Knowledge and the practice of sociology

Noting that sociology, like other disciplines, usually discusses itself as if its content—its body of knowledge—were created by a wholly intellectual process, I am adopting in this paper the approach of the sociology of knowledge by emphasizing the existential factors that influence knowledge. I employ the poorly developed concept of occupation, and argue that in the United States academic disciplines like sociology are best analyzed as professions, which areorganized occupations. American professions sustain their present position by the functional differentiation of members into separate administrative, research or scholarship, and practice roles. Practice roles serving lay clients or patrons provide the basic economic support of the profession as a whole. The characteristic practice role of most academic arts and science disciplines is teaching. Using sociology and its special position in the undergraduate curriculum as an example, I suggest that the contingencies of teaching influence what knowledge is used, underlie at least part of the public image of the discipline, and determine some of what becomes part of the published corpus of the discipline's knowledge.