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Paul Ekman — Telling Lies: Clues To Deceit in the Marketplace, Politics and Marriage –Pamela Meyer — Lie Spotting — Stan B. Walters — The Truth About Lying: How to Spot a Lie and Protect Yourself from Deception –From Lie Spotting To Truth Seeking — Big Lie Media and Lying Lunatic Left Losers — Videos

Posted on January 6, 2018. Filed under: American History, Blogroll, Books, Business, College, Communications, Congress, conservatives, Corruption, Crisis, Culture, Education, Elections, Employment, Family, Foreign Policy, Freedom, government, government spending, Heroes, history, Journalism, Language, Law, liberty, Life, Links, Literacy, Love, Mastery, Money, Natural Gas, Non-Fiction, Oil, People, Philosophy, Photos, Police, Politics, Radio, Raves, Raymond Thomas Pronk, Resources, Taxation, Taxes, Technology, Unemployment, Video, War, Wealth, Writing | Tags: , , , , , , , , , , , , , , , , , , , , |

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Paul Ekman — Telling Lies: Clues To Deceit in the Marketplace, Politics and Marriage — Pamela Meyer — Lie Spotting — Stan B. Walters — The Truth About Lying: How to Spot a Lie and Protect Yourself from Deception –From Lie Spotting To Truth Seeking — Big Lie Media and Lying Lunatic Left Losers — Videos

lying

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Dr. Paul Ekman on Expression and Gesture and Their Role in Emotion and Deception – Part 2

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FBI INVESTIGATING CLINTON FOUNDATION PAY FOR PLAY DONATIONS | JANUARY 5TH, 2018

 

Paul Ekman

From Wikipedia, the free encyclopedia
Paul Ekman
Paulekman bio.jpg
Born February 15, 1934 (age 83)
Washington, D.C.
Residence United States
Known for MicroexpressionsLie to Me
Spouse(s) Mary Ann Mason, J.D., Ph.D.
Awards Named by the American Psychological Association as one of the most influential psychologists of the 20th century based on publications, citations and awards (2001)
Honorary Degree, University of Fernando Pessoa, Portugal (2007)
Honorary Doctor of Humane Letters, Adelphi University (2008)
Honorary Degree, University of Geneva, Switzerland (2008)
Named of the 100 Most Influential People in the World by Time Magazine (2009)
Honorary Degree, Lund University, Sweden (2011)
Scientific career
Fields Psychology
Anthropology
Doctoral advisor John Amsden Starkweather
Influences Charles DarwinSilvan Tomkins

Paul Ekman (born February 15, 1934) is an American psychologist and professor emeritus at the University of California, San Francisco who is a pioneer in the study of emotions and their relation to facial expressions. He has created an “atlas of emotions” with more than ten thousand facial expressions, and has gained a reputation as “the best human lie detector in the world”.[1]

He was ranked 59th out of the 100 most cited psychologists of the twentieth century.[2] Ekman conducted seminal research on the specific biological correlations of specific emotions, demonstrating the universality and discreteness of emotions in a Darwinian approach.[3][4]

Biography

External video
 Conversations with History: Paul Ekman on YouTubeUniversity of California Television, 58:00, April 2008

Childhood

Paul Ekman was born to Jewish parents[5] in 1934 in Washington, D.C., and grew up in New JerseyWashingtonOregon, and California. His father was a pediatrician and his mother was an attorney. His sister, Joyce Steingart, is a psychoanalytic psychologist who before her retirement practiced in New York City.[6]

Ekman originally wanted to be a psychotherapist, but when he was drafted into the army in 1958 he found that research could change army routines, making them more humane. This experience converted him from wanting to be a psychotherapist to wanting to be a researcher, in order to help as many people as possible.[7]

Education

At the age of 15, without graduating from high school, Paul Ekman enrolled at the University of Chicago where he completed three years of undergraduate study. During his time in Chicago he was fascinated by group therapysessions and understanding group dynamics. Notably, his classmates at Chicago included writer Susan Sontag, film director Mike Nichols, and actress Elaine May.[8]

He then studied two years at New York University (NYU), earning his BA in 1954.[4] The subject of his first research project, under the direction of his NYU professor, Margaret Tresselt, was an attempt to develop a test of how people would respond to group therapy.[9]

Next, Ekman was accepted into the Adelphi University graduate program for clinical psychology.[9] While working for his master’s degree, Ekman was awarded a predoctoral research fellowship from the National Institute of Mental Health (NIMH) in 1955.[9] His Master’s thesis was focused on facial expression and body movement he had begun to study in 1954.[9] Ekman eventually went on to receive his Ph.D. in clinical psychology at Adelphi University in 1958, after a one-year internship at the Langley Porter Neuropsychiatric Institute.[9][10]

Military service

Ekman was drafted into the U.S. Army in 1958 to serve 2 years as soon as his internship at Langley Porter was finished.[9] He served as first lieutenant-chief psychologist, at Fort Dix, New Jersey, where he did research on army stockades and psychological changes during infantry basic training.[9][11][12][13]

Career

Upon completion of military service in 1960, he accepted a position as a research associate with Leonard Krasner at the Palo Alto Veterans Administration Hospital, working on a grant focused on the operant conditioning of verbal behavior in psychiatric patients. Ekman also met anthropologist Gregory Bateson in 1960 who was on the staff of the Palo Alto Veterans Administration Hospital. Five years later, Gregory Bateson gave Paul Ekman motion picture films taken in Bali in the mid-1930s to help Ekman with cross-cultural studies of expression and gesture.[9]

From 1960 to 1963, Ekman was supported by a post doctoral fellowship from NIMH. He submitted his first research grant through San Francisco State College with himself as the principal investigator (PI) at the young age of 29.[14] He received this grant from the National Institute of Mental Health (NIMH) in 1963 to study nonverbal behaviour. This award would be continuously renewed for the next 40 years and would pay his salary until he was offered a professorship at the University of California, San Francisco (UCSF) in 1972.

Encouraged by his college friend and teacher Silvan S. Tomkins, Ekman shifted his focus from body movement to facial expressions. He wrote his most famous book, Telling Lies, and published it in 1985. The 4th edition is still in print. He retired in 2004 as professor of psychology in the Department of Psychiatry at the University of California, San Francisco (UCSF). From 1960 to 2004 he also worked at the Langley Porter Psychiatric Institute on a limited basis consulting on various clinical cases.

After retiring from the University of California, San Francisco, Paul Ekman founded the Paul Ekman Group (PEG) and Paul Ekman International.[15] The Paul Ekman Group, “develops and offers online emotional skills-building programs such as the Micro Expression Training Tool, offers workshops, supports researchers in our field, and builds online community around these topics.” They do not take individual cases.[16] Also, PEG offers a micro expression and subtle expression training tool for sale on their website.[17]

Media

In 2001, Ekman collaborated with John Cleese for the BBC documentary series The Human Face.[18]

His work is frequently referred to in the TV series Lie to Me.[19] Dr. Lightman is based on Paul Ekman, and Ekman served as a scientific adviser for the series; he read and edited the scripts and sent video clip-notes of facial expressions for the actors to imitate. While Ekman has written 15 books, the series Lie to Me has more effectively brought Ekman’s research into people’s homes.[19] Lie to Me has aired in more than 60 countries.[20]

He has also collaborated with Pixar‘s film director and animator Pete Docter in preparation of his 2015 film Inside Out.[21] Ekman also wrote a parent’s guide to using Inside Out to help parents talk with their children about emotion, which can be found on his personal website http://www.paulekman.com.

Influence

He was named one of the top Time 100 most influential people in the May 11, 2009 edition of Time magazine.[22] He was also ranked fifteenth among the most influential psychologists of the 21st century in 2014 by the journal Archives of Scientific Psychology.[23] He is currently on the Editorial Board of Greater Good magazine, published by the Greater Good Science Center of the University of California, Berkeley. His contributions include the interpretation of scientific research into the roots of compassion, altruism, and peaceful human relationships.[24]

Research work

Measuring nonverbal communication

Ekman’s interest in nonverbal communication led to his first publication in 1957, describing how difficult it was to develop ways of empirically measuring nonverbal behaviour.[25] He chose the Langley Porter Neuropsychiatric Institute, the psychiatry department of the University of California Medical School, for his clinical internship partly because Jurgen Ruesch and Weldon Kees had recently published a book called Nonverbal Communication (1956).[9][26][27]

Ekman then focused on developing techniques for measuring nonverbal communication. He found that facial muscular movements that created facial expressions could be reliably identified through empirical research. He also found that human beings are capable of making over 10,000 facial expressions; only 3,000 relevant to emotion.[28] Psychologist Silvan Tomkins convinced Ekman to extend his studies of nonverbal communication from body movement to the face, helping him design his classic cross-cultural emotion recognition studies.[29] Interestingly enough, Tomkins also supervised Carroll Izard at the same time, fostering a similar interest in emotion through cross-cultural research.

Emotions as universal categories

In The Expression of the Emotions in Man and Animals published in 1872, Charles Darwin theorized that emotions were evolved traits universal to the human species. However, the prevalent belief during the 1950s, particularly among anthropologists, was that facial expressions and their meanings were determined through behavioural learning processes. A prominent advocate of the latter perspective was the anthropologist Margaret Mead who had travelled to different countries examining how cultures communicated using nonverbal behaviour.

Through a series of studies, Ekman found a high agreement across members of diverse Western and Eastern literate cultures on selecting emotional labels that fit facial expressions. Expressions he found to be universal included those indicating wrath, grossness, scaredness, joy, loneliness, and shock. Findings on contempt were less clear, though there is at least some preliminary evidence that this emotion and its expression are universally recognized.[30] Working with his long-time friend Wallace V. Friesen, Ekman demonstrated that the findings extended to preliterate Fore tribesmen in Papua New Guinea, whose members could not have learned the meaning of expressions from exposure to media depictions of emotion.[31] Ekman and Friesen then demonstrated that certain emotions were exhibited with very specific display rules, culture-specific prescriptions about who can show which emotions to whom and when. These display rules could explain how cultural differences may conceal the universal effect of expression.[32]

In the 1990s, Ekman proposed an expanded list of basic emotions, including a range of positive and negative emotions that are not all encoded in facial muscles.[33] The newly included emotions are: AmusementContemptContentmentEmbarrassmentExcitementGuiltPride in achievementReliefSatisfactionSensory pleasure, and Shame.[33]

Visual depictions of facial actions for studying emotion

Ekman’s famous test of emotion recognition was the Pictures of Facial Affect (POFA) stimulus set published in 1976. Consisting of 110 black and white images of Caucasian actors portraying the six universal emotions plus neutral expressions, the POFA has been used to study emotion recognition rates in normal and psychiatric populations around the world. Ekman used these stimuli in his original cross-cultural research. Many researchers favor the POFA because these photographs have been rated by large normative groups in different cultures. In response to critics, however, Ekman eventually released a more culturally diverse set of stimuli called the Japanese and Caucasian Facial Expressions of Emotion (JACFEE).[34]

By 1978, Ekman and Friesen had finalized and developed the Facial Action Coding System (FACS)[35] to taxonomize every human facial expression. FACS is an anatomically based system for describing all observable facial movement for every emotion. Each observable component of facial movement is called an action unit or AU and all facial expressions can be decomposed into their constituent core AUs.[36] An update of this tool came in the early 2000s.

Other tools have been developed, including the MicroExpressions Training Tool (METT), which can help individuals identify more subtle emotional expressions that occur when people try to suppress their emotions. Application of this tool includes helping people with Asperger’s or autism to recognize emotional expressions in their everyday interactions. The Subtle Expression Training Tool (SETT) teaches recognition of very small, micro signs of emotion. These are very tiny expressions, sometimes registering in only part of the face, or when the expression is shown across the entire face, but is very small. Subtle expressions occur for many reasons, for example, the emotion experienced may be very slight or the emotion may be just beginning. METT and SETT have been shown to increase accuracy in evaluating truthfulness.

Detecting deception

Ekman has contributed to the study of social aspects of lying, why we lie,[37] and why we are often unconcerned with detecting lies.[38] He first became interested in detecting lies while completing his clinical work. As detailed in Ekman’s Telling Lies, a patient he was involved in treating denied that she was suicidal in order to leave the hospital. Ekman began to review videotaped interviews to study people’s facial expressions while lying. In a research project along with Maureen O’Sullivan, called the Wizards Project (previously named the Diogenes Project), Ekman reported on facial “microexpressions” which could be used to assist in lie detection. After testing a total of 20,000 people[39] from all walks of life, he found only 50 people who had the ability to spot deception without any formal training. These naturals are also known as “Truth Wizards”, or wizards of deception detection from demeanor.[40]

In his profession, he also uses oral signs of lying. When interviewed about the Monica Lewinsky scandal, he mentioned that he could detect that former President Bill Clinton was lying because he used distancing language.[41]

Contributions to the world’s understanding of emotion

In his 1993 seminal paper in the psychology journal American Psychologist, Ekman describes nine direct contributions that his research on facial expression has made to the understanding of emotion.[42] Highlights include:

  • Consideration of both nature and nurture: Emotion is now viewed as a physiological phenomenon influenced by our cultural and learning experiences.
  • Emotion-specific physiology: Ekman led the way by trying to find discrete psychophysiological differences across emotions. A number of researchers continue to search for emotion-specific autonomic and central nervous system activations. With the advent of neuroimaging techniques, a topic of intense interest revolves around how specific emotions relate to physiological activations in certain brain areas. Ekman laid the groundwork for the future field of affective neuroscience.
  • An examination of events that precede emotions: Ekman’s finding that voluntarily making one of the universal facial expressions can generate the physiology and some of the subjective experience of emotion provided some difficulty for some of the earlier theoretical conceptualizations of experiencing emotions.
  • Considering emotions as families: Ekman & Friesen (1978) found not one expression for each emotion, but a variety of related but visually different expressions. For example, the authors reported 60 variations of the anger expression which share core configurational properties and distinguish themselves clearly from the families of fearful expressions, disgust expressions, and so on. Variations within a family likely reflect the intensity of the emotion, how the emotion is controlled, whether it is simulated or spontaneous, and the specifics of the event that provoked the emotion.

Criticisms

Most credibility-assessment researchers agree that people are unable to visually detect lies.[43] The application of part of Ekman’s work to airport security via the Transportation Security Administration‘s “Screening Passengers by Observation Techniques” (SPOT) program has been criticized for not having been put through controlled scientific tests.[43] A 2007 report on SPOT stated that “simply put, people (including professional lie-catchers with extensive experience of assessing veracity) would achieve similar hit rates if they flipped a coin”.[44] Since controlled scientific tests typically involve people playing the part of terrorists, Ekman says those people are unlikely to have the same emotions as actual terrorists.[43] The methodology used by Ekman and O’Sullivan in their recent work on Truth wizards has also received criticism on the basis of validation.[45]

Other criticisms of Ekman’s work are based on experimental and naturalistic studies by several other emotion psychologists that did not find evidence in support of Ekman’s proposed taxonomy of discrete emotions and discrete facial expression.[46]

Ekman received hostility from some anthropologists at meetings of the American Psychological Association and the American Anthropological Association from 1967 to 1969. He recounted that, as he was reporting his findings on universality of expression, one anthropologist tried to stop him from finishing by shouting that his ideas were fascist. He compares this to another incident when he was accused of being racist by an activist for claiming that Black expressions are not different from White expressions. In 1975, Margaret Mead, an anthropologist, wrote against Ekman for doing “improper anthropology”, and for disagreeing with Ray Birdwhistell‘s claim opposing universality. Ekman wrote that, while many people agreed with Birdwhistell then, most came to accept his own findings over the next decade.[14] However, some anthropologists continued to suggest that emotions are not universal.[47] Ekman argued that there has been no quantitative data to support the claim that emotions are culture specific. In his 1993 discussion of the topic, Ekman states that there is no instance in which 70% or more of one cultural group select one of the six universal emotions while another culture group labels the same expression as another universal emotion.[42]

Ekman criticized the tendency of psychologists to base their conclusions on surveys of college students. Hank Campbell quotes Ekman saying at the Being Human conference, “We basically have a science of undergraduates.”[48]

The pioneer F-M Facial Action Coding System 2.0 (F-M FACS 2.0) [49] was created in 2017 by Dr. Freitas-Magalhães, and presents 2,000 segments in 4K, using 3D technology and automatic and real-time recognition.

Publications

  • Nonverbal messages: Cracking the Code ISBN 978-0-9915636-3-0
  • Emotional Awareness: Overcoming the Obstacles to Psychological Balance and Compassion (Times Books, 2008) ISBN 0-8050-8712-5
  • Unmasking the Face ISBN 1-883536-36-7
  • Emotions Revealed: Recognizing Faces and Feelings to Improve Communication and Emotional Life (Times Books, 2003) ISBN 0-8050-7516-X
  • Telling Lies: Clues to Deceit in the Marketplace, Politics, and Marriage (W. W. Norton & Company, 1985) ISBN 0-393-32188-6
  • What the Face Reveals (with Rosenberg, E. L., Oxford University Press, 1998) ISBN 0-19-510446-3
  • The Nature of Emotion: Fundamental Questions (with R. Davidson, Oxford University Press, 1994) ISBN 0-19-508944-8
  • Darwin and Facial Expression: A Century of Research in Review ISBN 0-12-236750-2
  • Facial Action Coding System/Investigator’s ISBN 99936-26-61-9
  • Why Kids Lie: How Parents Can Encourage Truthfulness (Penguin, 1991) ISBN 0-14-014322-X
  • Handbook of Methods in Nonverbal Behavior Research ISBN 0-521-28072-9
  • Face of Man ISBN 0-8240-7130-1
  • Emotion in the Human Face ISBN 0-08-016643-1
  • Handbook of Cognition and Emotion (Sussex, UK John Wiley & Sons, Ltd., 1999)

See also

References

https://en.wikipedia.org/wiki/Paul_Ekman

FBI launches new Clinton Foundation investigation

 The Justice Department has launched a new inquiry into whether the Clinton Foundation engaged in any pay-to-play politics or other illegal activities while Hillary Clinton served as secretary of State, law enforcement officials and a witness tells The Hill.

FBI agents from Little Rock, Ark., where the foundation was started, have taken the lead in the investigation and have interviewed at least one witness in the last month, and law enforcement officials said additional activities are expected in the coming weeks.

The officials, who spoke only on condition of anonymity, said the probe is examining whether the Clintons promised or performed any policy favors in return for largesse to their charitable efforts or whether donors made commitments of donations in hopes of securing government outcomes.

The probe may also examine whether any tax-exempt assets were converted for personal or political use and whether the foundation complied with applicable tax laws, the officials said.One witness recently interviewed by the FBI described the session to The Hill as “extremely professional and unquestionably thorough” and focused on questions about whether donors to Clinton charitable efforts received any favorable treatment from the Obama administration on a policy decision previously highlighted in media reports.

The witness discussed his interview solely on the grounds of anonymity. He said the agents were from Little Rock and their questions focused on government decisions and discussions of donations to Clinton entities during the time Hillary Clinton led President Obama’s State Department.

The FBI office in Little Rock referred a reporter Thursday to Washington headquarters, where officials declined any official comment.

Clinton’s chief spokesman, Nick Merrill, on Friday morning excoriated the FBI for re-opening the case, calling the probe “disgraceful” and suggesting it was nothing more than a political distraction from President Trump‘s Russia controversies.

“Let’s call this what it is: a sham,” Merrill said. “This is a philanthropy that does life-changing work, which Republicans have tried to turn into a political football. It began with a now long-debunked project spearheaded by Steve Bannon during the presidential campaign. It continues with Jeff Sessions doing Trump’s bidding by heeding his calls to meddle with a department that is supposed to function independently.”

Foundation spokesman Craig Minassian took a more muted response, saying the new probe wouldn’t distract the charity from its daily work.
“Time after time, the Clinton Foundation has been subjected to politically motivated allegations, and time after time these allegations have been proven false. None of this has made us waver in our mission to help people,” Minassian said. “The Clinton Foundation has demonstrably improved the lives of millions of people across America and around the world while earning top ratings from charity watchdog groups in the process.”

The Wall Street Journal reported late last year that several FBI field offices, including the one in Little Rock, had been collecting information on the Clinton Foundation for more than a year. The report also said there had been pushback to the FBI from the Justice Department.

A renewed law enforcement focus follows a promise to Congress late last year from top Trump Justice Department officials that law enforcement would revisit some of the investigations and legal issues closed during the Obama years that conservatives felt were given short shrift. It also follows months of relentless criticism on Twitter from President Trump, who has repeatedly questioned why no criminal charges were ever filed against the “crooked” Clintons and their fundraising machine.

For years, news media from The New York Times to The Daily Caller have reported countless stories on donations to the Clinton Foundation or speech fees that closely fell around the time of favorable decisions by Clinton’s State Department. Conservative author Peter Schweizer chronicled the most famous of episodes in his book “Clinton Cash” that gave ammunition to conservatives, including Trump, to beat the drum for a renewed investigation.

Several GOP members of Congress have recently urged Attorney General Jeff Sessions to appoint a special counsel to look at the myriad issues surrounding the Clintons. Justice officials sent a letter to Congress in November suggesting some of those issues were being re-examined, but Sessions later testified the appointment of a special prosecutor required a high legal bar that had not yet been met.

His decision was roundly criticized by Republicans, and recent revelations that his statement was watered down by edits and that he made the decision before all witness interviews were finished have led to renewed criticism.

A senior law enforcement official said the Justice Department was exploring whether any issues from that probe should be re-opened but cautioned the effort was not at the stage of a full investigation.

One challenge for any Clinton-era investigation is that the statute of limitations on most federal felonies is five years, and Clinton left office in early 2013.

http://thehill.com/homenews/campaign/367541-fbi-launches-new-clinton-foundation-investigation

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Story 1: Nationwide Protests In Iran Turn Increasingly Violent With More Than 22 Deaths — Videos

Posted on January 2, 2018. Filed under: American History, Blogroll, College, Corruption, Crisis, Cult, Culture, Documentary, Economics, Education, Employment, Energy, Faith, Family, Foreign Policy, Freedom, government, government spending, history, Islam, Islam, Journalism, Law, liberty, Life, Links, Middle East, Money, Natural Gas, Natural Gas, Nuclear Power, Oil, Oil, People, Philosophy, Photos, Pistols, Police, Rants, Raves, Regulations, Religion, Religious, Resources, Rifles, Security, Shite, Speech, Talk Radio, Taxation, Terrorism, Torture, Unemployment, Video, War, Welfare, Wisdom, Work, Writing | Tags: , , , , , , , |

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Trump praises protesters for challenging Iran’s ‘brutal and corrupt’ regime after official warns demonstrators face the DEATH PENALTY as nine die overnight and 450 have been arrested

  • US President said Iranians are ‘finally acting against brutal and corrupt regime’
  • Iran’s Supreme Leader Ayatollah Ali Khamenei ‘has met senior officials for talks’
  • Notes from meeting say ‘God help us’ and reveal economic impact of unrest
  • Khamenei this morning said ‘enemies’ of the Islamic Republic had stirred unrest 
  • Nine more have been killed overnight while 450 have been arrested during riots

Donald Trump has praised protesters for challenging Iran‘s ‘brutal and corrupt’ regime after a Tehran official warned demonstrators face the death penalty.

After days of unrest that have seen 21 people killed and more than 450 arrested, the US President said Iranians were ‘finally acting’.

‘All of the money that President Obama so foolishly gave them went into terrorism and into their ‘pockets.’ The people have little food, big inflation and no human rights. The U.S. is watching!’ he wrote this morning.

Iran’s foreign ministry hit back saying Trump should focus on ‘homeless and hungry people’ in his own country rather than insulting Iranians.

It comes after nine people died in overnight clashes and the head of Tehran’s Revolutionary Court reportedly warned detained protesters could be executed.

The death toll from violent protests in Iran has risen to 21 after nine more people were killed in clashes overnight. New pictures have emerged showing some of the unrest on New Year's Eve with a building on fire in Dorud

Six of the most recent decent deaths happened when protesters clashed with security forces as they tried to storm a police station in Qahderijan, a town of 30,000 in the Isfahan region of central Iran. People stand near a burning car in Tuyserkan, Hamadan Province, Iran on December 31

Supreme Leader Ayatollah Ali Khamenei (pictured today) has blamed the country's 'enemies' for riots that have claimed nine more lives overnight
 Supreme Leader Ayatollah Ali Khamenei (pictured today) has blamed the country’s ‘enemies’ for riots that have claimed nine more lives overnight
Iranian President Hassan Rouhani (pictured) has dismissed the protests taking place across Iran on Monday as 'nothing', in a bid to downplay the significance of the increasingly violent demonstrationsIranian President Hassan Rouhani (pictured) has dismissed the protests taking place across Iran on Monday as ‘nothing’, in a bid to downplay the significance of the increasingly violent demonstrations

Donald Trump has praised protesters for challenging Iran's 'brutal and corrupt' regime after a Tehran official warned demonstrators face the death penalty. In a tweet, the US President said saluted Iranians for 'finally acting' after days of unrest that have seen 21 people killed and more than 450 arrested

Donald Trump has praised protesters for challenging Iran’s ‘brutal and corrupt’ regime after a Tehran official warned demonstrators face the death penalty. In a tweet, the US President said saluted Iranians for ‘finally acting’ after days of unrest that have seen 21 people killed and more than 450 arrested

Mousa Ghazanfarabadi said: ‘Obviously one of their charges can be Moharebeh,’ or waging war against God. That’s a death penalty offense in Iran. He was also quoted as saying some protesters will come to trial soon on charges of acting against national security and damaging public properties.

It comes after Iran‘s supreme leader Ayatollah Ali Khamenei blamed the country’s ‘enemies’ for the riots. Khamenei is said to have met with top political leaders and security chiefs to discuss a clamp down on protests.

A report of the meeting states: ‘God help us, this is a very complex situation and is different from previous occasions.’

The documents emerged as nine were killed in clashes overnight bringing to 21 the total number of those killed in the unrest so far. Six deaths happened when protesters clashed with security forces as they tried to storm a police station in Qahderijan, a town of 30,000 in the Isfahan region of central Iran.

A member of the Revolutionary Guards and a passer-by were killed in nearby Kahriz Sang. Around 100 people were arrested overnight in the same region, Iranian state television reported.

Khamenei this morning said enemies of the Islamic Republic had stirred unrest, using ‘different tools including cash, weapons, politics and intelligence apparatus to create troubles’.  

According to Fox News,  a leaked report of his meeting was given to the National Council of Resistance of Iran by senior government sources. It suggested the protests have hit the country’s economy and ‘threatens the regime’s security’.

‘The first step, therefore, is to find a way out of this situation,’ it added.

Twelve people have been reported dead during a fourth straight night of protests in Iran, including reports of three people killed in the city of Isfahan

Video purportedly taken in Isfahan on Sunday night shows dozens of people on the street before what sounds like gunshots are heard

Khamenei this morning said enemies of the Islamic Republic had stirred unrest, using 'different tools including cash, weapons, politics and intelligence apparatus to create troubles'

‘Religious leaders and the leadership must come to the scene as soon as possible and prevent the situation (from) deteriorating further. God help us, this is a very complex situation and is different from previous occasions.’

Despite the unrest, Iranian President Hassan Rouhani yesterday dismissed the protests as ‘nothing’

Earlier reports had already said a policeman was killed and three others injured in Najafabad after being shot with a hunting rifle.

That brings the estimated death toll to 21 in unrest linked to the protests, that began last Thursday in second city Mashhad and quickly spread across the country.

The unrest has remained focused on provincial towns and cities, with only sporadic protests reported in Tehran on Monday evening.

Some 450 people have been arrested in the Iranian capital, an official told local media on Tuesday.

‘200 people were arrested on Saturday, 150 on Sunday and around 100 on Monday,’ Ali-Asghar Naserbakht, a deputy in the Tehran city governor’s office, told the reformist-linked ILNA news agency.

IRAN BLOCKS SOCIAL MEDIA IN BID TO STOP SPREAD OF UNREST

Iran has shut down social media in an attempt to stop unrest from spreading widely as deadly anti-government protests continue across the country.

Authorities have blocked access to Instagram and the Telegram messaging app as part of a clamp down on its citizens’ internet communications.

Meanwhile, Google has faced calls to lift restrictions on its services for internet users in Iran so that millions of protesters can ‘connect and organise’.

President Hassan Rouhani has insisted people are ‘absolutely free’ to express their anger but ‘criticism is different to violence and destroying public property.’

But the demonstrations, which have claimed 21 lives and led to 450 arrests so far, were fanned in part by messages sent on social media platforms prompting a black out of some services on Sunday.

Iran has shut down social media in an attempt to stop unrest from spreading widely as deadly anti-government protests continue across the country. An iranian man is pictured showing how one of his apps is no longer functioning 

Iran has shut down social media in an attempt to stop unrest from spreading widely as deadly anti-government protests continue across the country. An iranian man is pictured showing how one of his apps is no longer functioning

Telegram in particular is very popular in Iran, with more than 50 per cent of the country’s 80m population said to be active on the app.

Iran state TV website reported the decision citing an anonymous source who said it was ‘in line with maintaining peace and security of the citizens.’

The source said: ‘With a decision by the Supreme National Security Council, activities of Telegram and Instagram are temporarily limited.’

Google meanwhile has been urged to lift internet restrictions in the country.

Dr Steven Murdoch, a security researcher in the Computer Science Department, University College London, told Sky News that Google blocks users from Iran from accessing many of its services because of US sanctions.

But as a result, people have encountered difficulties trying to use counter-censorship apps such as Signal, which was set up to bypass blocking by disguising itself amongst Google’s services.

NSA whistleblower Edward Snowden later tweeted: ‘Many US politicians say they want to help Iranian protesters. If they’re serious, one phone call could get @Google to restore millions of protesters’ ability to connect and organize.’

Google has not yet responded to requests for comments, Sky said.

Iran’s reformist politicians on Tuesday condemned violence that has rocked the country in recent days, accusing the US of stirring unrest while still calling on their government to address economic grievances.

‘Without doubt the Iranian people are confronted with difficulties in their daily lives… and have the right to peacefully demand and protest,’ said a statement from the Association of Combattant Clerics, headed by reformist ex-president Mohammad Khatami.

‘But the events of recent days have shown that opportunists and trouble-makers have exploited the demonstrations to create problems, insecurity and destroy public buildings, while insulting sacred religious and national values.’

Khatami led the country from 1997 to 2005 but was later barred from public appearances for his role in leading mass demonstrations in 2009.

The group said the violence seen through five days of protests across the country would help Iran’s ‘enemies’.

‘The enemies of Iran, headed by the United States and their agents… have encouraged the trouble-makers and the violent actions.’

Protests have been relatively small in Tehran compared with many parts of the country since the unrest began last Thursday.

‘We feel the situation in Tehran is more calm than previous days. Already yesterday, it was calmer than before,’ said Naserbakht.

He added that no request had yet been put to the Revolutionary Guards to intervene in the capital.

Crowds continued to gather in Iran despite the government blacking out the Telegram messaging app and Instagram

Police have used water cannon to disperse protesters who had  gathered in Ferdowsi Square, Tehran

‘We will not permit insecurity to continue in any way in Tehran. If it continues, officials will take decisions to finish it,’ said Esmail Kowsari, a deputy commander for a local branch of the Revolutionary Guards, on state television.

Rouhani yesterday attempted to downplay the significance of the mass demonstrations.

In what has become the biggest threat to Iranian leaders since the presidential protests in 2009, Rouhani’s words have so far failed to quell the increasingly violent uprising.

‘Our great nation has witnessed a number of similar incidents in the past and has comfortably dealt with them. This is nothing,’ Rouhani said in a meeting with Iranian members of parliament on Monday, CNN reported.  

Ali Shamkhani, secretary of Iran’s Supreme National Security Council, described the unrest – the biggest challenge to the regime since mass protests in 2009 – as a ‘proxy war against the Iranian people’.

‘Hashtags and messages about the situation in Iran come from the United States, Britain and Saudi Arabia,’ he told local media.

Iran’s intelligence ministry released a statement saying ‘instigators’ have been identified ‘and will be dealt with seriously soon’.

Iranian police use water cannon to disperse protesters

Hassan Rouhani said people were ‘completely free to express their criticism’ of the government but violence would not be tolerated in his first public remarks on the crisis

Protests started in the north east city of Mashhad last week but have since spread around the country in the most serious challenge to the regime since 2009 

Protests started in the north east city of Mashhad last week but have since spread around the country in the most serious challenge to the regime since 2009

The Revolutionary Guards have yet to fully intervene against the protesters, but published photos on Monday of three wanted people and called on the public to report any ‘seditionist elements’.

Pro-regime rallies were held across several towns and cities – reflecting continued support among a large conservative section of society.

Reporting restrictions remained tight, but videos on social media continued to show widespread anti-government protests in many areas.

Rouhani came to power in 2013 promising to mend the economy and ease social tensions, but high living costs and a 12 percent unemployment rate have left many feeling that progress is too slow.

The young are most affected, with as many as 40 percent out of work according to analysts, and rural areas particularly hard-hit.

‘People have had enough, especially the young people. They have nothing to be happy about,’ said Sarita Mohammadi, a 35-year-old teacher in Tehran.

‘The situation is far worse in provinces. Agriculture has been destroyed. I know many who have left the north of the country to come to Tehran to work,’ she added.

Rouhani acknowledged there was ‘no problem bigger than unemployment’ in a speech on Sunday, and also vowed a more balanced media and more transparency.

President Trump continued his attacks on the Iranian regime via Twitter as Rouhani said he has 'no right to feel pity for the people of Iran'

President Trump continued his attacks on the Iranian regime via Twitter as Rouhani said he has ‘no right to feel pity for the people of Iran’

US President Donald Trump, who has repeatedly criticised Tehran over four days of demonstrations, said it was ‘time for a change’ and that Iran’s people were ‘hungry’ for freedom.

The European Union on Monday pushed Iran to guarantee the right to protest and separately British Foreign Secretary Boris Johnson said ‘the UK is watching events in Iran closely’.

‘We believe that there should be meaningful debate about the legitimate and important issues the protesters are raising and we look to the Iranian authorities to permit this,’ Johnson said in a statement.

In 2009, authorities ruthlessly put down protests against the re-election of hardliner Mahmoud Ahmadinejad. At least 36 people were killed in 2009, according to an official toll, while the opposition says 72 died. 

http://www.dailymail.co.uk/news/article-5227833/Death-toll-Iran-protests-climbs-21-9-die.html#ixzz534IMCTCI

 

e pro-Western foreign policy of the regime it overthrew. Since then, Iran has oscillated between the two opposing tendencies of revolutionary ardour (promoting the Islamic revolution and struggling against non-Muslim tendencies abroad) and moves towards pragmatism (economic development and normalization of foreign relations). Khomeini’s 1989 fatwa calling for the killing of British citizen Salman Rushdie for his allegedly blasphemous book, The Satanic Verses, demonstrated the willingness of the Islamic revolutionaries to sacrifice trade and other ties with western countries to threaten an individual citizen of a foreign country living thousands of miles away. On the other hand, Khomeini’s death in 1989 led more pragmatic policies, with Presidents Hashemi Rafsanjani and Mohammad Khatami leading the charge for more stable relations with the west as well as its surrounding, non-Revolutionary-Islamic neighbors—i.e., Saudi Arabia. Following the 2005 election of President Mahmoud Ahmedinejad, Iran has returned to more a more hardline stance, frequently antagonizing the west and its neighbors while battling for control over the region.

In the immediate aftermath of the revolution, the Islamic Republic went to war against Saddam Hussein‘s Iraq after the latter launched a military offensive in the 1980s. With most foreign aid going to Iraq, Iran was forced to accept a ceasefire by 1988. Tensions with Iraq remained long after the war; it was not until the death of Saddam himself that Iran and Iraq have started improving their relations.

