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Socialization
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Introduction:
Every day society is invaded by hundreds of thousands of savages, (in
America alone, we are confronted with close to 10,000 of these "savages"
everyday). Who are these people? Infants. (Alimentary canal with
a lot of noise at one end and utter irresponsibility at the other (Bierstedt)).
The dilemma that all societies face is how to turn these savages into,
considerate, independent, moral human beings. How
does society accomplish this formidable task? (Not always successfully,
of course)-- through the process we call socialization.
Socialization
Defined:
"Socialization" is defined as the process by which we acquire our social
identities and internalize the values, norms, statuses, and roles of the
social world. [Schaefer: "Socialization is the process whereby people learn
the attitudes, values, and actions appropriate to individuals as members
of a particular culture" (p. 58).
Another word for learn is, "internalize." To sociologists, the social
world around us is real-- as real as any physical object in the environment.
(This stems from Durkheim and his Rules of Sociological Method,
where he defined social facts as real entities to be studied).
The text book stresses that the process of socialization occurs through
interaction (p. 58). --But, we do become socialized without social interaction,
(as the term is defined). Examples: books, radio, television-- the latter
especially. Effects of violence on TV on behavior of children?
Types of Socialization:
Primary-- during the early years of life. The teaching of language
and other cognitive skills.
Anticipatory-- learning which is directed toward one's future
roles. College, Trade School, Law School, Medical School.
Developmental Socialization-- new learning is added to and blended
with old in a relatively smooth and continuous process of development.
Reverse Socialization-- the younger generation transfers knowledge
to the older generation. This occurs mostly in industrial societies where
the pace of technological change is very rapid, a good example is children
teaching their parents how to use computers. Here are some other examples:
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rapid social change in the 60's requiring a revision of old attitudes about
race, sex, etc.
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modernizing countries that send their youth to industrialized nations to
bring back knowledge
Resocialization-- this involves a sharp break with the past.
The military is a good example. --"Officer and a Gentleman" -- the military,
prisons, religious cults, etc.
Some Key Features of Socialization:
Socialization differs markedly from society to society with
regard to what people become because the values and norms are quite different.
Example:
Urie Bronfenbrenner; Two Worlds of Childhood. Describes some
of the child-rearing practices in the former Soviet Union. Everything was
oriented towards the group and cooperation. In the United States
individual competition is evident and children are praised for their efforts
in the classroom. (In some cases, the class roll is posted and children
are given stars for attendance, mastering multiplication tables, etc.).
Bronfenbrenner describes a different situation in soviet classrooms.
Children are grouped according to rows and each row is called a "link."
Children's work is evaluated as a group or "link" effort. Slackers are
publicly confronted by groups of students. This illustrates how in
the former USSR emphasis was placed upon the group and group conformity
which contrasts with the United States where we stress individual excellence
and independence.
Socialization differs also by subculture-- for example the rich
vs the poor-- whether you learn to ride polo ponies or bowl; sail a yacht,
paddle a canoe through white water rapids, or troll for bass in your 18'
motor boat with the 300 HP Evenrude outboard.
Socialization can also differ by region-- whether you call it
the "War of the Great Rebellion," or "The War for Southern Independence
against Northern Aggression," for example.
Socialization is an on-going, life-long process-- It never stops.
(But most research indicates that socialization that takes place during
infancy and childhood is most important).
Socialization is a critical process-- It enables society to reproduce
itself socially as well as biologically. It is what enables the United
States, for example, to be passed down from generation to generation. If
we didn't succeed in socializing our children into accepting our values,
beliefs, norms, institutions, customs, roles, etc., our nation and the
principles behind it would quickly vanish. In many respects, the most important
thing we will do in our lifetime will be to socialize our children.
Socialization is the process through which we develop our own individual
personalities: Our cognitive beliefs, perceptions, intellectual concepts
of how the world is put together.
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Einstein-- the theory of relativity came out of the social environment
in which he was educated. The British, from the Newtonian School focused
on absolutes; The concept of relativity (in philosophy and the sociology
of knowledge) was "foreign" to them. Einstein, on the other hand spent
several years at the Vienna where the question of relativity in philosophy
was a heated topic of discussion. It was logical for him to apply it to
physics when attempting to explain deviances which Newtonian physics could
not account for.
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Our emotional character, of showing love, hate, excitement, pride, etc.
are all obtained through socialization. (Kissing or rubbing noses?)
