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Monday, July 1, 2024

Dialectic

From Wikipedia, the free encyclopedia
https://en.wikipedia.org/wiki/Dialectic

Dialectic (Greek: διαλεκτική, dialektikḗ; German: Dialektik), also known as the dialectical method, refers originally to dialogue between people holding different points of view about a subject but wishing to arrive at the truth through reasoned argumentation. Dialectic resembles debate, but the concept excludes subjective elements such as emotional appeal and rhetoric. It has its origins in ancient philosophy and continued to be developed in the Middle Ages.

Hegelianism refigured "dialectic" to no longer refer to a literal dialogue. Instead, the term takes on the specialized meaning of development by way of overcoming internal contradictions. Dialectical materialism, a theory advanced by Karl Marx and Friedrich Engels, adapted the Hegelian dialectic into a materialist theory of history. The legacy of Hegelian and Marxian dialectics has been criticized by philosophers such as Karl Popper and Mario Bunge, who considered it unscientific.

Dialectic implies a developmental process and so does not naturally fit within classical logic. Nevertheless, some twentieth-century logicians have attempted to formalize it.

History

There are a variety of meanings of dialectic or dialectics within Western philosophy.

Classical philosophy

In classical philosophy, dialectic (διαλεκτική) is a form of reasoning based upon dialogue of arguments and counter-arguments, advocating propositions (theses) and counter-propositions (antitheses). The outcome of such a dialectic might be the refutation of a relevant proposition, or of a synthesis, or a combination of the opposing assertions, or a qualitative improvement of the dialogue.

The term "dialectic" owes much of its prestige to its role in the philosophies of Socrates and Plato, in the Greek Classical period (5th to 4th centuries BC). Aristotle said that it was the pre-Socratic philosopher Zeno of Elea who invented dialectic, of which the dialogues of Plato are examples of the Socratic dialectical method.

Socratic method

The Socratic dialogues are a particular form of dialectic known as the method of elenchus (literally, "refutation, scrutiny") whereby a series of questions clarifies a more precise statement of a vague belief, logical consequences of that statement are explored, and a contradiction is discovered. The method is largely destructive, in that false belief is exposed and only constructive in that this exposure may lead to further search for truth. The detection of error does not amount to a proof of the antithesis. For example, a contradiction in the consequences of a definition of piety does not provide a correct definition. The principal aim of Socratic activity may be to improve the soul of the interlocutors, by freeing them from unrecognized errors, or indeed, by teaching them the spirit of inquiry.

In common cases, Socrates uses enthymemes as the foundation of his argument.

For example, in the Euthyphro, Socrates asks Euthyphro to provide a definition of piety. Euthyphro replies that the pious is that which is loved by the gods. But, Socrates also has Euthyphro agreeing that the gods are quarrelsome and their quarrels, like human quarrels, concern objects of love or hatred. Therefore, Socrates reasons, at least one thing exists that certain gods love but other gods hate. Again, Euthyphro agrees. Socrates concludes that if Euthyphro's definition of piety is acceptable, then there must exist at least one thing that is both pious and impious (as it is both loved and hated by the gods)—which Euthyphro admits is absurd. Thus, Euthyphro is brought to a realization by this dialectical method that his definition of piety is not sufficiently meaningful.

In another example, in Plato's Gorgias, dialectic occurs between Socrates, the Sophist Gorgias, and two men, Polus and Callicles. Because Socrates' ultimate goal was to reach true knowledge, he was even willing to change his own views in order to arrive at the truth. The fundamental goal of dialectic, in this instance, was to establish a precise definition of the subject (in this case, rhetoric) and with the use of argumentation and questioning, make the subject even more precise. In the Gorgias, Socrates reaches the truth by asking a series of questions and in return, receiving short, clear answers.

Plato

In Platonism and Neoplatonism, dialectic assumed an ontological and metaphysical role in that it became the process whereby the intellect passes from sensibles to intelligibles, rising from idea to idea until it finally grasps the supreme idea, the first principle which is the origin of all. The philosopher is consequently a "dialectician". In this sense, dialectic is a process of inquiry that does away with hypotheses up to the first principle. It slowly embraces multiplicity in unity. The philosopher Simon Blackburn wrote that the dialectic in this sense is used to understand "the total process of enlightenment, whereby the philosopher is educated so as to achieve knowledge of the supreme good, the Form of the Good".

Medieval philosophy

Logic, which could be considered to include dialectic, was one of the three liberal arts taught in medieval universities as part of the trivium; the other elements were rhetoric and grammar.

Based mainly on Aristotle, the first medieval philosopher to work on dialectics was Boethius (480–524). After him, many scholastic philosophers also made use of dialectics in their works, such as Abelard, William of Sherwood, Garlandus Compotista, Walter Burley, Roger Swyneshed, William of Ockham, and Thomas Aquinas.

This dialectic (a quaestio disputata) was formed as follows:

  1. The question to be determined ("It is asked whether...");
  2. A provisory answer to the question ("And it seems that...");
  3. The principal arguments in favor of the provisory answer;
  4. An argument against the provisory answer, traditionally a single argument from authority ("On the contrary...");
  5. The determination of the question after weighing the evidence ("I answer that...");
  6. The replies to each of the initial objections. ("To the first, to the second etc., I answer that...")

