As intellectualism suppresses belief in magic,
the world’s processes become disenchanted (…)
and (…) simply ‘are’ and ‘happen’ but no longer
signify anything. As a consequence, there is a
growing demand that the world (…) be subjected
to an order that is significant and meaningful
This is the distinctively modern faculty,
the ability to create an illusion which is
known to be false but felt to be true
The ‘truth’ of a theory does not boil down
to its reliability but also involves the nature
of its selective perspective on the world
(Alvin W. Gouldner)
Dick Houtman is Senior Full Professor of Sociology of Culture and Religion at the Center for Sociological Research (CeSO), University of Leuven, Belgium, and faculty fellow at Yale University’s Center for Cultural Sociology (CCS), where he was a visiting fellow during the academic year 2012-2013. He is a member of the editorial boards of Journal for the Scientific Study of Religion, Politics and Religion, Sociologie, and Annual Review of the Sociology of Religion.
Dick Houtman's principal research interest is cultural change in the West since the 1960s, particularly in the realms of politics (emergence of a political culture that foregrounds cultural identities rather than economic class interests) and religion (shift from institutional allegiance, religious belief and doctrine to the spiritual experience of the sacred). More generally conceived, he is interested in the multifarious cultural manifestations and the wide-ranging social consequences of a Romantic turn that has transformed the West since the 1960s.
As a cultural sociologist, Dick Houtman aims to expose intellectual pretensions of ‘true’ meaning, solidly grounded beyond culture and history, as moral discourse disguised as science. He considers himself neither a social or cultural theorist, nor a methodologist, but firmly believes that the cross-fertilization of theoretical ideas and empirical research provides the only feasible road to theoretically meaningful sociological knowledge. As to teaching in higher education, his philosophy is simple enough: students should not be made to reproduce other people’s ideas, but trained to think for themselves and conduct empirical research.
Last updated in December 2016