Birth of Social Philosophy Essay Example

Birth of Social Philosophy Essay It rises in the second half of the XIX Century, in some European countries, and a little later in the United States and other countries. For some, Social Psychology appeared in 1859, along with the revised edition of Great Soviet Encyclopedia by Steintahl and Lazarus. This magazine puts Social Psychology as a branch of psychology bourgeois. For others, the social psychology emerged in recent years in the 9th century, with the process of psychologizing of Sociology. As it can be seen, there is no consensus regarding the date and context in which social psychology was born. The non-Soviet social psychology has in common with the bourgeois sociology the tendency to justify the ideology of capitalism. But you can not reduce its Social Psychology bourgeois ideological function, it also deals with real problems, and provides methods for obtaining and preparing scientific information. According to Kuzmin, Social Psychology has taken two distinct paths: one tries to meet the needs of Psychology, the other serves the policy of the ruling classes (as bourgeois sociology). Therefore, it becomes difficult to argue that social psychology is closer to psychology or sociology. To Mansurov, Social Psychology borns thanks to the successes of the various social sciences. However, it recognizes that reason alone was not enough, what was even influenced the ideological and political interests of the bourgeoisie. Mansurov reinforces the idea of seeing the social psychology as a branch of bourgeois sociology, ready to defend the ruling class in the revolutionary movement of the working class. According to Pariguin (text author), Social Psychology, goes far beyond this ideological character that some scholars try to impose it. We will write a custom essay sample on Birth of Social Philosophy specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Birth of Social Philosophy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Birth of Social Philosophy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It would be mediocre to believe that Social Psychology serving only the interests of a minority. Who ran a little from the simplistic analysis was ISKon, linking the emergence of social psychology with the psychologizing of Sociology. For him, the psychology of the middle of this century ignored social factors and the specific nature of the collective consciousness. Occupied only the psychology of the individual. For the author, considering the epistemological roots of social psychology is as important as considering its social roots. Thus, Social Psychology also appears to meet the needs of the development of scientific knowledge. †¢ SOURCES OF SOCIAL PSYCHOLOGY: Gordon Allport points out Plato as the founder of irrational tendency in social psychology. This is because Plato underestimated the reasoning ability of the masses. In general, ancient philosophers despised the role of the masses in society. Helvetius highlighted the importance of social environment for the education of man xo role of conscience and the passions of the individual to the development of society. Feuerbach emphasized the emotional factor in the communication process of people and human relationships in the development of all social relations. Hegel was one of the historical process that psychologized. He justified the actions arising from the masses as their needs and passions. Many issues related to social psychology are in the works of the early bourgeois thinkers. Despite this, we can not consider them the founders of social psychology as a scientific discipline independent. Unthinkable, too, credited to the creation of the subjective idealist social psychology, as they had as a reality only the subjective world of the person. And the idealistic goals? Considered as a single reality as only the absolute idea, are also discarded as creators of social psychology. The class struggle, which was the leitmotiv of the bourgeois revolutions of the seventeenth-century, brought up the need for a study on the psychology of mass movements for a proper understanding of the meaning of historical events. In this moment of crisis the traditional idealist conception of history, who better reflected the peculiarities of certain psychosocial layers was Balzac, with his portraits of social types of the century France. XIX. Balzac was able to attract the attention of sociologists and philosophers to the problems of psychology classes, through their art. To Labriola, Balzac was the one who discovered the psychology classes, not Auguste Comte. Against the bourgeois thought, the French historians Thierry, Mignet and Guizot were the first to recognize the important role of the masses in history. According to Thierry, is more comfortable for most historians give the hero some profound changes of a certain society, instead of admitting the indispensable role of people in these changes. The works of Marx and Engels had great influence on the bourgeois sociologists and psychologists, who came to consider the mass revolutionary movement as a progressive force of historical development. The study of the psychology of people and the masses is a factor origination of Social Psychology. †¢ BIRTH OF PSYCHOLOGY AS A BRANCH OF DIFFERENT SECTORS OF SOCIOLOGY: Many sectors of Sociology had interest in Social Psychology. Linguists, for example, was vital to the social psychology itself, through the work of Lazarus, Stheinthal, and even Wilhelm Wundt. Apart from linguistics, also influenced Anthropology, Archaeology and Ethnography. More specifically in the psychological area, we find influences of General Psychology and Psychiatry. We can locate the first foundations of psychosocial orientation in psychology in the work of psychologists and Baudouin McDougall, Wundt and Ribot. At the beginning of the century XX, the psychiatrist Sigmund Freud was used to study social psychology and the social character of the psychically conditioned neuroses and psychoses of the masses. SPECIAL FEATURES OF THE BIRTH OF CURRENT PSYCHOLOGICAL SOCIETY