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Jordan B. Peterson — 12 Rules for Life – An Antidote to Chaos — Videos

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Jordan B. Peterson on 12 Rules for Life

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

Rule 1: Stop Being Pathetic | Jordan Peterson

Rule 2: Take Care of Yourself | Jordan Peterson

Rule 3: Make Friends With People | Jordan Peterson

Rule 4: Compare Yourself to Who You Were Yesterday | Jordan Peterson

Rule 6: Set Your House in Perfect Order | Jordan Peterson

Rule 7: Pursue What is Meaningful | Jordan Peterson

Jordan Peterson – How To Stop Being Lazy & Progress In Life

 

Jordan Peterson

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

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

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

Peterson grew up in FairviewAlberta. He earned a B.A. degree in political science in 1982 and a degree in psychology in 1984, both from the University of Alberta, and his Ph.D. in clinical psychology from McGill University in 1991. He remained at McGill as a post-doctoral fellow for two years before moving to Massachusetts, where he worked as an assistant and an associate professor in the psychology department at Harvard University. In 1998, he moved to the University of Toronto as a full professor. He authored Maps of Meaning: The Architecture of Belief in 1999, a work which examined several academic fields to describe the structure of systems of beliefs and myths, their role in the regulation of emotion, creation of meaning, and motivation for genocide.[4][5][6] His second book, 12 Rules for Life: An Antidote to Chaos, was released in January 2018.[7][8][9]

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

Childhood

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

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

Education

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

Career

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

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

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

Works

Maps of Meaning: The Architecture of Belief

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

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

In 1999, Routledge published Maps of Meaning: The Architecture of Belief. The book, which took Peterson 13 years to complete, describes a comprehensive theory for how we construct meaning, represented by the mythical process of the exploratory hero, and provides an interpretation of religious and mythical models of reality presented in a way that is compatible with the modern scientific understanding of how the brain works. According to Craig Lambert writing in Harvard Magazine, it synthesizes ideas drawn from narratives in mythologyreligionliterature, and philosophy, as well as research from neuropsychology in “the classic, old-fashioned tradition of social science“.[22]

Peterson’s primary goal was to examine why individuals, not simply groups, engage in social conflict, and to model the path individuals take to support their belief systems (i.e. ideological identification[14]) that results in pathological atrocities like the Gulag, the Auschwitz concentration camp and the Rwandan genocide.[22] He explores the origins of evil, and also posits that an analysis of the world’s religious ideas might allow us to describe our essential morality and eventually develop a universal system of morality.[23][2]

According to Peterson, there exists a struggle between chaos (characteristic of the unknown) and order (characteristic of explored, mapped territory). Humans with their capability of abstract thinking also make abstract territoriality—the belief systems which “regulate our emotions“. A potential threat to an important belief triggers emotional reactions which are potentially followed by pathological attempts to face internal chaos, and “people generally prefer war to be something external, rather than internal … than re-forming our challenged beliefs”. The principle in between is logos (consciousness), and heroic figures are those who develop the culture and society as intermediaries between these two natural forces.[22]

Harvey Shepard, writing in the religion column of the Montreal Gazette, stated: “To me, the book reflects its author’s profound moral sense and vast erudition in areas ranging from clinical psychology to scripture and a good deal of personal soul searching. … Peterson’s vision is both fully informed by current scientific and pragmatic methods, and in important ways deeply conservative and traditional”.[24] The psychologists Ralph W. Hood, Peter C. Hill, and Bernard Spilka, in their book The Psychology of Religion: An Empirical Approach (2009), stated that in regard of the relationship of five factor model to religion, the “dynamic model for the tension between tradition and transformation has been masterfully explored by Peterson (1999) as the personality basis for what he terms the architecture of belief”.[25]

12 Rules for Life: An Antidote to Chaos

In January 2018, Penguin Random House published Peterson’s second book, 12 Rules for Life: An Antidote to Chaos. The work includes abstract ethical principles about life, written in a more accessible writing style than is Maps of Meaning.[7][8][9] To promote the book, Peterson went on a world tour.[26][27][28] As part of the tour, Peterson had an interview on Channel 4 News, which went viral, receiving over six million views on YouTube.[29][30] Following the Channel 4 News interview, 12 Rules for Life was ranked the number one bestselling book on Amazon.com in the United States, number one in Canada and number four in the United Kingdom.[31][32] It also became the No. 2 nonfiction book on The Wall Street Journals Best-Selling Books list, and the No. 1 nonfiction e-book.[33]

Melanie Reid, in her review of 12 Rules for Life for The Times, says the book is “aimed at teenagers, millennials and young parents”. Summarising it, she states: “If you peel back the verbiage, the cerebral preening, you are left with a hardline self-help manual of self-reliance, good behaviour, self-betterment and individualism that probably reflects [Peterson’s] childhood in rural Canada in the 1960s.”[34] Bryan Appleyard, also writing for The Times, describes the book as “a less dense and more practical version of Maps of Meaning.” He says it is “a baggy, aggressive, in-your-face, get-real book that, ultimately, is an attempt to lead us back to what Peterson sees as the true, the beautiful and the good — ie God.”[35] Hari Kunzru of The Guardian said the book collates advice from Peterson’s clinical practice with personal anecdotes, accounts of his academic work as a psychologist and “a lot of intellectual history of the ‘great books‘ variety”.[36] Julian Baggini, in a review of the book for the Financial Times, writes: “In headline form, most of his rules are simply timeless good sense. … The problem is that when Peterson fleshes them out, they carry more flab than meat.”[37]

Other projects

In 2013, Peterson began recording his lectures (“Personality and Its Transformations”, “Maps of Meaning: The Architecture of Belief”[38]) and uploading them to YouTube. His YouTube channel has gathered more than 800,000 subscribers and his videos have received more than 35 million views as of January 2018.[39] He has also appeared on The Joe Rogan ExperienceThe Gavin McInnes ShowSteven Crowder‘s Louder with CrowderDave Rubin‘s The Rubin ReportStefan Molyneux‘s Freedomain Radioh3h3Productions‘s H3 PodcastSam Harris‘s Waking Uppodcast, Gad Saad‘s The Saad Truth series and other online shows,[40] discussing the Bill C-16 controversy, identity politics, and his work as a psychologist. In December 2016, Peterson started his own podcast, The Jordan B. Peterson Podcast, which has 37 episodes as of January 10, 2018, including academic guests such as Camille PagliaMartin Daly, and James W. Pennebaker,[41] while on his channel he has also interviewed Stephen HicksRichard J. Haier, and Jonathan Haidt among others. Peterson supported engineer James Damore in his action against Google.[9]

In January 2017, he hired a production team to film his psychology lectures at the University of Toronto. He used funds received via the crowd-sourced funding website Patreon after he became embroiled in the Bill C-16 controversy in September 2016. His funding through Patreon has increased from $1,000 per month in August 2016 to $14,000 by January 2017 to more than $50,000 by July 2017.[13][39][42]

Peterson with his colleagues Robert O. Pihl, Daniel Higgins, and Michaela Schippers[43] produced a writing therapy program with series of online writing exercises, titled the Self Authoring Suite.[44] It includes the Past Authoring Program, a guided autobiography; two Present Authoring Programs, which allow the participant to analyze their personality faults and virtues in terms of the Big Five personality model; and the Future Authoring Program, which guides participants through the process of planning their desired futures. The latter program was used with McGill University undergraduates on academic probation to improve their grades, as well since 2011 at Rotterdam School of Management, Erasmus University.[45][46] The Self Authoring Programs were developed partially from research by James W. Pennebaker at the University of Texas at Austin and Gary Latham at the Rotman School of Management of the University of Toronto. Pennebaker demonstrated that writing about traumatic or uncertain events and situations improved mental and physical health, while Latham demonstrated that personal planning exercises help make people more productive.[46] According to Peterson, more than 10,000 students have used the program as of January 2017, with drop-out rates decreasing by 25% and GPAs rising by 20%.[10]

In May 2017, he started a new project, focusing on the psychological significance of the Biblical stories,[47] a series of live theatre lectures in which he analyzes archetypal narratives in Genesisas patterns of behavior vital for personal, social and cultural stability.[9][48]

Critiques of political correctness

Peterson’s critiques of political correctness range over issues such as postmodernismpostmodern feminismwhite privilegecultural appropriation, and environmentalism.[40][49][50] Writing in the National Post, Chris Selley said Peterson’s opponents had “underestimated the fury being inspired by modern preoccupations like white privilege and cultural appropriation, and by the marginalization, shouting down or outright cancellation of other viewpoints in polite society’s institutions”,[51] while in The SpectatorTim Lott stated Peterson became “an outspoken critic of mainstream academia”.[15] Peterson’s social media presence has magnified the impact of these views; Simona Chiose of The Globe and Mail noted: “few University of Toronto professors in the humanities and social sciences have enjoyed the global name recognition Prof. Peterson has won”.[52]

According to his study – conducted with one of his students, Christine Brophy – of the relationship between political belief and personality, political correctness exists in two types: PC-Egalitarianism and PC-Authoritarianism, which is a manifestation of “offense sensitivity”.[53] The first type is represented by a group of classical liberals, while the latter by the group known as “social justice warriors[10] who “weaponize compassion“.[2] The study also found an overlap between PC-authoritarians and right-wing authoritarians.[53]

Peterson considers that the universities should be held as among the most responsible for the wave of political correctness which appeared in North America and Europe.[52] He watched the rise of political correctness on campuses since the early 1990s,[54] and considers that the humanities have become corrupt, less reliant on science, and instead of “intelligent conversation, we are having an ideological conversation”. From his own experience as a university professor, he states that the students who are coming to his classes are uneducated and unaware about the mass exterminations and crimes by Stalinism and Maoism, which were not given the same attention as fascism and Nazism. He also says that “instead of being ennobled or inculcated into the proper culture, the last vestiges of structure are stripped from [the students] by post-modernism and neo-Marxism, which defines everything in terms of relativism and power“.[15][55][56]

Of postmodernism and identity politics

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

— Peterson, 2017[55]

Peterson believes that postmodern philosophers and sociologists since the 1960s,[49] while typically claiming to reject Marxism and Communism, because they were discredited as economic ideologies as well by the exposure of crimes in the Soviet Union, have actually built upon and extended their core tenets. He states that it is difficult to understand contemporary society without considering the influence of postmodernism which initially spread from France to the United States through the English department at Yale University. He argues that they “started to play a sleight of hand, and instead of pitting the proletariat, the working class, against the bourgeois, they started to pit the oppressed against the oppressor. That opened up the avenue to identifying any number of groups as oppressed and oppressor and to continue the same narrative under a different name … The people who hold this doctrine – this radical, postmodern, communitarian doctrine that makes racial identity or sexual identity or gender identity or some kind of group identity paramount – they’ve got control over most low-to-mid level bureaucratic structures, and many governments as well”.[55][18]

He emphasizes that the state should halt funding to faculties and courses he describes as neo-Marxist, and advises students to avoid disciplines like women’s studiesethnic studies and racial studies, as well other fields of study he believes are “corrupted” by the ideology such as sociologyanthropology and English literature.[57][58] He states that these fields, under the pretense of academic inquiry, propagate unscientific methods, fraudulent peer-review processes for academic journals, publications that garner zero citations,[59] cult-like behaviour,[57] safe-spaces,[60] and radical left-wing political activism for students.[49] Peterson has proposed launching a website which uses AI to identify and showcase the amount of ideologization in specific courses. He announced in November 2017 that he had temporarily postponed the project as “it might add excessively to current polarization”.[61][62]

Peterson has criticized the use of the term “white privilege“, stating that, “being called out on their white privilege, identified with a particular racial group and then made to suffer the consequences of the existence of that racial group and its hypothetical crimes, and that sort of thing has to come to a stop. … [It’s] racist in its extreme”.[49] In response to the 2017 protest in Charlottesville, Virginia, he criticized the far right‘s use of identity politics, and said that “the Caucasians shouldn’t revert to being white. It’s a bad idea, it’s a dangerous idea, and it’s coming fast, and I don’t like to see that!” He stated that the notion of group identity is “seriously pathological … reprehensible … genocidal” and “it will bring down our civilization if we pursue it”.[63] He has also been prominent in the debate about cultural appropriation, stating it promotes self-censorship in society and journalism.[64]

Of Bill C-16

On September 27, 2016, Peterson released the first installment of a three-part lecture video series, entitled “Professor against political correctness: Part I: Fear and the Law”.[13][65] In the video, he stated he would not use the preferred gender pronouns of students and faculty as part of compelled speech, and announced his objection to the Canadian government‘s Bill C-16, which proposed to add “gender identity or expression” as a prohibited ground of discrimination under the Canadian Human Rights Act, and to similarly expand the definitions of promoting genocide and publicly inciting hatred in the Criminal Code.[65][66]

