What do we really teach in introductory sociology textbooks? three underlying messages and their instructional implications

In considering mainstream introductory-sociology textbooks published between 1975–1989, three underlying messages and their instructional implications/remedies are identified and treated. First, society was portrayed as overstructured, organized, and impersonal. The need, therefore, is to stress instructionally its more individual/interactional, unorganized, and personal/emotional aspects. Second, society was overinterpreted primarily in ideologically liberal ways and also in a more radical fashion. The resulting instructional need introduces more conservative analyses. Third, sociological knowledge was overpresented as the most authoritative “highest knowledge” about society. Thus, the teaching imperative is to show the inadequacies and weaknesses of sociological knowledge thereby encouraging more student discussion and expression of contrary views.