The Islamic Republic founded and sponsored the Lebanese group known as Hezbollah; its leaders were followers of Khomeini. The creation of Hezbollah, and its funding from Iran, was in response to the Israeli occupation of Lebanon. Since then, Hezbollah has served as both an ally and a surrogate for Iran during its conflict with America and Israel. Author Olivier Roy describes the Islamic Republic’s as having “lost most of its allure among non-Iranian Shia’s,” giving as examples the 1995 house arrest in Qom of the two sons of Grand Ayatollah Shirazi, spiritual leader of the Bahraini Shia; and the close cooperation between the Afghan Shia party Wahdat and the U.S. Army after November 2001.[7]

The Islamic Republic strongly supports the Palestinian cause. Government aid goes to everything from Palestinian hospitals to arms supplies. There is vigorous media publicity, an official “Quds (Jerusalem) Day”, and squares and streets named after Palestine crisscross Iranian cities. Some question whether the issue has domestic grassroots support, arguing that Iranians “lack emotional and cultural ties to Palestinians,”[8] or has been too costly in terms of opportunity cost compared to peaceful coexistence.[9]

Human development

Net Iranian migration (1979–2008). A positive value represents more people entering Iran than leaving the country.

Despite stagnation in the economy, Iran’s Human Development Index rating (including life expectancy, literacy, education, and standard of living) improved significantly in the years after the revolution, climbing from 0.569 in 1980 to 0.759 in 2007/8.[10] It now ranks 94th out of 177 countries with data.[11] This is approximately the same rate, as neighbor Turkey which has a somewhat higher HDI rating (0.775).[12] One factor in the HDI rise has been literacy rates among Iranian women which “rose from 28% to 80% between 1976 and 1996.”[13]

Although the Shah’s regime had created a popular and successful Literacy Corps and also worked to raise literacy rates,[14] the Islamic Republic based its educational reforms on Islamic principles. The Literacy Movement Organization (LMO), replaced the Literacy Corps following the revolution[15] and is credited with much of Iran’s continued success in reducing illiteracy from 52.5 per cent in 1976 to just 24 per cent, at the last count in 2002.[16]The movement has established over 2,000 community learning centers across the country, employed some 55,000 instructors, distributed 300 easy-to-read books and manuals, and provided literacy classes to a million people, men as well as women.[17][18] The increase in literacy “meant that for the first time in history most of the population, including Azeris, Kurds, Gilakis, and Moazanderanis, could converse and read in Persian.”[19]

In the field of health, maternal and infant mortality rates have been cut significantly.[20] Infant mortality per 1000 dropped from 104 to 25.[19]

In particular conditions improved in the countryside. The Reconstruction Jihad “extended roads, electricity, piped water, and most important of all, health clinics into villages. … turning peasants into farmers. Soon most farmers had access not only to roads, schools, … but also … radios, refrigerators, telephones, televisions, motorbikes, even pickup trucks. …on the eve of the revolution, life expectancy at birth had been less than 56; by the end of the century, it was near 70.”[19]

Economy

Under the Islamic Republic, Iran’s economy has been dominated by oil and gas exports which constituted 70% of government revenue and 80% of export earnings as of 2008.[21] It has a large public sector, with an estimated 60% of the economy directly controlled and centrally planned by the state.[22] A unique feature of Iran‘s economy is the large size of the religious foundations, or Bonyads, whose combined budgets are said to make up as much as half that of the central government.[22][23]

Top oil-producing countries
(million barrels per day)

Economic problems include the shattering of the Iranian oil sector and consequent loss of output from the revolution and Iran–Iraq War (Iran sustained economic losses estimated at $500 billion[24]), a soaring population over the same period, inefficiency in the state sector, dependence on petroleum exports,[25] and corruption.[26][27]

The constitution of the Islamic Republic calls for the state sector “to include all large-scale and mother industries, foreign trade”, natural resources and communication; and calls on the private sector to “supplement the … state and cooperative sectors.”[28][29]

The International Monetary Fund reports that Iran’s gross national income per capita (PPP model) more than doubled since the revolution despite strong population growth—one year after the revolution it was $4,295 and grew to $11,396 by 2010.[30]

However, complaining about the economy is said to have become “a national pastime” among Iranians.[31] According to international economic consultant Jahangir Amuzegar, as of 2003:

Despite a 100 percent rise in average annual oil income since the revolution, most indicators of economic welfare have steadily deteriorated. … Average inflation in the years after the revolution has been at least twice as high as during the 1970s, unemployment has been three times higher, and economic growth is two-thirds lower. As a result, Iran’s per capita income has declined by at least 30 percent since 1979. By official admission, more than 15 percent of the population now lives below the absolute poverty line, and private estimates run as high as 40 percent.[32]

Per capita income declines when the price of oil declines (per capita income reportedly fell at one point (1995) to 1/4 of what it was prior to the revolution);[33][34] Accumulated assets of the Iranian middle class—carpets, gold, apartments—that were acquired in the four-year boom after the 1973 oil price rise and served to cushion the fall in standards of living, have now reportedly “largely been sold off.”[35][36]

The poor have also exhibited dissatisfaction. Absolute poverty rose by nearly 45% during the first 6 years of the Islamic revolution[37] and on several occasions the mustazafin have rioted, protesting the demolition of their shantytowns and rising food prices. Disabled war veterans have demonstrated against mismanagement of the Foundation of the Disinherited.[38] Hardship has compelled some children to take odd jobs rather than go to school.[39]

A 2002 study leaked from Iran’s Interior Ministry, reported nearly 90% of respondents dissatisfied with the present government according to Amuzegar. Of this total, 28% wanted “fundamental” changes, 66% “gradual reforms.” 10% expressed satisfaction with the status quo.

According to British-Iranian scholar, Ali M. Ansari, “Iranians joke” that with the world’s second or third largest reserves of oil and natural gas, extensive deposits of coppergolduranium, as well as an educated and cohesive workforce, “they are blessed with all the facilities to be the industrial engine of the region, except good governance.”[40]

Corruption

Sahabi family (Ezzatollah Sahabi, Yadollah and Haleh Sahabi), active members of National party were imprisoned and Haleh was killed for their peaceful activism.

Corruption is a problem in the Islamic Republic.[26][27] According to some observers, its level compares unfavorably with pre-revolutionary days. Foreign journalist Robin Wright quotes a bazaari as saying “The clergy tries to keep itself clean. But you can’t-do anything anymore without paying off this mullah’s son or that mullah’s brother-in-law – and these days usually both.”

Bribery in Iran was increasingly becoming the biggest part of business deals—and a lot of other transactions too. Iranians called it “oiling the mustache,” and it was commonly practiced before the revolution, but payoffs then were usually a one-time thing of a known amount. Two decades after the revolution, even the smallest service called for bribes to several different parties.[41]

Emigration

Journalists report complaints that, “these days, if a student is lucky enough to study in the West, he will rarely come home. There are so few good jobs that everyone, from students to middle-aged engineers, is looking for a way out.”[42] An estimated “two to four million entrepreneurs, professionals, technicians, and skilled craftspeople (and their capital)” emigrated to other countries following the revolution,[43] and continue to do so at a rate of more than 150,000 a year. This flight of intellectual capital is estimated to come to almost $6 billion a year in growth opportunities, based on the average Iranian professional contributing $40,000 per year to gross capital formation.[citation needed]

Emigration from Iran, starting with young males fleeing from the Iran–Iraq War draft, is thought by some to be the feature of the Islamic Republic most resented by Iranians. According to Shirin Ebadi, “If you ask most Iranians what keener, what grievance, they nurture most bitterly against the Islamic Republic, it is the tearing apart of their families … had the revolutionaries tempered their wild radicalism, had they not replaced the Shah with a regime that prompted mass flight, their families would still be whole.”[44]

Society

While the revolution brought about some re-Islamisation of Iran, particularly in terms of personal appearance—beards, hijab—it has not prompted a reversal of some modernizing trends or a return to traditional patterns of family life, (such as polygamy and the extended family with numerous children).

Despite the lowering of the legal age of marriage for women fell to 9,[45] and the Ayatollah Khomeini’s support for early marriage for females,

It is recommended that one hurries in giving the husband to a daughter who has attained puberty, meaning that she is of the age of religious accountability. His Holiness, Sadegh [the 6th Imam] salutations to him, bade that it is one of a man’s good fortunes that his daughter does not see menses in his own house.[46]

the actual average age of marriage for women rose to 22 by 1996. Thus the age difference between husbands and wives in Iran actually fell between 1980 and 2000, from 7 to 2.1 years.[47] (The man’s average age at marriage has remained around 24.4 over the past 20 years, which means greater educational equality between spouses.)

Nor has Islamisation of family law lead to an increase in the number of polygamous families or more frequent divorces. Polygamy has remained at about 2% of permanent marriages during the past 40 years and the divorce rate has decreased slightly since the 1970s.[48]

Population growth was encouraged for the first nine years of the revolution, but in 1988 youth unemployment concerns prompted the government to do “an amazing U-turn” and Iran now has “one of the world’s most effective” family planning programs.[49]

After the Iranian revolution, Iranian women have continued to occupy high positions in the political system. In the late 1990s, Iranians sent more women to Iranian parliament than Americans sent to U.S. senate.[50]

Gharbzadegi (“westoxification”) or western cultural influence stubbornly remains, entering via (illegal) music recordings, videos, and satellite dishes,[51] despite government efforts. Compulsory hijab (veiling) for women has been given extensive police enforcement,[52]Shorts, necklaces, “glamorous” hairstyles, and neckties (in government buildings) are forbidden for men.[53][54] Western music is banned even more thoroughly,[55] but observers note it is nonetheless popular and widespread.[56] One post-revolutionary opinion poll found 61% of students in Tehran chose “Western artists” as their role models with only 17% choosing “Iran’s officials.”[57]

Human Rights

In the first five years of the Islamic Republic, during its consolidation, approximately 8000 political opponents were executed. Thousands of political prisoners were also executed in 1988. Like other revolutions before it, the Iranian Revolution took a higher toll on those who had participated in the revolution than those in the regime it overthrew.[58]

In recent years the killing of dissidents has been much less frequent and reported abuses are more likely to include harsh penalties for crimes; punishment of fornication, homosexuality, apostasy, poor hijab (covering the head for women); restrictions on freedom of speech, and the press, including the imprisonment of journalists; unequal treatment according to religion and gender; torture to extract repudiations by prisoners of their cause and comrades on video for propaganda purposes,[59] and allowing prisoners to die by withholding medical treatment.[60]

Religion

The funeral of Grand Ayatollah Hosein-Ali Montazeri who challenged the regime for several decades.

Iran is governed by Sharia law. It is one of the few Muslim countries where hijab for women is required by law. At the same time, it has “the lowest mosque attendance of any Islamic country,” according to Zohreh Soleimani of the BBC.[61] Iranian clergy have complained that more than 70% of the population do not perform their daily prayers and that less than 2% attend Friday mosques.[62]

For religious minorities, life has been mixed under the Islamic Republic. Khomeini also called for unity between Sunni and Shi’a Muslims (Sunni Muslims are the largest religious minority in Iran).[63] Pre-revolutionary statements by Khomeini were antagonistic towards Jews, but shortly after his return from exile in 1979, he issued a fatwa ordering that Jews and other minorities (except Baha’is) be treated well.[64][65] Non-Muslim religious minorities do not have equal rights in the Islamic Republic (For example, senior government posts are reserved for Muslims and Jewish, Christian and Zoroastrian schools must be run by Muslim principals[66]) but four of the 270 seats in parliament are reserved for three non-Islamic minority religions.

The 300,000 members of the Bahá’í Faith, are actively harassed. “Some 200 of whom have been executed and the rest forced to convert or subjected to the most horrendous disabilities.”[67] Starting in late 1979 the new government systematically targeted the leadership of the Bahá’í community by focusing on the Bahá’í leadership.[68]

Natural disasters

The 6.6 Mw Bam earthquake shook southeastern Iran with a maximum Mercalli intensity of IX (Violent), leaving more than 26,000 dead and 30,000 injured. The 7.4 Mw Manjil–Rudbar earthquake struck northern Iran with a maximum Mercalli intensity of X (Extreme), killing 35,000–50,000, and injuring 60,000–105,000.

Scientific development

Iran’s scientific progress is subject to many problems including funding, international sanctions, and management. However, in some areas such as medicinesurgerypharmacologystem cell research and theoretical physics (e.g. string theory),[69] Iranian scientists have found international reputation since the Iranian revolution. Nuclear technology and stem cell research were the two fields that have enjoyed special support from the central government and Iranian leadership since the revolution.

In 2005 Iran’s national science budget was less than $1 billion and had not been subject to any significant increase since 15 years ago.[70] But according to Science-Metrix, since 1990 Iran’s scientific production has had a rapid buildup, and Iran currently has the fastest growth rate in science and technology worldwide.[71]

Iran is among the international leaders of stem cell technology[72] and was the 10th country to produce embryonic human stem cells,[73] although in terms of articles per capita basis, it reportedly ranked 16th in the world.[74][75]

Khomeini’s reign

Ayatollah Khomeini was the ruler of (or at least dominant figure in) Iran for a decade, from the founding of the Islamic Republic in April 1979 until his death in mid-1989. During that time the revolution was being consolidated as a theocratic republic under Khomeini, and Iran was fighting a costly and bloody war with Iraq.

Islamic Revolution

The Islamic Republic of Iran began with the Iranian Revolution. The first major demonstrations to overthrow Shah Mohammad Reza Pahlavi began in January 1978.[76] The new theocratic Constitution — whereby Khomeini became Supreme Leader of the country — was approved in December 1979. In between, the Shah fled Iran in January 1979 after strikes and demonstrations paralyzed the country, and on February 1, 1979, Ayatollah Khomeini returned to Tehran to a greeting by several million Iranians.[77] The final collapse of the Pahlavi dynasty occurred shortly after on February 11 when Iran’s military declared itself “neutral” after guerrillas and rebel troops overwhelmed troops loyal to the Shah in armed street fighting. Iran officially became the Islamic Republic on April 1, 1979, when Iranians overwhelmingly approved a national referendum to make it so.[78]

Initial international impact

The initial impact of the Islamic revolution around the world was tremendous. In the non-Muslim world it has changed the image of Islam, generating much interest in the politics and spirituality of Islam,[79] along with “fear and distrust towards Islam” and particularly the Islamic Republic and its founder.[80] In the Mideast and Muslim world, particularly in its early years, it triggered enormous enthusiasm and redoubled opposition to western intervention and influence. Islamist insurgents rose in Saudi Arabia (the 1979 week-long takeover of the Grand Mosque), Egypt (the 1981 machine-gunning of the Egyptian President Sadat), Syria (the Muslim Brotherhood rebellion in Hama), and Lebanon (the 1983 bombing of the American Embassy and French and American peace-keeping troops).[81]

Consolidation of the Revolution

Instability in Iran did not end with the creation of the Islamic Republic and remained high for a few years. The country’s economy and apparatus of government had collapsed. Military and security forces were in disarray. But by 1982[82] (or 1983)[83] Khomeini and his supporters had crushed the rival factions and consolidated power.

Constitution

The first draft of the constitution for the Islamic Republic contained a conventional president and parliament but its only theocratic element was a Guardian Council to veto unIslamic legislation.[84] However, in the summer of 1979 an Assembly of Experts for Constitution, dominated by Khomeini supporters, was elected. Their new draft gave the guardians much more power and added a powerful post of guardian jurist ruler intended for Khomeini.[85] The new constitution was opposed by non-theocratic groups, both secular and Islamic, and set for approval by referendum in December 1979.

Hostage crisis

US hostages were released after 444 days of detention in Tehran.

An event that helped pass the constitution, radicalize the revolution and strengthen its anti-American stance, was the Iran hostage crisis. On November 4, 1979, Iranian students seized the U.S. embassy in Tehran holding 52 embassy employees hostage for 444 days. The Carter administration severed diplomatic relations and imposed economic sanctions on April 7, 1980, and later that month unsuccessfully attempted a rescue that further enhanced Khomeini’s prestige in Iran. On May 24 the International Court of Justice called for the hostages to be released. Finally, the hostages were released 20 January 1981, by agreement of the Carter Administration, see Algiers Accords Jan. 19, 1981. The crisis also marked the beginning of American legal action, or sanctions, that economically separated Iran from America. Sanctions blocked all property within US jurisdiction owned by the Central Bank and Government of Iran.[86]

Suppression of opposition

Revolutionary factions disagreed on the shape of the new Iran. Those who thought the Shah would be replaced by a democratic government soon found Khomeini disagreed. In early March 1979, he announced, “do not use this term, ‘democratic.’ That is the Western style.”[87]

In succession the National Democratic Front was banned in August 1979, the provisional government was disempowered in November, the Muslim People’s Republican Party banned in January 1980, the People’s Mujahedin of Iran guerrillas came under attack in February 1980, a purge of universities was begun in March 1980, and leftist President Abolhassan Banisadr was impeached in June 1981.

Explanations for why Khomeini supporters were successful in crushing the opposition include lack of unity in the opposition. According to Asghar Schirazi, the moderates lacked ambition and were not well organized, while the radicals (such People’s Mujahedin of Iranor PMOI) were “unrealistic” about the conservatism of the Iranian masses and unprepared to work with moderates to fight against theocracy. Moderate Islamists, such as Banisadr, were “credulous and submissive” towards Khomeini.[88]

Terrorist attacks

The ouster of President Banisadr did not put an immediate end to the opposition but moved it to terror. Hundreds of PMOI supporters and members were killed from 1979 to 1981, and some 3,000 were arrested,[89] but unlike other opposition is driven underground by the regime, the PMOI was able to retaliate.

On 28 June 1981, bombs were detonated at the headquarters of the since-dissolved Islamic Republic Party. Around 70 high-ranking officials, including Chief Justice Mohammad Beheshti (who was the second most powerful figure in the revolution after Ayatollah Khomeini at the time), cabinet members, and members of parliament, were killed. The PMOI never publicly confirmed or denied any responsibility for the deed, but only stated the attack was `a natural and necessary reaction to the regime’s atrocities.` Khomeini did accuse them of responsibility and, according to BBC journalist Baqer Moin, the PMOI were “generally perceived as the culprits” for it in Iran.[90] Two months later on August 30, another bomb was detonated killing President Rajai and Premier Mohammad Javad Bahonar. A member of the PMOI, Mas’ud Kashmiri, was announced as the perpetrator, and according to regime reports came close to killing the entire government including Khomeini.[91] The reaction following both bombings was intense with thousands of arrests and hundreds of executions of PMOI and other leftist groups,[92] but “assassinations of leading officials and active supporters of the regime by the PMOI were to continue for the next year or two.”[93]

Iran–Iraq War

The eight-year-long Iran–Iraq War (September 1980 – August 1988) was the most important international event for the first decade of the Islamic Republic and possibly for its history so far. It helped to strengthen the revolution although it cost Iran much in lives and treasure.

Shortly after the success of the revolution, revolutionary leader Ruhollah Khomeini began calling for Islamic revolutions across the Muslim world, including Iran’s Arab neighbor Iraq,[94] the one large state besides Iran in the Gulf with a Shia Muslim majority population. The leadership in Tehran believed that they would launch a massive Shiite uprising across the Middle East and after Iraq’s defeat, march on Israel and destroy it.

The war began with Iraq‘s invasion of Iran, in an attempt by Iraq’s dictator Saddam Hussein to take advantage of the perceived post-revolutionary military weakness in Iran and the Revolution’s unpopularity with Western governments. Much of the top leadership of Iran’s once-strong Iranian military had been executed. Saddam sought to expand Iraq’s access to the Persian Gulf and the oil reserves in Khuzestan (which also only has a substantial Arab population), and to undermine Iranian Islamic revolutionary attempts to incite the Shi’a majority of his country. The Iraqis used the WMDs against Iranian soldiers. Iranians also believe Saddam invaded with the encouragement of the United StatesSaudi Arabia and other countries.

A combination of fierce resistance by Iranians and military incompetence by Iraqi forces soon stalled the Iraqi advance and by early 1982 Iran regained almost all the territory lost to the invasion. The invasion rallied Iranians behind the new regime, enhancing Khomeini’s stature and allowed him to consolidate and stabilize his leadership. After this reversal, Khomeini refused an Iraqi offer of a truce, declaring “the regime in Baghdad must fall and must be replaced by the Islamic Republic.”[95][96]

The war continued for another six years under the slogans `War, War until Victory,` and `The Road to Jerusalem Goes through Baghdad,`[97] but other countries, particularly the Soviet Union gave crucial aid to Iraq. As the costs mounted and Iranian morale waned, Khomeini finally accepted a truce called for by UN Security Council Resolution 598. By 1988, Iran was nearly bankrupted by the ruinous costs of the war and its manpower pool also exhausted. The Iranian Army in desperation began resorting to using boys as young as 14 in human wave attacks against Iraqi machine gun emplacements. Khomeini remarked that agreeing to peace with Iraq was “like drinking hemlock”, but there was no other choice.[98] Although neither borders nor regimes were changed[99] the war helped to `awaken the people and to fight the problems that threaten the revolution,` according to future president Akbar Hashemi Rafsanjani.[100] An estimated 200,000 Iranians were killed[101] and the war is estimated to have cost Iran $627 billion in total direct and indirect charges (in 1990 dollars).[102]

Early laws of the Islamic Republic

The new regime undid the Shah’s old Family Protection Law, lowering the marriage age for girls back to nine and allowed husbands to divorce wives with the Triple talaq, without court permission. It purged women from the judiciary and secular teachers from the educational system. It removed Baha’is from government positions, closed down Baha’i Centers, and arrested and even executed their leaders. A strict “Islamic code of public appearance” was enforced—men were discouraged from wearing ties, women were obliged to wear either scarf and long coats or preferably the full chador.[103]

Economy

Iran’s economy suffered during the first decade following the revolution. Its currency, the rial, fell from 7 to the dollar before the revolution, to 1749 to the dollar in 1989.[104] The revolution also is said to have put an end to the influence of “the notables”, and created a very large public sector of the economy, when the government “nationalizing their enterprises in order to keep their employees working… the state ended up with more than 2000 factories many of them operating in the red.”[105]

Human Rights

In its early years, the revolutionary regime was especially criticized for its human rights record.[106] In the first 28 months of the Islamic Republic, between February 1979 and June 1981, revolutionary courts executed 497 political opponents as “counterrevolutionaries”, and “sowers of corruption on earth” (Mofsed-e-filarz). In the next four years from June 1981 until June 1985, the courts sentenced more than 8000 opponents to death.[107] After a relative lull, thousands of political prisoners were executed in 1988. Like other revolutions before it, the Iranian Revolution took a higher toll on those who had participated in the revolution than those in the regime it overthrew.[58]

Rafsanjani administration

Ideological changes by fatwa and constitution

Two major changes in the ideological underpinnings of the Islamic Republic occurred toward the end of Khomeini’s reign. In January 1988, he issued an edict declaring that the Islamic “Government is among the most important divine injunctions and has priority over all peripheral divine orders … even prayers, fasting and the Hajj.”[108] In April of the next year he decreed a task force to revise the country’s constitution to separate the post of Supreme Leader of Iran from that of Shia marja, (the `highest source of religious emulation`), since he found none of Marja to be suitable successors as none had given strong support for his policies.[109] The amendments were drafted and approved by the public about one month after Khomeini’s death (1989 July 9). They paved the way for Ali Khamenei – a long time lieutenant of Khomeini, but a relatively low ranking cleric – to be Khomeini’s successor as Supreme Leader,[110] but to critics they undermined the “intellectual foundations” of the Islamic Republic theocracy,[111][112] breaking “the charismatic bond between leader and followers.”[113]

Political struggle

The first post-war decade in Iran has been described as a time of pragmatism, and an `economy-first` policy.[114] According to Shirin Ebadi, “about two years into the postwar period, the Islamic Republic quietly changed course. … It was fairly clear by then that the Shiarevolution would not be sweeping the region.”[115]

Akbar Hashemi Rafsanjani was elected president shortly after Khomeini’s death, and has been described as less revolutionary and “isolationist” than his rivals — “economically liberal, politically authoritarian, and philosophically traditional.”[116] (He served from August 17, 1989, to August 1997.) While Leader Khamenei and the Council of Guardians generally supported these policies, in the parliament radical deputies initially had control, outnumbered Rafsanjani’s “pragmatic-conservative camp” 90 to 160.[117]

The two groups differed strongly over economic and foreign policy, with radicals tending to support mass political participation and state control of the economy, and oppose normalization of relations with the West.[118] Conservatives used the power to disqualification candidates from running for office to deal with this problem. “The Council of Guardians disqualified nearly all radical candidates from the fall 1990 Assembly of Experts elections because they had failed to pass written and oral tests in Islamic jurisprudence.”[119] In the winter and spring of 1992 nearly one-third of the 3150 candidates for the 1992 election for the parliament were rejected, including 39 incumbents. Leading radicals such as Khalkhali, Nabvi, Bayat, and Hajjat al-Islam Hadi Ghaffari were sent packing because they lacked the “proper Islamic credentials.”[120]

In late 1992 Minister of Culture and Islamic Guidance Seyed Mohammad Khatami and director of the Voice and Vision Broadcasting company Mohammad Hashemi Rafsanjani (brother of the president) were both forced out. By 1994 “hundreds of intellectuals and supposed dissidents were in prison and some had been executed.” These purges cleared the regime of opponents but are thought to have set the stage for the reform movement, as exiled radicals warmed to the “liberal” values of freedom of speech, assembly, due process, etc.[120]

Persian Gulf War

Iraq invaded and overran Kuwait on August 2, 1990, causing a multinational coalition of UN forces to be assembled in response. Although Iran criticized the invasion and supported sanctions against its neighbor, it refused any active participation in the war, not surprising given the country’s anti-Western attitudes and state of exhaustion from the recent conflict with its neighbor. As a result of the war and its aftermath, more than one million Kurds crossed the Iraqi border into Iran as refugees.

Economy

Iran’s total debt service as percent of exports of goods services and income increased sixfold between 1990 and 1997.

Despite the “economy first” focus, Iran suffered serious economic problems during the Rafsanjani era. According to economist Bijan Khajehpour, economic growth in Iran between 1989 and 1994 was “mainly financed through the accumulation of some $30 billion in foreign debt. In 1993, the ratio of Iran’s foreign debt to the country’s GDP reached 38%, which was alarming.”[121] A lack of foreign investment along with a fall in oil prices from $20 to $12 per barrel added to this external debt, and triggered an economic recession. The Iranian rial plummeted from 1749 to 6400 to the dollar in 1995. Unemployment reached 30%. The price of sugar, rice, and butter rose threefold, and that of bread sixfold.[104]

In part this economic downturn came from American economic sanctions leveled in 1995, when America suspended all trade with Iran, accusing Iran of supporting terrorist groups and attempting to develop nuclear weapons. The sanctions, in turn, may be traceable to the earlier hostage crisis and the enmity of the US government which continued to see Iran as a major regional threat both to America and Israel.[104]

Birth control

A new policy regarded as a success of the new government was its promotion of birth control. In 1989, the government, “having previously encouraged population growth, reversed gears and declared that Islam favored families with only two children”. Birth control clinics were opened – especially for women. Condoms and pills were distributed. Subsidies to large families were cut. Sex education was introduced into the school curriculum, mandatory classes for newlyweds were held.[122])

Khatami administration

Between March 2001 and April 2003, the TSE index (Topix) bucked the trend by going up nearly 80%.[123]

The eight years of Mohammad Khatami‘s two terms as president in 1997–2005 are sometimes called Iran’s Reform Era.[124]

Khatami based his campaign on a reform program promising a more democratic and tolerant society, promotion of civil society, the rule of law and improvement of social rights.[125][126] This included city council elections, adherence to Iran’s constitution, freedom to criticize high ranking authorities – including the supreme leader, permission to operate newspapers of a wide range of political views, reopening the embassies of all European countries, reorganizing the Ministry of Intelligence of Iran after the Iran’s Chain Murders of Intellectuals, initiating a dialogue between people of different faith inside and outside Iran, also called “Dialogue Among Civilizations.”

Iran’s large youth demographic (by 1995, about half of the country’s 60.5 million people had not been born after the Islamic Revolution) is one of Khatami’s bases of support.

Political and cultural changes

At first, the new era saw significant liberalization. The number of daily newspapers published in Iran increased from five to twenty-six. Journal and book publishing also soared. Iran’s film industry boomed under the Khatami regime and Iranian films won prizes at Cannes, and Venice.[127] Local elections promised in the Islamic Republic’s constitution but delayed for over a decade were held for towns, villages, and hamlets and the number of elected officials in Iran increased from 400 to almost 200,000.[128]

Conservative reaction

After taking office, Khatami faced fierce opposition from his powerful opponents within the unelected institutions of the state which he had no legal power over, and this led to repeated clashes between his government and these institutions (including the Guardian Council, the state radio, and television, the police, the armed forces, the judiciary, the prisons, etc.).

In 1999, new curbs were put on the press. Courts banned more than 60 newspapers.[127] Important allies of President Khatami were arrested, tried and imprisoned on what outside observers considered “trumped up”[129] or ideological grounds. Tehran mayorGholamhossein Karbaschi was tried on corruption charges and Interior Minister Abdollah Nouri for “sacrilege” – despite their credentials as activists in the Islamic revolution.[citation needed] In 2002 history professor and reformist activist Hashem Aghajari was sentenced to death for apostasy for calling for “Islamic Protestantism” and reform in Islam.[130]

In July 1999 conservatives closed the reformist newspaper, Salam, and attacked a Tehran University student dormitory after students protested the closing. Prodemocracy student demonstrations erupted at Tehran University and other urban campuses. These were followed by a wave of counter-demonstrations by conservative factions.

Reformers won a substantial victory in Feb. 2000, parliamentary elections, capturing about two-thirds of the seats, but conservative elements in the government forced the closure of the reformist press. Attempts by parliament to repeal restrictive press laws were forbidden by Supreme Leader Ali Khamenei. Despite these conditions, President Khatami was overwhelming re-elected in June 2001. Tensions between reformers in parliament and conservatives in the judiciary and the Guardian Council, over both social and economic changes, increased after Khatami’s reelection.

Foreign policy

Military expenditures (% GDP)

Khatami worked to improve relations with other countries visiting many other countries and holding a dialogue between civilizations and encouraged foreigners to invest in Iran. He announced Iran would accept a two-state solution for Palestine if Palestinians agreed to one, relaxed restrictions on the Bahais, and assured Britain Iran would not implement the fatwa against Salman Rushdie.[131] Several European Union countries began renewing economic ties with Iran in the late 1990s, and trade and investment increased. In 1998, Britain re-established diplomatic relations with Iran, broken since the 1979 revolution. The United States loosened its economic embargo, but it continued to block more normalized relations, arguing that the country had been implicated in international terrorism and was developing a nuclear weapons capacity. In his State of the Union Address, United States President George W. Bush labeled Iran, along with Iraq and North Korea, as an “Axis of evil.”

Tensions with the United States increased after the Anglo-American invasion of Iraq in March 2003, as U.S. officials increasingly denounced Iran for pursuing the alleged development of nuclear weapons.

The reform era ended with the conservatives defeat of Iranian reformists in the elections of 2003, 2004 and 2005 – the local, parliamentary, and presidential elections. According to at least one observer, the reformists were defeated not so much by a growth of support for conservative Islamist policies as by division within the reformist movement and the banning of many reform candidates which discouraged pro-reform voters from voting.[5]

Ahmadinejad’s administration

Mahmoud Ahmadinejad was elected to the presidency twice, in 2005 and 2009. Ahmadinejad ran for office as a conservative populist pledging to fight corruption, defend the interests of the poor, and strengthen Iran’s national security.[132] In 2005 he defeated former president Rafsanjani by a wide margin in the runoff, his victory credited to the popularity of his economic promises and a very low reformist voter turnout compared to the 1997 and 2001 elections.[132] This victory gave conservatives control of all branches of Iran’s government.

His administration has been marked by controversy over his outspoken pronouncements against American “arrogance” and “imperialism,” and description of the state of Israel as a “fabricated entity … doomed to go,”[133] and over high unemployment and inflation opponents blamed on his populist economic policies of cheap loans for small businesses, and generous subsidies on petrol and food.[134]

In 2009 Ahmadinejad’s victory was hotly disputed and marred by large protests that formed the “greatest domestic challenge” to the leadership of the Islamic Republic “in 30 years”,[135] as well as clashes with parliament.[136] Despite high turnout and large enthusiastic crowds for reformist opponent Mir-Hossein Mousavi, Ahmadinejad was officially declared to have won by a 2–1 margin against three opponents. Allegations of voting irregularities and protest by Mousavi his supporters were immediate and continued off and on into 2011. Some 36–72 were killed and 4000 arrested.[137][138][138] Supreme Leader Ali Khamenei declared Ahmadinejad’s victory a “divine assessment”[139] and called for unity. He and others Islamic officials blamed foreign powers for fomenting the protest.[140]

However, by late 2010 several sources detected a “growing rift” between Ahmadinejad, and Khamenei and his supporters,[141] with talk of impeachment of Ahmadinejad.[142] The dispute centered on Esfandiar Rahim Mashaei, a top adviser and close confidant of Ahmadinejad,[143] and accused leader of a “deviant current”[144] opposing greater involvement of clerics in politics.[145]

Foreign relations

Although functions such as the appointment of the commanders of the armed forces and the members of national security councils are handled by the Supreme Leader and not by Iran’s president, Ahmadinejad gained considerable international attention for his foreign policy. Under Ahmadinejad, Iran’s strong ties with the Republic of Syria and Hezbollah of Lebanon continued, and new relationships with predominantly Shia neighbor Iraq and fellow opponent of U.S. foreign policy Hugo Chavez of Venezuela were developed.

Ahmadinejad’s outspoken pronouncements in foreign affairs included personal letters to a number of world leaders including one to American president George W. Bush inviting him to “monotheism and justice”,[146] an open letter to the American people,[147] the declaration that there were no homosexuals in Iran,[148] an expression of happiness at the 2008 global economic crisis which would “put an end to liberal economy”.[149]

Hezbollah’s dependence on Iran for military and financial aid is not universally supported in Iran. The 2006 Israel–Hezbollah War exposed the world to a number of weapons in Hezbollah possession said to be Iranian imports.[citation needed]

Controversy concerning remarks about Israel

President Mahmoud Ahmedinejad also made several controversial statements about the Holocaust and Israel, and was quoted in foreign media sources as saying “Israel should be wiped off the map.”[150] Iran’s foreign minister denied that Tehran wanted to see Israel“wiped off the map,” saying “Ahmadinejad had been misunderstood.” It was asserted that the correct translation of Ahmadinejad’s remark was, “the regime currently occupying Jerusalem will be erased from the pages of time.” Reviewing the controversy over the translation, New York Times deputy foreign editor Ethan Bronner observed that “all official translations” of the comments, including the foreign ministry and president’s office, “refer to wiping Israel away”.[151] His comments were strongly criticized by a number of foreign leaders.[152][153]

Iran’s stated policy on Israel is to urge a one-state solution through a countrywide referendum in which a government would be elected that all Palestinians and all Israelis would jointly vote for; which would normally be an end to the “Zionist state”. Iran’s supreme leader Ayatollah Khamenei, rejecting any attack on Israel, called for a referendum in Palestine. Ahmadinejad himself has also repeatedly called for such solution.[154][155][156][157] Moreover, Khamenei’s main advisor in foreign policy, Ali Akbar Velayati, said that Holocaust was a genocide and a historical reality.[158] Mahmoud Ahmadinejad and other prominent officials have however on other occasion called for the destruction of Israel.[159]

Controversy about Iran’s nuclear program

After, in August 2005, Iran resumed converting raw uranium into gas, a necessary step for enrichment, the IAEA passed a resolution that accused Iran of failing to comply with the Nuclear Nonproliferation Treaty and called for the agency to report Iran to the UN Security Council. The timetable for the reporting, however, was left undetermined. Iran’s stated position is that it is in full compliance with the Nuclear Nonproliferation Treaty, that it has allowed the IAEA inspections beyond what is required, and that it has no ambitions to build atomic weapons.

