Urban Chinese today do not appear to trust foreign countries. Why are they so suspicious? Over the past quarter century, the Chinese Communist Party has utilized its educational and propaganda systems to produce historical narratives of imperial China's beneficence towards its East Asian neighbors, and of an early modern at the hands of foreign powers. Qualitative analysis of Chinese social media today suggests that these narratives are tied to widespread popular distrust of China's East Asian neighbors and the West today. (...) Interrogating a 2012 survey of urban Chinese, this paper explores the sources of international attitudes quantitatively. It first examines whether Chinese today do indeed distrust foreign countries. It then tests two hypotheses about the drivers of Chinese distrust towards the world today. A socialization hypothesis holds that political and/or social pressures shape the international attitudes of the Chinese people. A psychological hypothesis, by contrast, holds that individual differences like age and gender shape Chinese attitudes. We find substantial support for the former: more years of education are associated with levels of dis/trust in foreign countries in the socially or politically appropriate ways. However, we also find that individual differences in subjective interest in international affairs interact with socialization processes like education and media exposure in shaping the international attitudes of urban Chinese today. The prevalence of public discourses of distrust towards foreign countries does not bode well for Chinese foreign policy in the twenty-first century. (shrink)

Practical ideas have been put forth here, and do not blame me if I repeat some of them. Those speeches that emphasized the primacy of the idea of socialization particularly pleased me. It must always, as a goal, take precedence over any curriculum. There is no need to explain why. We know that instruction is more mechanical in character, while socialization, by its very nature, is more organic. But man is an organic being, and everything that comes from without has (...) to be integrated into or rejected by his character. The experience we derive from the world without, as well as all formal teaching, passes through an organic process in order to become our possession. A cultivated person is one in whom all acquired knowledge and skills have become second nature, or culture, have become part of his flesh and blood, have been organically assimilated and are manifested freely and without constraint. (shrink)

Gaze behavior is an important component of children’s language, cognitive, and sociocultural development. This is especially true for young deaf children acquiring a signed language—if they are not looking at the language model, they are not getting linguistic input. Deaf caregivers engage their deaf infants and toddlers using visual and tactile strategies to draw in, support, and promote their child’s visual attention; we argue that these caregiver actions create a developmental niche that establishes the visual modality capital their child needs (...) for successful sign language learning. But most deaf children do not have deaf signing parents and they will need to rely on adult signing teachers if they are to acquire a signed language at an early age. This study examines classroom interactions between a Deaf teacher, her teacher’s aide, and six deaf preschoolers to document the teachers’ “everyday practices” as they socialize the gaze behavior of these children. Utilizing a detailed behavioral and linguistic analysis of two video-recorded book-sharing contexts, we present data summarizing the teacher’s attention-getting actions directed toward the children and the discourse-embedded cues that signal the teacher’s expectations for student participation in the signed conversation. We observed that the teacher’s behaviors differed according to the parent status of the deaf preschooler suggesting that Deaf children of Deaf parents arrive to the preschool classroom with well-developed self-regulation of their attention or gaze. The teachers also used more physical and explicit cueing with the deaf children of hearing parents—possibly to promote their ability to leverage the visual modality for sign language acquisition. We situate these socialization patterns within a framework that integrates notions of intuitive or indigenous practices, developmental niche, and modality capital. Implications for early childhood deaf education are also discussed. (shrink)

Se presentan los resultados de un estudio que explora la gestión de la responsabilidad social en trece hospitales de la Red Sanitaria de RS. Las conclusiones revelan que estos hospitales gestionan la RS profesionalmente y con criterios de calidad, orientados al cumplimiento de los ODS, en el marco del plan estratégico de cada hospital. Aunque, todavía se detectan déficits en su implantación departamental, su planificación, y la evaluación de sus impactos. Y debilidades como la falta de recursos y de liderazgo. (...) Para superarlos, el apoyo directivo del hospital resulta determinante. La Red Sanitaria de RS constituye un modelo de colaboración. (shrink)

