Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
33 Cards in this Set
- Front
- Back
|
Lenski and society
|
society and technology
A shared culture Changing technology |
|
|
Marx and society
|
Society in conflict
material goods Elites force an "uneasy" peace |
|
|
Weber and society
|
The rationalization of society
The power of ideas change society |
|
|
Durkheim and society
|
Society and function
How traditional and modern societies hang together |
|
|
Lenski's 5 types of societies
|
Hunting and gathering
Horticulture and pastoral Agriculture Industrialism Postindustrialism |
|
|
Marx's society outline
|
Social conflict
Capitalists Proletariat Social institutions Society's economic system |
|
|
Marx: Capitalism and alienation
Capitalism alienates workers in 4 ways |
From the act of working
From the products of work From other workers From human potential |
|
|
Weber's rational social organization. 7 characteristics
|
Distinctive social institutions
Large-scale organization Specialized tasks Personal discipline Awareness of time Technical competance Impersonality |
|
|
Durkheim's society outline
|
Anomie
Mechanical solidarity Organic solidarity and division of labor |
|
|
Socialization
|
the lifelong social experience by which individ. develop their hmn potential and learn pattern of their culture
|
|
|
Personality
|
A persons fairly consistent patterns of thinking, feeling, and acting
|
|
|
Nature and Nurture
-biological sciences-role of nature -social sciences-role of nurture Nature or nurture? |
Elements of society that have a naturalistic root
Most of who and what we are as species is learned, or in social nature behaviorism It is both, but from a sociological perspective, nurture matters more |
|
|
Isolations on primates. harlows' experiments
|
6 months of complete isolation was enough to disturb development
|
|
|
Isolation effect on children: anna and isabelle
|
Years of isolation left both damaged and only capable of normal life after intensive rehab
|
|
|
Genie
|
Somewhat less isolated, but suffered permanent disabilities
|
|
|
Sigmund freud
Elements of personality basic human needs: eros(love) and thanatos(death) as opposing forces developing personality the id, the ego, the superego Managed conflict |
id: basic drives
ego:efforts to acheive balance superego: culture w/in(what culture expects of you -Id and superego are constant state of conflict, w/ the ego balancing out the 2 |
|
|
Critical eval. of freud
|
studies reflect gender bias
influences the study of personality sociologists note freuds contributions -Internalization of social norms -childhood exp. having long lasting effect |
|
|
Jean Piaget
Cognitive development -cognition Stages of development -sensorimotor -preoperational -concrete operational -formal operational |
How ppl think and understand
-sensory contact undrstndng -use of lang. and other symbls -percption of casual conn. in surrndngs -abstract, critical thinking |
|
|
Critical eval. of piaget
|
-diff from freud, viewing mind as active and creative
cognitive stages are the rult of biological maturation and social experiences not all ppl in societies pass thru 4 stages |
|
|
Lawrence Kohlberg
Moral development Moral reasoning preconventional conventional postconventional |
the ways ppl situations as right or wrong
young childrn exp. world as ap pain or pleasre teens lose slfshness and learn right and wrong to plse parents and conforms to cultural norms. first stage, considers abstract eithical principles |
|
|
Critical eval of kohlberg
|
like piaget. viewed moral develpment
many ppl dont reach final stage research limited to boys, generalized to population |
|
|
Gilligan- Gender factor
|
Compared moral reasoning of girls and boys
|
|
|
Mead- Social self
|
The part of an individual's personality composed of self-awareness and self-image
Cooley's looking glass self The I and Me |
|
|
Mead- Development of self
|
Imitation
Play Games Generalized other |
|
|
Critical evaluation of mead
|
Mead found the root of both self and society in symbolic interaction
Critics: Mead doesn't allow biological elements |
|
|
Mead vs Freud
|
Mead- I and Me
Freud- Id and superego Mead- rejected biological origins of I and Me Freud- Id and superego originated in biology Mead- work together cooperatively Freud- Locked in continual combat |
|
|
Agents of socialization
|
Family
School Peer group Mass media |
|
|
The family
|
Most important agent
Parental attention is very important Household environment Social position |
|
|
The school
|
Experience diversity
Hidden curriculum First bureaucracy Gender socialization begins |
|
|
Peer groups
|
A social group whose members have interests, social position and age in common
|
|
|
The mass media
|
TV's in the US
Hours viewing TV |
|
|
The life course
|
Childhood
- the hurried child Adolescence -turmoil attributed to cultural inconsistencies Adulthood -Early: 20-40, conflicting priorities -Middle:40-60, concerns over health, career and family Old age -more seniors than teens -less anti-elderly bias -role exiting |
|
|
Elisabeth Kubler Ross stages of dying
|
denial
anger negotiation resignation acceptance |