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Our behavioral skills and aptitudes are acquired through socialization.
(Hunting with a bow and arrow or designing rocket motors).
Socialization: nature or nurture?
Don't confuse this with the question of free will, both
views can be be determinist. (We can be locked into a behavior pattern
just as effectively through socialization as we can be through genetic
make-up). What influences who or what we become? (We've already said something
about this when we discussed culture).
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Biology sets some limitations, obviously. (Men can't have babies. Short
people won't do as well on the basket ball court as tall ones. Shorter
people may tend to run faster on long distance runs, etc.).
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Culture and the social structure of society, on the other hand, sets up
the general rules and positions (to be filled). Basically they set forth
the opportunities. They make it important to be tall, short, etc.
The key question: "Which is more important in determining what
we become: nature (heredity) or nurture (environment)? This
question is critical because of the socio-political outcomes it will produce.
The stance that society takes regarding this question determines the degree
of freedom allowed its citizens.
For example, if people in power take a herediteranian view, the
implication is that certain classes are superior or inferior to others
genetically. (Society may try to rectify this through drastic measures
such as extermination or forced sterilization, or it may simply restrict
opportunity by closing out education and certain jobs to those believed
to be inferior). The implication of this "nature" argument,
is that society can do little to help these disadvantaged people beyond
measures designed to keep them out of the way of the more "capable" members
of society? Head start, affirmative action, and similar pro grams
are, according to this view a waste of money that could be better spent
elsewhere.
The political implications of environment are very different.
Here the argument is that genetic ability is of secondary importance.
If society could equalize the social conditions that people face-- open
up opportunity to everyone-- the kinds of serious social problems
present today would be minimized. People "fail" because of the way
the system is set up. Ghetto kids, for example, come into contact with
bad influences, and their parents can't help them. Their trapped -- inadequate
schools, poor home environment.
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This theme has been popular in books and film for many years: The
1938 British movie, "Pygmalion," with Leslie Howard and Wendy Hiller
addresses this issue directly. (The Englishmen have a wager between them
over whether or not they can turn an unpolished lower class girl into a
society person). Later (1964) that story was made into an Oscar-winning
motion picture, a musical entitled, "My Fair Lady," with Rex Harrison
and Audrey Hepburn. (Harrison won the Oscar for best actor)
Today we use the term, "Pygmaleon Effect" to refer to sitations where people
do well by virtue of the fact that they are predicted to do well.
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Another, more recent example is the movie, Trading Places, starring
Dan Akroyd and Eddie Murphy. Dan Akroyd is the rich, Harvard-educated,
successful young business man (stock analyst). Eddie Murphy is the street
bum, derelict, begging for money. A wager is made by two rich brothers
for whom Akroyd works. (Is it nature or is it Nurture?) Will the right
environment turn a street bum into a corporate prince? In the movie we
are lead to believe that it will.
John B. Watson (1878-1958) called the father of American Psychology for
his role in the development of behaviorism once boasted: "Give me a dozen
healthy infants, well-formed, and my own specified world to bring them
up in, and I'll guarantee to take any one [of them] at random and train
him to become any type of specialist I might select-- doctor, lawyer, artist,
merchant, chief, and yes, even beggar and thief, regardless of his talents,
penchants, tendencies, abilities, vocations, and race of his ancestors."
-- Fortunately, ethics prevented anyone from taking up his offer!
This is a simplistic view! We can't train anybody to be a pro
baseball player, quarterback; nor can most people become doctors, nuclear
physicists, or fashion models. Nature, as we have said, sets limits on
what we can become, while nurture (society) determines what potentials
we can tap-- society puts certain values on certain skills. We are a product
of the complex interaction between nature and nurture. Here are some examples:
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In selecting talent: Take the top 25% of an 11th grade class.
Studies have shown that for those from lower class families, only 50% go
on to college. Compare this to the figure of 90% for those kids from upper
class families. Now, among the weaker students-- those not in the top 25%
of their high school class, from low income families, only 6% go on to
college; from high income families, the corresponding figure is 26% --
and we haven't even addressed the questin of the type of college, and quality
of education.
