Charles Horton Cooley’s “A Study of the Larger Mind” is a seminal work in the field of sociology, offering profound insights into the formation of the social self and the dynamics of interpersonal relations. In this comprehensive analysis, we delve deep into Cooley’s groundbreaking ideas, exploring the concept of the social self, the role of socialization, the dynamics of social networks, and the contemporary relevance of his theories.

The Concept of the Social Self:

At the heart of Cooley’s theory lies the notion of the “social self,” which he famously described as the “looking-glass self.” According to Cooley, individuals develop their sense of self through social interaction and feedback from others. The looking-glass self consists of three main components: the imagination of our appearance to others, the imagination of their judgment of that appearance, and some sort of self-feeling based on our perception of others’ judgments.

To illustrate, consider the example of a student receiving feedback from their peers on a class presentation. If the peers offer positive feedback and praise, the student may develop feelings of competence and self-esteem. Conversely, if the feedback is negative or critical, the student’s self-esteem may suffer. Thus, individuals’ self-perceptions are shaped by the social feedback they receive, highlighting the interdependence between the individual and society in the construction of the self.

The Role of Socialization:

Cooley emphasizes the role of socialization in shaping the social self, highlighting how individuals internalize societal norms, values, and expectations through interactions with significant others. Family, peers, schools, and media all play crucial roles in socializing individuals and transmitting cultural knowledge and social practices. Through these interactions, individuals develop a sense of identity and belonging within their social groups, influencing their behavior and self-concept.

For example, children learn gender roles and cultural norms through socialization processes within their families and communities. Parents, teachers, and other authority figures serve as agents of socialization, imparting values and beliefs that shape children’s understanding of themselves and their place in society.

The Looking-Glass Self in Practice:

Cooley provides numerous examples to illustrate the concept of the looking-glass self in everyday life. Consider a job interview scenario where an individual presents themselves to the interviewer. The individual may project a certain image based on their perception of what the interviewer expects, such as confidence, competence, and professionalism. The interviewer’s response, whether positive or negative, influences the individual’s self-esteem and sense of identity.

Similarly, interactions on social media platforms offer opportunities for individuals to receive social feedback and shape their self-concept. Likes, comments, and shares on social media posts contribute to individuals’ perceptions of themselves and their social standing, reflecting the influence of the looking-glass self in digital spaces.

Social Networks and Interpersonal Relations:

Cooley’s theory extends beyond individual psychology to the dynamics of interpersonal relations and social networks. He emphasizes the importance of social bonds and group affiliations in shaping individuals’ sense of self and identity. Through interactions with various social groups, individuals negotiate their identities and navigate complex social hierarchies.

For instance, membership in peer groups, professional associations, and online communities influences individuals’ self-perceptions and social identities. Belonging to a prestigious group may enhance individuals’ self-esteem and social status, while exclusion or rejection from a group may lead to feelings of alienation and low self-worth.

Criticisms and Contemporary Relevance:

While Cooley’s theory of the looking-glass self has been influential in shaping our understanding of the social self, it has also faced criticism. Some scholars argue that the theory neglects the role of structural factors such as class, race, and gender in shaping individuals’ identities and experiences. Additionally, the theory has been criticized for its emphasis on face-to-face interactions and limited consideration of broader social contexts.

However, despite these criticisms, Cooley’s ideas continue to resonate in contemporary sociological research, particularly in studies of identity formation, social media, and digital communication. Scholars draw on Cooley’s insights to explore how individuals navigate social environments, construct their identities, and negotiate their social positions in an increasingly interconnected world.

Conclusion:

In conclusion, “A Study of the Larger Mind” by Charles Horton Cooley remains a foundational text in the field of sociology, offering valuable insights into the formation of the social self and the dynamics of interpersonal relations. By examining Cooley’s concepts of the looking-glass self and socialization, we gain a deeper understanding of how individuals construct their identities within larger social contexts. While Cooley’s theory has its limitations and criticisms, its enduring relevance underscores the importance of considering the social dimension of selfhood in understanding human behavior and society.

