Jonsonian Comedy and the Discovery of the Social Self

PMLA ◽  
1984 ◽  
Vol 99 (2) ◽  
pp. 179-193 ◽  
Author(s):  
Lawrence Danson
Keyword(s):  
The Self ◽  
Social Self ◽  
Social Psychologist ◽  
The Social ◽  
Romantic Comedies ◽  
Technical Sense ◽  
Self Discovery ◽  
Obedience To Authority

The self in Jonson's comedies, like the self described by modern sociologists, is a reflection of other reflections, created by the society it creates. As Milgram's experiment on obedience to authority seems to show, the social self is radically contingent. Therefore the anagnorisis in Jonson's comedies is a catastrophe in more than the technical sense; it is the discovery of a self that cannot bear its own exposure. By contrast, the heroes and heroines of Shakespeare's romantic comedies discover themselves in relation to a nurturing family and a mature sexual family. Theirs is a psychological self. In the “comical satires,” Jonson encounters the problem of finding appropriate endings for plays whose characters can achieve no satisfying self-discovery. In Volpone the protagonist acts like an experimental social psychologist, exposing the pliability of the social self. The catastrophe shows that Volpone's own “substance” is only a reflection of his world's insubstantiality.

scholarly journals SOCIAL PARTICIPATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN INCLUSIVE ELEMENTARY SCHOOLS / SPECIALIŲJŲ UGDYMOSI POREIKIŲ TURINČIŲ MOKINIŲ SOCIALINIS DALYVAVIMAS INKLIUZINĖJE PRADINIO UGDYMO MOKYKLOJE

2019 ◽  
Vol 1 (39) ◽  
pp. 109
Author(s):  
Marlina Marlina ◽  
Grahita Kusumastuti
Keyword(s):  
Special Needs ◽  
Social Participation ◽  
Social Acceptance ◽  
The Self ◽  
Social Self ◽  
Special Educational Needs ◽  
Self Perception ◽  
Students With Special Needs ◽  
The Social ◽  
Regular Students

<p>This article examines the social participation of students with special needs in four aspects, namely friendship, interaction, social self-perception, and  peers acceptance. This study discuss about the social participation of students with special needs in inclusive school. This research is descriptive quantitative and the relationship between the four aspects of social participation. The subject of this research are students with special needs and regular students in ten inclusive elementary school, Padang. The social self-perception was measured with three aspects such as the Self-Perception Profile for Children, The Self-Description Questionnaire and Peer Social Acceptance The results showed that the majority of students with special needs have a satisfying level of social participation. However, if compared with their peers (regular students), students with special needs are more likely to have difficulties on social participation. In general, students with special needs have fewer friends and have less cohesive friendship than their peers. In addition, students with special needs have less interaction with peers, more interaction with the teacher, and less accepted by their normal peers. Social self-perception of students with special needs and regular students are no different. There is no significant differences in social participation in both groups.</p><p> </p><p>Straipsnyje analizuojamas specialiųjų ugydymosi poreikių turinčių mokinių socialinis dalyvavimas keturiais aspektais: draugystės, interakcijos, socialinės savivokos ir bendramokslių priėmimo. Taip pat aptariamas jų socialinis dalyvavimas inkliuzinėje mokykloje. Be to, aprašomuoju būdu analizuojami kiekybiniai santykiai tarp šių keturių socialinio dalyvavimo aspektų. Duomenys buvo renkami iš tiek turinčių, tiek ir neturinčių specialiųjų ugdymosi poreikių mokinių, besimokančių dešimtyje inkliuzinių pradinių mokyklų Padange. Socialinė savivoka buvo tiriama trimis aspektais: vaikų<br />savivokos profilis, savęs apibūdinimo klausimynas ir bendramokslių socialinis priėmimas. Rezultatai parodė, kad dauguma specialiųjų ugdymosi poreikių turinčių mokinių demonstruoja patenkinamą socialinio dalyvavimo lygį. Kaip bebūtų, lyginant su jų bendramoksliais (įprastos raidos mokiniais), yra labiau tikėtina, kad jiems kyla sunkumų socialiai dalyvauti, jie turi mažiau draugų ir jų draugystė ne tokia glaudi. Be to, jie daugiau bendrauja su savo mokytoja (-u) ir yra mažiau priimami specialiųjų ugdymosi poreikių neturinčių bendramokslių, kurių socialinė savivoka skiriasi.</p>

scholarly journals Enhancing Majority Members’ Pro-Diversity Beliefs in Small Teams