In February 2004, elections, conservatives won control of parliament, securing some two-thirds of the seats. Many Iranians, however, were unhappy with the failure of the current parliament to achieve any significant reforms or diminish the influence of the hardliners. In mid-2004 Iran began resuming the processing of nuclear fuel as part of its plan to achieve self-sufficiency in civilian nuclear power production, stating that the negotiations with European Union nations had failed to bring access to the advanced nuclear technologythat was promised. The action was denounced by the United States as one which would give Iran the capability to develop nuclear weapons. The IAEA said that there was no evidence that Iran was seeking to develop such arms. However, the IAEA also called for Iran to abandon its plans to produce enriched uranium. In November 2004, Iran agreed to suspend uranium enrichment but subsequently indicated that it would not be held to the suspension if the negotiations the EU nations failed.

During an October 2013 meeting, however, Iran agreed, in negotiations with several Western European nations, to toughen international inspections of its nuclear installations.[160] Nonetheless, the international community continued to express concerns over Iran’s nuclear program. At least five Iranian nuclear scientists during 2010 and 2011 had been killed, by unknown attackers.[161]

Economy

Ahmadinejad’s populist economic policies of cheap loans for small businesses, and generous subsidies on petrol and food were helped by soaring petroleum export revenues until the Global financial crisis of 2008.[134]

Corruption

President Ahmadinejad has vouched to fight “economic Mafia” at all echelons of government.[162] President Ahmadinejad has also proposed that lawmakers consider a bill, based on which the wealth and property of all officials who have held high governmental posts since 1979 could be investigated.[163]

According to Farda newspaper, the difference between President Ahmadinejad administration’s revenues and the amount deposited with the Central Bank of Iran exceeds $66 billion.[164] This is a large number as it is equal one-tenth of Iran’s total oil revenuessince the 1979 revolution. This amount is broken down as follows:

  • $35 billion in imported goods (2005–2009),
  • $25 billion in oil revenues (2005–2008),[165]
  • $2.6 billion in non-oil export revenues,
  • $3 billion in foreign exchange reserves.

Vice President for Executive Affairs Ali Saeedlou said in 2008 that “mafia groups” in Iran are trying to divert public opinion away from the government’s determination to fight economic corruption by creating impediments, spreading rumors and promoting despair in the society.[166][167]

In 2010, more than 230 lawmakers in a letter to Judiciary Chief Ayatollah Sadeq Larijani said it is the duty of his organization to start from the top echelons of power in the drive against corruption. The letter added,

“It is the duty of the judiciary to start from higher echelons of power in this challenging but sacred drive. It does not make a difference whether the suspect is a high-ranking official or kith and kin of the officialdom. The legislators assure the people that they will endorse this Jihad of the judiciary alongside the Leader and people.”[168][169]

Controversies over economic policy

In June 2006, 50 Iranian economists wrote a letter to Ahmadinejad that criticized his price interventions to stabilize prices of goods, cement, government services, and his decree issued by the High Labor Council and the Ministry of Labor that proposed an increase of workers’ salaries by 40 percent. Ahmadinejad publicly responded harshly to the letter and denounced the accusations.[170][171]

In July 2007, Ahmadinejad ordered the dissolution of the Management and Planning Organisation of Iran, a relatively independent planning body with a supervisory role in addition to its responsibility to allocate the national budget,[172] and replaced it with a new budget planning body directly under his control, a move that may give him a freer hand to implement populist policies.[173][174]

In November 2008, a group of 60 Iranian economists condemned Ahmadinejad’s economic policies, saying Iran faces deep economic problems, including stunted growth, double-digit inflation, and widespread unemployment, and must drastically change course. It also criticized Ahmadinejad’s foreign policy calling it “tension-creating” and saying it has “scared off foreign investment and inflicted heavy damage” on the economy. Ahmadinejad replied that Iran has been “least affected by this international financial crisis.”[175]

2007 Gas Rationing Plan in Iran

In 2007, President Mahmoud Ahmadinejad‘s cabinet launched the Gas Rationing Plan to reduce the country’s fuel consumption. Although Iran is one of the world’s largest producers of petroleummismanagementkleptocracy, rapid increases in demand and limited refining capacity has forced the country to import about 40% of its gasoline, at an annual cost of up to $7 billion.[176][177]

Domestic policy

Human Rights

According to the group Human Rights Watch, Iran’s human rights record “has deteriorated markedly” under the administration of President Mahmoud Ahmadinejad. Beginning in 2005, the number of offenders executed increased from 86 in 2005 to 317 in 2007. Months-long arbitrary detentions of “peaceful activists, journalists, students, and human rights defenders” and often charged with “acting against national security,” has intensified.[178]

Population, cultural and women’s issues

In April 2007, the Tehran police began the most fierce crackdown on “bad hijab” in more than a decade. In the capital Tehran thousands of Iranian women were cautioned over their poor Islamic dress and several hundred arrested.[52] In 2011, an estimated 70,000 police in Tehran alone, patrolled for clothing and hair infractions.[179] As of 2011, men are barred from wearing necklaces, “glamorous” hairstyles, ponytails, and shorts.[53] Neckties are forbidden in the holy city of Qom.[53] After a leading cleric (Hojatoleslam Gholamreza Hassani) issued a fatwa against keeping dogs as pets, a crackdown on dog ownership commenced.[180]

Several controversial proposals by President Ahmadinejad and conservatives have not come to fruition. Plans to encourage larger families,[181] to encourage polygamy by permitting it despite the opposition of a husband’s first wife; and to put a tax on Mahriyeh—a stipulated sum that a groom agrees to give or owe to his bride which is seen by many women “as a financial safety net in the event a husband leaves the marriage and is not forced to pay alimony”[182][183]—have not gone anywhere.

2009 election controversy

Ahmadinejad’s 2009 election victory was hotly disputed and marred by large protests that formed the “greatest domestic challenge” to the leadership of the Islamic Republic “in 30 years”.[135] Despite high turnout and large enthusiastic crowds for reformist opponent Mir-Hossein Mousavi, Ahmadinejad was officially declared to have won by a 2–1 margin against three opponents. Allegations of voting irregularities and protest by Mousavi his supporters were immediate and by 1 July 2009 1000 people had been arrested and 20 killed in street demonstrations.[184] Supreme Leader Ali Khamenei and others Islamic officials blamed foreign powers for fomenting the protest.[140] However, according to World Public Opinion (a United States poll), the protest does not mean Iran is in a “pre-revolutionary” situation as a WPO poll of Iranians taken in early September 2009 found high levels of satisfaction with the regime. 80% of the Iranians respondents said President Ahmadinejad was honest, 64% expressed a lot of confidence in him, and nine in ten said they were satisfied with Iran’s system of government.[185]

Public opinion

According to the (U.S.) International Peace Institute‘s 2010-poll conducted in Persian by a representative sample of the Iranian people:[186]

  • Iranians are divided on the government‘s performance.
  • Dissatisfied with the economy.
  • Worry over sanctions and isolation.
  • Want to focus on domestic affairs.
  • Favor closer ties to the West.
  • Rising tensions sparked hostility toward the US, Europe, and U.N.
  • Favor nuclear arms and do not want to back deals to halt enrichment.
  • Independent polls do not contradict official turnout of 2009 election, which gave around 60% of the vote to Ahmadinejad.

Post election of Rouhani in 2013

Hassan Rouhani was elected as President of Iran on 12 June 2013 and took office on 3 August. He is known as a moderate left-leaner, supported by reformists in the election. He has open ideas in the area of economics and a high-level foreign policy, as he served as a diplomat before his election. He has moved quickly to engage in diplomatic negotiations with Western countries, seeking the lifting of crippling economic sanctions on oil exports in exchange for Iran’s cooperation with UN treaties regarding the development of nuclear weapons.

See also

References

https://en.wikipedia.org/wiki/History_of_the_Islamic_Republic_of_Iran

 

 

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Story 1: Iran’s Government Blocks Internet as Third Day of Economic Protests Against High Unemployment and Prices and Corrupt Dictatorship Continues Across Islamic Republic of Iran — Eighth Anniversary of Green Revolution — Videos

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Story 1: Iran’s Government Blocks Internet as Third Day of Economic Protests Against High Unemployment and Prices Continues Across Islamic Republic of Iran — Videos

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New economic protests in Tehran challenge Iran’s government

TEHRAN, Iran (AP) — A wave of spontaneous protests over Iran’s weak economy swept into Tehran on Saturday, with college students and others chanting against the government just hours after hard-liners held their own rally in support of the Islamic Republic’s clerical establishment.

The demonstrations appear to be the largest to strike the Islamic Republic since the protests that followed the country’s disputed 2009 presidential election.

Thousands already have taken to the streets of cities across Iran, beginning at first on Thursday in Mashhad, the country’s second-largest city and a holy site for Shiite pilgrims.

The protests in the Iranian capital, as well as U.S. President Donald Trump tweeting about them, raised the stakes. It also apparently forced state television to break its silence, acknowledging it hadn’t reported on them on orders from security officials.

“Counterrevolution groups and foreign media are continuing their organized efforts to misuse the people’s economic and livelihood problems and their legitimate demands to provide an opportunity for unlawful gatherings and possibly chaos,” state TV said.

The protests appear sparked by social media posts and a surge in prices of basic food supplies, like eggs and poultry. Officials and state media made a point Saturday of saying Iranians have the right to protest and have their voices heard on social issues.

Amateur video emerged on Saturday showing large protests in the central Iranian city of Hojedk. The footage showed protesters throwing stones at security officials and chanting “down with dictator”. (Dec. 30)

However, protesters in Tehran on Saturday chanted against high-ranking government officials and made other political statements, according to the semi-official Fars news agency. Hundreds of students and others joined a new economic protest at Tehran University, with riot police massing at the school’s gates as they shut down surrounding roads.

Fars also said protests on Friday also struck Qom, a city that is the world’s foremost center for Shiite Islamic scholarship and home to a major Shiite shrine.

Social media videos purport to show clashes between protesters and police in several areas. At least 50 protesters have been arrested since Thursday, authorities said. State TV also said some protesters chanted the name of Iran’s one-time shah, who fled into exile just before its 1979 Islamic Revolution.

Telecommunications Minister Mohammad Javad Azari Jahromi send a message by Twitter to the CEO of messaging service Telegram, Pavel Durov, saying: “A telegram channel is encouraging hateful conduct, use Molotov cocktails, armed uprising, and social unrest.” Telegram responded saying it had suspended the account.

“A Telegram channel (amadnews) started to instruct their subscribers to use Molotov cocktails against police and got suspended due to our ‘no calls for violence’ rule. Be careful – there are lines one shouldn’t cross.” Durov tweeted.

The semi-official Tasnim news agency quoted the deputy commander of Tehran’s Revolutionary Guard base, Brig. Gen. Ismail Kowsari, as saying: “Peace has returned to city of Tehran and its surroundings.” He added that if inflation was the reason the protesters took to the streets they should not have destroyed property, according to the report.

The Semi-official ILNA news agency reported on Saturday that the security deputy of Tehran’s governor, Mohsen Hamedani, said that Tehran’s provincial security council held a meeting to address the protests, but that its decisions were “classified.”

Earlier Saturday, hard-liners rallied across the country to support Supreme Leader Ayatollah Ali Khamenei and others. The rallies, scheduled weeks earlier, commemorated a mass 2009 pro-government rally challenging those who rejected the re-election of hard-line President Mahmoud Ahmadinejad amid fraud allegations.

State TV aired live the pro-government “9 Dey Epic” rallies, named for the date on the Iranian calendar the 2009 protests took place. The footage showed people waving flags and carrying banners bearing Khamenei’s image.

In Tehran, some 4,000 people gathered at the Musalla prayer ground in central Tehran for the rally. They called for criminal trials for Mir Hossein Mousavi and Mahdi Karroubi, leaders in the 2009 protests who have been under house arrest since 2011. Iranian President Hassan Rouhani, whose administration struck the 2015 nuclear deal with world powers, campaigned on freeing the men, though they remain held.

Mohsen Araki, a Shiite cleric who serves in Iran’s Assembly of Experts, praised Rouhani’s efforts at improving the economy. However, he said Rouhani needed to do more to challenge “enemy pressures.”

“We must go back to the pre-nuclear deal situation,” Araki said. “The enemy has not kept with its commitments.”

Ali Ahmadi, a pro-government demonstrator, blamed the U.S for all of Iran’s economic problems.

“They always say that we are supporting Iranian people, but who should pay the costs?” Ahmadi asked.

Iran’s economy has improved since the nuclear deal, which saw Iran limit its enrichment of uranium in exchange for the end of some of the international sanctions that crippled its economy. Tehran now sells its oil on the global market and has signed deals for tens of billions of dollars of Western aircraft.

That improvement has not reached the average Iranian, however. Unemployment remains high. Official inflation has crept up to 10 percent again. A recent increase in egg and poultry prices by as much as 40 percent, which a government spokesman has blamed on a cull over avian flu fears, appears to have been the spark for the economic protests.

While police have arrested some protesters, the Revolutionary Guard and its affiliates have not intervened as they have in other unauthorized demonstrations since the 2009 election. The economic protests initially just put pressure on Rouhani’s administration.

Trump tweeted out support for the protests Saturday.

“The entire world understands that the good people of Iran want change, and, other than the vast military power of the United States, that Iran’s people are what their leaders fear the most….” he tweeted. “Oppressive regimes cannot endure forever, and the day will come when the Iranian people will face a choice. The world is watching!”

It’s unclear what effect Trump’s support would have. Iranians already are largely skeptical of him over his refusal to re-certify the nuclear deal and Iran being included in his travel bans. Trump’s insistence in an October speech on using the term “Arabian Gulf” in place of the Persian Gulf also has also riled the Iranian public.

Meanwhile, U.S. Secretary of State Rex Tillerson’s comments in June to Congress saying American is working toward “support of those elements inside of Iran that would lead to a peaceful transition of that government” has been used by Iran’s government of a sign of foreign interference in its internal politics.

The State Department issued a statement Friday supporting the protests, referencing Tillerson’s earlier comments.

“Iran’s leaders have turned a wealthy country with a rich history and culture into an economically depleted rogue state whose chief exports are violence, bloodshed and chaos,” the statement said.

Iran’s Foreign Ministry dismissed the comments.

“The noble Iranian nation never pays heed to the opportunist and hypocritical mottos chanted by the U.S. officials and their interfering allegations on domestic developments in the Islamic Republic of Iran,” the state-run IRNA news agency quoted ministry spokesman Bahram Ghasemi as saying.

___

Gambrell reported from Dubai, United Arab Emirates.

https://apnews.com/ce07ad7aea0a4d1a86f9c90f6104a1ba/Iran-hard-liners-rally-as-new-protests-challenge-government

‘Death to the dictator’: Thousands of protesters in Iran attack president and mullahs in second day of clashes as demonstrations spread to eight cities

  • Videos show protesters chanting ‘Death to the dictator’ and ‘Death to Rouhani’
  • Police said 52 people have been arrested as riot police fired tear gas into crowds
  • In one clip, mullah is chanted at aggressively as he walks through angry group
  • Last major demonstrations in Iran were over the disputed 2009 general election 

Thousands of protesters have taken to the streets in Iran to demonstrate against the country’s president, mullahs and price rises for the second day.

Videos show crowds chanting ‘Death to the dictator’ and ‘Death to Rouhani’ across the Islamic republic – including Iran’s holy second city, Mashhad – as the protests spread to at least eight other cities.

State media said 52 people have been arrested, with footage recorded by protesters yesterday showing tear gas being thrown into crowds by riot police.

In one clip, a mullah – an Islamic cleric and representative of the feared religious class which runs theocratic Iran – is chanted at aggressively as he walks through a group of protesters.

State media said 52 people have been arrested, with footage recorded by protesters yesterday showing tear gas being thrown into crowds by riot police

The protests have spread across the country, including to Yazd, Birjand, Kashmar and Shahroud

Shocking footage shows police in Iran violently kick protestors

Videos show crowds chanting ‘Death to the dictator’ and ‘Death to Rouhani’ in cities across the Islamic republic – including Iran’s holy second city, Mashhad – as the protests spread to at least eight cities

Police forces use water cannons on protesters in Iran
Protesters have been sprayed with water cannon by police as the demonstrations spread across the country

In one clip, a mullah – an Islamic cleric and representative of the feared religious class which runs theocratic Iran – is chanted at aggressively as he walks through a group of protesters

Political protests are rare in Iran – but demonstrations are often held by workers over layoffs or non-payment of salaries and people who hold deposits in non-regulated bankrupt financial institutions

They shout: ‘Mullahs, be ashamed – and leave Iran’.

Another video appears to show police kicking protesters.

Some also chanted: ‘Not Gaza, not Lebanon, my life for Iran’ – a reference to anger at the government’s repeated interventions abroad.

One activist reported on social media that crowds also shouted: ‘Leave Palestine and think about us’.

Political protests are rare in Iran – but demonstrations are often held by workers over layoffs or non-payment of salaries and people who hold deposits in non-regulated bankrupt financial institutions.

Political protests of national significance took place most recently in 2009 when Mahmoud Amadinejad’s re-election as president ignited an eight-month firestorm of street demonstrations. His pro-reform rivals said the vote was rigged. Prominent conservative cleric Ayatollah Ahmad Alamolhoda was quoted as saying: ‘If the security and law enforcement agencies leave the rioters to themselves, enemies will publish films and pictures in their media and say that the Islamic Republic system has lost its revolutionary base in Mashhad,’ .

Alamolhoda, the representative of Supreme Leader Ayatollah Ali Khamenei in northeastern Mashhad, said a few people had taken advantage of yesterday’s protests against rising prices to raise slogans against Iran’s involvement in regional conflicts.

‘Some people had came to express their demands, but suddenly, in a crowd of hundreds, a small group that did not exceed 50, shouted deviant and horrendous slogans such as “Let go of Palestine”, “Not Gaza, not Lebanon, I’d give my life for Iran”,’ Alamolhoda said.

Videos on social media also showed demonstrators chanting ‘Leave Syria, think about us’, criticising Iran’s military and financial support for President Bashar al-Assad, who is fighting opponents of the government in Syria’s six-year-old civil war.

Videos on social media also showed demonstrators chanting ‘Leave Syria, think about us’, criticising Iran’s military and financial support for President Bashar al-Assad, who is fighting opponents of the government in Syria’s six-year-old civil war

The prices of several staples, including eggs, have risen by up to 40 per cent in recent days, with farmers blaming the hikes on higher prices for imported feed. Pictured: Protesters in Iran yesterday

Political protests of national significance took place most recently in 2009 when Mahmoud Amadinejad’s re-election as president ignited an eight-month firestorm of street demonstrations. His pro-reform rivals said the vote was rigged

Vice-President Eshaq Jahangiri, a close ally of President Rouhani, suggested that hardline opponents of the president may have started the protests.

‘When a social and political movement is launched on the streets, those who started it will not necessarily be able to control it in the end,’ IRNA quoted Jahangiri as saying.

‘Those who are behind such events will burn their own fingers. They think they will hurt the government by doing so.’

Iran’s state-run IRNA news agency quoted the governor of the northeastern city of Mashhad, Mohammad Rahim Norouzian, as saying there was an illegal ‘No to high prices’ gathering in the city.

‘Police gave them the necessary notifications and treated them with great tolerance,’ he said.

Norouzian said police arrested a number of people who intended to destroy public property, without elaborating.

The prices of several staples, including eggs, have risen by up to 40 per cent in recent days, with farmers blaming the hikes on higher prices for imported feed.

Poultry is an important part of the diet of many of Iran’s 80 million people, and previous price increases have caused political problems for its leaders in the years since the 1979 Islamic revolution.

Inflation has returned to 10 per cent, Iran’s central bank says. Youth unemployment also remains high.

As well as Mashhad, there were smaller protests in Yazd in southern Iran, Shahroud in the north and Kashmar in the northeast.

Tempers rose after Rouhani submitted his 2018 budget to parliament, which raises departure taxes for those flying out of the country.

Vice-President Eshaq Jahangiri, a close ally of President Rouhani (pictured), suggested that hardline opponents of the president may have started the protests

Tehran-based analyst Saeed Leilaz said that Rouhani’s political rivals may have played a role in organising the protests, saying ‘the hands of political groups could be seen in today’s gathering in Mashhad.’

But he said the administration still faces a major challenge.

‘There are more than 3 million jobless in Iran, and more than 35 percent of Iranians are under the poverty line. These are Rouhani’s problems, and could kill any government. I won’t be shocked if inflation hits 12 per cent.’

All this comes as the US Congress weighs President Donald Trump’s refusal to re-certify the nuclear deal.

Many Iranians now say they agree with Supreme Leader Ayatollah Ali Khamenei’s repeated warnings the US can’t be trusted.

Khamenei has also kept up his criticism of how Rouhani’s administration has handled the economy, which includes the supreme leader’s opposition to allowing foreign firms to fully enter Iran.

The Revolutionary Guard, a hard-line paramilitary organization, has vast economic interests in the country.

But the Guard did not mobilise its Basij volunteer forces to counter any of the protests yesterday.

However, some protests included attacks on Iran’s support for Syrian President Bashar Assad in his country’s civil war, in which the Guard has played a major role.

Shahin Gobadi, a spokesman for the People’s Mojahedin Organization of Iran – which considers itself a government in exile – said he believes the protests show a ‘desire for regime change’.

He added: ‘One has to keep in mind that the people have been on the streets in large numbers across Iran for two days despite huge risks and the regime’s total mobilisation of its oppressive forces.’

http://www.dailymail.co.uk/news/article-5220273/Thousands-protesters-Iran-attack-president.html#ixzz52mvNj8Zf

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Story 1: Chinese ships caught shipping oil to North Korea — After Winter Olympics Eliminate North Korea and Islamic Republic of Iran Nuclear and Missile Threats — Videos

Posted on December 28, 2017. Filed under: American History, Articles, Blogroll, Books, British History, Chinese, Communications, Congress, conservatives, Corruption, Crisis, Cult, Culture, Diet, Documentary, Economics, Elections, Employment, European History, Family, Farming, Food, Foreign Policy, Freedom, Genocide, government spending, Health, history, Law, Life, Links, media, Newspapers, People, Philosophy, Photos, Politics, Radio, Rants, Raves, Regulations, Talk Radio, Taxation, Taxes, Trade, Video | Tags: , , , , , , , , , , , , |

 Story 1: Chinese ships caught shipping oil to North Korea — After Winter Olympics Eliminate North Korea and Islamic Republic of Iran Nuclear and Missile Threats — VideosSee the source imageSee the source imageSee the source imageSee the source imageSee the source imageSee the source imageSee the source imageImage result for china ships oil to north korea See the source image

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Is China secretly selling oil to Kim Jong-un? US satellites ‘have spotted Beijing tankers transferring fuel to North Korean ships 30 times in three months’ despite UN trade embargo

  • Satellite images ‘show Chinese and North Korean ships tied together off China’
  • South Korea claims there have been 30 such transactions in just three months 
  • Such trades are banned under a UN resolution adopted in September this year

US satellites have spotted Chinese tankers transferring oil to North Korean ships 30 times in three months – despite strict UN trade embargoes, it has been claimed.

Overhead images appear to show ships from the two countries shackled together for a fuel transfer in the West Sea off China.

Such ship-to-ship trades are banned under a UN Security Council resolution adopted in September.

But according to South Korean government sources, American satellites have pictured large vessels from both China and North Korea illegally trading in a stretch of the West Sea on multiple occasions.

US satellites have spotted Chinese tankers transferring oil to North Korean ships 30 times in three months - despite strict UN trade embargoes, it has been claimed. One picture (above), reportedly taken on October 19, shows a ship called Ryesonggang 1 connected to a Chinese vessel in the West Sea off China

One picture, reportedly taken on October 19, shows a ship called Ryesonggang 1 connected to a Chinese vessel, The Chosun Ilbo reports.

The US Treasury Department later placed six North Korean shipping and trading companies and 20 of their vessels on sanctions list.

It said the activity appeared to show attempts to bypass sanctions, though it has not been suggested that Chinese authorities were aware of the transactions.

Cai Jian, an expert on North Korea at Fudan University in Shanghai, said: ‘This is a natural outcome of the tightening of the various sanctions against North Korea.

The tightening ‘reflects China’s stance’, he said.

Professor of political science at the Pusan National University in South Korea told the Telegraph the reports were easily believable.

He said: ‘There is a lot of under-the-radar on the Chinese side. Beijing does not police the border strictly or enforce the sanctions toughly. This could be that.’

It comes a day after Chinese customs data was revealed claiming Beijing exported no oil products to North Korea in November.

The figures apparently go above and beyond sanctions imposed earlier this year by the United Nations in a bid to limit petroleum shipments to the isolated country.

Tensions have flared anew over North Korea’s ongoing nuclear and missile programmes, pursued in defiance of years of U.N. resolutions. Last week, the U.N. Security Council imposed new caps on trade with North Korea, including limiting oil product shipments to just 500,000 barrels a year.

Beijing also imported no iron ore, coal or lead from North Korea in November, the second full month of the latest trade sanctions imposed by U.N.

China, the main source of North Korea’s fuel, did not export any gasoline, jet fuel, diesel or fuel oil to its isolated neighbour last month, data from the General Administration of Customs showed on Tuesday.

Sanctions have been placed on Kim Jong-un's secretive nation after he accelerated his nuclear and missile programmes

Sanctions have been placed on Kim Jong-un’s secretive nation after he accelerated his nuclear and missile programmes

November was the second straight month China exported no diesel or gasoline to North Korea. The last time China’s jet fuel shipments to Pyongyang were at zero was in February 2015.

‘This is a natural outcome of the tightening of the various sanctions against North Korea,’ said Cai Jian, an expert on North Korea at Fudan University in Shanghai.

The tightening ‘reflects China’s stance’, he said.

Chinese Foreign Ministry spokeswoman Hua Chunying said she didn’t know any details about the oil products export situation.

‘As a principle, China has consistently fully, correctly, conscientiously and strictly enforced relevant U.N. Security Council resolutions on North Korea. We have already established a set of effective operating mechanisms and methods,’ she said at a regular briefing on Tuesday, without elaborating.

Since June, state-run China National Petroleum Corp (CNPC) has suspended sales of gasoline and diesel to North Korea, concerned that it would not get paid for its goods, Reuters previously reported.

Beijing’s move to turn off the taps completely is rare.

In March 2003, China suspended oil supplies to North Korea for three days after Pyongyang fired a missile into waters between the Korean Peninsula and Japan.

It is unknown if China still sells crude oil to Pyongyang. Beijing has not disclosed its crude exports to North Korea for several years.

Industry sources say China still supplies about 520,000 tonnes, or 3.8 million barrels, of crude a year to North Korea via an aging pipeline. That is a little more than 10,000 barrels a day, and worth about $200 million a year at current prices.

North Korea also sources some of its oil from Russia.

Chinese exports of corn to North Korean in November also slumped, down 82 percent from a year earlier to 100 tonnes, the lowest since January. Exports of rice plunged 64 percent to 672 tonnes, the lowest since March.

Trade between North Korea and China has slowed through the year, particularly after China banned coal purchases in February. In November, China’s trade with North Korea totalled $388 million, one of the lowest monthly volumes this year.

China has renewed its call on all countries to make constructive efforts to ease tensions on the Korean peninsula, urging the use of peaceful means to resolve issues.

But tensions flared again after North Korea on Nov. 29 said it had tested a new intercontinental ballistic missile that put the U.S. mainland within range of its nuclear weapons.

Meanwhile Chinese exports of liquefied petroleum gas to North Korea, used for cooking, rose 58 percent in November from a year earlier to 99 tonnes. Exports of ethanol, which can be turned into a biofuel, gained 82 percent to 3,428 cubic metres.

http://www.dailymail.co.uk/news/article-5214787/China-ships-selling-oil-sanction-hit-North-Korea.html#ixzz52boFYOhA

 

Where The North Korean Crisis Meets The Iran Nuclear Deal

 Opinions expressed by Forbes Contributors are their own.

This article was originally published at Stratfor.com.

By Reva Goujon

By virtue of its military might, the United States has the unique ability to quickly — and credibly — place its most intractable adversaries under existential threat. Command over the world’s most powerful military gives a country options, and the option of regime change can be a tempting one for Washington as it tries to work through some of its more maddening foreign policy dilemmas.

A government living under the constant, lurking threat of decapitation does not particularly enjoy stewing in its own paranoia over what social fissures its enemies can exploit, which allies they can turn and what chain of events could finally push the United States into action. That’s why a nuclear deterrent is such an alluring prospect: What better way to kill your adversaries’ fantasy of regime change than to stand with them as near-equals on a nuclear plane?

This is North Korea’s rationale as the country closes in on demonstrating that it has a fully functional nuclear weapon and delivery arsenal. But Washington’s nuclear dilemma doesn’t end with Pyongyang. Whether Tehran attempts to return to its treacherous path toward nuclear armament rests in large part on just how seriously the White House entertains and attempts to execute a policy of regime change.

Preventing Another North Korea

North Korea is set to prove to the world that it has attained a nuclear deterrent. With the Nov. 29 test of its longest-range intercontinental ballistic missile yet — and plenty more demonstrations to come in the months ahead — the country is on track to show that it could field a reliable, nuclear-armed intercontinental ballistic missile capable of reaching the United States and that it has the arsenal necessary to weather a first strike. The window to launch a preventive strike on North Korea is rapidly closing. And in turn, the odds are growing that the United States, along with the countries in and around the Korean Peninsula, will have to accept the reality of a nuclear-armed North Korea and prepare instead for a pre-emptive strike in case Pyongyang decides to launch an attack.

The result will be a new and unstable pattern of nuclear deterrence in the 21st century, one in which the unique challenges of communicating with the North Korean government will leave the door open to potential miscalculations. More Cold War-era arms agreements that rest on reliable communication among nuclear peers will come under threat. China and Russia, after all, fear that the irreversible buildup of the United States’ ballistic missile defense network will undermine their own strategic deterrents and will have less incentive to abide by obsolete arms pacts as a result. Despite continued calls for diplomacy to bring Pyongyang to the table and somehow prevent North Korea from crossing the nuclear Rubicon, the chances are slim that Kim Jong Un’s administration will trust a last-ditch negotiation. No amount of security guarantees from the United States will persuade Pyongyang that Washington, its allies or even Beijing has wholly abandoned their designs for regime change. Furthermore, Kim has commissioned an assassination campaign with global reach to ensure that any potential alternatives to his rule are eliminated early on. With its survival on the line, North Korea has an existential commitment to achieve its nuclear objectives.

The United States is weighing the risks of carrying out a preventive military campaign to avoid entering the dangerous new global order. But the associated costs of starting a war in Northeast Asia and plunging the world into recession make this scenario less likely. Even though he inherited a near-impossible timeline to neutralize the threat, U.S. President Donald Trump won’t take kindly to North Korea fulfilling its nuclear ambitions on his watch. When the time comes to reckon with this reality, his administration will probably reframe the issue as the product of decades of negligent and ineffective policy. The president will then set his sights on Iran, vowing to avoid a repeat of such a colossal failure in U.S. foreign policy.

In fact, the effort to shift attention from North Korea to Iran has been underway for some time. Trump has made clear that he sees the Joint Comprehensive Plan of Action (JCPOA) — the deal his predecessor, along with four other countries, made with Iran to deter it from pursuing nuclear capabilities — as flimsy and wholly insufficient. The U.S. administration, moreover, has expressed its frustration that the deal’s terms inhibit the imposition of economic sanctions in response to other threats from Iran. By decertifyng the JCPOA, Trump meant to send the message that he was serious about confronting the Islamic republic. To strike a deal in the first place, the previous administration and the JCPOA’s other signatories had to focus negotiations solely on Iran’s nuclear program, setting aside broader problems, such as Tehran’s covert support for militant proxies, its development of ballistic missiles and its alleged human rights abuses. The International Atomic Energy Agency and the JCPOA’s other parties affirm that Iran is upholding its end of the agreement. Yet the current occupants of the White House have used infractions unrelated to the deal, such as ballistic missile testing, to blur the JCPOA’s terms and justify reintroducing sanctions.

Iran Recalculates

Consequently, Iran will have much to contemplate in the coming year as it weighs the pros and cons of abiding by the JCPOA. Compared with North Korea, Iran sees a nuclear deterrent as more of a luxury than a strict necessity. Iran’s reliance on global energy trade, its heavy exposure to intelligence oversight from hawkish neighbors like Israel and its people’s ability to channel economic discontent into political change make its pursuit of nuclear arms more perilous. At the same time, the country’s layered political structure, formidable security apparatus, challenging terrain and ability to disrupt traffic in the Strait of Hormuz offer it useful insulation against its adversaries’ attempts to bring down the clerical government. In addition, Iran’s influence across the Middle East gives it leverage with the United States. Either by helping U.S. interests, for example in the fight against the Islamic State, or by hindering them — through threatening maritime vessels or backing militant proxies against U.S. allies — Tehran can influence its dealings with Washington. These factors led Iran to conclude that it could strike a bargain with the United States over its nuclear program to get economic reprieve from sanctions and reduce the potential for a military conflict in the Persian Gulf.

But the JCPOA wasn’t just about the nuclear program. Implicit in the framework was a deeper understanding between Washington and Tehran. Both sides understood there would remain a number of points of contention between them as they competed in proxy battlegrounds across the region. Still, in signing the deal, the United States was downgrading the potential for conflict in the Gulf region, thereby signaling to Tehran that it was taking any earlier plans for regime change off the table.

Now, in trying to directly discredit the JCPOA, the Trump administration risks stripping away those security guarantees and putting Iran back in an existential mindset that could push it onto the nuclear path once more.

A spate of leaks and acknowledgments from the U.S. president himself over the past year have revealed Trump’s disdain for anyone trying to block his Iran agenda and his respect for hawks on Iran policy. (The former group includes Secretary of State Rex Tillerson, while the latter category includes U.S. Ambassador to the U.N. Nikki Haley, CIA Director Mike Pompeo and Sen. Tom Cotton, who has been rumored to be next in line to head the CIA should Trump decide to replace Tillerson with Pompeo.) The more frustrated he becomes with the North Korean dilemma, the more energy the U.S. president has put into lining up loyalists to try to limit interference in his agenda for Iran. Two key figures in the Middle East have exerted heavy influence over that agenda: Saudi Crown Prince Mohammed bin Salman and Israeli Prime Minister Benjamin Netanyahu. The two leaders, in fact, are so eager for the opportunity to shape a more aggressive U.S. policy toward Iran that they are downplaying their animosity for each other and collaborating in the open.

Iran’s leaders will now have to assess how far the U.S.-Saudi-Israeli triumvirate will go in trying to contain their country. Iran still has the benefit of a strong European defense for the JCPOA. The White House would risk a major confrontation with the Continent’s powers were it to attempt to unilaterally end sanctions waivers and reinstate secondary sanctions on foreign firms doing business with Iran. And enforcing additional sanctions would be difficult without buy-in from Iran’s main trading partners. With that in mind, Tehran will probably take care in the coming months to avoid blatantly violating the JCPOA and driving the Europeans back to the United States’ side on sanctions — even as a growing competition with Washington emboldens Iran’s hard-line politicians. At the same time, Tehran will look for ways to strengthen its burgeoning relationship with Russia to counterbalance the U.S.-Saudi-Israeli alliance.

Even if the framework of the JCPOA survives, however tenuously, Iran will still be on alert for other aggressive U.S.-backed efforts to destabilize its political system. After all, if the United States, Israel and Saudi Arabia believe that the nuclear deal is fundamentally flawed and that they must compel Tehran back to the negotiating table, they’ll need to find ways to credibly threaten the Iranian government’s continued existence. Iran will be on the lookout for a range of threats, from a concerted military campaign against its Lebanese proxy militia, Hezbollah, to a cyberattack on its critical infrastructure to covert efforts to sow sedition in the Islamic republic. And even if the United States could coerce Iran to renegotiate the nuclear deal, Washington’s reputation for honoring that kind of pact is already deep in question. Agreeing to abandon the quest for nuclear weapons didn’t save Libyan leader Moammar Gadhafi, as Pyongyang and Tehran well know.

