Sociology Mid-term - Essay Example

Sociology Mid-Term Q. 6 Sigmund Freud (1856-1939) Biographical information Sigmund Freud, an Australian neurologist, was born on 6th May 1856 in Freiberg, Morava presently known as Pribor in the Czech Republic (Freud 204). Freud had a merchant father who moved with his to Leipzig and finally settled in Vienna. It is in Vienna where Freud had his education. His family was Jewish though never followed their doctrines. In the late 1873, Freud joined the University of Vienna to study medicine (Munch 133). Upon the completion of his studies in the university, Freud joined Vienna General Hospital. While working in the hospital, Freud joined hands with Joseph Breuer to treat hysteria. He moved to Paris in the capacity of a student neurologist. A year later, Freud returned to Vienna and indulged into private practice majoring in brain and nervous disorders. He married Martha Bernays in the same year he returned from Vienna and were blessed with six children (Bernstein 122). Sigmund Freud stages of development Freud’s scope of interest coupled with his professional training was very wide. He viewed himself as a scientist, striving to broaden the human knowledge (Weiten 102). This interest, propelled him to join the University of Vienna as a medical student. He spent the first six years of his studies studying physiology and thereafter concentrated on neurology. After attaining his degree in 1881, Freud began a private practice in which he handled those individuals with psychological disorders (Freud 349). This practice gave presented him best opportunity in lines of clinical matters that formed the basis of his theories. In the mid 1885 through to 1886, Freud travelled to Paris where he developed much interest on Jean Charcot’s work (Bernstein 175). Jean treated hysteria together with other mental conditions that are abnormal by using hypnotism. Freud performed hypnosis experiment and realized that the effects were short lived. He thus, decided to develop a method proposed by Joseph Breuer. Breuer had earlier naked that encouraging a hysterical patient to talk uninterrupted on the earliest manifest of the symptoms could at times abate the symptoms (Weiten 142). While working with Breuer, Freud discovered that majority of neuroses trace their origins from an intensely distressing experience which the patients had undergone in their past lives but are now hidden from consciousness. Freud treated these patients by assisting them remember this experience to cognizance, then emotionally and intellectually confront it (Munch 173). This approach discouraged the experience from removing the fundamental psychological cause of the symptoms. Freud later developed ideological differences with Breuer and decided to depart. While working alone, he advanced and polished the theory of psychoanalysis (Bernstein 201). This advancement was soon followed by the publication of The Interpretation of Dreams in 1991. Four years later, Freud published Three Essays on the Theory of Sexuality. Later in 1909 Freud was called to lecture in the United States. Relevance of Sigmund Freud information Sigmund Freud information proposes an inclusive theory on a socialization process that is formed on the basis of his experience as a doctor in Australia. His development stages reveal that the first few periods of one’s life are ‘unequally significant compared to the later stages of the life span in defining the process of development. Furthermore, psychoanalytic theorist suggests that a greater part of early development involves learning impulse control. Freud’s development divide the mental process into unconscious impulse (id,) conscious control (ego) and unconscious thoughts of what is ethically decent (superego.) Q8) hunter and gather society The hunter and gatherer societies described a group of people characterized by unique lifestyle that differs from the modern life style (Sassaman and Holly 113). These people lived in small groups of approximately 20 to 50 persons per group. These people shifted from camp to camp within a prescribed area to trail existing game and vegetation that are edible. These people had friends in the neighboring groups and had a mutual understanding among themselves. These societies did not acknowledge welfare and the well-known cultural ethos was one that accentuated equality, sharing, individual autonomy, nonviolence consequential decision making and cooperation (Binford 201). Equality The hunters and gatherers societies demonstrated a high degree of equality. Their form of equality ensured that each was equally eligible for food, irrespective of their ability to obtain it (Fitzhugh and Habu 95). This equality ensured that food was shared among the group members. Equality also meant that no one was richer than the other and therefore, all the material wealth was shared among individuals. Equality was also manifested in the line of decision making. Since no one had authority of influencing the other party’s decision, every individual was entitled to his or her decision (Crothers 179). Equality also meant that parents had no authority to direct their children. The group decisions were therefore, mad in consensus since there was no boss. Reverse dominance system of governance Hunters and gatherers societies showed a high degree of egalitarian. These individuals would not bear with anyone’s arrogance or attempts to rule others (Crothers 239). For instance, whenever the young men failed in showing the required level of humility, elder men would make fun of them to the point of regaining the lost humility. Humility was also exercised after hunting. After a hunter had been rewarded during hunting and the food is ready for sharing, he was expected to talk about how thin and valueless the reward was. This message the group believed was a show of humility. Therefore, if a hunter failed to pass the message, other people would do it on his behalf and in the process make fun of him (Binford 379). The message of thin and valueless was meant to prevent the hunter from perceiving himself as superior and great by killing the animal. These practices labeled reverse dominance that is a perfect opposite for standard dominance hierarchy where a few persons rule the many. Non-directive child rearing The hunters and gatherers employed a technique of parenting that was could be termed as indulgent or permissive. Parents trusted their children’s instinct and therefore allowed them to make their own decisions. For instance, children decided on their own when to nurse, study and play (Sassaman and Holly 201). Parents were never involved in physical punishment of children and hardly criticized their actions. Therefore, it could be argued that the hunters and gatherer’s moral behavior originates from their technique of child rearing. These societies believed that, when children and infants are treated well and trusted, they also learn to reciprocate the good qualities to their children and infants it (Fitzhugh and Habu 190). This transition of good qualities would continue to the new generations. The characteristic features of the hunters and gatherers societies are not based on genes but instead culture. Consequently, any society has the potential of exercising a high degree of peaceful and egalitarian (Crothers 363). To apply these qualities in the socialization process, an individual needs to depress egos and rare children in a trusted environment. Works cited Bernstein, Basil. Applied Studies Towards a Sociology of Language. London: Routledge, 2004. Print. Binford, Lewis. Constructing Frames of Reference: An Analytical Method for Archaeological Theory Building Using Hunter-gatherer and Environmental Data Sets. New York: University of California Press, 2001. Print. Crothers, George. Hunters and Gatherers in Theory and Archaeology. London: Center for Archaeological Investigations, Southern Illinois University Carbondale, 2004. Print. Fitzhugh, Ben & Habu, Junko. Beyond Foraging and Collecting: Evolutionary Change in Hunter-Gatherer Settlement Systems. London: Springer, 2002. Print. Freud, Sigmund. The Interpretation of Dreams. London: Kessinger Publishing, 2004. Print.. Munch, Richard. Theory of Action (Routledge Revivals): Towards a New Synthesis Going Beyond Parsons. London: Routledge, 2010. Print. Sassaman, Kenneth and Holly, Donald. Hunter-gatherer Archaeology as Historical Process. London: University of Arizona Press, 2011. Print. Weiten, Wayne. Psychology: Themes and Variations: Themes and Variations. London: Wadsworth, 2010. Print. Read More