Becoming Mead: The Social Process of Academic Knowledge
Daniel R. Huebner
Published:
2014
Online ISBN:
9780226171548
Print ISBN:
9780226171371
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Daniel R. Huebner
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Published:
September 2014
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OXFORD ACADEMIC STYLE
Huebner, Daniel R., 'Lectures, Classrooms, and Students', Becoming Mead: The Social Process of Academic Knowledge (
CHICAGO STYLE
Huebner, Daniel R.. "Lectures, Classrooms, and Students." In Becoming Mead: The Social Process of Academic Knowledge University of Chicago Press, 2014. Chicago Scholarship Online, 2015. https://doi.org/10.7208/chicago/9780226171548.003.0004.
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Abstract
Chapter 4 analyzes the classroom instruction of George Herbert Mead, beginning with the composition and diversity of Mead’s students. The chapter makes the case that Mead repeatedly attempted to produce intimate environments where he could work face-to-face with interested students who impacted his teaching. Mead’s students made a variety of notes in his courses, but even the most complete records cannot obviate the interpretive problems of using such written materials to reconstruct his speech. Instead, the chapter relies on case studies to identify the disparate purposes served by Mead’s courses in the social lives of his students. In particular the concepts and perspectives outlined in the classes became points of orientation in students’ various personal projects. Special focus is given to two detailed studies of Mead’s students W. I. Thomas and John B. Watson, who had long-term influences on Mead. These studies together direct attention to “intellectual projects,” the collective undertakings of scholarship that bring individuals together around common plans or goals. The chapter demonstrates that the dynamics of the formation and articulation of ideas are especially visible in these relationships between scholars and their students and colleagues.
Keywords: George Herbert Mead, lecture, intellectual project, lecture notes, pedagogy, behaviorism, John Broadus Watson, William Isaac Thomas
Subject
Social Theory
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