BOURGEOIS: Chronologically, we can situate the process of psychologizing of bourgeois sociology in the last decade of last century. I accept this process, many bourgeois sociologists have had no choice but to admit that the century of the succeeding century heroes of the masses, as the French sociologist and publicist G. Le Bon. But, while acknowledging the power of the masses, the bourgeois sociologis ts and social psychologists still bore traces of philosophical traditions. Reinforcing these traditions, the defense of capitalism pointed the mass revolutionary movement as something irrational and destructive. Thus, the psycho-bourgeois were unable to legitimize the important role of the masses in history, within a scientific conception. The psycho G. Mikhailovsky late sociologist and considered fundamental to the authority of the hero and his power of suggestion about the collective unconscious. They believed that people need a model to be imitated, not being able to act consciously. Seeing one in social sychology ideological instrument, ready to defend the exploitation of workers, as reactionary G. Tarde, Le Bon and Social Psychology Sighele developed in this direction, treating people as anarchists and criminals, destroying the order. For Le Bon, knowing the psychological peculiarities of a people is the first step to mastering it. Social psychology as a science independent born between 1930-1940. 2. DEVELOPMENT OF BOURGEOIS SOCIAL PSYCHOLOGY. DIRECTIO NS AND ITS CHARACTERISTIC TRAITS †¢ BOURGEOIS SOCIAL PSYCHOLOGY OF THE END OF XIX CENTURY AND THE BEGINNING OF THE CENTURY. XX: We can distinguish two stages in the development of bourgeois social psychology: the first goes from the second half of the century to the first quarter of the century XX; the second is that period to the present day. In the first period, two trends are noticeable: one sees the psychology of the individual as a product of society; the other is based on the individual (psycho-individual), and tries to explain both the psychology of society, like all other manifestations of social life. Within this trend, there are two currents: the organismic and depth psychology. Organicists were based on the elementary psychic reactions that man has inherited the animals, to explain the phenomena of social life. Those who dealt with the depth psychology (among them Freud) tried to discover the psychological mechanism of individual behavior, considering the sex drive. However, the psychosocial conception of Freuds unscientific. Unlike Freud, Mikhailovsky and G. Afternoon situated the unconscious mental processes in the authority of the individual and the imitative capacity of the masses. Despite the differences all the representatives of depth psychology sought to explain social life by psychological factors. Between the end of the century. And early nineteenth century. XX, developed in social psychology to sociological trend, which placed the individual as a product of society. Ribot, Blondel and Piaget advocated this idea. Another chain that emerges in this period in social psychology is the tendency biosocial. The neopositivists P. Caullet and E. V. Roberti were representatives of this current. Auguste Comte emphasizes the socially conditioned nature of the human psyche; Durkheim speaks of the socially determined character of the psychic functions. Within the current biosocial arises behaviorism, which consider the biological factors, interacting with physiological processes and the social environment. Behaviorism, which had its heyday during the First World War, was later lost ground to the depth psychology, especially for Freudianism, and then to neofreudism. An important aspect of bourgeois social psychology is its tendency to monism, as a single phenomenon could explain the whole psychology. Another feature of this period is irrational conception of man, his psyche and his conduct. This thought went against rationalist ideas of Kant, Hegel and Herbart. The rapid development of irrational ideas in social psychology were based on political and ideological crisis, and also in bourgeois philosophy. In Social Psychology of the period also stood out, conceptualism, who allegedly elaborated general theoretical schemes to explain all social phenomena. †¢ SOCIAL PSYCHOLOGY IN CENTURY BOURGEOIS. XX: Between 20 and the present moment lies the second great step in the history of bourgeois social psychology. The function of the applied social psychology at this stage causes decrease the interest of psychologists by theoretical questions. It has moved from broad generalizations to the philosophical study of small balls and small social groups. After the Second World War, the bourgeois sociologists and social psychologists have directed their object of study for small social groups. From there, the small group is seen as the backbone of the entire structure of Social Psychology. This conception microsociological intends to mask class differences, apparent social homogeneity in contemporary bourgeois society. One of the characteristics of this current is the attempt to substantiate the empirical method as fundamental research. The opposition between the empirical methods of research and theory confirms the great crisis of modern methodological bourgeois Social Psychology. In 1924, Allport generalized the experience of the first experimental investigations, laying the first foundations for the development of methodological problems related to psychosocial experimentation. Although the experiment psychosocial deserves ts recognized value, we can not consider it as an original discovery of Social Psychology. According to the psycho Curtis, currently bourgeois social psychologists dispute the notion of interaction (society individual). New trends emerged, as neobehaviorism and Sociometry, among others. A novelty of the bourgeois social psychology is the principle of social conditions. Sociologists and Parsons Mead created the theory of roles. Such trends also affect the Freudian, which shal l consider the inclinations of man as a result of the influence of sociological environment.

