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The Pronk Pops Show — Week in Review — September 16-22, 2017

Posted on September 25, 2017. Filed under: American History, Bomb, College, Congress, Constitution, Crime, Defense Intelligence Agency (DIA), Demographics, Diasters, Earthquake, Education, Elections, Employment, Energy, Faith, Federal Bureau of Investigation (FBI), Federal Bureau of Investigation (FBI), Federal Government, Federal Government Budget, Fiscal Policy, Foreign Policy, Friends, Genocide, government, government spending, Health, Health Care, history, Illegal, Immigration, Investments, IRS, Islam, Islam, Journalism, Language, Law, Legal, liberty, Life, Links, Macroeconomics, media, Monetary Policy, Money, National Security Agency (NSA_, Natural Gas, Newspapers, Nuclear, Obamacare, People, Philosophy, Photos, Police, Political Correctness, Politics, Presidential Candidates, Radio, Rants, Raves, Raymond Thomas Pronk, Regulations, Religious, Security, Shite, Spying, Success, Sunni, Talk Radio, Taxation, Taxes, Technology, Television, Terrorism, The Pronk Pops Show, Trade Policiy, Video, Wahhabism, War, Wealth, Weapons of Mass Destruction, Weather, Welfare, Wisdom, Work | Tags: , , , , , , , , , , , , , , |

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The Pronk Pops Show Podcasts

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

Pronk Pops Show 939, August 2, 2017

Pronk Pops Show 938, August 1, 2017

Pronk Pops Show 937, July 31, 2017

Pronk Pops Show 936, July 27, 2017

Pronk Pops Show 935, July 26, 2017

Pronk Pops Show 934, July 25, 2017

Pronk Pops Show 934, July 25, 2017

Pronk Pops Show 933, July 24, 2017

Pronk Pops Show 932, July 20, 2017

Pronk Pops Show 931, July 19, 2017

Pronk Pops Show 930, July 18, 2017

Pronk Pops Show 929, July 17, 2017

Pronk Pops Show 928, July 13, 2017

Pronk Pops Show 927, July 12, 2017

Pronk Pops Show 926, July 11, 2017

Pronk Pops Show 925, July 10, 2017

Pronk Pops Show 924, July 6, 2017

Pronk Pops Show 923, July 5, 2017

Pronk Pops Show 922, July 3, 2017

Pronk Pops Show 921, June 29, 2017

Pronk Pops Show 920, June 28, 2017

Pronk Pops Show 919, June 27, 2017

Pronk Pops Show 918, June 26, 2017

Pronk Pops Show 917, June 22, 2017

Pronk Pops Show 916, June 21, 2017

Pronk Pops Show 915, June 20, 2017

Pronk Pops Show 914, June 19, 2017

Pronk Pops Show 913, June 16, 2017

Pronk Pops Show 912, June 15, 2017

Pronk Pops Show 911, June 14, 2017

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 970

September 22, 2017

Breaking Story 1: Rocket Man Kim Jong-Un Promises To Explode Hydrogen Bomb Over Pacific Ocean —

Story 2: The Democratic and Republican Party Failure To Completely Repeal Obamacare Including Repealing The Patient Protection and Affordable Care Act (ACA) and All Related Mandates, Regulations, Taxes, Spending and Subsidies — Obamacare Collapsing — Replace Obamacare With Free Enterprise Market Capitalism Health Insurance — Keep The Federal Government Out Of The Health Insurance and Health Care Business — Videos —

Story 3: Obama’s Secret Surveillance Spy State Scandal — Misuse of Intelligence Community For Political Purposes — Gross Abuse of Power and Political Conspiracy — Violation of Fourth Amendment — Videos —

For additional information and videos:

https://pronkpops.wordpress.com/2017/09/22/the-pronk-pops-show-970-september-22-2017-breaking-story-1-rocket-man-kim-jong-un-promises-to-explode-hydrogen-bomb-over-pacific-ocean-story-2-the-democratic-and-republican-party-failure-to-co/

The Pronk Pops Show 969

September 21, 2017

Story 1: President Trump Signs Executive Order Targeting Institutions and People Doing Business With North Korea — Communist China Trades With and Enabled North Korea Nuclear Weapon and Missile Programs — Waiting For Embargo Banning All Trade and Investment in Communist China — Videos —

Story 2: Fed To Start Quantitative Tightening In October 2017 by Selling Some ($10 Billion Per Month or $120 Billion Per Year) of $4,500 Billion Bond Portfolio As U.S. Economy Slows in 2017? — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/09/21/the-pronk-pops-show-969-september-21-2017-story-1-president-trump-signs-executive-order-targeting-institutions-and-people-doing-business-with-north-korea-communist-china-trades-with-and-enabled/

September 23, 2017 12:13 PM PDT

The Pronk Pops Show 968

September 20, 2017

Breaking and Developing — Story 1: 7.1 Richter Scale Earthquake Kills Over 200 In Mexico — Videos —

Story 2: Category 4 Hurricane Marie With 155 Miles Per Hour Winds, 10 Foot Flood Surge and 20 Plus Inches of Rainfall Turns Lights Out in Puerto Rico with Widespread Flooding and Damages — Videos —

Story 3: Yes The Obama Administration Was Wiretapping The Trump Campaign and Former Trump  Campaign Manager Paul Manafort — Trump Was Right and Big Lie Media Lied Again — Obama Spying Scandal Bigger Than Watergate — Videos —

Story 4:  Illegal Aliens Shout Down House Minority Leader Nancy Pelosi Calling Her A Liar — When Will American Citizens Shout Down President Trump Calling Him A Liar? … President Trump and Republican Party Want Touch Back Amnesty and Pathway to  Citizenship For Illegal Aliens — Majority of American People Want All Immigration Laws Enforced — Deport and Remove All 30-60 Million Illegal Aliens In United States To Country of Origin — No Republican Re-importing of Illegal Aliens With Expedited Visas and Touch Back Amnesty and Pathway to Citizenship — Employ American Citizens Not Illegal Aliens — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/09/20/the-pronk-pops-show-968-september-20-2018-breaking-and-developing-story-1-7-1-richter-scale-earthquake-kills-over-200-in-mexico-videos-story-2-category-4-hurricane-marie-with-155-miles-per/

September 20, 2017 07:13 PM PDT

The Pronk Pops Show 967

September 19, 2017

Story 1: President Trump United Nations Speech Names North Korea and Iran As Threats to World Peace and Critical of Those Nations (China) Who Trade With Them –Totally Destroy North Korea And The Rocket Man Mr. Kim — Videos —

Story 2: Major 7.1 Richter Scale Killer Earthquake Hits Central Mexico — 76 Miles Southwest of Mexico City Centered in Puebla state town of Raboso,  — Damages and Collapses Buildings — Over 150 Deaths — Videos —

Story 3: Category 5 Hurricane Marie With Sustained Winds of 165 Miles Per Hour and Wind Gust 195 MPH Hits Puerto Rico, British and American Virgin Islands, Dominica, Dominican Republic, Guadeloupe — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/09/19/the-pronk-pops-show-967-september-19-2017-story-1-president-trump-united-nations-speech-names-north-korea-and-iran-as-threats-to-world-peace-and-critical-of-those-nations-china-who-trade-with-th/

September 19, 2017 05:33 PM PDT

The Pronk Pops Show 966

September 18, 2017

Story 1: Two Islamic Terrorists Arrested For London Train Attack — United Kingdom Threat Level Lowered From Critical To Severe — Elderly Couple Took In Several Hundred Forster Children Over The Years Including Two Suspected Terrorists — Trump: “Loser Terrorist” And “Sick And Demented” — 21-Year-Old Syrian Refugee Yahyah Farroukh Named Suspect — Videos —

Story 2: Trump Wants To Increase CIA Drone Attacks — Videos —

Story 3: Third Night Of Violence In St. Louis — Protesters And Vandals Damage Property With Over 120 Arrests And 11 Police Injured — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/09/19/the-pronk-pops-show-966-september-18-2017-story-1-two-islamic-terrorists-arrested-for-london-train-attack-united-kingdom-threat-level-lowered-from-critical-to-severe-elderly-couple-took-in/

September 18, 2017 07:42 PM PDT

The Pronk Pops Show 965

September 15, 2017

Breaking Story 1: Radical Islamic Terrorist Attack — Improvised Bucket Bomb Device Explodes In United Kingdom Parson Green Tube Train Station in West London During Morning Rush Hour — 29 Injured None Seriously including Children — Threat Level Raised From Severe To Critical By Prime Minister May — Videos —

Story 2: North Korea Fires Another Ballistic Missile Over Japan — Videos —

Story 3: Conservative Commentator Ben Shapiro Allowed To Speak At University of California, Berkeley, Police Arrested Nine of The Protesters –Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/09/15/the-pronk-pops-show-965-september-15-2017-breaking-story-1-radical-islamic-terrorist-attack-bucket-bomb-device-explodes-in-united-kingdom-parson-green-tube-train-station-in-west-london-during-rush/

September 16, 2017 01:45 PM PDT

The Pronk Pops Show 964

September 14, 2017

Story 1: Did President Trump Betray His Supporters By Promising Citizenship or Pathway To Citizenship For Illegal Alien “Dreamers”? — Big Lie Media and Lying Lunatic Left Losers (Senate Democratic Leader Chuck Schumer and House Democratic Leader Nancy Pelosi ) Say They Have A Deal or Understanding and Rollover Republicans Support Trump (Senate Majority Leader Mitch McConnell and House Speaker Paul Ryan) — No Wall and No Deportation For 30-60 Million Illegal Aliens Including “Dreamers” — You Were Warned Not To Trust Trump — Rollover Republicans Want Touch-back Amnesty For Illegal Aliens — Hell No — Illegal Aliens Must Go — Trump Has 48 Hours To Confirm or Deny! — Political Suicide Watch Countdown — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/09/14/the-pronk-pops-show-964-september-14-2017-story-1-did-president-trump-betray-his-supporters-by-promising-citizenship-or-pathway-to-citizenship-for-illegal-alien-dreamers-big-lie-media-and/

September 14, 2017 08:25 PM PDT

The Pronk Pops Show 963

September 13, 2017

Story 1: American Collectivism (Resistance Is Futile) Vs. American Individualism (I Have Not Yet Begun To Fight!) — Federal Income, Capital Gains, Payroll,Estate And Gift Taxes, Budget Deficits, National Debt, Unfunded Liabilities, Democratic And Republican Parties, Two Party Tyranny Of The Warfare And Welfare State And American Empire Are The Past — The Future Is Fair Tax Less, Surplus Budgets, No Debts, No Unfunded Liabilities, And American Independence Party With A Peace And Prosperity Economy, Representative Constitutional American Republic Are The Future — Lead, Follow Or Get Out Of The Way — Those Without Power Cannot Defend Freedom — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/09/13/the-pronk-pops-show-963-september-13-2017-story-1-american-collectivism-resistance-is-futile-vs-american-individualism-i-have-not-yet-begun-to-fight-federal-income-capital-gains-payrol/

 

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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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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

 [show

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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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

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September 7, 2017

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September 6, 2017

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September 5, 2017

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The Pronk Pop Show 956

August 31, 2017

Part 2 of 2, Story 1: President Trump’s Tax Speech — Very Light On Specifics — Let Congress Fill in The Details — Formula For Failure — Tax Rate Cuts Are Not Fundamental Tax Reform — A Broad Based Consumption Tax Such as The FairTax or Fair Tax Less Not Even Mentioned — What Good Is Dreaming It If You don’t actually do it! — Videos —

For additional information and videos:

https://pronkpops.wordpress.com/2017/09/01/the-pronk-pops-show-956-august-31-2017-part-2-of-2-story-1-president-trumps-tax-speech-very-light-on-specifics-let-congress-fill-in-the-details-formula-for-failure-tax-rate-cuts-are/

September 03, 2017 11:59 AM PDT

The Pronk Pops Show 955

August 30, 2017

Part 1 of 2, Story 1: President Trump’s Tax Speech — Very Light On Specifics — Let Congress Fill in The Details — Formula For Failure — Tax Rate Cuts Are Not Fundamental Tax Reform — A Broad Based Consumption Tax Such as The FairTax or Fair Tax Less Not Even Mentioned — What Good Is Dreaming It If You don’t actually do it! — Videos —

Story 2: Revised Second Estimate of Real GDP Growth in Second Quarter of 2017 Is 3 Percent — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/08/31/the-pronk-pops-show-755-story-1-president-trumps-tax-speech-very-light-on-specifics-let-congress-fill-in-the-details-formula-for-failure-tax-rate-cuts-are-not-fundamental-tax-reform/

 

 

 

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Eric Erickson — The Life Cycle Completed — Videos

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Erik Erikson

From Wikipedia, the free encyclopedia
Erik Homberger Erikson
Erik Erikson.png

Erik Erikson
Born Erik Salomonsen[1]
15 June 1902
Frankfurt am MainHesseGermany[2]
Died 12 May 1994 (aged 91)
HarwichCape CodMassachusetts, U.S.[2]
Citizenship AmericanGerman
Known for Theory on social development
Spouse(s) Joan Serson Erikson (1930–1994; his death; 4 children)
Scientific career
Fields Developmental psychologist
Institutions Yale University
University of California, Berkeley
University of Pittsburgh
Harvard Medical School
Notable students Richard Sennett
Influences Sigmund FreudAnna Freud
Influenced James Marcia

Erik Homburger Erikson (born Erik Salomonsen;[1] 15 June 1902 – 12 May 1994) was a German-born American developmental psychologist and psychoanalyst known for his theory on psychosocial development of human beings. He may be most famous for coining the phrase identity crisis. His son, Kai T. Erikson, is a noted American sociologist.

Although Erikson lacked a bachelor’s degree, he served as a professor at prominent institutions such as Harvard and Yale. A Review of General Psychology survey, published in 2002, ranked Erikson as the 12th most cited psychologist of the 20th century.[3]

Early life

Erikson’s mother, Karla Abrahamsen, came from a prominent Jewish family in CopenhagenDenmark. She was married to Jewish stockbroker Valdemar Isidor Salomonsen, but had been estranged from him for several months at the time Erik was conceived. Little is known about Erik’s biological father except that he was a Danish gentile. On discovering her pregnancy, Karla fled to Frankfurt am Main in Germany where Erik was born on June 15, 1902 and was given the surname Salomonsen.[4]

Following Erik’s birth, Karla trained to be a nurse and moved to Karlsruhe. In 1905 she married Erik’s Jewish pediatrician, Theodor Homberger. In 1908, Erik Salomonsen’s name was changed to Erik Homberger, and in 1911 Erik was officially adopted by his stepfather.[5]

The development of identity seems to have been one of Erikson’s greatest concerns in his own life as well as in his theory. As an older adult, he wrote about his adolescent “identity confusion” in his European days. “My identity confusion,” he wrote “[was at times on] the borderline between neurosis and adolescent psychosis.” Erikson’s daughter writes that her father’s “real psychoanalytic identity” was not established until he “replaced his stepfather’s surname [Homberger] with a name of his own invention [Erikson].”[6]

During his childhood and early adulthood he was known as Erik Homberger, and his parents kept the details of his birth a secret. He was a tall, blond, blue-eyed boy who was raised in the Jewish religion. At temple school, the kids teased him for being Nordic; at grammar school, they teased him for being Jewish.[7]

At Das Humanistische Gymnasium his main interests were art, history and languages, but he lacked interest in school and graduated without academic distinction.[8] After graduation, instead of attending medical school, as his stepfather had desired, he attended art school in Munich, but soon dropped out.

Uncertain about his vocation and his fit in society, Erikson began a lengthy period of roaming about Germany and Italy as a wandering artist with his childhood friend Peter Blos and others. During this period he continued to contend with questions about his father and competing ideas of ethnic, religious, and national identity.[7]

Psychoanalytic experience and training

When Erikson was twenty-five, his friend Peter Blos invited him to Vienna to tutor art at the small Burlingham-Rosenfeld School for children whose affluent parents were undergoing psychoanalysis by Sigmund Freud‘s daughter, Anna Freud.[7]

Anna noticed Erikson’s sensitivity to children at the school and encouraged him to study psychoanalysis at the Vienna Psychoanalytic Institute, where prominent analysts August AichhornHeinz Hartmann and Paul Federn were among those who supervised his theoretical studies. He specialized in child analysis and underwent a training analysis with Anna Freud. Helene Deutsch and Edward Bibring supervised his initial treatment of an adult.[7]

Simultaneously he studied the Montessori method of education, which focused on child development and sexual stages.[9][not in citation given]

In 1933 he received his diploma from the Vienna Psychoanalytic Institute. This and his Montessori diploma were to be Erikson’s only earned academic credentials for his life’s work.

United States

In 1931 Erikson married Joan Mowat Serson, a Canadian dancer and artist whom Erikson had met at a dress ball.[8][10] During their marriage Erikson converted to Christianity.[11][12][13]

In 1933, with Hitler’s rise to power in Germany, the burning of Freud’s books in Berlin and the potential Nazi threat to Austria, the family left an impoverished Vienna with their two young sons and emigrated to Copenhagen. Unable to regain Danish citizenship because of residence requirements, the family left for the United States, where citizenship would not be an issue.[7]

In the U.S., Erikson became the first child psychoanalyst in Boston and held positions at Massachusetts General Hospital, the Judge Baker Guidance Center, and at Harvard Medical School and Psychological Clinic, establishing a singular reputation as a clinician.

In 1936, Erikson left Harvard and joined the staff at Yale University, where he worked at the Institute of Human Relations and taught at the Medical School. While at Yale he became a naturalized citizen of the United States and changed his family’s surname from his adoptive father’s name of “Homberger” to “Erikson.”[7]

Erikson continued to deepen his interest in areas beyond psychoanalysis and to explore connections between psychology and anthropology. He made important contacts with anthropologists such as Margaret MeadGregory Bateson and Ruth Benedict, and these contacts, in turn, led to an excursion in 1938, which was to prove significant in the development of his thinking; he was invited to observe the education of native Sioux children on the Pine Ridge Indian Reservation in South Dakota.[7]

In 1939 he left Yale, and the Eriksons moved to California, where Erik had been invited to join a team engaged in a longitudinal study of child development for the University of California at Berkeley‘s Institute of Child Welfare. In addition, in San Francisco he opened a private practice in child psychoanalysis.

