Socialization Students will be able to define socialization
Socialization
§ Students will be able to: § define socialization and personality and understand explain the significance of social experience to the development of personality. § define nature theory and nurture theory (inclusive f Aim: behaviorism) and explain what these theories convey about a human’s biological evolution. § explain the impact of isolation on socialization. § explain Freud’s theory of human development, including: § Elements of Personality (basic needs – Eros & Thanatos) § Model of Personality (Id, Ego, and Superego) § Personality Development and Sublimation
§ define cognition, and describe and apply Piaget’s 4 stages of cognitive development § define moral reasoning and describe and apply Kohlberg’s 3 levels of moral development § explain Gilligan’s understanding of how males and females make moral decisions § explain how society impacts the development of the female Aim, Continued: personality § define social behaviorism § define the Self, and explain Mead’s theory of how the Self develops, inclusive of social experience and the capacity to recognize the generalized other § explain looking-glass self, I, and Me, and their relevance to the development of the Self § understand the challenges inherent in Erikson’s 8 Stages of Development
§ Socialization = The lifelong social experience through which human beings develop their human potential and learn culture; the process by which people are taught to be proficient members of a society § Human beings need to socialize (social experiences) to learn their culture and to survive § Social experiences are the foundation of personality Socialization and Personality § Helps people understand: § Non-material Culture - a society’s values, beliefs, expectations, and norms § Material Culture – the tangible objects a culture uses § Personality = a person’s pattern of acting, thinking, and feeling § Our internalization of external experiences helps personality to develop
§ Darwin’s study of evolution led to the belief that human behavior was a result of instinct (nature): § Genetic; determined by one’s biology § Nature Theory: Nature § Argues that people’s temperament, interests, and aptitudes are ingrained prior to birth § Ignored the impact of culture on a person’s development § Led to the belief that simple societies are less biologically evolved § Became a justification of colonialism
§ Watson’s theory of behaviorism held that behavior is learned, not instinctive § Humans differ not in how biologically evolved they are, Nurture but in their cultural patterns and in how they were nurtured § Nurture Theory: § How a person is cared for § The environment a person exists in § The experiences a person has
§ Certain biological traits are inherited from parents § Our personalities are mostly created by learned behaviors Nature and Nurture § How a person is raised determines whether or not inherited potential is achieved § People can recover from short-term isolation but there is a point at which isolation causes permanent and irreversible damage
Understanding Socialization Important Contributions
§ 1856 -1939 § Vienna § Social belief = human behavior was biologically fixed § Neurologist Freud § Studied personalities and personality disorders § Founder of psychoanalysis § Psychology § Conscious vs unconscious § Repressed fears § Free association/dream interpretation
§ Biology is important to human development in terms of basic needs (not instinct) § Humans have 2 basic needs: (1) Eros (life instinct) – sexual bonding and emotional bonding (2) Thanatos (death instinct) – aggressive drive Elements of Personality § These needs demand immediate satisfaction § These needs exist on an unconscious level § These needs are in competition with one another; there is tension between the two
§ Id: Humans’ basic drive for pleasure/positive physical sensations § Manifests in self-centeredness § Biological need § Present at birth Model of Personality § Inconsistent with the demands of society § In direct conflict with the superego § Ego: Humans’ conscious effort to balance innate, pleasure-seeking drives with the demands of society § Attempts to avoid frustration § Comes with self-awareness and understanding that we can’t always have what we want
§ Superego: The cultural values and norms internalized by individuals § Acts as a “conscience; ” reminds us why we cannot have it all § Learns morality (right vs. wrong) Model of Personality, continued … § In conflict with the Id § The journey from Id to Superego takes a person from feeling good/bad physically to feeling good/bad morally § Feeling good morally requires judging one’s behavior against social norms
§ Unresolved childhood conflicts result in personality Personality Development disorders § Sublimation – redirects selfish drives into socially acceptable behavior
§ 1896 -1980 § Switzerland § Psychologist – child development § Role of social interactions § Studied cognition = Piaget § how people think and understand § what people know and how they make sense of the world § Theory of Cognitive Development § 1 st theory to establish separate stages of development § Theories linked to age and experience
(1) Sensorimotor Stage – (0 -2 yrs) Stages of Cognitive Development § Experience of the world is garnered only through the 5 senses § Knowing occurs only through the 5 senses
