Chapter 1 -What is Culture Flashcards

1
Q

The Shafia family murder case

A

The Shafia family murder case involves the tragic deaths of four family members, including three sisters and their father’s first wife, found dead inside a submerged car in the Rideau Canal in Kingston, Ontario, Canada. Mohammad Shafia, the father, along with his wife Tooba Mohammad Yahya and their son Hamed Shafia, were charged with four counts of first-degree murder and conspiracy to commit murder.

The Shafia family, originally from Afghanistan, had immigrated to Canada after living in Dubai. Tensions arose between the parents and their teenage daughters, Zainab, Sahar, and Geeti, who wished to adopt a more Western lifestyle. The daughters faced restrictions on their clothing, relationships, and freedom, leading to conflict within the family.

Zainab, the oldest sister, had a boyfriend, which led to her being banned from leaving the house and attending school. Sahar endured physical abuse and expressed her struggles to school officials. Geeti also faced violence from her father. The family’s patriarch, Mohammad Shafia, expressed extreme anger and disdain for his daughters’ Westernized behavior, viewing it as a betrayal of their culture and religion.

The murders were allegedly committed in the name of “honour,” with the accused believing that the daughters’ actions had brought shame upon the family. Mohammad Shafia’s wiretapped conversations revealed his obsession with preserving his honor, even at the cost of his daughters’ lives.

The case drew parallels to the Aqsa Parvez murder case, where a similar “honour killing” occurred in Mississauga, Ontario. Aqsa Parvez, like the Shafia sisters, rebelled against traditional expectations, leading to her murder by her father and brother.

Ultimately, all three accused in the Shafia family murder case were found guilty and sentenced to life in prison, highlighting the tragic consequences of “honour killings” and the clash between traditional values and Western lifestyles within immigrant families.

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1
Q

What is the nature of killings in immigrant families in the US and Europe in the name of ‘family honour’?

A

The killings are often attributed to the cultural tradition of honour killing, where communal expectations about family maintenance and women’s behaviors play a significant role.

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2
Q

How do perpetrators of honour killings demonstrate acknowledgment of communal expectations?

A

Perpetrators like Mohammad Shafia and Muhammad Parvez show sensitivity to communal/group expectations regarding family maintenance, women’s behavior and appearance, and men’s reactions to women’s conduct.

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3
Q

What role do ethnic communities’ expectations and norms play in honour killings?

A

Ethnic communities’ expectations and norms, whether expressed explicitly or internalized, provide perpetrators with justification and shape their actions to kill their daughters and sisters in the name of family honor.

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4
Q

What are the components of the cultural tradition of honour killing?

A

The components include the notions of family honor, the primary responsibility of women to uphold this honor, and the idea that men should take appropriate sanctions, even up to killing, to protect family honor.

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5
Q

How do honour killings exemplify a cultural phenomenon?

A

Honour killings demonstrate the cultural determination of people’s experiences and behaviors, with communal expectations and norms guiding perpetrators’ actions to cleanse family honor through extreme measures like murder.

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6
Q

Interpretations of Crimes:

A

Mental health issues of perpetrators.
Family disputes or family violence.
Cultural tradition of honour killing (majority of experts’ view).

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7
Q

What religious and cultural communities are associated with the tradition of honour killing?

A

The cultural tradition of honour killing is spread across various religious and cultural communities, including Muslim, Christian, Hindu, and others.

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8
Q

What regions have long noted honour killing as a “normal” part of their cultures?

A

Honour killing has long been noted as a “normal” part of Christian and Muslim cultures around the circum-Mediterranean region.

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9
Q

What are Kanuns (Codes) in the Balkan highlands related to honour killing?

A

Kanuns specify conditions for honour killings, including how it should be done, payments for the killing, and a period of bereavement for the family. There’s also a truce period between families before “the favor” is returned.

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10
Q

How are honour-style killings in South and Latin America often condoned?

