The Rationalization of Everything?

Using Ritzer's McDonaldization Thesis to Teach Weber

Author(s): Stephen Lippmann and Howard Aldrich
Source: Teaching Sociology, Vol. 31, No. 2 (Apr., 2003), pp. 134-145
Published by: American Sociological Association
Stable URL: https://www.jstor.org/stable/3211304
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 ARTICLES
THE RATIONALIZATION OF EVERYTHING? USING RITZER'S
McDONALDIZATION THESIS TO TEACH WEBER*

Today's students have grown up in a world structured by the forces of ra

alization, making it difficult for them to comprehend the scope and mag
of the transformations Weber described. In this paper, we outline a plan for
helping students appreciate Weber's theoretical achievements, as well as
teaching them to think more critically about what constitutes "the good life"
in rationalized societies. We use Ritzer's best-selling book The McDonaldiza-
tion of Society as a vehicle for encouraging students' interest in Weber's
work. We describe a set of field exercises that bring Weber to life and provide
rich material for active learning.

STEPHEN LIPPMANN HOWARD ALDRICH

University of North Carolina at Chapel HillUniversity of North Carolina at Chapel Hill

MAX WEBER ([1905] 1998; 1946) argued 24/7 operating hours, instant world-wide
that the process of rationalization, once communications, and other practices de-
unleashed upon the world, transformed so- scribed by Ritzer (2000). Because of their
cial life forever. By loosening the hold ofimmersion in it, the rationalized world
custom and tradition, rationalization led to seems natural to students rather than so-
new practices that were chosen because theycially constructed. Students who bring this
were efficient rather than customary. Weber"natural" and unproblematic view of ration-
argued that the "technical superiority" ofality into a sociological theory course pose a
the bureaucratic form would cause it to challenge to instructors wishing to teach
dominate all forms of human organization, Weber's ideas on bureaucracy and rational-
like an "iron cage" in which humansity.were
eternally trapped. Weber's ideas continue In to
this paper, we describe a plan for help-
inform sociological theorizing today. ingFor
students appreciate Weber's theoretical
example, building on Weber's insights, the
achievements, as well as teaching them to
institutional approach has spawned a robust
think more critically about what constitutes
stream of work in organizational sociology
the "good life" in rationalized societies. We
(Powell and DiMaggio 1983; Scott 1995).
use Ritzer's (2000) best-selling book The
McDonaldization of Society and a set of
Our students have grown up in a world
structured by the forces of rationalization,
field exercises to bring Weber to life and
and thus they often have difficulty compre-
provide rich material for active learning in
thethe
hending the scope and magnitude of classroom.
transformations Weber described. They take
for granted a world that includes fast RATIONALITY
food, AND THE IRON CAGE

"*Please address all correspondence to the

Although Weber's substantive writings wer
authors at the Department of Sociology,
CB#3210, University of North Carolinavaried,
at the theory of rationalization lies at
Chapel Hill, Chapel Hill, NC 27599-3210; heart of much of his most important
the
e-mail: lippmann@email.unc.edu or work (see, for example, Weber [1905]
howard aldrich@unc.edu. 1998; [1914] 1979; 1946). Social order in
Editor's note: The reviewers were, in the Western world changed drastically with
alphabetical order, Mary Donaghy, Sylvia Hale,
the rise of two great forces of modernity:
and Jay R. Howard.

Teaching Sociology, Vol. 31, 2003 (April: 134-145) 134

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THE RATIONALIZATION OF EVERYTHING? 135