He stated that his objection to the bill was based on potential free speech implications if the Criminal Code is amended, as he claimed he could then be prosecuted under provincial human rights laws if he refuses to call a transsexual student or faculty member by the individual’s preferred pronoun.[67] Furthermore, he argued that the new amendments paired with section 46.3 of the Ontario Human Rights Code would make it possible for employers and organizations to be subject to punishment under the code if any employee or associate says anything that can be construed “directly or indirectly” as offensive, “whether intentionally or unintentionally”.[68] Other academics challenged Peterson’s interpretation of C-16,[67] while some scholars such as Robert P. George supported Peterson’s initiative.[13]

The series of videos drew criticism from transgender activists, faculty and labour unions, and critics accused Peterson of “helping to foster a climate for hate to thrive”.[13] Protests erupted on campus, some including violence, and the controversy attracted international media attention.[69][70][71] When asked in September 2016 if he would comply with the request of a student to use a preferred pronoun, Peterson said “it would depend on how they asked me … If I could detect that there was a chip on their shoulder, or that they were [asking me] with political motives, then I would probably say no … If I could have a conversation like the one we’re having now, I could probably meet them on an equal level”.[71] Two months later, the National Post published an op-ed by Peterson in which he elaborated on his opposition to the bill and explained why he publicly made a stand against it:

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

I have been studying authoritarianism on the right and the left for 35 years. I wrote a book, Maps of Meaning: The Architecture of Belief, on the topic, which explores how ideologies hijack language and belief. As a result of my studies, I have come to believe that Marxism is a murderous ideology. I believe its practitioners in modern universities should be ashamed of themselves for continuing to promote such vicious, untenable and anti-human ideas, and for indoctrinating their students with these beliefs. I am therefore not going to mouth Marxist words. That would make me a puppet of the radical left, and that is not going to happen. Period.[72]

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

In February 2017, Maxime Bernier, candidate for leader of the Conservative Party of Canada, stated that he shifted his position on Bill C-16 after meeting with Peterson and discussing it.[73]Peterson’s analysis of the bill was also frequently cited by senators who were opposed to its passage.[74]

In April 2017, Peterson was denied a Social Sciences and Humanities Research Council grant for the first time in his career, which he interpreted as retaliation for his statements regarding Bill C-16.[75] A media relations adviser for SSHRC said “[c]ommittees assess only the information contained in the application”.[76] In response, The Rebel Media launched an Indiegogo campaign on Peterson’s behalf.[77] The campaign raised $195,000 by its end on May 6, equivalent to over two years of research funding.[78]

In May 2017, Peterson spoke against Bill C-16 at a Senate committee on legal and constitutional affairs hearing. He was one of 24 witnesses who were invited to speak on the bill.[74]

In August 2017, an announced event at Ryerson University titled “The Stifling of Free Speech on University Campuses”, organized by former social worker Sarina Singh with panelists Peterson, Gad Saad, Oren Amitay, and Faith Goldy was shut down because of pressure on the university administration from the group “No Fascists in Our City”.[79] However, another version of the panel (without Goldy) was held on November 11 at Canada Christian College with an audience of 1,500.[80][81]

In November 2017 a teaching assistant (TA) at Wilfrid Laurier University (WLU) was censured by her professors and WLU’s Manager of Gendered Violence Prevention and Support for showing a segment of The Agenda, which featured Peterson debating Bill C-16, during a classroom discussion.[82][83][84] The reasons given for the censure included the clip creating a “toxic climate” and being itself in violation of Bill C-16.[85] The case was criticized by several newspaper editorial boards[86][87][88] and national newspaper columnists[89][90][91][92] as an example of the suppression of free speech on university campuses. WLU announced a third-party investigation.[93] After the audio recording of the meeting in which the TA was censured was released,[94] WLU President Deborah MacLatchy and the TA’s supervising professor Nathan Rambukkana published letters of formal apology.[95][96][97] According to the investigation no students had complained about the lesson, there was no informal concern related to Laurier policy, and according to MacLatchy the meeting “never should have happened at all”.[98][99]

Personal life

Peterson married Tammy Roberts in 1989.[13] They have one daughter and one son.[10][13] He became a grandfather in August 2017.[100]

Politically, Peterson describes himself as a classic British liberal.[101][15] He is a philosophical pragmatist.[48] In a 2017 interview, Peterson identified as a Christian,[102] but in 2018 he did not.[103]He emphasized his conceptualization of Christianity is probably not what it is generally understood, stating that the ethical responsibility of a Christian is to imitate Christ, for him meaning “something like you need to take responsibility for the evil in the world as if you were responsible for it … to understand that you determine the direction of the world, whether it’s toward heaven or hell”.[103] When asked if he believes in God, Peterson responded: “I think the proper response to that is No, but I’m afraid He might exist”.[7] Writing for The SpectatorTim Lott said Peterson draws inspiration from Jung’s philosophy of religion, and holds views similar to the Christian existentialism of Søren Kierkegaard and Paul Tillich. Lott also said Peterson has respect for Taoism, as it views nature as a struggle between order and chaos, and posits that life would be meaningless without this duality.[15]

Bibliography

Books

Journal articles

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

References

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

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Story 1: Protests in Islamic Republic of Iran — Death to Dictator — Videos

Posted on December 29, 2017. Filed under: Agriculture, American History, Articles, Blogroll, Communications, Corruption, Crisis, Cult, Economics, Employment, Energy, European History, Faith, Family, Farming, Fiscal Policy, Food, Foreign Policy, Freedom, Friends, government spending, Health, history, Islam, Islam, Law, liberty, Life, Links, Literacy, Middle East, Natural Gas, Newspapers, Oil, People, Philosophy, Photos, Press, Programming, Psychology, Radio, Rants, Raves, Raymond Thomas Pronk, Religion, Religious, Religious, Resources, Shite, Speech, Strategy, Success, Taxation, Taxes, Television, Wisdom, Work, Writing | Tags: , , , |

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IRAN – 28 Dec. 2017: Thousand protest chanting “Death to Dictator”

Thousand Chant “Death to Dictator” “Death to Rouhani” in Iranian Cities

Price protests turn political in Iran as rallies spread

DUBAI (Reuters) – Demonstrators chanted anti-government slogans in several cities across Iran on Friday, Iranian news agencies and social media reports said, as price protests turned into the largest wave of demonstrations since nationwide pro-reform unrest in 2009.

Police dispersed anti-government demonstrators in the western city of Kermanshah as protests spread to Tehran and several other cities a day after rallies in the northeast, the semi-official news agency Fars said.

The outbreak of unrest reflects growing discontent over rising prices and alleged corruption, as well as concern about the Islamic Republic’s costly involvement in regional conflicts such as those in Syria and Iraq.

An official said a few protesters had been arrested in Tehran, and footage posted on social media showed a heavy police presence in the capital and some other cities.

Washington criticized the arrests. ”The United States strongly condemns the arrest of peaceful protesters. We urge all nations to publicly support the Iranian people and their demands for basic rights and an end to corruption.

About 300 demonstrators gathered in Kermanshah after what Fars said was a “call by the anti-revolution”. They shouted: “Political prisoners should be freed” and “Freedom or death”, and some public property was destroyed. Fars did not name any opposition groups.

The protests in Kermanshah, the main city in a region where an earthquake killed over 600 people in November, took place a day after hundreds rallied in Iran’s second largest city Mashhad to protest at high prices and shout anti-government slogans.

Videos posted on social media showed demonstrators yelling, “The people are begging, the clerics act like God”.

Fars said there were protests in the cities of Sari and Rasht in the north, Qazvin west of Tehran and Qom south of the capital, and also in Hamadan in western Iran. It said many marchers who wanted to raise economic demands left the rallies after demonstrators shouted political slogans.

PRO-GOVERNMENT RALLIES PLANNED

State television said annual nationwide rallies and events were scheduled for Saturday to commemorate pro-government demonstrations held in 2009 to counter protests by reformists.

https://www.youtube.com/results?sp=EgIIAw%253D%253D&search_query=iran+rebellion+protests+fox+news

Iran Developing: Large Protests in Mashhad and Other Cities Over Inflation

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Screenshot of protesters in Mashhad, Iran, December 28, 2017

Video is circulating of large protests in several Iranian cities on Thursday over rising prices.

Demonstrations are reported in Iran’s second city Mashhad, Neyshabur, and Kashmar, all in the northeast in Khorasan Province, and Yazd in the center. Slogans include “Death to [President] Rouhani”, “Death to the dictator”, “You took Islam as a staircase to power but left the people”, and “Don’t be scared, we are all together.”

There were also calls for Iran’s officials to focus on domestic issues and pull back from interventions, with chants such as “No Gaza, No Lebanon” — a refrain of lines after the disputed 2009 Presidential election — and “Forget about Syria, think about us”.

The rallies began earlier this week in Isfahan after officials warned of worsening unemployment, with more than 27,000 people fired from their jobs because firms went bankrupt over the past nine months.

Demonstrators in Mashhad gathered in a central square and then moved towards the shrine of Imam Reza, one of the holiest sites in Shia Islam:

The Governor of Khorasan Province, Mohammad Rahim Norouzian, said the gathering was illegal but “the police force was very tolerant”. However, video showed tear gas being used to disperse demonstrators:

In Neyshabur, “Leave Syria, think of us”:

Footage has also been posted of the Yazd rally, with protesters shouting, “What a mistake I made to vote for Rouhani!”.

A cartoon showing the Supreme Leader closing his ears to the demands for action, as he thinks of Syria, Lebanon, and Palestine:

KHAMENEI PROTEST CARTOON 12-17

A compilation of the demonstrations in Neyshabur, Yazd, Shahrud, Kashmar and Mashhad:

Protesters arrested in Iran after rally against price hikes

DUBAI, United Arab Emirates (AP) – Iranians angry over rising food prices and inflation protested in the country’s second-largest city and other areas Thursday, putting new pressure on President Hassan Rouhani as his signature nuclear deal with world powers remains in peril.

The protests in Mashhad saw police make an unspecified number of arrests, local authorities said, though the country’s powerful Revolutionary Guard and its affiliates did not intervene as they have in other unauthorized demonstrations since Iran’s disputed 2009 election.

It wasn’t immediately clear how many people took part in Thursday’s protests, though social media posts suggest several thousand likely demonstrated at rallies across at least three other cities.

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

“Police gave them the necessary notifications and treated them with great tolerance,” he said.

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

The prices of several staples, including eggs, have risen by up to 40 percent in recent days, with farmers blaming the hikes on higher prices for imported feed. Poultry is an important part of the diet of many of Iran’s 80 million people, and previous price increases have caused political problems for its leaders in the years since the 1979 Islamic revolution.

So has inflation, which Iran’s Central Bank says has returned to 10 percent. Youth unemployment remains high.

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

Tehran-based analyst Saeed Leilaz told The Associated Press that Rouhani’s political rivals may have played a role in organizing the protests, saying “the hands of political groups could be seen in today’s gathering in Mashhad.”

But he said the administration still faces a major challenge.

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

All this comes as the U.S. Congress weighs President Donald Trump’s refusal to re-certify the nuclear deal. Many Iranians now say they agree with Supreme Leader Ayatollah Ali Khamenei’s repeated warnings the U.S. can’t be trusted.

Khamenei also has kept up his criticism of how Rouhani’s administration has handled the economy, which includes the supreme leader’s opposition to allowing foreign firms to fully enter Iran. The Revolutionary Guard, a hard-line paramilitary organization, has vast economic interests in the country.

The Guard did not mobilize its Basij volunteer forces to counter any of the protests Thursday. However, some protests saw criticism of Iran’s support for Syrian President Bashar Assad in his country’s civil war, in which the Guard has played a major role.

___

Associated Press writer Amir Vahdat in Tehran, Iran, contributed to this report.

Read more: http://www.dailymail.co.uk/wires/ap/article-5218105/Protesters-arrested-Iran-rally-against-price-hikes.html#ixzz52hIxftUq
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Story 1: Chinese ships caught shipping oil to North Korea — After Winter Olympics Eliminate North Korea and Islamic Republic of Iran Nuclear and Missile Threats — Videos

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

North Korea also sources some of its oil from Russia.

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

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

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

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

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

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

 

Where The North Korean Crisis Meets The Iran Nuclear Deal

 Opinions expressed by Forbes Contributors are their own.

This article was originally published at Stratfor.com.

By Reva Goujon

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

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

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

Preventing Another North Korea

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

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

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

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

Iran Recalculates

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

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

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

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

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

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

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

The Luxury of Distance

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

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

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

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

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

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

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

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

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

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

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

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

The Israeli officials said:

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

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

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

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

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

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

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U.S. Consumer Spending Tops Forecasts as Inflation Accelerates

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

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

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

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

What Our Economists Say…

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

— Yelena Shulyatyeva, Bloomberg Economics

For more on the data from BE, click here.

