of floods and reduces the fertility of soil. The topsoil that is washed away by floods or excess rainfall cannot be replenished. Therefore the forests and woods of India were an ecological asset. He also referred to the danger of mono crop that is raising a single cash crop to the detriment of rotation of crops. Such practices as deforestation and mono cultivation disturbed the fragile ecosystem and gave rise to severe environmental problems. He advocated the integration of village, town and nation into a single broad-based developmental process. Urban development at the expense of the village should be kept in check. Agriculture should be diversified and industries decentralized.
Radhakamal Mukherjee had a sustained interest in the impact of values on human society. He held that a separation between fact and value was arbitrary. The facts and values could not be separated from each other in human interactions. Even a simple transaction was a value based or normatively conditioned behavior. Each society has a distinctive culture and its values and norms guide the behavior. Therefore the positivic tradition of the west that wanted to separate facts from values was not tenable to him especially in the study of a society like India. In the west there was a compelling need to free scientific enquiry form the hold of church theology. He underlined two basic points- values are not limited only to religion or ethics. Economics, politics and law also give rise to values. Human needs are transformed into social values and are internalized in the minds of members of society. Older civilizations such as India and China were stable. Hence values were formed and organized into a hierarchy of higher and lower fields. Values are not a product of subjective or individualistic aspirations. They are objectively grounded in humankind’s social aspirations and desires. Values are both general and objective: – measurable by empirical methods.
Radhakamal Mukherjee’s general theory of society sought to explain the values of a universal civilization. He used the term civilization in an inclusive sense culture was part of it. He proposed that human civilization should be studied on three inter-related levels – Biological evolution which has facilitated the rise and development of civilization. They have the capacity to change the environment as an active agent.
In psychosocial dimension the people are often depicted within the framework of race, ethnicity or nationhood. Human beings are seen as prisoners of little selves or egos whose attitude is parochial or ethnocentric. On the contrary human beings have the potentiality to overcome the narrow feelings and attain universalization that is to identify oneself with the larger collectivity such as one’s nation or even as a member of the universe itself.
In his view the civilization has a spiritual dimension. Human beings are gradually scaling transcendental heights. They are moving up to the ladder of spirituality by overcoming the constraints of biogenic and existential levels. In this -art, myth and religion provide the impulsion or the force to move upward. Humankind’s search for unity, wholeness and transcendence highlight the spirituality of civilization. He stated that human progress was possible only if glaring disparities of wealth and power between countries were reduced. So long as poverty persisted or political oppression continued further integral evolution of mankind was not a practical proposition. The persisting human awareness of misery in the world had stimulated the search for universal values and norms.
2. ‘Radhakamal Mukerjee’s theory of society sought to explain the values of a universal civilisation’. Discuss.
The Chicago School of Urban Sociology refers to work of faculty and graduate students at the University of Chicago during the period 1915– 35. This small group of scholars (the full time faculty in the department of sociology never numbered more than 6 persons) developed a new sociological theory and research methodology in a conscious effort to create a science of society using the city of Chicago as a social laboratory. The Chicago School continues to define the contours of urban sociology, most clearly in the contributions of urban ecology and applied research within the urban environment.
While it is common to date the origin of urban sociology at Chicago with Park’s arrival in 1914 and his subsequent work with Burgess, the idea of the city as a laboratory for social research came much earlier. Henderson applied for funds for a systematic study of the city in the first decade, and Thomas began his research on The Polish Peasant in Europe and the United States in 1908. An early (1902) description of the graduate program in the American Journal of Sociology stated:
The city of Chicago is one of the most complete social laboratories in the world. While the elements of sociology may be studied in smaller communities . . . the most serious problems of modern society are presented by the great cities, and must be studied as they are encountered in concrete form in large populations. No city in the world presents a wider variety of typical social problems than Chicago.
The sociology faculty pioneered empirical research using a variety of qualitative and quantitative methods in an effort to develop a science of sociology. Park formulated a new theoretical model based upon his observation that the city was more than a geographic phenomenon; the basic concepts of human ecology were borrowed from the natural sciences. Competition and segregation led to formation of natural areas, each with a separate and distinct moral order. The city was ‘‘a mosaic of little worlds that touch but do not interpenetrate.’’ Burgess’s model for the growth of the city showed a central business district surrounded by the zone in transition, the zone of working men’s homes, the residential zone, and the commuter zone. Roderick McKenzie expanded the basic model of human ecology in his later study of the metropolitan community.