combined Instead
capitalism and bureaucracy. with attention
ofgiven
al-to "neo-
Weberians"
lowing for individual human and other spin-offs,
variation, these Weber's
ideasthe
systems operated through account for a significant
application ofportion of
universal standards andboth classical and contemporary
regulations. Weber Sociologi-
cal Theory
argued that these new forces courses.
triumphed over
the old established order Unfortunately,
because they many of the "classics" of
were
rational. Unencumbered sociological
by the theory
myriad are the most stress-
idio-
inducing
syncrasies of individuals or readings for undergraduate
the power of stu-
dents,could
tradition, rational systems as their carry
often-arcane
out language and
obscure
their activities much more examples can easily
efficiently lead to confu-
than
older practices. sion and panic. In the case of Weberian
In Weber's mind, bureaucracies were the
theory, students' confusion is compounded
epitome of modem social becauseorganization
many of the processes asand struc-
they are organized along tures thatrational lines,of these
comprise the substance
highlighted by the abstract, theorists'universal, andomnipresent
writings are virtually
regular execution of authority in American culture.
and These structures have
applica-
tion of standards (Weber 1946).
influenced students' Weber's
lives from the day they
(1946) theory of bureaucracy were bornhighlights
and get taken forsix granted. As a
dimensions of bureaucracies: result of fixed offices,
this immersion, rationalization and
hierarchy, documentation, standardization seem perfectly
credentialism andnatural, and
training, hardening ofstudents tasks may into occupa-
find it hard to grasp their so-
tions, and universal standards applicable
cially-constructed nature. to
all. These principles of Despite organization allow
the inherent difficulty in teaching
for the efficient and predictable and learning Weber's theories, a thorough
coordina-
tion and execution of human action. Be- and comprehensive understanding of these
cause of their ability to handle the tasks of is vital for students majoring in sociol-
ideas
an increasingly complex society with ogy rela-or taking a course in theory. Under-
standing the processes of rationalization
tive ease, bureaucracies emerged as the pre-
eminent modern form of social organiza- gives students a foundation for other sociol-
tion, profoundly changing social life in ogy
the classes in work and organizations, so-
process. The modem world, organizedcial ac-stratification, and economic sociology,
among others. Weberian theory can also
cording to principles of rationality, became
disenchanted and routine. The powerprovide of students with a more sophisticated
understanding of the ways in which social
tradition gave way to the power of standard.
structures shape their own lives.
TEACHING WEBER Several innovative methods for teaching
Weber and the other "classics" have been
It certainly would not be difficult to con-Many of them emphasize active
proposed.
vince an instructor teaching sociological learning and/or cooperative learning. Active
theory of the importance and centrality learningoftechniques (in the form of exer-
Max Weber's ideas to the curriculum. Our cises) are beneficial because "they can help
students develop critical thinking, team-
survey of syllabi included in the most recent
ASA Resource Book for Teaching Socio- work, communication skills, independence,
logical Theory (Lemoyne 2001) revealed and long-term memory of class concepts"
that readings and discussions of Weber's (Woodberry and Aldrich 2000: 241). Active
theories accounted for an average of 1.3 learning exercises immerse students in the
weeks per semester, making him the most material, help to clarify abstract concepts in
students' minds, and turn students from
frequently discussed individual in a typical
theory course, followed by Marx (1.2 passive agents in the classroom to active
weeks) and Durkheim (1.0 weeks). When creators of knowledge for themselves. This

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 136 TEACHING SOCIOLOGY

model is particularly suited

gender in classical theoretical to
paradigms.
Hale (1995) described
sociological theory. By an exercise
encourin
dents which concepts
discuss students interviewed three individuals
to and rea
their peers, cooperative
about their experiences with a topic learnin
selected
by the class.theory,
fears surrounding Students then analyzed the
discou
sivity, and facilitates
content of their interviews,an active
using insights
theorizing (Reinhardt
gained through reading and 1999).
discussing We- Re
shown that berian and other sociological theories.
cooperative learnin
students' mastery
Other authorsand motivation
have emphasized the utility of
them to see things
writing as a toolfrom the per
to help students understand
others (Johnson, Johnson,
the usefulness of classical sociologicaland
the- S
McKeachie 1999). Such exercises also al- ory. Segady (1990) assigned a short paper
low instructors to avoid dependence on lec- in which students explained declining
tures, which can create a "norm of silence" church attendance and the rise of cultic ac-
among students and help to reinforce the tivity by using Weber's writings on ration-
widespread belief that a course in theory is alization and disenchantment as a theoretical
"boring" (Segady 1990). Students almost framework. Such assignments, Segady ar-
always respond enthusiastically to active gued, allow students to see first hand how
and cooperative learning techniques in seemingly obsolete sociological theories
evaluations (Aldrich 2001). actually have contemporary relevance.
Several authors have described active and
cooperative learning techniques for under- "MCDONALDIZATION"
standing sociological theory generally and AND RATIONALIZATION
Weber specifically. Donaghy (2000) used a
television talk show format to engage stu- We build on previous exercises by describ
dents in discussions of major sociological
ing a hands-on approach to teaching W
ber's ideas. In this exercise, students ve
theorists and their ideas. This format ap-
peared to help students overcome the anxi-ture off-campus and observe rationalizati
ety associated with theory and also to dem-and rationality in action. We use Ritze
onstrate theory's relevance to everyday life.
McDonaldization of Society as a pivotal lin
In this exercise, students were divided intobetween students' observations and Weber's
teams, and each team presented to the classtheory of bureaucracy and rationality.
a simulated television program starring the In his book, Ritzer offered a Weberian-
theorists they had studied as political candi-
inspired framework for understanding the
structure of modern bureaucracies and the
dates, news analysts, talk show guests, or
other. Interviews focused either on the sub- penetration of rationality into almost every
stance of a particular theorist's ideas or on aspect of post-modern life, including birth,
current events interpreted through a specific child-rearing, education, and death.
theoretical lens. "McDonaldized" organizations are charac-
In another application of popular culture, terized by four dimensions (Ritzer 2000:
Gontsch-Thompson (1990) used Margaret 12-14): "efficiency, or the optimum method
Atwood's novel The Handmaid's Tale to for getting from one point to an-
pique students' interest in theory. Sheother,...calculability,
asked an emphasis on the
students to apply classical theories to the
quantitative aspects of products sold and
fictional society described in the book. At-
services offered,...predictability, the assur-
wood's book is well suited to a comprehen-
ance that products and services will be the
sive theory course because it allows same
for anover time and in all locales,...and con-
integration and analysis of gender as a so-
trol over people who enter the world of
McDonald's"
cial construct in its own right and also for through nonhuman technol-
an analysis of the (often overlooked) role
ogy.of
The four dimensions of McDonaldiza-

