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2.7 The Renaissance
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Imperialism Rise in Nationalism • During the French and Industrial Revolution, nationalism continued to inspire nations to increase their political and economic power. • Nationalism became the ideal force in the political, economic, and cultural life in the world, becoming the first universal ideology-organizing all people into a nation state. Nationalism Defined • The strong belief that the interest of a particular nation-state is of primary importance. o Nation-State – a state where the vast majority shares the same culture and is conscious of it. It is an ideal in which cultural boundaries match up with political ones. • As an ideology, it is based on the idea that the individual’s loyalty and devotion to the nation-state surpass other individual/group interests. • Exalting one nation’s belief above all others and placing primary emphasis on promotion of its culture and interests, excluding the interests of others. Changing the World through a Nationalistic Vision • The French Revolution significantly changed the political world and how countries govern. • The Industrial Revolution significantly changed the economic world. • The Age of Imperialism (1870-1914) dramatically changed the political, economic, and social world. What is Imperialism? • Imperialism- The policy of extending the rule of authority of an empire or nation over foreign countries, or of acquiring and holding colonies and dependencies. Power and influence are done through diplomacy or military force. Reasons for Imperialism • There are 5 main motives for empires to seek to expand their rule over other countries or territories: 1. Exploratory • Imperial nations wanted to explore territory unknown to them. • The main purpose for this exploration of new lands was for resource acquisition, medical or scientific research. o Charles Darwin • Other reasons: o Cartography (map making) o Adventure 2. Ethnocentric • Europeans acted on the concept of ethnocentrism o Ethnocentrism- the belief that one race or nation is superior to others. • Ethnocentrism developed out of Charles Darwin’s “survival of the fittest” theory. Philosophers used the theory to explain why there were superior races and inferior races. o This became known as Social Darwinism. • Most imperial nations believed that their cultural values or beliefs were superior to other nations or groups. • Believed imperial conquest would bring successful culture to inferior people. 3. Religious • Imperial expansion promoted a religious movement of people setting out to convert new members of conquered territories. • With the belief that Christianity was superior, missionaries believed it was their duty to spread Christianity to the world. • Christian missionaries established churches, and in doing so, they spread Western culture values as well. • Typically, missionaries spread the imperial nation's language through education and religious interactions. 4. Political • Patriotism and Nationalism helped spur our imperial growth, thus creating competition against other supremacies. • It was a matter of national pride, respect, and security. • Furthermore, European rivalry spurred nations for imperial conquest. Since land equaled power, the more land a country could acquire the more prestige they could wield across the globe. • Empires wanted strategic territory to ensure access for their navies and armies around the world. • The empire believed they must expand, thus they needed to be defended. 5. Economic • With the Industrial Revolution taking place during the same time, governments and private companies contributed to find ways to maximize profits. • Imperialized countries provided European factories and markets with natural resources (old and new) to manufacture products. • Trading posts were strategically placed around imperialized countries to maximize and increase profits. o Such places as the Suez Canal in Egypt which was controlled by the British provided strategic choke hold over many European powers. o Imperial powers competed over the best potential locations for resources, markets, and trade. History of Imperialism • Ancient Imperialism 600 BCE-500 CE o Roman Empire, Ancient China, Greek Empire, Persian Empire, Babylonian Empire. • Middle Age Imperialism (Age of Colonialism-1400-1800s) o Great Britain, Spain, Portugal, France, Netherlands (Dutch), Russia. • Age of Imperialism 1870-1914 o Great Britain, Spain, Portugal, France, Germany, Belgium, Italy, Japan, United States, Ottoman Empire, Russia. • Current Imperialism...? o U.S. Military intervention (i.e. Middle East) o Russia’s Invasion of Ukraine. Imperialism Colonialism • Refers to political or economic control, either legally or illegally. • Refers to where one nation assumes control over the other. • Creating an empire, expanding into neighboring regions and expanding the dominance far outside its borders. • Where a country conquers and rules over other regions for exploiting resources from the conquered country for the conqueror's benefit. • Foreign government controls/governs a territory without significant settlement. • Foreign government controls/governs the territory from within the land being colonized. • Little to no new settlement established on fresh territory. • Movement to settle to fresh territory. Age of Colonialism WHEN? • Started around the late 1400s and ended around the late 1700s/early 1800s. WHY? • Primary Reason: European countries, wished to find a direct trade route to Asia (China & India) and the East Indies. o Quicker and relatively more effective than land routes over Asia. • Secondary Reason: Empire expansion (land power) WHO? • Countries involved: Great Britain, France, Spain, the Dutch & Portugal. • Individuals’ knowns as Mercantilists believed that maintaining imperialized territory and colonizing the region could serve as a source of wealth, while personal motives by rulers, explorers, and missionaries could therefore promote their own agenda. o This agenda being “Glory, God and Gold”. Mercantilism • Mercantilism was a popular and main economic system for many European nations during the 16th to 18th centuries. • The main goal was to increase a nation’s wealth by promoting government rule of a nation’s economy for the purpose of enhancing state power at the expense