By: Khushdil Khan Kasi

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Attachment Theory in a Sociological Context: Understanding the Impact of Early Relationships on Social Development

Attachment theory, developed by British psychologist John Bowlby, is a significant concept in both psychology and sociology that explores the importance of early relationships and their impact on social and emotional development throughout the lifespan. This theory emphasizes the role of caregiver-child bonds in shaping an individual’s attachment style, which influences how they form relationships and interact with others in later life. In a sociological context, attachment theory provides valuable insights into the dynamics of socialization, family dynamics, and the formation of social bonds within society. This article delves into the principles and implications of attachment theory in a sociological context, highlighting its relevance in understanding the complex interplay between early relationships and social development.

Principles of Attachment Theory

• Attachment Bonds: Attachment theory posits that humans are biologically predisposed to form strong emotional bonds with their primary caregivers, typically the mother or other significant caregivers. These attachment bonds serve as a secure base from which individuals explore the world and seek comfort and support in times of distress.
• Critical Period: The early years of life, specifically from infancy to early childhood, are considered a critical period for attachment formation. The quality of attachment bonds during this period has lasting implications for social and emotional development.
• Attachment Styles: Attachment theory identifies four main attachment styles: secure attachment, anxious-ambivalent attachment, avoidant attachment, and disorganized attachment. These styles reflect different patterns of behavior and responses to caregivers and influence how individuals approach relationships in adulthood.
• Internal Working Models: Attachment experiences shape individuals’ internal working models, which are cognitive representations of self and others. These models influence their expectations and behaviors in future relationships.

Attachment Theory in a Sociological Context

Attachment theory has significant implications in a sociological context, as it sheds light on how early relationships impact social development and interpersonal interactions.

• Family Dynamics: Attachment theory highlights the significance of parent-child relationships in shaping family dynamics and the transmission of attachment patterns across generations.
• Peer Relationships: Early attachment experiences can influence how individuals form and maintain peer relationships throughout childhood and adolescence.
• Romantic Relationships: Attachment styles established in infancy often influence the quality and dynamics of romantic relationships in adulthood. Securely attached individuals tend to have healthier and more satisfying relationships.
• Social Bonds: Attachment theory emphasizes the role of attachment bonds in fostering a sense of security, trust, and emotional regulation in social interactions.

Implications of Attachment Theory in Sociology

• Parenting and Child Rearing: Understanding attachment theory can inform parenting practices that promote secure attachment bonds, fostering healthy social development in children.
• Family Interventions: Attachment-based family interventions can help improve family dynamics and enhance the quality of parent-child relationships.
• Social Support Systems: Recognizing the importance of attachment bonds can guide the development of social support systems that promote emotional well-being and resilience in individuals.
• Early Childhood Programs: Attachment theory underscores the significance of early childhood programs that prioritize secure and supportive caregiver-child interactions.

In Conclusion, Attachment theory provides a valuable lens through which to view the impact of early relationships on social development and interpersonal interactions. In a sociological context, this theory emphasizes the crucial role of attachment bonds in shaping family dynamics, peer relationships, and later romantic relationships. By understanding the complex interplay between early relationships and social development, sociologists can gain deeper insights into the dynamics of socialization and the complexities of human social bonds. Embracing the principles of attachment theory enables us to create nurturing and supportive environments that foster secure attachments, emotional well-being, and positive social development throughout the lifespan. Ultimately, attachment theory enriches our understanding of human social interactions and guides us toward building stronger, more compassionate, and supportive societies.