According to functionalism, the family internalizes and transmits society’s supposed value consensus from one generation to the next, and such socialization explains morality, social order, and cultural uniformities. I present three investigations that challenge the concept of functionalist socialization, and propose alternative theories that may better explain observations. First, I present evidence from developmental psychology based largely on American subjects and an ethnographic report from Burkina Faso which suggest that the characters of children are not formed by parental socialization. Second, (...) I report data from Europe which suggest that the weaker is family and its supervision, the stronger is character and internalized morality. Third, I report an account of European modernization which suggests that weaker family ties broaden extrafamilial associations and generalize moral orientation. Finally, I suggest that Schelling’s game-theoretic account of social conventions is a better explanation of cultural continuities and discontinuities than is functionalism. (shrink)

According to a predominant view, reflection is constitutive of personhood. In this paper I first indicate how it might seem that such an account cannot do justice to the socially embedded nature ofpersonhood. I then present a phenomenologically-inspired account of reflection as critical stance taking and show how it accommodates the social embeddedness of persons. In concluding, I outline how this phenomenological account is also not vulnerable to a number of additional challenges that have been raised against accounts that consider (...) reflection to be constitutive of personhood and what matters for responsibility. (shrink)

This study examines the effects of socializing activity of the owned family in family firms in order to find out if the special characteristics of the socializing processes in this type of firm can contribute to defining a climate that favors employees' commitment to the organization.For this purpose, this study uses the main arguments of the sociological approach known as moral economy. The data required for this analysis was collected using a self-administered postal questionnaire and the results show that the (...) special type of socialization that takes place in the family firm, and particularly the emotional mediation that this type of socialization tends to entail, favors the appearance of noneconomic links between employers and employees. Thus, in family firms the climate favors the management of the affective, normative, and symbolic aspects. The authors consider that this provides an explanation for the higher levels of identification, involvement, and loyalty — and consequently organizational commitment — that they find empirically among the employees of such firms. (shrink)

A model of job socialization based on the joint effect of decision latitude and psychological demands are developed to predict how behaviors learned on the job would carry over to leisure and political activities out-side of work. The model is tested with a longitudinal national random sample of the Swedish male work force (1:1,000) in 1968 and 1974 (nlongitudinal = 1,508), including both expert and self-reports job data and 92% (1968) and 85% (1968-1974) response rates. Workers with more “active” jobs (...) (high decision latitude and high demands) become more “active” in their political and leisure activity from 1968 to 1974 (p <.001). Cross-sectional analyses and work experience cohort results (1968) are consistent. Associations are unaffected by control for education and father’s education, limiting an alternative explanation via personal background. The content of work may substantially affect political behavior, culture, and the economic equilibrium of service-oriented societies. (shrink)

The authors of this paper explore Gert Biesta's theorization of three domains of purpose of education: socialization, qualification, and subjectification. The aim is to study the interrelations of the domains and to develop further the theoretical discussion concerning schools' purpose for both individuals and society. Outlining the relationships of the domains of purpose allows one to see how the societal purpose of education is realized in the education of individual students. The domain of socialization sets the stage for the domains (...) of qualification and subjectification, making the balance of the latter two crucial for disadvantaged students as well as schools' societal purpose of both maintaining and reforming soci(et)al structures. Two key ideas are raised: First, in order to better understand the current dynamics of the three domains, the authors suggest separating the logic and content of “qualification.” Second, the authors discuss why it is equally useful to separate the everyday and societal dimension of purpose. The central question is this: Can individual educators find a balance between the three domains if the surrounding society overvalues the logic of qualification? (shrink)

The paper begins by comparing Adorno’s and Foucault’s accounts of the normalizing practices that socialize individuals, integrating them into Western societies. In this context, I argue that the animus against socialism can be read as an expression of profound anxiety about the existing socialization of reproduction in the West. In fact, Adorno and Foucault contend that really existing socialization has contained our political imagination to the point where even our ideas about alternatives only conjure up more of the same. Yet (...) Adorno and Foucault do outline what radical social change might look like. Since Foucault linked radical change to the development of a specifically socialist art of government, but offered few clues about what this might mean, the paper also explores Adorno’s work to put more flesh on the idea of a socialist art of government. (shrink)