Overturning the JCPOA will compound the challenges the United States faces in finding diplomatic solutions to nuclear-sized problems. Moreover, a nuclear-armed North Korea would only complicate matters further. The cash-strapped country may find its coveted deterrent to be a lucrative asset in a pinch. And should the United States convince Iran of the JCPOA’s impending demise, Pyongyang may have a willing customer in Tehran.

The Luxury of Distance

Trump’s more assertive stance toward Iran isn’t an anomaly in U.S. foreign policy. Since the JCPOA took effect — a milestone that was arguably necessary to reduce the threat of military conflict in the Persian Gulf and to freeze Iran’s nuclear program — the Islamic republic’s economic recovery and re-engagement with the West has threatened to upset the balance of power in the Middle East. Iran, free from the fetters of sanctions, suddenly had more energy and resources to throw into its proxy battles in the region, at the expense of critical Sunni powers. The United States, in turn, was bound to shore up support for its Sunni allies and seek out new ways to keep Iran contained, regardless of who was conducting policy in the White House.

Even so, there is such thing as an overcorrection in policymaking. Trump’s willingness to wholeheartedly endorse the Saudi plan for cutting Iran back down to size sets him apart from his political contemporaries and predecessors. Along with trying to discredit the JCPOA, the U.S. administration has backed Riyadh’s short-sighted campaigns to isolate Qatar and to try to force a Saudi agenda down the Lebanese government’s throat. These moves, all sorely lacking in subtlety, at times suggest an ideological bent to target Iran at any cost.

But the United States doesn’t have to shoulder the historical baggage and the centuries of animosity that drive competition in the Middle East. It has the luxury of distance, from which it can manipulate the balance of power at will. In other words, while Israel and Saudi Arabia perceive Iran to be an existential threat, the same may not be true for the United States. Its removal from the situation gives Washington the space to manage Iran through a more assertive policy of strategic containment that stops short of reintroducing the menace of regime change and thus keeps the country from having to resort to more extreme measures. Therein lies the difference between strategic and ideological policymaking. As the North Korea conundrum gives rise to a more precarious age of nuclear deterrence, that difference will matter all the more.

This article was originally published by Stratfor Worldview, a leading geopolitical intelligence platform and advisory firm based in Austin, Texas.

https://www.forbes.com/sites/stratfor/2017/12/07/where-the-north-korean-crisis-meets-the-iran-nuclear-deal/#56ded7c9e9a6

Scoop: U.S. and Israel reach joint plan to counter Iran

Donald Trump and Benjamin Netanyahu shake hands after delivering a speech during a visit to the Israel Museum on May 23, 2017 in Jerusalem, Israel. Photo: Lior Mizrahi/Getty Images

The U.S. and Israel have reached a joint strategic work plan to counter Iranian activity in the Middle East. U.S. and Israeli officials said the joint understandings were reached in a secret meeting between senior Israeli and U.S. delegations at the White House on December 12th.

What it means: A senior U.S. official said that after two days of talks the U.S. and Israel reached at a joint document which included understandings on countering Iranian actions in the region. The U.S. official said the document goal’s was to translate President Trump’s Iran speech to joint U.S.-Israeli strategic goals regarding Iran and to set up a joint work plan.

At the table: The Israeli team was headed by national security adviser Meir Ben-Shabbat and included senior representatives of the Israeli military, Ministry of Defense, Foreign Ministry and intelligence community. The U.S. side was headed by national security adviser H.R. McMaster and included senior representatives from the National Security Council, State Department, Department of Defense and the intelligence community.

As part of the understandings that were reached the U.S. and Israel decided to form several working groups according to the joint goals:
  1. Covert and diplomatic action to block Iran’s path to nuclear weapons – according to the U.S. official this working group will deal with diplomatic steps that can be taken as part of the Iran nuclear deal to further monitor and verify that Iran is not violating the deal. It also includes diplomatic steps outside of the nuclear deal to put more pressure on Iran. The working group will deal with possible covert steps against the Iranian nuclear program.
  2. Countering Iranian activity in the region, especially the Iranian entrenchment efforts in Syria and the Iranian support for Hezbollah and other terror groups. This working group will also deal with drafting U.S.-Israeli policy regarding the “day after” in the Syrian civil war.
  3. Countering Iranian ballistic missiles development and the Iranian “precision project” aimed at manufacturing precision guided missiles in Syria and Lebanon for Hezbollah to be used against Israel in a future war.
  4. Joint U.S.-Israeli preparation for different escalation scenarios in the region concerning Iran, Syria, Hezbollah in Lebanon and Hamas in Gaza.

Senior Israeli officials confirmed that the U.S. and Israel have arrived at strategic understandings regarding Iran that would strengthen the cooperation in countering regional challenges.

The Israeli officials said:

“[T]he U.S. and Israel see eye to eye the different developments in the region and especially those that are connected to Iran. We reached at understandings regarding the strategy and the policy needed to counter Iran. Our understandings deal with the overall strategy but also with concrete goals, way of action and the means which need to be used to get obtain those goals.”

https://www.axios.com/scoop-u-s-and-israel-reach-joint-plan-to-counter-iran-2520518565.html

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Story 1: U.S. Personal Consumption Spending and Inflation Rising — Videos

Posted on December 22, 2017. Filed under: American History, Banking, Blogroll, Business, College, Communications, Computers, Congress, Culture, Economics, Education, Elections, Employment, Faith, Family, Federal Government, Federal Government Budget, Fiscal Policy, Food, Freedom, Friends, government spending, Health, history, Illegal, Immigration, Inflation, Investments, Journalism, Law, Legal, liberty, Life, Links, Macroeconomics, media, Microeconomics, Monetary Policy, Money, Money, People, Philosophy, Photos, Politics, Raves, Raymond Thomas Pronk, Resources, Success, Talk Radio, Tax Policy, Taxation, Taxes, Technology, Video, Welfare, Work, Writing | Tags: , , , , |

Story 1: U.S. Consumption Spending and Inflation Rising — Videos

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U.S. Inflation Gains in Nov., While Core CPI Cools

Will retail earnings get a boost from consumer spending increase?

Gary Shilling Explains Why The US Should Focus Less On Consumption

What is inflation? | Inflation | Finance & Capital Markets | Khan Academy

What Is Consumer Price Index (CPI)? | Show Me | NBC News

U.S. Consumer Spending Tops Forecasts as Inflation Accelerates

U.S. consumer spending rose more than forecast in November and the Federal Reserve’s preferred inflation gauge advanced to an eight-month high, signs of economic vitality that should keep the central bank on track to raise interest rates gradually in 2018.

Purchases rose 0.6 percent after a 0.2 percent advance that was less than previously estimated, Commerce Department figures showed Friday. The median forecast in a Bloomberg survey called for a 0.5 percent gain. Incomes rose 0.3 percent, slightly below projections, though the three-month gain was the fastest since early 2017.

While partly reflecting rising prices and spending related to energy, the results indicate strength in consumption, which accounts for about 70 percent of the economy and is likely to drive U.S. growth again this quarter. Inflation moving closer to the Fed’s target may also reinforce expectations for interest- rate hikes next year under incoming Chairman Jerome Powell, and tax legislation awaiting President Donald Trump’s signature could provide a further boost to the economy.

One caveat: The report showed Americans’ spending is increasingly coming at the expense of storing up funds. The saving rate fell to 2.9 percent in November, the lowest since November 2007, just before the last recession began.

What Our Economists Say…

The results “support Bloomberg Economics’ forecast for consumer-spending growth to accelerate in the fourth quarter to the fastest pace since the beginning of the year. Importantly, robust personal spending is supported by strong income gains in November, suggesting that households are well-positioned to spend in the near term. Income gains should intensify going into the next year as wage pressures increase.”

— Yelena Shulyatyeva, Bloomberg Economics

For more on the data from BE, click here.

The Fed’s preferred inflation gauge — tied to consumption — rose 0.2 percent in November from the previous month and 1.8 percent from a year earlier, the fastest since March. Excluding food and energy, so-called core prices rose 0.1 percent from October and 1.5 percent from November 2016, matching estimates.

Inflation has missed the central bank’s 2 percent target for most of the past five years. While energy prices have helped drive the pickup in headline inflation, the rise in the core gauge should also hearten Fed officials, who expect inflation will slowly reach their goal as transitory downward pressures dissipate.

With steady hiring and rising stock and home prices boosting households’ ability to increase purchases, some analysts project the holiday season will be the best since before the recession began. Recent government figures showed retail sales rose more than forecast in November amid broad-based demand.

The latest results follow Commerce Department figures released Thursday that showed third-quarter gross domestic product grew at a 3.2 percent annualized pace, revised down slightly though still the fastest since early 2015. That reflected a somewhat slower rate of household consumption.

Economists expect growth of 2.7 percent in the October-December period, based on the median estimate in a Bloomberg survey.

Other Details

  • Wages and salaries rose 0.4 percent in November from the prior month; disposable income, or earnings adjusted for taxes and inflation, was up 0.1 percent after a 0.3 percent advance in October
  • Consumer spending on durable goods, adjusted for inflation, rose 0.2 percent for a second month; nondurable goods jumped 0.7 percent after a 0.2 percent advance; recreational goods and vehicles contributed to gains
  • Household outlays on services, adjusted for inflation, rose 0.4 percent after a 0.1 percent decline in prior month; gain reflects spending on electricity and gas

— With assistance by Jordan Yadoo, Catarina Saraiva, and Sophie Caronello

https://www.bloomberg.com/news/articles/2017-12-22/u-s-consumer-spending-tops-forecasts-as-inflation-accelerates

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Breaking News: High-speed Amtrak Cascade Train Wreck derails 13 of 14 Trains Off of Track in DuPont, Washington with 77 Injuries and 6 Fatalities — Interstate HIghway 5 Southbound Lanes Closed — Videos

Posted on December 18, 2017. Filed under: Articles, Blogroll, Communications, Computers, Environment, Family, Journalism, Life, Links, media, People, Photos, Politics, Press, Psychology, Radio, Radio, Rants, Raves, Raymond Thomas Pronk, Regulations, Technology, Trains, Transportation, Video, War, Wealth, Wisdom, Work, Writing | Tags: , , , , , , , , , |

The solid route is the updated line that opened Monday. Because it's straighter than the old Puget Sound route, trains could go faster See the source imageSee the source imageSee the source image

Train engineer Robert Bregent gives his expertise on the Amtrak derailment

High speed Amtrak train derails in DuPont, Washington

Alex Rozier discusses being on the train earlier in the morning

BREAKING NEWS AMTRAK TRAIN DERAILED DuPont Washington 6 Dead & 77 Injured Crashed onto Interstate

BREAKING NEWS DECEMBER 18, 2017: At least six dead and 77 injured’ after new high-speed Amtrak train derails after it ‘hit something’ on its FIRST day of service sending rail cars flying onto the interstate below.

An Amtrak train making the first-ever run along a faster new route hurtled off an overpass Monday near Tacoma and spilled some of its cars onto the highway below, killing at least six people, authorities said. The death toll was expected to rise.

Seventy-eight passengers and five crew members were aboard when the train moving at more than 80 mph derailed about 40 miles south of Seattle on a route that had raised safety concerns.

An official briefed on the investigation told The Associated Press that preliminary signs indicate that Train 501 may have struck something before going off the track. The official was not authorized to discuss the investigation publicly and spoke to on the condition of anonymity.

The Pierce County Sheriff’s Office said several vehicles on Interstate 5 were struck by falling train cars and multiple motorists were injured. No fatalities of motorists were reported. Train 501 was going south when it derailed while crossing a bridge over Interstate 5 near DuPont, Washington around 7:40am Pacific Time, causing at least one car to fall onto the freeway below.

Amtrak confirmed its train was involved but did not provide further information. ‘We are aware of an incident involving Amtrak train 501,’ the rail operator said on Twitter. ‘We will update with additional details as they become available.’

It was the first day of the new $181million high-speed Cascade service, which rerouted trains down 14 miles of updated track. The new bypass between Tacoma and DuPont is straighter, meaning that trains can go faster than they did on the windy old line.

The possibility that the wreck was caused by something on the tracks fed into concerns voiced by local officials about the risk of high-speed trains crossing busy streets.

The mayor of a town near the derailment had warned about the danger of an accident at a public meeting only two weeks ago.

A Pierce County Sheriff’s spokesman said there were multiple fatalities on the train, but declined to give an official number,

Despite the fact that the train hit several cars and trucks on the freeway below, no motorists were killed.

An estimated 77 people were injured, with some being rushed to the hospital and others treated at the scene. A spokesman for Providence St. Peter Hospital in Olympia said his hospital had received 11 patients. Chris Thomas did not know their specific conditions. Two patients were in the operating room as of early morning, one of them in serious condition, he said.

Right before the bridge, there is a sizable curve in the track and the train. The train was going 81.1 mph moments before the derailment, according to transitdocs.com, a website that maps Amtrak train locations and speeds using data from the railroad’s train tracker app. The maximum speed along the stretch of track, known as Point Defiance Bypass, is 79 mph, according to information about the project posted online by the Washington State Department of Transportation.

Local officials were wary about the new line, voicing their concerns about the high-speed trains going through curves at top speed at a meeting earlier this month.

The mayor of Lakewood, Washington, a city along the new route, predicted a deadly crash — but one involving a fast-moving train hitting a car or pedestrian at a grade-crossing. At a recent public meeting, he called on state planners to build overpass-like rail structures instead of having trains cross busy streets.

‘Come back when there is that accident and try to justify not putting in those safety enhancements,’ Anderson said, according to Seattle television station KOMO. ‘Or you can go back now and advocate for the money to do it, because this project was never needed and endangers our citizens.’

Witness describes ‘unreal’ aftermath of train derailment

Dr. Marc Siegel on injuries suffered in train derailment

[youtube-https://www.youtube.com/watch?v=m48d2OA5KTY]

Official: At least six people killed in train derailment

 

At least 6 dead, scores injured after Amtrak train plunges off bridge onto I-5

 An Amtrak train making the first-ever run along a new route hurtled off an overpass at an estimated 80 mph Monday near Tacoma and spilled some of its cars onto the highway below, killing at least six people, authorities said.

Seventy-seven passengers, six crew members and one technician were aboard when the train derailed about 40 miles south of Seattle before 8 a.m., Amtrak said. At least 50 people were hospitalized, more than a dozen with critical or serious injuries, authorities said.

The Pierce County Sheriff’s Office said five passenger vehicles and two semi trucks on Interstate 5 were struck by falling train cars and multiple motorists were injured. No fatalities of motorists were reported.

In a radio transmission immediately after the accident, the conductor can be heard saying the train was coming around a corner and was crossing a bridge that passed over Interstate 5 when it derailed.

“Emergency! Emergency! Emergency! We are on the ground!” a radio message from the train came into dispatchers, according audio obtained by Broadcastify.com. “We are on the bridge over I-5 near Nisqually… on the freeway. Need EMS [emergency services] ASAP. Looks like they are already starting to show up.”

Dispatch audio also indicated that the engineer survived with bleeding from the head and both eyes swollen shut.

“I’m still figuring that out. We’ve got cars everywhere and down onto the highway,” he tells the dispatcher, who asks if everyone is OK.

Trooper Brooke Bova with the Washington State Patrol says the train had 12 passenger cars and two engines, and all but one engine derailed. Five vehicles and two semi trucks were struck by the falling train cars on I-5 causing injuries, but no fatalities on the freeway. The extent of the injuires to those on the freeway is not known.

Chris Karnes was on the train, three or four cars back from the front.

“We had just passed the city of DuPont and maybe two or three minutes after that and we felt a little bit of wobbling and then the next thing that we knew we were being catapulted into the seats in front of us and we could hear the train derailing and metal crunching,” Chris Karns told KOMO NewsRadio. “There were people screaming — everything was dark. We had to kick out the window in order to get off the train.”

Gov. Jay Inslee has declared a State of Emergency for the disaster and has activated the State Emergency Operations Center.

In a conference call with reporters, Amtrak President and Co-CEO Richard Anderson said “Positive Train Control” was not activated on the tracks at the time of the derailment. Positive Train Control is a technology that automatically slows down, and eventually stops, a train if it senses the train is going too fast and could derail or get in an accident.

‘Prepared for the Worst and Hoped for the Best’

Motorists said they drove up to find a train car hanging off the bridge, and dozens of Amtrak passengers stranding along the freeway. Motorists on both sides of the freeway began to help them.

Dr. Nathan Selden, a neurosurgeon at the Oregon Health & Science University in Portland, said he and his son drove through the accident scene while traveling north to visit Seattle. The doctor asked if he could help and was ushered to a medical triage tent in the highway median.

The most seriously injured had already been whisked away, but the patients he helped appeared to have open head wounds and skull, pelvic or leg fractures, as well as small cuts and neck sprains, he said.

He called it a miracle that an infant child he saw from the scene appeared completely unharmed.

Daniel Konzelman, 24, was driving parallel to the train on his way to work as an accountant in Olympia. He was about 30 seconds ahead of the train on the freeway when he saw it derail.

Konzelman, who was driving with a friend, told the Associtaed Press he pulled off the freeway and then ran down along the tracks and over the bridge to get to the scene. They saw three cars and a semi-truck on the freeway that had been damaged by the derailment. There were train cars with their roofs ripped off, or that were tipped upside down, on both sides of the track or turned sideways on the bridge.

They climbed into train cars and found people hurt – some pinned underneath the train, others who appeared to be dead, he said. If they were mobile and seemed stable, he helped them climb out. If they appeared seriously hurt, he tried to comfort them by talking to them.

“I just wanted to help people because I would want people to help me,” he said. “I’m an Eagle Scout. I have a lot of first-aid training and emergency response training.”

They stayed for nearly two hours before hitting the road again.

“I prepared for the worst and hoped for the best. I saw a little bit of both,” he said.

Southbound I-5 To Remain Closed For Extened Period

All southbound lanes of Interstate 5 are closed south of Joint Base Lewis-McChord and are expected to remain closed for the rest of the day, according to the State Patrol. Troopers have set up a number of detours, including one allowing drivers to cut through Joint Base Lewis-McChord.

“We have a detour that’s going through Center Drive through the base,” Trooper Brooke Bova said. “JBLM is being amazing and they’re really helping us get traffic through there but please expect congestion through that area. That is one of our biggest detours.”

Other detours take drivers around into Kitsap County or far into eastern Pierce and Thurston County.

High-speed Amtrak train ‘hit something’ before derailing on Washington State line – killing at least six and injuring 77 – as it’s revealed high-tech system designed to PREVENT accident was NOT enabled

  • An Amtrak train derailed near DuPont, Washington around 7:40am Monday, killing at least six and injuring 77
  • Seventy-eight passengers were on board, in addition to five crew members 
  • The train derailed while crossing a bridge over Interstate 5, causing one car to crash onto the freeway below 
  • Five cars and two semi-trucks were struck by the falling car, but no motorists were killed
  • It was the first day of a new high-speed service linking Seattle, Washington and Portland, Oregon
  • A local mayor voiced his fear about the new train causing a deadly accident earlier this month 
  • An anonymous official said it appears the train may have struck something right before the derailment 
  • High-tech Positive Train Control (PTC) system that each of the brand Amtrak Cascade engines are equipped with was not switched on
  • The NTSB is sending a 20-person team to DuPont to investigate the derailment 
  • Records show that the train was going 81 mph before it derailed, when it was supposed to only be going 79 
  • The president of Amtrak said the train was not equipped with positive train control, which automatically slows a train if it’s going too fast  
  • President Trump blamed the crash on ‘crumbling infrastructure’ in a tweet 

An Amtrak train making the first-ever run along a faster new route hurtled off an overpass Monday near Tacoma and spilled some of its cars onto the highway below, killing at least six people, authorities said. The death toll was expected to rise.

Seventy-eight passengers and five crew members were aboard when the train moving at more than 80 mph derailed about 40 miles south of Seattle on a route that had raised safety concerns.

An official briefed on the investigation told The Associated Press that preliminary signs indicate that Train 501 may have struck something before going off the track. The official was not authorized to discuss the investigation publicly and spoke on the condition of anonymity.

In addition, the new high-tech Positive Train Control (PTC) system that each of the brand Amtrak Cascade engines are equipped with was not switched on.

The PTC computer system which prevents a train from exceeding a speed limit and can detect objects or collisions ahead is fitted to all the new Charger locomotives on the Seattle to Portland line.

However, according to CNN, at a conference call today, Amtrak President and Co-CEO Richard Anderson said Positive Train Control was not activated on the tracks at the time.

The Pierce County Sheriff’s Office said thirteen of the train’s fourteen cars derailed. One of them crashed onto freeway below, hitting five cars and two semi-trucks. Multiple motorists were injured, but none killed. Police have not given an official death count, but the Seattle Times says it’s at least six.

Seventy-seven people have been hospitalized, with hospital officials saying at least two people are in critical condition and 11 are seriously injured.

Scroll down for video 

An Amtrak train derailed near DuPont, Washington around 7:40am Monday - causing multiple injuries and fatalities 

An Amtrak train derailed near DuPont, Washington around 7:40am Monday – causing multiple injuries and fatalities

The train derailed while crossing a bridge over Interstate 5, causing at least one car to crash onto the freeway below

The train derailed while crossing a bridge over Interstate 5, causing at least one car to crash onto the freeway below

Thirteen of the 14 cars on the train derailed in the early Monday morning incident 

In addition to the six fatalities, seventy-seven people were injured - including both passengers and motorists  

In addition to the six fatalities, seventy-seven people were injured – including both passengers and motorists

The train set off from Seattle at 6am and planned to get into Portland, Oregon a little more than three hours later

The train set off from Seattle at 6am and planned to get into Portland, Oregon a little more than three hours later

The derailment happened near the town of DuPont, Washington, on an updated set of train line 

Monday was the first day of the updated Cascade Line service between Seattle and Portland  

Monday was the first day of the updated Cascade Line service between Seattle and Portland

The train was headed south towards Portland, Oregon at the time of the derailment. Passengers are seen disembarking the derailed train 

Seventy-eight passengers were on board at the time, in addition to five crew. The train can fit around 250 people

Train 501 was going south to Portland, Oregon when it derailed while crossing a bridge over Interstate 5 near DuPont, Washington around 7:40am Pacific Time, causing at least one car to fall onto the freeway below.

The train was making the inaugural run on the new Cascade route as part of a $180.7 million project designed to speed up service by removing passenger trains from a route along Puget Sound that’s bogged down by curves, single-track tunnels and freight traffic.

WHAT IS POSITIVE TRAIN CONTROL?

The brand new Amtrak Cascade trains are pulled by the brand new Charger locomotive as part of the $181m infrastructure investment.

Each of the Charger engines is equipped with the high tech Positive Train Control (PTC) which enables trains to be automatically or remotely stopped when trouble is found on the line.

The PTC for Train 501 was not due to be switched on until next year.

 PTC is a computer program which enables a the system to monitor the train using GPS and sensors on trains that are tripped along the tracks.

The program operates simultaneously with the running train and slows a locomotive if it exceeds its speed limit and will trip a red light if a collision is imminent or an obstacle has been seen or detected.

The Amtrak schedule called for the train to leave Seattle around 6am and arrive in Portland about 3 1/2 hours later.

The new route includes a bypass built on an existing inland rail line that runs along Interstate 5 from Tacoma to DuPont, near where Train 501 derailed. Track testing was completed in January and February in advance of Monday’s launch, according to the Washington State Department of Transportation.

The possibility that the wreck was caused by something on the tracks fed into concerns voiced by local officials about the risk of high-speed trains crossing busy streets. The mayor of a town near the derailment had warned about the danger of an accident at a public meeting only two weeks ago.

Right before the bridge, there is a sizable curve in the track and the train.  The train was going 81.1 mph moments before the derailment, according to transitdocs.com, a website that maps Amtrak train locations and speeds using data from the railroad’s train tracker app.

The maximum speed along the stretch of track, known as Point Defiance Bypass, is 79 mph, according to information about the project posted online by the Washington State Department of Transportation.

The president of Amtrak revealed at an afternoon press conference that the new train was not equipped with positive train control, a mechanism that automatically slows the train if it starts going too fast. This is despite the fact that the technology was supposed to be added to the trains as part of the revamp.

DESPERATE EMERGENCY CALL FROM CREW OF AMTRAK TRAIN

The call made by a member of the crew of the Amtrak train in the seconds after the deadly crash has been released.

The call is believed to have been made by the engineer.

CREW OF TRAIN: ‘Amtrak 501 emergency, emergency, emergency… we are on the ground (inaudible) We are on the bridge (inaudible) …on the freeway.’

‘We need EMS ASAP. Looks like they are already starting to show up.

OPERATOR: ‘Hey guys what happened?’

CREW OF TRAIN: ‘We were coming round the corner to take the bridge on the I5 and right there on the Nissqually we were on the ground.’

OPERATOR: ‘Are you… is everybody okay?’

CREW OF TRAIN: ‘I am still figuring that out… we’ve got cars everywhere and down onto the highway.’

Local officials were wary about the new line, voicing their concerns about the high-speed trains going through curves at top speed at a meeting earlier this month.

The mayor of Lakewood, Washington, a city along the new route, predicted a deadly crash — but one involving a fast-moving train hitting a car or pedestrian at a grade-crossing. At a recent public meeting, he called on state planners to build overpass-like rail structures instead of having trains cross busy streets.

‘Come back when there is that accident and try to justify not putting in those safety enhancements,’ Anderson said, according to Seattle television station KOMO. ‘Or you can go back now and advocate for the money to do it, because this project was never needed and endangers our citizens.’

Two semi-trucks were damaged when one of the train cars fell onto the freeway below 

Five cars were damaged when the train car fell onto the freeway - but no motorist was killed 

A worker walks the tracks at the scene of a Amtrak train derailment on December 18, 2017 in DuPont, Washington

All southbound lands on I-5 have been shut down while local officials investigate 

All southbound lands on I-5 have been shut down while local officials investigate

A train car's wheels are seen detached from the car on Interstate 5  

A train car’s wheels are seen detached from the car on Interstate 5

Firefighters are seen looking for more survivors on Monday 

A look at some of the tools firefighters brought to free survivors on the train 

A look at some of the tools firefighters brought to free survivors on the train

It's still unclear what caused the train to derail Monday morning. The NTSB will be investigating 

It’s still unclear what caused the train to derail Monday morning. The NTSB will be investigating

The train was traveling on an updated set of tracks that run between Tacoma and DuPont, Washington 

The train was traveling on an updated set of tracks that run between Tacoma and DuPont, Washington

The NTSB will be looking to get the black box fro the train, which will tell how fast the train was traveling when it derailed 

No motorists were killed in the derailment, despite the fact that a car fell on the road below 

No motorists were killed in the derailment, despite the fact that a car fell on the road below

The NTSB is sending a 20 person team to investigate the derailment. Board member Bella Dinh-Zarr addresses reporters about the derailment at a press conference in Washington, DC on Monday 

A look at the new locomotives for the Cascade line

Today was the first day of the new multi-million Amtrak Cascades train service daily along the Portland-Seattle corridor.

The more direct route diverged from the shared track which operated with freight trains.

The project was known as the Point Defiance Bypass.

Avoiding a more scene route along the area’s iconic Puget Sound, the new high speed line is designed to take 10 minutes off the travel time and travel at up to 80mph.

Amtrak issued a press released last week to say that using this route would allow for two more daily round-trips between Seattle and Portland.

It would also help trains avoid traveling around tight corners and tunnels.

The Amtrak/Cascade trains are pulled by a state-of-the art locomotive known as a ‘Charger’.

Weighing 42,000 pounds and able to produce 4,400-horsepower they new, quieter and faster engines have been testing for the last month.

They are equipped with positive train control systems which automatically stop trains when troubled is detected. However, these are not due to be activate till 2018.

The Washington State Department of Transportation said that at the moment it has no theories as to what caused the derailment.

 The NTSB will be investigating the cause of the crash, but most won’t be on the scene for several hours because they’re flying commercial. The 20-person go team’s  flight is scheduled for 6:55pm and its a five-hour flight.

When they finally get to the scene, the investigators will obtain the black box which will show how fast the train was going when it derailed and whether the engineer braked when they needed to. They will also look at the condition of the tracks and question the train crew.

Mary Schiavo, a transportation analyst for CNN, hinted that the curve in the road might be to blame for the derailment.

‘This train was about to enter or was entering a curve and while they had to modify the tracks and test the tracks – and all of this work was done at the beginning of December – local officials in Washington were highly critical of sending a train at this speed through his area…they specifically warned that it needed to slow down at the curves in the track.

‘I always like to say, whether its a train crash or a plane crash, the laws of physics are the only laws you can’t break. And while they tested it…testing as opposed to running a full-sized, fully-loaded train over the track changes the physics. It changes the dynamics of the forces that you have in that curve.

‘It’s like racing a motorcycle. As you approached that curve, the centrifugal forces on the train change dramatically and I bet the NTSB is gonna pay a lot of attention to the topography and whether the train was entering a curve,’ Schiavo said.

Audio has been released of the engineer talking to emergency dispatchers immediately after the crash.

‘Amtrak 501 emergency, emergency, emergency, we are on the ground!’ the engineer is heard saying.

‘Need EMS ASAP. It looks like they are already starting to show up,’ the engineer continues.

‘He guys, what happened?’ a dispatcher asks.

‘We were coming around the corner to take the bridge over 1-5 there right north of Nisqually and we went on the ground,’ the engineer responds.

‘Ok, is everybody ok?’ the dispatcher asks.

‘I’m still figuring that out,’ the engineer responds. ‘We’ve got cars everywhere and down onto the highway.’

Passenger Chris Karnes was on his way to do some Christmas shipping with his boyfriend with the derailment happened.

He told KIRO that he was on the third for fourth car, and said the emergency doors were not functioning so they had to kick out the train windows to escape.

Photos from the scene show three to four cars rolled off the track and into the woods on the side of the road.

‘We had just passed the city of DuPont and it seemed like we were going around a curve,’ Karnes said. ‘All of a sudden, we felt this rocking and creaking noise, and it felt like we were heading down a hill. The next thing we know, we’re being slammed into the front of our seats, windows are breaking, we stop, and there’s water gushing out of the train. People were screaming.’

‘The tracks for this line were supposed to be upgraded to be able to handle higher speeds,’ he continued. ‘I’m not sure what happened at this juncture.’

Maria Hetland was driving to work on the northbound lanes when traffic slowed and she noticed the crash.

‘As we were coming up the hill I rolled my window down and saw the train,’ she told the Seattle Times. ‘It was awful.’

Hetland said she could see people walking around the roadway near the derailment, and people sitting on the side of the freeway wrapped in blankets.

Many rail enthusiasts were on the train to make the first trip of the new high-speed service

Amtrak derailment onto I-5 in Washington State on Monday

Amtrak derailment onto I-5 in Washington State on Monday

Numerous paramedics were seen at the scene on Monday 

Numerous paramedics were seen at the scene on Monday

Above is the train tracks where the train derailed Monday morning 

Above is the train tracks where the train derailed Monday morning

Konzelman, who was driving with a friend, said he pulled off the freeway and then ran down along the tracks and over the bridge to get to the scene. They saw three cars and a semi-truck on the freeway that had been damaged by the derailment. There were train cars with their roofs ripped off, or that were tipped upside down, on both sides of the track or turned sideways on the bridge.

They climbed into train cars and found people hurt — some pinned underneath the train, others who appeared to be dead, he said. If they were mobile and seemed stable, he helped them climb out. If they appeared seriously hurt, he tried to comfort them by talking to them.

‘I just wanted to help people because I would want people to help me,’ he said. ‘I’m an Eagle Scout. I have a lot of first-aid training and emergency response training.’

They stayed for nearly two hours before hitting the road again.

‘I prepared for the worst and hoped for the best. I saw a little bit of both,’ he said.

Alex Rozier, a King TV reporter, told NBC News that he got off the train about 10 minutes before the derailment, after taking footage early on in the inaugural trip.

He said there were many people on the train for its first trip, including rail enthusiasts. Passengers were given commemorative lanyards for the journey.

The new service is supposed to make the journey between Portland and Seattle in 3 hours and 20 minutes, about 10 minutes faster than previous services.

Part of the reason why the new route is faster is because it diverges from the main line on a 14-mile bypass between DuPont and Tacoma.

The new track is a straighter line so the train can go faster, while the old track was windy and made the journey slower.

The bypass already existed but had the tracks needed to be updated for high-speed trains, which heat up the metal on the tracks more significantly

Monday’s inaugural trip was the culmination of the $181million project, that also included construction of a new train station at Tacoma.

Amtrak service south of Seattle on the line is temporarily suspended. Service is continuing to the north and east of the crash.

The derailment has also caused traffic chaos on Interstate 5, with all southbound lanes shut down and just two lanes getting by northbound.

The State Police said that the southbound lanes will at least be closed down for the rest of the day.

They are asking that people stay off I-5 if they don’t need to use it.

The freeway is a heavily trafficked road, with even more Washingtonians expected to be on the road this week to do Christmas shopping in sales-tax-free Oregon.

Family of victims are being asked to report to the DuPont City Hall to be reunited with their loved ones. They are being told not to come to the scene.

President Trump used the deadly derailment to call for more infrastructure spending in a tweet sent about three hours after the accident. He said the wreck, on a newly completed bypass, shows ‘more than ever why our soon to be submitted infrastructure plan must be approved quickly.’

Ten minutes later, he expressed his sympathies for those who were killed.