A

In the machismo culture of Brazil and South/Latin America, honour-style killings of homosexual family members and allegedly unchaste daughters or sisters and wives are often condoned or not prosecuted.

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11
Q

What stories reflect a desire to regain control and restore honour in Mexican highlands?

A

Multiple honour killing stories in the Mexican highlands involve adulterous wives killed by their husbands or committing suicide to avoid dishonoring their families, reflecting a man’s desire to regain control and restore family honour.

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12
Q

These are extreme cases that reflect the role culture plays in people’s functioning:

A

their thinking, feeling, and acting

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13
Q

A subtle example of the role culture play

A

in some communities, December 25th is celebrated by families placing a spruce tree in their homes, decorating it and putting boxes with gifts under their trees.

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14
Q

What is culture?

A

Culture refers to the customs, ideas, and social behavior of a particular people or group.

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15
Q

What are cultural traditions, norms, and rules of behavior?

A

Cultural traditions, norms, and rules of behavior are complex and often elusive concepts that vary among disciplines. They are manifestations of human intellectual achievement and collective social behavior.

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15
Q

What is the etymological origin of the term “culture”?

A

The term “culture” originates from the French word “culture” or directly from Latin “cultura,” meaning “growing, cultivation.”

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15
Q

How many meanings does the term “culture” have?

A

The term “culture” has two meanings: one related to the arts and intellectual achievements collectively, and the other related to the customs, ideas, and social behavior of a particular group or people.

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15
Q

How is the term “culture” used in the textbook?

A

In the textbook, “culture” is used to refer to “the customs, ideas, and social behavior of a particular people or group.”

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16
Q

Etymologically, the term culture has two meanings

A

The first is related to “the arts and other manifestations of human intellectual achievement regarded collectively”

The second is “the customs, ideas, and social behaviour of a particular people or group”

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16
Q

What does it mean when people refer to a country with a rich culture?

A

When people refer to a country with a rich culture, they are often talking about its famous artists, writers, philosophers, and the ability of its people to understand and appreciate artistic and intellectual activities. This refers to culture in the sense of arts and intellectual achievements collectively.

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16
Q

The term ‘culture’

A

emerged with regard to cultivating or tilling land. “The noun ‘culture’ originated from the French word culture or directly from Latin cultura - ‘growing, cultivation’”

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17
Q

How is “Culture” (with a capital letter “C”) used in the textbook?

A

“Culture” with a capital letter “C” represents the human-made sociocultural environment of any community, regardless of its geographical location. It is a generic term used to analyze its role in phylogenetic and ontogenetic development of humans.

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18
Q

How is the term “culture” used in the second sense?

A

In the second sense, “culture” conveys the idea of multiple specific cultures (small letter “c” and plural). These cultures are geographically distributed and based on different grouping criteria such as ethnicity, nationhood, language, religion, or other criteria like urban versus rural subcultures, youth and virtual subcultures, class-based subcultures, etc.

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19
Q

What are examples of specific cultures based on different grouping criteria?

A

Examples include Aboriginal, Slavic, Anglo-Saxon, and Zulu cultures based on ethnicity; French, Chinese, Indian, or Canadian cultures based on nationhood; Francophone and Anglophone cultures based on language; and Muslim or Catholic cultural communities based on religion, among others.

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20
Q

Three aspects of Culture

A

The material aspect

Social interactions

The ideational aspect

*image 1

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21
Q

What does the material aspect of culture include?

A

The material aspect includes visible, touchable, and audible representations of various symbols and their meanings, such as banknotes, churches, bridges, books, and the Internet.

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22
Q

How do material cultures contribute to understanding past civilizations?

A

Material cultures exist even after communities disappear, allowing archaeologists to recreate their lifestyles, beliefs, technologies, and psychological characteristics.

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23
Q

What is the significance of social interactions in culture?

A

Social interactions are the medium through which material and ideational aspects of culture interconnect and work together, providing structured customs, rituals, and social institutions within communities.

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24
Q

What is the ideational aspect of culture?

