1 Flashcards
1
Q
the personal view, or mental picture, that we have of ourselves.
A
self image
2
Q
an “internal dictionary” that describes the characteristics of the self, including such things as intelligent, beautiful, ugly, talented, selfish, and kind.
A
self image
3
Q
These characteristics form a collective representation of our assets (strengths) and liabilities (weaknesses) as we see them.
A
self image
4
Q
an attitude abou your skills and abilities. It means you accept and trust yourself and have a sense of control in your life. You know your strengths and weakness well, and have a positive view of yourself.
A
self confidence
5
Q
how we value and perceive ourselves. It’s based on our opinions and beliefs about ourselves, which can feel difficult to change. We might also think of this as self-confidence.
A
self esteem
6
Q
refers to whether you appreciate and value yourself.
Your self-esteem develops and changes due to your life experiences and interactions with other people.
A
self esteem
7
Q
your belief in yourself and your abilities. This can change depending on the situation. It’s normal to feel quite confident in some circumstances and less confident in others.
A
self confidence
8
Q
the self is an immortal soul that exists over time
A
socrates, plato, augustine
9
Q
the self is a thinking thing distinct from the body
A
descartes
10
Q
personal identity is made possible by self consciousness
A
john locked
11
Q
there is no self only a bundle of constantly changing perceptions passing through the beater of our minds
A
david hume
12
Q
the self is embodied subjectivity
A
maurice merleau ponty
13
Q
the self is the brain. mental states will be superseded by brain states
A
paul churchland
14
Q
the self is the way people behave
A
gilbert ryle
15
Q
the self is multilayered
A
sigmund freaud
16
Q
the self is a unifying subject, an organization conciousness that makes intelligible experience possible
A
immanuel kant
17
Q
postulated that the soul is tripartite in nature and possesses three aspects which are appetite, spirit, and reason
A
plato
18
Q
Erotic pleasure is a part of the appetite.
A
appetite
19
Q
-This part of the soul compels the individual to experience strong, emotions such as anger or bemper
-aspect of the soul is very much necessary for a ‘balanced life
A
spirit
20
Q
-conscious awareness
-reasons, analyzes, and rationally weighs options prior to decision making
A
reason
21
Q
French philosopher and public intellectual.
A
maurice merleau ponty
22
Q
He was the leading academic proponent of existentialism and phenomenology in post-war France.
A
maurice merleau ponty
23
Q
Best known for his original and influential work on embodiment, perception, and ontology.
A
maurice merleau ponty
24
Q
-The Self as Embodied Subjectivity.
-“I live in my body”
-I experience myself as living in my→ body, as actingthroughmy body.
-It is through my body that I can move in space, touch objects, and interact with others.
A
maurice merleau ponty
25
-"The self is embodied Subjectivity"
-All the knowledge of ourselves and our world is based on subjective → experiences.
-It is more on how we view and give perceptions.
-The self can never be truly objectified.
maurice merleau ponty
26
-The self as a bundle of experiences
-"I am a stream of experiences, a bundle of impressions "
david hume
27
-"Cogito Ergo Sum"
-I Think, Therefore I am
-"A thing which thinks."
-It is a thing which doubts, understands, conceives, affirms, denies, wills, refuses, and which
rene descartes
28
-Principle of Individuation the idea that a person keeps the same identity over time.
-Our identity is tied to our consciousness.
-Consciousness is the perception of what passes in a man's oun mind
-consciousness = memories
-tells us our memories give us our identity
john locke
29
the idea that a person keeps the same identity over time.
principle of individuation
30
tied to our consciousness.
identity
31
-the perception of what passes in a man's oun mind
-memories
consciousness
32
Every intelligible idea must come from "impressions" — experiences of color and shape, of sound, touch, coldness, warmth, pain, pleasure, etc.
david hume
33
I find no stable experience of a self — no impression of anything stable, only a stream of impressions which keep changing and replacing each other.
david hume
34
-"The self is the brain"
-If there is no brain, there would be no self.
-The Self Is the Brain: Eliminative Materialism
-Dualism the mind and the body are separate
paul churchland
35
the mind and the body are separate
dualism
36
belief that nothing but matter exists
materialism
37
-mysterious entity called the mind that controls the mechanical workings of the body
-"The Self Is How I Behave"
-The self is basically our behavior.
-This concept provided the philosophical principle, "I act therefore I am".
-The self is the same as bodily behavior.
gilbert ryle
38
the mind that controls the mechanical workings of the body
mysterious entity
39
-Self is a subject, an organizing principle.
