Javascript required
Skip to content Skip to sidebar Skip to footer
Home / What Concept Refers to the Lifelong Social Experience

What Concept Refers to the Lifelong Social Experience

Theories of Socialization

Socialization is the means by which homo infants brainstorm to acquire the skills necessary to perform as operation members of their gild.

Learning Objectives

Discuss the different types and theories of socialization

Key Takeaways

Key Points

  • Group socialization is the theory that an private'due south peer groups, rather than parental figures, influences his or her personality and behavior in adulthood.
  • Gender socialization refers to the learning of behavior and attitudes considered appropriate for a given sex.
  • Cultural socialization refers to parenting practices that teach children nigh their racial history or heritage and, sometimes, is referred to as pride development.
  • Sigmund Freud proposed that the human psyche could be divided into three parts: Id, ego, and super-ego.
  • Piaget's theory of cognitive evolution is a comprehensive theory nigh the nature and development of human intelligence.
  • Positive Developed Development is 1 of the iv major forms of adult developmental study that can be identified. The other three forms are directionless change, stasis, and decline.

Cardinal Terms

  • socialization: The process of learning i's culture and how to live inside it.

"Socialization" is a term used past sociologists, social psychologists, anthropologists, political scientists, and educationalists to refer to the lifelong process of inheriting and disseminating norms, customs, and ideologies, providing an individual with the skills and habits necessary for participating within his or her own society. Socialization is thus "the means past which social and cultural continuity are attained."

Socialization is the ways by which human infants begin to acquire the skills necessary to perform as a functioning fellow member of their gild and is the most influential learning process ane tin experience. Unlike other living species, whose behavior is biologically fix, humans need social experiences to acquire their civilisation and to survive. Although cultural variability manifests in the actions, customs, and behaviors of whole social groups, the nearly fundamental expression of civilisation is establish at the individual level. This expression can only occur later an private has been socialized by his or her parents, family, extended family, and extended social networks.

The looking-glass self is a social psychological concept, created by Charles Horton Cooley in 1902, stating that a person's self grows out of society's interpersonal interactions and the perceptions of others. The term refers to people shaping themselves based on other people's perception, which leads people to reinforce other people's perspectives on themselves. People shape themselves based on what other people perceive and confirm other people's opinion on themselves.

George Herbert Mead developed a theory of social behaviorism to explain how social feel develops an individual's personality. Mead's cardinal concept is the self: the function of an individual's personality composed of self-awareness and cocky-epitome. Mead claimed that the self is not there at nascency, rather, it is developed with social experience.

Sigmund Freud was an Austrian neurologist who founded the discipline of psychoanalysis, a clinical method for treating psychopathology through dialogue between a patient and a psychoanalyst. In his later piece of work, Freud proposed that the human psyche could exist divided into three parts: Id, ego, and super-ego. The id is the completely unconscious, impulsive, child-like portion of the psyche that operates on the "pleasure principle" and is the source of basic impulses and drives; it seeks firsthand pleasure and gratification. The ego acts according to the reality principle (i.eastward., it seeks to please the id's drive in realistic ways that will do good in the long term rather than bringing grief). Finally, the super-ego aims for perfection. It comprises that organized part of the personality structure, mainly but not entirely unconscious that includes the individual'south ego ideals, spiritual goals, and the psychic agency that criticizes and prohibits his or her drives, fantasies, feelings, and actions.

Different Forms of Socialization

Group socialization is the theory that an individual's peer groups, rather than parental figures, influences his or her personality and behavior in adulthood. Adolescents spend more than fourth dimension with peers than with parents. Therefore, peer groups have stronger correlations with personality development than parental figures practise. For example, twin brothers, whose genetic makeup are identical, will differ in personality because they have unlike groups of friends, not necessarily considering their parents raised them differently.

