George Herbert Mead
Early Life and Education
George Herbert Mead was born on February 27, 1863, in South Hadley, Massachusetts. His father, Hiram Mead, was a minister and professor at the Oberlin Collegiate Institute, while his mother, Elizabeth Storrs Billings, was a woman of strong intellectual character and piety. Mead's early years were influenced by his parents' intellectual and religious commitments.
Mead pursued his undergraduate studies at Oberlin College, where he received a classical education. After graduating in 1883, he spent three years as a grade school teacher and surveyor in Colorado. In 1887, he decided to further his education and enrolled at Harvard, where he studied philosophy and sociology under the guidance of renowned philosophers like William James and Josiah Royce.
Career and Contributions to Sociology
After leaving Harvard, Mead went to Leipzig, Germany, to study with Wilhelm Wundt, a pioneer in experimental psychology, and philosopher G. E. Moore. In 1891, Mead returned to the United States and began teaching at the University of Michigan. In 1894, he moved to the University of Chicago, where he would spend the rest of his career.
At the University of Chicago, Mead became associated with a group of scholars known as the Chicago School of Sociology. This group, which included figures like Robert E. Park and Ernest Burgess, was instrumental in developing the field of sociology in the United States. Mead's work, particularly his development of symbolic interactionism, was a key contribution to this school of thought.
Symbolic interactionism is a sociological perspective that emphasizes the role of symbols and language as core elements of all human interaction. Mead's work focused on the ways in which the individual mind and self were developed and shaped through social processes and interactions. His theories have had a significant impact on both sociology and psychology, particularly in areas related to identity, social behavior, and group dynamics.
Key Concepts and Theories
Mead's work is characterized by a strong emphasis on the social nature of the self and the importance of communication in the development of individual and collective identities. His most significant theories include the concept of the social self, the stages of the act, and the game and generalized other.
The social self is the concept that the self is not inherent but rather is constructed through interaction with others. According to Mead, the self consists of two parts: the "I" and the "me". The "I" is the impulsive aspect of the self that represents the individual's personal responses to the social environment. The "me" is the organized set of attitudes of others that the individual assumes.
The stages of the act refer to Mead's theory of how individuals engage in social acts. The stages include impulse, perception, manipulation, and consummation. This theory emphasizes the importance of social interaction in shaping individual behavior.
The game and generalized other is a concept that describes how individuals are able to take on the roles of others and understand the rules of social games. The generalized other represents the common expectations and attitudes of a group.
Legacy and Influence
Mead's work has had a profound influence on a variety of fields, including sociology, psychology, philosophy, and education. His theories have been instrumental in the development of various areas of study, including social psychology, symbolic interactionism, and the sociology of education.
Despite his significant contributions, Mead never published a book during his lifetime. His students, particularly Herbert Blumer, were responsible for collecting his lectures and notes and publishing them posthumously. Blumer, who coined the term "symbolic interactionism," is largely credited with popularizing Mead's ideas.
