Dissertations / Theses on the topic 'George Herbert Mead'
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Roman, Judith. "George Herbert Mead and dualism." Thesis, Bangor University, 1988. https://research.bangor.ac.uk/portal/en/theses/george-herbert-mead-and-dualism(a63b5b7f-21fa-4778-b469-3c862a4e42f3).html.
Full textLundin, Elin. "Motstånd och kreativitet : George Herbert Meads bidrag till aktör-strukturdebatten /." Eslöv : B. Östlings bokförlag Symposion, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-82.
Full textMutaawe, Kasozi Ferdinand. "Self and social reality in a philosophical anthropology : inquiring into George Herbert Mead's socio-philosophical anthropology /." Frankfurt am Main ; Bern ; New York (N.Y.) : P. Lang, 1998. http://catalogue.bnf.fr/ark:/12148/cb371984472.
Full textSouza, Renato Ferreira de. "Georg Herbert Mead: Contribuições para a Psicologia Social." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/17178.
Full textThe developed work intends to contribute for the understanding of an author/character of the social psychology. We analyzed and we added knowledge about George Herbert Mead and the unfoldings of his psychosocial theory. For this purpose we worked in two basic pathways: first, through the social approach of the psychology s history, we confronted Mead s life with moments of constitution of the psychology at his time, placing in projection central aspects of his dialogue not always identified. We correlated the history of Mead with social subjects, politics, economical and scientific of his time; information on what happened in the plan of the interpersonal s relationships at the time he was elaborating his theory, as well as his connections with practices and specific cultural values were mediated. The second path elapses from an incursion that goes through a thematic concerning to the Meadelian s studies, for what we prioritized the sociologists Peter Berger s and Thomas Luckmann s works and of the philosopher Jürgen Habermas. It is then intended to contribute to the history of the social psychology and to diffuse the Meadelian s scientific concepts, turning them more accessible to the specialists of the social psychology
O trabalho desenvolvido pretende contribuir para a compreensão de um autor/personagem da psicologia social. Analisamos e acrescemos conhecimento sobre George Herbert Mead e os desdobramentos de sua teoria psicosocial. Para este propósito trabalhamos em duas vertentes básicas: primeiro, através da abordagem social em história da psicologia, confrontamos a vida de Mead com momentos de constituição da psicologia à sua época, colocando em relevo aspectos centrais desta interlocução nem sempre identificados. Correlacionamos a história de Mead com questões sociais, políticas, econômicas e científicas de sua época; informações sobre o que se passava no plano das relações interpessoais ao tempo em que elaborava sua teoria, assim como suas conexões com práticas e valores culturais específicos foram contemplados. A segunda vertente decorre de uma incursão na literatura que perpassa por temáticas concernentes aos estudos meadianos, para o que priorizamos os trabalhos dos sociólogos Peter Berger e Thomas Luckmann e do filósofo Jürgen Habermas. Pretende-se assim contribuir para a história da psicologia social e difundir os conceitos científicos meadianos, tornando-os mais acessíveis aos estudiosos da psicologia social
Hanks, Christopher. "Education, reason, and the self George Herbert Mead and the philosophy of mind /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3358916.
Full textTitle from PDF t.p. (viewed on Feb. 8, 2010). Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1597. Advisers: Barry Bull; Luise McCarty.
Westlund, Olle. "S(t)imulating a Social Psychology : G. H. Mead and the Reality of the Social Object." Doctoral thesis, Uppsala : Uppsala university, 2003. http://catalogue.bnf.fr/ark:/12148/cb391259613.
Full textHill, Cedergran Oskar. "Vanans makt : En kritisk granskning av Pierre Bourdieus bidrag till aktör-strukturdebatten genom George Herbert Meads tänkande." Thesis, Örebro University, Department of Social and Political Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-1679.
Full textThe purpose of this essay is to critically review Pierre Bourdieus contribution to agency – structure debate. I will do this with help from the thinking of George Herbert Mead. My aim is to show that Mead can provide valuable knowledge to Bourdieus theory.
