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George Herbert Mead's Ideas, 1994.
The American social psychologist's ideas on pragmatism, identity, social relations and role-taking compared to Charles Horton Cooley.
2,025 words (approx. 8.1 pages), 6 sources, $ 71.95
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From the Paper
"The work of George Herbert Mead, one of the leading figures in pragmatism, profoundly influenced the development of American social science. Mead published no books in his lifetime, and many of the articles he wrote dealt with education, psychology, and sociology. He communicated most effectively in oral discourse, and he developed his ideas in extemporaneous lectures at the University of Chicago, where he taught from 1893 until his death. His style was involved and labored, and even his admirers stated that there were difficulties in deciphering his sentences. Still, his classes were well-attended, and he had considerable influence on his colleagues and his students, especially in sociology and social psychology. His students put together four posthumous volumes of his work based on stenographic notes of his lectures, fragmentary manuscripts, and tentative drafts..."
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Charles Horton Cooley and George Herbert Mead, 2008.
An analysis of the sociological philosophies of Charles Horton Cooley and George Herbert Mead.
1,646 words (approx. 6.6 pages), 6 sources, APA, $ 53.95
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Abstract
This paper discusses the major contributions to the field of sociology of Charles Horton Cooley (1864 to 1929) and George Herbert Mead (1863 to 1931). The paper discusses the sociological viewpoints of both philosophers and provides examples from some of their works. The paper discusses how their philosophies can be applied to the individual and society as a whole
From the Paper
"As a sociologist/philosopher, Mead was also extremely notable for his achievements related to what he calls the "Genesis of the Self," the genesis of human consciousness and the Self "through the gradually developing ability in childhood" to assume the role of another human being and to "visualize his own performance" from the viewpoint of significant others. In essence, Mead is attempting to explain through this genesis exactly how humans become conscious of their own Selves and their own minds. Once again, Mead's symbolic gestures play a pivotal role in the development of the Self, due to symbols arousing "in one's self what it arouses in the other individual" ("George Herbert Mead," 2006, Internet). This has much to do with emotional symbolism/gestures like crying, laughing, smiling or frowning, such as with a child who observes an adult laughing at a another person which arouses a similar reaction under similar circumstances in a social setting. Thus, as Mead understands it, the foundation of the human Self revolves around reflexes as they are generated in relation to society and its environment, for "through the individual's ability to take in his imagination the attitudes" and reflexes of other people, "his own self becomes an object of his own reflection" ("George Herbert Mead," 2006, Internet), something very closely akin to Cooley's "Looking Glass Self.""
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George Herbert Mead, 2002.
Examines the sociological theories of George Herbert Mead.
1,553 words (approx. 6.2 pages), 4 sources, MLA, $ 50.95
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Abstract
George Herbert Mead is widely recognized as one of the most influential figures of American sociology. His pioneering work in social psychology helped to establish the reputation of the Chicago School of Sociology. His teachings also laid the groundwork for the philosophy of pragmatism in the United States. This paper focuses on Mead's sociological theory, particularly his contributions to social psychology. The first part of the paper summarizes the key points of Mead's social theory, including an evaluation of his work. The next part then examines how Mead's work can be expanded into other areas of sociological inquiry and sees whether his theories continue to have relevance today.
From the Paper
"Thus, for Mead, the individual "self" is actually a composite, a result of the reciprocal relationship between a person and his or her social environment. The "individual" self is actually developed in relation to the norms and mores prevailing in the person's social environment. The individual's ability to "internalize" the needs and attitudes of the greater society determines in a large part the roles he or she will assume in life. Through these roles, however, individuals are able to make their contributions to the entire system of social life."
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George Herbert, 2004.
An analysis of the life and works of Welsh poet, George Herbert, with a focus on his poem, "Easter Wings".
1,110 words (approx. 4.4 pages), 4 sources, MLA, $ 38.95
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Abstract
This paper discusses the life and works of Welsh poet, George Herbert. The paper presents his work, "Easter Wings", explaining that Herbert clearly outlines his lifelong struggle between secular and religious life and physical and spiritual life. The paper describes the time period when Herbert lived and contends that his poetry reflected this difficult era.
From the Paper
"George Herbert (1593-1633) lived during a tumultuous time in the history of Wales; there was much corruption and confusion about the roles of government and change was a fact of every day life. Herbert's life is encompassed in a period of what one author of Welsh history calls Recovery, Reorientation, and Reformation, in Wales 1415-1642. (Williams iii) It is within this time that Herbert reflects on the best way to live and the best way to reenter his place of origin. "
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George Herbert's Poem ?The Collar?, 2005.
This paper discusses George Herbert's poem "The Collar", a direct complaint voiced by a bitter person to show his discord with the restraints, which bind him so tightly.