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THE RATIONALIZATION OF EVERYTHING? 137

tion bear an obvious resemblance to We- THE EXERCISE

ber's original definition of "bureaucracy."
Indeed, bureaucracy was the embodiment ofThe exercise described here was originally
formal rationality for Weber, just asdeveloped for an introductory sociology
McDonald's and McDonaldized organiza- course and, after being used several times,
tions are for Ritzer. In his book, Ritzer am-
was subsequently expanded into a unit for a
plified and extended Weber's theory of ra-course on social theory. It has also been
tionalization to include many non- used in a course on the sociology of work
bureaucratic yet fully rationalized modemThe unit is carried out over three 50-minute
institutions. class periods, comprising a section of the
The McDonaldization of Society is well-course on rationality and bureaucracy. We
have also carried out a four-day version of
suited to lower-level undergraduate courses.
the exercise, described in Table 1. The two
First, its style is readable and easily intelli-
gible to those unfamiliar with the standard exercises share three days in common, but
jargon of sociological analysis. Ritzer de-
the four-day unit allows for observations
fines and explains terms thoroughly and and discussions of non-human technology
and control. This optional day is particu-
precisely. Undergraduate students typically
comment favorably on the book. Second, larly suited to classes in the sociology of
the cases selected to demonstrate the work and organizations in which technology
and control are central topics (Blauner
McDonaldization concept are exceptionally
1964; of
familiar to most students. Indeed, part Edwards 1979). Based on our analy-
sis of the ASA Sourcebook presented above,
Ritzer's point is that sometime, somewhere,
almost everyone has come into contactthewith
unit lasting three days is one day shorter
a McDonaldized organization. Finally,
thanbe-
the average time spent on Weber in
cause fast-food outlets are adjacent totypical
cam-theory courses, and the four-day unit
pus and thus accessible, they provide does not exceed it.
excel-
During the unit, students read selections
lent opportunities for student observation.
Despite the book's popularity amongfromstu- Max Weber's essay "Bureaucracy"
dents and instructors alike, we found(1946)
only and The Protestant Ethic and the
one published exercise that utilized the
Spirit of Capitalism ([1905] 1998), in addi-
McDonaldization framework. Daughaday tion to chapters 1-9 from Ritzer's McDon-
(1997) asked students write a series of aldization of Society. Upon completion of
short, open-ended letters to a real or imagi- the exercises and the unit, students should
nary person in which they addressed several show not only an improved understanding
issues, including formal rationality and irra- of Weber's and Ritzer's theoretical con-
tionality. She reported that only a small structs, but also better comprehend how
minority of students offered criticism of the rationalizing processes affect social struc-
book or the exercise. Indeed, she noted tures.

"Students seemed to have fun in creating For the first day of the unit, students read
these letters and could relate easily to the selections from Weber and chapters one
Ritzer's argument" (Daughaday 1997:237) and two from The McDonaldization of Soci-
Because students respond so favorably to ety. Before beginning the exercise in class,
the text and because the required field ob- they are given an ungraded quiz to test their
servations present little or no burden to un- understanding of Weber and for use as a
dergraduates, we feel that the exercise de-baseline from which to judge the success of
scribed below is a useful and valuable waythe exercise (Appendix 1). Upon completion
to demonstrate the concepts of rationality, of the quiz, students are given an observa-
bureaucracy, and McDonaldization to stu- tion form, labeled "Observing McDonald's"
dents. (Appendix 2), to be completed before the
next class meeting. They gather into teams

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 138 TEACHING SOCIOLOGY

Table 1. Three- and Four-Day Exercise

Class 1

Read selections from Weber's Protestant Ethic and the Spirit of Capitalism
and his essay "Bureaucracy"; Ritzer's McDonaldization chapters 1 and 2
Pre-tests (Appendix # 1)
Hand out and discuss "Observing McDonalds" (Appendix #2)
Complete "Thinking about McDonalds" (Appendix #4)
Gather into teams to discuss recollections
Class discussions of recollections, McDonaldization, and bureaucracy
HOMEWORK: observe a fast-food restaurant