Modern philosophy

The concept of dialectics was given new life at the start of the 19th century by Georg Wilhelm Friedrich Hegel, whose dialectical model of nature and of history made dialectics a fundamental aspect of reality, instead of regarding the contradictions into which dialectics leads as evidence of the limits of pure reason, as Immanuel Kant had argued. Hegel was influenced by Johann Gottlieb Fichte's conception of synthesis, although Hegel didn't adopt Fichte's "thesis–antithesis–synthesis" language except to describe Kant's philosophy: rather, Hegel argued that such language was "a lifeless schema" imposed on various contents, whereas he saw his own dialectic as flowing out of "the inner life and self-movement" of the content itself.

In the mid-19th century, Hegelian dialectic was appropriated by Karl Marx and Friedrich Engels and retooled in what they considered to be a nonidealistic manner. It would also become a crucial part of later representations of Marxism as a philosophy of dialectical materialism. These representations often contrasted dramatically and led to vigorous debate among different Marxist groups.

Hegelian dialectic


The Hegelian dialectic describes changes in the forms of thought through their own internal contradictions into concrete forms that overcome previous oppositions.

This dialectic is sometimes presented in a threefold manner, as first stated by Heinrich Moritz Chalybäus, as comprising three dialectical stages of development: a thesis, giving rise to its reaction; an antithesis, which contradicts or negates the thesis; and the tension between the two being resolved by means of a synthesis.

By contrast, the terms abstract, negative, and concrete suggest a flaw or an incompleteness in any initial thesis. For Hegel, the concrete must always pass through the phase of the negative, that is, mediation. This is the essence of what is popularly called Hegelian dialectics.

To describe the activity of overcoming the negative, Hegel often used the term Aufhebung, variously translated into English as "sublation" or "overcoming", to conceive of the working of the dialectic. Roughly, the term indicates preserving the true portion of an idea, thing, society, and so forth, while moving beyond its limitations. What is sublated, on the one hand, is overcome, but, on the other hand, is preserved and maintained.

As in the Socratic dialectic, Hegel claimed to proceed by making implicit contradictions explicit: each stage of the process is the product of contradictions inherent or implicit in the preceding stage. On his view, the purpose of dialectics is "to study things in their own being and movement and thus to demonstrate the finitude of the partial categories of understanding".

For Hegel, even history can be reconstructed as a unified dialectic, the major stages of which chart a progression from self-alienation as servitude to self-unification and realization as the rational constitutional state of free and equal citizens.

Marxist dialectic

Marxist dialectic is a form of Hegelian dialectic which applies to the study of historical materialism. Marxist dialectic is thus a method by which one can examine social and economic behaviors. It is the foundation of the philosophy of dialectical materialism, which forms the basis of historical materialism.

In the Marxist tradition, "dialectic" refers to regular and mutual relationships, interactions, and processes in nature, society, and human thought.

A dialectical relationship is a relationship in which two phenomena or ideas mutually impact each other, leading to development and negation. Development refers to the change and motion of phenomena and ideas from less advanced to more advanced or from less complete to more complete. Dialectical negation refers to a stage of development in which a contradiction between two previous subjects gives rise to a new subject. In the Marxist view, dialectical negation is never an endpoint, but instead creates new conditions for further development and negation.

Karl Marx and Friedrich Engels, writing several decades after Hegel's death, proposed that Hegel's dialectic is too abstract. Against this, Marx presented his own dialectic method, which he claimed to be "direct opposite" of Hegel's method.

Marxist dialectics is exemplified in Das Kapital. As Marx explained dialectical materialism,

it includes in its comprehension an affirmative recognition of the existing state of things, at the same time, also, the recognition of the negation of that state, of its inevitable breaking up; because it regards every historically developed social form as in fluid movement, and therefore takes into account its transient nature not less than its momentary existence; because it lets nothing impose upon it, and is in its essence critical and revolutionary.

Class struggle is the primary contradiction to be resolved by Marxist dialectics because of its central role in the social and political lives of a society. Nonetheless, Marx and Marxists developed the concept of class struggle to comprehend the dialectical contradictions between mental and manual labor and between town and country. Hence, philosophic contradiction is central to the development of dialectics: the progress from quantity to quality, the acceleration of gradual social change; the negation of the initial development of the status quo; the negation of that negation; and the high-level recurrence of features of the original status quo.

Friedrich Engels further proposed that nature itself is dialectical, and that this is "a very simple process, which is taking place everywhere and every day".

In Marxism, the dialectical method of historical study is intertwined with historical materialism, the school of thought exemplified by the works of Marx, Engels, and Vladimir Lenin.

For Lenin, the primary feature of Marx's "dialectical materialism" (Lenin's term) is its application of materialist philosophy to history and social sciences. Lenin's main contribution to the philosophy of dialectical materialism is his theory of reflection, which presents human consciousness as a dynamic reflection of the objective material world that fully shapes its contents and structure.

Later, Stalin's works on the subject established a rigid and formalistic division of Marxist–Leninist theory into dialectical materialism and historical materialism. While the first was supposed to be the key method and theory of the philosophy of nature, the second was the Soviet version of the philosophy of history.

Dialectical naturalism

Dialectical naturalism is a term coined by American philosopher Murray Bookchin to describe the philosophical underpinnings of the political program of social ecology. Dialectical naturalism explores the complex interrelationship between social problems, and the direct consequences they have on the ecological impact of human society. Bookchin offered dialectical naturalism as a contrast to what he saw as the "empyrean, basically antinaturalistic dialectical idealism" of Hegel, and "the wooden, often scientistic dialectical materialism of orthodox Marxists".