While in California he was able to make his second study of American Indian children when he joined anthropologist Alfred Kroeber on a field trip to Northern California to study the Yurok.[8]

In 1950, after publishing the book, Childhood and Society, for which he is best known, Erikson left the University of California when California’s Levering Act required professors there to sign loyalty oaths.[14] From 1951 to 1960 he worked and taught at the Austen Riggs Center, a prominent psychiatric treatment facility in Stockbridge, Massachusetts, where he worked with emotionally troubled young people. During this time he also served as a visiting professor at the University of Pittsburgh where he worked with Benjamin Spock and Fred Rogers at Arsenal Nursery School of the Western Psychiatric Institute.[15]

He returned to Harvard in the 1960s as a professor of human development and remained there until his retirement in 1970. In 1973 the National Endowment for the Humanities selected Erikson for the Jefferson Lecture, the United States’ highest honor for achievement in the humanities. Erikson’s lecture was titled “Dimensions of a New Identity”.[16][17][18]

Theories of development and the ego

Erikson is also credited with being one of the originators of Ego psychology, which stressed the role of the ego as being more than a servant of the id. According to Erikson, the environment in which a child lived was crucial to providing growth, adjustment, a source of self-awareness and identity. Erikson won a Pulitzer Prize[19] and a U.S. National Book Award in category Philosophy and Religion[20] for Gandhi’s Truth (1969), which focused more on his theory as applied to later phases in the life cycle.

In Erikson’s discussion of development, rarely did he mention a stage of development by age but in fact did refer to a prolonged adolescence which has led to further investigation into a period of development between adolescence and young adulthood called emerging adulthood[21].

Erikson’s theory of personality

Favorable outcomes of each stage are sometimes known as “virtues,” a term used in the context of Erikson’s work as it is applied to medicine, meaning “potencies.” Erikson’s research suggests that each individual must learn how to hold both extremes of each specific life-stage challenge in tension with one another, not rejecting one end of the tension or the other. Only when both extremes in a life-stage challenge are understood and accepted as both required and useful, can the optimal virtue for that stage surface. Thus, ‘trust’ and ‘mis-trust’ must both be understood and accepted, in order for realistic ‘hope’ to emerge as a viable solution at the first stage. Similarly, ‘integrity’ and ‘despair’ must both be understood and embraced, in order for actionable ‘wisdom’ to emerge as a viable solution at the last stage.

The Erikson life-stage virtue, in order of the eight stages in which they may be acquired, are:

  1. Hope, Basic trust vs. basic mistrust—This stage covers the period of infancy, 0-18 months, which is the most fundamental stage of life. Whether the baby develops basic trust or basic mistrust is not merely a matter of nurture. It is multi-faceted and has strong social components. It depends on the quality of the maternal relationship. The mother carries out and reflects their inner perceptions of trustworthiness, a sense of personal meaning, etc. on the child. If successful in this, the baby develops a sense of trust, which “forms the basis in the child for a sense of identity.” Failure to develop this trust will result in a feeling of fear and a sense that the world is inconsistent and unpredictable.
  2. Will, Autonomy vs. Shame—Covers early childhood around 1–3 years old. Introduces the concept of autonomy vs. shame and doubt. The child begins to discover the beginnings of his or her independence, and parents must facilitate the child’s sense of doing basic tasks “all by himself/herself.” Discouragement can lead to the child doubting his or her efficacy. During this stage the child is usually trying to master toilet training.
  3. Purpose, Initiative vs. Guilt—Preschool / 3–6 years. Does the child have the ability to or do things on their own, such as dress him or herself? If “guilty” about making his or her own choices, the child will not function well. Erikson has a positive outlook on this stage, saying that most guilt is quickly compensated by a sense of accomplishment.
  4. Competence, Industry vs. Inferiority—School-age / 6–11 years. Child comparing self-worth to others (such as in a classroom environment). Child can recognize major disparities in personal abilities relative to other children. Erikson places some emphasis on the teacher, who should ensure that children do not feel inferior.
  5. Fidelity, Identity vs. Role Confusion—Adolescent / 12–18 years. Questioning of self. Who am I, how do I fit in? Where am I going in life? Erikson believes, that if the parents allow the child to explore, they will conclude their own identity. If, however, the parents continually push him/her to conform to their views, the teen will face identity confusion.
  6. Love, Intimacy vs. isolation—This is the first stage of adult development. This development usually happens during young adulthood, which is between the ages of 18 to 35. Dating, marriage, family and friendships are important during the stage in their life. By successfully forming loving relationships with other people, individuals are able to experience love and intimacy. Those who fail to form lasting relationships may feel isolated and alone.
  7. Care, Generativity vs. stagnation—The second stage of adulthood happens between the ages of 35-64. During this time people are normally settled in their life and know what is important to them. A person is either making progress in their career or treading lightly in their career and unsure if this is what they want to do for the rest of their working lives. Also during this time, a person is enjoying raising their children and participating in activities, that gives them a sense of purpose. If a person is not comfortable with the way their life is progressing, they’re usually regretful about the decisions that they have made in the past and feel a sense of uselessness.
  8. Wisdom, Ego integrity vs. despair—This stage affects the age group of 65 and on. During this time an individual has reached the last chapter in their life and retirement is approaching or has already taken place. Ego-integrity means the acceptance of life in its fullness: the victories and the defeats, what was accomplished and what was not accomplished. Wisdom is the result of successfully accomplishing this final developmental task. Wisdom is defined as “informed and detached concern for life itself in the face of death itself.”[22]
  9. For Ninth Stage see Erikson’s stages of psychosocial development#Ninth stage

On ego identity versus role confusion—ego identity enables each person to have a sense of individuality, or as Erikson would say, “Ego identity, then, in its subjective aspect, is the awareness of the fact that there is a self-sameness and continuity to the ego’s synthesizing methods and a continuity of one’s meaning for others,” (1963). Role confusion, however, is, according to Barbara Engler in her book Personality Theories (2006), “the inability to conceive of oneself as a productive member of one’s own society” (158). This inability to conceive of oneself as a productive member is a great danger; it can occur during adolescence, when looking for an occupation.

Personal life

Erikson married Canadian-born American psychologist Joan Erikson in 1930 and they remained together until his death.[23]

Their daughter, Sue Bloland, “an integrative psychotherapist and psychoanalyst,”[24] described her father as plagued by “lifelong feelings of personal inadequacy.”[25] He thought that by combining resources with his wife, he could “achieve the recognition” that might produce a feeling of adequacy.[26]

The Eriksons had three children, the eldest of whom is sociologist Kai T. Erikson. Erikson died on May 12, 1994 in Harwich, Massachusetts. He and his wife are buried in the First Congregational Church Cemetery in Harwich.[27]

Bibliography

Major works

  • Childhood and Society (1950)
  • Young Man Luther. A Study in Psychoanalysis and History (1958)
  • Insight and Responsibility (1964)
  • Identity: Youth and Crisis (1968)
  • Gandhi’s Truth: On the Origin of Militant Nonviolence (1969)
  • Life History and the Historical Moment (1975)
  • Adulthood (edited book, 1978)
  • Vital Involvement in Old Age (with J.M. Erikson and H. Kivnick, 1986)
  • The Life Cycle Completed (with J.M. Erikson, 1987)

Collections

  • Identity and the Life Cycle. Selected Papers (1959)
  • “A Way of Looking At Things – Selected Papers from 1930 to 1980, Erik H.Erikson” ed.by S. Schlein, W.W.Norton & Co, New York, (1995)

Related work

  • Erikson on Development in Adulthood: New Insights from the Unpublished Papers (Dallas Hope Melinda Bird, 2002)
  • Erik Erikson: His Life, Work, and Significance (Kit Welchman, 2000 Open University Press) His Work (Robert Coles, 1970)
  • Ideas and Identities: The Life and Work of Erik Erikson (Robert S. Wallerstein & Leo Goldberger, eds., [IUP, 1998])
  • “Dialogue with Erik Erikson” (Richard I. Evans, E.P.Dutton & Co, New York, 1969)

See also

References

  1. Jump up to:a b https://books.google.com/books?id=tFJvyOpFJtUC&pg=PA29&dq=Waldemar+Isidor+Salomonsen&hl=en#v=onepage&q&f=false
  2. Jump up to:a b “Erik Erikson, 91, Psychoanalyst Who Reshaped Views of Human Growth, Dies”New York Times, March 13, 1994.
  3. 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.
  4. Jump up^ Friedman, Lawrence Jacob (2000). Identity’s architect: a biography of Erik H. Erikson. Harvard University Press. p. 29. ISBN 978-0-674-00437-5.
  5. Jump up^ “Psychology”. Sweet Briar College. Retrieved 2013-08-30.
  6. Jump up^ Sue Bloland, In the Shadow of Fame (Penguin Books, 2005), 62, 64.
  7. Jump up to:a b c d e f g Hoare, Carol (2001). “Chapter 2, Erikson’s Thought in Context”. Erikson on Development in Adulthood: New Insights from the Unpublished Papers. Oxford University Press, USA. pp. 7–12. ISBN 978-0195131758.
  8. Jump up to:a b c Stevens, Richard (1983). “Chapter 1”. Erik Erikson: An Introduction. New York, NY: St. Martin’s Press. ISBN 978-0-312-25812-2.
  9. Jump up^ “Erik H. Erikson”Erikson Institute. Retrieved 2016-04-03.
  10. Jump up^ Stephen Schlein, ed. (2009) [2005]. “Stephen Schlein Erik Erikson papers”. Harvard University Library. Retrieved 2014-03-11.
  11. Jump up^ Robert McG. Thomas Jr (August 8, 1997). “Joan Erikson Is Dead at 95; Shaped Thought on Life Cycles”The New York Times. Retrieved 2013-08-30.
  12. Jump up^ Engler, Barbara (2008). Personality Theories: An Introduction. Cengage Learning. p. 151. ISBN 978-0-547-14834-2.
  13. Jump up^ Fadiman, James; Frager, Robert (2002). Personality and Personal Growth (5th ed.). Pearson Prentice Hall. p. 208. ISBN 978-0-13-040961-4. Retrieved 2013-08-30.
  14. Jump up^ C. George Boeree (2006) [1997]. “Erik Erikson, 1902 – 1994”. Shippensburg University. Retrieved 2013-08-30.
  15. Jump up^ Friedman, Lawrence Jacob (2000). Identity’s architect: a biography of Erik H. Erikson. Harvard University Press. pp. 253, 261–262. ISBN 978-0-674-00437-5. Retrieved April 28,2014.
  16. Jump up^ Jefferson Lecturers at NEH Website (retrieved January 22, 2009).
  17. Jump up^ Erikson, Erik H. Dimensions of a New Identity: The Jefferson Lectures in the Humanities (W. W. Norton & Company, Inc., 1979), ISBN 0-393-00923-8ISBN 978-0-393-00923-1.
  18. Jump up^ George Stade, “Byways of Our National Character,” New York Times, May 19, 1976 (review of Erikson’s Dimensions of a New Identity).
  19. Jump up^ “1970 winners—General Nonfiction—Gandhi’s Truth by Erik H. Erikson”pulitzer.orgColumbia University. n.d. Retrieved 27 March 2012.
  20. Jump up^ “National Book Awards – 1970”National Book Foundation. Retrieved 2012-03-08.
  21. Jump up^ Arnett, Jeffrey Jensen (May 2000). “Emerging Adulthood: A Theory of Development from the Late Teens Through the Twenties”. American Psychologist55: 469–480. doi:10.1037/0003-066x.55.5.469.
  22. Jump up^ Erikson, Erik H. (1997). The Life Cycle Completed. Extended version with New Chapters on the Ninth Stage of Development by Joan H. Erikson. New York: W. W. Norton, p. 61.
  23. Jump up^ Thomas, Robert (8 August 1997). “Joan Erikson Is Dead at 95; Shaped Thought on Life Cycles”. The New York Times. Retrieved 7 October 2014.
  24. Jump up^ Psychology Today, “Sue Erikson Bloland: Clinical Social Work/Therapist, LCSW” online at https://therapists.psychologytoday.com/rms/name/Sue_Erikson+Bloland_LCSW_New+York_New+York_254013.
  25. Jump up^ Robert Leiter, “The Corrosive Nature of Fame” in Jewish World Review Nov. 29, 1999/ 20 Kislev, 5760. Online at http://www.jewishworldreview.com/on/media112999.asp.
  26. Jump up^ Sue Bloland, In the Shadow of Fame (Penguin Books, 2005), 67.
  27. Jump up^ “Find A Grave”. Retrieved 2015-12-06.

Further reading

  • Andersen, D C (1993), “Beyond rumor and reductionism: a textual dialogue with Erik H. Erikson.”, The Psychohistory review22 (1), pp. 35–68, PMID 11623368
  • Bondurant, J V; Fisher, M W; Sutherland, J D (1971), “Gandhi; a psychoanalytic view. [Essay review of Erik H. Erikson, Gandhi’s truth].”, The American historical review (published Oct 1971), 76, pp. 1104–15, PMID 11615442doi:10.2307/1849243
  • Brenman-Gibson, M (1997), “The legacy of Erik Hamburger Erikson.”, Psychoanalytic review (published Jun 1997), 84 (3), pp. 329–35, PMID 9279928
  • Carney, J E (1993), “”Is it really so terrible her?”: Karl Menninger’s pursuit of Erik Erikson.”, The Psychohistory review22 (1), pp. 119–53, PMID 11623367
  • Coles, R; Fitzpatrick, J J (1976), “The writings of Erik H. Erikson.”, The Psychohistory review (published Dec 1976), 5 (3), pp. 42–6, PMID 11615801
  • Crunden, R M (1973), “Freud, Erikson, and the historian: a bibliographical survey.”, Canadian review of American studies4 (1), pp. 48–64, PMID 11634791doi:10.3138/CRAS-004-01-04
  • Douvan, E (1997), “Erik Erikson: critical times, critical theory”, Child psychiatry and human development28 (1), pp. 15–21, PMID 9256525doi:10.1023/A:1025188901554
  • Eagle, M (1997), “Contributions of Erik Erikson”, Psychoanalytic review (published Jun 1997), 84 (3), pp. 337–47, PMID 9279929
  • Fitzpatrick, J J (1976), “Erik H. Erikson and psychohistory”, Bulletin of the Menninger Clinic (published Jul 1976), 40 (4), pp. 295–314, PMID 791417
  • Goethals, G W (1976), “The evolution of sexual and genital intimacy: a comparison of the views of Erik H. Erikson and Harry Stack Sullivan”, The Journal of the American Academy of Psychoanalysis (published Oct 1976), 4 (4), pp. 529–44, PMID 799636
  • Hoffman, L E (1993), “Erikson on Hitler: the origins of ‘Hitler’s imagery and German youth'”, The Psychohistory review22 (1), pp. 69–86, PMID 11623369
  • Masson, J L (1974), “India and the unconscious: Erik Erikson on Gandhi”, The International journal of psycho-analysis55 (4), pp. 519–29, PMID 4616017
  • Roazen, P (1993), “Erik H. Erikson as a teacher”, The Psychohistory review22 (1), pp. 101–17, PMID 11623366
  • Schnell, R L (1980), “Contributions to psychohistory: IV. Individual experience in historiography and psychoanalysis: significance of Erik Erikson and Robert Coles”, Psychological reports (published Apr 1980), 46 (2), pp. 591–612, PMID 6992185doi:10.2466/pr0.1980.46.2.591
  • Strozier, C B (1976), “Disciplined subjectivity and the psychohistorian: a critical look at the work of Erik H. Erikson”, The Psychohistory review (published Dec 1976), 5 (3), pp. 28–31, PMID 11615797
  • Weiner, M B (1979), “Caring for the elderly. Psychological aging: aspects of normal personality and development in old age. Part II. Erik Erikson: resolutions of psychosocial tasks”, The Journal of nursing care (published May 1979), 12 (5), pp. 27–8, PMID 374748
  • Wurgaft, L D (1976), “Erik Erikson: from Luther to Gandhi”, Psychoanalytic review63 (2), pp. 209–33, PMID 788015

External links

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The Pronk Pops Show — Week in Review — August 26-31, 2017 — Videos

Posted on September 5, 2017. Filed under: Airplanes, American History, Articles, Autos, Banking, Blogroll, College, Communications, Documentary, Economics, Education, Elections, Family, Federal Government, Federal Government Budget, Fiscal Policy, Freedom, Friends, government spending, history, Illegal, Immigration, Inflation, Internal Revenue Service (IRS), IRS, Law, Legal, liberty, Life, Links, Literacy, Love, Macroeconomics, media, Monetary Policy, Money, Newspapers, People, Philosophy, Photos, Politics, Press, Radio, Raymond Thomas Pronk, Speech, Success, Talk Radio, Tax Policy, Taxation, Taxes, Television, Trade, Transportation, Unemployment, Video, Water, Wealth, Weather, Welfare, Wisdom, Work, Writing | Tags: , , , , , , , , , , , , |

Project_1

The Pronk Pops Show Podcasts

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

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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

Pronk Pops Show 939,  August 2, 2017

Pronk Pops Show 938, August 1, 2017

Pronk Pops Show 937, July 31, 2017

Pronk Pops Show 936, July 27, 2017

Pronk Pops Show 935, July 26, 2017

Pronk Pops Show 934, July 25, 2017

Pronk Pops Show 934, July 25, 2017

Pronk Pops Show 933, July 24, 2017

Pronk Pops Show 932, July 20, 2017

Pronk Pops Show 931, July 19, 2017

Pronk Pops Show 930, July 18, 2017

Pronk Pops Show 929, July 17, 2017

Pronk Pops Show 928, July 13, 2017

Pronk Pops Show 927, July 12, 2017

Pronk Pops Show 926, July 11, 2017

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Pronk Pops Show 924, July 6, 2017

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Pronk Pops Show 922, July 3, 2017

Pronk Pops Show 921, June 29, 2017

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Pronk Pops Show 919, June 27, 2017

Pronk Pops Show 918, June 26, 2017

Pronk Pops Show 917, June 22, 2017

Pronk Pops Show 916, June 21, 2017

Pronk Pops Show 915, June 20, 2017

Pronk Pops Show 914, June 19, 2017

Pronk Pops Show 913, June 16, 2017

Pronk Pops Show 912, June 15, 2017

Pronk Pops Show 911, June 14, 2017

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

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Pronk Pops Show 903, June 1, 2017

Pronk Pops Show 902, May 31, 2017

Pronk Pops Show 901, May 30, 2017

Pronk Pops Show 900, May 25, 2017

Pronk Pops Show 899, May 24, 2017

Pronk Pops Show 898, May 23, 2017

Pronk Pops Show 897, May 22, 2017

Pronk Pops Show 896, May 18, 2017

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Pronk Pops Show 894, May 16, 2017