A

The ideational aspect includes beliefs, values, norms, “rules of the game,” and other knowledge residing in the minds of community members, guiding their behaviors and interactions.

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25
Q

Material

A

The material aspect of culture encompasses tangible objects and artifacts that symbolize meanings within a community. Examples include banknotes, churches, books, and the Internet.

Material culture provides insights into past civilizations and their way of life. Archeologists study artifacts to understand cultural practices, technology, and psychology of ancient societies.

Material artifacts require interaction to be functional and meaningful. They are woven into social relationships and carry the ideas and knowledge of their creators.

Example: Churches are used for worship, while computers serve various functions. Behaviors associated with these artifacts are learned within a cultural context.

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26
Q

Social

A

The social aspect of culture encompasses everyday interactions and rituals within a community, such as greetings, parenting, and communal governance.

Social interactions provide structure and cohesion to cultural communities, reflecting shared values, beliefs, and histories.

Social interactions are uniform and structured within cultural communities, with specific customs and norms governing behavior. They unfold within designed physical spaces that facilitate these interactions.

Example: Interactions within university campuses bring to life the cultural phenomenon of higher education, while interactions within courtrooms create the legal process.

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27
Q

Ideational

A

The ideational aspect of culture consists of beliefs, values, norms, and systems of meaning shared among members of a community.

Ideational aspects guide social interactions and provide frameworks for understanding and interpreting the world.

Cultural communities assign meanings to objects, events, and people, creating systems of meaning that regulate communal behavior.

Example: Students and instructors must share ideas about university education, while sports team members must know the rules of the game. Cultural meanings manifest through social interactions and material artifacts.

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28
Q

What are the three main features of culture as a sociosymbolic reality?

A

The three main features are collective intentionality, collective intersubjectivity, and taken-for-grantedness.

*image 2

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29
Q

What is collective intentionality?

A

Collective intentionality refers to the mutual beliefs, thoughts, emotions, and motivations shared among members of a community, regulating and coordinating their behaviors collectively.

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30
Q

How is intentionality defined by philosophers?

A

Intentionality indicates that people’s mental states are “directed toward” or “about” something, representing perceptions, thoughts, feelings, and motivations related to external or internal objects, events, or conditions.

31
Q

What distinguishes individual, joint, and collective intentionality?

A

Individual intentionality belongs to one individual, while joint intentionality exists in small groups, and collective intentionality involves mutual beliefs and motivations shared by the entire community, regulating behaviors accordingly.

32
Q

How does culture influence perception and behavior?

A

Culture shapes perception and behavior by assigning meanings to objects, events, and conditions within a community’s intentional world, influencing individuals’ understanding and actions based on shared beliefs and interpretations.

33
Q

The intentionality of a socio- symbolic reality

A

means that the objects within such a reality – intentional things – exist only because of people’s understandings of them and the meanings that they assign to them.
People interact with each other based on these understandings and meanings; thus, these intentional objects have power over people’s actions and lives through these people’s conceptions of them

34
Q

Culture is made up

A

of collectively intentional things that belong to the whole community and that regulate the behaviours of all community members through their sharing of the corresponding intentional states.

35
Q

Collective intentionality

A

Takes place when mutual beliefs, thoughts, emotions and motivations belong to the collectivity of people. Because these ideations belong to the whole community, this form of intentionality regulates and coordinates the behaviours of all members of a community.

36
Q

What is collective intersubjectivity?

A

Collective intersubjectivity refers to the shared understanding of meanings, beliefs, and motives for behavior among members of a cultural community, where everyone knows that others share this understanding

37
Q

How did Roy D’Andrade define intersubjectively shared schema?

A

D’Andrade defined intersubjectively shared schema as when everyone in a group knows the schema, knows that everyone else knows it, and knows that everyone knows that everyone else knows it.

38
Q

Why is the term “collective” applied to intersubjectivity?

A

The term “collective” is applied to intersubjectivity because the mutuality of shared understanding exists among the collective consciousness of individuals within a cultural community.