Theological dialectics

Neo-orthodoxy, in Europe also known as theology of crisis and dialectical theology, is an approach to theology in Protestantism that was developed in the aftermath of the First World War (1914–1918). It is characterized as a reaction against doctrines of 19th-century liberal theology and a more positive reevaluation of the teachings of the Reformation, much of which had been in decline (especially in western Europe) since the late 18th century. It is primarily associated with two Swiss professors and pastors, Karl Barth (1886–1968) and Emil Brunner (1899–1966), even though Barth himself expressed his unease in the use of the term.

In dialectical theology the difference and opposition between God and human beings is stressed in such a way that all human attempts at overcoming this opposition through moral, religious or philosophical idealism must be characterized as 'sin'. In the death of Christ humanity is negated and overcome, but this judgment also points forwards to the resurrection in which humanity is reestablished in Christ. For Barth this meant that only through God's 'no' to everything human can his 'yes' be perceived. Applied to traditional themes of Protestant theology, such as double predestination, this means that election and reprobation cannot be viewed as a quantitative limitation of God's action. Rather it must be seen as its "qualitative definition". As Christ bore the rejection as well as the election of God for all humanity, every person is subject to both aspects of God's double predestination.

Dialectic prominently figured in Bernard Lonergan's philosophy, in his books Insight and Method in Theology. Michael Shute wrote about Lonergan's use of dialectic in The Origins of Lonergan's Notion of the Dialectic of History. For Lonergan, dialectic is both individual and operative in community. Simply described, it is a dynamic process that results in something new:

For the sake of greater precision, let us say that a dialectic is a concrete unfolding of linked but opposed principles of change. Thus there will be a dialectic if (1) there is an aggregate of events of a determinate character, (2) the events may be traced to either or both of two principles, (3) the principles are opposed yet bound together, and (4) they are modified by the changes that successively result from them.

Dialectic is one of the eight functional specialties Lonergan envisaged for theology to bring this discipline into the modern world. Lonergan believed that the lack of an agreed method among scholars had inhibited substantive agreement from being reached and progress from being made compared to the natural sciences. Karl Rahner, S.J., however, criticized Lonergan's theological method in a short article entitled "Some Critical Thoughts on 'Functional Specialties in Theology'" where he stated: "Lonergan's theological methodology seems to me to be so generic that it really fits every science, and hence is not the methodology of theology as such, but only a very general methodology of science."

Criticisms

Friedrich Nietzsche viewed dialectic as a method that imposes artificial boundaries and suppresses the richness and diversity of reality. He rejected the notion that truth can be fully grasped through dialectical reasoning and offered a critique of dialectic, challenging its traditional framework and emphasizing the limitations of its approach to understanding reality. He expressed skepticism towards its methodology and implications in his work Twilight of the Idols: "I mistrust all systematizers and I avoid them. The will to a system is a lack of integrity". In the same book, Nietzsche criticized Socrates' dialectics because he believed it prioritized reason over instinct, resulting in the suppression of individual passions and the imposition of an artificial morality.

Karl Popper attacked the dialectic repeatedly. In 1937, he wrote and delivered a paper entitled "What Is Dialectic?" in which he criticized the dialectics of Hegel, Marx, and Engels for their willingness "to put up with contradictions". He argued that accepting contradiction as a valid form of logic would lead to the principle of explosion and thus trivialism. Popper concluded the essay with these words: "The whole development of dialectic should be a warning against the dangers inherent in philosophical system-building. It should remind us that philosophy should not be made a basis for any sort of scientific system and that philosophers should be much more modest in their claims. One task which they can fulfill quite usefully is the study of the critical methods of science". Seventy years later, Nicholas Rescher responded that "Popper's critique touches only a hyperbolic version of dialectic", and he quipped: "Ironically, there is something decidedly dialectical about Popper's critique of dialectics."

The philosopher of science and physicist Mario Bunge repeatedly criticized Hegelian and Marxian dialectics, calling them "fuzzy and remote from science" and a "disastrous legacy". He concluded: "The so-called laws of dialectics, such as formulated by Engels (1940, 1954) and Lenin (1947, 1981), are false insofar as they are intelligible." Poe Yu-ze Wan, reviewing Bunge's criticisms of dialectics, found Bunge's arguments to be important and sensible, but he thought that dialectics could still serve some heuristic purposes for scientists.

Even some Marxists are critical of the term "dialectics". For instance, Michael Heinrich wrote, "More often than not, the grandiose rhetoric about dialectics is reducible to the simple fact that everything is dependent upon everything else and is in a state of interaction and that it's all rather complicated—which is true in most cases, but doesn't really say anything."

Formalization

Since the late 20th century, European and American logicians have attempted to provide mathematical foundations for dialectic through formalisation, although logic has been related to dialectic since ancient times. There have been pre-formal and partially-formal treatises on argument and dialectic, from authors such as Stephen Toulmin (The Uses of Argument, 1958), Nicholas Rescher (Dialectics: A Controversy-Oriented Approach to the Theory of Knowledge, 1977), and Frans H. van Eemeren and Rob Grootendorst (pragma-dialectics, 1980s). One can include works of the communities of informal logic and paraconsistent logic.