750 words (approx. 3.0 pages), 0 sources, $ 26.95
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Abstract
This paper explains that George Herbert expresses in his poem "The Collar" that the chains, which bind him, are self-evident with the collar he must wear and that he must come to the self-realization that he must change his thoughts or deny God. The author points out that the poem as a whole is about the cleric talking to himself and should not be perceived as a prayer. The paper relates that, as the poem progresses, the images of "collars and cages" and "rope and cable" appear, which, for the most part, are not harmful but hinder him in some respects.
From the Paper
"The person of whom Herbert is writing wants to be free from his human condition and of the duties that the collar represents. Back in Herbert's day, "The Collar" was representative of a condition that represented himself, something on the line of being entrapped or of being hemmed in and he is speaking abstractly of himself where he wants to break loose. Therefore he says, "I struck the board, and cried, No more" showing his frustration over the matter. (1). This is a very dramatic, arrogant and overstated act."
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George Herbert and Edward Taylor: A Comparison, 2001.
This paper compares two historical poets: George Herbert and Edward Taylor.
2,740 words (approx. 11.0 pages), 6 sources, MLA, $ 81.95
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Abstract
This paper studies the styles, techniques and works of these two very famous historical poets. It compares Herbert who is classified as a metaphysical poet and Taylor who is classified as a Puritan era poet. It studies Puritan life as Edward Taylor's direct writing influence. It studies the classification issue of these poets and concludes that Taylor should be classified as a metaphysical poet as well because of the properties of his poems. It analyzes several poems by these poets and details their style, meaning and the techniques used. It also examines their great belief and faith in God and how this affected their poetry.
Table of Contents:
I. Introduction
II. Metaphysical Properties of Works
III. Motivations for Writing
IV. Criticisms of Works
V. Writing Styles
VI. Methodology
VII. Biblical References and Themes
VIII. Metrical Forms
IX. Man?s Unworthiness
X. Summary
From the Paper
"The works of Edward Taylor not only provide us with a glimpse into Puritan life of the 1600?s, they also give us a direct insight into the very heart and soul of the man who penned them. His works relate the Puritan emphasis on one?s own spiritual examination of the soul, and well as the high moral standards the Puritans lived by. Although his style varies somewhat in his major works, his unbending love of God remains constant. His imagery not only allows the reader to view his words through a Puritan?s eyes, but to also get a feel for what it meant to devote one?s self totally to God. Taylor?s reasons for writing were grounded in his own personal desire to communicate with God, to express his heartfelt love of God, and to prepare himself for sharing the Lord?s Supper with his congregation. Like Herbert, Taylor?s poetry expressed deep piety and love for Christ. Likewise, both authors express the view of Salvation as being completely reliant on God?s grace rather than human merit (Rowe). (175)"
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Herbert George Wells, 2005.
A look at the literary career of H.G. Wells, as well as his opinions and philosophy regarding society.
4,817 words (approx. 19.3 pages), 10 sources, MLA, $ 123.95
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Abstract
This paper examines the writings of H.G. Wells in an effort to demonstrate that, while Wells believed in progress and sought to understand and shape the future development of society in a progressive direction, he also had reservations about the human element and what it would be able to make of its scientific opportunities.
From the Paper
"Herbert George Wells was a major force in literature in his time and achieved a good deal in a number of different fields, showing himself to be a Renaissance man as he explored such topics as history, science, sociology, and philosophy in his works. Today, he is best known for his science fiction works, but even these represent a version of his interest in other subjects, notably various sociological concerns of the era as to what progress would mean into the next century and how human beings would fare in the developing scientific world. Wells was particularly concerned over themes that related to the evolution of society and to the ways in which society served the interests of the masses, or the ways in which society failed to serve those interests."
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Mead and Freud, 2002.
Examines and compares the theories of Sigmund Freud and George Herbert Mead on the development of the human psyche.
1,697 words (approx. 6.8 pages), 3 sources, APA, $ 55.95
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Abstract
One of the most fundamental questions for the field of psychology is how it is that we come to be the way that we are. What is it that makes us human? To what extent are we all like one another and to what extent are we each unique? The paper shows that two of the founding scholars of the discipline of psychology, Sigmund Freud and George Herbert Mead, both created models to explain how fundamental and arguably universal human psychic structures developed. The paper explains that while sharing some common ideas about the ways in which human nature and human personality are formed, the two scholars proposed distinctly different interior road-maps of the human psyche as well as very different pathways by which core psychic structures develop. The paper therefore examines, discusses and compares Mead's Interactionist Model and Freud's ideas on the power of the ego.