39
Q

What functions did D’Andrade identify for collective intersubjectivity?

A

D’Andrade identified two functions:
1) Cultural things acquire the status of objective facts for community members, and
2) People understand each other and their environment implicitly, leading to smooth, quick, and efficient communication.

40
Q

How does collective intersubjectivity contribute to cultural regulation?

A

Collective intersubjectivity gives culture its regulative power by establishing shared understandings and meanings among community members, making certain behaviors and practices taken-for-granted within the community.

41
Q

example of collective intersubjectivity

A

I know that you believe in God and you know that I believe in that same God. In addition, we both know that others in our community possess this same belief, and we know that they know that we and others believe in our God too. We all share not only the collectively intentional states of a belief in God (where God is a collectively intentional thing) but also the knowledge about the subjectivities and intentional states of others: everybody knows that others have this belief”

42
Q

What is taken-for-grantedness in the context of culture?

A

Taken-for-grantedness refers to the perception and acceptance of one’s sociosymbolic reality as the ultimate and validated reality without the need for further verification, until events such as travel or critical reflections challenge this perception.

43
Q

How does taken-for-grantedness manifest in cultural communities?

A

Members of a cultural community perform their daily routines almost automatically without deep reflection or reasoning, as they perceive their cultural practices, norms, and rules of behavior as inherent and unquestionable.

44
Q

What happens to taken-for-grantedness when individuals experience significant life events such as migration?

A

Significant life events such as migration can shatter individuals’ taken-for-granted reality as they enter a new cultural community with different sociosymbolic norms and practices, leading to potential feelings of disorientation and acculturative stress.

45
Q

How does taken-for-grantedness influence behavior in daily life?

A

Taken-for-grantedness leads individuals to perform daily routines automatically, adhering to cultural norms and practices without deep reflection or questioning, as exemplified by following traffic rules or social norms without conscious deliberation.

46
Q

What is the significance of taken-for-grantedness for immigrants?

A

For immigrants, experiencing a shift in their taken-for-granted reality after migration can be psychologically challenging, as they must navigate and adapt to a new sociosymbolic environment with different norms and practices.

47
Q

What is the theory of sociocultural models?

A

The theory of sociocultural models aims to describe and explain the interconnectedness between sociocultural reality and the human psyche, focusing on how cultural phenomena influence individuals’ perceptions and behaviors.

48
Q

Why is a more differentiated interpretation of culture necessary for psychologists?

A

A more detailed interpretation of culture is necessary for psychologists to guide their research effectively in various cultural communities and to better understand how culture influences human functioning in specific contexts.

49
Q

What role does the theory of sociocultural models play in cultural psychology?

A

The theory of sociocultural models helps cultural psychologists analyze and explain how cultural phenomena shape individuals’ thoughts, behaviors, and experiences, facilitating an understanding of the culture-mind co-construction process.

50
Q

What does the theory of sociocultural models seek to clarify?

A

The theory of sociocultural models seeks to clarify the structure of sociocultural reality and its relations to the human psyche, as well as describe how cultural norms, practices, and beliefs regulate individuals’ experiences and behavior.

51
Q

What is the theory of sociocultural models?

A

The theory of sociocultural models posits that every community develops specific ways of dealing with various aspects of life, which become habitualized and shape individuals’ perceptions, interpretations, values, and behaviors.

52
Q

How do sociocultural models regulate people’s behaviors?

A

Sociocultural models provide repertoires of behaviors, prescribe scripts for actions, construct meanings, shape perceptions, influence attitudes, and prescribe behaviors, ultimately regulating people’s actions and guiding their interactions within a community.

53
Q

What are some examples of sociocultural models?

A

Sociocultural models include ways of greeting guests, fishing techniques, food preparation methods, family dynamics, child-rearing practices, and other habitualized modes of functioning developed within a community.

54
Q

Why are sociocultural models important in understanding human behavior?

A

Sociocultural models help explain how cultural norms, practices, and beliefs shape individuals’ thoughts, behaviors, and experiences, providing insights into the culture-mind co-construction process.

