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CONTRIBUTORS:
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INSTITUTION ID:
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SERIES TITLE:
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YEAR:
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2005
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PUB TYPE:
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Working Paper/Manuscript
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WORKING PAPER NUMBER:
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4
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PAGES:
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1,
4 p.
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SUBJECT(S):
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None
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DISCIPLINE:
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Sociology
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HTTP:
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LANGUAGE:
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English
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PUB ID:
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103-422-358
(Last edited on
2005/12/20 18:26:43 US/Mountain)
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SPONSOR(S):
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ABSTRACT:
Irrational thought: Models, Modes, and Eschatology
“Human relations in all circumstances represent a struggle.”(Alfred Adler 1913)
The self as a social product
Humans are sociable by nature. The next two examples reinforce this proposition (which I believe can easily become sociological law). E.g* 1. Emperor Frederick II of Germany (13th century) conducted experiments on the effect of childhood isolation. He wanted to find out if children would instinctively be able to speak- if at all or in what manner, walk, and recognize how to interact with other humans. He placed them in an isolated area. The only contact they would have is when the “foster mothers” would come to bathe and feed them. The foster mothers were not allowed to communicate with them in any way. Emperor Frederick’s thinking was that the children would speak Hebrew, the oldest language, Greek, Latin, Arabic, or inherit the language of their parents. His hypothesis was not validated due to the death of the children. This is an extreme example, and completely unethical by modern standards. The theory resulting from this was that the children could not live without the petting and joyful faces of their foster mothers. E.g*2. The case of Isabelle on the other hand is completely coincidental and in no way a planned sociological experiment. Isabelle was born the child of a deaf-mute mother. At twenty-two the mother became pregnant. After Isabelle was born the family confined them a dark room for six and a half years. In November, 1938 they escaped. Isabelle was relocated to the Children’s State Hospital in Ohio. Initially her behavior was erratic; she was infantile, hostile, but terrified of strangers, especially men. She was also unable to speak. It was assumed that she, like her mother, was also deaf because of her lack of response to audible stimuli. Continuing attempts uncovered that she was not deaf, but her stimulus reactions were delayed, therefore doctors thought she was unintelligent. Further efforts garnered progress. Within two weeks she was able to identify toys by name. In a two month period Isabelle was able to speak simple sentences, write, and retell a story after hearing it. At eight Isabelle reached the normal level of development. The process of socialization allowed Isabelle attain the basic tools of stimulus response, output intelligence, communication, and interaction. This example is reflected on a much larger scale when ethnicity is implicated. In Isabelle’s case socialization was a big factor in developing her social behavior. The development of social behavior with regard to ethnicity is that whites develop as social individuals while blacks develop within stereotypical influences such as negative attitudes towards whites and predilections to sports or music. Whites do no like to be thought of as a group. It seems to offend them when ‘they’ is used when referring to a group or particular group of whites, especially in the context of social stratification. White children are told while young that they are individuals and when referring to others use terms like ‘they’ or ‘those people.’ Blacks have to contend with this mindset and are constantly concentrating on the white world thus becoming “invisible.”
*More information on this can be referenced within the Helen Keller case.
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