Defeasibility

Building on theories of defeasible reasoning (see John L. Pollock), systems have been built that define well-formedness of arguments, rules governing the process of introducing arguments based on fixed assumptions, and rules for shifting burden. Many of these logics appear in the special area of artificial intelligence and law, though the computer scientists' interest in formalizing dialectic originates in a desire to build decision support and computer-supported collaborative work systems.

Dialog games

Dialectic itself can be formalised as moves in a game, where an advocate for the truth of a proposition and an opponent argue. Such games can provide a semantics of logic, one that is very general in applicability.

Mathematics

Mathematician William Lawvere interpreted dialectics in the setting of categorical logic in terms of adjunctions between idempotent monads. This perspective may be useful in the context of theoretical computer science where the duality between syntax and semantics can be interpreted as a dialectic in this sense. For example, the Curry-Howard equivalence is such an adjunction or more generally the duality between closed monoidal categories and their internal logic.

Sunday, June 30, 2024

Identity formation

From Wikipedia, the free encyclopedia
https://en.wikipedia.org/wiki/Identity_formation

Identity formation, also called identity development or identity construction, is a complex process in which humans develop a clear and unique view of themselves and of their identity.

Self-concept, personality development, and values are all closely related to identity formation. Individuation is also a critical part of identity formation. Continuity and inner unity are healthy identity formation, while a disruption in either could be viewed and labeled as abnormal development; certain situations, like childhood trauma, can contribute to abnormal development. Specific factors also play a role in identity formation, such as race, ethnicity, and spirituality.

The concept of personal continuity, or personal identity, refers to an individual posing questions about themselves that challenge their original perception, like "Who am I?" The process defines individuals to others and themselves. Various factors make up a person's actual identity, including a sense of continuity, a sense of uniqueness from others, and a sense of affiliation based on their membership in various groups like family, ethnicity, and occupation. These group identities demonstrate the human need for affiliation or for people to define themselves in the eyes of others and themselves.

Identities are formed on many levels. The micro-level is self-definition, relations with people, and issues as seen from a personal or an individual perspective. The meso-level pertains to how identities are viewed, formed, and questioned by immediate communities and/or families. The macro-level are the connections among and individuals and issues from a national perspective. The global level connects individuals, issues, and groups at a worldwide level.

Identity is often described as finite and consisting of separate and distinct parts (e.g., family, cultural, personal, professional).

Theories

Many theories of development have aspects of identity formation included in them. Two theories directly address the process of identity formation: Erik Erikson's stages of psychosocial development (specifically the Identity versus Role Confusion stage), James Marcia's identity status theory, and Jeffrey Arnett's theories of identity formation in emerging adulthood.

Erikson's theory of identity vs. role confusion

Erikson's theory is that people experience different crises or conflicts throughout their lives in eight stages. Each stage occurs at a certain point in life and must be successfully resolved to progress to the next stage. The particular stage relevant to identity formation takes place during adolescence: Identity versus Role Confusion.

The Identity versus Role Confusion stage involves adolescents trying to figure out who they are in order to form a basic identity that they will build on throughout their life, especially concerning social and occupational identities. They ask themselves the existential questions: "Who am I?" and "What can I be?" They face the complexities of determining one's own identity. Erikson stated that this crisis is resolved with identity achievement, the point at which an individual has extensively considered various goals and values, accepting some and rejecting others, and understands who they are as a unique person. When an adolescent attains identity achievement, they are ready to enter the next stage of Erikson's theory, Intimacy versus Isolation, where they will form strong friendships and a sense of companionship with others.

If the Identity versus Role Confusion crisis is not positively resolved, an adolescent will face confusion about future plans, particularly their roles in adulthood. Failure to form one's own identity leads to failure to form a shared identity with others, which can lead to instability in many areas as an adult. The identity formation stage of Erik Erikson's theory of psychosocial development is a crucial stage in life.

Marcia's identity status theory

Marcia created a structural interview designed to classify adolescents into one of four statuses of identity. The statuses are used to describe and pinpoint the progression of an adolescent's identity formation process. In Marcia's theory, identity is operationally defined as whether an individual has explored various alternatives and made firm commitments to an occupation, religion, sexual orientation, and a set of political values.

The four identity statuses in James Marcia's theory are:

  1. Identity Diffusion (also known as Role Confusion): The opposite of identity achievement. The individual has not resolved their identity crisis yet by failing to commit to any goals or values and establish a future life direction. In adolescents, this stage is characterized by disorganized thinking, procrastination, and avoidance of issues and actions.
  2. Identity Foreclosure: This occurs when teenagers conform to an identity without exploring what suits them best. For instance, teenagers might follow the values and roles of their parents or cultural norms. They might also foreclose on a negative identity, or the direct opposite of their parents' values or cultural norms.
  3. Identity Moratorium: This postpones identity achievement by providing temporary shelter. This status provides opportunities for exploration, either in breadth or in-depth. Examples of moratoria common in American society include college or the military.
  4. Identity Achievement: This status is attained when the person has solved the identity issues by making commitments to goals, beliefs, and values after an extensive exploration of different areas.

