GEORGE HERBERT MEAD
1863 – 1931
The Person
Introduction
Mead at Chicago
A Summary of Ideas
Introduction
The Self in Society
The Genesis of the Self
The "I" and the "Me"
Mead as a Pathsetter
The Original Work
Mind as the Product of Social Interaction
Mead’s Major Works
Mead’s works were assembled posthumously
from lecture notes and unpublished papers by several of his students;
these comprise his major works:
· 1932. The Philosophy of the Present.
· 1934. Mind, Self, and Society. (Ed. By C. W. Morris).
· 1936. Movements of Thought in the Nineteenth Century. (Ed. by C. W. Morris.)
· 1938. The Philosophy of the Act. (Ed. by C.W. Morris, et al.)
· 1964. Selected Writings. (Ed. by A. J. Reck).
[includes articles Mead himself prepared for publication.]
· 1982. The Individual and the Social Self: Unpublished Essays by G. H. Mead.
(Ed. by David L. Miller).
GEORGE H. MEAD’S MODEL
MIND
INTERNALIZATION -
ROLE TAKING: ascertaining
the intentions of others
SOCIETY
OBJECTIVATION –
SOCIETY: social
consensus via
significant
shared symbols
SELF
EXTERNALIZATION -
ROLE PLAYING: adapting
to the intentions of others
-ala Peter Berger
THE MIND The MIND involves these abilities:
● Using Symbols to Denote Objects
The MIND ● Using Symbols as its Own Stimulus
is NOT a NOUN (carrying own an internal conversation with itself,
I said to myself, I thought to myself….)
The MIND
is actually a VERB! ● Using a Self-Referential Symbol for itself
(Me, Myself, and I)
The MIND
is a KIND of BEHAVIOR ● Reading and Interpreting An Other’s Gestures
The MIND ● Using those Interpretations as further Stimuli for Response
is the ACTIVITY of MINDING
(as in Who’s MINDING the Store?) ● Suspending Reponses to Consider Possible Lines of Action
● Imaginatively Rehearsing One’s Behavior before actually
Behaving
MINDING TAKES PLACE VERY, VERY FAST….
THINK OF IT AS OCCURING IN A JIFFIY!
Jiffy =
Length of time it takes light traveling @
186,282 miles per second to travel one centimeter
or 0.39370079 inches
(3 x 10-24) sec
or
.0000000000000000000000003 sec
CONSUMING ACTION, and return to
U
IMAGINATIVE SYMBOLIC MANIPULATION
N mapping out of alternatives
running various scenarios
I
T EQUILIBRIUM
DESIRED GOAL
A PERCEPTION
(scanning the environment)
C IMPULSE TO ACT
T DIS-EQUILIBRIUM SOCIETY ENTERS HERE
“Inside” a Quarterback’s Minding
Mead as a Social Behaviorist & Pragmatist
The meaning of things is rooted in everyday practical conduct, the uses
that are made of these things as individuals go about constructing their
behavior.
In the process, a “thing” becomes an object because of what we do with
it, how we behave toward it and how it “behaves” back…
Thus the world is not something “out there” to be experienced by the
subject, but is rather “a task to be accomplished.”
Furthermore the world is not something “out there” that can be
experienced directly, but is only available through the filters of our
biological physiology, our individual mental processes, our position
(roles and statuses in the social structure) and the culture and sub-
cultures in which we are embedded.
CONCENTRIC CULTURAL
CIRCLES of KNOWLEDGE…
CONCENTRIC ANTHROPOLOGY
PHYSIOLOGICAL
CULTURE SOCIOLOGY
WHAT EVER’S ‘OUT HERE’
SOCIAL PSYCHOLOGY
SOCIAL
PSYCHOLOGY
NEUROLOLGY
PHYSIOLOGY
BIOLOGY
GENETICS
STRUCTURE
… for UNDERSTANDING
HUMAN BEHAVIOR
MIND
The first component in Mead's trilogy is termed mind. Mead's conception of mind is a
M "social phenomenon--arising and developing within the social process, within the empirical
matrix of social interactions."