-The self is the product of reason, a regulative principle because the self "regulates" experience by making unified experience possible.
immanuel kant
40
-Emergence of Social Science in the 18th century
-Shift from philosophical speculation to observation
-Humanity as part of the natural world
-Self as a subject of study
Sociological PersPectives of the Self
41
duality of body and soul/mind
philosophical view
42
self shaped by external forces
sociological view
43
Interaction with society, community, and family
PhilosoPhy vs. Sociological
Views of the Self
44
-Society as a social construction
-Shaping of self through social interaction
-Collective actions and relationships
45
-Self begins interacting with the external world from birth
-Continuous interaction shapes potential and identity
-External forces influence what the self might be
birth and social interaction
46
-Society's influence on self-concept
-Cultural norms and values
-Social roles and expectations
Society's Role in ShaPing the Self
47
-Family as the primary socializing agent
-Impact of family dynamics on self- → identity
-Role of upbringing and parental guidance
family's Influence on the Self
48
-Community as a broader social context
-Influence of community values and norms
-Social networks and support systems
community’s impact on the self
49
"The self is something which has a development; it is not initially there, at birth, but arises in the process of social experience and activity, that is, develops in the given individual as a result of his relations to that process as a whole and to gther individuals within that process" (Mind, Self and Society 135).
george herbert mead
50
Mead's account of the social emergence of the self is developed further through an elucidation of three forms of inter-subjective activity: language, play, and the game.
george herbert mead
51
The looking-glass self describes the process wherein individuals base their sense of self on how they believe others view them. Using social interaction as a type of "mirror," people use the judgments they receive from others to measure their own worth, values, and behavior.
George Cooley and the Looking Class Self
52
According to him, society should be analyzed and described in terms of functins. Society is a system of interrelated parts where no one part can function without the other. These parts make up the whole of society. If one part changes, it has an impact on society as a whole.
emile durkheim
53
Feelings of uncertainty, confusion, or anxiety that people may experience when being in a new country or surroundings.
culture shock
54
defined culture shock as "the psychological disorientation that most people experience when they move for an extended period of time into a culture markedly different from their own."
oberg
55
defines it as the experienceof those suddenly immersed in a culture very different from their own
scott
56
excitement that occurs during the first few weeks
honeymoon
57
the reality of everyday challenges like language barriers, issues with discrimination, or cultural differences
negotiation
58
developing effective strategies for coping with cultural differences and start reaching out for aid from peers
adjustment
59
the period of blending both cultures together fluently.
mastery
60
happens when a person returns to their home environment after living abroad
REVERSE CULTURE SHOCK
61
-The study of human societies and cultures and their development
-It is concerned with how cultural and biological processes interact to shape human experience
anthropology
62
man
anthropos
63
the study of humanity
ology
64
holds a holistic view of human nature. It is concerned with how cultural and biological processes interact to shape human experience.
anthropology
65
encroaches on the territory of the sciences as well as the humanities, and transcends the conventional boundaries of both while addressing questions to the distant past and the pressing present- perhaps with implications for the future (James L. Peacock)
anthropology
66
What we think affects how we feel and act
thoughts
67
How we feel affects what we think and do
emotions
68
What we do affects how we think and feel
behavior
69
Genes and Hereditary Factors physical appearance personality characteristics
nature
70
Environmental Variables childhood experiences how we were raised social relationships surrounding culture
nurture
71
An unconditioned stimulus is a type of stimulus that leads to an automatic response. It is the opposite of a conditioned stimulus where the response is learned, rather than automatic.
nature vs nurture
72
refers to biological heredity and genetic predispositions inherited by individuals from their parents at birth.
nature
73
This includes physical characteristics such as eye color, facial features, personality traits, and behavioral tendencies.
nature
74
used to describe environmental factors that influence an individual's development.
nurture
75
This includes a variety of influences such as parenting style, educational experiences, and cultural background.
nurture
76
refers to the process through which individuals learn and internalize the cultural norms, values, beliefs, and behaviors of their society or social group. It is a lifelong process that begins in childhood and continues throughout one's life.
socialization
77
-occurs through various agents of socialization, such as the family, peers, education, media, and religious institutions.
-These agents provide individuals with the necessary skills, knowledge, and social norms to participate in their society and interact with others.
theory
78
-refers to the process of learning and internalizing rules, values, and expectations of one's culture
-occurs through different ways of observation and social interaction.
-Starting from one's birth, cultural rules, values and expectations are taught by the family, peers, school, workplace, and society.
-These expectations are acquired through conscious and unconscious repetition.
enculturation
79
Learned through explicit instruction.
formal
80
Learned indirectly, often through observation.
informal
81
Deliberately enculturating yourself.
conscious
82
Enculturation through immersion.
unconscious
83
-Refers to the process of learning and internalizing their culture's values, norms, beliefs, and behaviors.
-Raised in the Missionary faith, a young girl is instilled with traditional Christian values and beliefs.
enculturation
84
-The process of cultural exchange when people from different cultures come into sustained contact.
-A woman from Mexico moves to the United States and learns English to communicate with her new neighbors.
acculturation
85
complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by man as a member of society."
provides patterns of "ways of life"
culture
86
have emphasized that culture is not behavior itself but the shared understandings that guide behavior and are expressed in behavior.
anthropologist
87
-sameness of the self with others, that is, to a consciousness of sharing certain characteristics (ag: lanquage culture. etc.) within a group
-This identity makes a human being a person and an acting individual
ethnic identity
88
-Human language makes it possible to teach and learn, plan and think abstractly, coordinateur efforts, and contemplate our own demise.
