Through Schütze, 2016). In this educational opportunity to

this autobiographical presentation, seeking to establish the statement of the “rich
get richer while the poor get poorer”, the focus of this research will be to
validate this statement. By integrating the ideology of Karl Mannheim and the
conceptual nature of utopia, assessments will include a review of location,
both in what is known and how the concept is operationalized. The review of the
explanatory statement, identifying key variables, will list and qualify its
underlying sources. In this assessment, drawing on the theorist Karl Marx and
his works, the development of the student’s sociological imagination, will
integrate the personal with the social, allowing for reflective insights into
my soul. This foundation, accounting for the epistemological paradox, will
concede that location in direct contrast with biased perception and knowledge,
reveal the world at is truly is, creating a distinctive and reliability
reality. Throughout the interpretive analysis, scholarly resources will promote
valid connections, determinations, and conclusions, in an attempt to locate the
individuality of the student, and understand me in in non-individual ways (Creswell,
2009; Schütze, 2016).

this educational opportunity to explore societal truths, allowing for the use
of my sociological imagination, confirming the meaning of a scientific belief,
which has been empirically tested, the applications of the autobiographical
methodology will assist in sensitizing the epistemic power of what is perceived
as a commonly held, scientific truth. By revealing my biographical history,
which has internalized certain social processes, qualifying the premise that
“the rich get richer while the poor get poorer”, as being important to me, what
is significant and will be detailed through this research is the conditions and
variables involved that elevated this scientific fact above others which could
have been considered. This paper and position built on the perspective of the
sociology of knowledge, concurrent with my experiences, is driven by the
establishment and conformation of the relationships and variables driving human
thought in correlation with the social contexts within which they arise, while
confirming the effects of prevailing, contemporary ideas and their influences
on society. In drawing off these series of interchanges, colliding with my life
experiences, determining what is relevant and important, the variables of
class, status, rank, and ethnicity, with society culturally norming and
conditioning the population to inevitable socioeconomic status (SES) outcomes,
promoting societal perceptions, and allowing for scientific validation, allow
for reflective, personal analysis. This approach, which considers the
boundaries and cause/effect determinations within my conscious and
sub-conscious, chasing after my inner-self through non-individualistic
approaches, supports the identification of my inner-core beliefs and thought
processing mechanisms, allowing for a dynamic understanding of who I am as a
member of society (Schütze, 2016; Tokarczyk, 1993).

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confirming the relevancy of autobiographical analysis, advancing the sociology
of knowledge, the acknowledgment by O’Brien, Earls, and Bentley, (2011) note
that “humans are, first and
foremost, social creatures…and that most of our choices
are not just blindly driven by hard-wired instincts to hunt or gather or
reproduce; our decisions are based on more than nudges and exploiting
individual cognitive quirks (p. 5). As a member of the general population,
contributing to the belief systems which shape societal realities, what is
relevant in transferring my beliefs and positions on to others and vice-versa,
is that these exchanges of knowledge are transactional in nature, supporting
cognitive development, driven by social learning. With the unfolding of my
beliefs and knowledge within this research, scaled to the importance of one
explanatory statement, this autobiographical analysis asserts that individual
knowledge gained, thrives on societal inputs, and as a result, determines what
is relevant and important in my life. As everyone navigates a complex world,
dictating submission to societal norms and expectations, and driving social
behaviors, finding an empirical truth that remained explanatory in nature,
while not a statement of faith or fact, presented significant challenges in
review of my life experiences (O’Brien et al., 2011).

I mapped out my interpersonal growth, concurrent with my sociological
imagination, leading to the expansion of my knowledge base, and supporting my
internal growth, what remained static and significant in conducting these
reflections was the variable of time. During matriculation, the concept of the
“rich getting richer and the poor getting poorer” was an abstract idea and
premise, only gaining relevance as a statement of debatable fact as I grew
older. With every individual assigning relevancy to concepts based on their
life experiences, the autobiographical approach, supports scenarios where
sociological imagination is challenged by life’s realities, and the
abstractness or irrelevancy of this previous empirical truth, emerges as
significant. As a result of the assignment of time as a key variable and its
importance within this study, promoting the ongoing development of the concepts
underlying the Sociology of Knowledge, I am able to assign currency and
relevancy to explanatory statement, integrating my beliefs in a non-individual
way (Kumar, 2006).