Gender socialization Henslin (1999) contends that "an important office of socialization is the learning of culturally defined gender roles " (p. 76). Gender socialization refers to the learning of behavior and attitudes considered appropriate for a given sexual practice. Boys learn to exist boys, and girls larn to be girls. This "learning" happens by style of many unlike agents of socialization. The family unit is certainly important in reinforcing gender roles, but so are one's friends, school, piece of work, and the mass media. Gender roles are reinforced through "countless subtle and not and then subtle ways," said Henslin (1999, p. 76).

Cultural socialization refers to parenting practices that teach children nigh their racial history or heritage and, sometimes, is referred to as "pride development. " Grooming for bias refers to parenting practices focused on preparing children to exist enlightened of, and cope with, discrimination. Promotion of mistrust refers to the parenting practices of socializing children to exist wary of people from other races. Egalitarianism refers to socializing children with the belief that all people are equal and should be treated with a common humanity.

Cooley

In 1902, Charles Horton Cooley created the concept of the looking-drinking glass cocky, which explored how identity is formed.

Learning Objectives

Hash out Cooley'southward idea of the "looking-drinking glass cocky" and how people use socialization to create a personal identity and develop empathy for others

Fundamental Takeaways

Primal Points

  • The looking-glass cocky is a social psychological concept stating that a person's self grows out of society's interpersonal interactions and the perceptions of others.
  • There are 3 components of the looking-drinking glass self: Nosotros imagine how nosotros appear to others, we imagine the judgment of that advent, and we develop our self ( identity ) through the judgments of others.
  • George Herbert Mead described self as "taking the role of the other," the premise for which the cocky is actualized. Through interaction with others, nosotros begin to develop an identity about who nosotros are, also equally empathy for others.

Key Terms

  • George Herbert Mead: (1863–1931) An American philosopher, sociologist, and psychologist, primarily affiliated with the University of Chicago, where he was ane of several distinguished pragmatists.
  • Looking-Drinking glass cocky: The looking-glass self is a social psychological concept, created past Charles Horton Cooley in 1902, stating that a person's self grows out of society's interpersonal interactions and the perceptions of others.
  • Charles Horton Cooley: Charles Horton Cooley (Baronial 17, 1864-May 8, 1929) was an American sociologist and the son of Thomas K. Cooley. He studied and went on to teach economics and folklore at the Academy of Michigan, and he was a founding fellow member and the 8th president of the American Sociological Association.

The looking-glass cocky is a social psychological concept created by Charles Horton Cooley in 1902. It states that a person'south self grows out of lodge's interpersonal interactions and the perceptions of others. The term refers to people shaping their identity based on the perception of others, which leads the people to reinforce other people's perspectives on themselves. People shape themselves based on what other people perceive and ostend other people's opinion of themselves.

There are iii master components of the looking-drinking glass cocky:

  • First, we imagine how we must appear to others.
  • Second, we imagine the judgment of that appearance.
  • Finally, we develop our self through the judgments of others.

In hypothesizing the framework for the looking glass self, Cooley said, "the mind is mental" because "the homo mind is social. " In other words, the listen's mental ability is a direct result of man social interaction. Beginning every bit children, humans begin to define themselves within the context of their socializations. The child learns that the symbol of his/her crying will arm-twist a response from his/her parents, not only when they are in need of necessities, such as nutrient, merely as well equally a symbol to receive their attention. George Herbert Mead described the self as "taking the part of the other," the premise for which the self is actualized. Through interaction with others, nosotros begin to develop an identity about who we are, as well every bit empathy for others.

An case of the looking-self concept is estimator applied science. Using figurer technology, people tin can create an avatar, a customized symbol that represents the calculator user. For example, in the virtual world 2d Life, the computer-user can create a human-like avatar that reflects the user in regard to race, age, physical makeup, status, and the like. By selecting certain physical characteristics or symbols, the avatar reflects how the creator seeks to be perceived in the virtual globe and how the symbols used in the cosmos of the avatar influence others' actions toward the figurer user.

Mead

For Mead, the self arises out of the social act of communication, which is the basis for socialization.