Class 2 Class 3 (optional)

Read chapters 3-5 of Ritzer's McDonaldiza- Read chapter 6 of Ritzer's McDonaldization

tion (divided among the remaining days)
Gather into teams to share results of fast- Gather into teams and discuss the completed
food observations nonhuman technology form
In teams, compare observations to recollec-
tions from prior class Class discussion of nonhuman technology,
Prepare a skit of a typical interaction the role of technology, and agency
Class discussion emphasizing predictability
Hand out and discuss nonhuman technology Extended discussion comparing bureaucracy
to "McDonaldization"
observation form (Appendix 3-optional)
HOMEWORK (optional): observe a nonhu-
man technologyI

Class 3/4

Read chapters 7-9 of Ritzer's McDonaldization, review Weber readings

Class discussion of "irrationality of rationality"
Summation and evaluation of Ritzer's theory of "McDonaldization."

(or groups-we use the terms interchangea- rant. They use the form labeled "Thinking
bly here) to look over the forms, discussAbout McDonald's" (Appendix 3). At this
them, and ask questions about them. Wetime, students also note whether they have
discuss this form at the beginning of class,worked in a fast food restaurant, and, if so,
rather than at the end, to emphasize its im-which one and what jobs they held. The
portance and to make sure everyone is pre-experiences of former employees can be
pared to conduct the observations. used to enrich the class's understanding of
The first day of the unit is intended tothe totality of the processes Ritzer de-
scribes. After this individual recollection
introduce students to the material and to get
them comfortable with treating McDonald'sexercise is completed, students re-group. In
as an analytical case worthy of sociological their groups, they have two tasks. First,
investigation. We also begin to discuss the they share the results of their recollection
major dimensions of Ritzer's thesis. To this for approximately 10 minutes. Second, they
end, students are asked to individually set discuss the following new questions:
down on paper, in as much detail as possi- 1. Did you ever have any bad experi-
ble, the steps involved when someone eats ences at McDonald's?
at McDonald's or another fast food restau- 2. Were any of your expectations unful-

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THE RATIONALIZATION OF EVERYTHING? 139

filled? members. Each member explains his or her

3. Compare McDonald's to asite
observation non-fast
and runs through the ob-
servedways
food restaurant. In what cycle of do
interaction
they between custom-
differ? How are they ers
the andsame?
employees. Teams are also asked to
After discussing the questions in
compare their groups,
observations to the steps they
the class assembles againdrewto discuss
up during each
the previous class meeting;
group's answers. We putthey their ideas
also discuss on the
the structure of the estab-
board, using the students' ownthey
lishment words. Each
observed and how the manag-
group gets a chance to make ers controlled the behavior of employees.
one contribu-
tion and then the next group Finally, is
teams prepare for
asked a skit in
itswhich they
contribution. In the discussion, students portray a "typical" interaction between cus-
typically not only note the predictability oftomers and employees. Depending on the
the process but also emphasize the role that time available, two or three skits are pre-
customers' expectations play in the process sented in front of the class before the gen-
of rationalization. After completing the dis-eral discussion begins.
cussion, we sum up by going over the goals As a class, we explore why students' rec-
of the exercise. If the students have not al- ollections of the process at McDonald's
ready done so, we make certain that each ofclosely resembled what they actually ob-
the points on the board has been linked to aserved, and in the process demonstrate the
concept from Ritzer. predictability dimension of Ritzer's thesis.
Before the next class meeting, studentsWe also discuss the structure of the organi-
read chapters 3-5 from Ritzer's McDonaldi- zation and how their empirical observations
zation and complete the assignment given indemonstrate (or occasionally fail to demon-
Appendix 2, which involves observing a strate) the efficiency dimension of Ritzer's
local McDonald's or other fast-food restau-
thesis. During the discussion, the class is
rant. Students are asked to record informa-
also asked to compare these ideas to those
tion surrounding the processes involved in
discussed in the previous Weber readings.
ordering and consuming food and also someWe focus the comparison of Ritzer and We-
structural characteristics of the organiza-ber on two themes. First, we discuss We-
tion. By recording on paper what they haveber's six dimensions of bureaucracy and
observed in each of the two assignments,whether the fast-food restaurants they ob-
students have the necessary information forserved conform to the definition. Second,
future discussions and comparisons withwe ask the students to discuss how the six
their team members. Instructors might alsodimensions of bureaucracy outlined by We-
use this as an opportunity to make pointsber might lead to predictable and efficient
about validity, reliability, objectivity, and
outcomes.

