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Mentoring, Methods, and Movements: Colloquium in Honor of Terence K. Hopkins by His Former Students and the Fernand Braudel Center for the Study of Economies, Historical Systems, and Civilizations

Mentoring, Methods, and Movements: Colloquium in Honor of Terence K. Hopkins by His Former Students and the Fernand Braudel Center for the Study of Economies, Historical Systems, and Civilizations [Softcover Edition]

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From the Back Cover

Terence Kilbourne Hopkins (1929-1997) was a hidden gem of the field of world-systems studies who contributed indispensably to its foundation amid a lifelong collaboration and friendship with Immanuel Wallerstein. His pedagogical humanism, methodological rigor, and scientific commitment to social change, merged with his creatively flexible administrative skills to found the Graduate Program in Sociology at Binghamton University (SUNY). The student-centered, autonomous program fostered the formation of critically-minded scholars who pursue transdisciplinary sociology while fusing deeply personal commitments to long-term, large-scale social change.

In this significantly updated twentieth anniversary second edition of Mentoring, Methods, and Movements, Terence K. Hopkins’s former students organizing and contributing to a colloquium in his honor a few months before his untimely passing in January 1997 share key insights about what made him so unique and impactful in shaping their practices of engaged sociology—informed by an always open, dynamic, and self-reinventing World-Systems Analysis.

Editors: Immanuel Wallerstein and Mohammad H. Tamdgidi

Contributors: Lu Aiguo, Rod Bush, Nancy Forsythe, Walter L. Goldfrank, Terence K. Hopkins, Resat Kasaba, Richard E. Lee , William G. Martin, Philip McMichael, Ravi Arvind Palat, Elizabeth McLean Petras, Beverly Silver, Evan Stark, Mohammad H. Tamdgidi, Immanuel Wallerstein



Immanuel Wallerstein: Introduction ix

I. Graduate Education: The Formation of Scholars

1. Walter L. Goldfrank: Deja Voodoo All Over Again: Rereading the Classics 3

2. William G. Martin: Opening Graduate Education: Expanding the Hopkins Paradigm 9

3. Ravi Arvind Palat: Terence Hopkins and the Decolonization of World-Historical Studies 27

4. Immanuel Wallerstein: Pedagogy and Scholarship 35

II. Methods of World-Historical Social Science

5. Resat Kasaba: Studying Empires, States, and Peoples: Polanyi, Hopkins, and Others 43

6. Richard E. Lee: Thinking the Past/Making the Future: Methods and Purpose in World-Historical Social Science 51

7. Philip McMichael: The Global Wage Relations as an Instituted Market 57

8. Elizabeth McLean Petras: Globalism Meets Regionalism: Process versus Place 63

9. Beverly Silver: The Time and Space of Labor Unrest 83

III. Scholars and Movements

10. Rod Bush: Hegemony and Resistance in the United States: The Contradictions of Race and Class 89

11. Nancy Forsythe: Theorizing About Gender: The Contributions of Terence K. Hopkins 101

12. Lu Aiguo: From Beijing to Binghamton and Back: A Personal Reflection on the Trajectory of Chinese Intellectuals 115

13. Evan Stark: Sociology as Social Work: A Case of Mis-Taken Identity 127

14. Terence K. Hopkins: Coda 143

Mohammad H. Tamdgidi: The Utopistics of Terence K. Hopkins, Twenty Years Later: A Postscript 145

Colloquium Photos 169

About the Contributors 193

Terence K. Hopkins Bibliography 205

Index 309


From the inside pages …

"... I knew instinctively from the moment I came to Binghamton that this whole system was right, but I couldn't figure out why it was right. I knew also that it was different. And it's only over the years that I came to realize what this has to do with world-systems analysis.

"Basically, the concept is based on the assumption that all of us professors, graduate students, world-renowned scholars are in a beginning learning phase of our scholarly existence, collectively as well as individually. This is precisely the opposite of the assumption underlying standard oral/written exams, that the professors are in an advanced phase of knowledge, and the graduate students have to be taught what the professors already know.
"There is indeed a second assumption, which is that graduate students have in fact something to teach the professors ­even in their first year, certainly by the third, fourth, or fifth year. The students probably end up knowing a lot more about the fields they invented than the people who were in fact questioning them. The idea that graduate students had something to teach was also linked, and I'll come back to that, to world-systems analysis.
"The third assumption is that what the student is doing is very hard work. There should be no pretense that it's easy. The student has to spend endless amounts of energy doing an awful lot of reading and thinking. There is no text metaphorically which one can just learn. The putative scholar has to invent. What this really says and comes back to our collective methodological concerns is that the scholar can't be nomothetic. There are no sets of accumulated laws which one can digest and then proceed from that point. They don't exist. And there are no canons. There are no sort of aesthetic models or intellectual models which the student just has to absorb.
"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 then had to continue inventing forever after. ..."
— Immanuel Wallerstein, Yale University
Immanuel Wallerstein; Mohammad H. Tamdgidi; Terence K. Hopkins (Contributor)
Twentieth Anniversary Second Edition
Ahead Publishing House (imprint: Okcir Press)
6x9 inches
Front/Back Cover
Acid Free/Library Archival