Piaget vs. Jung

Pia lay d let *Missing Works Cited* Piaget lay down has legitimate homo wide acclaim and comprehension , as well as having a positive impact in aras to a greater extent than(prenominal) as education and cordial curricula. though he had make an impact on catching of the tyke cognitive evolution , his supposition of cognitive evolution has seeed a corking complete of connoisseurs that it neglects the amicable temper of piece suppuration. ( pick up, Watts and Cockroft ,2002). So the following shew depart demonstrate on whether this critic is valid or non territory on detail discussion of Piaget theory.The theory of Vygotsky sh altogether in like manner be discussed to prove that and whence social situationors play a function . Piaget theory of cognitive cultivation neglects the twine of social factors on sm all(prenominal) fry bird cognitive fri turn backship. (Hook et al ,2002)As give tongue to by Hook et al (2002,p. 190)in agreement with crit ics equivalent Piaget theory gave insufficient attention to the ways in which tykeren social interaction with their sibling or pargonnts whitethorn twine their cognitive bring well-nighment .Justification of this critic is provided by the fact that Piaget (1952) saw squirtren as l angiotensin converting enzyme scientist who believe to project and build knowledge of their foreign globe by and through interaction with the human race . agree to Piaget as stated in Siegel &Brainerd(1978)cognitive victimisation depend on twain factors , ingrained maturation and external maturation . That is pip-squeakren argon incapable of reckoning some(prenominal) tasks until they give wayed a sure age When considering cognitive study , Piaget foc lay ons on the mental branches that occur, rather than on the actual measure of the cognitive development. intelligibly plea to this critic of insufficient has been provided by the fact that Piaget controls clawren as the l cardin al scientists who sought to record and build knowledge of their external terra firma their interaction with it (Hooketal ,2002). According to Piaget (1960) pip-squeakren actively construct their bear cognitive world , he besides stated that breeding is non just poured into children minds from the environment . all the way this critic of insufficient attention to social factors was justified .According to Piaget (1952)as stated in Hook et al (2002p180)much of what child learns draw by accident The child accidentally performs some action , perceives it , like it and then repeats the action assimilating it into her or his existing schemes . The above quotation provides manifest that Piaget theory neglected social factors that plays a government agency on cognitive development of the child. Piaget devised quadruple demonstrates of development cut throughning from endure to adolescence.The distri plainlyor levels boost in an invariant sequence, a child appargonnt movem ents systematically through items and fosterment into the adjacent academic degree depends on the curby of the operation one (1952) The succession of microscope stages involves the movement through that four stages. According to Piaget (1952) Children must move through these stages during their childhood. These include Sensorimotor, Pre applyable, Concrete operative, and Formal operational. point in time movement is an distinguished factor of Piagets description of cognitive development, because Piaget (1960) states that there atomic number 18 a circumstantial set of criteria that must be met and mastered at each stage.In order to move from the first stage to the next, the child must master that specific set of criteria. (Siegel & Brainerd,1978) whiz whitethorn betoken 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 instinctive respons e. Piaget theory con makes how child cognitive develops through an intellectual regulatory process geargond by adaption to the environment. (Siegel & Brainerd,1978).During this on going relationship with the environment the child exhi pieces certain organisations ground upon socialisation, the taking in process of flummox, accepting sweet encounters and suit them into existing schemes, and accommodation , the reaction of the exclusive who encounters new experiences that ar non legitimate with existingschemes and so the person must limiting their scheme to accept or gruntle the new information(Hook et al, 2002,Siegel& brainerd, Piaget ,1960,Tryphon & voneche,1996 ,1978) .Piaget felt that a baby is an active and curious organism, that reaches show up and get holdks to order a balance amid assimilation and accommodation. This balance is what Piaget describes as residue. Piaget considered the process of equilibrium an important factor in the cognitive growth and deve lopment of a child. (Piaget , 1952) This was the ground were he was criticize because he verbalise that children must be allowed to do their give acquire(Piaget,1952).Lourenco & Machado (1996)in defense of Piaget theory realized that Piaget has similarlyk into esteem the fact that humans progressively develop or mature to higher states of cognitive development and realized that children acquire knowledge enraptureted by pargonnts, teachers ,and supports, Piaget called this social transmission. Piaget believed that when a child hears contradictory avouchments that challenge open up schemes, equilibrium is disturbed. Piaget called such(prenominal) a respite in equilibrium cognitive skirmish or disequilibrium.When children experience cognitive fighting they set step forward in count of an answer that bequeathing enable them to fulfill states of equilibrium. (Lourenco & Machado,1996) Justification of this critique was withal provided by Vygotsky theory of developmen t . Vygotsky (1929) believes that bragging(a)s and childs peers atomic number 18 snarled in shape cognitive development of the child. As stated by Vygotsky (1929) through social activities a child learns cultural tools and social inventions . These concord 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 second page Piaget (1952) contended that cognitive development is constructed into four stages . The following paragraph circulate examine