From the Paper
"We, as individuals, are generally made aware of the activation of our personal defense mechanisms, Freud argued, by the presence of anxiety in our lives. We know that one or more of our defense mechanisms are working because when they are we experience a rush of anxiety. Defense mechanisms are brought into play by the psyche to allow the ego to work to reach solutions (i.e. compromises) to the problems that each individual meets in the course of everyday life. Defense mechanisms allow the ego to cope with something unwelcome (usually something threatening to our safety or comfort) by allowing that unwelcome thing to emerge into our consciousness in a disguised (and therefore manageable) form."
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The Development of Self, 2006.
This paper discusses early theories on the development of self by Sigmund Freud and George Herbert Mead, who worked in the late 19th and early 20th century.
870 words (approx. 3.5 pages), 3 sources, APA, $ 30.95
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Abstract
This paper explains that, while Sigmund Freud and George Herbert Mead created distinct theories on how humans develop a sense of self-identity, they shared some common ideas about how personality is formed. The author points out that Freud and Mead both stressed the importance of self-development through relationships: Freud felt that the relationship with siblings and parents were most important; whereas, Mead felt that the sense of self slowly evolved throughout a lifetime with diverse social interactions being integrated into the self. The paper relates that, like Freud, Mead developed stages of self-development; however, unlike Fraud, these stages did not create conflict within oneself.
From the Paper
"Mead divided his "me" concept into three stages the "imitative", "play", and "game" stages. These stages are in sharp contrast to Freuds psychosocial stages in which human behavior arises out of our struggle to pass through sexual stages. Babies in the imitative stage engage in mimicing the symbols and gestures they experience and will eventually try to take on the role of the other, in most cases the mother, which then leads into the "play" stage where we will pretend to actually be the other person. In the "game" stage we begin to also consider our role in society as a whole and it is at this point that the "me" is complete and the individuale self is established within the social context."
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The Development of Human Psychic Structures, 2004.
Compares the theories of Sigmund Freud and George Herbert Mead on how human psychic structures developed.
1,468 words (approx. 5.9 pages), 3 sources, APA, $ 48.95
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Abstract
This paper details the similarities and differences in the theories of Freud and Mead regarding the development of human nature and personality. The paper explains Freud's notion that the development of a person's core psychic structures are influenced by that person's interaction with members of his immediate family. Freud's theory is then contrasted with Mead's theory, which holds that, in addition to the influence of a person?s family on the formation of core psychic structures, influences outside the immediate family circle also shape a person?s core identity.
From the Paper
"We may begin by examining Mead?s model, which was an Interactionist one. Interactionism was one of the most important developments in psychological (as well as general social scientific) theory in the 20th century. An Interactionist model views ?mind? and the ?self? as not being a priori part of human inheritance. In other words, the Interactionist argues that we are not born with such concepts but rather we develop our sense of self and our ways of thinking through our experiences. We each develop ourselves, this model argues, through the daily process of interaction between ourselves and all of the other people in our social world. Our idea of the self is thus essentially an internalization of all of our interactions with others."
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The Self and Other, 2002.
Examining George Herbert Mead's philosophy regarding the "self" and its contribution to social philosophy.
1,820 words (approx. 7.3 pages), 4 sources, MLA, $ 58.95
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Abstract
This essay first presents a brief bio of Mead, a famous American philosopher and then examines his philosophy of "self". The paper shows how his theory of the emergence of mind and self is considered as a milestone in social philosophy. The theory - that self is not present in an individual by birth but it develops with the social interaction of an individual - is examined and analyzed.
From the Paper
"During the process of social experience and activity, an individual develops relations with other individuals and as a result develops his or her ?self?. High level of intelligence present in humans help them to develop a self while animals who have lower level of intelligence cannot develop it. In our certain habitual actions, in which no thinking is involved, a certain level of aesthetic experience is present and experiences of these actions may not have any relationship to the self. It is therefore important under these circumstances that an individual must differentiate the experience that takes place immediately and his/her understanding of such instances into the experience of self. In addition to this, individuals tend to organize all of their experiences into that of a self. They do so in order to thoroughly identify their experiences with the self. Individuals also systematize their memories on the basis of the self. Whenever they see certain things or events they always see them with respect to the past experiences. Moreover, Mead argues that self is neither involved in the life of the organism nor is it involved in sensuous experiences. "
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The Presidency of George H. W. Bush, 2008.
An analysis of the success and failure of the presidency of George H. W. Bush.
2,170 words (approx. 8.7 pages), 5 sources, MLA, $ 67.95
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Abstract
This paper examines some of the major events during George H. W. Bush's presidency. The paper analyzes his accomplishments during his presidency and explains that his influence was such that it is at times difficult to remember that he was only a one-term president. In fact, some of the events that took place during his presidency, as well as his response to them, are still having an effect today. The paper concludes that President George Herbert Walker Bush is an intriguing blend of both success and failure. The paper suggests that though his military actions were swift and apparently successful in terms of accomplishing certain set goals, they were not significant in reducing the overall problems in either Panama or Iraq.
