Piaget vs. Jung

Pi ripent *Missing Works Cited* Pia repay maneuver has received universe wide acclaim and recognition , as easily as having a positive impact in beas such as education and favorable curricula. Though he had do an impact on understanding of the fry cognitive read , his possible action of cognitive study has suffered a great traverse of critics that it neglects the friendly nature of clement ontogeny. (Hook, Watts and Cockroft ,2002). So the following essay depart discuss on whether this critic is sensible or non based on detail discussion of Pia decease possibleness.The theory of Vygotsky sh ein truth in addition be discussed to prove that indeed social doers romance a role . Pia cook theory of cognitive discipline neglects the influence of social factors on pip-squeak cognitive development. (Hook et al ,2002)As stated by Hook et al (2002,p. 190)in agreement with critics like Piaget theory gave insufficient attention to the ways in which churlren social inte raction with their sibling or pargonnts may influence their cognitive development . right onful(prenominal)ification of this critic is provided by the fact that Piaget (1952)saw pincerren as l adept(prenominal) scientist who sought to understand and build fellowship of their away world by means of and with interaction with the world . According to Piaget as stated in Siegel &Brainerd(1978)cognitive development depend on two factors , internal growth and external maturation . That is children argon incapable of keep an eye oning just about tasks until they reached a certain age When considering cognitive development , Piaget foc wonts on the psychical mental processes that occur, rather than on the demonstrable measure of the cognitive development.Cl first justification to this critic of insufficient has been provided by the fact that Piaget represents children as the l unity scientists who sought to understand and build retireledge of their external world their in teraction with it (Hooketal ,2002). According to Piaget (1960)children actively construct their hold cognitive world , he withal stated that information is non just poured into children minds from the environment . Clearly this critic of insufficient attention to social factors was justified .According to Piaget (1952)as stated in Hook et al (2002p180) a great serve up of what child learns begin by accident The child accidentall(a)y answers more or less action , perceives it , like it and thence repeats the action assimilating it into her or his alert schemes . The above quotation provides evidence that Piaget theory neglect social factors that plays a role on cognitive development of the child. Piaget devised four grades of development spanning from gestate to adolescence.The delivers progress in an invariant sequence, a child live ons systematically by dint of wooden legs and advancement into the next layer depends on the mastery of the proceeding one (1952) The su ccession of dresss involves the movement through that four breaker points. According to Piaget (1952) Children must move through these horizontal surfaces during their childhood. These include Sensorimotor, Pre usable, Concreteoperational, and Formal operational. Stage movement is an important factor of Piagets definition of cognitive development, beca ingestion Piaget (1960) states that t here are a limited fixate of criteria that must be met and mastered at each stage.In place to move from the first stage to the next, the child must master that specific set of criteria. (Siegel & Brainerd,1978) One may argue that Piaget uses biological approach, or biological adaption to discuss the cognitive development of the child. This includes our reflexes which occur when certain stimuli trigger an rude(a) response. Piaget theory rationalizes how child cognitive develops through an intellectual regulatory process geared by adaption to the environment. (Siegel & Brainerd,1978).Durin g this on going relationship with the environment the child exhibits certain organisations based upon assimilation, the taking in process of encounter, accepting advanced encounters and fitting them into existing schemes, and accommodation , the reaction of the several(prenominal) who encounters new follow throughs that are non consistent with existingschemes and so the soul must change their scheme to accept or accommodate the new information(Hook et al, 2002,Siegel& brainerd, Piaget ,1960,Tryphon & voneche,1996 ,1978) .Piaget tangle that a child is an active and curious organism, that reaches out and seeks to regulate a balance surrounded by assimilation and accommodation. This balance is what Piaget describes as equilibrium. Piaget considered the process of equilibrium an important factor in the cognitive growth and development of a child. (Piaget , 1952) This was the ground were he was criticize because he said that children must be allowed to do their ingest learning (Piaget,1952).Lourenco & Machado (1996)in defense of Piaget theory know that Piaget has took into consideration the fact that humans more and more develop or mature to higher states of cognitive development and realized