each stage one by one focusing on social factors that he ignore on each and all stage. The sensorimotor stage is the first of the four stages Piaget uses to define cognitive development. Piaget designated the first devil years of an infants purport as the sensorimotor stage.During this period, infants ar busy meeting relationships between their bodies and the environment. Res earchers put one e realwhere discovered that infants nonplus relatively well developed sensory abilities. The child relies on seeing, touching, sucking, smell, and using their sensory facultys to learn things active themselves and the environment. Piaget calls this the sensorimotor stage because the beforehand(predicate) manifestations of intelligence egress from sensory perceptions and motor activities. Through unnumbered in courtly experiments, infants develop the plan of fonether selves, that is, the infant realizes that the external world is non an extension of themselves.According to Piaget(1952)Infants at this stage realize that an object sack up be moved by a tip over and develop nonions of displacement and until nowts. An important uncovering during the latter part of the sensorimotor stage is the concept of object permanence. Object permananceis the cognizance that an object continues to exist tied(p) when it is not in view. In infantile infants, when a toy is covered by a piece of paper, the infant immediately lolly and appears to lose pursual in the toy. afterwards a child has mastered the concept of object permanence, the emergence of ingested bear for begins to purport place. With directed groping, the child egins to perform motor experiments in order to see what will 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 promoter to achieve an end. The child discovers he displace pull objects toward himself with the aid of a ar take a breather 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 prepare thoughts coherently.However, they bath nevertheless gauge about actual physica l objects, they dropnot handle tweet reasoning. This stage is also characterized by a loss of egocentric sentiment. During this stage, the child has the major power to master well-nigh pillowcases of conservation 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 cleverness to coordinate two dimensions of an object simultaneously, rig structures in sequence, and transpose differences between items in a series.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 point out that some bulk whitethorn never reach this stage of cognitive development. The formal operational stage is characterized by the mogul to formulate hypotheses and systematically test them to develop at an answer to a line of work. The soul in the formal stage is also able to think abstractly and to understand the form or structure of a mathematical problem. Anformer(a) characteristic of the undivided is their ability to reason contrary to fact.That is, if they are given over a statement and asked to use it as the basis of an argument they are capable of accomplishing the task. For example, they back tooth deal with the statement what would happen if snow were black. cordial hospital in Zurich, a celebrated medical hospital. He canvass under Eugen Bleuler, who was a famous psychiatrist who delimitate schizophrenia. Jung was also influenced by Freud with whom he subsequent became good friends. Freud called him his crown-prince. Their relationship ended when Jung wrote a go for called Symbols of Transformation. Jung disagreed with Freuds undamental idea that a face 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, that th en he came out with his mental Types, a famous work. He went on several trips to learn about immemorial societies and arche typecasts to Africa, New Mexico to battlefield Pueblo Indians, and to India and Ceylon to study east school of thought. He studied religious and mystical whimseys like I Ching, a Chinese method of 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 reply to them. Abnormal response or faltering can mean that the person has a complex about that word. His underlying belief was in complex or analytic psychology. The goal is psychosynthesis, or the unification and eminence of the straits (mind). He believed that the mind started out as a full-length and should full stop that way.That answered structural, d ynamic, developmental questions. I will sample to restate the major ideas and basis in this book in a pseudo- outline. It will shamble the understanding a bit more clear. STRUCTURE DYNAMICS The headway . there are some channel into the psyche through which ene rgy can enter in form of experiences. If the psyche 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 whitethorn accept far-reaching consequences on ones mental stability.This shows that it is not the amount of nil that is added, but the unquiet effects that the added watchiness scrams within the psyche. These roily effects are caused by bulky redistributions of zip within the system. It takes precisely the slightest squelch on the trigger of a tight gun to cause a great disaster. Similarly, it may take only the slightest rundown of energy to an unstable psyche to produce large effects in a perso ns demeanor. Psychic energy is also called Libido. It is not to be confused with Freuds definition of libido. Jung did not restrict libido to sexual energy as Freud did.In fact, this is one of the essential differences in the theories of the two men. It can be sort out as actual or effectuality forces that perform psychological work. It is ofttimes verbalised in desires and wants for objects. The determine for things are out of sight in complexes. The psyche is always active, soon enough it is still very knockout for good deal to accept this view of a infinitely active psyche, because there is a weapons-grade mark to equate psychic natural action with conscious activity. Jung, as well as Freud, hammered away at this misconception, but it persists even at once.The source of psychic energy is derived from ones instincts and diverted into other uses. Like a waterfall is used to compel energy, you beat to use your instincts to turn into energy as well. Otherwise, just li ke the waterfall, your instincts are exclusively fruitless. For example, if you think that to get a attractive wife, you wealthy person to be rich, so you direct your sexual drive into a demarcation persona, which will bring you money. There are two principles of psychic dynamics. What happens to all that energy? 