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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

 [show

Personal life

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

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

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

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

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

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

Career history

Bust of Jean Piaget in the Parc des BastionsGeneva

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

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

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

Piaget before psychology

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

Sociological model of development

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

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

Biological model of intellectual development

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

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

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

Elaboration of the logical model of intellectual development

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

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

Study of figurative thought

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

Theory

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

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

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

Stages

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

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

I. Simple reflexes;

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

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

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

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

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

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

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

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

The Preoperational Stage is divided into two substages:

I. Symbolic Function Substage

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

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

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

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

Developmental process

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

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

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

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

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

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

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

By the end of this experiment several results were found. First, younger children have a discriminative ability that shows the logical capacity for cognitive operations exists earlier than acknowledged. This study also reveals that young children can be equipped with certain qualities for cognitive operations, depending on how logical the structure of the task is. Research also shows that children develop explicit understanding at age 5 and as a result, the child will count the sweets to decide which has more. Finally the study found that overall quantity conservation is not a basic characteristic of humans’ native inheritance.

Genetic epistemology

According to Jean Piaget, genetic epistemology “attempts to explain knowledge, and in particular scientific knowledge, on the basis of its history, its sociogenesis, and especially the psychological origins of the notions and operations upon which it is based”[5]. Piaget believed he could test epistemological questions by studying the development of thought and action in children. As a result, Piaget created a field known as genetic epistemology with its own methods and problems. He defined this field as the study of child development as a means of answering epistemological questions.

Schema

A Schema is a structured cluster of concepts, it can be used to represent objects, scenarios or sequences of events or relations. The original idea was proposed by philosopher Immanuel Kant as innate structures used to help us perceive the world.[42]

A schema (pl. schemata) is the mental framework that is created as children interact with their physical and social environments.[43] For example, many 3-year-olds insist that the sun is alive because it comes up in the morning and goes down at night. According to Piaget, these children are operating based on a simple cognitive schema that things that move are alive. At any age, children rely on their current cognitive structures to understand the world around them. Moreover, younger and older children may often interpret and respond to the same objects and events in very different ways because cognitive structures take different forms at different ages.[44]

Piaget (1953) described three kinds of intellectual structures: behavioural (or sensorimotor) schemata, symbolic schemata, and operational schemata.

  • Behavioural schemata: organized patterns of behaviour that are used to represent and respond to objects and experiences.
  • Symbolic schemata: internal mental symbols (such as images or verbal codes) that one uses to represent aspects of experience.
  • Operational schemata: internal mental activity that one performs on objects of thought.[45]

According to Piaget, children use the process of assimilation and accommodation to create a schema or mental framework for how they perceive and/or interpret what they are experiencing. As a result, the early concepts of young children tend to be more global or general in nature.[46]

Similarly, Gallagher and Reid (1981) maintained that adults view children’s concepts as highly generalized and even inaccurate. With added experience, interactions, and maturity, these concepts become refined and more detailed. Overall, making sense of the world from a child’s perspective is a very complex and time-consuming process.[47]

Schemata are:

  • Critically important building block of conceptual development
  • Constantly in the process of being modified or changed
  • Modified by on-going experiences
  • A generalized idea, usually based on experience or prior knowledge.[46]

These schemata are constantly being revised and elaborated upon each time the child encounters new experiences. In doing this children create their own unique understanding of the world, interpret their own experiences and knowledge, and subsequently use this knowledge to solve more complex problems. In a neurological sense, the brain/mind is constantly working to build and rebuild itself as it takes in, adapts/modifies new information, and enhances understanding.[46]

Physical microstructure of schemata

In his Biology and Knowledge (1967+ / French 1965), Piaget tentatively hinted at possible physical embodiments for his abstract schema entities. At the time, there was much talk and research about RNA as such an agent of learning, and Piaget considered some of the evidence. However, he did not offer any firm conclusions, and confessed that this was beyond his area of expertise.

Research methods

Piaget wanted to revolutionize the way research was conducted. Although he started researching with his colleagues using a traditional method of data collection, he was not fully satisfied with the results and wanted to keep trying to find new ways of researching using a combination of data, which included naturalistic observationpsychometrics, and the psychiatric clinical examination, in order to have a less guided form of research that would produce more empirically valid results. As Piaget developed new research methods, he wrote a book called The Language and Thought of the Child, which aimed to synthesize the methods he was using in order to study the conclusion children drew from situations and how they arrived to such conclusion. The main idea was to observe how children responded and articulated certain situations with their own reasoning, in order to examine their thought processes (Mayer, 2005).

Piaget administered a test in 15 boys with ages ranging from 10 to 14 years in which he asked participants to describe the relationship between a mixed bouquet of flowers and a bouquet with flowers of the same color. The purpose of this study was to analyze the thinking process the boys had and to draw conclusions about the logic processes they had used, which was a psychometric technique of research. Piaget also used the psychoanalytic method initially developed by Sigmund Freud. The purpose of using such method was to examine the unconscious mind, as well as to continue parallel studies using different research methods. Psychoanalysis was later rejected by Piaget, as he thought it was insufficiently empirical (Mayer, 2005).

Piaget argued that children and adults used speech for different purposes. In order to confirm his argument, he experimented analyzing a child’s interpretation of a story. In the experiment, the child listened to a story and then told a friend that same story in his/her/their own words. The purpose of this study was to examine how children verbalize and understand each other without adult intervention. Piaget wanted to examine the limits of naturalistic observation, in order to understand a child’s reasoning. He realized the difficulty of studying children’s thoughts, as it is hard to know if a child is pretending to believe their thoughts or not. Piaget was the pioneer researcher to examine children’s conversations in a social context – starting from examining their speech and actions – where children were comfortable and spontaneous (Kose, 1987).

Issues and possible solutions

After conducting many studies, Piaget was able to find significant differences in the way adults and children reason; however, he was still unable to find the path of logic reasoning and the unspoken thoughts children had, which could allow him to study a child’s intellectual development over time (Mayer, 2005). In his third book, The Child’s Conception of the World, Piaget recognized the difficulties of his prior techniques and the importance of psychiatric clinical examination. The researcher believed that the way clinical examinations were conducted influenced how a child’s inner realities surfaced. Children would likely respond according to the way the research is conducted, the questions asked, or the familiarity they have with the environment. The clinical examination conducted for his third book provides a thorough investigation into a child’s thinking process. An example of a question used to research such process was: “Can you see a thought?” (Mayer, 2005, p. 372).

Development of new methods

Piaget recognized that psychometric tests had its limitations, as children were not able to provide the researcher with their deepest thoughts and inner intellect. It was also difficult to know if the results of child examination reflected what children believed or if it is just a pretend situation. For example, it is very difficult to know with certainty if a child who has a conversation with a toy believes the toy is alive or if the child is just pretending. Soon after drawing conclusions about psychometric studies, Piaget started developing the clinical method of examination. The clinical method included questioning a child and carefully examining their responses -in order to observe how the child reasoned according to the questions asked – and then examine the child’s perception of the world through their responses. Piaget recognized the difficulties of interviewing a child and the importance of recognizing the difference between “liberated” versus “spontaneous” responses (Mayer, 2005, p. 372).

Criticism of Piaget’s research methods

“The developmental theory of Jean Piaget has been criticized on the grounds that it is conceptually limited, empirically false, or philosophically and epistemologically untenable.” (Lourenço & Machado, 1996, p. 143) Piaget responded to criticism by acknowledging that the vast majority of critics did not understand the outcomes he wished to obtain from his research (Lourenço & Machado, 1996).

As Piaget believed development was a universal process, his initial sample sizes were inadequate, particularly in the formulation of his theory of infant development.[48] Piaget’s theories of infant development were based on his observations of his own three children. While this clearly presents problems with the sample size, Piaget also probably introduced confounding variables and social desirability into his observations and his conclusions based on his observations. It is entirely possible Piaget conditioned his children to respond in a desirable manner, so, rather than having an understanding of object permanence, his children might have learned to behave in a manner that indicated they understood object permanence. The sample was also very homogenous, as all three children had a similar genetic heritage and environment. Piaget did, however, have larger sample sizes during his later years.

Development of research methods

Piaget wanted to research in environments that would allow children to connect with some existing aspects of the world. The idea was to change the approach described in his book The Child’s Conception of the World and move away from the vague questioning interviews. This new approach was described in his book The Child’s Conception of Physical Causality, where children were presented with dilemmas and had to think of possible solutions on their own. Later, after carefully analyzing previous methods, Piaget developed a combination of naturalistic observation with clinical interviewing in his book Judgment and Reasoning in the Child, where a child’s intellect was tested with questions and close monitoring. Piaget was convinced he had found a way to analyze and access a child’s thoughts about the world in a very effective way. (Mayer, 2005) Piaget’s research provided a combination of theoretical and practical research methods and it has offered a crucial contribution to the field of developmental psychology (Beilin, 1992). “Piaget is often criticized because his method of investigation, though somewhat modified in recent years, is still largely clinical”. He observes a child’s surroundings and behavior. He then comes up with a hypothesis testing it and focusing on both the surroundings and behavior after changing a little of the surrounding. (Phillips, 1969)

Influence

Photo of the Jean Piaget Foundation with Pierre Bovet (1878–1965) first row (with large beard) and Jean Piaget (1896–1980) first row (on the right, with glasses) in front of the Rousseau Institute (Geneva), 1925

Despite his ceasing to be a fashionable psychologist, the magnitude of Piaget’s continuing influence can be measured by the global scale and activity of the Jean Piaget Society, which holds annual conferences and attracts around 700 participants.[49] His theory of cognitive development has proved influential in many different areas:

Developmental psychology

Piaget is the most influential developmental psychologist to date (Lourenço, O. and Machado, A., 1996), influencing not only the work of Lev Vygotsky and of Lawrence Kohlberg but whole generations of eminent academics.[clarification needed] Although subjecting his ideas to massive scrutiny led to innumerable improvements and qualifications of his original model and the emergence of a plethora of neo-Piagetian and post-Piagetian variants, Piaget’s original model has proved to be remarkably robust (Lourenço and Machado 1996).

Piaget on education

By using Piaget’s theory, educators focus on their students as learners. As a result of this focus, education is learner-center and constructivist-based to an extent. Piaget’s theory allows teachers to view students as individual learners who add new concepts to prior knowledge to construct, or build, understanding for themselves.[50] Teachers who use a learner-centered approach as a basis for their professional practices incorporate the several dispositions.[50] They provide experience-based educational opportunities. These teachers also contemplate the learners’ individual qualities and attitudes during curriculum planning. Educators allow learners’ insights to alter the curriculum. They nourish and support learners’ curiosity. They also involve learners’ emotions and create a learning environment in which students feel safe.[50]

There are two differences between the preoperational and concrete operational stages that apply to education. These differences are reversibility and decentration. At times, reversibility and decentration occur at the same time.[51] When students think about the steps to complete a task without using a particular logical, sequential order, they are using reversibility.[51] Decentration allows him to concentrate on multiple components of a problematic task at a time.[51] Students use both reversibility and decentration to function throughout the school day, follow directions, and complete assignments.

An example of a student using reversibility is when learning new vocabulary. The student creates a list of unfamiliar words from a literary text. Then, he researches the definition of those words before asking classmate to test him. His teacher has given a set of particular instructions that he must follow in a particular order: he must write the word before defining it, and complete these two steps repeatedly.[51] A child in the preoperational stage gets confused during this process and needs assistance from the teacher to stay on task. The teacher refers him back to his text in order to notate the next word before he can define it.[51] A child in the preoperational stage does not understand the organization required to complete this assignment. However, a child in the concrete operational stage understands the organization, and he can recall the steps in any order while being able to follow the order given.[51] Using decentration, the child has the two activities on his mind: identify words and find them in the dictionary.[51]

A sample of decentration is a preschooler may use a toy banana as a pretend telephone. The child knows the difference between the fruit and a phone. However, in this form of play, he is operating on two levels at once.[51] In an older child at the concrete operational level, decentration allows him to complete subtraction of two-digit numbers and indicate which of the problems also involved borrowing from the other column. The student simultaneously does both.[51] Using reversibility, the student has to move mentally between two subtasks.

Regarding the giving of praise by teachers, praise is a reinforcer for students. Adolescents undergo social-emotional development such that they seek rapport with peers. Thus, teacher praise is not as powerful for students who see teachers as authority figures. They give no value to praise provided by adults, or they have no respect for the individual who is giving praise.[52]

Education

During the 1970s and 1980s, Piaget’s works also inspired the transformation of European and American education, including both theory and practice, leading to a more ‘child-centered’ approach. In Conversations with Jean Piaget, he says: “Education, for most people, means trying to lead the child to resemble the typical adult of his society … but for me and no one else, education means making creators… You have to make inventors, innovators—not conformists” (Bringuier, 1980, p. 132).

His theory of cognitive development can be used as a tool in the early childhood classroom. According to Piaget, children developed best in a classroom with interaction.

Piaget defined knowledge as the ability to modify, transform, and “operate on” an object or idea, such that it is understood by the operator through the process of transformation.[53] Learning, then, occurs as a result of experience, both physical and logical, with the objects themselves and how they are acted upon. Thus, knowledge must be assimilated in an active process by a learner with matured mental capacity, so that knowledge can build in complexity by scaffolded understanding. Understanding is scaffolded by the learner through the process of equilibration, whereby the learner balances new knowledge with previous understanding, thereby compensating for “transformation” of knowledge.[53]

Learning, then, can also be supported by instructors in an educational setting. Piaget specified that knowledge cannot truly be formed until the learner has matured the mental structures to which that learning is specific, and thereby development constrains learning. Nevertheless, knowledge can also be “built” by building on simpler operations and structures that have already been formed. Basing operations of an advanced structure on those of simpler structures thus scaffolds learning to build on operational abilities as they develop. Good teaching, then, is built around the operational abilities of the students such that they can excel in their operational stage and build on preexisting structures and abilities and thereby “build” learning.[53]

Evidence of the effectiveness of a contemporary curricular design building on Piaget’s theories of developmental progression and the support of maturing mental structures can be seen in Griffin and Case’s “Number Worlds” curriculum.[54] The curriculum works toward building a “central conceptual structure” of number sense in young children by building on five instructional processes, including aligning curriculum to the developmental sequencing of acquisition of specific skills. By outlining the developmental sequence of number sense, a conceptual structure is built and aligned to individual children as they develop.

Morality

Piaget believed in two basic principles relating to moral education: that children develop moral ideas in stages and that children create their conceptions of the world. According to Piaget, “the child is someone who constructs his own moral world view, who forms ideas about right and wrong, and fair and unfair, that are not the direct product of adult teaching and that are often maintained in the face of adult wishes to the contrary” (Gallagher, 1978, p. 26). Piaget believed that children made moral judgments based on their own observations of the world.

Piaget’s theory of morality was radical when his book The Moral Judgment of the Child was published in 1932 for two reasons: his use of philosophical criteria to define morality (as universalizable, generalizable, and obligatory) and his rejection of equating cultural norms with moral norms. Piaget, drawing on Kantian theory, proposed that morality developed out of peer interaction and that it was autonomous from authority mandates. Peers, not parents, were a key source of moral concepts such as equality, reciprocity, and justice.

Piaget attributed different types of psychosocial processes to different forms of social relationships, introducing a fundamental distinction between different types of said relationships. Where there is constraint because one participant holds more power than the other the relationship is asymmetrical, and, importantly, the knowledge that can be acquired by the dominated participant takes on a fixed and inflexible form. Piaget refers to this process as one of social transmission, illustrating it through reference to the way in which the elders of a tribe initiate younger members into the patterns of beliefs and practices of the group. Similarly, where adults exercise a dominating influence over the growing child, it is through social transmission that children can acquire knowledge. By contrast, in cooperative relations, power is more evenly distributed between participants so that a more symmetrical relationship emerges. Under these conditions, authentic forms of intellectual exchange become possible; each partner has the freedom to project his or her own thoughts, consider the positions of others, and defend his or her own point of view. In such circumstances, where children’s thinking is not limited by a dominant influence, Piaget believed “the reconstruction of knowledge”, or favorable conditions for the emergence of constructive solutions to problems, exists. Here the knowledge that emerges is open, flexible and regulated by the logic of argument rather than being determined by an external authority.