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I.Q. tests are supposed to measure innate intelligence-- the capacity to
learn... but do they? The Pygmaleon Effect: Rosenthal and Jackobsen (1968)
did an experiment in which they tested all the students in an elementary
school for I.Q. They then randomly selected a group of elementary school
students and told their teachers that these pupils were "late bloomers,"
and would spurt ahead in the upcoming school year. (This was a concocted
story. No tests were given that even remotely indi cated this). One year
later they tested all the students again and, miraculously, these students
all did much better on the I.Q. tests. Why? What happened? These students
showed marked improvement over the other students because of the teachers'
expectations. They expected more out of the "special" group of students
and gave them more attention. (The patterns of interaction were different).
The teachers expected more out of these children and got it. The Pygmaleon
effect has some frightening implications for the way children are educated.
It's not purely an objective system.
Measuring the Influence of Biology
vs Environment:
Identical twin studies: Genetically the same,
but reared in separate environments. (Sociobiologists point to the many
similarities among such twins). A recent study of identical twins revealed
some fascinating similarities-- when two brothers who were separated at
birth were married; to whom they were married; hobbies; etc. But they also
reveilled some interesting dissimilarities, too. So the question is still
unsettled. Culture and the social environment did produce some significant
differences. Schaefer points out that identical twins separated at birth
but raised in similar environments are remarkably similar-- however, those
raised in very different environments show marked differences.
Birth order in families: Siblings are genetically similar, yet
they become quite different people. It has been shown that position in
the family (birth order) can determine personality traits. Oldest:
bossy, guilt-ridden, over-achiever; Middle: good manipulators, negotiators,
rule younger brothers and sisters; battle with older sibs for influence
and attention; Youngest: spoiled, adventuresome, laid-back
Isolation; total institutions and shaping personality:
Animal studies:
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Monkeys: The famous Harlow studies-- took infants away from moms-- those
raised in isolation became warped, frightened, histile, anti social. Impregnated
females would not care for their young and abused them.
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Geese: this is somewhat different. Conrad Lorenz learned that there is
a critical time period after Goslings (and other birds) hatch when they
"identify" their parents" -- imprinting. Anything that happens to be infront
of them at that critical time will be their parents. (A dog, cat, human,
etc.). Thus, "Biology sets the stage, but circumstance determines the results."
Humans: Fortunately, we can't repeat Harlow's experiments using
children because we recognize the ethical problems of such research!
But there are occasions in the past that have provided some insight:
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Tragic experiment of Friedrich II in the 13th century. He arranged to have
children raised with a minimum of social contact and social interaction.
He felt that in this "pure" state, free from corrupting influences of his
times, man-- the noble beast in man would emerge. What language would he
speak? Hebrew? Greek? Latin? Experiment was a failure. Without love and
attention the children all died.
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Kingsley Davis' studies of children raised in isolation:
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Anna: illegitimate-- grandfather kept her in an attic for 6 years. By the
age of 10 she had reached the level of socialization of a 2- 3 year old.
Anna died at the age of 10 --(Hit by a car).
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could speak simple words and phrases
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could play with building blocks
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was able to wash hands
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would follow simple directions
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Isabelle: Grandfather kept her and her deaf-mute mother in a dark room.
Isabelle, unlike Anna, had physical contact with another human being;
When she was found she hated men, behaved like an animal, and
was believed to be deaf and retarded (but, in fact was not).
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A trained team of doctors and psychologists-- helped her spurt through
the stages of development. By the age of 8.5 she had reached a normal level
of development for a child of her chronological age. Why? Because of the
social interaction with mother while she was growing up.
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Genie-- 1970; 13-year old girl was discovered-- She had been confined in
room (basically alone) since tha age of 20 months. People would not speak
to her, kept her isolated from interaction-- she never could speak as a
normal child world, despite intensive attempts at therapy.
Still, each member of a society has a unique and different personality
Sociological
Theories of Personality Development
Symbolic Interaction; (focuses on human beings interacting
in everyday life). People interact by communicating with each other using
symbols which have shared meanings. The point is that these shared symbols
allow interaction and communication and make socialization possible. Animals
communicate, but only we humans have language.
Charles Horton Cooley, (1864-1929):
Cooley developed the concept of the "looking glass
self" -- our image of outselves can come only from our interaction
within society. There can be no "I" until there's a "they." The "they"
is all the people in the society in which we live. at first they are our
parents, family, and other primary groups. Later the "they" becomes our
teachers, peers, employers, pastors, etc.
We imagine how others see us. We, ourselves are always the result of
how we look to others. We gradually build up an image of ourselves from
the notions of thoers' opinions of us -- the "looking glass self."
