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| The rotation of dominant classes or elites. |
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| The "instinct" of curiosity that drives individuals to synthesize information |
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| The "instinct" that compels individuals toward group membership. |
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| Rule by politicians who govern in the interest of financiers and speculators and who maintain their grip o power through deception and guile. |
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| Nonlogical explanations that differ greatly from one society to another. They permit people to believe what they want to believe, regardless of the truth. |
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| Political system based on extreme authoritarianism, nationalism and anticommunism. |
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| Members of the governing elite who rule by fraud, deception, and guile. |
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| Type of explanation often found in sociology and anthropology, which tries to explain the persistence of acts or institution within society by showing how they contribute to particular social order. |
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| Method that assumes that scientific truth is the result of the observation of, and generalization from a large number of empirical observations. |
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| A theoretical treatment of "value" that treats the amount of value a commodity has as equivalent to the average amount of labor time necessary for its production. |
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| The unintended and unplanned functions that an act or institution might have in society. |
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| Members of the governing elite, or would-be members of the governing elite, who rule by force. |
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| Action that employs effective means to attain stated goals. Instrumental action. |
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| The intended and planned function of acts and institutions. |
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| Action that employs ineffective means to attain stated goals, and that is impulsive and irrational. |
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| A wealthy class that controls a government |
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| The unchanging points of orientation toward which non-logical action is oriented. |
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| A proposition that is demonstrably true or assumed to be so. |
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| Theories that analyze the logic of instrumental action-that is, action that seeks the most effective means of achieving set goals. |
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| Voluntaristic theories of action |
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| Theories that see actors as goal-directed and as consciously using norms in order to achieve such goals. Emphasis is placed on the values that guide action. |
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| The metaphysical position that relates every event to preexisting events and denies the possibility of human choice and free will. |
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| The process of development of internal conflict leading to the emergence of a new level of a more advanced form of realirty |
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| The pathological state wherein the acting self is unaware of his or her own other actions in different situations. |
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| The position that human nature is composed of two basic irreducible parts, elements, or components. |
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| The translation of the French dure. Refers to the subjective sense of time based on experience, as opposed to the external time measured by the ticking of a clock. |
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| The state or situation in which the I and me phase of the self occur simultaneously. Involves feeling of oneness in religious or quasi religious emotions. |
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| Period of self-development that follows the play stage involves the development of the ability to take the role of the generalized other and take part in group activity. |
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| The overall attitude and general reactions of a group, community, or society. |
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| In Rousseau's though, an orientation toward the general good, as opposed to particular self-interest. |
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| The psychology orientation that stresses the study of perceptions in terms of mental categories interpreted in the context of a total environment (as opposed to perceiving discrete stimuli). |
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| Vocalized sound or body movement that one creature uses to instigate or stimulate the actions of another creature such that an act involving the mutual influence of both parties occurs. |
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| Creative and imaginative phase of the self, which notes present circumstances and environmental context and suggests possibly novel and surprising new action. The self as "knower". |
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| Cooley's notion that an individual's self-concentration arises from a precipitation and interpretation of the reactions of others and emotional feeling about that reaction. |
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| The judgmental and "Known" aspect or phase of the self. |
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| For Mead, a process of internal reflection using significant symbols. |
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| The reflex, habitual, or spontaneous gestures that are not meaningful and are not responded to by the individual producing the gesture. |
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| For mead, anything tangible or non tangible that can be pointed or acted toward. |
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| In Rousseau's though, an orienatation toward action based on one's own perceived self-interest as opposed to the general good. |
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| The period of self-development on which individuals learn to take into account the role of a single other at a time. |
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| American school of philosophy including John Dewey, Charles Peirce, and William James. Emphasis is on action as the outcome of thought. |
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| In Mead's usage, a process that arises when action is blocked and that involves taking the role of the other, imaging, planning, and selecting action. The self allows the individual to be both subject and object of his or her own actions. Two aspects or alternating phases of self are the I and me. |
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| A gesture produced by an individual who takes the role of another and is able to reflect on the significance and outcome of having made this gesture. |
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| One in which individual behavior serves as a stimulus for the response of another. |
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| The sociological orientation developed by Herbert Blumer, which uses some of the ideas of Mead. |
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| Taking the role of the Other |
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| The ability to project oneself mentally into a position where one can imagine how another or others will react to one's behavior. The other can be either a particular or a generalized other. |
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| Through and explanation in terms of goals, purposes, or end states. |
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| Mead's conception of a possible future society encompassing all of humanity in peaceful self-realization. |
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