Topic 1: Key Theorists and Theories

Seite 1

We have genetic makeup and biological traits although humans develop through social interactions. influencing the way one behaves and thinks

Cooley- Looking glass theory

An image of ourselves based on the imagination of how others view us.

people act as mirrors for one another

three steps

image how we appear to others based on own assumptions

based on the reaction of others to us we then determine if they view as we view ourselves.

use these views of how people judge us to develop self feelings (pride or shame)

Causes conformity (behaviour in accordance with socially accepted conventions)

Negative self perception

seeing approval positive approval contributes to our sense of self and social belonging

Mead- Role taking theory

importance of gestures and language for human interaction

interpret ourselves as individuals but because we are part of a larger social community

significant others- the people that are closet to us. Having a strong capacity to motivate

generalised other - the internalised attitudes and expectations

two phases

conversation of gestures

conversation of significant gestures

i - the unsocialized spontaneous self interested component of a self identity

ME- The part of ourselves that is aware of social expectations and attitudes of society (socialized self). prevails because of how we are socialized.

in order to engage this process of self the individual has to be able to view themselves using the eyes of others ( not an ability we are born with)

reference groups - consist of those whose social positions and preferences make them relevant to our sense of worth

any time an actor tries to imagine what is expected of them using the perspective of the generalized other

Three stages- Language play and the game

Stage one - preparatory stage (age three or younger)

no sense of self

no role taking just mimicking

learn to repeat the words they hear

The ability to name things and particular actions

begin to take on the role the other person might have (acting grown up such as a mum) taking the role of a particular other.

Stage two - the play stage (age three to early childhood)

play out roles of significant others (police and fireman)

play

make rules as they go

only handle less complicated and organized games

single role at a time - the other that comes into the child experience is a specific other

learn to consider several roles and how these roles interact with each other

Stage three - Game stage (early childhood through school age )

students take roles of their own while expecting others to fill the necessary roles

more complex play

internalize the roles of others who are involved

must comprehend the rules of the game with conditions to the various roles. This understanding between all the game players is generalised other

the self is a great value to organise society

Goffman - Dramaturgy

the presentation of self in everyday life

social actors

presented and managed in everyday life as we hope to be perceived

masks we put on to negotiate everyday situations

identities change as social situations do. changing scenes

dramaturgy - dramatic composition

impression management

front stage - where our presentations tae place

back stage - where we prepare for our presentations

actors/audience - individual and society

situational properties - social context have different properties that require adapting

civil inattention - communication strategies change when interacting with strangers (dimming the lights). Maes social life possible with inattention

challenged the idea that each of us more or less has a fixed character

expression given- intended for others to read

expression given off-not intended for others to read and often detract from our intended presentations

unfocused interaction - an awareness of other’s presence without engaging direct interaction

focused interaction - when we directly attend to what others are saying and doing

role distancing -believing and explaining to others that one’s current role being temporary and not a reflection of who they really are

accounts - explanation of unexpected or untoward behavior (excuses and justifications)

disclaimers verbal devices employed in advance to ward off doubts and negative reactions that might result from one’s conduct

karl marx - conflict theory

He was very influential and seen as a revolutionary and radical figure.

structure of society is influenced by how its economy is organized

Bourgeoisie- capitalists/wealthy - dominating and ruling class - exploiters

Proletariat- workers - only own their ability to work- labourers

imbalance of powers leads to conflict

the system we live divides everyone by class

the ruling class controls the workers because of power

the ruling class is able to benefit in every way while the working class gets less than they deserve

structuralist theory - seeing the individual as less important than the social structure of society especially the economic organizations

claiming that individuals are the products of class relationships that distinguish the economic life.

society based on unequal relationship between two economic classes

profits serve as the great inequalities in wealth and income for these classes

the working class are persuaded to accept their lot and may even be convinced that what the capitalists have provided has given them with a decent standard of living

we should be wealthy so we can buy more and more things and somehow that will make us happy

we are not noticing the inequalities of the capitalist system

not aware of our real identity as exploited and oppressed workers

false class consciousness

he believes that eventually we will learn the real truth of the system and rebel against the capitalists

Criticisms of marxism

most people were aware of the inequalities among income and wealth but they believed there was little they could practically do to bring more equality

the working class experience with education is blamed as it sets them up for disappointment in life by restricting their ambitions and opportunities

accused of ignoring the freedom of choice with individuals. May be presenting a oversocialized image human beings

puts to much emphasis on conflict ignoring the fact that capitalism has managed to improve the standard of living

ignores the connection between workers and employers. if the workers work well then the business does well therefore allowing the employers to increase wage for the workers

culture does reflect career interests

Emile durheim - functionalist theory

described society as a set of interdependent parts that all serve a specific function

sociologists should only study features of society that are directly observable

sees the individual as less important as the social structure or the organization of society

people are the product of all social influences on them therefore a product of society

born into society play their role and then die

social institutions bring pattern and shared behavioural expectations referred to as social order

