The process of Socialization

• Socialization, the process whereby an

individual learns to -
• adjust to a group (or society)
• behave in a manner approved by the group
(or society)
• essentially represents the whole process
of learning throughout the life course
• is a central influence on the behaviour,
beliefs, and actions of adults as well as of
children.
Charles Horton Cooley :Looking Glass Self
The theory suggests that an individual’s self-concept, or sense of self, is
significantly influenced by the perceptions and evaluations of others.

• Imagining how we appear to others: We constantly form mental images

of how we believe we appear to others based on our physical appearance,
behavior, and social roles. ( it is influenced by our own beliefs, biases etc.)

• Imagining how others judge us: Based on our mental image of how we
appear to others, we try to imagine what others think of us. We assess
whether they perceive us as attractive, intelligent, successful, or any other
characteristic.( It is subject to our own interpretations)

• Developing a self-concept based on these judgments: We then internalize

the imagined judgments of others and incorporate them into our self-
concept. This self-concept shapes our self-esteem, identity, and behavior.
In essence, we see ourselves through the “looking glass” of other people’s
perceived judgments.
George Mead: Theory of Self

Sociologist George Mead believed there are

three stages to the development of self:

• Preparatory stage/Imitation stage.

• Play stage.
• Game stage.
Mead’s theory
Psychoanalytic Theory: Sigmund Freud
In his famous psychoanalytic theory, Freud
states that personality is composed of three
elements known as the id, the ego, and the
superego. These elements work together to
create complex human behaviour.
Id
According to Freud, it is the primary component
of personality.
• is present from birth.
• entirely unconscious and includes instinctive
and primitive behaviour.
• is driven by the pleasure principle, which
strives for immediate gratification of all
desires, wants, and needs. If these needs are
not satisfied immediately, the result is a state
of anxiety or tension.
Ego
According to Freud, the ego develops from the id
and ensures that the impulses of the id can be
expressed in a manner acceptable in the real
• functions in the conscious, preconscious,
and unconscious mind.
• the personality component responsible for
dealing with reality.
• operates based on the reality principle, which
strives to satisfy the id's desires in realistic and
socially appropriate ways.
Superego
• The superego holds the internalized moral
standards and ideals that we acquire from our
parents and society (our sense of right and
wrong)
• The superego provides guidelines for making
judgments.
The key to a healthy personality is a balance
between the id, the ego, and the superego.
Maslow’s Hierarchy of Needs
Abraham Maslow's pyramidal "Hierarchy of
Needs" model is a highly-influential way of
organizing human needs from the most
"basic" to the most advanced.

Maslow's argument is that the most basic

needs must be met before people can move
"up" to the more advanced needs.
Modified Model
Integrated Personality
• generally refers to a state of psychological
well-being in which a person's thoughts,
emotions, and behaviour are in harmony and
consistent with their values and beliefs.
• involves a sense of wholeness, self-awareness,
and the ability to manage conflicting feelings
and impulses.
• incorporates a sense of integrity, morality and
courage.
Integrated personality
Integrated personality implies harmony between five
important aspects of personality:

Harmony between one's abilities and capacities.

Harmony among one's interests.
Harmony between one's abilities and interests.
Harmony between one's self concept and social constraints.
Harmony between one's life goal and social codes of
conduct.
Human Values
• Values are generalized standards by which people
define what is good what is bad…(Abraham 2006)
• Values are basic and fundamental beliefs that guide or
motivate attitudes or actions.
• Values describe the personal qualities we choose to
embody to guide our actions; the sort of person we
want to be; the manner in which we treat ourselves
and others, and our interaction with the world around
us.
• They help us to determine what is important to us.
• They provide the general guidelines for conduct.
Societal Values
• The societal values are often codified in their laws that seek
to grant equality and justice to all its citizens. There, is wide
diversity in these laws as the requirement of each country
is different.
• The violation of societal values is treated as criminal acts
which are punished by the State.
• Thus societal values are those qualities of behaviour,
thought and character that society regards as being
intrinsically good, having desirable results and worthy of
emulation by others.
• Unity, solidarity, social consciousness and belongingness-
are the four pillars to uphold social cohesiveness.
• (Justice, Rules of Law , Democracy, Indian constitution)
Justice
• refers to the fair division of resources,
opportunities, and privileges in society.
• It emphasizes fairness in how society divides its
social resources.
• One of the most famous examinations of social
justice is John Rawls’ A Theory of Justice (1971).
Examples: Gender inequality, racism, casteism,and
LGBTQ+ discrimination are frequent subjects of
social justice advocacy.
The Rule of Law
• The rule of law is fundamental to
international peace and security and political
stability; to achieve economic and social
progress and development; and to protect
people's rights and fundamental freedoms.
• The rule of law, by securing civil and
economic rights, directly contributes to social
prosperity and is one of our societies’ greatest
achievements.
Democracy
• Democracy is a core value of the United
Nations. The UN supports democracy by
promoting human rights, development, and
peace and security.
• Democracy has played a vital role in the story
of civilization, helping transform the world
from power structures of monarchy, empire,
and conquest into popular rule, self-
determination, and peaceful co-existence.
• in 2002, the Human Rights Commission declared the
following as essential elements of democracy:
• Respect for human rights and fundamental freedoms
• Freedom of association
• Freedom of expression and opinion
• Access to power and its exercise in accordance with the
rule of law
• A pluralistic system of political parties and organizations
• The separation of powers
• The independence of the judiciary
• Transparency and accountability in public administration
• Free, independent and pluralistic media
Rights and Duties
Rights are defined as claims of an individual that
are essential for the development of his or her
own self and that are recognized by society or
State.