that children acquire knowledge transmitted by parents, teachers ,and books, Piaget called this social transmission. Piaget believed that when a child hears contradictory statements that challenge settleed schemes, equilibrium is disturbed. Piaget called such a break of serve in equilibrium cognitive betrothal or disequilibrium.When children fuck cognitive conflict they set out in search of an answer that result enable them to achieve states of equilibrium. (Lourenco & Machado,1996) Justification of this critique was besides provided by Vygotsky theory of development . Vygotsky (1929) believes that adults and childs matchs are involved in geological formation cognitive development of the child. As stated by Vygotsky (1929) through social activities a chil d learns heathenish tools and social inventions . These according to Vygotsky (1929) includes language, rules and counting.Vygotsky theory is one theory that has provided justification to the critics that Piaget gave insufficient attention to social factors. Mentioned on the twinkling page Piaget (1952) contended that cognitive development is constructed into four stages . The following paragraph exit examine each stage individually focusing on social factors that he ignore on each and every stage. The sensorimotor stage is the first of the four stages Piaget uses to define cognitive development. Piaget designated the first two historic period of an infants life as the sensorimotor stage.During this period, infants are busy discovering relationships between their bodies and the environment. Researchers live discovered that infants cede relatively fountainhead actual sensory abilities. The child relies on seeing, touching, sucking, sensation, and using their mavens to learn things about themselves and the environment. Piaget calls this the sensorimotor stage because the early manifestations of intelligence appear from sensory perceptions and motor activities. Through countless sluttish experiments, infants develop the image of separate selves, that is, the infant realizes that the external world is not an extension of themselves.According to Piaget(1952)Infants at this stage realize that an target area pile be moved by a hand and develop notions of displacement reaction and eveningts. An important discovery during the latter part of the sensorimotor stage is the c at one timept of object permanence. Object permananceis the awareness that an object continues to exist even when it is not in view. In young infants, when a toy is covered by a piece of paper, the infant immediately stops and appears to lose pursual in the toy. After a child has mastered the concept of object permanence, the emergence of directed groping begins to take place. With dir ected groping, the child egins to perform motor experiments in order to see what leave alone happen. (Hook et al, 2002) During directed groping, a child will vary his movements to observe how the results will differ. The child learns to use new means to achieve an end. The child discovers he rear end back d deliver objects toward himself with the aid of a stick or string, or tilt objects to get them through the bars of his playpen(Hook et al,2002). The concrete operational stage is the third stage in Piagets theory. This stage typically occurs between the ages of 7 and 12(Hook et al , 2002) During this stage, the child begins to reason logically, and organise thoughts coherently.However, they sack up and think about veridical physical objects, they sternnot handle abstract reasoning. This stage is withal characterized by a loss of egocentric thinking. During this stage, the child has the cleverness to master about types of preservation experiments, and begins to understand reversibility. (Piaget 1952,Maier,1978 and Hook et al , 2002). The concrete operational stage is also characterized by the childs ability to coordinate two dimensions of an object simultaneously, arrange structures in sequence, and transpose differences between items in a serial.The formal operational stage is the fourth and final stage in Piagets theory. It begins at approximately 11 to 12 years of age, and continues throughout adulthood, although Piaget does denominate out that some raft may never reach this stage of cognitive development. The formal operational stage is characterized by the ability to formulate hypotheses and systematically test them to derive at an answer to a problem. The individual in the formal stage is also able to think abstractly and to understand the form or structure of a mathematical problem. An early(a) characteristic of the individual is their ability to reason contrary to fact.That is, if they are given a statement and asked to use it as the bas is of an argument they are capable of accomplishing the task. For example, they can deal with the statement what would happen if snow were black. Mental hospital in Zurich, a famous medical hospital. He examine under Eugen Bleuler, who was a famous psychiatrist who defined schizophrenia. Jung was also influenced by Freud with whom he after became good friends. Freud called him his crown-prince. Their relationship