2014 ◽  
Vol 61 (1) ◽  
pp. 3-11 ◽  
Author(s):  
Ruth van Veelen ◽  
Sabine Otten ◽  
Nina Hansen
Keyword(s):  
The Self ◽  
Diverse Group ◽  
Social Self ◽  
Positive Attitudes ◽  
The Social ◽  
Diverse Groups

Majority members often react negatively to efforts to stimulate diversity. An important reason for this is that in diverse groups, majority members’ own group bond is typically based on perceived prototypicality, which serves to disregard those who are different. In the present research we investigate how majority members’ pro-diversity beliefs may be enhanced, by experimentally manipulating how the self is cognitively defined in relation to a diverse group. Specifically, we hypothesize that majority members’ focus on the personal self (i.e., self-anchoring) rather than the social self (i.e., self-stereotyping) when creating a group bond may facilitate their pro-diversity beliefs and positive attitudes toward minority members. In two experiments we manipulated self-anchoring and self-stereotyping via mindset priming among ethnic majority members in diverse teams. As expected, results showed that relative to self-stereotyping, majority members’ self-anchoring enhanced pro-diversity beliefs and positive attitudes toward minority members.

The Roots of Stanley Milgram’s Obedience Experiments and Their Relevance to the Holocaust

1998 ◽  
Vol 20 (1) ◽  
Author(s):  
Thomas Blass
Keyword(s):  
Social Sciences ◽  
Social Psychologist ◽  
The Social ◽  
The Holocaust ◽  
Stanley Milgram ◽  
Detailed Presentation ◽  
Obedience To Authority

AbstractDrawing on archival materials, interviews, as well as published sources, this article traces the roots of one of the most important and controversial studies in the social sciences, the experiments on obedience to authority conducted by the social psychologist, Stanley Milgram. Milgram’s research had two determinants: First, his attempt to account for the Holocaust and, second, his intention to apply Solomon Asch’s technique for studying conformity to behavior of greater human consequence than judging lengths of lines-the task which was the original focus in Asch’s studies. After a detailed presentation of these antecedents of Milgram’s work, the article concludes with a brief discussion of the applicability of the obedience experiments to the behavior of the perpetrators of the Holocaust.

scholarly journals Grief, Care, and Play: Theorizing the Affective Roots of the Social Self

2020 ◽  
Author(s):  
Seth Abrutyn ◽  
Omar Lizardo
Keyword(s):  
Evolutionary Biology ◽  
Psychological Theory ◽  
The Self ◽  
Social Self ◽  
Social Psychological ◽  
Symbolic Interactionist ◽  
Social Scientists ◽  
The Social ◽  
Understanding Emotions ◽  
Social Psychological Theory

For several decades, some sociologists have turned to evolutionary biology, neuroscience, and cognitive science to support, modify, and reconfigure existing social psychological theory. In this paper, we build on this momentum by considering the relevance of recent work in affective and cognitive neuroscience for understanding emotions and the self. Our principal aim is to enlarge the range of phenomena currently considered by sociologists who study emotion, while showing how affective dynamics play an important role across every outcome and process of interests to social scientists. : Central to our concern is the way in which external social objects become essential to, and emotionally significant for, the self. To that end, we draw on ideas from phenomenology, pragmatism, classic symbolic interactionism, and dramaturgy. We begin by showing how basic affective systems may graft on, build from, and extend current social psychological usages of emotions as well as the important sociological work being done on self, from both symbolic interactionist (SI) and identity theory (IT) perspectives. Subsequently, we turn to the promising directions in studying emotional biographies and various aspects related to embodiment.

scholarly journals Becoming an Embodied Social Self Capable of Relating to Norms: Ricoeur’s Narrative Identity Reconsidered in the Light of Enactivism

2020 ◽  
Vol 28 (1) ◽  
pp. 121-142
Author(s):  
Annemie Halsema
Keyword(s):  
Social Problem ◽  
Narrative Identity ◽  
Social Situation ◽  
The Body ◽  
The Self ◽  
Social Self ◽  
The Social ◽  
The Way

