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Erik von Kuehnelt-Leddihn — Leftism: From de Sade and Marx to Hitler and Marcuse — Liberty and Equality: The Challenge of Our Times — Videos

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The Mises and Hayek Critiques of the Modern Political State | Erik von Kuehnelt-Leddihn

Erik Von Kuehnelt-Leddihn

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Erik Ritter von Kuehnelt-Leddihn – Liberty or Equality Ch. 03-04

Erik Ritter von Kuehnelt-Leddihn – Liberty or Equality Ch. 05-08

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Kuehnelt-Leddihn and American Conservatism

Let us begin with what is most excellent and lasting in the work of the late Erik von Kuehnelt-Leddihn—his profound understanding of, and unyielding opposition to, the Left.  According to the Austrian-born polymath, the Left has its roots planted firmly in democracy.  In its modern form, that object of near worship owed its birth to the French Revolution, but once loosed upon the world it soon transformed itself into socialism—international and national.  Contrary to received opinion, that is, Kuehnelt-Leddihn regarded communism, fascism, and nazism as rivals rather than enemies, brothers under the skin; like their progenitor, democracy, they were all ideologies of the Left.  That is why the Hitler-Stalin Pact should have occasioned no surprise.

The Left, then, comprises a number of ideologies, all of them, in Kuehnelt-Leddihn’s view, toxic.  But although he insisted that the French Revolution was a primal act of rebellion not only against monarchical order, but against God, he failed to draw the logical conclusion—that ideologies are substitute (or secular) religions.  Man, Edmund Burke wrote, “is a religious animal,” and he warned that if Christianity be suppressed or rejected “some uncouth, pernicious, and degrading superstition might take place of it.”

In contemporary America, the reigning superstition goes by the name of Political Correctness (PC).  This ideology possesses neither the intellectual sophistication nor the internal order one finds in at least some varieties of Marxism.  It is a coalition of mini-ideologies that often appear to be contradictory:  feminism, “gay rights,” “civil rights” (preferential treatment of Black Americans), unrestricted abortion, open immigration for those from south of the border, and environmentalism.  It shows sympathy for Islam and a relentless hostility to Christianity.  It combines secularism (sometimes extending to atheism) with egalitarianism.

Kuehnelt-Leddihn died in 1999 and therefore did not live to witness the full flowering, if that is the word, of the PC ideology.  We know, however, that he would have fought against it.  He was, he insisted, a “man of the Right,” “conservative” being too foggy a label.  In fact, he styled himself a “liberal” in the tradition of Tocqueville, Montalembert, and Lord Acton.  Born in 1909 in what was then the Dual Monarchy of Austria-Hungary, he maintained a lifelong preference for monarchical, Catholic, and multi-ethnic societies.  (He himself spoke eight languages fluently and had a reading knowledge of 11 others.)  Never could he forgive Woodrow Wilson for the pivotal role the American president played in the Great War victors’ decision to break up the Habsburg Monarchy.

What political form a postwar European Right should take he did not, for some time, specify in detail, though he always insisted that it should base itself on an ideology that could mount a challenge to leftist ideologies.  That “ideology” was a misleading choice of words becomes obvious when one considers his definition of it:  “It is a coherent set of ideas about God, Man and the world without inner contradictions and well-rooted in eternal principles.”  This is a Weltanschauung, not an ideology.

Whether or not political parties should base themselves upon a Weltanschauungdepends largely upon circumstances.  One thing is certain however: Rightist governments are never of the masses.  They are elitist and authoritarian, but notideological (in the sense of a secular religion) or tyrannical.  “All free nations,” Kuehnelt-Leddihn wrote, “are by definition ‘authoritarian’ in their political as well as in their social and even in their family life.  We obey out of love, out of respect (for the greater knowledge and wisdom of those to whom we owe obedience), or because we realize that obedience is in the interest of the Common Good, which…includes our own interest.”

Kuehnelt-Leddihn’s mind was European through and through, and as a result he criticized what he called the Anglo-American mind because of its belief that “a genuine conservative contemplates nature, favors age-old traditions, time-honored institutions, the wisdom of his forbearers, and so on.”  The trouble with Burke was that he stood for common sense, which “creates no dynamism whatsoever,” and that he eschewed political ideologies.  Did he not, in his classic Reflections on the Revolution in France,write that he reprobated “no form of government merely upon abstract principles?”

No one would deny that, their common hostility to the French Revolution notwithstanding, there is an immediately recognizable difference between the Anglo-Irish Burke and, say, the French-Savoyard Joseph de Maistre.  American conservatism, however, is not Burkean, Russell Kirk being a somewhat isolated figure.  Nevertheless, Kuehnelt-Leddihn believed that America was in dire need of an ideology if it were to have any chance of winning the struggle for men’s minds.  In a 1990 letter to me (in Hungarian, one of the languages he mastered), he wrote that “among my writings the Portland Declaration is very important.”  That declaration constituted his proposal for an American “ideology.”

The Portland Declaration (1981) grew out of a conference held in Portland, Oregon, and sponsored by the Western Humanities Institute.  Kuehnelt-Leddihn “compiled” the 26 principles it proclaimed, and they breathe his spirit.  The final paragraph of his brief introduction to the published text of the proposal is worthy of note.  “We must have before us a guiding vision of what our state and society could be like, to prevent us from becoming victims of false gods.  The answer to false gods is not godlessness but the Living God.  Hence our ideology must be based on the Living God, but it should appeal also to men of good will who, while not believers, derive their concepts of a well-ordered life, whether they realize it or not, ultimately from the same sources we do.”

Among other things, the Portland Declaration took its stand on diversity (the Left had not yet hijacked the word) rather than uniformity, the spiritual equality (but distinct social roles) of men and women, opposition to the centralization of power, minimal government of the highest quality, an independent supreme court, the teaching of religion in schools, and patriotism rather than nationalism.

Whether or not these principles, taken together, constitute an ideology may be doubted.  And so may Kuehnelt-Leddihn’s belief that the Portland Declaration is a “utopia,” a possible definition of which, he argued, was a state/society “that can reasonably be established by sober reflection and honest effort.”  This was another choice of words that muddied the waters of understanding.  “Utopia” (“no place”) is rightly understood to be some idea of a perfect society, but one that the less starry-eyed know to be unrealizable, and probably undesirable.  To be sure, Karl Mannheim, in his influential Ideologie und Utopie (1929), maintained that utopias, even if unrealizable, are necessary because they give direction to historical change.  Kuehnelt-Leddihn knew Mannheim’s book well and was undoubtedly influenced by it.  He once maintained that “a cure for cancer” was a “utopian” directive, even though it is neither unrealizable in principle nor a re-imagination of an entire society.

As Kuehnelt-Leddihn recognized, his notion of an ideology—if not as a “utopia”—would be welcomed by America’s neoconservatives.  In the excerpt from Leftism Revisited here presented, he pointed out that Irving Kristol, the “godfather” of neoconservatism, had once stated “that the Right needed an ideology if it hoped to win the battle against the Left.”  In that spirit, neoconservatives have insisted that America is a “propositional,” or “creedal,” nation.  That, they claim, is what makes the country “exceptional”—that, and the assumption “that the United   States is somehow exempt from the past and present fate, as well as from many of the necessities, of other nations.  Ours is a special creation, endowed with special immunities” (Richard M. Weaver).

Very well, but what is the proposition or creed?  The answer seems to be that which is proclaimed by the Declaration of Independence:  “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life,Liberty, and the pursuit of Happiness.”  To Kuehnelt-Leddihn these “truths” were anything but “self evident.”  He did not believe that all men were equal—not even, as he once told me, before God.  “We are all granted sufficient grace,” he said, “but remember, Christ Himself had a favorite disciple.”  Nor would he have accepted the notion of God-given rights, as opposed to responsibilities.  As for the “pursuit of Happiness,” only an American could imagine this to be an “unalienable right.”

The so-called paleoconservatives reject the notion of an ideological nation.  For the best of them, America is, or once was, bound together not by a “proposition,” but by “the bonds of history and memory, tradition and custom, language and literature, birth and faith, blood and soil” (Patrick J. Buchanan).  On the other hand, they share Kuehnelt-Leddihn’s aversion to reckless foreign interventions—unlike neoconservatives, they oppose crusades for “global democracy.”  We know that the Austrian admired George F. Kennan, the political “realist” who warned against an interventionist foreign policy and identified himself as a “European conservative,” one who was to the right of the paleoconservatives.   For his part, Kennan regarded Kuehnelt-Leddihn as “a kindred spirit in political philosophy.”

While most paleoconservatives are “realists” in their approach to foreign policy, they are not all traditionalists with respect to domestic affairs; some, especially the young, sympathize with libertarianism—a sympathy that Kuehnelt-Leddihn sometimes seemed to share, witness his insistence that he was a rightist and an anarchist.  The French anarchist Pierre-Joseph Proudhon’s “numerous books are,” he wrote in Leftism Revisited, “full of notions and ideas that any true lover of liberty or any true conservative could underwrite, concepts that are part and parcel of the ‘arsenal’ of rightist thought.”

It is true that Proudhon detested democracy, but the doctrine of anarchism must ignore man’s fallen nature and assume that we are capable of living together without an authority outside of ourselves.  To be sure, libertarianism is not quite anarchism, but neither is it the disciplined liberty defended by Tocqueville.  John Stuart Mill’s libertarianism, as set forth in On Liberty, would, as James Fitzjames Stephen pointed out, undermine the world’s great moral traditions, all of which expect far more of men than that they not harm another.

Perhaps, after all, Kuehnelt-Leddihn’s writings could have its most salutary influence on contemporary cultural, rather than political, thought.  As the Italian Marxist Antonio Gramsci argued persuasively, the real war between Left and Right is waged at the level of culture.  Those who establish “cultural hegemony” will ultimately control political life because they are able to form public opinion.  That is precisely what PC propagandists have succeeded in doing, thanks to their takeover of the media, universities, popular culture, and many churches.  It is in the realm of culture, too, that Weltanschauung matters most.  Not all rightists are Christians or believing Jews, but if they do not look to the Judeo-Christian moral tradition for guidance, one wonders where they will find it.  That tradition and the culture it informed have been dealt what appear to be mortal blows in recent years.  If the culture war has indeed been lost, America will never again be the land some still remember.

https://www.crisismagazine.com/2012/kuehnelt-leddihn-and-american-conservatism

 

Erik von Kuehnelt-Leddihn

WORKS PUBLISHED INThe Journal of Libertarian Studies

Erik von Kuehnelt-Leddihn (1909-1999) was an Austrian nobleman and socio-political theorist who described himself as and enemy of all forms of totalitarianism and as an “extreme conservative arch-liberal” or “liberal of the extreme right.” Described as “A Walking Book of Knowledge”, Kuehnelt-Leddihn had an encyclopedic knowledge of the humanities and was a polyglot, able to speak eight languages and read seventeen others.

ALL WORKS

Monarchy and War

War and Foreign PolicyWorld HistoryPolitical Theory

05/10/2018THE JOURNAL OF LIBERTARIAN STUDIES
It is important to understand the relationship between monarchy and war, and between monarchy and warfare.

FORMATS

PDF 

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The Cultural Background of Ludwig von Mises — New Formats Available

Austrian Economics OverviewHistory of the Austrian School of Economics

Erik von Kuehnelt-Leddihn’s timeless essay “The Cultural Background of Ludwig von Mises” is now easier to read.

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The Mises and Hayek Critiques of Modern Political State

BiographiesPolitical Theory

02/02/2005AUDIO/VIDEO
Presented as part of the Austrian Workshop seminar series. Recorded on 17 November 1997.

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The Cultural Background of Ludwig von Mises

BiographiesWar and Foreign PolicyWorld HistoryHistory of the Austrian School of Economics

04/05/1997ESSAYS IN POLITICAL ECONOMY
Writing about the cultural background of Ludwig von Mises, an eminent former compatriot of mine, poses some difficulties: how to present you with a world radically different from yours, a world far away, which in many ways no longer exists.

FORMATS

Leftism: From de Sade and Marx to Hitler and Marcuse

World HistoryPolitical Theory

07/15/1974BOOKS
A comprehensive study of the major trends in leftist thought from the era of the French Revolution.
FORMATS

Liberty or Equality: The Challenge of Our Time

World HistoryPolitical Theory

03/02/1952BOOKS
In this treatise, Erik von Kuehnelt-Leddihn argues that “democratic equality” is not based upon liberty — as is commonly believed — but the total state.

FORMATS

PDF 

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The Menace of the Herd, or Procrustes at Large

Legal SystemWorld HistoryPolitical Theory

06/15/1943BOOKS
A relentless attack on the idea of mass government based on the egalitarian ethic, and its tendency toward the total state of Stalin and Hitler.

https://mises.org/profile/erik-von-kuehnelt-leddihn

Erik von Kuehnelt-Leddihn

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Erik von Kuehnelt-Leddihn
Erik von Kuehnelt-Leddihn.jpg

Photo portrait of Erik von Kuehnelt-Leddihn
Born July 31, 1909
Tobelbad (now Haselsdorf-Tobelbad), Austria-Hungary
Died May 26, 1999 (aged 89)
Lans, Austria

Erik Maria Ritter von Kuehnelt-Leddihn (born July 31, 1909 in TobelbadStyriaAustria-Hungary; died May 26, 1999, in LansTyrol) was an Austrian political scientist and journalist. Describing himself as an “extreme conservative arch-liberal” or “liberal of the extreme right”, Kuehnelt-Leddihn often argued that majority rule in democracies is a threat to individual liberties, and declared himself a monarchist and an enemy of all forms of totalitarianism, although he also supported what he defined as “non-democratic republics,” such as Switzerland and the United States.[1][not in citation given]

Described as “A Walking Book of Knowledge”, Kuehnelt-Leddihn had an encyclopedic knowledge of the humanities and was a polyglot, able to speak eight languages and read seventeen others.[2] His early books The Menace of the Herd and Liberty or Equality were influential within the American conservative movement. An associate of William F. Buckley Jr., his best-known writings appeared in National Review, where he was a columnist for 35 years.

Life

At 16, he became the Vienna correspondent of The Spectator. From then on, he wrote for the rest of his life. He studied civil and canon law at the University of Vienna at 18. Then, he went to the University of Budapest, from which he received an M.A. in economicsand his doctorate in political science. Moving back to Vienna, he took up studies in theology. In 1935, Kuehnelt-Leddihn travelled to England to become a schoolmaster at Beaumont College, a Jesuit public school. Subsequently, he moved to the United States, where he taught at Georgetown University (1937–1938), Saint Peter’s College, New Jersey (head of the History and Sociology Department, 1938–1943), Fordham University (Japanese, 1942–1943), and Chestnut Hill College, Philadelphia (1943–1947).

In a 1939 letter to the editor of The New York Times, Kuehnelt-Leddihn critiqued the design of every American coin then in circulation except for the Washington quarter, which he allowed was “so far the most satisfactory coin” and judged the Mercury dime to be “the most deplorable.”[3]

After publishing books like Jesuiten, Spießer und Bolschewiken in 1933 (published in German by Pustet, Salzburg) and The Menace of the Herd in 1943, in which he criticised the National Socialists as well as the Socialists directly OE indirectly, as he could not return to the Austria that had been incorporated into the Third Reich.

After the Second World War, he resettled in Lans, where he lived until his death.[4] He was an avid traveler: he had visited the Soviet Union in 1930–1931, and he eventually visited each of the United States.

