This article articulates a neo-pragmatist theory of human rights by drawing and expanding upon the American classical pragmatism of G.H. Mead. It characterizes this neo-pragmatist theory of rights by its anti-foundationalist, relational, fictive, and constitutive nature, and begins by providing a reconstruction of Mead’s social pragmatist approach to rights, a contribution systematically ignored by contemporary sociologists of rights. Next, it details the cost of this disciplinary oblivion by examining how much neo-pragmatism, critical theory, and legal consciousness studies have meanwhile gained (...) by engaging with Mead’s work on rights. Finally, it discusses the contributions of this historical-theoretical exercise to the rapidly growing sociology of rights, and shows that by supplementing the neo-Meadian approach with a recent interpretation of Hobbes’s fictional theory of politics, there appear to be substantive gains in the empirical study of the origins, consequences, meaning, and denial of rights. (shrink)

This article presents a novel conception of groups and social processes within and among groups from a communication-ecological perspective that integrates approaches as different as Garfinkel’s ethnomethodology, Heideggerian praxeology, and Luhmann’s systems theory into an innovative social-theoretical framework. A group is understood as a social entity capable of collective action that is an object to itself and insofar possesses an identity. The elementary operations of groups consist in social processes with communicative, pre-communicative, and non-communicative episodes. Groups operate in a number (...) of environments that are conceived of as both correlates of their own processes and providing groups with the raw materials for the fabrication of their constituents. These environments include but are not limited to spatial, discursive, emotional, institutional, semiotic-medial, psychic-personal, technical, and groupal environments. The article paves the way to combine studies on intergroup and intragroup communication in one comprehensive theoretical framework situated on such an abstract level that it can be concretized in view of utterly different cultural contexts and the emic perspectives of actors therein. Accordingly, the framework provides researchers with the conceptual devices to balance the comparability of different lifeworlds with the faithfulness to actors’ inside views. The methodological implications laid out in this article prioritize qualitative, especially ethnographic methods as a starting point for research on group communication. (shrink)

The reformist philosophy of the classical pragmatist tradition has gradually evolved into the now-fashionable revolutionary styles of pragmatism, some scientistic, some literary. This evolution is traced from Peirce, James, Dewey, and Mead, through Schiller, Lewis, Hook,and Quine, to Rorty’s literary-political neo-pragmatism. Rather than get hung up on the question of which variants qualify as authentic pragmatism, it is better — more fruitful, and appropriately forward looking— to ask what we can learn from the older tradition, and what we can salvage (...) from the new. (shrink)

There have been many readings of Mead's work, and this paper proposes yet another: Mead, theorist of the social act. It is argued that Mead's core theory of the social act has been neglected, and that without this theory, the concept of taking the attitude of the other is inexplicable and the contemporary relevance of the concept of the significant symbol is obfuscated. The paper traces the development of the social act out of Dewey's theory of the act. According to (...) Mead, Dewey's theory does not sufficiently account for consciousness. Grappling with this problematic leads Mead to several key ideas, which culminate in his theory of the social act. The social act and taking the attitude of the other are then illustrated by the analysis of a game of football. The interpretation presented has two novel aspects: first, symbolisation arises not simply through self taking the attitude of the other, but through the pairing of this attitude with the complementary attitude in self; second, self is able to take the attitude of the other to the extent that self has in actuality or in imagination previously been in the social position of the other. From this standpoint the key issue is how the attitude of self and other become integrated. New directions for empirical research, aimed at advancing this question are outlined. Finally, the paper shows how the social act can contribute to our contemporary concerns about the nature of the symbolic. (shrink)

The following analysis demonstrates that G.H. Mead's understanding of human speech is remarkably consistent with today's interdisciplinary field that studies speech as a natural behavior with an evolutionary history. Mead seems to have captured major empirical and theoretical insights more than half a century before the contemporary field began to take shape. In that field the framework known as “Tinbergen's Four Questions,” developed in ecology to study naturally occurring behavior in nonhuman animals, has been an effective organizing framework for research (...) on human speech. It is used in this paper to organize the comparison of Mead with contemporary scholars. The analysis concludes that Mead was, in a sense, “beyond” the Four Questions by recognizing the limitations of reductionist methods in understanding the nature of conscious phenomena, especially language. Mead's socially situated model of the nature of human speech makes him relevant to today's field where some see an undervaluation of the treatment of language as a social process. (shrink)

This article offers an original, intellectual portrait of G. H. Mead. My reassessment of Mead’s thinking is founded, in methodological terms, upon a historically minded yet theoretically oriented strategy. Mead’s system of thought is submitted to a historical reconstruction in order to grasp the evolution of his ideas over time, and to a thematic reconstruction organized around three major research areas or pillars: science, social psychology and politics. If one re-examines the entirety of Mead’s published and unpublished writings from the (...) point of view of contemporary social and political theory, one can see that his contributions transcend the field of social psychology. Mead’s innovative insights on the communicative aspects of social life and individual conscience are yet to be fully explored by current social and political theorists. This is partly due to the fact that his was a system in a state of flux, ever escaping the final written form. (shrink)

