George Herbert Mead

George Herbert Mead was an American philosopher and sociologist whose account of the self as socially formed helped establish social psychology and shaped symbolic interactionism.

Symbolic interactionism: A sociological perspective explaining social life through meanings created and revised in interaction. Mead’s account of meaning and the self became a foundation for this perspective.
The I and the Me: Mead’s distinction between the self’s spontaneous response and its socially organized aspect. Their interplay accounts for both social constraint and novelty in action.
Pragmatism: A philosophical tradition that evaluates ideas through their practical consequences and role in experience. Mead’s emphasis on action, consequences, and social experience grew within this tradition.
Herbert Blumer: An American sociologist who coined the term symbolic interactionism and developed its theoretical program. Blumer named and extended the tradition built partly from Mead’s teaching and writings.
Social behaviorism: Mead’s approach to mind and behavior, emphasizing their emergence through social interaction. It names the approach behind his account of mind as arising in social conduct.
Play stage: A stage of childhood development in which a child adopts particular roles in make-believe. Mead used play to show how children learn to take another person’s role.
University of Chicago: A private research university in Chicago, founded in 1890. Mead taught there and worked alongside scholars who shaped early American sociology.
Anselm Strauss: An American sociologist known for interactionist research on identity, work, and social worlds. Strauss carried interactionist ideas into empirical studies of identity and collective life.
Significant symbol: A gesture that evokes roughly the same response in its maker and its recipient. Shared responses to significant symbols let people coordinate action and take one another’s roles.
Game stage: A stage of development in which a child coordinates multiple roles under shared rules. The game requires a child to grasp the organized expectations of the generalized other.

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