Sociological Theories of Self-Development

Socialization SOCI 1306 Sociological Theories of Self-Development One of the founding leaders in the discipline of sociology, Charles Cooley (1864–1929) made important contributions to our knowledge of how people form their sense of self via social contact. In 1902 Cooley created the term "looking glass self," which he introduced. According to this theory, a person's sense of who they are is shaped in part by how they believe others see them. Cooley argues that we create our self-concepts by visualising how we seem to other people, picturing how that appearance is judged, and then formulating thoughts about ourselves based on these imagined judgements. The process of reflection plays a pivotal role in moulding our sense of self and identity. George Herbert Mead (1863–1931), building on the fundamental theories of Cooley, investigated the nature of the self and how it develops via social contact. In particular, Mead's 1934 book "Mind, Self, and Society" explores the complex process by which people form their unique identities, or "selves," via interactions with others. Mead proposed that the capacity to perceive oneself through the eyes of others is a socialization-induced learned talent rather than an intrinsic aptitude. This capacity helps people become self-aware and comprehend their role in a social context, which is crucial for the development of the self. Mead described a certain developmental route that people take in order to arrive at this concept of self. He distinguished many phases in this process of development, starting with the initial stage of preparation. Children spend most of this early time imitating others. Without a profound comprehension of the underlying meanings, they imitate the acts and behaviours of others in their immediate environment, especially their carers. Kids at this stage aren't able to see things from other people's perspectives; they just copy what they see. Children go into the play stage as they get older. During this stage, kids start playing the parts of particular people, usually individuals they spend a lot of time with. Children begin to investigate other viewpoints through role-playing exercises like dressing up or mimicking adult actions. For example, a youngster may act out the roles of a parent by imitating the actions of their parents. This phase is the start of their capacity to fill the shoes of others, if in a restricted and self-centered way. Children's comprehension of social roles deepens as they progress into the game stage of development. In this phase, kids get the ability to think about several functions at once and comprehend how these roles work together in a bigger system. They start to understand how various social roles are related to one another and the expectations that go along with them. A youngster could be aware of the several jobs that wait staff perform at a restaurant, such as host, waiter, cook, and busser, and how these jobs combine to provide for a seamless dining experience. This understanding indicates a higher level of development in their social cognition and role-playing skills. Mead concluded by outlining the phase at which people come to understand the idea of the generalised other. At this point in the socialisation process, people have fully internalised the normative behaviours expected of them by society. They learn to see themselves not just from the viewpoint of particular people but also from that of the larger social community. People who are able to generalise the viewpoints of others are more equipped to handle intricate social situations and adhere to cultural norms and values. An individual's concept of self is completely developed at this time since they are able to imagine how society as a whole views them. The story of Danielle, a wild kid found in appalling conditions, serves as a powerful example of the significance of social connection in the process of self-development. Danielle has substantial developmental deficits as a result of her early life exposure to abnormal social situations. Mead believed that Danielle had not gone through the socialisation phases required for the formation of a "self." She lacked a framework for appreciating herself from other people's perspectives, emphasising how important social contact is in forming an individual's identity. Mead's views emphasise that the self is a dynamic construct that changes via social processes rather than a fixed or intrinsic reality. This viewpoint has significant ramifications for comprehending socialisation and behaviour in humans. It highlights how crucial early social contacts and experiences are in forming our identities and our capacity to contribute to society. Moreover, Mead's research indicates that the process of creating a self is cross-cultural and cross-societal. The process of internalising society standards and learning to perceive oneself through the eyes of others is a common human experience, even though the precise details of social roles and expectations may differ throughout countries. This universality emphasises how important social contact is to human development at its core. In conclusion, George Herbert Mead and Charles Cooley's contributions offer a thorough knowledge of how social contact shapes the self. Mead's thorough phases of development and Cooley's idea of the "looking glass self" both show how people learn about themselves and their role in society. These theories emphasise the intricate interactions between social environment and individual cognition and stress the importance of social experiences in forming our identities. We may learn more about the processes that shape who we are and how we interact with others by looking at these fundamental concepts.