Chapter Three: Socialization (original) (raw)

Developmental Psychology and the Self

Annals of the New York Academy of Sciences, 1977

To dress correctly for the Bicentennial, psychologists are required t o sport the tasteful color combination of pride and optimism. The arrival of the "Self" would rudely shatter the atmosphere, for this unwelcome guest wears a tattered and outre costume. She used t o be the life and soul of the party; now people whisper behind her back. "She's charming on the surface, but after a while you find there's n o substance t o her." If two of the early presidents of the A.P.A., Mary Whiton Calkins and James Mark Baldwin, proclaimed psychology as "the science of selves," so much the worse for the A.P.A. Like its political past, America's developmental interpretations of the Self are founded upon distinctly different intellectual traditions originating in seventeenth and eighteenth century Europe. The British empiricism of Locke and Hume, which was most significant for experimental psychology and the study of individual differences, also exerted a formative influence upon the psychology of the Self as expressed by American functionalists, most notably Allport. In this tradition, the Self was conceived as arising from experience through a clustering of impressions. The idea of such an empirical Self constituted an intellectual reaction t o the rational Self of Descartes. The Self seen from this latter perspective represents the core that makes any knowledge of the person possible at all; the concrete experiences appear as mere symptoms documenting and demonstrating what is known t o begin with. The autonomous Self, although in a more moderate form, entered into the logical a-priorism of Kant, and through Kant influenced American developmental interpretations. Both orientations, British empiricism and Continental rationalism, remained individual-centered (or rather, "Self-centered"). The social determinants were treated as only secondary. Moreover, both orientations were a-developmental and a-historical. Thus, viewing the Self in its intimate interdependence with social conditions appears t o be one of the most original contributions of American sociologists, most conspicuously, the symbolic interactionists. This idea also had its predecessors: proponents of idealistic and materialistic dialecticism like Hegel, Marx, and Engels. Departing from these philosophical orientations, however, symbolic interactionism stripped the dialectics of its concrete historical basis, thus making its interpretation more congruent with the synchronic viewpoints of traditional philosophy and sciences, most notably with the theories of Self originating from British empiricism and Continental rationalism. It remains an important and uncompleted task t o elucidate the historical and developmental aspects of the study of Self.

Development, upbringing and socialization of personality

International Journal on Integrated Education, 2020

In order for a person to become an individual as a social being, the conditions and upbringing of the social environment are necessary. As a result of this, a person develops as a person and becomes an individual. The development of a child's personality is based on the philosophical teaching that man is a social being. At the same time, man is a living, biological being. Consequently, the laws of nature development are also important in its development. Also, when a person is assessed as a whole, his or her development is influenced by biological and social laws that cannot be separated from each other.

Development of thinking: relations between the individual and society as indissociable elements

Amidst the discussions and reflections about the development of thought in children, questions are being raised about the endogenous and exogenous factors in this process, generating different conceptions that sometimes privilege the innate mechanisms of the individual, and sometimes the action of the environment on its development. In view of this, this essay presents a reflection on Jean Piaget's contributions to the understanding of how thought is constituted in this relationship between the individual and society in an inseparable movement. Thus, when considering the origin of thought, Piaget's conception of the development of the human intellect is presented.