By Khushdil Khan Kasi

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Cognitive Development Theory of Socialization: Unraveling the Interplay between Cognition and Social Interactions

Cognitive development theory, pioneered by Jean Piaget, is a significant framework in both psychology and sociology that seeks to understand how individuals acquire knowledge, think, and reason as they progress through different stages of development. In a sociological context, cognitive development theory provides valuable insights into the role of social interactions and cultural contexts in shaping cognitive abilities, social cognition, and identity formation during the process of socialization. This article explores the cognitive development theory of socialization, examining its key principles, the interplay between cognition and social interactions, and its implications for understanding the complexities of human social development.

Principles of Cognitive Development Theory

1. Stages of Cognitive Development: Cognitive development theory identifies four stages of cognitive growth: the sensorimotor stage birth to 2 years, the preoperational stage, 2 to 7 years, the concrete operational stage 7 to 11 years, and the formal operational stage, 11 years and beyond). Each stage is marked by distinct cognitive abilities and mental operations.
2. Schemas and Assimilation: Piaget proposed that individuals organize their experiences and knowledge into mental structures called schemas. During socialization, individuals assimilate new information into existing schemas to understand and interpret social experiences.
3. Accommodation and Equilibration: As individuals encounter new and diverse social experiences, they may need to adjust their schemas through a process called accommodation. Equilibration refers to the ongoing process of seeking balance between existing cognitive structures and new experiences.
4. Social Interaction and Language: Social interaction, including language development, plays a pivotal role in shaping cognitive growth and knowledge acquisition. Social interactions with caregivers, peers, and society contribute to language acquisition and the refinement of cognitive abilities.

Cognitive Development Theory and Socialization

Socialization is the lifelong process through which individuals internalize and learn the norms, values, beliefs, and behaviors of their culture and society. Cognitive development theory enhances our understanding of socialization by exploring how cognitive growth and social interactions are interwoven.

1. Early Socialization: During infancy and early childhood, social interactions with caregivers and family members contribute to the formation of basic cognitive skills, language acquisition, and emotional regulation.
2. Cognitive and Moral Development: As children advance through cognitive stages, their moral reasoning and understanding of social norms evolve. They internalize societal values and develop a sense of right and wrong.
3. Social Cognition: Cognitive development theory highlights the importance of social cognition, which refers to the cognitive processes involved in understanding and interpreting social interactions, emotions, and perspectives of others.
4. Identity Formation: Socialization influences identity formation, as individuals internalize cultural and social values, leading to the development of a sense of self and belonging.

Implications of Cognitive Development Theory in Sociology

1. Education and Socialization: Understanding cognitive development theory can inform educational practices that align with the cognitive abilities of students at different developmental stages, promoting effective learning experiences.
2. Media and Socialization: Sociological research can examine how media influences cognitive development and socialization, shaping attitudes, beliefs, and behaviors.
3. Intercultural Understanding: Recognizing the impact of cognitive development and social interactions across cultures fosters intercultural understanding and appreciation of diverse perspectives.
4. Social Cognitive Interventions: Cognitive development theory can guide interventions aimed at promoting positive socialization experiences, empathy, and social cognitive skills.

In Conclusion, the cognitive development theory of socialization provides a valuable lens through which to view the intricate relationship between cognition and social interactions. In a sociological context, this theory emphasizes the crucial role of socialization in shaping cognitive growth, identity formation, and moral development. By understanding how social interactions influence cognitive development and vice versa, sociologists can gain deeper insights into the processes of socialization and the complexities of human social development. Embracing the dynamic interplay between cognition and socialization allows us to create nurturing and supportive environments that foster optimal cognitive and social growth, leading to well-rounded individuals who contribute positively to their societies.

By Khushdil Khan Kasi

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Kohlberg’s Moral Development Theory

Kohlberg was interested in analyzing; how an individual learns morality and values within a society. Learning values of a given culture or society; is an important part of socialization process. Moral development refers to, how an individual learns, to differentiate between good and bad. How people react towards, different social behaviors. Which behaviors are acceptable or not acceptable by, the members of society? Morality plays an important role; in the smooth functioning of society. It helps to sustain peace and order in a society. Kohlberg discuses, three stages of moral development in his theory, which are as follow, pre-conventional stage, conventional stage and post-conventional stage.

