mentorIng, methods, and movementst. K. hopkIns colloquIum 313Colloquium iii, iv, xi, 145, 146, 160,161, 169, 171, 172, 190, 304, 307,208, 234, 258, 259, 304, 305, 306,307comparing with the M.A. program atColumbia University 35concrete wholes 56constraints of state-centric research 30contemplating historical alternatives 49contrast with the Ph.D. program atColumbia University 36, 37core-periphery relations 84course progression: from substantive totheoretical and methodological 37,51, 84creativity ii, 12, 13, 30, 55, 56, 61, 94,111, 118, 123, 140, 141, 142, 158,163, 166, 167critique of binary categories vi, 90, 103,108critique of disciplinarity 9critique of insular sociology 9critique of overgeneralization fromspecific cases 29, 31, 105critique of revisionist historical studies31critique of subject-predicate inversion inmethods 28cultivating inventiveness as arequirement of scholarship 38, 40,151different “concretes,” of “many histories”54dissertation projects 22, 27, 37, 39,131, 138, 147, 162, 197doing sociology beyond academia 127encouraging mature students to comeback to study 89, 90enhancing student’s capacity formistakes 127essence of creative growth is makingmistakes 141“every student is different” 38exams as “demonstrations ofcompetence” 38, 165feminism (see also feminism in broaderlist) vi, 102, 105, 106, 109, 111few unequivocal answers 45fields as research and teaching areas 38figure-ground movement 102, 108, 110flexibility ii, 30, 151, 164, 165, 166, 167forms of multiplicity 102founder of the graduate sociologyprogram at Binghamton University36, 37garden of social invention,distinguishing crops from the weeds49, 50, 152gender, race, ethnicity 49gender relations 107, 111, 112graduate program Hopkins founded 23,36–40, 118, 125, 148, 149, 150, 151,163, 163–167, 164, 165grand fall party 10helped get over being afraid of losing142historical sociology 27, 85, 200historical specificity of each historicalsocial system 30holism 108, 110, 166, 199hope 143, 158Hopkins Paradigm, the 9Hopkins’s questions ii, 27, 30household formation 112“How did Terry do it?” 150humanism 152, 163, 167idiographic vs. nomothetic 105, 106imperialism 49importance of the personal in thesociological 43indigenous social sciences 22innovativeness and creativity indesigning the graduate program38–40, 162–167intelligent questions (queries) 45interpretative sketches 11intersectionality 102, 109inverting the process of graduateeducation 39job of commenting vi, vi–viii, 22, 83,83–85, 85, 89, 90, 118joint hiring 19joy of toying around with abstractions65