Pronk Pops Show 893, May 15, 2017

Pronk Pops Show 892, May 12, 2017

Pronk Pops Show 891, May 11, 2017

Pronk Pops Show 890, May 10, 2017

Pronk Pops Show 889, May 9, 2017

Pronk Pops Show 888, May 8, 2017

Pronk Pops Show 887, May 5, 2017

Pronk Pops Show 886, May 4, 2017

Pronk Pops Show 885, May 3, 2017

Pronk Pops Show 884, May 1, 2017

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Image result for rainfall record in south Texas

 

The Pronk Pop Show 956

August 31, 2017

Part 2 of 2, Story 1: President Trump’s Tax Speech — Very Light On Specifics — Let Congress Fill in The Details — Formula For Failure — Tax Rate Cuts Are Not Fundamental Tax Reform — A Broad Based Consumption Tax Such as The FairTax or Fair Tax Less Not Even Mentioned — What Good Is Dreaming It If You don’t actually do it! — Videos —

For additional information and videos:

https://pronkpops.wordpress.com/2017/09/01/the-pronk-pops-show-956-august-31-2017-part-2-of-2-story-1-president-trumps-tax-speech-very-light-on-specifics-let-congress-fill-in-the-details-formula-for-failure-tax-rate-cuts-are/

September 03, 2017 02:30 PM PDT

The Pronk Pops Show 955

August 30, 2017

Part 1 of 2, Story 1: President Trump’s Tax Speech — Very Light On Specifics — Let Congress Fill in The Details — Formula For Failure — Tax Rate Cuts Are Not Fundamental Tax Reform — A Broad Based Consumption Tax Such as The FairTax or Fair Tax Less Not Even Mentioned — What Good Is Dreaming It If You don’t actually do it! — Videos —

Story 2: Revised Second Estimate of Real GDP Growth in Second Quarter of 2017 Is 3 Percent — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/08/31/the-pronk-pops-show-755-story-1-president-trumps-tax-speech-very-light-on-specifics-let-congress-fill-in-the-details-formula-for-failure-tax-rate-cuts-are-not-fundamental-tax-reform/

The Pronk Pops Show 954

August 30, 2017

Story 1: Houston Under Water — Rain In Houston Area Should End Tuesday With Record Rainfall Exceeding 50 Inches In Many Areas From Hurricane/Tropical Story Harvey — Flooding and Rescues Continue — Videos —

Story 2: 12 Oil Refineries in a Houston Closed Due To Flooding As Gasoline Prices Rise By 20 Cents or More Per Gallon — Video —

Story 3: President Trump and First Lady Visit Texas — Videos —

For additional information and videos:

https://pronkpops.wordpress.com/2017/08/30/the-pronk-pops-show-954-august-29-2017-story-1-houston-under-water-rain-in-houston-area-should-end-tuesday-with-record-rain-fall-exceeding-50-inches-in-many-areas-from-hurricanetropical-story/

August 30, 2017 06:53 PM PDT

The Pronk Pops Show 953

August 28, 2017

Story 1: The Aftermath of Hurricane Harvey — Catastrophic Unprecedented Massive Flooding — Bring A Boat — First Responders Searching and Rescuing Those Trapped In Homes By High Water Levels — Mopping Up After Hurricane Now Tropical Storm Harvey — Flooding Will Continue Into Wednesday — Public Health Emergency — Have you ever seen the rain? — Who Will Stop The Rain — Videos —

Story 2: President Trump Will Visit Texas Tuesday — Fortunate Son — Lookin’ Out My Back Door — Videos —

Story 3: Antifa (Anti-Capitalism) Communist Thugs Violently Attack Again In Berkeley — Where Were The Berkeley Police? Standing Down Once Again — Unmask and Arrest Communist Antifa Thugs —  Bad Moon Rising — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/08/28/the-pronk-pops-show-953-august-28-2017-story-1-the-aftermath-of-hurricane-harvey-catastrophic-unprecedented-massive-flooding-bring-a-boat-first-responders-searching-and-rescuing-those-t/

August 26, 2017 01:47 PM PDT

The Pronk Pops Show 952

August 25, 2017

Weather Warning — Part 2 of 2 —  Story 1: Hurricane Harvey Messes With Texas and Louisiana — Upgraded To Category 4 Hurricane — A Real Disaster — Up to 40 To 60 Inches of Rain Possible and Wind Speeds From 131 – 155 Miles Per Hour Winds — Flood Surges 13-18 Feet — Will Hit Friday Evening or Early Saturday Morning —  Damages Extreme — Rain For Next Four Days — Gas Prices Will Rise If Refineries Closed/Flooded — 20 Cent Plus Spike Per Gallon in Gasoline Prices — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/08/25/the-pronk-pops-show-952-august-25-2017-weather-warning-part-2-of-2-story-1-hurricane-harvey-messes-with-texas-and-louisiana-upgraded-to-category-4-hurricane-a-real-disaster/

August 26, 2017 10:23 AM PDT

 

 

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Walter Laquer — Fascism: Past, Present, Future — Videos

Posted on August 19, 2017. Filed under: American History, Articles, Blogroll, Books, Business, College, Comedy, Communications, Congress, conservatives, Constitution, Corruption, Crime, Documentary, Economics, Education, Elections, Employment, Essays, Ethic Cleansing, Faith, Family, Federal Government Budget, Fiscal Policy, Friends, government, government spending, history, Law, Monetary Policy, Non-Fiction, Tax Policy, Wealth, Welfare, Wisdom, World War II, Writing | Tags: , , , , , , , , , , , , , , |

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No Vocabulary Left ~ Walter Laqueur

Non-Fiction Book Impressions – Putinism: Russia and its future with the west

What Is Ideology?

What is a Political Ideology?

Fascism vs Democracy – What’s The Difference? – Political Comparison

Why Socrates Hated Democracy

The Difference Between a REPUBLIC and a DEMOCRACY – Important!

What Is Fascism?

David Reynolds – Fascism – BBC Long Shadow

Fascism in Italy

Biography Benito Mussolini

Fascism vs Nazism

Fascism Explained: World History Review

America : Freedom to Fascism

The Deleted Interview that George Soros Tried to Ban!

AMERICAN FASCISTS

G. Edward Griffin: The Collectivist Conspiracy

G. Edward Griffin: How Socialism, Communism, Fascism are All the Same

George Carlin – Political Correctness is fascism pretending to be Manners………………

George Carlin – Balance the Budget

The Hypocrisy of Politicians – George Carlin

Why I Won’t Be Voting For Hillary Clinton or Donald Trump George Carlin

Walter Laqueur

From Wikipedia, the free encyclopedia
Walter Ze’ev Laqueur
Born 26 May 1921 (age 96)
BreslauLower SilesiaPrussia
Nationality American
Occupation Historian and political commentator

Walter Ze’ev Laqueur (born 26 May 1921) is an American historian and political commentator.

Biography

Laqueur was born in BreslauLower SilesiaPrussia (today WrocławPoland), into a Jewish family. In 1938, he left Germany for the British Mandate of Palestine. His parents, who were unable to leave, became victims of the Holocaust.

Laqueur lived in the area that would become Israel from 1938 to 1953. After one year at the Hebrew University of Jerusalem, he joined a kibbutz and worked as an agricultural laborer from 1939 to 1944.[1] In 1944, he moved to Jerusalem, where he worked as a journalist until 1953, covering Palestine and other countries in the Middle East.[1]

Since 1955 Laqueur has lived in London. He was founder and editor, with George Mosse, of the Journal of Contemporary History and of Survey from 1956 to 1964. He was also founding editor of The Washington Papers. He was Director of the Institute of Contemporary History and the Wiener Library in London from 1965 to 1994,[2] From 1969 he was a member, and later Chairman (until 2000), of the International Research Council of the Center for Strategic and International Studies, Washington.[2] He was Professor of the History of Ideas at Brandeis University from 1968 to 1972, and University Professor at Georgetown University from 1976 to 1988. He has also been a visiting professor of history and government at Harvard, the University of ChicagoTel Aviv University and Johns Hopkins University.

Laqueur’s main works deal with European history in the 19th and 20th centuries, especially Russian history and German history, as well as the history of the Middle East. The topics he has written about include the German Youth MovementZionismIsraeli history, the cultural history of the Weimar Republic and RussiaCommunismthe Holocaustfascism, and the diplomatic history of the Cold War. His books have been translated into many languages. His comments on international affairs have appeared in many American and European newspapers and periodicals.

Works

  • Communism and Nationalism in the Middle East, London: Routledge & Kegan Paul 1956
  • Nasser’s Egypt, London: Weidenfeld & Nicolson, 1957
  • The Soviet Cultural Scene, 1956–1957, co-edited with George Lichtheim, New York: Praeger, 1958
  • The Middle East in Transition: Studies in Contemporary History, New York: Praeger, 1958.
  • The Soviet Union and the Middle East, London: Routledge & Kegan Paul, 1959
  • Polycentrism: The New Factor in International Communism, co-edited with Leopold Labedz, New York: Praeger, 1962
  • Young Germany: A History of the German Youth Movement, New York: Basic Books, 1962
  • Neue Welle in der Sowjetunion: Beharrung und Fortschritt in Literatur und Kunst, Vienna: Europa Verlag, 1964
  • Russia and Germany: A Century of Conflict, London: Weidenfeld & Nicolson, 1965
  • 1914: The Coming of the First World War, co-edited with George L. Mosse, New York: Harper & Row, 1966
  • Education and Social Structure in the Twentieth Century, co-edited with George L. Mosse, New York: Harper & Row, 1967
  • The Fate of the Revolution: Interpretations of Soviet History, London : Weidenfeld & Nicolson, 1967
  • The Road to Jerusalem: The Origins of the Arab-Israeli Conflict, 1967, New York: Macmillan, 1968 (published in the UK as The Road to War, 1967: The Origins of the Arab-Israel Conflict, London: Weidenfeld & Nicolson, 1969)
  • Linksintellektuelle zwischen den beiden Weltkriegen, co-written with George Mosse, Munich: Nymphenburger Verlagshandlung, 1969
  • The Struggle for the Middle East: The Soviet Union in the Mediterranean, 1958–1968, London: Routledge & Kegan Paul, 1969
  • Europe Since Hitler, London: Weidenfeld & Nicolson, 1970
  • A Dictionary of Politics, London: Weidenfeld & Nicolson, 1971 ISBN 0-297-00091-8
  • Out of the Ruins of Europe, New York: Library Press, 1971 ISBN 0-912050-01-2
  • A Reader’s Guide to Contemporary History, co-edited with Bernard Krikler, London: Weidenfeld & Nicolson, 1972 ISBN 0-297-99465-4.
  • A History of Zionism, London: Weidenfeld & Nicolson 1972 ISBN 0-03-091614-3
  • Neo-Isolationism and the World of the Seventies, New York: Library Press, 1972 ISBN 0-912050-38-1
  • Confrontation: The Middle East War and World Politics’, London: Wildwood House, 1974 ISBN 0-7045-0096-5
  • Historians in Politics, co-edited with George L. Mosse, London: Sage Publications, 1974 ISBN 0-8039-9930-5
  • Weimar: A Cultural History, 1918–1933, London: Weidenfeld & Nicolson, 1974 ISBN 0-297-76574-4
  • Fascism: A Reader’s Guide: Analyses, Interpretations, Bibliography, editor, Berkeley: University of California Press, 1976 ISBN 0-520-03033-8
  • Terrorism, Boston, MA: Little, Brown, 1977 ISBN 0-316-51470-5
  • Guerrilla: A Historical and Critical Study, London: Weidenfeld & Nicolson, 1977 ISBN 0-297-77184-1
  • The Guerrilla Reader: A Historical Anthology, editor, Philadelphia: Temple University Press, 1977 ISBN 0-87722-095-6
  • The Terrorism Reader: A Historical Anthology, editor, Philadelphia: Temple University Press, 1978 ISBN 0-87722-119-7
  • The Human Rights Reader, co-edited with Barry Rubin, Philadelphia: Temple University Press, 1979 ISBN 0-87722-170-7
  • A Continent Astray: Europe, 1970–1978, London and New York: Oxford University Press, 1979 ISBN 0-19-502510-5
  • The Missing Years: A Novel, Boston, MA: Little, Brown, 1980 ISBN 0-316-51472-1
  • The Terrible Secret: Suppression of the Truth about Hitler’s Final Solution, Boston, MA: Little, Brown, 1980 ISBN 0-316-51474-8
  • The Political Psychology of Appeasement: Finlandization and Other Unpopular Essays, New Brunswick, NJ: Transaction Books, 1980 ISBN 0-87855-336-3
  • Hollanditis: A New Stage in European Neutralism”, Commentary, August 1981
  • The Second World War: Essays in Military and Political History, London: Sage Publications, 1982 ISBN 0-8039-9780-9
  • America, Europe, and the Soviet Union: Selected Essays, New Brunswick, NJ: Transaction Books, 1983 ISBN 0-87855-362-2
  • The Pattern of Soviet Conduct in the Third World, editor, New York: Praeger, 1983 ISBN 0-03-063944-1
  • Looking Forward, Looking Back: A Decade of World Politics, New York: Praeger, 1983 ISBN 0-03-063422-9
  • The Israel-Arab Reader: A Documentary History of the Middle East Conflict, co-edited with Barry Rubin, London and New York: Penguin Books, 1984 ISBN 0-14-022588-9
  • Germany Today: A Personal Report, Boston, MA: Little, Brown, 1985 ISBN 0-316-51453-5
  • A World of Secrets: The Uses and Limits of Intelligence, New York: Basic Books, 1985 ISBN 0-465-09237-3
  • European Peace Movements and the Future of the Western Alliance, co-edited with Robert Hunter, New Brunswick, NJ: Transaction Books, 1985 ISBN 0-88738-035-2
  • Breaking The Silence, co-written with Richard Breitman, New York: Simon & Schuster, 1986 ISBN 0-671-54694-5
  • The Fate of the Revolution: Interpretations of Soviet History from 1917 to the Present, New York: Scribner’s, 1987 ISBN 0-684-18903-8
  • America in the World, 1962–1987: A Strategic and Political Reader, co-edited with Brad Roberts, New York: St. Martin’s Press, 1987 ISBN 0-312-01318-3
  • The Age of Terrorism, Boston, MA: Little, Brown, 1987 ISBN 0-316-51478-0
  • The Long Road to Freedom: Russia and Glasnost, Collier Books, 1989, ISBN 0-02-034090-7
  • Soviet Realities: Culture and Politics from Stalin to Gorbachev, New Brunswick, NJ: Transaction Books, 1990 ISBN 0-88738-302-5
  • Stalin: The Glasnost Revelations, New York : Scribner’s, 1990 ISBN 0-684-19203-9
  • Soviet Union 2000: Reform or Revolution?, co-written with John Erickson, New York : St. Martin’s Press, 1990 ISBN 0-312-04425-9
  • Thursday’s Child Has Far to Go: A Memoir of the Journeying Years, New York: Scribner’s, 1992 ISBN 0-684-19421-X
  • Europe In Our Time: A History, 1945–1992, New York: Viking, 1992 ISBN 0-670-83507-2
  • Black Hundreds: The Rise of the Extreme Right in Russia, New York : HarperCollins, 1993 ISBN 0-06-018336-5
  • The Dream That Failed: Reflections on the Soviet Union, London and New York: Oxford University Press, 1994 ISBN 0-19-508978-2
  • Fascism: Past, Present, Future, London and New York: Oxford University Press, 1996 ISBN 0-19-509245-7
  • Fin de Siècle and Other Essays on America & Europe, New Brunswick, NJ, and London: Transaction Publishers, 1997 ISBN 1-56000-261-1
  • Guerrilla Warfare: A Historical and Critical Study, New Brunswick, NJ, and London: Transaction Publishers, 1997 ISBN 0-7658-0406-9
  • Origins of Terrorism: Psychologies, Ideologies, Theologies, States of Mind, Woodrow Wilson Center Press, 1998 ISBN 0-943875-89-7
  • The New Terrorism: Fanaticism and the Arms of Mass Destruction, London and New York : Oxford University Press, 1999 ISBN 0-19-511816-2
  • Generation Exodus: The Fate of Young Jewish Refugees From Nazi Germany, Hanover, NH, and London: University Press of New England [for] Brandeis University Press, 2001 ISBN 1-58465-106-7
  • The Holocaust Encyclopedia, co-edited with Judith Tydor Baumel, New Haven, CT: Yale University Press, 2001 ISBN 0-300-08432-3
  • A History of Terrorism, New Brunswick, NJ: Transaction Publishers, 2001 ISBN 0-7658-0799-8
  • Voices of Terror: Manifestos, Writings and Manuals of Al Qaeda, Hamas, and Other Terrorists from Around the World and Throughout the Ages, Sourcebooks, Inc., 2004 ISBN 1-59429-035-0
  • No End to War: Terrorism in the Twenty-first Century, Continuum International Publishing Group, 2004
  • Dying for Jerusalem: The Past, Present and Future of the Holiest City, Sourcebooks, Inc., 2006 ISBN 1-4022-0632-1
  • The Changing Face of Antisemitism: From Ancient Times to the Present Day, London and New York: Oxford University Press, 2006 ISBN 0-19-530429-2
  • The Last Days of Europe: Epitaph for an Old Continent, Thomas Dunne Books, 2007 ISBN 0-312-36870-4
  • Disraelia: A Counterfactual History, 1848-2008, Middle East Strategy at Harvard, 2008, http://blogs.law.harvard.edu/mesh/pages/laqueur_disraelia/
  • After the Fall: The End of the European Dream and the Decline of a Continent, New York: Macmillan, 2012
  • Putinism : Russia and its future with the West, New York: Thomas Dunne Books, 2015

References

  1. Jump up to:a b Biography
  2. Jump up to:a b Russia and Germany: About author. Retrieved 25 October 2011.

External links

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

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Todd G. Buchholz — Bringing The Jobs Home: How The Left Created The Outsourcing Crisis — and How We Can Fix It — Videos

Posted on August 12, 2017. Filed under: Banking, Books, College, Communications, Economics, Education, Employment, Energy, Enivornment, Faith, Family, Federal Government, Fiscal Policy, Foreign Policy, Freedom, History of Economic Thought, Macroeconomics, media, Microeconomics, Monetary Policy, Natural Gas, Nuclear Power, Oil, Tax Policy, Wealth, Welfare, Wisdom, Work, Writing | Tags: , |

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Todd Buchholz on Economics

Why rich nations could fall apart

Todd Buchholz

Todd Buchholz: Trump should take a hard line with China

LIVE: Todd Buchholz and “The Price of Prosperity”

Milken Institute Forum: Todd Buchholz

The Price of Prosperity: Why Rich Nations Fail and How to Renew Them – FULL Audiobook

Todd Buchholz on the New Economics

Here’s How Trump Could Start a Trade War With China

Outsourcing American Jobs Consultants Help Companies Outsource

John Stossel & Lou Dobbs – American Free Trade

John Stossel – Why Free Trade Is Better Than “Made In America”!