ended when Jung wrote a book called Symbols of Transformation. Jung disagreed with Freuds undamental idea that a symbol is a disguised representation of a repressed wish. I will go into that later. After splitting up with Freud, Jung had a 2 year period of non- productivity, but then he came out with his mental Types, a famous work. He went on several trips to learn about primitive societies and archetypes to Africa, New Mexico to study Pueblo Indians, and to India and Ceylon to study eastern ism. He studied religious and occult tenets like I Ching, a Chinese rule o f fortune telling. Alchemy was also one of his interests.His book, Psychology and Alchemy, published in 1944 is among his most important writings. He studied what all this told about the human mind. One of his methods was word association, which is when a person is given a series of words and asked to respond to them. Abnormal response or hesitation can mean that the person has a complex about that word. His basic belief was in complex or analytical psychological science. The goal is psychosynthesis, or the juncture and differentiation of the psyche (mind). He believed that the mind started out as a substantial and should stay that way.That answered structural, dynamic, developmental questions. I will attempt to double the major(ip) ideas and equipment casualty in this book in a pseudo- outline. It will make the understanding a bit more clear. STRUCTURE dynamics The psyche . There are some channels into the psyche through which ene rgy can enter in form of watchs. If the psyc he were a totally closed systems, it could reach a state of perfect balance, for it would not be subjected to interference from the outside. The slightest stimulus may have far-reaching consequences on ones mental stability.This shows that it is not the amount of might that is added, but the disruptive effect that the added naught produces within the psyche. These disruptive effects are caused by massive redistributions of zip fastener within the system. It takes only the slightest pressure on the trigger of a loaded gun to cause a great disaster. Similarly, it may take only the slightest addition of efficacy to an unstable psyche to produce large effects in a persons behavior. Psychic energy is also called Libido. It is not to be confused with Freuds definition of libido. Jung did not restrict libido to inner energy as Freud did.In fact, this is one of the essential differences in the theories of the two men. It can be classified as actual or potential forces that perform m ental work. It is often expressed in hopes and wants for objects. The values for things are hidden in complexes. The psyche is evermore active, yet it is still very difficult for masses to accept this view of a continuously active psyche, because there is a potent aim to equate psychic activity with conscious activity. Jung, as well as Freud, hammered away at this misconception, but it persists even today.The source of psychic energy is derived from ones instincts and diverted into other uses. wish a waterfall is used to create energy, you have to use your instincts to turn into energy as well. Otherwise, just like the waterfall, your instincts are completely fruitless. For example, if you think that to get a beautiful wife, you have to be rich, so you direct your sexual drive into a business persona, which will bring you money. There are two principles of psychic dynamics. What happens to all that energy? 1. linguistic rule of Equivalence. Energy is not created nor destroyed .If it leaves something, it has to surface. For example, if a child devoted a lot of energy to reading comics, it might be redirected into a different persona, som ething like being Mr. sedate Dude He then will loose interest in reading comics. Energy also has an inclination to carry tendencies of its source to its destination. 2. Principle of Entropy. Energy normally flows from high to low. If you have a highly developed structure (persona, for example), instead of equalizing, it may start drawing values from other systems to boost itself even higher.Such highly energized systems have a tendency to go BOOOOM So, entropy can destroy those high energy systems if they get too big. The operation of the entropy principle results in an equilibrium of forces. Just like two bodies of different temperatures touching each other would in brief equalize temperatures. The hotter one will transfer heat to the cooler one. at once a balance is reached in your psyche, according to Jung, it will be then difficult to disturb. Tho se two principles influence the following furtherance and Regression.Progression is the advance of psychological adaptation. For example, if you need a posterior (creativity, perhaps), you will try to develop one. When conflicting traits loose power, your psyche enters regression. Say, your persona and shadow are in op vista and because they are in opposition, they both would be suppressed, because n each would get enough libido, or energy. DEVELOPMENT During this stage, an individual establishes his/her position in life. His vocation and marriage partner are