Development of Self by

Social Interaction
CREATED BY
SHAHAB AHMED AND USMAN MUSHTAQ
What is Social Interaction
The ongoing use of language and gestures in
anticipation of how others will react; a
conversation.
► Byinteracting with one another, people design
rules, institutions and systems within which they
seek to live.
► Socialinteraction has been defined as a
dynamic changing sequence of social actions
between individuals who modify their actions
and reactions according to the actions by their
interacting partners.
► Sometimes the interaction is planned while
other times it happens accidentally
Genesis
 Charles Horton Cooley & George Herbert Mead
developed the Symbolic Interactionist Perspective in
the early 1900s. They challenged the idea that
genetics determined human nature

 They considered that humans develop theirs

personalities under the influence of their respective
societies
The Self Concept
Theory By George
Herbert Mead
Presented by Shahab Ahmad and Usman
Mushtaq
The Self Concept Theory By George
Herbert Mead
George Herbert
Mead
 Timeline: 1863-
1931
 Born in South
Hadley,
Massachusetts
 Studied at
Harvard
University
 Taught at
University of
Michigan and
Chicago
Theory of social self by George
Horton mead(self me &i)
 Based on the perspective that self emerges
from social interaction.
 Selfis not there by birth but gets developed
over time from social experiences and
activities.
 Social aspect of self is an important
distinction specifically at Meads times.
► Activities that develop the Self
► Play
► Games
► Language
 language
► Develops
self allowing individuals to respond to
each other through symbols, gestures and words.
 Play
develops self by allowing individuals to
► Play
take on different roles, pretend, and express
expectation of others.
►Play develops one's self-consciousness
through role-playing.
►During role-play, a person is able to internalize
the perspective of others and develop an
understanding of how others feel about
themselves and others in a variety of social
situations.
 Games
► Games develop self by allowing individuals to
understand and adhere to the rules of the activity.
► Self is developed by understanding that there are
rules in which one must abide by in order to win the
game or be successful at an activity.
What’s Self
► Mead states, “The self is a social process”

► The "me" is the socialized aspect of the person,

and the "I" is the active aspect of the person

► For Mead the thinking process is the internalized

dialogue between the "I" and the "me.“
► The mind, or stream of thought, is the self-
reflective movements of the interaction between
the "I" and the "me.“

► Participationin the different social positions within

society gives the perspective of others and thus
one become self-conscious.
Two Sides of Self: Me & I
 According to Mead's theory, the self has two
sides or phases: 'me' and 'I.‘
Me:
► The ‘Me' is considered the
► socialized aspect of the
individual.
► Me is created through
socialization-Ego
 I:
► the “I” is spontaneous impulses of self -Id
►Thisis sometimes referred to as the generalized
other.
► This is the part of self that has not
been socialized.
► The "I" is self as subject; the "me"
is self as object
 Therefore, “I” can be considered future and present
phase of self

► The “I” represents the individuals response to “me”

► The “I” says that society wants me to act in certain way

and I should either oblige or differ. This notion becomes
self.

 Self is a primary source of social control

Conclusion

 After analyzing this, we may conclude that

George Mead’s central influence lies in two areas.
► First, Mead’s work is central to the theoretical
discipline of sociology
 Secondly, This sociological aspect constructs
influences on both the disciplines of philosophy
and education.

 These concepts are formative in structure of how

human organisms come to know themselves and
their interactions.
THE END
Looking Glass Theory
by Charles Horton
Cooley
Presented by Aniqa Munir and Khadija Zainab
Looking Glass Theory by Charles
Horton Cooley
  Timeline: 1864-1929
 Born in Ann Arbor,
Michigan
Charles cooley
 Educated at
George Herbert Mead University of
Michigan
 Studied Engineering
for 7 years
 Taught at
University of
Michigan
 Three Elements Of The Looking Glass
Self
 We imagine how we present ourselves to
others.
 We imagine how others evaluate us.
 We develop some sorts of
feelings about ourselves
 (Pride or Chagrin)
 Thisprocess is not a conscious process and the
stages can occur at full speed. The results can be
positive or negative about self-evaluation

 Aswe see our face, figure, and dress in the glass,

and are interested in them because they are ours,
and pleased or otherwise with them

 Inour imagination we perceive in another’s mind

some thought of our appearance, manners, aims,
deeds, character, friends, and so on, and are
variously affected by it.
 For example, we are ashamed to seem evasive in the
presence of a straightforward man, cowardly in the
presence of a brave one, gross in the eyes of a
refined one
 A Distorted glass:

 Because the looking glass comes from our

imagination, it can be distorted
 The mirror may not accurately reflect
other’s opinion of us

 Unfortunately, regardless of whether or

not we are correct or incorrect
consequences are just as real.
“I don’t think they liked me;
therefore they don’t like me”
Who are your mirrors

 According to Cooley, some people who are more

important to us than others
 Significant Others: People whose judgments are
most important to our self-concept
 Depending on your age your significant others
can change
Children: parents, grandparents, siblings
Teenagers: peers
Adults: spouses, parents, friends, and
employers
 Doyou dress according to yourself or how
others see you?

 Noone can make you feel inferior without

your own consent.
 Conclusion
It overlooks the divergent roles of in-groups and out-
groups in self-definition. Looking glass approaches’
implicit focus on ingroup member appraisals.
People are not shaped by the reflections from
‘others’, but rather are shaped by the creation of a
collective social identity that contrasts ‘us’ against
relevant ‘others’
The concept of self-identity may be considered an
example of a social construction (meanings are
developed in coordination with others rather than
separately within each individual.)