John Stossel – Economic Myths: Made In America, College, Overpopulation, & More 7/26/12

Exporting America: Atul Vashistha on CNN

 

Todd G. Buchholz

From Wikipedia, the free encyclopedia

Todd G. Buchholz is an economist and has served as White House director of economic policy under George H.W. Bush and a managing director of the Tiger hedge fund. He was awarded the Allyn Young Teaching Prize by the Harvard University Department of Economics and was named “One of the Top 21 Speakers of the 21st Century” by Successful Meetings magazine. Businessweek and Bloomberg have reported that Buchholz is on the short-list for a White House appointment to the Federal Reserve Board.[1]

The Wall Street Journal named Buchholz’s 2016 book The Price of Prosperity: Why Rich Nations Fail and How to Renew Them, one of eight “must-reads” for the summer of 2016.[2] Buchholz is the inventor of the Math Arrow,[3] a mathematical matrix that makes numbers more intuitive to children. He is the CEO of Sproglit, LLC,[4] which develops software and classroom materials based on the Math Arrow. Martin Cooper (inventor), widely recognized as the inventor of the cellular phone, has called the Math Arrow “ingenious.”

Life and career

A founder of the G7 Group consulting firm, Todd Buchholz holds advanced degrees in law from Harvard Law School and in economics from University of Cambridge. He has also served as a Fellow at Cambridge University.

Buchholz frequently contributes commentaries on political economy, financial markets, business and culture to the New York TimesWall Street Journal and Washington Post, as well as PBSNPR and major television networks. He hosted his own special on CNBC and is the only person to guest-host CNBC’s Squawk Box two days in a row.

His books have been translated into over 15 languages and his first book New Ideas from Dead Economists is listed as a “classic” by the American Economic Association.[5] It has been strongly endorsed by such varied thinkers as Milton Friedman and Lawrence Summers.[6]

Buchholz’s newest book, The Price of Prosperity: Why Rich Nations Fail and How to Renew Them was published by HarperCollins in June 2016. The book received endorsements from prominent Democratic and Republican economists, including Lawrence Summers, Alan Blinder, Michael Boskin and Glenn Hubbard. Former Federal Board vice chair Blinder called it a “crackling read…a tour de force.”[1] Buchholz’s 2011 book Rush: Why You Thrive in the Rat Race was named a top ten book in the social sciences by Publishers Weekly, and a book of the year by the New York Post and Los Angeles Times.[7] Rush is a “synthesis of neuroeconomics and evolutionary psychology.” In 2012, Rush was featured on the Charlie Rose television show.[8] Buchholz’s other works include New Ideas from Dead CEOsLasting Lessons from the Corner OfficeFrom Here to EconomyMarket Shock, and Bringing the Jobs Home.

Buchholz resides primarily in San Diego, California and travels the world delivering keynote presentations on economics, finance, and innovation to such companies as MicrosoftIBM and General Electric, as well as to governmental organizations.[2] He has lectured in the U.K. Parliament, as well as at the White House library and the U.S. Treasury.

He is one of the founding producers of the Broadway musical Jersey Boys; is active in entrepreneurial businesses; holds engineering and design patents; and advises investment funds on business and portfolio strategy. In 2011, he co-founded software companySproglit, LLC.

He is also the author of a mystery novel about a boxer and hedge funds, called The Castro Gene, which won a USA Best Books prize.[9] Buchholz is the coauthor of the musical, Glory Ride, which tells the true story of Italians sneaking children out of Fascist Italy on bicycles. Glory Ride was performed in New York in January 2015, starring Tony Award nominee Josh YoungAlison Luff, and Quinn VanAntwerp. [10]

Economic Theories and Policy Proposals

Buchholz has devised a number of economic theories and policy proposals, which have been presented in books, articles, and lectures:

Law of Fertility, Prosperity, and Immigration

In his book The Price of Prosperity, Buchholz shows that when a nation’s annual average GDP rate exceeds 2.5 percent for two consecutive 25-year periods (two generations), the fertility rate will drop to just over the replacement level, that is, 2.5 children per female. If GDP continues to grow for a third consecutive generation, the fertility rate will tend to drop below 2.1 percent and the population will require immigration to maintain a stable working population. As a corollary, if the fertility rate falls below the replacement rate, the nation will find it extraordinarily difficult to pay down accumulated debt.[11]

Locking in Super Low Rates

On the editorial page of the Wall Street Journal [12] in June 2012, Buchholz proposed that the U.S. Treasury lock in record low borrowing rates by issuing 100-year bonds. With the 10-year Treasury yielding just 1.62%, Buchholz called it the “best deal since Pope Julius paid a pittance to have Michelangelo paint his ceiling.” Fourteen months after the article appeared, yields had risen by 78 percent to 2.88%.[13]

Competition Breeds Cooperation

In his book Rush, Buchholz argues through neuroscience and history that competitive societies achieve longer life expectancy, less disease, and greater measures of cooperation than societies that try to quash competitiveness.[14]

Turning Unemployment Compensation into Signing Bonuses[edit]

In 2011, on the front page of the Washington Post Outlook section, Buchholz proposed turning unemployment compensation into signing bonuses.[15] Instead of collecting 99 weeks of unemployment payments, under Buchholz’s proposal, individuals would receive a signing bonus from the government if they accepted a job sooner.

Crime and Interest Rates

The Buchholz Hypothesis holds that crime is strongly correlated with interest rates.[16] This hypothesis helps solve the puzzle of why crime fell during the Great Depression, even though conventional wisdom suggests that a bad economy leads people to commit more crime.

Free-Rider Effect on National GDP

In his book New Ideas from Dead Economists, Buchholz argues that small countries with large social welfare programs may achieve strong GDP gains because they are able to ride on the gains generated by countries that promote a more competitive structure with less governmental intervention.

Economic Forecasting

In his media and speaking appearances, Buchholz frequently makes forecasts about major economic turns and developments, sometimes with surprising accuracy.

Farmland Price Drop 2014-2015

In January 2014, in an essay entitled “Green Acres Turning Red,” Buchholz forecast a sharp decline in farmland prices, following a sharp multi-year rally. Buchholz stated that prices were “teetering on the slope of something ugly and parabolic.”[3] Over the next two years, farmland rental rates dropped by almost 20 percent.[17]

Oil Price Collapse 2014-2015

In April 2014, with the price of oil at approximately $100 per barrel, Buchholz appeared on Fox Business Channel with Maria Bartiromo and forecast (correctly) that the price of oil would plunge to $50 per barrel.[18]

U.S. Debt Downgrade 2011

In 2011, in keynote speeches and in television and radio interviews, Buchholz forecast that the Standard and Poor’s rating agency (S&P) would downgrade U.S. Treasury debt. On August 5, S&P announced the downgrade of U.S. debt from AAA to AA+[19]

Economic Recovery Forecast 2009

In February 2009, Buchholz was among the first well-known U.S. economists to forecast an economic recovery from the “Great Recession.” In a speech to the Americas Lodging Investment Summit, Buchholz forecast that “we’re going to have an economic recovery just in time for back-to-school sales in September” and that “lodging and hospitality is going to benefit from this upswing as well.” In fact, GDP did turn positive in the third quarter of 2009.[20]

April 2008 Commodities Forecast

In April 2008, on the PBS Nightly Business Report, Buchholz forecast that commodity prices, including oil, would climb higher in the short-term but then tumble during the summer of 2008. On July 13, 2008, addressing the Southern Legislative Conference, when oil prices were $137 per barrel and leading Wall Street analysts were forecasting a move to $200, Buchholz predicted that prices would fall by half over the next six months. His comments were met with criticism from other leading economic analysts, but within the next eight weeks, prices of commodities such as oil, grain, and industrial metals started to crumble, and the price of oil fell significantly.

June 2008 Economic Forecast

In an opening keynote speech at Everything Channel’s 2008 VARBusiness 300 Conference in June 2008, Buchholz said he believed that the U.S. economy, while undoubtedly in a slowdown, would avoid two consecutive quarters of negative GDP, the classic definition of a recession. “I’m convinced we’re not going to have any quarters of negative GDP”, he added. Buchholz cited high employment, lean inventories at manufacturers, and strong exports, spurred by the weaker dollar, as reasons for his beliefs.[21]

Instability of the Eurozone

Buchholz’s 1999 book Market Shock warned that the Eurozone was unstable and headed toward political turmoil.[22] In a chapter subtitled “How European Unity Splinters,” Buchholz pointed out that eventually the Mediterranean nations and Ireland would stumble because those countries required a different monetary policy than the core countries of Germany and France.

References

  1. Jump up^http://www.businessweek.com/bwdaily/dnflash/jul2005/nf20050721_2381_db038.htm
  2. Jump up^ “Eight Summer Vacation Must-Reads from the Wall Street Journal”.
  3. Jump up^ https://www.theguardian.com/science/alexs-adventures-in-numberland/2013/jun/07/mathematics
  4. Jump up^ http://www.sproglit.com/
  5. Jump up^ American Economic Association books
  6. Jump up^ Todd G. Buchholz, New Ideas from Dead Economists (New York: Penguin, 2007)
  7. Jump up^ “Spring 2011 Adult Announcements”Publishers Weekly,
  8. Jump up^ Interview with Charlie Rose
  9. Jump up^ The USA Best Books 2007 Awards, USA Book News
  10. Jump up^ http://www.theatermania.com/new-york-city-theater/news/josh-young-stars-in-glory-ride-reading_71191.html
  11. Jump up^ Buchholz, Todd (2016). The Price of Prosperity. HarperCollins. p. 36. ISBN 9780062405708.
  12. Jump up^https://www.wsj.com/articles/SB10001424052702303836404577475060119430638
  13. Jump up^ https://www.bloomberg.com/news/2013-08-18/gold-holds-gains-as-asian-futures-slip-after-u-s-retreat.html
  14. Jump up^ Todd G. Buchholz (2012) Rush: Why You Thrive in the Rat Race. New York: Hudson Street/Penguin.
  15. Jump up^ http://www.washingtonpost.com/opinions/instead-of-unemployment-benefits-offer-a-signing-bonus/2011/06/08/AG46vHPH_story.html
  16. Jump up^ Todd G. Buchholz, (2007) New Ideas From Dead Economists. New York: Plume. p. 200
  17. Jump up^ “Farmland Values and Credit Conditions” (PDF). Chicagofed.org. Chicago Reserve Bank of Chicago.
  18. Jump up^ http://video.foxbusiness.com/v/3418293666001/oil-headed-for-50-a-barrel/?#sp=show-clips
  19. Jump up^ http://www.marketwatch.com/story/us-may-still-face-debt-downgrade-buchholz-2011-07-31
  20. Jump up^ http://www.hospitalitynet.org/news/4040053.html
  21. Jump up^ Whiting, Rick (June 2008). “Buchholz: U.S. Will Skirt A Recession”. VARBusiness28 (6): 18 =.
  22. Jump up^ Todd G. Buchholz, (1999) Market Shock. New York: Harper Collins. p.146.

External links

https://en.wikipedia.org/wiki/Todd_G._Buchholz

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The Pronk Pops Show — Week In Review — July 28-August 4, 2017 — Videos

Posted on August 5, 2017. Filed under: American History, Banking, Blogroll, Bunker Busters, Business, Central Intelligence Agency (CIA), College, Computers, Congress, Constitution, Corruption, Crime, Crisis, Culture, Defense Intelligence Agency (DIA), Diet, Documentary, Drones, Drug Cartels, Economics, Education, Elections, Employment, Energy, Entertainment, Faith, Family, Federal Bureau of Investigation (FBI), Federal Bureau of Investigation (FBI), Federal Government, Federal Government Budget, Fiscal Policy, Food, Foreign Policy, Fraud, Freedom, Friends, government, government spending, Health, Health Care, history, Illegal, Immigration, Inflation, Internal Revenue Service (IRS), Investments, IRS, Islam, Journalism, Language, Law, Legal, liberty, Life, Links, Literacy, Macroeconomics, media, Microeconomics, Milk, Missiles, Monetary Policy, Money, Music, National Security Agency (NSA), Natural Gas, Newspapers, Nuclear, Nuclear Power, Nuclear Proliferation, Obamacare, Oil, People, Philosophy, Photos, Pistols, Police, Political Correctness, Politics, Press, Programming, Psychology, Radio, Radio, Rants, Raves, Raymond Thomas Pronk, Religion, Rifles, Security, Spying, Strategy, Success, Talk Radio, Tax Policy, Taxation, Taxes, Technology, Television, Terrorism, The Pronk Pops Show, Trade Policiy, Video, War, Wealth, Weapons, Weapons of Mass Destruction, Welfare, Wisdom, Work, Writing | Tags: , |

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Pronk Pops Show 940, August 3, 2017

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Pronk Pops Show 938, August 1, 2017

Pronk Pops Show 937, July 31, 2017

Pronk Pops Show 936, July 27, 2017

Pronk Pops Show 935, July 26, 2017

Pronk Pops Show 934, July 25, 2017

Pronk Pops Show 934, July 25, 2017

Pronk Pops Show 933, July 24, 2017

Pronk Pops Show 932, July 20, 2017

Pronk Pops Show 931, July 19, 2017

Pronk Pops Show 930, July 18, 2017

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Pronk Pops Show 928, July 13, 2017

Pronk Pops Show 927, July 12, 2017

Pronk Pops Show 926, July 11, 2017

Pronk Pops Show 925, July 10, 2017

Pronk Pops Show 924, July 6, 2017

Pronk Pops Show 923, July 5, 2017

Pronk Pops Show 922, July 3, 2017

Pronk Pops Show 921, June 29, 2017

Pronk Pops Show 920, June 28, 2017

Pronk Pops Show 919, June 27, 2017

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Pronk Pops Show 912, June 15, 2017

Pronk Pops Show 911, June 14, 2017

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

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Pronk Pops Show 900, May 25, 2017

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Pronk Pops Show 896, May 18, 2017

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Pronk Pops Show 888, May 8, 2017

Pronk Pops Show 887, May 5, 2017

Pronk Pops Show 886, May 4, 2017

Pronk Pops Show 885, May 3, 2017

Pronk Pops Show 884, May 1, 2017

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The Pronk Pops Show 940

August 3, 2017

Breaking News — Story 1: Special Counsel Robert Mueller III Impanels Grand Jury for Russian Investigation and Alleged Russia/Trump Collusion Conspiracy Theory — Videos —

Story 2: Proposed Reforming American Immigration for Strong Employment (RAISE) Act will Expose Hypocrisy of Democrats and Republicans In Promoting Open Borders with 30-60 Million Illegal Invasion of United States Over The Last 30 Years and Rising Legal Immigration Instead of Protecting The American Worker and Middle Class — The Betrayal Of American People By The Political Elitist Establishment — Videos

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August 04, 2017 04:57 PM PDT

The Pronk Pops Show 939

August 2, 2017

Story 1: President Trump For National Unity Furiously Signs Flawed Russia, Iran, and North Korea Sanctions Bill — Videos —

Story 2: Trump Announces New Immigration Policy — Reforming American Immigration for Strong Employment (RAISE) Act — Videos

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August 03, 2017 12:00 PM PDT

The Pronk Pops Show 938

August 1, 2017

Story 1: Vice-President On The Trump Doctrine In Speech Delivered From Estonia, Latvia, and Lithuania — Videos —

Story 2: President Trump Will Sign Sanctions Bill For Russia, North Korea, and Islamic Republic of Iran — Videos — Story 3: Washington War Fever with Neocon Republicans and Progressive Democrats United Against Russia — Masking Incompetency — Videos

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The Pronk Pops Show 938

August 2, 2017

Story 1: Vice-President On The Trump Doctrine In Speech Delivered From Estonia, Latvia, and Lithuania — Videos —

Story 2: President Trump Will Sign Sanctions Bill For Russia, North Korea, and Islamic Republic of Iran — Videos —

Story 3: Washington War Fever with Neocon Republicans and Progressive Democrats United Against Russia — Masking Incompetency — Videos

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July 29, 2017 12:49 PM PDT

The Pronk Pops Show 936

July 27, 2017

Story 1surprisedbama Spy Scandal: Obama Administration Officials Including National Security Adviser Rice, CIA Director Brennan and United Nations Ambassador Power Spied On American People and Trump Campaign By Massive Unmasking Using Intelligence Community For Political Purposes — An Abuse of Power and Felonies Under U.S. Law — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/07/28/the-pronk-pops-show-936-story-1obama-spy-scandal-obama-administration-officials-including-national-security-adviser-rice-cia-director-brennan-and-united-nations-ambassador-power-spied-on-american/

July 28, 2017 07:12 PM PDT

The Pronk Pops Show 935

July 26, 2017

Story 1: Trump Targets Transgender Troops — No More Gender Reassignment Surgeries In Military and Veterans Hospital — Cuts Spending By Millions Per Year — What is Next? — No More Free Viagra — Tranny Boys/Girls No More — Videos —

Story 2: Senate Fails To Pass Senator Rand Paul’s Total Repeal Amendment — Tea Party Revival Calling For Primary Challenge Against Rollover Republican Senators Shelley Moore Capito of West Virginia, Susan Collins of Maine, Dick Heller of Nevada, John McCain of Arizona, Rob Portman of Ohio, Lamar Alexander of Tennessee and Lisa Murkowski of Alaska — All Republicans in Name Only — Really Big Government Democrats — Videos —

Story 3: Trump Rally in Ohio — Neither A Rally Nor A Movement Is Not A Political Party That Votes in Congress — New Viable and Winning American Independence Party Is What Is Needed –Videos

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https://wordpress.com/post/pronkpops.wordpress.com/26375

July 27, 2017 02:28 PM PDT

The Pronk Pops Show 934

July 26, 2017

Story 1: Pence Breaks Tie — Senate Will Debate How To Proceed With Obamacare Repeal and Replace — Videos —

Story 2: Congress Overwhelming Passes New Sanctions on Russia, Iran and North Korea — Long Overdue — Videos —

Story 3: Trump Again Critical Of Attorney General Sessions Apparently For Not Prosecuting Leakers and Going After Clinton Foundation Crimes — What about Obama Administration’s Spying On Trump — An Abuse of Power Using Intelligence Community for Political Purposes — Will Trump Dump Sessions? If He Does Trump Will Start To Lose His Supporters in Talk Radio and Voter Base — Direct Deputy Attorney Rod Rosenstein To Fire Mueller — If He Won’t Fire Him — Fire Both Mueller and Rosenstein —  Punish Your Enemies and Reward Your Friends President Trump! — “In Your Guts You Know He is Nuts” —  Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/07/25/the-pronk-pops-show-934-july-24-2017-breaking-breaking-story-1-pence-breaks-tie-senate-will-debate-how-to-proceed-with-obamacare-repeal-and-replace-videos-story-2-congress-overwhel/

 

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Boehner on Trump — A Complete Disaster — Takes One To Know One — A Real Big Spender — Boehner The Cry Baby — Two Party Tyranny Continues — Videos

Posted on May 26, 2017. Filed under: American History, Articles, Blogroll, College, Communications, Congress, Culture, Economics, Education, Federal Government Budget, Fiscal Policy, Foreign Policy, Freedom, government, government spending, history, Law, liberty, Life, media, People, Philosophy, Photos, Political Correctness, Rants, Raves, Raymond Thomas Pronk, Reviews, Security, Strategy, Tax Policy, Video, Wealth, Welfare, Wisdom, Work, Writing | Tags: , , , , , , , , , , |

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Big Spender

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John Boehner unloads on Trump: A ‘complete disaster’

By Mike DeBonis May 26 at 12:42 PM

Former House speaker John A. Boehner continued a streak of remarkable post-office candor during a Wednesday appearance at a Houston energy conference, telling a luncheon audience that President Trump’s term has — foreign policy aside — been a “complete disaster.”