bias in sociological methods involving field If instructors choose to implement the

observations. We encourage our students to optional third day of the exercise (described
accurately record what they observe, with- below), then they hand out the next obser-
out specifically looking for examples thatvation form, labeled "Use of Nonhuman
support the theories of Weber and Ritzer.Technologies to Control Humans"
We discuss problems that may arise if they (Appendix 4), during the last five minutes
enter the field with premeditated expecta- of this second class meeting. This assign-
tions about what they will find. ment is to be completed outside of class
The next class is intended to reinforce the before the next meeting, in addition to read-
concept of predictability and to illustrate ing chapter 6 of McDonaldization of Soci-
and explain efficiency and calculability, as ety. We hand out these forms at the end of
Ritzer uses the terms. During this second class rather than the beginning because we
class meeting, students share the results of want to clearly separate the concept of non-
their fast food observations with their team human technologies from those of predict-

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 140 TEACHING SOCIOLOGY

1. Do all machines control humans?

ability and efficiency. Students
2. Is an ATM machine more
final minutes reading the controlling
form
than a human bank teller?
questions if necessary. Students
aged to 3. How
choose andoes technology
on-campus that is used and
assignment, in which controlled by humansthey differ from answ
about the use of non-human
technology that controls humans? te
control human This behavior.
discussion gives us an opportunity
Weto gi
eral examples, raise thesuch
issue of agencyas "walk/
and human inten-
tion in Weber's work.
lights at intersections, dormitor
require electronicWe spend cards
the last day of the
for exercise entr
matic teller machines in the student union. summarizing and evaluating Weber's and
They can also return to the fast-food restau-Ritzer's theories. Students come to class
rant if they choose. having read chapters 7-9 of McDonaldiza-
We present the third day of class as op- tion. This discussion also benefits from stu-
tional to the McDonaldization exercise as a dents' participation in the exercises pre-
whole. While there is some concern that the sented in Appendices 2-5 because students
original four-day unit occupies too much not only have a shared, concrete application
class time, this optional third day on tech-to discuss with their teammates and the
nology and control may be time well spentclass, but are also afforded an opportunity
to see how bureaucracy and McDonaldiza-
in certain classes, especially those on work
and organizations. Alternatively, excludingtion work in modern society. The class dis-
this optional third day should not compro-cussion is centered on two major themes.
mise the overall effectiveness of the unit. The first is what Ritzer calls "the irrational-
During the third day, students again assem-
ity of rationality." Class discussion includes
ble in groups to discuss their completed consideration of the following questions:
nonhuman technology form (Appendix 4) 1. Does the process at McDonald's com-
and to answer questions from another form, promise quality? Why or why not?
labeled "Non-Human Technology for Con-2. Given the way McDonald's is struc-
trol" (Appendix 5). Each student in the tured, is there any way to recover
group describes the technology he/she ob- some of the quality that is lost?
served and explains how the technology We try to ensure that students' answers
worked and what purpose it served. After are linked to the "irrationalities" Ritzer
highlights, including problems such as the
these explanations, groups are asked to dis-
cuss examples in which the use of nonhu- dehumanization of work in McDonaldized
settings, red tape, poor quality work and
man control did not serve its purpose, or in
which the humans under control did not products, and the misguided anger of em-
cooperate. ployees and customers.
After each group has chosen the best ex- The second major theme involves an
ample of a failed attempt at controlling hu-
analysis of the merits and/or shortcomings
mans with nonhuman technology, all exam- of Ritzer's theoretical framework. In a the-
ples are shared and discussed with the ory course, students are not only expected
whole class. Groups with particularly vivid to understand the theories they read but also
examples demonstrate them to the rest of to be able to engage in the process of theory
the class via a role-playing exercise. In the construction and criticism. Because Ritzer's
ensuing discussion, we focus on the perva- book is so accessible and deals with such a
sive nature of non-human controls in the familiar topic, it provides ample opportuni-
modern world and the extent to which they ties for students to sharpen these skills. Dis-
can be subverted if humans refuse to coop-
erate. Discussions may be centered on the 'The authors thank an anonymous reviewer
following questions:1 for clarifying remarks about this discussion.

