How Do We Learn Our Identity?
Visão Geral
You were not born knowing how to greet an elder, when to laugh, what to wear, or which hand to eat with. All of this you learned, mostly without noticing, from the people and institutions around you. Sociology calls this lifelong lesson socialisation, and it is the single most important idea in this topic: the claim that the self you call yours was, to a large extent, built by your society.
This note takes you from the raw materials of culture (norms, values, customs, roles and status) to the great debate over nature versus nurture, and then through the six agencies that shape us: family, education, peer group, media, religion and the workplace. You will meet real studies, learn what canalisation and the hidden curriculum mean, and see exactly how CIE turns all of this into marks. By the end you will be able to explain not just what you believe, but how you came to believe it.
Objetivos
- Culture.
- Norms.
- Values.
- Customs.
- Roles.
- Status (achieved/ascribed).
- Stereotypes (b) How these concepts influence individual behaviour and social identity.
- The nature-nurture debate.
- The relativity of culture.
- Socialisation.
- Norms and values.
- Key agencies of socialisation: family, education, peer group, media, religion, workplace.
- The effectiveness of each agency in the socialisation process.
- Canalisation.
- Hidden curriculum.
- Media representations.
- Peer pressure.
- Religious teachings.
- Role modelling.
- Workplace training.
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Avaliação da Lição
Parabéns por concluir a lição em How Do We Learn Our Identity?. Agora que você explorou o conceitos e ideias-chave, é hora de colocar seu conhecimento à prova. Esta seção oferece uma variedade de práticas perguntas destinadas a reforçar sua compreensão e ajudá-lo a avaliar sua compreensão do material.
Irá encontrar uma mistura de tipos de perguntas, incluindo perguntas de escolha múltipla, perguntas de resposta curta e perguntas de redação. Cada pergunta é cuidadosamente elaborada para avaliar diferentes aspetos do seu conhecimento e competências de pensamento crítico.
Use esta secção de avaliação como uma oportunidade para reforçar a tua compreensão do tema e identificar quaisquer áreas onde possas precisar de estudo adicional. Não te deixes desencorajar pelos desafios que encontrares; em vez disso, vê-os como oportunidades de crescimento e melhoria.
- Which of the following is a value rather than a norm? A. Shaking hands when you meet someone B. The belief that education is important C. Removing your shoes before entering a home D. Queuing for a bus Answer: B
- A status that is fixed at birth, such as being born into a royal family, is best described as: A. an achieved status B. an ascribed status C. a master status D. a role conflict Answer: B
- Which sociologist used the term canalisation to describe the channelling of children towards gender-appropriate toys? A. Talcott Parsons B. Charles Cooley C. Ann Oakley D. George Herbert Mead Answer: C
- The lessons schools teach without putting them on the timetable, such as punctuality and obedience, are known as the: A. formal curriculum B. hidden curriculum C. national curriculum D. correspondence principle Answer: B
- Cases of feral children are most often used as evidence for the importance of: A. nature over nurture B. nurture over nature C. ascribed status D. cultural relativity Answer: B
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