“Everything else he’s done has been a complete disaster,” Boehner (R-Ohio) said, according to a report in Rigzone, an online energy publication. “He’s still learning how to be president.”

Boehner, who resigned from Congress in October 2015, had praised Trump — a friend and golfing companion from his political years — during the presidential campaign. On Wednesday, he praised Trump’s efforts at getting serious about combating the Islamic State terror group, Rigzone reported, but ended his positive comments there.

Among other remarks, Boehner said Trump should not be allowed to tweet, the publication said.

Dave Schnittger, an aide to Boehner, said Friday the remarks made at the KPMG Global Energy Conference were “reported accurately” by Rigzone.

Boehner has made other public comments critical of his party since leaving office. During the presidential campaign in April 2016, he called then-GOP candidate Ted Cruz “Lucifer in the flesh.” And in February, he made a prescient prediction that a GOP replacement for the Affordable Care Act was “not going to happen” and that “Republicans never, ever agree on health care” — a view he maintained on Wednesday, according to the Rigzone report.

Boehner offered other blunt opinions Wednesday, Rigzone reported. He gave an increasingly pessimistic view that congressional Republicans would pass tax reform, saying “now my odds are 60/40” and that tax reform is “a bunch of happy talk.” And he echoed an emerging piece of D.C. conventional wisdom by calling the border adjustment tax plan favored by Paul D. Ryan (R-Wis.), Boehner’s successor as House speaker, “deader than a doornail.”

And on the various pending investigations into alleged Russian influence on the election and on Trump’s campaign, Boehner said, “they need to get to the bottom of this” but called impeachment a folly pushed by “crazy left-wing Democratic colleagues of mine.”

“Talk of impeachment is the best way to rile up Trump supporters,” he said, according to Rigzone. “Remember, impeachment is not a legal process; it’s a political process.”

Boehner, as he has said in the past, repeated Wednesday that he does not miss his old job: “I wake up every day, drink my morning coffee and say, ‘Hallelujah, hallelujah, hallelujah,’” he said, according to Rigzone.

https://www.washingtonpost.com/news/powerpost/wp/2017/05/26/john-boehner-unloads-on-trump-a-complete-disaster/?utm_term=.970e0d1d935c

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Ann Coulter — Adios, America — Videos

Posted on May 7, 2017. Filed under: American History, Blogroll, Book, Books, Business, College, Communications, Congress, conservatives, Corruption, Culture, Economics, Education, Elections, Employment, Essays, Faith, Family, Farming, Federal Government Budget, Fiscal Policy, Foreign Policy, Freedom, Friends, government spending, history, Illegal, Islam, Law, Legal, liberty, Life, Links, media, Movies, Newspapers, Non-Fiction, People, Philosophy, Photos, Police, Political Correctness, Politics, Radio, Radio, Rants, Raves, Raymond Thomas Pronk, Religion, Security, Strategy, Success, Talk Radio, Tax Policy, Taxation, Taxes, Television, Television, Terrorism, Tutorials, Unemployment, Video, War, Wealth, Wisdom, Work, Writing | Tags: , , , , , , , , , , |

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The political commentator may be more committed to the Republican nominee’s platform than he is.

Donald Trump has just betrayed Ann Coulter. Which is a dangerous thing to do.This week, Coulter released her new book, In Trump We Trust. As the title suggests, it’s a defense of Trump. But more than that, it’s a defense of Trumpism. Most Trump surrogates contort themselves to defend whatever The Donald says, no matter its ideological content. They’re like communist party functionaries. They get word from the ideologists on high, and regurgitate it as best they can.

Since then, they’ve been allies. But unlike many Trump defenders, Coulter makes clear that her primary allegiance is not to Trump the man. It’s to the nostalgic “Make America White Again” brand of conservatism that she began peddling even before he did. In In Trump We Trust, Coulter calls Trump a “tasteless, publicity-seeking, coarse billionaire” and argues that, “the one thing voters weren’t wild about was his personality.”

The secret of Trump’s success, she argues, has been ideological. He recognized that “Americans,” by which she mostly means Republicans, “are homesick.” They don’t just oppose immigration because they believe it depresses wages and strains government services. They’re homesick for a whiter America, an America that was once truly free because “it’s not in the Anglo-Saxon character either to take orders or to give them.” (Never mind about slavery.) Since 1965, however, when Lyndon Johnson signed legislation allowing more immigration from Latin America, Asia, and Africa, the United States has been, according to Coulter in In Trump We Trust, overrun by “illiterate peasants … who can be instructed to learn certain symbols and bloc-vote for the Democrats.” In response, Democrats, along with rich Republicans, keep the doors open to non-European immigration, and thus America has grown “browner” and “shorter.” (That’s Coulter’s description from Adios America). Corruption rises. So does terrorism and rape.Coulter’s ideological interpretation of Trump’s appeal is plausible. It explains, for instance, why support for Trump correlates more strongly to racial resentment than economic misfortune.

Trump may win votes by moderating his stance on immigration. But that’s not how Coulter sells books.

Coulter’s problem is that on the very week she’s unveiled her immigration-themed defense of Trumpism, Trump himself has begun jettisoning it. On Wednesday night, he admitted that it’s “very, very hard” to deport all the undocumented immigrants in the country and implied that he would be open to some people being allowed to stay legally without becoming citizens, provided they pay back taxes. Suddenly, Trump is flirting with an immigration policy that resembles that of every other Republican who ran for president. Which makes Coulter look like a dupe. On Thursday on his show, Rush Limbaugh had a hearty laugh at her expense.

So far, Coulter has responded in contradictory ways. She’s fired off tweets attacking Trump’s immigration shift. But she’s also downplayed it.

Maybe Coulter, like the other high-profile supporters Trump has burned, will accept her humiliation and resort to defending Trump no matter what he says. Her incentives, however, are different. Unlike most of the folks who appear on television supporting Trump, she has an independent brand. And it’s built on white nationalism. Trump may win votes by moderating his stance on immigration. But that’s not how Coulter sells books.

Coulter also needs an explanation for Trump’s likely defeat, an explanation that will preserve her ability to claim that America’s silent majority believes the things she does. By emphasizing Trump’s immigration flip-flop, Coulter could argue that this issue cost him the white votes he needed to win.

Trumpism—a brand of conservatism defined above all by white racial nostalgia—will survive November’s election. Less clear is whether Trump will remain its champion or become its fall guy. Like many people Trump has done business with, Coulter has learned that trusting Trump is not the wisest of investments.

https://www.theatlantic.com/politics/archive/2016/08/how-trump-betrayed-ann-coulter-on-immigration/497618/

Ann Coulter

From Wikipedia, the free encyclopedia
Ann Coulter
Ann Coulter smiling, with a blue wallpaper behind her.

Born Ann Hart Coulter
December 8, 1961 (age 55)
New York City, New York, U.S.
Nationality American
Alma mater Cornell University(BA)
University of Michigan(JD)
Occupation Author, columnist, political commentator
Political party Republican[1]
Website anncoulter.com
Signature
Ann Coulter Signature.png

Ann Hart Coulter (/ˈkltər/; born December 8, 1961) is an American conservativesocial and politicalcommentator, writer, syndicated columnist, and lawyer. She frequently appears on television, radio, and as a speaker at public and private events.

Born in New York City to a conservative family, Coulter was raised in New Canaan, Connecticut. She deepened her conservative interests while studying history at Cornell University, where she helped found The Cornell Review. She subsequently embarked on a career as a law clerk before rising to prominence in the 1990s as an outspoken critic of the Clinton administration. Her first book concerned the Bill Clinton impeachment, and sprang from her experience writing legal briefs for Paula Jones‘s attorneys, as well as columns she wrote about the cases.[2][3]

Coulter has described herself as a polemicist who likes to “stir up the pot,” and does not “pretend to be impartial or balanced, as broadcasters do,”[4] drawing criticism from the left, and sometimes from the right.[5] Coulter’s syndicated column for Universal Press Syndicate appears in newspapers, and is featured on major conservative websites. As of 2016, Coulter has 12 best-selling books, including most recently Adios, America! and In Trump We Trust.

Early life

Coulter as a senior in high school, 1980.

Ann Hart Coulter was born on December 8, 1961, in New York City, to John Vincent Coulter (1926–2008), an FBI agent of Irish–German heritage,[6] who was a native of Albany, New York; and Nell Husbands Coulter (née Martin; 1928–2009), a native of Paducah, Kentucky.[7][8] All eight of her paternal great-great-grandparents were immigrants.[6] Her family later moved to New Canaan, Connecticut, where Coulter and her two older brothers, James and John, were raised.[9] She was raised in a conservative household in Connecticut by Republican parents, with a father who loved Joseph McCarthy. Coulter says she has identified as a conservative since kindergarten. To prep for arguments, she read books like Barry Goldwater‘s Conscience of a Conservative.[10]

At age 14, Coulter visited her older brother in New York City where he attended law school. While he was in class, he had his little sister read books by Milton Friedman and William E. Simon. When he got home from class, he quizzed Coulter. As a reward, he and his friends took her out to bars on the Upper East Side. Reading Republican books made Coulter dream about working as a writer.[10] She graduated from New Canaan High School in 1980. Coulter’s age was disputed in 2002 while she was arguing that she was not yet 40, yet Washington Post columnist Lloyd Grove cited that she provided a birthdate of December 8, 1961, when registering to vote in New Canaan, Connecticut, prior to the 1980 Presidential election. Meanwhile, a driver’s license issued several years later allegedly listed her birthdate as December 8, 1963. Coulter will not confirm either date, citing privacy concerns.[11]

While attending Cornell University, Coulter helped found The Cornell Review,[12][13] and was a member of the Delta Gamma national sorority.[14] She graduated cum laude from Cornell in 1984 with a B.A. in history, and received her J.D. from the University of Michigan Law School in 1988, where she was an editor of the Michigan Law Review.[15] At Michigan, Coulter was president of the local chapter of the Federalist Society and was trained at the National Journalism Center.[16]

Career

After law school, Coulter served as a law clerk, in Kansas City, for Pasco Bowman II of the United States Court of Appeals for the Eighth Circuit.[17] After a short time working in New York City in private practice, where she specialized in corporate law, Coulter left to work for the United States Senate Judiciary Committee after the Republican Partytook control of Congress in 1994. She handled crime and immigration issues for Senator Spencer Abraham of Michigan and helped craft legislation designed to expedite the deportation of aliens convicted of felonies.[18] She later became a litigator with the Center for Individual Rights.[19]

In 2000, Coulter considered running for Congress in Connecticut on the Libertarian Party ticket[20] to serve as a spoiler in order to throw the seat to the Democratic candidate and see that Republican Congressman Christopher Shays failed to gain re-election, as a punishment for Shays’ vote against Clinton’s impeachment. The leadership of the Libertarian Party of Connecticut, after meeting with Coulter, declined to endorse her. As a result, her self-described “total sham, media-intensive, third-party Jesse Ventura campaign” did not take place.[21][22] Shays subsequently won the election, and held the seat until 2008.[23]

Coulter’s career is highlighted by the publication of twelve books, as well as the weekly syndicated newspaper column that she publishes. She is particularly known for her polemical style,[24] and describes herself as someone who likes to “stir up the pot. I don’t pretend to be impartial or balanced, as broadcasters do”.[25] She has been compared to Clare Boothe Luce, one of her idols, for her satirical style.[26] She also makes numerous public appearances, speaking on television and radio talk shows, as well as on collegecampuses, receiving both praise and protest. Coulter typically spends 6–12 weeks of the year on speaking engagement tours, and more when she has a book coming out.[27] In 2010, she made an estimated $500,000 on the speaking circuit, giving speeches on topics of modern conservatism, gay marriage, and what she describes as the hypocrisy of modern American liberalism.[28] During one appearance at the University of Arizona, a pie was thrown at her.[29][30][31] Coulter has, on occasion, in defense of her ideas, responded with inflammatory remarks toward hecklers and protestors who attend her speeches.[32][33]

Books

Coulter is the author of twelve books, many of which have appeared on The New York Times Best Seller list, with a combined 3 million copies sold as of May 2009.[34]

Coulter’s first book, High Crimes and Misdemeanors: The Case Against Bill Clinton, was published by Regnery Publishing in 1998 and made the New York Times Bestseller list.[2] It details Coulter’s case for the impeachment of President Bill Clinton.

Her second book, Slander: Liberal Lies About the American Right, published by Crown Forum in 2002, reached the number one spot on The New York Times non-fiction best seller list.[35] In Slander, Coulter argues that President George W. Bush was given unfair negative media coverage. The factual accuracy of Slander was called into question by then-comedian and author, and now Democratic U.S. Senator from Minnesota, Al Franken; he also accused her of citing passages out of context.[36] Others investigated these charges, and also raised questions about the book’s accuracy and presentation of facts.[37][38][39] Coulter responded to criticisms in a column called “Answering My Critics”.[40]

In her third book, Treason: Liberal Treachery from the Cold War to the War on Terrorism, also published by Crown Forum, she reexamines the 60-year history of the Cold War—including the career of Senator Joseph McCarthy, the Whittaker ChambersAlger Hiss affair, and Ronald Reagan’s challenge to Mikhail Gorbachev to “tear down this wall“—and argues that liberals were wrong in their Cold War political analyses and policy decisions, and that McCarthy was correct about Soviet agents working for the U.S. government.[41] She also argues that the correct identification of Annie Lee Moss, among others, as communists was misreported by the liberal media.[42]Treason was published in 2003, and spent 13 weeks on the Best Seller list.[43]

Crown Forum published a collection of Coulter’s columns in 2004 as her fourth book, How to Talk to a Liberal (If You Must): The World According to Ann Coulter.[44]

Coulter’s fifth book, published by Crown Forum in 2006, is Godless: The Church of Liberalism.[45] In it, she argues, first, that American liberalism rejects the idea of God and reviles people of faith, and second, that it bears all the attributes of a religion itself.[46]Godless debuted at number one on the New York Times Best Seller list.[47] Some passages in the book match portions of others’ writings published at an earlier time (including newspaper articles and a Planned Parenthood document), leading John Barrie of iThenticate to assert that Coulter had engaged in “textbook plagiarism”.[48]

Coulter’s If Democrats Had Any Brains, They’d Be Republicans (Crown Forum), published in October 2007, and Guilty: Liberal “Victims” and Their Assault on America (Crown Forum), published on January 6, 2009, both also achieved best-seller status.[49][50][51]

On June 7, 2011, Crown Forum published her eighth book Demonic: How the Liberal Mob Is Endangering America. Coulter said she based this book heavily on the work of Frenchsocial psychologistGustave Le Bon, who wrote on mass psychology, and in it she argues that liberals have mob-like characteristics.[52]

Her ninth book, published September 25, 2012, is Mugged: Racial Demagoguery from the Seventies to Obama. It argues that liberals, and Democrats in particular, have taken undue credit for racial civil rights in America.[53]

Coulter’s tenth book, Never Trust a Liberal Over 3 – Especially a Republican, was released October 14, 2013. It is her second collection of columns and her first published by Regnery since her first book, High Crimes and Misdemeanors.[54]

Coulter published her eleventh book, Adios, America: The Left’s Plan to Turn Our Country Into a Third World Hellhole on June 1, 2015. The book addresses illegal immigration, amnesty programs, and border security in the United States. [55]

Columns

In the late 1990s, Coulter’s weekly (biweekly from 1999–2000) syndicated column for Universal Press Syndicate began appearing. Her column is featured on six conservative websites: Human Events Online, WorldNetDaily, Townhall.com, VDARE, FrontPageMag, Jewish World Review and her own web site. Her syndicator says, “Ann’s client newspapers stick with her because she has a loyal fan base of conservative readers who look forward to reading her columns in their local newspapers”.[56]

In 1999 Coulter worked as a regular columnist for George magazine.[21][57] Coulter also wrote exclusive weekly columns between 1998 and 2003 and with occasional columns thereafter for the conservative magazine Human Events. In her columns for the magazine, she discusses judicial rulings, Constitutional issues, and legal matters affecting Congress and the executive branch.[58]

In 2001 as a contributing editor and syndicated columnist for National Review Online (NRO), Coulter was asked by editors to make changes to a piece written after the September 11 attacks. On the national television show Politically Incorrect, Coulter accused NRO of censorship and said that she was paid $5 per article. NRO dropped her column and terminated her editorship. Jonah Goldberg, editor-at-large of NRO, said, “We did not ‘fire’ Ann for what she wrote… we ended the relationship because she behaved with a total lack of professionalism, friendship, and loyalty [concerning the editing disagreement].”[59]

Coulter contracted with USA Today to cover the 2004 Democratic National Convention. She wrote one article that began, “Here at the Spawn of Satan convention in Boston…” and referred to some unspecified female attendees as “corn-fed, no make-up, natural fiber, no-bra needing, sandal-wearing, hirsute, somewhat fragrant hippie chick pie wagons”. The newspaper declined to print the article citing an editing dispute over “basic weaknesses in clarity and readability that we found unacceptable”. An explanatory article by the paper went on to say “Coulter told the online edition of Editor & Publisher magazine that ‘USA Today doesn’t like my “tone”, humor, sarcasm, etc., which raises the intriguing question of why they hired me to write for them.'” USA Today replaced Coulter with Jonah Goldberg, and Coulter published it instead on her website.[60][61][62]

In August 2005, the Arizona Daily Star dropped Coulter’s syndicated column, citing reader complaints that “Many readers find her shrill, bombastic, and mean-spirited. And those are the words used by readers who identified themselves as conservatives”.[63]

In July 2006, some newspapers replaced Coulter’s column with those of other conservative columnists following the publication of her fourth book, Godless: The Church of Liberalism.[64] After The Augusta Chronicle dropped her column, newspaper editor Michael Ryan explained that “it came to the point where she was the issue rather than what she was writing about”.[65] Ryan also stated that “pulling Ann Coulter’s column hurts; she’s one of the clearest thinkers around”.