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Example: A little girl is told from the very first years
of her life that she is intelligent-- she will come to see herself as a
very bright little girl-- she will internalize the picture of herself that
all the people with whom she interacts reflect. She will think and act
as if it were true, even if she is only of average intelligence. Now, what
happens when she interacts with another set of "others" (a different primary
group from the one she's been associating with since birth-- her schoolmates,
for example)? The first days of elementary school are very stress-producing,
as we all know. No longer is our little girl so smart - she's just
part of the crowd. How many of you have felt the same thing? What about
your first year of college? What did that do for your selfimage? Bright
star in High School-- interstellar void in college.
Cooley said that there are three components of the "looking-glass self":
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our perceptions of how we appear to others
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our perceptions of how others judge us
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our feelings about those judgements
George Herbert Mead, (1863-1931)
Another symbolic interactionist, philosopher and social psychologist)
Mead said that the self has two parts: the "I" and the "me."
Mead claimed that the "me" accounts for similarities between people while
the "I" accounts for differencs between people.
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The "I" is the part of the self that is innate-- containing the spontaneous,
natural, creative, special aspects of one's self.
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The "me" is the part of the self that's socialized-- the part that has
internalized the values, norms, statuses, roles of society. The "I" represents
our inner demands, while the "me" represents the societal demands.
The first people who impose restrictions on the "I" are called significant
others. We can also call them "role models." But there is a subtle
difference. role models are people whom we tend to admire. (Also people
whom we would like to please). Examples: girls---mom; boys---dad.
Reference Groups: These are groups of people whom are meaningful
in the development of the self.
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Example: Girl who wants to become an actress-- her reference group
will be actresses, in general. (She may subscribe to the trade journals;
read everything that has to do with the field of drama, watch all the movies,
etc.).
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Another example: Boy wants to become a Army Officer-- builds models
of tanks, reads la lot of military history, tours the Military Academy,
etc.
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Here are some examples which demonstrate this further and illustrate the
difference between reference groups and role models. Within each of the
examples given above, there may be a specific person-- a personal hero--
whom a boy or girl holds as an ideal to aspire to. In the case of the actress,
it may be Jodi Foster or Jane Fonda. In the caseof the army officer, it
might be George Patton or George MacArthur. Specific people are role models.
Of course, there is a process involved in all of this: Mead said that the
imitation of role models involves role taking: we put ourselves in the
place of a role model. In doing this, we can anticipate the response we
will get to our behavior and we can see how we appear to the other (person)
and modify our behavior accordingly. Examples: Children playing "house,"
"doctor and nurse," "war." Now, as the child grows older, its world
enlarges and "others" (significant others), become more numerous. Gradually,
what Mead calls the "generalized other," becomes real to them. (The generalized
other is akin to the greater society itself). Through repeated role taking,
people begin to assimilate the values of the whole society-- community
values become set in their minds.
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Significant others are real persons.
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The generalized other represents societal values.
What is the process of socialization like to symbolic interactionists like
Cooley and Mead? It is a gradual process whereby we slowly (and realtively
painlessly) assimialte the values of society. Surely, it it is not a completely
painless process-- there are disapointments--we can't all become what we
want to be and the inner demands of the "I" must sometimes be frustrated
by the social "me" which must mediate them, but still, the process is gradual
and the pain of adjustment will be mediated by time.
Psychological
Theories of Personality Development
Psychology focuses on the individual and therefore much of what follows
looks at internal processes within the mind as they affect socialization.
However, the discipline of psychology does not ignore external factors
in the socialization process. Infact. there is a whole school, "social
psychology" that has, ineffect, blended the disciplines of sociology
and psychology.
Psychoanalytic Theory:
Sigmund Freud (1856-1938): Unlike Cooley and Mead
who viewed socialization as a process that gradually brought society and
the individual into allignment or harmony with eachother, Freud saw society
and the individual as being in constant conflict. He did not see the individual
a social product as did Cooley and Mead, but was interested in the constraints
that society placed on the natural impulses of people. To Freud, socialization
was forced on the individual and the individual tried to resist the rules
of society thoroughout his life.
Freud's Components of the Personality:
To Freud, the infant was; self-centered; always seeking
personal pleasure; aggressive; amoral; egocentric.
He further argued that there were three components to the personality;
the id, ego, and superego.
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From the very beginning, parents force their will on the pleasure-seeking
ID, or the unconscious part of the personality which has desires
of various sorts --hunger, sex, pleasure, etc. and seeks immediate satisfaction
of these desires. For example on the new infant they impose such rigors
as feeding schedules and toilet training to name a few.
