Mead: Play, the Game, and the generalized other The fundamental difference between the game and play is that in the latter the child must have the attitude of all the others involved in that game. The attitudes of the other players which the participant assumes organizeinto a sort of unit, and it is that organization which controls the response of the individual The illustration used was of a person playing baseball. Each one of his own acts is determined by his assumption of the action of the others who are playing the game. What he does is controlled by his being everyone else on that tea, at least in so far as those attitudes affect his own particularresponse. We get then an"other which is an organization of the attitudes of those involved in the same process
Mead: Play, the Game, and the Generalized other • The fundamental difference between the game and play is that in the latter the child must have the attitude of all the others involved in that game. The attitudes of the other players which the participant assumes organize into a sort of unit, and it is that organization which controls the response of the individual. The illustration used was of a person playing baseball. Each one of his own acts is determined by his assumption of the action of the others who are playing the game. What he does is controlled by his being everyone else on that team, at least in so far as those attitudes affect his own particular response. We get then an “other” which is an organization of the attitudes of those involved in the same process
Play, the Game, and the generalized other The organized community or social group which gives to the individual his unity of self may be called the generalized other The attitude of the generalized other is the attitude of the whole community Thus, for example, in the case of such a social group as a ball team, the team is the generalized other in so far as it enters-as an organized process or social activity-into the experience of any one of the individual members of it
Play, the Game, and the Generalized other • The organized community or social group which gives to the individual his unity of self may be called “the generalized other.” The attitude of the generalized other is the attitude of the whole community. Thus, for example, in the case of such a social group as a ball team, the team is the generalized other in so far as it enters-as an organized process or social activity-into the experience of any one of the individual members of it
6|99 and“me” The"I is the response of the organism to the attitudes of the others the me is the organized set of attitudes of others which one himself assumes The attitudes of the others constitute the organized"me', and then one reacts toward that as an“I
“I” and “me” • The “I” is the response of the organism to the attitudes of the others; the “me” is the organized set of attitudes of others which one himself assumes. The attitudes of the others constitute the organized “me”, and then one reacts toward that as an “I
The self is the ability to take oneself as an object. Again, the self arises within the social process. The general mechanism of the self is the ability of people to put themselves in the place of others to act as others act and to see themselves as others see them Mead traces the genesis of the self through the play and game stages of childhood. Especially important in the latter stage is the emergence of the generalized other. The ability to view oneself from the point of view of the community is essential to the emergence of the self as well as of organized group activities. The self also has two phases- the "I", which is the unpredictable and creative aspect of the self, and the "me", which is the organized set of attitudes of others assumed by the actor Social control is manifest through the" me, while the is the source of innovation in society
• The self is the ability to take oneself as an object. Again, the self arises within the social process. The general mechanism of the self is the ability of people to put themselves in the place of others, to act as others act and to see themselves as others see them. Mead traces the genesis of the self through the play and game stages of childhood. Especially important in the latter stage is the emergence of the generalized other. The ability to view oneself from the point of view of the community is essential to the emergence of the self as well as of organized group activities. The self also has two phasesthe “ I “, which is the unpredictable and creative aspect of the self, and the “ me “, which is the organized set of attitudes of others assumed by the actor. Social control is manifest through the “me”, while the “I” is the source of innovation in society