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

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

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

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

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

Other Details

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

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

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

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House Passes Tax Cut 227-203 and Senate Expected To Vote Tonight — Tax Cuts Yes — Absolutely Not Tax Reform: Income Tax Complicated, Inefficient, Unfair With 7 Brackets — Two Party Tax Tyranny — Fair Tax Less The Answer — Simple, Fair, Efficient and Replaces All Federal Tax With A Single Broadbased Consumption Spending Tax — Videos

Posted on December 19, 2017. Filed under: American History, Blogroll, Congress, conservatives, Constitution, Corruption, Economics, Economics, Employment, Faith, Family, Federal Government, Federal Government Budget, Fiscal Policy, Foreign Policy, Freedom, Friends, government, government spending, Health, history, History of Economic Thought, Internal Revenue Service (IRS), Law, Life, Macroeconomics, media, Monetary Policy, Money, People, Photos, Rants, Raves, Raymond Thomas Pronk, Tax Policy, Taxation, Taxes, Technology | Tags: , , , , , , |

 House Passes Tax Cut 227-203 and Senate Expected To Vote Tonight — Tax Cuts Yes — Absolutely Not Tax Reform: Income Tax Complicated, Inefficient, Unfair With 7 Brackets — Two Party Tax Tyranny — Fair Tax Less The Answer — Simple, Fair, Efficient and Replaces All Federal Tax With A Single Broadbased Consumption Spending Tax — VideosSee the source imageSee the source imageSee the source image

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U.S. Debt Clock.org

The House Must Revote On Tax Bill

Tax bill debate: Media hates it, lying about it: Grover Norquist

Gingrich: The media are lying about the GOP tax bill

House Passes Tax Bill; Senate Expected To Vote Tonight – Cavuto

House, Senate Plan Tuesday Votes to Pass Tax Bill

Sen. Mitch McConnell, Senate Republicans address the media ahead of tax vote. Dec 19, 2017

FairTax: Fire Up Our Economic Engine (Official HD)

Freedom from the IRS! – FairTax Explained in Detail

Pence on the Fair Tax

Published on Apr 17, 2009
Congressman Mike Pence responding to a question about the Fair Tax resolution. Asked during a Town Hall forum in Anderson, IN, on 4/16/09

Lower Taxes, Higher Revenue

Milton Friedman – Why Tax Reform Is Impossible

Milton Friedman – Is tax reform possible?

The War on Work

The Progressive Income Tax: A Tale of Three Brothers

BREAKING: House passes GOP tax cut bill by vote of 227-203

LIVE: US Senate Votes on Historic Trump Tax Bill Vote LIVE Stream 12/19/17

CNN Wolf Blitzer 12/19/17| HOUSE TO VOTE ON MASSIVE TAX REFORM BILL

The History of Taxation | Charles Adams

Taxes in American History | Thomas J. DiLorenzo

The Income Tax: Root of all Evil? or Necessary Evil?

For Good and Evil: The Impact of Taxes Charles Adams discussed the research behind his book, For Good and Evil: The Impact of Taxes on the Course of Civilization published by Madison Books. The book examines the role of taxation in several historical events, including the fall of Rome, the American Revolution and the signing of the Magna Carta. Mr. Adams spoke on the history of tax policy throughout human civilization, as well as various aspects of taxation policies around the world and social policies’ relationship with taxes.

https://www.c-span.org/video/?40556-1/for-good-evil-impact-taxes

A New History of Taxation, Lecture 1: The Making of a Tax Historian | Charles Adams

A New History of Taxation, Lecture 2: The Bible’s World of Taxes | Charles Adams

A New History of Taxation, Lecture 3: The Kaleidoscopic Romans | Charles Adams

A New History of Taxation, Lecture 4: The Middle Ages | Charles Adams

A New History of Taxation, Lecture 5: The Swiss: From William Tell to No Tell | Charles Adams

A New History of Taxation, Lecture 6: Tax Revolt in the Netherlands | Charles Adams

A New History of Taxation, Lecture 7: After the Magna Carta | Charles Adams

A New History of Taxation, Lecture 8: The Civil War | Charles Adams

A New History of Taxation, Lecture 9: American Taxation | Charles Adams

A New History of Taxation, Lecture 10: Learning from the Past: What History Teaches | Charles Adams

Middle Class to Get 23% of Tax Cuts for Individuals Under GOP Bill

Benefits mostly peter out after a decade, joint committee on taxation finds

President Donald J. Trump, shown in Washington, D.C., on Monday, plans to sign the Republican tax-overhaul bill this week.
President Donald J. Trump, shown in Washington, D.C., on Monday, plans to sign the Republican tax-overhaul bill this week. PHOTO: JIM LO SCALZO/EPA/SHUTTERSTOCK

That amounts to 23% of the tax cuts that go directly to individuals. By 2027, however, these households would get a net tax increase, because tax cuts are set to expire under the proposed law.

The calculations are based on JCT estimates of cuts going to households that earn $20,000 to $100,000 a year in wages, dividends and benefits. Those households account for about half of all U.S. tax filers, with nearly a quarter making more and a quarter making less.

The Trump administration has emphasized the benefits of the tax plan for middle-income households.

What the Tax Bill’s Passage Will Mean for 2018 Politics
Senate Republicans have lined up behind the final version of a tax-overhaul bill, setting the stage for final passage this week. WSJ’s Gerald F. Seib explains the immediate political impact the bill will have. Photo: AP

America’s most-affluent households, those earning $500,000 or more a year, which account for 1% of filers, would also get $61 billion in cuts in the first year, according to the JCT analysis. They would get a cut of $12 billion by 2027.

That includes income earned by pass-through businesses such as partnerships and S-corporations that pay taxes on individual returns. It doesn’t include the benefits of estate-tax reductions.

Much of the rest would go to businesses in the form of corporate tax cuts, according to the JCT analysis.

The tax plan took another step toward passage Monday, when Maine Republican Sen. Susan Collins, who had been on the fence, said she would support the bill. Mr. Trump plans to sign the bill later this week.

Trump administration officials argue the business tax cuts will help individuals, too, because it will induce companies to hire more and boost workers’ wages.

“I don’t think it necessarily changes my life one way or another,” said Lisa Joles of Concord, Ohio, who runs the heat and air-conditioning repair shop her parents started in the 1970s. Her business brought in about $1.5 million this past year, and she takes home about $50,000 a year. “It could give me or someone else in the middle class that little bit of extra money that they may go out and spend, and it may boost the economy, but I almost feel like that would be a short-term effect.”

The muted reaction is consistent with polls showing that the tax cuts aren’t very popular. A Quinnipiac University poll released last week found that 55% of those surveyed disapprove of the tax plan, compared with 26% who support it. Republicans were the only group who supported the tax plan, with the support of 66%.

Biggest Benefits to Biggest Earners

Taxpayers earning $500,000 or more a year would see the biggest cuts in average tax rates under the Republican tax plan, while lower-income households would see smaller cuts in the early years of the decade and then petering out or reversing as tax cuts expire.

Average federal tax rates for these income categories would be cut by 1.4 to 3.1 percentage points at the outset before returning to about where they would be under current law.

Rates for lower-income households would see smaller decreases and by 2027 would actually be higher than under existing tax policy because the individual tax cuts largely

expire after 2025.

Note: For all federal taxes, including payroll taxes and corporate taxes, but excluding the estate tax. Some of the changes are due to the repeal of the mandate to have health insurance.

Source: Joint Committee on Taxation

Many households are still weighing how the complicated plan will affect them. The plan recasts many features of the individual tax code—doubling a child tax credit and the standard deduction for households, while narrowing deductions for state and local taxes, mortgages and the personal exemption. That means it will play out differently for many, depending on factors such as whether they live in high-tax states, have big mortgages or have many children.

Cory Dahl, 59, a pastor who lives in Sturgeon Bay, Wis., said that even though a few extra hundred dollars a year won’t make much difference, he is happy to get it. “Five hundred dollars is not a ton of money, but I’d rather have it in my bank account than in my tax payment,” he said.

Mr. Dahl has taken the standard deduction in recent years, and he lives in a church-owned home, so he has no mortgage. He thinks raising the standard deduction will help middle-class households like his.

His niece, Katie Dahl, who lives 20 miles away in Baileys Harbor, Wis., is apprehensive. She said her biggest concern is the repeal of the Affordable Care Act requirement that individuals buy health insurance. Both Ms. Dahl, 34, and her husband, Rich Higdon, who is a musician and a potter, rely on the ACA exchange for a heavily subsidized health-insurance plan. They pay $12 a month for a silver-level plan that covers both of them. With an income of about $41,000 a year, Ms. Dahl says the ACA has made them both confident that they could survive as self-employed artists.

“I’m worried what the mandate will do to premiums, and if it will go so far as to start the unraveling of Obamacare, which has been a big boon to us financially,” she said.

 While the middle class as a whole will see benefits, some people will end up worse off. Using an alternative measure of household income, the Tax Policy Center found that of those households in the very middle of the income distribution, making $48,600 to $86,100 a year, 91.3% would receive a tax cut next year. But 7.3% would receive a tax increase. By 2025, 10.9% would receive a tax increase.

Many taxpayers are worried that they will fall into that latter group. Jon Rose, 45, who runs a car-detailing shop in Carlisle, Pa., could see a cut from his current top tax rate of 25% because he runs an S corporation, a pass-through business that is eligible for a 20% deduction from business income if it meets certain conditions. His accountant told him he would likely save about $3,000 as a result of tax changes. The problem, he said, is that his accountant also said he has about $16,000 worth of personal exemptions that he would no longer be able to claim.

It’s Taxmas! The Winners and Losers of the GOP Tax Bill
WSJ’s Richard Rubin takes us to a weird, wacky Santa’s workshop to explain who’s getting Christmas presents and who’s getting coal with the GOP tax bill. Photo/Illustration: Adam Falk/The Wall Street Journal

Congress has raised the child-tax credit to $2,000 a child, but he was even dubious about how much that would help him. “I only have two kids, it’s not like I have 16,” said Mr. Rose, whose wife is a high-school teacher. “It doesn’t sound great.”

He said that if he somehow ends up saving an extra $500 or even $1,000, that wouldn’t mean too much to him. “I wouldn’t even notice,” he said. “It wouldn’t make any difference, especially if it’s just coming out gradually over time. If it’s $1,000, it’s $40 a paycheck. That’s dinner.”

Corrections & Amplifications 
An earlier version of this article incorrectly reported that middle-income households would receive $144 billion in total tax cuts over a decade under the Republican tax plan, or 10% of the total net tax cut. It also incorrectly reported that affluent households making more than $500,000 would receive $171 billion in total tax cuts over a decade. Those calculations were based on an incorrect reading of tables released Monday by the Joint Committee on Taxation. The article also incorrectly reported that households making $500,000 or more comprise 6% of total filers. They comprise 1% of total filers.

write to Siobhan Hughes at siobhan.hughes@wsj.com and Shayndi Raice at shayndi.raice@wsj.com

Appeared in the December 19, 2017, print edition as ‘Tax Cuts’ Impact Assessed.’

https://www.wsj.com/articles/middle-class-to-get-23-of-tax-cuts-for-individuals-under-gop-bill-1513644268?tesla=y

The brutal reviews for the GOP tax bill are piling up

Poll: Majority oppose GOP tax bill

A strong majority of polled voters oppose the Republican tax bill passed by the Senate earlier this month, a new poll finds.

The latest Harvard CAPS-Harris survey found that 64 percent of respondents oppose the bill. While 72 percent of Republicans support the GOP’s tax reform efforts, 89 percent of Democrats and 70 percent of independents oppose it.

Many respondents — 34 percent — believe the bill will raise their taxes, while 23 percent said they don’t believe it would impact them, and 21 percent said they believed it would result in a lower personal tax bill.

House and Senate negotiators struck an “agreement in principle” on Tuesday for a tax overhaul after each of the chambers passed their own versions of tax reform earlier this month.

While a majority oppose the GOP tax bill, a finding in line with other polls, Harvard CAPS-Harris co-director Mark Penn noted that the poll finds more support when people are asked about some of its specific provisions.

There is broad support for reducing the overall individual tax rate, for example, and 60 percent of voters support eliminating the mandate that requires people to buy health insurance or pay a penalty.The final version of the bill is expected to lower the top individual rate from 39.6 percent to 37 percent.

But a majority oppose lowering the corporate tax rate — the bill’s signature issue. The bill is expected to reduce the corporate tax rate from 35 percent to 21 percent under the House-Senate conference agreement that has tentatively been reached.

Fifty-nine percent of voters oppose lowering the corporate tax rate from 35 percent, the poll found.

Republicans argue cutting the corporate rate will unshackle an economy they say has been stagnant and create jobs.

Among the provisions that have majority support: The GOP bill will nearly double standard deductions for individuals; double the child tax credit from $1,000 to $2,000; cut the tax rate on small businesses; reduce overall tax rates for individuals; eliminate the ObamaCare mandate; and get rid of the alternative minimum tax for most people, while keeping it for companies.

Harvard CAPS-Harris asked voters about each of these provisions and found majority support.

Among the provisions that a majority oppose: Eliminating deductions for state and local taxes beyond $10,000 of local property taxes; doubling the exemption for the estate tax while leaving it in place for large estates; and significantly lowering the corporate tax rate.

When voters are told about each of those specific provisions in the bill, support for the bill goes up to 51 percent, with 49 percent opposing — a finding that could give some comfort to GOP lawmakers.

“While two thirds initially say they oppose the bill, that flips to 51 percent support after [being] read a full list of its features, suggesting the Republicans are losing the spin war but not necessarily the policy war,” said Penn.