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Since children need love and approval (and also are weaker than their parents),
they try to obey these demands-- They develop an EGO. The ego is
the rational part of the personality. (Don't confuse it with a sense of
right and wrong or conscience). The ego realizes that the person will be
punished for violating the norms of society so it attempts to satisfy the
demands of the id in ways that are acceptable to society. Example, the
id is frustrated and wants child to strike parents, but ego realizes that
this is not a "wise" move and, instead, the child strikes her doll.
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Around the age of five, the child begins to realize just how enormous the
power is that society and his/her parents hold over him/her. Children actually
become fearful of the punishments which could result from the id's aggressive
and sexual impulses. The conscience develops. This is what Freud would
call the "SUPEREGO." The superego actually tries to suppress the
id. It represents the social constraints (now internalized by the individual)
whereas the id represents uncontrolled inner desires. (Now the ego, which
before only had to worry about controlling the id and channeling its desires
into socially acceptable measures of behavior, has to contend with the
on-going struggle between the id and superego. It tries to moderate the
two).
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Example: Child wants cookie. Id says, "Go for it! Get it now! Don't
pussyfoot around!" Superego says, "No! It's wrong to be greedy
and want that cookie! Give it to the starving kids in developing nations!"
Ego says, "You'd better ask mom for it. If she says it's OK, then
you can eat it."
The Theory of Psycho-Sexual Development:
Freud proposed that children passed through several stages as they
grew. It was important that they negotiate each of these stages successfully--
if not, they would experience difficulties later in life. The particular
problem in the adult personality could be traced to the strage of development
that the child was "frustrated" in. Here are some greatly simplified
examples:
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During the oral stage, babies receive gratification by the stimulation
of their gums and mouths (pacifiers). Adults who display traits of excessive
drinking or compulsive eating, Freud would argue, were frustrated at this
oral stage.
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During the anal stage, babies and young children (up to the age of about
three) obtain pleasure through excretory activity. Adults who are
stingy, stubborn, or generally compulsive were frustrated at this stage
of development.
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Later on, during the phallic stage, the area of pleasure shifts to the
sex organs. Young children are attracted toward the parent of the opposite
sex. (In females we call this the electra complex. In males, it is the
Oedipus complex). According to Freud, both boys and girls suffer from what
he called the castration complex. Boys fear that they will be castrated.
Girls fear they already have been castrated. Freud claimed that children
would mature only by resolving this complex. If not, they could become
"fixated" or "delayed" or have their interests shift from one object to
the other which might impede sexual maturity. Frustration experienced during
the phallic stage could lead to serious problems in personality adjustment
and interpersonal relationships.
Erik Erikson's Eight Life Stages:
Erikson, a psychologist, was one of Freud's students. He expanded and
integrated Freud's theories and also the theories of Cooley and Mead. He
was one of the first to write about socialization as it occurs throughout
life. Erikson theorized eight stages of development for humans. Each stage
brings about physiological changes and new social situations. The individual
must adapt to these changes and experiences a crisis at each stage.
Erikson's theory places heavy emphasis on the early stages of life-- Stages
I through IV, (ages 0 through 11) because they set the stage for the rest
of one's life. However, he maintains we have many chances to alter
our lives and that the detrimental effects of one stage can be off-set
by adjustments at later stages.
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Stage I: (1 year) (Infancy) Trust vs Mistrust: Children are
totally dependent upon adults. If their needs are met with warmth and love,
kids develop a feeling of trust-- there is security, reliability, comfort
in the world. On the other hand, if their needs are not met or people caring
for them are not dependable and affectionate, kids develop mistrust-- the
world is a frightening, suspicious, insecure place.
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Stage II: (2+3 yrs) Autonomy vs Shame and Doubt: Kids
learn how to walk, talk, climb, open and close things, control their bodily
functions. If parents allow children freedom to try and even to fail, they
will gain confidence that they can control their lives-- autonomy. But,
if parents are critical, impatient, and over-protective, the child develops
a sense of shame and doubt in his abilities.
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Stage III (4+5 yrs) Initiative vs. Guilt: Children at this
stage, try to extend their abilities, explore, initate, exploit opportunities
and try new adventures. If parents praise children's efforts, and courage
them to find out about the world on their own, kids develop feelings of
self-worth and initiative. However, if kids are punished and ridiculed
for their failures in these attempts, they develop feelings of guilt. (This
will determine whether they should try to become leaders).