determined.A person usually uses his Anima and Shadow to decide those things. Values are channeled into his establishment in the outside world. Once one is independent, even a small experience can influence him greatly. The Middle Age is the one often neglected by psychiatrists. Lots of people have problems in this stage. They usually dont know what to do with the energy left over that was d evoted to establishing positions in rescript as youth. As the principle of entropy suggests, the energy is conserved, so once an adult put it to use, he must redirect it elsewhere.Jung stated that those left-over energies can be usefully diverted into spiritual contemplation and expansion. Nothing oft happens in old age. People have so much energy of experiences in their psyche that even a major experience wont touch their psychological balance. Often, society will force people to assume prefered types. Types are categories of classifications of psyches which are non-absolute and have no definite boundaries. There are octette types. Types are combinations of functions and attitudes (page 3). The following are the eight main types 1.Extraverted cerebration Type. This type of man elevates objective thinking into the ruling passion of his life. He is typified by the scientist who devotes his energy to learning as much as he can about the objective world. The most developed extrav erted head is an Einstein. 2. self-examining Thinking Type. This type is inward-directed in his thinking. He is exemplified by the philosopher or existential psychologist who seeks to understand the reality of his own being. He may last break his ties with reality and become schizophrenic. 3. Extraverted Feeling Type.This type, which Jung observes is more frequently run aground in women, subordinates thinking to line uping. 4. Introverted Feeling Type. This type is also more commonly found among women. Unlike their extraverted sisters, introverted lifeing persons keep their feelings hidden from the world. 5. Extraverted Sensation Type. People of this type, mainly men, take an interest in accumulating facts about the external world. They are realistic, practical, and hardheaded, but they are not particularly concerned about what things mean. 6. Introverted Sensation Type. Like all introverts, the introverted ensation type stands aloof from external objects, immersing himself in his own psychic sensations. He considers the world to be banal and uninteresting. 7. Extraverted a priori Type. People of this type, commonly women, are characterized by flightiness and instability. They jump from maculation to situation to discover new possibilities in the external world. They are always computeing for new worlds to conquer before they have conquered old ones. 8. Introverted Intuitive Type. The artist is a representative of this type, but it also contains dreamers, prophets, visionaries, and cranks.He usually thinks of himself as a misunderstood genius. Variations in the degree to which each of the attitudes and functions are consciously developed or remain unconscious and vestigial can produce a wide range of differences among individuals. This book is an exceedingly valuable source of thought provoking logic. Jung wrote with common sense, passion, and compassion, and the reader experiences a shock of recognition he will recognize truths he has known, but wh ich he has not been able to express in words.This book made me think about myself, and people in general. How peoples minds work, including my own. I found a lot of truth or at least I though I did in Jungs teachings. I could relate some of the reading genuine to elements studied in class. One will be astounded by the number of Jungs ideas that anticipated those of later writers. Many of the new trends in psychology and related fields are indebted to Jung, who first gave them their direction. The book is also interesting, because of its challenging nature.I suppose that not all people would get it on reading such type of literature, since some(prenominal) people in this world are sensational types. I certainly did enjoy it, and have found out some things about myself in the process. The book is very well written. It has many good analogies and explanations which even the most sensational type would understand. The line of battle of information is tremendous. There is so much inf ormation bundled in one hundred thirty pages, that it makes you think that 500 pages would not be enough to really explain deeply the subject matter.This book can be faultlessly us ed as a textbook, which could prove to be salutary in psychology classes. I strongly recommend reading this book to all audiences that want to. A person, content with the world around him, not indirect request to challenge the puzzles of nature, should not. This book is a treasure for all who seek to research the human mind. Our personality traits come in opposites. We think of ourselves as starry-eyed or pessimistic, independent or dependent, emotional or unemotional, adventurous or cautious, leader or follower, aggressive or passive.Many of these are innate(p) temperament traits, but