Learning Objectives

Discuss Mead'due south theory of social psychology in terms of two concepts – pragmatism and social behaviorism

Primal Takeaways

Fundamental Points

  • George Herbert Mead was an American philosopher, sociologist, and psychologist and one of several distinguished pragmatists.
  • The ii well-nigh important roots of Mead's piece of work are the philosophy of pragmatism and social behaviorism.
  • Pragmatism is a broad-ranging philosophical position that states that people define the social and physical "objects" they encounter in the world according to their utilise for them.
  • One of his most influential ideas was the emergence of listen and self from the communication process betwixt organisms, discussed in the book, Mind, Self and Lodge, also known as social behaviorism.

Primal Terms

  • symbolic interactionism: Symbolic interactionism is the report of the patterns of communication, interpretation, and adjustment betwixt individuals.
  • social behaviorism: Discussed in the book, Listen, Self and Society, social behaviorism refers to the emergence of mind and cocky from the communication procedure betwixt organisms.
  • pragmatism: The theory that bug should be met with practical solutions rather than ideological ones; a concentration on facts rather than emotions or ideals.

George Herbert Mead was an American philosopher, sociologist, and psychologist, primarily affiliated with the University of Chicago, where he was one of several distinguished pragmatists. He is regarded as ane of the founders of social psychology and the American sociological tradition in general.

The two most important roots of Mead's piece of work, and of symbolic interactionism in general, are the philosophy of pragmatism and social behaviorism. Pragmatism is a wide ranging philosophical position from which several aspects of Mead'due south influences can exist identified. There are four primary tenets of pragmatism: First, to pragmatists true reality does not exist "out there" in the real earth, information technology "is actively created as we deed in and toward the world. 2nd, people think and base their knowledge of the globe on what has been useful to them and are probable to change what no longer "works. " Third, people define the social and concrete "objects" they encounter in the globe according to their use for them. Lastly, if nosotros want to understand actors, we must base that understanding on what people really do. In Pragmatism nil applied or useful is held to be necessarily true, nor is annihilation which helps to survive simply in the short term. For instance, to believe my cheating spouse is faithful may help me feel better now, but information technology is certainly not useful from a more long-term perspective considering it doesn't align with the facts (and is therefore not true).

image

George Herbert Mead: George Herbert Mead (1863–1931) was an American philosopher, sociologist, and psychologist, primarily affiliated with the University of Chicago, where he was i of several distinguished pragmatists. He is regarded equally one of the founders of social psychology and the American sociological tradition in general.

Mead was a very of import figure in twentieth century social philosophy. One of his about influential ideas was the emergence of mind and self from the communication process betwixt organisms, discussed in the volume, Heed, Self and Society, besides known as social behaviorism. For Mead, mind arises out of the social human action of communication. Mead'south concept of the social act is relevant, not only to his theory of heed, merely also to all facets of his social philosophy. His theory of "mind, self, and society" is, in outcome, a philosophy of the deed from the standpoint of a social procedure involving the interaction of many individuals, just as his theory of cognition and value is a philosophy of the act from the standpoint of the experiencing individual in interaction with an environment.

Mead is a major American philosopher by virtue of being, along with John Dewey, Charles Peirce, and William James, one of the founders of pragmatism. He also fabricated significant contributions to the philosophies of nature, science, and history, to philosophical anthropology, and to process philosophy. Dewey and Alfred Northward Whitehead considered Mead a thinker of the commencement rank. He is a classic example of a social theorist whose work does not fit easily within conventional disciplinary boundaries.

Freud

According to Freud, human beliefs, experience, and cognition are largely determined past unconscious drives and events in early childhood.

