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| study of human behaviour and group interaction |
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| factors that determine behaviour |
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| learned or innate, member of group, perspective |
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| planning and creating tasks, decision making, emotion, resolving conflict |
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| more than one person, interaction, influence or involvement, task focused, socio- emotional support/criticism |
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| members act the same to avoid behaviours that go against the group and lead to conflict |
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| behaviours expected if you have a certain position |
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| implicit standards that describe what behaviour should/ shouldnt be displayed |
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| bonds linking the group together; a feeling of 'weness' in the group |
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| members of group must earn acceptance |
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| members are born into a group |
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| interrelated systems that make up all societies |
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| belief that societies have an inherent tendency to maintain a state of equilibrium |
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| what is important to the society |
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| shared rules regarding the function of society |
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| common customs but does not have to be followed |
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| customs that must be followed in order for that society to function |
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| individuals are shaped and controlled by their environment; behaviour is based on personal characteristics and environment |
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| society is governed by hidden rules that members know but cannot explain |
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| how does a society function (3) |
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Definition
| structuralism, conscious experience, consensus persepctive |
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| everything must be described in its basic elements |
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| broken down by introspection method; all elements could be combined to describe all of human experience |
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| how can you tell society has reached equilibrium? |
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| problems with consensus theory |
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| explains why society is maintained, but not why it ends up fighting |
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| functionalist perspective |
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Definition
| examines everything about a society through framework: says everything has a purpose |
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| values, cultural norms, socials structures external to the individual but can exercise constraint on individual |
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| 'father' of sociology: separated sociology from philosophy and psychology; believed social facts were needed to study sociology scientifically |
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| two main themes of Durkheims theories |
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Definition
| priority of social over individual and idea that society can be studied scientifically |
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Definition
| division of labour, moral education, and social reform |
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| society is held together by the division of labour, individuals are dependent on each other for specialties of enployment |
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| Moral Education and Social Reform |
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Definition
| society is source of morality and can reformed through moral education; through education members can acquire morality of society |
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| three elements of morality |
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Definition
| discipline, attachment, autonomy |
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| constrains egotistical impulses |
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| willingness to be committed to groups |
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| individual responsibility |
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| looked into impact of religion, ideas, values, and social action; tried to understand institutions that affect the lives of people over time |
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| protestant ethic: higher percentage of business leaders, owners, and skilled workers, wealthier were better able to support institutions in society |
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| develops in any society where pop. is willing to give up traditional economic puruits |
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| time is money, credit is money, money begets money; persons duty is to choose good profession that will make you more profitable |
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| invariant laws that controlled both social and natural worlds: through theory, speculation, research realist science could copy world |
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| theological, metaphysical, positivist |
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| searching for essential nature of things, all things are created and influenced by gods and supernatural forces |
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| belief that nature controls the forces of the world |
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| search for invariant laws that govern the world |
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| debate whether nature or nurture is responsible for development of ones personality |
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| physical characteristics are inherited, determined by genes, cannot change |
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| genes do not matter, behaviour is learned from environment |
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| genes can be used as excuse for criminals, no hope to change behaviour |
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| twins separated at birth grow up in different environments, if they are still similar, then genes responsible, if they are different behaviour is learned |
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| behaviours affected by consequences: positive, desire to repeat good action and get reward; negative, desire to repeat not present, gets punished |
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| parental characteristics, education, religion, education, birth order |
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| geographic, location, gender, culture |
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