other characteristics, such as feeling either competent or inferior, appear to be learned, based on the challenges and bear out we receive in growing up. The man who did a great deal to explore this concept is Erik Eri kson. Although he was influenced by Freud, he believed that the ego exists from relationship and that behavior is not totally defensive. Based in part on his study of Sioux Indians on a reservation, Erikson became aware of the massive influence of civilization on behavior and placed more emphasis on the external world, such as depression and wars.He felt the course of development is determined by the interaction of the body (genetic biological programming), mind (psychological), and cultural (ethos) influences. He organized life into eight stages that extend from birth to termination (many developmental theories only cover childhood). Since adulthood covers a span of many years, Erikson divided the stages of adulthood into the experiences of young adults, middle aged adults and older adults. art object the actual ages may vary considerably from one stage to another, the ages come on to be appropriate for the majority of people.Eriksons basic philosophy might be said to rest on two major themes (1) the world gets big as we go along and (2) failure is cumulative. opus the first superman is fairly obvious, we might take exception to the last. True, in many cases an individual who has to deal with horrendous circumstances as a child may be unable to negotiate later stages as easily as someone who didnt have as many challenges early on. For example, we know that orphans who werent held or stroked as infants have an extremely hard time connecting with others when they become adults and have even died from lack of human contact.However, theres always the chance that somewhere along the way the strength of the human spirit can be ignite and deficits overcome. Therefore, to give you an idea of another developmental concept, be sure to see Stages of Growth for Children and Adults, based on Pamela Levines work. She saw development as a spiraling cycle rather than as stages through which we pass, never to call on the carpet a unclutter. As you read through the following eight stages with their sets of opposites, notice which strengths you delineate with most and those you need to work on some more. . Infancy giving birth to 18 Months egotism Development government issue Trust vs. Mistrust basal strength Drive and Hope Erikson also referred to infancy as the viva voce Sensory Stage (as anyone might who watches a baby put everything in her mouth) where the major emphasis is on the mothers positive and loving care for the child, with a big emphasis on visual contact and touch. If we pass successfully through this period of life, we will learn to trust that life is basically okay and have basic confidence in the future.If we fail to experience trust and are constantly frustrated because our needs are not met, we may end up with a deep-seated feeling of ineptness and a mistrust of the world in general. Incidentally, many studies of suicides and suicide attempts point to the importance of the early years in developing the basic belief th at the world is trustworthy and that every individual has a right to be here. Not surprisingly, the most operative relationship is with the maternal parent, or whoever is our most significant and constant caregiver. . Early Childhood 18 Months to 3 historic period self Development event Autonomy vs. Shame Basic Strengths ego-control, Courage, and ordain During this stage we learn to master skills for ourselves. Not only do we learn to walk, talk and feed ourselves, we are learning finer motor development as well as the much appreciated toilet develop. present we have the opportunity to build self-esteem and autonomy as we gain more control over our bodies and acquire new skills, learning right from wrong.And one of our skills during the Terrible Twos is our ability to use the powerful word NO It may be pain for parents, but it develops important skills of the will. It is also during this stage, however, that we can be very vulnerable. If were shamed in the process of toilet training or in learning other important skills, we may feel great shame and doubt of our capabilities and suffer low self-esteem as a result. The most significant relationships are with parents. 3. Play Age 3 to 5 Years Ego Development Outcome Initiative vs. wrong-doingBasic Strength Purpose During this period we experience a desire to copy the adults around us and take initiative in creating play situations. We make up stories with Barbies and Kens, toy phones and miniature cars, playing out roles in a trial universe, experimenting with the blueprint for what we believe it means to be an adult. We also begin to use that wonderful word for exploring the worldWHY? While Erikson was influenced by Freud, he downplays biological sexuality in favor of the psychosocial features of conflict between child and parents.Nevertheless, he said that at this stage we usually become involved in the classic Oedipal throw together and resolve this fight back through social role identification. If were frustrated over natural desires and goals, we may easily experience guilt. The most significant relationship is with the basic family. 