Learning Objectives

Discuss Freud's "id", "ego" and "super-ego" and his six basic principles of psychoanalysis and how psychoanalysis is used today every bit a handling for a variety of psychological disorders

Central Takeaways

Key Points

  • Psychoanalysis is a clinical method for treating psychopathology through dialogue between a patient and a psychoanalyst.
  • The specifics of the analyst's interventions typically include confronting and clarifying the patient'south pathological defenses, wishes, and guilt.
  • Freud named his new theory the Oedipus complex after the famous Greek tragedy Oedipus Rex past Sophocles. The Oedipus conflict was described equally a state of psychosexual development and awareness.
  • The id is the completely unconscious, impulsive, child-like portion of the psyche that operates on the "pleasure principle" and is the source of bones impulses and drives.
  • The ego acts according to the reality principle (i.e., it seeks to please the id's bulldoze in realistic means that volition benefit in the long term rather than bringing grief).
  • The super-ego aims for perfection. Information technology comprises that organized function of the personality structure.
  • The super-ego aims for perfection. Information technology comprises that organised part of the personality structure

Key Terms

  • Oedipus circuitous: In Freudian theory, the complex of emotions angry in a child by an unconscious sexual want for the parent of the contrary sexual activity.
  • the unconscious: For Freud, the unconscious refers to the mental processes of which individuals make themselves unaware.

Sigmund Freud was an Austrian neurologist who founded the discipline of psychoanalysis. Interested in philosophy as a student, Freud later decided to go a neurological researcher in cerebral palsy, Aphasia, and microscopic neuroanatomy. Freud went on to develop theories about the unconscious mind and the mechanism of repression and established the field of verbal psychotherapy by creating psychoanalysis, a clinical method for treating psychopathology through dialogue betwixt a patient and a psychoanalyst. The well-nigh common problems treatable with psychoanalysis include phobias, conversions, compulsions, obsessions, anxiety, attacks, depressions, sexual dysfunctions, a wide variety of relationship bug (such as dating and marital strife), and a wide diversity of graphic symbol issues (painful shyness, meanness, obnoxiousness, workaholism, hyperseductiveness, hyperemotionality, hyperfastidiousness).

The Basic Tenets of Psychoanalysis

The basic tenets of psychoanalysis include the following:

  • Showtime, human behavior, experience, and cognition are largely determined by irrational drives.
  • Those drives are largely unconscious.
  • Attempts to bring those drives into awareness meet psychological resistance in the form of defense force mechanisms.
  • Besides the inherited constitution of personality, i's development is determined by events in early childhood.
  • Conflicts between conscious view of reality and unconscious (repressed) fabric can result in mental disturbances, such as neurosis, neurotic traits, feet, low etc.
  • The liberation from the effects of the unconscious material is accomplished through bringing this material into the consciousness.

Psychoanalysis every bit Treatment

Freudian psychoanalysis refers to a specific type of handling in which the "analysand" (the analytic patient) verbalizes thoughts, including free associations, fantasies, and dreams, from which the analyst induces the unconscious conflicts. This causes the patient's symptoms and character problems, and interprets them for the patient to create insight for resolution of the problems. The specifics of the analyst'southward interventions typically include confronting and clarifying the patient's pathological defenses, wishes, and guilt. Through the analysis of conflicts, including those contributing to resistance and those involving transference onto the analyst of distorted reactions, psychoanalytic treatment can hypothesize how patients unconsciously are their own worst enemies: how unconscious, symbolic reactions that have been stimulated past experience are causing symptoms.

The Id, The Ego, Super-Ego

Freud hoped to prove that his model was universally valid and thus turned to aboriginal mythology and contemporary ethnography for comparative cloth. Freud named his new theory the Oedipus circuitous after the famous Greek tragedy Oedipus Male monarch by Sophocles. The Oedipus conflict was described every bit a state of psychosexual evolution and sensation. In his later work, Freud proposed that the human psyche could be divided into three parts: Id, ego, and super-ego. The id is the completely unconscious, impulsive, child-similar portion of the psyche that operates on the "pleasance principle" and is the source of bones impulses and drives; it seeks firsthand pleasure and gratification. The ego acts co-ordinate to the reality principle (i.east., it seeks to please the id's drive in realistic ways that will benefit in the long term rather than bringing grief). Finally, the super-ego aims for perfection. It comprises that organized office of the personality construction, mainly but not entirely unconscious, that includes the individual's ego, ethics, spiritual goals, and the psychic agency that criticizes and prohibits his or her drives, fantasies, feelings, and deportment.