Kuehnelt-Leddihn wrote for a variety of publications, including ChroniclesThought, the Rothbard-Rockwell ReportCatholic World, and the Norwegian business magazine Farmand. He also worked with the Acton Institute, which declared him after his death “a great friend and supporter.”[5] He was an adjunct scholar of the Ludwig von Mises Institute.[6] For much of his life, Kuehnelt was also a painter; he illustrated some of his own books.

According to his friend William F. Buckley, Dr. Kuehnelt-Leddihn was “the world’s most fascinating man.”[7]

Work

His socio-political writings dealt with the origins and the philosophical and cultural currents that formed Nazism. He endeavored to explain the intricacies of monarchist concepts and the systems of Europe, cultural movements such as Hussitism and Protestantism, and the disastrous effects of an American policy derived from antimonarchical feelings and ignorance of European culture and history.

Kuehnelt-Leddihn directed some of his most significant critiques towards Wilsonian foreign policy activism. Traces of Wilsonianism could be detected in the foreign policies of Franklin Roosevelt; specifically, the assumption that democracy is the ideal political system in any context. Kuehnelt-Leddihn believed that Americans misunderstood much of Central European culture such as the Austro-Hungarian Empire,[8] which Kuehnelt-Leddihn claimed as one of the contributing factors to the rise of Nazism. He also highlighted characteristics of the German society and culture (especially the influences of both Protestant and Catholic mentalities) and attempted to explain the sociological undercurrents of Nazism. Thus, he concludes that sound Catholicism, sound Protestantism, or even, probably, sound popular sovereignty (German-Austrian unification in 1919) all three would have prevented National Socialism although Kuehnelt-Leddihn rather dislikes the latter two.

Contrary to the prevailing view that the Nazi Party was a radical right-wing movement with only superficial and minimal leftist elements, Kuehnelt-Leddihn asserted that Nazism (National Socialism) was a strongly leftist, democratic movement ultimately rooted in the French Revolution that unleashed forces of egalitarianismconformitymaterialism and centralization.[9] He argued that Nazismfascismradical-liberalism, and communismwere essentially democratic movements, based upon inciting the masses to revolution and intent upon destroying the old forms of society. Furthermore, Kuehnelt-Leddihn claimed that all democracy is basically totalitarianand that all democracies eventually degenerate into dictatorships. He said that it was not the case for “republics” (the word, for Kuehnelt-Leddihn, has the meaning of what Aristotle calls πολιτεία), such as Switzerland, or the United States as it was originally intended in its constitution. However, he considered the United States to have been to a certain extent subject to a silent democratic revolution in the late 1820s.

In Liberty or Equality, his magnum opus, Kuehnelt-Leddihn contrasted monarchy with democracy and presented his arguments for the superiority of monarchy: diversity is upheld better in monarchical countries than in democracies. Monarchism is not based on party rule and “fits organically into the ecclesiastic and familistic pattern of Christian society.” After insisting that the demand for liberty is about how to govern and by no means by whom to govern a given country, he draws arguments for his view that monarchical government is genuinely more liberal in this sense, but democracy naturally advocates for equality, even by enforcement, and thus becomes anti-liberal.[10] As modern life becomes increasingly complicated across many different sociopolitical levels, Kuehnelt-Leddihn submits that the Scita (the political, economic, technological, scientific, military, geographical, psychological knowledge of the masses and of their representatives) and the Scienda (the knowledge in these matters that is necessary to reach logical-rational-moral conclusions) are separated by an incessantly and cruelly widening gap and that democratic governments are totally inadequate for such undertakings.

In February 1969, Kuehnelt-Leddihn wrote an article arguing against seeking a peace deal to end the Vietnam War.[11] Instead, he argued that the two options proposed, a reunification scheme and the creation of a coalition Vietnamese government, were unacceptable concessions to the Marxist North Vietnam.[11] Kuehnelt-Leddihn urged the US to continue the war.[11] until the Marxists were defeated.

Kuehnelt-Leddihn also denounced the US Bishops’ 1982 pastoral The Challenge of Peace[12] “The Bishops’ letter breathes idealism… moral imperialism, the attempt to inject theology into politics, ought to be avoided except in extreme cases, of which abolition and slavery are examples.”[12]

Writings

Novels[edit]

  • The Gates of Hell: An Historical Novel of the Present Day. London: Sheed & Ward, 1933.
  • Night Over the East. London: Sheed & Ward, 1936.
  • Moscow 1979. London: Sheed & Ward, 1940 (with Christiane von Kuehnelt-Leddihn).
  • Black Banners. Aldington, Kent: Forty-Five Press & Hand and Flower Press, 1952.

Socio-political works

  • The Menace of the Herd. Milwaukee: The Bruce Publishing Co., 1943 (under the pseudonym of “Francis S. Campell” to protect relatives in wartime Austria).
  • Liberty or Equality. Front Royal, Virginia: Christendom Press, 1952; 1993.
  • The Timeless Christian. Chicago: Franciscan Herald Press, 1969.
  • Leftism, From de Sade and Marx to Hitler and Marcuse. New Rochelle, New York: Arlington House Publishers, 1974.[13]
  • The Intelligent American’s Guide to Europe. New Rochelle, N.Y.: Arlington House Publishers, 1979.
  • Leftism Revisited, From de Sade and Marx to Hitler and Pol Pot. Washington, D.C.: Regnery Gateway, 1990.[14]

Collaborations

  • “Erik von Kuehnelt-Leddihn.” In: F.J. Sheed (Ed.), Born Catholics. New York: Sheed & Ward, 1954, pp. 220–238.
  • “Pollyanna Catholicism.” In: Dan Herr & Clem Lane (Ed.), Realities. Milwaukee: The Bruce Publishing Company, 1958, pp. 1–12.
  • “The Age of the Guillotine.” In: Stephen Tonsor (Ed.), Reflections on the French Revolution: A Hillsdale Symposium. Washington, D.C.: Regnery Gateway, 1990.

Articles

Notes and references

  1. Jump up^ Campbell, William F. “Erik Ritter von Kuehnelt-Leddihn: A Remembrance,”First Principles, September 2008.
  2. Jump up^ William F. Buckley, Jr. (1985-12-31). “A Walking Book of Knowledge”. National Review. p. 104.
  3. Jump up^ Erik v. Kuehnelt-Leddihn, Letter to the Editor, “Our Coins Criticized: Visitor Finds Artistic Faults in All Except the Quarter”, The New York Times, Nov. 26, 1939, p. 75.
  4. Jump up^ Rutler, George W. “Erik Von Kuehnelt-Leddihn,”Crisis Magazine, November 19, 2007.
  5. Jump up^ “Erik Ritter von Kuehnelt-Leddihn (1909–1999)”Acton Institute. Archived from the original on 2009-06-26. Retrieved 2009-04-16.
  6. Jump up^ Rockwell, Lew. “Remembering Erik von Kuehnelt-Leddihn“. LewRockwell.com Blog, July 31, 2008.
  7. Jump up^ “Erik Ritter von Kuehnelt-Leddih (1909–1999),”Archived2013-07-02 at the Wayback MachineReligion & Liberty9 (5), 1999, p. 3.
  8. Jump up^ Baltzersen, Jorn K. “The Last Knight of the Habsburg Empire,”Lew Rockwell, July 31, 2009.
  9. Jump up^ Congdon, Lee. “Kuehnelt-Leddihn and American Conservatism,”Crisis Magazine, March 26, 2012.
  10. Jump up^ Lukacs, John. “Erik von Kuehnelt-Leddihn: A Memoir,”The Intercollegiate Review35 (1), Fall 1999.
  11. Jump up to:abc Erik Von Kuehnelt-Leddihn “No Quick Peace In Vietnam”, National Review, February 11, 1969.
  12. Jump up to:ab Camilla J. Kari, Public Witness: The Pastoral Letters of the American Catholic Bishops: Liturgical Press, 2004. ISBN0814658334 (p. 86).
  13. Jump up^ Brownfeld, Allan C. “Leftism, by Erik von Kuehnelt-Leddihn,”The Freeman, July 1974.
  14. Jump up^ Chamberlain, John. “Leftism Revisited,”The Freeman41(7), July 1991.

Regarding personal names: Ritter is a title, translated approximately as Sir (denoting a Knight), not a first or middle name. There is no equivalent female form.

See also

Further reading

  • Nash, George H. (2006). The Conservative Intellectual Movement in America since 1945. ISI Books ISBN 9781933859125
  • Frohnen, Bruce; Jeremy Beer & Jeffrey O. Nelson (2006). American Conservatism: An Encyclopedia. ISI Books ISBN 9781932236439

External links

https://en.wikipedia.org/wiki/Erik_von_Kuehnelt-Leddihn

Classical liberalism

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Classical liberalism is a political ideology and a branch of liberalism which advocates civil liberties under the rule of law with an emphasis on economic freedom. Closely related to economic liberalism, it developed in the early 19th century, building on ideas from the previous century as a response to urbanization and to the Industrial Revolution in Europe and the United States.[1][2][3] Notable individuals whose ideas contributed to classical liberalism include John Locke,[4] Jean-Baptiste SayThomas Robert Malthus and David Ricardo. It drew on the classical economic ideas espoused by Adam Smith in Book One of The Wealth of Nations and on a belief in natural law,[5] utilitarianism[6] and progress.[7] The term “classical liberalism” was applied in retrospect to distinguish earlier 19th-century liberalism from the newer social liberalism.[8]

Evolution of core beliefs

Core beliefs of classical liberals included new ideas—which departed from both the older conservative idea of society as a family and from the later sociological concept of society as complex set of social networks. Classical liberals believe that individuals are “egoistic, coldly calculating, essentially inert and atomistic”[9] and that society is no more than the sum of its individual members.[10]

Classical liberals agreed with Thomas Hobbes that government had been created by individuals to protect themselves from each other and that the purpose of government should be to minimize conflict between individuals that would otherwise arise in a state of nature. These beliefs were complemented by a belief that laborers could be best motivated by financial incentive. This belief led to the passage of the Poor Law Amendment Act 1834, which limited the provision of social assistance, based on the idea that markets are the mechanism that most efficiently leads to wealth. Adopting Thomas Robert Malthus‘s population theory, they saw poor urban conditions as inevitable, they believed population growth would outstrip food production and they regarded that consequence desirable because starvation would help limit population growth. They opposed any income or wealth redistribution, which they believed would be dissipated by the lowest orders.[11]

Drawing on ideas of Adam Smith, classical liberals believed that it is in the common interest that all individuals be able to secure their own economic self-interest. They were critical of what would come to be the idea of the welfare state as interfering in a free market.[12]Despite Smith’s resolute recognition of the importance and value of labor and of laborers, they selectively criticized labour’s group rights being pursued at the expense of individual rights[13] while accepting corporations’ rights, which led to inequality of bargaining power.[14][15][16]

Classical liberals argued that individuals should be free to obtain work from the highest-paying employers while the profit motive would ensure that products that people desired were produced at prices they would pay. In a free market, both labor and capital would receive the greatest possible reward while production would be organized efficiently to meet consumer demand.[17]

Classical liberals argued for what they called a minimal state, limited to the following functions:

  • A government to protect individual rights and to provide services that cannot be provided in a free market.
  • A common national defense to provide protection against foreign invaders.[18]
  • Laws to provide protection for citizens from wrongs committed against them by other citizens, which included protection of private property, enforcement of contracts and common law.
  • Building and maintaining public institutions.
  • Public works that included a stable currency, standard weights and measures and building and upkeep of roads, canals, harbors, railways, communications and postal services.[18]

They asserted that rights are of a negative nature, which require other individuals (and governments) to refrain from interfering with the free market, opposing social liberals who assert that individuals have positive rights, such as the right to vote, the right to an education, the right to health care and the right to a living wage. For society to guarantee positive rights, it requires taxation over and above the minimum needed to enforce negative rights.[19][20]

Core beliefs of classical liberals did not necessarily include democracy or government by a majority vote by citizens because “there is nothing in the bare idea of majority rule to show that majorities will always respect the rights of property or maintain rule of law”.[21]For example, James Madison argued for a constitutional republic with protections for individual liberty over a pure democracy, reasoning that in a pure democracy a “common passion or interest will, in almost every case, be felt by a majority of the whole…and there is nothing to check the inducements to sacrifice the weaker party”.[22]

In the late 19th century, classical liberalism developed into neo-classical liberalism, which argued for government to be as small as possible to allow the exercise of individual freedom. In its most extreme form, neo-classical liberalism advocated Social Darwinism.[23]Right-libertarianism is a modern form of neo-classical liberalism.[23]

Friedrich Hayek’s typology of beliefs

Friedrich Hayek identified two different traditions within classical liberalism: the “British tradition” and the “French tradition”. Hayek saw the British philosophers Bernard MandevilleDavid HumeAdam SmithAdam FergusonJosiah Tucker and William Paley as representative of a tradition that articulated beliefs in empiricism, the common law and in traditions and institutions which had spontaneously evolved but were imperfectly understood. The French tradition included Jean-Jacques RousseauMarquis de Condorcet, the Encyclopedists and the Physiocrats. This tradition believed in rationalism and sometimes showed hostility to tradition and religion. Hayek conceded that the national labels did not exactly correspond to those belonging to each tradition: Hayek saw the Frenchmen MontesquieuBenjamin Constant and Alexis de Tocqueville as belonging to the “British tradition” and the British Thomas HobbesJoseph PriestleyRichard Price and Thomas Paine as belonging to the “French tradition”.[24][25] Hayek also rejected the label laissez-faireas originating from the French tradition and alien to the beliefs of Hume and Smith.