She has criticized former president George W. Bush‘s immigration proposals, saying they led to “amnesty”. In a 2007 column, she claimed that the current immigration system was set up to deliberately reduce the percentage of whites in the population. In it, she said:[66]

In 1960, whites were 90 percent of the country. The Census Bureau recently estimated that whites already account for less than two-thirds of the population and will be a minority by 2050. Other estimates put that day much sooner.

One may assume the new majority will not be such compassionate overlords as the white majority has been. If this sort of drastic change were legally imposed on any group other than white Americans, it would be called genocide. Yet whites are called racists merely for mentioning the fact that current immigration law is intentionally designed to reduce their percentage in the population.

Overall, Coulter’s columns are highly critical of liberals and Democrats. In 2006, she wrote:[67]

This year’s Democratic plan for the future is another inane sound bite designed to trick American voters into trusting them with national security.

To wit, they’re claiming there is no connection between the war on terror and the war in Iraq, and while they are all for the war against terror—absolutely in favor of that war—they are adamantly opposed to the Iraq war. You know, the war where the U.S. military is killing thousands upon thousands of terrorists (described in the media as “Iraqi civilians”, even if they are from Jordan, like the now-dead leader of al-Qaida in Iraq, Abu Musab al-Zarqawi). That war.

Television and radio

Ann Coulter at the 2012 Time 100

Coulter made her first national media appearance in 1996 after she was hired by the then-fledgling network MSNBC as a legal correspondent. She later appeared on CNN and Fox News.[68] Coulter went on to make frequent guest appearances on many television and radio talk shows, including American Morning, The Fifth Estate, Glenn Beck Program, The Mike Gallagher Show, The O’Reilly Factor, Real Time with Bill Maher, Red Eye w/ Greg Gutfeld, The Rush Limbaugh Show, The Sean Hannity Show, The Today Show, Lou Dobbs Tonight, Fox and Friends, The Laura Ingraham Show, The View, The Michael Medved Show, and HARDtalk.

In an interview with Bob McKeown on the edition of January 26, 2005, of The Fifth Estate, Coulter came under criticism for her statement, “Canada used to be… one of our most… most loyal friends, and vice versa. I mean, Canada sent troops to Vietnam. Was Vietnam less containable and more of a threat than Saddam Hussein?” McKeown contradicted her with, “No, actually Canada did not send troops to Vietnam.”[69] On the edition of February 18, 2005 of Washington Journal, Coulter justified her statement by referring to the thousands of Canadians who served in the American armed forces during the Vietnam era, either because they volunteered or because they were living in the United States during the war years and got drafted. She said, “The Canadian Government didn’t send troops … but … they came and fought with the Americans. So I was wrong. It turns out there were 10,000 Americans who happened to be born in Canada.” (There were actually between 5,000 and 20,000 Canadians who fought in Vietnam itself, including approximately 80 who were killed.)[70] John Cloud of Time, writing about the incident a few months later, said, “Canada [sent] noncombat troops to Indochina in the 1950s and again to Vietnam in 1972″.[68]

Films

Coulter appeared in three films released during 2004. The first was Feeding the Beast, a made-for-television documentary on the “24-Hour News Revolution”.[71] The other two films were FahrenHYPE 9/11, a direct-to-video documentary rebuttal of Michael Moore‘s Fahrenheit 911, and Is It True What They Say About Ann?, a documentary on Coulter containing clips of interviews and speeches.[72] In 2015, Coulter had a cameo as the Vice President in the made-for-TV movie Sharknado 3: Oh Hell No!.

Personal life

Coulter has been engaged several times, but she has never married and has no children.[32] She has dated Spin founder and publisher Bob Guccione, Jr.,[21] and conservative writer Dinesh D’Souza.[73] In October 2007, she began dating Andrew Stein, the former president of the New York City Council, a liberal Democrat. When asked about the relationship, Stein told the paper, “She’s attacked a lot of my friends, but what can I say, opposites attract!”[74] On January 7, 2008, however, Stein told the New York Post that the relationship was over, citing irreconcilable differences.[75]Kellyanne Conway, who refers to Coulter as a friend, told New York Magazine in 2017 that Coulter “started dating her security guard probably ten years ago because she couldn’t see anybody else.”[76]

Coulter owns a house, bought in 2005, in Palm Beach, Florida, a condominium in Manhattan, and an apartment in Los Angeles. She votes in Palm Beach and is not registered to do so in New York or California.[77][78]She is a fan of several jam bands, such as the Grateful Dead, the Dave Matthews Band, and Phish.[79][80] Some of her favorite books are the Bible, Mere Christianity, Wuthering Heights, Anna Karenina, true crime stories about serial killers, and anything by Dave Barry.[81]

Religious views

Coulter is a Christian and belongs to the Presbyterian denomination.[82][83] Her father was Catholic and her mother was a Protestant.[84] At one public lecture she said, “I don’t care about anything else; Christ died for my sins, and nothing else matters.”[85] She summarized her view of Christianity in a 2004 column, saying, “Jesus’ distinctive message was: People are sinful and need to be redeemed, and this is your lucky day, because I’m here to redeem you even though you don’t deserve it, and I have to get the crap kicked out of me to do it.” She then mocked “the message of Jesus… according to liberals”, summarizing it as “something along the lines of ‘be nice to people,'” which, in turn, she said “is, in fact, one of the incidental tenets of Christianity.”[86]

Confronting some critics’ views that her content and style of writing is un-Christian-like,[87] Coulter stated that “I’m a Christian first and a mean-spirited, bigoted conservative second, and don’t you ever forget it.”[88]She also said, “Christianity fuels everything I write. Being a Christian means that I am called upon to do battle against lies, injustice, cruelty, hypocrisy—you know, all the virtues in the church of liberalism”.[89] In Godless: The Church of Liberalism, Coulter characterized the theory of evolution as bogus science, and contrasted her beliefs to what she called the left’s “obsession with Darwinism and the Darwinian view of the world, which replaces sanctification of life with sanctification of sex and death”.[90] Coulter subscribes to intelligent design, a theory that rejects evolution.[91]

Coulter was accused of anti-semitism in an October 8, 2007, interview with Donny Deutsch on The Big Idea. During the interview, Coulter stated that the United States is a Christian nation, and said that she wants “Jews to be perfected, as they say” (referring to them being converted to Christianity).[92] Deutsch, a practicing Jew, implied that this was an anti-semitic remark, but Coulter said she didn’t consider it to be a hateful comment.[93][94] In response to Coulter’s comments on the show, the Anti-Defamation League, American Jewish Committee and Bradley Burston condemned those comments,[95] and the National Jewish Democratic Council asked media outlets to stop inviting Coulter as a guest commentator.[96] Talk show host Dennis Prager, while disagreeing with her comments, said that they were not “anti-semitic”, noting, “There is nothing in what Ann Coulter said to a Jewish interviewer on CNBC that indicates she hates Jews or wishes them ill, or does damage to the Jewish people or the Jewish state. And if none of those criteria is present, how can someone be labeled anti-Semitic?”[97] Conservative activist David Horowitz also defended Coulter against the allegation.[98]

Coulter again sparked outrage in September 2015, when she tweeted in response to multiple Republican candidates’ references to Israel during a Presidential debate, “How many f—ing Jews do these people think there are in the United States?”[99] The Anti-Defamation League referred to the tweets as “ugly, spiteful and anti-Semitic.”[100] In response to accusations of anti-Semitism, she tweeted “I like the Jews, I like fetuses, I like Reagan. Didn’t need to hear applause lines about them all night.”[99]

Political views

Coulter is a conservative columnist. She is a registered Republican and member of the advisory council of GOProud since August 9, 2011.[101]

Coulter supported George W. Bush’s presidency. She endorsed Mitt Romney in the 2008 Republican presidential primary[102] and the 2012 Republican presidential primary and presidential run.[103] In the 2016 Republican Party presidential primaries, she endorsed Donald Trump.[104] However, in the wake of the 2017 Shayrat missile strike, Coulter expressed her dismay by tweeting, “Trump campaigned on not getting involved in Mideast.”[105]

Abortion

Coulter believes Roe v. Wade should be overturned and left to the states. She is anti-abortion, but believes there should be an exception if a woman is raped.[106]

Illegal immigration

She strongly opposed amnesty for illegal immigrants, and at the 2013 CPAC said she has now become “a single-issue voter against amnesty”.[107]

Afghanistan War

Although she originally supported the war in Afghanistan during the Bush administration, beginning in 2009 she expressed concern that the war might have turned into another Vietnam, and opposed sending more troops to Afghanistan.[108]

LGBT rights

Coulter opposes same-sex marriage and once supported a federal U.S. constitutional amendment defining marriage as a union of one man and one woman.[109] She insists that her opposition to same-sex marriage “wasn’t an anti-gay thing” and that “It’s genuinely a pro-marriage position to oppose gay marriage”.[110] In an April 1, 2015, column, Coulter declared that liberals had “won the war on gay marriage (by judicial fiat)”.[111]

She also opposes civil unions[112] and privatizing marriage.[113] When addressed with the issue of rights granted by marriage, she said, “Gays already can visit loved ones in hospitals. They can also visit neighbors, random acquaintances, and total strangers in hospitals—just like everyone else. Gays can also pass on property to whomever they would like”.[114] She disagreed with the U.S. Supreme Court‘s 2003 Lawrence v. Texas ruling, stating there was no right to sodomy written in the Constitution and that under federalism each individual state and territory would have to repeal their sodomy laws. She stated she opposed banning same-sex sexual intercourse.[115] She also stated that same-sex sexual intercourse was already protected under the Fourth Amendment, which prevents police from going into your home without a search warrant or court order.[116]

In regard to Romer v. Evans described anti-discrimination laws covering LGBT as “affirmative action benefits.”[117] She also disagreed with repealing Don’t Ask Don’t Tell, stating that it is not an “anti-gay position; it is a pro-military position” because “sexual bonds are disruptive to the military bond”.[118] On April 1, 2015, in a column, Ann Coulter expressed support for Indiana‘s Religious Freedom Restoration Act and said it was an “apocryphal” assertion to claim the Religious Freedom Restoration Act would be used to discriminate against LGBTs.[111] She has also endorsed the Public Facilities Privacy & Security Act and opposes transgender individuals to use bathroom usage corresponding to their gender identity.[119]

LGBT conservatism

Since the 1990s, Coulter has had many acquaintances in the LGBT community. She considers herself “the Judy Garland of the Right.” In the last few years, Coulter has attracted many LGBT fans, namely gay men and drag queens.[10][120][121]

At the 2007 CPAC, Coulter said, “I do want to point out one thing that has been driving me crazy with the media—how they keep describing Mitt Romney‘s position as being pro-gays, and that’s going to upset the right wingers,” and “Well, you know, screw you! I’m not anti-gay. We’re against gay marriage. I don’t want gays to be discriminated against.” She added, “I don’t know why all gays aren’t Republican. I think we have the pro-gay positions, which is anti-crime and for tax cuts. Gays make a lot of money and they’re victims of crime. No, they are! They should be with us.”[122]

In Coulter’s 2007 book If Democrats Had Any Brains, They’d Be Republicans, in the chapter “Gays: No Gay Left Behind!”, she argued that Republican policies were more pro-gay than Democratic policies. Coulter attended the 2010 HomoCon of GOProud, where she commented that same-sex marriage “is not a civil right.”[123] On February 9, 2011, in a column, Coulter described the national Log Cabin Republicans as “ridiculous” and “not conservative at all.” She did however describe the Texas branch of Log Cabin Republicans, for whom she’s been signing books for years, as “comprised of real conservatives.”[124]

At the 2011 CPAC, during her question-and-answer segment, Coulter was asked about GOProud and the controversy over their exclusion from the 2011 CPAC. She boasted how she talked GOProud into dropping its support for same-sex marriage in the party’s platform, saying, “The left is trying to co-opt gays, and I don’t think we should let them. I think they should be on our side,” and “Gays are natural conservatives.”[125] Later that year, Coulter joined advisory board for GOProud. On LogosThe A-List: Dallas she told gay Republican Taylor Garrett that “The gays have got to be pro-life,” and “As soon as they find the gay gene, guess who the liberal yuppies are gonna start aborting?”[126] Coulter has referred to Democractic politicians Bill Clinton, Al Gore, and John Edwards as “fag(got).”[127]

War on Drugs

Coulter strongly supports continuing the War on Drugs.[128] However, she has said that, if there were not a welfare state, she “wouldn’t care” if drugs were legal.[129]

Coulter spoke about drugs as a guest on Piers Morgan Live, when she said that marijuana users “can’t perform daily functions.”[130]

Political activities and commentary

Ann Coulter has described herself as a “polemicist” who likes to “stir up the pot” and doesn’t “pretend to be impartial or balanced, as broadcasters do.”[4] While her political activities in the past have included advising a plaintiff suing President Bill Clinton as well as considering a run for Congress, she mostly serves as a political pundit, sometimes creating controversy ranging from rowdy uprisings at some of the colleges where she speaks to protracted discussions in the media. Time magazine’s John Cloud once observed that Coulter “likes to shock reporters by wondering aloud whether America might be better off if women lost the right to vote.”[68] This was in reference to her statement that “it would be a much better country if women did not vote. That is simply a fact. In fact, in every presidential election since 1950—except Goldwater in ’64—the Republican would have won, if only the men had voted.”[131] Similarly, in an October 2007 interview with the New York Observer, Coulter said:[132]

If we took away women’s right to vote, we’d never have to worry about another Democrat president. It’s kind of a pipe dream, it’s a personal fantasy of mine, but I don’t think it’s going to happen. And it is a good way of making the point that women are voting so stupidly, at least single women.

It also makes the point, it is kind of embarrassing, the Democratic Party ought to be hanging its head in shame, that it has so much difficulty getting men to vote for it. I mean, you do see it’s the party of women and ‘We’ll pay for health care and tuition and day care—and here, what else can we give you, soccer moms?’

In addition to questioning whether women’s right to vote is a good thing, Coulter has also appeared on Fox News and advocated for a poll tax and a literacy test for voters (this was in 1999, and she reiterated her support of a literacy test in 2015).[133] This is not a viewpoint widely shared by members of the Republican Party.

Paula Jones – Bill Clinton case

Coulter first became a public figure shortly before becoming an unpaid legal adviser for the attorneys representing Paula Jones in her sexual harassment suit against President Bill Clinton. Coulter’s friend George Conway had been asked to assist Jones’ attorneys, and shortly afterward Coulter, who wrote a column about the Paula Jones case for Human Events, was also asked to help, and she began writing legal briefs for the case.

Coulter later stated that she would come to mistrust the motives of Jones’ head lawyer, Joseph Cammaratta, who by August or September 1997 was advising Jones that her case was weak and to settle, if a favorable settlement could be negotiated.[18][134] From the outset, Jones had sought an apology from Clinton at least as eagerly as she sought a settlement.[135] However, in a later interview Coulter recounted that she herself had believed that the case was strong, that Jones was telling the truth, that Clinton should be held publicly accountable for his misconduct, and that a settlement would give the impression that Jones was merely interested in extorting money from the President.[18]

David Daley, who wrote the interview piece for The Hartford Courant recounted what followed:

Coulter played one particularly key role in keeping the Jones case alive. In Newsweek reporter Michael Isikoff’s new book Uncovering Clinton: A Reporter’s Story, Coulter is unmasked as the one who leaked word of Clinton’s “distinguishing characteristic”—his reportedly unusually large penis that Jones said she could recognize and describe—to the news media. Her hope was to foster mistrust between the Clinton and Jones camps and forestall a settlement … I thought if I leaked the distinguishing characteristic it would show bad faith in negotiations. [Clinton lawyer] Bob Bennett would think Jones had leaked it. Cammaratta would know he himself hadn’t leaked it and would get mad at Bennett. It might stall negotiations enough for me to get through to [Jones adviser] Susan Carpenter-McMillan to tell her that I thought settling would hurt Paula, that this would ruin her reputation, and that there were other lawyers working for her. Then 36 hours later, she returned my phone call. I just wanted to help Paula. I really think Paula Jones is a hero. I don’t think I could have taken the abuse she came under. She’s this poor little country girl and she has the most powerful man she’s ever met hitting on her sexually, then denying it and smearing her as president. And she never did anything tacky. It’s not like she was going on TV or trying to make a buck out of it.”[18]

In his book, Isikoff also reported Coulter as saying: “We were terrified that Jones would settle. It was contrary to our purpose of bringing down the President.”[134] After the book came out, Coulter clarified her stated motives, saying:

The only motive for leaking the distinguishing characteristic item that [Isikoff] gives in his book is my self-parodying remark that “it would humiliate the president” and that a settlement would foil our efforts to bring down the president … I suppose you could take the position, as [Isikoff] does, that we were working for Jones because we thought Clinton was a lecherous, lying scumbag, but this argument gets a bit circular. You could also say that Juanita Broaddrick’s secret motive in accusing Clinton of rape is that she hates Clinton because he raped her. The whole reason we didn’t much like Clinton was that we could see he was the sort of man who would haul a low-level government employee like Paula to his hotel room, drop his pants, and say, “Kiss it.” You know: Everything his defense said about him at the impeachment trial. It’s not like we secretly disliked Clinton because of his administration’s position on California’s citrus cartels or something, and then set to work on some crazy scheme to destroy him using a pathological intern as our Mata Hari.[136]

The case went to court after Jones broke with Coulter and her original legal team, and it was dismissed via summary judgment. The judge ruled that even if her allegations proved true, Jones did not show that she had suffered any damages, stating, “… plaintiff has not demonstrated any tangible job detriment or adverse employment action for her refusal to submit to the governor’s alleged advances. The president is therefore entitled to summary judgment on plaintiff’s claim of quid pro quo sexual harassment.” The ruling was appealed by Jones’ lawyers. During the pendency of the appeal, Clinton settled with Jones for $850,000 ($151,000 after legal fees) in November 1998, in exchange for Jones’ dismissal of the appeal. By then, the Jones lawsuit had given way to the Monica Lewinsky sex scandal.