In short, cooperative relations provide the arena for the emergence of operations, which for Piaget requires the absence of any constraining influence, and is most often illustrated by the relations that form between peers (for more on the importance of this distinction see Duveen & Psaltis, 2008; Psaltis & Duveen, 2006, 2007). This is thus how, according to Piaget, children learn moral judgement as opposed to cultural norms (or maybe ideological norms).

Historical studies of thought and cognition

Historical changes of thought have been modeled in Piagetian terms. Broadly speaking these models have mapped changes in morality, intellectual life and cognitive levels against historical changes (typically in the complexity of social systems).

Notable examples include:

Non-human development

Neo-Piagetian stages have been applied to the maximum stage attained by various animals. For example, spiders attain the circular sensory motor stage, coordinating actions and perceptions. Pigeons attain the sensory motor stage, forming concepts.[citation needed]

Origins

The origins of human intelligence have also been studied in Piagetian terms. Wynn (1979, 1981) analysed Acheulian and Oldowan tools in terms of the insight into spatial relationships required to create each kind. On a more general level, Robinson’s Birth of Reason (2005) suggests a large-scale model for the emergence of a Piagetian intelligence.

Primatology

Piaget’s models of cognition have also been applied outside the human sphere, and some primatologists assess the development and abilities of primates in terms of Piaget’s model.[61]

Philosophy

Philosophers have used Piaget’s work. For example, the philosopher and social theorist Jürgen Habermas has incorporated Piaget into his work, most notably in The Theory of Communicative Action. The philosopher Thomas Kuhn credited Piaget’s work with helping him to understand the transition between modes of thought which characterized his theory of paradigm shifts.[62] Yet, that said, it is also noted that the implications of his later work do indeed remain largely unexamined.[63] Shortly before his death (September 1980), Piaget was involved in a debate about the relationships between innate and acquired features of language, at the Centre Royaumont pour une Science de l’Homme, where he discussed his point of view with the linguist Noam Chomsky as well as Hilary Putnam and Stephen Toulmin.

Artificial intelligence

Piaget also had a considerable effect in the field of computer science and artificial intelligenceSeymour Papert used Piaget’s work while developing the Logo programming languageAlan Kay used Piaget’s theories as the basis for the Dynabook programming system concept, which was first discussed within the confines of the Xerox Palo Alto Research Center (Xerox PARC). These discussions led to the development of the Alto prototype, which explored for the first time all the elements of the graphical user interface (GUI), and influenced the creation of user interfaces in the 1980s and beyond.[64]

Challenges

Piaget’s theory, however vital in understanding child psychology, did not go without scrutiny. A main figure whose ideas contradicted Piaget’s ideas was the Russian psychologist Lev Vygotsky. Vygotsky stressed the importance of a child’s cultural background as an effect to the stages of development. Because different cultures stress different social interactions, this challenged Piaget’s theory that the hierarchy of learning development had to develop in succession. Vygotsky introduced the term Zone of proximal development as an overall task a child would have to develop that would be too difficult to develop alone.

Also, the so-called neo-Piagetian theories of cognitive development maintained that Piaget’s theory does not do justice either to the underlying mechanisms of information processing that explain transition from stage to stage or individual differences in cognitive development. According to these theories, changes in information processing mechanisms, such as speed of processing and working memory, are responsible for ascension from stage to stage. Moreover, differences between individuals in these processes explain why some individuals develop faster than other individuals (Demetriou, 1998).

Over time, alternative theories of Child Development have been put forward, and empirical findings have done a lot to undermine Piaget’s theories. For example, Esther Thelen and colleagues[65] found that babies would not make the A-not-B error if they had small weights added to their arms during the first phase of the experiment that were then removed before the second phase of the experiment. This minor change should not impact babies’ understanding of object permanence, so the difference that this makes to babies’ performance on the A-not-B task cannot be explained by Piagetian theory. Thelen and colleagues also found that various other factors also influenced performance on the A-not-B task (including strength of memory trace, salience of targets, waiting time and stance), and proposed that this could be better explained using a dynamic systems theory approach than using Piagetian theory. Alison Gopnik and Betty Repacholi[66] found that babies as young as 18 months old can understand that other people have desires, and that these desires could be very different from their own desires. This strongly contradicts Piaget’s view that children are very egocentric at this age. In reaction to these challenges, it has been argued that their criticisms depend on a fundamental misreading of Piaget’s theory (Lourenço & Machado, 1996).

See also Brian Rotman‘s Jean Piaget: Psychologist of the Real, an exposition and critique of Piaget’s ideas, and Jonathan Tudge and Barbara Rogoff’s “Peer influences on cognitive development: Piagetian and Vygotskian perspectives”.[67]

Quotations

  • “Intelligence organizes the world by organizing itself.”[68]

List of major achievements

Appointments

Honorary doctorates

  • 1936 Harvard
  • 1946 Sorbonne
  • 1949 University of Brazil
  • 1949 Bruxelles
  • 1953 Chicago
  • 1954 McGill
  • 1958 Warsaw
  • 1959 Manchester
  • 1960 Oslo
  • 1960 Cambridge
  • 1962 Brandeis
  • 1964 Montreal
  • 1964 Aix-Marseille
  • 1966 Pennsylvania[69]
  • 1966? Barcelona[70]
  • 1970 Yale[71]

List of major works

The following groupings are based on the number of citations in Google Scholar.

Classics

  • The Language and Thought of the Child (London: Routledge & Kegan Paul, 1926) [Le Langage et la pensée chez l’enfant (1923)]
  • The Child’s Conception of the World (London: Routledge and Kegan Paul, 1928) [La Représentation du monde chez l’enfant (1926, orig. pub. as an article, 1925)]
  • The Moral Judgment of the Child (London: Kegan Paul, Trench, Trubner and Co., 1932) [Le jugement moral chez l’enfant (1932)]
  • The Origins of Intelligence in Children (New York: International University Press, 1952) [La naissance de l’intelligence chez l’enfant (1936), also translated as The Origin of Intelligence in the Child (London: Routledge and Kegan Paul, 1953)].
  • Play, Dreams and Imitation in Childhood (New York: Norton, 1962) [La formation du symbole chez l’enfant; imitation, jeu et reve, image et représentation (1945)].
  • The Psychology of Intelligence (London: Routledge and Kegan Paul, 1951) [La psychologie de l’intelligence (1947)].
  • The construction of reality in the child (New York: Basic Books, 1954) [La construction du réel chez l’enfant (1950), also translated as The Child’s Construction of Reality (London: Routledge and Kegan Paul, 1955)].
  • With Inhelder, B., The Growth of Logical Thinking from Childhood to Adolescence (New York: Basic Books, 1958) [De la logique de l’enfant à la logique de l’adolescent (1955)].
  • With Inhelder, B., The Psychology of the Child (New York: Basic Books, 1962) [La psychologie de l’enfant (1966, orig. pub. as an article, 1950)].

Major works

  • The early growth of logic in the child (London: Routledge and Kegan Paul, 1964) [La genèse des structures logiques elementaires (1959)].
  • With Inhelder, B., The Child’s Conception of Space (New York: W.W. Norton, 1967).
  • “Piaget’s theory” in P. Mussen (ed.), Handbook of Child Psychology, Vol. 1. (4th ed., New York: Wiley, 1983).
  • The Child’s Conception of Number (London: Routledge and Kegan Paul, 1952) [La genèse du nombre chez l’enfant (1941)].
  • Structuralism (New York: Harper & Row, 1970) [Le Structuralisme (1968)].
  • Genetic epistemology (New York: W.W. Norton, 1971, ISBN 978-0-393-00596-7).

Significant works

  • The child’s conception of physical causality (London: Kegan Paul, 1930) [La causalite physique chez l’enfant (1927)]
  • Child’s Conception of Geometry (New York, Basic Books, 1960) [La Géométrie spontanée de l’enfant (1948)].
  • The Principles of Genetic Epistemology (New York: Basic Books, 1972, ISBN 978-0-393-00596-7) [L’épistémologie génétique (1950)].
  • To understand is to invent: The future of education (New York: Grossman Publishers, 1973) [tr. of Ou va l’education (1971) and Le droit a l’education dans le monde actuel (1948)].
  • Six psychological studies (New York: Random House, 1967) [Six études de psychologie (1964)].
  • Biology and Knowledge (Chicago: University of Chicago Press, 1971) [Biologie et connaissance; essai sur les relations entre les régulations organiques et les processus cognitifs (1967)]
  • Science of education and the psychology of the child (New York: Orion Press, 1970) [Psychologie et pédagogie (1969)].
  • Intellectual evolution from adolescence to adulthood (Cambridge: Cambridge Univ. Press, 1977) [L’evolution intellectuelle entre l’adolescence et l’age adulte (1970)].
  • The Equilibration of Cognitive Structures: The Central Problem of Intellectual Development (Chicago: University of Chicago Press, 1985) [L’equilibration des structures cognitives (1975), previously translated as The development of thought: Equilibration of cognitive structures (1977)].
  • Massimo Piattelli-Palmarini (ed.), Language and learning: the debate between Jean Piaget and Noam Chomsky (Cambridge, Mass.: Harvard University Press, 1980) [Theories du language, theories de l’apprentissage (1979)].
  • Development and learning.

Notable works

  • The Grasp of Consciousness: Action and concept in the young child (London: Routledge and Kegan Paul, 1977) [La prise de conscience (1974)].
  • The Mechanisms of Perception (New York: Basic Books, 1969) [Les mécanismes perceptifs: modèles probabilistes, analyse génétique, relations avec l’intelligence (1961)].
  • Psychology and Epistemology: Towards a Theory of Knowledge (Harmondsworth: Penguin, 1972) [Psychologie et epistémologie (1970).
  • The Child’s Conception of Time (London: Routledge and Kegan Paul, 1969) [Le développement de la notion de temps chez l’enfant (1946)]
  • Logic and Psychology (Manchester: Manchester University Press, 1953).
  • Memory and intelligence (New York: Basic Books, 1973) [Memoire et intelligence (1968)]
  • The Origin of the Idea of Chance in Children (London: Routledge and Kegan Paul, 1975) [La genèse de l’idée de hasard chez l’enfant (1951)].
  • Mental imagery in the child: a study of the development of imaginal representation (London: Routledge and Kegan Paul, 1971) [L’image mentale chez l’enfant : études sur le développement des représentations imaginées (1966)].
  • Intelligence and Affectivity. Their Relationship during Child Development (Palo Alto: Annual Reviews, 1981) [Les relations entre l’intelligence et l’affectivité dans le développement de l’enfant (1954)].
  • With Garcia, R. Psychogenesis and the History of Science (New York: Columbia University Press, 1989) [Psychogenèse et histoire des sciences (1983).
  • With Beth, E. W.,Mathematical Epistemology and Psychology (Dordrecht: D. Reidel, 1966) [Épistémologie mathématique et psychologie: Essai sur les relations entre la logique formelle et la pensée réelle] (1961).

New translations

  • Piaget, J. (1995). Sociological Studies. London: Routledge.
  • Piaget, J. (2000). “Commentary on Vygotsky”. New Ideas in Psychology18: 241–59.
  • Piaget, J. (2001). Studies in Reflecting Abstraction. Hove, UK: Psychology Press.