In pre-conventional stage, children do not have the ability to learn and analyze; others perception regarding, what people consider as, good or bad? In early childhood, children can only experience things through their senses. Therefore, children cannot understand the feelings of people; with whom they interact. They don’t have the ability to think and analyze things around them. Because their cognitive abilities are yet in developing phase. When children reach to teen age, they develop the ability to understand the feeling of others.

The conventional stage begins, when child enter in teen age, because teen age children, can learn and analyze; perceptions of others. They can determine, what is considered, good or bad? Which behavior is considered, virtuous or vicious? And they can differentiate between right and wrong.

Final stage of moral development is post-conventional stage, in which a person think about morality, in abstract terms, for instance, like everyone has right of, freedom of speech, liberty and happiness. Furthermore, an individual think about legality and morality independently. Either do not always go together, sometimes an event or thing might be considered as, legal but not moral. For instance, people demonstrating against the government national or international policies. Government have right to formulate policies, it is legal. However, people might consider them immoral (policy may be regarding raise in property tax or interest rate or, it can be regarding declaring war against, another country ).

Gilligan’s Theory of Moral Development and Gender

Carol Gilligan assumed, Kohlberg moral development theory was gender biased; because his research subjects were only boys. She considered Kohlberg theory male centric; which could only explain, moral development of boys. According to her, if research subjects of Kohlberg theory were both male and female; the results would have been different. Therefore, she was interested in; analyzing the difference between moral development of boys and girls. Thus, research subjects of her theory were both boys and girls. Carol Gilligan Moral development and gender theory suggests that, boys and girls do have different perspectives regarding, morality. Girls have care and responsibility perspective; Girls consider people rational, behind the behavior which seems to be immoral. Whereas, boys have justice perspective; boys analyze whether behavior is right or wrong on the basis of, rules and laws.

According to Carol Gilligan, boys and girls are socialized for different environment. Therefore, both genders have different perspectives regarding, morality. Boys are socialized for work environment; that is why, they analyze morality on the basis of rules and laws. Rules help them to function smoothly, in work environment. On the other hand, girls are socialized for home environment, where flexibility allows for harmony in nurturing and care taking.

Written by; Khushdil Khan Kasi

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Structural Functional Perspective

Structural functionalist believe that, each aspect of society work for the betterment and smooth functioning of society. Furthermore, different functioning parts of society work together; to create order and stability within a society. According to structural functional perspective, socialization too; work for the smooth functioning and betterment of society.

Children socialize in different social institutions; which prepare them to adapt positive social change and avoid behaviors; which might result in conflict or chaotic social change. In schools children from different ethnicities interact with one another; which display broader picture of society culture to them. Therefore, they learn patience towards, other ethnicities cultures; which coexist within a society. In schools they learn punctuality and to obey or follow rules. In families, children are taught how to behave; respect elders, parents and teachers, avoid abusive language, do not curse etc. in other words, children learn manners by, socializing in family. Furthermore, in religious institution; children learn values or morality; which is the difference between good and bad, right and wrong, virtuous and vicious behaviors. In addition they learn ritual and respect towards, the thing which is considered sacred within a given society.

From functional perspective, socialization is good for society and individuals. It create stability in society and young people become, prosper and productive members of society. However, critics argue that, children socialize within a society, where inequalities exist; we also teach them to accept all those inequalities. It will be difficult for them; to bring progressive change in the society, due to the existence of inequalities.

Conflict Perspective

Conflict theorist view society in a state of conflict between two classes, rich and poor. Where rich people exploit poor people for their benefit. Modern conflict theorist believe that conflict can occur within society on the basis of gender, race and ethnicity. According to conflict perspective, socialization can also benefit rich and powerful factions of society.