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THE RATIONALIZATIOIN OF EVERYTHING? 141

cussion during this part sociological

of the thinking,
class is cen-
a course in the sociol-
ogy of work, and an upper division class on
tered on the following questions:
1. How useful are the four dimensions
sociological theory. However, we believe
that the set of exercises is applicable to
Ritzer uses as an analytic tool?
2. Are they exhaustive? other courses as well. Overall, our experi-
3. What assumptions does Ritzer make?
ence with the incorporation of active learn-
4. How does this framework applying to techniques in this unit on Weber,
the other examples Ritzer uses? Ritzer, and rationality has been quite posi-
tive.
5. What are Ritzer's units of analysis?
6. Can we derive testable hypotheses In a recent theory class, 50 percent of the
from this theory? students reported that the various exercises
7. Is the framework value free? helped them to understand both Weber's
Throughout the unit, we often invoke theory of rationality and bureaucracy and
Weber's original theory of rationality, andRitzer's McDonaldization thesis a "great
regularly make comparisons between We- deal," and another 35 percent reported that
ber's and Ritzer's theories. In the final they helped at least "somewhat." Students
analysis, we ask students to evaluate commented
the that "the exercise was well set
comparability of the two different frame- up and was easily performed" and that "it
works. Students are encouraged to think was an interesting way to see the
about the ways in which Ritzer has updated [McDonaldization] concept." One student
and built upon Weber's original theory commented
of that after the exercises, "I see
rationalization, while at the same time [theac- theories] a whole lot simpler [sic]
now."of
knowledging the contemporary relevance
Weber's theory. We spend the remainderUpon
of completion of the unit, we re-
the last day applying the theories to administered
more the quiz given at its inception.
sophisticated spheres of social life. While
Comparison of the responses to the quiz
fast food provides students with an accessi-questions revealed that our students' under-
ble and familiar case to build their under- standing and mastery of Weber's theory of
standing of the theories, we have found thatrationality and bureaucracy improved mark-
more complex institutions, such as medicine edly over the course of the unit. The mean
and higher education, make fine examples quiz score improved from a score of 7.5/10
before the exercises to 8.9/10 after them,
for challenging and enhancing students'
understanding of rationalization and bu-
raising the mean quiz score from a C to a
B+. We are confident that the exercise
reaucracy. Instructors may also wish to use
this time to discuss other aspects of Weber's
helps students to move beyond simple recol-
lection towards a higher level on Bloom's
work, such as the "iron cage" of rationality,
power and authority, or the emergence taxonomy
of by allowing them to apply the
bureaucracy. concepts and evaluate their applicability.
The exercises appeared to help students
ASSESSMENT make direct links between the theories of
Ritzer and Weber. By examining the struc-
ture of McDonald's directly and critically,
This exercise is intended to help instructors
students
teach Weber's theory of bureaucracy andcommented that Weber's six di-
the "iron cage" of rationality, as well as to of bureaucracy were accurate and
mensions
that indeed
demonstrate to students its applicability to many social phenomena
(religion,
modern organizations. We recently carried eating out, and education) had
out these exercises in classes at a large become disenchanted as a result of rationali-
pub-
lic university in the southeastern United
zation. After the unit, students were quick
States. The units on rationalization were to make links between the structures Weber
part of three classes: a first year seminar described
on and the outcomes Ritzer de-

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 142 TEACHING SOCIOLOGY

scribes. Ritzer'smore
Perhaps framework. In our discussion, we
important
were the links students were able to draw focus on the generalizability of the frame-
between these theories and their everyday work, the contribution of Ritzer's emphasis
on McDonald's to his theory, and the value
experiences. As students continued to inter-
of the ideal type in constructing and under-
act with rationalized organizations and non-
human technologies throughout the semes-standing social theory.
ter, they began to demonstrate an apprecia- Lastly, a few students mentioned that the
tion for the socially-constructed nature ofobservations and discussions became mo-
rationalization. notonous, feeling that "the observation
sheets are making us write the same things
LIMITATIONS over and over again" and that too much
time was spent observing non-human tech-
Although the exercises were successful, nology "because we all pretty much know
several potential problems with them about are
the technologies used already." Al-
worth noting. First, some students may thoughfindcynicism is unavoidable in some
accessibility a problem. If the local cases,
McDon- instructors can take steps to avoid it
ald's is not within walking distance, some
or turn it into a subject of discussion. The
students may not have enough time instructions
to carry for each observation should be
out observations before they aremadeduevery
in clear before they are undertaken.
For over-
class. Several things can be done to this reason, we ask students to discuss
the observation
come this problem. Students should be forms with their team mem-
bers and
given enough time to plan and execute with the class before carrying out
their
theirfirst
observations, such as by having the actual observations. Also, the goals
and objectives
class in the unit on Friday and the next class of each observation should
the following Monday. Also, we be empha-
made explicit during the classes follow-
sized that any fast-food chain restaurant
ing the discussions. Instructors should make
efforts
would be an appropriate location for obser- to keep the dimensions of Ritzer's
vation. Students' teams can be helpful in
thesis conceptually distinct in both the ob-
servations
this situation, as they can be encouraged toand the discussions.
observe with their teammates, turning Students
the may also be encouraged to ex-
observation into a socializing opportunity
plore the use of non-human technology in
for them. spheres outside of the fast-food industry.
Second, a small number of students
Thishad a redundancy will be reduced and
way,
hard time taking seriously a sociological
the applicability of Ritzer's framework to
all aspects
theory based on an organization known for of life will be highlighted. If
its Happy Meals and a clown. Although
some students continue to express boredom,
only a few students reacted in this discussion
manner, can be directed to "sacred"
such a response has instructionalspheres
value, of life and how the four dimension
offering a "teachable moment." McDon-of McDonaldization apply there. Althoug
ald's does indeed play a central it role
mayinbe obvious and easy to see McDon
aldization as alive and well at McDonald's,
Ritzer's theory. If students have a difficult
time looking beyond the specifics surround-
students may not fully recognize rationaliza
ing McDonald's, we use this situationtion's to
application to less obvious cases until
discuss the concept of the ideal type. In pointed out in class.
they are
discussing this concept, students are encour-
aged to see that Ritzer is not merely theoriz- CONCLUSION
ing about McDonald's but also constructing
a theory of social organization. McDonald's
Weber's contributions to sociological theory
is a widely recognizable organization that important, and yet they can be
are vitally
best embodies the four dimensions of difficult for undergraduates to grasp. Thei