Guido De Ruggiero also identified differences between “Montesquieu and Rousseau, the English and the democratic types of liberalism”[26] and argued that there was a “profound contrast between the two Liberal systems”.[27] He claimed that the spirit of “authentic English Liberalism” had “built up its work piece by piece without ever destroying what had once been built, but basing upon it every new departure”. This liberalism had “insensibly adapted ancient institutions to modern needs” and “instinctively recoiled from all abstract proclamations of principles and rights”.[27] Ruggiero claimed that this liberalism was challenged by what he called the “new Liberalism of France” that was characterised by egalitarianism and a “rationalistic consciousness”.[28]

In 1848, Francis Lieber distinguished between what he called “Anglican and Gallican Liberty”. Lieber asserted that “independence in the highest degree, compatible with safety and broad national guarantees of liberty, is the great aim of Anglican liberty, and self-reliance is the chief source from which it draws its strength”.[29] On the other hand, Gallican liberty “is sought in government…the French look for the highest degree of political civilization in organizational, that is, in the highest degree of interference by public power”.[30]

History

Great Britain

Classical liberalism in Britain developed from Whiggery and radicalism, was also heavily influenced by French physiocracy and represented a new political ideology. Whiggery had become a dominant ideology following the Glorious Revolution of 1688 and was associated with the defence of the British Parliament, upholding the rule of law and defending landed property. The origins of rights were seen as being in an ancient constitution, which had existed from time immemorial. These rights, which some Whigs considered to include freedom of the press and freedom of speech, were justified by custom rather than by natural rights. They believed that the power of the executive had to be constrained. While they supported limited suffrage, they saw voting as a privilege rather than as a right. However, there was no consistency in Whig ideology and diverse writers including John LockeDavid HumeAdam Smith and Edmund Burke were all influential among Whigs, although none of them was universally accepted.[31]

From the 1790s to the 1820s, British radicals concentrated on parliamentary and electoral reform, emphasising natural rights and popular sovereignty. Richard Price and Joseph Priestley adapted the language of Locke to the ideology of radicalism.[31] The radicals saw parliamentary reform as a first step toward dealing with their many grievances, including the treatment of Protestant Dissenters, the slave trade, high prices and high taxes.[32]

There was greater unity to classical liberalism ideology than there had been with Whiggery. Classical liberals were committed to individualism, liberty and equal rights. They believed that required a free economy with minimal government interference. Writers such as John Bright and Richard Cobden opposed both aristocratic privilege and property, which they saw as an impediment to the development of a class of yeoman farmers. Some elements of Whiggery opposed this new thinking and were uncomfortable with the commercial nature of classical liberalism. These elements became associated with conservatism.[33]

A meeting of the Anti-Corn Law League in Exeter Hall in 1846

Classical liberalism was the dominant political theory in Britain from the early 19th century until the First World War. Its notable victories were the Catholic Emancipation Act of 1829, the Reform Act of 1832 and the repeal of the Corn Laws in 1846. The Anti-Corn Law League brought together a coalition of liberal and radical groups in support of free trade under the leadership of Richard Cobden and John Bright, who opposed militarism and public expenditure. Their policies of low public expenditure and low taxation were adopted by William Ewart Gladstone when he became Chancellor of the Exchequer and later Prime Minister. Classical liberalism was often associated with religious dissent and nonconformism.[34]

Although classical liberals aspired to a minimum of state activity, they accepted the principle of government intervention in the economy from the early 19th century with passage of the Factory Acts. From around 1840 to 1860, laissez-faire advocates of the Manchester School and writers in The Economist were confident that their early victories would lead to a period of expanding economic and personal liberty and world peace, but would face reversals as government intervention and activity continued to expand from the 1850s. Jeremy Bentham and James Mill, although advocates of laissez-faire, non-intervention in foreign affairs and individual liberty, believed that social institutions could be rationally redesigned through the principles of utilitarianism. The Conservative Prime Minister Benjamin Disraeli rejected classical liberalism altogether and advocated Tory democracy. By the 1870s, Herbert Spencer and other classical liberals concluded that historical development was turning against them.[35] By the First World War, the Liberal Party had largely abandoned classical liberal principles.[36]

The changing economic and social conditions of the 19th century led to a division between neo-classical and social (or welfare) liberals, who while agreeing on the importance of individual liberty differed on the role of the state. Neo-classical liberals, who called themselves “true liberals”, saw Locke’s Second Treatise as the best guide and emphasised “limited government” while social liberals supported government regulation and the welfare state. Herbert Spencer in Britain and William Graham Sumner were the leading neo-classical liberal theorists of the 19th century.[37] Neo-classical liberalism has continued into the contemporary era, with writers such as John Rawls.[38] The evolution from classical to social/welfare liberalism is for example reflected in Britain in the evolution of the thought of John Maynard Keynes.[39]

United States

In the United States, liberalism took a strong root because it had little opposition to its ideals, whereas in Europe liberalism was opposed by many reactionary or feudal interests such as the nobility, the aristocracy, the landed gentry, the established church and the aristocratic army officers.[40]

Thomas Jefferson adopted many of the ideals of liberalism, but in the Declaration of Independence changed Locke’s “life, liberty and property” to the more socially liberal “Life, Liberty and the pursuit of Happiness“.[4] As the United States grew, industry became a larger and larger part of American life; and during the term of its first populist PresidentAndrew Jackson, economic questions came to the forefront. The economic ideas of the Jacksonian era were almost universally the ideas of classical liberalism.[41] Freedom was maximised when the government took a “hands off” attitude toward the economy.[42]

Historian Kathleen G. Donohue argues:

[A]t the center of classical liberal theory [in Europe] was the idea of laissez-faire. To the vast majority of American classical liberals, however, laissez-faire did not mean no government intervention at all. On the contrary, they were more than willing to see government provide tariffs, railroad subsidies, and internal improvements, all of which benefited producers. What they condemned was intervention in behalf of consumers.[43]

Leading magazine The Nation espoused liberalism every week starting in 1865 under the influential editor Edwin Lawrence. Godkin (1831–1902).[44]

The ideas of classical liberalism remained essentially unchallenged until a series of depressions, thought to be impossible according to the tenets of classical economics, led to economic hardship from which the voters demanded relief. In the words of William Jennings Bryan, “You shall not crucify the American farmer on a cross of gold“. Classical liberalism remained the orthodox belief among American businessmen until the Great Depression.[45]

The Great Depression of the 1930s saw a sea change in liberalism, with priority shifting from the producers to consumers. Franklin D. Roosevelt‘s New Deal represented the dominance of modern liberalism in politics for decades. In the words of Arthur Schlesinger Jr.:[46]

When the growing complexity of industrial conditions required increasing government intervention in order to assure more equal opportunities, the liberal tradition, faithful to the goal rather than to the dogma, altered its view of the state. […] There emerged the conception of a social welfare state, in which the national government had the express obligation to maintain high levels of employment in the economy, to supervise standards of life and labour, to regulate the methods of business competition, and to establish comprehensive patterns of social security.

Alan Wolfe summarizes the viewpoint that there is a continuous liberal understanding that includes both Adam Smith and John Maynard Keynes:[47]

The idea that liberalism comes in two forms assumes that the most fundamental question facing mankind is how much government intervenes into the economy… When instead we discuss human purpose and the meaning of life, Adam Smith and John Maynard Keynes are on the same side. Both of them possessed an expansive sense of what we are put on this earth to accomplish. […] For Smith, mercantilism was the enemy of human liberty. For Keynes, monopolies were. It makes perfect sense for an eighteenth-century thinker to conclude that humanity would flourish under the market. For a twentieth century thinker committed to the same ideal, government was an essential tool to the same end.

The view that modern liberalism is a continuation of classical liberalism is not universally shared.[48] James KurthRobert E. LernerJohn MicklethwaitAdrian Wooldridge and several other political scholars have argued that classical liberalism still exists today, but in the form of American conservatism.[49] According to Deepak Lal, only in the United States does classical liberalism—through American conservatives—continue to be a significant political force.[50]

Intellectual sources

John Locke[edit]

Central to classical liberal ideology was their interpretation of John Locke‘s Second Treatise of Government and A Letter Concerning Toleration, which had been written as a defence of the Glorious Revolution of 1688. Although these writings were considered too radical at the time for Britain’s new rulers, they later came to be cited by Whigs, radicals and supporters of the American Revolution.[51] However, much of later liberal thought was absent in Locke’s writings or scarcely mentioned and his writings have been subject to various interpretations. For example, there is little mention of constitutionalism, the separation of powers and limited government.[52]

James L. Richardson identified five central themes in Locke’s writing: individualism, consent, the concepts of the rule of law and government as trustee, the significance of property and religious toleration. Although Locke did not develop a theory of natural rights, he envisioned individuals in the state of nature as being free and equal. The individual, rather than the community or institutions, was the point of reference. Locke believed that individuals had given consent to government and therefore authority derived from the people rather than from above. This belief would influence later revolutionary movements.[53]

As a trustee, government was expected to serve the interests of the people, not the rulers; and rulers were expected to follow the laws enacted by legislatures. Locke also held that the main purpose of men uniting into commonwealths and governments was for the preservation of their property. Despite the ambiguity of Locke’s definition of property, which limited property to “as much land as a man tills, plants, improves, cultivates, and can use the product of”, this principle held great appeal to individuals possessed of great wealth.[54]

Locke held that the individual had the right to follow his own religious beliefs and that the state should not impose a religion against Dissenters, but there were limitations. No tolerance should be shown for atheists, who were seen as amoral, or to Catholics, who were seen as owing allegiance to the Pope over their own national government.[55]

Adam Smith

Adam Smith‘s The Wealth of Nations, published in 1776, was to provide most of the ideas of economics, at least until the publication of John Stuart Mill‘s Principles of Political Economy in 1848.[56] Smith addressed the motivation for economic activity, the causes of prices and the distribution of wealth and the policies the state should follow to maximise wealth.[57]

Smith wrote that as long as supply, demand, prices and competition were left free of government regulation, the pursuit of material self-interest, rather than altruism, would maximise the wealth of a society[58] through profit-driven production of goods and services. An “invisible hand” directed individuals and firms to work toward the public good as an unintended consequence of efforts to maximise their own gain. This provided a moral justification for the accumulation of wealth, which had previously been viewed by some as sinful.[57]

He assumed that workers could be paid wages as low as was necessary for their survival, which was later transformed by David Ricardo and Thomas Robert Malthus into the “iron law of wages“.[59] His main emphasis was on the benefit of free internal and international trade, which he thought could increase wealth through specialisation in production.[60] He also opposed restrictive trade preferences, state grants of monopolies and employers’ organisations and trade unions.[61] Government should be limited to defence, public works and the administration of justice, financed by taxes based on income.[62]

Smith’s economics was carried into practice in the nineteenth century with the lowering of tariffs in the 1820s, the repeal of the Poor Relief Act that had restricted the mobility of labour in 1834 and the end of the rule of the East India Company over India in 1858.[63]

Classical economics

In addition to Smith’s legacy, Say’s lawThomas Robert Malthus‘ theories of population and David Ricardo‘s iron law of wages became central doctrines of classical economics. The pessimistic nature of these theories provided a basis for criticism of capitalism by its opponents and helped perpetuate the tradition of calling economics the “dismal science“.[64]

Jean-Baptiste Say was a French economist who introduced Smith’s economic theories into France and whose commentaries on Smith were read in both France and Britain.[63] Say challenged Smith’s labour theory of value, believing that prices were determined by utility and also emphasised the critical role of the entrepreneur in the economy. However, neither of those observations became accepted by British economists at the time. His most important contribution to economic thinking was Say’s law, which was interpreted by classical economists that there could be no overproduction in a market and that there would always be a balance between supply and demand.[65] This general belief influenced government policies until the 1930s. Following this law, since the economic cycle was seen as self-correcting, government did not intervene during periods of economic hardship because it was seen as futile.[66]

Malthus wrote two books, An Essay on the Principle of Population (published in 1798) and Principles of Political Economy (published in 1820). The second book which was a rebuttal of Say’s law had little influence on contemporary economists.[67] However, his first book became a major influence on classical liberalism. In that book, Malthus claimed that population growth would outstrip food production because population grew geometrically while food production grew arithmetically. As people were provided with food, they would reproduce until their growth outstripped the food supply. Nature would then provide a check to growth in the forms of vice and misery. No gains in income could prevent this and any welfare for the poor would be self-defeating. The poor were in fact responsible for their own problems which could have been avoided through self-restraint.[68]

Ricardo, who was an admirer of Smith, covered many of the same topics, but while Smith drew conclusions from broadly empirical observations he used deduction, drawing conclusions by reasoning from basic assumptions [69] While Ricardo accepted Smith’s labour theory of value, he acknowledged that utility could influence the price of some rare items. Rents on agricultural land were seen as the production that was surplus to the subsistence required by the tenants. Wages were seen as the amount required for workers’ subsistence and to maintain current population levels.[70] According to his iron law of wages, wages could never rise beyond subsistence levels. Ricardo explained profits as a return on capital, which itself was the product of labour, but a conclusion many drew from his theory was that profit was a surplus appropriated by capitalists to which they were not entitled.[71]

Utilitarianism

Utilitarianism provided the political justification for implementation of economic liberalism by British governments, which was to dominate economic policy from the 1830s. Although utilitarianism prompted legislative and administrative reform and John Stuart Mill‘s later writings on the subject foreshadowed the welfare state, it was mainly used as a justification for laissez-faire.[72]

The central concept of utilitarianism, which was developed by Jeremy Bentham, was that public policy should seek to provide “the greatest happiness of the greatest number”. While this could be interpreted as a justification for state action to reduce poverty, it was used by classical liberals to justify inaction with the argument that the net benefit to all individuals would be higher.[64]

Political economy

Classical liberals saw utility as the foundation for public policies. This broke both with conservative “tradition” and Lockean “natural rights”, which were seen as irrational. Utility, which emphasises the happiness of individuals, became the central ethical value of all liberalism.[73] Although utilitarianism inspired wide-ranging reforms, it became primarily a justification for laissez-faire economics. However, classical liberals rejected Smith’s belief that the “invisible hand” would lead to general benefits and embraced Malthus’ view that population expansion would prevent any general benefit and Ricardo’s view of the inevitability of class conflict. Laissez-faire was seen as the only possible economic approach and any government intervention was seen as useless and harmful. The Poor Law Amendment Act 1834 was defended on “scientific or economic principles” while the authors of the Elizabethan Poor Law of 1601 were seen as not having had the benefit of reading Malthus.[74]

However, commitment to laissez-faire was not uniform and some economists advocated state support of public works and education. Classical liberals were also divided on free trade as Ricardo expressed doubt that the removal of grain tariffs advocated by Richard Cobden and the Anti-Corn Law League would have any general benefits. Most classical liberals also supported legislation to regulate the number of hours that children were allowed to work and usually did not oppose factory reform legislation.[74]

Despite the pragmatism of classical economists, their views were expressed in dogmatic terms by such popular writers as Jane Marcet and Harriet Martineau.[74] The strongest defender of laissez-faire was The Economist founded by James Wilson in 1843. The Economist criticised Ricardo for his lack of support for free trade and expressed hostility to welfare, believing that the lower orders were responsible for their economic circumstances. The Economist took the position that regulation of factory hours was harmful to workers and also strongly opposed state support for education, health, the provision of water and granting of patents and copyrights.[75]

The Economist also campaigned against the Corn Laws that protected landlords in the United Kingdom of Great Britain and Ireland against competition from less expensive foreign imports of cereal products. A rigid belief in laissez-faire guided the government response in 1846–1849 to the Great Famine in Ireland, during which an estimated 1.5 million people died. The minister responsible for economic and financial affairs, Charles Wood, expected that private enterprise and free trade, rather than government intervention, would alleviate the famine.[75] The Corn Laws were finally repealed in 1846 by the removal of tariffs on grain which kept the price of bread artificially high,[76] but it came too late to stop the Irish famine, partly because it was done in stages over three years.[77][78]

Free trade and world peace

Several liberals, including Smith and Cobden, argued that the free exchange of goods between nations could lead to world peace. Erik Gartzke states: “Scholars like Montesquieu, Adam Smith, Richard Cobden, Norman Angell, and Richard Rosecrance have long speculated that free markets have the potential to free states from the looming prospect of recurrent warfare”.[79] American political scientists John R. Oneal and Bruce M. Russett, well known for their work on the democratic peace theory, state:[80]

The classical liberals advocated policies to increase liberty and prosperity. They sought to empower the commercial class politically and to abolish royal charters, monopolies, and the protectionist policies of mercantilism so as to encourage entrepreneurship and increase productive efficiency. They also expected democracy and laissez-faire economics to diminish the frequency of war.