I The mind emerges through such exchanges, thus its nature is that of an internal process of
communication grounded in the utilization of significant symbols. Therefore, the mind is
N processually formed through self-conversation and interactions with others. Shared
symbols, dominate the process. Our most vital and distinctive symbolic communication is
D language. In Mead's words, "out of language emerges the field of mind.“
For Mead and later symbolic interactionists, language is the distinguishing criterion for
being human.
Mead believed that if one's actions evoke the same response in others, then the meaning
of symbols is no longer private but a behavioral reality that can be studied.
SELF
The second component in Mead's trilogy is termed self. The self also "arises in social
S experience" and can be thought of as "an object to itself," possessing a "social structure".
Individuals can conceive of their own being and convert that identity into a form of
E consciousness. So conceived, the self can be the recipient of both definition and emotion.
Symbolic communication is crucial to the development of answers to the question Who am
L I? Mead argued that the self is best thought of as a process, and he traced its genesis
developmentally.
F The development of the self is dependent on learning to take the role of the other. Role
taking requires that we imagine how our behavior will be defined from the standpoint of
others (as in Cooley’s “looking-glass self”). For Mead, role taking occurs throughout the
developmental process by which the self is constructed and refined. This process consists of
three distinctive phases. From a period of imitation without meaning for infants, through
the play-acting world of children, and finally to the phase of the generalized other, the self
expands, changes, and comes into being.
SELF, continued
For the very young, role playing is simply a matter of doing what others do (Imitation).
S In time, however, the child begins to play "pretend" roles such as parent, sibling, even the
imaginary friend. In the course of switching identities and imaginary conversations, the
E self through play becomes both separate and defined. The child is learning to see a unique
self from the various perspectives of other role players (Role Playing).
L When egocentric play gives way to the rules and "teamwork" of games, the individual
learns that the behaviors of other players are somewhat fixed, impersonal, and
F predictable. In playing the multiple and interlocking roles of the game, and other
organized endeavors, self-control emerges. Through such play, one develops and
internalizes a group of perspectives on the self that Mead termed the “Generalized
Other." As this collective frame of reference matures, the player becomes a social being
who will demonstrate some consistency in future behavior. Thus, the "inner voice" of the
generalized other continues to whisper the complex requirements of being "human."
THE MEANING OF OBJECTS IS LEARNED
THRU TAKING THE ROLE OF THE SIGNIFICANT OTHER
SIGNIFICANT OTHER
Rattle
Is for to shake
Vase
Riley
Is for to look at
Chuck
Is for to pet
The symbolic meanings of these
objects – including the meaning of
who Chuck is – are already present
in the mind of the Significant Other.
SELF:
the only object
Chuck inhabits
and is able to
put into effect
directly.
SELF, continued
In the lifelong context of interdependent action, two dimensions of the self emerge, are formed
S and reformed. In one, the individual develops an identity in response to the attitudes of others.
Such a response emanates from the solitary individual's definition of the situation. In the
E other, one assumes the "organized set of attitudes of others.” This component of the self
provides the rules for the actual response. For these dimensions, Mead employed the concepts
L "I" and "Me," respectively. It is the latter that comes with the internalization of the generalized
other.
F Both “I” and “Me” necessarily relate to social experience. But the “I” is the response of the
organism to the attitudes of the others; the “Me” is the organized set of attitudes of others
which one assumes.
“We are,” Mead writes, “individuals born into a certain nationality, located at a certain spot
geographically, with such and such family relations, and such and such political relations. All
of these represent a certain situation which constitutes the ‘I’; but this necessarily involves a
continued action of the organism toward the ‘Me.’”
S SOCIETY
Society is the third component in Mead's system. It is little more than an extension of
O his "organized self." More precisely, through interaction the self takes on "generalized
social attitudes" toward a wider environment. Such references are beyond the immediate
C spheres of personal relationships, intimate groups, or communities.
For Mead, the institution of society consist of "common responses" rooted in such
I attitudes by which "the modern civilized human individual is and feels himself to be
a member not only of a certain local community or state or nation, but also of an
E entire given race or even civilization as a "whole."