55
Q

What are sociocultural models (SCMs)? (The Nature of SCMs)

A

Sociocultural models are discrete units created by communities’ members to instill relatively uniform and normative patterns of thoughts and actions, coordinating members’ behaviors and understanding within specific domains of life.

56
Q

What is the function of sociocultural models?

A

Sociocultural models regulate diverse areas of functioning within communities, such as dating, family building, child-rearing, conflict resolution, and health maintenance, while also representing accumulated knowledge across generations.

57
Q

How do sociocultural models contribute to socialization and enculturation?

A

Sociocultural models serve as a repository of collective knowledge and practices transmitted from generation to generation, providing new members of a community with established procedures, tools, and necessary knowledge without needing to develop them from scratch.

58
Q

Can you provide an example of how sociocultural models influence behavior?

A

For example, new parents rely on communal sociocultural models of parenting to learn how to feed, discipline, and entertain their child, acquiring necessary skills and understanding the importance of parenting practices prescribed by these models.

59
Q

What are the public aspects of sociocultural models (SCMs)?

A

Public aspects of SCMs are evident in material forms or objectified in writings and documents, including social institutions like weddings, banking, university education, workplace activities, and health care facilities, as well as legal normative documents such as criminal codes.

60
Q

How do SCMs become internalized?

A

SCMs become internalized when they are incorporated into individuals’ mentalities, transforming into psychological systems of representations that guide people’s behaviors within their community.

61
Q

What is the significance of internalized SCMs?

A

Internalized SCMs serve as directive forces for individuals within a community, shaping their understanding and actions based on communal values and norms, such as the notion of justice expressed in legal codes.

62
Q

What distinguishes sociocultural mental models from personal/idiosyncratic mental models?

A

Sociocultural mental models are shared by a cultural community collectively, transmitted to members, and used to guide communal behaviors, while personal/idiosyncratic mental models belong to individuals and reflect their unique life circumstances, decisions, and actions.

63
Q

What are the two aspects of cultural models identified by anthropologist Clifford Geertz?

A

The two aspects are ‘a cultural model of’ and ‘a cultural model for’. ‘A cultural model of’ represents how communities understand the world, while ‘a cultural model for’ provides guidance for organizing actions within that world.

64
Q

Can you provide an example of ‘cultural models of’ and ‘cultural models for’?

A

An example of ‘cultural models of health’ would be how communities perceive and interpret good health, while ‘cultural models for health maintenance’ would prescribe actions for maintaining good health.

65
Q

Why is it important for researchers to analyze cultural models in different communities?

A

Researchers need to analyze cultural models to understand the challenges and conflicts experienced by individuals in different cultural contexts, such as immigrants in new countries or minorities in dominant cultural settings.

66
Q

What are the components of sociocultural models (SCMs)?

A

Components:
Concepts and categories about the world or its segments

Repertoire of practices and rules for their execution

System of beliefs and moral codes of what is right and wrong

Cognitive schemes for interpreting events and situations

Rules for regulating actions, including rewards, punishments, and other sanctions to discourage violation of moral codes

67
Q

What are the functions of sociocultural models (SCMs)?

A

Functions:
Regulate people’s actions toward creating and maintaining cohesive and coordinated sociocultural communities

Supply members of a community with tools to regulate their actions and coordinate with others

Categorize things, events, and situations in the community

Direct attention of community members toward particular things and keep other things out of focus

Work as interpretive lenses for communal members to interpret their environment uniformly

Supply values and moral norms that justify interpretations

Provide repertoires of practices and regulate these actions

Serve as a repository of knowledge for smooth functioning within the community

*image 3

68
Q

What elements of Mohammad Shafia’s home sociocultural model of and for parenting were embedded in his mind upon arriving in Canada?

A

Concepts and categories about parenting

Practices and rules for parenting

Beliefs and moral codes regarding parenting

Cognitive schemes for interpreting
parenting situations

Rules for regulating parenting actions, including rewards, punishments, and other sanctions to discourage violation of moral codes

69
Q

How are sociocultural models divided into different institutions?