Translators

Notes

  1. Jump up^ Susan Pass, Parallel Paths to Constructivism: Jean Piaget and Lev Vygotsky, Information Age Publishing, 2004, p. 74.
  2. Jump up^ Piaget, J. (1982). Reflections on Baldwin [interview with J. J. Vonèche]. In J. M. Broughton & D. J. Freeman-Moir (Eds.), The cognitive developmental psychology of James Mark Baldwin(pp. 80–86). Norwood, NJ: Ablex.
  3. Jump up^ Inhelder, B. (1989). Bärbel Inhelder [Autobiography] (H. Sinclair & M. Sinclair, Trans.). In G. Lindzey (Ed.), A History of Psychology in Autobiography (Vol. VIII, pp. 208–243). Stanford, CA: Stanford University Press. Tryphon, A., & Vonèche, J. J. (Eds.). (2001). Working with Piaget: Essays in honour of Bärbel Inhelder. Hove, East Sussex, UK: Psychology Press.
  4. Jump up^ Bruner, J. S. (1983). In search of mind: Essays in autobiography. New York: Harper & Row.
  5. Jump up^ Kohlberg, L. (1982). Moral development. In J. M. Broughton & D. J. Freeman-Moir (Eds.), The cognitive developmental psychology of James Mark Baldwin: Current theory and research in genetic epistemology (pp. 277–325). Norwood, NJ: Ablex.
  6. Jump up^ Kegan, Robert (1994). In Over Our Heads (p. 29). Cambridge, MA: Harvasrd University Press.
  7. Jump up^ Gardner, H. (2008). “Wrestling with Jean Piaget, my paragon. What have you changed your mind about?”Edge.org. Retrieved 2016-10-17.
  8. Jump up^ Burman, J. T. (2007). “Piaget no “remedy” for Kuhn, but the two should be read together: Comment on Tsou’s “Piaget vs. Kuhn on scientific progress””. Theory & Psychology17 (5): 721–732. doi:10.1177/0959354307079306.
  9. Jump up^ Papert, S (March 29, 1999). “Child Psychologist: Jean Piaget”. Time153: 104–107.
  10. Jump up^ Piaget, J (1979). “Comments on Vygotsky’s critical remarks”. Archives de Psychologie47 (183): 237–249.
  11. Jump up^ Piaget, J (2000). “Commentary on Vygotsky’s criticisms of Language and Thought of the Child and Judgement and Reasoning in the Child (L. Smith, Trans.)”. New Ideas in Psychology18 (2–3): 241–259. doi:10.1016/s0732-118x(00)00012-x. (Original work published 1962.)
  12. Jump up^ “International Bureau of Education – Directors” search.eb.com Munari, Alberto (1994). “JEAN PIAGET (1896–1980)” (PDF). Prospects: the quarterly review of comparative educationXXIV (1/2): 311–327. doi:10.1007/bf02199023.
  13. Jump up^ “Jean Piaget Society – About Piaget”. Retrieved 17 October 2016.
  14. Jump up^ Burman, J. T. (2012). “Jean Piaget: Images of a life and his factory”. History of Psychology15 (3): 283–288. ISSN 1093-4510doi:10.1037/a0025930.
  15. Jump up^ von Glasersfeld, E. (1990). “An exposition of constructivism: Why some like it radical”. Journal for Research In Mathematics Education – Monograph4: 19–29 & 195–210 [22]. ISSN 0883-9530JSTOR 749910doi:10.2307/749910. (p. 22).
  16. Jump up^ Hsueh, Y (2009). “Piaget in the United States, 1925–1971. In U. Müller, J. I. M. Carpendale & L. Smith (Eds.), The Cambridge Companion to Piaget (pp. 344–370). Cambridge, UK: Cambridge University Press. Müller, U., Burman, J. T., & Hutchinson, S. (2013). The developmental psychology of Jean Piaget: A quinquagenary retrospective”. Journal of Applied Developmental Psychology34 (1): 52–55. doi:10.1016/j.appdev.2012.10.001.
  17. Jump up^ Pickren, W. E. (2012). Joseph McVicker Hunt: Golden age psychologist. In W. E. Pickren, D. A. Dewsbury, & M. Wertheimer (Eds.), Portraits of pioneers in developmental psychology (pp. 185–203). New York: Psychology Press/Taylor & Francis.
  18. Jump up^ Haggbloom, Steven J.; Warnick, Jason E.; Jones, Vinessa K.; Yarbrough, Gary L.; Russell, Tenea M.; Borecky, Chris M.; McGahhey, Reagan; et al. (2002). “The 100 most eminent psychologists of the 20th century”Review of General Psychology6 (2): 139–152. doi:10.1037/1089-2680.6.2.139.
  19. Jump up^ “Jean Piaget”, Biography. Accessed 28 February 2012
  20. Jump up^ A Brief Biography of Jean Piaget, Jean Piaget Society (Society for the study of knowledge and development)
  21. Jump up^ Harvard Graduate School of Education, Susan Mayer (21 October 2005). “A Brief Biography of Jean Piaget” (PDF). gseacademic.harvard.edu.
  22. Jump up^ Voyat, G. (1981). “Jean Piaget: 1896-1980”.The American Journal of Psychology, 94(4), pp. 645–648.
  23. Jump up^ American Psychologist volume 25. (Jan 1970) pg.66
  24. Jump up^ Verne N. Rockcastle (1964, p. xi), the conference director, wrote in the conference report of the Jean Piaget conferences about Piaget: “Although few of us had any personal contact with Piaget prior to the conference, those who attended came to have the deepest and warmest regard for him both as a scientist and as a person. His sense of humor throughout the conference was a sort of international glue that flavored his lectures and punctuated his informal conversation. To sit at the table with him during a meal was not only an intellectual pleasure but a pure social delight. Piaget was completely unsophisticated in spite of his international stature. We could hardly believe it when he came prepared for two weeks’ stay with only his ‘serviette’ and a small Swissair bag. An American would have hat at least two large suitcases. When Piaget left Berkeley, he had his serviette, the small Swissair bag, and a third, larger bag crammed with botanical specimens. ‘Where did you get that bag?’ we asked. ‘I had it in one of the others,’ he replied.”
  25. Jump up^ Burman, J. T. (2013). Profiles of international archives: Les Archives Jean Piaget, University of Geneva, Switzerland. History of Psychology, 16(2), 158–161. doi: 10.1037/a0031405. A full-color photo of his grave is available online, open access, courtesy of the American Psychological Association.[1]
  26. Jump up^ Beilin, H. (1992). “Piaget’s enduring contribution to developmental psychology”. Developmental Psychology28 (2): 191–204. doi:10.1037/0012-1649.28.2.191.
  27. Jump up^ Burman, J. T. (2011). “The zeroeth Piaget”. Theory & Psychology21 (1): 130–135. doi:10.1177/0959354310361407.
  28. Jump up^ Mayer, Susan (2005). “The Early Evolution of Jean Piaget’s Clinical Method”. History of Psychology.
  29. Jump up^ Hsueh, Y. (2001). Basing much of the reasoning upon the work of Jean Piaget, 1927–1936. Archives de Psychologie, 69(268–269), 39–62; Hsueh, Y. (2002). The Hawthorne Experiments and the introduction of Jean Piaget in American Industrial Psychology, 1929–1932. History of Psychology, 5(2), 163–189. doi:10.1037/1093-4510.5.2.163
  30. Jump up^ Hsueh, Y (2004). “He sees the development of children’s concepts upon a background of sociology”: Jean Piaget’s honorary degree at Harvard University in 1936″. History of Psychology7 (1): 20–44. doi:10.1037/1093-4510.7.1.20.
  31. Jump up to:a b Ormrod, J.E. (2012). Essentials of Educational Psychology: Big Ideas to Guide Effective Teaching. Boston, MA: Pearson Education Inc.
  32. Jump up^ Hsueh, Y. (2005). The lost and found experience: Piaget rediscovered. The Constructivist, 16(1). [2]
  33. Jump up^ Guthrie, James W. “Piaget, Jean (1896–1980).” Encyclopedia of Education. 2nd ed. Vol. 5. New York, NY: Macmillan Reference USA, 2003. 1894-898.
  34. Jump up^ “Piaget, Jean.” Encyclopædia Britannica. 2008. Encyclopædia Britannica Online. 3 November 2008 search.eb.com
  35. Jump up^ Valsiner, J. (2005). “Participating in Piaget”. Society42 (2): 57–61. doi:10.1007/BF02687400.
  36. Jump up^ Howard Gardner, The Quest for Mind: Piaget, Levi-Strauss and the Structuralist Movement, University of Chicago Press, 1981.
  37. Jump up^ Beilin Harry (1992). “Piaget’s Enduring Contribution to Developmental Psychology”American Psychological Association28 (2): 191–204. doi:10.1037/0012-1649.28.2.191.
  38. Jump up^ Santrock, John W. Children. 9. New York, NY: McGraw-Hill, 1998.
  39. Jump up^ K. Kaye, The Mental and Social Life of Babies. U. Chicago Press, 1982.
  40. Jump up to:a b c Santrock, John W. (2004). Life-Span Development (9th Ed.). Boston, MA: McGraw-Hill College – Chapter 8
  41. Jump up^ Patrica H. Miller Theories of Developmental Psychology 5th Edition, Worth Publishers 2009
  42. Jump up^ Michael W. Eysenck, & Mark. T Keane. (2010). Cognitive Psychology: A Student’s Handbook, (6th.). East Sussex: Psychology Press. Retrieved from psypress.com.
  43. Jump up^ Naested, I., Potvin, B., & Waldron, P. (2004). Understanding the landscape of teaching. Toronto, Ontario: Pearson Education Canada.
  44. Jump up^ Shaffer, D. R., Wood, E., & Willoughby, T. (2005). Developmental psychology: Childhood and adolescence. Toronto, Ontario: Nelson Education Canada.
  45. Jump up^ Piaget, J. (1953). The origin of intelligence in the child. New Fetter Lane, New York: Routledge & Kegan Paul.
  46. Jump up to:a b c Auger, W. F., & Rich, S. J. (2007). Curriculum theory and methods: Perspectives on learning and teaching. Mississauga, Ontario: John Wiley & Sons Canada.
  47. Jump up^ Gallagher, J. M., & Reid, D. K. (1981). The learning theory of Piaget and Inhelder. Austin, Texas: Pro-Ed.
  48. Jump up^ Siegel, L. S. (1993). Amazing new discovery: Piaget was wrong! Canadian Psychology, 34(3): 234–249.
  49. Jump up^ “41st Annual Meeting of The Jean Piaget Society” (PDF). Piaget.prg. 2011-06-02. Retrieved 2016-10-17.
  50. Jump up to:a b c Henson, Kenneth (2003). “Foundations for Learner-Centered Education: A Knowledge Base”. Education1124 (1): 5–16.
  51. Jump up to:a b c d e f g h i Seifert, Kelvin; Sutton, Rosemary (2009). Educational Psychology (PDF) (2nd ed.). Florida: Orange Grove. ISBN 978-1616101541. Retrieved June 22, 2015.
  52. Jump up^ Hawkins, Shannon M.; Heflin, L. Juane (2001). “Increasing Secondary Teachers’ Behavior-Specific Praise Using a Video Self-Modeling and Visual Performance Feedback Intervention”. Journal of Positive Behavior Interventions12 (2): 97–108. doi:10.1177/1098300709358110.
  53. Jump up to:a b c Piaget, J. (1964). Development and learning. In R.E. Ripple a& V.N. Rockcastle (Eds.), Piaget Rediscovered: A Report on the Conference of Cognitive Studies and Curriculum Development (pp. 7–20). Ithaca, NY: Cornell University.
  54. Jump up^ Griffin, S.A. (2004). “Building number sense with Number Worlds: a mathematics program for young children”. Early Childhood Research Quarterly19: 173–180. doi:10.1016/j.ecresq.2004.01.012.
  55. Jump up^ Barnes, Michael Horace (2000). Stages of thought: the co-evolution of religious thought and science. Oxford [Oxfordshire]: Oxford University Press. ISBN 0-19-513389-7.
  56. Jump up^ Damerow, P. (1998). “Prehistory And Cognitive Development”Piaget, Evolution, and Development. Routledge. ISBN 978-0-8058-2210-6. Retrieved 24 March 2008.
  57. Jump up^ Kieran Egan (1997). The educated mind: How Cognitive Tools Shape Our Understanding. Chicago: University of Chicago PressISBN 0-226-19036-6.
  58. Jump up^ Gablik, Suzi (1977). Progress in art. New York: Rizzoli. ISBN 0-8478-0082-2.
  59. Jump up^ LePan, Don (1989). The cognitive revolution in Western culture. New York: Macmillan. ISBN 0-333-45796-X.
  60. Jump up^ Radding, Charles (1985). A world made by men: cognition and society, 400–1200. Chapel Hill: University of North Carolina Press. ISBN 0-8078-1664-7.
  61. Jump up^ McKinney, Michael L.; Parker, Sue Taylor (1999). Origins of intelligence: the evolution of cognitive development in monkeys, apes, and humans. Baltimore: Johns Hopkins University Press. ISBN 0-8018-6012-1.
  62. Jump up^ Burman, J. T. (2007). “Piaget No ‘Remedy’ for Kuhn, But the Two Should be Read Together: Comment on Tsou’s ‘Piaget vs. Kuhn on Scientific Progress'”. Theory & Psychology17 (5): 721–732. doi:10.1177/0959354307079306.
  63. Jump up^ Burman, J. T. (2008). “Experimenting in relation to Piaget: Education is a chaperoned process of adaptation”. Perspectives on Science16 (2): 160–195. doi:10.1162/posc.2008.16.2.160.
  64. Jump up^ Drescher, Gary (1991). Made-Up Minds: A Constructivist Approach to Artificial Intelligence. Boston: MIT Press. p. 236. ISBN 978-0-262-04120-1.
  65. Jump up^ Spencer, J. P.; Clearfield, M.; Corbetta, D.; Ulrich, B.; Buchanan, P.; Schöner, G. (2006). “Moving Toward a Grand Theory of Development: In Memory of Esther Thelen”. Child Development77 (6): 1521–1538. PMID 17107442doi:10.1111/j.1467-8624.2006.00955.x.
  66. Jump up^ Repacholi, Betty; Alison Gopnik (1997). “Early reasoning about desires: Evidence from 14- and 18-month-olds”Developmental Psychology3: 12–21. doi:10.1037/0012-1649.33.1.12. Retrieved 29 October 2011.
  67. Jump up^ Tudge, Jonathan; Barbara Rogoff (1998). “Peer influences on cognitive development: Piagetian and Vygotskian perspectives”. In Peter Lloyd; Charles Fernyhough. Lev Vygotsky: Critical Assessments, Volume 3. Routledge. ISBN 978-0-415-11154-6.
  68. Jump up^ Jean Piaget, The Construction of Reality in the Child (1954 [1937]), pp. 354–5.
  69. Jump up^ The list is certain only to 1966. The source is p. xviii of F. Bresson & M. de Montmollin, 1966, Psychologie et épistémologie génétique: thèmes Piagétiens (Hommage à Jean Piaget avec une bibliographie complète de ses oeuvres). Paris: Dunod. (Note: This list provides “Varsovie” instead of Warsaw, as this is the French name for the capital of Poland.)
  70. Jump up^ Reported in 1971, in Anuario de psicología, as part of the proceedings of a celebration of Piaget’s 70th birthday, raco.cat
  71. Jump up^ Kessen, W (1996). “American Psychology just before Piaget”. Psychological Science7 (4): 196–199. JSTOR 40062944doi:10.1111/j.1467-9280.1996.tb00358.x.

References

  • Aqueci, F. (2003). Ordine e trasformazione: morale, mente, discorso in Piaget. Acireale-Roma: Bonanno. ISBN 88-7796-148-1.
  • Amann-Gainotti, M.; Ducret, J.-J. (1992). “Jean Piaget, disciple of Pierre Janet: Influence of behavior psychology and relations with psychoanalysis”. Information Psychiatrique68: 598–606.
  • Beilin, H. (1992). “Piaget’s enduring contribution to developmental psychology”. Developmental Psychology28 (2): 191–204. doi:10.1037/0012-1649.28.2.191.
  • Beilin, H. (1994). Jean Piaget’s enduring contribution to developmental psychology. A century of developmental psychology (pp. 257–290). Washington, DC US: American Psychological Association.
  • Bringuier, J.-C. (1980). Conversations with Jean Piaget (B.M. Gulati, Trans.). Chicago: University of Chicago Press. (Original work published 1977) ISBN 0-226-07503-6.
  • Chapman, M. (1988). Constructive evolution: Origins and development of Piaget’s thought. Cambridge: Cambridge University Press. ISBN 0-521-36712-3.
  • Commons, M. L.; Goodheart, E. A.; Pekker, A.; Dawson, T.L.; Draney, K.; Adams, K. M. (2008). “Using Rasch Scaled Stage Scores To Validate Orders of Hierarchical Complexity of Balance Beam Task Sequences”. Journal of Applied Measurement9 (2): 182–99. PMID 18480514.
  • Demetriou, A. (1998). Cognitive development. In A. Demetriou, W. Doise, K. F. M. van Lieshout (Eds.), Life-span developmental psychology(pp. 179–269). London: Wiley.
  • Demetriou, A., Mouyi, A., & Spanoudis, G. (2010). The development of mental processing. Nesselroade, J. R. (2010). Methods in the study of life-span human development: Issues and answers. In W. F. Overton (Ed.), Biology, cognition and methods across the life-span. Volume 1 of the Handbook of life-span development (pp. 36–55), Editor-in-chief: R. M. Lerner. Hoboken, NJ: Wiley.
  • Duveen, G. & Psaltis, C. (2008). The constructive role of asymmetries in social interaction. In U. Mueller, J. I. M. Carpendale, N. Budwig & B. Sokol (Eds.), Social life and social knowledge: Toward a process account of development. Mahwah, NJ: Lawrence Erlbaum.
  • Flavell, J. (1967). The developmental psychology of Jean Piaget. New York: D. Van Nostrand Company. ISBN 0-442-02413-4.
  • Fowler, J. W. (1981). Stages of faith: The psychology of human development and the quest for meaning. San Francisco: Harper & Row. ISBN 0-06-062866-9.
  • Gattico, E. (2001). Jean Piaget. Milano: Bruno Mondadori. ISBN 88-424-9741-X.
  • Hallpike, C.R. (1979). The foundations of primitive thought. Oxford: Oxford University Press. ISBN 0-19-823196-2.
  • Ivey, A. (1986). Developmental therapy. San Francisco: Jossey-Bass. ISBN 1-55542-022-2.
  • Kamii, C. (1985). Young children reinvent arithmetic: Implications of Piaget’s theory. New York: Teachers College Press.
  • Kesselring, T. (1999). Jean Piaget. München: Beck. ISBN 3-406-44512-8.
  • Kassotakis, M. & Flouris, G. (2006) Μάθηση & Διδασκαλία, Αthens.
  • Kitchener, R. (1986). Piaget’s theory of knowledge: Genetic epistemology & scientific reason. New Haven: Yale University Press. ISBN 0-300-03579-9.
  • Kose, G. (1987). “A philosopher’s conception of Piaget: Piagetian theory reconsidered”. Theoretical & Philosophical Psychology7 (1): 52–57. doi:10.1037/h0091442.
  • Lourenço, O.; Machado, A. (1996). “In defense of Piaget’s theory: A reply to ten common criticisms”. Psychological Review103 (1): 143–164. doi:10.1037/0033-295X.103.1.143. CUNY pdf
  • Mayer, S. (2005). “The early evolution of Jean Piaget’s clinical method”. History of Psychology8 (4): 362–382. PMID 17152748doi:10.1037/1093-4510.8.4.362.
  • Messerly, J.G. (1992). Piaget’s conception of evolution: Beyond Darwin and Lamarck. Lanham, MD: Rowman & Littlefield. ISBN 0-8476-8243-9.
  • Phillips, John L. (1969). The Origin of Intellect: Piaget’s Theory. San Francisco: W. H. Freeman. ISBN 0-7167-0579-6.
  • Psaltis, C.; Duveen, G. (2006). “Social relations and cognitive development: The influence of conversation type and representations of gender”. European Journal of Social Psychology36 (3): 407–430. doi:10.1002/ejsp.308.
  • Psaltis, C.; Duveen, G. (2007). “Conversation types and conservation: Forms of recognition and cognitive development”. British Journal of Developmental Psychology25 (1): 79–102. doi:10.1348/026151005X91415.
  • Ripple, R.E., & Rockcastle, V.N. (Eds.) (1964). Piaget rediscovered. A report of the conference on cognitive studies and curriculum development. Cornell University: School of Education.
  • Robinson, R.J. (2005). The birth of reason. Prometheus Research Group. (Available online at prometheus.org.uk)
  • Smith, L. (Ed.) (1992). Jean Piaget: Critical assessments (4 Vols.). London: Routledge. ISBN 0-415-04408-1.
  • Smith, L. (1993). Necessary knowledge: Piagetian perspectives on constructivism. Hove, UK: Lawrence Erlbaum. ISBN 0-86377-270-6.
  • Smith, L. (Ed.) (1996). Critical readings on Piaget. London: Routledge. ISBN 0-415-13317-3.
  • Smith, L. (2001). Jean Piaget. In J. A. Palmer (Ed.), 50 modern thinkers on education: From Piaget to the present. London: Routledge.
  • Traill, R.R. (2000) Physics and Philosophy of the Mind. Melbourne: Ondwelle. ISBN 0-9577737-1-4
  • Traill, R.R. (2005a) …….. . Melbourne: Ondwelle. ondwelle.com
  • Traill, R.R. (2005b / 2008) Thinking by Molecule, Synapse, or both? — From Piaget’s Schema, to the Selecting/Editing of ncRNA. Melbourne: Ondwelle. ondwelle.com [Also in French: ondwelle.com
  • Vidal, F. (1994). Piaget before Piaget. Cambridge, MA: Harvard University Press. ISBN 0-674-66716-6.
  • Vonèche, J.J. (1985). Genetic epistemology: Piaget’s theory. In T. Husén & T.N. Postlethwaite (Eds.-in-chief), International encyclopedia of education (Vol. 4). Oxford: Pergamon.
  • Wynn, T. (1979). “The intelligence of later Acheulean hominids”. Man (ns)14: 371–391. doi:10.2307/2801865.
  • Wynn, T. (1981). “The intelligence of Oldowan hominids”. Journal of Human Evolution10 (7): 529–541. doi:10.1016/S0047-2484(81)80046-2.