The purpose of this essay is to revisit the notion of indoctrination in education by providing a summary of the field and highlighting the role of affects and emotions in the aftermath of the ‘affective turn’. It is argued that affective indoctrination—defined as the emotional coercion or manipulation that, arguably, any form of education might use in order to be effective—is likely to invoke harm in students, intentionally or unintentionally. Hence, it is suggested that education theorists and educators in general (...) need not only to acknowledge affective indoctrination as a possible component of all education, but also to explore and take measures how to minimize the extent to which indoctrinal teaching may be facilitated through cultivating certain affects and emotions. Theorizing affective indoctrination can offer new insights into how and why educators and students adopt or resist particular political beliefs (e.g. democracy or fascism). (shrink)

The main theme of this dissertation is to explore how to establish a better relationship between sociological and philosophical investigations of science; how should epistemological considerations be used in sociological studies of scientific knowledge, and how should sociological findings be used in epistemological studies? To answer these questions, I review both sociological and social epistemological literatures on scientific knowledge, with more emphasis on the latter. On the sociological side, I point out that a large part of SSK literature is, contrary (...) to what some philosophers believe, totally compatible with the idea of scientific rationality. Given that, I propose the 'even stronger' program of SSK that can better utilize the philosophical literature on scientific rationality. ;On the philosophical side, I review works of four philosophers in detail. I classify them into two general categories, the descriptive approach and the normative approach . After critical analyses of each of them, I apply their insights to a concrete case study, namely the issues related with diversification of Post WW II American sociology. These analyses and applications aim to show that all of them have some interesting things to say. One interesting observation in terms of the case study is that the diversity in theory and methodology in American sociology may be a good thing for various philosophical reasons, offered by these authors. ;Finally, the general characteristics of descriptive and normative approaches are compared. Some seeming incompatibilities between two approaches can be resolved by introducing some meta-epistemological notions. Especially the notion of WRE is important in identifying different roles played by two approaches. In any case, a good philosophical analysis cannot ignore sociological findings on actual scientific practices. To say the least, when there are two epistemological views, one of them does better than the other in accounting for actual scientific practices, this is a prima facie reason to prefer the one to the other. (shrink)

The paper begins by providing a game-theoretic reconstruction of Gilbert’s (1989) philosophical critique of Lewis (1969) on the role of salience in selecting conventions. Gilbert’s insight is reformulated thus: Nash equilibrium is insufficiently powerful as a solution concept to rationalize conventions for unboundedly rational agents if conventions are solutions to the kinds of games Lewis supposes. Both refinements to NE and appeals to bounded rationality can plug this gap, but lack generality. As Binmore (this issue) argues, evolutive game theory readily (...) explains the origin of conventional behavior, but that is not Lewis’s project. Gilbert’s critique is generalized by reference to Bacharach’s (2006) work on team reasoning in games. The paper then argues that although Lewis’s account of the rationalization of conventions is shown by the reconstruction of Gilbert’s critique to be incomplete, Gilbert is wrong to conclude that classical (‘eductive’) game theory lacks the resources to explain conformity to conventions among people. A game-theoretic account of the dynamics of socialization, based on Ross’s (2005, 2006) idea of ‘game determination’, rationalizes choices of conventional strategies in overlapping generations contexts, provided agents are products of evolutionary selection and know that other players are also such products. (shrink)

Recent business headlines, particularly those related to the collapsed energy-trading giant, Enron and its auditor, Arthur Andersen raise concerns about accountants' ethical reasoning. We propose, and provide evidence from 90 new auditors from Big-Five accounting firms, that a selection-socialization effect exists in the accounting profession that results in hiring accountants with disproportionately higher levels of the Sensing/thinking (ST) cognitive style. This finding is important and relevant because we also find that the ST cognitive style is associated with relatively low levels (...) of ethical reasoning, regardless of gender. This finding implies a need for emphasis on the ethical training of accountants. The results also suggest that accounting firms should consider recruiting accountants with cognitive styles associated with relatively higher levels of ethical reasoning. (shrink)