Children who are born in rich families, attend private schools, where teaching staff are highly educated. On the other hand, poor children attend public schools, where teachers are not that much qualified; compare to private school staff. Teachers socialize differently with children; in private and public schools. Teachers in private schools; prepare children for white color jobs or professions. However, public school prepare children for blue collar jobs. The socialization process vary for children within society due to, existing inequalities. It further work for the sustenance of existing inequalities within a society.   Moreover, the expectation of parents differ for male and female child. Parents expect from daughters; to wash dishes after dinner. On the other hand, sons can play video games after dinner. Religious scholars or leaders teach people in congregation; wealth privilege to specific people and dominant position to specific ethnicities; have been granted by God.  

Conflict perspective explains, how socialization can subjugate social change and become a source of generating inequalities, within a given society. However, conflict theorists failed; to explain the aspects of stable social system.

Symbolic Interaction Perspective

According to “Symbolic interaction perspective”, if we want to study the behavior of an individual, within a given society. We have to understand, the meanings of different behaviors; what meanings do those behaviors hold for others? And how those actions are interpreted by, the members of society? The meanings which are associated with different behaviors; develop through social relationships. An individual develop self-concept via, socializing in different groups; where he learns, which behaviors are accepted and which are not by, the members of society. An individual learns to behave according to the norms; which are imposed by, “social structure” and “social relationships”.

There are two theories of symbolic interaction perspective to analyze development of self-concept. Which are as follow, looking glass self and role taking.

Looking-Glass-Self Theory

Looking-glass-self theory was given by, “Charles Cooley”; in which he discussed, how people develop “self-concept”. By “self-concept” he meant that, to understand; who we are? What is our personality and position within a society? According to Charles Cooley, an individual develop self-concept; when he learns how others view him in a given society. Therefore, self-concept of an individual is develop through; learning how members of society perceive, his position and personality within a society. He called this phenomenon looking-glass-self.

Furthermore, Charles Cooley described; three steps through which, an individual develop self-concept. Firstly, an individual presumes; how he appears to others, within a society. Secondly, he presumes; how people perceive and judge his appearance. Lastly, he analyzes people judgments based on, his appearance; he either reject or accept, those judgments.

For instance, an individual who wants to pursue the career of novelist but, his current professor thinks that, his ideas, writing expressions and writing skills are not good enough to become, a successful novelist. He might think to consider pursuing another career. However, he analyze the remarks of his former professors and friends about, his writing and ideas. All his former professors and friends have complemented him; for his writing. Only his current professor thinks; he is not good enough to become a successful novelist. Finally, he may conclude that, his professor is biased or envious person.

The above example make it clear; our self-concept is not a mere reflection of others perception. However, it is based on how we evaluate people judgments; regarding our appearance. It depends on us whether, we reject or accept their judgments. Our past experience help us to determine or evaluate; whether, their perception is right or wrong regarding our personality.  Therefore, subjective interpretation is considered as an important factor; in symbolic interaction perspective. People develop self-concept and judge others behavior; on the basis of, subjective interpretation. 

Role Taking Theory;

After C.H. Cooley theory of looking glass self; George Herbert Mead develop a theory role taking which also discusses the development of “self”. According to Mead, self has two components “I” and “me”; when we do something to others, we use “I” and when someone does something to us, the word “we” is used. For instance, I broke the window; while playing with ball inside the house and dad scolded me. “I” component is the spontaneous creative part of “self”; on the other hand, “Me” is the part of “self”; which respond to the expectations of others. We satisfy the “I” part of self by, learning the perception and expectations of others; which is the “Me” component of self. We learn the “Me” component of self via, role taking. Role taking refers to; presuming oneself in the roles of others; to analyze how others judge our behavior.  

In early childhood, children do not have the ability to understand; how others think? What are their expectations? And how they perceive different situations and behaviors? Therefore, in preparatory stage, children just copy the actions of the people; with whom they socialize regularly such as, parents and siblings.

