Module 3: Socio-Anthropological Perspective of Self PDF

Module 3: Socio-Anthropological Perspective of Self The socio-anthropological perspective of the self examines how individual identity is shaped, constructed, and understood within the context of society. I. SELF-CONCEPT - the sum total of beliefs we each have abo...

Module 3: Socio-Anthropological Perspective of Self The socio-anthropological perspective of the self examines how individual identity is shaped, constructed, and understood within the context of society. I. SELF-CONCEPT - the sum total of beliefs we each have about ourselves. II. SOCIALIZATION - socialization plays a fundamental role in defining the self. Through socialization, individuals learn the values, norms, and behaviors that are essential for functioning within a particular society. It is considered the most influential learning process one can experience! III. CHARLES HORTON COOLEY (Looking-Glass Self) - Looking-glass self suggests that individuals develop their self-concept based on how they believe others perceive them. Socialization provides feedback from others, which individuals use to form an image of themselves. - Our self-image comes from our own self-reflection and from what others think of us. - People develop a sense of WHO THEY ARE AND WHAT TO THINK OF THEMSELVES by watching the reactions of the people in their "primary group" as well as those they meet throughout their lives. Key Components of the Looking-Glass Self Cooley's theory consists of three main components that describe the process through which the self is formed: 1. Imagination of How We Appear to Others: o This first component involves imagining how we present ourselves to others. We think about how others might see us in various situations, such as our appearance, behavior, and actions. This step is about perceiving ourselves from an external perspective. 2. Imagination of Others' Judgments: o After imagining how we appear to others, we move to the second component, where we imagine how others judge or evaluate us based on that appearance or behavior. This could involve assumptions about whether others see us as attractive, competent, awkward, or any other characteristic. 3. Self-Feeling or Emotional Response: o The final component is the emotional response we develop based on our perception of others' judgments. This response can include feelings of pride, embarrassment, shame, or confidence, depending on whether we believe others perceive us positively or negatively. These feelings contribute to how we see ourselves, shaping our self-esteem and self-identity. The looking-glass self is not a one-time process but an ongoing one that occurs throughout our lives as we interact with others. Every social interaction provides us with feedback, whether real or imagined, which we use to refine our self-concept. For example: Childhood Development: A child might perceive that their parents are proud of them when they achieve something, leading to feelings of pride and a positive self-image. Conversely, if a child perceives that their peers view them as awkward, they might feel self-conscious and develop a negative self-concept. Adulthood: In a work setting, an individual might believe their colleagues see them as competent and responsible, leading to feelings of self-assurance. Alternatively, if they imagine that others see them as inadequate, they may experience feelings of inadequacy or low self-esteem. Implications: Using social interaction as a type of “mirror,” people use the judgments they receive from others to measure their own WORTH, VALUES, AND BEHAVIOR and the opinions of FAMILY AND CLOSE RELATIONSHIPS seem to be more relevant to our self-concept than those of STRANGERS. IV. GEORGE HERBERT MEAD (Stages of Role-Taking Process) Mead identified three stages in the process of role-taking that occur during childhood as part of socialization. These stages are: 1. Preparatory Stage (Imitation Stage) Age: Typically from birth to about 2 years old. Characteristics: In this initial stage, children engage in simple imitation of the behaviors of people around them, particularly those of significant others like parents and siblings. At this stage, children do not fully understand the meaning of these behaviors; they simply mimic actions without an understanding of the roles or social expectations behind them. Self-Development: The self is not yet developed in this stage. The child is beginning to learn social cues but lacks the ability to see themselves as separate from others. 