Affective Interaction as a Determinant of Musical Involvement*

Music may be understood as a structural representation, or symbolic “model,” of social interaction processes. Since music is a readily available expressive system in our society, individuals may use it as a socially meaningful symbolic medium within which they manage conflicting affective associations with interaction. Music listening then becomes one means by which individuals may maintain psychological well-being while adapting to complex social structures. Three initial points in this argument were examined, using high and low music listeners. High listeners were found to have more conflicting positive and negative affective associations with interaction than low or medium listeners, as measured by a TAT-type technique. The effect of role playing an affective interaction situation in an experimental design increased listening absorption in music for high but not for low listeners. High listeners were also more likely to describe musical effects in terms of symbolic participation in group processes.     

Thinking with the Mind,Syncing with the Body: Ballet as Symbolic and Nonsymbolic Interaction

Symbolic interactionist theory describes self‐consciousness as arising through symbolic interaction. I use one empirical case, ballet training, to suggest that symbolic interaction can, by producing self‐consciousness, cultivate unself‐consciousness. Using in‐depth interviews with twenty‐three individuals reporting on training experiences in six countries and twenty‐three American states, I show that dancers can learn, through self‐conscious symbolic interaction, how it feels to embody what an audience sees, as they strive to train their bodies to portray an institutionalized aesthetic. The embodiment of technique facilitates a markedly unself‐conscious “flow” experience while performing. In contrast, having an acute awareness of embodying an incompatible physiology inhibits flow and often motivates dancers to self‐select out of ballet. These interactionist sources of “nonsymbolic” interaction both evoke and suppress “mind” through social interaction.     

Catch,class and bureaucracy: the meaning of Joseph Heller's Catch 22

The expression‘Catch 22’has become part of the language, routinely employed without further explanation in newspapers, television programmes and everyday speech, and invoked without further reference in the learned papers of both British and American authors.¹ A related, but less common tendency, which serves to identify admirers of the novel, is the predisposition to see particular incidents and characters as exemplars of the world beyond its pages.² Ransacking the text for such Goffmanesque parallels can, at a minimum, contribute to a kind of world weary higher gossip and a repertoire of novel epithets for characterising faculty committees. This is clearly not what so perceptive a political theorist as John Schaar had in mind when he located Catch 22 between Horatio Alger and Goodman's Growing Up Absurd as one of those books which, for Americans at least, has ‘had important effects on our political life’.³ Indeed one critic has even suggested that Yossarian, the central character, was a role model for those Vietnam war draft resisters, evaders and AWOL veterans who chose exile in Sweden and elsewhere.⁴ Whatever the status of this and similar contentions (and prescience seems a more plausible claim than influence) my intention is not to establish the precise impact of Catch 22 on attitudes and action. I am, however, concerned to explain the basis of its popularity. Hence my tactics are to reconstruct how the novel works on its reader and to suggest the ways in which this connects with, and selects for, a public which occupies a distinctive social and cultural situation. That public, it is argued, is all but coextensive with Gouldner's ‘New Class’,⁵ and the form style and structure of Catch 22 dramatises the sociolinguistic implications of the contradiction which characterises the New Class's social position. Moreover the book provides a symbolic solution to that contradiction. For Heller, method, ideas and sensibility are linked in a strategy which both uncovers the use of language as a bureaucratic resource and uses the resources of language to uncover bureaucracy.⁶     

An analysis of the Gender Differences and Causes in the English Language

Gender differences in the English language are a kind of language phenomenon which exists objectively and gender difference is a basic feature of linguistics.Gender differences reflecting in language are influenced by the social,cultural,custom and other factors.This paper analyzes the gender differences reflecting in phonology,vocabulary and syntax,and its social,cultural and psychological factors.     

