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Social Exchange Theory to interpersonal relationships
Social Exchange Theory to interpersonal relationships
Social Exchange Theory to interpersonal relationships
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George Homans and Peter Blau each offer an explanation of human interactions and how they reproduced social process and social structures. Homans develop his theory by observing four different social groups; street gang, work group in a factor, kingship system of a private island, and a village in new England. Through his observations he develop five propositions that underlies the dynamics of a group. Peter Blau further developed Homans theory and added that people calculated their actions based on the reward level of their action as well as the level of power they receive from their actions. Blau also explains how exchange theory becomes an institutionalization. I will also being going over Habermas’s uses of the theory of Communicative Action to develop a theory of society with practical intent. Homans observation of four different social groups; street gang, work group in a factor, kingship system of a private island, and a village in new England, lead to his development of five propositions. Those Propositions being; One, if the frequency of interaction between two or more people increases, then the degree if the liking of one another will increase as well. Two; when people like one another increase, they will express it by participating in more activities together. Three; the more frequent people interact with other people the more similar their behavior will become. Four; the higher the rank of a person with in a group, the more their behavior will conform to the group. Five; the higher the person is social rank, the wider the range of their interaction. These are Homans first Five Major Propositions in his attempt to develop his theory about human interaction. Though Homans research on these four different social... ... middle of paper ... ...ce Kohlberg and Jean Piaget to explain the development stages of and individual’s morals. Preconvention level, which is the punishment/obedience stage as well as the instrumental relativist stage, the Preconvention level is where a child response to cultural rules of what is good or bad but s/he learns this lesson by trial and error and sometime punishment. The conventional level is the interpersonal concordance orientation and the law and order orientation and obedience to authority begins. It is also where individuals maintain the expectations of the family and the nation, seeing it as a right and valuable regardless of the outcome. The final level is Post conventional level, in this level individuals develop universal ethical orientation, and social contract orientation, and it is also where people have a clear effort to define moral values and principles.
5. A postconventional level of morality is most likely to be found in cultures that value:
Kohlberg’s Theory of Moral Development is three levels consisting of two stages in each. Kohlberg’s Theory explains how a human’s mind morally develops. Level one is typically common in younger children. The two stages in level one are pre-conventional stages. Stage one is obedience and punishment driven; one will judge an action by the consequences given. Stage two is out of self interest. Level two is mostly common in teenagers. The stages in this level
I noticed in Piaget stages of moral development Kevin is in the autonomous morality stage. Kevin has realized the rules at school and standards can be negotiated and or changed because his parents can get the school to change the rules or policies for his benefit. On Kohlberg’s stage Kevin, his behaviors can be related to the conventional level stage 4. Broderick and Blewitt describes Kohlberg’s conventional morality as “what is right depends on other’s approval or on the need to maintain social order” (pg. 261). Kevin’s peers react to his negative behaviors is effecting his moral
Eric Erikson developed eight different psychosocial stages which emphasize the lifespan development during the major periods in life. The first psychosocial stage is infancy and it embraces the age of birth to one year old. The infancy crisis is trust versus mistrust which emphasizes that if children are taken care of; they will be able to gain confidence as well as trust. In the other hand, if they developed mistrust they will develop a sense of insecurity. Erickson’s second stage is toddlerhood which embraces the ages of one to three and deals with the stage crisis of autonomy versus shame and doubt. In the toddlerhood stage, toddlers are able to use mental skills and are able to start deciding for themselves. The third stage is early childhood, and it embraces the ages of three to six with the stage crisis of initiative versus guilt. During the early childhood stage children are able to gain the characteristics of ambition and responsibility and it is developed through the parent’s support. On the other hand if parents are too demanding children will develop guilt. The next stage is middle adulthood which ranges in the ages of six to eleven; children are able to develop the characteristic cooperation but, inferiority can also arise with negative experiences which can cause a stage crisis of industry versus i...