‘My thoughts and prayers are with everyone involved in the train accident in DuPont, Washington. Thank you to all of our wonderful First Responders who are on the scene. We are currently monitoring here at the White house, he added.

http://www.dailymail.co.uk/news/article-5191431/Amtrak-train-derails-highway-bridge-Washington-state-media.html#ixzz51emnm2C3

 

 

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The Pronk Pops Show — Week in Review — November 14-22, 2017 — Videos

Posted on November 25, 2017. Filed under: American History, Ammunition, Banking, Blogroll, Bomb, Books, Business, Central Intelligence Agency (CIA), Communications, Computers, Congress, conservatives, Constitution, Corruption, Crime, Crisis, Culture, Defense Intelligence Agency (DIA), Documentary, Drones, Economics, Employment, Energy, Entertainment, Environment, European History, Faith, Family, Federal Bureau of Investigation (FBI), Federal Communications Commission, Federal Government, Federal Government Budget, Films, Fiscal Policy, Foreign Policy, Fraud, Freedom, Friends, government, Government Land Ownership, government spending, Health, Health Care, History of Economic Thought, Homicide, Illegal, Immigration, Inflation, Internal Revenue Service (IRS), Investments, Islam, Islam, Journalism, Language, Law, Legal, Life, Links, Love, Macroeconomics, media, Medicine, Missiles, Mobile Phones, Monetary Policy, Money, Movies, Movies, Music, Music, National Security Agency (NSA), National Security Agency (NSA_, Natural Gas, Natural Gas, Newspapers, Non-Fiction, Nuclear, Nuclear Power, Obamacare, Oil, Oil, People, Philosophy, Photos, Police, Political Correctness, Politics, Press, Psychology, Quotations, Radio, Radio, Rants, Raves, Raymond Thomas Pronk, Religion, Religious, Resources, Reviews, Security, Shite, Speech, Spying, Strategy, Success, Sunni, Talk Radio, Tax Policy, Taxation, Taxes, Technology, Television, Television, Television, Terrorism, The Pronk Pops Show, Trade, Video, War, Water, Wealth, Weapons, Wisdom, Work, Writing | Tags: , , , |

 

 

Project_1

The Pronk Pops Show Podcasts

Pronk Pops Show 1005, November 22, 2017

Pronk Pops Show 1004, November 21, 2017

Pronk Pops Show 1003, November 20, 2017

Pronk Pops Show 1002, November 15, 2017

Pronk Pops Show 1001, November 14, 2017 

Pronk Pops Show 1000, November 13, 2017

Pronk Pops Show 999, November 10, 2017

Pronk Pops Show 998, November 9, 2017

Pronk Pops Show 997, November 8, 2017

Pronk Pops Show 996, November 6, 2017

Pronk Pops Show 995, November 3, 2017

Pronk Pops Show 994, November 2, 2017

Pronk Pops Show 993, November 1, 2017

Pronk Pops Show 992, October 31, 2017

Pronk Pops Show 991, October 30, 2017

Pronk Pops Show 990, October 26, 2017

Pronk Pops Show 989, October 25, 2017

Pronk Pops Show 988, October 20, 2017

Pronk Pops Show 987, October 19, 2017

Pronk Pops Show 986, October 18, 2017

Pronk Pops Show 985, October 17, 2017

Pronk Pops Show 984, October 16, 2017 

Pronk Pops Show 983, October 13, 2017

Pronk Pops Show 982, October 12, 2017

Pronk Pops Show 981, October 11, 2017

Pronk Pops Show 980, October 10, 2017

Pronk Pops Show 979, October 9, 2017

Pronk Pops Show 978, October 5, 2017

Pronk Pops Show 977, October 4, 2017

Pronk Pops Show 976, October 2, 2017

Pronk Pops Show 975, September 29, 2017

Pronk Pops Show 974, September 28, 2017

Pronk Pops Show 973, September 27, 2017

Pronk Pops Show 972, September 26, 2017

Pronk Pops Show 971, September 25, 2017

Pronk Pops Show 970, September 22, 2017

Pronk Pops Show 969, September 21, 2017

Pronk Pops Show 968, September 20, 2017

Pronk Pops Show 967, September 19, 2017

Pronk Pops Show 966, September 18, 2017

Pronk Pops Show 965, September 15, 2017

Pronk Pops Show 964, September 14, 2017

Pronk Pops Show 963, September 13, 2017

Pronk Pops Show 962, September 12, 2017

Pronk Pops Show 961, September 11, 2017

Pronk Pops Show 960, September 8, 2017

Pronk Pops Show 959, September 7, 2017

Pronk Pops Show 958, September 6, 2017

Pronk Pops Show 957, September 5, 2017

Pronk Pops Show 956, August 31, 2017

Pronk Pops Show 955, August 30, 2017

Pronk Pops Show 954, August 29, 2017

Pronk Pops Show 953, August 28, 2017

Pronk Pops Show 952, August 25, 2017

Pronk Pops Show 951, August 24, 2017

Pronk Pops Show 950, August 23, 2017

Pronk Pops Show 949, August 22, 2017

Pronk Pops Show 948, August 21, 2017

Pronk Pops Show 947, August 16, 2017

Pronk Pops Show 946, August 15, 2017

Pronk Pops Show 945, August 14, 2017

Pronk Pops Show 944, August 10, 2017

Pronk Pops Show 943, August 9, 2017

Pronk Pops Show 942, August 8, 2017

Pronk Pops Show 941, August 7, 2017

Pronk Pops Show 940, August 3, 2017

Image result for i am mad as hellImage result for illegal alien invasion of united StatesImage result for branco cartoons on roy mooreSee the source image

 

November 22, 2017 06:55 PM PST

The Pronk Pops Show 1005

November 22, 2017

Story 1: The Fed’s Great Unwind or Rolling Over Into 21st Century Greatest Depression — Videos —

Story 2: Will President Trump Be The Next President Hoover? — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/11/22/the-pronk-pops-show-1005-story-1-the-feds-great-unwind-or-rolling-over-into-21st-century-greatest-depression-videos-story-2-will-president-trump-be-the-next-president-hoover-videos/

November 22, 2017 05:12 PM PST

The Pronk Pops Show 1004

November 21, 2017

Story 1: The Illegal Alien Family That Is Deported Together Stays Together — Let The “Dreamers” Go Back To Their Country of Origin With Families– Enforce All Immigration Laws — Remove and Deport The 30-60 Million Illegal Aliens Who Invaded The United States in Last 20 Years — No DACA Fix Needed — Trump Will Lose Many of His Supporters If He Gives Amnesty or Citizenship To Dreamers — Video —

Story 2: Feral Hog Invasion of America — Hogs Eat Everything — Kill The Hogs — Boar Busters — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/11/21/the-pronk-pops-show-1004-november-21-2017-story-1-the-illegal-alien-family-that-is-deported-together-stays-together-let-the-dreamers-go-make-to-country-of-origin-with-families-enforce-all/

November 21, 2017 08:25 PM PST

The Pronk Pops Show 1003

November 20, 2017

Story 1: The Great Outing of Sexual Abusers in Big Lie Media and Congress — The CREEP List Grows Longer and Longer — Abuse of Power — Videos —

Story 2: A Two Charlie Day — Charlie Rose, Should Be Fired By CBS, and Charlie Manson, Dead At 83, Should Have Been Executed By State of California — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/11/20/the-pronk-pops-show-1003-november-20-2017-story-1-the-great-outing-of-sexual-abusers-in-big-lie-media-and-congress-the-creep-list-grows-longer-and-longer-abuse-of-power-videos-story-2/

November 20, 2017 02:08 PM PST

The Pronk Pops Show 1002

November 15, 2017

Story 1: More on Moore: Roy Moore’s Attorney News Briefing — She Said Vs. He Said — Faulty Memory of Witnesses Leading To Wrongful Conviction — Sexual Abuse — Who Do You Believe? — The Voters of Alabama Must Answer This Question on December 12 — Videos —

Story 2: Will The Senate Pass A Tax Reform Bill?– NO — Tax Cut Bill — Yes — Videos —

Story 3: Who is on the Congressional CREEP List of Sexual Harassers in Congress and Their Staffs ? — Who is next to be outed? — Shout Animal House — Intimacy — Getting To Know You– Dance With Me –Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/11/16/the-pronk-pops-show-1002-november-15-2017-story-1-more-on-moore-roy-moores-attorney-news-briefing-she-said-vs-he-said-faulty-memory-of-witnesses-leading-to-wrongful-conviction-sex/

November 17, 2017 04:39 PM PST

The Pronk Pops Show 1001

November 14, 2017

Story 1: He Is Back — Let The Screaming Begin — Videos —

Story 2: Trial Balloon of Having Sessions Return To The Senate By Write In Campaign Shot Down By Attorney General Jeff Sessions — Political Elitist Establishment Trying To Overturn Alabama Voters —  Videos —

Story 3: Attorney General Sessions Grilled By House Including Whether There Will Special Counsel For Hillary Clinton Alleged Crimes — Vidoes —

Story 4: Sexual Harassment in The Senate and House — Time To Expose the Exposers — Out Them By Naming Them — Publish The Creep List — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/11/15/the-pronk-pops-show-1001-november-14-20017-story-1-he-is-back-let-the-screaming-begin-videos-story-2-trial-balloon-of-having-sessions-return-to-the-senate-by-write-in-campaign-shot-down/

 

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Getting To Know You — Intimacy — Love — Both Sides Now — Send In The Clowns — Turn Turn Turn — Amazing Grace — Videos

Posted on November 18, 2017. Filed under: Art, Blogroll, Books, Business, Communications, Culture, Dance, Diet, Entertainment, Faith, Family, Films, Food, Health, Law, liberty, Life, Links, Love, media, Money, Movies, Movies, Music, Music, Narcissism, Newspapers, People, Philosophy, Photos, Politics, Psychology, Radio, Radio, Television, Television, Wealth, Wisdom, Writing | Tags: , , , , , , , , , , , , , , , , , |

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Why we love repetition in music – Elizabeth Hellmuth Margulis

The Beatles All You Need Is Love (Official Promo)

Sternberg’s Triangular Theory of Love

The Secret to Intimacy | The Science of Love

Looks aren’t everything. Believe me, I’m a model. | Cameron Russell

Cameron Russell’s Mission to Make Beauty About Brains

The secret to desire in a long-term relationship | Esther Perel

How to love and be loved | Billy Ward | TEDxFoggyBottom

Tony Robbins Identifies 4 Types of Love | Oprah’s Life Class | Oprah Winfrey Network

How being heartbroken was the best thing to ever happen to me: Emma Gibbs at TEDxSouthBankWomen

Creating extraordinary intimacy in a shutdown world | Michael J. Russer | TEDxUniversityofNevada

TEDxJaffa — Niveen Rizkalla — Getting Intimate with Intimacy

Mork & Mindy (1978-1982)

Published on Nov 15, 2015

Mork & Mindy was the first tv show to display an incredible talent of Robin Williams. The audience instantly fell in love with the “cute and cuddly” alien Mork and his human friend Mindy. I think of this show with great fondness because it’s extremely funny, lovely and kind. It’s the kind of TV product we really need these days. It was a huge hit back in the day and i think the people in 2015 could really use a little happiness it gives. Anyway, here’s a little video, i hope you gonna like it! Song: Walk The Moon – Shut Up and Dance

The Love Story of Mork & Mindy

Mork & Mindy – Never Thought That I Could Love

Mork & Mindy – Getting To Know You

Mork and Mindy – Dance With Me

Bing Crosby – Getting To Know You

JAMES TAYLOR – GETTING TO KNOW YOU

Getting to Know You from The King and I

Yul Brynner and Deborah Kerr perform “Shall We Dance” from The King and I

Julie Andrews – Getting to Know You

Getting to Know You
It’s a very ancient saying
But a true and honest thought
That if you become a teacher
By your pupils you’ll be taught
As a teacher I’ve been learning
You’ll forgive me if I boast
And I’ve now become an expert
On the subject I like most
Getting to know you
Getting to know you
Getting to know all about you
Getting to like you
Getting to hope you like me
Getting to know you
Putting it my way
But nicely
You are precisely
My cup of tea
Getting to know you
Getting to know all about you
Getting to like you
Getting to hope you like me
Getting to know you
Putting it my way
But nicely
You are precisely
My cup of tea
Getting to know you
Getting to feel free and easy
When I am with you
Getting to know what to say
Haven’t you noticed
Suddenly I’m bright and breezy?
Because of all the beautiful and new
Things I’m learning about you
Day by day
Getting to know you
Getting to feel free and easy
When I am with you
Getting to know what to say
Haven’t you noticed
Suddenly I’m bright and breezy?
Because of all the beautiful and new
Things I’m learning about you
Day by day
Songwriters: Oscar Ii Hammerstein / Richard Rodgers
Getting to Know You lyrics © Imagem Music Inc

Both Sides Now

Both Sides Now

Bows and flows of angel hair and ice cream castles in the air
And feather canyons everywhere, I’ve looked at clouds that way
But now they only block the sun they rain and snow on everyone
So many things I would have done, but clouds got in my way
I’ve looked at clouds from both sides now
From up and down and still somehow
It’s cloud’s illusions I recall
I really don’t know clouds at all
Moons and Junes and Ferris wheels the dizzy dancing way you feel
As every fairy tale comes real, I’ve looked at love that way
But now it’s just another show, you leave ’em laughin’ when you go
And if you care don’t let them know, don’t give yourself away
I’ve looked at love from both sides now
From give and take and still somehow
It’s love’s illusions I recall
I really don’t know love at all
Tears and fears and feeling proud, to say, “I love you” right out loud
Dreams and schemes and circus crowds, I’ve looked at life that way
But now old friends are acting strange they shake their heads, they say
I’ve changed
But something’s lost but something’s gained in living every day
I’ve looked at life from both sides now
From win and lose and still somehow
It’s life’s illusions I recall
I really don’t know life at all
Songwriters: Joni Mitchell
Both Sides Now lyrics © Sony/ATV Music Publishing LLC, Crazy Crow Music / Siquomb Music Publishing

Judy Collins – “Both Sides Now” 1987

Joni Mitchell – Both Sides Now (Live, 1970)

Judy Collins Send in the Clowns

Send in the Clowns
Isn’t it rich?
Are we a pair?
Me here at last on the ground,
You in mid-air,
Where are the clowns?
Isn’t it bliss?
Don’t you approve?
One who keeps tearing around,
One who can’t move,
Where are the clowns?
There ought to be clowns?
Just when I’d stopped opening doors,
Finally knowing the one that I wanted was yours
Making my entrance again with my usual flair
Sure of my lines
No one is there
Don’t you love farce?
My fault, I fear
I thought that you’d want what I want
Sorry, my dear!
But where are the clowns
Send in the clowns
Don’t bother, they’re here
Isn’t it rich?
Isn’t it queer?
Losing my timing this late in my career
But where are the clowns?
There ought to be clowns
Well, maybe next year

JUDY COLLINS – Turn Turn Turn (1966 )

Judy Collins Lyrics

“Turn, Turn, Turn (To Everything There Is A Season)”

Words-adapted from the bible, book of ecclesiastes
Music-pete seegerTo everything (turn, turn, turn)
There is a season (turn, turn, turn)
And a time for every purpose, under heavenA time to be born, a time to die
A time to plant, a time to reap
A time to kill, a time to heal
A time to laugh, a time to weepTo everything (turn, turn, turn)
There is a season (turn, turn, turn)
And a time for every purpose, under heaven

A time to build up, a time to break down
A time to dance, a time to mourn
A time to cast away stones, a time to gather stones together

To everything (turn, turn, turn)
There is a season (turn, turn, turn)
And a time for every purpose, under heaven

A time of love, a time of hate
A time of war, a time of peace
A time you may embrace, a time to refrain from embracing

To everything (turn, turn, turn)
There is a season (turn, turn, turn)
And a time for every purpose, under heaven

A time to gain, a time to lose
A time to rend, a time to sew
A time to love, a time to hate
A time for peace, I swear its not too late

Celtic Woman – Amazing Grace

The Most Beautiful “Amazing Grace” I’ve ever heard

AMAZING GRACE

Amazing grace, How sweet the sound
That saved a wretch like me.
I once was lost, but now I am found,
Was blind, but now I see.’Twas grace that taught my heart to fear,
And grace my fears relieved.
How precious did that grace appear
The hour I first believed.Through many dangers, toils and snares
I have already come,
‘Tis grace has brought me safe thus far
And grace will lead me home.The Lord has promised good to me
His word my hope secures;
He will my shield and portion be,
As long as life endures.Yea, when this flesh and heart shall fail,
And mortal life shall cease
I shall possess within the veil,
A life of joy and peace.When we’ve been there ten thousand years
Bright shining as the sun,
We’ve no less days to sing God’s praise
Than when we’ve first begun.

The Four Faces of Intimacy

By Beverley Golden

December 16, 2011Health, Healthy Living, Living

Intimacy among animals

 

 

 

 

 

 

 

 

It started with what seemed like a simple question I asked myself. That question, not surprisingly for anyone who knows me, led to a series of additional questions. Somehow, I wasn’t getting clear answers for myself, so I started asking people I came in contact with the same questions. The results were fascinating to me and I wanted to explore the topic more fully. The basic question: “What does intimacy mean to you?

The range of responses was wide and varied. I included both men and women, different ages, some were in relationships and others were not. Most people had to stop for a moment to really think about and put into words what intimacy meant to them. As I looked more deeply at the topic, I found that there are in fact four key types of intimacy.

What Does Intimacy Mean to You?

The people I asked generally started with the most common of the four types of intimacy: Sexual. This wasn’t too much of a surprise because sexual intimacy is probably the most stereotypical and most familiar definition of the word in modern society. Having sex, however, often has less to do with intimacy than with a physical act between people. As it ended up, the people I talked to wanted more than just the act of sex — they wanted some depth. They wanted to feel safe while being vulnerable, wanting to be seen by his/her partner. That made sense, as this form of intimacy also includes a wide range of sensuous activity and sensual expression, so it’s much more than having intercourse.

It’s interesting that the word intercourse is also defined as an “exchange especially of thoughts or feelings.” It’s curious why intimacy is challenging to people in their relationships. I continued to look further.

Connecting Emotionally

The next of the four faces of intimacy is emotional intimacy.This happens when two people feel comfortable sharing their feelings with each other. The goal is to try to be aware and understand the other person’s emotional side. My guess is that women have an easier time with this in very close female friendships, but I’d like to believe that men too are becoming more comfortable experiencing emotional intimacy. This form of intimacy I’ve become comfortable with and see as a healthy part of the give-and-take in all relationships, whether female or male.

Margaret Paul, Ph.D, refers to the fears people have in relation to emotional intimacy. She says, “Many people have two major fears that may cause them to avoid intimacy: the fear of rejection (of losing the other person), and the fear of engulfment (of being invaded, controlled, and losing oneself).” This made some sense to me.

Love and Intimacy

However, if we believe that there are only two major energies we humans experience, love and fear (or an absence of love), then I find it interesting that in this area of intimacy, it seems people have moved from their hearts and love to an energy that stops them from experiencing their true essence and what they often yearn for the most. Love and intimacy.

In her book A Return to Love, the brilliant Marianne Williamson says it most eloquently:

“Love is what we were born with. Fear is what we have learned here. The spiritual journey is the relinquishment or unlearning of fear and the acceptance of love back into our hearts. Love is our ultimate reality and our purpose on earth. To be consciously aware of it, to experience love in ourselves and others, is the meaning of life.”

Even the Bible says, “There is no fear where love exists.” Of course I believe that love and intimacy are highly spiritual. In her book Love for No Reason, Marci Shimoff states, “Love for no reason is your natural state.” She also tells a wonderful story about a spiritual teacher who once said to her, “I love you and it’s no concern of yours.” To love, from your heart, just to love. As I talked about in my piece on what makes a good relationship, my ideal is definitely a loving spiritual partnership.

True Intimacy

I kept wondering if true intimacy could be as simple as a matter of moving back to loving ourselves first? To rediscovering the unconditional love we all were born with? The idea of self-intimacy and self-love is a fascinating concept. I’ll leave these as open-ended questions for you to ask yourselves for now. I was curious to look more closely at the other two types of intimacy.Intellectual Intimacy_conversation between men

 

The next, intellectual intimacy, is something I personally have the most comfort with. This one is about communication, and as someone who lives and breathes words, it’s extremely familiar to me. The ability to share ideas in an open and comfortable way can lead to a very intimate relationship indeed, as I’m fortunate to discover quite frequently. As someone who engages in this type of interaction all the time, it offers me a wonderful and fulfilling form of intimacy. I wondered if this was my strongest area of intimacy.

Experiential Intimacy

The fourth kind of intimacy is experiential intimacy, an intimacy of activity. I realized I experience this every time I get together with a group to create art in a silent process. It’s about letting the art unfold, by working together in co-operation. The essence of this intimate activity is that very little is said to each other, it’s not a verbal sharing of thoughts or feelings, but it’s more about involving yourself in the activity and feeling an intimacy from this involvement.

During a recent encounter I had at a contact improv jam, I realized was actually this form of intimacy. I interacted with a young man, letting our body energy lead the dance, with no eye contact and no words, just movement in a sensual and open, if not dramatic, dance. So, I understood that this experiential intimacy is also, somewhat surprisingly, in my intimacy vocabulary.Intimacy_experiential

 Joining and Separating

Rick Hanson, Ph.D says that having intimacy in our lives requires a natural balance of two great themes — joining and separation — that are in fact central to human life. Almost everyone wants both of them, to varying degrees. He goes on to say, “In other words: individuality and relationship, autonomy and intimacy, separation and joining support each other. They are often seen at odds with each other, but this is so not the case!” This also made perfect sense to me. Yin and yang. Light and dark. All the polarities we live in life, lead to a balance.

My understanding and curiosity were greatly expanded after exploring the four faces of intimacy. Maybe this awareness might make it easier to find your own perfect personal balance between them all. For me, it comes down to our willingness to explore intimacy in all its forms. It’s not necessary that every intimate relationship includes all the different types of intimacy. Ultimately it is each individual’s choice.

What I learned, makes me believe that with some balance in these areas, we might find a deeper connection and understanding of the relationships in our life. I also fully recognize that we all have different definitions of intimacy. Are men and women’s definitions dramatically different? It is a fascinating conversation to continue to explore.

Soul Intimacy

Then, as often happens with perfect synchronicity, I received my daily Gaping Void email by Hugh MacLeod with the subject: Has your soul been seen lately? It went on to say, “I saw your soul today and it made me want to cry with joy and thanks.” The topic was intimacy. What followed was a beautiful way to end my piece.

“Intimacy isn’t strictly about romantic relationships, or even relations with family — sometimes it happens quickly, and often times in ways we hardly notice.

I’m talking about that moment when someone allows the world to see what’s inside… what they are really about. It’s about seeing someone for who and what they are and that the glimpse was offered either voluntarily or without the person’s knowledge. This is an incredible moment where our existence suddenly makes sense and all comes together in a singular place.

For those of you who have experienced this, it’s something that never gets lost in memory or time. It’s like a little mirror we take out every now and then to remember a time when something so complex became so inconceivably simple. It’s pretty incredible.”

This is the essence of what intimacy is really all about. Dare to be vulnerable, dare to be seen.

Intimacy is Key to Being Healthy and Vital

Dr. Christiane Northrup in her newest book “Goddesses Never Age”, tells us that intimacy is an important part of life regardless of age. As she shares, “Age is just a number, and agelessness means not buying into the idea that a number determines everything from your state of health to your attractiveness to your value.” As a member of Team Northrup, a team whose mission is to support people to live their most vital and healthy lives, I invite you to a complimentary health and vitality consultation.

Before we talk to customize a plan for you, find out how healthy you are with the True Health Assessment. The three-part report, identifies your top health risk factors, maps out a recommended lifestyle plan that identifies ways you can improve your health and provides you with individualized nutrition recommendations based on your specific assessment answers.

Now let me ask you my starting question: What does intimacy mean to you?

https://www.beverleygolden.com/the-four-faces-of-intimacy/

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The Pronk Pops Show — Week in Review — November 6 -13, 2017 — Videos

Posted on November 15, 2017. Filed under: American History, Articles, Banking, Blogroll, Books, Business, College, Communications, Congress, conservatives, Constitution, Corruption, Crime, Crisis, Culture, Economics, Education, Employment, Faith, Family, Federal Government Budget, Fiscal Policy, Foreign Policy, Freedom, government, government spending, Heroes, history, Law, liberty, Life, Links, Macroeconomics, Missiles, Monetary Policy, Money, Music, Non-Fiction, Nuclear, People, Philosophy, Photos, Police, Political Correctness, Politics, Psychology, Radio, Rants, Raves, Raymond Thomas Pronk, Regulations, Security, Strategy, Talk Radio, Tax Policy, Taxation, Trade Policiy, Unemployment, Video, War, Weapons, Welfare, Wisdom, Work, World War II, Writing | Tags: , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , |

 

Project_1

The Pronk Pops Show Podcasts

Pronk Pops Show 1000, November 13, 2017

Pronk Pops Show 999, November 10, 2017

Pronk Pops Show 998, November 9, 2017

Pronk Pops Show 997, November 8, 2017

Pronk Pops Show 996, November 6, 2017

Pronk Pops Show 995, November 3, 2017

Pronk Pops Show 994, November 2, 2017

Pronk Pops Show 993, November 1, 2017

Pronk Pops Show 992, October 31, 2017

Pronk Pops Show 991, October 30, 2017

Pronk Pops Show 990, October 26, 2017

Pronk Pops Show 989, October 25, 2017

Pronk Pops Show 988, October 20, 2017

Pronk Pops Show 987, October 19, 2017

Pronk Pops Show 986, October 18, 2017

Pronk Pops Show 985, October 17, 2017

Pronk Pops Show 984, October 16, 2017 

Pronk Pops Show 983, October 13, 2017

Pronk Pops Show 982, October 12, 2017

Pronk Pops Show 981, October 11, 2017

Pronk Pops Show 980, October 10, 2017

Pronk Pops Show 979, October 9, 2017

Pronk Pops Show 978, October 5, 2017

Pronk Pops Show 977, October 4, 2017

Pronk Pops Show 976, October 2, 2017

Pronk Pops Show 975, September 29, 2017

Pronk Pops Show 974, September 28, 2017

Pronk Pops Show 973, September 27, 2017

Pronk Pops Show 972, September 26, 2017

Pronk Pops Show 971, September 25, 2017

Pronk Pops Show 970, September 22, 2017

Pronk Pops Show 969, September 21, 2017

Pronk Pops Show 968, September 20, 2017

Pronk Pops Show 967, September 19, 2017

Pronk Pops Show 966, September 18, 2017

Pronk Pops Show 965, September 15, 2017

Pronk Pops Show 964, September 14, 2017

Pronk Pops Show 963, September 13, 2017

Pronk Pops Show 962, September 12, 2017

Pronk Pops Show 961, September 11, 2017

Pronk Pops Show 960, September 8, 2017

Pronk Pops Show 959, September 7, 2017

Pronk Pops Show 958, September 6, 2017

Pronk Pops Show 957, September 5, 2017

Pronk Pops Show 956, August 31, 2017

Pronk Pops Show 955, August 30, 2017

Pronk Pops Show 954, August 29, 2017

Pronk Pops Show 953, August 28, 2017

Pronk Pops Show 952, August 25, 2017

Pronk Pops Show 951, August 24, 2017

Pronk Pops Show 950, August 23, 2017

Pronk Pops Show 949, August 22, 2017

Pronk Pops Show 948, August 21, 2017

Pronk Pops Show 947, August 16, 2017

Pronk Pops Show 946, August 15, 2017

Pronk Pops Show 945, August 14, 2017

Pronk Pops Show 944, August 10, 2017

Pronk Pops Show 943, August 9, 2017

Pronk Pops Show 942, August 8, 2017

Pronk Pops Show 941, August 7, 2017

Pronk Pops Show 940, August 3, 2017

Image result for trump speech in vietnam APEC 2017U.S. President Donald Trump delivers a speech at the National Assembly in Seoul, South Korea, Nov. 8, 2017.

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The Pronk Pops Show 1000

November 13, 2017

Story 1: The People of Alabama Will Decide Who Will Represent Them As Their Senator — Not Kentucky Senator Mitch McConnell — Videos —

Story 2: Follow The Money — The Bought and Paid For Political Elitist Establishment of The Two Party Tyranny — Video —

Story 3: Independents United — Independence Party Time — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/11/14/the-pronk-pops-show-1000-november-13-20017-story-1-the-people-of-alabama-will-decide-who-will-represent-them-in-the-senator-not-kentucky-senator-mitch-mcconnell-videos-story-2-follow-the/

November 14, 2017 07:24 PM PST

The Pronk Pops Show 999

November 10, 2017

Story 1: President Trump Delivers America First Address With Bilateral Trade Agreements With Nations That Want Free But Fair Trade At The Asia-Pacific Economic Cooperation (APEC) Summit in Da Nang, Vietnam — Videos —

Story 2: From Crying To Screaming — Big Lie Media Joins Lying Lunatic Left Losers —   Sky Screaming — Trump Still President — Videos —

Story 3: Let Voters of Alabama Decide Who They Want For Their Senator — Alabama Republican Senate Candidate, Roy Moore, Denies Accusations Made in Washington Post Attack Article  vs. Democratic Senate Candidate, Doug Jones, Supporter for Pro Abortion Planned Parenthood and Women Should Have The Right To Choose Killing Their Babies in The Womb — Denies Civil Rights Protection of Life To Babies Before Birth — Videos

Story 4: Remembering The Veterans in Music — Lili Marleen — We’ll Meet Again — Sky Pilot — We Gotta Get Out Of This Place — Paint it Black  – – War — Where Have All the Flowers Gone? — Blowing In The Wind –Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/11/10/the-pronk-pops-show-999-november-10-2017-story-1-president-trump-delivers-america-first-address-at-asia-pacific-economic-cooperation-apec-summit-in-da-nang-vietnam-videos-story-2-from-c/

November 11, 2017 02:07 PM PST

The Pronk Pops Show 998

November 9, 2017

Story 1: President Trump’s Address to South Korea’s National Assembly — Great Speech — Americans and Koreans Loved It — Every Breath You Take — Videos —

Story 2: President Trump Tells It Like It Is — Does Not Blame China For Hugh Trade Deficits But Past Administrations — Videos —

Story 3: Republican Party Senate Bill Wants To Delay Tax Cuts To 2019 Instead of Cutting Spending Now — Need New Political Party Advocating Balanced Budgets, Broad Based Consumption Tax,and Term Limits — Voters Will Stay Home Election Day, November 6, 2018 If Congress Does Not Completely Repeal Obamacare and Enact Fundamental Reform of Tax System — Videos —

Story 4: Alabama Republican Candidate for Senator, Roy Moore, Accused of Sexual Misconduct in 1979 — Desperate Democratic Dirt — Let The Voters of Alabama Decide — Accusations Are Not Evidence — Videos

For additional information and videos

https://pronkpops.wordpress.com/2017/11/09/the-pronk-pops-show-998-november-9-2017-story-1-president-trumps-address-to-south-koreas-national-assembly-great-speech-americans-and-koreans-loved-it-every-breath-you-take-videos/

November 08, 2017 08:32 PM PST

The Pronk Pops Show 997

November 8, 20017

Story 1: Communist Chinese Connection To Trade — Nuclear Proliferation — and — Terrorism (TNT) — Peace or War — China Must Destroy North Korea Nuclear Weapons and Missiles or Face The Consequences of Overthrow of Communist Party — U.S.Complete Embargo on All Chinese Trade and Investment —
Story 2: President Trump Meets With Japanese Prime Minster Shinzo Abe and President Moon Jai-in As U.S. Navy Flexes Air Power — All Options Are On The Table — Video —

Story 3: Saudi Arab On The Brink of War With Lebanon Controlled By Iran-backed Lebanese Shi‘ite group Hezbollah — Saudi Arab Blames Iran For Yemen Missile Attack — Purge and Roundup of Royal Prince Continues — Videos —

For additional information and videos:

https://pronkpops.wordpress.com/2017/11/08/the-pronk-pops-show-997-november-7-2017-story-1-communist-chinese-connection-to-trade-nuclear-proliferation-and-terrorism-tnt-peace-or-war-china-must-destroy-north-korea-nuclear-w/

November 07, 2017 11:23 AM PST

The Pronk Pops Show 996

November 6, 2017

Story 1: Atheist Security Guard Dressed In Black and Wearing Body Armor, Devin Patrick Kelley, 26, Entered The First Baptist Church and Shoot and Killed 26, Including 8 Members of A Single Family with Pregnant Mother, Victim Range in Age From 18 Months to 77 Years and Wounded 20, in The Texas Small Town of Sutherland Springs, Population 400,  A Nearby Neighbor, Stephen Willeford, 55, Shot Killer With His Rifle,Three Times, Twice in The Neck and Once in The Side, Killer Died of Wounds, After Brief High Speed Car Chase — The Times They Are A Changin — Blowing In The Wind — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/11/07/the-pronk-pops-show-996-story-1-atheist-security-guard-dressed-in-black-and-wearing-body-armor-devin-patrick-kelley-26-entered-the-first-baptist-church-and-shoot-and-killed-26-including-8-member/

November 04, 2017 02:25 PM PDT

The Pronk Pops Show 995

November 3, 2017

Story 1: Democrats (Liberal, Progressive & Socialist Wing) and Republicans (Liberal & Progressive Wing) of The Two Party Tyranny Are All Marxist Now — Big Government Bubble Tax Surcharge of 6% Increases Rate From 39.6% to 45.6% — Class Warfare — Eat The Rich — Videos — Part 2 of 2 —

Story 2: Republican Tax Cut Will Not Make America Great Again — Missing Is Real Government Spending Cuts That Results in A Balanced Budget By 2020 or 2024 — Spending Addiction Disorder (SAD) or Government Spending Obesity — Alive and Well — Videos —

Story 3: A Broad Based Consumption Tax Replacing The Current U.S. Income Tax System Along The Lines of The FairTax or Fair Tax Less With Generous Monthly Tax Prebates and Limiting Federal Government Expenditures to 90% of Taxes Collected Will Make America Great Again — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/11/03/the-pronk-pops-show-995-november-3-2017-story-1-democrats-liberal-progressive-socialist-wing-and-republicans-liberal-progressive-wing-of-the-two-party-tyranny-are-all-marxist-now/

November 03, 2017 06:44 PM PDT

The Pronk Pops Show 994

November 2, 2017

Story 1: President Trump Nominates Fed Governor Jerome Powell To Chair Federal Reserve Board of Governors — Expect Continuation of Interventionist Easy Monetary Policy — More Money Creation or Quantitative Easing When Economy Enters Next Recession in 2018-2019 — Videos —

Part 1 of 2 — Story 2: No Tax Reform By Changing From Income Tax System to Broad Based Consumption Tax — The FairTax or Fair Tax Less — No Middle Class Tax Relief From Payroll Taxes — No Real Cuts in Federal Spending As Budget Deficits Rise with Rising National Debt and Unfunded Liabilities — Spending Addiction Disorder — Government Obesity — Crash Diet of Balanced Budgets Required — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/11/02/the-pronk-pops-show-994-part-1-of-2-story-1-president-trump-nominates-fed-governor-jerome-powell-to-chair-federal-reserve-board-of-governors-expect-continuation-of-interventionist-easy-monetar/

November 02, 2017 07:06 PM PDT

The Pronk Pops Show 993

November 1, 2017

Story 1: Update of Radical Islamic Terrorist Jihadist Attack in New York City — President Trump “Send Him To Gitmo” as Enemy Combatant and Get Rid of Chain Migration and Diversity Lottery Immigration Program and Replace With Merit Based System of Immigration — Videos — Breaking —

Story 2: Trump Expected To Name Jerome Powell As Next Federal Reserve Chairman Replacing Chair Janet Yellen — A Dove or Continuation of Interventionist Easy Monetary Policy — Better Choice Was John Taylor — Taylor For Fed Chair and Powell for Vice Chair — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/11/01/the-pronk-pops-show-993-november-2-2017-story-1-update-of-radical-islamic-terrorist-jihadist-attack-in-new-york-city-president-trump-send-him-to-gitmo-as-enemy-combatant-and-get-rid-of-chai/

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What DVDs Should I Buy or Binge Watch Both Movies and Television Series — Videos

Posted on October 7, 2017. Filed under: American History, Art, Art, Blogroll, Book, Books, British History, Business, Comedy, Communications, Culture, Education, Entertainment, Environment, Essays, European History, Faith, Family, Fiction, Films, Freedom, Friends, Heroes, history, Investments, Middle East, Movies, Music, Non-Fiction, Plays, Strategy, Success, Television, Wealth, Weather, Welfare, Wisdom, Work, World War II, Writing | Tags: , , , , , , , , , , , , , , , , , , , , , |

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15 Best TV Shows to Binge Watch 2017

9 Shows You Should Binge Watch

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Jean Piaget — Piaget Theory of Cognitive Development — Videos

Posted on September 17, 2017. Filed under: Articles, Babies, Blogroll, Books, College, Communications, Computers, Culture, Documentary, Education, Environment, Exercise, Freedom, Friends, government spending, Health, High School, Non-Fiction, Tutorials | Tags: , , , , , , , , , |

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Human Development: Piaget’s Cognitive Theory

Piaget’s Stages of Development

Piaget’s Theory of Cognitive Development

Piaget’s stages of cognitive development | Processing the Environment | MCAT | Khan Academy

Piaget’s Cognitive Development

How to Remember Piaget’s Stages

How to Memorize Piaget’s Stages of Cognitive Development

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Jean Piaget’s Cognitive Development: Ex-Schema Me?

Piaget’s Theory of Cognitive Development

Sensorimotor

Piaget’s Sensorimotor Stage

Piaget’s Sensorimotor Stage

Sensorimotor Stage – 6 Substages

Piaget – Stage 2 – Preoperational – Lack of Conservation

Piaget’s Preoperational Stage.mov

Concrete Operations (Davidson Films, Inc.)

Child Psychology – Piaget – Concrete Operational Stage (Interview)

Piaget’s Concrete Operational Stage Questions

Formal operational stage – Intro to Psychology

formal operational child

Piaget’s Formal Operational

Piaget’s Formal Operational Stage

Formal Operational Stage Experiment

Piaget’s Formal Operational Stage

Piaget Experiment – Formal Operational Stage

Theories of Cognitive Development, including Piaget and Vygotsky pt1 Dr. Amanda Waterman

Theories of Cognitive Development, including Piaget and Vygotsky pt2 Dr. Amanda Waterman

Piaget on Piaget

The Growth of Knowledge: Crash Course Psychology #18

Monkeys and Morality: Crash Course Psychology #19

Adolescence: Crash Course Psychology #20

 

Piaget’s theory of cognitive development

From Wikipedia, the free encyclopedia

Piaget’s theory of cognitive development is a comprehensive theory about the nature and development of human intelligence. It was first created by the Swiss developmental psychologist Jean Piaget (1896–1980). The theory deals with the nature of knowledge itself and how humans gradually come to acquire, construct, and use it.[1] Piaget’s theory is mainly known as a developmental stage theory.