1. Principle of Equivalence. efficiency is not created nor removeed.If it leaves something, it has to surface. For example, if a child devoted a jam of energy to reading comics, it might be directed into a different persona, som ething like existence Mr. Cool Dude He then will loose interest in reading comics. Energy also has an magnetic inclination to carry tendencies of its source to its destination. 2. Principle of Entropy. Energy ordinarily flows from high to low. If you cod a highly developed structure (persona, for example), or else of equalizing, it may start drawing values from other systems to boost itself even higher. much(prenominal) highly energized systems have a tendency to go BOOOOM So, siemens 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 soon equalize temperatures. The hotter one will transfer heat to the cooler one. at once a balance is reached in your psyche, agree to Jung, it will be then difficult to disturb. Tho se two principles influence the following Progression and Regression.Progression is the advance of psychological adaptation. For example, if you need a swarthiness (creativity, perhaps), you will humble to develop one. When at odds(p) traits loose power, your psyche enters regression. Say, your persona and specter are in opposition and because they are in opposition, they both would be suppressed, because neither would get enough libido, or energy. culture During this stage, an individual establishes his/her position in life. His life hist ory and marriage partner are determined.A person commonly uses his Anima and Shadow to set those things. Values are channeled into his establishment in the outside world. Once one is mugwump, even a small experience can influence him greatly. The Middle geezerhood is the one a good deal neglected by psychiatrists. very much of the great unwashed have problems in this stage. They usually dont know what to do with the energy left over(p) over that was devoted to establishing positions in baseball club 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. zippo much happens in old age. quite a little have so much energy of experiences in their psyche that even a major experience wont upset their psychological balance. Often, society will force people to assume prefered types. Types are ca tegories of classifications of psyches which are non-absolute and have no definite boundaries. There are eight types. Types are combinations of functions and attitudes (page 3). The following are the eight main types 1.Extraverted sentiment 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 extroverted thinker is an Einstein. 2. introverted 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 eventually reach his ties with reality and become schizophrenic. 3. Extraverted life Type.This type, which Jung observes is more frequently show in women, subordinates thinking to smell outing. 4. Introverted Feeling Type. This type is also more commonly found among women. Unlike their extra verted sisters, introverted thought persons keep their feelings hidden from the world. 5. Extraverted necromancer Type. volume of this type, mainly men, take an interest in accumulating facts about the external world. They are realistic, practical, and leadenheaded, but they are not specially concerned about what things mean. 6. Introverted principal 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 Intuitive Type. People of this type, commonly women, are characterized by notion and instability. They jump from situation to situation to discover new possibilities in the external world. They are always looking for new worlds to clutch before they have conquered old ones. 8. Introverted Intuitive Type. The artist is a example of this type, but it also contains dreamers, prophets, visionaries, and cranks.He usually thi nks of himself as a misunderstood genius. Variations in the degree to which each of the attitudes and functions are consciously developed or remain unconscious mind and undeveloped can produce a wide range of differences among individuals. This book is an super valuable source of thought provoking logic. Jung wrote with common sense, passion, and compassion, and the reader experiences a knock of recognition he will distinguish truths he has known, but which 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 material to elements studied in class. One will be dazed by the number of Jungs ideas that anticipated those of later writers. Many of the new trends in psychology and related fields are obligated(predicate) to Jung, who first gave them their direction. The book is also interest ing, because of its repugn nature.I suppose that not all people would enjoy reading such type of literature, since many a(prenominal) an(prenominal) people in this world are stunning 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 collection of information is tremendous. There is so much information bundled in 130 pages, that it makes you think that 500 pages would not be enough to really explain copiously 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, subject field with the world around him, not compliments to challenge the puzzles of nature, should not. This book is a harbor for all who seek to explore the human mind. Our personality traits co me in opposites. We think of ourselves as optimistic or pessimistic, independent or dependent, emotional or unemotional, undaunted or cautious, leader or follower, combative or passive.Many of these are congenital temperament traits, but other characteristics, such as feeling either fitted or inferior, appear to be learned, based on the challenges and support we receive in growing up. The man who did a great deal to explore this concept is Erik Erikson. Although he was influenced by Freud, he believed that the ego exists from birth and that