The influence that the behaviors of groups have is one of the most important factors that help shape and contribute to a functional society. With their works, William Edward Burghardt
First I would like to look at Georg Simmel, who puts emphasis of the importance of interaction between people. As he mentions in
Jean Piaget, Lawrence Kohlberg, and Erik Erikson have all determined stages of development which explain how people act and think at different points in their lives. Piaget’s theory determines that there are four stages of cognitive development, consisting of the sensorimotor stage, the preoperational stage, the concrete operational stage, and the formal operational stage. Each of these has an approximate age range and set of characteristics that explain a person’s general cognitive ability at any given age. According to Kohlberg, preconventional morality, conventional morality, and postconventional morality are the three changes in moral reasoning that a person will experience throughout their lifetime. Erikson’s theory focuses on psychosocial
In Kohlbergs moral stages five & six people begin to understand morals and social good then moral reasoning. Basic human rights become important as well as principles.
Kohlberg’s theory of the stages of moral development has gained some popularity despite being controversial. The claim that the levels form a “ladder,” the bottom being the immature child with a pre-conventional level and the top being a post conventional ethical individual. The sequence is unvarying and the subject must begin at the bottom with aspirations to reach the top, possibly doing so. (7) Research confirms that individuals from different cultures actually progress according to Kohlbergs theory, at least to the conventional level. Kohlberg’s stages of moral development continue to provide a foundation for psychology studies of moral reasoning. (6)
These studies say that all actions have a goal in mind. That would affect how children develop moral standards as well. An example of this would be, if a child knew that they were to get rewarded for things similar to potty-training or preforming well in school then they would try to do their best. The child would carry these lessons with them as they grow and mature. In this paper we will be discussing Kohlberg’s theory of moral development, giving insight into what other factors may affect the development of morality, and dissecting parenting placing emphasis on parenting and its effects that it may have. We will also be coving theories that challenge Kohlberg’s and bringing to light what Kohlberg may have missed or
This essay will address actions of individuals and the contribution individual actions make to the social structure, how society flows to the actor via the “Me” and is constructed or reconstructed by the “I,” giving the “I” a place in creating society. I will further analyze the theories and explore the impact of norms and values on the decisions by the actors.
The first stage, which happens between birth and 18 months, is trust vs. mistrust. During this stage, an infant is confused about the world being a safe place and wonders if his or her needs will be met. As a result, the infant looks to the primary caretaker for consistent care and hope that his or her needs can be met. Erikson explains that those that receive constant care during this stage will develop a sense of trust. The basic virtue in this stage is hope. The second stage of this theory is autonomy vs. shame and doubt, which happens between 18 months and 3 years. During this stage, there is an increase in mobility and independence. Erikson explains that it is critical to allow the child to explore their limits and allow failure. The basic virtue in this stage is will. Initiative vs. Guilt that happens between 3 and 5 years is the stage that follows. During this stage, children take more initiative to engage with peers. Erikson explains that during this stage if children are given the opportunity to take initiative, they will develop a sense of security in their ability to lead. The basic virtue in this stage is purpose. Industry vs. Inferiority, which happens between 5 and 12 years, emphasizes school and friendships. Erikson believes that during this stage, children will seek approval from others by displaying skills that are valued by others. Additionally, he believes that if
The obedience and punishment orientation is the earliest stage of moral development and is also very common in young children; however, adults are also capable of expressing this stage of reasoning. In this stage, young children perceive rules to be fixed and absolute and that obeying them is a necessary means to avoid punishment (McLeod, S.A., 2013). The individualism and exchange orientation is the second stage of pre-conventional morality. At this stage, children take into account individual points of view and judge their actions based on how they serve individual needs (Cherry, K., 2014, October
Two of the four coordinates that are completely opposite from each other on this theoretical framework include “Individual” and “Collective.” According to classical theory, “Individual are the patterns of social life which are seen as emerging from ongoing interaction, and Collective are the patterns of social life which are seen as the product of existing structural arrangements” (Appelrouth...
Kohlberg, L. (1984). The psychology of moral development: the nature and validity of moral stages. San Francisco: Harper & Row.