Further reading

Piaget inspired innumerable studies and even new areas of inquiry. The following is a list of critiques and commentaries, organized using the same citation-based method as the list of his own major works (above). These represent the significant and influential post-Piagetian writings in their respective sub-disciplines.

Exemplars

  • Vygotsky, L. (1963). Thought and language. [12630 citations]

Classics

Major works

  • Bates, E. (1976). Language and context: The acquisition of pragmatics. [959]
  • Ginsburg, H. P. & Opper, S. (1969). Piaget’s theory of intellectual development. [931]
  • Singley, M. K. & Anderson, J. R. (1989). The transfer of cognitive skill. [836]
  • Duckworth, E. (1973). The having of wonderful ideas. [775]
  • Youniss, J. (1982). Parents and peers in social development: A Sullivan-Piaget perspective. [763]
  • Pascual-Leone, J. (1970). A mathematical model for the transition rule in Piaget’s developmental stages. [563]
  • Schaffer, H. R. & Emerson, P. E. (1964). The development of social attachments in infancy. [535]

Works of significance

  • Shatz, M.; Gelman, R. (1973). “The Development of Communication Skills: Modifications in the Speech of Young Children as a Function of Listener”. Monographs of the Society for Research in Child Development38 (5): 1–37. doi:10.2307/1165783. [470]
  • Broke, H (1971). “Interpersonal perception of young children: Egocentrism or Empathy?”. Developmental Psychology5 (2): 263–269. doi:10.1037/h0031267. [469]
  • Wadsworth, B. J. (1989). Piaget’s theory of cognitive and affective development [421]
  • Karmiloff-Smith, A. (1992). Beyond Modularity. [419]
  • Bodner, G. M. (1986). Constructivism: A theory of knowledge. [403]
  • Shantz, C. U. (1975). The Development of Social Cognition. [387]
  • Diamond, A.Goldman-Rakic, P. S. (1989). “Comparison of human infants and rhesus monkeys on Piaget’s AB task: evidence for dependence on dorsolateral prefrontal cortex”. Experimental Brain Research74 (1): 24–40. doi:10.1007/bf00248277. [370]
  • Gruber, H. & Voneche, H. (1982). The Essential Piaget. [348]
  • Walkerdine, V. (1984). Developmental psychology and the child-centred pedagogy: The insertion of Piaget into early education. [338]
  • Kamii, C. & DeClark, G. (1985). Young children reinvent arithmetic: Implications of Piaget’s theory [335]
  • Riegel, K. F. (1973). Dialectic operations: The final period of cognitive development [316]
  • Bandura, A.; McDonald, F. J. (1963). “Influence of social reinforcement and the behavior of models in shaping children’s moral judgment”. Journal of Abnormal and Social Psychology67 (3): 274–281. doi:10.1037/h0044714. [314]
  • Karplus, R. (1980). Teaching for the development of reasoning. [312]
  • Brainerd, C. (1978). The stage question in cognitive-developmental theory. [311]
  • Brainerd, C. (1978). Piaget’s theory of intelligence. [292]
  • Gilligan, C. (1997). Moral orientation and moral development [285]
  • Diamond, A. (1991). Neuropsychological insights into the meaning of object concept development [284]
  • Braine, M. D. S., & Rumain, B. (1983). Logical reasoning. [276]
  • John-Steiner, V. (2000). Creative collaboration. [266]
  • Pascual-Leone, J. (1987). Organismic processes for neo-Piagetian theories: A dialectical causal account of cognitive development. [261]
  • Hallpike, C. R. (1979). The foundations of primitive thought [261]
  • Furth, H. (1969). Piaget and Knowledge [261]
  • Gelman, R. & Baillargeon, R. (1983). A review of some Piagetian concepts. [260]
  • O’Loughlin, M. (1992). Rethinking science education: Beyond piagetian constructivism. Toward a sociocultural model of teaching and learning. [252]
  • Messerly, John G. (1996). “Psychogenesis and the History of Science: Piaget and the Problem of Scientific Change”, The Modern Schoolman LXXIII, 295-307.

External links

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

 

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Erik and Joan Erikson

On Old Age II: A Conversation with Joan Erikson at 92 (Davidson Films, Inc.)

Erikson Tact vs. “Wisdom”

Interview with Erik Erikson: June 1964

Erik Erikson’s Psychosocial Stages

Disney Pixar and Erik Erikson’s Eight Stages of Development

Erikson’s 8 Stages of Psychosocial Development

Erikson’s Psychosocial Stages In Film

✌✌✌EASILY EXPLAINED Erik Eriksons Eight Stages of Psychosocial Development Nursing R

Erik Erikson’s Identity Crisis: Who am I?

Erikson’s psychosocial development | Individuals and Society | MCAT | Khan Academy

Erikson’s Eight Stages: How to Quickly Memorize Them

Rethinking the stages of life | Gregory Skutches | TEDxLehighU

TEDxSingapore – 113 year old Teresa Hsu – Wisdom for all ages

Growing old: The unbearable lightness of ageing | Jane Caro | TEDxSouthBank

Dare to Question Why We Are So Afraid of Getting Older: Scilla Elworthy at TEDxMarrakesh 2012

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Erik Erikson

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

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

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

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

Early life

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

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

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

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

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

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

Psychoanalytic experience and training

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

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

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

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

United States

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

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

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

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

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

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

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

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

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

Theories of development and the ego

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

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

Erikson’s theory of personality

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

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

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

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

Personal life

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

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

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

Bibliography

Major works

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

Collections

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

Related work

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

See also

References

  1. Jump up to:a b https://books.google.com/books?id=tFJvyOpFJtUC&pg=PA29&dq=Waldemar+Isidor+Salomonsen&hl=en#v=onepage&q&f=false
  2. Jump up to:a b “Erik Erikson, 91, Psychoanalyst Who Reshaped Views of Human Growth, Dies”New York Times, March 13, 1994.
  3. Jump up^ Haggbloom, Steven J.; Warnick, Jason E.; Jones, Vinessa K.; Yarbrough, Gary L.; Russell, Tenea M.; Borecky, Chris M.; McGahhey, Reagan; et al. (2002). “The 100 most eminent psychologists of the 20th century”Review of General Psychology6 (2): 139–152. doi:10.1037/1089-2680.6.2.139.
  4. Jump up^ Friedman, Lawrence Jacob (2000). Identity’s architect: a biography of Erik H. Erikson. Harvard University Press. p. 29. ISBN 978-0-674-00437-5.
  5. Jump up^ “Psychology”. Sweet Briar College. Retrieved 2013-08-30.
  6. Jump up^ Sue Bloland, In the Shadow of Fame (Penguin Books, 2005), 62, 64.
  7. Jump up to:a b c d e f g Hoare, Carol (2001). “Chapter 2, Erikson’s Thought in Context”. Erikson on Development in Adulthood: New Insights from the Unpublished Papers. Oxford University Press, USA. pp. 7–12. ISBN 978-0195131758.
  8. Jump up to:a b c Stevens, Richard (1983). “Chapter 1”. Erik Erikson: An Introduction. New York, NY: St. Martin’s Press. ISBN 978-0-312-25812-2.
  9. Jump up^ “Erik H. Erikson”Erikson Institute. Retrieved 2016-04-03.
  10. Jump up^ Stephen Schlein, ed. (2009) [2005]. “Stephen Schlein Erik Erikson papers”. Harvard University Library. Retrieved 2014-03-11.
  11. Jump up^ Robert McG. Thomas Jr (August 8, 1997). “Joan Erikson Is Dead at 95; Shaped Thought on Life Cycles”The New York Times. Retrieved 2013-08-30.
  12. Jump up^ Engler, Barbara (2008). Personality Theories: An Introduction. Cengage Learning. p. 151. ISBN 978-0-547-14834-2.
  13. Jump up^ Fadiman, James; Frager, Robert (2002). Personality and Personal Growth (5th ed.). Pearson Prentice Hall. p. 208. ISBN 978-0-13-040961-4. Retrieved 2013-08-30.
  14. Jump up^ C. George Boeree (2006) [1997]. “Erik Erikson, 1902 – 1994”. Shippensburg University. Retrieved 2013-08-30.
  15. Jump up^ Friedman, Lawrence Jacob (2000). Identity’s architect: a biography of Erik H. Erikson. Harvard University Press. pp. 253, 261–262. ISBN 978-0-674-00437-5. Retrieved April 28,2014.
  16. Jump up^ Jefferson Lecturers at NEH Website (retrieved January 22, 2009).
  17. Jump up^ Erikson, Erik H. Dimensions of a New Identity: The Jefferson Lectures in the Humanities (W. W. Norton & Company, Inc., 1979), ISBN 0-393-00923-8ISBN 978-0-393-00923-1.
  18. Jump up^ George Stade, “Byways of Our National Character,” New York Times, May 19, 1976 (review of Erikson’s Dimensions of a New Identity).
  19. Jump up^ “1970 winners—General Nonfiction—Gandhi’s Truth by Erik H. Erikson”pulitzer.orgColumbia University. n.d. Retrieved 27 March 2012.
  20. Jump up^ “National Book Awards – 1970”National Book Foundation. Retrieved 2012-03-08.
  21. Jump up^ Arnett, Jeffrey Jensen (May 2000). “Emerging Adulthood: A Theory of Development from the Late Teens Through the Twenties”. American Psychologist55: 469–480. doi:10.1037/0003-066x.55.5.469.
  22. Jump up^ Erikson, Erik H. (1997). The Life Cycle Completed. Extended version with New Chapters on the Ninth Stage of Development by Joan H. Erikson. New York: W. W. Norton, p. 61.
  23. Jump up^ Thomas, Robert (8 August 1997). “Joan Erikson Is Dead at 95; Shaped Thought on Life Cycles”. The New York Times. Retrieved 7 October 2014.
  24. Jump up^ Psychology Today, “Sue Erikson Bloland: Clinical Social Work/Therapist, LCSW” online at https://therapists.psychologytoday.com/rms/name/Sue_Erikson+Bloland_LCSW_New+York_New+York_254013.
  25. Jump up^ Robert Leiter, “The Corrosive Nature of Fame” in Jewish World Review Nov. 29, 1999/ 20 Kislev, 5760. Online at http://www.jewishworldreview.com/on/media112999.asp.
  26. Jump up^ Sue Bloland, In the Shadow of Fame (Penguin Books, 2005), 67.
  27. Jump up^ “Find A Grave”. Retrieved 2015-12-06.

Further reading

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

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The Pronk Pops Show — Week In Review –August 15- 25, 2017 — Videos

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Pronk Pops Show 884, May 1, 2017

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The Pronk Pops Show 952

August 25, 2017

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

For additional information and videos:

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

August 26, 2017 10:23 AM PDT

The Pronk Pops Show 951

August 24, 2017

Weather Warning — Part 1 Of 2 — Will Be Revised And Updated Friday — Story 1: Hurricane Harvey Tracking Towards Texas Gulf Coast — Stock Up On Gasoline, Water, Bread, Milk — Up To 3 Feet Of Rain And Wind Speeds From 111-130 Miles Per Hour — Winds Will Hit Late Friday Or Early Saturday Morning — Category 3 Hurricane — Damage Extensive — Will Hurricane Harvey Change Course? — Videos

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August 24, 2017 08:19 PM PDT

The Pronk Pops Show 950

August 23, 2017

Story 1: President Trump Unplugged In Phoenix Rally — Great Effective Speech Drives Lying Lunatic Left Mad — Trump Derangement Syndrome Massive Outbreak — Videos —

Story 2: Old Left, New Left, Far Left — Lying Lunatic Left Losers and Big Lie Media Use Same Saul Alinsky Tactics — Label Opponents As Crazy, Mad, or Mentally Ill or To Get Elected — Then Start Another War — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/08/24/the-pronk-pops-show-950-august-23-2017-story-1-president-trump-unplugged-in-phoenix-rally-great-effective-speech-drives-lying-lunatic-left-mad-trump-derangement-syndrome-massive-outbreak/

August 24, 2017 06:48 PM PDT

The Pronk Pops Show 749

August 22, 2017

Story 1: No Sale President Trump — Stop Watching and Being Spooked By 24 — Bring All The Troops Home Now! — Stop Wasting Time, Money and Lives Being Policemen of The World and Foreign Nation Building — Yes To American Constitutional Republic — No To American Unconstitutional Empire — All Empires Decline and Fall — End The Warfare and Welfare State and Renew The Peace and Prosperity Economy With A Free Enterprise Market Capitalist System — Follow The Money: National Interest in Afghanistan Is Drugs and Minerals — The Gambler — Reality Television Presidency or 24/7 Trump — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/08/23/the-pronk-pops-show-749-august-22-2017-story-1-no-sale-president-trump-stop-watching-and-being-spooked-by-24-bring-all-the-troops-home-now-stop-wasting-time-money-and-lives-being-police/

August 22, 2017 07:27 PM PDT

The Pronk Pops Show 948

August 21, 2017

Story 1: Eclipse Totality — Moon Shadow — Here Comes The Sun — The Primary Cause of Climate Change — Videos —

Story 2: Bannon Breitbart Banishment– Interventionist War Mongering Generals and Political Establishment Winning — Trump Just Another Big Government Liberal Democrat Presidents (Woodrow Wilson, Franklin D. Roosevelt, and Lyndon B. Johnson) — Videos —

Story 3: The Democrat Party of Slavery, Segregation, Klu Klux Klan, and White Supremacy Rewrites History By Tearing Down Confederate Soldier Statues That They Put Up — Admit It Democrats Are Racists That Play Race Cards — Lying Lunatic Left Losers — Videos —

Story 4: The Radical Islamic Terrorists Killed and Captured –13 Killed and Injured 100 in Barcelona Thursday — Videos

August 22, 2017 06:36 PM PDT

The Pronk Pops Show 947

August 16, 2017

Story 1: Big Lie Media Driving Voters Out Of The Democratic Party and Republican Parties — Three Cheers For Big Lie Media — Credibility Going Going Gone With Prevaricating Progressive Propaganda — Videos —

Story 2: Bannon Blistering Blasts — Collectivist Clowns Losing with Identity Politics of Victims and Emotions — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/08/17/the-pronk-pops-show-747-story-1-big-lie-media-driving-voters-out-of-the-democratic-party-and-republican-parties-three-cheers-for-big-lie-media-credibility-going-going-gone-with-prevaricating-p/

August 16, 2017 04:50 PM PDT

The Pronk Pops Show 946

August 15, 2017

Story 1: Trump Takes On Government Regulation Permitting Process for Infrastructure With Executive Order — Videos

Story 2: President Trump Takes On Corporate Executives Manufacturing Abroad and Big Lie Media On Charlottesville — I Need The Facts — Videos —

Story 3: Will Trump Cave To Critics of Bannon? If Trump Does He Will Lose A Large Part Of His Voter Base And Some Talk Radio Supporters — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/08/15/the-pronk-pops-show-946-august-15-2017-story-1-trump-takes-on-government-regulation-permitting-process-for-infer-structure-with-executive-order-videos-story-2-president-trump-takes-on-corporat/

 

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David Horowitz — Radicals: Portraits of A Destructive Passion — Videos

Posted on January 22, 2017. Filed under: American History, Articles, Blogroll, Books, Business, Communications, Congress, Constitution, Corruption, Crisis, Culture, Diasters, Documentary, Economics, Education, Employment, Environment, Faith, Family, Foreign Policy, Freedom, Friends, Genocide, government, government spending, history, Illegal, Immigration, Islam, Language, Law, Legal, liberty, Life, Links, Non-Fiction, People, Philosophy, Photos, Police, Political Correctness, Press, Psychology, Radio, Radio, Rants, Raves, Raymond Thomas Pronk, Religious, Religious, Speech, Strategy, Success, Talk Radio, Taxation, Taxes, Technology, Terrorism, Unemployment, Video, War, Water | Tags: , , , , , , , , , , , , , , , , |

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David Horowitz: Democratic Party is marching off the cliff

David Horowitz – Left Illusions: An Intellectual Odyssey

David Horowitz – The Left in Power: Clinton to Obama

Published on Jan 1, 2017

December 14, 2016 – David Horowitz’s speaks about his new book, The Left in Power: Clinton to Obama, which is volume 7 of The Black Book of the American Left, a multi-volume collection of his conservative writings that will, when completed, be the most ambitious effort ever undertaken to define the Left and its agenda.

