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Example text

Second, as children in the play stage, we act out different ‘others’ in roles. However, these are not connected and lack overall organization. Learning language and attaching feelings to particular roles are central at this stage; the responses of others are, again, of importance in understanding what is appropriate play. Third, the organization of the attitudes of the group then begins to be consolidated in the game stage. Roles are ONESELF WITH OTHERS 23 learnt along with their relations to one another.

In most cases this is tacit knowledge for it orients our conduct without us necessarily being able to express how and why it operates in particular ways. If asked, for example, what codes we use to communicate with others and how we decipher the meaning of actions, we may not even understand the meaning of the question. How do we explain the codes, such as the rules of grammar that provide for communication, when we take them for granted in our fluency and competency? Yet that knowledge is required to inform our daily tasks and even if we cannot recite the rules that enable us to act, we can routinely display the practical skills that rely upon their existence.

These processes are not always conscious, nor is there any necessary link between our intentions and the outcome of our actions. As we have said in respect to communication, what we intend and what actually occurs may not be aligned and this leads to frustration and misunderstanding. Alternatively, groups may be unaware of our efforts to imitate their modes of conduct. Some of the groups are normative reference groups in that they set the norms for our conduct without being present at each and every interaction.

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