conformation by O’Brien et al., (2011) that all humans are social creatures,
advancing the previous conformation by Karl Mannheim in his 1936 work, Ideology
and Utopia, is underlined by a central assertion that all knowledge is
existentially determined. This existentialism accounts for the fact that as
human beings, we are all subject to historical contexts, driven by time frames,
which binds us to time and place, while also allowing for sociological reviews
and assessments, consistent with this research. With Mannheim supporting the
premises that humans occupy specific statuses, and subsequently play specific
roles within groups, supporting an inclusivity, class status and SES highlights
an interactive relevancy to the explanatory statement. As members of society
are culturally normed to take their designated places, supporting traditional
status quos and adherences to expectations of their roles, society can then be
evaluated in a coherent, orderly fashion, driven by the stability which
assigned to an individuals and groups role. It appears without this submission
by the masses, fitting nicely into the pre-determined places and categories,
the ability to study and understand society using the classical sociological
theory would be impossible. There would be no continuity, the result of a lack
of a generalized starting and stopping point in qualifying group assignment and
participation, with these facts all coming together under the auspice of
location (Ferranti, 2004).

ability for individuals within society to know, operating within the confines
of Mannheim’s theories is driven by what we see and how we see it, supporting
interactive interpretations occurring within a human being. In extending this
position and allowing for practical application, with location, allowing for
the idea that knowledge is both subjective and, how a person on the lower SES
scales views a social phenomenon, is likely to be distinctive and different
from those on the higher tiers. As bias permeates the conceptual definitions
and determinations by assignments in qualifying knowledge, allowing for the
idea of universal truths, it is often only through scientific empirical study
whereby the general population is bound to hard data can the concept of true
knowledge overcome external biases. With truths supporting inequalities,
allowing for biased knowledge to manipulate individuals and/or segments of the
population to submit to the inequalities, the end result is truth serving as an
opportunity to exert and extend power. The idea of knowledge being a loosely
folded together binder, providing reference points in establishing the confines
and directives of society, who is determining, recording, advancing, and in
some cases, manipulating conceptual knowledge which is believed to be true, is
relevant. As Ferranti, (2004) supports Mannheim’s search for utopia, it is
noted that “the sociology of culture is defined as the relationship between
culture and society” (p. 37). Due to the exchanges of knowledge within a
society becoming compromised, allowing for the ongoing subjugation and
marginalization of segments, resulting from their demographic assignments, the
effects of knowledge bias are relevant to both society and in developing this
assessment (Ferranti, 2004).

Mannheim’s central question within the development of the sociology of
knowledge, seeking to understand the relationship between society and
knowledge, allowing for the belief in the “historical nature and unity of
mind and life” (Shils, 1995, p. 221), it was affirmed in this doctrine that
extrinsic interpretation is set apart from immanent interpretation of thought
products. The ability to understand knowledge, overcoming biases and
establishing the internal framework which supports a belief system that allows
for internal truths to be validated, is ultimately limited by access to
theoretical content of knowledge, allowing for extrinsic interpretation,
accounting for the capability of the individual to understand deviations,
manifestations, incontrovertible facts, validated by empirical research. The
lack of access to education, which serves as the source of knowledge and
understanding within any civilized society, allowing for the manipulation and
marginalization of the lower classes, inserting the biases of the upper
classes, which have access, the resulting disparities, promote segregation
through the use location operationalization (Kumar, 2006; Shils, 1995).

use of location operationalization, accounting for demographic assignments
within class, status, rank, and ethnicity, the challenge of dispersing
knowledge and creating a utopian society, highlights a series of historical
challenges. With Mannheim seeking to develop a scientific doctrine which supported
the premise that as individuals “what we see”, “how we see it”, and as a
result, provides the foundation for an individual’s knowledge base, confirming
what they know, the demographical assignments, concurrent with location
operationalization, supports a series of barriers in these transmissions. With
bias being assigned to individuals within society who are of a lower status and
SES rank, and the majority continuing to seek the control and submission of the
minority, allowing for exploitation of ethnic segments within the population,
these variables serve as key factors in transmitting knowledge. The overlay of
these considerations within the works of Mannheim seeking to create a place for
the sociology of knowledge within the scientific system, leaving the sociology
of knowledge to stand directly opposite of traditional human sciences, promotes
a significant disparity and deviation (Geoghegan, 2004).