Piaget

Piaget'southward theory of cerebral development is a comprehensive theory well-nigh the nature and development of human intelligence.

Learning Objectives

Analyze the differences between accommodation and assimilation, in relation to Piaget's stages

Key Takeaways

Fundamental Points

  • Jean Piaget was a French-speaking Swiss developmental psychologist and philosopher known for his epistemological studies with children. His theory of cognitive development and epistemological view are together chosen "genetic epistemology," the report of the origins of knowledge.
  • Piaget argued that all people undergo a series of stages and transformations. Transformations refer to all manners of changes that a thing or person can experience, while states refer to the weather or the appearances in which things or persons can exist found between transformations.
  • Piaget identified four stages of cerebral development: sensorimotor, pre-operational, concrete operational, and formal operational. Through these stages, children progress in their thinking and logical processes.
  • Piaget's theory of cerebral development is a comprehensive theory about the nature and development of man intelligence that explains how individuals perceive and adapt to new information through the processes of assimilation and accommodation.
  • Assimilation is the process of taking one's environment and new information and fitting it into pre-existing cognitive schemas. Adaptation is the process of taking one's environment and new data, and altering ane's pre-existing schemas in order to fit in the new data.
  • Object permanence is the understanding that objects continue to exist even when they cannot be seen, heard, or touched.
  • Object permanence is the understanding that objects continue to exist fifty-fifty when they cannot exist seen, heard, or touched.
  • The concrete operational stage is the third of 4 stages of cognitive development in Piaget'due south theory.
  • The final phase is known as formal operational phase (adolescence and into adulthood): Intelligence is demonstrated through the logical use of symbols related to abstract concepts.

Cardinal Terms

  • genetic epistemology: Genetic epistemology is a study of the origins of knowledge. The field of study was established by Jean Piaget.
  • object permanence: The understanding (typically developed during early on infancy) that an object however exists even when it disappears from sight, or other senses.
  • adaptation: Accommodation, unlike assimilation, is the procedure of taking ane'southward environment and new data, and altering i'southward pre-existing schemas in order to fit in the new information.

Jean Piaget was a French-speaking Swiss developmental psychologist and philosopher known for his epistemological studies with children. His theory of cognitive evolution and epistemological view are together chosen "genetic epistemology. " He believed answers for the epistemological questions at his fourth dimension could be meliorate addressed by looking at their genetic components. This led to his experiments with children and adolescents in which he explored the thinking and logic processes used by children of dissimilar ages.

Piaget'due south theory of cognitive evolution is a comprehensive theory most the nature and evolution of human intelligence. Piaget believed that reality is a dynamic arrangement of continuous change and every bit such, information technology is defined in reference to the two weather that define dynamic systems. Specifically, he argued that reality involves transformations and states. Transformations refer to all manners of changes that a thing or person tin undergo. States refer to the atmospheric condition or the appearances in which things or persons can be constitute between transformations.

image

Jean Piaget: Jean Piaget was a French-speaking Swiss developmental psychologist and philosopher known for his epistemological studies with children.

