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By Daniel R. Huebner

George Herbert Mead is a foundational determine in sociology, top recognized for his ebook Mind, Self, and Society, which was once prepare after his demise from path notes taken by way of stenographers and scholars and from unpublished manuscripts. Mead, in spite of the fact that, by no means taught a path essentially housed in a sociology division, and he wrote a couple of big choice of themes a long way open air of the worries for which he's predominantly remembered—including experimental and comparative psychology, the background of technology, and relativity theory.  in brief, he's recognized in a self-discipline within which he didn't train for a publication he didn't write.

changing into Mead, Daniel R. Huebner lines the ways that wisdom has been produced via and in regards to the famed American thinker. rather than treating Mead’s problematical recognition as a separate subject of analysis from his highbrow biography, Huebner considers either biography and popularity as social tactics of information construction. He makes use of Mead as a case learn and gives clean new solutions to severe questions within the social sciences, corresponding to how authors become thought of canonical specifically disciplines, how teachers comprehend and use others’ works of their study, and the way claims to authority and information are made in scholarship. Becoming Mead presents a unique tackle the background of sociology, putting it in severe discussion with cultural sociology and the sociology of information and intellectuals.

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Extra resources for Becoming Mead: The Social Process of Academic Knowledge

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Mead’s talk was in a session chaired by his colleague in philosophy T. V. Smith, with another paper on “Pictures and Imitative Behavior” read by his sociology colleague Ellsworth Faris. L. L. , presumably immoral) influence of the silver screen, the sessions held by Chicago philosophers, sociologists, and psychologists constituted a sustained argument for the need to subject media influence to scientific investigation and to specify how particular influences are accomplished, if at all. ” But visual images (movies were still almost all silent) do not actively foster thought in the same way the “imagery of words” does—he reminded the audience, “We do our thinking in the form of conversation”—and so visuals do not lend themselves to promoting participation in and expansion 32 Chapter One of shared social experience.

Moore, and American historian D. S. Muzzey, with leading Chicago figure of the Ethical Culture movement William M. Salter (William James’s brother-in-law) presiding over the discussion. 9 The Congress program was organized by Jane Addams and Charles E. Zueblin, and the discussions included James H. Tufts, Emil G. Hirsch, and Shailer Mathews, among Mead’s other colleagues. Mead’s particular take on ethics in his paper was to examine it from the “evolutionary point of view” in which moral consciousness and the moral Public Participation 31 environment were codeveloped in situations of practical social action.

In this way the study provides a novel analytical frame through which to reexamine the often problematic processes of knowledge making in academic scholarship. G Pa rt I Rethinking Mead Ch apter One Public Participation A s with other high-profi le social theorists and philosophers—the socalled founders of modern academic discourses—a critical literature has developed around George Herbert Mead. 1 The literature is “critical” in the sense that it takes as its object the dominant, received notions about Mead.

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