However, voters polled were told the bill would not make any changes to the popular mortgage interest deduction, which is now likely to be capped at $750,000.

As it stands, most voters say the bill does not cut taxes enough on the middle class and that it cuts taxes too much for companies.

In addition, a plurality said the tax cuts would have a large impact on the federal deficit, while having only a small effect on economic growth.

“The public would like the final bill to do more for individuals and small business and less for big business,” said Penn. “They have concern over the deficit increases but that again all but evaporates once they are told the overall size of federal expenditures in the next decade is $43 trillion. Overall, the public supports lower taxes and lower government spending.”

The Harvard CAPS-Harris Poll online survey of 1,989 registered voters was conducted Dec. 8-11. The partisan breakdown is 36 percent Democrat, 32 percent Republican, 29 percent independent and 4 percent other.

The Harvard CAPS-Harris Poll survey is an online sample drawn from the Harris Panel and weighted to reflect known demographics. As a representative online sample, it does not report a probability confidence interval.

http://thehill.com/homenews/administration/364781-poll-majority-oppose-gop-tax-bill

The Internal Revenue Service has recently released new data on individual income taxes for calendar year 2014, showing the number of taxpayers, adjusted gross income, and income tax shares by income percentiles.[1]

The data demonstrates that the U.S. individual income tax continues to be very progressive, borne mainly by the highest income earners.

  • In 2014, 139.6 million taxpayers reported earning $9.71 trillion in adjusted gross income and paid $1.37 trillion in individual income taxes.
  • The share of income earned by the top 1 percent of taxpayers rose to 20.6 percent in 2014. Their share of federal individual income taxes also rose, to 39.5 percent.
  • In 2014, the top 50 percent of all taxpayers paid 97.3 percent of all individual income taxes while the bottom 50 percent paid the remaining 2.7 percent.
  • The top 1 percent paid a greater share of individual income taxes (39.5 percent) than the bottom 90 percent combined (29.1 percent).
  • The top 1 percent of taxpayers paid a 27.1 percent individual income tax rate, which is more than seven times higher than taxpayers in the bottom 50 percent (3.5 percent).

Reported Income and Taxes Paid Both Increased Significantly in 2014

Taxpayers reported $9.71 trillion in adjusted gross income (AGI) on 139.5 million tax returns in 2014. Total AGI grew by $675 billion from the previous year’s levels. There were 1.2 million more returns filed in 2014 than in 2013, meaning that average AGI rose by $4,252 per return, or 6.5 percent.

Meanwhile, taxpayers paid $1.37 trillion in individual income taxes in 2014, an 11.5 percent increase from taxes paid in the previous year. The average individual income tax rate for all taxpayers rose from 13.64 percent to 14.16 percent. Moreover, the average tax rate increased for all income groups, except for the top 0.1 percent of taxpayers, whose average rate decreased from 27.91 percent to 27.67 percent.

The most likely explanation behind the higher tax rates in 2014 is a phenomenon known as “real bracket creep.” [2] As incomes rise, households are pushed into higher tax brackets, and are subject to higher overall tax rates on their income. On the other hand, the likely reason why the top 0.1 percent of households saw a slightly lower tax rate in 2014 is because a higher portion of their income consisted of long-term capital gains, which are subject to lower tax rates.[3]

The share of income earned by the top 1 percent rose to 20.58 percent of total AGI, up from 19.04 percent in 2013. The share of the income tax burden for the top 1 percent also rose, from 37.80 percent in 2013 to 39.48 percent in 2014.

Top 1% Top 5% Top 10% Top 25% Top 50% Bottom 50% All Taxpayers
Table 1. Summary of Federal Income Tax Data, 2014
Number of Returns 1,395,620 6,978,102 13,956,203 34,890,509 69,781,017 69,781,017 139,562,034
Adjusted Gross Income ($ millions) $1,997,819 $3,490,867 $4,583,416 $6,690,287 $8,614,544 $1,094,119 $9,708,663
Share of Total Adjusted Gross Income 20.58% 35.96% 47.21% 68.91% 88.73% 11.27% 100.00%
Income Taxes Paid ($ millions) $542,640 $824,153 $974,124 $1,192,679 $1,336,637 $37,740 $1,374,379
Share of Total Income Taxes Paid 39.48% 59.97% 70.88% 86.78% 97.25% 2.75% 100.00%
Income Split Point $465,626 $188,996 $133,445 $77,714 $38,173
Average Tax Rate 27.16% 23.61% 21.25% 17.83% 15.52% 3.45% 14.16%
 Note: Does not include dependent filers

High-Income Americans Paid the Majority of Federal Taxes

In 2014, the bottom 50 percent of taxpayers (those with AGIs below $38,173) earned 11.27 percent of total AGI. This group of taxpayers paid approximately $38 billion in taxes, or 2.75 percent of all income taxes in 2014.

In contrast, the top 1 percent of all taxpayers (taxpayers with AGIs of $465,626 and above) earned 20.58 percent of all AGI in 2014, but paid 39.48 percent of all federal income taxes.

In 2014, the top 1 percent of taxpayers accounted for more income taxes paid than the bottom 90 percent combined. The top 1 percent of taxpayers paid $543 billion, or 39.48 percent of all income taxes, while the bottom 90 percent paid $400 billion, or 29.12 percent of all income taxes.

Figure 1.

High-Income Taxpayers Pay the Highest Average Tax Rates

The 2014 IRS data shows that taxpayers with higher incomes pay much higher average individual income tax rates than lower-income taxpayers.[4]

The bottom 50 percent of taxpayers (taxpayers with AGIs below $38,173) faced an average income tax rate of 3.45 percent. As household income increases, the IRS data shows that average income tax rates rise. For example, taxpayers with AGIs between the 10th and 5th percentile ($133,445 and $188,996) pay an average rate of 13.7 percent – almost four times the rate paid by those in the bottom 50 percent.

The top 1 percent of taxpayers (AGI of $465,626 and above) paid the highest effective income tax rate, at 27.2 percent, 7.9 times the rate faced by the bottom 50 percent of taxpayers.

Figure 2.

Taxpayers at the very top of the income distribution, the top 0.1 percent (with AGIs over $2.14 million), paid an even higher average tax rate, of 27.7 percent.

