The social self is a “distinct identity that sets us apart from others and we create our own designation; the self” (Schaefer, pg. 84, 2005). This uniqueness changes, makes adjustments, shapes, and evolves throughout ones life. There is a plethora of learning that occurs throughout ones life cycle and this learning is what defines our identity. Examples of the social self begins with C. H. Cooley and his belief in the Looking-Glass Self. The looking-glass self begs the question that we learn about ourselves through intermingling with others. One then views themselves in retrospect of our own characteristics and with the notion of how “others perceive us” (Schaefer, pg. 84, 2005). One sees them internally and then puts a great deal of effort worrying about our outer image and that is when face work springs into action.
G. H. Mead then went on to continue with “three distinct stages: the preparatory stage, the play stage, and the game stage” (Schaefer, pg. 85, 2005). The preparatory stage is primarily the beginning of interaction among others with a great deal of learning, seeing, reacting, and imitation. Depending on the culture there may be a multitude of symbol interfacing. The play stage directs the individual to make believe and use ones imagination. For example, children acting out through characters from the Barney show and or Sesame Street on local PBS station. One actually takes on a different role. One often learns the proper/inadequate way to act socially during this stage. The game stage presents a new person. Why I say this is the age bracket is “eight or nine years old” (Schaefer, pg. 85, 2005), and one focuses on “several actual tasks and relationships simultaneously” (Schaefer, pg. 85, 2005). The intellectual development at this stage is remarkable. Although one is still a youngster, one has the ability, talent, and senses to know what goes on around them. For example, your daughter is having a sleep over and your son is home and intermingles while you serve snacks to the girls. Your son knows that he is not part of the sleep over. He is socially and respectfully sleeping in his own room and is not part of your daughters group of friends. He therefore knows how to act responsibly.
G. H. Mead is integral in the Theory of the Self and goes on to state, “the self begins a privileged, central position in a person’s world” (Schaefer, pg. 86, 2005). This is our entire being, our sustenance, our humanity. E. Goffman philosophizes on the Presentation of the Self and suggests “our daily activities involve attempts to convey impressions of who we are and how we present ourselves socially” (Schaefer, pg. 86, 2005). We do this with the help of impression management. This ideology is “altering the presentation of the self” (Schaefer, pg. 86, 2005).
The dramaturgical approach is used, for example, when we are in front of others and we want to save our good name. We often dramatize our actions depending on who is listening. Sigmund Freud went even further to discuss our “inborn drives” such as “sexual gratification” (Schaefer, pg. 88, 2005). Some of our inborn drives are hunger, thirst, and sleep. Jean Piaget introduced the cognitive theory of development. He was central to identifying the four stages in the development of “a child’s thought processes” (Schaefer, pg. 88, 2005). First, sensorimoter, which indicates learning through ones senses, preoperational, using vocabulary and symbolization, concrete operational, bases ones thoughts more “logically” (Schaefer, pg. 88, 2005), and formal operational, which is more complicated and mature with values and personal realism.
References
Schaefer: Sociology: A Brief Introduction, Sixth Edition. Socialization. The McGrawHill Companies, 2005. SOC 100. Retrieved February 19, 2007 from https://ecampus.phoenix.edu/secure/resource/resource.asp.
