WHEN MOST SOCIOLOGISTS consider the influence of The Sociological Imagination, they think of such concepts as the intersec- tion of biography and history, the distinc- tion between personal troubles and public issues, the predilection for psychologisms instead of social structural explanations, and the pitfalls of abstract empiricism and grand theorizing. As is well established, Mills’s insights on these matters are particularly relevant to the process of teaching and learning. In addition to this special issue of Teaching Sociology, countless articles have appeared in the journal explaining how to spark, convey, embrace, illustrate, embody, build, stimulate, develop, and otherwise illustrate the sociological imagination (Bidwell 1995; Crowdes 2000; Dowell 2006; Haddad and Lieberman 2002; Hoff- man 2006; Jacobs 1998; Kain 1999; Kauf- man 1997; Mobley 2000). Moreover, a number of researchers have found that ac- quiring a sociological imagination is the number one learning goal for introductory sociology students (Grauerholz and Gibson 2006; McKinney et al 2004; Persell, Pfeif- fer, and Syed 2007; Wagenaar 2004). Although we share the general consensus about the relevance and utility of Mills’s work, we feel that one of the major peda- gogical resources of The Sociological Imagination has been overlooked for far too long: namely, the appendix, “On Intellec- tual Craftsmanship.” Given all of the work that has been written about the benefits of The Sociological Imagination for teaching and learning, we are surprised that none of this scholarship makes mention—much less develops—Mills’s ideas about being an in- tellectual craftsperson. The insights that Mills lays out in this section have certainly been well received and appreciated. For example, this appendix has been described as a “concise, practical guide . . . that is also deeply inspiring” (Wakefield 2000:18) and as “one of the finest guides available for doing intellectual work” (Reed 1989:6). Nevertheless, the extent to which teachers and students may use Mills’s ideas for strengthening what transpires in the class- room has gone largely unnoticed. To some LAST BUT NOT LEAST: THE PEDAGOGICAL INSIGHTS OF “INTELLECTUAL CRAFTSMANSHIP”* Although much has been written in the past 50 years about the pedagogical value of The Sociological Imagination, one section of Mills’s book has been underutilized for far too long. Namely, the essay in the appendix, “On Intellec- tual Craftsmanship,” has been rarely invoked by sociologists discussing the significance of The Sociological Imagination for teaching and learning. Given that the appendix is explicitly about doing research and engaging in the schol- arly process, this oversight may be understandable; however, we argue that there is much to be found in the appendix that serves the needs of teachers and learners alike. The purpose of this paper is to highlight some of the peda- gogical insights that are implicit in Mills’s recommendations for being intellec- tual craftspersons. Teaching Sociology, Vol. 37, 2009 (January:20-30) 20 *Please address all correspondence to Peter Kaufman, Department of Sociology, State Uni- versity of New York at New Paltz, 600 Hawk Drive, New Paltz, NY 12561; e-mail: kaufmanp @newpaltz.edu. The reviewers were, in alphabetical order, Delores Cleary and Sheri Kunovich. PETER KAUFMAN State University of New York- New Paltz TODD SCHOEPFLIN Niagara University Delivered by Ingenta to : State University of New York at New Paltz Fri, 30 Jan 2009 21:26:32