§ Preoperational Stage - (2 -7 yrs) § people begin to use language and symbols Stages of Cognitive Development § thinking occurs mentally § the imagination develops § meaning is attached to experiences and things § understanding is concrete, not abstract
§ Concrete Operational Stage – (7 -11 yrs) Stages of Cognitive Development § people begin to recognize casual connections that exist in the world around them § focus is on how and why things happen § people can relate more than 1 symbol to an event or object
§ Formal Operational Stage (12 yrs +) Stages of Cognitive Development § people begin to think and reason critically and abstractly § people begin to understand metaphors
§ 1927 -1987 § America § Psychologist Kohlberg § Theory of Moral Development § Focused on Moral Reasoning – how individuals judge situations as right or wrong § Subjects were all boys; results were generalized to apply all people
§ Pre-Conventional Level Theory of Moral Development § (corresponds w/ Piaget’s Sensorimotor Stage) § the world is experienced in terms of pleasure or pain § right is what feels good
§ Conventional Level § (Corresponds w/Piaget’s Formal Operational Stage) § Teens § loss of (some) selfishness Theory of Moral Development § right is what pleases parents/authorities § right takes cultural norms into account § there is an understanding of “intention” when judging moral actions
§ Post-Conventional Level Theory of Moral Development § thinking beyond cultural norms in consideration of the abstract (ideas and principles) § many do not reach this level
§ 1936 § American § Psychologist Gilligan § Theory of gender and moral development § How gender guides social behavior § Effect of gender on self-esteem § Exposed gender bias in Kohlberg’s work
§ Males and females use different standards of rightness to make moral decisions Findings § How our society socializes females negatively impacts their self-esteem and self-confidence as they grow into adolescents
§ Boys: § Have an impersonal justice perspective = § They rely on rules to determine what is right and what is wrong Moral Decision. Making § Girls: § Have an personal care and responsibility perspective = § They judge situations with respect to personal relationships § Ex: Stealing
§ 1863 -1931 § American Mead § Philosopher; psychologist § Theory of the Social Self
§ How social experiences develop personality Social Behaviorism § Actions are not as important as the meaning we attach to them
§ The part of the personality that comprises self-awareness and self-image § The self is a product of social experience § The self develops only with social experience and human The Self interaction § Without these interactions, no self can emerge § The self is not part of the body § The self does not exist at birth § The self is not a product of biological drives and maturation
§ Social experience is the exchange of symbols § Words § Non-Verbal Communication § Humans find meaning in words and actions Social Experience § Words are assigned meaning § Meaning is found in actions by evaluating motivations and intentions § Understanding intention requires imagining the situation from another’s perspective § Taking the role of other – social interaction involves seeing ourselves as others see us
§ A self-image based on how we think others see us Looking Glass Self § Others are a mirror in which we see ourselves § What we think of ourselves depends on how we think others see us
§ We develop our awareness by putting ourselves in others’ shoes § The Self has 2 Parts: § I § The active and spontaneous self I and Me § How we think others see us § All social experiences utilize both parts § “I” initiates action; “Me” continues or discontinues action based on how others respond to it
The Development of the Self § The Self develops as we develop the ability to take on the role of the other
The Development of the Self Manifestation Other Capacity INFANTS (no self) imitation; mimicry None (no understanding of intentions) CHILDREN (self begins to develop) imaginative (role) play; use of language; use of symbols 1 other; 1 situation games Many others; 1 situation recognition of the generalized other Many others; many situations
Generalized Other § The widespread cultural values and norms against which we evaluate ourselves
§ 1902 -1994 § German-born American § Psychologist Erikson § 8 Stages of Development § Acknowledged challenges as existing through all stages of life
STAGE 8 Stages of Development AGE CHALLENGE 1 INFANCY (0 -18 mos) Trust vs. safety Reliance on family 2 TODDLERHOOD (18 mos-3 yrs) Autonomy vs. doubt and shame Confidence and self-control 3 PRE-SCHOOL (4 -5 yrs) Initiative vs. guilt Engagement of others vs. failure to meet expectations 4 PREADOLESCENCE (6 -13 yrs) Industrious vs. inferiority Pride vs. insecurity Accomplishing things; making friends 5 ADOLESCENCE (teens) Developing identity vs. confusion Identifying w/others vs. being unique 6 YOUNG ADULTHOOD Intimacy vs. isolation Need to connect vs. separate identity Close friendships/love 7 MIDDLE ADULTHOOD (middle age) Making a difference vs. selfabsorption Others (fam/wrk) or self 8 OLD AGE Integrity vs. despair Accomplishment vs. self-absorption *flexible order
- Slides: 36