Cooperation in the Social Sciences
AN indication of a reversal of a major trend in social science has become apparent in recent years in the creation of integrated social science courses and great issues courses, and in the establishment of area studies research programs and course offerings. During the last fifty years or so the major trend in social science has been the compartmentalization of the field into separate departments of history, economics, political science, sociology, anthropology, geography, psychology, and so forth, separated from one another by illogical and artificial boundaries and accompanied by an arbitrary allocation of conflicting and competing courses. Public opinion is taught in political science, in sociology, in psychology, and in journalism. Municipal government is taught in political science and in sociology; city planning in political science, geography and colleges of architecture; public finance in economics and in political science; public administration in business organization, in social administration, and in political science. Theory is taught everywhere-in history, philosophy, political science, and economics, and sociology courses with similar or even identical labels may be found in several departments on the same campus. They are often planned and taught with little or no reference to overlapping and duplication. Competition for enrollment is common. Students, unable to enroll in all of them, are confused, and make their choices on other bases than course content or merit.
The integrated courses to be dealt with vary widely in content, credits, level at which offered, objectives to be attained, and so on, but they do have one thing in common; they are based on the assumption that social science is a single body of knowl-