George Herbert Mead on Intelligent Social Reconstruction*

Many thinkers have discussed the possibility of intelligent social reconstruction; but few have examined the nature of such reconstruction as closely as did George Herbert Mead. This paper explores Mead's analysis through his understanding of human nature and intelligence, his discussion of value conflicts and the possibility of their resolution by means of the community, and his recognition of the need for popular commitment as a necessary condition for any wide-spread success. While pointing to certain problems with his position, this paper concludes that there is a basic soundness to Mead's approach.     

The Expectation-Threshold model of reproductive decision making

It is proposed that as expectations about parenting become increasingly high, couples have an increasing tendency to decide to have a(or another) child. Similarly, as parenting expectations become increasingly low, couples have an increasing tendency to decide on sterilization. Couples without extremely high or low expectations continue to use contraceptives. Expectations are defined as Subjective Expected Utilities (SEUs) for having or not having a child. Preliminary results support the model and suggest that the threshold for making these decisions is not at neutral, but is conservative so that couples must have fairly high or low expectations before making such binding decisions are parenting or sterilization. The fact that data reveal that this exists supports the Expectancy-Threshold model, but it also requires a change in SEU Theory's maximization rule for some kinds of decisions.The authors wish to thank Carole Baker, former executive Director of the National Alliance for Optional Parenthood, and the board members of that organization for their cooperation, and Dr. Barbara Beach who helped with the data analysis. Funding was provided, in part, by The Center for Studies in Demography and Ecology, University of Washington, through a grant, No. 5 P30 HDO 9397, from the National Institute for Child Health and Human Development     

Resolving Conflicts in Family Distance Regulation: An Integrative Approach

An approach to family therapy is described in which the conceptual formulation provides a framework for integrating many techniques into a coherent whole. Conflicts in distance regulation, and the "too far/too close" family systems in particular are described to illustrate how the authors conceptualize one form of family dysfunction, and how this formulation generates a set of therapeutic tasks aimed at recalibrating distance boundaries. Teaching practices congruent with the therapy are outlined.     

Action as Will-Power

The concept of power, as commonly formulated in contemporary sociology, is noted to lack any reference to the critical dimension of personal conative striving, or will-power. This deficiency is shown to stem from an overly cognitive conception of action, one in which acts are seen to embody choice and meaning but not emotion or effort, a view that has been reinforced by the use of trivial, easily-accomplished acts as examples to illustrate the nature of action. A perspective is advocated that redresses this imbalance; one that accepts that the immediate cause of all true actions is an act of will and that action is best conceived of as behaviour that individuals allow to happen to them. Power is then defined as an individual's ability to initiate and maintain action despite behavioural resistance, a conceptualization that closely links it to the concept of 'character'. This perspective on human conduct is then shown to be identical to that adopted by Weber in The Protestant Ethic and the Spirit of Capitalism .     

Educational inequality across three generations in Australia

The transfer of advantage and disadvantage across multiple generations is receiving increasing attention in the international literature; however, transfers of resources across multiple generations in Australian families are less well understood. Using a longitudinal dataset of Australian children, we have the opportunity to not only investigate the transfer of educational resources across three generations in Australia, but also investigate the gendered nature of these transfers, which has been a limitation of other studies. We find no evidence of individual grandparent education effects on numeracy and reading scores for grandchildren in Year 3, independent of parent educational attainment and other covariates. However, significant effects on numeracy and reading scores were observed for children in families where both the grandmother and grandfather in maternal and paternal grandparent sets had high educational attainment (a diploma or university qualification), and where either or both the mother and father had a university qualification. These results suggest that the contribution of grandparents to the academic achievement of grandchildren cannot be fully explained by the parent generation and that the concentration of human capital in families contributes to educational inequalities across multiple generations that can be observed by eight years of age.