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The concept of normalization can be found in the work of Michel Foucault, especially Discipline and Punish, in the context of his account of disciplinary power.As Foucault used the term, normalization involved the construction of an idealized norm of conduct – for example, the way a proper soldier ideally should stand, march, present arms, and so on, as defined in minute detail – and then ...
[16] [12] [17] Laws, rules and norms may be at odds; for example, a law may prohibit something but norms still allow it. [14] Norms are not the equivalent of an aggregation of individual attitudes. [18] Ideas, attitudes and values are not necessarily norms, as these concepts do not necessarily concern behavior and may be held privately.
Many norms facilitate coordination between members of society and prove mutually beneficial, such as norms regarding communication and agreements. Norms are enforced by social pressure, and individuals that violate social norms risk social exclusion. [14] Systems of ethics are used to guide human behavior to determine what is moral. Humans are ...
For example, "children should eat vegetables", and "those who would sacrifice liberty for security deserve neither" are philosophically normative claims. On the other hand, "vegetables contain a relatively high proportion of vitamins", and "a common consequence of sacrificing liberty for security is a loss of both" are positive claims.
Social norms refers to the unwritten rules that govern social behavior. [6] These are customary standards for behavior that are widely shared by members of a culture. [6] In many cases, normative social influence serves to promote social cohesion. When a majority of group members conform to social norms, the group generally becomes more stable.
Largely focusing on the development of the human mind through the life span, developmental psychology seeks to understand how people come to perceive, understand, and act within the world and how these processes change as they age. [321] [322] This may focus on intellectual, cognitive, neural, social, or moral development.
Age plays an important role in the development of display rules. Throughout life a person will gain experience and have more social interactions. According to a study by Jones, [15] social interactions are the main factor in the creation and understanding of display rules. It starts at a very young age with family, and continues with peers.
Loevinger describes the ego as a process, rather than a thing; [6] it is the frame of reference (or lens) one uses to construct and interpret one's world. [6] This contains impulse control and character development with interpersonal relations and cognitive preoccupations, including self-concept. [7]