Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
The Importance of Patterns
Transcript of The Importance of Patterns
Patterns in school
Although the personal characteristics of students and teachers may vary from school to school, students and teachers relate in similar patterned ways.
How do group behavior and individual behavior differ?
Social relationships are not determined by the particular characteristics of the individuals involved. Emile Durkheim, a 19th century sociologist explained social patterns in this way:
We do not attempt to explain bronze in terms of its separate parts (lead, copper, and tin). Instead, we consider it a totally new metal created by the combination of other metals.
We cannot predict the characteristics of bronze from the traits of its parts. Likewise, people's behavior within a group setting cannot be predicted from their personal characteristics.
Why do people conform?
Groups range in size from a family to society as a whole, and all groups encourage conformity. Conformity within a group occurs because members have been taught to value the group's ways. Behavior within a group cannot be predicted imply from knowledge about its individual members.
Every high school has a social structure-the patterned interaction of people in social relationships.
For example, teachers walk around the room, work with students, lecture, and give tests. Students follow the teacher's lesson plan, make notes, and take tests. This is a social structure.
For Example, Americans, Russians, and Nigerians all have different eating habits, dress, religious beliefs, and attitudes toward family life that reflect their group. At one point, Virginia colonists had offered to "properly educate" some young indian boys at the college of William and Mary in WIlliamsburg. The Indians declined the offer, recalling times where they sent some of their people to be educated. When they returned from the northern colleges, they had lost all of their Indian culture and completely conformed to that of the northerners. They did, however, offer to take a dozen of the northerners' sons and teach them their ways' of life and "make men of them".
By Lacey Harris and Emily Foley