of rival national power. • It was the economic counterpart of political absolutism. Why did mercantilists want colonies? • Mercantilists believed that a country must have an excess of exports over imports. • By colonizing territory, it provided the nation with indispensable wealth of precious raw materials. • Therefore, the claimed territory served as a market and supplier of raw materials for the mother country. Which, in time, provided an excess of exports for the nation and thus created wealth. o Development of Trading Companies to support this economic system. Hudson Bay Company – (1670). Controlled primarily North America. o Dutch East Indie Trading Company (1682) o East Indian Trading Company (1600) o Royal African Trade Company (1672) WHERE? • European nations begun to colonize the America, India and the East Indies to create a direct trade route. • Great Britain was the leading power in India, Australia and North America, South Africa. • Spain colonized central and South America. • French held Louisiana, coastal land of Africa and French Guinea. • The Dutch built an empire in the East Indies. • The Portuguese was able to take control of present-day Brazil and the southern tip of South America and Japan. Age of Colonialism • As countries started to imperialize these regions, eventually the concept of colonization took hold: • This is what makes the Age of Colonialism extremely different! End of Colonialism • By 1800, colonialism became less popular • Why? o Revolutions (Spain, France & American) o The Napoleonic Wars o Struggle for nationalism and democracy. o Exhausted all money and energy to supervise their colonies. Waiting to wake again • Imperialism would stay quiet for close to 50 years before Great Britain and France’s economies revitalized. • The outbreak of the Industrial Revolution only encouraged and revitalized European nations to begin their conquest for new territory and resources. Age of Imperialism THE SCRAMBLE FOR AFRICA 1870-1914 Conditions Prior to Imperialism of Africa  European interest in exploiting Africa was minimal.  Their economic interests & profit in Africa primarily came through coastal trade that took place during the 1500-1700s.  The slave trade became the main source of European profit.  Furthermore, disease, political instability, lack of transportation and unpredictable climate all discouraged Europeans from seeking territory. Slave Trade & the Trans-Atlantic Slave Voyages  Forced labor was not uncommon during the 13-17th Centuries. Africans and Europeans had been trading goods and people across the Mediteranea for centuries.  This all changed from 1526 to 1867, as a new system of slavery was introduced that became highly “commercialized, racialized and inherited”  By 1690, the America and West Indies saw approximately 30,000 African people shipped from Africa. A century later, that number grew to 85,000 people per year.  By 1867, approximately 12.5 million people (about twice the population of Arizona) left Africa in a slave ship. What Changed? 1. End of the Slave Trade- Left a need for trade between Europe and Africa. 2. Innovation in technology- The steam engine and iron hulled boats allowed Europe 3. Discovery of new raw materials- Explorers located vast raw materials and resources and this only spurred imperialism with Europe in the wake of the Industrial Revolution. 4. Politics- Unification of Germany and Italy left little room to expand in Europe. Germany and Italy both needed raw materials to “catch up” with Britain and France so they looked to Africa. The Scramble for Africa  The scramble started in 1870.  Although some coastal land had previously been acquired before 1870, the need for territory quickly accelerated as European countries looked t get deeper into Africa.  Within 20 years, nearly all continents were placed under imperialistic rule. Who was Involved?  Great Britain  France  Germany  Italy  Portugal  Belgium  Spain (kind) Violent Affairs  Violence broke out multiple times when European nations looked to claim the same territory.  Germ Chancellor. Otto van Bismarck. Attempted to avert the possibility of violence against the European powers.  In 1884, Bismarck organized a conference in Berlin for the European nations. The Berlin Conference (1884-85)  The conference looked to set ground rules for future annexation of African territory by European Nations.  Annexation is the forcible acquisition and assertion of legal title over one state’s territory by another state, usually following military occupation of the territory.  From a distant perspective, it looked like it would reduce tensions among European nations and avert war.  At the heart of the meeting, these European countries negotiated their claims to African territory, made it official and then mapped their regions.  Furthermore, the leaders agreed to allow free trade among imperialized territory and some homework for negotiating future European claims in Africa was established. Further Path  After the conference, european powers continued to expand their claims in Africa so that by 1900. 90% of the African territory had been claimed. A Turn towards Colonization?  Upon the imperialization of African territory, European nations and little interest in African land unless it produced economic wealth.  Therefore, European governments put little effort and expertise into these imperialized regions.  In most cases, this emat a form of indirect rule. Thus, governing the natin without sufficient settlement and government from within the mother country. Some Exceptions  There were some exemptions through in Africa as colonization was a necessary for some regions i n Africa.  Some regions where diamonds and gold were present. Government looked to protectorate the regions and establish rule and settlement in the regions.  Protectorates: A state controlled and protected by another state for defense against aggression and other law violations. Would  Some examples include South Africa, Botswana, Zimbabwe and Congo. Conclusion  Although it may appear that the Berlin Conference averted war amid the African Scramble, imperialism eventually brought the world into worldwide conflict.  With the continued desire to create an empire by European nations. World War 1 would break out which can be linked to this quest at imperialism.
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Chapter 3 Textbook

