The general process of acquiring culture as you grow up in a society.

The general term for conceptions of appropriate and expected behavior that are held by most members of a society.

The process of being socialized to a particular culture. This includes learning the language, customs, biases, and values of the culture.

The kinds of things that are transmitted to children in the socialization process.

language of the culture, roles we are to play in life, and norms

The general terms for the two broad types of teaching methods used in the socialization process around the world.

The general kinds of informal methods used in socialization.

imitation, experimentation, and repetitive practice

The two general conclusions drawn by Margaret Mead about early socialization practices in the six different societies her research team studied during the 1950’s.

Socialization practices varied markedly from society to society and the socialization practices were generally similar among people of the same society.

The general term for structured and directed teaching and learning primarily under the control and direction of adult teachers who are professional "knowers." This form of education is usually what happens in a classroom. (Hint: think in terms of the two broad types of teaching methods described in the tutorial.)

The general term for learning that occurs as a result of imitation, experimentation, and repetitive practice of basic skills. This is what happens when children role-play adult interactions in their games. (Hint: think in terms of the two broad types of teaching methods described in the tutorial.)

The general term for the complex of motivations, perceptions, and beliefs that we internalize and that strongly affect how we interact with other people and things in nature. This mostly consists of feelings and basic attitudes about the world rather than clearly formulated opinions about it. These feelings and attitudes are mostly learned early in life and are not readily changed later.

The kind of world-view in which people believe that humans are not separate from nature and the supernatural. Living creatures and non-living objects in nature as well as supernatural beings are thought to be human-like in their motivations, feelings, and interactions. They all are perceived as "thous" rather than "its." (Hint: this kind of world-view was first described by Robert Redfield in the early 1950’s.)

indigenous world-view (Redfield called it a “mythological world-view”)

The kind of world-view in which people have an emotional detachment between themselves and the realms of nature and the supernatural. Animals, trees, rocks and other things in nature are "its" rather than "thous" and do not have human personalities. (Hint: this kind of world-view was first described by Robert Redfield in the early 1950’s.)

metropolitan world-view (Redfield called it a “civilized world-view”)

The kind of world-view that is the most common in the Western World today. (Hint: this kind of world-view was first described by Robert Redfield in the early 1950’s.)

The kind of world-view in which people can more easily exploit nature ruthlessly with little care for its well being because it only consists of things rather than human-like beings. (Hint: this kind of world-view was first described by Robert Redfield in the early 1950’s.)

A god who established the order of the universe in the distant past and is now remote from earthly activities and concerns.

The general term for fundamental values that provide the basis for social behavior in society. They are what people believe is desirable or offensive, appropriate or inappropriate, and correct or incorrect.