The three moments of externalization, objectivation, and internalization are not to be understood “as occurring in a temporal sequence,” but rather as a simultaneous, dialectical process. Nevertheless, it is in intergenerational transmission that the process of internalization is complete. As Berger and Luckmann (1966:61) maintain: only with the transmission of the social world to a new generation (that is, internalization as effectuated in socialization) does the fundamental social dialectic appear in its totality. To repeat, only with the appearance of a new generation can one properly speak of a social world. In other words, every individual is born into an environment within which she encounters the significant others who are in charge of her socialization. One does not choose one’s own significant others; rather, they are imposed on her. In the process of socialization, the stocks of knowledge that the individual experiences as a preexisting objective reality are imposed on her. The individual is thereby “born into not only an objective social structure but also an objective social world” (1966:131). Berger and Luckmann differentiate two types of socialization based on the extent to which individuals are active and conscious of the process of internalization. Primary socialization refers to “the first socialization an individual undergoes in childhood, through which he becomes a member of society” (1966:130–1). On the other hand, secondary socialization refers to subsequent processes of socialization that induct “an already socialized individual into new sectors of the objective world of his society” (ibid.). Whereas primary socialization is predefined and taken for granted, secondary socialization is acquired in a more conscious way (e.g., training for a new job). It is for this reason that primary socialization has so much more of an impact on the individual than secondary socialization. Primary socialization is distinguished by the fact that it cannot take place without an emotionally shared identification of the child with his significant others: you have to love your mother, but not your teacher (1966:141).