Jeffrey Arnett's Theories on Identity Formation in Emerging Adulthood

Jeffrey Arnett's theory states that identity formation is most prominent in emerging adulthood, consisting of ages 18–25. Arnett holds that identity formation consists of indulging in different life opportunities and possibilities to eventually make important life decisions. He believes this phase of life includes a broad range of opportunities for identity formation, specifically in three different realms.

These three realms of identity exploration are:

  1. Love: In emerging adulthood, individuals explore love to find a profound sense of intimacy. While trying to find love, individuals often explore their identity by focusing on questions such as: "Given the kind of person I am, what kind of person do I wish to have as a partner through life?"
  2. Work: Work opportunities that people get involved in are now centered around the idea that they are preparing for careers that they might have throughout adulthood. Individuals explore their identity by asking themselves questions such as: "What kind of work am I good at?", "What kind of work would I find satisfying for the long term", or "What are my chance of getting a job in the field that seems to suit me best?"
  3. Worldviews: It is common for those in the stage of emerging adulthood to attend college. There they may be exposed to different worldviews, compared to those they were raised in, and become open to altering their previous worldviews. Individuals who don't attend college also believe that as adult they should also decide what their beliefs and values are.

Self-concept

Self-concept, or self-identity, is the set of beliefs and ideas an individual has about themselves. Self-concept is different from self-consciousness, which is an awareness of one's self. Components of the self-concept include physical, psychological, and social attributes, which can be influenced by the individual's attitudes, habits, beliefs, and ideas; they cannot be condensed into the general concepts of self-image or self-esteem. Multiple types of identity come together within an individual and can be broken down into the following: cultural identity, professional identity, ethnic and national identity, religious identity, gender identity, and disability identity.

Cultural identity

Cultural identity is formation of ideas an individual takes based on the culture they belong to. Cultural identity relates to but is not synonymous with identity politics. There are modern questions of culture that are transferred into questions of identity. Historical culture also influences individual identity, and as with modern cultural identity, individuals may pick and choose aspects of cultural identity, while rejecting or disowning other associated ideas.

Professional identity

Professional identity is the identification with a profession, exhibited by an aligning of roles, responsibilities, values, and ethical standards as accepted by the profession.

In business, professional identity is the professional self-concept that is founded upon attributes, values, and experiences. A professional identity is developed when there is a philosophy that is manifested in a distinct corporate culture – the corporate personality. A business professional is a person in a profession with certain types of skills that sometimes require formal training or education.

Career development encompasses the total dimensions of psychological, sociological, educational, physical, economic, and chance that alter a person's career practice across the lifespan. Career development also refers to the practices from a company or organization that enhance someone's career or encourages them to make practical career choices.

Training is a form of identity setting, since it not only affects knowledge but also affects a team member's self-concept. On the other hand, knowledge of the position introduces a new path of less effort to the trainee, which prolongs the effects of training and promotes a stronger self-concept. Other forms of identity setting in an organization include Business Cards, Specific Benefits by Role, and Task Forwarding.

Ethnic and national identity

An ethnic identity is an identification with a certain ethnicity, usually on the basis of a presumed common genealogy or ancestry. Recognition by others as a distinct ethnic group is often a contributing factor to developing this identity. Ethnic groups are also often united by common cultural, behavioral, linguistic, ritualistic, or religious traits.

Processes that result in the emergence of such identification are summarized as ethnogenesis. Various cultural studies and social theory investigate the question of cultural and ethnic identities. Cultural identity adheres to location, gender, race, history, nationality, sexual orientation, religious beliefs, and ethnicity.

National identity is an ethical and philosophical concept where all humans are divided into groups called nations. Members of a "nation" share a common identity and usually a common origin, in the sense of ancestry, parentage, or descent.

Religious identity

A religious identity is the set of beliefs and practices generally held by an individual, involving adherence to codified beliefs and rituals and study of ancestral or cultural traditions, writings, history, mythology, and faith and mystical experience. Religious identity refers to the personal practices related to communal faith along with rituals and communication stemming from such conviction. This identity formation begins with an association in the parents' religious contacts, and individuation requires that the person chooses the same or different religious identity than that of their parents.

Gender identity

In sociology, gender identity describes the gender with which a person identifies (i.e., whether one perceives oneself to be a man, a woman, outside of the gender binary), but can also be used to refer to the gender that other people attribute to the individual on the basis of what they know from gender role indications (social behavior, clothing, hairstyle, etc.). Gender identity may be affected by a variety of social structures, including the person's ethnic group, employment status, religion or irreligion, and family. It can also be biological in the sense of puberty.

Disability identity

Disability identity refers to the particular disabilities that an individual identifies with. This may be something as obvious as a paraplegic person identifying as such, or something less prominent such as a deaf person regarding themselves as part of a local, national, or global community of Deaf People Culture.

Disability identity is almost always determined by the particular disabilities that an individual is born with, though it may change later in life if an individual later becomes disabled or when an individual later discovers a previously overlooked disability (particularly applicable to mental disorders). In some rare cases, it may be influenced by exposure to disabled people as with body integrity dysphoria.

Political identity

Political identities often form the basis of public claims and mobilization of material and other resources for collective action. One theory that explores how this occurs is social movement theory. According to Charles Tilly, the interpretation of our relationship to others ("stories") create the rationale and construct of political identity. The capacity for action is constrained by material resources and sometimes perceptions that can be manipulated by using communication strategies that support the creation of illusory ties.