Pierre Bourdieus notion of habitus is his solution to the dilemma between agency and structure. It is in the habitus that the objective structures meet the inner, subjective structures and this results in various actions. Bourdieu claims that the relation between the habitus and the outer structures causes dispositions to ‘ways of reacting’. His aim with the notion of habitus is to show why the society follows an often strict regularity. Bourdieus is however often accused of being a determinist. I do not totally agree with this criticism but I claim that Bourdieus hasn’t done enough to stipulate his middle way between freedom and constraint and agency and structure. The habitus seems to be more or less immune to mayor upset. Bourdieu is often unclear of how the individual uses his dispositions in various situations. Bourdieus is letting the habitus to too much work. He sometimes seems to forget that it is an individual beyond the habitus. He underestimates the power of humans to make choices of their own. There seems to be more to the notion of agency then the habitus can fully capture. Thus we turn to the thinking of George Herbert Mead. I claim that Mead offers a way out of Bourdieus dilemma between agency and structure. He does this by focusing on what happens in the particular situation. Mead believes that the society reproduces itself in two different ways. There is the ‘unreflexive’ way which has certain similarities with Bourdieus way of thinking. The main difference between Mead and Bourdieu is that Mead claims that there is another way that the society reproduces itself. This is what he calls the reflexive reproduction. If the individual encounters resistance he/she becomes aware of the habitual expectations he/she brought in to the situation. The resistance causes a break in the world the individual takes for granted. The individual then reflexively adapt there actions to the situation. The break makes the individual aware of the world, and this is what lacks in Bourdieus theory. The individual can think and also act in opposite to their habits or habitus. This is what can cause the habitus to change.
Elliott, David Lee. "Living acts of semiosis John Dewey's model of esthetic experience as key to a temporal theory of signs /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4903.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on April 9, 2009) Includes bibliographical references.
Baert, Patrick. "Towards a temporalised sociology : time and knowledge in sociological theory, with special reference to George Herbert Mead." Thesis, University of Oxford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306815.
Full textCox, Samuel David. "Emotion, Conflict, Sociality: A Critique of George Herbert Mead's Social Self Theory from the Perspectives of William James and Karen Horney." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-1112101-033358/restricted/coxs.pdf.
Full textMårtensson, Linnéa, and Sofie Andersson. "Tydligare yrkesroller i en föränderlig förskola." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27176.
Full textRoss, Valerie, and kimg@deakin edu au. "EXTERNAL PUBLIC PIANO EXAMINATIONS IN MALAYSIA: SOCIAL AND SYMBOLIC SIGNIFICANCE." Deakin University, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031028.140256.
Full textRoss, Valerie, and mikewood@deakin edu au. "External public piano examinations in Malaysia: Social and symbolic significance." Deakin University, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050808.135747.
Full textCasagrande, Cledes Antonio. "A formação do eu em Mead e em Habermas: desafios e implicações à educação." Pontifícia Universidade Católica do Rio Grande do Sul, 2012. http://hdl.handle.net/10923/2754.
Full textThis dissertation, entitled “The formation of the self in Mead and Habermas: challenges and implications for education”, is the result of a doctorate research study on education and aims to address the issue of self-formation, as a process of subjectivity and stabilization of a personal identity, within the context of the post-metaphysical thinking, based on George Herbert Mead’s symbolic interactionism and on Jürgen Habermas’s theory of communicative action. This research also discusses the role of the school in the formation process of subjects, particularly with respect to the challenges and implications which result from both theoretical positions. It is a theoretical study, in the area of philosophy of education, which includes literature review, a presentation of the main concepts involved in this issue, and a hermeneutic endeavor to locate, understand and argue logically based on issues and concepts presented. Throughout the discussion it is possible to notice that the individuation process occurs through socialization. The mechanism of communication is the structuring principle of the mind, of the self, of the identity of the self and of the human society. Personal identity is structured by the internalization of collective norms and conventions, the progressive development of the internal structures of the self, the continuous processes of individual social learning, processes of decentralization and acquisition of rationality within communicative and symbolic contexts.The stabilization of a post conventional identity, the last level of the ideal development of personality, can be understood considering an increasingly universal action and the structuring of a meaning and a biography in one’s own existence. Such kind of identity offers the possibility of a self-understanding, which allows the subject to act with autonomy and responsibility in relation to themselves, to society and to culture. The school as an institution, through systematic and intentional teaching and learning processes, can effectively contribute to the formation of the self and the building of a personal identity in higher levels, thus qualifying the subjects to appropriate and reconstruct the inherited cultural knowledge, to establish judgments concerning world issues, to coordinate their actions together with other members of the social group and to participate in the interaction and socialization processes of the individuals. This contribution will be of a higher quality as the pedagogical actions, taken within the school environment, are outlined based on assumptions of interaction, dialogue and participation, always respecting the multiplicity of human dimensions and aiming at the formation of competent subjects in esthetic, expressive, interpretative, moral, social and discursive dimensions.