The research and publication program of the Chicago School was carried out under the auspices of a Local Community Research Committee, an interdisciplinary group comprised of faculty and graduate students from sociology, political science (Charles Merriam), and anthropology (Robert Redfield). Support came from the Laura Spellman Rockefeller Memorial (more than $600,000 from 1924 to 1934). Graduate students under the guidance of Park and Burgess mapped local community areas and studied the spatial organization of juvenile delinquency, family disorganization, and cultural life in the city. The research program produced a diverse array of studies broadly organized around the themes of urban institutions (the hotel, taxi dance hall), social disorganization (juvenile delinquency, the homeless man), and natural areas themselves. Among the notable Chicago School studies are Frederick Thrasher, The Gang (1926); Louis Wirth, The Ghetto (1928); Harvey W. Zorbaugh, The Gold Coast and the Slum (1929); Clifford S. Shaw, The Jackroller (1930); E. Franklin Frazier, The Negro Family in Chicago (1932); Paul G. Cressey, The Taxi Dance Hall (1932); Walter C. Reckless, Vice in Chicago (1933); and E. Franklin Frazier, The Negro Family in Chicago (1932).
The Chicago School dominated urban sociology and sociology more generally in the first half of the twentieth century. By 1950 some 200 students had completed graduate study at Chicago. Many were instrumental in establishing graduate programs in sociology across the country, and more than half of the presidents of the American Sociological Association were faculty or students at Chicago. The American Journal of Sociology, started by Small in 1895, was the official journal of the American Sociological Association from 1906 to 1935. The dominance of the Chicago School also generated antagonism, and a ‘‘minor rebellion’’ at the annual conference in 1935 would result in the founding of a new journal, the American Sociological Review, and marks the decline of influence of the Chicago department.
There were early critiques of the Chicago School, including Missa Alihan’s 1938 critique of the determinism inherent in Park’s human ecology (Park wrote that ‘‘on the whole’’ the criticisms were correct). Maurice Davie (in 1938) reanalyzed data from Clifford Shaw’s Delinquency Areas (1929) and showed that delinquency was associated with areas of physical deterioration and high immigrant populations and not in the concentric zone model used in the Chicago studies. Burgess’s concentric zones were soon replaced by a variety of models showing multiple nuclei and eventually the decentralized, poly centered city. Still, urban ecology remains the dominant model and method among urban sociologists at present.
Recent attention has focused on the role of women in the development of the Chicago School. Deegan (1986) argued that the contribution of women was marginalized by Park and other male faculty. Jane Addams’s Hull House had conducted early community studies. Edith Abbott was a part time instructor in the department, and Addams had been offered a part time position. Many of the Chicago faculty were involved with Hull House and other social reform movements; Graham Taylor was one of the early members of the department. Burgess would later note that systematic urban research at Chicago started with the Hull House studies begun by Abbot and Sophonsia Breckenridge in 1908. Although many of the graduate students would use the settlement houses to assist their research, efforts to distinguish themselves from social reform and the emerging field of social work may explain a reluctance to connect the Chicago School with these earlier studies.
The influence of the early work of the Chicago School may be seen in some later studies, notably St. Clair Drake and Horace Cayton’s Black Metropolis (1945) and in several community studies directed by Morris Janowitz in the 1970s. William Julius Wilson’s work on poverty neighborhoods in 1980–95 once again made use of the city as a social laboratory, including a sustained program of training for graduate students, but Wilson would leave for Harvard before this research agenda was completed. The Chicago School of Urban Sociology has not had lasting influence in the work of the department.