2. Play Stage Age: Typically from about 2 to 6 years old. Characteristics: In the play stage, children begin to take on roles that they observe in the world around them, such as playing "mommy," "daddy," "teacher," or "doctor." They start to understand specific roles and act them out through play. This stage involves children pretending to be other people and imagining the world from the perspective of these roles. Self-Development: The child begins to develop a self-concept by learning to see themselves from the perspective of others. However, this understanding is still limited to the roles they are playing and does not yet involve a comprehensive understanding of the social system. Lack of understang pa 3. Game Stage Age: Typically begins around 7 years old and continues as the child matures. Characteristics: In the game stage, children start to understand and anticipate the roles of multiple others simultaneously. They participate in organized games that require them to follow rules and understand the roles of all participants (e.g., in sports). This stage requires a more sophisticated understanding of how different roles interact within a larger system. Self-Development: At this stage, children develop the ability to see themselves from the perspective of the "generalized other," meaning they understand the expectations of the broader society or community, not just specific individuals. The self becomes more organized and coherent, as the child can now think of themselves in relation to the whole group and internalize societal norms. V. GEORGE HERBERT MEAD (Two Aspects of Self) - Mead proposed that the self is composed of the "I" (the spontaneous, subjective aspect) and the "Me" (the reflective, social aspect). The "Me" Self is developed through socialization, as individuals learn to see themselves from the perspective of the generalized other—the collective viewpoint of society. - Socialized Aspect: The "Me" represents the aspect of the self that is shaped by societal norms, values, and expectations. It is the part of the self that has internalized the attitudes of the community and the broader social environment. Through socialization, individuals learn what is expected of them, and these expectations form the "Me." - Reflective and Conformist: The "Me" is reflective and considers how others perceive one's actions. It guides behavior based on the internalization of societal rules and the anticipated responses of others. This aspect of the self ensures that individuals act in socially acceptable ways and adhere to cultural norms. - Perspective of the Generalized Other: The "Me" is closely associated with Mead's concept of the "generalized other," which refers to the common values, norms, and expectations of the community or society at large. The "Me" develops as individuals learn to take the perspective of the generalized other, enabling them to anticipate how society will view their actions and to align their behavior accordingly. - Structured and Predictable: Unlike the "I," which is spontaneous and unpredictable, the "Me" is structured and predictable. It represents the organized set of attitudes and responses that individuals have learned from their interactions with others. The "Me" is the product of past social experiences and provides a stable foundation for behavior. The "Me" is crucial for social cohesion and the maintenance of societal order. By internalizing societal norms and expectations, individuals develop a sense of self that aligns with the values and standards of their community. The "Me" ensures that personal behavior is socially appropriate and that individuals can anticipate and navigate the reactions of others.  The "I" Self is the source of innovation, change, and unique personal responses. It’s unpredictable and not fully governed by social rules or norms. - Spontaneous and Creative Aspect: The "I" represents the spontaneous, impulsive, and creative aspect of the self. It is the part of the self that acts in the moment, responds to situations in an uncalculated way, and expresses individuality. The "I" is the source of innovation, change, and unique personal responses. It’s unpredictable and not fully governed by social rules or norms. - Subjective Experience: The "I" is the part of the self that experiences life subjectively. It is the internal, unfiltered response to the world, driven by personal desires, emotions, and impulses. While the "Me" reflects the socialized self, the "I" is the individual's response to that socialization, representing personal agency and freedom. - Interaction with the "Me": The "I" constantly interacts with the "Me," which represents the socialized aspect of the self, the part that conforms to societal norms and expectations. The "I" initiates actions, while the "Me" reflects on these actions based on social norms. Together, the "I" and the "Me" allow for a dynamic and adaptive self that can balance personal impulses with societal expectations. - Uniqueness of the "I": The "I" is unique to each individual, contributing to their personal identity. While the "Me" is shaped by the collective experiences and social roles shared with others, the "I" reflects the individual’s personal and unique responses to those experiences. Mead's concept of the "I" is essential for understanding human behavior because it emphasizes that individuals are not merely passive conformists to social norms. Instead, they have the capacity for creativity, spontaneity, and personal expression. The "I" allows for individuality within the broader social framework, making it possible for society to evolve and for individuals to maintain a sense of personal identity within social structures. Significance of Me and I Self: The balance between the "I" and the "Me" is what enables individuals to navigate their social world effectively, contributing to both personal development and societal change.