To Piaget, cognitive development was a progressive reorganization of mental processes resulting from biological maturation and environmental experience. He believed that children construct an understanding of the world around them, experience discrepancies between what they already know and what they discover in their environment, then adjust their ideas accordingly.[2] Moreover, Piaget claimed that cognitive development is at the center of the human organism, and language is contingent on knowledge and understanding acquired through cognitive development.[3] Piaget’s earlier work received the greatest attention.

Child-centered classrooms and “open education” are direct applications of Piaget’s views.[4] Despite its huge success, Piaget’s theory has some limitations that Piaget recognized himself: for example, the theory supports sharp stages rather than continuous development (décalage).[5]

Contents

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Nature of intelligence: operative and figurative

Piaget noted that reality is a dynamic system of continuous change and, as such, is defined in reference to the two conditions that define dynamic systems. Specifically, he argued that reality involves transformations and states.[6] Transformations refer to all manners of changes that a thing or person can undergo. States refer to the conditions or the appearances in which things or persons can be found between transformations. For example, there might be changes in shape or form (for instance, liquids are reshaped as they are transferred from one vessel to another, and similarly humans change in their characteristics as they grow older), in size (for example, a series of coins on a table might be placed close to each other or far apart), or in placement or location in space and time (e.g., various objects or persons might be found at one place at one time and at a different place at another time). Thus, Piaget argued, if human intelligence is to be adaptive, it must have functions to represent both the transformational and the static aspects of reality.[7] He proposed that operative intelligence is responsible for the representation and manipulation of the dynamic or transformational aspects of reality, and that figurative intelligence is responsible for the representation of the static aspects of reality.[8]

Operative intelligence is the active aspect of intelligence. It involves all actions, overt or covert, undertaken in order to follow, recover, or anticipate the transformations of the objects or persons of interest.[9] Figurative intelligence is the more or less static aspect of intelligence, involving all means of representation used to retain in mind the states (i.e., successive forms, shapes, or locations) that intervene between transformations. That is, it involves perceptionimitationmental imagery, drawing, and language.[10] Therefore, the figurative aspects of intelligence derive their meaning from the operative aspects of intelligence, because states cannot exist independently of the transformations that interconnect them. Piaget stated that the figurative or the representational aspects of intelligence are subservient to its operative and dynamic aspects, and therefore, that understanding essentially derives from the operative aspect of intelligence.[9]

At any time, operative intelligence frames how the world is understood and it changes if understanding is not successful. Piaget stated that this process of understanding and change involves two basic functions: assimilation and accommodation.[10][11][12][13]

Assimilation and accommodation

Through his study of the field of education, Piaget focused on two processes, which he named assimilation and accommodation. To Piaget, assimilation meant integrating external elements into structures of lives or environments, or those we could have through experience. Assimilation is how humans perceive and adapt to new information. It is the process of fitting new information into pre-existing cognitive schemas.[14] Assimilation in which new experiences are reinterpreted to fit into, or assimilate with, old ideas.[15] It occurs when humans are faced with new or unfamiliar information and refer to previously learned information in order to make sense of it. In contrast, accommodation is the process of taking new information in one’s environment and altering pre-existing schemas in order to fit in the new information. This happens when the existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation.[16] Accommodation is imperative because it is how people will continue to interpret new concepts, schemas, frameworks, and more.[17] Piaget believed that the human brain has been programmed through evolution to bring equilibrium, which is what he believed ultimately influences structures by the internal and external processes through assimilation and accommodation.[14]

Piaget’s understanding was that assimilation and accommodation cannot exist without the other.[18] They are two sides of a coin. To assimilate an object into an existing mental schema, one first needs to take into account or accommodate to the particularities of this object to a certain extent. For instance, to recognize (assimilate) an apple as an apple, one must first focus (accommodate) on the contour of this object. To do this, one needs to roughly recognize the size of the object. Development increases the balance, or equilibration, between these two functions. When in balance with each other, assimilation and accommodation generate mental schemas of the operative intelligence. When one function dominates over the other, they generate representations which belong to figurative intelligence.[19]

Sensorimotor stage

US Navy 100406-N-7478G-346 Operations Specialist 2nd Class Reginald Harlmon and Electronics Technician 3rd Class Maura Schulze play peek-a-boo with a child in the Children’s Ward at Hospital Likas

Cognitive development is Jean Piaget’s theory. Through a series of stages, Piaget proposed four stages of cognitive development: the sensorimotorpreoperationalconcrete operational and formal operational period.[20] The sensorimotor stage is the first of the four stages in cognitive development which “extends from birth to the acquisition of language”.[21] In this stage, infants progressively construct knowledge and understanding of the world by coordinating experiences (such as vision and hearing) with physical interactions with objects (such as grasping, sucking, and stepping).[22] Infants gain knowledge of the world from the physical actions they perform within it.[23] They progress from reflexive, instinctual action at birth to the beginning of symbolic thought toward the end of the stage.[23]

Children learn that they are separate from the environment. They can think about aspects of the environment, even though these may be outside the reach of the child’s senses. In this stage, according to Piaget, the development of object permanence is one of the most important accomplishments.[14] Object permanence is a child’s understanding that objects continue to exist even though he or she cannot see or hear them.[23] Peek-a-boo is a good test for that. By the end of the sensorimotor period, children develop a permanent sense of self and object.[24]

Piaget divided the sensorimotor stage into six sub-stages”.[24]

Sub-Stage Age Description
Simple reflexes Birth-6 weeks “Coordination of sensation and action through reflexive behaviors”.[24] Three primary reflexes are described by Piaget: sucking of objects in the mouth, following moving or interesting objects with the eyes, and closing of the hand when an object makes contact with the palm (palmar grasp). Over the first six weeks of life, these reflexes begin to become voluntary actions. For example, the palmar reflex becomes intentional grasping.[25]
First habits and primary circular reactions phase 6 weeks-4 months “Coordination of sensation and two types of schema: habits (reflex) and primary circular reactions (reproduction of an event that initially occurred by chance). The main focus is still on the infant’s body”.[24] As an example of this type of reaction, an infant might repeat the motion of passing their hand before their face. Also at this phase, passive reactions, caused by classical or operant conditioning, can begin.[25]
Secondary circular reactions phase 4–8 months Development of habits. “Infants become more object-oriented, moving beyond self-preoccupation; repeat actions that bring interesting or pleasurable results”.[24] This stage is associated primarily with the development of coordination between vision and prehension. Three new abilities occur at this stage: intentional grasping for a desired object, secondary circular reactions, and differentiations between ends and means. At this stage, infants will intentionally grasp the air in the direction of a desired object, often to the amusement of friends and family. Secondary circular reactions, or the repetition of an action involving an external object begin; for example, moving a switch to turn on a light repeatedly. The differentiation between means and ends also occurs. This is perhaps one of the most important stages of a child’s growth as it signifies the dawn of logic.[25]
Coordination of secondary circular reactions stages 8–12 months “Coordination of vision and touch—hand-eye coordination; coordination of schemas and intentionality“.[24] This stage is associated primarily with the development of logic and the coordination between means and ends. This is an extremely important stage of development, holding what Piaget calls the “first proper intelligence“. Also, this stage marks the beginning of goal orientation, the deliberate planning of steps to meet an objective.[25]
Tertiary circular reactions, novelty, and curiosity 12–18 months “Infants become intrigued by the many properties of objects and by the many things they can make happen to objects; they experiment with new behavior”.[24] This stage is associated primarily with the discovery of new means to meet goals. Piaget describes the child at this juncture as the “young scientist,” conducting pseudo-experiments to discover new methods of meeting challenges.[25]
Internalization of schemas 18–24 months “Infants develop the ability to use primitive symbols and form enduring mental representations”.[24] This stage is associated primarily with the beginnings of insight, or true creativity. This marks the passage into the preoperational stage.

Pre-operational stage

Piaget’s second stage, the pre-operational stage, starts when the child begins to learn to speak at age two and lasts up until the age of seven. During the Pre-operational Stage of cognitive development, Piaget noted that children do not yet understand concrete logic and cannot mentally manipulate information.[26] Children’s increase in playing and pretending takes place in this stage. However, the child still has trouble seeing things from different points of view. The children’s play is mainly categorized by symbolic play and manipulating symbols. Such play is demonstrated by the idea of checkers being snacks, pieces of paper being plates, and a box being a table. Their observations of symbols exemplifies the idea of play with the absence of the actual objects involved. By observing sequences of play, Piaget was able to demonstrate that, towards the end of the second year, a qualitatively new kind of psychological functioning occurs, known as the Pre-operational Stage.[27][28]

The pre-operational stage is sparse and logically inadequate in regard to mental operations. The child is able to form stable concepts as well as magical beliefs. The child, however, is still not able to perform operations, which are tasks that the child can do mentally, rather than physically. Thinking in this stage is still egocentric, meaning the child has difficulty seeing the viewpoint of others. The Pre-operational Stage is split into two substages: the symbolic function substage, and the intuitive thought substage. The symbolic function substage is when children are able to understand, represent, remember, and picture objects in their mind without having the object in front of them. The intuitive thought substage is when children tend to propose the questions of “why?” and “how come?” This stage is when children want to understand everything.[28]

Symbolic function substage

At about two to four years of age, children cannot yet manipulate and transform information in a logical way. However, they now can think in images and symbols. Other examples of mental abilities are language and pretend play. Symbolic play is when children develop imaginary friends or role-play with friends. Children’s play becomes more social and they assign roles to each other. Some examples of symbolic play include playing house, or having a tea party. Interestingly, the type of symbolic play in which children engage is connected with their level of creativity and ability to connect with others.[29] Additionally, the quality of their symbolic play can have consequences on their later development. For example, young children whose symbolic play is of a violent nature tend to exhibit less prosocial behavior and are more likely to display antisocial tendencies in later years.[30]

In this stage, there are still limitations, such as egocentrism and precausal thinking.

Egocentrism

Egocentrism occurs when a child is unable to distinguish between their own perspective and that of another person. Children tend to stick to their own viewpoint, rather than consider the view of others. Indeed, they are not even aware that such a concept as “different viewpoints” exists.[31] Egocentrism can be seen in an experiment performed by Piaget and Swiss developmental psychologist Bärbel Inhelder, known as the three mountain problem. In this experiment, three views of a mountain are shown to the child, who is asked what a traveling doll would see at the various angles. The child will consistently describe what they can see from the position from which they are seated, regardless of the angle from which they are asked to take the doll’s perspective. Egocentrism would also cause a child to believe, “I like Sesame Street, so Daddy must like Sesame Street, too”.

Similar to preoperational children’s egocentric thinking is their structuring of a cause and effect relationships. Piaget coined the term “precausal thinking” to describe the way in which preoperational children use their own existing ideas or views, like in egocentrism, to explain cause-and-effect relationships. Three main concepts of causality as displayed by children in the preoperational stage include: animism, artificialism and transductive reasoning.[32]

Animism is the belief that inanimate objects are capable of actions and have lifelike qualities. An example could be a child believing that the sidewalk was mad and made them fall down, or that the stars twinkle in the sky because they are happy. Artificialism refers to the belief that environmental characteristics can be attributed to human actions or interventions. For example, a child might say that it is windy outside because someone is blowing very hard, or the clouds are white because someone painted them that color. Finally, precausal thinking is categorized by transductive reasoning. Transductive reasoning is when a child fails to understand the true relationships between cause and effect.[28][33] Unlike deductive or inductive reasoning (general to specific, or specific to general), transductive reasoning refers to when a child reasons from specific to specific, drawing a relationship between two separate events that are otherwise unrelated. For example, if a child hears the dog bark and then a balloon popped, the child would conclude that because the dog barked, the balloon popped.

Intuitive thought substage

At between about the ages of 4 and 7, children tend to become very curious and ask many questions, beginning the use of primitive reasoning. There is an emergence in the interest of reasoning and wanting to know why things are the way they are. Piaget called it the “intuitive substage” because children realize they have a vast amount of knowledge, but they are unaware of how they acquired it. Centrationconservationirreversibility, class inclusion, and transitive inference are all characteristics of preoperative thought. Centration is the act of focusing all attention on one characteristic or dimension of a situation, whilst disregarding all others. Conservation is the awareness that altering a substance’s appearance does not change its basic properties. Children at this stage are unaware of conservation and exhibit centration. Both centration and conservation can be more easily understood once familiarized with Piaget’s most famous experimental task.

In this task, a child is presented with two identical beakers containing the same amount of liquid. The child usually notes that the beakers do contain the same amount of liquid. When one of the beakers is poured into a taller and thinner container, children who are younger than seven or eight years old typically say that the two beakers no longer contain the same amount of liquid, and that the taller container holds the larger quantity (centration), without taking into consideration the fact that both beakers were previously noted to contain the same amount of liquid. Due to superficial changes, the child was unable to comprehend that the properties of the substances continued to remain the same (conservation).

Irreversibility is a concept developed in this stage which is closely related to the ideas of centration and conservation. Irreversibility refers to when children are unable to mentally reverse a sequence of events. In the same beaker situation, the child does not realize that, if the sequence of events was reversed and the water from the tall beaker was poured back into its original beaker, then the same amount of water would exist. Another example of children’s reliance on visual representations is their misunderstanding of “less than” or “more than”. When two rows containing equal amounts of blocks are placed in front of a child, one row spread farther apart than the other, the child will think that the row spread farther contains more blocks.[28][34]

Class inclusion refers to a kind of conceptual thinking that children in the preoperational stage cannot yet grasp. Children’s inability to focus on two aspects of a situation at once inhibits them from understanding the principle that one category or class can contain several different subcategories or classes.[32] For example, a four-year-old girl may be shown a picture of eight dogs and three cats. The girl knows what cats and dogs are, and she is aware that they are both animals. However, when asked, “Are there more dogs or animals?” she is likely to answer “more dogs”. This is due to her difficulty focusing on the two subclasses and the larger class all at the same time. She may have been able to view the dogs as dogs or animals, but struggled when trying to classify them as both, simultaneously.[35][36] Similar to this is concept relating to intuitive thought, known as “transitive inference”.

Transitive inference is using previous knowledge to determine the missing piece, using basic logic. Children in the preoperational stage lack this logic. An example of transitive inference would be when a child is presented with the information “A” is greater than “B” and “B” is greater than “C”. This child may have difficulty here understanding that “A” is also greater than “C”.

 

The concrete operational stage is the third stage of Piaget’s theory of cognitive development. This stage, which follows the preoperational stage, occurs between the ages of 7 and 11 (preadolescence) years,[37] and is characterized by the appropriate use of logic. During this stage, a child’s thought processes become more mature and “adult like”. They start solving problems in a more logical fashion. Abstract, hypothetical thinking is not yet developed in the child, and children can only solve problems that apply to concrete events or objects. At this stage, the children undergo a transition where the child learns rules such as conservation.[38] Piaget determined that children are able to incorporate Inductive reasoning. Inductive reasoning involves drawing inferences from observations in order to make a generalization. In contrast, children struggle with deductive reasoning, which involves using a generalized principle in order to try to predict the outcome of an event. Children in this stage commonly experience difficulties with figuring out logic in their heads. For example, a child will understand that “A is more than B” and “B is more than C”. However, when asked “is A more than C?”, the child might not be able to logically figure the question out in his or her head.

Two other important processes in the concrete operational stage are logic and the elimination of egocentrism.

Egocentrism is the inability to consider or understand a perspective other than one’s own. It is the phase where the thought and morality of the child is completely self focused.[39] During this stage, the child acquires the ability to view things from another individual’s perspective, even if they think that perspective is incorrect. For instance, show a child a comic in which Jane puts a doll under a box, leaves the room, and then Melissa moves the doll to a drawer, and Jane comes back. A child in the concrete operations stage will say that Jane will still think it’s under the box even though the child knows it is in the drawer. (See also False-belief task.)

Children in this stage can, however, only solve problems that apply to actual (concrete) objects or events, and not abstract concepts or hypothetical tasks. Understanding and knowing how to use full common sense has not yet been completely adapted.

Piaget determined that children in the concrete operational stage were able to incorporate inductive logic. On the other hand, children at this age have difficulty using deductive logic, which involves using a general principle to predict the outcome of a specific event. This includes mental reversibility. An example of this is being able to reverse the order of relationships between mental categories. For example, a child might be able to recognize that his or her dog is a Labrador, that a Labrador is a dog, and that a dog is an animal, and draw conclusions from the information available, as well as apply all these processes to hypothetical situations.[40]

The abstract quality of the adolescent’s thought at the formal operational level is evident in the adolescent’s verbal problem solving ability.[40] The logical quality of the adolescent’s thought is when children are more likely to solve problems in a trial-and-error fashion.[40] Adolescents begin to think more as a scientist thinks, devising plans to solve problems and systematically test opinions.[40] They use hypothetical-deductive reasoning, which means that they develop hypotheses or best guesses, and systematically deduce, or conclude, which is the best path to follow in solving the problem.[40] During this stage the adolescent is able to understand love, logical proofs and values. During this stage the young person begins to entertain possibilities for the future and is fascinated with what they can be.[40]

Adolescents also are changing cognitively by the way that they think about social matters.[40] Adolescent egocentrism governs the way that adolescents think about social matters, and is the heightened self-consciousness in them as they are, which is reflected in their sense of personal uniqueness and invincibility.[40] Adolescent egocentrism can be dissected into two types of social thinking, imaginary audience that involves attention-getting behavior, and personal fable, which involves an adolescent’s sense of personal uniqueness and invincibility.[40] These two types of social thinking begin to affect a child’s egocentrism in the concrete stage. However, it carries over to the formal operational stage when they are then faced with abstract thought and fully logical thinking.

Testing for concrete operations

Piagetian tests are well known and practiced to test for concrete operations. The most prevalent tests are those for conservation. There are some important aspects that the experimenter must take into account when performing experiments with these children.

One example of an experiment for testing conservation is an experimenter will have two glasses that are the same size, fill them to the same level with liquid, which the child will acknowledge is the same. Then, the experimenter will pour the liquid from one of the small glasses into a tall, thin glass. The experimenter will then ask the child if the taller glass has more liquid, less liquid, or the same amount of liquid. The child will then give his answer. The experimenter will ask the child why he gave his answer, or why he thinks that is.

  • Justification: After the child has answered the question being posed, the experimenter must ask why the child gave that answer. This is important because the answers they give can help the experimenter to assess the child’s developmental age.[41]
  • Number of times asking: Some argue that if a child is asked if the amount of liquid in the first set of glasses is equal then, after pouring the water into the taller glass, the experimenter asks again about the amount of liquid, the children will start to doubt their original answer. They may start to think that the original levels were not equal, which will influence their second answer.[42]
  • Word choice: The phrasing that the experimenter uses may affect how the child answers. If, in the liquid and glass example, the experimenter asks, “Which of these glasses has more liquid?”, the child may think that his thoughts of them being the same is wrong because the adult is saying that one must have more. Alternatively, if the experimenter asks, “Are these equal?”, then the child is more likely to say that they are, because the experimenter is implying that they are.

Piagetian operations

Formal operational stage

The final stage is known as the formal operational stage (adolescence and into adulthood, roughly ages 11 to approximately 15–20): Intelligence is demonstrated through the logical use of symbols related to abstract concepts. This form of thought includes “assumptions that have no necessary relation to reality.”[43] At this point, the person is capable of hypothetical and deductive reasoning. During this time, people develop the ability to think about abstract concepts.

Piaget stated that “hypothetico-deductive reasoning” becomes important during the formal operational stage. This type of thinking involves hypothetical “what-if” situations that are not always rooted in reality, i.e. counterfactual thinking. It is often required in science and mathematics.

  • Abstract thought emerges during the formal operational stage. Children tend to think very concretely and specifically in earlier stages, and begin to consider possible outcomes and consequences of actions.
  • Metacognition, the capacity for “thinking about thinking” that allows adolescents and adults to reason about their thought processes and monitor them.[44]
  • Problem-solving is demonstrated when children use trial-and-error to solve problems. The ability to systematically solve a problem in a logical and methodical way emerges.

While children in primary school years mostly used inductive reasoning, drawing general conclusions from personal experiences and specific facts, adolescents become capable of deductive reasoning, in which they draw specific conclusions from abstract concepts using logic. This capability results from their capacity to think hypothetically.[45]

“However, research has shown that not all persons in all cultures reach formal operations, and most people do not use formal operations in all aspects of their lives”.[46]

Experiments

Piaget and his colleagues conducted several experiments to assess formal operational thought.[47]

In one of the experiments, Piaget evaluated the cognitive capabilities of children of different ages through the use of a scale and varying weights. The task was to balance the scale by hooking weights on the ends of the scale. To successfully complete the task, the children must use formal operational thought to realize that the distance of the weights from the center and the heaviness of the weights both affected the balance. A heavier weight has to be placed closer to the center of the scale, and a lighter weight has to be placed farther from the center, so that the two weights balance each other.[45] While 3- to 5- year olds could not at all comprehend the concept of balancing, children by the age of 7 could balance the scale by placing the same weights on both ends, but they failed to realize the importance of the location. By age 10, children could think about location but failed to use logic and instead used trial-and-error. Finally, by age 13 and 14, in early adolescence, some children more clearly understood the relationship between weight and distance and could successfully implement their hypothesis.[48]

The stages and causation[edit]

Piaget sees children’s conception of causation as a march from “primitive” conceptions of cause to those of a more scientific, rigorous, and mechanical nature. These primitive concepts are characterized as supernatural, with a decidedly non-natural or non-mechanical tone. Piaget has as his most basic assumption that babies are phenomenists. That is, their knowledge “consists of assimilating things to schemas” from their own action such that they appear, from the child’s point of view, “to have qualities which, in fact, stem from the organism”. Consequently, these “subjective conceptions,” so prevalent during Piaget’s first stage of development, are dashed upon discovering deeper empirical truths.

Piaget gives the example of a child believing that the moon and stars follow him on a night walk. Upon learning that such is the case for his friends, he must separate his self from the object, resulting in a theory that the moon is immobile, or moves independently of other agents.

The second stage, from around three to eight years of age, is characterized by a mix of this type of magical, animistic, or “non-natural” conceptions of causation and mechanical or “naturalistic” causation. This conjunction of natural and non-natural causal explanations supposedly stems from experience itself, though Piaget does not make much of an attempt to describe the nature of the differences in conception. In his interviews with children, he asked questions specifically about natural phenomena, such as: “What makes clouds move?”, “What makes the stars move?”, “Why do rivers flow?” The nature of all the answers given, Piaget says, are such that these objects must perform their actions to “fulfill their obligations towards men”. He calls this “moral explanation”.[49]

Practical applications[edit]

Parents can use Piaget’s theory when deciding how to determine what to buy in order to support their child’s growth.[50] Teachers can also use Piaget’s theory, for instance, when discussing whether the syllabus subjects are suitable for the level of students or not.[51]For example, recent studies have shown that children in the same grade and of the same age perform differentially on tasks measuring basic addition and subtraction fluency. While children in the preoperational and concrete operational levels of cognitive development perform combined arithmetic operations (such as addition and subtraction) with similar accuracy,[52] children in the concrete operational level of cognitive development have been able to perform both addition problems and subtraction problems with overall greater fluency.[53]

The stage of cognitive growth of a person differ from another. It affects and influences how someone thinks about everything including flowers. A 7-month old infant, in the sensorimotor age, flowers are recognized by smelling, pulling and biting. A slightly older child has not realized that a flower is not fragrant, but similar to many children at her age, her egocentric, two handed curiosity will teach her. In the formal operational stage of an adult, flowers are part of larger, logical scheme. They are used either to earn money or to create beauty. Cognitive development or thinking is an active process from the beginning to the end of life. Intellectual advancement happens because people at every age and developmental period looks for cognitive equilibrium. To achieve this balance, the easiest way is to understand the new experiences through the lens of the preexisting ideas. Infants learn that new objects can be grabbed in the same way of familiar objects, and adults explain the day’s headlines as evidence for their existing worldview.[54]

However, the application of standardized Piagetian theory and procedures in different societies established widely varying results that lead some to speculate not only that some cultures produce more cognitive development than others but that without specific kinds of cultural experience, but also formal schooling, development might cease at certain level, such as concrete operational level. A procedure was done following methods developed in Geneva. Participants were presented with two beakers of equal circumference and height, filled with equal amounts of water. The water from one beaker was transferred into another with taller and smaller circumference. The children and young adults from non-literate societies of a given age were more likely to think that the taller, thinner beaker had more water in it. On the other hand, an experiment on the effects of modifying testing procedures to match local cultural produced a different pattern of results.[55]

Postulated physical mechanisms underlying schemas and stages[edit]

In 1967, Piaget considered the possibility of RNA molecules as likely embodiments of his still-abstract schemas (which he promoted as units of action)—though he did not come to any firm conclusion.[56] At that time, due to work such as that of Swedish biochemist Holger Hydén, RNA concentrations had, indeed, been shown to correlate with learning, so the idea was quite plausible.

However, by the time of Piaget’s death in 1980, this notion had lost favor. One main problem was over the protein which, it was assumed, such RNA would necessarily produce, and that did not fit in with observation. It was determined that only about 3% of RNA does code for protein.[57] Hence, most of the remaining 97% (the “ncRNA“) could theoretically be available to serve as Piagetian schemas (or other regulatory roles in the 2000s under investigation). The issue has not yet been resolved experimentally, but its theoretical aspects were reviewed in 2008[57] — then developed further from the viewpoints of biophysics and epistemology.[58][59] Meanwhile, this RNA-based approach also unexpectedly offered explanations for other several biological issues unresolved, thus providing some measure of corroboration.[citation needed]

Relation to psychometric theories of intelligence[edit]

Piaget designed a number of tasks to verify hypotheses arising from his theory. The tasks were not intended to measure individual differences, and they have no equivalent in psychometric intelligence tests. Notwithstanding the different research traditions in which psychometric tests and Piagetian tasks were developed, the correlations between the two types of measures have been found to be consistently positive and generally moderate in magnitude. A common general factor underlies them. It has been shown that it is possible to construct a battery consisting of Piagetian tasks that is as good a measure of general intelligence as standard IQ tests.[60][61][62]

Challenges to Piagetian stage theory[edit]

Piagetian accounts of development have been challenged on several grounds. First, as Piaget himself noted, development does not always progress in the smooth manner his theory seems to predict. Décalage, or progressive forms of cognitive developmental progression in a specific domain, suggest that the stage model is, at best, a useful approximation.[63] Furthermore, studies have found that children may be able to learn concepts and capability of complex reasoning that supposedly represented in more advanced stages with relative ease (Lourenço & Machado, 1996, p. 145).[64][65] More broadly, Piaget’s theory is “domain general,” predicting that cognitive maturation occurs concurrently across different domains of knowledge (such as mathematics, logic, and understanding of physics or language).[63] Piaget did not take into account variability in a child’s performance notably how a child can differ in sophistication across several domains.

During the 1980s and 1990s, cognitive developmentalists were influenced by “neo-nativist” and evolutionary psychology ideas. These ideas de-emphasized domain general theories and emphasized domain specificity or modularity of mind.[66] Modularity implies that different cognitive faculties may be largely independent of one another, and thus develop according to quite different timetables, which are “influenced by real world experiences”.[66] In this vein, some cognitive developmentalists argued that, rather than being domain general learners, children come equipped with domain specific theories, sometimes referred to as “core knowledge,” which allows them to break into learning within that domain. For example, even young infants appear to be sensitive to some predictable regularities in the movement and interactions of objects (for example, an object cannot pass through another object), or in human behavior (for example, a hand repeatedly reaching for an object has that object, not just a particular path of motion), as it becomes the building block of which more elaborate knowledge is constructed.

Piaget’s theory has been said to undervalue the influence that culture has on cognitive development. Piaget demonstrates that a child goes through several stages of cognitive development and come to conclusions on their own but in reality, a child’s sociocultural environment plays an important part in their cognitive development. Social interaction teaches the child about the world and helps them develop through the cognitive stages, which Piaget neglected to consider.[67][68]

More recent work has strongly challenged some of the basic presumptions of the “core knowledge” school, and revised ideas of domain generality—but from a newer dynamic systems approach, not from a revised Piagetian perspective. Dynamic systems approaches harken to modern neuroscientific research that was not available to Piaget when he was constructing his theory. One important finding is that domain-specific knowledge is constructed as children develop and integrate knowledge. This enables the domain to improve the accuracy of the knowledge as well as organization of memories.[66] However, this suggests more of a “smooth integration” of learning and development than either Piaget, or his neo-nativist critics, had envisioned. Additionally, some psychologists, such as Lev Vygotsky and Jerome Bruner, thought differently from Piaget, suggesting that language was more important for cognition development than Piaget implied.[66][69]

Post-Piagetian and neo-Piagetian stages[edit]

In recent years, several theorists attempted to address concerns with Piaget’s theory by developing new theories and models that can accommodate evidence which violates Piagetian predictions and postulates.

  • The neo-Piagetian theories of cognitive development, advanced by Robbie Case, Andreas Demetriou, Graeme S. Halford, Kurt W. FischerMichael Lamport Commons, and Juan Pascual-Leone, attempted to integrate Piaget’s theory with cognitive and differential theories of cognitive organization and development. Their aim was to better account for the cognitive factors of development and for intra-individual and inter-individual differences in cognitive development. They suggested that development along Piaget’s stages is due to increasing working memory capacity and processing efficiency by “biological maturation”.[70] Moreover, Demetriou´s theory ascribes an important role to hypercognitive processes of “self-monitoring, self-recording, self-evaluation, and self-regulation”, and it recognizes the operation of several relatively autonomous domains of thought (Demetriou, 1998; Demetriou, Mouyi, Spanoudis, 2010; Demetriou, 2003, p. 153).[71]
  • Piaget’s theory stops at the formal operational stage, but other researchers have observed the thinking of adults is more nuanced than formal operational thought. This fifth stage has been named post formal thought or operation.[72][73] Post formal stages have been proposed. Michael Commons presented evidence for four post formal stages in the model of hierarchical complexity: systematic, meta-systematic, paradigmatic, and cross-paradigmatic (Commons & Richards, 2003, p. 206–208; Oliver, 2004, p. 31).[74][75][76]There are many theorists, however, who have criticized “post formal thinking,” because the concept lacks both theoretical and empirical verification. The term “integrative thinking” has been suggested for use instead.[77][78][79][80][81]

Kohlberg’s Model of Moral Development

  • A “sentential” stage, said to occur before the early preoperational stage, has been proposed by Fischer, Biggs and Biggs, Commons, and Richards.[82][83]
  • Searching for a micro-physiological basis for human mental capacity, Robert R. Traill (1978, Section C5.4; 1999, Section 8.4) proposed that there may be “pre-sensorimotor” stages (“M−1L”, “M−2L”, …), which are developed in the womb and/or transmitted genetically.[84][85]
  • Jerome Bruner has expressed views on cognitive development in a “pragmatic orientation” in which humans actively use knowledge for practical applications, such as problem solving and understanding reality.[86]
  • Michael Lamport Commons proposed the model of hierarchical complexity (MHC) in two dimensions: horizontal complexity and vertical complexity (Commons & Richards, 2003, p. 205).[75][87][88]
  • Kieran Egan has proposed five stages of understanding: “somatic”, “mythic”, “romantic”, “philosophic”, and “ironic”, which is developed through cognitive tools such as “stories”, “binary oppositions”, “fantasy” and “rhyme, rhythm, and meter” to enhance memorization to develop a long-lasting learning capacity.[89]
  • Lawrence Kohlberg developed three stages of moral development: “Preconventional“, “Conventional” and “Postconventional”.[89][90] Each level is composed of two orientation stages, with a total of six orientation stages: (1) “Punishment-Obedience”, (2) “Instrumental Relativist”, (3) “Good Boy-Nice Girl”, (4) “Law and Order”, (5) “Social Contract”, and (6) “Universal Ethical Principle“.[89][90]
  • Andreas Demetriou has expressed neo-Piagetian theories of cognitive development.
  • Jane Loevinger’s stages of ego development occur through “an evolution of stages”.[91] “First is the Presocial Stage followed by the Symbiotic Stage, Impulsive Stage, Self-Protective Stage, Conformist Stage, Self-Aware Level: Transition from Conformist to Conscientious Stage, Individualistic Level: Transition from Conscientious to the Autonomous Stage, Conformist Stage, and Integrated Stage”.[91]
  • Ken Wilber has incorporated Piaget’s theory in his multidisciplinary field of integral theory. The human consciousness is structured in hierarchical order and organized in “holon” chains or “great chain of being“, which are based on the level of spiritual and psychological development.[92]

Maslow’s Hierarchy Of Needs

  • The process of initiation is a modification of Piaget’s theory integrating Abraham Maslow‘s concept of self-actualization.[93]
  • Cheryl Armon has proposed five stages of ” the Good Life”: “Egoistic Hedonism”, “Instrumental Hedonism”, “Affective/Altruistic Mutuality”, “Individuality”, and “Autonomy/Community” (Andreoletti & Demick, 2003, p. 284) (Armon, 1984, p. 40–43).[94][95]
  • Christopher R. Hallpike proposed that human evolution of cognitive moral understanding had evolved from the beginning of time from its primitive state to the present time.[96][97]
  • Robert Kegan extended Piaget’s developmental model to adults in describing what he called constructive-developmental psychology.[98] 

 

https://en.wikipedia.org/wiki/Piaget%27s_theory_of_cognitive_development

 

Jean Piaget

From Wikipedia, the free encyclopedia
Jean Piaget
Jean Piaget in Ann Arbor.png

Piaget at the University of Michigan, c. 1968
Born Jean William Fritz Piaget
9 August 1896
Neuchâtel, Switzerland
Died 16 September 1980 (aged 84)
Geneva, Switzerland
Alma mater University of Neuchâtel
Known for Constructivismgenetic epistemologytheory of cognitive developmentobject permanenceegocentrism
Scientific career
Fields Developmental psychologyepistemology
Influences Immanuel KantHenri Bergson,[1]Pierre JanetAlfred BinetThéodore SimonJames Mark Baldwin[2]
Influenced Bärbel Inhelder,[3] Jerome Bruner,[4] Kenneth Kaye,[citation needed] Lawrence Kohlberg,[5] Robert Kegan,[6]Howard Gardner,[7] Thomas Kuhn,[8] Seymour Papert,[9] Lev Vygotsky[10][11]

Jean Piaget (French: [ʒɑ̃ pjaʒɛ]; 9 August 1896 – 16 September 1980) was a Swiss clinical psychologist known for his pioneering work in child development. Piaget’s theory of cognitive development and epistemological view are together called “genetic epistemology“.

Piaget placed great importance on the education of children. As the Director of the International Bureau of Education, he declared in 1934 that “only education is capable of saving our societies from possible collapse, whether violent, or gradual.”[12] His theory of child development is studied in pre-service education programs. Educators continue to incorporate constructivist-based strategies.