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THE RATIONALIZATION OF EVERYTHING? 143

APPENDIX
lives have taken shape in a world 2
increas-
ingly structured by the forces of rationality.
Observation Form #1
As the process of rationalization becomes
Observing McDonald's
more fully realized, it is crucial that stu-
dents of sociology comprehend the impact
Goals of the assignment: to observe the interac-
of these forces on the social world. By util-
tion at a fast food restaurant (preferably McDon-
izing active learning techniques
ald's, but it couldand Ritzer's
be another one, such as Burger
popular and accessible King,
The McDonaldiza-
Chick-Fil-A or Hardee's, but NOT a pizza
tion of Society, we haverestaurant)
developed and describeawhatunit on
you see.
rationalization that has proven very success-
Pick a site: Choose a fast food restaurant that has
ful in piquing students' interest in the proc-
counter service.
ess and also improving their Sit at a booth where you can
understanding
observe what is going on at the counter and be-
of it. We feel that our exercises clarify both
hind the counter.
rationality and McDonaldization by allow-
ing students to venture Observations
out into the McDon-
to be filled out as you observe or
aldized world and see the
shortly process
thereafter: in action
for themselves.
The exercises we have described aid in 1. What is the complete cycle of interaction
the teaching of Weber and rationality for between a customer and the employees be-
several reasons. First, the resources re- hind the counter? Write it out in terms of its

quired for carrying them out are readily steps.

available. Most towns and cities in the U.S. a. What does the employee say?
b. What does the employee do?
have at least one McDonaldized organiza-
2. How many different jobs are there behind
tion suitable for observation. Secondly, the counter? Write down some possible job
McDonald's and the McDonaldized form titles for them.
are familiar to students. This familiarity
3. Is someone obviously in charge? How do
allows all students to take an active and you know?
informed role in the discussion of the obser-
4. How is he/she controlling what the employ-
vations and the readings. The combination ees are doing?
of readings and observations about McDon-
APPENDIX 3
ald's helps students to learn the concepts of
McDonaldization, bureaucracy, and ration- In-Class Discussion Form #1
ality. The clarity created by these exercises Thinking about McDonalds
gives instructors a solid foundation on
which to build discussions of Weber's the- 1. Please recreate, on paper, the steps taken
ory of rationality and to demonstrate the when ordering a meal at McDonalds. In as
applicability of his ideas to the modem much detail as possible, outline the steps a
world. customer takes when ordering and eating a
meal at McDonalds, from the moment s/he
APPENDIX 1 enters the restaurant to the moment s/he
leaves. Please include any gestures or lan-
Pre- and Post-Unit Quiz on Max Weber guage that is typical in this encounter.
2. Have you ever worked in a fast food restau-
1. Define bureaucracy. rant? Which one? What did you do there?
2. Why has bureaucracy spread in the modern
world? APPENDIX 4

3. Do you think that bureaucracy and rational-

Observation Form #2
ity are equivalent? Why or why not?
4. How relevant are Weber's ideas for under- Use of Nonhuman Technologies
to Control Humans
standing the twenty-first century? Why?