We have genetic makeup and biological traits although humans develop through social interactions. influencing the way one behaves and thinks

Cooley- Looking glass theory

An image of ourselves based on the imagination of how others view us.

people act as mirrors for one another

three steps

image how we appear to others based on own assumptions

based on the reaction of others to us we then determine if they view as we view ourselves.

use these views of how people judge us to develop self feelings (pride or shame)

Causes conformity (behaviour in accordance with socially accepted conventions)

Negative self perception

seeing approval positive approval contributes to our sense of self and social belonging

Mead- Role taking theory

importance of gestures and language for human interaction

interpret ourselves as individuals but because we are part of a larger social community

significant others- the people that are closet to us. Having a strong capacity to motivate

generalised other - the internalised attitudes and expectations

two phases

conversation of gestures

conversation of significant gestures

i - the unsocialized spontaneous self interested component of a self identity

ME- The part of ourselves that is aware of social expectations and attitudes of society (socialized self). prevails because of how we are socialized.

in order to engage this process of self the individual has to be able to view themselves using the eyes of others ( not an ability we are born with)

reference groups - consist of those whose social positions and preferences make them relevant to our sense of worth

any time an actor tries to imagine what is expected of them using the perspective of the generalized other

Three stages- Language play and the game

Stage one - preparatory stage (age three or younger)

no sense of self

no role taking just mimicking

learn to repeat the words they hear

The ability to name things and particular actions

begin to take on the role the other person might have (acting grown up such as a mum) taking the role of a particular other.

Stage two - the play stage (age three to early childhood)

play out roles of significant others (police and fireman)

play

make rules as they go

only handle less complicated and organized games

single role at a time - the other that comes into the child experience is a specific other

learn to consider several roles and how these roles interact with each other

Stage three - Game stage (early childhood through school age )

students take roles of their own while expecting others to fill the necessary roles

more complex play

internalize the roles of others who are involved

must comprehend the rules of the game with conditions to the various roles. This understanding between all the game players is generalised other

the self is a great value to organise society

Goffman - Dramaturgy

the presentation of self in everyday life

social actors

presented and managed in everyday life as we hope to be perceived

masks we put on to negotiate everyday situations

identities change as social situations do. changing scenes

dramaturgy - dramatic composition

impression management

front stage - where our presentations tae place

back stage - where we prepare for our presentations

actors/audience - individual and society

situational properties - social context have different properties that require adapting

civil inattention - communication strategies change when interacting with strangers (dimming the lights). Maes social life possible with inattention

challenged the idea that each of us more or less has a fixed character

expression given- intended for others to read

expression given off-not intended for others to read and often detract from our intended presentations

unfocused interaction - an awareness of other’s presence without engaging direct interaction

focused interaction - when we directly attend to what others are saying and doing

role distancing -believing and explaining to others that one’s current role being temporary and not a reflection of who they really are

accounts - explanation of unexpected or untoward behavior (excuses and justifications)

disclaimers verbal devices employed in advance to ward off doubts and negative reactions that might result from one’s conduct

karl marx - conflict theory

He was very influential and seen as a revolutionary and radical figure.

structure of society is influenced by how its economy is organized

Bourgeoisie- capitalists/wealthy - dominating and ruling class - exploiters

Proletariat- workers - only own their ability to work- labourers

imbalance of powers leads to conflict

the system we live divides everyone by class

the ruling class controls the workers because of power

the ruling class is able to benefit in every way while the working class gets less than they deserve

structuralist theory - seeing the individual as less important than the social structure of society especially the economic organizations

claiming that individuals are the products of class relationships that distinguish the economic life.

society based on unequal relationship between two economic classes

profits serve as the great inequalities in wealth and income for these classes

the working class are persuaded to accept their lot and may even be convinced that what the capitalists have provided has given them with a decent standard of living

we should be wealthy so we can buy more and more things and somehow that will make us happy

we are not noticing the inequalities of the capitalist system

not aware of our real identity as exploited and oppressed workers

false class consciousness

he believes that eventually we will learn the real truth of the system and rebel against the capitalists

Criticisms of marxism

most people were aware of the inequalities among income and wealth but they believed there was little they could practically do to bring more equality

the working class experience with education is blamed as it sets them up for disappointment in life by restricting their ambitions and opportunities

accused of ignoring the freedom of choice with individuals. May be presenting a oversocialized image human beings

puts to much emphasis on conflict ignoring the fact that capitalism has managed to improve the standard of living

ignores the connection between workers and employers. if the workers work well then the business does well therefore allowing the employers to increase wage for the workers

culture does reflect career interests

Emile durheim - functionalist theory

described society as a set of interdependent parts that all serve a specific function

sociologists should only study features of society that are directly observable

sees the individual as less important as the social structure or the organization of society

people are the product of all social influences on them therefore a product of society

born into society play their role and then die

social institutions bring pattern and shared behavioural expectations referred to as social order