Key Terms

  • Antisocial behavior: acting in ways that directly threaten the health, well-being, and lives of other social actors in the group by using aggression most of the times

  • Ego depletion: self-regulation becomes fatigued because an inner resource of self-regulatory energy has been used up

  • Conscience: consists of rule-compatible conduct and moral emotions

  • Serotonin: neurotransmitter implicated in the development of EC and self-regulation

  • Sociopath: adult that expresses no empathy for other humans or no remorse for their antisocial behavior

  • Self-regulation: 5 of the 7 deadly Christian sins involve a failure in this

  • Emotions: give you advice on how things are going inside and outside by alerting you to opportunities for reward and by warning you of danger

  • Effortful control (EC): effort exerted to control one’s impulses by developing a course of action to keep one focused on a long-term goal in the presence of a short-term distraction

  • Empathy and guilt: key moral emotions for the development of conscience

  • Executive attention network: network activated in situations in which a person needs to detect errors in the environment, cope with conflicting cognitive appraisals, overcome habitual or automatic response patterns or monitor their own behavior in the face of competing demands

  • Prefrontal cortex and Anterior cingulate cortex: brain regions that help the executive attention network function

  • High serotonergic function: being efficient and adaptive

  • Low serotonergic function: being inefficient and maladaptive

  • Primitive mode: outside of consciousness, impulsive, reactive, implicit, associative

  • Secondary mode: conscious thought, rational decision making, deliberative, reflective, strategic, logical

  • Conscientiousness (C): characteristics such as hardworking, self-disciplined, responsible, reliable, dutiful, well organized, persevering

  • Agreeableness (A): characteristics such as love, empathy, friendliness, cooperation, care

  • Ate: a kind of raging passion, pseudodemonic, that banished reason

  • Self-regulation: controlling our feelings, impulses, and behaviors so that we maximize the chances of positive and minimize the chances of negative outcomes

  • Self-regulation: depends on the observation of the actor by an audience, be that audience in the real world or in the actor’s mind

  • Powerful social-moral emotions: embarrassment, shame, guilt, and pride

  • Objective self-awareness: when the actor becomes explicitly aware of the self as an object of perception

  • Self-regulation: acts as a muscle that becomes fatigued from overuse

  • Regulation of emotions: involves making emotions more advisory than obligatory

  • Effortful control (EC): provides a temperament foundation for the development of children’s conscience

  • Prefrontal cortex: brain region implicated in planning complex social behavior

  • Anterior cingulate cortex: brain region implicated in the mediation of reward-seeking behavior, control of empathy and other emotions, and governing conscious rational decisions

  • Spindle cells: cells found only in humans and elephants that help to address difficult cognitive problems such as the detection of errors

  • Prozac: drug developed to treat depression and that regulates one’s serotonin levels

  • Authorities: routinely employ aggression or the threat of aggression for the purposes of social control

  • Externalizing behaviors: when children and adolescents engage in aggressive activities and antisocial behaviors

Researchers - Theories

  • Freud: believed that the solution to the problem of self-regulation is when 4-year-olds unconsciously renounce the sexual feelings they have for their parents

  • George Herbert Mead: thinks that when children become aware of how the social world sees them, they will monitor behavior more closely and aim to act to meet the approval of the generalized other

  • William James: believes that human conceptions of an omniscient God serve the same socializing purpose as do the social psychologists’ reflecting devices

Experiments

  • Human beings act in more socially desirable ways when they know or believe that other human beings are watching them

  • When people are positioned in front of mirrors, they work harder, are kinder and more altruistic, and comply more with social rules

  • Seeing oneself reflected in a mirror induces a heightened feeling of objective self-awareness

  • Japanese are less influenced by mirrors than Americans

  • As people exert greater and greater efforts in self-control, they eventually break down, committing social errors and showing poor performance on subsequent tasks

  • As people repeatedly attempt to self-regulate, they start to shift their attention toward rewarding cues and thoughts, making them more prone to disinhibited behavior

