662). In other words, individuals coalesce around environments repetitively to form the collective. The collective structure stays even when the individual is alone. This is close to the collective representations of Durkheim, but it is based on innate or genetic structures that connect during the repetition of social encounters (which in Allport are not religious). The social bonding function is similar: "The collective-structure event-format (so called 'reality of the group') is thus preserved, though the particular contacts of individuals may vary in space, time, and number" (Allport, 1955, p. 662). This interweaving with the collective has lasting effects on the individual structure. He says, "It is also worth noting that the collective structure itself is often represented, usually in a schematic or abridged format, in the meaning-cycles of the individuals involved, on the basis of their contacts with other individuals in the regular and repetitive course of the structure's operation" (p. 662). Here we see Allport's analogous notion of the interiorization of norms and socialization. The individual is included in social tangents beyond his individual structures (she may belong to indefinite number of collectives). The behavior of the individual within the collective structure has both inside and outside aspects (social). The individual is in the collective, while the collective is represented in meaning-cycles within the individual....
All of this forms the basis of Allport's dynamic-structural theory of perceptual-social frames of reference, and connects with his explanation of the interstructured meanings of social norms, customs, collective attitudes, and conformities. While the effect is similar to Durkheim, the argument is quite different. In fact, in Allport there are no bodies, individuals, groups, or things -- just abstract kinematic concepts. At the end of the day, material itself vanishes!
" Nowadays, students have to choose between different academic disciplines: maybe one student prefers to be a psychologist rather than a physician. And then once the student has decided on psychology, he must choose, for example, to be a psychology major, as opposed to a physician major. Further more, there are even different categories within disciplines: social psychology, organizational psychology, clinical psychology, educational psychology etc., each with its own concepts, terminology
Marx and Durkheim on Religion Karl Marx and Emile Durkheim, two of the most important social critics of the modern world, agree on very little about the functions and goals of religion and its place in modern societies. The one clear overlap in their assessments of religion is that it is immensely important and that no important critique of society can be complete without an examination of religion. This paper explores
Another near-contemporary of Rogers and Maslow is Albert Bandura, whose social learning theory is more part of the behaviorist school than the humanist, though these are not as dissimilar as is often thought (Bandura 2010; Ricks & Wandersman 1982). Ultimately, though Bandura's work is most famous for explaining aggression and other behavior developments, it is truly concerned with how people develop into functioning and satisfied human beings (Bandura 2010; Bandura
Gift giving creates a bond between the giver and the receiver. Mauss felt that to reject a gift, was to reject the social bond attached to it. Likewise, to fail to reciprocate is viewed as a dishonorable act in some cultures. Gift giving is a means to create social cohesion among the group. What Distinctive contributions did Weber make to social theory? Weber used his work to attempt to understand the
For example, Tocqueville was able to explain 18th century European aristocrat behavior by looking at social consequences. Like Tocqueville, Marx believed that they could explain individual actions by looking at subconscious class interests. Frey has demonstrated that people will accept individually negative outcomes, if they have positive group benefits. Nietzsche believed that, while conscious of class interests, individual actions and beliefs should be viewed from an individual perspective, since they
Their anticipated and desired results for their education, personal or practical, may vary widely in unpredictable ways. The attitudes towards educational processes may differ due to the greater and more diverse social and life experiences that color perceptions of classroom life, even more so than the raw educational materials used in the classroom. The teacher must balance addressing individual needs through conferences, personal contacts, and allowing for more independent
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now