Using Social Network Analysis to Explore Social Movements: A Relational Approach

This paper uses a ‘relational’ approach to network analysis to demonstrate the linkages between different types of environmental organizations in London. A ‘relational’ approach was used to avoid problems associated with ‘positional’ approaches such as structural determinism, subjectively defined and misleadingly labelled blocks of ‘approximately’ equivalent actors, and reification of the action/issue basis of networks. The paper also explores definitions of social/environmental movements. Whilst broadly agreeing with Diani's consensual definition of a social movement, it argues that we need to be much more precise about the type and intensity of networking required; it must be more than informal or cursory, and should bind individuals and organizations into collaborative networks. Evidence from a survey of 149 environmental organizations and qualitative interviews with key campaigners suggests that whilst many organizations might share information, it is often stockpiled or ignored, hardly creating the kinds of network links that might lead to shared movement identity. The kinds of links that do bind movements are collaborative. In practice, in the environmental movement in London, conservationists tend neither to share information nor to engage in the collective action events of reformist or radical organizations, suggesting that conservationists should perhaps not be considered part of the movement.     

The Resurgence of Puritanism in the West

Puritanism describes a frame of mind in which social phenomena (from rules and procedures to relationships and emotion) are treated as absolute. It finds expression as formal and highly structured societies which, in the West, have begun to undermine their own foundations. Thus, for instance, security, re-presented as an absolute, is eating away at basic liberties; and the absolute sanctity of family and relationships now requires the supervision of behavior to an extent, and a level of distrust, that is rarely seen except in the most distressed societies.

The explanation for Puritanism offered here deals with the difficulties confronting existing perspectives without rejecting them in their entirety. For instance, narcissism may be explained in part by creeping bureaucracy and professionalization even as Puritanism finds expression through a greatly heightened sense of self and its importance. Rationality can make an organization more impersonal. But rationality emerges from the organization to protect social relationships and emotion, not to excise them. Losing sight of this hastens the shift to a state of Puritanism; and it is Puritanism that transforms rationality into an unyielding doctrine. The perspective offered here also explains how and why there emerge states of mind in which relationships, emotions, ideas, and practice are treated as if absolute (as if significant in their own right). This is important not least because it suggests that the slide from Puritanism into divisiveness, intolerance, and instability which now seems very likely is not inexorable.     

Symbolic Interaction and Social Work Education

This paper summarizes the findings of an empirical study that utilized symbolic interaction theory as an underlying framework. It focused on a basic tenet of symbolic interaction theory which states that individuals take the role of significant others in order to pattern their responses to meet the expectations of these significant others. The central hypothesis inferred that there was a relationship between the students' cognitive reorganization of the meaning of certain social work concepts and the formal socialization process that they experience in a graduate school of social work. It was found that during the first semester of graduate study this did not exist.     

Extending the Symbolic Interactionist Theory of Interaction Processes: A Conceptual Outline

This article outlines the elements of a more robust symbolic interactionist theory of interpersonal processes. I argue that George Herbert Mead's conceptualization of interaction processes can be extended to explain not only micro‐level social processes but also key elements of meso‐ and macro‐level dynamics. By expanding Mead's and more recent symbolic interactionist theorizing, and incorporating key ideas from other theoretical traditions outside symbolic interactionism proper, it becomes possible to develop a theory of interaction that fills in important conceptual gaps in theories on the dynamics of micro‐, meso‐, and macro‐level social phenomena.     

Symbolic interaction and classical greek scholarship: Conceptual foundations,historical continuities,and transcontextual relevancies

Although symbolic interaction (Mead, 1934; Blumer, 1969) generally is envisioned as a unique twentieth century product of a democratic society, the roots of this approach to the study of human group life run much deeper. Thus, as a sociological extension of American pragmatist philosophy, the conceptual foundations of what has become known as symbolic interaction can be traced back to classic Greek scholarship (ca. 700-300BCE) as, relatedly, can interactionist methodology (i.e., ethnographic inquiry) and the interactionist quest to articulate basic conceptual features of human association. Further, whereas symbolic interaction is typically viewed as a highly situated or localized approach to the study of human group life, interactionism offers extended potential for transhistorical and transcultural comparative analysis. As well, although much overlooked by those in the social sciences, the classical Greek literature (along with various other interim sources) provides an exceptionally vital set of resources for scholars studying human group life in more sustained comparative-analytic terms. By resisting the temptation to assume that newer is better, we may in the process of examining our own intellectual heritage, arrive at a more adequate, pragmatist informed social science with which to approach the future. I would like to thank Hans Bakker, Lorraine Prus, Jason West, and Beert Verstraete for their comments on earlier drafts of this paper. I also very much appreciate Larry Nichols' insightful editorial assistance.     