Preparatory stage is followed by, play stage, in which children learn the knowledge of functioning in a society by, playing games. In this stage, children try to play the role of grownups. Daughter might take up the role of mother, try to dress up like her. She may try to play their mother role by, cooking food on toy stove. However, son may try to play the role of his father by, playing with the toy hammer. Because usually, fathers are responsible for the repair and maintenance of the house. Children adopt those roles; which they see regularly around them.

In the early two stages; children learn the expectation of significant other via, role playing. Significant others refers to, the close relationships like, parents and siblings. Significant others play an important role in child development of “self”.  However, when children grow older they socialize in different groups and interact with different people; through which, they learn the expectations of, neighbors, teachers and employers. Finally, they begin to judge their behavior from the perspective of generalized other. Generalized other refers to, the perceptions and expectations of all the people with whom we interact; family members and outsiders.

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As discussed earlier that, socialization is a lifelong process, it starts from our childhood and continues throughout our adulthood, even keep going on in our old age. Ian Robertson has discussed four types of socialization in his book sociology. Following are the four types of socialization, primary socialization, anticipatory socialization, professional or developmental socialization and re-socialization.

Primary Socialization

Primary socialization is early childhood socialization. It is called primary socialization in a sense; it is the beginning of the socialization process, it occurs first and it is the most crucial stage of socialization for later development. This stage is considered to be the development stage in children in which their personality and self-concept is developed; they acquire cognitive abilities, language and internalize norms and values. Moreover, they establish emotional ties and pick up other roles and perspectives.

Anticipatory Socialization

This stage occurs in between the childhood and adulthood. Adolescence begins to establish independence from their parents. During this stage adolescence participate in Anticipatory socialization. They not only learn their immediate group culture but also learn the culture of a group which they are expecting to join in future.

Professional or Developmental Socialization

Developmental socialization occurs during the adulthood. This type of socialization is dependent on the primary and anticipatory socialization. In the early two stages an individual has acquired the skills, developed his attitude and established the goals for future, which have prepared him for the position which he is likely to hold as an adult. As an adult individual is encountered with new situations and roles such as, marriage, job, husband and employee or employer, which will require new expectation and obligations. In this stage new learning combines with old to continue the process of developmental or professional socialization.

Re-Socialization

Sometime when an individual changes his group and become a part of new group he have to abandon his old way of life. Such situations compel an individual to abandon the old values, norms and beliefs. To adjust in a new group he has to learn the values norms and beliefs of new group. The process of learning a new ways of life is called re-socialization.

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Socialization is a process via which we are being taught as well as learn social norms and values in order to become proficient members of society. We learn each and every social conduct such as, how to walk, talk, feed ourselves etc… through the process of socialization. It is a lifelong process it begins since our conception and occurs until the end of our lives. During the course of our lives we socialize with different people in distinct social groups such as, Family, schools, mass media, peers and religion. These social groups are considered to be the essential agents of socialization through which we obtain the ability to learn social skills and knowledge.

Family

Family is the most important and fundamental source of socialization. A newborn survival completely depend on family members especially, on parents — step parents or guardians. While attending to the physical needs of newborn mother frequently interact with baby. Changing diapers and feeding a baby creates opportunity of talking, smiling, hugging and cuddling. The warmth and nurture which a baby receive from such interactions is essential for the development of baby cognitive and motor abilities. Our parents teach us how to take care of ourselves and function within a society, their teaching is not only limited to basic social skills such as, how to walk, talk, tie shoes — hold crayon or spoon etc… however, they also instill societal or religious norms, values and beliefs in us — that we may hold our entire lives for instance, a person born and raised within Muslim family adhered beliefs might be entirely different from a person born and raised in catholic family, because their socialization process differ from one another.

Including basic social or developmental skills child has to learn normative conducts before becoming a full member of society. Child learns most of the basic skills indirectly via social interaction. However, as the child grow older parents use direct approach to teach conformity and obedience in order to prepare him/her for the life outside the institution of family. Though, the means of direct teaching approach differ from family to family for instance, some parents might spank or scold a child for misconduct to teach him or her socially acceptable ways to behave whereas, others may teach normative behavior in an affectionate manner through hugs and praise.