Outline:
Major Events
Panama Invasion
The Savings and Loan Bailout Scandal
The Americans with Disabilities Act
The Collapse of the Soviet Union
Persian Gulf War
Success or Failure?
Conclusion
From the Paper
"Even before Bush's presidency, Manuel Noriega was considered a serious problem. The Reagan administration had attempted to provide Noriega with aid for the Contras, which he then used to send illegal drugs into the United States (Childress 83). In addition, Noriega had already been found to be involved in money laundering for the considerable drug trade that went through Panama. Finally, this dictator was considered guilty of many human rights violations of his country's people. According to Ryan J. Barilleaux and Mark Rozell, George Bush himself expressed the desire to see Noriega removed from his position, in May 1989 and, for the reasons mentioned above, the American public favored his overthrow (28)."
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George Caitlin Stories, 2002.
Comparing two books telling the story of George Caitlin, an American writer and painter, in two completely different ways -"Paintbrush & Peacepipe: The Story of George Catlin", by Anne Rockwell and "George Catlin and the Old Frontier", by Harold McCracken
2,795 words (approx. 11.2 pages), 2 sources, MLA, $ 83.95
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Abstract
This paper shows that even though the two books tell the same life story of Caitlin, each one differs most significantly in tone and style according to the vastly different audiences to which each is directed. Rockwell's book was intended for children - less pages and more illustration, whereas McCracken's book presents itself as a very authoritive piece on Caitlin's life in an artbook format.
From the Paper
"The first book, Paintbrush and Peacepipe, 86 small pages in length, with 8 brief chapters and 15 illustrations, is written for children. By comparison, the second book, George Catlin and the Old Frontier, with its 209 oversized pages might seem a vastly superior presentation of George Catlin's biography. The artbook format of McCracken's work, with its 36 color and 118 black and white illustrations, is far more authoritative and detailed in its representation of the scope of Catlin's art. Yet, Paintbrush & Peacepipe, in it's minimalist manner is a highly educational and effective piece of work."
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George W. Bush: Measuring the Man, 2001.
An application of James Barber's analysis from his book "Presidential Character" to George W. Bush. Includes details of George Bush's formative years.
1,660 words (approx. 6.6 pages), 7 sources, $ 53.95
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Abstract
This essay applies the theories contained in Barber's book Presidential Character, to George W. Bush and investigates which personality profile he fits into. The author analyzes whether he is active, positive, passive or negative. Includes an in-depth look into the Bush's formative years.
From the Paper
"In his book Presidential Character, James Barber outlines certain characteristics, traits and life experiences which he feels produce particular types of presidents. Depending on these characteristics, traits and experiences, he then provides the reader with four possible categories within which to place the candidate. By ascertaining which category a contender falls into, Barber maintains that society can and should judge their suitability for presidential office. A major element in ascertaining a candidate?s category is the study of their personality. Barber feels that personality is ?patterned?, meaning that character, worldview and style all work together in its creation. Once one has an in-depth knowledge of a candidate?s personality, one is able to analyze how they would react and interact with current world forces, events and issues. Barber also stresses the importance of researching the president?s childhood and the environment in which their personality was shaped, through to the initial important decisions made in adult life."
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Steffler's George Cartwright, 2002.
A character analysis of John Steffler's George Cartwright from the novel "The Afterlife of George Cartwright."
1,620 words (approx. 6.5 pages), 2 sources, MLA, $ 52.95
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Abstract
This paper is a character analysis of Steffler's main character in "The Afterlife of George Cartwright". It focuses on the character's traits of unloving, wild, a corruptor and himself corrupted and how they change within the novel. Cartwright begins as a just young man in the army and becomes what he had always hated, a true corruptor of society.
From the Paper
"When writing a novel a writer should create living people; people not characters" (Hemingway, 95). Steffler achieves the creation of a person in the character of George Cartwright by blending numerous personality traits. These traits can be both pleasant, and upsetting, and either creates distance or closeness between Cartwright and the other characters. In order to make the character more realistic Steffler creates a progression in some of these traits, to create the illusion of growth in Cartwright over the span of his lifetime. Paradoxically, everything Cartwright claims to hate he later embodies. This is not entirely of his accord; his early years in the army set up his adult characteristics. His development is from a man of pride and ambition, although rough and rugged, to an uncivilized corruptor of native society. His pride and ambition are spoiled when he realizes that it is wealth that buys you promotions in the army and not skill or hard work. He grows to become the man Steffler portrays as unloving, wild, and as both corrupted and as a corruptor. "
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