In The Wealth of Nations, Smith argued that as societies progressed from hunter gatherers to industrial societies the spoils of war would rise, but that the costs of war would rise further and thus making war difficult and costly for industrialised nations:[81]

[T]he honours, the fame, the emoluments of war, belong not to [the middle and industrial classes]; the battle-plain is the harvest field of the aristocracy, watered with the blood of the people…Whilst our trade rested upon our foreign dependencies, as was the case in the middle of the last century…force and violence, were necessary to command our customers for our manufacturers…But war, although the greatest of consumers, not only produces nothing in return, but, by abstracting labour from productive employment and interrupting the course of trade, it impedes, in a variety of indirect ways, the creation of wealth; and, should hostilities be continued for a series of years, each successive war-loan will be felt in our commercial and manufacturing districts with an augmented pressure

[B]y virtue of their mutual interest does nature unite people against violence and war, for the concept of concept of cosmopolitan right does not protect them from it. The spirit of trade cannot coexist with war, and sooner or later this spirit dominates every people. For among all those powers (or means) that belong to a nation, financial power may be the most reliable in forcing nations to pursue the noble cause of peace (though not from moral motives); and wherever in the world war threatens to break out, they will try to head it off through mediation, just as if they were permanently leagued for this purpose.

Cobden believed that military expenditures worsened the welfare of the state and benefited a small, but concentrated elite minority, summing up British imperialism, which he believed was the result of the economic restrictions of mercantilist policies. To Cobden and many classical liberals, those who advocated peace must also advocate free markets. The belief that free trade would promote peace was widely shared by English liberals of the 19th and early 20th century, leading the economist John Maynard Keynes (1883–1946), who was a classical liberal in his early life, to say that this was a doctrine on which he was “brought up” and which he held unquestioned only until the 1920s.[84] In his review of a book on Keynes, Michael S. Lawlor argues that it may be in large part due to Keynes’ contributions in economics and politics, as in the implementation of the Marshall Plan and the way economies have been managed since his work, “that we have the luxury of not facing his unpalatable choice between free trade and full employment”.[85] A related manifestation of this idea was the argument of Norman Angell (1872–1967), most famously before World War I in The Great Illusion (1909), that the interdependence of the economies of the major powers was now so great that war between them was futile and irrational; and therefore unlikely.

See also

References

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

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Jordan B. Peterson — Maps of Meaning: The Architecture of Belief — Book and Lectures — Videos

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2016 Lecture 01 Maps of Meaning: Introduction and Overview

2016 Lecture 02 Maps of Meaning: Playable and non-playable games

2016 Lecture 03 Maps of Meaning: Part I: The basic story and its transformations

2016 Lecture 03 Maps of Meaning: Part II: The basic story — and its transformations

2016 Lecture 04 Maps of Meaning: Anomaly

2016 Lecture 05: Maps of Meaning: Part I: Anomaly and the brain

2016 Lecture 06 Maps of Meaning: Part I: The primordial narrative

2016 Lecture 06 Maps of Meaning: Part II: The Primordial Narrative continued

2016 Lecture 07 Maps of Meaning: Part I: Osiris, Set, Isis and Horus

2016 Lecture 07 Maps of Meaning: Part II: Osiris, Set, Isis and Horus

2016 Lecture 08 Maps of Meaning: Part I: Hierarchies and chaos

2016 Lecture 09 Maps of Meaning: Genesis

2016 Lecture 10 Maps of Meaning: Gautama Buddha, Adam and Eve

2016 Maps of Meaning Final

Jordan Peterson: Maps of Meaning 1 (Harvard Lectures)

Jordan Peterson: Maps of Meaning 2 (Harvard Lectures)

Jordan Peterson: Maps of Meaning 3 (Harvard Lectures)

Jordan Peterson: Maps of Meaning 4 (Harvard Lectures)

Jordan Peterson: Maps of Meaning 5 (Harvard Lectures) [Edited]

Jordan Peterson: Maps of Meaning 6 (Harvard Lectures)

Jordan Peterson: Maps of Meaning 7 (Harvard Lectures)

Jordan Peterson: Maps of Meaning 8 (Harvard Lectures)

Jordan Peterson: Maps of Meaning 9 (Harvard Lectures)

Jordan Peterson: Maps of Meaning 10 (Harvard Lectures)

Jordan Peterson: Maps of Meaning 11 (Harvard Lectures)

Jordan Peterson: Maps of Meaning 12 (Harvard Lectures)

Jordan Peterson: Maps of Meaning 13 (Harvard Lectures)

Jordan Peterson on The Necessity of Virtue

The Architecture of Belief | Jordan Peterson and Stefan Molyneux

Jordan B Peterson | *Spring 2017* | full-length interview

Jordan Peterson Full Interview Section With Steven Pinker

Genders, Rights and Freedom of Speech

Jordan Peterson – Full Harvard Talk

2017/05/17: Senate hearing on Bill C16

Jordan Peterson Was RIGHT About BILL C16 | Discussion with Dr. Haskell and Dr. McNall

Teaching assistant reacts after Wilfrid Laurier University president promises change

Jordan Peterson and Lindsay Shepherd Finally Meet on Louder with Crowder

017/01/22: Pt 2: Freedom Of Speech/Political Correctness: Dr. Jordan B Peterson

Jordan Peterson’s Masterclass on Demolishing Identity Politics

White privilege isn’t real – Jordan Peterson

One Big Reason Trump Won – Jordan peterson, Jon Haidt

Jordan Peterson “I’d Vote Donald Trump and Here’s Why”

NBC’s Hit Piece On Jordan Peterson Is Backfiring Big Time

Jordan Peterson: The Left’s new public enemy No. 1

Jordan Peterson vs 60 Minutes

The New McCarthyism: Dr. Jordan Peterson Attacked by Crazed Transloon Pronoun Nazis

Jordan Peterson; The Left Will Destroy Itself ! Full Appearance On The Greg Gutfeld Show

Jordan B. Peterson | Real Time with Bill Maher (HBO)

Jordan Peterson LIVE: 12 Rules for Life – An Antidote to Chaos

Jordan Peterson- His Finest Moment

 

Jordan Peterson

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Jordan Peterson
Peterson Lecture (33522701146).png

Peterson at the University of Toronto
March 2017
Born Jordan Bernt Peterson
June 12, 1962 (age 55)
EdmontonAlberta, Canada
Residence TorontoOntario, Canada
Nationality Canadian
Education Political science (B.A., 1982)
Psychology (B.A., 1984)
Clinical psychology (Ph.D., 1991)
Alma mater
Spouse(s) Tammy Roberts (m. 1989)
Children 2
Scientific career
Fields Psychology
Institutions
Thesis Potential psychological markers for the predisposition to alcoholism (1991)
Doctoral advisor Robert O. Pihl
Influences JungFreudPiagetNietzscheDostoevskySolzhenitsyn
Website jordanbpeterson.com
Signature
Jordan Peterson Signature.svg

Jordan Bernt Peterson (born June 12, 1962) is a Canadian clinical psychologist and professor of psychology at the University of Toronto. His main areas of study are in abnormalsocial, and personality psychology,[1]with a particular interest in the psychology of religious and ideological belief,[2] and the assessment and improvement of personality and performance.[3]

Peterson studied at the University of Alberta and McGill University. He remained at McGill as a post-doctoral fellow from 1991 to 1993 before moving to Harvard University, where he was an assistant and then associate professor in the psychology department.[4][5] In 1998, he moved back to Canada, as a faculty member in the psychology department at the University of Toronto, where he is currently a full professor.

Peterson’s first book, Maps of Meaning: The Architecture of Belief, was published in 1999, a work which examined several academic fields to describe the structure of systems of beliefs and myths, their role in the regulation of emotion, creation of meaning, and motivation for genocide.[6][7][8] His second book, 12 Rules for Life: An Antidote to Chaos, was released in January 2018.[9][4][10]

In 2016, Peterson released a series of videos on his YouTube channel in which he criticized political correctness and the Canadian government’s Bill C-16. He subsequently received significant media coverage.[9][4][10]

Early life

Peterson was born on June 12, 1962, and grew up in FairviewAlberta, a small town northwest of his birthplace Edmonton, in Canada. He was the eldest of three children born to Beverley, a librarian at the Fairview campus of Grande Prairie Regional College, and Walter Peterson, a schoolteacher.[11][12] His middle name is Bernt (/ˈbɛərənt/ BAIR-ənt), after his Norwegian great-grandfather.[13][14]

When he was 13, he was introduced to the writings of George OrwellAldous HuxleyAleksandr Solzhenitsyn, and Ayn Rand by his school librarian Sandy Notley – mother of Rachel Notley, leader of the Alberta New Democratic Party and 17th Premier of Alberta.[15] He also worked for the New Democratic Party (NDP) throughout his teenage years, but grew disenchanted with the party due to what Orwell diagnosed in The Road to Wigan Pier as a preponderance of “the intellectual, tweed-wearing middle-class socialist” who “didn’t like the poor; they just hated the rich”.[11][16] He left the NDP at age 18.[17]

Education

After graduating from Fairview High School in 1979, Peterson entered the Grande Prairie Regional College to study political science and English literature.[2] He later transferred to the University of Alberta, where he completed his B.A. in 1982.[17] Afterwards, he took a year off to visit Europe. There he developed an interest in the psychological origins of the Cold War, particularly 20th century European totalitarianism,[2][18] and was plagued by apocalyptic nightmares about the escalation of the nuclear arms race. As a result, he became concerned about humanity’s capacity for evil and destruction, and delved into the works of Carl JungFriedrich NietzscheAleksandr Solzhenitsyn,[11] and Fyodor Dostoyevsky.[18] He then returned to the University of Alberta and received a B.A. in psychology in 1984.[19] In 1985, he moved to Montreal to attend McGill University. He earned his Ph.D. in clinical psychology under the supervision of Robert O. Pihl in 1991, and remained as a post-doctoral fellow at McGill’s Douglas Hospital until June 1993, working with Pihl and Maurice Dongier.[2][20]

Career

From July 1993 to June 1998,[1] Peterson lived in Arlington, Massachusetts, while teaching and conducting research at Harvard University as an assistant and an associate professor in the psychology department. During his time at Harvard, he studied aggressionarising from drug and alcohol abuse and supervised a number of unconventional thesis proposals.[17] Two former Ph.D. students, Shelley Carson, a psychologist and teacher from Harvard, and author Gregg Hurwitz recalled that Peterson’s lectures were already highly admired by the students.[4] In July 1998, he returned to Canada and took up a post as a full professor at the University of Toronto.[1][19]

Peterson’s areas of study and research are in the fields of psychopharmacologyabnormalneuroclinicalpersonalitysocialindustrial and organizational,[1] religiousideological,[2] political, and creativity psychology.[3] Peterson has authored or co-authored more than a hundred academic papers.[21] Peterson has over 20 years of clinical practice, seeing 20 people a week, but in 2017, he decided to put the practice on hold because of new projects.[9]

In 2004, a 13-part TV series based on Peterson’s book Maps of Meaning: The Architecture of Belief aired on TVOntario.[11][19][22] He has also appeared on that network on shows such as Big Ideas, and as a frequent guest and essayist on The Agenda with Steve Paikin since 2008.[23][24] Since 2018, he has also appeared on BBC Radio 5 LiveFox & Friends and Tucker Carlson Tonight,[25][26] ABC‘s 7.30,[27] Sky News Australia‘s Outsiders,[28] and HBO‘s Real Time with Bill Maher among others.[29]

Works

Books

Maps of Meaning: The Architecture of Belief

Something we cannot see protects us from something we do not understand. The thing we cannot see is culture, in its intrapsychic or internal manifestation. The thing we do not understand is the chaos that gave rise to culture. If the structure of culture is disrupted, unwittingly, chaos returns. We will do anything – anything – to defend ourselves against that return.

— Jordan Peterson, 1998 (Descensus ad Inferos)[5]

In 1999 Routledge published Maps of Meaning: The Architecture of Belief. The book, which took Peterson 13 years to complete, describes a comprehensive theory about how people construct meaningbeliefs and make narratives using ideas from various fields including mythologyreligionliteraturephilosophy and psychology in accordance to the modern scientific understanding of how the brain functions.[17][5][30]

According to Peterson, his main goal was to examine why both individuals and groups participate in social conflict, explore the reasoning and motivation individuals take to support their belief systems (i.e. ideological identification[17]) that eventually results in killing and pathological atrocities like the Gulag, the Auschwitz concentration camp and the Rwandan genocide.[17][5][30] He considers that an “analysis of the world’s religious ideas might allow us to describe our essential morality and eventually develop a universal system of morality”.[30] Jungian archetypes play an important role in the book.[4]

12 Rules for Life: An Antidote to Chaos

In January 2018, Penguin Random House published Peterson’s second book, 12 Rules for Life: An Antidote to Chaos. The work contains abstract ethical principles about life, in a more accessible style than Maps of Meaning.[9][4][10] To promote the book, Peterson went on a world tour.[31][32][33] As part of the tour, Peterson was interviewed by Cathy Newman on Channel 4 News which generated considerable attention, as well popularity for the book.[34][35][36][37] The book was ranked the number one bestselling book on Amazon in the United States and Canada and number four in the United Kingdom.[38][39] It also topped bestselling lists in Canada, US and the United Kingdom.[40][41]

YouTube channel and podcasts

In 2013, Peterson began recording his lectures (“Personality and Its Transformations”, “Maps of Meaning: The Architecture of Belief”[42]) and uploading them to YouTube. His YouTube channel has gathered more than 1 million subscribers and his videos have received more than 50 million views as of April 2018.[43][44] In January 2017, he hired a production team to film his psychology lectures at the University of Toronto. He used funds received via the crowdfunding website Patreon after he became embroiled in the Bill C-16 controversy in September 2016. His funding through Patreon has increased from $1,000 per month in August 2016 to $14,000 by January 2017, and then to more than $50,000 by July 2017.[15][43][45]

Peterson has appeared on The Joe Rogan ExperienceThe Gavin McInnes ShowSteven Crowder‘s Louder with CrowderDave Rubin‘s The Rubin ReportStefan Molyneux‘s Freedomain Radioh3h3Productions‘s H3 PodcastSam Harris‘s Waking UpRussell Brand‘s podcast, Gad Saad‘s The Saad Truth and John Anderson conversational series, as well other online shows.[44][46] In December 2016, Peterson started his own podcast, The Jordan B. Peterson Podcast, which has 45 episodes as of April 26, 2018, including academic guests such as Camille PagliaMartin Daly, and James W. Pennebaker,[47] while on his channel he has also interviewed Stephen HicksRichard J. Haier, and Jonathan Haidt among others. Peterson supported engineer James Damore in his action against Google.[10]

In May 2017, Peterson began The psychological significance of the Biblical stories,[48] a series of live theatre lectures, also published as podcasts, in which he analyzes archetypal narratives in Genesis as patterns of behavior ostensibly vital for personal, social and cultural stability.[10][49]

Self Authoring Suite

Peterson and his colleagues Robert O. Pihl, Daniel Higgins, and Michaela Schippers[50] produced a writing therapy program with series of online writing exercises, titled the Self Authoring Suite.[51] It includes the Past Authoring Program, a guided autobiography; two Present Authoring Programs, which allow the participant to analyze their personality faults and virtues in terms of the Big Five personality model; and the Future Authoring Program, which guides participants through the process of planning their desired futures. The latter program was used with McGill University undergraduates on academic probation to improve their grades, as well since 2011 at Rotterdam School of Management, Erasmus University.[52][53] The Self Authoring Programs were developed partially from research by James W. Pennebaker at the University of Texas at Austin and Gary Latham at the Rotman School of Management of the University of Toronto. Pennebaker demonstrated that writing about traumatic or uncertain events and situations improved mental and physical health, while Latham demonstrated that personal planning exercises help make people more productive.[53] According to Peterson, more than 10,000 students have used the program as of January 2017, with drop-out rates decreasing by 25% and GPAs rising by 20%.[11]

Critiques of political correctness

Peterson’s critiques of political correctness range over issues such as postmodernismpostmodern feminismwhite privilegecultural appropriation, and environmentalism.[46][54][55] Writing in the National Post, Chris Selley said Peterson’s opponents had “underestimated the fury being inspired by modern preoccupations like white privilege and cultural appropriation, and by the marginalization, shouting down or outright cancellation of other viewpoints in polite society’s institutions”,[56] while in The SpectatorTim Lottstated Peterson became “an outspoken critic of mainstream academia”.[18] Peterson’s social media presence has magnified the impact of these views; Simona Chiose of The Globe and Mail noted: “few University of Toronto professors in the humanities and social sciences have enjoyed the global name recognition Prof. Peterson has won”.[57]

According to his study – conducted with one of his students, Christine Brophy – of the relationship between political belief and personality, political correctness exists in two types: PC-egalitarianism and PC-authoritarianism, which is a manifestation of “offense sensitivity”.[58] The first type is represented by a group of classical liberals, while the latter by the group known as “social justice warriors[11] who “weaponize compassion“.[2] The study also found an overlap between PC-authoritarians and right-wing authoritarians.[58]

Peterson considers that the universities should be held as among the most responsible for the wave of political correctness which appeared in North America and Europe.[57] He watched the rise of political correctness on campuses since the early 1990s,[59] and considers that the humanities have become corrupt, less reliant on science, and instead of “intelligent conversation, we are having an ideological conversation”. From his own experience as a university professor, he states that the students who are coming to his classes are uneducated and unaware about the mass exterminations and crimes by Stalinism and Maoism, which were not given the same attention as fascism and Nazism. He also says that “instead of being ennobled or inculcated into the proper culture, the last vestiges of structure are stripped from [the students] by post-modernism and neo-Marxism, which defines everything in terms of relativism and power“.[18][60][61]

Postmodernism and identity politics

And so since the 1970s, under the guise of postmodernism, we’ve seen the rapid expansion of identity politics throughout the universities, it’s come to dominate all of the humanities – which are dead as far as I can tell – and a huge proportion of the social sciences … We’ve been publicly funding extremely radical, postmodern leftist thinkers who are hellbent on demolishing the fundamental substructure of Western civilization. And that’s no paranoid delusion. That’s their self-admitted goal … Jacques Derrida … most trenchantly formulated the anti-Western philosophy that is being pursued so assiduously by the radical left.

