Deciphering Complexity: Teaching Sociological Theory Through Generative AI

• In Event: 20461 - Teaching and Learning Symposium Roundtable Session
  In Refereed Roundtable (90 minute): Table 2: AI & Teaching

Abstract

Teaching sociological theory presents unique challenges, as students must engage with texts that not only feature dense language and abstract reasoning but also assume a deep familiarity with historical events and intellectual traditions. These barriers are often exacerbated by disparities in cultural capital, making theoretical material particularly inaccessible for students who may not only lack academic reading strategies but also the habits, sensibilities, and intellectual confidence that facilitate deep engagement with abstract texts. To address this issue, instructors frequently turn to secondary literature, summaries, or multimedia resources to simplify theoretical arguments. However, these approaches risk reducing the intellectual and vocabulary richness of foundational texts, limiting students’ exposure to complex reasoning and the development of critical reading skills.
This presentation introduces an innovative learning activity that leverages generative AI, specifically ChatGPT-4o, to enhance students' engagement with sociological theory while preserving its complexity. Instead of relying on secondary sources, this technique generates concise yet sophisticated text fragments that retain the original author's style, vocabulary, and argumentation. By working through these fragments in small group discussions, students develop metacognitive skills, learning to decode intricate texts while reconstructing the logical flow of theoretical arguments.
Using Marx’s On the Jewish Question as a case study, the activity follows a structured process: (1) the instructor extracts key arguments and prompts ChatGPT to generate text fragments, (2) students engage in guided group discussions to analyze and synthesize these fragments, and (3) the class collaboratively reconstructs the broader theoretical argument through discussion and visualization. This approach maintains the intellectual rigor of original texts while making them more accessible, fostering deeper comprehension, and equipping students with essential interpretative tools. Ultimately, this pedagogical intervention enhances inclusivity by bridging gaps in cultural capital, ensuring that all students, regardless of background, can meaningfully engage with sociological theory.

Author

• Victor Patricio Verde Neri, University of California-San Diego