Piaget created the International Center for Genetic Epistemology in Geneva in 1955 while on the faculty of the University of Geneva and directed the Center until his death in 1980.[13] The number of collaborations that its founding made possible, and their impact, ultimately led to the Center being referred to in the scholarly literature as “Piaget’s factory”.[14]

According to Ernst von Glasersfeld, Jean Piaget was “the great pioneer of the constructivist theory of knowing.”[15] However, his ideas did not become widely popularized until the 1960s.[16] This then led to the emergence of the study of development as a major sub-discipline in psychology.[17] By the end of the 20th century, Piaget was second only to B. F. Skinner as the most cited psychologist of that era.[18]

Contents

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Personal life

Piaget was born in 1896 in Neuchâtel, in the Francophone region of Switzerland. He was the oldest son of Arthur Piaget (Swiss), a professor of medieval literature at the University of Neuchâtel, and Rebecca Jackson (French). Piaget was a precocious child who developed an interest in biology and the natural world. His early interest in zoology earned him a reputation among those in the field after he had published several articles on mollusks by the age of 15.[19]

He was educated at the University of Neuchâtel, and studied briefly at the University of Zürich. During this time, he published two philosophical papers that showed the direction of his thinking at the time, but which he later dismissed as adolescent thought.[20] His interest in psychoanalysis, at the time a burgeoning strain of psychology, can also be dated to this period. Piaget moved from Switzerland to Paris, France after his graduation and he taught at the Grange-Aux-Belles Street School for Boys. The school was run by Alfred Binet, the developer of the Stanford–Binet Intelligence Scales, and Piaget assisted in the marking of Binet’s intelligence tests. It was while he was helping to mark some of these tests that Piaget noticed that young children consistently gave wrong answers to certain questions. Piaget did not focus so much on the fact of the children’s answers being wrong, but that young children consistently made types of mistakes that older children and adults did not. This led him to the theory that young children’s cognitive processes are inherently different from those of adults. Ultimately, he was to propose a global theory of cognitive developmental stages in which individuals exhibit certain common patterns of cognition in each period of development. In 1921, Piaget returned to Switzerland as director of the Rousseau Institute in Geneva. At this time, the institute was directed by Édouard Claparède.[21] Piaget was familiar with many of Claparède’s ideas including that of the psychological concept ‘groping’ which was closely associated with “trials and errors” observed in human mental patterns.[22]

In 1923, he married Valentine Châtenay; the couple had three children, whom Piaget studied from infancy. From 1925 to 1929 Piaget was professor of psychology, sociology, and the philosophy of science at the University of Neuchatel.[23] In 1929, Jean Piaget accepted the post of Director of the International Bureau of Education and remained the head of this international organization until 1968. Every year, he drafted his “Director’s Speeches” for the IBE Council and for the International Conference on Public Education in which he explicitly addressed his educational credo.

Having taught at the University of Geneva and at the University of Paris, in 1964, Piaget was invited to serve as chief consultant at two conferences at Cornell University (March 11–13) and University of California, Berkeley(March 16–18). The conferences addressed the relationship of cognitive studies and curriculum development and strived to conceive implications of recent investigations of children’s cognitive development for curricula.[24]

In 1979 he was awarded the Balzan Prize for Social and Political Sciences.

He was buried with his family in an unmarked grave in the Cimetière des Rois (Cemetery of Kings) in Geneva. This was as per his request.[25]

Career history

Bust of Jean Piaget in the Parc des BastionsGeneva

Harry Beilin described Jean Piaget’s theoretical research program[26] as consisting of four phases:

  1. the sociological model of development,
  2. the biological model of intellectual development,
  3. the elaboration of the logical model of intellectual development,
  4. the study of figurative thought.

The resulting theoretical frameworks are sufficiently different from each other that they have been characterized as representing different “Piagets.” More recently, Jeremy Burman responded to Beilin and called for the addition of a phase before his turn to psychology: “the zeroeth Piaget.”[27]

Piaget before psychology

Before Piaget became a psychologist, he trained in natural history and philosophy. He received a doctorate in 1918 from the University of Neuchatel. He then undertook post-doctoral training in Zurich (1918–1919), and Paris (1919–1921). He was hired by Théodore Simon to standardize psychometric measures for use with French children in 1919.[28]. The theorist we recognize today only emerged when he moved to Geneva, to work for Édouard Claparède as director of research at the Rousseau Institute, in 1922.

Sociological model of development

Piaget first developed as a psychologist in the 1920s. He investigated the hidden side of children’s minds. Piaget proposed that children moved from a position of egocentrism to sociocentrism. For this explanation he combined the use of psychological and clinical methods to create what he called a semiclinical interview. He began the interview by asking children standardized questions and depending on how they answered, he would ask them a series of nonstandard questions. Piaget was looking for what he called “spontaneous conviction” so he often asked questions the children neither expected nor anticipated. In his studies, he noticed there was a gradual progression from intuitive to scientific and socially acceptable responses. Piaget theorized children did this because of the social interaction and the challenge to younger children’s ideas by the ideas of those children who were more advanced.

This work was used by Elton Mayo as the basis for the famous Hawthorne Experiments.[29] For Piaget, it also led to an honorary doctorate from Harvard in 1936.[30]

Biological model of intellectual development

In this stage, Piaget believed that the process of thinking and the intellectual development could be regarded as an extension of the biological process of the evolutionary adaptation of the species, which has also two on-going processes: assimilation and accommodation. There is assimilation when a child responds to a new event in a way that is consistent with an existing schema.[31] There is accommodation when a child either modifies an existing schema or forms an entirely new schema to deal with a new object or event.[31]

He argued infants were engaging in an act of assimilation when they sucked on everything in their reach. He claimed infants transform all objects into an object to be sucked. The children were assimilating the objects to conform to their own mental structures. Piaget then made the assumption that whenever one transforms the world to meet individual needs or conceptions, one is, in a way, assimilating it. Piaget also observed his children not only assimilating objects to fit their needs, but also modifying some of their mental structures to meet the demands of the environment. This is the second division of adaptation known as accommodation. To start out, the infants only engaged in primarily reflex actions such as sucking, but not long after, they would pick up objects and put them in their mouths. When they do this, they modify their reflex response to accommodate the external objects into reflex actions. Because the two are often in conflict, they provide the impetus for intellectual development. The constant need to balance the two triggers intellectual growth.

To test his theory, Piaget observed the habits in his own children.

Elaboration of the logical model of intellectual development

In the model Piaget developed in stage three, he argued that intelligence develops in a series of stages that are related to age and are progressive because one stage must be accomplished before the next can occur. For each stage of development the child forms a view of reality for that age period. At the next stage, the child must keep up with earlier level of mental abilities to reconstruct concepts. Piaget conceived intellectual development as an upward expanding spiral in which children must constantly reconstruct the ideas formed at earlier levels with new, higher order concepts acquired at the next level.

It is primarily the “Third Piaget” (the logical model of intellectual development) that was debated by American psychologists when Piaget’s ideas were “rediscovered” in the 1960s.[32]

Study of figurative thought

Piaget studied areas of intelligence like perception and memory that are not entirely logical. Logical concepts are described as being completely reversible because they can always get back to the starting point. The perceptual concepts Piaget studied could not be manipulated. To describe the figurative process, Piaget uses pictures as examples. Pictures can’t be separated because contours cannot be separated from the forms they outline. Memory is the same way. It is never completely reversible. During this last period of work, Piaget and his colleague Inhelder also published books on perception, memory, and other figurative processes such as learning.[33][34][35] Because Piaget’s theory is based upon biological maturation and stages, the notion of readiness is important. Readiness concerns when certain information or concepts should be taught. According to Piaget’s theory children should not be taught certain concepts until they reached the appropriate stage of cognitive development.

Theory

Piaget defined himself as a ‘genetic’ epistemologist, interested in the process of the qualitative development of knowledge. He considered cognitive structures development as a differentiation of biological regulations. When his entire theory first became known – the theory in itself being based on a structuralist and a cognitivitist approach – it was an outstanding and exciting development in regards to the psychological community at that time.[36]

There are a total of four phases in Piaget’s research program that included books on certain topics of developmental psychology. In particular, during one period of research, he described himself studying his own three children, and carefully observing and interpreting their cognitive development.[37] In one of his last books, Equilibration of Cognitive Structures: The Central Problem of Intellectual Development, he intends to explain knowledge development as a process of equilibration using two main concepts in his theory, assimilation and accommodation, as belonging not only to biological interactions but also to cognitive ones.

Piaget believed answers for the epistemological questions at his time could be answered, or better proposed, if one looked to the genetic aspect of it, hence his experimentations with children and adolescents. As he says in the introduction of his book Genetic Epistemology: “What the genetic epistemology proposes is discovering the roots of the different varieties of knowledge, since its elementary forms, following to the next levels, including also the scientific knowledge.”

Stages

The four development stages are described in Piaget’s theory as:

1. Sensorimotor stage: from birth to age two. The children experience the world through movement and their senses. During the sensorimotor stage children are extremely egocentric, meaning they cannot perceive the world from others’ viewpoints. The sensorimotor stage is divided into six substages:[38]

I. Simple reflexes;

From birth to one month old. At this time infants use reflexes such as rooting and sucking.
II. First habits and primary circular reactions;

From one month to four months old. During this time infants learn to coordinate sensation and two types of schema (habit and circular reactions). A primary circular reaction is when the infant tries to reproduce an event that happened by accident (ex.: sucking thumb).
III. Secondary circular reactions;

From four to eight months old. At this time they become aware of things beyond their own body; they are more object-oriented. At this time they might accidentally shake a rattle and continue to do it for sake of satisfaction.
IV. Coordination of secondary circular reactions;

From eight months to twelve months old. During this stage they can do things intentionally. They can now combine and recombine schemata and try to reach a goal (ex.: use a stick to reach something). They also understand object permanence during this stage. That is, they understand that objects continue to exist even when they can’t see them.
V. Tertiary circular reactions, novelty, and curiosity;

From twelve months old to eighteen months old. During this stage infants explore new possibilities of objects; they try different things to get different results.
VI. Internalization of schemata.

Some followers of Piaget’s studies of infancy, such as Kenneth Kaye[39] argue that his contribution was as an observer of countless phenomena not previously described, but that he didn’t offer explanation of the processes in real time that cause those developments, beyond analogizing them to broad concepts about biological adaptation generally. Kaye’s “apprenticeship theory” of cognitive and social development refuted Piaget’s assumption that mind developed endogenously in infants until the capacity for symbolic reasoning allowed them to learn language.

2. Preoperational stage: Piaget’s second stage, the pre-operational stage, starts when the child begins to learn to speak at age two and lasts up until the age of seven. During the Pre-operational Stage of cognitive development, Piaget noted that children do not yet understand concrete logic and cannot mentally manipulate information. Children’s increase in playing and pretending takes place in this stage. However, the child still has trouble seeing things from different points of view. The children’s play is mainly categorized by symbolic play and manipulating symbols. Such play is demonstrated by the idea of checkers being snacks, pieces of paper being plates, and a box being a table. Their observations of symbols exemplifies the idea of play with the absence of the actual objects involved. By observing sequences of play, Piaget was able to demonstrate that, towards the end of the second year, a qualitatively new kind of psychological functioning occurs, known as the Pre-operational Stage.[40]

The pre-operational stage is sparse and logically inadequate in regard to mental operations. The child is able to form stable concepts as well as magical beliefs. The child, however, is still not able to perform operations, which are tasks that the child can do mentally, rather than physically. Thinking in this stage is still egocentric, meaning the child has difficulty seeing the viewpoint of others. The Pre-operational Stage is split into two substages: the symbolic function substage, and the intuitive thought substage. The symbolic function substage is when children are able to understand, represent, remember, and picture objects in their mind without having the object in front of them. The intuitive thought substage is when children tend to propose the questions of “why?” and “how come?” This stage is when children want the knowledge of knowing everything.[40]

The Preoperational Stage is divided into two substages:

I. Symbolic Function Substage

From two to four years of age children find themselves using symbols to represent physical models of the world around them. This is demonstrated through a child’s drawing of their family in which people are not drawn to scale or accurate physical traits are given. The child knows they are not accurate but it does not seem to be an issue to them.
II. Intuitive Thought Substage

At between about the ages of four and seven, children tend to become very curious and ask many questions, beginning the use of primitive reasoning. There is an emergence in the interest of reasoning and wanting to know why things are the way they are. Piaget called it the “intuitive substage” because children realize they have a vast amount of knowledge, but they are unaware of how they acquired it. Centration, conservation, irreversibility, class inclusion, and transitive inference are all characteristics of preoperative thought.[40]

3. Concrete operational stage: from ages seven to eleven. Children can now conserve and think logically (they understand reversibility) but are limited to what they can physically manipulate. They are no longer egocentric. During this stage, children become more aware of logic and conservation, topics previously foreign to them. Children also improve drastically with their classification skills

4. Formal operational stage: from age eleven to sixteen and onwards (development of abstract reasoning). Children develop abstract thought and can easily conserve and think logically in their mind. Abstract thought is newly present during this stage of development. Children are now able to think abstractly and utilize metacognition. Along with this, the children in the formal operational stage display more skills oriented towards problem solving, often in multiple steps.

Developmental process

Piaget provided no concise description of the development process as a whole. Broadly speaking it consisted of a cycle:

  • The child performs an action which has an effect on or organizes objects, and the child is able to note the characteristics of the action and its effects.
  • Through repeated actions, perhaps with variations or in different contexts or on different kinds of objects, the child is able to differentiate and integrate its elements and effects. This is the process of “reflecting abstraction” (described in detail in Piaget 2001).
  • At the same time, the child is able to identify the properties of objects by the way different kinds of action affect them. This is the process of “empirical abstraction”.
  • By repeating this process across a wide range of objects and actions, the child establishes a new level of knowledge and insight. This is the process of forming a new “cognitive stage”. This dual process allows the child to construct new ways of dealing with objects and new knowledge about objects themselves.
  • However, once the child has constructed these new kinds of knowledge, he or she starts to use them to create still more complex objects and to carry out still more complex actions. As a result, the child starts to recognize still more complex patterns and to construct still more complex objects. Thus a new stage begins, which will only be completed when all the child’s activity and experience have been re-organized on this still higher level.

This process may not be wholly gradual, but new evidence shows that the passage into new stages is more gradual than once thought. Once a new level of organization, knowledge and insight proves to be effective, it will quickly be generalized to other areas if they exist. As a result, transitions between stages can seem to be rapid and radical, but oftentimes the child has grasped one aspect of the new stage of cognitive functioning but not addressed others. The bulk of the time spent in a new stage consists of refining this new cognitive level however it is not always happening quickly. For example, a child may learn that two different colors of Play-Doh have been fused together to make one ball, based on the color. However, if sugar is mixed into water or iced tea, then the sugar “disappeared” and therefore does not exist. These levels of one concept of cognitive development are not realized all at once, giving us a gradual realization of the world around us.[41]

It is because this process takes this dialectical form, in which each new stage is created through the further differentiation, integration, and synthesis of new structures out of the old, that the sequence of cognitive stages are logically necessary rather than simply empirically correct. Each new stage emerges only because the child can take for granted the achievements of its predecessors, and yet there are still more sophisticated forms of knowledge and action that are capable of being developed.

Because it covers both how we gain knowledge about objects and our reflections on our own actions, Piaget’s model of development explains a number of features of human knowledge that had never previously been accounted for. For example, by showing how children progressively enrich their understanding of things by acting on and reflecting on the effects of their own previous knowledge, they are able to organize their knowledge in increasingly complex structures. Thus, once a young child can consistently and accurately recognize different kinds of animals, he or she then acquires the ability to organize the different kinds into higher groupings such as “birds”, “fish”, and so on. This is significant because they are now able to know things about a new animal simply on the basis of the fact that it is a bird – for example, that it will lay eggs.

At the same time, by reflecting on their own actions, the child develops an increasingly sophisticated awareness of the “rules” that govern in various ways. For example, it is by this route that Piaget explains this child’s growing awareness of notions such as “right”, “valid”, “necessary”, “proper”, and so on. In other words, it is through the process of objectificationreflection and abstraction that the child constructs the principles on which action is not only effective or correct but also justified.

One of Piaget’s most famous studies focused purely on the discriminative abilities of children between the ages of two and a half years old, and four and a half years old. He began the study by taking children of different ages and placing two lines of sweets, one with the sweets in a line spread further apart, and one with the same number of sweets in a line placed more closely together. He found that, “Children between 2 years, 6 months old and 3 years, 2 months old correctly discriminate the relative number of objects in two rows; between 3 years, 2 months and 4 years, 6 months they indicate a longer row with fewer objects to have “more”; after 4 years, 6 months they again discriminate correctly” (Cognitive Capacity of Very Young Children, p. 141). Initially younger children were not studied, because if at four years old a child could not conserve quantity, then a younger child presumably could not either. The results show however that children that are younger than three years and two months have quantity conservation, but as they get older they lose this quality, and do not recover it until four and a half years old. This attribute may be lost due to a temporary inability to solve because of an overdependence on perceptual strategies, which correlates more candy with a longer line of candy, or due to the inability for a four-year-old to reverse situations.

By the end of this experiment several results were found. First, younger children have a discriminative ability that shows the logical capacity for cognitive operations exists earlier than acknowledged. This study also reveals that young children can be equipped with certain qualities for cognitive operations, depending on how logical the structure of the task is. Research also shows that children develop explicit understanding at age 5 and as a result, the child will count the sweets to decide which has more. Finally the study found that overall quantity conservation is not a basic characteristic of humans’ native inheritance.

Genetic epistemology

According to Jean Piaget, genetic epistemology “attempts to explain knowledge, and in particular scientific knowledge, on the basis of its history, its sociogenesis, and especially the psychological origins of the notions and operations upon which it is based”[5]. Piaget believed he could test epistemological questions by studying the development of thought and action in children. As a result, Piaget created a field known as genetic epistemology with its own methods and problems. He defined this field as the study of child development as a means of answering epistemological questions.

Schema

A Schema is a structured cluster of concepts, it can be used to represent objects, scenarios or sequences of events or relations. The original idea was proposed by philosopher Immanuel Kant as innate structures used to help us perceive the world.[42]

A schema (pl. schemata) is the mental framework that is created as children interact with their physical and social environments.[43] For example, many 3-year-olds insist that the sun is alive because it comes up in the morning and goes down at night. According to Piaget, these children are operating based on a simple cognitive schema that things that move are alive. At any age, children rely on their current cognitive structures to understand the world around them. Moreover, younger and older children may often interpret and respond to the same objects and events in very different ways because cognitive structures take different forms at different ages.[44]

Piaget (1953) described three kinds of intellectual structures: behavioural (or sensorimotor) schemata, symbolic schemata, and operational schemata.

  • Behavioural schemata: organized patterns of behaviour that are used to represent and respond to objects and experiences.
  • Symbolic schemata: internal mental symbols (such as images or verbal codes) that one uses to represent aspects of experience.
  • Operational schemata: internal mental activity that one performs on objects of thought.[45]

According to Piaget, children use the process of assimilation and accommodation to create a schema or mental framework for how they perceive and/or interpret what they are experiencing. As a result, the early concepts of young children tend to be more global or general in nature.[46]

Similarly, Gallagher and Reid (1981) maintained that adults view children’s concepts as highly generalized and even inaccurate. With added experience, interactions, and maturity, these concepts become refined and more detailed. Overall, making sense of the world from a child’s perspective is a very complex and time-consuming process.[47]

Schemata are:

  • Critically important building block of conceptual development
  • Constantly in the process of being modified or changed
  • Modified by on-going experiences
  • A generalized idea, usually based on experience or prior knowledge.[46]

These schemata are constantly being revised and elaborated upon each time the child encounters new experiences. In doing this children create their own unique understanding of the world, interpret their own experiences and knowledge, and subsequently use this knowledge to solve more complex problems. In a neurological sense, the brain/mind is constantly working to build and rebuild itself as it takes in, adapts/modifies new information, and enhances understanding.[46]

Physical microstructure of schemata

In his Biology and Knowledge (1967+ / French 1965), Piaget tentatively hinted at possible physical embodiments for his abstract schema entities. At the time, there was much talk and research about RNA as such an agent of learning, and Piaget considered some of the evidence. However, he did not offer any firm conclusions, and confessed that this was beyond his area of expertise.

Research methods

Piaget wanted to revolutionize the way research was conducted. Although he started researching with his colleagues using a traditional method of data collection, he was not fully satisfied with the results and wanted to keep trying to find new ways of researching using a combination of data, which included naturalistic observationpsychometrics, and the psychiatric clinical examination, in order to have a less guided form of research that would produce more empirically valid results. As Piaget developed new research methods, he wrote a book called The Language and Thought of the Child, which aimed to synthesize the methods he was using in order to study the conclusion children drew from situations and how they arrived to such conclusion. The main idea was to observe how children responded and articulated certain situations with their own reasoning, in order to examine their thought processes (Mayer, 2005).

Piaget administered a test in 15 boys with ages ranging from 10 to 14 years in which he asked participants to describe the relationship between a mixed bouquet of flowers and a bouquet with flowers of the same color. The purpose of this study was to analyze the thinking process the boys had and to draw conclusions about the logic processes they had used, which was a psychometric technique of research. Piaget also used the psychoanalytic method initially developed by Sigmund Freud. The purpose of using such method was to examine the unconscious mind, as well as to continue parallel studies using different research methods. Psychoanalysis was later rejected by Piaget, as he thought it was insufficiently empirical (Mayer, 2005).

Piaget argued that children and adults used speech for different purposes. In order to confirm his argument, he experimented analyzing a child’s interpretation of a story. In the experiment, the child listened to a story and then told a friend that same story in his/her/their own words. The purpose of this study was to examine how children verbalize and understand each other without adult intervention. Piaget wanted to examine the limits of naturalistic observation, in order to understand a child’s reasoning. He realized the difficulty of studying children’s thoughts, as it is hard to know if a child is pretending to believe their thoughts or not. Piaget was the pioneer researcher to examine children’s conversations in a social context – starting from examining their speech and actions – where children were comfortable and spontaneous (Kose, 1987).

Issues and possible solutions

After conducting many studies, Piaget was able to find significant differences in the way adults and children reason; however, he was still unable to find the path of logic reasoning and the unspoken thoughts children had, which could allow him to study a child’s intellectual development over time (Mayer, 2005). In his third book, The Child’s Conception of the World, Piaget recognized the difficulties of his prior techniques and the importance of psychiatric clinical examination. The researcher believed that the way clinical examinations were conducted influenced how a child’s inner realities surfaced. Children would likely respond according to the way the research is conducted, the questions asked, or the familiarity they have with the environment. The clinical examination conducted for his third book provides a thorough investigation into a child’s thinking process. An example of a question used to research such process was: “Can you see a thought?” (Mayer, 2005, p. 372).

Development of new methods

Piaget recognized that psychometric tests had its limitations, as children were not able to provide the researcher with their deepest thoughts and inner intellect. It was also difficult to know if the results of child examination reflected what children believed or if it is just a pretend situation. For example, it is very difficult to know with certainty if a child who has a conversation with a toy believes the toy is alive or if the child is just pretending. Soon after drawing conclusions about psychometric studies, Piaget started developing the clinical method of examination. The clinical method included questioning a child and carefully examining their responses -in order to observe how the child reasoned according to the questions asked – and then examine the child’s perception of the world through their responses. Piaget recognized the difficulties of interviewing a child and the importance of recognizing the difference between “liberated” versus “spontaneous” responses (Mayer, 2005, p. 372).

Criticism of Piaget’s research methods

“The developmental theory of Jean Piaget has been criticized on the grounds that it is conceptually limited, empirically false, or philosophically and epistemologically untenable.” (Lourenço & Machado, 1996, p. 143) Piaget responded to criticism by acknowledging that the vast majority of critics did not understand the outcomes he wished to obtain from his research (Lourenço & Machado, 1996).

As Piaget believed development was a universal process, his initial sample sizes were inadequate, particularly in the formulation of his theory of infant development.[48] Piaget’s theories of infant development were based on his observations of his own three children. While this clearly presents problems with the sample size, Piaget also probably introduced confounding variables and social desirability into his observations and his conclusions based on his observations. It is entirely possible Piaget conditioned his children to respond in a desirable manner, so, rather than having an understanding of object permanence, his children might have learned to behave in a manner that indicated they understood object permanence. The sample was also very homogenous, as all three children had a similar genetic heritage and environment. Piaget did, however, have larger sample sizes during his later years.

Development of research methods

Piaget wanted to research in environments that would allow children to connect with some existing aspects of the world. The idea was to change the approach described in his book The Child’s Conception of the World and move away from the vague questioning interviews. This new approach was described in his book The Child’s Conception of Physical Causality, where children were presented with dilemmas and had to think of possible solutions on their own. Later, after carefully analyzing previous methods, Piaget developed a combination of naturalistic observation with clinical interviewing in his book Judgment and Reasoning in the Child, where a child’s intellect was tested with questions and close monitoring. Piaget was convinced he had found a way to analyze and access a child’s thoughts about the world in a very effective way. (Mayer, 2005) Piaget’s research provided a combination of theoretical and practical research methods and it has offered a crucial contribution to the field of developmental psychology (Beilin, 1992). “Piaget is often criticized because his method of investigation, though somewhat modified in recent years, is still largely clinical”. He observes a child’s surroundings and behavior. He then comes up with a hypothesis testing it and focusing on both the surroundings and behavior after changing a little of the surrounding. (Phillips, 1969)

Influence

Photo of the Jean Piaget Foundation with Pierre Bovet (1878–1965) first row (with large beard) and Jean Piaget (1896–1980) first row (on the right, with glasses) in front of the Rousseau Institute (Geneva), 1925

Despite his ceasing to be a fashionable psychologist, the magnitude of Piaget’s continuing influence can be measured by the global scale and activity of the Jean Piaget Society, which holds annual conferences and attracts around 700 participants.[49] His theory of cognitive development has proved influential in many different areas:

Developmental psychology

Piaget is the most influential developmental psychologist to date (Lourenço, O. and Machado, A., 1996), influencing not only the work of Lev Vygotsky and of Lawrence Kohlberg but whole generations of eminent academics.[clarification needed] Although subjecting his ideas to massive scrutiny led to innumerable improvements and qualifications of his original model and the emergence of a plethora of neo-Piagetian and post-Piagetian variants, Piaget’s original model has proved to be remarkably robust (Lourenço and Machado 1996).

Piaget on education

By using Piaget’s theory, educators focus on their students as learners. As a result of this focus, education is learner-center and constructivist-based to an extent. Piaget’s theory allows teachers to view students as individual learners who add new concepts to prior knowledge to construct, or build, understanding for themselves.[50] Teachers who use a learner-centered approach as a basis for their professional practices incorporate the several dispositions.[50] They provide experience-based educational opportunities. These teachers also contemplate the learners’ individual qualities and attitudes during curriculum planning. Educators allow learners’ insights to alter the curriculum. They nourish and support learners’ curiosity. They also involve learners’ emotions and create a learning environment in which students feel safe.[50]

There are two differences between the preoperational and concrete operational stages that apply to education. These differences are reversibility and decentration. At times, reversibility and decentration occur at the same time.[51] When students think about the steps to complete a task without using a particular logical, sequential order, they are using reversibility.[51] Decentration allows him to concentrate on multiple components of a problematic task at a time.[51] Students use both reversibility and decentration to function throughout the school day, follow directions, and complete assignments.

An example of a student using reversibility is when learning new vocabulary. The student creates a list of unfamiliar words from a literary text. Then, he researches the definition of those words before asking classmate to test him. His teacher has given a set of particular instructions that he must follow in a particular order: he must write the word before defining it, and complete these two steps repeatedly.[51] A child in the preoperational stage gets confused during this process and needs assistance from the teacher to stay on task. The teacher refers him back to his text in order to notate the next word before he can define it.[51] A child in the preoperational stage does not understand the organization required to complete this assignment. However, a child in the concrete operational stage understands the organization, and he can recall the steps in any order while being able to follow the order given.[51] Using decentration, the child has the two activities on his mind: identify words and find them in the dictionary.[51]

A sample of decentration is a preschooler may use a toy banana as a pretend telephone. The child knows the difference between the fruit and a phone. However, in this form of play, he is operating on two levels at once.[51] In an older child at the concrete operational level, decentration allows him to complete subtraction of two-digit numbers and indicate which of the problems also involved borrowing from the other column. The student simultaneously does both.[51] Using reversibility, the student has to move mentally between two subtasks.

Regarding the giving of praise by teachers, praise is a reinforcer for students. Adolescents undergo social-emotional development such that they seek rapport with peers. Thus, teacher praise is not as powerful for students who see teachers as authority figures. They give no value to praise provided by adults, or they have no respect for the individual who is giving praise.[52]

Education

During the 1970s and 1980s, Piaget’s works also inspired the transformation of European and American education, including both theory and practice, leading to a more ‘child-centered’ approach. In Conversations with Jean Piaget, he says: “Education, for most people, means trying to lead the child to resemble the typical adult of his society … but for me and no one else, education means making creators… You have to make inventors, innovators—not conformists” (Bringuier, 1980, p. 132).

His theory of cognitive development can be used as a tool in the early childhood classroom. According to Piaget, children developed best in a classroom with interaction.

Piaget defined knowledge as the ability to modify, transform, and “operate on” an object or idea, such that it is understood by the operator through the process of transformation.[53] Learning, then, occurs as a result of experience, both physical and logical, with the objects themselves and how they are acted upon. Thus, knowledge must be assimilated in an active process by a learner with matured mental capacity, so that knowledge can build in complexity by scaffolded understanding. Understanding is scaffolded by the learner through the process of equilibration, whereby the learner balances new knowledge with previous understanding, thereby compensating for “transformation” of knowledge.[53]

Learning, then, can also be supported by instructors in an educational setting. Piaget specified that knowledge cannot truly be formed until the learner has matured the mental structures to which that learning is specific, and thereby development constrains learning. Nevertheless, knowledge can also be “built” by building on simpler operations and structures that have already been formed. Basing operations of an advanced structure on those of simpler structures thus scaffolds learning to build on operational abilities as they develop. Good teaching, then, is built around the operational abilities of the students such that they can excel in their operational stage and build on preexisting structures and abilities and thereby “build” learning.[53]

Evidence of the effectiveness of a contemporary curricular design building on Piaget’s theories of developmental progression and the support of maturing mental structures can be seen in Griffin and Case’s “Number Worlds” curriculum.[54] The curriculum works toward building a “central conceptual structure” of number sense in young children by building on five instructional processes, including aligning curriculum to the developmental sequencing of acquisition of specific skills. By outlining the developmental sequence of number sense, a conceptual structure is built and aligned to individual children as they develop.

Morality

Piaget believed in two basic principles relating to moral education: that children develop moral ideas in stages and that children create their conceptions of the world. According to Piaget, “the child is someone who constructs his own moral world view, who forms ideas about right and wrong, and fair and unfair, that are not the direct product of adult teaching and that are often maintained in the face of adult wishes to the contrary” (Gallagher, 1978, p. 26). Piaget believed that children made moral judgments based on their own observations of the world.

Piaget’s theory of morality was radical when his book The Moral Judgment of the Child was published in 1932 for two reasons: his use of philosophical criteria to define morality (as universalizable, generalizable, and obligatory) and his rejection of equating cultural norms with moral norms. Piaget, drawing on Kantian theory, proposed that morality developed out of peer interaction and that it was autonomous from authority mandates. Peers, not parents, were a key source of moral concepts such as equality, reciprocity, and justice.

Piaget attributed different types of psychosocial processes to different forms of social relationships, introducing a fundamental distinction between different types of said relationships. Where there is constraint because one participant holds more power than the other the relationship is asymmetrical, and, importantly, the knowledge that can be acquired by the dominated participant takes on a fixed and inflexible form. Piaget refers to this process as one of social transmission, illustrating it through reference to the way in which the elders of a tribe initiate younger members into the patterns of beliefs and practices of the group. Similarly, where adults exercise a dominating influence over the growing child, it is through social transmission that children can acquire knowledge. By contrast, in cooperative relations, power is more evenly distributed between participants so that a more symmetrical relationship emerges. Under these conditions, authentic forms of intellectual exchange become possible; each partner has the freedom to project his or her own thoughts, consider the positions of others, and defend his or her own point of view. In such circumstances, where children’s thinking is not limited by a dominant influence, Piaget believed “the reconstruction of knowledge”, or favorable conditions for the emergence of constructive solutions to problems, exists. Here the knowledge that emerges is open, flexible and regulated by the logic of argument rather than being determined by an external authority.

In short, cooperative relations provide the arena for the emergence of operations, which for Piaget requires the absence of any constraining influence, and is most often illustrated by the relations that form between peers (for more on the importance of this distinction see Duveen & Psaltis, 2008; Psaltis & Duveen, 2006, 2007). This is thus how, according to Piaget, children learn moral judgement as opposed to cultural norms (or maybe ideological norms).

Historical studies of thought and cognition

Historical changes of thought have been modeled in Piagetian terms. Broadly speaking these models have mapped changes in morality, intellectual life and cognitive levels against historical changes (typically in the complexity of social systems).

Notable examples include:

Non-human development

Neo-Piagetian stages have been applied to the maximum stage attained by various animals. For example, spiders attain the circular sensory motor stage, coordinating actions and perceptions. Pigeons attain the sensory motor stage, forming concepts.[citation needed]

Origins

The origins of human intelligence have also been studied in Piagetian terms. Wynn (1979, 1981) analysed Acheulian and Oldowan tools in terms of the insight into spatial relationships required to create each kind. On a more general level, Robinson’s Birth of Reason (2005) suggests a large-scale model for the emergence of a Piagetian intelligence.

Primatology

Piaget’s models of cognition have also been applied outside the human sphere, and some primatologists assess the development and abilities of primates in terms of Piaget’s model.[61]

Philosophy

Philosophers have used Piaget’s work. For example, the philosopher and social theorist Jürgen Habermas has incorporated Piaget into his work, most notably in The Theory of Communicative Action. The philosopher Thomas Kuhn credited Piaget’s work with helping him to understand the transition between modes of thought which characterized his theory of paradigm shifts.[62] Yet, that said, it is also noted that the implications of his later work do indeed remain largely unexamined.[63] Shortly before his death (September 1980), Piaget was involved in a debate about the relationships between innate and acquired features of language, at the Centre Royaumont pour une Science de l’Homme, where he discussed his point of view with the linguist Noam Chomsky as well as Hilary Putnam and Stephen Toulmin.

Artificial intelligence

Piaget also had a considerable effect in the field of computer science and artificial intelligenceSeymour Papert used Piaget’s work while developing the Logo programming languageAlan Kay used Piaget’s theories as the basis for the Dynabook programming system concept, which was first discussed within the confines of the Xerox Palo Alto Research Center (Xerox PARC). These discussions led to the development of the Alto prototype, which explored for the first time all the elements of the graphical user interface (GUI), and influenced the creation of user interfaces in the 1980s and beyond.[64]

Challenges

Piaget’s theory, however vital in understanding child psychology, did not go without scrutiny. A main figure whose ideas contradicted Piaget’s ideas was the Russian psychologist Lev Vygotsky. Vygotsky stressed the importance of a child’s cultural background as an effect to the stages of development. Because different cultures stress different social interactions, this challenged Piaget’s theory that the hierarchy of learning development had to develop in succession. Vygotsky introduced the term Zone of proximal development as an overall task a child would have to develop that would be too difficult to develop alone.

Also, the so-called neo-Piagetian theories of cognitive development maintained that Piaget’s theory does not do justice either to the underlying mechanisms of information processing that explain transition from stage to stage or individual differences in cognitive development. According to these theories, changes in information processing mechanisms, such as speed of processing and working memory, are responsible for ascension from stage to stage. Moreover, differences between individuals in these processes explain why some individuals develop faster than other individuals (Demetriou, 1998).

Over time, alternative theories of Child Development have been put forward, and empirical findings have done a lot to undermine Piaget’s theories. For example, Esther Thelen and colleagues[65] found that babies would not make the A-not-B error if they had small weights added to their arms during the first phase of the experiment that were then removed before the second phase of the experiment. This minor change should not impact babies’ understanding of object permanence, so the difference that this makes to babies’ performance on the A-not-B task cannot be explained by Piagetian theory. Thelen and colleagues also found that various other factors also influenced performance on the A-not-B task (including strength of memory trace, salience of targets, waiting time and stance), and proposed that this could be better explained using a dynamic systems theory approach than using Piagetian theory. Alison Gopnik and Betty Repacholi[66] found that babies as young as 18 months old can understand that other people have desires, and that these desires could be very different from their own desires. This strongly contradicts Piaget’s view that children are very egocentric at this age. In reaction to these challenges, it has been argued that their criticisms depend on a fundamental misreading of Piaget’s theory (Lourenço & Machado, 1996).