The basic form of experiencing process as such, then, lies in the apprehension of an object changing through an ordered sequence of states towards an end state. The sequence is grasped in the light of the final state of things which stands in close relation to the central noema of "changing object" in terms of which the phases of the sequence are recognized and related. The central noema is itself an emergent property of the identification of the sequence of states (...) as "pertaining to the same something." This complex, not to say convoluted, constitution is iteratively established through polythetic acts in which change itself is grasped and sequence evidenced through the positing of possible sequences in the light of the intuition of succession. Eventually the whole sequence may be grasped monothetically and the process experienced as such as a whole. This prototype of process itself provides a basic form by which the events of intentional life may be ordered. The core experience, that objects do change in an ordered manner towards a defined and defining end may provide a way of meaningfully structuring experience. Thus for example, the succession Sii to Siii may be experienced as such. That succession may lead to a question like "towards what end does this succession tend?" More germane to the present argument, a particular state of things may lead to the question "by what process has this state of things come about?" In both these cases, the prototype of process leads to the attempt to interpret the succession or the state of things in terms of orderly change through time and in this way the intuition of process, in its own right, may provide a structure in which the phenomena of consciousness may be experienced and meaningfully related. (shrink)

Ethnic-racial socialization serves as a protective factor in the development of minority children. However, few studies have focused on mixed-status Latinx families to include the broad expression of their ethnic-racial socialization practices centering on their immigration experiences as they teach their children the risks and restrictions of having undocumented status. These parents adapt their ERS in accordance with their experiences of stress, fear, and discrimination, all of which shape the type and frequency of their socialization messages. Through documentation status socialization, (...) Latinx parents forewarn their children of the inequities associated with their ethnic-racial group and undocumented status, including possible family separation. They also teach children about nativity differences and the attendant privilege of having documented status. This manuscript highlights insights to be gained by considering documentation status socialization as an ERS dimension within Latinx families. Learning about the specific ERS practices of such an understudied group is a social justice issue with important implications for understanding how these families might adapt and respond to their social context, especially amidst a political environment that engenders fear and isolation throughout their community. Including documentation status socialization in the ERS literature is a crucial step towards developing a deeper understanding of how the structural and social forces operating within the lives of undocumented immigrants impact normative family processes that ultimately exert an influence on their children’s development. A discussion on implications for practitioners and service providers working with this population is also included. (shrink)

Between 1820 and 1870, middle-class Americans became convinced of the role nonhuman animals could play in socializing children. Companion animals in and around the household were the medium for training children into self-consciousness about, and abhorrence of, causing pain to other creatures including, ultimately, other people. In an age where the formation of character was perceived as an act of conscious choice and self-control, middle-class Americans understood cruelty to animals as a problem both of individual or familial deficiency and of (...) good and evil. Training children to be self-conscious about kindness became an important task of parenting. Domestic advisors also argued that learning kindness was critical for boys who were developmentally prone to cruelty and whose youthful cruelty had implications both for the future of family life and for the body politic. The practice of pet keeping, where children became stewards of companion animals who were then able to teach young humans such virtues as gratitude and fidelity, became a socially meaningful act. (shrink)

Drawing on conservation of resources theory, we contribute to the behavioral ethics literature by examining how and why organizational socialization processes can affect newcomers’ adoption of unethical behaviors. Specifically, we contend that quality peer coaching provides newcomers with enhanced self-resources that diminishes emotional exhaustion and thus indirectly reduces newcomer unethical conduct. Conversely, peer coach unethical conduct increases newcomers’ emotional exhaustion, and thus indirectly increases newcomers’ own unethical acts. Our research also identifies newcomers’ goal orientations as important individual differences that moderate (...) the proposed mediation effects. Newcomers with high mastery orientations respond to high emotional exhaustion by harnessing more resources and identifying new work strategies, thereby engaging in less unethical conduct. Conversely, newcomers with high performance orientations give into emotional exhaustion and engage in unethical conduct as a way of outperforming others while conserving resources. We tested our theoretical model using a sample of peer coaches and newcomers from the Real Estate industry, using objective reporting of peer coaches’ and newcomers’ unethical conduct over a nine-month period. (shrink)