Choose a location on campus (or off, if you

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All use subject to https://about.jstor.org/terms
 144 TEACHING SOCIOLOGY

wish) where you Programs

can as observe
a Tool to Teach Social Theory."
human
Teaching Sociology
trolled by some form of 28:67-70.
non-human
Edwards, Richard. 1979.
In class, we mentioned Contested Terrain:
traffic The
lights,
buildings, and ATMs. Answer
Transformation of the Workplace in the Twen- the
questions: tieth Century. New York: Basic Books.
Gontsch-Thompson, Susan. 1990. "The Integra-
Where did you conduct your observations? tion of Gender into the Teaching of Classical
Sociological Theory: Help from The Hand-
Who was being controlled (describe by their maid's Tale." Teaching Sociology 18:69-73.
statuses and roles)? Hale, Sylvia. 1995. "First-Year Sociology: The
Importance of Theory." Teaching Sociology
How many people were being controlled? 23:48-52.
Johnson, David W., Roger T. Johnson, and Karl
Describe the technology used to control them A. Smith. 1991. Active Learning: Cooperation
and explain briefly how it worked: in the College Classroom. Edina, MN: Inter-
action Book Company.
APPENDIX 5 Lemoyne, Terri, ed. 2001. Resource Book for
Teaching Sociological Theory. 4th ed. Wash-
In-Class Discussion Form 2 ington, DC: American Sociological Associa-
Nonhuman Technology for Control tion.
McKeachie, Wilbert. 1999. McKeachie's Teach-
In your team, please share the results of youring Tips: Strategies, Research, and Theory for
observations (Observation Form #2: the use of a
College and University Teachers. New York:
non-human technology to control humans) andHoughton Mifflin.
answer the following questions: Powell, Walter W. and DiMaggio, Paul. 1983.
"The Iron Cage Revisited: Institutional Iso-
First, explain to each other (1) where you con- morphism and Collective Rationality in Organ-
ducted your observation, (2) who was being izational Fields." American Sociological Re-
controlled (described by their statuses and roles),view 48, 2 (April):147-60.
(3) how many people were being controlled, and Reinhart, Jane A. 1999. "Turning Theory into
(4) how the process actually worked. Theorizing: Collaborative Learning in a Socio-
logical Theory Course." Teaching Sociology
Second, did the process always work (people27:216-32.
were always controlled) or did it NOT work Ritzer, George. 2000. The McDonaldization of
sometimes? Society. Thousand Oaks, CA: Pine Forge.
IF it did NOT always work, why not? Scott, W. Richard. 1995. Institutions and Or-
IF it DID always work, why? ganizations. Thousand Oaks, CA: Sage.
Segady, Thomas W. 1990. "Teaching the Clas-
Third, choose ONE of the examples from your sics." Teaching Sociology 18:214-17.
group and be prepared to explain it to the class. Weber, Max. 1946. "Bureaucracy." Pp. 196-244
IF you can, create a skit or role-play simulation in From Max Weber: Essays in Sociology.
to show how it worked. Hans Gerth and C. Wright Mills, eds. New
York: Oxford University Press.
REFERENCES . [1914] 1979. Economy and Society. Ed-
ited by Claus Wittich and Guenther Roth.
Aldrich, Howard E. 2001. "Active Learning Berkeley, CA: University of California Press.
Works!" Retrieved November 1, 2001 (http:// . [1905] 1998. The Protestant Ethic and
www.unc.edu/ - healdric/soci380/active learn the Spirit of Capitalism. Translated by Talcott
.html) . Parsons. Los Angeles, CA: Roxbury.
Blauner, Robert. 1964. Alienation and Freedom: Woodberry, Robert and Howard Aldrich. 2000.
The Factory Worker and His Industry. Chi- "Designing and Running Effective Classroom-
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Daughaday, Lillian. 1997. "Postcards from the 48.
Imagination: Using Letters to Teach Sociologi-
cal Concepts." Teaching Sociology 25:234-38. Stephen M. Lippmann is a doctoral candidate in
Donaghy, Mary L. 2000. "Simulating Television the Department of Sociology at the University of North

This content downloaded from 31.205.243.165 on Fri, 10 Apr 2020 13:17:07 UTC
All use subject to https://about.jstor.org/terms
 THE RATIONALIZATION OF EVERYTHING? 145

Carolina, Chapel Hill. He teaches courses

ment and Society in
Curriculum, and the soci-
Adjunct Professor
ology of work, the labor force, and Kenan-Flagler
of Management, sociological the-
Business School, at the
University ofthe
ory. His research interests include North emergence
Carolina, Chapel Hill. He
of has
new organizational populations,
published and he
articles on is currently
evolutionary theory, organiza-
tions,history
completing a study of the early entrepreneurship,
ofsmall business,broad-
radio ethnic rela-
casting. tions, and organizational strategy. In February 2002,
he was presented with the Caryle Sitterson Award for
Howard E. Aldrich (Ph.D. University of Michigan) Outstanding Teaching at the University of North Caro-
is Kenan Professor of Sociology, Chair of the Manage- lina, Chapel Hill.

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