Horowitz on Hillary Clinton and Saul Alinsky

In Depth with David Horowitz

David Horowitz discusses Radicals and who has influence over the media

David Horowitz – Unholy Alliance: Radical Islam and the American Left

A Most Excellent Explanation of the Left’s Takeover of America

David Horowitz – What The Left Believes

David Horowitz – Take No Prisoners: The Battle Plan for Defeating the Left

Rules for Radicals: What Constitutional Conservatives Should Know About Saul Alinsky

David Horowitz – The Professors: The 101 Most Dangerous Academics in America

David Horowitz interview on Charlie Rose (1997)

David Horowitz – Radical Son: A Generational Odyssey (Part 1)

David Horowitz – Radical Son: A Generational Odyssey (Part 2)

The Black Book of the American Left: The Collected Conservative Writings of David Horowitz

Published on Nov 13, 2013

David Horowitz spent the first part of his life in the world of the Communist-progressive left, a politics he inherited from his mother and father, and later in the New Left as one of its founders. When the wreckage he and his comrades had created became clear to him in the mid-1970s, he left. Three decades of second thoughts then made him this movement’s principal intellectual antagonist. “For better or worse,” as Horowitz writes in the preface to this, the first volume of his collected conservative writings, “I have been condemned to spend the rest of my days attempting to understand how the left pursues the agendas from which I have separated myself, and why.”

David Horowitz – Progressive Racism

David Horowitz

From Wikipedia, the free encyclopedia
For other people named David Horowitz, see David Horowitz (disambiguation).
David Horowitz
David Horowitz by Gage Skidmore.jpg

Horowitz in February 2011
Born David Joel Horowitz
January 10, 1939 (age 78)
Forest Hills, Queens, New York, U.S.
Occupation Conservative activist, writer
Nationality United States
Education MA, University of California at Berkeley
BA, Columbia University
Spouse Elissa Krauthamer (1959–19??; 4 children); Sam Moorman (divorced); Shay Marlowe (1990–?; divorced); April Mullvain Horowitz (current)
Children Jonathan Daniel
Ben Horowitz
Anne Pilat
Sarah Rose Horowitz (deceased)[1]

David Joel Horowitz (born January 10, 1939) is an American conservative writer. He is a founder and current president of the think tank the David Horowitz Freedom Center; editor of the Center’s publication, FrontPage Magazine; and director of Discover the Networks, a website that tracks individuals and groups on the political left. Horowitz founded the organization Students for Academic Freedom to oppose what he believed to be political correctness and leftist orientation in academia.[2]

He has written several books with author Peter Collier, including four on prominent 20th-century American political families that had members elected to the presidency. He and Collier have collaborated on books about current cultural criticism. Horowitz has also worked as a columnist for Salon; its then-editor Joan Walsh described him as a “conservative provocateur.”[3]

Horowitz was raised by parents who were members of the Communist Party USA during the Great Depression; they gave up their membership in 1956 after learning of Joseph Stalin‘s purges and abuses. From 1956–75, Horowitz was an outspoken adherent of the New Left. He later rejected leftism completely and has since become a leading proponent of conservatism. Horowitz has recounted his ideological journey in a series of retrospective books, culminating with his 1996 memoir Radical Son: A Generational Odyssey.

Family background

Horowitz is the son of Phil and Blanche Horowitz, who were high school teachers. His father taught English and his mother taught stenography.[4] During years of labor organizing and the Great Depression, Phil and Blanche Horowitz were long-standing members of the American Communist Party and strong supporters of Joseph Stalin. They left the party after Khrushchev published his report in 1956 about Stalin’s excesses and terrorism of the Soviet populations.[5][6]

According to Horowitz:

Underneath the ordinary surfaces of their lives, my parents and their friends thought of themselves as secret agents. The mission they had undertaken, and about which they could not speak freely except with each other, was not just an idea to them. It was more important to their sense of themselves than anything else they did. Nor were its tasks of a kind they could attend or ignore, depending on their moods. They were more like the obligations of a religious faith. Except that their faith was secular, and the millennium they awaited was being instituted, at that moment, in the very country that had become America’s enemy. It was this fact that made their ordinary lives precarious and their secrecy necessary. If they lived under a cloud of suspicion, it was the result of more than just their political passions. The dropping of the atomic bomb on Hiroshima had created a terror in the minds of ordinary people. Newspapers reported on American spy rings working to steal atomic secrets for the Soviet state. When people read these stories, they inevitably thought of progressives like us. And so did we ourselves. Even if we never encountered a Soviet agent or engaged in a single illegal act, each of us knew that our commitment to socialism implied the obligation to commit treason, too.[7]

After the death of Stalin in 1953, his father Phil Horowitz, commenting on how Stalin’s numerous official titles had to be divided among his successors, told his son, “You see what a genius Stalin was. It took five men to replace him.”[8] According to Horowitz:

The publication of the Khrushchev Report was probably the greatest blow struck against the Soviet Empire during the Cold War. When my parents and their friends opened the morning Times and read its text, their world collapsed—and along with it their will to struggle. If the document was true, almost everything they had said and believed was false. Their secret mission had led them into waters so deep that its tide had overwhelmed them, taking with it the very meaning of their lives.[6]

Horowitz received a BA from Columbia University in 1959, majoring in English, and a master’s degree in English literature at University of California, Berkeley.[citation needed]

Career with the New Left

After completing his graduate degree in the late 1960s, Horowitz lived in London and worked for the Bertrand Russell Peace Foundation.[9][10] He identified as a serious Marxist intellectual.

In 1966, Ralph Schoenman persuaded Bertrand Russell to convene a war crimes tribunal to judge United States involvement in the Vietnam War.[11] Horowitz would write three decades later that he had political reservations about the tribunal and did not take part. He described the tribunal’s judges as formidable, world-famous and radical, including Isaac Deutscher, Jean-Paul Sartre, Stokely Carmichael, Simone de Beauvoir, James Baldwin, and Vladimir Dedijer.[12]

While in London, Horowitz became a close friend of Deutscher, and wrote a biography of him which was published in 1971.[13][14] Horowitz wrote The Free World Colossus: A Critique of American Foreign Policy in the Cold War. In January 1968, Horowitz returned to the United States, where he became co-editor of the New Left magazine Ramparts, based in northern California.[10]

During the early 1970s, Horowitz developed a close friendship with Huey P. Newton, founder of the Black Panther Party. Horowitz later portrayed Newton as equal parts gangster, terrorist, intellectual, and media celebrity.[10] As part of their work together, Horowitz helped raise money for, and assisted the Panthers with, the running of a school for poor children in Oakland. He recommended that Newton hire Betty Van Patter as bookkeeper; she was then working for Ramparts. In December 1974, Van Patter’s body was found floating in San Francisco Harbor; she had been murdered. Horowitz has said he believes the Panthers were behind the killing.[10][15]

In 1976, Horowitz was a “founding sponsor” of James Weinstein‘s magazine In These Times.[16]

Writing on the Right

Following this period, Horowitz rejected Marx and socialism, but kept quiet about his changing politics for nearly a decade. In the spring of 1985, Horowitz and longtime collaborator Peter Collier, who had also become conservative, wrote an article for The Washington Post Magazine entitled “Lefties for Reagan“, later retitled as “Goodbye to All That”. The article explained their change of views and recent decision to vote for a second term for Republican President Ronald Reagan.[17][18][19] In 1986, Horowitz published “Why I Am No Longer a Leftist” in The Village Voice.[20]

In 1987, Horowitz co-hosted a “Second Thoughts Conference” in Washington, D.C., described by Sidney Blumenthal in The Washington Post as his “coming out” as a conservative. According to attendee Alexander Cockburn, Horowitz related how his Stalinist parents had not permitted him or his sister to watch the popular Doris Day and Rock Hudson movies of his youth. Instead, they watched propaganda films from the Soviet Union.[21]

In May 1989, Horowitz, Ronald Radosh, and Peter Collier travelled to Poland for a conference in Kraków calling for the end of Communism.[22] After marching with Polish dissidents in an anti-regime protest, Horowitz spoke about his changing thoughts and why he believed that socialism could not create their future. He said his dream was for the people of Poland to be free.[23]

In 1992, Horowitz and Collier founded Heterodoxy, a monthly magazine focused on exposing what it described as excessive political correctness on United States college and university campuses. It was “meant to have the feel of a samizdat publication inside the gulag of the PC [politically correct] university.” The tabloid was directed at university students, whom Horowitz viewed as being indoctrinated by the entrenched Left in American academia.[24] He has maintained his assault on the political left to the present day. Horowitz wrote in his memoir Radical Son that he thought universities were no longer effective in presenting both sides of political arguments. He thought “left-wing professors” had created a kind of “political terror” on campuses.[25]

In a column in Salon magazine, where he is regularly published,[3] Horowitz described his opposition to reparations for slavery. He believed that it represented racism against blacks, as it defined them only in terms of having descended from slaves. He argues that applying labels like “descendants of slaves” to blacks was damaging and would serve to segregate them from mainstream society.[26]

In keeping with his provocateur position, in 2001 during Black History Month Horowitz purchased, or attempted to purchase, advertising space in several student American university publications to express his opposition to reparations for slavery.[3] Many student papers refused to sell him ad space; at some schools, papers which carried his ads were stolen or destroyed.[3][26] Editor Joan Walsh of Salon wrote that the furor had given Horowitz an overwhelming amount of free publicity.[3][27]

Horowitz supported the interventionist foreign policy associated with the Bush Doctrine. But he wrote against US intervention in the Kosovo War, arguing that it was unnecessary and harmful to U.S. interests.[28][29]

In the early 21st century, he has written critically of libertarian anti-war views.[30][31]

In 2004, Horowitz launched Discover the Networks, a conservative watchdog project that monitors funding for, and various ties among, leftists and progressive causes.[2]

In two books, Horowitz accused Dana L. Cloud, associate professor of communication studies at the University of Texas at Austin, as an “anti-American radical” who “routinely repeats the propaganda of the Saddam regime.”[citation needed] Horowitz accused her and 99 other professors listed in his book, The Professors: The 101 Most Dangerous Academics in America, of the “explicit introduction of political agendas into the classroom.”[32]

Cloud replied in Inside Higher Ed that her experience demonstrates that Horowitz damages professors’ lives by his accusations and that he needs to be viewed as more than a political opponent.

Horowitz’s attacks have been significant. People who read the book or his Web site regularly send letters to university officials asking for her to be fired. Personally, she has received—mostly via e-mail—”physical threats, threats of removing my daughter from my custody, threats of sexual assaults, horrible disgusting gendered things,” she said. That Horowitz doesn’t send these isn’t the point, she said. “He builds a climate and culture that emboldens people,” and as a result, shouldn’t be seen as a defender of academic freedom, but as its enemy.[33]

After discussion, the National Communication Association decided against granting Horowitz a spot as a panelist at its national conference in 2008. He had offered to forego the $7,000 speaking fee originally requested. He wrote in Inside Higher Ed, “The fact that no academic group has had the balls to invite me says a lot about the ability of academic associations to discuss important issues if a political minority wants to censor them.”[33] An association official said the decision was based in part on Horowitz’s request to be provided with a stipend for $500 to hire a personal bodyguard. Association officials decided that having a bodyguard present “communicates the expectation of confrontation and violence.”[33]

Horowitz appeared in Occupy Unmasked, a 2012 documentary portraying the Occupy Wall Street movement as a sinister organization formed to violently destroy the American government.[34]

Academic Bill of Rights

In the early 21st century, Horowitz has concentrated on issues of academic freedom, wanting to protect conservative viewpoints. He, Eli Lehrer, and Andrew Jones published a pamphlet, “Political Bias in the Administrations and Faculties of 32 Elite Colleges and Universities” (2004), in which they find the ratio of Democrats to Republicans at 32 schools to be more than 10 to 1.[35]

Horowitz’s book, The Professors: The 101 Most Dangerous Academics in America (2006), criticizes individual professors for, as he alleges, engaging in indoctrination rather than a disinterested pursuit of knowledge. He says his campaign for academic freedom is ideologically neutral.[36] He published an Academic Bill of Rights (ABR), which he proposes to eliminate political bias in university hiring and grading. Horowitz says that conservatives, and particularly Republican Party members, are systematically excluded from faculties, citing statistical studies on faculty party affiliation.[37] Critics such as academic Stanley Fish have argued that “academic diversity”, as Horowitz defines it, is not a legitimate academic value, and that no endorsement of “diversity” can be absolute.[38]

In 2004 the Georgia General Assembly passed a resolution on a 41–5 vote to adopt a version of the ABR for state educational institutions.[39]

In Pennsylvania, the House of Representatives created a special legislative committee to investigate issues of academic freedom, including whether students who hold unpopular views need more protection. In November 2006 it reported that it had not found evidence of problems [clarification needed] with students’ rights.[40][41][42][43][44][45]

Family

Horowitz has been married four times. He married Elissa Krauthamer, in a Yonkers, New York synagogue on June 14, 1959.[46] They had four children together: Jonathan Daniel, Ben, Sarah Rose (deceased), and Mrs. Anne Pilat. Their daughter Sarah Rose Horowitz died in March 2008 at age 44 from Turner syndrome-related heart complications. She had been a teacher, writer and human rights activist.[1][47] She is the subject of Horowitz’s 2009 book, A Cracking of the Heart.[47]

As an activist, she had cooked meals for the homeless, stood vigil at San Quentin on nights when the state of California executed prisoners, worked with autistic children in public schools and, with the American Jewish World Service, helped rebuild homes in El Salvador after a hurricane, and traveled to India to oppose child labor.[48] In a review of Horowitz’s book, FrontPage magazine associate editor David Swindle wrote that she fused “the painful lessons of her father’s life with a mystical Judaism to complete the task he never could: showing how the Left could save itself from self-destruction.”[49]