— Peterson, 2017[60]

Peterson states that postmodern philosophers and sociologists since the 1960s,[54] while typically claiming to reject Marxism and communism, have actually built upon and extended their core tenets. He says that it is difficult to understand contemporary society without considering the influence of postmodernism which initially spread from France to the United States through the English department at Yale University. He argues that they “started to play a sleight of hand, and instead of pitting the proletariat, the working class, against the bourgeois, they started to pit the oppressed against the oppressor. That opened up the avenue to identifying any number of groups as oppressed and oppressor and to continue the same narrative under a different name […] The people who hold this doctrine – this radical, postmodern, communitarian doctrine that makes racial identity or sexual identity or gender identity or some kind of group identity paramount – they’ve got control over most low-to-mid level bureaucratic structures, and many governments as well”.[60][21]

He emphasizes that the state should halt funding to faculties and courses he describes as neo-Marxist, and advises students to avoid disciplines like women’s studiesethnic studies and racial studies, as well other fields of study he believes are “corrupted” by the ideology such as sociologyanthropology and English literature.[62][63] He states that these fields, under the pretense of academic inquiry, propagate unscientific methods, fraudulent peer-review processes for academic journals, publications that garner zero citations,[64] cult-like behaviour,[62] safe-spaces,[65] and radical left-wing political activism for students.[54] Peterson has proposed launching a website which uses artificial intelligence to identify and showcase the amount of ideologization in specific courses. He announced in November 2017 that he had temporarily postponed the project as “it might add excessively to current polarization”.[66][67]

Peterson has criticized the use of the term “white privilege“, stating that “being called out on their white privilege, identified with a particular racial group and then made to suffer the consequences of the existence of that racial group and its hypothetical crimes, and that sort of thing has to come to a stop. … [It’s] racist in its extreme”.[54] In regard to identity politics, while “left plays them on behalf of the oppressed, let’s say, and the right tends to play them on behalf of nationalism and ethnic pride” he considers them “equally dangerous” and that instead should be emphasized individualism and individual responsibility.[68] He has also been prominent in the debate about cultural appropriation, stating it promotes self-censorship in society and journalism.[69]

Bill C-16

On September 27, 2016, Peterson released the first installment of a three-part lecture video series, entitled “Professor against political correctness: Part I: Fear and the Law”.[15][70] In the video, he stated he would not use the preferred gender pronouns of students and faculty as part of compelled speech, and announced his objection to the Canadian government‘s Bill C-16, which proposed to add “gender identity or expression” as a prohibited ground of discrimination under the Canadian Human Rights Act, and to similarly expand the definitions of promoting genocide and publicly inciting hatred in the Criminal Code.[70][71]

He stated that his objection to the bill was based on potential free speech implications if the Criminal Code is amended, as he claimed he could then be prosecuted under provincial human rights laws if he refuses to call a transsexual student or faculty member by the individual’s preferred pronoun.[72] Furthermore, he argued that the new amendments paired with section 46.3 of the Ontario Human Rights Code would make it possible for employers and organizations to be subject to punishment under the code if any employee or associate says anything that can be construed “directly or indirectly” as offensive, “whether intentionally or unintentionally”.[73] Other academics challenged Peterson’s interpretation of C-16,[72] while some scholars such as Robert P. George supported Peterson’s initiative.[15]

The series of videos drew criticism from transgender activists, faculty and labour unions, and critics accused Peterson of “helping to foster a climate for hate to thrive”.[15] Protests erupted on campus, some including violence, and the controversy attracted international media attention.[74][75][76] When asked in September 2016 if he would comply with the request of a student to use a preferred pronoun, Peterson said “it would depend on how they asked me […] If I could detect that there was a chip on their shoulder, or that they were [asking me] with political motives, then I would probably say no […] If I could have a conversation like the one we’re having now, I could probably meet them on an equal level”.[76] Two months later, the National Post published an op-ed by Peterson in which he elaborated on his opposition to the bill and explained why he publicly made a stand against it:

I will never use words I hate, like the trendy and artificially constructed words “zhe” and “zher.” These words are at the vanguard of a post-modern, radical leftist ideology that I detest, and which is, in my professional opinion, frighteningly similar to the Marxist doctrines that killed at least 100 million people in the 20th century.

I have been studying authoritarianism on the right and the left for 35 years. I wrote a book, Maps of Meaning: The Architecture of Belief, on the topic, which explores how ideologies hijack language and belief. As a result of my studies, I have come to believe that Marxism is a murderous ideology. I believe its practitioners in modern universities should be ashamed of themselves for continuing to promote such vicious, untenable and anti-human ideas, and for indoctrinating their students with these beliefs. I am therefore not going to mouth Marxist words. That would make me a puppet of the radical left, and that is not going to happen. Period.[77]

In response to the controversy, academic administrators at the University of Toronto sent Peterson two letters of warning, one noting that free speech had to be made in accordance with human rights legislation and the other adding that his refusal to use the preferred personal pronouns of students and faculty upon request could constitute discrimination. Peterson speculated that these warning letters were leading up to formal disciplinary action against him, but in December the university assured him that he would retain his professorship, and in January 2017 he returned to teach his psychology class at the University of Toronto.[78][15]

In February 2017, Maxime Bernier, candidate for leader of the Conservative Party of Canada, stated that he shifted his position on Bill C-16, from support to opposition, after meeting with Peterson and discussing it.[79] Peterson’s analysis of the bill was also frequently cited by senators who were opposed to its passage.[80]

In April 2017, Peterson was denied a Social Sciences and Humanities Research Council grant for the first time in his career, which he interpreted as retaliation for his statements regarding Bill C-16.[81] A media relations adviser for SSHRC said “[c]ommittees assess only the information contained in the application”.[82] In response, The Rebel Media launched an Indiegogo campaign on Peterson’s behalf.[83] The campaign raised C$195,000 by its end on May 6, equivalent to over two years of research funding.[84]

In May 2017, Peterson spoke against Bill C-16 at a Canadian Senate committee on legal and constitutional affairs hearing. He was one of 24 witnesses who were invited to speak on the bill.[80]

In August 2017, an announced event at Ryerson University titled “The Stifling of Free Speech on University Campuses”, organized by former social worker Sarina Singh with panelists Peterson, Gad Saad, Oren Amitay, and Faith Goldy was shut down because of pressure on the university administration from the group “No Fascists in Our City”.[85] However, another version of the panel (without Goldy) was held on November 11 at Canada Christian College with an audience of 1,500.[86][87]

In November 2017, a teaching assistant (TA) at Wilfrid Laurier University (WLU) was censured by her professors and WLU’s Manager of Gendered Violence Prevention and Support for showing a segment of The Agenda, which featured Peterson debating Bill C-16, during a classroom discussion.[88][89][90] The reasons given for the censure included the clip creating a “toxic climate”, being compared to a “speech by Hitler“,[16] and being itself in violation of Bill C-16.[91] The case was criticized by several newspaper editorial boards[92][93][94] and national newspaper columnists[95][96][97][98] as an example of the suppression of free speech on university campuses. WLU announced a third-party investigation.[99] After the release of the audio recording of the meeting in which the TA was censured,[100] WLU President Deborah MacLatchy and the TA’s supervising professor Nathan Rambukkana published letters of formal apology.[101][102][103] According to the investigation no students had complained about the lesson, there was no informal concern related to Laurier policy, and according to MacLatchy the meeting “never should have happened at all”.[104][105]

Personal life

Peterson married Tammy Roberts in 1989.[15] They have one daughter and one son.[11][15]

Politically, Peterson has described himself as a classic British liberal,[106][18] and has stated that he is commonly mistaken to be right wing.[44] He is a philosophical pragmatist.[49] In a 2017 interview, Peterson identified as a Christian,[107] but in 2018 he did not.[108] He emphasized his conceptualization of Christianity is probably not what it is generally understood, stating that the ethical responsibility of a Christian is to imitate Christ, for him meaning “something like you need to take responsibility for the evil in the world as if you were responsible for it … to understand that you determine the direction of the world, whether it’s toward heaven or hell”.[108] When asked if he believes in God, Peterson responded: “I think the proper response to that is No, but I’m afraid He might exist”.[9] Writing for The SpectatorTim Lott said Peterson draws inspiration from Jung’s philosophy of religion, and holds views similar to the Christian existentialism of Søren Kierkegaard and Paul Tillich. Lott also said Peterson has respect for Taoism, as it views nature as a struggle between order and chaos, and posits that life would be meaningless without this duality.[18]

In 2016, Peterson became an honorary member of the extended family of Charles Joseph, a Kwakwaka’wakw artist, and was given the name Alestalagie (“Great Seeker”).[16][109] Peterson collected more than 300 Soviet-era paintings as a reminder of the relationship between totalitarian propaganda and art.[16]

Bibliography

Books

Journal articles

Top 15 most cited academic papers from Google Scholar and ResearchGate:

References

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  61. Jump up^ Kraychik, Robert (September 4, 2017). “Jordan Peterson Explains Leftism’s Core”The Daily Wire. Retrieved November 13, 2017.
  62. Jump up to:a b Off, CarolDouglas, Jeff (November 11, 2017). “U of T profs alarmed by Jordan Peterson’s plan to target classes he calls ‘indoctrination cults'”CBC.
  63. Jump up^ Levy, Sue-Ann (June 29, 2017). “Jordan Peterson: Certain university disciplines ‘corrupted'”Toronto Sun.
  64. Jump up^ Kraychik, Robert (May 28, 2017). “Dissident Professor Explains Neo-Marxism; “Women’s Studies Should Be Defunded””The Daily Wire.
  65. Jump up^ Bishai, Graham W. (April 11, 2017). “Drawing Criticism, Jordan Peterson Lectures at ‘Free Speech’ Initiative”The Harvard Crimson.
  66. Jump up^ Doherty, Brennan (November 14, 2017). “Jordan Peterson says website plan on hold”Toronto Star. Retrieved November 18, 2017.
  67. Jump up^ Gould, Jens Erik; Mottishaw, Leah; Mottishaw, Shane (November 14, 2017). “Jordan Peterson and the media: How one-sided reporting can limit critical thinking”Huffington Post. Retrieved November 18, 2017.
  68. Jump up^ Luscombe, Belinda (March 7, 2018). “Jordan Peterson Talks Gun Control, Angry Men and Why So Few Women Lead Companies”Time. Retrieved 22 May 2018.
  69. Jump up^ Artuso, Antonella (May 23, 2017). “Prof. Jordan Peterson responds to CBC cultural appropriation fallout”Toronto Sun.
  70. Jump up to:a b DiManno, Rosie (November 19, 2016). “New words trigger an abstract clash on campus”Toronto Star.
  71. Jump up^ Craig, Sean (September 28, 2016). “U of T professor attacks political correctness, says he refuses to use genderless pronouns”National Post.
  72. Jump up to:a b Chiose, Simona (November 19, 2016). “University of Toronto professor defends right to use gender-specific pronouns”The Globe and Mail.
  73. Jump up^ Morabito, Stella (October 17, 2016). “Professor Ignites Protests By Refusing To Use Transgender Pronouns”The Federalist.
  74. Jump up^ Murphy, Jessica (November 4, 2016). “Toronto professor Jordan Peterson takes on gender-neutral pronouns”BBC News.
  75. Jump up^ Denton, Jack O. (October 12, 2016). “Free speech rally devolves into conflict, outbursts of violence”The Varsity.
  76. Jump up to:a b Kivanc, Jake (September 29, 2016). “A Canadian University Professor Is Under Fire For Rant on Political Correctness”Vice.
  77. Jump up^ Peterson, Jordan B. (November 21, 2016). “The right to be politically incorrect”National Post.
  78. Jump up^ Yang, Wesley; Stangel, Jake. “The Passion of Jordan Peterson”Esquire. Hearst Communications. Retrieved 17 May 2018.
  79. Jump up^ Burke, Brendan (Feb 14, 2017). “Conservative leadership candidate Maxime Bernier reverses support for transgender rights bill”. CBC News.
  80. Jump up to:a b Chiose, Simona (May 17, 2017). “U of T professor opposes transgender bill at Senate committee hearing”The Globe and Mail.
  81. Jump up^ Blatchford, Christie (April 3, 2017). “‘An opportunity to make their displeasure known’: Pronoun professor denied government grant”National Post.
  82. Jump up^ “Jordan Peterson’s federal funding denied, Rebel Media picks up the tab”The Varsity. May 1, 2017.
  83. Jump up^ Savva, Sophia (May 1, 2017). “Jordan Peterson’s federal funding denied, Rebel Media picks up the tab”The Varsity.
  84. Jump up^ Artuso, Antonella (May 12, 2017). “Supporters fund U of T professor Jordan Peterson’s research”Toronto Sun.
  85. Jump up^ Hauen, Jack (August 16, 2017). “Facing pushback, Ryerson University cancels panel discussion on campus free speech”National Post. Retrieved November 19, 2017.
  86. Jump up^ Hunter, Brad (November 11, 2017). “Jordan Peterson fans pack free speech discussion”Toronto Sun. Retrieved November 19, 2017.
  87. Jump up^ Soh, Debra (November 13, 2017). “How to win the war on free speech”The Globe and Mail. Retrieved November 18, 2017.
  88. Jump up^ Blatchford, Christie (November 10, 2017). “Christie Blatchford: Thought police strike again as Wilfrid Laurier grad student is chastised for showing Jordan Peterson video”National Post. Retrieved November 20, 2017.
  89. Jump up^ D’Amato, Luisa (November 14, 2017). “WLU censures grad student for lesson that used TVO clip”Waterloo Region Record. Retrieved November 18, 2017.
  90. Jump up^ McQuigge, Michelle (November 17, 2017). “Wilfrid Laurier University TA claims censure over video clip on gender pronouns”The Globe and Mail. Retrieved November 18,2017.
  91. Jump up^ Platt, Brian (November 20, 2017). “What the Wilfrid Laurier professors got wrong about Bill C-16 and gender identity discrimination”National Post. Retrieved November 28, 2017.
  92. Jump up^ “Globe editorial: Why are we killing critical thinking on campus?”The Globe and Mail. November 16, 2017. Archived from the original on November 20, 2017. Retrieved November 20, 2017.
  93. Jump up^ “Editorial: Wilfrid Laurier University insults our liberty”Toronto Sun. Postmedia Network. November 15, 2017. Retrieved November 20, 2017.
  94. Jump up^ “NP View: Laurier’s apology and a petition won’t fix the cancer on campus”National Post. November 24, 2017. Retrieved November 25, 2017.
  95. Jump up^ Wente, Margaret (November 14, 2017). “What’s so scary about free speech on campus?”The Globe and Mail. Retrieved November 18, 2017.
  96. Jump up^ Bonokoski, Mark (November 15, 2017). “Bonokoski: Odious censuring of grad student worsened by Hitler reference”Toronto Sun. Retrieved November 18, 2017.
  97. Jump up^ Haskell, David Millard (November 15, 2017). “Suppressing TVO video, stifling free speech, is making Wilfrid Laurier unsafe”Toronto Star. Retrieved November 18, 2017.
  98. Jump up^ Murphy, Rex (November 17, 2017). “Rex Murphy: University bullies student who dares to play Peterson clip from The Agenda”National Post. Retrieved November 18, 2017.
  99. Jump up^ McQuigge, Michelle (November 16, 2017). “Laurier launches third-party investigation after TA plays clip of gender debate”Global News. Retrieved November 18, 2017.
  100. Jump up^ Hopper, Tristin (November 20, 2017). “Here’s the full recording of Wilfrid Laurier reprimanding Lindsay Shepherd for showing a Jordan Peterson video”National Post. Retrieved November 25, 2017.
  101. Jump up^ “Full Text: Apology from Wilfrid Laurier officials over handling of free speech controversy”Global News. November 21, 2017. Retrieved November 25, 2017.
  102. Jump up^ “Breaking: President of Laurier issues apology regarding Lindsey Shepherd”The Cord. November 21, 2017. Retrieved November 25, 2017.
  103. Jump up^ Platt, Brian (November 21, 2017). “Wilfrid Laurier University’s president apologizes to Lindsay Shepherd for dressing-down over Jordan Peterson clip”National Post.
  104. Jump up^ Blatchford, Christie (December 18, 2017). “Christie Blatchford: Investigator’s report into Wilfrid Laurier University vindicates Lindsay Shepherd”National Post. Retrieved December 28, 2017.
  105. Jump up^ Jeffords, Shawn (December 18, 2017). “Lindsay Shepherd Controversy: Students Never Complained About TA, Laurier Finds”HuffPost. Retrieved December 28, 2017.
  106. Jump up^ Kovach, Steve (August 12, 2017). “Silicon Valley’s liberal bubble has burst, and the culture war has arrived”Business Insider. Retrieved November 11, 2017classic British liberal Jordan B. Peterson
  107. Jump up^ “Am I Christian? – Timothy Lott and Jordan B Peterson”Jordan B Peterson clips. YouTube. August 1, 2017. Interviewer: Quick question, are you a Christian? Peterson: I suppose the most straight-forward answer to that is yes, although I think it’s… it’s… let’s leave it at “yes”.
  108. Jump up to:a b Kelman, Andrew (January 31, 2018). “Walking the Tightrope Between Chaos and Order—An Interview with Jordan B Peterson”Quillette. Retrieved January 31, 2018.
  109. Jump up^ Jago, Robert (22 March 2018). “The Story Behind Jordan Peterson’s Indigenous Identity”The Walrus. Retrieved 22 May 2018.