Exploring literacy in Social Work Education: a social practices approach to student writing

The literacy of social workers has been highlighted as a concern by the strengthening of both entry and assessment literacy requirements of the new social work degree in the United Kingdom. This paper challenges the traditional perception of student writing, the specific focus of this paper, as being associated with basic literacy and skill acquisition, by presenting a ‘social practices’ approach to student writing in social work education. Whilst in no way contradicting the belief that literacy is central to professional social work competence, and thus an essential aspect of social work education, this approach provides a social and cultural framework for educators to reflect upon what it means for students to engage in writing in social work courses. The paper focuses in particular on meaning making experiences of non‐traditional (including Black and Minority Ethnic) students engaging in academic writing. The paper is based upon research which explores the experiences of a socially and ethnically diverse group of social work students engaged in academic writing on a diploma in social work programme. Whilst representing work in development, it suggests that the recognition of issues such as language history and identity are of significant importance for social work programmes striving to ensure that non‐traditional students are not disadvantaged in their academic writing.     

Symbols of Collective Memory: The Social Process of Memorializing May 4, 1970, at Kent State University

Monument and memorial building is one of the more dramatic forms of symbolic expression. This form of symbolic expression represents aspects of a community's collective history; and its existence thereby serves to crystallize consensus and solidarity. The building of the memorial is a dialectic of symbolic interaction explicated through use of a social process model. This article will first describe the theoretical issues involved with collective representation and memory. The theoretical base when applied to the activity of memorial building generates a social process model. The model is described by application to the building of various memorials, but particular interest will be focused upon the Vietnam Veterans Memorial in Washington, D. C. The model suggests how creation of this type of symbolic work involves a complicated organization of social norms or conventions. Part of this organization involves merging norms from a specialized genre of the art world with norms of collective representation residing in the non-professional community. Administrative bureaucracies and political institutions play important roles as well. After the authors explicate the social process model, they apply it to the experience of memorializing students killed and wounded at Kent State University on May 4, 1970. Erection of this memorial involves a process of constructing collective memory in such a way as to create moral unity within the community.     

The impact of computer based communication on the social structure of an emerging scientific specialty

This is a study of the impact of a computer conference on the formation of interpersonal ties among scientists. Various techniques from social networks analysis are adapted and used to study the structure of interpersonal ties among a set of scientists both before and during a computer conference. Although the data are not experimental, the results are suggestive. The computer, it seems, can perhaps take the place of protracted face-to-face interaction and provide the sort of social structure out of which a scientific specialty can grow.     

Free Enterprise

Exploring controversial and difficult events and issues with young children can be challenging. The Civil Rights Movement is an abstract, perhaps remote, issue for young children today. However, it is an important part of our country's history and a theme worthy of study. This article suggests ways to use photographs to explore this mature subject matter that allow children to observe, discuss, and relate to pictures as a means of developing language along with concepts. Furthermore, discussions inspired by viewing the photographic documentation of the historic events surrounding the struggle for civil liberties allow students to share their insights about basic human rights and relate them to their lived experiences. The essential question guiding this lesson plan is: How can photographs provide insight into historical events? Scaffolded questions, based on the photographs, guide the students from observing and understanding to reflecting and analyzing. In addition to the lesson plan, the article contains historical background on the marches and related picture books and teaching resources based on the marches.     

Public Relations and Symbolic Politics

In German-speaking countries public relations scholars emphasize the role of public relations (PR) in society in their theorizing. These scholars seek to understand PR as a macro-level, or sociological, phenomenon in contrast to the micro-level, or management, emphasis of scholars in the United States. This article builds a sociological theory of PR by comparing it with the practice of symbolic politics as conceptualized in political science. The theory states that both PR and symbolic politics develop and use symbols—signs that influence and guide conceptions—to achieve their purposes. They also rely heavily on journalistic media. Media reality, however, frequently departs from extramedia reality. The difference between these two types of reality makes it possible for symbolic politics and PR to influence the gap and perhaps to separate the symbolic world from the external world. On the other hand, attention is a scarce resource, and increased activity in PR and symbolic politics eventually will have a declining marginal social utility.     