Piaget explains the growth of characteristics and types of thinking as the outcome of four stages of development. The stages are as follows:

  • The sensorimotor stage is the first of the four stages in cognitive development that "extends from nativity to the conquering of language. " In this phase, infants construct an understanding of the world by analogous experiences with physical deportment–in other words, infants gain knowledge of the word from the physical actions they perform. The evolution of object permanence is one of the virtually of import accomplishments of this stage.
  • The pre-operational stage is the second stage of cerebral development. It begins around the terminate of the 2d yr. During this stage, the child learns to use and to represent objects by images, words, and drawings. The child is able to grade stable concepts, likewise as mental reasoning and magical beliefs.
  • The third stage is chosen the "concrete operational stage" and occurs approximately between the ages of 7 and eleven years. In this phase, children develop the appropriate employ of logic and are able to think abstractly, make rational judgments nigh concrete phenomena, and systematically manipulate symbols related to concrete objects.
  • The final phase is known as the "formal operational phase" (adolescence and into adulthood). Intelligence is demonstrated through the logical utilise of symbols related to abstract concepts. At this point, the person is capable of hypothetical and deductive reasoning.

When studying the field of didactics Piaget identified two processes: accommodation and assimilation. Assimilation describes how humans perceive and adjust to new information. It is the process of taking one's environment and new information and plumbing equipment information technology into pre-existing cerebral schemas. Accommodation, unlike assimilation, is the process of taking ane's surroundings and new information and altering one's pre-existing schemas in order to fit in the new information.

Levinson

Daniel J. Levinson was one of the founders of the field of positive developed development.

Learning Objectives

Summarize Daniel Levinson's theory of positive developed development and how information technology influenced changes in the perception of evolution during machismo

Primal Takeaways

Key Points

  • As a theory, positive adult development asserts that development continues after adolescence, long into adulthood.
  • In positive adult development research, scientists question not only whether development ceases subsequently adolescence, but also a notion, popularized by many gerontologists, that a decline occurs after belatedly adolescence.
  • Positive adult developmental processes are divided into at least six areas of written report: hierarchical complication, noesis, feel, expertise, wisdom, and spirituality.

Central Terms

  • stasis: inactivity; a freezing, or country of motionlessness
  • positive developed development: Positive adult development is i of the four major forms of adult developmental study that tin can be identified.
  • pass up: downward motility, autumn

Daniel Levinson

Daniel J. Levinson, an American psychologist, was one of the founders of the field of positive adult evolution. He was built-in in New York Urban center on May 28, 1920, and completed his dissertation at the University of California, Berkeley, in 1947. In this dissertation, he attempted to develop a manner of measuring ethnocentrism. In 1950, he moved to Harvard University. From 1966 to 1990, he was a professor of psychology at the Yale University Schoolhouse of Medicine.

Levinson'south two most important books were Seasons of a Homo's Life and Seasons of a Woman's Life, which go on to exist highly influential works. His multidisciplinary approach is reflected in his work on the life construction theory of adult development.

Positive Developed Development

Positive adult development is 1 of the four major forms of developed developmental report. The other 3 are directionless change, stasis, and decline. Positive adult developmental processes are divided into the following half dozen areas of report:

  • hierarchical complexity
  • knowledge
  • experience
  • expertise
  • wisdom
  • spirituality

Research in this field questions not only whether development ceases after adolescence, but likewise the notion, popularized past many gerontologists, that a pass up occurs later on late adolescence. Research shows that positive development does nonetheless occur during adulthood. Recent studies indicate that such development is useful in predicting things such as an individual'due south health, life satisfaction, and ability to contribute to society.

At present that there is scientific proof that individuals continue to develop as adults, researchers take begun investigating how to foster such development. Rather than just describing, every bit phenomenon, the fact that adults continue to develop, researchers are interested in aiding and guiding that evolution. For educators of adults in formal settings, this has been a priority in many ways already. More than recently, researchers accept begun to experiment with hypotheses about fostering positive adult development. These methods are used in organizational and educational setting. Some apply developmentally-designed, structured public discourse to accost circuitous public issues.

image

Positive Adult Development: Research in Positive Developed Development questions not only whether development ceases afterward boyhood, but also the notion, popularized by many gerontologists, that a turn down occurs after late adolescence.

jeffreyefins1983.blogspot.com

Source: https://courses.lumenlearning.com/boundless-sociology/chapter/theories-of-socialization/