Journal articles: 'George Herbert Mead'

1

Quéré, Louis. "George Herbert Mead." Revue de Synthèse 131, no. 1 (March 2010): 77–97. http://dx.doi.org/10.1007/s11873-009-0110-7.

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Dalal, Jyoti. "George Herbert Mead." Contemporary Education Dialogue 8, no. 1 (January 2011): 85–103. http://dx.doi.org/10.1177/097318491000800105.

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Molseed, Mari J. ":Creativity in George Herbert Mead." Symbolic Interaction 15, no. 3 (August 1992): 381–82. http://dx.doi.org/10.1525/si.1992.15.3.381.

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Miller, David L., and James Campbell. "HEGEL’S INFLUENCE ON GEORGE HERBERT MEAD." Southwest Philosophy Review 4, no. 2 (1988): 1–6. http://dx.doi.org/10.5840/swphilreview19884217.

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Tavory, Iddo. "The Timeliness of George Herbert Mead." Contemporary Sociology: A Journal of Reviews 47, no. 3 (April 25, 2018): 335–36. http://dx.doi.org/10.1177/0094306118767651y.

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Shalin, Dmitri. "George Herbert Mead and Human Conduct." Contemporary Sociology: A Journal of Reviews 34, no. 5 (September 2005): 563–64. http://dx.doi.org/10.1177/009430610503400568.

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Aboulafia, Mitchell. "Was George Herbert Mead a Feminist?" Hypatia 8, no. 2 (1993): 145–58. http://dx.doi.org/10.1111/j.1527-2001.1993.tb00096.x.

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George Herbert Mead was a dedicated progressive and internationalist who strove to realize his political convictions through participation in numerous civic organizations in Chicago. These convictions informed and were informed by his approach to philosophy. This article addresses the bonds between Mead's philosophy, social psychology, and his support of women's rights through an analysis of a letter he wrote to his daughter-in-law regarding her plans for a career.

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Parkovnick, Sam. "The Behaviorism of George Herbert Mead." American Sociologist 46, no. 2 (March 11, 2015): 288–93. http://dx.doi.org/10.1007/s12108-015-9256-y.

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Shalin, Dmitri. "George Herbert Mead and Creationism:Dzhordzh Gerbet Mid: Filosof, Psikholog, Sotsiolog(George Herbert Mead: Philosopher, Psychologist, Sociologist)." Symbolic Interaction 31, no. 2 (May 2008): 225–27. http://dx.doi.org/10.1525/si.2008.31.2.225.

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10

Hannan, Jason. "The Intellectual Legacy of George Herbert Mead." Intellectual History Review 18, no. 2 (January 2008): 207–24. http://dx.doi.org/10.1080/17496970802124577.

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NATSOULAS, THOMAS. "George Herbert Mead' s Conception of Consciousness." Journal for the Theory of Social Behaviour 15, no. 1 (March 1985): 60–75. http://dx.doi.org/10.1111/j.1468-5914.1985.tb00045.x.

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12

Griesbacher, Martin. "Prozessphilosophie und Sozialtheorie bei George Herbert Mead." Österreichische Zeitschrift für Soziologie 38, S1 (November 2013): 115–34. http://dx.doi.org/10.1007/s11614-013-0100-8.

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13

Côté, Jean-François. "A Look Back at George Herbert Mead." Canadian Journal of Sociology 41, no. 1 (March 31, 2016): 75–80. http://dx.doi.org/10.29173/cjs27513.

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Côté, Jean-François. "George Herbert Mead on Hawaii: an Introduction." American Sociologist 48, no. 1 (June 3, 2016): 48–53. http://dx.doi.org/10.1007/s12108-016-9325-x.

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15

Campbell, James. "George Herbert Mead: Philosophy and the Pragmatic Self." Royal Institute of Philosophy Supplement 19 (March 1985): 91–114. http://dx.doi.org/10.1017/s1358246100004549.