How to Deal with Unprepared Students

How to Deal with Unprepared Students One of the facts that every teacher faces is that each day there will be one or more students who come to class without the ​necessary books and tools. They might be missing their pencil, paper, textbook, or whatever other school  supply you asked them to bring with them that day. As the teacher, you need to decide how you will deal with this situation when it arises. There are basically two schools of thought about how to deal with a case of missing supplies: those who think that students should be held responsible for not bringing everything they need, and those who feel that a missing pencil or notebook should not be the cause of the student losing out on the days lesson.  Lets take a look at each of these arguments.   Students Should Be Held Responsible Part of succeeding not only in school but also in the real world is learning how to be responsible. Students must learn how to get to class on time, participate in a positive manner, manage their time so that they submit their homework assignments on time, and, of course, come to class prepared. Teachers who believe that one of their main tasks is to reinforce the need for the students to be responsible for their own actions will typically have strict rules about missing school supplies.   Some teachers will not allow the student to participate in the class at all unless they have found or borrowed the necessary items. Others might penalize assignments because of forgotten items. For example, a geography teacher who is having students color in a map of Europe  might reduce a students grade for not bringing in the required colored pencils.   Students Should Not Miss Out The other school of thought holds that even though a student needs to learn responsibility, forgotten supplies should not stop them from learning or participating in the days lesson. Typically, these teachers will have a system for students to borrow supplies from them. For example, they might have a student trade something valuable for a pencil that they then return at the end of the class when they get that pencil back. One excellent teacher at my school only lends pencils out if the student in question leaves one shoe in exchange. This is a foolproof way of ensuring that the borrowed supplies are returned before the student leaves the class.   Random Textbook Checks Textbooks can cause a lot of headaches for teachers as students are prone to leaving these at home. Most teachers do not have extras in their classroom for students to borrow. This means that forgotten textbooks typically result in students having to share. One way to provide incentives for students to bring their texts each day is to periodically hold random textbook/material checks. You can either include the check as part of each students participation grade or give them some other reward such as extra credit or even some candy. This depends on your students and the grade you are teaching.   Larger Problems What if you have a student who rarely if ever brings their materials to class. Before jumping to the conclusion that they are just lazy and writing them a referral, try to dig a little deeper. If there is a reason that they are not bringing their materials, work with them to come up with strategies to help. For example, if you think the issue at hand is simply one of organization issues,  you might provide them with a checklist for the week for what they need each day. On the other hand, if you feel that there are issues at home that are causing the problem, then you would do well to get the students guidance counselor involved.

Top5 current domestic terrorism Thesis Example | Topics and Well Written Essays - 2000 words

Top5 current domestic terrorism threats(i.e.nuclear,bio,chemical,agriculture,etc) - Thesis Example Terrorism – and the threat of terror - can have political, social, and economic ramifications. Politically, terror can sow fear, destabilize governments and provoke various forms of retaliatory measures. States of all stripes – including modern liberal democracies – have responded to terrorist threats through the curtailment of civil liberties (United States post 9/11), the imposition of martial law (Canada during the FLQ crisis of 1970) and the wholesale destruction of communities (Iraq’s genocide of the Kurds in Halabja, 1988). Full-scale retaliatory measures, such as that which was practiced at Halabja using chemical weapons (between 3,000 and 5,000 people were killed one March afternoon), often indiscriminately target, kill and maim entire populations. Terrorists today are unencumbered by geographic boundaries and are able, through the use and abuse of modern technology, to sow damage and fear on a global scale. The terrorist of today is transnational and Al-Qaeda today provides perhaps the best example of a global terrorist network. Terrorism is also inherently destabilizing and wreaks havoc both politically and economically. It remains one of the most sustained and important threats to global security and world peace. Additionally, legal changes often ensue in the wake of terrorist acts and the United States has a history of implementing controversial legislation in the wake of terrorist acts (Chaliand 101-240). What is a terrorist and how does one define terrorism? The age old adage that â€Å"one man’s terrorist is another man’s freedom fighter† (Bergesen & Lizardo 39) remains true and the term terrorist has been notoriously difficult to define. Despite these challenges, a definition of terrorism is integral and must be defined to provide a theoretical basis to this essay. According to Dr. Mia Bloom, terrorism can be defined as â€Å"premeditated, politically motivated violence