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Stage IV: (6-11 yrs) Industry vs Inferiority: (Elementary
school). The social setting of the school replaces that of the home. Children
get rewards for following the rules. If they are praised in their attempts
to learn about the world and to develop talents to live in it successfully,
they will acquire a sense of industry. But, if they do poorly in school
and are not encuraged in their studies, they will develop a sense of inferiority.
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Stage V: (12-18 yrs) Identity vs Role Confusion: Young people
draw upon all past experiences in order to develop a sense of self.
The "looking glass self" is very important as the adolescent relies upon
peers for his/her own self-image. If the adolescent cn understand
the aspects of his or herself, the ego is strengthened and a sense of identity
develops-- a clearly defined "self." Youth will know who they are, where
they're going, their goals and what they can do. However if adolescents
arrive at this point with feelings of mistrust, doubt, shame, guilt, or
inferiority, they can't integrate personalities and role confusion results.
The self will be hazy-- ill defined.
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Stage VI: (young adulthood) Intimacy vs Isolation: Learning
to make close friends, falling in love, starting families--- If young adults
have acquired all the positive traits from the previous stages, they will
be able to share and give themselves without fear-- this is intimacy. However,
if they have acquired negative self- feelings from the past stages, there
will be isolation-- the inability to get close to others.
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Stage VII: (middle age) Generativity vs Self- absorption: At
this stage, life is moving on and there is little possibility to change
direction. People will be comcerned with those outside their immediate
world -- the welfare of the younger generation, for example, what Erikson
calls generativity, if they feel that they, themselves have led useful,
productive lives. On the other hand, people who believe that their lives
have been a failure will fail to establish a sense of generativity and
instead exhibit, self-absorption.
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Stage VIII: (old age) Integrity vs Dispair: Elderly people
must come to terms with death. Integrity gives a person the ability to
look back on his or her life with satisfaction and self-acceptance-- recognizing
that there have been good times, bad times, joy and pain. Despair results
when a person sees hislife as a series of failures and disappointments
and realizes that it's too late to change anything.
Developmental theory:
Jean Piaget developed and articulated a highly respected and influential
theory of cognitive development. What do we mean by "cognitive"? Cognitive
abilities are intellectual abilities, (perceiving, remembering, reasoning,
calculating, believing). It places emphasis on the internal processes of
the mind as it matures through interaction with the social environment.
Piaget showed that human beings gradually passed through a series of stages
of cognitive development. (One of the ways he did this was to study children
playing games and see how the rules developed). There were four stages
to his model:
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Stage I; SENSORI-MOTOR (0-2 years): Infants are not rule-bound because
they can't understand and are not aware of the world up to 8 months. After
that they are aware that ther's something out there but can't understand
the rules.
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Stage II; PRE-OPERATIONAL STAGE (2-7 years): At this stage,
children can't hadnle concepts of speed, weight, number, quality, causality;
When you give them two glasses of water, tall-thin one and short fat one,
they will always say the taller glass has more water in it because it is
taller, even when the volume of water in the short glass is clearly greater.
More importantly, from our point of view, children at this stage can't
take the roles of another-- can't understand the feelings of others, nor
do they care to understand. They're very egocentric.
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Stage III; CONCRETE OPERATIONAL (7 TO 12 years): In this stage,
thinking is tied to the concrete world--- real situations, not abstract
ones. Kids begin to see the "world out there" and society as something
imposed from the outside-- morality in society exists an is unchangeable--
it is imposed upon them and they must obey. Children feel that they must
obey the rules, but do not feel that they have to believe in them.
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Stage IV; FORMAL OPERATIONAL STAGE (13+ years): At this stage
formal, abstract thought is obtained). Abstract personal goals-- utopian
social conditions-- "adolescent idealism." Young adults come to realize
tht the rules are good for all members of the group. Rules are necessary
for the existence of the social order. However, they also realize that
rules are made by mutual consent and can be changed by mutual consent.
Agencies of Socialization:
There are many:
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Family-- earliest and most important; also gives us social status.
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School-- gives us many of the values of the larger society.
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Peer Group-- a place where we can challenge many of the values of
our family and the school.
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Mass Media-- 95% of American homes have a T.V. set.
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Secondary Groups-- religious, company we work for, military, political
parties, the police, etc.
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