A

Sociocultural models are divided into different institutions such as family, education, health care, religion, work, etc.

Each institution has its own cultural model with specific components and functions tailored to its purpose.

70
Q

Family Honour

A

The perceived reputation and integrity of a family within a community or cultural context.

Considered the highest priority in cultures like the Shafia family’s, often influencing decisions and behaviors significantly.

71
Q

Cultural Interpretation

A

The process of interpreting behaviors and actions through the lens of cultural beliefs and values.

Example: Shafia family’s interpretation of their daughters’ attire as inappropriate due to Western influence.

72
Q

Regulatory Rules

A

Established norms and sanctions within a cultural context to enforce adherence to cultural values and behaviors.

Examples: No unsupervised trips outside the home, house arrest, physical violence, and extreme measures like killing to maintain family honour.

73
Q

Moral Justification

A

The act of justifying actions, even extreme ones like killing, based on cultural values such as family honour.

Example: The Shafia family’s belief that killing was morally right to purify family honour, prioritizing it over the well-being and rights of women.

74
Q

Sociocultural Models (SCM)

A

Systems of beliefs, values, and norms within a cultural community that influence and regulate individuals’ psychological functioning.

Role: Supply knowledge, information, meaning, and regulatory mechanisms for living one’s life within a cultural context.

75
Q

Cultural Regulation

A

The function of culture in regulating and unifying individuals within a community.

Role: Provides frameworks for behavior, belief systems, and values that facilitate communication, coordination, and social living.

76
Q

Definition of Culture (for psychologists)

A

Culture is a human-made sociosymbolic reality and normative regulatory mechanism. This
reality has material, social, and ideational aspects.

Culture is comprised of intersubjectively shared collective intentional things that are enacted through everyday interactions and that may deposit in various material forms and social institutions. The cultural regulation of behaviour takes place through SCM

These models regulate people’s experiences and behaviours in all domains of their everyday lives.

They are the taken-for-granted schemas for interpreting and the scripts for acting in the surrounding community.

Each community creates its own system of SCMs, and these models are responsible for the diversity of people’s customs, behaviours, and social institutions

These models are responsible for the multiplicity of people’s ways of thinking about, reacting to, and acting in the world.

77
Q

Intentionality of the sociocultural reality

A

means that the objects within such a reality – collective intentional things – exist only because of people’s understandings of them and the meanings that they have assigned to them.
People construct and maintain intentional things by interacting with each other based on these understandings and meanings. These intentional things have power over people’s actions and lives because of these people’s conceptions of them and corresponding intentional states.

78
Q

Internalization

A

is a process of taking inside external regulations and through which a human child becomes a fully functioning member of his or her community.

Internalization means that a person takes cultural schemas, rules of regulation, values and other initially external elements of the stock of knowledge and transforms them into his or her internal mental mechanisms to regulate his or her own behaviour.

Internalization consists of developing the corresponding mental representations for external demands; this development happens through meaningful interactions with other people.

79
Q

Interpretative schemas and production of meaning.

A

Interpretative schemes are the specific types of cognition by which people interpret the world and assign meanings to intentional things. People with different interpretative schemas assign different meanings to the same events or objects.

80
Q

Intersubjectivity of a sociocultural reality

A

is the mutuality of a shared understanding among people of meanings, beliefs, and motives for behaviour that exists in their collectively intentional worlds.

81
Q

Repertoire of practices

A

is a set of taken-for- granted patterns of behavior that are considered to be appropriate for a particular place, time, and occasion.

82
Q

Taken-for-grantedness of a sociocultural reality

A

is a condition when people who were socialized into their cultural community perceive and accept their sociocultural reality as the ultimate and validated reality: “This is how things suppose to be.” Taken-for-grantedness also means that members of a cultural community perform their daily routines
nearly automatically, without deep reflections of why they are doing these things.

83
Q
A