External links

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

 

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Johnan B. Peterson — 12 Rules For Life: An Antidote to Chaos — Videos

Posted on March 10, 2018. Filed under: Articles, Blogroll, Books, Business, College, Communications, Computers, Computers, Corruption, Diet, Diet, Documentary, Economics, Education, Elections, Employment, Energy, Environment, Essays, Exercise, Faith, Family, Freedom, Friends, Health, Heroes, Homes, Investments, Law, liberty, Life, Links, Literacy, Mastery, media, People, Philosophy, Photos, Political Correctness, Programming, Psychology, Quotations, Radio, Rants, Raves, Raymond Thomas Pronk, Sleep, Spying, Strategy, Stress Reduction, Success, Talk Radio, Taxation, Taxes, Technology, Television, Vacations, Video, War, Water, Wealth, Welfare, Wisdom, Writing | Tags: , , , , , , , , , , , , , , , , , , |

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Absolutely

Jordan Peterson LIVE: 12 Rules for Life – An Antidote to Chaos

The Perilous State of the University: Jonathan Haidt & Jordan B Peterson

Jordan Peterson’s Life Advice Will Change Your Future (MUST WATCH)

2017/06/15: 12 principles for a 21st century conservatism

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Jordan Peterson gets emotional talking about his daughter and the Final Rule

jordan b peterson crying about individualism

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A Critique of Jordan B. Peterson

ALEXANDER BLUM

Far from being a darling of the alt-right or secretly promoting fiendish racist ideology, the largest contradiction in Jordan B. Peterson’s sprawling intellectual enterprise is simply the notion that capitalist classical liberalism is the only game we can successfully play on Earth, even as it contradicts the depths of Christian symbols.

Now, this is not intended to be a hit-piece on Dr. Peterson. I have listened to him since the fall of 2016, and he has radically shaped the way I view the world. He is one of the only people on the North American continent I would consider to be a true intellectual. But in the dregs of hero worship, it is too tempting to simply nod along with all that he says. Why wouldn’t I? He is far older, far wiser. But he is also in the archetypal position of ‘dead father’. He represents the golden sphere of the knowledge of both the ancient past and an intellectual development amid the dynamics of the Cold War. In order to effectively embody the spirit of the son, who resurrects the archaic tradition and redeems the blindness of his father, I must pry where there are cracks and make known the fact that no human being is infallible. In fact, if we believe that any human being has secured the total truth on any subject, then every successive generation is an unnecessary appendage insofar as they seek to develop that subject. The son who is incapable of surpassing the father signals the death of humankind, the end of evolution. As such, I must now bring rhetorical wounds against a man who is simultaneously master, bulwark and gatekeeper.

I attended a New York City talk delivered by Dr. Peterson, where much of his worldview crystallized. He explained that the Soviet Union and the West were engaged in a spiritual war over which type of ‘game’ is tenable to play. He concluded that the system of Western capitalism, built upon Enlightenment and mythological foundations (we will return to the mythological) was objectively superior to the Marxist rejection of hierarchy and obsession with central planning. Human nature, so it goes, aligns with the liberal capitalist mode of production.

But Dr. Peterson has made one profound oversight. It is precisely this: capitalism and classical liberalism have destroyed myth. The technological revolution, and the transformation of communal, local bonds of people with shared values into rent-seekers, wage-searchers and otherwise atomized, separate individuals united only by the search for profit, has destroyed the original foundations of human wellbeing. Economics has completely seized and determined culture. Peterson’s notion that economic success equates to playing a good game, or otherwise participating in the good, ultimately leads to a world defined by Bezos, Zuckerberg, and Trump.

The dominance hierarchy is a point of massive spiritual contention. How can the dominance hierarchies of the West be competent when at the very point of Peterson’s peak fame, they are occupied by Trump, a sophist, a marketer, a chronic liar with no internal life, no self-reflection, who will hand over all his wealth to unremarkable, unspecial, mediocre children? The Trump children earned nothing but by virtue of birth, and yet they are in possession of the keys to the world in ways ordinary lowborn people will never experience. How is this not a fundamental, fatal corruption of hierarchy, existing at the pinnacle of the world’s power? Peterson avoids speaking about Trump for this reason: it would force him to admit that liberal capitalism dissolves, finally, into a kind of madness. Decrying left-right polarization, Peterson upholds a center: that center is capitalist realism. The theorist Mark Fisher wrote a whole book about ‘Capitalist Realism’, the notion that social contract capitalism is the final system of economic-political life, and that’s simply that. Except Fisher rejected it, because capitalism destroys community, tradition and culture. It monetizes all these things and produces economically workshopped monoculture. Is it truly heroic to live in a circle for all of existence, the economization of perpetual Star Wars films serving as the only permanent narrative link between us? That is what Nietzsche’s ‘time is a flat circle’ meant – and it is a kind of hell. A world defined by those who purchased it two generations ago is no treading ground for heroes. Of that, I am certain.

Jordan Peterson lives doing what he loves. He makes a fortune off of Patreon and his new book. There is nothing wrong with that – he played the right game. He lived a life of the mind and was paid for it. The upcoming generation will not know what that feels like. University tenure is a non-starter. Being paid to write means working full-time in retail or food service, and not just throughout one’s 20s. Perhaps for one’s entire life. Monetizing a life of the mind is extremely rare. At Peterson’s lecture, I was surrounded by intensely bright, thoughtful young people, mostly young men. But how many of them will get to live a satisfying life of the mind? How many will instead work in offices, and ultimately aspire toward a more fulfilling life than the conditions of an impersonal network of capital that we are supposed to believe is in any way mythically inspired? I suspect that a new generation of Cains will arise out of the low-wage workers who thought they were promised something better.

When we reach the Biblical stories, we reach deeper problems. Equating Earthly success to playing the right game and achieving the good is, in essence, no better than Oprah’s prosperity gospel. People succeed off of bad ideas all the time. Worse, there are bad ideas we don’t even understand are bad, and are structurally incapable of facing. Here’s one: Professor Peterson gave the example of a person buying land, building a factory, and employing others as a total net good. But what if the factory creates irresolvable climate change over the course of 250+ years and sabotages future generations? What if the factory multiplies and creates a monoculture, stifling all new voices and claiming the globe, as Amazon and Google seek to do? When James Damore was fired by Google, Dr. Peterson was rightfully upset. But this is the consequence of prioritizing economics above culture and spirit – economic entities can slaughter free expression. That is entirely left out of a capitalist’s worldview. In fact, by merely writing controversial material, one can be rightfully denied a job by property owners. Fans of Peterson know as well as I do the deep taboos that linger in science. The subject of IQ alone will ruin lives – if intelligence is the predicate of a good life, and only a minority of us will have high IQs, what is to become of the bulk of us? Well, we will merely be followers, members of a herd. That, again, is no hero’s journey.

I always feel put-off by audiences. I felt frankly alienated, when Dr. Peterson said that rule-breaking, criminal children, if not addressed by the ages of 3 or 4, will be rule-breakers for their entire lives and ultimately end up in jail. Peterson’s words didn’t disgust me, but rather, the audience’s reaction did – it was laughter. We are talking about the doom and mass incarceration of millions of lives. We are talking about fate inscribed in biology – and the audience finds pause to laugh it off as just ‘unruly children are funny’? Perhaps they’re not taking this seriously. Perhaps the depths of this problem aren’t fully understood.

Peterson simultaneously argues for self-improvement in the game of atomized profit-seeking, but also that one’s genes largely determine intelligence and the qualities of success, i.e., disagreeableness, conscientiousness, and so on. Monetizing one’s creativity is largely an expression of personality – intelligence plus conscientiousness, with disagreeableness tossed in to ensure you keep coming out on top of negotiations. If you are born without that cocktail, you must work against your own brain where others have a smooth ride. The same is ultimately true in relation to identity. You can tell black people to pull up their bootstraps all you want – but ultimately, if you don’t understand that black people today bear the culture and last names of their former slave owners, and according to certain insane IQ studies, have a lower IQ on average than whites (a claim that debunks meritocracy and individualism in one swoop), you must prepare for the consequences. You must prepare for moral rebellion. What would you do in their situation? Every anxiety compounded by identity-wounds? It would be a hell that young white men do not face. And imagine being transgender and dealing with the world! Peterson is right to say that you must face the world, no matter what – but also wrong to defend the free market and suggest that pulling up your bootstraps is the only mode of life in which responsibility may properly manifest in individuals. The conservative desire for a totally brutal, independent society for ordinary citizens, while enabling state subsidies and legal tax evasion schemes (Apple pays no taxes) for the wealthy, is an infuriating double standard upheld by centrist capitalism.

In a Quora question from years ago, the Professor once argued against universal health care, saying that it is wrong to ‘force’ the hands of doctors, the same line of argument used by Ben Shapiro. I will never understand this in any sense. If you are paid, you have to do work, whether it’s a private or public hospital. Either way, declining work means getting fired. There is no real distinction in ‘forced’ labor here. Of what use are our myths if we share no common community worth funding, for those who would otherwise be bankrupted by their bills? If you say churches or local organizations should provide these services, then see to it that megachurches provide anything at all from their coffers. I guarantee you these ‘Christians’ will cling to their purse strings.

On the topic of transgender people, I split in certain ways with Peterson. As I understand it, he is only opposed to the legal requirement to adhere to proper pronouns, which I understand. I reject state authority as well. But what is the transgender individual, at a deeper level? At its core, it is an attempt to break free from the constraints of biology and achieve ‘one’ where previously there were two. This is a good thing. I see much hope in the transgender movement. And it is mythologically driven.

For all that Peterson speaks of the Bible, so far, he leaves out one vital figure, perhaps the most vital figure: Sophia. In Carl Jung’s Answer to Job, Jung calls Sophia the logos itself. He names Sophia the mediator between humankind and God. Who is Sophia? Wisdom. She is the feminine wisdom exiled from the world, because in Gnostic Christian mythology, she created the world without consent from God, and in doing so, created a false God called the Demiurge, and the serpent and the fall. The redemption of the world is the return of Sophia from exile.

In his epic work of Christian mysticism, Valentin Tomberg wrote that the complete Holy Trinity is not father-son-holy spirit. In fact, it is the Holy Trinity plus mother, daughter and holy soul. The Holy Trinity, according to the greatest master of Catholic mysticism I have ever read, is actually composed of six parts, not three, and it is feminine and masculine in nature. It is intersex, or both sexes, it is fundamentally androgynous. There is so much we do not yet understand about human identity – why must traditionalists cut off all possibility for transformation out of fear alone?

To combine the feminine and the masculine is the goal of all this gender trouble, to make ‘one’ where there is now division. In the Answer to Job, Jung refers to Yahweh, or God himself, as “unconscious”, a monster, a beast of nature. It is only Sophia who is able to create self-reflection through the mediation between Yahweh and Job. it is the feminine out of which the logos is born. If modern feminism is corrupt in spite of this fact, it is because culture itself is corrupt. If the transgender movement is incomplete, it is because it is too political and not enough immersed in the archaic foundations for transforming gender, the mythical synthesis of male and female. But we also have ourselves to blame for removing Sophia entirely from our retellings of the Biblical story – Sophia is the feminine Christ. Without her, there is only cruel and delusional Yahweh, the primal God who shaped the world but who is not fit to run it alone.