Interpersonal identity development

Interpersonal identity development comes from Marcia's Identity Status Theory, and refers to friendship, dating, gender roles, and recreation as tools to maturity in a psychosocial aspect of an individual.

Social relation can refer to a multitude of social interactions regulated by social norms between two or more people, with each having a social position and performing a social role. In a sociological hierarchy, social relation is more advanced than behavior, action, social behavior, social action, social contact, and social interaction. It forms the basis of concepts like social organization, social structure, social movement, and social system.

Interpersonal identity development is composed of three elements:

  • Categorization: Assigning everyone into categories.
  • Identification: Associating others with certain groups.
  • Comparison: Comparing groups.

Interpersonal identity development allows an individual to question and examine various personality elements, such as ideas, beliefs, and behaviors. The actions or thoughts of others create social influences that change an individual. Examples of social influence can be seen in socialization and peer pressure, which can affect a person's behavior, thinking about one's self, and subsequent acceptance or rejection of how other people attempt to influence the individual. Interpersonal identity development occurs during exploratory self-analysis and self-evaluation, and ends at various times to establish an easy-to-understand and consolidative sense of self or identity.

Interaction

During interpersonal identity development, an exchange of propositions and counter-propositions occurs, resulting in a qualitative transformation of the individual. The aim of interpersonal identity development is to resolve the undifferentiated facets of an individual, which are found to be indistinguishable from others. Given this, and with other admissions, the individual is led to a contradiction between the self and others, and forces the withdrawal of the undifferentiated self as truth. To resolve the incongruence, the person integrates or rejects the encountered elements, which results in a new identity. During each of these exchanges, the individual must resolve the exchange before facing future ones. The exchanges are endless since the changing world constantly presents exchanges between individuals and thus allows individuals to redefine themselves constantly.

Collective identity

Collective identity is a sense of belonging to a group (the collective). If it is strong, an individual who identifies with the group will dedicate their lives to the group over individual identity: they will defend the views of the group and take risks for the group, often with little to no incentive or coercion. Collective identity often forms through a shared sense of interest, affiliation, or adversity. The cohesiveness of the collective identity goes beyond the community, as the collective experiences grief from the loss of a member.

Social support

Individuals gain a social identity and group identity from their affiliations in various groups, which include: family, ethnicity, education and occupational status, friendship, dating, and religion.

Family

One of the most important affiliations is that of the family, whether they be biological, extended, or even adoptive families. Each has its own influence on identity through the interaction that takes place between the family members and with the individual. Researchers and theorists state that an individual's identity (more specifically an adolescent's identity) is influenced by the people around them and the environment in which they live. If a family does not have integration, it is likely to cause identity diffusion (one of James Marcia's four identity statuses, where an individual has not made commitments and does not try to make them), and applies to both males and females.

Peer relationships

Morgan and Korobov performed a study in order to analyze the influence of same-sex friendships in the development of one's identity. This study involved the use of 24 same-sex college student friendship triads, consisting of 12 males and 12 females, with a total of 72 participants. Each triad was required to have known each other for a minimum of six months. A qualitative method was chosen, as it is the most appropriate in assessing the development of identity. Semi-structured group interviews took place, where the students were asked to reflect on stories and experiences concerning relationship problems. The results showed five common responses when assessing these relationship problems: joking about the relationship's problems, providing support, offering advice, relating others' experiences to their own similar experiences, and providing encouragement. The results concluded that adolescents actively construct their identities through common themes of conversation between same-sex friendships; in this case, involving relationship issues. The common themes of conversation that close peers seem to engage in helping to further their identity formation in life.

Influences on identity

Cognitive influences

Cognitive development influences identity formation. When adolescents are able to think abstractly and reason logically, they have an easier time exploring and contemplating possible identities. When an adolescent has advanced cognitive development and maturity, they tend to resolve identity issues more so than age mates that are less cognitively developed. When identity issues are solved quicker and better, there is more time and effort put into developing that identity.

Scholastic influences

Adolescents that have a post-secondary education tend to make more concrete goals and stable occupational commitments. Going to college or university can influence identity formation in a productive way. The opposite can also be true, where identity influences education and academics. Education's effect on identity can be beneficial for the individual's identity; the individual becomes educated on different approaches and paths to take in the process of identity formation.

Sociocultural influences

Sociocultural influences are those of a broader social and historical context. For example, in the past, adolescents would likely just adopt the job or religious beliefs that were expected of them or that were akin to their parents. Today, adolescents have more resources to explore identity choices and more options for commitments. This influence is becoming less significant due to the growing acceptance of identity options that were once less accepted. Many of the identity options from the past are becoming unrecognized and less popular today. The changing sociocultural situation is forcing individuals to develop a unique identity based on their own aspirations. Sociocultural influences play a different role in identity formation now than they have in the past.

Parenting influences

The type of relationship that adolescents have with their parents has a significant role in identity formation. For example, when there is a solid and positive relationship between parents and adolescents, they are more likely to feel freedom in exploring identity options for themselves. A study found that for boys and girls, identity formation is positively influenced by parental involvement, specifically in the areas of support, social monitoring, and school monitoring. In contrast, when the relationship is not as close and the fear of rejection or discontentment from the parent or other guardians is present, they are more likely to feel less confident in forming a separate identity from their parents.