Appendix

Year Total Top 0.1% Top 1% Top
5%
Between
5% & 10%
Top 10% Between 10% & 25% Top 25% Between 25% & 50% Top 50% Bottom 50%
Table 2. Number of Federal Individual Income Tax Returns Filed 1980–2014 (Thousands)
Source: Internal Revenue Service.
1980 93,239 932 4,662 4,662 9,324 13,986 23,310 23,310 46,619 46,619
1981 94,587 946 4,729 4,729 9,459 14,188 23,647 23,647 47,293 47,293
1982 94,426 944 4,721 4,721 9,443 14,164 23,607 23,607 47,213 47,213
1983 95,331 953 4,767 4,767 9,533 14,300 23,833 23,833 47,665 47,665
1984 98,436 984 4,922 4,922 9,844 14,765 24,609 24,609 49,218 49,219
1985 100,625 1,006 5,031 5,031 10,063 15,094 25,156 25,156 50,313 50,313
1986 102,088 1,021 5,104 5,104 10,209 15,313 25,522 25,522 51,044 51,044
The Tax Reform Act of 1986 changed the definition of AGI, so data above and below this line not strictly comparable
1987 106,155 1,062 5,308 5,308 10,615 15,923 26,539 26,539 53,077 53,077
1988 108,873 1,089 5,444 5,444 10,887 16,331 27,218 27,218 54,436 54,436
1989 111,313 1,113 5,566 5,566 11,131 16,697 27,828 27,828 55,656 55,656
1990 112,812 1,128 5,641 5,641 11,281 16,922 28,203 28,203 56,406 56,406
1991 113,804 1,138 5,690 5,690 11,380 17,071 28,451 28,451 56,902 56,902
1992 112,653 1,127 5,633 5,633 11,265 16,898 28,163 28,163 56,326 56,326
1993 113,681 1,137 5,684 5,684 11,368 17,052 28,420 28,420 56,841 56,841
1994 114,990 1,150 5,749 5,749 11,499 17,248 28,747 28,747 57,495 57,495
1995 117,274 1,173 5,864 5,864 11,727 17,591 29,319 29,319 58,637 58,637
1996 119,442 1,194 5,972 5,972 11,944 17,916 29,860 29,860 59,721 59,721
1997 121,503 1,215 6,075 6,075 12,150 18,225 30,376 30,376 60,752 60,752
1998 123,776 1,238 6,189 6,189 12,378 18,566 30,944 30,944 61,888 61,888
1999 126,009 1,260 6,300 6,300 12,601 18,901 31,502 31,502 63,004 63,004
2000 128,227 1,282 6,411 6,411 12,823 19,234 32,057 32,057 64,114 64,114
The IRS changed methodology, so data above and below this line not strictly comparable
2001 119,371 119 1,194 5,969 5,969 11,937 17,906 29,843 29,843 59,685 59,685
2002 119,851 120 1,199 5,993 5,993 11,985 17,978 29,963 29,963 59,925 59,925
2003 120,759 121 1,208 6,038 6,038 12,076 18,114 30,190 30,190 60,379 60,379
2004 122,510 123 1,225 6,125 6,125 12,251 18,376 30,627 30,627 61,255 61,255
2005 124,673 125 1,247 6,234 6,234 12,467 18,701 31,168 31,168 62,337 62,337
2006 128,441 128 1,284 6,422 6,422 12,844 19,266 32,110 32,110 64,221 64,221
2007 132,655 133 1,327 6,633 6,633 13,265 19,898 33,164 33,164 66,327 66,327
2008 132,892 133 1,329 6,645 6,645 13,289 19,934 33,223 33,223 66,446 66,446
2009 132,620 133 1,326 6,631 6,631 13,262 19,893 33,155 33,155 66,310 66,310
2010 135,033 135 1,350 6,752 6,752 13,503 20,255 33,758 33,758 67,517 67,517
2011 136,586 137 1,366 6,829 6,829 13,659 20,488 34,146 34,146 68,293 68,293
2012 136,080 136 1,361 6,804 6,804 13,608 20,412 34,020 34,020 68,040 68,040
2013 138,313 138 1,383 6,916 6,916 13,831 20,747 34,578 34,578 69,157 69,157
2014 139,562 140 1,396 6,978 6,978 13,956 20,934 34,891 34,891 69,781 69,781
Year Total Top 0.1% Top 1% Top 5% Between 5% & 10% Top 10% Between 10% & 25% Top 25% Between 25% & 50% Top 50% Bottom 50%
Table 3. Adjusted Gross Income of Taxpayers in Various Income Brackets, 1980–2014 ($Billions)
Source: Internal Revenue Service.
1980 $1,627 $138 $342 $181 $523 $400 $922 $417 $1,339 $288
1981 $1,791 $149 $372 $201 $573 $442 $1,015 $458 $1,473 $318
1982 $1,876 $167 $398 $207 $605 $460 $1,065 $478 $1,544 $332
1983 $1,970 $183 $428 $217 $646 $481 $1,127 $498 $1,625 $344
1984 $2,173 $210 $482 $240 $723 $528 $1,251 $543 $1,794 $379
1985 $2,344 $235 $531 $260 $791 $567 $1,359 $580 $1,939 $405
1986 $2,524 $285 $608 $278 $887 $604 $1,490 $613 $2,104 $421
The Tax Reform Act of 1986 changed the definition of AGI, so data above and below this line not strictly comparable
1987 $2,814 $347 $722 $316 $1,038 $671 $1,709 $664 $2,374 $440
1988 $3,124 $474 $891 $342 $1,233 $718 $1,951 $707 $2,658 $466
1989 $3,299 $468 $918 $368 $1,287 $768 $2,054 $751 $2,805 $494
1990 $3,451 $483 $953 $385 $1,338 $806 $2,144 $788 $2,933 $519
1991 $3,516 $457 $943 $400 $1,343 $832 $2,175 $809 $2,984 $532
1992 $3,681 $524 $1,031 $413 $1,444 $856 $2,299 $832 $3,131 $549
1993 $3,776 $521 $1,048 $426 $1,474 $883 $2,358 $854 $3,212 $563
1994 $3,961 $547 $1,103 $449 $1,552 $929 $2,481 $890 $3,371 $590
1995 $4,245 $620 $1,223 $482 $1,705 $985 $2,690 $938 $3,628 $617
1996 $4,591 $737 $1,394 $515 $1,909 $1,043 $2,953 $992 $3,944 $646
1997 $5,023 $873 $1,597 $554 $2,151 $1,116 $3,268 $1,060 $4,328 $695
1998 $5,469 $1,010 $1,797 $597 $2,394 $1,196 $3,590 $1,132 $4,721 $748
1999 $5,909 $1,153 $2,012 $641 $2,653 $1,274 $3,927 $1,199 $5,126 $783
2000 $6,424 $1,337 $2,267 $688 $2,955 $1,358 $4,314 $1,276 $5,590 $834
The IRS changed methodology, so data above and below this line not strictly comparable
2001 $6,116 $492 $1,065 $1,934 $666 $2,600 $1,334 $3,933 $1,302 $5,235 $881
2002 $5,982 $421 $960 $1,812 $660 $2,472 $1,339 $3,812 $1,303 $5,115 $867
2003 $6,157 $466 $1,030 $1,908 $679 $2,587 $1,375 $3,962 $1,325 $5,287 $870
2004 $6,735 $615 $1,279 $2,243 $725 $2,968 $1,455 $4,423 $1,403 $5,826 $908
2005 $7,366 $784 $1,561 $2,623 $778 $3,401 $1,540 $4,940 $1,473 $6,413 $953
2006 $7,970 $895 $1,761 $2,918 $841 $3,760 $1,652 $5,412 $1,568 $6,980 $990
2007 $8,622 $1,030 $1,971 $3,223 $905 $4,128 $1,770 $5,898 $1,673 $7,571 $1,051
2008 $8,206 $826 $1,657 $2,868 $905 $3,773 $1,782 $5,555 $1,673 $7,228 $978
2009 $7,579 $602 $1,305 $2,439 $878 $3,317 $1,740 $5,058 $1,620 $6,678 $900
2010 $8,040 $743 $1,517 $2,716 $915 $3,631 $1,800 $5,431 $1,665 $7,096 $944
2011 $8,317 $737 $1,556 $2,819 $956 $3,775 $1,866 $5,641 $1,716 $7,357 $961
2012 $9,042 $1,017 $1,977 $3,331 $997 $4,328 $1,934 $6,262 $1,776 $8,038 $1,004
2013 $9,034 $816 $1,720 $3,109 $1,034 $4,143 $2,008 $6,152 $1,844 $7,996 $1,038
2014 $9,709 $986 $1,998 $3,491 $1,093 $4,583 $2,107 $6,690 $1,924 $8,615 $1,094
Year Total Top 0.1% Top 1% Top 5% Between 5% & 10% Top 10% Between 10% & 25% Top 25% Between 25% & 50% Top 50% Bottom 50%
Table 4. Total Income Tax after Credits, 1980–2014 ($Billions)
Source: Internal Revenue Service.
1980 $249 $47 $92 $31 $123 $59 $182 $50 $232 $18
1981 $282 $50 $99 $36 $135 $69 $204 $57 $261 $21
1982 $276 $53 $100 $34 $134 $66 $200 $56 $256 $20
1983 $272 $55 $101 $34 $135 $64 $199 $54 $252 $19
1984 $297 $63 $113 $37 $150 $68 $219 $57 $276 $22
1985 $322 $70 $125 $41 $166 $73 $238 $60 $299 $23
1986 $367 $94 $156 $44 $201 $78 $279 $64 $343 $24
The Tax Reform Act of 1986 changed the definition of AGI, so data above and below this line not strictly comparable
1987 $369 $92 $160 $46 $205 $79 $284 $63 $347 $22
1988 $413 $114 $188 $48 $236 $85 $321 $68 $389 $24
1989 $433 $109 $190 $51 $241 $93 $334 $73 $408 $25
1990 $447 $112 $195 $52 $248 $97 $344 $77 $421 $26
1991 $448 $111 $194 $56 $250 $96 $347 $77 $424 $25
1992 $476 $131 $218 $58 $276 $97 $374 $78 $452 $24
1993 $503 $146 $238 $60 $298 $101 $399 $80 $479 $24
1994 $535 $154 $254 $64 $318 $108 $425 $84 $509 $25
1995 $588 $178 $288 $70 $357 $115 $473 $88 $561 $27
1996 $658 $213 $335 $76 $411 $124 $535 $95 $630 $28
1997 $727 $241 $377 $82 $460 $134 $594 $102 $696 $31
1998 $788 $274 $425 $88 $513 $139 $652 $103 $755 $33
1999 $877 $317 $486 $97 $583 $150 $733 $109 $842 $35
2000 $981 $367 $554 $106 $660 $164 $824 $118 $942 $38
The IRS changed methodology, so data above and below this line not strictly comparable
2001 $885 $139 $294 $462 $101 $564 $158 $722 $120 $842 $43
2002 $794 $120 $263 $420 $93 $513 $143 $657 $104 $761 $33
2003 $746 $115 $251 $399 $85 $484 $133 $617 $98 $715 $30
2004 $829 $142 $301 $467 $91 $558 $137 $695 $102 $797 $32
2005 $932 $176 $361 $549 $98 $647 $145 $793 $106 $898 $33
2006 $1,020 $196 $402 $607 $108 $715 $157 $872 $113 $986 $35
2007 $1,112 $221 $443 $666 $117 $783 $170 $953 $122 $1,075 $37
2008 $1,029 $187 $386 $597 $115 $712 $168 $880 $117 $997 $32
2009 $863 $146 $314 $502 $101 $604 $146 $749 $93 $842 $21
2010 $949 $170 $355 $561 $110 $670 $156 $827 $100 $927 $22
2011 $1,043 $168 $366 $589 $123 $712 $181 $893 $120 $1,012 $30
2012 $1,185 $220 $451 $699 $133 $831 $193 $1,024 $128 $1,152 $33
2013 $1,232 $228 $466 $721 $139 $860 $203 $1,063 $135 $1,198 $34
2014 $1,374 $273 $543 $824 $150 $974 $219 $1,193 $144 $1,337 $38
Year Total Top 0.1% Top 1% Top 5% Between 5% & 10% Top 10% Between 10% & 25% Top 25% Between 25% & 50% Top 50% Bottom 50%
Table 5. Adjusted Gross Income Shares, 1980–2014 (percent of total AGI earned by each group)
Source: Internal Revenue Service.
1980 100% 8.46% 21.01% 11.12% 32.13% 24.57% 56.70% 25.62% 82.32% 17.68%
1981 100% 8.30% 20.78% 11.20% 31.98% 24.69% 56.67% 25.59% 82.25% 17.75%
1982 100% 8.91% 21.23% 11.03% 32.26% 24.53% 56.79% 25.50% 82.29% 17.71%
1983 100% 9.29% 21.74% 11.04% 32.78% 24.44% 57.22% 25.30% 82.52% 17.48%
1984 100% 9.66% 22.19% 11.06% 33.25% 24.31% 57.56% 25.00% 82.56% 17.44%
1985 100% 10.03% 22.67% 11.10% 33.77% 24.21% 57.97% 24.77% 82.74% 17.26%
1986 100% 11.30% 24.11% 11.02% 35.12% 23.92% 59.04% 24.30% 83.34% 16.66%
The Tax Reform Act of 1986 changed the definition of AGI, so data above and below this line not strictly comparable
1987 100% 12.32% 25.67% 11.23% 36.90% 23.85% 60.75% 23.62% 84.37% 15.63%
1988 100% 15.16% 28.51% 10.94% 39.45% 22.99% 62.44% 22.63% 85.07% 14.93%
1989 100% 14.19% 27.84% 11.16% 39.00% 23.28% 62.28% 22.76% 85.04% 14.96%
1990 100% 14.00% 27.62% 11.15% 38.77% 23.36% 62.13% 22.84% 84.97% 15.03%
1991 100% 12.99% 26.83% 11.37% 38.20% 23.65% 61.85% 23.01% 84.87% 15.13%
1992 100% 14.23% 28.01% 11.21% 39.23% 23.25% 62.47% 22.61% 85.08% 14.92%
1993 100% 13.79% 27.76% 11.29% 39.05% 23.40% 62.45% 22.63% 85.08% 14.92%
1994 100% 13.80% 27.85% 11.34% 39.19% 23.45% 62.64% 22.48% 85.11% 14.89%
1995 100% 14.60% 28.81% 11.35% 40.16% 23.21% 63.37% 22.09% 85.46% 14.54%
1996 100% 16.04% 30.36% 11.23% 41.59% 22.73% 64.32% 21.60% 85.92% 14.08%
1997 100% 17.38% 31.79% 11.03% 42.83% 22.22% 65.05% 21.11% 86.16% 13.84%
1998 100% 18.47% 32.85% 10.92% 43.77% 21.87% 65.63% 20.69% 86.33% 13.67%
1999 100% 19.51% 34.04% 10.85% 44.89% 21.57% 66.46% 20.29% 86.75% 13.25%
2000 100% 20.81% 35.30% 10.71% 46.01% 21.15% 67.15% 19.86% 87.01% 12.99%
The IRS changed methodology, so data above and below this line not strictly comparable
2001 100% 8.05% 17.41% 31.61% 10.89% 42.50% 21.80% 64.31% 21.29% 85.60% 14.40%
2002 100% 7.04% 16.05% 30.29% 11.04% 41.33% 22.39% 63.71% 21.79% 85.50% 14.50%
2003 100% 7.56% 16.73% 30.99% 11.03% 42.01% 22.33% 64.34% 21.52% 85.87% 14.13%
2004 100% 9.14% 18.99% 33.31% 10.77% 44.07% 21.60% 65.68% 20.83% 86.51% 13.49%
2005 100% 10.64% 21.19% 35.61% 10.56% 46.17% 20.90% 67.07% 19.99% 87.06% 12.94%
2006 100% 11.23% 22.10% 36.62% 10.56% 47.17% 20.73% 67.91% 19.68% 87.58% 12.42%
2007 100% 11.95% 22.86% 37.39% 10.49% 47.88% 20.53% 68.41% 19.40% 87.81% 12.19%