4. indoctrinate Age 6 to 12 Years Ego Development Outcome Industry vs. Inferiority Basic Strengths Method and Competence During this stage, often called the Latency, we are capable of learning, creating and accomplishing numerous new skills and knowledge, thus developing a sense of industry.This is also a very social stage of development and if we experience unresolved feelings of inadequacy and inferiority among our peers, we can have serious problems in terms of competence and self-esteem. As the world expands a bit, our most significant relationship is with the school and neighborhood. Parents are no longer the complete government they once were, although they are still important. 5. Adolescence 12 to 18 Years Ego Development Outcome Identity vs. Role Confusion Basic Strengths devotedness and Fidelity Up to this stage, according to Erik son, development mostly depends upon what is done to us.From here on out, development depends primarily upon what we do. And while adolescence is a stage at which we are neither a child nor an adult, life is definitely get more complex as we attempt to find our own identity, struggle with social interactions, and grapple with moral issues. Our task is to discover who we are as individuals separate from our family of origin and as members of a wider society. Unfortunately for those around us, in this process many of us go into a period of withdrawing from responsibilities, which Erikson called a moratorium. And if we are unsuccessful in navigating this stage, we will experience role amazement and upheaval. A significant task for us is to establish a philosophy of life and in this process we tend to think in terms of ideals, which are conflict free, rather than reality, which is not. The problem is that we dont have much experience and find it easy to substitute ideals for experienc e. However, we can also develop strong devotion to friends and causes. It is no surprise that our most significant relationships are with peer groups. 6. Young adulthood 18 to 35Ego Development Outcome Intimacy and Solidarity vs. Isolation Basic Strengths Affiliation and Love In the initial stage of being an adult we seek one or more companions and love. As we try to find mutually upstanding relationships, primarily through marriage and friends, we generally also begin to start a family, though this age has been pushed back for many couples who today dont start their families until their late thirties. If negotiating this stage is successful, we can experience intimacy on a deep level. If were not successful, isolation and distance from others may occur.And when we dont find it easy to create satisfying relationships, our world can begin to shrink as, in defense, we can feel superior to others. Our significant relationships are with marital partners and friends. 7. Middle Adulthood 35 to 55 or 65 Ego Development Outcome Generativity vs. Self absorption or Stagnation Basic Strengths Production and Care direct work is most crucial. Erikson observed that middle-age is when we tend to be occupied with notional and meaningful work and with issues surrounding our family. Also, middle adulthood is when we can pack to be in charge, the role weve longer envied.The significant task is to preserve culture and transmit values of the culture through the family (taming the kids) and working to establish a stable environment. Strength comes through care of others and production of something that contributes to the improvement of society, which Erikson calls generativity, so when were in this stage we often fear inactivity and meaninglessness. As our children leave home, or our relationships or goals change, we may be faced with major life changesthe mid-life crisisand struggle with finding new meanings and inclinations.If we dont get through this stage successfully, w e can become self-absorbed and stagnate. Significant relationships are within the workplace, the biotic community and the family. 8. Late Adulthood 55 or 65 to Death Ego Development Outcome Integrity vs. Despair Basic Strengths Wisdom Erikson felt that much of life is preparing for the middle adulthood stage and the last stage is recovering from it. Perhaps that is because as older adults we can often look back on our lives with happiness and are content, feeling fulfilled with a deep sense that life has meaning and weve made a theatrical role to life, a feeling Erikson calls integrity.Our strengt h comes from a wisdom that the world is very large and we now have a detached concern for the whole of life, accepting death as the completion of life. On the other hand, some adults may reach this stage and despair at their experiences and perceived failures. They may fear death as they struggle to find a purpose to their lives, wondering Was the trip worth it? Alternatively, they may feel they have all the answers (not unlike going back to adolescence) and end with a strong dogmatism that only their view has been correct.