  • Parents from individualist societies (Europe + North America) encourage high-arousal positive emotions in their babies such as joy/excitement but parents from collectivists societies (East Asia + Africa) encourage low-arousal positive emotions such as mild joy/calm/contentment/serenity

  • Securely attached toddlers show healthier patterns of daily cortisol production suggesting better-regulated responses to stress

  • Securely attached toddlers show better regulation of their emotions + behavior

  • In the delayed gratification study with a marshmallow, children who waited to have 2 marshmallows used the strategy of distraction. Later in life, they also had more effortful control, fewer behavior problems, better friendships, and higher SAT scores

  • Girls tend to show better EC than boys

  • Children from economically deprived families have lower levels of EC

  • Chinese and Korean preschoolers show better EC than North Americans

  • People who tend to feel more guilt make fewer unethical business decisions, commit fewer delinquent behaviors and behave more honestly when making economic decisions

  • High serotonergic function works to enhance the efficacy of the secondary system of processing

  • Experimentally increasing serotonergic function reduces responsiveness to negative emotional stimuli, decreases aggression, and increases cooperativeness and social effectiveness

  • Low serotonergic function among children is linked to ADHD

  • Both high A and C are predictive of the quality of love relationships

  • High C is correlated with high success at work

  • High C predicts academic achievement in school

  • People high in C tend to see their life satisfaction decrease even more in face of losing their jobs

  • Men high in A tend to have lower income/pay

  • High C and A is linked to being healthier and high levels of well-being

  • Children who were high in C in their childhood lived longer

  • People high in C are less likely to have accidents

  • People low in C tend to have more unhealthy behaviors, which can lead to obesity and higher BMI

  • People high in C tend to act in ways that avoid guilt

  • Tendency to use aggressive force at 12 months of age is associated with the mother’s mood disorders during pregnancy and the mother’s own history of conduct problems

  • Deficiencies in EC are associated with the development of aggressive and antisocial behavior

  • Cold and rejecting parents who apply harsh discipline in an erratic fashion are most likely to raise aggressive children

  • Boys from low socioeconomic status who were raised in adverse family environments are especially likely to join deviant peer groups as teenagers

Examples

  • Mary from The Liar’s Club is both audience and actor, observing others and observing herself

  • Mary’s mother: emotionally dysregulated, delusional

  • Central theme of The Liar’s Club: self-regulation

  • As a member of a eusocial species, the worst thing that can happen to you is being excluded from the group

  • Social rejection triggers inflammation in the body detectable in blood cells and correspondingly compromises immune function

  • McAdams got an “N” in practices self-control because teachers considered crying boys as deficient in the regulation of emotions

  • Odysseus resisted the temptation of the Sirens by tying himself to the ship, demonstrating effortful control

  • Phinneas Gage: his left frontal lobe was destroyed, resulting in an injury to self-regulation

  • War can consolidate social bonds within the in-group as group members mobilize their resources to defeat a rival out-group

  • Aggression may pose the greatest threat to a group’s well-being and even its survival

  • Antisocial and criminal behavior peaks at around 17 years old

Tables/Figures

Table 3.1

Table 3.2

Summary

  • Being able to regulate one’s emotions is the greatest problem that social actors face. It is an ability that is cultivated from early life experiences and is important in helping social agents attain status and acceptance within society as well as helping them control feelings, impulses, and behaviors to maximize the chances of positive and minimize the chances of negative outcomes.

  • Self-regulation is influenced by social observation; even seeing oneself reflected in the mirror can have the same effect as being observed by others as it induces a heightened feeling of objective self-awareness.

  • Cultural factors moderate the effect of objective self-awareness.

  • Looking in the mirror can only work for a period of time; intense bouts of self-regulation can lead to ego depletion and subsequently, the engagement of disinhibited behavior.

  • There are different factors (cultural background and attachment styles) that may have a strong impact on the development of emotion regulation.

  • The concept of effort control is a dimension of temperament that involves the effort to control impulses and develop a course of action to focus on a long-term goal in the presence of an alluring short-term distraction. Effort control provides a temperament foundation for the development of conscience during the fourth and fifth years of life.

  • Research suggests that the development of effort control and conscience in young children relies on the same neurocognitive system known as the executive attention network, which is a cerebral network that becomes active in situations in which a person needs to detect errors in the environment, cope with conflicting cognitive appraisals, overcome automatic response patterns, or monitor his or her own behavior in the face of competing demands.

  • Effort control in childhood is probably the most important temperament precursor to two broad dispositional traits of adult personality – conscientiousness and agreeableness.

  • The book also provides a summary table of the benefits and costs of being high on either trait.

  • The chapter ends with a discussion on the development of aggressive tendencies and antisocial behaviors as a consequence of failed self-regulatory abilities.