2008 100% 10.06% 20.19% 34.95% 11.03% 45.98% 21.71% 67.69% 20.39% 88.08% 11.92%
2009 100% 7.94% 17.21% 32.18% 11.59% 43.77% 22.96% 66.74% 21.38% 88.12% 11.88%
2010 100% 9.24% 18.87% 33.78% 11.38% 45.17% 22.38% 67.55% 20.71% 88.26% 11.74%
2011 100% 8.86% 18.70% 33.89% 11.50% 45.39% 22.43% 67.82% 20.63% 88.45% 11.55%
2012 100% 11.25% 21.86% 36.84% 11.03% 47.87% 21.39% 69.25% 19.64% 88.90% 11.10%
2013 100% 9.03% 19.04% 34.42% 11.45% 45.87% 22.23% 68.10% 20.41% 88.51% 11.49%
2014 100% 10.16% 20.58% 35.96% 11.25% 47.21% 21.70% 68.91% 19.82% 88.73% 11.27%
Year Total Top 0.1% Top 1% Top 5% Between 5% & 10% Top 10% Between 10% & 25% Top 25% Between 25% & 50% Top 50% Bottom 50%
Table 6. Total Income Tax Shares, 1980–2014 (percent of federal income tax paid by each group)
Source: Internal Revenue Service.
1980 100% 19.05% 36.84% 12.44% 49.28% 23.74% 73.02% 19.93% 92.95% 7.05%
1981 100% 17.58% 35.06% 12.90% 47.96% 24.33% 72.29% 20.26% 92.55% 7.45%
1982 100% 19.03% 36.13% 12.45% 48.59% 23.91% 72.50% 20.15% 92.65% 7.35%
1983 100% 20.32% 37.26% 12.44% 49.71% 23.39% 73.10% 19.73% 92.83% 7.17%
1984 100% 21.12% 37.98% 12.58% 50.56% 22.92% 73.49% 19.16% 92.65% 7.35%
1985 100% 21.81% 38.78% 12.67% 51.46% 22.60% 74.06% 18.77% 92.83% 7.17%
1986 100% 25.75% 42.57% 12.12% 54.69% 21.33% 76.02% 17.52% 93.54% 6.46%
The Tax Reform Act of 1986 changed the definition of AGI, so data above and below this line not strictly comparable
1987 100% 24.81% 43.26% 12.35% 55.61% 21.31% 76.92% 17.02% 93.93% 6.07%
1988 100% 27.58% 45.62% 11.66% 57.28% 20.57% 77.84% 16.44% 94.28% 5.72%
1989 100% 25.24% 43.94% 11.85% 55.78% 21.44% 77.22% 16.94% 94.17% 5.83%
1990 100% 25.13% 43.64% 11.73% 55.36% 21.66% 77.02% 17.16% 94.19% 5.81%
1991 100% 24.82% 43.38% 12.45% 55.82% 21.46% 77.29% 17.23% 94.52% 5.48%
1992 100% 27.54% 45.88% 12.12% 58.01% 20.47% 78.48% 16.46% 94.94% 5.06%
1993 100% 29.01% 47.36% 11.88% 59.24% 20.03% 79.27% 15.92% 95.19% 4.81%
1994 100% 28.86% 47.52% 11.93% 59.45% 20.10% 79.55% 15.68% 95.23% 4.77%
1995 100% 30.26% 48.91% 11.84% 60.75% 19.62% 80.36% 15.03% 95.39% 4.61%
1996 100% 32.31% 50.97% 11.54% 62.51% 18.80% 81.32% 14.36% 95.68% 4.32%
1997 100% 33.17% 51.87% 11.33% 63.20% 18.47% 81.67% 14.05% 95.72% 4.28%
1998 100% 34.75% 53.84% 11.20% 65.04% 17.65% 82.69% 13.10% 95.79% 4.21%
1999 100% 36.18% 55.45% 11.00% 66.45% 17.09% 83.54% 12.46% 96.00% 4.00%
2000 100% 37.42% 56.47% 10.86% 67.33% 16.68% 84.01% 12.08% 96.09% 3.91%
The IRS changed methodology, so data above and below this line not strictly comparable
2001 100% 15.68% 33.22% 52.24% 11.44% 63.68% 17.88% 81.56% 13.54% 95.10% 4.90%
2002 100% 15.09% 33.09% 52.86% 11.77% 64.63% 18.04% 82.67% 13.12% 95.79% 4.21%
2003 100% 15.37% 33.69% 53.54% 11.35% 64.89% 17.87% 82.76% 13.17% 95.93% 4.07%
2004 100% 17.12% 36.28% 56.35% 10.96% 67.30% 16.52% 83.82% 12.31% 96.13% 3.87%
2005 100% 18.91% 38.78% 58.93% 10.52% 69.46% 15.61% 85.07% 11.35% 96.41% 3.59%
2006 100% 19.24% 39.36% 59.49% 10.59% 70.08% 15.41% 85.49% 11.10% 96.59% 3.41%
2007 100% 19.84% 39.81% 59.90% 10.51% 70.41% 15.30% 85.71% 10.93% 96.64% 3.36%
2008 100% 18.20% 37.51% 58.06% 11.14% 69.20% 16.37% 85.57% 11.33% 96.90% 3.10%
2009 100% 16.91% 36.34% 58.17% 11.72% 69.89% 16.85% 86.74% 10.80% 97.54% 2.46%
2010 100% 17.88% 37.38% 59.07% 11.55% 70.62% 16.49% 87.11% 10.53% 97.64% 2.36%
2011 100% 16.14% 35.06% 56.49% 11.77% 68.26% 17.36% 85.62% 11.50% 97.11% 2.89%
2012 100% 18.60% 38.09% 58.95% 11.22% 70.17% 16.25% 86.42% 10.80% 97.22% 2.78%
2013 100% 18.48% 37.80% 58.55% 11.25% 69.80% 16.47% 86.27% 10.94% 97.22% 2.78%
2014 100% 19.85% 39.48% 59.97% 10.91% 70.88% 15.90% 86.78% 10.47% 97.25% 2.75%
Year Total Top 1% Top 5% Top 10% Top 25% Top 50%
Table 7. Dollar Cut-Off, 1980–2014 (Minimum AGI for Tax Returns to Fall into Various Percentiles; Thresholds Not Adjusted for Inflation)
1980 $80,580 $43,792 $35,070 $23,606 $12,936
1981 $85,428 $47,845 $38,283 $25,655 $14,000
1982 $89,388 $49,284 $39,676 $27,027 $14,539
1983 $93,512 $51,553 $41,222 $27,827 $15,044
1984 $100,889 $55,423 $43,956 $29,360 $15,998
1985 $108,134 $58,883 $46,322 $30,928 $16,688
1986 $118,818 $62,377 $48,656 $32,242 $17,302
The Tax Reform Act of 1986 changed the definition of AGI, so data above and below this line not strictly comparable
1987 $139,289 $68,414 $52,921 $33,983 $17,768
1988 $157,136 $72,735 $55,437 $35,398 $18,367
1989 $163,869 $76,933 $58,263 $36,839 $18,993
1990 $167,421 $79,064 $60,287 $38,080 $19,767
1991 $170,139 $81,720 $61,944 $38,929 $20,097
1992 $181,904 $85,103 $64,457 $40,378 $20,803
1993 $185,715 $87,386 $66,077 $41,210 $21,179
1994 $195,726 $91,226 $68,753 $42,742 $21,802
1995 $209,406 $96,221 $72,094 $44,207 $22,344
1996 $227,546 $101,141 $74,986 $45,757 $23,174
1997 $250,736 $108,048 $79,212 $48,173 $24,393
1998 $269,496 $114,729 $83,220 $50,607 $25,491
1999 $293,415 $120,846 $87,682 $52,965 $26,415
2000 $313,469 $128,336 $92,144 $55,225 $27,682
The IRS changed methodology, so data above and below this line not strictly comparable
2001 $1,393,718 $306,635 $132,082 $96,151 $59,026 $31,418
2002 $1,245,352 $296,194 $130,750 $95,699 $59,066 $31,299
2003 $1,317,088 $305,939 $133,741 $97,470 $59,896 $31,447
2004 $1,617,918 $339,993 $140,758 $101,838 $62,794 $32,622
2005 $1,938,175 $379,261 $149,216 $106,864 $64,821 $33,484
2006 $2,124,625 $402,603 $157,390 $112,016 $67,291 $34,417
2007 $2,251,017 $426,439 $164,883 $116,396 $69,559 $35,541
2008 $1,867,652 $392,513 $163,512 $116,813 $69,813 $35,340
2009 $1,469,393 $351,968 $157,342 $114,181 $68,216 $34,156
2010 $1,634,386 $369,691 $161,579 $116,623 $69,126 $34,338
2011 $1,717,675 $388,905 $167,728 $120,136 $70,492 $34,823
2012 $2,161,175 $434,682 $175,817 $125,195 $73,354 $36,055
2013 $1,860,848 $428,713 $179,760 $127,695 $74,955 $36,841
2014 $2,136,762 $465,626 $188,996 $133,445 $77,714 $38,173
Source: Internal Revenue Service.
Year Total Top 0.1% Top 1% Top 5% Between 5% & 10% Top 10% Between 10% & 25% Top 25% Between 25% & 50% Top 50% Bottom 50%
Table 8. Average Tax Rate, 1980–2014 (Percent of AGI Paid in Income Taxes)
Source: Internal Revenue Service.
1980 15.31% 34.47% 26.85% 17.13% 23.49% 14.80% 19.72% 11.91% 17.29% 6.10%
1981 15.76% 33.37% 26.59% 18.16% 23.64% 15.53% 20.11% 12.48% 17.73% 6.62%
1982 14.72% 31.43% 25.05% 16.61% 22.17% 14.35% 18.79% 11.63% 16.57% 6.10%
1983 13.79% 30.18% 23.64% 15.54% 20.91% 13.20% 17.62% 10.76% 15.52% 5.66%
1984 13.68% 29.92% 23.42% 15.57% 20.81% 12.90% 17.47% 10.48% 15.35% 5.77%
1985 13.73% 29.86% 23.50% 15.69% 20.93% 12.83% 17.55% 10.41% 15.41% 5.70%
1986 14.54% 33.13% 25.68% 15.99% 22.64% 12.97% 18.72% 10.48% 16.32% 5.63%
The Tax Reform Act of 1986 changed the definition of AGI, so data above and below this line not strictly comparable
1987 13.12% 26.41% 22.10% 14.43% 19.77% 11.71% 16.61% 9.45% 14.60% 5.09%
1988 13.21% 24.04% 21.14% 14.07% 19.18% 11.82% 16.47% 9.60% 14.64% 5.06%
1989 13.12% 23.34% 20.71% 13.93% 18.77% 12.08% 16.27% 9.77% 14.53% 5.11%
1990 12.95% 23.25% 20.46% 13.63% 18.50% 12.01% 16.06% 9.73% 14.36% 5.01%
1991 12.75% 24.37% 20.62% 13.96% 18.63% 11.57% 15.93% 9.55% 14.20% 4.62%
1992 12.94% 25.05% 21.19% 13.99% 19.13% 11.39% 16.25% 9.42% 14.44% 4.39%
1993 13.32% 28.01% 22.71% 14.01% 20.20% 11.40% 16.90% 9.37% 14.90% 4.29%
1994 13.50% 28.23% 23.04% 14.20% 20.48% 11.57% 17.15% 9.42% 15.11% 4.32%
1995 13.86% 28.73% 23.53% 14.46% 20.97% 11.71% 17.58% 9.43% 15.47% 4.39%
1996 14.34% 28.87% 24.07% 14.74% 21.55% 11.86% 18.12% 9.53% 15.96% 4.40%
1997 14.48% 27.64% 23.62% 14.87% 21.36% 12.04% 18.18% 9.63% 16.09% 4.48%
1998 14.42% 27.12% 23.63% 14.79% 21.42% 11.63% 18.16% 9.12% 16.00% 4.44%
1999 14.85% 27.53% 24.18% 15.06% 21.98% 11.76% 18.66% 9.12% 16.43% 4.48%
2000 15.26% 27.45% 24.42% 15.48% 22.34% 12.04% 19.09% 9.28% 16.86% 4.60%
The IRS changed methodology, so data above and below this line not strictly comparable
2001 14.47% 28.17% 27.60% 23.91% 15.20% 21.68% 11.87% 18.35% 9.20% 16.08% 4.92%
2002 13.28% 28.48% 27.37% 23.17% 14.15% 20.76% 10.70% 17.23% 8.00% 14.87% 3.86%
2003 12.11% 24.60% 24.38% 20.92% 12.46% 18.70% 9.69% 15.57% 7.41% 13.53% 3.49%
2004 12.31% 23.06% 23.52% 20.83% 12.53% 18.80% 9.41% 15.71% 7.27% 13.68% 3.53%
2005 12.65% 22.48% 23.15% 20.93% 12.61% 19.03% 9.45% 16.04% 7.18% 14.01% 3.51%
2006 12.80% 21.94% 22.80% 20.80% 12.84% 19.02% 9.52% 16.12% 7.22% 14.12% 3.51%
2007 12.90% 21.42% 22.46% 20.66% 12.92% 18.96% 9.61% 16.16% 7.27% 14.19% 3.56%
2008 12.54% 22.67% 23.29% 20.83% 12.66% 18.87% 9.45% 15.85% 6.97% 13.79% 3.26%
2009 11.39% 24.28% 24.05% 20.59% 11.53% 18.19% 8.36% 14.81% 5.76% 12.61% 2.35%
2010 11.81% 22.84% 23.39% 20.64% 11.98% 18.46% 8.70% 15.22% 6.01% 13.06% 2.37%
2011 12.54% 22.82% 23.50% 20.89% 12.83% 18.85% 9.70% 15.82% 6.98% 13.76% 3.13%
2012 13.11% 21.67% 22.83% 20.97% 13.33% 19.21% 9.96% 16.35% 7.21% 14.33% 3.28%
2013 13.64% 27.91% 27.08% 23.20% 13.40% 20.75% 10.11% 17.28% 7.31% 14.98% 3.30%
2014 14.16% 27.67% 27.16% 23.61% 13.73% 21.25% 10.37% 17.83% 7.48% 15.52% 3.45%
  1. For data prior to 2001, all tax returns that have a positive AGI are included, even those that do not have a positive income tax liability. For data from 2001 forward, returns with negative AGI are also included, but dependent returns are excluded.
  2. Income tax after credits (the measure of “income taxes paid” above) does not account for the refundable portion of EITC. If it were included, the tax share of the top income groups would be higher. The refundable portion is classified as a spending program by the Office of Management and Budget and therefore is not included by the IRS in these figures.
  3. The only tax analyzed here is the federal individual income tax, which is responsible for more than 25 percent of the nation’s taxes paid (at all levels of government). Federal income taxes are much more progressive than federal payroll taxes, which are responsible for about 20 percent of all taxes paid (at all levels of government), and are more progressive than most state and local taxes.
  4. AGI is a fairly narrow income concept and does not include income items like government transfers (except for the portion of Social Security benefits that is taxed), the value of employer-provided health insurance, underreported or unreported income (most notably that of sole proprietors), income derived from municipal bond interest, net imputed rental income, and others.
  5. The unit of analysis here is that of the tax return. In the figures prior to 2001, some dependent returns are included. Under other units of analysis (like the Treasury Department’s Family Economic Unit), these returns would likely be paired with parents’ returns.
  6. These figures represent the legal incidence of the income tax. Most distributional tables (such as those from CBO, Tax Policy Center, Citizens for Tax Justice, the Treasury Department, and JCT) assume that the entire economic incidence of personal income taxes falls on the income earner.

