Methods Courses
Are you unsure of whether to take Social Studies 50 or Social Studies 60? We’re here to help! This page lists different kinds of research questions that you might encounter in 50 versus 60, and the different methodological tools that each class covers. You can also find examples of imaginary thesis projects that would be a good fit for 50 versus 60, and some answers to frequently asked questions.
Types of Research Questions
In 50, students pose research questions that seek to describe, explain, or interpret the social world in ways that can be substantiated with observable, empirical evidence. In 60, students pose research questions that seek to describe, interpret, or explain the world in ways that can be deepened through theory-building or historical research.
| Social Studies 50 | Social Studies 60 |
|---|---|
➔ Descriptive questions that ask how to characterize a phenomena ➔ Explanatory questions that ask how, why, or under what condition something occurs ➔ Causal questions that ask what drives, shapes, or determines an outcome ➔ Interpretive questions that ask how people understand, experience, or make meaning | ➔ Descriptive or causal questions about continuity and change over time ➔ Interpretive questions about the beliefs, ideas, and experiences of people in the past ➔ Theoretical questions about the forces that shape politics, culture, society, and individuals ➔ Normative questions about the validity and desirability of norms, laws, and institutions |
Methodological Tools
While both 50 and 60 arm you with a range of methodological tools, 50 will train you on tools used to collect empirical evidence like case studies, interviews, ethnography, and quantitative data, while 60 will train you on tools used to build and explore social theory, such as interpretation, thought experiments, and critical theory.
| Social Studies 50 | Social Studies 60 |
|---|---|
➔ Case studies, paired case comparisons, case selection, process tracing ➔ Archival methods and primary sources ➔ Interview methods, focus groups, and oral history ➔ Ethnography and participant observation ➔ Quantitative analysis and econometrics ➔ Digital mapping ➔ Automated text analysis ➔ Field work ➔ Surveys ➔ Experimental thinking | ➔ Topics in the philosophy of social science ➔ Schools of political theory (e.g., ideal and non-ideal theory, democratic theory) ➔ Techniques of political theory (e.g., thought experiments, conceptual analysis, reflective equilibrium) ➔ Foundations and applications of contemporary social theory (e.g., critical theory, postcolonial theory, theories of gender and sexuality) ➔ Intellectual history/history of political thought ➔ Historical thinking and argumentation ➔ Archival methods ➔ Primary source analysis |
Thesis Project Examples
The following imaginary thesis project ideas show how a given topic might develop under Social Studies 50 (on the left) or Social Studies 60 (on the right).
| Social Studies 50 | Social Studies 60 |
|---|---|
A Genealogy of a Genealogy: How Existentialism Influenced Party Politics in Interwar Germany While the existentialist ideas of Friedrich Nietzsche have been picked up as a tool to support a wide range of political ideologies, their role in Weimar Republic Germany has not yet been investigated systematically. By analyzing political speeches, party platforms, and the personal writings and correspondences of key figures in the German conservative movement, this thesis shows that politicians claiming to adopt Nietzschian ideas in fact adopt policy positions that were different from their peer conservatives unassociated with Nietzsche. | A Genealogy of a Genealogy: Historicizing the Political Thought of Friedrich Nietzsche While the existentialist ideas of Friedrich Nietzsche have become cultural currency across a wide range of social settings, this thesis argues that most contemporary readings fail to read Nietzschean vocabulary in the way it was understood by his own peers at the time of writing. By reading across less well-known texts written by Nietzsche’s contemporaries, this thesis revises our understanding of Nietzschean language and provides a new interpretation of some of his works. |
Selling the Self: How Social Media Influencers Understand their Role in a Capitalist Marketplace When does a person become a brand? How does marketing a lifestyle online change the way one thinks about self, society, and labor? This thesis uses interviews with social media influencers from a range of contexts to investigate how these individuals imagine, express, and commodify self-identity in a digital marketplace. | Selling the Self: Interrogating Commodification of Lifestyle in Social Media While original Marxist theories of capitalism relied heavily on the notion of commodification of labor, the meaning of labor and the meaning of commodity is fundamentally different in the digital era when what is being sold is not labor, but lifestyle. This thesis revisits Marxist ideas and interrogates them by transporting them to different digital contexts, where race, gender, identity and lifestyle instantiate the “commodity” in new, creative, and often surprising ways. |
All in the Family: The Governing Practices of Political Dynasties in the Philippines This thesis investigates how Filipino politicians from families that also held political office – “dynasties” - understand, express, and enact their roles in both politics and the household. Based on long-term ethnographic observation of Filipino political families in the home, on the campaign trail, and in the congress, this thesis shows how familial branding is used to both signal particular civic ideas to Filipino citizens, and to enact status amongst other politicians behind closed doors. | All in the Family: How Notions of Family Shape Filipino Political Thought This thesis investigates how early Filipino political thinkers mapped indigenous notions of kinship and community to new democratic contexts. Using archival sources and applying postcolonial theory, this thesis argues that Filipino politicians fundamentally re-imagined the democratic citizen as the democratic family in ways that challenge conventional notions of liberal democracy. |
Frequently Asked Questions
I’m writing a historical thesis. Is 50 or 60 right for me?
It depends! If you want to describe, explain, or compare historical cases, 50 will help you do that. If you want to contextualize a historical idea or trace its genealogy, 60 will help you do that. Additionally, 60 will develop connections between historical research and approaches from social theory. Both classes will give you the tools you need to work with primary sources and visit archives, libraries, and other collections.
I want to have both social theory and empirical work play a role in my thesis. Is 50 or 60 right for me?
The role that normative work plays in your thesis plans should guide this decision. If you plan to devote a circumscribed part of the project to normative work – like a single chapter – and use the rest of the project for empirical work, 50 is probably best suited to help you do that.
If I take 50, can I still get support for more theoretical parts of my thesis work? If I take 60, can I still get support for more empirical parts of my thesis work?
Yes! You are always welcome to get in touch with the instructor for 50 or 60 for guidance on these parts of the thesis. Even if you don’t take 60, the instructor for 60 will be happy to advise you on normative or critical thesis research, and even if you don’t take 50, the instructor for 50 will be happy to advise you on empirical thesis research.
When should I seek out methods classes in other departments, instead of 50 or 60?
Both 50 and 60 are designed to familiarize you with a range of tools used in the social sciences, and are focused on preparing you to write a thesis in Social Studies. Consequently, we strongly advise that you take one of these two courses. Requests to take a methods course other than 50 or 60 must be approved by the Board of Instruction during the Focus Field process.