Horowitz’s son Ben Horowitz is a technology entrepreneur, investor, and co-founder, along with Marc Andreessen, of the venture capital firm Andreessen Horowitz.[50][51]

Horowitz’s second marriage, to Sam Moorman, ended in divorce. On June 24, 1990, Horowitz married Shay Marlowe in an Orthodox Jewish ceremony conducted at the Pacific Jewish Center by Rabbi Daniel Lapin.[52]They divorced. Horowitz’s fourth and present marriage is to April Mullvain.[53]

Horowitz now describes himself as an agnostic.[54]

Funding

Politico claims that Horowitz’s activities, like the David Horowitz Freedom Center are funded in part by Aubrey & Joyce Chernick and The Bradley Foundation. Politico claimed that during 2008-2010, “the lion’s share of the $920,000 it [David Horowitz Freedom Center] provided over the past three years to Jihad Watch came from Chernick”.[55]

Controversy and criticism

Academia

Some of Horowitz’s accounts of U.S. colleges and universities as bastions of liberal indoctrination have been disputed.[56] For example, Horowitz alleged that a University of Northern Colorado student received a failing grade on a final exam for refusing to write an essay arguing that George W. Bush is a war criminal.[57][58] A spokeswoman for the university said that the test question was not as described by Horowitz and that there were nonpolitical reasons for the grade, which was not an F.[59]

Horowitz identified the professor[60] as Robert Dunkley, an assistant professor of criminal justice at Northern Colorado. Dunkley said Horowitz made him an example of “liberal bias” in academia and yet, “Dunkley said that he comes from a Republican family, is a registered Republican and considers himself politically independent, taking pride in never having voted a straight party ticket,” according to Inside Higher Ed magazine.[60]In another instance, Horowitz said that a Pennsylvania State University biology professor showed his students the film Fahrenheit 9/11 just before the 2004 election in an attempt to influence their votes.[61][62] Pressed by Inside Higher Ed, Horowitz later retracted this claim.[63]

Horowitz has been criticized for material in his books, particularly The Professors: The 101 Most Dangerous Academics in America, by noted scholars such as Columbia University professor Todd Gitlin.[64] The group Free Exchange on Campus issued a 50-page report in May 2006 in which they take issue with many of Horowitz’s assertions in the book: they identify specific factual errors, unsubstantiated assertions, and quotations which appear to be either misquoted or taken out of context.[65][66]

Allegations of racism

Chip Berlet, writing for the Southern Poverty Law Center (SPLC), identified Horowitz’s Center for the Study of Popular Culture as one of 17 “right-wing foundations and think tanks support[ing] efforts to make bigoted and discredited ideas respectable.”[67] Berlet accused Horowitz of blaming slavery on “black Africans … abetted by dark-skinned Arabs” and of “attack[ing] minority ‘demands for special treatment’ as ‘only necessary because some blacks can’t seem to locate the ladder of opportunity within reach of others,’ rejecting the idea that they could be the victims of lingering racism.”[67][not in citation given]

Horowitz published an open letter to Morris Dees, president of the SPLC, saying that “[this reminder] that the slaves transported to America were bought from African and Arab slavers” was a response to demands that only whites pay reparations to blacks. He said he never held Africans and Arabs solely responsible for slavery. He said that Berlet’s accusation of racism was a “calculated lie” and asked that the report be removed.[68] The SPLC refused Horowitz’s request.[69] Horowitz has criticized Berlet and the SPLC on his website and personal blog.[70][71]

In 2008, while speaking at University of California, Santa Barbara (UCSB), he criticized Arab culture, saying it was rife with antisemitism.[72][73] He referred to the Palestinian keffiyeh, a traditional Arab head covering that became associated with PLO leader Yasser Arafat, as a symbol of terrorism. In response, UCSB professor Walid Afifi said that Horowitz was “preaching hate” and smearing Arab culture.[73]

Criticizing Islamic organizations

Horowitz has used university student publications and lectures at universities as venues for publishing provocative advertisements or lecturing on issues related to Islamic student and other organizations. In April 2008, his ‘David Horowitz Freedom Center’ advertised in the Daily Nexus, the University of California Santa Barbara school newspaper, saying that the Muslim Students’ Association (MSA) had links with the Muslim Brotherhood, Al Qaeda, and Hamas.[74]

In May 2008, Horowitz, speaking at UCSB, said that the Muslim Students’ Association supports “a second Holocaust of the Jews”.[73] The MSA said they were a peaceful organization and not a political group.[74] The MSA’s faculty adviser said the group had “been involved in interfaith activities with Jewish student groups, and they’ve been involved in charity work for national disaster relief.”[73] Horowitz ran the ad in The GW Hatchet, the student newspaper of George Washington University in Washington, D.C. Jake Sherman, the newspaper’s editor-in-chief, said claims the MSA was radical were “ludicrous”. He vowed to review his newspaper’s editorial and advertising policies.[75]

Horowitz published a 2007 piece in the Columbia University student newspaper, saying that, according to [unnamed and undocumented] public opinion polls, “between 150 million and 750 million Muslims support a holy war against Christians, Jews and other Muslims.”[76] Speaking at the University of Massachusetts Amherst in February 2010, Horowitz compared Islamists to Nazis, saying: “Islamists are worse than the Nazis, because even the Nazis did not tell the world that they want to exterminate the Jews.”[77]

Horowitz created a campaign for what he called “Islamo-Fascism Awareness Week” in parody of multicultural awareness activities. He helped arrange for leading critics of radical Islam to speak at more than a hundred college campuses in October 2007.[78] As a speaker he has met with intense hostility.[79][80][81]

In a 2011 review of anti-Islamic activists in the US, the Southern Poverty Law Center identified Horowitz as one of 10 people in the United States’ “Anti-Muslim Inner Circle”.[82]

Conservatism

Horowitz’s Frontpage Magazine published Ron Radosh‘s critical review of Diana West‘s book American Betrayal. Conservatives John Earl Haynes and Harvey Klehr, scholars of Soviet espionage, defended Horowitz for publishing the review and Radosh for writing it.[83] Vladimir Bukovsky, a Soviet dissident, rejected Radosh’s criticisms and said it was an attempt to portray West as a historically inept conspiracy-monger.[84]Horowitz defended the review in an article on Breitbart’s Big Government website.[85]

Other

In 2007, Lawrence Auster (January 26, 1949 – March 29, 2013) stated that Horowitz had rejected him from publishing in Frontpage Magazine for making racist statements.[86][87]

Books and other publications

Histories

(all co-authored with Peter Collier)

  • The Rockefellers: An American Dynasty (New York: Holt, Rinehart and Winston, 1976) ISBN 0-03-008371-0
  • The Kennedys: An American Drama (New York: Summit Books/Simon & Schuster, 1985) ISBN 0-671-44793-9
  • The Fords: An American Epic (New York: Summit Books/Simon & Schuster, 1987) ISBN 0-671-66951-6
  • The Roosevelts: An American Saga (1994)

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

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Self-Driving Technology Proves Fatal With Tesla Crash — No Consistent Sustainable Profits Ever — High Stock Prices Promoted By Wall Street Investment Bankers– Tesla Is Speculation Not An Investment — Drivers and Investors or Buyers Beware! — Videos

Posted on July 2, 2016. Filed under: American History, Articles, Autos, Blogroll, Business, Climate, Culture, Economics, Education, Energy, Entertainment, Environment, Faith, Freedom, Friends, government spending, history, Inflation, Internal Revenue Service (IRS), Investments, Law, liberty, Life, Links, media, Natural Gas, Natural Gas, Newspapers, Nuclear Power, Oil, Oil, People, Philosophy, Photos, Politics, Press, Radio, Rants, Raves, Raymond Thomas Pronk, Resources, Reviews, Television, Transportation, Unemployment, Video, Wealth, Wisdom, Work, Writing | Tags: , , , , , , , , , , , , , , , , , , |

 

Tesla Driver Killed In Crash with Autopilot System Driving

Tesla Autopilot death highlights autonomous risks

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Scum and Scummer. Let’s take a look at Goldman Sachs (GS) and Tesla (TSLA) (May 18, 2016)

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Elon Musk Explains Tesla Acquisition of SolarCity | Partial

Tesla and Solar City Merger – How To Profit With Powur And The Potential Tesla Solar City Merger

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Elon Musk says Profits from Tesla are mostly re-invested

Tesla motor hacked!

Why Tesla’s Stock Is Heading to $200: James

Jim Chanos: Tesla Is an Overpriced Car Company

Elon Musk defends Tesla for not being profitable (2012.11.13)

Tesla Motors Model S: Part 33 of Many! Problems Resolved

Tesla Motors Model S: Part 17 of Many! ISSUES! PROBLEMS!

Tesla Motors Model S: BATTERY FAILURE!!! TESLARATI.com

Tesla Motors Model S — Dead 12v Battery — What to do to get back up and running (Roadside Service)

How the Tesla Model S is Made | Tesla Motors Part 1 (WIRED)

[yotuube=https://www.youtube.com/watch?v=8_lfxPI5ObM]

How Tesla Builds Electric Cars | Tesla Motors Part 2 (WIRED)

Electric Car Quality Tests | Tesla Motors Part 3 (WIRED)

Fatal Telsa crash shows limits of self-driving technology

 DEE-ANN DURBIN

The U.S. government is investigating the first reported death of a driver whose car was in self-driving mode when he crashed. Joshua D. Brown, 40, died May 7 when his Tesla Model S, which was operating on “autopilot,” failed to activate its brakes and hit a truck in Florida.

The crash raises questions about autonomous and semi-autonomous cars, their capabilities and their limits. Here are answers to some of those questions:

___

Q: ARE THERE SELF-DRIVING CARS ON U.S. STREETS RIGHT NOW?

A: Yes, but in limited numbers. Various companies, including Google, Ford and Uber, have test fleets of autonomous cars running in specific areas, including Mountain View, California, and Austin, Texas. Right now, those vehicles always have a steering wheel, brakes and a driver ready to take over in case of a problem, but prototype cars without steering wheels are also being developed.

___

Q: HOW DO THEY WORK?

A: A network of cameras, radars and lasers feeds information to the car’s computers, helping to fill in the gaps in the GPS system, which knows how to get the car from point to point. Cameras let the car see what’s around it, while radar senses things in the dark or in inclement weather. Lasers constantly scan the road and give a three-dimensional picture of what’s going on.

___

Q: ARE THERE LAWS ALLOWING SELF-DRIVING CARS?

A: Right now, it’s a patchwork. Eight states — including Nevada, Michigan, Florida and Tennessee — and Washington D.C. have laws allowing autonomous vehicles. Other states have legislation in the works. Later this summer, the federal government is expected to release guidelines for the safe deployment of autonomous vehicles.

___

Q: WHAT ARE THE BENEFITS OF SELF-DRIVING CARS?

A: Self-driving cars have the potential to save lives by anticipating accidents before they happen. Intel CEO Brian Krzanich said Friday that 90 percent of car accidents are caused by human error, and distracted or drowsy driving accounts for some 13 percent of those crashes. The accidents cost about $870 billion a year globally.

___

Q: CAN I BUY A SELF-DRIVING CAR?

A: No. A few automakers offer cars and SUVs with semi-autonomous modes that can perform some functions without help from the driver, including maintaining a set speed, braking, changing lanes and even parallel parking. Semi-autonomous features can be found on high-end vehicles from Tesla, Mercedes-Benz, Infiniti and Volvo. Some lower-priced models have them, too. Toyota, for example, plans to make automatic emergency braking standard on its vehicles by 2017, ahead of a self-imposed deadline of 2022 that most automakers have agreed to.

___

Q: WHEN WILL COMPLETELY SELF-DRIVING CARS BE AVAILABLE TO CONSUMERS?

A: That’s not yet clear. Volvo plans a large-scale test of driverless cars in Sweden next year. Google wants to make cars available to the public around the end of 2019. BMW, Intel and Israel’s Mobileye have teamed up to roll out the cars by 2021.

IHS Automotive, a consulting firm, predicts that the U.S. will see the earliest deployment of autonomous vehicles, with several thousand on the road by 2020. That number will rise to 4.5 million vehicles by 2035, IHS says. But even if the vehicles are on the road, they might not be in your garage. The earliest self-driving cars might be on-demand taxis, employee shuttles or other shared vehicles.

___

Q: WHAT ARE THE TECHNICAL CHALLENGES TO GETTING AUTONOMOUS CARS ON THE ROAD?

A: Driverless cars need detailed maps to follow, and companies are still mapping roads. They also can have trouble staying within lanes in heavy rain or snow. And, as the Tesla crash showed, there will always be scenarios that driverless cars can’t foresee or navigate correctly. Brown’s car didn’t see an oncoming tractor-trailer because it was white against a brightly lit sky. Tesla CEO Elon Musk said the car’s radar is also designed to tune out what looks like overhead signs to prevent false braking.

___

Q: HOW COULD THE TESLA AUTOPILOT NOT SEE SOMETHING AS LARGE AS A TRACTOR-TRAILER?

A: Raj Rajkumar, a computer engineering professor at Carnegie Mellon University who leads its autonomous vehicle research, said computers can’t be programmed to handle every situation. But Tesla may need to adjust its radar, he said.

Tesla would not comment directly on the radar and computer programs, but the company issued a statement saying that it continually advances its software by analyzing hundreds of millions of miles of driving data. The National Highway Traffic Safety Administration is looking at the design and performance of Tesla’s system as part of its investigation.

https://www.yahoo.com/news/fatal-telsa-crash-shows-limits-185423753.html

Tesla has plenty of customers, but still no profit

Tesla is a hot mess—there is no path to profitability

Michael Pento, president of Pento Portfolio Strategies

Tuesday, 3 May 2016 | 1:55 PM ET

Tesla shares got a little pop in after-hours trading Wednesday after the electric car maker delivered an earnings report in line with expectations and an optimistic outlook.

But I think the stock’s run is already over.

The primary reason? Profitability.

Elon Musk

Getty Images
Elon Musk

Tesla stock soared for a few months starting in February following news that pre-orders for the electric-car maker’s Model 3, with a price tag of $35,000, were approaching 400,000 units.

But, as well-known short seller Jim Chanos so perfectly put it in an interview with CNBC: “We have all kinds of questions on the profitability of the business.”

First, the Model 3. This was Tesla’s play for an “affordable” electric car but it appears to be affordable for everyone EXCEPT Tesla.

Tesla loses more than $4,000 on each of its high-end Model S electric sedans; and that model’s cost is between $70 and $108k. With margins like that, one has to assume a $35k Model 3 can’t be the answer to solving Tesla’s red ink.

Tesla’s income statement reveals the company is hemorrhaging cash at a robust clip. Furthermore, according to TheStreet Ratings, they have a net profit margin of -26.38 percent and a quick ratio of 0.49, which means they have 49 cents in available cash to pay every $1 of current liabilities.

Worse than its lousy earnings and cash flow, Tesla is grossly overvalued compared to its peers. Tesla’s market cap is more than $30 billion, compared to Fiat Chrysler at around $10 billion and Ferrari at around $8 billion. Being valued at 3x more than FCAU — an established and profitable company — looks especially absurd when considering FCAU produces annual sales of over $130 billion, while Tesla produces revenue of only $4 billion.

Furthermore, Tesla’s market cap is nearly two-thirds of General Motors‘ market cap. This is despite the fact that General Motors has a history of selling 10 million cars at a profit each year and Tesla sold less than 100,000 cars last year at a loss. They would have to sell 6.6 million cars this year to justify its current valuation. With less than 400,000 cars on pre-order that doesn’t appear likely anytime soon.

In a February interview with CNBC’s Squawk Box, Former GM executive Bob Lutz noted that, “[TSLA] costs have always been higher than their revenue…They always have to get more capital. Then they burn through it.”

First, he pointed out that, on the back of falling oil prices, demand for electric vehicles (EVs) is slowing. Second, there is growing competition that will cut into Tesla’s margins as prices for EVs fall. Tesla has a lot of competition over the next few years. The industry is already awaiting the Apple car with bated breath that is set to launch in four years. And GM’s Chevy Bolt is similarly priced with a similar range and is set to come out this year. And then we have the Nissan Leaf expected to more competitive in the coming months and years. And add to that first generation vehicles like the BMW i3.