A presente tese, intitulada “A formação do eu em Mead e em Habermas: desafios e implicações à educação”, fruto de uma pesquisa de doutoramento em educação, tem por objetivo abordar o tema da formação do eu, enquanto processo de subjetivação e de estabilização de uma identidade pessoal, no contexto do pensamento pós-metafísico, a partir do interacionismo simbólico de George Herbert Mead e da teoria da ação comunicativa de Jürgen Habermas. A investigação também discorre sobre o papel que a escola desempenha nos processos de formação dos sujeitos, especialmente no que tange aos desafios e às implicações decorrentes das posições teóricas dos autores anteriores. Trata-se de um estudo de cunho teórico, no campo da filosofia da educação, que engloba revisão bibliográfica, exposição dos principais conceitos implicados no problema e esforço hermenêutico por situar, compreender e argumentar logicamente a partir das questões e dos conceitos em tela. No decorrer da argumentação é possível perceber que o processo de individuação se dá pela socialização. O mecanismo da comunicação é o princípio estruturante da mente, do self, da identidade do eu e da sociedade humana.A identidade pessoal estrutura-se mediante a internalização das normas e das convenções coletivas, o desenvolvimento progressivo das estruturas internas do eu, processos contínuos de aprendizagem individual e social, processos de descentração e de ganhos de racionalidade em contextos comunicativos e simbólicos. A estabilização de uma identidade pós-convencional, último nível de desenvolvimento ideal da personalidade, pode ser compreendida a partir de um agir com fim cada vez mais universal e da estruturação de um sentido e de uma biografia para a própria existência. Tal classe de identidade abre a possibilidade de um autoentendimento, que permite ao sujeito agir autonomamente e de modo responsável diante de si mesmo, da sociedade e da cultura. A instituição escolar, mediante processos de ensino e de aprendizagem sistemáticos e intencionados, pode contribuir efetivamente na formação do eu e na estruturação de uma identidade pessoal em níveis mais elevados, qualificando os sujeitos a que se apropriem e reconstruam o saber cultural herdado, estabeleçam entendimentos acerca de algo no mundo, coordenem as ações com os demais membros do grupo social e participem de processos de interação e de socialização individuadores. Tal contribuição será mais qualificada à medida que as ações pedagógicas, efetivadas no ambiente escolar, delinearem-se sob os pressupostos da interação, do diálogo e da participação, respeitando a multiplicidade das dimensões do humano e objetivando a formação de sujeitos competentes na dimensão estética, expressiva, interpretativa, moral, social e discursiva.
Clark, Christopher Layton. "Viewpoints: Liberatory Ensemble and Character." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3858.
Full textCasagrande, Cledes Antonio. "A forma??o do eu em mead e em habermas: desafios e implica??es ? educa??o." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2012. http://tede2.pucrs.br/tede2/handle/tede/3731.
