Abstract
This paper examines the tension between political and sociological concepts as dynamic frameworks for inquiry and proposes strategies to prevent their gradual transformation into rigid dogma. Drawing on theories of ideology, social construction, and critical pedagogy, it examines how concepts initially intended to foster critical analysis—such as democracy, equality, justice, and identity—can lose interpretive flexibility when institutionalized in political discourse, academic settings, or popular debate. The study argues that this dogmatization not only narrows intellectual inquiry but also risks undermining democratic discourse and social progress. To counter this trend, the paper proposes strategies for preserving openness and critical engagement, including methodological reflexivity, interdisciplinary dialogue, and the cultivation of pedagogical practices that emphasize debate over orthodoxy. By foregrounding the distinction between “dogma” and “dreams,” this research underscores the importance of keeping political and sociological concepts alive as evolving tools for imagination and reform rather than fixed articles of belief.
Presenters
La Shonda CampbellLibrarian/Adjunct Professor (Political Science and Criminal Justice), Library and School of Social and Behavioral Sciences, University of Arkansas at Monticello, Arkansas, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2026 Special Focus—The Social Impacts of Geopolitics: Interventions to Strengthen Humanity
KEYWORDS
Dogma, Diversity, Democracy, Equality, Justice, Identity, Democratic Discourse, Pedagogical Practices