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George Herbert Mead was born at the height of America's bloody Civil War in 1863, the year of Lincoln's Emancipation Proclamation and the Gettysburg Address. He was born in New England, in the small town of South Hadley, Massachusetts; but when he was seven years old his family moved to Oberlin, Ohio, so that his father, Hiram Mead, a Protestant minister, could assume a chair in homiletics at the Oberlin Theological Seminary. After his father's death in 1881, Mead's mother, Elizabeth Storrs Billings Mead, briefly taught at Oberlin College. (She later served as the president of Mount Holyoke College from 1890 to 1900.) Mead grew to self-consciousness in this educational atmosphere, amidst the conflict between science and religion over the primacy of efficient or final explanations; and he offers us, in some autobiographical comments, a sense of the difficulties felt by one who saw values on either side: We wished to be free to follow our individual thinking and feeling into an intelligent and sympathetic world without having to bow before incomprehensible dogma or to anticipate the shipwreck of our individual ends and values. We wanted full intellectual freedom and yet the conservation of the values for which had stood Church, State, Science, and Art.

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Campbell, James. "George Herbert Mead: Philosophy and the Pragmatic Self." Royal Institute of Philosophy Supplement 19 (March 1985): 91–114. http://dx.doi.org/10.1017/s0957042x00004545.

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George Herbert Mead was born at the height of America's bloody Civil War in 1863, the year of Lincoln's Emancipation Proclamation and the Gettysburg Address. He was born in New England, in the small town of South Hadley, Massachusetts; but when he was seven years old his family moved to Oberlin, Ohio, so that his father, Hiram Mead, a Protestant minister, could assume a chair in homiletics at the Oberlin Theological Seminary. After his father's death in 1881, Mead's mother, Elizabeth Storrs Billings Mead, briefly taught at Oberlin College. (She later served as the president of Mount Holyoke College from 1890 to 1900.) Mead grew to self-consciousness in this educational atmosphere, amidst the conflict between science and religion over the primacy of efficient or final explanations; and he offers us, in some autobiographical comments, a sense of the difficulties felt by one who saw values on either side: We wished to be free to follow our individual thinking and feeling into an intelligent and sympathetic world without having to bow before incomprehensible dogma or to anticipate the shipwreck of our individual ends and values. We wanted full intellectual freedom and yet the conservation of the values for which had stood Church, State, Science, and Art.

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17

Hewitt, John P., and John D. Baldwin. "George Herbert Mead: A Unifying Theory for Sociology." Contemporary Sociology 16, no. 6 (November 1987): 908. http://dx.doi.org/10.2307/2071643.

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18

Sacks, Howard L., and John D. Baldwin. "George Herbert Mead: A Unifying Theory for Sociology." Social Forces 66, no. 3 (March 1988): 874. http://dx.doi.org/10.2307/2579600.

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19

Hammersley, Martyn. "Book Review: George Herbert Mead and Human Conduct." Qualitative Research 6, no. 4 (November 2006): 565–66. http://dx.doi.org/10.1177/146879410600600412.

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20

Benson, Phil. "George Herbert Mead and the Psychology of Language Learning." Journal for the Psychology of Language Learning 1, no. 1 (June 23, 2019): 2–26. http://dx.doi.org/10.52598/jpll/1/1/2.

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George Herbert Mead was an early-twentieth century American psychologist, who work on social psychology has been especially influential in sociology. Although Mead wrote a good deal on language, his work has had much less influence on linguistics and applied linguistics. Outlining key ideas from Mead’s work on the emergence of language and mind from social interaction in the environment, this paper makes a case for Mead to be considered among the foundational figures in the psychology of language learning. It argues that his work is especially worth reading as a source of ideas that might underpin an ecological view of the psychology of language learning.

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21

Mead, George Herbert. "Savimonė." Sociologija. Mintis ir veiksmas 2, no. 2 (April 4, 1998): 132–35. http://dx.doi.org/10.15388/socmintvei.1998.2.6763.

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22

Baldwin, John D., and Gary A. Cook. "George Herbert Mead: The Making of a Social Pragmatist." Contemporary Sociology 23, no. 3 (May 1994): 459. http://dx.doi.org/10.2307/2075390.

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23

Gross, Neil, and Mitchell Aboulafia. "The Cosmopolitan Self: George Herbert Mead and Continental Philosophy." Contemporary Sociology 31, no. 6 (November 2002): 796. http://dx.doi.org/10.2307/3090007.

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Sacks, Howard L., and Gary A. Cook. "George Herbert Mead: The Making of a Social Pragmatist." Social Forces 74, no. 2 (December 1995): 743. http://dx.doi.org/10.2307/2580508.

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25

Callero, Peter L. "An Invitation to the Thought of George Herbert Mead." Contemporary Psychology: A Journal of Reviews 37, no. 9 (September 1992): 862–63. http://dx.doi.org/10.1037/032539.