In this paper, I argue for a revaluation of Paul Ricoeur’s notion of narrative identity in light of what Miriam Kyselo has coined “the body-social problem” in enactivism (Kyselo 2014). It is my contention that while phenomenological perspectives upon the body and the self are considered relevant in enactivism, the hermeneutical, discursive facets are understood as a less essential facet of the self, for instance as the self’s reflexive side, that gives expression to an experiential self (Zahavi 2007: 182-184, 2014: 57-59). Yet, it is in language that the self is addressed by others and that the self reflects upon itself and understands itself. Especially in order to understand aspects of identity which are of importance for the social situation of the self, such as gender, the way we are addressed by others and address ourselves by means of language need to be taken into account.

scholarly journals La estructura del Cuestionario de Autoconcepto Social (AUSO)

2015 ◽  
Vol 32 (1) ◽  
pp. 199 ◽  
Author(s):  
Arantza Fernández-Zabala ◽  
Arantzazu Rodríguez-Fernández ◽  
Alfredo Goñi
Keyword(s):  
Social Relationships ◽  
The Self ◽  
Self Concept ◽  
Measuring Instrument ◽  
Social Self ◽  
Psychometric Characteristics ◽  
Self Perceptions ◽  
The Social ◽  
Confirmatory Factor ◽  
Theoretical Proposal

The aim of this study is to examine the factor structure of the Social Self-Concept Questionnaire (SSQ), newly, made up of two scales: social responsibility and social competence. A review of both theories of human social development as previous attempts to measure social self-concept a theoretical proposal that the social self is the conjunction of two basic self-perceptions was born: competence in social relationships and response to the demands of social functioning. Participated in research 818 students aged between 17 and 52 years. The results obtained by confirmatory factor analysis,  endorse the hypothesized two interrelated factors structure. This work, in addition to providing a new measuring instrument with adequate psychometric characteristics and validity that justify its use both in practice as applied in the field of research, helps to better understand the inner nature of the social domain of the self-concept.

scholarly journals Identity in social constructionism: A review

Sociologija ◽  
2017 ◽  
Vol 59 (2) ◽  
pp. 206-221
Author(s):  
Djordje Milivojevic
Keyword(s):  
Social Sciences ◽  
Social Constructionism ◽  
Social Constructionist ◽  
The Self ◽  
Social Psychologist ◽  
Political Implications ◽  
The Social ◽  
The Subject ◽  
Similarities And Differences ◽  
Terminological Confusion

The terms personality, identity, self or person and many others, are used in the literature in different ways. Sometimes the term implies the personality of the self and the person (Leary, 2004), and sometimes the identity (Harre, 2001). An important source of terminological confusion in the study of self and identity lies in a variety of different perspectives in the social sciences. The subject of this paper is to present the concept of identity in social constructionist paradigm. The paper focuses on works of social psychologist Kenneth Gergen (Gergen, 1991; Gergen, 2002; Gergen, 2009), Rom Harre (Harre, 2001, Harre, 2004; Harre & Tisaw, 2005) and John Shotter (Shotter, 1989; Shotter, 1997) whose speaking of the fragmented nature of identity. The similarities and differences between these approaches are shown. In conclusion, theoretical, methodological and political implications of adopting a new understanding of identity are reconsidered.

Providing Freshmen with a Good “Starting-Block”

2019 ◽  
Vol 78 (1-2) ◽  
pp. 69-75 ◽  
Author(s):  
Mikaël De Clercq ◽  
Charlotte Michel ◽  
Sophie Remy ◽  
Benoît Galand
Keyword(s):  
The Self ◽  
The Other ◽  
Student Adjustment ◽  
Social Psychological ◽  
Pivotal Phase ◽  
Study Program ◽  
Study Task ◽  
The Social ◽  
Social Belonging ◽  
Intention To Persist

Abstract. Grounded in social-psychological literature, this experimental study assessed the effects of two so-called “wise” interventions implemented in a student study program. The interventions took place during the very first week at university, a presumed pivotal phase of transition. A group of 375 freshmen in psychology were randomly assigned to three conditions: control, social belonging, and self-affirmation. Following the intervention, students in the social-belonging condition expressed less social apprehension, a higher social integration, and a stronger intention to persist one month later than the other participants. They also relied more on peers as a source of support when confronted with a study task. Students in the self-affirmation condition felt more self-affirmed at the end of the intervention but didn’t benefit from other lasting effects. The results suggest that some well-timed and well-targeted “wise” interventions could provide lasting positive consequences for student adjustment. The respective merits of social-belonging and self-affirmation interventions are also discussed.

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