Assignment II
3. Explain D P Mukerji’s view on role of tradition in Indian society.
4. Discuss N K Bose’s method and approach to the study of society.
5. Discuss Elwin’s contribution towards the issue of tribal identity
IGNOU Handwritten Hardcopy , WhatsApp – 8130208920
IGNOU BSOE 142 Solved Assignment 2022-2023 We provide handwritten PDF and Hardcopy to our IGNOU and other university students. There are several types of handwritten assignment we provide all Over India. BSOE 142 INDIAN SOCIOLOGICAL TRADITIONS Solved Assignment 2022-23 Download Free We are genuinely work in this field for so many time. You can get your assignment done – 8130208920
GET IGNOU Handwritten Hardcopy , WhatsApp – 8130208920
Assignment III
6. Outline the way caste influences kinship organization with reference to the view of Irawati Karve.
7. Outline Desai’s approach to the understanding of nationalism in India.
8. List the fundamental elements of nation-building outlined by Srinivas.
9. What is the distinguishing feature of Ramkrishna Mukherjee’s book, The Rise and fall of East India Company?
10. Explain Leela Dube’s contribution to Women’s Studies.
Get IGNOU BSOE 142 Solved Assignment 2022-23 Download Free Now here from this website.
IGNOU BSOE 142 Solved Assignment 2022-2023 get here all ignou solved assignment 2022-23 , ignou guess paper , ignou help books and ignou exam related material. We help students to get their assignment done with our handwritten services, BSOE 142 INDIAN SOCIOLOGICAL TRADITIONS Solved Assignment 2022-23 Download Free you can access our all material and services through WhatsApp also , 8130208920
GET SOLVED PDF – Click Here
IGNOU Instructions for the BSOE 142 INDIAN SOCIOLOGICAL TRADITIONS Solved Assignment 2022-23
IGNOU BSOE 142 Solved Assignment 2022-23 Download Free Before attempting the assignment, please read the following instructions carefully.
- Read the detailed instructions about the assignment given in the Handbook and Programme Guide.
- Write your enrolment number, name, full address and date on the top right corner of the first page of your response sheet(s).
- Write the course title, assignment number and the name of the study centre you are attached to in the centre of the first page of your response sheet(s).
- Use only foolscap size paperfor your response and tag all the pages carefully
- Write the relevant question number with each answer.
- You should write in your own handwriting.
GUIDELINES FOR IGNOU Assignments 2022-23
IGNOU BSOE 142 Solved Assignment 2022-23 You will find it useful to keep the following points in mind:
- Planning: Read the questions carefully. IGNOU BSOE 142 Assignment 2022-23 Download Free Download PDF Go through the units on which they are based. Make some points regarding each question and then rearrange these in a logical order. And please write the answers in your own words. Do not reproduce passages from the units.
- Organisation: Be a little more selective and analytic before drawing up a rough outline of your answer. In an essay-type question, give adequate attention to your introduction and conclusion. IGNOU BSOE 142 Solved Assignment 2022-23 Download Free Download PDF The introduction must offer your brief interpretation of the question and how you propose to develop it. The conclusion must summarise your response to the question. In the course of your answer, you may like to make references to other texts or critics as this will add some depth to your analysis.
- Presentation: IGNOU BSOE 142 Solved Assignment 2022-2023 Download Free Download PDF Once you are satisfied with your answers, you can write down the final version for submission, writing each answer neatly and underlining the points you wish to emphasize.
IGNOU Assignment Front Page
The top of the first page of your response sheet should look like this: Get IGNOU Assignment Front page through. And Attach on front page of your assignment. Students need to compulsory attach the front page in at the beginning of their handwritten assignment.
ENROLMENT NO: …………………………………………………….
NAME: ……………………………………………………………………
ADDRESS: ………………………………………………………………
COURSE TITLE: ………………………………………………………
ASSIGNMENT NO: …………………………………………………
STUDY CENTRE: …………………………………………….……..
DATE: ……………………………………………………………………
BSOE 142 Handwritten Assignment 2022-23
IGNOU BSOE 142 Solved Assignment 2022-23 – We provide handwritten PDF and Hardcopy to our IGNOU and other university students. BSOE 142 INDIAN SOCIOLOGICAL TRADITIONS Solved Assignment 2022-23 Download Free Download PDF There are several types of handwritten assignment we provide all Over India. BSOE 142 INDIAN SOCIOLOGICAL TRADITIONS Solved Assignment 2022-23 Download Free Download PDF We are genuinely work in this field for so many time. You can get your assignment done –8130208920
BUY PDF & Handwritten
- Solved PDF Cost – @50 rs per Paper / Subject
- Handwritten Hardcopy – @350 rs per paper/ subject
WhatsApp – 8130208920