Chapter 3 Textbook

Key Terms

  • Antisocial behavior: acting in ways that directly threaten the health, well-being, and lives of other social actors in the group by using aggression most of the times

  • Ego depletion: self-regulation becomes fatigued because an inner resource of self-regulatory energy has been used up

  • Conscience: consists of rule-compatible conduct and moral emotions

  • Serotonin: neurotransmitter implicated in the development of EC and self-regulation

  • Sociopath: adult that expresses no empathy for other humans or no remorse for their antisocial behavior

  • Self-regulation: 5 of the 7 deadly Christian sins involve a failure in this

  • Emotions: give you advice on how things are going inside and outside by alerting you to opportunities for reward and by warning you of danger

  • Effortful control (EC): effort exerted to control one’s impulses by developing a course of action to keep one focused on a long-term goal in the presence of a short-term distraction

  • Empathy and guilt: key moral emotions for the development of conscience

  • Executive attention network: network activated in situations in which a person needs to detect errors in the environment, cope with conflicting cognitive appraisals, overcome habitual or automatic response patterns or monitor their own behavior in the face of competing demands

  • Prefrontal cortex and Anterior cingulate cortex: brain regions that help the executive attention network function

  • High serotonergic function: being efficient and adaptive

  • Low serotonergic function: being inefficient and maladaptive

  • Primitive mode: outside of consciousness, impulsive, reactive, implicit, associative

  • Secondary mode: conscious thought, rational decision making, deliberative, reflective, strategic, logical

  • Conscientiousness (C): characteristics such as hardworking, self-disciplined, responsible, reliable, dutiful, well organized, persevering

  • Agreeableness (A): characteristics such as love, empathy, friendliness, cooperation, care

  • Ate: a kind of raging passion, pseudodemonic, that banished reason

  • Self-regulation: controlling our feelings, impulses, and behaviors so that we maximize the chances of positive and minimize the chances of negative outcomes

  • Self-regulation: depends on the observation of the actor by an audience, be that audience in the real world or in the actor’s mind

  • Powerful social-moral emotions: embarrassment, shame, guilt, and pride

  • Objective self-awareness: when the actor becomes explicitly aware of the self as an object of perception

  • Self-regulation: acts as a muscle that becomes fatigued from overuse

  • Regulation of emotions: involves making emotions more advisory than obligatory

  • Effortful control (EC): provides a temperament foundation for the development of children’s conscience

  • Prefrontal cortex: brain region implicated in planning complex social behavior

  • Anterior cingulate cortex: brain region implicated in the mediation of reward-seeking behavior, control of empathy and other emotions, and governing conscious rational decisions

  • Spindle cells: cells found only in humans and elephants that help to address difficult cognitive problems such as the detection of errors

  • Prozac: drug developed to treat depression and that regulates one’s serotonin levels

  • Authorities: routinely employ aggression or the threat of aggression for the purposes of social control

  • Externalizing behaviors: when children and adolescents engage in aggressive activities and antisocial behaviors

Researchers - Theories

  • Freud: believed that the solution to the problem of self-regulation is when 4-year-olds unconsciously renounce the sexual feelings they have for their parents

  • George Herbert Mead: thinks that when children become aware of how the social world sees them, they will monitor behavior more closely and aim to act to meet the approval of the generalized other

  • William James: believes that human conceptions of an omniscient God serve the same socializing purpose as do the social psychologists’ reflecting devices

Experiments

  • Human beings act in more socially desirable ways when they know or believe that other human beings are watching them

  • When people are positioned in front of mirrors, they work harder, are kinder and more altruistic, and comply more with social rules

  • Seeing oneself reflected in a mirror induces a heightened feeling of objective self-awareness

  • Japanese are less influenced by mirrors than Americans

  • As people exert greater and greater efforts in self-control, they eventually break down, committing social errors and showing poor performance on subsequent tasks

  • As people repeatedly attempt to self-regulate, they start to shift their attention toward rewarding cues and thoughts, making them more prone to disinhibited behavior

  • Parents from individualist societies (Europe + North America) encourage high-arousal positive emotions in their babies such as joy/excitement but parents from collectivists societies (East Asia + Africa) encourage low-arousal positive emotions such as mild joy/calm/contentment/serenity

  • Securely attached toddlers show healthier patterns of daily cortisol production suggesting better-regulated responses to stress

  • Securely attached toddlers show better regulation of their emotions + behavior

  • In the delayed gratification study with a marshmallow, children who waited to have 2 marshmallows used the strategy of distraction. Later in life, they also had more effortful control, fewer behavior problems, better friendships, and higher SAT scores