But in the Q&A after the talk, Peterson explicitly defined the relationship between male and female as that of Christ and Mary. In other words, Mary raises Christ. The purpose of women is not to become heroes, but to raise them. That is impossible for a truly ambitious woman. If I were born a woman, obsessed with these mystical and philosophical questions, I would resent that statement so deeply I may never recover. Peterson’s philosophy is centered, in this way, upon a male subject. In order to redeem the father, the next generation of mythical thinkers must reorient the woman out of this secondary position. Perhaps that entails changing the very biology of childbirth – with artificial wombs, who knows what will follow. The tranhumanist idea must return Sophia to the world, not be finished at the half-answer of Mary. Valentin Tomberg, interestingly enough, spoke of the Mary-Sophia as the ultimate form of the woman. Both raiser of heroes and the hero herself. That is completeness and perfection. Not this half-answer of women in one corner, men in another, men striving, women bearing children. The reason for the fall and the progress of history is to return to Eden with higher values and more complete myths, not merely to repeat the past. Of that I am certain.

Lastly, the paradoxes of Genesis are not fully appreciated by Peterson’s focus on Western capitalism, property, and contractual profit-seeking life. Ultimately, success in this world is success of the serpent. That much is clear. Satan, and the serpent, are the Gods of this world. And God obeys the serpent! God listens to evil, and bullies Job. God allows evil to run rampant. And this world, crafted in the image of the serpent, is not the place to lay down and hand over one’s lifeblood. Financial success in this nature, this fallen nature, genetic, cyclical birth-death-birth-death nature, is only temporal. Manipulating the mechanisms of fallen nature to secure a wife and get a job are not the full extent of the hero’s journey. The true extent of the hero’s journey is in solving the problem of the fall. It is the return of Christ crucified to heaven. Now, the Marxists have tried to solve this problem, to create paradise and equality on Earth, and they have failed. But I am still committed to the attempt through means other than Marxism.

Finally, Christ himself is the ultimate paradox. I mean, let’s be serious about this. Pontius Pilate and the Romans who crucified Christ were victorious on the dominance hierarchy. Christ was defeated, destroyed. So why, then, is he the maximal expression of the hero in Christian myth? He was crucified by those who did secure wives and careers, and who passed down judgement, and succeed over others. And yet, the man who was destroyed, and not his destroyers, is the ultimate hero. It is because worldly success is not true success. There is a difference. There is absolutely a difference.

My ultimate concern with Peterson’s capitalism is that the modern world has become a place ill-suited for heroes, designed to make us dumb, dull and conformist, and he acknowledges this – he sees the difficulty of the situation, but it is the young, careerless and unmarried who will truly have to figure out a solution. In truth, we will be the ones who face it. The young, those who grew up immersed in the virtual, and the chaotic fragmentation of the decaying liberal order under Donald Trump. That is our inheritance – not the Cold War, not cultural Marxism. Those are both side-shows that make us feel good about our own cultural signaling, while resolving virtually nothing. At the Q&A, two people who asked questions were indicative of madness. One of them opened the question session by asking why Jews have been trying to destroy Russia for two-hundred years. Peterson, wisely, said “I can’t do it”. Touching that question is touching a fine sprinkled dust born of unkempt hair, the aesthetic of the alt-right, But another questioner was taken seriously, though he bothered me immensely. All I could think when he spoke was “Joseph McCarthy”. This kid asked Peterson: “How can we tell the difference between the Marxists trying to destroy Western civilization and the useful idiots?” Some in the crowd cheered. I saw the true nature of that question – authoritarianism. Let’s not be deluded by present culture wars – the right is just as authoritarian as the left, and more successful at implementing its ideas. The original dissident intellectual was the Western leftist. The pendulum will always swing back and forth, and the only way to reject it is to reject the mindset of these damn inquisitors. Yes, I’ve got problems with Western civilization. I live because there are problems to be solved. They are major problems. If the structure is good enough so that nothing major must be changed, then I was born after history ended, and will simply work my way to a cyclical grave. No. I’d rather make a world fit for heroes.

What is a hero? Someone who redeems the blind sight of the past and renews myth by speaking the truth. Well, the truth is that the world of fetishizing Earthly games as a path to goodness and truth is the world that leads to a monoculture dictated by Google, Amazon and Facebook. Individuals unrestrained by mythical truth, modern capitalists, have transformed their ideas into leviathans more massive and powerful than any idea can functionally be. If Jordan Peterson opposes communism, he must also oppose the corporate communism of a world split between a handful of companies that determine the communications, ideas and structure of the world. And that corporate communism is the consequence of believing that classical liberal capitalism is the only way we can possibly live. One entrepreneur, with one idea, one hero – Mark Zuckerberg? No. Something went wrong. He is no Hercules. The myth has degenerated into marketing. It must be made into something more.

 

 

Jordan Peterson

From Wikipedia, the free encyclopedia
Jordan Peterson
Peterson Lecture (33522701146).png

Peterson at the University of Toronto, 2017
Born Jordan Bernt Peterson
June 12, 1962 (age 55)
EdmontonAlberta, Canada
Residence TorontoOntario, Canada
Citizenship Canadian
Education Political science (B.A., 1982)
Psychology (B.A., 1984)
Clinical psychology (Ph.D., 1991)
Alma mater
Spouse(s) Tammy Roberts (m. 1989)
Children 2
Website jordanbpeterson.com
Scientific career
Fields Psychology
Institutions
Thesis Potential psychological markers for the predisposition to alcoholism (1991)
Doctoral advisor Robert O. Pihl

Jordan Bernt Peterson (born June 12, 1962) is a Canadian clinical psychologistcultural critic, and professor of psychology at the University of Toronto. His main areas of study are in abnormalsocial, and personality psychology,[1] with a particular interest in the psychology of religious and ideological belief,[2] and the assessment and improvement of personality and performance.[3]

Peterson studied at the University of Alberta and McGill University. He remained at McGill as a post-doctoral fellow from 1991 to 1993 before moving to Harvard University, where he was an assistant and an associate professor in the psychology department. In 1998, he moved to the University of Toronto as a full professor.

His first book Maps of Meaning: The Architecture of Belief was published in 1999, a work which examined several academic fields to describe the structure of systems of beliefs and myths, their role in the regulation of emotion, creation of meaning, and motivation for genocide.[4][5][6] His second book, 12 Rules for Life: An Antidote to Chaos, was released in January 2018.[7][8][9]

In 2016, Peterson released a series of videos on his YouTube channel in which he criticized political correctness and the Canadian government’s Bill C-16. He subsequently received significant media coverage.[7][8][9]

Childhood

Peterson was born on June 12, 1962, and grew up in FairviewAlberta, a small town northwest of his birthplace Edmonton, in Canada. He was the eldest of three children born to Beverley, a librarian at the Fairview campus of Grande Prairie Regional College, and Walter Peterson, a schoolteacher.[10] His middle name is Bernt (/bɛərnt/ BAIRNT), after his Norwegian great-grandfather.[11][12]

When he was 13, he was introduced to the writings of George OrwellAldous HuxleyAleksandr Solzhenitsyn, and Ayn Rand by his school librarian Sandy Notley – mother of Rachel Notley, leader of the Alberta New Democratic Party and 17th Premier of Alberta.[13] He also worked for the New Democratic Party (NDP) throughout his teenage years, but grew disenchanted with the party due to what he saw as a preponderance of “the intellectual, tweed-wearing middle-class socialist” who “didn’t like the poor; they just hated the rich”.[10] He left the NDP at age 18.[14]

Education

After graduating from Fairview High School in 1979, Peterson entered the Grande Prairie Regional College to study political science and English literature.[2] He later transferred to the University of Alberta, where he completed his B.A. in 1982.[14] Afterwards, he took a year off to visit Europe. There he developed an interest in the psychological origins of the Cold War, particularly 20th century European totalitarianism,[2][15] and was plagued by apocalyptic nightmares about the escalation of the nuclear arms race. As a result, he became concerned about mankind’s capacity for evil and destruction, and delved into the works of Carl JungFriedrich NietzscheAleksandr Solzhenitsyn,[10] and Fyodor Dostoyevsky.[15] He then returned to the University of Alberta and received a B.A. in psychologyin 1984.[16] In 1985, he moved to Montreal to attend McGill University. He earned his Ph.D. in clinical psychology under the supervision of Robert O. Pihl in 1991, and remained as a post-doctoral fellow at McGill’s Douglas Hospital until June 1993, working with Pihl and Maurice Dongier.[2][17]

Career

From July 1993 to June 1998,[1] Peterson lived in Arlington, Massachusetts, while teaching and conducting research at Harvard University as an assistant and an associate professor in the psychology department. During his time at Harvard, he studied aggressionarising from drug and alcohol abuse and supervised a number of unconventional thesis proposals.[14] Two former Ph.D. students, Shelley Carson, a psychologist and teacher from Harvard, and author Gregg Hurwitz recalled that Peterson’s lectures were already highly admired by the students.[8] In July 1998, he returned to Canada and took up a post as a full professor at the University of Toronto.[1][16]

Peterson’s areas of study and research are in the fields of psychopharmacologyabnormalneuroclinicalpersonalitysocialindustrial and organizational,[1] religiousideological,[2] political, and creativity psychology.[3] Peterson has authored or co-authored more than a hundred academic papers.[18] Peterson has over 20 years of clinical practice, seeing 20 people a week, but in 2017, he decided to put the practice on hold because of new projects.[7]

In 2004, a 13-part TV series based on Peterson’s book Maps of Meaning: The Architecture of Belief aired on TVOntario.[10][16][19] He has also appeared on that network on shows such as Big Ideas, and as a frequent guest and essayist on The Agenda with Steve Paikin since 2008.[20][21]

Works

Books

Maps of Meaning: The Architecture of Belief

Something we cannot see protects us from something we do not understand. The thing we cannot see is culture, in its intrapsychic or internal manifestation. The thing we do not understand is the chaos that gave rise to culture. If the structure of culture is disrupted, unwittingly, chaos returns. We will do anything – anything – to defend ourselves against that return.

— Jordan Peterson, 1998 (Descensus ad Inferos)[22]

In 1999, Routledge published Maps of Meaning: The Architecture of Belief. The book, which took Peterson 13 years to complete, describes a comprehensive theory about how people construct meaningbeliefs and make narratives using ideas from various fields including mythologyreligionliteraturephilosophy and psychology in accordance to the modern scientific understanding of how the brain functions.[14][22][23]

According to Peterson, his main goal was to examine why both individuals and groups participate in social conflict, explore the reasoning and motivation individuals take to support their belief systems (i.e. ideological identification[14]) that eventually results in killing and pathological atrocities like the Gulag, the Auschwitz concentration camp and the Rwandan genocide.[14][22][23] He considers that an “analysis of the world’s religious ideas might allow us to describe our essential morality and eventually develop a universal system of morality”.[23]

12 Rules for Life: An Antidote to Chaos

In January 2018, Penguin Random House published Peterson’s second book, 12 Rules for Life: An Antidote to Chaos. The work contains abstract ethical principles about life, in a more accessible style than Maps of Meaning.[7][8][9] To promote the book, Peterson went on a world tour.[24][25][26] As part of the tour, Peterson was interviewed by Cathy Newman on Channel 4 News. In a short time the interview received considerable attention and over seven million views on YouTube.[27][28][29] The book was ranked the number one bestselling book on Amazon in the United States and Canada and number four in the United Kingdom.[30][31] It also topped bestselling lists in Canada, US and the United Kingdom.[32][33]

YouTube channel and podcasts

In 2013, Peterson began recording his lectures (“Personality and Its Transformations”, “Maps of Meaning: The Architecture of Belief”[34]) and uploading them to YouTube. His YouTube channel has gathered more than 800,000 subscribers and his videos have received more than 35 million views as of January 2018.[35] In January 2017, he hired a production team to film his psychology lectures at the University of Toronto. He used funds received via the crowd-sourced funding website Patreon after he became embroiled in the Bill C-16 controversy in September 2016. His funding through Patreon has increased from $1,000 per month in August 2016 to $14,000 by January 2017 to more than $50,000 by July 2017.[13][35][36]

Peterson has appeared on The Joe Rogan ExperienceThe Gavin McInnes ShowSteven Crowder‘s Louder with CrowderDave Rubin‘s The Rubin ReportStefan Molyneux‘s Freedomain Radioh3h3Productions‘s H3 PodcastSam Harris‘s Waking Up podcast, Gad Saad‘s The Saad Truth series and other online shows.[37] In December 2016, Peterson started his own podcast, The Jordan B. Peterson Podcast, which has 39 episodes as of February 20, 2018, including academic guests such as Camille PagliaMartin Daly, and James W. Pennebaker,[38] while on his channel he has also interviewed Stephen HicksRichard J. Haier, and Jonathan Haidt among others. Peterson supported engineer James Damore in his action against Google.[9]

In May 2017, Peterson began The Psychological Significance of the Biblical stories,[39] a series of live theatre lectures, also published as podcasts, in which he analyzes archetypal narratives in Genesis as patterns of behavior vital for personal, social and cultural stability.[9][40]

Self Authoring Suite

Peterson and his colleagues Robert O. Pihl, Daniel Higgins, and Michaela Schippers[41] produced a writing therapy program with series of online writing exercises, titled the Self Authoring Suite.[42] It includes the Past Authoring Program, a guided autobiography; two Present Authoring Programs, which allow the participant to analyze their personality faults and virtues in terms of the Big Five personality model; and the Future Authoring Program, which guides participants through the process of planning their desired futures. The latter program was used with McGill University undergraduates on academic probation to improve their grades, as well since 2011 at Rotterdam School of Management, Erasmus University.[43][44] The Self Authoring Programs were developed partially from research by James W. Pennebaker at the University of Texas at Austin and Gary Latham at the Rotman School of Management of the University of Toronto. Pennebaker demonstrated that writing about traumatic or uncertain events and situations improved mental and physical health, while Latham demonstrated that personal planning exercises help make people more productive.[44] According to Peterson, more than 10,000 students have used the program as of January 2017, with drop-out rates decreasing by 25% and GPAs rising by 20%.[10]

Critiques of political correctness

Peterson’s critiques of political correctness range over issues such as postmodernismpostmodern feminismwhite privilegecultural appropriation, and environmentalism.[37][45][46] Writing in the National Post, Chris Selley said Peterson’s opponents had “underestimated the fury being inspired by modern preoccupations like white privilege and cultural appropriation, and by the marginalization, shouting down or outright cancellation of other viewpoints in polite society’s institutions”,[47] while in The SpectatorTim Lottstated Peterson became “an outspoken critic of mainstream academia”.[15] Peterson’s social media presence has magnified the impact of these views; Simona Chiose of The Globe and Mail noted: “few University of Toronto professors in the humanities and social sciences have enjoyed the global name recognition Prof. Peterson has won”.[48]

According to his study – conducted with one of his students, Christine Brophy – of the relationship between political belief and personality, political correctness exists in two types: PC-Egalitarianism and PC-Authoritarianism, which is a manifestation of “offense sensitivity”.[49] The first type is represented by a group of classical liberals, while the latter by the group known as “social justice warriors[10] who “weaponize compassion“.[2] The study also found an overlap between PC-authoritarians and right-wing authoritarians.[49]

Peterson considers that the universities should be held as among the most responsible for the wave of political correctness which appeared in North America and Europe.[48] He watched the rise of political correctness on campuses since the early 1990s,[50] and considers that the humanities have become corrupt, less reliant on science, and instead of “intelligent conversation, we are having an ideological conversation”. From his own experience as a university professor, he states that the students who are coming to his classes are uneducated and unaware about the mass exterminations and crimes by Stalinism and Maoism, which were not given the same attention as fascism and Nazism. He also says that “instead of being ennobled or inculcated into the proper culture, the last vestiges of structure are stripped from [the students] by post-modernism and neo-Marxism, which defines everything in terms of relativism and power“.[15][51][52]

Of postmodernism and identity politics

And so since the 1970s, under the guise of postmodernism, we’ve seen the rapid expansion of identity politics throughout the universities, it’s come to dominate all of the humanities – which are dead as far as I can tell – and a huge proportion of the social sciences … We’ve been publicly funding extremely radical, postmodern leftist thinkers who are hellbent on demolishing the fundamental substructure of Western civilization. And that’s no paranoid delusion. That’s their self-admitted goal … Jacques Derrida … most trenchantly formulated the anti-Western philosophy that is being pursued so assiduously by the radical left.