A duty is something that someone is expected or

required to do. Parents, for example, have a duty
to take care of their children. You have duties
towards your parents. A teacher has a duty to
educate students.
Rights and duties are correlative to each other.
Duties are moral obligations. Every right brings
an obligation with it. When one man has a
right, other men are under moral obligation to
respect it, and he himself is under moral
obligation to use it for the common good.
*Example: If we have the right to freedom, it
becomes our duty not to misuse this and
harm others.
Ethics of Care , Justice and Fairness
Justice and Care ethics are conflicting in
nature.
• An ethic of care(Carol Gilligan) is concerned
with concrete persons, relationships and
responsibilities.
• An ethic of justice(Lawrence Kohlberg)
focuses on rules, rights and principles. Justice
is often taken to mean "fairness."
• The ethic of justice is centered on
maintaining obligation, equity, and fairness
through the application of moral principles,
rules, and established standards.
• The ethic of care is centered on maintaining
relationships through responding to needs of
others and avoiding hurt.
To resolve this moral conflict, the integration
of the two perspectives by incorporating one
into the ethical framework of the other, or by
prioritizing one perspective becomes
essential.
Case Study: Should a military nurse give
treatment to an individual/ a child of another
nationality, particularly when those
nationalities are at war with one another ?
Value Crisis and Disharmony
Even after fifty years of progress in different
fields – economic, industrial, scientific,
• educational – it is doubtful if we are moving
towards creation of a just society, a happy
society, a good society.
Value crisis at the individual/societal level is
primarily because of the steep rise in the
rights-consciousness, along with a steeper
decline in the duty-consciousness.
Social Harmony/ Conflict Management
Social harmony is a concept that describes the state
• of peace and cooperation between individuals, groups or
communities within a society.
• an environment in which people can interact comfortably,
coexist peacefully and build strong bonds with one another.
• Social harmony is a crucial aspect of a stable society that
ensures social, political and economic development.
• A society that values social harmony encourages people to
forge relationships with others, respect diversity, and
contribute to common goals.
• It is an ideal that can be achieved through various practices,
policies and actions.
Trust and Respect- The Foundational
Values
Trust in relationships.
• “To be assured that each human being
inherently wants oneself and the other to be
happy and prosperous”
• If we have trust in the other, we are able to
see the other as a relative and not as an
adversary.
There are two aspects of trust:
• Intention (wanting our natural acceptance)
• Competence (being able to do)
Trust is a choice we make toward someone when
we are inspired that they have either earned our
confidence or are by some other means worthy
of it. It is difficult to acquire, and when fractured
even harder to redeem, so perhaps the lessons of
trust are not how to earn it, but what it takes to
keep it
Respect
Respect is right evaluation.
• When we are rightly evaluated, we feel respected.
• When we are not rightly evaluated, we feel disrespected.
• Disrespect can take place in three ways:
• Over evaluation – evaluating for more than what it is
• Under evaluation – evaluating for less than what it is
• Otherwise evaluation – evaluating for other than what it is

If we look at our day-to-day behavior, we generally tend to

do one of these three .
If any of these three takes place, the other person feels
uncomfortable, disrespected.
Minimum Content of Respect – The Other is Similar to Me
Establishing Harmony- Self, Family,
Society, Nature
• Relationship is – between one self (I1 ) and
other self (I2 )
• . There are feelings in relationship – in one self
(I1 ) for other self (I2 )
• These feelings can be recognized – they are
definite (9 Feelings)
• Their fulfillment, evaluation leads to mutual
happiness