allowing for the interpretation of knowledge through an exploration of social
reality, accounting for the listed variables, the effects of bias within
knowledge could be researched and understood as it diffuses and permeates its
way down to the lower classes and SES assignments, while exploring the
disparities among minorities, who bring their own cultural distinctions and
interpretations. It appears that in pursing true knowledge through Mannheim’s
sociology of knowledge, he sought to elevate human kind beyond the traditional
information exchanges which established facts. These theoretical pursuits, accounting
for the inclusion of social reality continues to seek to bind society together
in creating and dispersing knowledge, while accounting for location and access.
This approach, combining the empirical with the outcomes resulting from the
displacement of knowledge, and accounting for biases, appears to be a
deliberate and determined effort to promote a utopian civilization and society
with truth and knowledge being both common and relative (Creswell, 2009; Geoghegan,
2004; & Ferranti, 2004).

building this research on a scientific claim to truth, and allowing for
explanatory statements to be validated, what is significant in this quest is
the conformation that a proposition or statement of an individual or group,
driven by an established belief system can withstand the scrutiny of empirical
assessment and ultimately be proven true. This research, operating within the
major divisions of truth claims, distinguishing between positive and negative
assertions, leading to investigations, support the premise that truth claims
proclaim the existence of objects or entities
where, negative truth claims allow for the opposite, proclaiming the
non-existence of an object or entity. For the purposes of this study, a truth
claim will seek to be validated (Creswell, 2009).

disparity is driven by social forces which include lower class, status, SES,
and ethnic citizens of society being marginalized by the following key
variables: poor education; lack of employment opportunities; marginalized
personal and professional goals as a result of participation in a society; lack
of social and personal resources; cyclical poverty; broken communities, social
disorganization; fragmented and broken support units during and
post-matriculation; and limited goal sets (Fitz, 2015). These issues serve as
the basis for ongoing, systemic poverty experienced by lower classes, dominated
by minorities, where causation also includes the inability of the poor to quickly
change with the emerging trends in an economy, high divorce rates, the
perpetuation of a normalized culture of poverty, and overpopulation, add to the
ongoing disparities between rich and poor. The effects of these key variables
in identifying the negative social forces highlight the generalized effects,
which are then transferred to the individual, with location and access playing
a key role in the ongoing marginalization. To this extent, drawing on the
concepts of VanderPlaat, (2016) in review of sociological imagination confirms
there appears an awareness of the relationships occurring between personal
experience and the wider society, accounting for these key social forces.

many communities in the United States (US) having a bad side of town, which
support the isolation of lower SES classes and inner-city minorities, these
areas, are the direct result of a sustained failure by society. With White
flight occurring in the 1960’s, leaving the public-school systems in many
low-end community in dire-straights, the ability to obtain a decent education
was withheld, with an emphasis of available resources being assigned to the
majority. Due to a lack of a proper education, leading to minimal employment
opportunities, which subsequently marginalized the family unit, increasing the
number of poor being incarcerated, and future generations within these
communities falling into cycle patterns, the die was cast. The lack of economic
and social resources being infused into these communities on the bad side of town
for the past 50 years, has ensured that the poor have stayed poor, lacking any
inducements or external support to resolve the continuing downward spiral. As
the negative social forces built on each other, with only the lucky ones
surviving and matriculating into higher classes and SES assignments, the lack
of established success patterns, led to a loss of hope. In the absence of hope
and the realization that not everyone has an equal opportunity to pursue the
American Dream, the results led to the effective norming of the lower classes
to essentially accept their marginalization by the rich, who controlled the
resources and assets which would support the elevation of the lower classes
(Galor, & Moav, 2006).

approaching the explanatory statement using sociological imagination,
supporting independent thought beyond my familiar routines, where the
independent variable, the rich getting richer and the dependent variable, the
poor getting poorer, was validated through a review of empirical studies. This
concept, which is generally accepted was in-fact validated through a review of
research by Fitz, (2015), noting that the economic inequality is far worse than
was previously imagined and reflected in statistics in the previous decades.
Through a reliance on Pew and Business Insider research studies, utilizing
quantitative assessments, it was determined that “the top 20% of US households
own more than 84% of the wealth, and the bottom 40% combine for a paltry 0.3%.”
As the reality of the explanatory statement is further confirmed where the
typical chief executive officer (CEO) of a corporation makes 354 US dollars to
every one made by an unskilled worker, the disparity in the accumulation of
resources, which ultimately marginalizes the poor in any type of advancement,
undermines the premises of ever achieving a utopian civilization (Drake, 2013).