Cyber-socializing and the Internet

The Internet is becoming an extension of the expressive dimension of adolescence. On the Internet, youth talk about their lives and concerns, design the content that they make available to others, and assess the reactions of others to it in the form of optimized and electronically mediated social approval. When connected, youth speak of their daily routines and lives. With each post, image or video they upload, they can ask themselves who they are and try out profiles that differ from the ones they practice in the "real" world.

orthogonality

From Wikipedia, the free encyclopedia
The line segments AB and CD are orthogonal to each other.

In mathematics, orthogonality is the generalization of the geometric notion of perpendicularity.

Orthogonality is also used with various meanings that are often weakly related or not related at all with the mathematical meanings.

Etymology

The word comes from the Ancient Greek ὀρθός (orthós), meaning "upright", and γωνία (gōnía), meaning "angle".

The Ancient Greek ὀρθογώνιον (orthogṓnion) and Classical Latin orthogonium originally denoted a rectangle. Later, they came to mean a right triangle. In the 12th century, the post-classical Latin word orthogonalis came to mean a right angle or something related to a right angle.

Mathematics

In mathematics, orthogonality is the generalization of the geometric notion of perpendicularity to the linear algebra of bilinear forms.

Two elements u and v of a vector space with bilinear form are orthogonal when . Depending on the bilinear form, the vector space may contain non-zero self-orthogonal vectors. In the case of function spaces, families of orthogonal functions are used to form an orthogonal basis.

The concept has been used in the context of orthogonal functions, orthogonal polynomials, and combinatorics.

Orthogonality and rotation of coordinate systems compared between left: Euclidean space through circular angle ϕ, right: in Minkowski spacetime through hyperbolic angle ϕ (red lines labelled c denote the worldlines of a light signal, a vector is orthogonal to itself if it lies on this line).

Physics

Optics

In optics, polarization states are said to be orthogonal when they propagate independently of each other, as in vertical and horizontal linear polarization or right- and left-handed circular polarization.

Special relativity

In special relativity, a time axis determined by a rapidity of motion is hyperbolic-orthogonal to a space axis of simultaneous events, also determined by the rapidity. The theory features relativity of simultaneity.

Hyperbolic orthogonality

Euclidean orthogonality is preserved by rotation in the left diagram; hyperbolic orthogonality with respect to hyperbola (B) is preserved by hyperbolic rotation in the right diagram.
In geometry, the relation of hyperbolic orthogonality between two lines separated by the asymptotes of a hyperbola is a concept used in special relativity to define simultaneous events. Two events will be simultaneous when they are on a line hyperbolically orthogonal to a particular time line. This dependence on a certain time line is determined by velocity, and is the basis for the relativity of simultaneity.

Quantum mechanics

In quantum mechanics, a sufficient (but not necessary) condition that two eigenstates of a Hermitian operator, and , are orthogonal is that they correspond to different eigenvalues. This means, in Dirac notation, that if and correspond to different eigenvalues. This follows from the fact that Schrödinger's equation is a Sturm–Liouville equation (in Schrödinger's formulation) or that observables are given by Hermitian operators (in Heisenberg's formulation).

Art

In art, the perspective (imaginary) lines pointing to the vanishing point are referred to as "orthogonal lines". The term "orthogonal line" often has a quite different meaning in the literature of modern art criticism. Many works by painters such as Piet Mondrian and Burgoyne Diller are noted for their exclusive use of "orthogonal lines" — not, however, with reference to perspective, but rather referring to lines that are straight and exclusively horizontal or vertical, forming right angles where they intersect. For example, an essay at the web site of the Thyssen-Bornemisza Museum states that "Mondrian ... dedicated his entire oeuvre to the investigation of the balance between orthogonal lines and primary colours." Archived 2009-01-31 at the Wayback Machine

Computer science

Orthogonality in programming language design is the ability to use various language features in arbitrary combinations with consistent results. This usage was introduced by Van Wijngaarden in the design of Algol 68:

The number of independent primitive concepts has been minimized in order that the language be easy to describe, to learn, and to implement. On the other hand, these concepts have been applied “orthogonally” in order to maximize the expressive power of the language while trying to avoid deleterious superfluities.

Orthogonality is a system design property which guarantees that modifying the technical effect produced by a component of a system neither creates nor propagates side effects to other components of the system. Typically this is achieved through the separation of concerns and encapsulation, and it is essential for feasible and compact designs of complex systems. The emergent behavior of a system consisting of components should be controlled strictly by formal definitions of its logic and not by side effects resulting from poor integration, i.e., non-orthogonal design of modules and interfaces. Orthogonality reduces testing and development time because it is easier to verify designs that neither cause side effects nor depend on them.

Orthogonal instruction set

An instruction set is said to be orthogonal if it lacks redundancy (i.e., there is only a single instruction that can be used to accomplish a given task) and is designed such that instructions can use any register in any addressing mode. This terminology results from considering an instruction as a vector whose components are the instruction fields. One field identifies the registers to be operated upon and another specifies the addressing mode. An orthogonal instruction set uniquely encodes all combinations of registers and addressing modes.

Telecommunications

In telecommunications, multiple access schemes are orthogonal when an ideal receiver can completely reject arbitrarily strong unwanted signals from the desired signal using different basis functions. One such scheme is time-division multiple access (TDMA), where the orthogonal basis functions are nonoverlapping rectangular pulses ("time slots").

