The Self From Sociological Perspectives PDF

GE2405 THE SELF FROM SOCIOLOGICAL PERSPECTIVES Imagine yourself as a puzzle. Each piece (e.g., family, school, peers, etc.) represents a different social influence that contribute...

GE2405 THE SELF FROM SOCIOLOGICAL PERSPECTIVES Imagine yourself as a puzzle. Each piece (e.g., family, school, peers, etc.) represents a different social influence that contributes to shaping who you are. Society significantly influences our identity, our thoughts, feelings, and actions from birth. Discover the sociological perspectives on the self in this module. The Self as a Product of Modern Society Among Other Constructions Charles Horton Cooley (1864-1929) was an American sociologist known for his theory, “Looking-Glass Self,” which describes how our self-image is shaped by how we think others see us. It’s like seeing ourselves reflected in a mirror, but the mirror is the opinions and reactions of others. Cooley outlined three stages in the development of the looking-glass self: 1. Imagination: We imagine how we appear to others – We envision how others might view our actions and behaviors. Example: Joshua is a student giving a presentation. He imagines how his classmates perceive his body language, tone of voice, and content knowledge. 2. Interpretation: We imagine how others judge us – We consider the reactions and judgments of others towards our behaviors. Example: Joshua imagines his classmates think he is confident or nervous based on his presentation style. 3. Self-feeling: We develop our self-concept – Based on these perceptions, we form an understanding of ourselves. Our self-concept is shaped by the feedback and responses we receive from others. Example: After receiving compliments on a presentation, Joshua feels confident and capable. He believes his classmates admire his skills. Mead and the Social Self George Herbert Mead (1863-1931) was an American philosopher, sociologist, and psychologist who developed the Social Self Theory, which asserts that personal identity is formed through social interaction and cultural expectations. It outlines elements or aspects like role-taking, the separation between "I" and "Me," and the influence of significant others and generalized others on identity formation in social contexts. Mead viewed the self as formed by social interaction and communication. Refer to the table below. 02 Handout 1A *Property of STI Page 1 of 3  GE2405 The aspect of Explanation Example Mead’s Social Self Theory The “I” and the The “I” is the spontaneous aspect of the Playing basketball: “I” wants to “Me” self. It is the part that acts without win, and “Me” follows the rules. considering social consequences, while the “Me” is a socialized aspect shaped by social expectations and norms. It is the self that acts based on how others expect one to behave. Role-Taking We develop a sense of self by imagining Classroom presentation: how others perceive us and adjusting our Imagining classmates’ reactions. behavior accordingly. Significant Others Significant others have a direct influence on Parents’ influence on self- and Generalized the person (e.g., parents) and Generalized concept; Society’s norms. Others others represent society’s collective norms and expectations individuals internalize. (e.g., society). Mead found that children initially only adopt the roles of significant others. As they develop, they start to understand and adopt the expectations of others and eventually those of the entire group (generalized others). Mead's Social Self Theory Stages of Self-Development According to Mead, the development of the self goes through stages: 1. Preparatory Stage (Imitation) – The preparatory stage starts from birth to age two (2). Within this stage, children copy others but don’t understand their actions, words, or tone of voice. Example: A baby imitates the sounds made by the parents or a toddler copying the actions of the older siblings like clapping hands or waving goodbye. 2. Play Stage (Taking on Roles) – The play stage occurs from about ages three (3) to six (6). During this period, children engage in imaginative play. They pretend and still do not follow the rules within organized games. Children would ‘pretend’ to be “mother” or “father,” depending on their observation. Example: A child playing house, acting as the mother and caring for her toy children, or a child pretending to teach other kids or toys. 02 Handout 1A *Property of STI Page 2 of 3  GE2405 3. Game Stage (Understanding Multiple Roles) – The game stage typically begins at age seven (7). Children start to comprehend and follow the rules of games, take on roles independently, and consider others’ perspectives, forming the concept of “generalized others.” Example: A child playing baseball, understanding the roles of pitcher, catcher, and outfielder simultaneously, or a child participating in a school play, coordinating actions with other crew members, and following the director’s script. In essence, Mead concluded that society shapes both our minds and our sense of self. Our minds rely on symbols, and our society hands us these symbols through language. It's like a secret code we all learn together. Think of yourself as a work in progress, constantly evolving and shaped by all sorts of adventures. Keep on growing! Reference: Matt. (2020, February 27). Mead’s Stages of Self and Development. Info by Matt Cole. https://infobymattcole.com/index.php/2020/02/27/meads-stages-of-self-and-development/. Nam. (n.d.). Socialized Self: George Herbert Mead’s self, mind, and society. https://www.everythingsociology.com/2014/03/socialization-george-herbert-meads-self.html. 02 Handout 1A *Property of STI Page 3 of 3