[1] Individual Income Tax Rates and Tax Shares, Internal Revenue Service Statistics of Income, http://www.irs.gov/uac/SOI-Tax-Stats-Individual-Income-Tax-Rates-and-Tax-Shares.

[2] See Congressional Budget Office, The Budget and Economic Outlook: 2017 to 2027, Jan. 2017, https://www.cbo.gov/sites/default/files/115th-congress-2017-2018/reports/52370-outlook.pdf.

[3] There is strong reason to believe that capital gains realizations were unusually depressed in 2013, due to the increase in the top capital gains tax rate from 15 percent to 23.8 percent. In 2013, capital gains accounted for 26.6 percent of the income of taxpayers with over $1 million in AGI received, compared to 31.7 percent in 2014 (these calculations apply for net capital gains reported on Schedule D). Table 1.4, Publication 1304, “Individual Income Tax Returns 2014,” Internal Revenue Service, https://www.irs.gov/uac/soi-tax-stats-individual-income-tax-returns-publication-1304-complete-report.

[4] Here, “average income tax rate” is defined as income taxes paid divided by adjusted gross income.


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Charles Adams

WORKS PUBLISHED INThe Free MarketSpeeches and PresentationsMises Daily Article

Charles Adams (1930-2013) was an attorney in private practice and a specialist in international taxation. He wrote extensively on taxes and their impact on civilization, for outlets including the New York TimesWashington Post, and Wall Street Journal. He was also an adjunct scholar at the Mises Institute and the Cato Institute. Among other books he was the author of For Good and Evil: The Impact of Taxes on the Course of Civilization.

ALL WORKS

Those Dirty, Rotten Taxes

Big GovernmentTaxes and Spending

01/08/2009AUDIO/VIDEO
Sponsored by the Mises Institute and held in Newport Beach, California; January 24-25, 1997.

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Resistance to Taxes: Then and Now

Taxes and SpendingU.S. History

12/20/2008AUDIO/VIDEO
1998 Mises Institute Supporters Summit, Palm Springs, California; February 27-28, 1998. [24:03]

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The Rocky Road of American Taxation

Taxes and SpendingU.S. HistoryWar and Foreign PolicyFiscal TheoryPolitical Theory

04/15/2006MISES DAILY ARTICLES
No modern revolution was deeper rooted in taxation than the revolt of the Thirteen Colonies in British North America, writes Charles Adams.

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The Rich Won’t Be Soaked

Taxes and Spending

11/01/2004THE FREE MARKET
The middle classes have always been the only dependable source for taxes. If a government really wants revenue, that is where they have to go.

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8. The Civil War

Taxes and SpendingU.S. HistoryWar and Foreign Policy

09/06/2004AUDIO/VIDEO
A tariff set the stage for the American Civil War. The quarrel between the North and the South was a fiscal quarrel, not a war over slavery. The tariff of 1828 was called the tariff of abomination. Nullification was a strong argument to void unconstitutional federal laws.
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Charley Horses, Muscle Cramps or Spasms: Magnesium and Calcium Supplement, Cheese and Apple-Cider Vinegar — Videos

Posted on December 16, 2017. Filed under: American History, Biology, Blogroll, Chemistry, Diet, Diet, Energy, Exercise, Family, Food, Freedom, Health, history, Life, Links, media, Medical, Milk, Psychology, Raymond Thomas Pronk, Regulations, Science, Sleep, Sports, Stress Reduction, Vegetables, Water, Wisdom, Writing | Tags: , , , |

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How to Stop Leg Muscle Cramps

Muscle Cramps Spasms and Charley Horses

The REAL Cause of a Charley Horse (Calf Cramp)

This Is Why Your Legs Cramp At Night , And How to Stop it From Happening Ever Again

Why do Muscles Spasm? – Minnesota Chronic Pain – Dr. Brant Larsen

The Miracle Mineral Magnesium for Muscle Spasm, Cramps, Twitching, High Blood Pressure – Dr Mandell

9 Signs You Have a Magnesium Deficiency

 

Overview

A muscle cramp is a sudden and involuntary contraction of one or more of your muscles. If you’ve ever been awakened in the night or stopped in your tracks by a sudden charley horse, you know that muscle cramps can cause severe pain. Though generally harmless, muscle cramps can make it temporarily impossible to use the affected muscle.

Long periods of exercise or physical labor, particularly in hot weather, can lead to muscle cramps. Some medications and certain medical conditions also may cause muscle cramps. You usually can treat muscle cramps at home with self-care measures.

Symptoms

Most muscle cramps develop in the leg muscles, particularly in the calf. Besides the sudden, sharp pain, you might also feel or see a hard lump of muscle tissue beneath your skin.

When to see a doctor

Muscle cramps usually disappear on their own and are rarely serious enough to require medical care. However, see your doctor if your cramps:

  • Cause severe discomfort
  • Are associated with leg swelling, redness or skin changes
  • Are associated with muscle weakness
  • Happen frequently
  • Don’t improve with self-care
  • Aren’t associated with an obvious cause, such as strenuous exercise

Causes

Overuse of a muscle, dehydration, muscle strain or simply holding a position for a prolonged period can cause a muscle cramp. In many cases, however, the cause isn’t known.

Although most muscle cramps are harmless, some may be related to an underlying medical condition, such as:

  • Inadequate blood supply. Narrowing of the arteries that deliver blood to your legs (arteriosclerosis of the extremities) can produce cramp-like pain in your legs and feet while you’re exercising. These cramps usually go away soon after you stop exercising.
  • Nerve compression. Compression of nerves in your spine (lumbar stenosis) also can produce cramp-like pain in your legs. The pain usually worsens the longer you walk. Walking in a slightly flexed position — such as you would use when pushing a shopping cart ahead of you — may improve or delay the onset of your symptoms.
  • Mineral depletion. Too little potassium, calcium or magnesium in your diet can contribute to leg cramps. Diuretics — medications often prescribed for high blood pressure — also can deplete these minerals.

Risk factors

Factors that might increase your risk of muscle cramps include:

  • Age. Older people lose muscle mass, so the remaining muscle can get overstressed more easily.
  • Dehydration. Athletes who become fatigued and dehydrated while participating in warm-weather sports frequently develop muscle cramps.
  • Pregnancy. Muscle cramps also are common during pregnancy.
  • Medical conditions. You might be at higher risk of muscle cramps if you have diabetes, or nerve, liver or thyroid disorders.

Prevention

These steps may help prevent cramps:

  • Avoid dehydration. Drink plenty of liquids every day. The amount depends on what you eat, your sex, your level of activity, the weather, your health, your age and medications you take. Fluids help your muscles contract and relax and keep muscle cells hydrated and less irritable. During activity, replenish fluids at regular intervals, and continue drinking water or other fluids after you’re finished.
  • Stretch your muscles. Stretch before and after you use any muscle for an extended period. If you tend to have leg cramps at night, stretch before bedtime. Light exercise, such as riding a stationary bicycle for a few minutes before bedtime, also may help prevent cramps while you’re sleeping.

Why Is My Leg Cramping? What Can Help?

You could be out for a run or drifting off to sleep when it happens: The muscles of your calf or foot suddenly become hard, tight, and painful. You are having a muscle cramp.

How can you stop it and prevent another one from happening?

Sometimes called “charley horses” — particularly when they’re in the calf muscles – cramps are caused by muscle spasms – involuntary contractions of one or more muscles.

Almost everyone gets a muscle cramps, which come without warning. What causes them, and what can you do to relieve them?

What Causes Muscle Cramps?

Many things can trigger a muscle cramp. They include:

Muscle cramps can also occur as a side effect of some drugs. Medicationsthat can cause muscle cramps include:

Leg Stretches That May Help

For a charley horse in the calf or a cramp in the back of the thigh (hamstring), try this stretch: Put your weight on the affected leg and bend your kneeslightly. Or, sit or lie down with your leg out straight and pull the top of your foot toward your head.

For a cramp in the front of the thigh (quadriceps), hold on to a chair to steady yourself and pull your foot back toward your buttock.

You can also massage the muscle, ice it, or try taking a bath with Epsom salt.

Can I Prevent Them?

To help stop cramps before they start:

  • Eat more foods high in vitamins and magnesium and calcium.
  • Stay well-hydrated.
  • Stretch properly before exercise.

When Should I Call the Doctor?

In most cases, you can take care of a leg cramp. It will likely stop within minutes. But if you get them often and for no clear reason, tell your doctor.

https://www.webmd.com/pain-management/muscle-spasms-cramps-charley-horse

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

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

 

 

Project_1

The Pronk Pops Show Podcasts

Pronk Pops Show 1005, November 22, 2017

Pronk Pops Show 1004, November 21, 2017

Pronk Pops Show 1003, November 20, 2017

Pronk Pops Show 1002, November 15, 2017

Pronk Pops Show 1001, November 14, 2017 

Pronk Pops Show 1000, November 13, 2017

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Pronk Pops Show 998, November 9, 2017

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Pronk Pops Show 985, October 17, 2017

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Pronk Pops Show 965, September 15, 2017

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Pronk Pops Show 962, September 12, 2017

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Pronk Pops Show 956, August 31, 2017

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Pronk Pops Show 952, August 25, 2017

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Pronk Pops Show 948, August 21, 2017

Pronk Pops Show 947, August 16, 2017

Pronk Pops Show 946, August 15, 2017

Pronk Pops Show 945, August 14, 2017

Pronk Pops Show 944, August 10, 2017

Pronk Pops Show 943, August 9, 2017

Pronk Pops Show 942, August 8, 2017

Pronk Pops Show 941, August 7, 2017

Pronk Pops Show 940, August 3, 2017

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

 

November 22, 2017 06:55 PM PST

The Pronk Pops Show 1005

November 22, 2017

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

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

For additional information and videos:

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

November 22, 2017 05:12 PM PST

The Pronk Pops Show 1004

November 21, 2017

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

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

For additional information and videos:

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

November 21, 2017 08:25 PM PST

The Pronk Pops Show 1003

November 20, 2017

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

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

For additional information and videos:

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

November 20, 2017 02:08 PM PST

The Pronk Pops Show 1002

November 15, 2017

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

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

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

For additional information and videos:

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

November 17, 2017 04:39 PM PST

The Pronk Pops Show 1001

November 14, 2017

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

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

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

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

For additional information and videos:

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

 

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

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

See the source image

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Why we love repetition in music – Elizabeth Hellmuth Margulis

The Beatles All You Need Is Love (Official Promo)

Sternberg’s Triangular Theory of Love

The Secret to Intimacy | The Science of Love

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

Cameron Russell’s Mission to Make Beauty About Brains

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

How to love and be loved | Billy Ward | TEDxFoggyBottom

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

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

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

TEDxJaffa — Niveen Rizkalla — Getting Intimate with Intimacy

Mork & Mindy (1978-1982)

Published on Nov 15, 2015

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

The Love Story of Mork & Mindy

Mork & Mindy – Never Thought That I Could Love

Mork & Mindy – Getting To Know You

Mork and Mindy – Dance With Me

Bing Crosby – Getting To Know You

JAMES TAYLOR – GETTING TO KNOW YOU

Getting to Know You from The King and I

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

Julie Andrews – Getting to Know You

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

Both Sides Now

Both Sides Now

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

Judy Collins – “Both Sides Now” 1987

Joni Mitchell – Both Sides Now (Live, 1970)

Judy Collins Send in the Clowns

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

JUDY COLLINS – Turn Turn Turn (1966 )

Judy Collins Lyrics

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

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

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

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

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

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

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

Celtic Woman – Amazing Grace

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

AMAZING GRACE

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

The Four Faces of Intimacy

By Beverley Golden

December 16, 2011Health, Healthy Living, Living

Intimacy among animals

 

 

 

 

 

 

 

 

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

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

What Does Intimacy Mean to You?

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

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

Connecting Emotionally

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

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

Love and Intimacy

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

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

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

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

True Intimacy

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

 

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

Experiential Intimacy

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

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

 Joining and Separating

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

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

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

Soul Intimacy

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

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

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

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

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

Intimacy is Key to Being Healthy and Vital

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

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

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

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

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Electrolytes — Body Type — Diet — Sleep More — Less Stress — Exercise — Fast — Videos

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

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Breaking Bad Battery

Fluid and Electrolytes: Everything You Need to Know!

Fluids & Electrolytes Made Simple

What Is An Electrolyte?

The 4 Electrolytes and their Symptoms When Losing Weight

POTASSIUM: The MOST Important Electrolyte – MUST WATCH!

The Top Symptoms of a Potassium Deficiency

Potassium & Blood Pressure: MUST WATCH!

How to Fix a Slow Metabolism: MUST WATCH!

How to Fix Urination at Night (Nocturia)? MUST WATCH!

What Urine Color Indicates About Your Body

Why Does My Urine Have a Strong Stinky Odor?

Electrolyte Imbalance Signs & Symptoms: Sweet and Simple

Belly Swelling & Bloating as the Day Progresses?

How to Reduce BLOATING Quickly

#1 Top Food to Burn Belly Fat Tip

The Best Time to Eat to Lose Weight

The 10 Causes of Inflammation

Stop the 5 Causes of Inflammation: FAST!

Deeper Causes of Pain and Inflammation – by Dr. Eric Berg DC

My Theory on Dementia, Blood Pressure & Stroke – Dr. Eric Berg DC

Why Vitamin K2 is so important (and how to get it)

Can Vitamin K2 Fix Cavities

Clogged Arteries, Osteoporosis and Vitamin K2 – Dr. Eric Berg DC

Dr. Berg’s Vitamin K2: and how to use it

The Best Vitamin K2 Foods

Vitamin D3 and K2 Facts ~ Why you need vitamin D3 and K2 in a supplement

Hypertension and Vitamin K2 & D3 Testimonial – Dr. Eric Berg DC

Vitamin K2 Sources and its Health Benefits

Should I Supplement Vitamin K2?

How To Get Vitamin K2

Vitamin K2 & What It Does – Calcium Metabolism – Dr. Eric Berg DC

Drop 1 SIZE In 1 Week GUARANTEED!

What Are The 4 Body Types?

What to Eat for Your Body Type?