And in China, they have the EV Company LeEco, which recently unveiled its very first electric car that includes self-driving and self-parking capability using voice commands via a mobile app. Besides LeEco, there is another Chinese EV auto maker that sold more electric cars last year than Tesla, Nissan or GM, it’s called BYD Co. and is now targeting the U.S. market.

Lutz believes that competition from industry heavyweights like these could “kill” Tesla in the future.

“The major OEMs like GM, Ford, Toyota, Volkswagen, etc … they have to build electric cars, a certain number, in order to satisfy the requirements in about half of the states. Those have to be jammed into the marketplace, otherwise they can no longer sell SUVs and full-size pickups and the stuff that they really make money on. So that is going to generically depress the prices of electric vehicles,” Lutz warned.

Lutz also explained that companies such as General Motors will not be making any money on their “Tesla killer.” They are making these vehicles to appease Washington.

“The majors are going to accept the losses on the electric vehicles as a necessary cost of doing business in order to sell the big gasoline stuff that people really want. Well, Tesla does not have that option,” Lutz said.

But Musk has a strategy for driving down the cost of his electric car that hinges on achieving economies of scale, bringing down the production cost of the battery pack by 30 percent. This hinges on the success of their future Nevada home called the “Gigafactory.”

The Gigafactory is a one-stop shopping in battery-pack production. The company currently buys battery packs through a deal with Panasonicand has partnered with Panasonic in this venture. Production volume at the Gigafactory is anticipated to be the equivalent of over 30 gigawatt-hours per year; this would mean the Gigafactory would produce more storage than all the lithium battery factories in the world combined. The $5 billion dollar plant is as big as the Pentagon Tesla, and Tesla is hoping to produce 500,000 lithium ion batteries annually.

Musk recently laid out his Energy-branded battery ambition in rock star glory. At the event spectacle, Musk declared that his batteries would someday render the world’s energy grid obsolete. “We are talking about trying to change the fundamental energy infrastructure of the world,” he said.

Musk envisions his affordable, clean energy will one day power the remote villages of underdeveloped countries as well as allowing the average homeowner in industrial nations to go off the grid.

But before you sever your ties with your electrical company, it’s worth noting that not everyone thinks Musk’s plans are achievable – at least not in the time frame he envisions.

Panasonic, the supplier of the lithium-ion cells that form the foundation of Tesla’s batteries, and partner on the company’s forthcoming battery factory — calls Musk’s claims a lot of hyperbole.

“We are at the very beginning in energy storage in general,” said Phil Hermann, chief energy engineer at Panasonic Eco Solutions. “Most of the projects currently going on are either demo projects or learning experiences for the utilities. There is very little direct commercial stuff going on. Elon Musk is out there saying you can do things now that the rest of us are hearing and going, ‘really?’ We wish we could, but it’s not really possible yet.”

And far from the grand stage with little fanfare buried in their November 10Q Tesla also sought to tamper investor’s expectations: “Given the size and complexity of this undertaking, the cost of building and operating the Gigafactory could exceed our current expectations, we may have difficulty signing up additional partners, and the Gigafactory may take longer to bring online than we anticipate.”

With a company saddled with debt and cash-strapped, who is going to shoulder the burden of a delay in the Gigafactory realizing its full potential? That would be shareholders through stock dilution or the American tax payer – but most likely a combination of both. There are those who believe that Musk’s real genius is in following government subsidies.

Tesla’s model relies strongly on a “green” administration. According to the Los Angeles Times, all of Musk’s ventures: Tesla Motors, SolarCityand Space Exploration Technologies, known as SpaceX, together have benefited from an estimated $4.9 billion in government support. The figure underscores a common theme running through his emerging empire: a public-private financing model underpinning long-shot start-ups.

The promise is that the Tesla stockholders and the tax subsidizing public will greatly benefit from major pollution reductions as electric cars break through as viable alternative and gain access to mass-market production.

And frankly, I’m not convinced that electric cars are even good for the environment. First, it’s important to note that at this time, these cars don’t power themselves — they are plugged into an outlet in your garage that connects to an electric power plant. Second, there are a lot of environmental questions about the lithium battery itself. In a 2012 study titled “Science for Environment Policy” published by the European Union, a comparison was made of the lithium ion batteries to other types of batteries available such as; lead-acid, nickel-cadmium, nickel-metal-hydride and sodium Sulphur. They concluded that the lithium ion batteries have the largest impact on metal depletion, making recycling more complicated.

Musk may be a genius and a visionary but the truth is that Tesla has an unproven business model and a stock that is massively overpriced. Even if some year in the distant future there exists the charging infrastructure and pricing available to make electric vehicles conducive to supplant the internal combustion engine, Tesla faces an onslaught of competition that will most likely drive its profit margins further into the red for years to come.

So, as far as I’m concerned, the stock is not a buy — no matter what earnings say. The math just doesn’t add up.

Commentary by Michael Pento, the president and founder of Pento Portfolio Strategies and author of the book “The Coming Bond Market Collapse.” His weekly podcast is “The Mid-week Reality Check.”

Disclosure: Neither Michael Pento nor the firm own any positions in Tesla stock. However, several Pento clients own puts on Tesla.

http://www.cnbc.com/2016/05/03/tesla-stock-is-not-a-buy-no-matter-what-earnings-say-commentary.html

 

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Neal Stephenson — Cryptonomicon — Videos

Posted on March 17, 2016. Filed under: American History, Banking, Blogroll, Books, Business, Corruption, Documentary, Economics, Education, Environment, Faith, Family, Federal Government, Fiction, Foreign Policy, Freedom, government, government spending, history, History of Economic Thought, Investments, Law, liberty, Life, Links, Macroeconomics, media, Monetary Policy, Money, National Security Agency (NSA), People, Philosophy, Photos, Rants, Raves, Talk Radio, Taxation, Torture, Video, Wealth, Welfare, Writing | Tags: , , , , , |

Neal Stephenson, Author – Turing Festival 2013 Keynote

We Solve for X: Neal Stephenson on getting big stuff done

Neal Stephenson: “Anathem” | Talks at Google

Neal Stephenson, “Seveneves”

Book Review: Cryptonomicon

Cryptonomicon by Neal Stephenson | Review

Neal Stephenson – Cryptonomicon 1

Neal Stephenson – Cryptonomicon 2

Neal Stephenson – Cryptonomicon 3

Neal Stephenson – Cryptonomicon 4

Neal Stephenson: 2011 National Book Festival

ChefSteps • And Then There Were Swords…

Neal Stephenson

From Wikipedia, the free encyclopedia
Neal Stephenson
Neal Stephenson 2008 crop.jpg

Stephenson at Science Foo Camp 2008
Born Neal Town Stephenson
October 31, 1959 (age 56)
Fort Meade, Maryland, United States
Pen name Stephen Bury
(with J. Frederick George)
Occupation Novelist, short story writer, essayist
Nationality American
Period 1984–present
Genre Speculative fiction, historical fiction, essays
Literary movement Cyberpunk, postcyberpunk,maximalism
Website
nealstephenson.com

Neal Town Stephenson (born October 31, 1959) is an American writer and game designer known for his works of speculative fiction.

His novels have been variously categorized as science fiction, historical fiction, cyberpunk, and “postcyberpunk“. Other labels, such as “baroque“, have been used.

Stephenson’s work explores subjects such as mathematics, cryptography, linguistics, philosophy, currency, and the history of science. He also writes non-fiction articles about technology in publications such as Wired. He has also written novels with his uncle, George Jewsbury (“J. Frederick George”), under the collective pseudonym Stephen Bury.

He has worked part-time as an advisor for Blue Origin, a company (funded by Jeff Bezos) developing a manned sub-orbital launch system, and is also a cofounder of Subutai Corporation, whose first offering is the interactive fiction project The Mongoliad. He is currently Magic Leap‘s Chief Futurist.

Life

Born on October 31, 1959 in Fort Meade, Maryland,[1] Stephenson came from a family of engineers and scientists; his father is a professor ofelectrical engineering while his paternal grandfather was a physics professor. His mother worked in a biochemistry laboratory, and her father was a biochemistry professor. Stephenson’s family moved to Champaign-Urbana, Illinois, in 1960 and then in 1966 to Ames, Iowa. He graduated from Ames High School in 1977.[2]

Stephenson studied at Boston University,[2] first specializing in physics, then switching to geography after he found that it would allow him to spend more time on the university mainframe.[3]He graduated in 1981 with a B.A. in geography and a minor in physics.[2] Since 1984, Stephenson has lived mostly in the Pacific Northwest and currently resides in Seattle with his family.[2]

Career

Discussing Anathem at MIT in 2008

Stephenson’s first novel, The Big U, published in 1984, was a satirical take on life at American Megaversity, a vast, bland and alienating research university beset by chaotic riots.[4][5] His next novel, Zodiac (1988), was a thriller following the exploits of a radical environmentalist protagonist in his struggle against corporate polluters.[4] Neither novel attracted much critical attention on first publication, but showcased concerns that Stephenson would further develop in his later work.[4]

Stephenson’s breakthrough came in 1992 with Snow Crash, a comic novel in the late cyberpunk or post-cyberpunk tradition fusing memetics,computer viruses, and other high-tech themes with Sumerian mythology, along with a sociological extrapolation of extreme laissez-faire capitalismand collectivism.[5][6] Snow Crash was the first of Stephenson’s epic science fiction novels. Stephenson at this time would later be described by Mike Godwin as “a slight, unassuming grad-student type whose soft-spoken demeanor gave no obvious indication that he had written the manic apotheosis of cyberpunk science fiction.”[7] In 1994, Stephenson joined with his uncle, J. Frederick George, to publish a political thriller, Interface, under the pen name “Stephen Bury”;[8] they followed this in 1996 with The Cobweb.

Stephenson’s next solo novel, published in 1995, was The Diamond Age: or A Young Lady’s Illustrated Primer, which introduced many of today’s real world technological discoveries. Seen back then as futuristic, Stephenson’s novel has broad range universal self-learning nanotechnology, dynabooks, extensive modern technologies, robotics, cybernetics and cyber cities. Weapons implanted in characters’ skulls, near limitless replicators for everything from mattresses to foods, smartpaper, air and blood-sanitizing nanobots, set in a grim future world of limited resources populated by hard edged survivalists, an amalgamation hero is accidentally conceptualized by a few powerful and wealthy creatives, programmers and hackers.

This was followed by Cryptonomicon in 1999, a novel concerned with concepts ranging from computing and Alan Turing‘s research into codebreaking and cryptography during the Second World War at Bletchley Park, to a modern attempt to set up a data haven. It has subsequently been reissued in three separate volumes in some countries, including in French and Spanish translations. In 2013, Cryptonomicon won the Prometheus Hall of Fame Award.

The Baroque Cycle is a series of historical novels set in the 17th and 18th centuries, and is in some respects a prequel to Cryptonomicon. It was originally published in three volumes of two or three books each – Quicksilver (2003), The Confusion (2004) and The System of the World (2004) – but was subsequently republished as eight separate books: Quicksilver, King of the Vagabonds, Odalisque, Bonanza, Juncto, Solomon’s Gold, Currency, and System of the World. (The titles and exact breakdown vary in different markets.) The System of the World won thePrometheus Award in 2005.

Following this, Stephenson published a novel titled Anathem (2008), a very long and detailed work, perhaps best described as speculative fiction. It is set in an Earthlike world (perhaps in an alternative reality), deals with metaphysics, and refers heavily to Ancient Greek philosophy, while at the same time being a complex commentary on the insubstantiality of today’s society.

In May 2010, the Subutai Corporation, of which Stephenson was named chairman, announced the production of an experimental multimedia fiction project called The Mongoliad, which centered around a narrative written by Stephenson and other speculative fiction authors.[9][10]

REAMDE, a novel, was released on September 20, 2011.[11] The title is a play on the common filename README. This thriller, set in the present, centers around a group of MMORPGdevelopers caught in the middle of Chinese cyber-criminals, Islamic terrorists, and Russian mafia.[12]

On August 7, 2012, Stephenson released a collection of essays and other previously published fiction entitled Some Remarks : Essays and Other Writing.[13] This collection also includes a new essay and a short story created specifically for this volume.

In 2012 Stephenson launched a Kickstarter campaign for CLANG, a realistic sword fighting fantasy game. The concept of the game was to use motion control to provide an immersive experience. The campaign’s funding goal of $500,000 was reached by the target date of July 9, 2012 on Kickstarter, but funding options remained open and were still taking contributions to the project on their official site.[14] The project ran out of money in September 2013.[15] This, and the circumstances around it, has angered some backers.[16] There has even been talk, among the backers, of a potential class action lawsuit.[17] The project to develop the game ended in September 2014 without the game being completed. Stephenson took part of the responsibility for the project’s failure, stating, “I probably focused too much on historical accuracy and not enough on making it sufficiently fun to attract additional investment”.[18]

In late 2013, Stephenson stated that he was working on a multi-volume work – historical novels that would “have a lot to do with scientific and technological themes and how those interact with the characters and civilisation during a particular span of history”. He expected the first two volumes to be released in mid-to-late 2014.[19] However, at about the same time, he shifted his attention to a science fiction novel, Seveneves, which was completed about a year later and was published in May 2015.[20]

In 2014, Stephenson was hired as Chief Futurist by the Florida-based company Magic Leap.[21] Magic Leap claims to be developing a revolutionary form of augmented reality, not too different from technologies Stephenson previously has described in his science fiction books.

Non-fiction

The science fiction approach doesn’t mean it’s always about the future;
it’s an awareness that this is different.

– Neal Stephenson, September 1999[22]

In The Beginning Was The Command Line (2000), an essay on operating systems including the histories of and relationships between DOS, Windows, Linux, and BeOS from both cultural and technical viewpoints and focusing especially on the development of the Graphical User Interface.[5] Various other essays have been published in magazines such asWired.

Quicksilver, Applied Minds (2003) debuted The Metaweb, an online wiki annotating the ideas and historical period explored in the novel. The project was influenced by the online encyclopaedia Wikipedia, and its content included annotations from Stephenson himself.[23]

“Innovation Starvation”[24] (2011) lamented the lack of visionary large-scale projects in the world. One concept he cited as an example of such visionary concepts is the idea of a 20-kilometer “tall tower” extending to the edges of the atmosphere;[25] Stephenson then followed this up with work in collaboration with Arizona State University on the engineering of such tall towers.[26]

Style

In his earlier novels Stephenson deals heavily in pop culture-laden metaphors and imagery and in quick, hip dialogue, as well as in extended narrative monologues. The tone of his books is generally more irreverent and less serious than that of previous cyberpunk novels, notably those of William Gibson.

Stephenson at the Starship Century Symposium at UCSD in 2013

Stephenson’s books tend to have elaborate, inventive plots drawing on numerous technological and sociological ideas at the same time. This distinguishes him from other mainstream science fiction authors who tend to focus on a few technological or social changes in isolation from others. The discursive nature of his writing, together with significant plot and character complexity and an abundance of detail suggests a baroque writing style, which Stephenson brought fully to bear in the three-volume Baroque Cycle.[27] His book The Diamond Age follows a simpler plot but features “neo-Victorian” characters and employs Victorian-era literary conceits. In keeping with the baroque style, Stephenson’s books have become longer as he has gained recognition. For example, the paperback editions of Cryptonomicon are over eleven hundred pages long[28] with the novel containing various digressions, including a lengthy erotic story about antique furniture and stockings.

Bibliography

Stephenson at the National Book Festival in 2004

Novels[edit]

Short fiction

Other fiction projects

  • Project Hieroglyph, founded in 2011, administered by Arizona State University’s Center for Science and the Imagination since 2012. Hieroglyph: Stories and Visions for a Better Future, ed. Ed Finn and Kathryn Cramer, which includes contributions by Stephenson, was published by William Morrow in September, 2014.

