Джордж Герберт Мид: Американ философ, социолог және психолог

American philosopher, sociologist, and psychologist (1863–1931)

George Herbert Mead (February 27, 1863 – April 26, 1931) was an American philosopher, sociologist, and psychologist, primarily affiliated with the University of Chicago. He was one of the key figures in the development of pragmatism. He is regarded as one of the founders of symbolic interactionism, and was an important influence on what has come to be referred to as the Chicago School of Sociology.

George Herbert Mead was born on February 27, 1863, in South Hadley, Massachusetts. He was raised in a Protestant, middle class family comprising his father, Hiram Mead, his mother, Elizabeth Storrs Mead (née Billings), and his sister Alice. His father was a former Congregationalist pastor from a lineage of farmers and clergymen and who later held the chair in Sacred Rhetoric and Pastoral Theology at Oberlin College's theological seminary. Elizabeth taught for two years at Oberlin College and subsequently, from 1890 to 1900, served as president of Mount Holyoke College in South Hadley, Massachusetts. In 1879, George Mead enrolled at the Oberlin Academy at Oberlin College and then the college itself, graduating in 1883 with a Bachelor of Arts. After graduation, Mead taught grade school for about four months. From the end of 1883 through the summer of 1887, he worked as a surveyor for the Wisconsin Central Railroad Company. In autumn 1887, Mead enrolled at Harvard University, where his main interests were philosophy and psychology. At Harvard, Mead studied with Josiah Royce, a major influence upon his thought, and William James, whose children he tutored. In 1888, Mead left Harvard after receiving only a B. A. and moved to Leipzig, Germany to study with psychologist Wilhelm Wundt, from whom he learned the concept of "the gesture", which would become central to his later work. In 1891, Mead married Helen Kingsbury Castle (1860–1929), the sister of Henry Northrup Castle (1862–1895), a friend he met at Oberlin. Despite never finishing his dissertation, Mead was able to obtain a post at the University of Michigan in 1891. There, Mead met Charles H. Cooley and John Dewey, both of whom would influence him greatly. In 1894, Mead moved, along with Dewey, to the University of Chicago, where he taught until his death. Dewey's influence led Mead into educational theory, but his thinking soon diverged from that of Dewey, and developed into his famous psychological theories of mind, self and society. He was active in Chicago's social and political affairs; his many activities include work for the City Club of Chicago. Mead believed that science could be used to deal with social problems and played a key role in conducting research at the settlement house in Chicago. He also collaborated closely with Jane Addams on matters of social justice. Mead died of heart failure on April 26, 1931.

Mead was a very important figure in 20th century social philosophy. One of his most influential ideas was the emergence of mind and self from the communication process between organisms, discussed in Mind, Self and Society (1934), also known as social behaviorism. This concept of how the mind and self emerge from the social process of communication by signs founded the symbolic interactionist school of sociology. Rooted intellectually in Hegelian dialectics and process philosophy, Mead, like John Dewey, developed a more materialist process philosophy that was based upon human action and specifically communicative action. Human activity is, in a pragmatic sense, the criterion of truth, and through human activity meaning is made. Joint activity, including communicative activity, is the means through which our sense of self is constituted. The essence of Mead's social behaviorism is that mind is not a substance located in some transcendent realm, nor is it merely a series of events that takes place within the human physiological structure. This approach opposed the traditional view of the mind as separate from the body. The emergence of mind is contingent upon interaction between the human organism and its social environment; it is through participation in the social act of communication that individuals realize their potential for significantly symbolic behaviorthat is, thought. Mind, in Mead's terms, is the individualized focus of the communication process. It is linguistic behavior on the part of the individual. There is, then, no "mind or thought without language"; and language (the content of mind) "is only a development and product of social interaction". Thus, mind is not reducible to the neurophysiology of the organic individual, but is emergent in "the dynamic, ongoing social process"

For Mead, mind arises out of the social act of communication. Mead's concept of the social act is relevant not only to his theory of mind, but to all facets of his social philosophy. His theory of "mind, self, and society" is, in effect, a philosophy of the act from the standpoint of a social process involving the interaction of many individuals, just as his theory of knowledge and value is a philosophy of the act from the standpoint of the experiencing individual in interaction with an environment. Gestures become significant symbols when they arouse in the individual who is making them the same kind of response they are supposed to elicit from those to whom the gestures are addressed. Only when we have significant symbols can we truly have communication. We perceive the world in terms of the "means of living." In joint activity, which Mead called social acts, humans learn to see themselves from the standpoint of their co actors. A central mechanism within the social act, which enables perspective taking, is position exchange. People within a social act often alternate social positions (e. g., giving/receiving, asking/helping, winning/losing, hiding/seeking, talking/listening). In children's games there is repeated position exchange, for example in hide and seek, and Mead argued that this is one of the main ways that perspective taking develops. However, for Mead, unlike Dewey and J. J. Gibson, the key is not simply human action, but rather social action. In humans the "manipulatory phase of the act" is socially mediated; that is to say, in acting towards objects humans simultaneously take the perspectives of others toward that object. This is what Mead means by "the social act" as opposed to simply "the act" (the latter being a Deweyan concept). Non human animals also manipulate objects, but that is a non social manipulation; they do not take the perspective of other organisms toward the object. Humans, on the other hand, take the perspective of other actors towards objects, and this is what enables complex human society and subtle social coordination. In the social act of economic exchange, for example, both buyer and seller must take each other's perspectives toward the object being exchanged. The seller must recognize the value for the buyer, while the buyer must recognize the desirability of money for the seller. Only with this mutual perspective taking can the economic exchange occur. (Mead was influenced on this point by Adam Smith.)

A final piece of Mead's social theory is the mind as the individual importation of the social process. Assuming that games and routine social acts have differentiated social positions, and that these positions create our cognitive perspectives, then it might be that by moving between roles in a game (e. g. between hiding and seeking or buying and selling) we come to learn about the perspective of the other. This new interpretation of Mead's account of taking the perspective of the other has experimental support. Other recent publications argue that Mead's account of the development of perspective taking is relevant not only with respect to human ontogeny but also to the evolution of human sociality.

In a career spanning more than 40 years, Mead wrote almost constantly and published numerous articles and book reviews in both philosophy and psychology. However, he did not publish any books. Following his death, several of his students put together and edited four volumes from records of Mead's social psychology course at the University of Chicago, his lecture notes (Mead's Carus Lectures, 1930, edited by Charles W. Morris), and his numerous unpublished papers. In his lifetime, Mead published around 100 scholarly articles, reviews, and incidental pieces. Given their diverse nature, access to these writings is difficult. The first editorial efforts to change this situation date from the 1960s. In 1964, Andrew J. Reck collected twenty five of Mead's published articles in Selected Writings: George Herbert Mead. In 2010, Filipe Carreira da Silva edited G. H. Mead. A Reader, a comprehensive collection including thirty of Mead's most important articles, ten of them previously unpublished. Likewise, the Mead Project at Brock University in Toronto intends to publish all of Mead's 80 odd remaining unpublished manuscripts.