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Souza, Renato Ferreira de. "George Herbert Mead: contribuições para a história da psicologia social." Psicologia & Sociedade 23, no. 2 (August 2011): 369–78. http://dx.doi.org/10.1590/s0102-71822011000200018.

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Com este artigo pretende-se contribuir para a compreensão histórica de um autor/personagem da Psicologia. Analisamos e acrescemos conhecimento sobre George Herbert Mead e os desdobramentos de sua teoria psicossocial. Para esse propósito, explicitaremos, no texto, uma das vertentes analíticas utilizadas em nossa dissertação, qual seja: por meio da abordagem social em história da psicologia, confrontamos a vida de Mead com momentos de constituição da psicologia, colocando em relevo aspectos centrais dessa interlocução nem sempre identificados. Correlacionamos a história de Mead com questões sociais, políticas, econômicas e científicas, assim como suas conexões com práticas e valores culturais específicos de sua época. Buscamos compreender sua limitada difusão na ciência psicológica, dando, assim, continuidade ao processo de (re)volta do autor.

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27

Hukama, Ardika Fateh. "PERSEPSI MASYARAKAT PEDESAAN TERHADAP PENDIDIKAN TINGGI (STUDI ANALISIS TEORI GEORGE HERBERT MEAD)." J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) 4, no. 1 (December 4, 2017): 1. http://dx.doi.org/10.18860/jpips.v4i1.7298.

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This study aims to: 1) find out the formal education level of Banjarsari Village, Ngronggot Subdistrict, Nganjuk Regency, 2) find out the perceptions of Banjarsari Village, Ngronggot Subdistrict, Nganjuk Regency towards higher education, 3) find out the meaning of rural community perceptions of higher education with theoretical concepts George Herbert Mead. This type of research is descriptive qualitative, which is describing and interpreting existing data to describe reality in accordance with the actual phenomenon. The results of this study indicate that: 1) the formal education level of the Banjarsari Village community is still low, where elementary school education is 612 people with a percentage of 22.18%, junior high school as many as 739 people with a percentage of 26.78%, high school as many as 1094 people with a percentage of 39.65 %, Colleges as many as 142 people with a percentage of 5.14%, and not as many as 172 with a percentage of 6.23%, 2) the perceptions of rural communities in the village of Banjarsari towards tertiary education are quite good, but to realize their children go on to college less, 3) the relevance of the perceptions of rural communities in higher education and the concept of George Herbert Mead's theory, can be seen from internal factors, namely the economic level and educational background of parents, while external factors, namely the environment.Keywords: Rural Society; Higher education; George Herbert Mead's theory

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28

Betz, Joseph. "The Concept of the Human Being in George Herbert Mead." Newsletter of the Society for the Advancement of American Philosophy 17, no. 52 (1989): 9. http://dx.doi.org/10.5840/saap1989175227.

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29

Stickel, George. "Philosophy, Social Theory, and the Thought of George Herbert Mead." Newsletter of the Society for the Advancement of American Philosophy 22, no. 68 (1994): 30–31. http://dx.doi.org/10.5840/saap1994226814.

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30

Wenzel, Harald, and Mitchell Aboulafia. "Philosophy, Social Theory, and the Thought of George Herbert Mead." Contemporary Sociology 21, no. 3 (May 1992): 404. http://dx.doi.org/10.2307/2076331.

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31

Nel, Berndine F. "George Herbert Mead and Alfred Schutz: a cautious epistemological comparison." South African Journal of Sociology 21, no. 4 (November 1990): 209–16. http://dx.doi.org/10.1080/02580144.1990.10431698.

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32

Vessey, David T. "The Cosmopolitan Self: George Herbert Mead and Continental Philosophy (review)." Journal of Speculative Philosophy 16, no. 4 (2002): 303–5. http://dx.doi.org/10.1353/jsp.2003.0017.

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33

Shalin, Dmitri. "George Herbert Mead as a Macro-Sociologist: The Promise Unfulfilled?" Contemporary Sociology: A Journal of Reviews 45, no. 3 (April 13, 2016): 270–72. http://dx.doi.org/10.1177/0094306116641403c.

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34

Reck, Andrew J. "George Herbert Mead: The Making of a Social Pragmatist (review)." Journal of the History of Philosophy 32, no. 3 (1994): 508–9. http://dx.doi.org/10.1353/hph.1994.0051.

