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F11-Introduction and Method (1)--lecure 1 (back up)

F11-Introduction and Method (1)--lecure 1 (back up) -...

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Introduction and Method I. Historical Perspective A. Early History. 1. Philosophers. Aristole, plato! Spartan made children soilder’s at age 7. 2. Children viewed as adults. Childern were viewed as little adults even until the 1700’s. There was no notion that children had different cognitive skills. They were trained to be good adults. B. The turn of the 20th Century – G. S. Hall—invented developmental psychology.--- first psychologist that argued that children were different from adults and adolescents were different from children. He looked at adolescent and saw their change physically and cognitively. 1. Adolescence (to grow to maturity, physically) as a time of lots of changes. Sturm und Drang (Storm and Stress). ----- Hall saw adolescent stage as very stressful and confusing. Is Adolescence A Time of Storm and Stress? Video – what Learner is saying - when we think of adolescets we have been trained to look at it as a time of disturbance. 2. Coleman--focal theory. We forget that all of life has stress involved with it. We deal with it and get over it. C. Margaret Mead - Cultural Relativism Cultures determine stages of life and what is important in those stages. They determine the nature of the transition between stages of life. D. Ruth Benedict - Continuities vs. Discontinuities She was the first to point out that culture is important in how we define life ethics. Continuities- similarities in childhood and adult hood roles. Discontinuities- dissimilarities in childhood and adulthood roles (ex. Not
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drinking until an adult). She looked at growth and development and looked at adolescents as a change in roles.
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