Charles Wright Mills and Social Imagination

Charles Wright Mills was born in 1916 in Texas (USA) and died in 1962 in West Nyack (New York). C. Wright Mills was a sociologist that believed that knowledge was the crucial element to social change. He felt that society needed to change. This change will come through those who had knowledge and use it properly. He also felt that critical thinking wa the means of obtaining this crucial knowledge and his thinking to create what he called “the Sociological Imagination”.

Social Imagination is one of the most basic concepts in the discipline of sociology.

One way that C. Wright Mills describes the sociological Imagination is as the intersection between biography and history. The sociological imagination would enable those who practice it to understand the modern historical wide picture regarding its importance and relevance, referring both to the professional career and to the private life of many and (group of different things mixed together) people, allowing them to (figure out the worth, amount, or quality of) in what way people, through Their Daily and usual/usually done actions are often trapped by a false awakeness/awareness about their (pertaining to each person or thing) social positions. An extremely important result of that thinking-related exercise, (teaches things) in relation to the scientific control/field of study that is next to (the study of how people act towards each other), is the checking (for truth) that man is capable of complete and thoroughly perceiving, changing to fit this understanding his own (success plans/ways of reaching goals) sent out and used in the personal field, only through (related to what's near the object or word being studied)ization of your private pre-planned future within a particular time frame. Such a mental (point of view/way of behaving) clears up their life other choices by being informed about the facts or conditions (that surround someone) understood in the social (surrounding conditions) of which they are apart.

According to Mills, an (enough to be meaningful) (using different things) thought about/believed by the exercise of the people-based imagination lives in the separation established ""between the personal concerns of (the health of the Earth/the surrounding conditions) and the public problems of the social structure""; such a division into two makes up a central element of that(related to ideas about how things work or why they happen)-(related to careful studying or deep thinking) practice and, at the same time, an extremely important part of any idea-based construction guessed (a number) as classical in the field of social sciences.

Microsociology and Macrosociology

Microsociology, in sociology, theory of relations between individuals and social groups. The classification of sociology in microsociology and macrosociology comes from the French sociologist Georges Gurvitch, who defined the microsociology as the study of the different types of social connection or ""forms of sociability"" that are established among the members of a community, that is, the multiple ways of ""being bound by the whole and in the whole"". The microsociology analyzes the concrete realities of the daily life of each person in their own environment and is very close to social psychology.

The classic objects of study of microsociology have been the family, the groups of equals, the couple and the basic structures of behavior in relationships. It is observed how social relations are born from the interaction, which structure the different roles.

The macro sociology of education is a discipline that uses the concepts, models and theories of sociology to understand education in its social dimension. It has been cultivated by sociologists who have had a growing interest in education and by the pedagogues who have gone from resorting almost exclusively to psychology, to a balance between it and sociology.

In accordance with this broad view regarding the teacher's profile, in this module we prefer a curricular structure that privileges the thematic focus. This choice supposes discarding the classic organization of contents by ""currents of thought"", ""sociological currents"", ""schools"" or ""authors"", that tended to predominate in the traditional courses of ""theory"".

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