Family is considered as the most important source of socialization because self-concept is developed in childhood which is the foundation on which an individual personality rest upon. Our personalities are not completely formed in childhood but, it influence the later stages of personality development for instance, if a father beats his son in childhood he might have anger issues or some other issues in adulthood.

Schools

School serve as a central agent of socialization all over the world — for those individuals who have means to attend or can attend school. School is the first source of socialization for a child outside the institution of family, which infuse technical skills and abilities that are necessary to function within given society. The knowledge which a child acquire in school aid to improve his or her financial positions in adulthood. Schooling not only serve manifest functions such as, how to read and write, study math, science etc… however, it also has latent functions for instance, children learn punctuality, teamwork, competition and conformity via socializing at school.

Moreover, within institution of school — teachers are role models and leaders, they lead the rituals as well as, reinforce social norms in class rooms. In addition to basic and technical skills — teachers also teach the core norms and values of a given society or the conducts which are expected from members of a particular society. Sociologists refer to such informal teaching aspect of school “Hidden curriculum” for instance, the grading system through which a teacher evaluate the performance create the positive sense of competition in children or when students participate in quiz and sports contests they become aware of the fact that there are winners and losers in society. When students are supposed to prepare group assignment they learn about team work and its importance. Deadline for the submission of assignments as well as school time table teach them punctuality. The hidden curriculum teach children the social skills which are required to function in adult world. When children grow they know how to follow social rules such as, how to wait in cue for their turn, avoid deviant conducts, treat and greet people etc…. However, social norms and values differ from society to society. Hidden curriculum within schools are designed to teach children the dominant culture of a given society.

In school children are supposed to say pledge of allegiance as well as sing national anthem which develop sense of national pride in them. Children also learn the history, culture, geography and demographics of their native country at schools. Moreover, they are also taught the history of other nations in order to understand the cultural similarities and differences among nations of the world. School text books are designed in way that creates harmony and solidarity among individuals as well as the subcultures which coexist within a given society.

Peer groups

Peer group is compose of the people with same age, social status and interests. Peer group socialization initiate in the early stages of life when children play together in school playground whereby, they learn the rules of games. Peer group socialization is not limited to childhood however, it continue throughout life. As children grow into teenager they exert independence and try to establish their own identity that is separate from their parents. Individuals pick their peers or peer group themselves as well as, when they frequently socialize with peers they tend to form and adopt similar habits.

Mass media

We are bombarded with messages on daily basis through the mass media such as social media, billboards, magazines, television etc… mass media refer to communication form that is design send messages to the mass audiences. The most influential source of socialization is television as well as, social media. Access to Television and internet is almost available to every individual. People spend sufficient amount on time watching television and surfing the internet.

However, the kind of messages which we receive through television and other medium of communication effects our behavior for instance, the movie characters may become our role models and we may start dressing and behaving like them. Moreover, now a day people spend more time on social media compare to television therefore, conglomerates have increased promotional activities of their product on social media and political organizations are also running their election campaigns on social media. Social media have proven to be the effective source of manipulating people behavior for instance, the crowed of millions came out on streets to overthrow dictators in Middle Eastern countries the demonstration was inspired from video clip uploaded on social media in which a man burned himself on street due to police corrupt attitude. Moreover, thousands of people started demonstration against corruption in Islamabad, Pakistan due to the influential political campaign of Imran khan on social media.