  • Girls tend to show better EC than boys

  • Children from economically deprived families have lower levels of EC

  • Chinese and Korean preschoolers show better EC than North Americans

  • People who tend to feel more guilt make fewer unethical business decisions, commit fewer delinquent behaviors and behave more honestly when making economic decisions

  • High serotonergic function works to enhance the efficacy of the secondary system of processing

  • Experimentally increasing serotonergic function reduces responsiveness to negative emotional stimuli, decreases aggression, and increases cooperativeness and social effectiveness

  • Low serotonergic function among children is linked to ADHD

  • Both high A and C are predictive of the quality of love relationships

  • High C is correlated with high success at work

  • High C predicts academic achievement in school

  • People high in C tend to see their life satisfaction decrease even more in face of losing their jobs

  • Men high in A tend to have lower income/pay

  • High C and A is linked to being healthier and high levels of well-being

  • Children who were high in C in their childhood lived longer

  • People high in C are less likely to have accidents

  • People low in C tend to have more unhealthy behaviors, which can lead to obesity and higher BMI

  • People high in C tend to act in ways that avoid guilt

  • Tendency to use aggressive force at 12 months of age is associated with the mother’s mood disorders during pregnancy and the mother’s own history of conduct problems

  • Deficiencies in EC are associated with the development of aggressive and antisocial behavior

  • Cold and rejecting parents who apply harsh discipline in an erratic fashion are most likely to raise aggressive children

  • Boys from low socioeconomic status who were raised in adverse family environments are especially likely to join deviant peer groups as teenagers

Examples

  • Mary from The Liar’s Club is both audience and actor, observing others and observing herself

  • Mary’s mother: emotionally dysregulated, delusional

  • Central theme of The Liar’s Club: self-regulation

  • As a member of a eusocial species, the worst thing that can happen to you is being excluded from the group

  • Social rejection triggers inflammation in the body detectable in blood cells and correspondingly compromises immune function

  • McAdams got an “N” in practices self-control because teachers considered crying boys as deficient in the regulation of emotions

  • Odysseus resisted the temptation of the Sirens by tying himself to the ship, demonstrating effortful control

  • Phinneas Gage: his left frontal lobe was destroyed, resulting in an injury to self-regulation

  • War can consolidate social bonds within the in-group as group members mobilize their resources to defeat a rival out-group

  • Aggression may pose the greatest threat to a group’s well-being and even its survival

  • Antisocial and criminal behavior peaks at around 17 years old

Tables/Figures

Table 3.1

Table 3.2

Summary

  • Being able to regulate one’s emotions is the greatest problem that social actors face. It is an ability that is cultivated from early life experiences and is important in helping social agents attain status and acceptance within society as well as helping them control feelings, impulses, and behaviors to maximize the chances of positive and minimize the chances of negative outcomes.

  • Self-regulation is influenced by social observation; even seeing oneself reflected in the mirror can have the same effect as being observed by others as it induces a heightened feeling of objective self-awareness.

  • Cultural factors moderate the effect of objective self-awareness.

  • Looking in the mirror can only work for a period of time; intense bouts of self-regulation can lead to ego depletion and subsequently, the engagement of disinhibited behavior.

  • There are different factors (cultural background and attachment styles) that may have a strong impact on the development of emotion regulation.

  • The concept of effort control is a dimension of temperament that involves the effort to control impulses and develop a course of action to focus on a long-term goal in the presence of an alluring short-term distraction. Effort control provides a temperament foundation for the development of conscience during the fourth and fifth years of life.

  • Research suggests that the development of effort control and conscience in young children relies on the same neurocognitive system known as the executive attention network, which is a cerebral network that becomes active in situations in which a person needs to detect errors in the environment, cope with conflicting cognitive appraisals, overcome automatic response patterns, or monitor his or her own behavior in the face of competing demands.

  • Effort control in childhood is probably the most important temperament precursor to two broad dispositional traits of adult personality – conscientiousness and agreeableness.

  • The book also provides a summary table of the benefits and costs of being high on either trait.

  • The chapter ends with a discussion on the development of aggressive tendencies and antisocial behaviors as a consequence of failed self-regulatory abilities.

