An Introduction to Social Psychology
Preface
Luther Lee Bernard
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The present Introduction to Social Psychology represents an attempt at a more synthetic type of treatment of the field than has ordinarily been given. It seems to the writer that the time has arrived when "schools" of social psychology may properly be regarded as obsolete and the subject as a whole may be presented systematically. In a sense social psychology overlaps a very large portion of social science and of psychology and education. In this respect it is central to all psychological and social science disciplines. This fact necessarily renders the content of social psychology voluminous. It is no longer possible to treat this subject adequately in small compass. The text-books which have so far appeared, although for the most part excellent from their several viewpoints, are nevertheless but partial treatments. So notably true is this that there exists a marked controversy as to what properly constitutes social psychology. In Part I of this volume an attempt has been made to bring this controversy into relief for the purpose of enabling the reader to see the subject as a whole.
Originally the writer intended to publish this volume in five parts to make the synthetic treatment more pronounced. But the length of the volume as thus planned was prohibitive and it was decided to change the plan somewhat. The synthetic character of the treatment has been retained, but the detailed presentation of the process of the development of personality and of self and social consciousness has been reserved for a second volume. The present volume treats the subject from the standpoint of the more objective factors which integrate the personality and its responses in a social environment. Throughout it has been the intention of the writer, not only to make the treatment complete in itself, but to keep the presentation on such a level that the volume can be used successfully as a second book in social theory, following directly upon the introductory course in sociology in departments of
(vi) sociology. If the approach to the social sciences is a psychological one, the organization of this volume should make it available as an introduction to the first course in sociology, economics, politics, and more advanced courses in history and literature, in those departments which care to use it in this way. That social psychology will ultimately be regarded as a necessary introduction to the several social sciences and the literatures can scarcely be doubted. While the present volume is intended for undergraduate students, it is hoped that it may also be used profitably in more advanced courses in combination with the more extended treatment of the subjective aspects of personality development later to be published.
I wish to express my appreciation to Professors E. A. Ross and C. H. Cooley, pioneers in social psychology in this country, and to Professors Ellwood, Thomas, Vincent, and Mead, my teachers. Professor Cooley has read a portion of the text and has made valuable criticisms and suggestions. Also I wish to express my gratitude to Mrs. Elizabeth Hayes Robinson, formerly of the Child Guidance Clinic of St. Paul, Minn., who read some of the chapters critically, and to numerous writers for ideas which I have embodied in the text. Where this obligation is specific I have cited the author in the text. Where the obligation has been general only, I have contented myself with acknowledging their work in the special bibliographies at the end of each chapter and at the end of the volume.[1] A consistent effort has been made throughout the book to keep footnotes off the textual page, unless necessary for the sake of clearness. It is hoped that the bibliographies will be found to be relatively complete for the recent literature in the field. This literature is now becoming so voluminous that it is very difficult to cover the whole of it.
L. L. BERNARD.
Cornell University, January 4, 1926.
NOTE TO TEACHERS
Either of three possible methods of using this text is open to the teacher. In a brief course the present volume may prove sufficient for the needs of the student. If more reading material is required, recourse may be had to the bibliographies. Brief bibliographies, consisting for the most part of that supplementary material which is most easily available, are presented at the end of each chapter. More extended bibliographies of materials not so readily available to most classes, but frequently containing even more specialized results of research, are placed at the end of the textual material of the volume.
In other cases the teacher may prefer to use this volume in conjunction with some other text which emphasizes another aspect of the subject or a different viewpoint. Such a procedure has many advantages and, when carried out by a skillful teacher, need have few drawbacks. Those who wish to combine the psychological and sociological viewpoints may supplement with Allport's text. For greater emphasis upon instinctive and purposive factors in collective behavior, McDougall's volume will be found most useful. In supplementing special phases of the subject, Gault should be used with Parts II and III, Cooley's Human Nature and the Social Order with Part III, and Ellwood, Ross, Bogardus, Williams, and Cooley's Social Organization with Part IV. In more elementary classes Part I may be deferred until the end of the course, or omitted altogether, at the discretion of the instructor.