Society is thus maintained by virtue of humans’ ability to role-take and to assume
T the perspective of generalized other.
Y
BOND
OF
UNION
MC Escher
S MEAD defined his focus as…
U “…the activity or behavior of the individual as it lies with the social process. The
behavior of the individual can be understood only in terms of the behavior of the
whole social group of which he is a member, since his individual acts are
M involved in larger, social acts which go beyond himself and which implicate the
other members of the group.”
M While earlier social psychology had dealt with social experience from the individual
A
psychological standpoint, Mead suggested that individual experience be dealt with
“from the standpoint of society, at least from the standpoint of communication as
essential to the social order.”
R Mead argued that there can be no self apart from society, no consciousness of self
Y and no communication.
In its turn, society must be understood as a structure that emerges through an
ongoing process of communicative social acts, through transactions between
persons who are mutually oriented toward each other.
GEORGE H. MEAD’S MODEL
MIND
INTERNALIZATION -
ROLE TAKING: ascertaining
the intentions of others
SOCIETY
OBJECTIVATION –
SOCIETY: social
consensus via
significant
shared symbols
SELF
EXTERNALIZATION -
ROLE PLAYING: adapting
to the intentions of others
-ala Peter Berger
THE EXTENDED
THE EMERGENCE OF THE SELF (ME & I) STATUS SET
ECONOMICS OCCUPATION
PRESTIGE EDUCATION
INFLUENCE INCOME
▪ Imitation (mimicry) =
role taking SES
▪ Play (taking turns) = RELIGION
role-making
▪ Games (rules) = ABLENESS
role-playing NATIONALITY
▪ Society/Generalized Other =
ETHNICITY
normative order, conscience collective
▪ Mind = RACE
internalized conversation
AGE
SEXUAL ORIENTATION
SEX/GENDER
SELF IMAGE
AND THE ROLES WE PLAY
HERBERT BLUMER’S
THREE BASIC RULES
of SYMBOLIC INTERACTIONISM
● HUMANS ACT ON THE BASIS OF MEANING
● MEANINGS EMERGE OUT OF SOCIAL INTERACTIONS
● MEANINGS ARE INDIVIDUALLY INTERPRETED
VIA A COLLECTIVELY ESTABLISHED, MAINTAINED, AND
CONSTANTLY CHANGING LANGUAGE…
LANGUAGE, especially the spoken/written native language of any
particular group becomes the dominant vehicle for articulating and
communicating the meanings resident in the group’s culture.
CULTURE, in turn, is the collectively held beliefs and values – the
groups “is’s and the ought’s” – that guide the pragmatic behavior of
the group’s members.
.
Summarizing GEORGE HERBERT MEAD, per Herbert Blumer
His treatment of human society took the form of showing that human group
life was the essential condition for the emergence of consciousness, the mind,
a world of objects, human beings as organisms possessing selves, and human
conduct in the form of constructed acts
He reversed the traditional assumptions underlying philosophical,
psychological, and sociological thought to the effect that human beings
possess minds and consciousness as original “givens, “ that they live in
worlds of pre-existing and self-constituted objects, that their behavior
consists of responses to such objects, and that group life consists of the
association of such reacting human organisms.
Mead saw the self is a process and not as a structure:
The human being is an object to him or her self…and thus a self-referential
symbol with which we each interact in the activity of minding, of carrying on
an internal conversation….
The individual experiences oneself as such, not directly, but only indirectly, from
the particular standpoints of other (significant) individual members of the same
social group…
…or from the generalized standpoint of the social group as a whole to
which one
belongs…
…and one becomes an object to oneself only by taking the attitudes of other
individuals reflexively back toward oneself.
Society consists of the generalized social attitudes that continually emerge
through coordinated interaction between individuals and groups.
Social order is continually emerging through the ongoing activities of
individuals who are reflexively taking the attitude of others and attempting to
make sense of (i.e., define) and navigate the situations in which they collectively
find themselves.