In an effort to fulfill the commands of Chairman Mao and Premier Zhou, our people are working strenuously to build our country into a powerful, modernized socialist state before the end of the century. Following the gradual progress of the four modernizations, the productive forces will rapidly grow, and the socialization level of production is bound to rise noticeably. How to understand the socialization of production, how to promptly readjust the relations of production and the superstructure in order to fit (...) in with the new situation in which the socialization level of production is continuously on the rise, and how to reform the management of industrial and agricultural enterprises as well as the administrative system of the national economy in order to quicken the speed of economic development pose a new problem calling for earnest study and exploration. (shrink)

Feminists have argued that oppressive socialization undermines the liberal model of autonomy. We contend that this argument can also be employed effectively as a challenge to the standard bioethical model of informed consent. We claim that the standard model is inadequate because it relies on presumptions of procedural autonomy and rational choice that overlook the problem of how agents are often socialized so that they adopt and internalize oppressive norms as part of their motivational structure. The argument that oppressive socialization (...) undermines liberalism’s view of autonomy is most relevant to what Beauchamp and Childress call the threshold elements of informed consent—competence and voluntariness. We show how these elements fail to account for morally relevant factors such as oppressive socialization. (shrink)

Modern societies increasingly show more egalitarian attitudes related to sexism and gender equality. However, there is still an important gender gap in wages and professions as well as in expectations surrounding male and female characteristics. Developmental studies carried out from an ecological perspective confirm that these influences come from the closest environments (mainly family and school) but also from more distant systems such as media or cultural values. As children are socialized in these norms and values, they increasingly internalize those (...) schemes and use them to judge others, to choose friends and playmates, and to construct expectations of them. On this basis, the aim of this study was to examine the degree of gender bias internalization in a group of Spanish children. Two tasks were applied to a group of 149 public school boys and girls (aged 4–9 years). Results showed that, already from an early age, the participants had internalized traditional gender roles, especially when asked to assign masculine attributes. Moreover, group differences were found given that boys seemed to be more aware of expectations surrounding masculinity and girls assigned the attributes associated with femininity to women more often than boys. Furthermore, a developmental pattern similar to one obtained in previous studies was observed. Younger children already apply gender roles as part of their increasing acquisition of knowledge in the social field, but there is a big increase in the strength of this bias as they grow older. Psychological and educational implications of these findings are discussed, especially considering that the male gender role seems to be more rigid and less malleable. In this regard, developmental and environmental studies should be considered when designing early intervention programs to reduce sexism and to promote equity in schools and families. As research has already shown what type of environments affect children’s acquisition of traditional gender roles, society must make an effort to promote more egalitarian environments that will serve as protective factors in their future psychological, social and professional development. (shrink)

In this piece, we ask, what are the risks of a pedagogy and politics that begins and ends with privilege? What does it mean to declare privilege when embedded in institutions of the settler colonial state? These questions are raised through an ongoing project where we interview provincial public sector workers on Treaty 6, 7 and 8 and Coast Salish Territories about their implications in settler colonialism through public sector work. In the project, we articulate the interdisciplinary framework of settler (...) colonial socialization to consider the space between individuals and structures – the meso-space where settlers are made by learning how to take up the work of settler colonialism. For these reasons, in our research we ask, “what do the pedagogical processes of settler colonial socialization tell us about how systemic colonial violence is sustained, and how it might be disrupted or refused in public sector work?” In this paper, we narrow our focus to the declarations of privilege that many of our interview participants are making. We reflect on these declarations and consider whether focusing on settler complicity and Indigenous refusals can better support a decolonial politics for settlers working in the public sector. We argue that declarations of privilege risk reproducing settler-centric logics that maintain settler colonialism, settler jurisdiction, and settler certainty, and we reflect on how to orient participants towards the material realization of relational accountability and towards imagining otherwise. (shrink)

The article deals with the analysis of the problem of civil socialization of youth in Ukraine in conditions of postmodern information society. The authors analyze definitions and main characteristics of civil socialization, define the role of information and communication in the process of civil socialization of youth, outline mechanisms of civil socialization of youth in the information society, represent the results of the conducted survey dealing with the peculiarities of civil socialization of the youth of Ukraine in postmodern information society. (...) The conclusion has been made that the process of civil socialization of youth in conditions of postmodern information society involves the youth’s adoption of social norms regulating the relations of power, self-identification with certain political groups, integration and implementation of active patterns of political behavior. The result of civil socialization is the formation of civic-mindedness, which is a multilevel information and communication process that includes both the formation of the civil identity of an individual and the development of legal consciousness, political and civil culture. Therefore, civic-mindedness is tightly connected with the opportunities for the realization of rights and freedoms, the exercise of civil duties, and the formation of civil solidarity. (shrink)

