Nature Vs Nurture

 Genetic and social influences on human beings.

 Nurture refers to personal experiences (i.e. empiricism or behaviorism).
 our values and social attitudes are not inborn; they emerge through the
social relations we have with others and our social position in society.
 Nurture refers to your childhood, or how you were brought up.
 While
 Nature is your genes. The physical and personality traits determined
by your genes stay the same irrespective of where you were born and
raised.
 A few examples of biologically determined characteristics (nature)
include certain genetic diseases, eye color, hair color, and skin color.
 Other things like life expectancy have a strong biological component, but
they are also influenced by environmental factors and lifestyle.
 although Natural traits have some influence on culture.
 For example, people may be born with a great capacity for knowledge,
 but without a good education, those people are unlikely to achieve their full
potential and may not be recognized as intellectually gifted.
Self
 An idea of a person about one self that one has formulated during interaction with fellow
being.
 Individual takes the views and reactions of the others towards one self and infers an idea
about one self (himself/herself).
 his/her existence via interaction with others
 No self without interaction so it is social production which arise from the comments of other
about an individual
 The self is the core of personality include ideas habits, emotions, interest and feeling etc.
 Every person develops the self while living with different group and participating in cultural
life.
 A newly born baby have no self however develop later in a social world.
 The type of a behavior of a child is the type of self of child.
 For example, beliefs such as "I am a good friend" or "I am a kind person“
 self-concept is a collection of beliefs one holds about oneself and the responses of others.
 C.H.Cooley,s Theory of ‘Looking-Glass Self’
 Charles Horton Cooley (1864–1929) used the phrase looking-glass self to mean a self-
image based on how we think others see us.
 The looking-glass self is a social psychological concept created by Charles Horton
Cooley in 1902.
 The term refers to people shaping their identity based on the perception of others,
which leads the people to reinforce other people’s perspectives on themselves.
 People shape themselves based on what other people perceive and confirm other
people’s opinion of themselves.
 Self develop through by a process of imagination What others think of us.
 There are three main components of the looking-glass self:
 First, we imagine how we must appear to others.
 Second, we imagine the judgment of that appearance.
 Finally, we develop our self through the judgments of others.
 George Herbert Mead’s Theory of the Social Self
 George Herbert Mead (1863–1931) developed the theory of social
behaviourism to explain how social experience develops an individual’s
personality.
 Mead’s central concept is the self, the part of an individual’s personality
composed of self-awareness and self-image.
 Mead’s was in seeing that self as the product of social experience.
 First, said Mead, the self is not there at birth; it develops.
 The self is not part of the body, and it does not exist at birth.
 Mead rejected the idea that personality is guided by biological drives or
biological maturation.
 Second, Mead explained, the self develops only with social
experience, as the individual interacts with others.
 Without interaction, as we see from cases of isolated children, the
body grows, but no self emerges.
 Third, Mead continued, social experience is the exchange of symbols.
 Only people use words, a wave of the hand, or a smile to create
meaning.
 We can train a dog using reward and punishment, but the dog attaches
no meaning to its actions.
 Human beings, by contrast, find meaning in almost every action.
 Fourth, Mead stated that seeking meaning leads people to imagine
other people’s intentions.
 In short, we draw conclusions from people’s actions, imagining their
underlying intentions.
 A dog responds to what you do; a human responds to what you have in
mind as you do it.
 Fifth, Mead explained that understanding intention requires imagining
the situation from the other’s point of view.
 Using symbols, we imagine ourselves “in another person’s views” and
see ourselves as that person does.
 A simple toss of a ball requires stepping outside ourselves to imagine how
another will catch our throw.
 All social interaction involves seeing ourselves as others see us a process
that Mead termed taking the role of the other.
 Mead’s sixth point is that by taking the role of the other, we become self
aware.
 Another way of saying this is that the self has two parts.
 One part of the self operates as the subject, being active and
spontaneous.
 Mead called the active side of the self the “I” (the subjective form of the
personal pronoun).
 The other part of the self works as an object, that is, the way we imagine
others see us.
 Mead called the objective side of the self the “me” (the objective form of
the personal pronoun).
 All social experience has both components: We initiate an action (the I-
phase, or subject side, of self), and then we continue the action based on
how others respond to us (the me-phase, or object side, of self).
Theory of Cognitive development

 Studied human cognition how people think and understand

 Swiss psychologist Piaget believed that
 children take an active role in the learning process, acting much like little
scientists as they perform experiments, make observations, and learn
about the world.
 As kids interact with the world around them, they continually add new
knowledge, build upon existing knowledge and adapt previously held ideas
to accommodate new information.
 Posits that human like all organism adapt their environment
 Jean Piaget's theory of cognitive development suggests that children move
through four different stages of mental development.
1. The Sensorimotor Stage
 Ages: Birth to 2 Years
 Stage of Human development in which individual experiences the world only through
their senses
 The infant knows the world through their movements and sensations
 For about the first two year of life the infant knows the world through five senses
 Children learn about the world through basic actions such as sucking, looking and
listening
 Infants learn that things continue to exist even though they cannot be seen
 They are separate beings from the people and objects around them
 They realize that their actions can cause things to happen in the world around
them
 acquire knowledge through sensory experiences
 Children not only learn how to perform physical actions such as crawling and
walking; they also learn a great deal about language from the people with whom
they interact.
2. The Preoperational Stage

Ages: 2 to 7 Years
 The level of human development at which individual first use language and
other symbols
 Children begin to think symbolically and learn to use words and pictures to
represent objects and imagination.
 Children at this stage tend to be egocentric and struggle to see things from
the perspective of others.
 While they are getting better with language and thinking, they still tend to
think about things in very concrete terms.
 Cannot judge size weight or volume
 They can identify a toy as their favorite but can't explain what type of toys
they like.
 Play different role while playing The role of teacher or doctor while playing
3. The Concrete Operational Stage
 Ages: 7 to 11 Years
 Level of human development at which Individual sees casual connection to their
surrounding
 How and why things happen
 During this stage, children also become less egocentric and begin to think about how
other people might think and feel
 During this stage, children begin to thinking logically about concrete events
 begin to understand the concept of conservation;
 for example that the amount of liquid in a short, wide cup is equal to that in a tall,
skinny glass, Their thinking becomes more logical and organized, but still very concrete
 Children begin using logic or reasoning from specific information to a general
principle
 Children attach more than one symbol at a time
The Formal Operational Stage
 Ages: 12 and Up
 The level of human development in which individual think abstractly and critically
 The final stage of Piaget's theory involves an increase in logic,
 At this stage, the adolescent or young adult begins to think abstractly and reason
about hypothetical problems
 Abstract thought emerges
 Teens begin to think more about moral, philosophical, ethical, social and political
issues that require theoretical and abstract reasoning
 Begin to use deductive logic, or reasoning from a general principle to specific
information
 At this point, individual become capable of seeing multiple potential solutions to
problems and think more scientifically about the world around them
 e,.g. What you like would be when you grow up may call teacher but most teenagers
can think abstractly and might reply I would like to job help other