Mind,Self, and Human-Animal Joint Action

Abstract

Because Herbert Blumer maintained that symbolic interactionism was useful in examining all realms of social behavior, and advocated what Martin Hammersley refers to as “critical commonsensism,” this paper focuses on one of the most common contemporary social relationships—that between people and companion animals. I first examine the basis for Blumer's (like Mead before him and many interactionist scholars today) exclusion of nonhuman animals from consideration as “authentic” social actors. Primarily employing the recent work of interactionists Eugene Myers, Leslie Irvine, Janet and Steven Alger, and Clinton Sanders, this paper advocates the reasonableness of regarding nonhuman animals as “minded,” in that mind, as Gubrium emphasizes, is a social construction that arises out of interaction. Similarly, I maintain that animals possess an admittedly rudimentary “self.” Here I focus special attention on Irvine's discussion of those “self experiences” that are independent of language and arise out of interaction. Finally, I discuss “joint action” as a key element of people's relationships with companion animals as both the animal and human attempt to assume the perspective of the other, devise related plans of action and definitions of object, and fit together their particular (ideally, shared) goals and collective actions. I stress the ways in which analytic attention to human-animal relationships may expand and enrich the understanding of issues of central sociological interest.     

The Social Psychology of Corruption: Why It Does Not Exist and Why It Should

In recent decades, corruption has emerged as a major cause of global inequality and an important subject of social scientific research. This article argues that social psychologists have not taken full advantage of analytical tools at their disposal to generate explanatory accounts of corruption in non‐Western contexts. In the first part of the article, the author maintains that the lack of social psychological research on why people engage in corruption is due to the dearth of empirical data on corruption, the theoretical complexity of this phenomenon, and current popularity of neoliberalism in politics and academic research. In the second part of the article, the author argues that the symbolic interactionism school of social psychology has a number of tools that could be more helpful in exploring the causes of corruption in non‐Western settings than rational‐choice approaches that are currently en vogue. The article concludes with an argument that such analyses could generate culturally sensitive as well as policy‐relevant theories of corruption.     

Role Salience, Role Embracement, and the Symbolic Self-Completion of Sorority Pledges

According to symbolic self-completion theory, people who feel status anxiety may engage in self-symbolization, resulting in the adoption of symbols used to bolster identity. Self-symbolization is an idealized condition that occurs when a person's status is legitimized by others who accept these symbols as valid status markers. While some studies support this perspective, others have identified blind spots and suggest revision. The current research suggests that role theory be incorporated with this perspective. In this article, the sorority experience is analyzed as a rite of passage in which high levels of role salience produce role embracement and symbolic self-completion. Symbolic self-completion theory is made more robust by analyzing the use of visual symbols as expressions of social roles.     

Pretending emotions in the early years: The role of language and symbolic play

Although 3-year-old children sometimes simulate emotions to adapt to social norms, we do not know if even younger children can pretend emotions in playful contexts. The present study investigated (1) what emotions infants of 1–2 years old are capable of pretending and (2) the possible role of language and symbolic play in the ability to pretend emotions. The sample included 69 infants aged 18 to 31 months and their parents. Infants were administrated the Test of Pretend Play, and their parents responded to the MacArthur-Bates CDI-II inventory, part of the MacArthur-Bates CDI-I, and a questionnaire about the expression of pretend emotions. Results suggest that very young children simulate emotions. Furthermore, children's simulation of emotions was related to both symbolic play and language. Specifically, the ability to label emotions was linked to the ability to simulate them. The role of language and symbolic play in the development of the capacity to express and understand pretend emotions is discussed.     

BLUMER'S THEORY OF COLLECTIVE BEHAVIOR

The development of a transformation explanation for collective behavior is traced from LeBon's theory of crowd mind, through Park's dissertation on rational and critical discussion in publics versus psychic reciprocity in crowds, to Blumer's distinction between symbolic interaction in routine social life and circular reaction in collective behavior. The LeBon-Park-Blumer hypothesis holds that crowds transform individuals, diminishing or eliminating their ability to rationally control their behavior. The accumulated logical arguments and empirical evidence against the transformation hypothesis are reviewed. Some theoretical and methodological paradoxes are noted in Blumer's adoption of Park's rather than Mead's explanation for human behavior in problematic situations.