Body Type l What Is My Shape l How to Find Your Body Type l Mesomorph l Take the Quiz

What Body Type and Belly Shape Are You? How Hormones Distort The Way Look

How To Fix Your Adrenal Body Type

Published on Apr 29, 2017

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

What To Do If You Have Adrenal Fatigue

Improve Your Sleep With Acupressure / Reduce Adrenal Stress To Get a Restful Sleep

Breathing Exercises For Sleep

How to Sleep Super Fast – MUST WATCH!

Can’t Sleep? DO THIS!

 

Dr. Berg Scheduled to Do the Dr. Oz Show…Then THIS Happens! MUST WATCH

How Dr. Oz Disappointed Us With His Double Life

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Dr. Eric Berg DC — Videos

Posted on October 28, 2017. Filed under: Blogroll, Diet, Enivornment, Exercise, Food, Foreign Policy, Fruit, Health, media, Raymond Thomas Pronk, Sleep, Stress Reduction, Vegetables, Video, Wealth, Welfare, Wisdom, Work, Writing | Tags: , , , , , , , , |

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The 4 Electrolytes and their Symptoms When Losing Weight

POTASSIUM: The MOST Important Electrolyte – MUST WATCH!

The Top Symptoms of a Potassium Deficiency

The Purpose of Potassium

Bananas are NOT the Best Source of Potassium, why?

Rid the Loose Flabby Skin!

The best cellulite exercise – Dr. Berg

How to Lose Belly Fat: FAST!

The Underlying Cause of Diabetes

Insulin, Insulin Resistance & Belly Fat: SIMPLIFIED

The Myth about Blood Sugars and Diabetes

Understanding Insulin Resistance and What You Can Do About It

What I Would Eat if I had Diabetes?

The REAL Reason Apple Cider Vinegar Works for Losing Weight – MUST WATCH!

Why Apple Cider Vinegar Works for Weight Loss

The Perfect Diet

The Best Greens for Salad is…

Forget The Calories, Just Reduce Sugars

Understanding Alternative Sweeteners

Ketosis and Sugar Alcohol Sweeteners

How Much Fat Do I Eat: Ketogenic Diet?

The Ketogenic Diet & Dairy (Milk, Yogurt & Cheese)

5 Critical Ketosis Tips

Intermittent Fasting & Ketosis: 15 Common Questions & Answers

Intermittent Fasting WITHOUT doing Keto?

The Biggest Mistake Doing Ketosis

7 Surprising Things That Can Kick You Out of Ketosis

What Is Keto Adaptation?

What Protein is Best?

17 Ways To Get More Veggies in Your Diet / Make them Less Boring!

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The Weight of America — America’s Number 1 Health Crisis –The Art of The Meal — President Trump Is Not Obese, Trump Is Fluffy — Videos

Posted on October 24, 2017. Filed under: American History, Blogroll, Diet, Exercise, Health, Health Care, history, Law, liberty, Life, Links, Obamacare, Radio, Sleep, Stress Reduction, Television | Tags: , , , , , , , , |

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The Weight of the Nation: Part 1 – Consequences (HBO Docs)

The Weight of the Nation: Part 2 – Choices (HBO Docs)

The Weight of the Nation: Part 3 – Children in Crisis (HBO Docs)

The Weight of the Nation: Part 3 – Challenges (HBO Docs)

How to Calculate Body Mass Index

Donald Trump Health Stats Reveal His Body Mass Index Is Just Under Obese

The Art of the Meal | Real Time with Bill Maher (HBO)

Gabriel Iglesias Stand Up Comedy – Gabriel Iglesias Hot and Fluffy 2017

“The President” – Gabriel Iglesias (from my I’m Not Fat… I’m Fluffy comedy special)

Gabriel Iglesias | I’M NOT FAT, I’M FLUFFY Stand Up Special Show

Fluffy Visits Saudi Arabia – Gabriel Iglesias (from Aloha Fluffy: Gabriel Iglesias Live from Hawaii)

 

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

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

Project_1

The Pronk Pops Show Podcasts

Pronk Pops Show 970, September 22, 2017

Pronk Pops Show 969, September 21, 2017

Pronk Pops Show 968, September 20, 2017

Pronk Pops Show 967, September 19, 2017

Pronk Pops Show 966, September 18, 2017

Pronk Pops Show 965, September 15, 2017

Pronk Pops Show 964, September 14, 2017

Pronk Pops Show 963, September 13, 2017

Pronk Pops Show 962, September 12, 2017

Pronk Pops Show 961, September 11, 2017

Pronk Pops Show 960, September 8, 2017

Pronk Pops Show 959, September 7, 2017

Pronk Pops Show 958, September 6, 2017

Pronk Pops Show 957, September 5, 2017

Pronk Pops Show 956, August 31, 2017

Pronk Pops Show 955, August 30, 2017

Pronk Pops Show 954, August 29, 2017

Pronk Pops Show 953, August 28, 2017

Pronk Pops Show 952, August 25, 2017

Pronk Pops Show 951, August 24, 2017

Pronk Pops Show 950, August 23, 2017

Pronk Pops Show 949, August 22, 2017

Pronk Pops Show 948, August 21, 2017

Pronk Pops Show 947, August 16, 2017

Pronk Pops Show 946, August 15, 2017

Pronk Pops Show 945, August 14, 2017

Pronk Pops Show 944, August 10, 2017

Pronk Pops Show 943, August 9, 2017

Pronk Pops Show 942, August 8, 2017

Pronk Pops Show 941, August 7, 2017

Pronk Pops Show 940, August 3, 2017

Pronk Pops Show 939, August 2, 2017

Pronk Pops Show 938, August 1, 2017

Pronk Pops Show 937, July 31, 2017

Pronk Pops Show 936, July 27, 2017

Pronk Pops Show 935, July 26, 2017

Pronk Pops Show 934, July 25, 2017

Pronk Pops Show 934, July 25, 2017

Pronk Pops Show 933, July 24, 2017

Pronk Pops Show 932, July 20, 2017

Pronk Pops Show 931, July 19, 2017

Pronk Pops Show 930, July 18, 2017

Pronk Pops Show 929, July 17, 2017

Pronk Pops Show 928, July 13, 2017

Pronk Pops Show 927, July 12, 2017

Pronk Pops Show 926, July 11, 2017

Pronk Pops Show 925, July 10, 2017

Pronk Pops Show 924, July 6, 2017

Pronk Pops Show 923, July 5, 2017

Pronk Pops Show 922, July 3, 2017

Pronk Pops Show 921, June 29, 2017

Pronk Pops Show 920, June 28, 2017

Pronk Pops Show 919, June 27, 2017

Pronk Pops Show 918, June 26, 2017

Pronk Pops Show 917, June 22, 2017

Pronk Pops Show 916, June 21, 2017

Pronk Pops Show 915, June 20, 2017

Pronk Pops Show 914, June 19, 2017

Pronk Pops Show 913, June 16, 2017

Pronk Pops Show 912, June 15, 2017

Pronk Pops Show 911, June 14, 2017

Pronk Pops Show 910, June 13, 2017

Pronk Pops Show 909, June 12, 2017

Pronk Pops Show 908, June 9, 2017

Pronk Pops Show 907, June 8, 2017

Pronk Pops Show 906, June 7, 2017

Pronk Pops Show 905, June 6, 2017

Pronk Pops Show 904, June 5, 2017

Pronk Pops Show 903, June 1, 2017

Image result for president trump addresses the united nationsImage result for china trade with north korea by year through 2016
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Image result for President Trump tweet on London terrerorist Attack Parson Green September 15, 2017

The Pronk Pops Show 970

September 22, 2017

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

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

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

For additional information and videos:

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

The Pronk Pops Show 969

September 21, 2017

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

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

For additional information and videos:

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

September 23, 2017 12:13 PM PDT

The Pronk Pops Show 968

September 20, 2017

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

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

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

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

For additional information and videos:

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

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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

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Nature of intelligence: operative and figurative

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

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

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

Assimilation and accommodation

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

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

Sensorimotor stage

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

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

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

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

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

Pre-operational stage

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

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

Symbolic function substage

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

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

Egocentrism

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

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

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

Intuitive thought substage

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

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

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

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

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

 

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

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

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

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

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

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

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

Testing for concrete operations

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

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

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

Piagetian operations

Formal operational stage

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

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

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

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

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

Experiments

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

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

The stages and causation[edit]

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

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

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

Practical applications[edit]

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

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

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

Postulated physical mechanisms underlying schemas and stages[edit]

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

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

Relation to psychometric theories of intelligence[edit]

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

Challenges to Piagetian stage theory[edit]

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

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

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

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

Post-Piagetian and neo-Piagetian stages[edit]

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

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

Kohlberg’s Model of Moral Development

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

Maslow’s Hierarchy Of Needs

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

 

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

 

Jean Piaget

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

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

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

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

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

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

Contents

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Personal life

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

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

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

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

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

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

Career history

Bust of Jean Piaget in the Parc des BastionsGeneva

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

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

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

Piaget before psychology

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

Sociological model of development

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

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

Biological model of intellectual development

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

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

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

Elaboration of the logical model of intellectual development

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

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

Study of figurative thought

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

Theory

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

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

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

Stages

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

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

I. Simple reflexes;

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

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

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

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

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

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

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

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

The Preoperational Stage is divided into two substages:

I. Symbolic Function Substage

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

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

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

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

Developmental process

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

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

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

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

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

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

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

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

Genetic epistemology

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

Schema

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

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

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

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

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

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

Schemata are:

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

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

Physical microstructure of schemata

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

Research methods

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

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

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

Issues and possible solutions

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

Development of new methods

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

Criticism of Piaget’s research methods

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

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

Development of research methods

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

Influence

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

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

Developmental psychology

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

Piaget on education

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

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

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

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

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

Education

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

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

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

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

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

Morality

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

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

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

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

Historical studies of thought and cognition

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

Notable examples include:

Non-human development

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

Origins

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

Primatology

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

Philosophy

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

Artificial intelligence

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

Challenges

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

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

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

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

Quotations

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

List of major achievements

Appointments

Honorary doctorates

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

List of major works

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

Classics

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

Major works

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

Significant works

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

Notable works

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

New translations

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

Translators

Notes

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

References

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

Further reading

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

Exemplars

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

Classics

Major works

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

Works of significance

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

External links

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

 

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

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August 25, 2017

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

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

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The Pronk Pops Show Podcasts

Pronk Pops Show 940, August 3, 2017

Pronk Pops Show 939,  August 2, 2017

Pronk Pops Show 938, August 1, 2017

Pronk Pops Show 937, July 31, 2017

Pronk Pops Show 936, July 27, 2017

Pronk Pops Show 935, July 26, 2017

Pronk Pops Show 934, July 25, 2017

Pronk Pops Show 934, July 25, 2017

Pronk Pops Show 933, July 24, 2017

Pronk Pops Show 932, July 20, 2017

Pronk Pops Show 931, July 19, 2017

Pronk Pops Show 930, July 18, 2017

Pronk Pops Show 929, July 17, 2017

Pronk Pops Show 928, July 13, 2017

Pronk Pops Show 927, July 12, 2017

Pronk Pops Show 926, July 11, 2017

Pronk Pops Show 925, July 10, 2017

Pronk Pops Show 924, July 6, 2017

Pronk Pops Show 923, July 5, 2017

Pronk Pops Show 922, July 3, 2017

Pronk Pops Show 921, June 29, 2017

Pronk Pops Show 920, June 28, 2017

Pronk Pops Show 919, June 27, 2017

Pronk Pops Show 918, June 26, 2017

Pronk Pops Show 917, June 22, 2017

Pronk Pops Show 916, June 21, 2017

Pronk Pops Show 915, June 20, 2017

Pronk Pops Show 914, June 19, 2017

Pronk Pops Show 913, June 16, 2017

Pronk Pops Show 912, June 15, 2017

Pronk Pops Show 911, June 14, 2017

Pronk Pops Show 910, June 13, 2017

Pronk Pops Show 909, June 12, 2017

Pronk Pops Show 908, June 9, 2017

Pronk Pops Show 907, June 8, 2017

Pronk Pops Show 906, June 7, 2017

Pronk Pops Show 905, June 6, 2017

Pronk Pops Show 904, June 5, 2017

Pronk Pops Show 903, June 1, 2017

Pronk Pops Show 902, May 31, 2017

Pronk Pops Show 901, May 30, 2017

Pronk Pops Show 900, May 25, 2017

Pronk Pops Show 899, May 24, 2017

Pronk Pops Show 898, May 23, 2017

Pronk Pops Show 897, May 22, 2017

Pronk Pops Show 896, May 18, 2017

Pronk Pops Show 895, May 17, 2017

Pronk Pops Show 894, May 16, 2017

Pronk Pops Show 893, May 15, 2017

Pronk Pops Show 892, May 12, 2017

Pronk Pops Show 891, May 11, 2017

Pronk Pops Show 890, May 10, 2017

Pronk Pops Show 889, May 9, 2017

Pronk Pops Show 888, May 8, 2017

Pronk Pops Show 887, May 5, 2017

Pronk Pops Show 886, May 4, 2017

Pronk Pops Show 885, May 3, 2017

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