There is a great deal of support for the contention that the ethical cognition of health care professionals are of consequence to the level of patient care provided. The present study examines the ethical cognition of what has traditionally been deemed a profession of incomplete or marginal status: the retail, or community, pharmacy setting. An empirical examination of ethical cognition compares a systematic random sample of retail pharmacists with pharmacy students. Additional comparisons are made with a baseline of ethical cognition (...) abilities of other health care professionals, such as physicians and nurses.Based on cognitive-developmental theory and using a well-known measure of ethical reasoning, two hypotheses are explored regarding the ethical reasoning skills of retail pharmacy practitioners and pharmacy students. Results indicate that, contrary to cognitive moral development theory, students possess greater ethical reasoning skills than do their practitioner counterparts. In addition, baseline comparisons with other health professional groups reflect unfavorably on the retail pharmacists. It is suggested that the selection-socialization processes inherent in the retail pharmacy setting may result in one or more of the following outcomes: 1) the selection of lower ethical reasoners to the community pharmacy setting, 2) the exodus to other pharmacy settings of higher reasoners, and 3) a possible retrogression in the ethical cognition of community practitioners. Implications for retail practice and limitations are discussed. (shrink)

The improvement of man, of his ideological and political, occupational, and moral qualities, is a most important condition for success in the building of communism. The socialization of the new man as a creatively active, spiritually rich, and harmoniously developed personality is a goal in our Party's program. It is becoming increasingly obvious that the process of socialization means much more than familiarizing a person with the ideological principles and norms of behavior of a citizen of developed socialist society. Socrates (...) long ago was astounded by the illogic of the man who knew what was good but did what was bad. (shrink)

Little is known about the mechanisms by which psychology graduate programs transmit responsible conduct of research (RCR) values. A national sample of 968 current students and recent graduates of mission-diverse doctoral psychology programs completed a Web-based survey on their research ethics challenges, perceptions of RCR mentoring and department climate, whether they were prepared to conduct research responsibly, and whether they believed psychology as a discipline promotes scientific integrity. Research experience, mentor RCR instruction and modeling, and department RCR policies predicted student (...) RCR preparedness. Mentor RCR instruction, department RCR policies, and faculty modeling of RCR behaviors predicted confidence in the RCR integrity of the discipline. Implications for training are discussed. (shrink)

Older single women in Australia are increasingly experiencing homelessness. Age and gender seem inherently related to single older women’s housing crises, but no attempt has been made to account for the causes of their homelessness through an intersectional lens. This article develops a complex and contingent causal explanation of the structures and mechanisms implicated in growing homelessness for this group. We demonstrate an original use of critical realist-informed intersectional analysis which is characterized by stratified social ontology and emergence. We theoretically (...) reframe existing literature to demonstrate how the intersectional causal powers of gender and age (‘gender*age’) discrimination and conventional life course experiences intersect to generate financial precarity for older women. Our causal model explains how economic insecurity, structural and individual contexts, and crisis events interact, challenging older women’s housing security and precipitating first-time homelessness later in life. (shrink)

The work of Herbert Marcuse, unlike that of certain of his colleagues at the Institut für Sozialforschung, is most often maligned as being excessively positive and identitarian. His work on Freud, for example, is criticized for being grounded in a crude biological determinism which points towards an ultimate reconciliation of both psychic and social conflict. This essay will attempt to counter such readings by critically juxtaposing Marcuse’s concept of non-repressive sublimation with Cornelius Castoriadis’s understanding of psychic socialization. It will be (...) suggested that the affinities between Marcuse and Castoriadis’s appropriations of Freudian metapsychology reveals the degree to which the former can be read as a radical democratic thinker affirming the values of autonomy and creativity. This reading demonstrates that Marcuse has much to contribute to contemporary debates on the role of the aesthetic and the sensuous in democratic theory. (shrink)