See also Brian Rotman‘s Jean Piaget: Psychologist of the Real, an exposition and critique of Piaget’s ideas, and Jonathan Tudge and Barbara Rogoff’s “Peer influences on cognitive development: Piagetian and Vygotskian perspectives”.[67]

Quotations

  • “Intelligence organizes the world by organizing itself.”[68]

List of major achievements

Appointments

Honorary doctorates

  • 1936 Harvard
  • 1946 Sorbonne
  • 1949 University of Brazil
  • 1949 Bruxelles
  • 1953 Chicago
  • 1954 McGill
  • 1958 Warsaw
  • 1959 Manchester
  • 1960 Oslo
  • 1960 Cambridge
  • 1962 Brandeis
  • 1964 Montreal
  • 1964 Aix-Marseille
  • 1966 Pennsylvania[69]
  • 1966? Barcelona[70]
  • 1970 Yale[71]

List of major works

The following groupings are based on the number of citations in Google Scholar.

Classics

  • The Language and Thought of the Child (London: Routledge & Kegan Paul, 1926) [Le Langage et la pensée chez l’enfant (1923)]
  • The Child’s Conception of the World (London: Routledge and Kegan Paul, 1928) [La Représentation du monde chez l’enfant (1926, orig. pub. as an article, 1925)]
  • The Moral Judgment of the Child (London: Kegan Paul, Trench, Trubner and Co., 1932) [Le jugement moral chez l’enfant (1932)]
  • The Origins of Intelligence in Children (New York: International University Press, 1952) [La naissance de l’intelligence chez l’enfant (1936), also translated as The Origin of Intelligence in the Child (London: Routledge and Kegan Paul, 1953)].
  • Play, Dreams and Imitation in Childhood (New York: Norton, 1962) [La formation du symbole chez l’enfant; imitation, jeu et reve, image et représentation (1945)].
  • The Psychology of Intelligence (London: Routledge and Kegan Paul, 1951) [La psychologie de l’intelligence (1947)].
  • The construction of reality in the child (New York: Basic Books, 1954) [La construction du réel chez l’enfant (1950), also translated as The Child’s Construction of Reality (London: Routledge and Kegan Paul, 1955)].
  • With Inhelder, B., The Growth of Logical Thinking from Childhood to Adolescence (New York: Basic Books, 1958) [De la logique de l’enfant à la logique de l’adolescent (1955)].
  • With Inhelder, B., The Psychology of the Child (New York: Basic Books, 1962) [La psychologie de l’enfant (1966, orig. pub. as an article, 1950)].

Major works

  • The early growth of logic in the child (London: Routledge and Kegan Paul, 1964) [La genèse des structures logiques elementaires (1959)].
  • With Inhelder, B., The Child’s Conception of Space (New York: W.W. Norton, 1967).
  • “Piaget’s theory” in P. Mussen (ed.), Handbook of Child Psychology, Vol. 1. (4th ed., New York: Wiley, 1983).
  • The Child’s Conception of Number (London: Routledge and Kegan Paul, 1952) [La genèse du nombre chez l’enfant (1941)].
  • Structuralism (New York: Harper & Row, 1970) [Le Structuralisme (1968)].
  • Genetic epistemology (New York: W.W. Norton, 1971, ISBN 978-0-393-00596-7).

Significant works

  • The child’s conception of physical causality (London: Kegan Paul, 1930) [La causalite physique chez l’enfant (1927)]
  • Child’s Conception of Geometry (New York, Basic Books, 1960) [La Géométrie spontanée de l’enfant (1948)].
  • The Principles of Genetic Epistemology (New York: Basic Books, 1972, ISBN 978-0-393-00596-7) [L’épistémologie génétique (1950)].
  • To understand is to invent: The future of education (New York: Grossman Publishers, 1973) [tr. of Ou va l’education (1971) and Le droit a l’education dans le monde actuel (1948)].
  • Six psychological studies (New York: Random House, 1967) [Six études de psychologie (1964)].
  • Biology and Knowledge (Chicago: University of Chicago Press, 1971) [Biologie et connaissance; essai sur les relations entre les régulations organiques et les processus cognitifs (1967)]
  • Science of education and the psychology of the child (New York: Orion Press, 1970) [Psychologie et pédagogie (1969)].
  • Intellectual evolution from adolescence to adulthood (Cambridge: Cambridge Univ. Press, 1977) [L’evolution intellectuelle entre l’adolescence et l’age adulte (1970)].
  • The Equilibration of Cognitive Structures: The Central Problem of Intellectual Development (Chicago: University of Chicago Press, 1985) [L’equilibration des structures cognitives (1975), previously translated as The development of thought: Equilibration of cognitive structures (1977)].
  • Massimo Piattelli-Palmarini (ed.), Language and learning: the debate between Jean Piaget and Noam Chomsky (Cambridge, Mass.: Harvard University Press, 1980) [Theories du language, theories de l’apprentissage (1979)].
  • Development and learning.

Notable works

  • The Grasp of Consciousness: Action and concept in the young child (London: Routledge and Kegan Paul, 1977) [La prise de conscience (1974)].
  • The Mechanisms of Perception (New York: Basic Books, 1969) [Les mécanismes perceptifs: modèles probabilistes, analyse génétique, relations avec l’intelligence (1961)].
  • Psychology and Epistemology: Towards a Theory of Knowledge (Harmondsworth: Penguin, 1972) [Psychologie et epistémologie (1970).
  • The Child’s Conception of Time (London: Routledge and Kegan Paul, 1969) [Le développement de la notion de temps chez l’enfant (1946)]
  • Logic and Psychology (Manchester: Manchester University Press, 1953).
  • Memory and intelligence (New York: Basic Books, 1973) [Memoire et intelligence (1968)]
  • The Origin of the Idea of Chance in Children (London: Routledge and Kegan Paul, 1975) [La genèse de l’idée de hasard chez l’enfant (1951)].
  • Mental imagery in the child: a study of the development of imaginal representation (London: Routledge and Kegan Paul, 1971) [L’image mentale chez l’enfant : études sur le développement des représentations imaginées (1966)].
  • Intelligence and Affectivity. Their Relationship during Child Development (Palo Alto: Annual Reviews, 1981) [Les relations entre l’intelligence et l’affectivité dans le développement de l’enfant (1954)].
  • With Garcia, R. Psychogenesis and the History of Science (New York: Columbia University Press, 1989) [Psychogenèse et histoire des sciences (1983).
  • With Beth, E. W.,Mathematical Epistemology and Psychology (Dordrecht: D. Reidel, 1966) [Épistémologie mathématique et psychologie: Essai sur les relations entre la logique formelle et la pensée réelle] (1961).

New translations

  • Piaget, J. (1995). Sociological Studies. London: Routledge.
  • Piaget, J. (2000). “Commentary on Vygotsky”. New Ideas in Psychology18: 241–59.
  • Piaget, J. (2001). Studies in Reflecting Abstraction. Hove, UK: Psychology Press.

Translators

Notes

  1. Jump up^ Susan Pass, Parallel Paths to Constructivism: Jean Piaget and Lev Vygotsky, Information Age Publishing, 2004, p. 74.
  2. Jump up^ Piaget, J. (1982). Reflections on Baldwin [interview with J. J. Vonèche]. In J. M. Broughton & D. J. Freeman-Moir (Eds.), The cognitive developmental psychology of James Mark Baldwin(pp. 80–86). Norwood, NJ: Ablex.
  3. Jump up^ Inhelder, B. (1989). Bärbel Inhelder [Autobiography] (H. Sinclair & M. Sinclair, Trans.). In G. Lindzey (Ed.), A History of Psychology in Autobiography (Vol. VIII, pp. 208–243). Stanford, CA: Stanford University Press. Tryphon, A., & Vonèche, J. J. (Eds.). (2001). Working with Piaget: Essays in honour of Bärbel Inhelder. Hove, East Sussex, UK: Psychology Press.
  4. Jump up^ Bruner, J. S. (1983). In search of mind: Essays in autobiography. New York: Harper & Row.
  5. Jump up^ Kohlberg, L. (1982). Moral development. In J. M. Broughton & D. J. Freeman-Moir (Eds.), The cognitive developmental psychology of James Mark Baldwin: Current theory and research in genetic epistemology (pp. 277–325). Norwood, NJ: Ablex.
  6. Jump up^ Kegan, Robert (1994). In Over Our Heads (p. 29). Cambridge, MA: Harvasrd University Press.
  7. Jump up^ Gardner, H. (2008). “Wrestling with Jean Piaget, my paragon. What have you changed your mind about?”Edge.org. Retrieved 2016-10-17.
  8. Jump up^ Burman, J. T. (2007). “Piaget no “remedy” for Kuhn, but the two should be read together: Comment on Tsou’s “Piaget vs. Kuhn on scientific progress””. Theory & Psychology17 (5): 721–732. doi:10.1177/0959354307079306.
  9. Jump up^ Papert, S (March 29, 1999). “Child Psychologist: Jean Piaget”. Time153: 104–107.
  10. Jump up^ Piaget, J (1979). “Comments on Vygotsky’s critical remarks”. Archives de Psychologie47 (183): 237–249.
  11. Jump up^ Piaget, J (2000). “Commentary on Vygotsky’s criticisms of Language and Thought of the Child and Judgement and Reasoning in the Child (L. Smith, Trans.)”. New Ideas in Psychology18 (2–3): 241–259. doi:10.1016/s0732-118x(00)00012-x. (Original work published 1962.)
  12. Jump up^ “International Bureau of Education – Directors” search.eb.com Munari, Alberto (1994). “JEAN PIAGET (1896–1980)” (PDF). Prospects: the quarterly review of comparative educationXXIV (1/2): 311–327. doi:10.1007/bf02199023.
  13. Jump up^ “Jean Piaget Society – About Piaget”. Retrieved 17 October 2016.
  14. Jump up^ Burman, J. T. (2012). “Jean Piaget: Images of a life and his factory”. History of Psychology15 (3): 283–288. ISSN 1093-4510doi:10.1037/a0025930.
  15. Jump up^ von Glasersfeld, E. (1990). “An exposition of constructivism: Why some like it radical”. Journal for Research In Mathematics Education – Monograph4: 19–29 & 195–210 [22]. ISSN 0883-9530JSTOR 749910doi:10.2307/749910. (p. 22).
  16. Jump up^ Hsueh, Y (2009). “Piaget in the United States, 1925–1971. In U. Müller, J. I. M. Carpendale & L. Smith (Eds.), The Cambridge Companion to Piaget (pp. 344–370). Cambridge, UK: Cambridge University Press. Müller, U., Burman, J. T., & Hutchinson, S. (2013). The developmental psychology of Jean Piaget: A quinquagenary retrospective”. Journal of Applied Developmental Psychology34 (1): 52–55. doi:10.1016/j.appdev.2012.10.001.
  17. Jump up^ Pickren, W. E. (2012). Joseph McVicker Hunt: Golden age psychologist. In W. E. Pickren, D. A. Dewsbury, & M. Wertheimer (Eds.), Portraits of pioneers in developmental psychology (pp. 185–203). New York: Psychology Press/Taylor & Francis.
  18. Jump up^ Haggbloom, Steven J.; Warnick, Jason E.; Jones, Vinessa K.; Yarbrough, Gary L.; Russell, Tenea M.; Borecky, Chris M.; McGahhey, Reagan; et al. (2002). “The 100 most eminent psychologists of the 20th century”Review of General Psychology6 (2): 139–152. doi:10.1037/1089-2680.6.2.139.
  19. Jump up^ “Jean Piaget”, Biography. Accessed 28 February 2012
  20. Jump up^ A Brief Biography of Jean Piaget, Jean Piaget Society (Society for the study of knowledge and development)
  21. Jump up^ Harvard Graduate School of Education, Susan Mayer (21 October 2005). “A Brief Biography of Jean Piaget” (PDF). gseacademic.harvard.edu.
  22. Jump up^ Voyat, G. (1981). “Jean Piaget: 1896-1980”.The American Journal of Psychology, 94(4), pp. 645–648.
  23. Jump up^ American Psychologist volume 25. (Jan 1970) pg.66
  24. Jump up^ Verne N. Rockcastle (1964, p. xi), the conference director, wrote in the conference report of the Jean Piaget conferences about Piaget: “Although few of us had any personal contact with Piaget prior to the conference, those who attended came to have the deepest and warmest regard for him both as a scientist and as a person. His sense of humor throughout the conference was a sort of international glue that flavored his lectures and punctuated his informal conversation. To sit at the table with him during a meal was not only an intellectual pleasure but a pure social delight. Piaget was completely unsophisticated in spite of his international stature. We could hardly believe it when he came prepared for two weeks’ stay with only his ‘serviette’ and a small Swissair bag. An American would have hat at least two large suitcases. When Piaget left Berkeley, he had his serviette, the small Swissair bag, and a third, larger bag crammed with botanical specimens. ‘Where did you get that bag?’ we asked. ‘I had it in one of the others,’ he replied.”
  25. Jump up^ Burman, J. T. (2013). Profiles of international archives: Les Archives Jean Piaget, University of Geneva, Switzerland. History of Psychology, 16(2), 158–161. doi: 10.1037/a0031405. A full-color photo of his grave is available online, open access, courtesy of the American Psychological Association.[1]
  26. Jump up^ Beilin, H. (1992). “Piaget’s enduring contribution to developmental psychology”. Developmental Psychology28 (2): 191–204. doi:10.1037/0012-1649.28.2.191.
  27. Jump up^ Burman, J. T. (2011). “The zeroeth Piaget”. Theory & Psychology21 (1): 130–135. doi:10.1177/0959354310361407.
  28. Jump up^ Mayer, Susan (2005). “The Early Evolution of Jean Piaget’s Clinical Method”. History of Psychology.
  29. Jump up^ Hsueh, Y. (2001). Basing much of the reasoning upon the work of Jean Piaget, 1927–1936. Archives de Psychologie, 69(268–269), 39–62; Hsueh, Y. (2002). The Hawthorne Experiments and the introduction of Jean Piaget in American Industrial Psychology, 1929–1932. History of Psychology, 5(2), 163–189. doi:10.1037/1093-4510.5.2.163
  30. Jump up^ Hsueh, Y (2004). “He sees the development of children’s concepts upon a background of sociology”: Jean Piaget’s honorary degree at Harvard University in 1936″. History of Psychology7 (1): 20–44. doi:10.1037/1093-4510.7.1.20.
  31. Jump up to:a b Ormrod, J.E. (2012). Essentials of Educational Psychology: Big Ideas to Guide Effective Teaching. Boston, MA: Pearson Education Inc.
  32. Jump up^ Hsueh, Y. (2005). The lost and found experience: Piaget rediscovered. The Constructivist, 16(1). [2]
  33. Jump up^ Guthrie, James W. “Piaget, Jean (1896–1980).” Encyclopedia of Education. 2nd ed. Vol. 5. New York, NY: Macmillan Reference USA, 2003. 1894-898.
  34. Jump up^ “Piaget, Jean.” Encyclopædia Britannica. 2008. Encyclopædia Britannica Online. 3 November 2008 search.eb.com
  35. Jump up^ Valsiner, J. (2005). “Participating in Piaget”. Society42 (2): 57–61. doi:10.1007/BF02687400.
  36. Jump up^ Howard Gardner, The Quest for Mind: Piaget, Levi-Strauss and the Structuralist Movement, University of Chicago Press, 1981.
  37. Jump up^ Beilin Harry (1992). “Piaget’s Enduring Contribution to Developmental Psychology”American Psychological Association28 (2): 191–204. doi:10.1037/0012-1649.28.2.191.
  38. Jump up^ Santrock, John W. Children. 9. New York, NY: McGraw-Hill, 1998.
  39. Jump up^ K. Kaye, The Mental and Social Life of Babies. U. Chicago Press, 1982.
  40. Jump up to:a b c Santrock, John W. (2004). Life-Span Development (9th Ed.). Boston, MA: McGraw-Hill College – Chapter 8
  41. Jump up^ Patrica H. Miller Theories of Developmental Psychology 5th Edition, Worth Publishers 2009
  42. Jump up^ Michael W. Eysenck, & Mark. T Keane. (2010). Cognitive Psychology: A Student’s Handbook, (6th.). East Sussex: Psychology Press. Retrieved from psypress.com.
  43. Jump up^ Naested, I., Potvin, B., & Waldron, P. (2004). Understanding the landscape of teaching. Toronto, Ontario: Pearson Education Canada.
  44. Jump up^ Shaffer, D. R., Wood, E., & Willoughby, T. (2005). Developmental psychology: Childhood and adolescence. Toronto, Ontario: Nelson Education Canada.
  45. Jump up^ Piaget, J. (1953). The origin of intelligence in the child. New Fetter Lane, New York: Routledge & Kegan Paul.
  46. Jump up to:a b c Auger, W. F., & Rich, S. J. (2007). Curriculum theory and methods: Perspectives on learning and teaching. Mississauga, Ontario: John Wiley & Sons Canada.
  47. Jump up^ Gallagher, J. M., & Reid, D. K. (1981). The learning theory of Piaget and Inhelder. Austin, Texas: Pro-Ed.
  48. Jump up^ Siegel, L. S. (1993). Amazing new discovery: Piaget was wrong! Canadian Psychology, 34(3): 234–249.
  49. Jump up^ “41st Annual Meeting of The Jean Piaget Society” (PDF). Piaget.prg. 2011-06-02. Retrieved 2016-10-17.
  50. Jump up to:a b c Henson, Kenneth (2003). “Foundations for Learner-Centered Education: A Knowledge Base”. Education1124 (1): 5–16.
  51. Jump up to:a b c d e f g h i Seifert, Kelvin; Sutton, Rosemary (2009). Educational Psychology (PDF) (2nd ed.). Florida: Orange Grove. ISBN 978-1616101541. Retrieved June 22, 2015.
  52. Jump up^ Hawkins, Shannon M.; Heflin, L. Juane (2001). “Increasing Secondary Teachers’ Behavior-Specific Praise Using a Video Self-Modeling and Visual Performance Feedback Intervention”. Journal of Positive Behavior Interventions12 (2): 97–108. doi:10.1177/1098300709358110.
  53. Jump up to:a b c Piaget, J. (1964). Development and learning. In R.E. Ripple a& V.N. Rockcastle (Eds.), Piaget Rediscovered: A Report on the Conference of Cognitive Studies and Curriculum Development (pp. 7–20). Ithaca, NY: Cornell University.
  54. Jump up^ Griffin, S.A. (2004). “Building number sense with Number Worlds: a mathematics program for young children”. Early Childhood Research Quarterly19: 173–180. doi:10.1016/j.ecresq.2004.01.012.
  55. Jump up^ Barnes, Michael Horace (2000). Stages of thought: the co-evolution of religious thought and science. Oxford [Oxfordshire]: Oxford University Press. ISBN 0-19-513389-7.
  56. Jump up^ Damerow, P. (1998). “Prehistory And Cognitive Development”Piaget, Evolution, and Development. Routledge. ISBN 978-0-8058-2210-6. Retrieved 24 March 2008.
  57. Jump up^ Kieran Egan (1997). The educated mind: How Cognitive Tools Shape Our Understanding. Chicago: University of Chicago PressISBN 0-226-19036-6.
  58. Jump up^ Gablik, Suzi (1977). Progress in art. New York: Rizzoli. ISBN 0-8478-0082-2.
  59. Jump up^ LePan, Don (1989). The cognitive revolution in Western culture. New York: Macmillan. ISBN 0-333-45796-X.
  60. Jump up^ Radding, Charles (1985). A world made by men: cognition and society, 400–1200. Chapel Hill: University of North Carolina Press. ISBN 0-8078-1664-7.
  61. Jump up^ McKinney, Michael L.; Parker, Sue Taylor (1999). Origins of intelligence: the evolution of cognitive development in monkeys, apes, and humans. Baltimore: Johns Hopkins University Press. ISBN 0-8018-6012-1.
  62. Jump up^ Burman, J. T. (2007). “Piaget No ‘Remedy’ for Kuhn, But the Two Should be Read Together: Comment on Tsou’s ‘Piaget vs. Kuhn on Scientific Progress'”. Theory & Psychology17 (5): 721–732. doi:10.1177/0959354307079306.
  63. Jump up^ Burman, J. T. (2008). “Experimenting in relation to Piaget: Education is a chaperoned process of adaptation”. Perspectives on Science16 (2): 160–195. doi:10.1162/posc.2008.16.2.160.
  64. Jump up^ Drescher, Gary (1991). Made-Up Minds: A Constructivist Approach to Artificial Intelligence. Boston: MIT Press. p. 236. ISBN 978-0-262-04120-1.
  65. Jump up^ Spencer, J. P.; Clearfield, M.; Corbetta, D.; Ulrich, B.; Buchanan, P.; Schöner, G. (2006). “Moving Toward a Grand Theory of Development: In Memory of Esther Thelen”. Child Development77 (6): 1521–1538. PMID 17107442doi:10.1111/j.1467-8624.2006.00955.x.
  66. Jump up^ Repacholi, Betty; Alison Gopnik (1997). “Early reasoning about desires: Evidence from 14- and 18-month-olds”Developmental Psychology3: 12–21. doi:10.1037/0012-1649.33.1.12. Retrieved 29 October 2011.
  67. Jump up^ Tudge, Jonathan; Barbara Rogoff (1998). “Peer influences on cognitive development: Piagetian and Vygotskian perspectives”. In Peter Lloyd; Charles Fernyhough. Lev Vygotsky: Critical Assessments, Volume 3. Routledge. ISBN 978-0-415-11154-6.
  68. Jump up^ Jean Piaget, The Construction of Reality in the Child (1954 [1937]), pp. 354–5.
  69. Jump up^ The list is certain only to 1966. The source is p. xviii of F. Bresson & M. de Montmollin, 1966, Psychologie et épistémologie génétique: thèmes Piagétiens (Hommage à Jean Piaget avec une bibliographie complète de ses oeuvres). Paris: Dunod. (Note: This list provides “Varsovie” instead of Warsaw, as this is the French name for the capital of Poland.)
  70. Jump up^ Reported in 1971, in Anuario de psicología, as part of the proceedings of a celebration of Piaget’s 70th birthday, raco.cat
  71. Jump up^ Kessen, W (1996). “American Psychology just before Piaget”. Psychological Science7 (4): 196–199. JSTOR 40062944doi:10.1111/j.1467-9280.1996.tb00358.x.

References

  • Aqueci, F. (2003). Ordine e trasformazione: morale, mente, discorso in Piaget. Acireale-Roma: Bonanno. ISBN 88-7796-148-1.
  • Amann-Gainotti, M.; Ducret, J.-J. (1992). “Jean Piaget, disciple of Pierre Janet: Influence of behavior psychology and relations with psychoanalysis”. Information Psychiatrique68: 598–606.
  • Beilin, H. (1992). “Piaget’s enduring contribution to developmental psychology”. Developmental Psychology28 (2): 191–204. doi:10.1037/0012-1649.28.2.191.
  • Beilin, H. (1994). Jean Piaget’s enduring contribution to developmental psychology. A century of developmental psychology (pp. 257–290). Washington, DC US: American Psychological Association.
  • Bringuier, J.-C. (1980). Conversations with Jean Piaget (B.M. Gulati, Trans.). Chicago: University of Chicago Press. (Original work published 1977) ISBN 0-226-07503-6.
  • Chapman, M. (1988). Constructive evolution: Origins and development of Piaget’s thought. Cambridge: Cambridge University Press. ISBN 0-521-36712-3.
  • Commons, M. L.; Goodheart, E. A.; Pekker, A.; Dawson, T.L.; Draney, K.; Adams, K. M. (2008). “Using Rasch Scaled Stage Scores To Validate Orders of Hierarchical Complexity of Balance Beam Task Sequences”. Journal of Applied Measurement9 (2): 182–99. PMID 18480514.
  • Demetriou, A. (1998). Cognitive development. In A. Demetriou, W. Doise, K. F. M. van Lieshout (Eds.), Life-span developmental psychology(pp. 179–269). London: Wiley.
  • Demetriou, A., Mouyi, A., & Spanoudis, G. (2010). The development of mental processing. Nesselroade, J. R. (2010). Methods in the study of life-span human development: Issues and answers. In W. F. Overton (Ed.), Biology, cognition and methods across the life-span. Volume 1 of the Handbook of life-span development (pp. 36–55), Editor-in-chief: R. M. Lerner. Hoboken, NJ: Wiley.
  • Duveen, G. & Psaltis, C. (2008). The constructive role of asymmetries in social interaction. In U. Mueller, J. I. M. Carpendale, N. Budwig & B. Sokol (Eds.), Social life and social knowledge: Toward a process account of development. Mahwah, NJ: Lawrence Erlbaum.
  • Flavell, J. (1967). The developmental psychology of Jean Piaget. New York: D. Van Nostrand Company. ISBN 0-442-02413-4.
  • Fowler, J. W. (1981). Stages of faith: The psychology of human development and the quest for meaning. San Francisco: Harper & Row. ISBN 0-06-062866-9.
  • Gattico, E. (2001). Jean Piaget. Milano: Bruno Mondadori. ISBN 88-424-9741-X.
  • Hallpike, C.R. (1979). The foundations of primitive thought. Oxford: Oxford University Press. ISBN 0-19-823196-2.
  • Ivey, A. (1986). Developmental therapy. San Francisco: Jossey-Bass. ISBN 1-55542-022-2.
  • Kamii, C. (1985). Young children reinvent arithmetic: Implications of Piaget’s theory. New York: Teachers College Press.
  • Kesselring, T. (1999). Jean Piaget. München: Beck. ISBN 3-406-44512-8.
  • Kassotakis, M. & Flouris, G. (2006) Μάθηση & Διδασκαλία, Αthens.
  • Kitchener, R. (1986). Piaget’s theory of knowledge: Genetic epistemology & scientific reason. New Haven: Yale University Press. ISBN 0-300-03579-9.
  • Kose, G. (1987). “A philosopher’s conception of Piaget: Piagetian theory reconsidered”. Theoretical & Philosophical Psychology7 (1): 52–57. doi:10.1037/h0091442.
  • Lourenço, O.; Machado, A. (1996). “In defense of Piaget’s theory: A reply to ten common criticisms”. Psychological Review103 (1): 143–164. doi:10.1037/0033-295X.103.1.143. CUNY pdf
  • Mayer, S. (2005). “The early evolution of Jean Piaget’s clinical method”. History of Psychology8 (4): 362–382. PMID 17152748doi:10.1037/1093-4510.8.4.362.
  • Messerly, J.G. (1992). Piaget’s conception of evolution: Beyond Darwin and Lamarck. Lanham, MD: Rowman & Littlefield. ISBN 0-8476-8243-9.
  • Phillips, John L. (1969). The Origin of Intellect: Piaget’s Theory. San Francisco: W. H. Freeman. ISBN 0-7167-0579-6.
  • Psaltis, C.; Duveen, G. (2006). “Social relations and cognitive development: The influence of conversation type and representations of gender”. European Journal of Social Psychology36 (3): 407–430. doi:10.1002/ejsp.308.
  • Psaltis, C.; Duveen, G. (2007). “Conversation types and conservation: Forms of recognition and cognitive development”. British Journal of Developmental Psychology25 (1): 79–102. doi:10.1348/026151005X91415.
  • Ripple, R.E., & Rockcastle, V.N. (Eds.) (1964). Piaget rediscovered. A report of the conference on cognitive studies and curriculum development. Cornell University: School of Education.
  • Robinson, R.J. (2005). The birth of reason. Prometheus Research Group. (Available online at prometheus.org.uk)
  • Smith, L. (Ed.) (1992). Jean Piaget: Critical assessments (4 Vols.). London: Routledge. ISBN 0-415-04408-1.
  • Smith, L. (1993). Necessary knowledge: Piagetian perspectives on constructivism. Hove, UK: Lawrence Erlbaum. ISBN 0-86377-270-6.
  • Smith, L. (Ed.) (1996). Critical readings on Piaget. London: Routledge. ISBN 0-415-13317-3.
  • Smith, L. (2001). Jean Piaget. In J. A. Palmer (Ed.), 50 modern thinkers on education: From Piaget to the present. London: Routledge.
  • Traill, R.R. (2000) Physics and Philosophy of the Mind. Melbourne: Ondwelle. ISBN 0-9577737-1-4
  • Traill, R.R. (2005a) …….. . Melbourne: Ondwelle. ondwelle.com
  • Traill, R.R. (2005b / 2008) Thinking by Molecule, Synapse, or both? — From Piaget’s Schema, to the Selecting/Editing of ncRNA. Melbourne: Ondwelle. ondwelle.com [Also in French: ondwelle.com
  • Vidal, F. (1994). Piaget before Piaget. Cambridge, MA: Harvard University Press. ISBN 0-674-66716-6.
  • Vonèche, J.J. (1985). Genetic epistemology: Piaget’s theory. In T. Husén & T.N. Postlethwaite (Eds.-in-chief), International encyclopedia of education (Vol. 4). Oxford: Pergamon.
  • Wynn, T. (1979). “The intelligence of later Acheulean hominids”. Man (ns)14: 371–391. doi:10.2307/2801865.
  • Wynn, T. (1981). “The intelligence of Oldowan hominids”. Journal of Human Evolution10 (7): 529–541. doi:10.1016/S0047-2484(81)80046-2.

Further reading

Piaget inspired innumerable studies and even new areas of inquiry. The following is a list of critiques and commentaries, organized using the same citation-based method as the list of his own major works (above). These represent the significant and influential post-Piagetian writings in their respective sub-disciplines.

Exemplars

  • Vygotsky, L. (1963). Thought and language. [12630 citations]

Classics

Major works

  • Bates, E. (1976). Language and context: The acquisition of pragmatics. [959]
  • Ginsburg, H. P. & Opper, S. (1969). Piaget’s theory of intellectual development. [931]
  • Singley, M. K. & Anderson, J. R. (1989). The transfer of cognitive skill. [836]
  • Duckworth, E. (1973). The having of wonderful ideas. [775]
  • Youniss, J. (1982). Parents and peers in social development: A Sullivan-Piaget perspective. [763]
  • Pascual-Leone, J. (1970). A mathematical model for the transition rule in Piaget’s developmental stages. [563]
  • Schaffer, H. R. & Emerson, P. E. (1964). The development of social attachments in infancy. [535]

Works of significance

  • Shatz, M.; Gelman, R. (1973). “The Development of Communication Skills: Modifications in the Speech of Young Children as a Function of Listener”. Monographs of the Society for Research in Child Development38 (5): 1–37. doi:10.2307/1165783. [470]
  • Broke, H (1971). “Interpersonal perception of young children: Egocentrism or Empathy?”. Developmental Psychology5 (2): 263–269. doi:10.1037/h0031267. [469]
  • Wadsworth, B. J. (1989). Piaget’s theory of cognitive and affective development [421]
  • Karmiloff-Smith, A. (1992). Beyond Modularity. [419]
  • Bodner, G. M. (1986). Constructivism: A theory of knowledge. [403]
  • Shantz, C. U. (1975). The Development of Social Cognition. [387]
  • Diamond, A.Goldman-Rakic, P. S. (1989). “Comparison of human infants and rhesus monkeys on Piaget’s AB task: evidence for dependence on dorsolateral prefrontal cortex”. Experimental Brain Research74 (1): 24–40. doi:10.1007/bf00248277. [370]
  • Gruber, H. & Voneche, H. (1982). The Essential Piaget. [348]
  • Walkerdine, V. (1984). Developmental psychology and the child-centred pedagogy: The insertion of Piaget into early education. [338]
  • Kamii, C. & DeClark, G. (1985). Young children reinvent arithmetic: Implications of Piaget’s theory [335]
  • Riegel, K. F. (1973). Dialectic operations: The final period of cognitive development [316]
  • Bandura, A.; McDonald, F. J. (1963). “Influence of social reinforcement and the behavior of models in shaping children’s moral judgment”. Journal of Abnormal and Social Psychology67 (3): 274–281. doi:10.1037/h0044714. [314]
  • Karplus, R. (1980). Teaching for the development of reasoning. [312]
  • Brainerd, C. (1978). The stage question in cognitive-developmental theory. [311]
  • Brainerd, C. (1978). Piaget’s theory of intelligence. [292]
  • Gilligan, C. (1997). Moral orientation and moral development [285]
  • Diamond, A. (1991). Neuropsychological insights into the meaning of object concept development [284]
  • Braine, M. D. S., & Rumain, B. (1983). Logical reasoning. [276]
  • John-Steiner, V. (2000). Creative collaboration. [266]
  • Pascual-Leone, J. (1987). Organismic processes for neo-Piagetian theories: A dialectical causal account of cognitive development. [261]
  • Hallpike, C. R. (1979). The foundations of primitive thought [261]
  • Furth, H. (1969). Piaget and Knowledge [261]
  • Gelman, R. & Baillargeon, R. (1983). A review of some Piagetian concepts. [260]
  • O’Loughlin, M. (1992). Rethinking science education: Beyond piagetian constructivism. Toward a sociocultural model of teaching and learning. [252]
  • Messerly, John G. (1996). “Psychogenesis and the History of Science: Piaget and the Problem of Scientific Change”, The Modern Schoolman LXXIII, 295-307.

External links

https://en.wikipedia.org/wiki/Jean_Piaget

 

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The Pronk Pops Show — Week in Review — September 1-9, 2017 — Videos

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Pronk Pops Show 910, June 13, 2017

Pronk Pops Show 909, June 12, 2017

Pronk Pops Show 908, June 9, 2017

Pronk Pops Show 907, June 8, 2017

Pronk Pops Show 906, June 7, 2017

Pronk Pops Show 905, June 6, 2017

Pronk Pops Show 904, June 5, 2017

Pronk Pops Show 903, June 1, 2017

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The Pronk Pops Show 960

September 8, 2017

The Breaking and Developing Story 1: Category 4 Hurricane Irma Over 500 Miles Wide Bigger Than Texas with 150 MPH Sustained Winds Slows Down Turns Toward West and Tracks Directly Over All of South Florida — Evacuate Now — Hurricane Irma Will Hit Landfall Sunday Morning With Storm Surge  Up To 12 Feet and Rain Fall 10-18 Inches — Over Florida For 24 Hours — All Day Sunday —  Mass Mandatory Evacuation For South Florida — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/09/09/the-pronk-pops-show-960-september-8-2017-the-breaking-and-developing-story-1-category-4-hurricane-irma-over-500-miles-wide-bigger-than-texas-with-150-mph-sustained-winds-slows-down-turns-toward-we/

September 09, 2017 01:21 PM PDT

The Pronk Pops Show 959

September 7, 2017

The Breaking and Developing Story 1: Mandatory Evacuation Ordered For South Florida — Floridians Flee Monster “Nuclear” Hurricane Irma With Wind Speeds Exceeding 185 MPH That Could Hit Either Coast and Miami/Dade County By Saturday — High Rise Buildings With Glass Windows Near Construction Cranes A Major Concern — Gas Shortage A Serious Major Problem For Those Evacuating — Get Out If You Can Now! — When Will Irma Turn North? — Videos —

Story 2: Perspective Please — Over 1200 Killed by Flood in South Asia (India, Bangladesh, Nepal and Pakistan) vs. Over 60 in Texas By Raining Weather Not Climate Change — Worst Flooding in Decades — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/09/08/the-pronk-pops-show-959-september-7-2017-the-breaking-and-developing-story-1-mandatory-evacuation-ordered-for-south-florida-floridians-flee-monster-nuclear-hurricane-irma-with-wind-speeds/

September 08, 2017 02:28 PM PDT

The Pronk Pops Show 958

September 6, 2017

Story 1: President Trump Strikes His True Colors Cuts Deal With Democrats — Just Another Big Government Spending Manhattan Liberal Democrat — American “Big Apple” Pie — The Day The Music Died — Videos —

Story 2: The Day The Republican Party and/or President Trump Gives Citizenship To Illegal Alien Dreamers will Be The Day Republican Party Commits Political Suicide and Gives Birth to the American Independence Party — Trump The Flip Flopper –The Night They Drove Old Dixie Down — Helpless — I Shall Be Released — Forever Young — Videos

For additional videos and information:

https://pronkpops.wordpress.com/2017/09/07/the-pronk-pops-show-958-september-6-2017-story-1-president-trump-strikes-his-true-colors-cuts-deal-with-democrats-just-another-big-government-spending-manhattan-liberal-democrat-american-big/

September 07, 2017 01:46 PM PDT