Finish homework Assignment Example | Topics and Well Written Essays - 500 words - 1

Finish homework - Assignment Example This essay is a rhetorical analysis of the 2013 documentary,Blackfish. Production of the documentary Blackfish intended to show the dangers of placing in captivity of clever and emotional creatures such as whales. To achieve this, Blackfish shows a series of mistreatments of whales in captivity in various performing parks around the world, concentrating on the devastating incidents that led to the death of four people. This documentary mainly uses a killer whale known as Tilikum due to his involvement in three of the four deaths. Since Tilikum cannot tell the story, a collection of former orca trainers particularly those who worked with Tilikum are used. The use of orca trainers as the narrators, places their stories above those of Tilikum. This way, Blackfish turns out to be a narrative with two main points. The first point is that the idea of keeping killer whales in captivity is wrong and the second point is that the abuse of whales by fellow whales whiles in captivity maybe the reason some of them become hostile. Blackfish director Gabriela Cowperthwaite excelled in this documentary particularly the perfect visual work. The documentary uses skilled cinematography to blend interviews with actual shots of the animals and parks, and the occasional pieces of created shots for instance the animations employed in presentation of courtroom transcriptions. This makes Blackfish a stunning work of visual art that most people will enjoy watching and since it provides fresh content in a rare form of cinematography. The soundtrack by Jeff Beal in this documentary greatly improves the visual power of the film by heightening the documentary’s emotional thrust. This masterful soundtrack therefore, helps the documentary in successful manipulation of the audience’s emotions. Blackfish however fails to align its ideas in a manner that clearly

Accounting Principles Essay Example | Topics and Well Written Essays - 1000 words

Accounting Principles - Essay Example The  American Institute of Certified Public Accountants  (AICPA) has also defined the term accountancy as an art of recording the data, classifying and summarizing the data in financial aspects. Each of the transaction and event, which is, either a least part of a financial character, becomes a part of financial statement for the interpretation thereof. There are more than methods of recording the transaction and each of the entity is allowed to adopt the method, which suits it the best. Expense and income are the two pillars of business. The methods of recording all the expenses and incomes are: The basics of both methods are same and the only difference is of time about the credit and debit of sale or purchase in the books of one’s account. If a business is using the cash method then its income will be counted when it will be receiving the cash or check in actual and expenses are counted when the amount is actually paid. On the other hand, under the more common accrual method of recording the data, entered transactions at the same time when they happen, in spite of when the money received or paid in actual (Morgan). With the accrual method, income is counted when the sale occurs, and expenses are counted when you receive goods or services. In this method, the business does not need to wait till the actual receipt and payment of money happened. Nevertheless, it is difficult to forecast that when the business will get or pay the money and it is also not predictable that when the sale and purchase will occur. Not until you finish a service or deliver all the goods a contract calls for can do, you put the income down in your books (Morgan). It is clear that there is no significant difference between these two methods and they both can produce the same results. If all the sales are paid at the same time the transaction occurred and the payment has been made at the same time of the transaction occurred, means the cash transactions, the