In October 2000, Jones revealed that she would pose for nude pictures in an adult magazine, saying she wanted to use the money to pay taxes and support her grade-school-aged children, in particular saying, “I’m wanting to put them through college and maybe set up a college fund.”[137] Coulter publicly denounced Jones, calling her “the trailer-park trash they said she was” (Coulter had earlier chastened Clinton supporters for calling Jones this name),[138] after Clinton’s former campaign strategist James Carville had made the widely reported remark, “Drag a $100 bill through a trailer park, and you’ll never know what you’ll find,” and called Jones a “fraud, at least to the extent of pretending to be an honorable and moral person.”[137]

Coulter wrote:

Paula surely was given more than a million dollars in free legal assistance from an array of legal talent she will never again encounter in her life, much less have busily working on her behalf. Some of those lawyers never asked for or received a dime for hundreds of thousands of dollars in legal work performed at great professional, financial and personal cost to themselves. Others got partial payments out of the settlement. But at least they got her reputation back. And now she’s thrown it away.[139]

Jones claimed not to have been offered any help with a book deal of her own or any other additional financial help after the lawsuit.[137]

2008 presidential election

As the 2008 presidential campaign was getting under way, Coulter drew criticism for statements she made at the 2007 Conservative Political Action Conference about presidential candidate John Edwards:[140][141]

I was going to have a few comments on the other Democratic presidential candidate, John Edwards, but it turns out that you have to go into rehab if you use the word ‘faggot,’ so I’m… so, kind of at an impasse, can’t really talk about Edwards, so I think I’ll just conclude here and take your questions.

The comment was in reference to Grey’s Anatomy star Isaiah Washington‘s use of the epithet and his subsequent mandatory “psychological assessment” imposed by ABC executives.[142] It was widely interpreted as meaning that Coulter had called Edwards a “faggot,” but Coulter argued that she did not actually do so, while simultaneously indicating she would not have been wrong to say it.[143] Edwards responded on his web site by characterizing Coulter’s words as “un-American and indefensible,” and asking readers to help him “raise $100,000 in ‘Coulter Cash’ this week to keep this campaign charging ahead and fight back against the politics of bigotry.”[144] He also called her a “she-devil,” adding, “I should not have name-called. But the truth is—forget the names—people like Ann Coulter, they engage in hateful language.”[145] Coulter’s words also drew condemnation from many prominent Republicans and Democrats, as well as groups such as the Gay and Lesbian Alliance Against Defamation (GLAAD).[144][146][147] Three advertisers (Verizon, Sallie Mae and Netbank) also pulled their advertisements from Coulter’s web site,[148] and several newspapers dropped her column.[149][150] Coulter responded in an e-mail to the New York Times, “C’mon, it was a joke. I would never insult gays by suggesting that they are like John Edwards. That would be mean.”[147] On March 5, 2007, she appeared on Hannity and Colmes and said, “Faggot isn’t offensive to gays; it has nothing to do with gays. It’s a schoolyard taunt meaning ‘wuss.'”[151] Gay rights advocates were not convinced. “Ann Coulter’s use of this anti-gay slur is vile and unacceptable,” said Neil G. Giuliano, president of the Gay & Lesbian Alliance Against Defamation, “and the applause from her audience is an important reminder that Coulter’s ugly brand of bigotry is at the root of the discriminatory policies being promoted at this gathering.”[141] A spokesman for Sen. John McCain, a Republican presidential candidate, called Coulter’s comments “wildly inappropriate.”[141]

As the campaign waged on, she continued to insert her commentary regarding the candidates, both Democrats and Republicans. In a June 2007 interview, Coulter named Duncan Hunter as her choice for the 2008 Republican Presidential nomination, highlighting his views on immigration and specifically his anti-abortion credentials, saying “[t]his is a winning issue for us, protecting little babies.”[152] On January 16, 2008, Coulter began endorsing Governor Mitt Romney as her choice for the 2008 Republican nomination, saying he is “manifestly the best candidate” (contrasting Romney with Republican candidates John McCain, Mike Huckabee, and Rudy Giuliani).[153] By contrast, Coulter was critical of eventual Republican nominee John McCain. On the January 31, 2008, broadcast of Hannity and Colmes, Coulter claimed that if McCain won the Republican nomination for president, she would support and campaign for Hillary Clinton, stating, “[Clinton] is more conservative than McCain.”[154]

Regarding then-presidential-candidate Barack Obama in an April 2, 2008, column, she characterized his book Dreams from My Father as a “dimestore Mein Kampf.” Coulter writes, “He says the reason black people keep to themselves is that it’s ‘easier than spending all your time mad or trying to guess whatever it was that white folks were thinking about you.’ Here’s a little inside scoop about white people: We’re not thinking about you. Especially WASPs. We think everybody is inferior, and we are perfectly charming about it.”[155]

2010 Canadian university tour

Ann Coulter at CPAC in February 2012

In March 2010, Coulter announced that she would be embarking on a speaking tour of three Canadian universities, The University of Western Ontario, the University of Ottawa and the University of Calgary. The tour was organized by the International Free Press Society.[156]

On the eve of Coulter’s first speech at the University of Western Ontario, an e-mail to Coulter from François Houle, provost of the University of Ottawa, was leaked to the media. The e-mail warned that “promoting hatred against any identifiable group would not only be considered inappropriate, but could in fact lead to criminal charges.” Coulter released a public statement alleging that by sending her the e-mail, Houle was promoting hatred against conservatives.[157] During her speech at the University of Western Ontario, she told a Muslim student to “take a camel,” in response to the student’s question about previous comments by Coulter that Muslims should not be allowed on airplanes.[158]

On March 22, the University of Ottawa made international news when liberal protesters conspired to prevent Coulter from speaking. The event was canceled in spite of a massive security presence; Alain Boucher of the Ottawa Police Service said there were ten officers visible at the scene, “plus other resources” nearby.[159] Boucher alleged that Coulter’s security team decided to call off the event, saying, “We gave her options,” including, he said, to “find a bigger venue.” But “they opted to cancel … It’s not up to the Ottawa police to make that decision.”[160] Boucher claimed there were no arrests.[161] CTV News reported, “It was a disaster in terms of just organization, which is probably one of the reasons why it was cancelled,” citing the small number of students tasked with confirming who had signed up to attend Coulter’s talk.[162]

Event organizer and conservative activist Ezra Levant blamed the protest on the letter sent to Coulter by Houle.[163] After the cancellation, Coulter called the University of Ottawa “bush league,” stating:[164]

I go to the best schools, Harvard, the Ivy League, and those kids are too intellectually proud to threaten speakers … I would like to know when this sort of violence, this sort of protest, has been inflicted upon a Muslim—who appear to be, from what I’ve read of the human rights complaints, the only protected group in Canada. I think I’ll give my speech tomorrow night in a burka. That will protect me.

Comments on Islam, Arabs, and terrorism

On September 14, 2001, three days after the September 11 attacks (in which her friend Barbara Olson had been killed), Coulter wrote in her column:

Airports scrupulously apply the same laughably ineffective airport harassment to Suzy Chapstick as to Muslim hijackers. It is preposterous to assume every passenger is a potential crazed homicidal maniac. We know who the homicidal maniacs are. They are the ones cheering and dancing right now. We should invade their countries, kill their leaders and convert them to Christianity. We weren’t punctilious about locating and punishing only Hitler and his top officers. We carpet-bombed German cities; we killed civilians. That’s war. And this is war.[165]

This comment resulted in Coulter’s being fired as a columnist by the National Review, which she subsequently referred to as “squeamish girly-boys.”[166] Responding to this comment, Ibrahim Hooper of the Council on American-Islamic Relations remarked in The Chicago Sun Times that before September 11, Coulter “would have faced swift repudiation from her colleagues,” but “now it’s accepted as legitimate commentary.”[167]

David Horowitz, however, saw Coulter’s words as irony:

I began running Coulter columns on Frontpagemag.com shortly after she came up with her most infamous line, which urged America to put jihadists to the sword and convert them to Christianity. Liberals were horrified; I was not. I thought to myself, this is a perfect send-up of what our Islamo-fascist enemies believe—that as infidels we should be put to the sword and converted to Islam. I regarded Coulter’s phillipic (sic) as a Swiftian commentary on liberal illusions of multi-cultural outreach to people who want to rip out our hearts.[168]

One day after the attacks (when death toll estimates were higher than later), Coulter asserted that only Muslims could have been behind the attacks:

Not all Muslims may be terrorists, but all terrorists are Muslims—at least all terrorists capable of assembling a murderous plot against America that leaves 7,000 people dead in under two hours.[169]

Coulter has been highly critical of the U.S. Department of Transportation and especially its then-secretary Norman Mineta. Her many criticisms include their refusal to use racial profiling as a component of airport screening.[170] After a group of Muslims was expelled from a US Airways flight when other passengers expressed concern, sparking a call for Muslims to boycott the airline because of the ejection from a flight of six imams, Coulter wrote:

If only we could get Muslims to boycott all airlines, we could dispense with airport security altogether.[171]

Coulter also cited the 2002 Senate testimony of FBI whistleblower Coleen Rowley, who was acclaimed for condemning her superiors for refusing to authorize a search warrant for 9-11 conspirator Zacarias Moussaoui when he refused to consent to a search of his computer. They knew that he was a Muslim in flight school who had overstayed his visa, and the French Intelligence Service had confirmed his affiliations with radical fundamentalist Islamic groups. Coulter said she agreed that probable cause existed in the case, but that refusing consent, being in flight school and overstaying a visa should not constitute grounds for a search. Citing a poll which found that 98 percent of Muslims between the ages of 20 and 45 said they would not fight for Britain in the war in Afghanistan, and that 48 percent said they would fight for Osama bin Laden she asserted “any Muslim who has attended a mosque in Europe—certainly in England, where Moussaoui lived—has had ‘affiliations with radical fundamentalist Islamic groups,'” so that she parsed Rowley’s position as meaning that “‘probable cause’ existed to search Moussaoui’s computer because he was a Muslim who had lived in England.” Coulter says the poll was “by the “Daily Telegraph“, actually it was by Sunrise, an “Asian” (i.e., Indian subcontinent-oriented) radio station, canvassing the opinions of 500 Muslims in Greater London (not Britain as a whole), mainly of Pakistani origin and aged between 20 and 45. Because “FBI headquarters … refused to engage in racial profiling,” they failed to uncover the 9-11 plot, Coulter asserted. “The FBI allowed thousands of Americans to be slaughtered on the altar of political correctness. What more do liberals want?”[172][173]

Coulter wrote in another column that she had reviewed the civil rights lawsuits against certain airlines to determine which of them had subjected Arabs to the most “egregious discrimination” so that she could fly only that airline. She also said that the airline should be bragging instead of denying any of the charges of discrimination brought against them.[174] In an interview with The Guardian she said, “I think airlines ought to start advertising: ‘We have the most civil rights lawsuits brought against us by Arabs.'” When the interviewer replied by asking what Muslims would do for travel, she responded, “They could use flying carpets.”[131]

One comment that drew criticism from the blogosphere, as well as fellow conservatives,[175] was made during a speech at the Conservative Political Action Conference in February 2006, where she said, referring to the prospect of a nuclear-equipped Iran, “What if they start having one of these bipolar episodes with nuclear weapons? I think our motto should be, post-9-11: Raghead talks tough, raghead faces consequences.”[176] Coulter had previously written a nearly identical passage in her syndicated column: “… I believe our motto should be, after 9/11: Jihad monkey talks tough; jihad monkey takes the consequences. Sorry, I realize that’s offensive. How about ‘camel jockey‘? What? Now what’d I say? Boy, you tent merchants sure are touchy. Grow up, would you?”[177]

In October 2007, Coulter made further controversial remarks regarding Arabs—in this case Iraqis—when she stated in an interview with The New York Observer:

We’ve killed about 20,000 of them, of terrorists, of militants, of Al Qaeda members, and they’ve gotten a little over 3,000 of ours. That is where the war is being fought, in Iraq. That is where we are fighting Al Qaeda. Sorry we have to use your country, Iraqis, but you let Saddam come to power, and we are going to instill democracy in your country.[178]

In a May 2007 article looking back at the life of recently deceased evangelical Reverend Jerry Falwell, Coulter commented on his (later retracted) statement after the 9/11 attacks that “the pagans, and the abortionists, and the feminists, and the gays and the lesbians who are actively trying to make that an alternative lifestyle, the ACLU, People For the American Way, all of them who have tried to secularize America … helped this happen.” In her article, Coulter stated that she disagreed with Falwell’s statement, “because Falwell neglected to specifically include Teddy Kennedy and ‘the Reverend’ Barry Lynn.”[179]

In October 2007, Coulter participated in David Horowitz‘ “Islamo-Fascism Awareness Week,” remarking in a speech at the University of Southern California, “The fact of Islamo-Fascism is indisputable. I find it tedious to detail the savagery of the enemy … I want to kill them. Why don’t Democrats?”[180]

In the wake of the Boston Marathon bombings, Coulter told Hannity host Sean Hannity that the wife of bombing suspect Tamerlan Tsarnaev should be jailed for wearing a hijab. Coulter continued by saying “Assimilating immigrants into our culture isn’t really working. They’re assimilating us into their culture.”[181]

In the wake of the Charlie Hebdo shooting in Paris, Coulter said France “needs to move to the next step” in dealing with terror. Coulter said of some immigrants:

They don’t want to live in Muslim countries, and yet they want to change the non-Muslim countries they move to [into] Muslim countries. It may be a small minority of Muslims “and still it’s enough of them that maybe you take a little pause in Muslim immigration for a while.”[182]

Coulter has attributed American gun violence in America to black and Muslim American men, stating that the epidemic of gun-related deaths is “not a gun problem, it’s a demographic problem.”[183]

When asked about the financial crisis in the 2000s, Coulter claimed one reason for it was that “they gave your mortgage to a less qualified minority.”[184]

Ionizing radiation as “cancer vaccine”

On March 16, 2011, discussing the Fukushima I nuclear accidents, Coulter, citing research into radiation hormesis, wrote that there was “burgeoning evidence that excess radiation operates as a sort of cancer vaccine.”[185] Her comments were criticized by figures across the political spectrum, from Fox NewsBill O’Reilly (who told Coulter, “You have to be responsible … in something like this, you gotta get the folks out of there, and you have to report worst-case scenarios”)[186] to MSNBC‘s Ed Schulz (who stated that “You would laugh at her if she wasn’t making light of a terrible tragedy.”)[187]

2012 presidential election

During the Republican Party presidential primaries, she supported Mitt Romney over former Speaker of the HouseNewt Gingrich. On an interview during The O’Reilly Factor on Fox News, she compared Newt Gingrich’s attacks on the media to Jesse Jackson “accusing people of racism.”[188] On her website, she posted a column titled, “Re-elect Obama: Vote Newt!” arguing that if Newt Gingrich won the Republican nomination, Barack Obama would win re-election.[189] When asked to respond about her criticism, Newt Gingrich dismissed them as “the old order” and cited recent polls showing him ahead of Mitt Romney.[190]

On October 22, 2012, following a presidential debate between Mitt Romney and Barack Obama, Coulter published the following tweet from her official Twitter account: “I highly approve of Romney’s decision to be kind and gentle to the retard,” drawing stiff criticism for her use of a word which some find offensive to describe the president of the United States. The Special Olympics condemned Coulter in a tweet shortly after Coulter’s.[191] On The Alan Colmes Show, Coulter stated that she does not regret her use of the word, saying, “‘Retard’ had been used colloquially to just mean ‘loser’ for 30 years. But no, these aggressive victims have to come out and tell you what words to use.”[192]

After the election, in which Barack Obama won, Ann Coulter wrote a column titled “Romney Was Not the Problem”. In it she argued against the idea that Mitt Romney lost because he failed to get his message across. She also said that Mitt Romney lost because he was running against an incumbent.[193]

2013 CPAC Conference

In March 2013, Coulter was one of the keynote speakers at the Conservative Political Action Conference, where she made references to New Jersey Governor Chris Christie‘s weight (“CPAC had to cut back on its speakers this year about 300 pounds”) and progressive activist Sandra Fluke‘s hairdo. (Coulter quipped that Fluke didn’t need birth control pills because “that haircut is birth control enough.”) Coulter advocated against a path to citizenship for undocumented immigrants because such new citizens would never vote for Republican candidates: “If amnesty goes through, America becomes California and no Republican will ever win another election.”[194][195]

2016 presidential election

In the summer of 2015, Coulter appeared on Real Time with Bill Maher and predicted of all of the Republicans that have announced their candidacy for the presidency, that Donald Trump had the best chance of winning the general election, she was laughed at by the studio audience.[196] Coulter later endorsed Donald Trump in the general election.[197]

VDARE

Coulter has been a contributor to VDARE since 2006.[198]

VDARE is a right wing website and blog founded by anti-immigration activist and paleo-conservativePeter Brimelow.[199] VDARE is considered controversial because of its alleged ties to white supremacist rhetoric and support of scientific racism and white nationalism.[200][201][202][203][204]

Berkeley cancellation

In April 2017, The New York Times reported that the University of California, Berkeley had cancelled Ann Coulter’s speech scheduled for April 27.[205] A university spokesman said they had not discussed a specific date with her and only learned about it by reading news reports.[206] The university administrators cited threats of violence and offered to accommodate her on a later date. Coulter said she saw no way forward, telling The New York Times, “It’s a sad day for free speech.”[207] Both Bernie Sanders and Elizabeth Warren publicly called for the university to defend her right to free speech.[207]

Plagiarism accusations

In October 2001, Coulter was accused of plagiarism in her 1998 book High Crimes and Misdemeanors by Michael Chapman, a columnist for the journal Human Events who claims that passages were taken from a supplement he wrote for the journal in 1997 titled “A Case for Impeachment.”[166]

On the July 5, 2016, episode of Countdown with Keith Olbermann, guest John Barrie, the CEO of iParadigms, offers his professional opinion that Coulter plagiarized in her book Godless as well as in many columns over the past year.[208] Barrie ran “Godless” through iThenticate, his company’s machine which is able to scan works and compare them to existing texts. He points to a 25 word section of the text that exactly matches a Planned Parenthood pamphlet and a 33 word section almost duplicating a 1999 article from the Portland Press as some examples of evidence.