Full textThis dissertation, entitled The formation of the self in Mead and Habermas: challenges and implications for education , is the result of a doctorate research study on education and aims to address the issue of self-formation, as a process of subjectivity and stabilization of a personal identity, within the context of the post-metaphysical thinking, based on George Herbert Mead s symbolic interactionism and on J?rgen Habermas s theory of communicative action. This research also discusses the role of the school in the formation process of subjects, particularly with respect to the challenges and implications which result from both theoretical positions. It is a theoretical study, in the area of philosophy of education, which includes literature review, a presentation of the main concepts involved in this issue, and a hermeneutic endeavor to locate, understand and argue logically based on issues and concepts presented. Throughout the discussion it is possible to notice that the individuation process occurs through socialization. The mechanism of communication is the structuring principle of the mind, of the self, of the identity of the self and of the human society. Personal identity is structured by the internalization of collective norms and conventions, the progressive development of the internal structures of the self, the continuous processes of individual social learning, processes of decentralization and acquisition of rationality within communicative and symbolic contexts. The stabilization of a post conventional identity, the last level of the ideal development of personality, can be understood considering an increasingly universal action and the structuring of a meaning and a biography in one s own existence. Such kind of identity offers the possibility of a self-understanding, which allows the subject to act with autonomy and responsibility in relation to themselves, to society and to culture. The school as an institution, through systematic and intentional teaching and learning processes, can effectively contribute to the formation of the self and the building of a personal identity in higher levels, thus qualifying the subjects to appropriate and reconstruct the inherited cultural knowledge, to establish judgments concerning world issues, to coordinate their actions together with other members of the social group and to participate in the interaction and socialization processes of the individuals. This contribution will be of a higher quality as the pedagogical actions, taken within the school environment, are outlined based on assumptions of interaction, dialogue and participation, always respecting the multiplicity of human dimensions and aiming at the formation of competent subjects in esthetic, expressive, interpretative, moral, social and discursive dimensions.
A presente tese, intitulada A forma??o do eu em Mead e em Habermas: desafios e implica??es ? educa??o, fruto de uma pesquisa de doutoramento em educa??o, tem por objetivo abordar o tema da forma??o do eu, enquanto processo de subjetiva??o e de estabiliza??o de uma identidade pessoal, no contexto do pensamento p?s-metaf?sico, a partir do interacionismo simb?lico de George Herbert Mead e da teoria da a??o comunicativa de J?rgen Habermas. A investiga??o tamb?m discorre sobre o papel que a escola desempenha nos processos de forma??o dos sujeitos, especialmente no que tange aos desafios e ?s implica??es decorrentes das posi??es te?ricas dos autores anteriores. Trata-se de um estudo de cunho te?rico, no campo da filosofia da educa??o, que engloba revis?o bibliogr?fica, exposi??o dos principais conceitos implicados no problema e esfor?o hermen?utico por situar, compreender e argumentar logicamente a partir das quest?es e dos conceitos em tela. No decorrer da argumenta??o ? poss?vel perceber que o processo de individua??o se d? pela socializa??o. O mecanismo da comunica??o ? o princ?pio estruturante da mente, do self, da identidade do eu e da sociedade humana. A identidade pessoal estrutura-se mediante a internaliza??o das normas e das conven??es coletivas, o desenvolvimento progressivo das estruturas internas do eu, processos cont?nuos de aprendizagem individual e social, processos de descentra??o e de ganhos de racionalidade em contextos comunicativos e simb?licos. A estabiliza??o de uma identidade p?s-convencional, ?ltimo n?vel de desenvolvimento ideal da personalidade, pode ser compreendida a partir de um agir com fim cada vez mais universal e da estrutura??o de um sentido e de uma biografia para a pr?pria exist?ncia. Tal classe de identidade abre a possibilidade de um autoentendimento, que permite ao sujeito agir autonomamente e de modo respons?vel diante de si mesmo, da sociedade e da cultura. A institui??o escolar, mediante processos de ensino e de aprendizagem sistem?ticos e intencionados, pode contribuir efetivamente na forma??o do eu e na estrutura??o de uma identidade pessoal em n?veis mais elevados, qualificando os sujeitos a que se apropriem e reconstruam o saber cultural herdado, estabele?am entendimentos acerca de algo no mundo, coordenem as a??es com os demais membros do grupo social e participem de processos de intera??o e de socializa??o individuadores. Tal contribui??o ser? mais qualificada ? medida que as a??es pedag?gicas, efetivadas no ambiente escolar, delinearem-se sob os pressupostos da intera??o, do di?logo e da participa??o, respeitando a multiplicidade das dimens?es do humano e objetivando a forma??o de sujeitos competentes na dimens?o est?tica, expressiva, interpretativa, moral, social e discursiva.
Bove, Frank John. "SOCIAL SELF AND RELIGIOUS SELF: AN INQUIRY INTO COMPASSION AND THE SELF-OTHER DIALECTIC." [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1195568243.