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35

Psathas, George. "The Interactionist Perspectives of George Herbert Mead and Harvey Sacks." Social Science Today 1, no. 1 (November 25, 2014): 24–36. http://dx.doi.org/10.12735/sst.v1i1p24.

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36

Puddephatt, Antony J., and Robert Prus. "Causality, Agency, and Reality: Plato and Aristotle Meet George Herbert Mead and Herbert Blumer." Sociological Focus 40, no. 3 (August 2007): 265–86. http://dx.doi.org/10.1080/00380237.2007.10571310.

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37

Zernich, Nicole. "The Collected Letters of Henry Northrup Castle ed. by George Herbert Mead, Helen Castle Mead." Ohio History 122, no. 1 (2015): 99–100. http://dx.doi.org/10.1353/ohh.2015.0012.

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38

Fabbrichesi, Rossella. "The social structure of language and consciousness in George Herbert Mead." Philosophy Journal 11, no. 1 (2018): 45–61. http://dx.doi.org/10.21146/2072-0726-2018-11-1-45-61.

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39

Voynilov, Yury Leonidovich. "CRITICAL RECEPTION OF BEHAVIORISM IN THE WORKS OF GEORGE HERBERT MEAD." Historical and social-educational ideas 7, no. 6/1 (October 21, 2015): 114–15. http://dx.doi.org/10.17748/2075-9908-2015-7-6/1-114-115.

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40

Shalin, Dmitri N. "Norbert Elias, George Herbert Mead, and the Promise of Embodied Sociology." American Sociologist 51, no. 4 (October 16, 2020): 526–44. http://dx.doi.org/10.1007/s12108-020-09465-x.

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41

Seigfried, Charlene Haddock. "Introduction to Jessie Taft, “The Woman Movement from the Point of View of Social Consciousness”." Hypatia 8, no. 2 (1993): 215–18. http://dx.doi.org/10.1111/j.1527-2001.1993.tb00100.x.

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This essay introduces Jessie Taft's pragmatist feminist dissertation, which was written under the guidance of George Herbert Mead at the University of Chicago in 1913 and published in 1915. It gives a brief biography of Taft and summarizes the four chapters of her dissertation, the second of which is reprinted below.

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42

Wilkie, Rhoda, and Andrew Mckinnon. "George Herbert Mead on Humans and Other Animals: Social Relations after Human-Animal Studies." Sociological Research Online 18, no. 4 (November 2013): 182–94. http://dx.doi.org/10.5153/sro.3191.

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The turn towards nonhuman animals within sociology has shed a critical light on George Herbert Mead, his apparent prioritisation of language and the anthropocentric focus of Symbolic Interactionism (SI). Although Herbert Blumer canonised Mead as the founder of this perspective he also played a key role in excising the evolutionary and ‘more-than-human’ components in Mead's work. This intervention not only misrepresented Mead's intellectual project, it also made symbols the predominant concern in Blumer's version of SI. Since groundbreaking animal sociologists in America framed much of their thinking in opposition to SI's emphasis on language, because it excluded alingual animal others from sociological consideration, Mead's Mind, Self, and Society has largely functioned as a negative classic within this sub-field. Although some scholars recognise there is more in Mead's work that is potentially applicable to this interspecies area the attempt to recover what might be helpful has yet to begin (e.g. Alger & Alger 1997 ). This paper suggests that if the ambiguities and contradictions that exist alongside Mead's oft-quoted anthropocentrisms are also attended to this may open up a more positive reading and use of Mead's work for animal sociology.

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43

UP, Syefira Ichsan, Hanny Hafiar, and Aat Ruchiat. "TRANSLITERASI MEDIA AUDIOVISUAL BAGI TEMAN TULI (STUDI KASUS TERHADAP PENGGUNAAN BAHASA ISYARAT UNTUK TEMAN TULI PADA AKUN INSTAGRAM @AULION)." EDUTECH 17, no. 2 (December 19, 2018): 230. http://dx.doi.org/10.17509/e.v17i2.14102.