This article seeks to reconstruct the early writings of George Herbert Mead in order to explore the significance of his work for the development of an intersubjective conception of education. The reconstruction takes its point of departure in Mead's claim that reflective consciousness has a social situation as its precondition. In a mainly chronological account of Mead's writings on psychology and philosophy from the period 1900–1925, it is shown how Mead explains the social origin of conscious reflection and self-consciousness. It (...) is further shown, how Mead redefines the social in terms of meaningful, creative, radically undetermined, but not yet conscious, interaction. Mead's position thereby implies a reversal of the traditional way in which the relationship between subjectivity and intersubjectivity is conceived. The article ends with an outline of the main implications of this reversal for our understanding of education. (shrink)

A plea has been made for replacing the perspective of “symbolic interactionism” with a new interactionist's perspective—“radical interactionism.” Unlike in symbolic interactionism, where Mead's and Blumer's ideas play the most prominent roles, in radical interactionism's, Park's ideas play a more prominent role than either Mead's or Blumer's ideas. On the one hand, according to Mead, the general principle behind the organization of human group life was once dominance, but it is now “sociality.” On the other hand, according to Park, this (...) general principle is now and has always been dominance. Blumer takes a position much closer to Mead's than Park's arguing that the general principle underlying the organization of human group life is sociality. Under certain special conditions, however, it can become dominance. Although like radical interactionism, symbolic interactionism is rooted in pragmatism, unlike in radical interactionism, symbolic interactionism is still plagued with strains of utopian thought, among which the notion of sociality is the most virulent. Sociality may be the principle on which human group life is organized in heaven, but, down here on earth, it remains organized on the basis of domination. Thus, radical interactionism provides a much-needed antidote to the idealistic overtones still found in symbolic interactionism. (shrink)

The study analyzes the theoretical basis of the Philosophy for Children (P4C) program elaborated by Matthew Lipman. The aim is, firstly, to identify the main philosophical and pedagogical principles of P4C based on American pragmatism, and to locate their pedagogization and possible problems in Lipman’s thinking. Here the discussion is especially targeted to the thinking of John Dewey and George H. Mead as well as Lev Vygotsky, whom Lipman himself names as the most pivotal sources for his own thinking. On (...) the other hand, the study aims at opening up new perspectives and thematizations on P4C from the viewpoint of the continental tradition of thought. The essential principles of P4C connected with reasonableness and judgment are ultimately interpreted as a neo-Aristotelian effort to contextualize philosophy by tracing it back to moderation, the man’s ability to consider and solve problems that he meets in practical life kata ton orthon logon — by doing right things in the right place at the right time in the right way. This phronetic idea of ‘humanizing modernity’ combined with the evolution of the adult-child concept is argued to be one of the conditions for the possibility of P4C, yet leaving unsolved the basic problems involving pedagogical action as such. John Dewey’s ideas arising from the critique of the modern philosophy of consciousness, focusing on the significance of philosophy in practical human life and linked to the basic nature of human knowing and intellectual growth and, further, to the ideal of a democratic community, are shown to form the main intellectual sources of P4C. Dewey’s philosophy as a general theory of education means a solid linking of the concepts of experience and inquiry to the practice of education. This is based on the naturalistic conception of man according to which man is built in dynamic transaction with his environment, experiencing the true meanings of his ideas in the consequences of his actions as he tries to solve problematic situations. So, inquiry as a method of reflective thinking forms the basis for education based on intellectual growth. A condition for it is a context meaningful for the child in which the paradigm of inquiry can be realized authentically. It is therefore important in education to provide circumstances that stimulate the child’s curiosity, initiating a process of inquiry that further enables, through the formation of reflective habits, the development of a democratic community. The purpose of the pedagogical interaction taking place in the process of inquiry is to produce educative experiences for the child, making the pedagogical relationship vanish at the same time. The idea is that in pedagogical action the child’s subjectivity, his desire and impulses are adapted to the tradition, yet generating at the same time a prospective, reflective habit, thus freeing the educatee to think intelligently for himself. The study shows the articulation of these principles in Lipman’s practical effort to convert the classroom into a community of inquiry, but it also argues that the above-mentioned Bildung theoretical core problem of pedagogical action, related to its paradoxical special characteristics to produce autonomous subjectivity, is not thematized. In connection with this issue, the educational thinking of Kant and Hegel is discussed especially from the viewpoint of philosophy teaching. To provide a new perspective for the discussion, the study outlines the community of inquiry as an ‘educative space’ from the viewpoints of the pedagogical relationship typical of hermeneutic pedagogy and of non-reflective functional structures and phenomena based on pedagogical intuition that are linked to it. (shrink)