Historical Research Methods: Strengths and Weaknesses

Historical Research Methods: Strengths and Weaknesses What are the strengths and limitations of using biography, autobiography and oral history as historical sources? The combination of autobiography, biography and oral history is enrichment to the study of history through placing an emphasis on the role that personalities and individuals have in historical events.   They form important sources for historical study both primary and secondary. It has been claimed that the relative merits of biography and oral history, although intrinsically flawed, are an essential element in the writing and study of history. Oral history as a source can conceivably be controversial because it could be perceived as unreliable and mercurial.   Memory and the passage of time can intentionally or unintentionally, distort or omit details; seeming spontaneity in response can be over-elaborate or exaggerate an individuals contribution; oral dialogue can personalise events and confirm them but a personal perspective could also diminish and simplify the same events.   Interviews, despite possible lack of detail, lapses of memory and tricks of the imagination, give ac cess to a valuable historical source which could create a lost world. History is not just an evaluation of causes and consequences; it is also a study of human nature.   Autobiography, biography and oral history can give illustration and colour to what could be perceived as a dry and dusty subject.   They can add personal insight into an event and because of this they can also be unreliable.   They can modify or distort the truth according to the authors motives for writing the piece or agreeing to the interview. It could be argued that history is a record of human progress, achievements and endeavours so without the contribution of personalised accounts whether through oral recordings, biography or autobiography, the study and analysis of history would be a one-dimensional digest of facts.   History without some personal focus would be tedious and unbalanced; personal records prompt deeper historical reflection and research. Biography It is hard for the biographer, for instance, to rise above his own preconceptions and be truly objective. Biographies should be used as sources but it always should be borne in mind that they are often subjectively and not always objectively written. The one of the strengths of using biographies are that there is a direct focus on an event and the biographer might give an event more depth and detail than a general history book would and perhaps give it a human slant. Biographers can be biased, they are sometimes said to fall in love with their subjects. Whilst this maybe an exaggeration there is some truth in the fact that it is hard to be objective about a subject that the writer has analysed in depth and feels they understand.   Biographers are selective through necessity as no biography can ever be a full unvarnished story of a life.   In this selection the biographer has to make a decision as to whether he is judgemental or whether he presents a selection of facts from which his reader can form their own opinion of the subject.   In presenting such a selection, the biographer will be allowing his own views and background colour his choice. It is the attempt to be even-handed with the subject of the biography that can cause controversy as the biographer is accused of rehabilitating historys villains on one hand or denigrating its heroes on the other. Revisionist theories about notorious historical figures can cause outcry and condemnation as was well illustrated by David Irvings biography of Adolf Hitler. Even with all the problems, they still are a good source of information and the reader should always consider other books about the same person if they are unsure of the treatment of the subject matter. The wisest thing to do is to cross reference biographies/history books and use more than one source, in order to get a better and more informed opinion. Autobiography Autobiography can provide unique insights since nobody knows better than the subject about themselves. On the other hand they can be economical with the truth or written to cause sensation; the facts could be skewed because the writer will not doubt be attempting to present himself in the best light. It is also probable that only one point of view of events will be given so the account might not be well-balanced. That being said, autobiography is a good first source of information.

Majoring in Music :: Education Musical Singing School Essays Papers

Majoring in Music Music has always been an important part of my life. Upon entering the fifth grade, my parents bought me a flute, at my insistence. After moderate success playing the flute, I saw greener grass on the other side of the musical fence. Singing just had to be easier than making music with a long metal pipe. My perception and reality did not exactly match. Singing has its own subtleties and complexities which are not readily apparent to the casual observer. Abandoning the flute for singing, I began taking voice lessons in the tenth grade. My voice teacher was very experienced and encouraged me to pursue my interest in music beyond high school. After much deliberation, I decided to major in voice during college. This path would be fraught with unforeseen difficulties and exciting challenges. After announcing my decision to a number of friends and acquaintances, I began to encounter not a few misconceptions about the study of music. Many people readily expressed their uninformed opinion that music (particularly vocal performance) was an easy college major for anyone with a modicum of talent: â€Å"Just open your mouth and let the music pour out.† Some showed their ignorance by commenting that music majors had both light and easy course loads. There are even some people who refuse to acknowledge that music is a serious academic discipline. They believe music is a refuge for slackers who do not want to tackle the really difficult courses. Others have insinuated that music majors choose a career in music by default (i.e., because they could not think of anything better to study). Of course, none of these perceptions are true. Two short months studying music on the college level has exploded these misconceptions. The study of music is a rigorous academic discipline which only gets more difficult as one progresses further into the curriculum. While our professors are understanding and helpful, we certainly are not coddled. Music majors quickly learn that hard work and long hours is the price of success in the world of music. The subject matter demands dedication and discipline. Music majors do have some respite from the demands of our discipline. For voice majors, there is choir. Choir provides an opportunity to learn in a more passive manner. The choir director leads the members of the choir toward the desired goal – the mastery of the piece of music to be performed. While choir members must be attentive and receptive, the burden is primarily carried by the director.