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Abstract. This study aims to find out how the process of selecting content in video making, challenges in the transliteration process from audio to sign language and communication patterns in disseminating to the target public of the videos which form of Indonesian songs lipsync using sign language uploaded via @aulion Instagram account. Using qualitative approach to the case study method and the concept of symbolic interactionism by George Herbert Mead. The result of this research indicate that the content selection process begins with the thought process where the whole social (society) precedes the individual mind, then the process of adjusting behavior as a form of understanding and interpreting the process, and the process of selecting songs as educa-tional media for sign language. The researcher divides the challenge of transliteration process into two types, namely internal and external challenges. Communication patterns used include the use of social media and direct (face-to-face) social interaction. The conclusion that can be taken is that the process of transliteration activities is preceded by social conditions in the community that give rise to the process of thinking to someone, where the aspects of mind, self, and society are related to one another as explained by George Herbert Mead in the concept of symbolic interac-tionism. However, these activities will be better if done regularly to maintain the interest of the community to learn sign language Abstrak. Penelitian ini bertujuan untuk mengetahui bagaimana proses pemilihan konten dalam pembuatan video, tantangan proses transliterasi dari audio ke bahasa isyarat dan pola komunikasi untuk menyebarluaskan kepada publik sasaran pada video lipsync lagu Indonesia dengan menggunakan bahasa isyarat yang diunggah oleh akun Instagram @aulion. Menggunakan pendekatan kualitatif dengan metode studi kasus dan konsep interaksionisme simbolik oleh George Herbert Mead. Hasil penelitian ini menunjukkan bahwa proses pemilihan konten diawali dengan proses berpikir dimana keseluruhan sosial (masyarakat) mendahului pikiran individual, lalu proses menyesuaikan perilaku sebagai bentuk dari proses memahami dan menafsirkan, dan proses pemili-han lagu sebagai media edukasi bahasa isyarat. Peneliti membagi tantangan proses transliterasi menjadi dua jenis, yaitu tantangan internal dan eksternal. Pola komunikasi yang digunakan melipu-ti pemanfaatan media sosial dan interaksi sosial secara langsung (tatap muka).Kesimpulan yang dapat diambil adalah proses kegiatan transliterasi tersebut didahului oleh keadaan sosial dalam masyarakat yang memunculkan proses berpikir pada seseorang, dimana aspek mind, self, dan soci-ety berkaitan satu dengan yang lain seperti yang dijelaskan oleh George Herbert Mead dalam kon-sep interaksionisme simbolik. Namun, kegiatan tersebut akan lebih baik jika dilakukan secara berkala guna mempertahankan minat dan ketertarikan masyarakat untuk mempelajari bahasa is-yarat.

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44

Neeley, Elizabeth, and Mary Jo Deegan. "George Herbert Mead on Punitive Justice: A Critical Analysis of Contemporary Practices." Humanity & Society 29, no. 1 (February 2005): 71–83. http://dx.doi.org/10.1177/016059760502900106.

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45

Renn, Joachim. "Emergenz und Vorrang der Intersubjektivät–zur gesellschaftstheoretischen Relektüre von George Herbert Mead." Österreichische Zeitschrift für Soziologie 38, S1 (November 2013): 135–54. http://dx.doi.org/10.1007/s11614-013-0101-7.

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46

Stepnisky, Jeff. "Joas, Hans, and Huebner, Daniel (eds.), The Timeliness of George Herbert Mead." Canadian Journal of Sociology 44, no. 4 (January 5, 2020): 471–74. http://dx.doi.org/10.29173/cjs29633.

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Cook, Gary A. "George Herbert Mead: An unpublished review of John Dewey'sHuman Nature and Conduct." Journal of the History of the Behavioral Sciences 30, no. 4 (October 1994): 374–79. http://dx.doi.org/10.1002/1520-6696(199410)30:4<374::aid-jhbs2300300406>3.0.co;2-w.

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48

Cook, Gary A. "George Herbert Mead and the Allen controversy at the University of Wisconsin." Journal of the History of the Behavioral Sciences 43, no. 1 (2007): 45–67. http://dx.doi.org/10.1002/jhbs.20208.

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49

Hall, Peter Mandel. "What's My Line? Will the Real George Herbert Mead Stand Up? (Applause)*." Symbolic Interaction 39, no. 2 (April 25, 2016): 330–32. http://dx.doi.org/10.1002/symb.226.

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50

Costelloe, Timothy M. "Contract or coincidence: George Herbert Mead and Adam Smith on self and society." History of the Human Sciences 10, no. 2 (May 1997): 81–109. http://dx.doi.org/10.1177/095269519701000205.

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Journal articles on the topic 'George Herbert Mead'

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