In sociology, socialization (or socialisation) is the process through which individuals internalize the norms, customs, values and ideologies of their society. It involves both learning and teaching and is the primary means of maintaining social and cultural continuity over time. It is a lifelong process that shapes the behavior, beliefs, and actions of adults as well as of children. Socialization is closely linked to developmental psychology and behaviorism. Humans need social experiences to learn their culture and to survive. Socialization may lead to desirable outcomes—sometimes labeled "moral"—as regards the society where it occurs. Individual views are influenced by the society's consensus and usually tend toward what that society finds acceptable or "normal". Socialization provides only a partial explanation for human beliefs and behaviors, maintaining that agents are not blank slates predetermined by their environment; scientific research provides evidence that people are shaped by both social influences and genes. Genetic studies have shown that a person's environment interacts with their genotype to influence behavioral outcomes.
History
Notions of society and the state of nature have existed for centuries. In its earliest usages, socialization was simply the act of socializing or another word for socialism. Socialization as a concept originated concurrently with sociology, as sociology was defined as the treatment of "the specifically social, the process and forms of socialization, as such, in contrast to the interests and contents which find expression in socialization". In particular, socialization consisted of the formation and development of social groups, and also the development of a social state of mind in the individuals who associate. Socialization is thus both a cause and an effect of association. The term was relatively uncommon before 1940, but became popular after World War II, appearing in dictionaries and scholarly works such as the theory of Talcott Parsons.
Stages of moral development
Lawrence Kohlberg studied moral reasoning and developed a theory of how individuals reason situations as right from wrong. The first stage is the pre-conventional stage, where a person (typically children) experience the world in terms of pain and pleasure, with their moral decisions solely reflecting this experience. Second, the conventional stage (typical for adolescents and adults) is characterized by an acceptance of society's conventions concerning right and wrong, even when there are no consequences for obedience or disobedience. Finally, the post-conventional stage (more rarely achieved) occurs if a person moves beyond society's norms to consider abstract ethical principles when making moral decisions.
Stages of psychosocial development
Erik H. Erikson (1901–1993) explained the challenges throughout the life course. The first stage in the life course is infancy, where babies learn trust and mistrust. The second stage is toddlerhood where children around the age of two struggle with the challenge of autonomy versus doubt. In stage three, preschool, children struggle to understand the difference between initiative and guilt. Stage four, pre-adolescence, children learn about industriousness and inferiority. In the fifth stage called adolescence, teenagers experience the challenge of gaining identity versus confusion. The sixth stage, young adulthood, is when young people gain insight into life when dealing with the challenge of intimacy and isolation. In stage seven, or middle adulthood, people experience the challenge of trying to make a difference (versus self-absorption). In the final stage, stage eight or old age, people are still learning about the challenge of integrity and despair.< This concept has been further developed by Klaus Hurrelmann and Gudrun Quenzel using the dynamic model of "developmental tasks".
Behaviorism
George Herbert Mead (1862–1930) developed a theory of social behaviorism to explain how social experience develops an individual's self-concept. Mead's central concept is the self: It is composed of self-awareness and self-image. Mead claimed that the self is not there at birth, rather, it is developed with social experience. Since social experience is the exchange of symbols, people tend to find meaning in every action. Seeking meaning leads us to imagine the intention of others. Understanding intention requires imagining the situation from the other's point of view. In effect, others are a mirror in which we can see ourselves. Charles Horton Cooley (1902-1983) coined the term looking glass self, which means self-image based on how we think others see us. According to Mead, the key to developing the self is learning to take the role of the other. With limited social experience, infants can only develop a sense of identity through imitation. Gradually children learn to take the roles of several others. The final stage is the generalized other, which refers to widespread cultural norms and values we use as a reference for evaluating others.
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