— Peterson, 2017[51]

Peterson believes that postmodern philosophers and sociologists since the 1960s,[45] while typically claiming to reject Marxism and Communism, because they were discredited as economic ideologies as well by the exposure of crimes in the Soviet Union, have actually built upon and extended their core tenets. He states that it is difficult to understand contemporary society without considering the influence of postmodernism which initially spread from France to the United States through the English department at Yale University. He argues that they “started to play a sleight of hand, and instead of pitting the proletariat, the working class, against the bourgeois, they started to pit the oppressed against the oppressor. That opened up the avenue to identifying any number of groups as oppressed and oppressor and to continue the same narrative under a different name … The people who hold this doctrine – this radical, postmodern, communitarian doctrine that makes racial identity or sexual identity or gender identity or some kind of group identity paramount – they’ve got control over most low-to-mid level bureaucratic structures, and many governments as well”.[51][18]

He emphasizes that the state should halt funding to faculties and courses he describes as neo-Marxist, and advises students to avoid disciplines like women’s studiesethnic studies and racial studies, as well other fields of study he believes are “corrupted” by the ideology such as sociologyanthropology and English literature.[53][54] He states that these fields, under the pretense of academic inquiry, propagate unscientific methods, fraudulent peer-review processes for academic journals, publications that garner zero citations,[55] cult-like behaviour,[53] safe-spaces,[56] and radical left-wing political activism for students.[45] Peterson has proposed launching a website which uses AI to identify and showcase the amount of ideologization in specific courses. He announced in November 2017 that he had temporarily postponed the project as “it might add excessively to current polarization”.[57][58]

Peterson has criticized the use of the term “white privilege“, stating that, “being called out on their white privilege, identified with a particular racial group and then made to suffer the consequences of the existence of that racial group and its hypothetical crimes, and that sort of thing has to come to a stop. … [It’s] racist in its extreme”.[45] In response to the 2017 protest in Charlottesville, Virginia, he criticized the far right‘s use of identity politics, and said that “the Caucasians shouldn’t revert to being white. It’s a bad idea, it’s a dangerous idea, and it’s coming fast, and I don’t like to see that!” He stated that the notion of group identity is “seriously pathological … reprehensible … genocidal” and “it will bring down our civilization if we pursue it”.[59] He has also been prominent in the debate about cultural appropriation, stating it promotes self-censorship in society and journalism.[60]

Of Bill C-16

On September 27, 2016, Peterson released the first installment of a three-part lecture video series, entitled “Professor against political correctness: Part I: Fear and the Law”.[13][61] In the video, he stated he would not use the preferred gender pronouns of students and faculty as part of compelled speech, and announced his objection to the Canadian government‘s Bill C-16, which proposed to add “gender identity or expression” as a prohibited ground of discrimination under the Canadian Human Rights Act, and to similarly expand the definitions of promoting genocide and publicly inciting hatred in the Criminal Code.[61][62]

He stated that his objection to the bill was based on potential free speech implications if the Criminal Code is amended, as he claimed he could then be prosecuted under provincial human rights laws if he refuses to call a transsexual student or faculty member by the individual’s preferred pronoun.[63] Furthermore, he argued that the new amendments paired with section 46.3 of the Ontario Human Rights Code would make it possible for employers and organizations to be subject to punishment under the code if any employee or associate says anything that can be construed “directly or indirectly” as offensive, “whether intentionally or unintentionally”.[64] Other academics challenged Peterson’s interpretation of C-16,[63] while some scholars such as Robert P. George supported Peterson’s initiative.[13]

The series of videos drew criticism from transgender activists, faculty and labour unions, and critics accused Peterson of “helping to foster a climate for hate to thrive”.[13] Protests erupted on campus, some including violence, and the controversy attracted international media attention.[65][66][67] When asked in September 2016 if he would comply with the request of a student to use a preferred pronoun, Peterson said “it would depend on how they asked me … If I could detect that there was a chip on their shoulder, or that they were [asking me] with political motives, then I would probably say no … If I could have a conversation like the one we’re having now, I could probably meet them on an equal level”.[67] Two months later, the National Post published an op-ed by Peterson in which he elaborated on his opposition to the bill and explained why he publicly made a stand against it:

I will never use words I hate, like the trendy and artificially constructed words “zhe” and “zher.” These words are at the vanguard of a post-modern, radical leftist ideology that I detest, and which is, in my professional opinion, frighteningly similar to the Marxist doctrines that killed at least 100 million people in the 20th century.

I have been studying authoritarianism on the right and the left for 35 years. I wrote a book, Maps of Meaning: The Architecture of Belief, on the topic, which explores how ideologies hijack language and belief. As a result of my studies, I have come to believe that Marxism is a murderous ideology. I believe its practitioners in modern universities should be ashamed of themselves for continuing to promote such vicious, untenable and anti-human ideas, and for indoctrinating their students with these beliefs. I am therefore not going to mouth Marxist words. That would make me a puppet of the radical left, and that is not going to happen. Period.[68]

In response to the controversy, academic administrators at the University of Toronto sent Peterson two letters of warning, one noting that free speech had to be made in accordance with human rights legislation and the other adding that his refusal to use the preferred personal pronouns of students and faculty upon request could constitute discrimination. Peterson speculated that these warning letters were leading up to formal disciplinary action against him, but in December the university assured him that he would retain his professorship, and in January 2017 he returned to teach his psychology class at the University of Toronto.[13]

In February 2017, Maxime Bernier, candidate for leader of the Conservative Party of Canada, stated that he shifted his position on Bill C-16 after meeting with Peterson and discussing it.[69] Peterson’s analysis of the bill was also frequently cited by senators who were opposed to its passage.[70]

In April 2017, Peterson was denied a Social Sciences and Humanities Research Council grant for the first time in his career, which he interpreted as retaliation for his statements regarding Bill C-16.[71] A media relations adviser for SSHRC said “[c]ommittees assess only the information contained in the application”.[72] In response, The Rebel Media launched an Indiegogo campaign on Peterson’s behalf.[73] The campaign raised $195,000 by its end on May 6, equivalent to over two years of research funding.[74]

In May 2017, Peterson spoke against Bill C-16 at a Senate committee on legal and constitutional affairs hearing. He was one of 24 witnesses who were invited to speak on the bill.[70]

In August 2017, an announced event at Ryerson University titled “The Stifling of Free Speech on University Campuses”, organized by former social worker Sarina Singh with panelists Peterson, Gad Saad, Oren Amitay, and Faith Goldy was shut down because of pressure on the university administration from the group “No Fascists in Our City”.[75] However, another version of the panel (without Goldy) was held on November 11 at Canada Christian College with an audience of 1,500.[76][77]

In November 2017 a teaching assistant (TA) at Wilfrid Laurier University (WLU) was censured by her professors and WLU’s Manager of Gendered Violence Prevention and Support for showing a segment of The Agenda, which featured Peterson debating Bill C-16, during a classroom discussion.[78][79][80] The reasons given for the censure included the clip creating a “toxic climate” and being itself in violation of Bill C-16.[81] The case was criticized by several newspaper editorial boards[82][83][84] and national newspaper columnists[85][86][87][88] as an example of the suppression of free speech on university campuses. WLU announced a third-party investigation.[89] After the release of the audio recording of the meeting in which the TA was censured,[90] WLU President Deborah MacLatchy and the TA’s supervising professor Nathan Rambukkana published letters of formal apology.[91][92][93] According to the investigation no students had complained about the lesson, there was no informal concern related to Laurier policy, and according to MacLatchy the meeting “never should have happened at all”.[94][95]

Personal life

Peterson married Tammy Roberts in 1989.[13] They have one daughter and one son.[10][13] He became a grandfather in August 2017.[96]

Politically, Peterson has described himself as a classic British liberal.[97][15] He is a philosophical pragmatist.[40] In a 2017 interview, Peterson identified as a Christian,[98] but in 2018 he did not.[99] He emphasized his conceptualization of Christianity is probably not what it is generally understood, stating that the ethical responsibility of a Christian is to imitate Christ, for him meaning “something like you need to take responsibility for the evil in the world as if you were responsible for it … to understand that you determine the direction of the world, whether it’s toward heaven or hell”.[99] When asked if he believes in God, Peterson responded: “I think the proper response to that is No, but I’m afraid He might exist”.[7] Writing for The SpectatorTim Lott said Peterson draws inspiration from Jung’s philosophy of religion, and holds views similar to the Christian existentialism of Søren Kierkegaard and Paul Tillich. Lott also said Peterson has respect for Taoism, as it views nature as a struggle between order and chaos, and posits that life would be meaningless without this duality.[15]

Bibliography

Books

Journal articles

Top 15 most cited academic papers from Google Scholar and ResearchGate:

References

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

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

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

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

Train engineer Robert Bregent gives his expertise on the Amtrak derailment

High speed Amtrak train derails in DuPont, Washington

Alex Rozier discusses being on the train earlier in the morning

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Witness describes ‘unreal’ aftermath of train derailment

Dr. Marc Siegel on injuries suffered in train derailment

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

Official: At least six people killed in train derailment

 

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

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

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

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

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

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

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

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

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

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

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

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

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

‘Prepared for the Worst and Hoped for the Best’

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

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

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

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

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

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

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

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

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

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

Southbound I-5 To Remain Closed For Extened Period

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

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

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

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

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

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

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

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

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

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

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

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

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

Scroll down for video 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

WHAT IS POSITIVE TRAIN CONTROL?

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

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

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

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

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

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

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

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

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

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

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

DESPERATE EMERGENCY CALL FROM CREW OF AMTRAK TRAIN

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

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

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

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

OPERATOR: ‘Hey guys what happened?’

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

OPERATOR: ‘Are you… is everybody okay?’

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

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

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

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

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

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

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

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

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

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

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

Firefighters are seen looking for more survivors on Monday 

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

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

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

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

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

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

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

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

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

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

A look at the new locomotives for the Cascade line

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

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

The project was known as the Point Defiance Bypass.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Amtrak derailment onto I-5 in Washington State on Monday

Amtrak derailment onto I-5 in Washington State on Monday

Numerous paramedics were seen at the scene on Monday 

Numerous paramedics were seen at the scene on Monday

Above is the train tracks where the train derailed Monday morning 

Above is the train tracks where the train derailed Monday morning

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

 

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

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Pronk Pops Show 1003, November 20, 2017

Pronk Pops Show 1002, November 15, 2017

Pronk Pops Show 1001, November 14, 2017 

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Pronk Pops Show 941, August 7, 2017

Pronk Pops Show 940, August 3, 2017

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November 22, 2017 06:55 PM PST

The Pronk Pops Show 1005

November 22, 2017

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

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

For additional information and videos:

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

November 22, 2017 05:12 PM PST

The Pronk Pops Show 1004

November 21, 2017

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

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

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November 21, 2017 08:25 PM PST

The Pronk Pops Show 1003

November 20, 2017

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

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

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November 20, 2017 02:08 PM PST

The Pronk Pops Show 1002

November 15, 2017

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

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

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

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November 17, 2017 04:39 PM PST

The Pronk Pops Show 1001

November 14, 2017

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

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

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

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

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Posted on October 29, 2017. Filed under: American History, Beef, Biology, Blogroll, Books, Bread, Business, Chemistry, College, Communications, Computers, Congress, Crisis, Diet, Diet, Disease, Documentary, Education, Energy, Environment, Exercise, Family, Famine, Farming, Food, Freedom, Friends, Fruit, Geology, government spending, Health, Health Care, history, Language, Law, liberty, Life, Links, Literacy, Love, media, Medical, Medicine, Milk, Money, Non-Fiction, Philosophy, Photos, Physics, Political Correctness, Politics, Press, Psychology, Rants, Raves, Raymond Thomas Pronk, Regulations, Resources, Reviews, Science, Security, Sleep, Speech, Sports, Strategy, Stress Reduction, Success, Talk Radio, Technology, Trade, Unemployment, Vegetables, Video, Water, Wealth, Welfare, Wisdom, Work, Writing | Tags: , , , , , , , , , , , , , , , , , , , , , , , |

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http://bit.ly/AdrenalBodyTypeKit Take Dr. Berg’s Advanced Evaluation Quiz: http://bit.ly/EvalQuiz Your report will then be sent via email analyzing 104 potential symptoms, giving you a much deeper insight into the cause-effect relationship of your body issues. It’s free and very enlightening. Dr. Berg talks about the Adrenal Body Type. This type has a series of symptoms: 1. Belly Fat 2. Low tolerance to stress 3. Asthma 4. Allergies 5. High blood pressure 6. Low vitamin D 7. Buffalo hump 8. Diabetes 9. Inflammation 10. Acid reflux Here’s what to do: 1. Low intensity exercise 2. Sleep more 3. No sugar 4. Lots of greens (7-10 cups of vegetables) 5. Protein 3-6oz 6. The Adrenal Body Type Kit Dr. Eric Berg DC Bio: Dr. Berg, 51 years of age is a chiropractor who specializes in weight loss through nutritional and natural methods. His private practice is located in Alexandria, Virginia. His clients include senior officials in the U.S. government and the Justice Department, ambassadors, medical doctors, high-level executives of prominent corporations, scientists, engineers, professors, and other clients from all walks of life. He is the author of The 7 Principles of Fat Burning, published by KB Publishing in January 2011. Dr. Berg trains chiropractors, physicians and allied healthcare practitioners in his methods, and to date he has trained over 2,500 healthcare professionals. He has been an active member of the Endocrinology Society, and has worked as a past part-time adjunct professor at Howard University. DR. BERG’S VIDEO BLOG: http://www.drberg.com/blog FACEBOOK: http://www.facebook.com/DrEricBerg TWITTER: http://twitter.com/DrBergDC YOUTUBE: https://www.youtube.com/user/drericbe… ABOUT DR. BERG: http://www.drberg.com/dr-eric-berg/bio DR. BERG’S SEMINARS: http://www.drberg.com/seminars DR. BERG’S STORY: http://www.drberg.com/dr-eric-berg/story DR. BERG’S CLINIC: https://www.drberg.com/dr-eric-berg/c… DR. BERG’S HEALTH COACHING TRAINING: http://www.drberg.com/weight-loss-coach DR. BERG’S SHOP: http://shop.drberg.com/ DR. BERG’S REVIEWS: http://www.drberg.com/reviews

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Jean Piaget — Piaget Theory of Cognitive Development — Videos

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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.
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  • 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