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2.7 The Renaissance
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Imperialism Rise in Nationalism • During the French and Industrial Revolution, nationalism continued to inspire nations to increase their political and economic power. • Nationalism became the ideal force in the political, economic, and cultural life in the world, becoming the first universal ideology-organizing all people into a nation state. Nationalism Defined • The strong belief that the interest of a particular nation-state is of primary importance. o Nation-State – a state where the vast majority shares the same culture and is conscious of it. It is an ideal in which cultural boundaries match up with political ones. • As an ideology, it is based on the idea that the individual’s loyalty and devotion to the nation-state surpass other individual/group interests. • Exalting one nation’s belief above all others and placing primary emphasis on promotion of its culture and interests, excluding the interests of others. Changing the World through a Nationalistic Vision • The French Revolution significantly changed the political world and how countries govern. • The Industrial Revolution significantly changed the economic world. • The Age of Imperialism (1870-1914) dramatically changed the political, economic, and social world. What is Imperialism? • Imperialism- The policy of extending the rule of authority of an empire or nation over foreign countries, or of acquiring and holding colonies and dependencies. Power and influence are done through diplomacy or military force. Reasons for Imperialism • There are 5 main motives for empires to seek to expand their rule over other countries or territories: 1. Exploratory • Imperial nations wanted to explore territory unknown to them. • The main purpose for this exploration of new lands was for resource acquisition, medical or scientific research. o Charles Darwin • Other reasons: o Cartography (map making) o Adventure 2. Ethnocentric • Europeans acted on the concept of ethnocentrism o Ethnocentrism- the belief that one race or nation is superior to others. • Ethnocentrism developed out of Charles Darwin’s “survival of the fittest” theory. Philosophers used the theory to explain why there were superior races and inferior races. o This became known as Social Darwinism. • Most imperial nations believed that their cultural values or beliefs were superior to other nations or groups. • Believed imperial conquest would bring successful culture to inferior people. 3. Religious • Imperial expansion promoted a religious movement of people setting out to convert new members of conquered territories. • With the belief that Christianity was superior, missionaries believed it was their duty to spread Christianity to the world. • Christian missionaries established churches, and in doing so, they spread Western culture values as well. • Typically, missionaries spread the imperial nation's language through education and religious interactions. 4. Political • Patriotism and Nationalism helped spur our imperial growth, thus creating competition against other supremacies. • It was a matter of national pride, respect, and security. • Furthermore, European rivalry spurred nations for imperial conquest. Since land equaled power, the more land a country could acquire the more prestige they could wield across the globe. • Empires wanted strategic territory to ensure access for their navies and armies around the world. • The empire believed they must expand, thus they needed to be defended. 5. Economic • With the Industrial Revolution taking place during the same time, governments and private companies contributed to find ways to maximize profits. • Imperialized countries provided European factories and markets with natural resources (old and new) to manufacture products. • Trading posts were strategically placed around imperialized countries to maximize and increase profits. o Such places as the Suez Canal in Egypt which was controlled by the British provided strategic choke hold over many European powers. o Imperial powers competed over the best potential locations for resources, markets, and trade. History of Imperialism • Ancient Imperialism 600 BCE-500 CE o Roman Empire, Ancient China, Greek Empire, Persian Empire, Babylonian Empire. • Middle Age Imperialism (Age of Colonialism-1400-1800s) o Great Britain, Spain, Portugal, France, Netherlands (Dutch), Russia. • Age of Imperialism 1870-1914 o Great Britain, Spain, Portugal, France, Germany, Belgium, Italy, Japan, United States, Ottoman Empire, Russia. • Current Imperialism...? o U.S. Military intervention (i.e. Middle East) o Russia’s Invasion of Ukraine. Imperialism Colonialism • Refers to political or economic control, either legally or illegally. • Refers to where one nation assumes control over the other. • Creating an empire, expanding into neighboring regions and expanding the dominance far outside its borders. • Where a country conquers and rules over other regions for exploiting resources from the conquered country for the conqueror's benefit. • Foreign government controls/governs a territory without significant settlement. • Foreign government controls/governs the territory from within the land being colonized. • Little to no new settlement established on fresh territory. • Movement to settle to fresh territory. Age of Colonialism WHEN? • Started around the late 1400s and ended around the late 1700s/early 1800s. WHY? • Primary Reason: European countries, wished to find a direct trade route to Asia (China & India) and the East Indies. o Quicker and relatively more effective than land routes over Asia. • Secondary Reason: Empire expansion (land power) WHO? • Countries involved: Great Britain, France, Spain, the Dutch & Portugal. • Individuals’ knowns as Mercantilists believed that maintaining imperialized territory and colonizing the region could serve as a source of wealth, while personal motives by rulers, explorers, and missionaries could therefore promote their own agenda. o This agenda being “Glory, God and Gold”. Mercantilism • Mercantilism was a popular and main economic system for many European nations during the 16th to 18th centuries. • The main goal was to increase a nation’s wealth by promoting government rule of a nation’s economy for the purpose of enhancing state power at