Teaching Symbolic Interactionism
What I Learned in Kindergarten!
In the case of teaching Symbolic interactionism, that is a distinct possibility. This is because a smile or laugh holds the same symbolic significance now in making friends as it did in kindergarten.
In fact, teaching Symbolic interactionism becomes an easy proposition once I realize that I've been engaged in its principles my entire life.
To put this another way, teaching Symbolic interactionism doesn't require me to have any advanced tools of intellectual insight. I can teach it by just using my own sense of what constitutes purpose and motivation in human relationships.
Since they've been presented to me in the earliest stages of my life, I find that I have at my disposal the intuition to teach the symbols of human interaction.
Symbolic Interactionism Defined
Even though my goal here is to demonstrate how the aspects of Symbolic interactionism can be taught on an intuitive level, I can still offer a formal definition of Symbolic interactionism as a starting point.
Symbolic interactionism can be defined as a system of shared meaning which is connected wth human interaction and refined through interpretation.
This means that human interaction is made possible because people share in the same awareness regarding how to interpret the symbols of language and gestures.
If I wave at a friend across the street, for example, he knows to wave back since we both share in how to interpret the symbolic significance of waving. It is a sign of friendly interaction.
Teaching Symbolic Interactionism in the Classroom
Perhaps the most effective way to teach Symbolic interactionism in the classroom is to let the students teach themselves.
This is to say that, by focusing on the probability that these students have incorporated the same symbols of interaction as I have, I can bring to light how they are already aware of Symbolic interactionism, even without realizing it.
If I hold up a doll, for example, and tell the students I received it as a birthday present, wouldn't they start to laugh?
In view of their laughter, I can then simply affirm, "That's Symbolic interactionism!"
Because of my assumption that the students have internalized the same symbolic reference that grown men don't play with dolls, I can use the example of their laughter to show we are sharing in a common social language--the language of symbols.
The students laugh because they know I am making a joke.
In sum, teaching Symbolic interactionism is an easy thing to do once I can convince students that they've been involved in its principles their entire life.
The symbol of a smile implies the shared meaning of friendship, whether this smile takes place in kindergarten or in a nursing home.
Sources: Personal Experience
Published by Dan Reveal
Come walk with me. I'll share my umbrella. View profile
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21 Comments
Post a CommentInternalization is more Freudian than Meadian (or Blumerian), and I think that a lot of presumed sharing of meaning is illusory. I think that Tony Wallace's conception of "mazeways" is more heuristic than internalized identical meanings (Wallace is also the one who showed that there is a lot of variety from a society's "modal personality" way back when.)
You always write about topics no one else even thinks of. Wonderful, Dan.
Excellent work ♥
excellent Dan, very good work
Interesting, my friend. This sounds as if you are teaching them to be theirselves.
Very well written, Dan. Thanks!
Great article, Dan and I can think of many times when I've used symbolic interactionism.
Symbolic interactionism is a new term for an process that I am very familiar with. It's interesting how we learn to socialize. =)
You're right. We learn symbolic interactionism at a young age. I just never knew what it was called before your interesting and informative article!
:) !!!!!