Media Matters for America has appealed to Random House publishing to further investigate Coulter’s work.[209] The syndicator of her columns cleared her of the plagiarism charges.[210] Universal Press Syndicate and Crown Books also defended Coulter against the charges.[211]

Columnist Bill Nemitz from the Portland Press Herald accused Coulter of plagiarizing a very specific sentence from his newspaper in her book Godless, but he also acknowledged that one sentence is insufficient grounds for filing suit.[212]

Public perception

General

Sometimes referred to as an “internet queen,”[213] Coulter’s has a high public profile. [214]

Gendered criticism

Known for rejecting “the academic convention of euphemism and circumlocution,”[215] Coulter has been subject to a fair amount of criticism from scholars. Feminist critics have criticized the way that Coulter functions as a thin, blonde, heterosexual woman in the Republican party who prefers mini skirts and heels over a business suit. The argument here is that Coulter plays to misogyny in order to further her goals; she “dominates without threatening (at least not straight men).”[216] These critics also reject Coulter’s opinion that the gains made by women have as far as to create an anti-male society[217] and her call for women to be rejected from the military because they are more vicious than men.[218] Like the famous anti-feminist Phyllis Schlafly, Coulter uses traditionally masculine rhetoric as reasoning for the need for traditional gender roles, and she carries this idea of feminized dependency into her governmental policies, according to feminist critics.[219]

2016 Comedy Central Roast

In September 2016, Coulter was invited to participate in a roast of Rob Lowe on Comedy Central, as Coulter is often considered a successful satirist.[220] There is speculation that Coulter attended with the primary goal of promoting her newest book at the time, In Trump We Trust, but she ended up becoming the main target of the vitriol, and the roast subsequently went viral. Coulter herself refers to the roast as the “Ann Coulter Roast with Rob Lowe.”[221]

Bibliography

External links

Column archives

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Orson Scott Card — Xenocide — Videos

Posted on April 29, 2017. Filed under: American History, Art, Blogroll, Books, College, Crisis, Cult, Culture, Education, Entertainment, Fiction, Films, Food, Freedom, Friends, Genocide, government spending, history, Law, liberty, Life, Links, Literacy, Literature, Mastery, media, Movies, Movies, People, Philosophy, Photos, Police, Rants, Raves, Regulations, Religion, Religious, Speech, Strategy, Success, Terrorism, Video, War, Wisdom, Work, Writing | Tags: , , , , , , |

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World renowned, Orson Scott Card, author of the New York Times Bestseller and Hugo Award winner Ender’s Game and many more, joined Kimberly Quigley in her big red booth for a chat. Not only is he funny and kind but also very humble. His mind has created entire worlds for millions to enjoy. They sit and talk about how he got into writing, about his many novels, about the Ender phenomena, the movie and his future movie plans. Hear Orson’s wonderful advice for aspiring writers. He talks about this and more in this fun half hour interview. Get to know the amazing Orson Scott Card, on The Red Booth!

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Published on Dec 6, 2014

This talk was given at a local TEDx event, produced independently of the TED Conferences. Orson Scott Card discusses the importance of creativity and how it can be fostered.

Orson Scott Card is the author of the novels Ender’s Game, Ender’s Shadow, and Speaker for the Dead, which are widely read by adults and younger readers, and are increasingly used in schools. His most recent series, the young adult Pathfinder series (Pathfinder, Ruins, Visitors) and the fantasy Mithermages series (Lost Gate, Gate Thief), are taking readers in new directions. Besides these and other science fiction novels, Orson writes contemporary fantasy (Magic Street, Enchantment, Lost Boys), biblical novels (Stone Tables, Rachel and Leah), the American frontier fantasy series The Tales of Alvin Maker (beginning with Seventh Son), poetry (An Open Book), and many plays and scripts, including his “freshened” Shakespeare scripts for Romeo & Juliet, The Taming of the Shrew and The Merchant of Venice. Orson was born in Washington and grew up in California, Arizona, and Utah. He served a mission for the LDS Church in Brazil in the early 1970s. Besides his writing, he teaches occasional classes and workshops and directs plays. He frequently teaches writing and literature courses at Southern Virginia University. Orson currently lives in Greensboro, North Carolina, with his wife, Kristine Allen Card, where his primary activities are writing a review column for the local Rhino Times and feeding birds, squirrels, chipmunks, possums and raccoons on the patio.

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Xenocide

From Wikipedia, the free encyclopedia
Xenocide
Xenocide cover.jpg

Cover of first edition (hardcover)
Author Orson Scott Card
Country United States
Language English
Series Ender’s Game series
Genre Science fiction
Published 1991 (Tor Books)
Media type Print (Hardcover, Paperback & ebook)
Pages 592 pp
ISBN 0-312-85056-5
OCLC 22909973
813/.54 20
LC Class PS3553.A655 X46 1991
Preceded by Speaker for the Dead
Followed by Children of the Mind

Xenocide (1991) is the third science fiction novel in the Ender’s Game series of books by Orson Scott Card. It was nominated for both the Hugo and Locus Awards for Best Novel in 1992.[1] The title is a combination of ‘xeno-‘, meaning alien, and ‘-cide’, referring to the act of killing; altogether referring to the act of selectively killing populations of aliens, a play on genocide.

Plot summary

On Lusitania, Ender finds a world where humans and pequeninos and the Hive Queen could all live together; where three very different intelligent species could find common ground at last. Or so he thought.

Lusitania also harbors the descolada, a virus that kills all humans it infects, but which the pequininos require in order to become adults. The Starways Congress so fears the effects of the descolada, should it escape from Lusitania, that they have ordered the destruction of the entire planet, and all who live there. With The Fleet on its way, a second xenocide seems inevitable.[2]

Lusitania

Following the events of Speaker for the Dead, a group of characters are depicted living as members of a Brazilian Catholic human colony on Lusitania, a unique planet inhabited by the only other two known species of sentient alien life: the Pequeninos “little ones” and the Hive Queen. The pequeninos are native to the planet, while the Hive Queen was transplanted to this world by Ender, partly in penance for his near-total destruction of her Formic species in Ender’s Game.

The Lusitanian ecosystem is pervaded by a complex virus, dubbed ‘Descolada’ (Portuguese for “no longer glued”) by humans. The Descolada breaks apart and rearranges the basic genetic structure of living cells. It is extremely adaptable to any species or form of known life, and easily transmissible. The native pequeninos and other life that survived on Lusitania after the Descolada’s introduction to the planet thousands (or millions) of years ago are adapted to it. As a result of the deadly virus, the Lusitanian ecosystem is severely limited. Staying alive on Lusitania takes immense effort and research on the part of the Hive Queen and the humans, as they are not adapted to the descolada. Near the end of the story, it is revealed the Descolada is possibly an artificially engineered virus designed to terraform planets, but the original creators of the virus are unknown, and there remains a slim chance it evolved naturally.

After the rebellion of the small human colony on Lusitania in Speaker for the Dead to protect the future of the intelligent alien species, Starways Congress sends a fleet to Lusitania to regain control, which will take several decades to reach its destination. Valentine Wiggin, under her pseudonym Demosthenes, publishes a series of articles revealing the presence of the “Little Doctor” planet-annihilating weapon on the Fleet. Demosthenes calls it the “Second Xenocide,” as using the weapon will result in the obliteration of the only known intelligent alien life. She also claims it to be a brutal crackdown of any colony world striving for autonomy from Starways Congress. Public anger spreads through humanity, and rebellions nearly ensue on several colonies.

After quelling much public discontent, Starways Congress finishes their analysis of the situation while the fleet is en route. Fearing the Descolada virus, further rebellions by colony worlds, and other possible unknown political motives, Starways Congress attempts to relay an order to the fleet to annihilate Lusitania upon arrival. After conferring with friends on whether a cause is worth dying for, Jane (a compassionate AI living in the interstellar ansible communication network) shuts off transmissions to the fleet to block the order. As a consequence of this action, she risks her eventual discovery and death, should the government shut down and wipe the interplanetary network. No known smaller computer system can house her consciousness.

On Lusitania itself, Ender attempts to find solutions to the looming catastrophes of the Congressional fleet, Descolada virus, and conflicts among the humans and intelligent alien species. Much on Lusitania centers around the Ribeira family, including Ender’s wife Novinha and her children. Novinha and Elanora, the mother-daughter team responsible for most of the biological advances countering the complex Descolada virus, are unsure if they can manufacture a harmless replacement virus. Conflicts arise on whether they should even do so, since the Descolada is intrinsically tied in with the life cycles of all Lusitanian organisms and may even be sentient itself. In addition, to try to devise methods to escape the planet, Lusitania’s leading, troublemaking physicist Grego is persuaded by Ender to research faster-than-light travel, despite Grego scoffing at the idea. The third biologista of the family, Quara, is convinced that the Descolada is an intelligent, self-aware species, and deserves attempts from the humans for communication and preservation. An additional sibling and Catholic priest, Quim (Father Estevão), is determined to use faith and theology to head off another form of xenocide: a group of warmongering Pequenino wish to wipe out all Earthborn life via starship, carrying the deadly Descolada within them.

World of Path

Starways Congress wants its fleet back. After all else fails, it sends the dilemma of the fleet’s impossible disappearance to several citizens of the world of Path, a cultural planetary enclave modeled on early China. Path’s culture centers on the godspoken – those who hear the voices of the gods in the form of irresistible compulsions, and are capable of significantly superior intelligence. It later becomes clear that the godspoken of Path are victims of a cruel government project: granted great intelligence by genetic modification, they were also shackled with a form of obsessive-compulsive disorder to control their loyalty. The experiment is set in a culture bound by five dictates – obey the gods, honor the ancestors, love the people, serve the rulers, then serve your self. This is a further safeguard against rebellion. The superintelligent godspoken are considered the most devout and holy of all citizens, and any disloyal thoughts in a godspoken’s mind are immediately suppressed by overwhelming obsessive-compulsive behavior, believed to be a sign from the gods the thoughts are wrong. The most respected godspoken on Path is Han Fei-Tzu, for devising a treaty to prevent the rebellion of several colony worlds after the articles published by Demosthenes. Great things are expected of his daughter and potential successor Han Qing-jao, “Gloriously Bright”. While doubting the existence of the gods himself, Han Fei-Tzu promised his dying wife he would raise Qing-jao with an unwavering belief in the godspoken. The two of them are tasked by Starways Congress with deciphering the disappearance of the Lusitania Fleet. Han Qing-jao’s secret maid, Si Wang-mu, aids her in this task, her intelligence (partially) unfettered by the rigid caste system.

The young and naive Qing-jao eventually traces the identity of Demosthenes. Discovering that Demosthenes is Valentine Wiggin, Ender’s sister – but that Valentine has been on a starship en route to Lusitania for the last thirty years – Qing-Jao concludes that the only possible explanation is advanced computer software closely tied to the communication network. This software must be hiding Demosthenes and publishing her work, while also causing the disappearance of the Fleet. All but discovered, Jane reveals herself to Han Fei-tzu, Han Qing-jao and Si Wang-mu, telling them about their genetic slavery and begging forbearance on their report to Starways Congress.

Already harboring suspicions about the godspoken’s condition, Han Fei-tzu accepts the news of Congress’s atrocity, as does Si Wang-mu, but his daughter Han Qing-jao clings to her belief that Demosthenes and Jane are enemies of the gods. Feeling betrayed by her father, who is violently incapacitated by OCD from the disloyal thoughts, Qing-jao argues with Jane. Jane threatens shutting off all communications from Path, but Si Wang-mu realizes this would eventually lead to the planet’s destruction by Starways Congress. Understanding Jane to be truly alive and compassionate, through tears Si Wang-mu states Jane will not block the report. However, Qing-jao compares Jane to the servants in Path’s caste system, merely a computer program designed to serve humans, containing neither autonomy nor awareness.

Knowing she has exhausted her last possibilities of stopping Qing-jao, Jane sacrifices her future and life, unwilling to bring harm to Qing-jao or the people of Path. A triumphant Qing-jao reports the knowledge of Demosthenes, Jane, and the fate of the Fleet to Starways Congress. Qing-jao recommends a coordinated date set several months from the present, to prepare the massive undertaking of setting up clean computers across the interplanetary network, after which the transition to a new system will kill Jane and allow Congress full control again. Allowing the message to be sent, Jane restores communication with the Fleet, and Congress re-issues the order for the Fleet to obliterate Lusitania.

Han Fei-tzu recovers from the incapacitation of his OCD, despairing over his daughter’s actions, and his unwitting aid in deeply brainwashing her to serve Congress. He and Si Wang-mu assist Jane and those on Lusitania in finding solutions to their impending catastrophes. Planter, a Pequenino on Lusitania, offers his life for an experiment to determine whether the Descolada gives Pequeninos sentience, or if they have the ability innately. Eventually, Elanora Ribeira is able to come up with a possible model for a “recolada:” a refit of the Descolada that allows the native life to survive and retain self-awareness, but doesn’t seek to kill all other life forms. With the available equipment, however, the recolada is impossible to make, and they are running out of time against the soon-to-arrive Fleet.

Outside

While this research takes place, tragedies occur on Lusitania. Father Estevão Ribeira, the priest attempting to sway a distant warmongering sect of the Pequeninos from their goal of attacking humanity, is killed by the Fathertree Warmaker, who took Quim hostage and denied him the food with the anti-descolada chemicals, so the descolada infected and killed him on the 7th day of being hostage. Grego Ribeira spurs a riot of humans to burn down the warmaker’s forest, but the violent mob gets out of his control, and rampages through the neighboring Pequenino forest instead, massacring many of its inhabitants – the original friends and allies of humanity. Under the terms of the treaty with Pequeninos, the Hive Queen is brought in to hold the peace, setting a perimeter guard of hive drones around the human colony and preventing further escalation of violence between the two groups. Grego is locked in jail, despite eventually stepping between the surviving Pequeninos and his own riot. The town realizes their horrific rage, and constructs a chapel surrounding the fallen priest’s grave, trying to find penance for their actions.

Finally, a breakthrough is made. Knowing the Ansible communication network allows instantaneous transfer of information, and through knowledge of how the Hive Queen gives sentience to child queens, Jane, Grego, and Olhado discover the “Outside”. The Outside is a spacetime plane where aiúas initially exist. (Aiúa is the term given to the pattern defining any specific structure of the universe, whether a particular atom, a star, or a sentient consciousness.) Formic hive queens are called from Outside after birth, giving awareness to the new body. Jane is able to contain within her vast computing power the pattern defining the billions of atoms and overall structure comprising a simple “starship” (little more than a room), with passengers included, and take them Outside. By bringing them Outside, where relative location is nonexistent, then back “Inside” at a different spot in the physical universe, instantaneous travel has been achieved, finally matching the instantaneous communication of the Ansibles and Formics. They quickly arrange to take Ender, Ela, and Miro to Outside. While Ela is Outside, she is able to create the recolada virus, which is a safe replacement of the descolada, and a cure to the godspoken genetic defect. Miro envisions his body as it was before he was crippled by paralysis, and upon arrival in the Outside, his consciousness is contained within a new, restored body. Ender discovers, however, the surreal unwitting creation of a new “Valentine” and new “Peter Wiggin” from his subconscious, who embody idealized forms of his altruistic and power-hungry sides.

The recolada begins its spread across Lusitania, converting the formerly lethal virus into a harmless aid to native life. The cure to the people of Path’s genetic-controlling defect is distributed, yet Han Fei-tzu is tragically unable to convince his daughter Qing-jao this was the true course of action. Confronted with the possibility of being lied to all her life and dooming many sentient species to destruction, or an alternative of believing all she ever loved and trusted has betrayed her – Demosthenes, her father, her friend, her world. Qing-jao instead continues her godspoken rite of woodgrain tracing until her death and is honored by those on Path who still believe in the gods as the last true godspoken. She is elevated to god status after her death. Si Wang-mu sets off with Peter to take control over Starways Congress to stop the Fleet closing in on Lusitania. The new Valentine-persona journeys to find a planet to which the population of Lusitania can evacuate. The stage is set for the final book of the four-part series, Children of the Mind.

Connection to “Gloriously Bright”

Parts of “Gloriously Bright” from the January 1991 issue of Analog Science Fiction and Fact are republished in Xenocide as parts of Chapters 1, 3, 5, 7, 9, and 11.[3]

See also

References

External links

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

Orson Scott Card

From Wikipedia, the free encyclopedia
Orson Scott Card
Orson Scott Card at BYU Symposium 20080216 closeup.jpg

Born August 24, 1951 (age 65)
Richland, Washington
Residence Greensboro, North Carolina
Nationality American
Alma mater Brigham Young University
University of Utah (M.A.)
University of Notre Dame (1980s graduate student)
Occupation Author, critic, playwright / script writer, poet, public speaker, essayist, political activist, Prof. of Writing and Literature[1]
Notable work Ender’s Game series,
The Tales of Alvin Maker
Style Science fiction, fantasy, thriller, horror, historical fiction and fantasy and biblical fiction, LDS fiction
Board member of Public television station UNC-TV(2013–present)[2]
National Organization for Marriage (2009–2013)[3]
Spouse(s) Kristine Allen Card
Awards Selected list:
Hugo Award (Ender’s Game, 1986
Speaker for the Dead, 1987
How to Write Science Fiction and Fantasy, 1991)

Nebula Award (Ender’s Game,1986
Speaker for the Dead, 1987
“Eye for Eye,” 1988)
Website www.hatrack.com
 
Signature
Signature Orson Scott Card.svg

Orson Scott Card (born August 24, 1951) is an American novelist, critic, public speaker, essayist, and columnist. He writes in several genres but is known best for science fiction. His novel Ender’s Game (1985) and its sequel Speaker for the Dead (1986) both won Hugo[5][6] and Nebula Awards,[5][7]making Card the only author to win both science fiction’s top U.S. prizes in consecutive years.[8][9] A feature film adaptation of Ender’s Game, which Card co-produced, was released in late October 2013 in Europe and on November 1, 2013, in North America.[10]

Card is a professor of English at Southern Virginia University,[11] has written two books on creative writing, hosts writing bootcamps and workshops, and serves as a judge in the Writers of the Future contest.[12] A great-great-grandson of Brigham Young, Card is a practicing member of The Church of Jesus Christ of Latter-day Saints (LDS Church). In addition to producing a large body of fiction works, he has also offered political, religious, and social commentary in his columns and other writing.

Early life

Card is the son of Willard Richards Card and Peggy Jane (née Park), the third of six children and the older brother of composer and arranger Arlen Card.[13][14][15] Card was born in Richland, Washington, and grew up in Santa Clara, California as well as Mesa, Arizona and Orem, Utah. He served as a missionary for the LDS Church in Brazil and graduated from Brigham Young University (BYU) and the University of Utah; he also spent a year in a Ph.D. program at the