the expense of rival national power. • It was the economic counterpart of political absolutism. Why did mercantilists want colonies? • Mercantilists believed that a country must have an excess of exports over imports. • By colonizing territory, it provided the nation with indispensable wealth of precious raw materials. • Therefore, the claimed territory served as a market and supplier of raw materials for the mother country. Which, in time, provided an excess of exports for the nation and thus created wealth. o Development of Trading Companies to support this economic system. Hudson Bay Company – (1670). Controlled primarily North America. o Dutch East Indie Trading Company (1682) o East Indian Trading Company (1600) o Royal African Trade Company (1672) WHERE? • European nations begun to colonize the America, India and the East Indies to create a direct trade route. • Great Britain was the leading power in India, Australia and North America, South Africa. • Spain colonized central and South America. • French held Louisiana, coastal land of Africa and French Guinea. • The Dutch built an empire in the East Indies. • The Portuguese was able to take control of present-day Brazil and the southern tip of South America and Japan. Age of Colonialism • As countries started to imperialize these regions, eventually the concept of colonization took hold: • This is what makes the Age of Colonialism extremely different! End of Colonialism • By 1800, colonialism became less popular • Why? o Revolutions (Spain, France & American) o The Napoleonic Wars o Struggle for nationalism and democracy. o Exhausted all money and energy to supervise their colonies. Waiting to wake again • Imperialism would stay quiet for close to 50 years before Great Britain and France’s economies revitalized. • The outbreak of the Industrial Revolution only encouraged and revitalized European nations to begin their conquest for new territory and resources. Age of Imperialism THE SCRAMBLE FOR AFRICA 1870-1914 Conditions Prior to Imperialism of Africa  European interest in exploiting Africa was minimal.  Their economic interests & profit in Africa primarily came through coastal trade that took place during the 1500-1700s.  The slave trade became the main source of European profit.  Furthermore, disease, political instability, lack of transportation and unpredictable climate all discouraged Europeans from seeking territory. Slave Trade & the Trans-Atlantic Slave Voyages  Forced labor was not uncommon during the 13-17th Centuries. Africans and Europeans had been trading goods and people across the Mediteranea for centuries.  This all changed from 1526 to 1867, as a new system of slavery was introduced that became highly “commercialized, racialized and inherited”  By 1690, the America and West Indies saw approximately 30,000 African people shipped from Africa. A century later, that number grew to 85,000 people per year.  By 1867, approximately 12.5 million people (about twice the population of Arizona) left Africa in a slave ship. What Changed? 1. End of the Slave Trade- Left a need for trade between Europe and Africa. 2. Innovation in technology- The steam engine and iron hulled boats allowed Europe 3. Discovery of new raw materials- Explorers located vast raw materials and resources and this only spurred imperialism with Europe in the wake of the Industrial Revolution. 4. Politics- Unification of Germany and Italy left little room to expand in Europe. Germany and Italy both needed raw materials to “catch up” with Britain and France so they looked to Africa. The Scramble for Africa  The scramble started in 1870.  Although some coastal land had previously been acquired before 1870, the need for territory quickly accelerated as European countries looked t get deeper into Africa.  Within 20 years, nearly all continents were placed under imperialistic rule. Who was Involved?  Great Britain  France  Germany  Italy  Portugal  Belgium  Spain (kind) Violent Affairs  Violence broke out multiple times when European nations looked to claim the same territory.  Germ Chancellor. Otto van Bismarck. Attempted to avert the possibility of violence against the European powers.  In 1884, Bismarck organized a conference in Berlin for the European nations. The Berlin Conference (1884-85)  The conference looked to set ground rules for future annexation of African territory by European Nations.  Annexation is the forcible acquisition and assertion of legal title over one state’s territory by another state, usually following military occupation of the territory.  From a distant perspective, it looked like it would reduce tensions among European nations and avert war.  At the heart of the meeting, these European countries negotiated their claims to African territory, made it official and then mapped their regions.  Furthermore, the leaders agreed to allow free trade among imperialized territory and some homework for negotiating future European claims in Africa was established. Further Path  After the conference, european powers continued to expand their claims in Africa so that by 1900. 90% of the African territory had been claimed. A Turn towards Colonization?  Upon the imperialization of African territory, European nations and little interest in African land unless it produced economic wealth.  Therefore, European governments put little effort and expertise into these imperialized regions.  In most cases, this emat a form of indirect rule. Thus, governing the natin without sufficient settlement and government from within the mother country. Some Exceptions  There were some exemptions through in Africa as colonization was a necessary for some regions i n Africa.  Some regions where diamonds and gold were present. Government looked to protectorate the regions and establish rule and settlement in the regions.  Protectorates: A state controlled and protected by another state for defense against aggression and other law violations. Would  Some examples include South Africa, Botswana, Zimbabwe and Congo. Conclusion  Although it may appear that the Berlin Conference averted war amid the African Scramble, imperialism eventually brought the world into worldwide conflict.  With the continued desire to create an empire by European nations. World War 1 would break out which can be linked to this quest at imperialism.
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