Full textTitle from PDF t.p. (viewed July 3, 2008). Advisor: Jeffrey Wattles. Keywords: social self; self-other dialectic; pure experience; I-Me; I-Thou; sunyata; kenosis; basho; absolute nothingness; George H. Mead; Nishida Kitaro; Steve Odin. Includes bibliographical references (p. 65).
Prado, Gustavo Ferreira. "Metodologias ativas no ensino de Ciências : um estudo das relações sociais e psicológicas que influenciam a aprendizagem /." Bauru, 2019. http://hdl.handle.net/11449/182204.
Full textResumo: A presente pesquisa consiste na investigação e construção de um panorama das dificuldades de aprendizagem de Física apresentadas por um grupo de alunos ingressantes no Ensino Médio, assim como das potencialidades que novas metodologias de ensino, conhecidas como Metodologias Ativas, possuem quando atuam objetivando a superação destas dificuldades e a modificação da percepção do ambiente escolar pelos alunos. Para compreensão das dificuldades dos alunos e da percepção que eles possuem quanto ao ambiente escolar, foi adotada uma investigação ecológica e exploratória que compreende suas ações e seus comportamentos associados à organização social da escola. Com o entendimento de que o ambiente escolar influencia diretamente o comportamento social dos estudantes e, consequentemente, sua aprendizagem, buscou-se compreender como os próprios estudantes explicam as relações sociais existentes no ambiente escolar e suas consequências de cunho psicológico e sociológico. O principal resultado encontrado na pesquisa, por meio da análise fenomenológica de grupos focais realizados com os alunos foi a presença de Estigmas relacionados à escola, nomeados de Estigmas Escolares, os quais podem ser diretamente relacionados à evasão e ao abandono escolar. Na sequência, buscou-se inserir os alunos participantes da pesquisa em uma proposta de ensino, na qual a Metodologia Ativa de Ensino Híbrido foi utilizada como intervenção didática, articulando ações presenciais e não presenciais que objetivaram... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This study aimed to investigate the reasons of difficulties in learning Physics presented by a group of high school first-year students and the potential of Active Learning methodologies to change the school social environment perception of the students and improving their skills to learn and act in a democratic curriculum perspective. An Ecological, exploratory and qualitative investigation was performed to comprehend learning difficulties and student's perceptions of the school environment. The Ecological approach understands students actions and behaviors related to the social organization of the school. Thereby, understanding that the school environment directly influences students' social behavior and, consequently, their learning, the research sought to recognize how the students themselves explain the social relations existing in the school environment and its psychological and sociological consequences. The main result found in the research, through the phenomenological analysis of focus groups performed with the students, was the presence of school-related stigmas, named School Stigmas, which can be directly related to evasion and school failure. Trying to change this primary results, face-to-face and online learning actions aiming to social integrate students into a learning community were articulated to introduce them into a Blended Learning proposal. Thus, the research concludes that, after six months of activities, the developed actions indicate the reduce manife... (Complete abstract click electronic access below)
Doutor
Li, Xinling. "Disjunctures within conventional knowledge of black male homosexual identity in contemporary South Africa." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003085.
Full textRedving, Peter. "Perspektivets socialpsykologiska grund : En uppsats om perspektivets framträdande, gränser och variation i en social kontext." Thesis, Stockholms universitet, Psykologiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-78277.
Full textTremblay, Francine. "L'individu dans la modernité, Georges Herbert Mead, Charles Taylor et Alain Touraine." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ64034.pdf.
Full textHaeck, Nicolas. "Pour une interprétation dialectique de la subjectivité individuelle : modalités de structuration du sujet chez Hegel et Mead." Mémoire, 2013. http://www.archipel.uqam.ca/5403/1/M12858.pdf.
Full textMacfarlane, Christopher. "Actions Speak Louder Than Words: Exploring Pragmatism in Osteopathy." Thesis, 2021. https://vuir.vu.edu.au/42498/.
Full textTremblay, Francine. "L'individu dans la modernité : Georges Herbert Mead, Charles Taylor et Alain Touraine." Thesis, 2001. http://spectrum.library.concordia.ca/1521/1/MQ64034.pdf.
Full text