Non-fiction

Critical studies, reviews and biography

References

  1. Jump up^ Fisher, Lawrence M. (April 17, 1994). “SOUND BYTES; Orwell – Class of 1994”. The New York Times (The New York Times Company). Retrieved December 13, 2010.
  2. ^ Jump up to:a b c d Stephenson, Neal. “Biography”. Neal Stephenson’s Site (MobileMe). Archived from the original on June 28, 2012. Retrieved August 7, 2010.
  3. Jump up^ “Neal Stephenson – Biography”. ElectricInca.com. Retrieved August 7, 2010. He began his higher education as a physics major, then switched to geography when it appeared that this would enable him to scam more free time on his university’s mainframe computer.
  4. ^ Jump up to:a b c Booker, M Keith; Thomas, Anne-Marie, eds. (2009). “Neal Stephenson (1959–)”. The Science Fiction Handbook. Chichester, UK ; Malden, MA: Wiley-Blackwell. p. 173. ISBN 1-4051-6205-8. OCLC 263498124.
  5. ^ Jump up to:a b c Grassian, Daniel (2003). “From modernists to Gen Xers”. Hybrid fictions: American fiction and Generation X. Jefferson: McFarland & Co. pp. 29–30. ISBN 978-0-7864-1632-5.OCLC 52565833.
  6. Jump up^ Westfahl, Gary (2005). The Greenwood Encyclopedia of Science Fiction and Fantasy: Themes, Works, and Wonders, Vol. 3. Greenwood Publishing. p. 1235. ISBN 0-313-32953-2. Retrieved2009-12-05.
  7. Jump up^ Godwin, Mike (February 2005). “Neal Stephenson’s Past, Present, and Future”. Reason(Reason Foundation). Retrieved December 13, 2010.
  8. Jump up^ “Neal Stephenson: Cryptomancer”. Locus Online. August 1, 1999. Retrieved August 7, 2010.…a thriller written in collaboration with his uncle, George Jewsbury, under pseudonym Stephen Bury
  9. Jump up^ Eaton, Kit (May 26, 2010). “The Mongoliad App: Neal Stephenson’s Novel of the Future?”.Fast Company. Retrieved July 4, 2010.
  10. Jump up^ “Subutai Corporation – Team”. subutai.mn (Subutai Corporation). Retrieved August 7, 2010.Neal Stephenson, Chairman
  11. Jump up^ Anders, Charlie Jane (July 14, 2009). “Neal Stephenson Gets Half A Million Dollars, But Did He Have To Switch Genres To Get It?”. io9. Gawker Media. Retrieved August 7, 2010.
  12. Jump up^ “reamdeDescription”.
  13. Jump up^ Upcoming4.me. “New Neal Stephenson book Some Remarks announced!”. Upcoming4.me. Retrieved June 26, 2012.
  14. Jump up^ Twitter / subutaicorp: @LordBronco We’re still taking. Twitter.com. Retrieved on 2014-01-14.
  15. Jump up^ Famous Kickstarter Turns Into Complete Disaster. Kotaku.com. Retrieved on 2014-01-14.
  16. Jump up^ THUD: Development Of Neal Stephenson’s CLANG Halted. Rock, Paper, Shotgun. Retrieved on 2014-01-14.
  17. Jump up^ Neal Stephenson Says His Dream Of Making A Video Game Isn’t Dead | Kotaku Australia. Kotaku.com.au. Retrieved on 2014-01-14.
  18. Jump up^ Stephenson, Neal (19 September 2014). “Final Update”. CLANG by Subutai Corporation. Kickstarter. Retrieved 18 October 2014.
  19. Jump up^ Kelion, Leo. (2013-09-17) BBC News – Neal Stephenson on tall towers and NSA cyber-spies. Bbc.co.uk. Retrieved on 2014-01-14.
  20. ^ Jump up to:a b Neal Stephenson. “Seveneves”. Nealstephenson.com. Retrieved April 5, 2015.
  21. Jump up^ Davey Alba (December 16, 2014). “Sci-Fi Author Neal Stephenson Joins Mystery Startup Magic Leap as ‘Chief Futurist'”. Wired. Retrieved May 20, 2015.
  22. Jump up^ Catherine, Asaro (September 1999). “A Conversation With Neal Stephenson”. SF Site. Retrieved October 6, 2010.
  23. Jump up^ McClellan, Jim (November 4, 2004). “Neal Stephenson – the interview”. The Guardian(Guardian Media Group). Retrieved December 13, 2010.
  24. Jump up^ Stephenson, Neal, “Innovation Starvation”, World Policy Journal, 2011; reprinted in Wired, 10/27/2011 (retrieved 1 Sept 2013).
  25. Jump up^ Landis, Geoffrey, and Denis, Vincent, “High Altitude Launch for a Practical SSTO,” Conference on Next Generation Space Transportation, Space Technology & Applications International Forum, Albuquerque NM, Feb. 2-6 2003; AIP Conference Proceedings Vol. 654, pp 290-295. (pdf on NASA site)
  26. Jump up^ Project Hieroglyph, The Tall Tower, Arizona State University Center for Science and the Imagination (retrieved 1 Sept. 2015)
  27. Jump up^ Giuffo, John (October 1, 2004). “Book Capsule Review: The System of the World”.Entertainment Weekly. Time Warner. Retrieved September 22, 2008.
  28. Jump up^ ex: Stephenson, Neal (1999). Cryptonomicon. Avon Books. pp. 1152 p. ISBN 978-0-06-051280-4.
  29. ^ Jump up to:a b c d e f g h Kelly, Mark R. “The Locus Index to SF Awards: Index of Literary Nominees”.Locusmag.com (Locus Publications). Retrieved January 18, 2011.
  30. Jump up^ William Morrow. Harpercollinscatalogs.com. Retrieved on 2014-01-14.

External links

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Leonard Rosen — All Cry Chaos — Videos

Posted on February 21, 2016. Filed under: American History, Articles, Blogroll, Books, British History, Business, Communications, Congress, Constitution, Economics, Education, Employment, Environment, Food, Freedom, Friends, history, liberty, Life, Links, media, Money, People, Philosophy, Photos, Politics, Talk Radio, Video, Wealth, Welfare, Wisdom, Work | Tags: , , , , , , , , , , , , , , |

all cry chaos Leonard Rosenfern leaffractals-erucolindo3

Mathematics is the art of giving the same name to different things.

~Henri Poincare

Book Trailer: “All Cry Chaos” by Leonard Rosen

Leonard Rosen talks about Chaos Theory, his writing process, and the pleasure of audiobooks

Leonard Rosen – All Cry Chaos

Chaos Theory

The Science and Psychology of the Chaos Theory

The Strange New Science of Chaos

Fractals – Hunting The Hidden Dimension

Complexity: Life, Scale, & Civilization

TEDxRotterdam – Igor Nikolic – Complex adaptive systems

Where Good Ideas Come From | Steven Johnson | TED Talks

Dirk Helbing: Rethinking Economics Based on Complexity Theory

Henri Poincaré

Rick Astley – Never Gonna Give You Up

It is the harmony of the diverse parts, their symmetry, their happy balance; in a word it is all that introduces order, all that gives unity, that permits us to see clearly and to comprehend at once both the ensemble and the details.

~Henri Poincare

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4K Ultra HD TV — Videos

Posted on January 28, 2016. Filed under: American History, Blogroll, Business, Communications, Computers, Entertainment, Environment, history, Investments, liberty, Life, media, Movies, Music, People, Philosophy, Photos, Programming, Technology, Television, Television, Television, Video, Wisdom | Tags: , , , , , , , , , , , , |

new-car-2_678x452hdr-tv-ces-1500x10001-1024x683HDR-Cover-120_Century_Fox_SDR_vs_HDR1 HDR-explainedEG960V_Toucan_4KOLED-1-1024x913 firecackers SamsungSUHDTVOfficial samsung-un65hu8550-65-inch-4k-ultra-hd-tv-62 Samsung-UN65JU6500samsung-un65hu9000-65-inch-curved-4k-ultra-hd-tv-a2

CES 2016: Sony’s New 4K HDR TV – X930D (FIRST LOOK)

The Best HDR 4K UHD TVs of CES 2016

CES 2016: THX HDR & 4K UHD Blu-ray Technical Interview

Sony’s NEW 4K HDR TV | CES 2016 | GetConnected

8 Best 60 Inch Televisions 2016

Top 10 Best of CES 2016!

Best 4K Televisions of 2015

BEST 4K TVs 2015

2015 Top 5 4K TV

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PROS AND CONS OF 4K TV’S

4K UHD TV vs. 1080p HDTV – Side by Side Comparison

4K UHD TVs – Are They Worth It?

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Samsung UE65JU7000 4K UHD TV Review

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CES 2015 | Samsung 4K TVs Booth Tour | SUHD Ultra HD TV Lineup | Best New UHD Technology

World’s Best TV? LG 65″ Curved OLED 4K Ultra HDTV: Unboxing & Review

65″ Sony 4K Ultra HD TV Unboxing & Overview (XBR65X900A)

Published on May 22, 2013

PRICING & AVAILABILITY
Sony 65-inch 4K Ultra HD (US) – http://bit.ly/10QeWSg
Sony 65-inch 4K Ultra HD (CA) – http://bit.ly/12N9PlU

Samsung UE55F9000 55 Inch 4K Ultra HD LED LCD TV Review

What Can You See On an Ultra HD 4K TV?

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Lying Lunatic Leftist Watermelon (Green On The Outside and Red on The Insider) Obama’s EPA Proposes Rules Are Illegal and Challenged By States — Your Electrical Bills Are Going To Skyrocket — Wind and Solar 5 Times More Expensive and Subsidized! — Progressives War on Jobs, Free Enterprise Market Capitlalism and American Workers — Pull The Plug On Progressives! — Videos

Posted on January 2, 2016. Filed under: Articles, Blogroll, College, Communications, Congress, Constitution, Corruption, Crime, Demographics, Diasters, Economics, Education, Employment, Energy, Environment, Federal Government Budget, Fiscal Policy, Fraud, Macroeconomics, Natural Gas, Nuclear Power, Oil, Private Sector, Public Sector, Radio, Unemployment, Unions, Video, Wealth, Welfare, Wisdom, Work, Writing | Tags: , , , , , , , , , , , , , , , , , , , , , , , , , , , |

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Obama’s climate agenda on trial

By Devin Henry

 

A slate of major environmental rules rolled out by the Obama administration in 2015 will face serious challenges in the new year, as opponents look to beat back the president’s ambitious policies — a core piece of his legacy.

In the lead-up to the landmark Paris climate talks in December — an event that yielded a first-of-its-kind global agreement to cut carbon emissions — the Obama administration released a series of sweeping new environmental rules, each garnering both condemnation and deep-pocketed opposition from interest looking to torpedo the regulations in 2016.

As Obama enters the final year of his presidency, much of his focus on environmental issues will be implementing and preserving the work he’s already done. If 2015 was the year he pushed his environmental agenda forward, 2016 could be the year he looks to preserve it.

Here are some of the biggest regulations Obama finalized or proposed last year, and how they’ll be litigated in 2016.

Clean Power Plan

The most notable environmental rule issued in 2015 was the climate rule for power plants, an Environmental Protection Agency (EPA) regulation designed to cut carbon emissions from the power sector.

The rule is the centerpiece of Obama’s climate change agenda, and the biggest promise he took with him to the United Nations climate talks. It’s designed to cut carbon emissions from existing power plants by 32 percent from 2005 levels by 2030.

Environmentalists hailed the rule, but it has met with scorching opposition from Republicans, commodity groups, businesses and utilities. Opponents have argued that, while the rule will cut carbon emissions, it will do so at the expense of jobs and American energy bills, which could go up as states shift to cleaner energy mixes.

Dozens of opponents sued against the rule the day in October that it hit the Federal Register, arguing the EPA went beyond its legal authority in assigning states carbon reduction targets.

“EPA’s rule is flatly illegal and one of the most aggressive executive branch power grabs we’ve seen in a long time,” West Virginia Attorney General Patrick Morrisey said. “The EPA cannot do what it intends to do legally.”

The EPA defended the rule as one with “strong scientific and legal foundations” and has sought to protect it from the lawsuits. Opponents want federal judges to issue a stay on the rule and, with legal filings on the matter due on Dec. 23, the first judicial skirmish over the rule is set for early 2016.

Clean Water Rule

A federal court dealt a blow to another EPA rule in 2015 when it blocked implementation of a new rule setting regulatory authority over small waterways.
The so-called “Waters of the United States” rule looks to clarify which streams, wetlands and other smaller waterways the federal government has regulatory authority over.

But opponents of the rule — Republicans, red states and the agriculture industry among them — argue the rule is overly-broad and an unjust expansion of federal power. They sued against the regulation, and two federal courts issued separate injunctions against it in 2015, ruling that opponents have a strong case and could win when their challenges move forward.

The EPA and Army Corps. of Engineers have maintained that the rule is legal and plans to fight the lawsuits against it. The stay didn’t overturn the rule: the courts need to go through the process of making a full ruling on it, and the appeals process could eventually bring the water rule to the Supreme Court.

Ozone

When the Obama administration finalized a new standard for acceptable concentrations of surface-level ozone particles, neither industrial groups nor public health and environmental coalitions were pleased.

Businesses and manufacturers sued over the new 70-parts-per-billion standard in December, arguing that the new standard would be hard to implement and lead to billions of dollars in compliance costs.

“The EPA’s ozone regulation, which could be one of the most expensive in history, is unworkable and overly burdensome for manufacturers and America’s job creators,” said Linda Kelly, the senior vice president and general counsel for the National Association of Manufacturers.

Greens and health officials defended the EPA’s ability to issue the new rule, which came out in October. But they filed lawsuits of their own, arguing regulators should have finalized a standard even stricter than the one they landed on.

“This standard leaves kids, seniors and asthmatics without the protection doctors say they need from this dangerous pollutant,” Earthjustice attorney David Baron said. “The EPA has a duty to set standards that assure our air is safe to breathe. We say they violated that duty here.”

Even before the ozone rule was released, both sides said they expected to sue over the final standard, citing their dueling lawsuits against the EPA the last time it updated the rule, in 2008.

Neither side succeeded then, and the rule stood.

Beyond legal challenges, the power plant, water and ozone rules could all face challenges from congressional Republicans, as well.

While legislative measures stopping the rules are dead with Obama in office, Republicans showed last year that they were willing to try using the appropriations process to block them anyway.

Key Republicans, including Majority Leader Mitch McConnell (R-Ky.), have said they plan to exhaust their legislative options for blocking the regulations even with Obama in office. But McConnell acknowledged in October that lawmakers’ hands are likely tied for now, despite passing a since-vetoed Congressional Review Act resolution against the power plan.

“Our options to stop [the Clean Power Plan] are quite limited,” McConnell said then. “We do have the possibility of a CRA. The weakness of that, obviously, is that even though we can pass it through here with a simple majority, [Obama is] likely to veto it.”

Methane emissions

The Obama administration led off 2015 promising to take action on methane emissions from oil and natural gas drilling sites.

The EPA proposed rules in August to require drillers use new technologies to track and block accidental and purposeful leaks when producing and transmitting oil and gas. The proposal kicked up a potential fight with the gas industry.

Greens have said a strong methane rule is one of the last major climate initiatives Obama can effectively push through during his final term in office. Methane has about 25 times the global warming power of carbon dioxide, and a push to cut down on leaks will compliment Obama’s work on carbon emissions elsewhere, they say.

Drillers, though, are skeptical of the rule, saying they are already taking steps to cut methane leaks on their own. They support EPA’s opt-in programs for cutting methane emissions, but warn that actual regulations could “undermine American competitiveness” in the oil and gas sector.

“EPA’s proposal for additional methane regulations on oil and gas wells and transmission are duplicative and costly,” Howard Feldman, the senior director of regulatory and scientific affairs at the American Petroleum Institute, said in December. “They could also undermine the progress our industry has made lowering greenhouse gas emissions.”

Republicans, too, have opposed new methane rules, with House Natural Resources Committee chairman Rob Bishop (R-Utah) calling the proposal “another unprecedented attack” on oil and gas interests.

The agency hopes to finalize the rule by the spring.

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