With infusion of Marxism into this assessment of the
explanatory statement, what is an overriding emerging concern is that while he
advocated or class struggle, the social forces that are currently working
against the poor, fail to mount any significant resistance to current social
norms and established quos (Callinicos, 2011). There appears to be an
acceptance as to the marginalization of the lower classes, by both the rich and
poor, and while empirical studies draw attention to the disparities, this
knowledge and information is withheld. It could be argued that not many of the
poorer class read the Business Insider to track understand, and ultimately
validate the social and economic conditions which have led to the class, rank,
and status assignments. The conflict which Marx advocated between the rich and
ruling classes with the poor and disenfranchised, previously thriving on
internal tensions, appears lost in the empirical data, identifying the key
variables which could ultimately lead to future positive changes, supporting
the redistribution and accumulation of wealth. Instead of revolution, following
Marxist ideology, the poor in the US have been effectively managed and
conditioned to modify their expectations in life (Paden, 2002). Instead of
demanding more, and realizing their significance within the economy of the US,
affording them significant bargaining power to resolve the negative social
forces staked against the poor, the lack of unity, awareness, education, and
the desire to engage in civil disobedient acts, such as striking, will continue
to promote the class, rank, SES, and ethnic disparities (Ince, 2016).

having been adopted from my native Columbia by my US family, with the desire of
my mother to ensure that I would have a better life in the US, with increased
opportunity for success, driven by education, a stable family, access to
resources, and the ability to advance, the significance of this social and
economic issue for me, is particularly relevant. By revisiting the empirical
data and following the step-by step process outlined in the rubric, my
commitment to presenting an autobiographical analysis which is rooted in fact,
will resolve any future challenges to the credibility of the content of this
research and it’s determinations. In seeking to present clear evidence in
review of the explanatory statement, while acknowledging my future, which could
have been very different, and determined by the social forces outlined in this
assessment, is balanced with the openness of potential bias, allowing for
possible discrepancies within the conclusions (Creswell, 2009; Schütze, 2016).

review of the research conducted by Shaffer (2013), examining the epistemic
paradox and the logic of acceptance, what emerges are riddles that ultimately
evolve and turn into knowledge. The paradox in application and review of the
explanatory statement suggests that we cannot evolve together as a unified
society, creating a utopia and instead, social and economic conditions seek to
withhold success from the poor and creating an adversarial exchange which leads
to winners and losers. The presentation of the standard epistemological paradox
assignments within this study, supporting a formula that suggests that if all
knowledge is, and the poor continue to get richer, it can be concluded that because
of location and the negative social forces aligned against the poor, society
will remain in its current state, promoting the status quo and traditional standards,
ensuring their ongoing marginalization. Within this submission, overcoming any
potential challenges to researcher bias, the world is revealed as it truly is,
where utopian state will likely remain out of reach for future generations of
poor (Shaffer, 2013).

underlying goal at the start of this exercise was to confirm what drew me to
the choice of the explanatory statement, while building a strong foundation of
research in qualifying the significance of this social phenomenon. Through
Mannheim to Marx, the identification of the importance of location, while
qualifying key variables, and the review and acknowledgement of negative social
forces, noted that the poor have and continue to be victims of a society that
favors the rich. While drawing on the concept of sociological imagination, and identifying the key considerations
in the construction of the epistemological paradox, what has been achieved is a
thorough review of the guiding premises behind classical sociology and its
underlying theories. The development of this autobiographical account which
sought and found the individual in a series of non-individual ways, sought to
expand the boundaries of this student, where in conducting future research, it
may be advantageous to operate from the perspective of the Sociology of
Knowledge (Geoghegan, 2004; Shaffer, 2013; Tokarczyk, 1993).


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