These articles, and the many others presented at the three conferences, indicate
that the teaching of humanist sociology is alive and well. These activist-educators
are teaching ‘‘social responsibility’’ and ‘‘promoting social change’’ alongside inculcating
a sociological perspective in their students (Dale and Kalob 2010:88; Pennell
and Maher 2015). By teaching in new and novel ways, not only do we encourage our
students to think that sociology is different from other subjects and thus possibly liberating
but also we create environments where other students want to ‘‘commit
sociology.’’