About this BookTerence Kilbourne Hopkins (1929-1997) was a hidden gem of the field of world-systems studies who contributed indispensably to its foundation amid a lifelongcollaboration and friendship with Immanuel Wallerstein. His pedagogical humanism,methodological rigor, and scientific commitment to social change, merged with hiscreatively flexible administrative skills to found the Graduate Program in Sociologyat Binghamton University (SUNY). The student-centered, autonomous programfostered the formation of critically-minded scholars who pursue transdisciplinarysociology while fusing deeply personal commitments to long-term, large-scale socialchange.In this significantly updated twentieth anniversary second edition of Mentoring,Methods, and Movements, Terence K. Hopkins’s former students organizing andcontributing to a colloquium in his honor a few months before his untimely passingin January 1997 share key insights about what made him so unique and impactful inshaping their practices of engaged sociology—informed by an always open, dynamic,and self-reinventing World-Systems Analysis.From the Contributors .“For several years now we sociologists have heard much talk about structure and agency asif they referred to different phenomena or to radically distinct aspects of the same thing.This distinction can make little sense to students of Hopkins, who always insisted thatsocial structures are formed, reproduced, and reformed by the agency of actors. .” —WalterGoldfrank, U.C. Santa Cruz“How did Terry do it?” —William G. Martin, Binghamton University“. Hopkins’s insistent questioning opened the door to the creation of an alternate apparatusof discourse, the very flexibility of which allows the emerging debates of world-scale historicalsocial sciences to be joined however tenuously.” —Ravi A. Palat, Binghamton University“. Hopkins was attacking the idiographic-nomothetic distinction through the pedagogy.The pedagogy assumed that the student had to work hard as a student “inventing” and thenhad to continue inventing forever after.” —Immanuel Wallerstein, Yale University“. But then again I cannot think of a better way to reflect on Hopkins’s work than approachingit from a personal perspective. That is how he always approached his own work, after all, andhe encouraged us to do so as well.” —Rȩat Kasaba, University of Washington“. the subtext of that magnificent modesty which permeates the work of Terence Hopkinsas scholar and teacher, and student of students, as I read it, has always been to go beyondestablished modes . The vision of methods Terence Hopkins has offered includes thisinvitation to a special sort of imaginative social action: think the past to make a past with thepurpose of making the future by thinking a future.” —Richard Lee, Binghamton University