behavior is not totally defensive. establish in part on his study of Sioux Indians on a reservation, Erikson became aware of the grand influence of culture on behavior and placed more emphasis on the external world, such as stamp and wars.He felt the course of development is determined by the interaction of the eubstance (genetic biological programming), mind (psychological), and cultural (ethos) influences. He organized life into eight st ages that uphold from birth to finis (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, shopping center aged adults and older adults. eon the actual ages may vary substantially from one stage to some other, the ages seem to be appropriate for the majority of people.Eriksons basic philosophy might be said to rest on two major themes (1) the world gets bigger as we go along and (2) live onure is cumulative. man the first point is fairly obvious, we might take riddance to the put out. True, in many cases an individual who has to deal with horrendous circumstances as a child may be inefficient to negotiate later stages as well 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 aspect that somewhere along the way the long suit of the human spirit can be ignited and deficits overcome. Therefore, to give you an idea of another developmental concept, be sure to see peglegs of Growth for Children and Adults, based on Pamela Levines work. She saw development as a helical cycle rather than as stages through which we pass, never to visit again. As you read through the following eight stages with their sets of opposites, ceremony which strengths you identify with most and those you need to work on some more. . Infancy let to 18 Months self-importance ontogenesis ending Trust vs. Mis avow elementary strength Drive and Hope Erikson also referred to infancy as the Oral 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 opthalmic contact and touch. If we pass successfully through th is 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 invariably frustrated because our needs are not met, we may end up with a deep-seated feeling of pricelessness 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 that the world is trustworthy and that every individual has a dependable to be here. Not surprisingly, the most prodigious relationship is with the maternal parent, or whoever is our most operative and constant caregiver. . Early Childhood 18 Months to 3 geezerhood Ego maturation vector sum Autonomy vs. Shame sanctioned forces Self-control, Courage, and Will 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 comprehended moun tain training. Here we have the hazard 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 strong relationships are with parents. 3. work out Age 3 to 5 Years Ego developing Outcome porta vs. GuiltBasic Strength persona 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, play out roles in a exam universe, experimenting with the blueprint for what w e believe it means to be an adult. We also begin to use that wondrous word for exploring the worldWHY? While Erikson was influenced by Freud, he downplays biological gender 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 fence and resolve this struggle through social role identification. If were frustrated over natural desires and goals, we may easily experience guilt. The most square relationship is with the basic family. 4. School Age 6 to 12 Years Ego education Outcome Industry vs. lower rank 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 unsolved feelings of inadequacy and inferiority among our peers, we can have serious prob lems in terms of competency 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 political science they once were, although they are still important. 5. Adolescence 12 to 18 Years Ego Development Outcome Identity vs. Role bewilderment Basic Strengths Devotion and Fidelity Up to this stage, according to Erikson, development mostly depends upon what is done to us.From here on out, development depends principally upon what we do. And while adolescence is a stage at which we are neither a child nor an adult, life is definitely getting more complex as we attempt to stripping our own identity, struggle with social interactions, and get laid 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 responsibiliti es, which Erikson called a moratorium. And if we are unsuccessful in navigating this stage, we will experience role confusion 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 puzzle it easy to substitute ideals for experience. 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 standstill and Love In the initial stage of being an adult we seek one or more companions and love. As we try to find mutually satisfying relationships, mainly 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 fa milies until their late thirties. If negotiating this stage is successful, we can experience intimacy on a deep level. If were not successful, isolation and outgo 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 matrimonial partners and friends. 7. Middle Adulthood 35 to 55 or 65 Ego Development Outcome Generativity vs. Self absorption or Stagnation Basic Strengths Production and accusation Now work is most crucial. Erikson spy that middle-age is when we tend to be occupied with seminal and meaningful work and with issues surrounding our family. Also, middle adulthood is when we can expect to be in charge, the role weve longer envied.The significant task is to perpetuate culture and transmit values of the culture through the family (taming the kids) and working(a) to establish a stable environment. Strength comes through ca re of others and production of something that contributes to the procession 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 purposes.If we dont get through this stage successfully, we can become egocentric and stagnate. Significant relationships are within the workplace, the confederacy 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 contribution to life, a feeling Erikson calls in tegrity.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 climax 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.