CHAPTER 3: SOCIALIZATION

Objectives:

Understand, distinguish between, and state the respective strengths and limitations of the following theorists’ insights into human development: Cooley, Mead, Piaget, Kohlberg, Gilligan and Freud.

Discuss how socialization is critical not only to the development of the mind, but also to the development of the emotion, how they express their emotions, and what emotions they feel.

COOLEY AND THE LOOKING-GLASS SELFSelf: the unique human capacity of being able to

see ourselves “from the outside”; the view we internalize of how others see ussense of self develops from interaction with others

Looking-Glass Self: coined by Charles Cooley, the process by which our self develops through internalizing others’ reactions to us3 elements:1. We imagine how we appear to those around us

2. We interpret others’ reactions3. We develop self-concept

HOW YOU THINK PEOPLE SEE YOU….

MEAD AND ROLE TAKINGGeorge Herbert MeadPlay is crucial to development of selftaking the role of others—putting

oneself in someone else’s shoes; understanding how someone else feels and thinks and thus anticipating how that person will act

at first children can only take the role of significant others

as the self develops, the begin to take on the role of “the group as a whole”

MEAD CONTINUED…Learning to take the role of others comes in 3

stages:

1. Imitation: Children under age 3; No sense of self; imitate others; prepares child for taking roles

2. Play: Ages 3-6; Play “pretend” others (ie: princess/spiderman)

3. Games: After about ages 6 or 7; team games (ie: organized teams); learn to take multiple roles

PIAGET AND DEVELOPMENT OF REASONING

An essential part of being human is the ability to reason

Jean Piaget4 Stages of Reasoning:1. Sensorimotor Stage2. Preoperational Stage3. Concrete Operational Stage4. Formal Operational Stage

STAGE 1: SENSORIMOTOR

From birth to about age 2understanding is limited to direct

contact with environmentsucking, touching, listening,

lookingCannot separate bodies from

environment--peek-a-boo

Cannot recognize cause and effect

STAGE 2: PREOPERATIONALfrom about ages 2 to age 7 “pre-reasoning skills”Develop the ability to use symbolsCannot understand concepts of size, speed,

or causation--animism—everything is like them

Can count, but don’t really understand what numbers mean

Can describe something from their perspective, but not from others

-- “mine”, egocentric

STAGE 3: CONCRETE OPERATIONALfrom about age 7 to age 12 “concrete reasoning skills”can understand numbers, causation, and

speedcan take on the role of other and participate

in team gamesreasoning remains concrete

without concrete examples cannot explain concepts like truth, honesty, or justice example: can explain why something is a lie, but cannot describe what truth itself is

STAGE 4: FORMAL OPERATIONAL after the age of about 12“formal reasoning skills”Capable of abstract thinkingCan talk about concepts, come to

conclusions based on general principles and use rules to solve abstract problems

GLOBAL ASPECTS OF THE SELF AND REASONING

Cooley and Mead’s ideas of Looking-Glass self and Role taking are universal

Piaget is universal, but how people move from stage to stage can differ, and some people do not always fully develop into the fourth stage (formal operational)

PERSONALITYAlong with development of our mind and

self is the development of our personality.

Sigmund Freud

3 Elements of Personality:1. Id2. Ego3. Superego

ID

id: inborn basic drives that cause us to seek self-gratification--ie: a baby crying when they are hungry--pleasure-seeking id operated throughout life (attention, safety, food, sex)

Id’s need for immediate gratification hits a roadblockthe needs of othersa second component of personality then emerges

EGOEgo: a balancing force between the id

and the demands of society that suppresses it(and the superego)

SUPEREGOSuperego: the conscience; the

internalized norms and values of our social groups

represents the “culture within is”moral component of personality

--feelings of guilt/shame or pride/self- satisfaction

HOW THE COMPONENTS OF PERSONALITY WORK TOGETHER

when “id” gets out of hand, we follow our desires for pleasure and break society’s norms

when “superego” gets out of hand, we become overly rigid in following norms, which inhibits our lives

Ego attempts to balance id and superego

ASSIGNMENT…

For the next class:

Create a visual representation of Freud’s 3 components of personality (id, ego, superego)

We will be sharing in class…

MORALITYLawrence KohlbergDevelop morality through a sequence of 4

stages

Stage 1: Amoral Stage (to age 7)--no right/wrong, just personal needs to be satisfied

Stage 2: Preconventional Stage (ages 7-10)--learned rules, and follow to stay out of trouble--right/wrong is what pleases/displeases parents, friends, teachers

KOHLBERG’S MORALITY STAGES CONT…Stage 3: Conventional Stage (age 10…)

--morality is to follow the norms and values they have learned

Stage 4: Postconventional Stage (most don’t reach)--reflect on abstract principles of right and wrong and judge behavior according to these principles

GILLIGAN AND GENDER DIFFERENCE IN MORALITY

Carol Gilligandidn’t fully agree with Kohlberghow males and females view moralityher work would be contested and she no longer supports it

Females: --evaluate morality in terms of personal relationships

--want to know how their action will affect othersMales:

--think more along the lines of abstract principles of what is right or wrong--an act either matches or violates a code of ethics--personal relationships have little impact

EMOTIONSEmotions are also dependent upon socialization

Global Emotions (Paul Ekman)everyone experiences six basic emotions: anger, disgust,

fear, happiness, sadness, and surprisemust be biological (genetic)

Expression Emotions affected by socializationmen and women express emotions differently

--women more “free” with emotionsdifferent cultures express emotions differently

--shaking hands/kissing a cheek/bowingmore emotionally around close friends/relations

ASSIGNMENT…

Complete the Twenty Statement Test (TST) and be prepared to discuss it in class.