Orthogonal frequency-division multiplexing

Another scheme is orthogonal frequency-division multiplexing (OFDM), which refers to the use, by a single transmitter, of a set of frequency multiplexed signals with the exact minimum frequency spacing needed to make them orthogonal so that they do not interfere with each other. Well known examples include (a, g, and n) versions of 802.11 Wi-Fi; WiMAX; ITU-T G.hn, DVB-T, the terrestrial digital TV broadcast system used in most of the world outside North America; and DMT (Discrete Multi Tone), the standard form of ADSL.

In OFDM, the subcarrier frequencies are chosen so that the subcarriers are orthogonal to each other, meaning that crosstalk between the subchannels is eliminated and intercarrier guard bands are not required. This greatly simplifies the design of both the transmitter and the receiver. In conventional FDM, a separate filter for each subchannel is required.

Statistics, econometrics, and economics

When performing statistical analysis, independent variables that affect a particular dependent variable are said to be orthogonal if they are uncorrelated, since the covariance forms an inner product. In this case the same results are obtained for the effect of any of the independent variables upon the dependent variable, regardless of whether one models the effects of the variables individually with simple regression or simultaneously with multiple regression. If correlation is present, the factors are not orthogonal and different results are obtained by the two methods. This usage arises from the fact that if centered by subtracting the expected value (the mean), uncorrelated variables are orthogonal in the geometric sense discussed above, both as observed data (i.e., vectors) and as random variables (i.e., density functions). One econometric formalism that is alternative to the maximum likelihood framework, the Generalized Method of Moments, relies on orthogonality conditions. In particular, the Ordinary Least Squares estimator may be easily derived from an orthogonality condition between the explanatory variables and model residuals.

Taxonomy

In taxonomy, an orthogonal classification is one in which no item is a member of more than one group, that is, the classifications are mutually exclusive.

Chemistry and biochemistry

In chemistry and biochemistry, an orthogonal interaction occurs when there are two pairs of substances and each substance can interact with their respective partner, but does not interact with either substance of the other pair. For example, DNA has two orthogonal pairs: cytosine and guanine form a base-pair, and adenine and thymine form another base-pair, but other base-pair combinations are strongly disfavored. As a chemical example, tetrazine reacts with transcyclooctene and azide reacts with cyclooctyne without any cross-reaction, so these are mutually orthogonal reactions, and so, can be performed simultaneously and selectively.

Organic synthesis

In organic synthesis, orthogonal protection is a strategy allowing the deprotection of functional groups independently of each other.

Bioorthogonal chemistry

The term bioorthogonal chemistry refers to any chemical reaction that can occur inside of living systems without interfering with native biochemical processes. The term was coined by Carolyn R. Bertozzi in 2003. Since its introduction, the concept of the bioorthogonal reaction has enabled the study of biomolecules such as glycans, proteins, and lipids in real time in living systems without cellular toxicity. A number of chemical ligation strategies have been developed that fulfill the requirements of bioorthogonality, including the 1,3-dipolar cycloaddition between azides and cyclooctynes (also termed copper-free click chemistry), between nitrones and cyclooctynes, oxime/hydrazone formation from aldehydes and ketones, the tetrazine ligation, the isocyanide-based click reaction, and most recently, the quadricyclane ligation.

Supramolecular chemistry

In supramolecular chemistry the notion of orthogonality refers to the possibility of two or more supramolecular, often non-covalent, interactions being compatible; reversibly forming without interference from the other.

Analytical chemistry

In analytical chemistry, analyses are "orthogonal" if they make a measurement or identification in completely different ways, thus increasing the reliability of the measurement. Orthogonal testing thus can be viewed as "cross-checking" of results, and the "cross" notion corresponds to the etymologic origin of orthogonality. Orthogonal testing is often required as a part of a new drug application.

System reliability

In the field of system reliability orthogonal redundancy is that form of redundancy where the form of backup device or method is completely different from the prone to error device or method. The failure mode of an orthogonally redundant back-up device or method does not intersect with and is completely different from the failure mode of the device or method in need of redundancy to safeguard the total system against catastrophic failure.

Neuroscience

In neuroscience, a sensory map in the brain which has overlapping stimulus coding (e.g. location and quality) is called an orthogonal map.

Philosophy

In philosophy, two topics, authors, or pieces of writing are said to be "orthogonal" to each other when they do not substantively cover what could be considered potentially overlapping or competing claims. Thus, texts in philosophy can either support and complement one another, they can offer competing explanations or systems, or they can be orthogonal to each other in cases where the scope, content, and purpose of the pieces of writing are entirely unrelated.

Gaming

In board games such as chess which feature a grid of squares, 'orthogonal' is used to mean "in the same row/'rank' or column/'file'". This is the counterpart to squares which are "diagonally adjacent". In the ancient Chinese board game Go a player can capture the stones of an opponent by occupying all orthogonally adjacent points.

Other examples

Stereo vinyl records encode both the left and right stereo channels in a single groove. The V-shaped groove in the vinyl has walls that are 90 degrees to each other, with variations in each wall separately encoding one of the two analogue channels that make up the stereo signal. The cartridge senses the motion of the stylus following the groove in two orthogonal directions: 45 degrees from vertical to either side. A pure horizontal motion corresponds to a mono signal, equivalent to a stereo signal in which both channels carry identical (in-phase) signals.

Operator (computer programming)

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