Religion

The institution of religion is universal, it is important agent of socialization in every society. In some societies religion is considered as informal social institution whereas, in others it serve as formal social institution. Societies in which formal norms and values are based on religious scripture in such countries it serve as a formal institution for instance, in Saudi Arabia state laws are based on sharia, people in such countries not only learn the religious rituals but also the formal norms of a given society via socializing in mosque. The negative sanctions for crimes are enforced as it is mentioned in the Holy Scripture such as, the punishment of theft is maiming of hands in accordance to sharia law. However, societies in which different religion coexist and societal norms are not entirely based on holy scripture of specific religion, people socialize within an institution of their adhered religion such as, mosque, temple, synagogue etc… where they learn how to pray, take care of sacred thing and information regarding ceremonies. Elements such as these of material and non-material religious cultures are learned via frequently attending sermons and congregations within religious institutions. However, social behavior of people could be influenced from any socialization agent and they might choose to live their lives on different principles.

By Khushdil Khan Kasi

The post Agents of Socialization appeared first on Sociology Learners.

Have you ever wondered how did we obtain the ability to communicate with other people and how did we learn to differentiate between good or bad —- ethical or unethical —-moral or immoral — virtuous or vicious conducts? Or how do we acquire the skills to participate in other social activities? In sociology the concept of learning social knowledge during the course of life is called socialization.

Socialization is a process through which we learn our respective culture as well as, it is the process through which social knowledge is transmitted from one generation to another. We obtain knowledge of our native language, social norms, values and beliefs via social interaction. Social interaction refer to social encounters among two or more than two individuals. For instance, new born baby initially socialize within institution of family until school going age where he learns basic survival skills such as, how to walk, talk, feed himself and use bathroom via interacting with his family members (parents and sibling).

However, there is difference between socialization and socializing. In order to comprehend the concept of socialization one must understand difference between socializing and socialization. Socializing refers to social interaction (social encounters with friends, teachers, colleagues, siblings, parents etc…) it is the part of socialization process. Whereas, socialization refers to the lifelong process of learning social skills, it initiate since birth and continues until death. We learn new thing in different stages of our lives via socializing with different people within distinct social groups. As we grow older and enter in to the new stage of lives our identities (social status) change within society such as, parent, lawyer, doctor, employee or employer etc… due to which we learn new rules in order, to perform our roles associated with our new status. It enable us to play our social roles associated with our social identities within distinct social groups for instance, usually until the age of 3 children socialize within institution of family where, their status might be of brother or sister — son or daughter however, when they start attending school they obtain new statuses such as, student, friend and classmate. Norms at school differ from family rules as a son or daughter within family children don’t raise their hand to ask question from their parents or siblings whereas, as a students they have to raise their hand in classroom to ask question from teachers. In order to function within school children have to learn and understand school code of conduct. These rules of conduct are supposed to teach life skills to children and prepare them future to socialize in different social groups. Children learn knowledge of books, punctuality and discipline at school which help them to achieve anticipated career goal in future.

Moreover, if we don’t socialize with people within distinct social groups, we would not be able to learn and understand social norms and without obtaining knowledge of social norms we could not function or participate within a society. In 2005 children and home department investigator found a seven year old girl in a dark small room of an old house in plant city, Florida. Investigator reported that when he found her she was not wearing any cloths except a swollen dirty diaper her hairs were filled with lice — her skin was filled with rashes and insect bites. Moreover, the room in which she was found was covered in feces and insects. However, she was immediately sent to the hospital for medical exam. After examination doctor found out that, she is not able to walk, talk and understand any language even though she did not had any genetic abnormality or disease. Children and home department concluded that, due to the negligence of her parents she have not learned basic social skills. She did not had any kind of interaction from her parents such as, holding, hugging, demonstration of basic skills etc… therefore she did not obtain the ability to walk, talk, use bathroom and chew solid food.

The famous debate of nature and nurture has been going on since classic Greek period. Plato believed that, formation of man personality depend on biological characteristics or genetics. Whereas, according to Aristotle, man personality is the product of social environment. However, in sociology we focus on the nurture part. Lee argued that, our personality is the product of habit formation. Habits refer to the repeated actions or conducts of individuals. The process of socialization also aid in development of people personalities in a given society.

Written by; Khushdil Khan Kasi

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