-ask questions like: How did language first emerge? How has it evolved and diversified over time? How has language helped our species? How can linguistic style convey social identity? How does language influence our worldview?
linguistic anthropology
89
track the emergence and diversification of languages, while others focus on language use in social context. Still others explore how language is crucial to socialization: children learn their culture and identities through language and nonverbal forms of communication (Ochs and Schieffelin 2017)
linguistic anthropologist
90
-focus on material remains-tools, pottery, rock art, shelters, seeds, bones, and other objects—to better understand people and societies.
-ask specific questions like: How did people in a particular area live? How did they utilize their environment?
What happened to their society? They also ask general questions about humankind: When did our ancestors begin to walk on two legs? How and why did they leave Africa? Why did humans first develop agriculture? How did the first cities develop?
-study the past, some excavate at contemporary sites to gain new perspectives on present-day societies
archeologists
91
-It is the study of human evolution and biological variation.
-study our closest living relatives— monkeys and apes- to learn how nonhuman and human primates are alike and how they differ both biologically and behaviorally
-focus on extinct human species and subspecies, asking questions like: What did they look like?
What did they eat? When did they start to speak? How did they adapt to new environments?
-focus on modern human diversity, asking questions about the evolution of traits, like lactose tolerance or skin color, that differ between populatign
biological anthropologists
92
-focus on similarities and differences among living persons and societies. They suspend the sense of what is expected in theisown culture to understand other perspectives without judging them. They learn these perspectives through participant-observation fieldwork.
-ask broader questions about humankind:
Are human emotions universal or culturally distinct? Is maternal behavior learned or innate? How and why do groups migrate to new places?
cultural anthropologist
93
embedded in culture by which it may be sourced by blood or by its surroundings
self
94
A person's cognitive development is largely influenced by their surrounding culture
sociocultural theory of development
95
theory of the self, divided a person's mental picture or components of self into two categories: the "Me" and the "I".
He linked this part of the self to the soul of a person, or what is now thought of as the mind. Educational theorists have been inspired in various ways by James's theory of self, and have developed various applications to curriculum, teaching theory and practice.
william james
96
can be thought of as a separate object or individual a person refers to when describing their personal experiences
me
97
the self that knows who they are and what they have done in their life.
part of self was the thinking self, which could not be further divided.
I
98
-Our social selves are who we are in a given social situation.
-People change how they act depending on the social situation that they are in.
-People had as many social selves as they had social
situations they participated in.
-In the social context of an individual's work environment, the difference in behavior when that individual is interacting with their boss versus their behavior when interacting with a coworker.
james social self
99
-This is the person that people will see from day to day. It's the real you that you are to fit into how your life is now.
-You will have responsibilities and commitments and part of your life will be geared towards satisfying those.
-You have certain people in your life that impact on how you are and this will influence your behaviour.
-You have certain attitudes and approaches to the people and situations in your life that, hopefully, make things as smooth and happy as possible.
-needs to be fluid and can change from week to week, month to month, year to year.
-from when you were 16 will probably not be the same 'Real Self at age 60.
real self
100
This is the person that you may aspire or dream to be.
ideal self
101
Idealized self: feeling alienated from self they create an idealized self-image (an extravagant positive picture of themselves) real-self - Self realization
horney
102
-Person-centered theory
-Self-actualization tendency
rogers
103
a personality trait typically characterized by outgoingness, high energy, and/or talkativeness. In general, the term refers to a state of being where someone "recharges," or draws energy. from being with other people; the opposite-drawing energy from being alone-is known as introversion.
extroversion
104
-There is a tendency for all matter, both organic and inorganic to evolve from simpler to more complex forms called Formative Tendency
-There is a tendency within all humans and other organisms to move toward completion or fulfilment of potentials calls
Actualizing Tendency
-Actualizing tendency ONLY motive people possess
rogers person centered theory
105
The view of the potential that an individual possess, that which if properly nurtured, can make them "bloom".
self as a flower
106
"Man is nothing else but what he makes of himself"
• "You are nothing less that your life"
• Sartre's view of the self as a creationist - a product of one's
ideals and actions.
self as self creative
107
-Highlights the "hidden depths" or "hidden layers" that an individual may possess
-The "layers" may contain all the differing roles and functions of an individual, that which may be seen can actually be an overt layer.
self as an onion
108
-Self-concept
-Self-Identity
-Nature and Nurture
-Values and Beliefs
self as an identity
109
Pertains to the version of the self that leans toward the unknown, or the unknowable. It deals with tenets that are below the consciousness and the items/events/thoughts that are in progress
self as a unicorn
110
-Refers to the multiplicity, mutability, adaptability and selectivity of a person.
-The components above may be complementary. contradictory, or conflicted.
self as a chameleon
