| 0:00:02 | i this is doctor well calc a from the sociology department a can state university |
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| 0:00:07 | and i wanna tell you a little about my article on the by a sociology |
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| 0:00:10 | of solidarity co authored with my colleagues just of the pond |
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| 0:00:14 | and doctor stanford gregory junior |
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| 0:00:17 | solidarity is certainly one of sociologist oldest |
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| 0:00:22 | interest and more recently in neuroscience |
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| 0:00:24 | researchers have become quite interested in the brain structures and functions that a fact |
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| 0:00:29 | and are affected by social behavior including the ways in which |
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| 0:00:34 | social bonds form and also the ways in which these bonds |
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| 0:00:38 | persist or break down over time |
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| 0:00:41 | in this article we bring some relevant insights from the two fields together |
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| 0:00:46 | and we suggest how interdisciplinary work that attempts to fit these different pieces together has |
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| 0:00:53 | the potential to greatly improve our understanding of solidarity beyond what the perspectives |
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| 0:00:59 | on their own |
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| 0:01:00 | can accomplish |
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| 0:01:01 | we know for instance that the brain isn't just and independent variable that contributes to |
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| 0:01:07 | causing our behaviour |
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| 0:01:08 | in social situations |
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| 0:01:11 | that's certainly true but the brain is also a dependent variable that is changed all |
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| 0:01:15 | throughout our lives |
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| 0:01:16 | by input from the social environment |
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| 0:01:18 | and that's with this article is about essentially |
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| 0:01:21 | to better understand fundamental social phenomena such as solidarity |
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| 0:01:27 | sociology is ability to describe explained in model social environments can be put together with |
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| 0:01:33 | neuroscience as contributions to understanding structure |
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| 0:01:36 | function and change inside the brain |
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| 0:01:40 | i think sociology in neuroscience have a lot to offer one another |
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| 0:01:45 | and i think the barriers between the two fields are continuing to come down |
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| 0:01:49 | and mike watt there's an icy this is a productive trend and we point out |
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| 0:01:53 | why we think that in our article |
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| 0:01:56 | in shorter our views that solidarity in practice among the various sciences themselves |
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| 0:02:02 | is one thing that promises to improve our intellectual understanding |
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| 0:02:06 | of social solidarity as a vital part of social life |
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| 0:02:12 | studying aspects of solitary in the classroom can be a lot of fun |
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| 0:02:16 | looking at the immediate building blocks of solidarity things like group synchronization or |
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| 0:02:21 | emotional contagion |
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| 0:02:24 | just one example |
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| 0:02:25 | emotional contagion is the idea that emotions or motion displays are |
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| 0:02:30 | basically viral |
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| 0:02:32 | that people in groups tend to catch emotions from one another |
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| 0:02:36 | very quickly and automatically initially through motor mimicry which the next to align emotions |
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| 0:02:43 | besides being an interesting topic for open free discussion in class where you have students |
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| 0:02:49 | come up with examples of emotional contagion |
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| 0:02:51 | you could hear applications or at least emir applications of past research on emotional contagion |
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| 0:02:57 | and then talk about some of the social |
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| 0:03:00 | and biological explanations that we review in our article |
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| 0:03:05 | you know play a really sad or happy scene from one your favourite movies |
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| 0:03:09 | and then have your students use a like or type scale to rate how happy |
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| 0:03:13 | or sad they fell |
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| 0:03:14 | while watching the scene or during each scene if you use multiple clips |
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| 0:03:19 | and the four minute string this particular exercise i would recommend then instructors read an |
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| 0:03:24 | article by dorothy |
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| 0:03:25 | published in the journal of non verbal behaviour nineteen ninety seven entitled |
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| 0:03:30 | the emotional contagion scale a measure of individual differences |
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| 0:03:35 | if you do the exercise and if you choose some powerful scenes |
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| 0:03:39 | you should find that the emotions conveyed in the scenes in fact the class |
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| 0:03:45 | and if you're interested in gender you might try replicating some additional research published by |
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| 0:03:49 | authority and his colleagues where they're report evidence that women are more susceptible to emotional |
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| 0:03:55 | contagion than men |
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| 0:03:56 | if you find that you can discuss with the class explanations including by a social |
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| 0:04:02 | explanations as to why that might be the case |
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| 0:04:05 | and if you don't find evidence of emotional contagion or gender it emotional contagion in |
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| 0:04:10 | a particular administration of the exercise |
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| 0:04:13 | well then you could brainstorm with the class about why you didn't get what you |
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| 0:04:17 | expected |
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| 0:04:20 | the sum up in the feature i think we're going to see sociologists and neuroscience |
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| 0:04:24 | as |
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| 0:04:25 | working together more frequently and i think that's |
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| 0:04:27 | is going to have a very positive effect on discovery |
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| 0:04:30 | and advancing our understanding of social behavior and social organisation |
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| 0:04:36 | that said i hope you find our article |
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| 0:04:38 | interesting and useful |
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