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Concept of worldview
Concept of worldview
Stages of human development
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Theories that share worldviews may differ on the particulars and may even be in opposition on some points, but they still share a set of basic assumptions or building blocks that each has used in arriving at it's conclusions (Goldhaber, 9). The three developmental worldviews that are most relevant to developmentalists are Mechanistic, Organisic, and Contextualistic. Mechanistic worldview defines humans, as passive individuals functioning like machines by some external force. The Organismic worldview defines individuals as living organism making choices that are oriented towards the future. Contextual worldview defines individuals in contrast to both Mechanists and Organicists worldviews functioning on particular events that form our everyday experiences (Goldhaber, 9).
In the Mechanistic worldview, individuals are merely functioning like machines to the world around them, "they do not create this world they respond to it" (Shoemaker). Is not that humans are machines but it is that their behavior functions like machines (Goldhaber, 9). In Translated Woman by Ruth Behar Esperanza's endured violence and abuse at the hands of her father. As a result of her environment she entered marriage with the same abuse she endured from her father. Esperanza's life is an example of how life was created for her; she did not create her life, but rather reacted to the world around her. She responded to her world as machine by her environment operating and controlling versus her taking control of her life.
The Organismic worldview differs from the mechanistic worldview in that it defines individuals, as active agents making choices that are oriented towards the future (Shoemaker). Individuals control of their lives, rather than the environment controls their lives. In Translated Woman by Ruth Behar later in Esperanza's life she becomes an active agent by taking control of her life when she decides to leave her abusive husband and associate with a group of women who were not socially accepted. This shows that Esperanza made her own choices regardless of environmental influences.
The Contextualist worldview defines individuals in contrast to both mechanists and Organicists worldview functioning on particular events that form our everyday experiences (Goldhaber, 8). This worldview allows us to see lives from both perspectives in that the individual is an active agent both taking and responding in ways that are internal and external.
Esperanza, a Chicano with three sisters and one brother, has had a dream of having her own things since she was ten years old. She lived in a one story flat that Esperanza thought was finally a "real house". Esperanza’s family was poor. Her father barely made enough money to make ends meet. Her mother, a homemaker, had no formal education because she had lacked the courage to rise above the shame of her poverty, and her escape was to quit school. Esperanza felt that she had the desire and courage to invent what she would become.
Women are seen as failure and can’t strive without men in the Mexican-American community. In this novel you can see a cultural approach which examines a particular aspect of a culture and a gender studies approach which examines how literature either perpetuates or challenges gender stereotypes. Over and over, Esperanza battled with how people perceived her and how she wished to be perceived. In the beginning of the book, Esperanza speaks of all the times her family has moved from one place to another. “Before that we lived on Loomis on the third floor, and before that we lived on Keeler.
Many are confined in a marriage in which they are unhappy with, and are reductant to make a change. Some are committed to make a change for themselves. Esperanza ponders each one of these women's lives. Through each role model Esperanza gains crucial life lessons on how to overcome different life hardships. Through some women like her great-grandmother and Ruthie, Esperanza learns she must take control her fate, to avoid marrying young, and not let a male figure dictate her future. Other women like Alicia, Esperanza learns to keep pursuing goals in life and to take control of her destiny no matter what obstruction may lay ahead. From Esperanza’s role models, the moral lesson that can be taken away is to be proactive about your life and to shape your own future. Everyone is a role model to somebody in their life. Strive to leave a positive message behind for the ones shadowing in your
Esperanza is constantly influenced by the women in her own family including her mother, sister and other various family members. Even early in the novel Esperanza recognizes that the boys hold more powers than the girl. She states “The boys and the girls live in different worlds” and how once outside of the house her brothers will not talk to the girls (10). Her brothers recognize that if the other boys in the neighborhood see them with their sisters, they will be mocked. This signals that Esperanza has internalized that the men hold more power even from an early age and her male siblings hold mor...
Overall, Esperanza experienced multiple events that shaped her into the person she is. The experiences she had built the foundation for what she values by exposing her to the world around her. By moving to the house on Mango Street and experiencing the traumatic events along with the social norms Esperanza became the person she wanted to be even when the circumstances weren’t in her
It is quite possible that Esperanza’s innovative intelligence that motivates her to question the traditional path to adulthood, early marriage and dating. Of course, like a lot of girls, she feels herself viewed as a sexual object. It makes her eager to escape home and get her own, much suitable and bigger place and be her own person with a life that she chooses. However, completing this task in the accepted way, might be risky, seeing how she is from a rather traditional background. Finding another life-style could prove to be lonely and challenging, so she must turn the tide. Unlike other kids her age, Esperanza is highly ambitious and possesses serious skills that will allow her to break free from the anchors of Mango Street holding her
Esperanza has expectations her whole life about what she is going to turn out to be and what she has to do, but also feels like her life is already determined. Ever since Esperanza was born, people tell her that she was “born on an evil day” (Cisneros 58) and that her mother, Lucy, and Rachel pray for her. If anyone was told that their entire life then it would make them feel down and can make them feel like they are evil. Esperanza feels even more like a bad person when they pretended to be her blind aunt, almost imitating her. “And then she died… And then we began
Sally got married before the eighth grade and liked to spend time with older kids, but she realized her mistake with early commitment very soon after it happened. In “Linoleum Roses,” Cisneros wrote about Sally’s discontent at her new home when she is “afraid to go out without his permission” (Cisneros 102). Sally thought the only way to escape her abusive relationship with her father was to marry as soon as possible, even if she did not know how he would treat her. This shows what bad situations Sally and other women encountered in order to relieve one other part of their lives. Esperanza heard about Sally’s feelings and experiences and decided she did not want to end up with someone controlling her life. Esperanza figured that if she created a unique identity for herself, she did not want another person to end up disrupting its view. She used the unfortunate events these other women encountered to influence her choice to fight for a life opposite of the one she has now. Sally’s unforgiving childhood and relationships illustrate women’s struggles and Esperanza’s desire to change them for
Interpretive perspective says that the social world is created in an ongoing manner, via social interaction. How do we relate to each other on a day-to-day basis? It focuses upon micro-level.
There are many types of development theories, Psychoanalytic theories, Cognitive theories, Behavioral and social cognitive theories, ethological theories and ecological theories. Development is how a person changes throughout their life, from the time they are conceived to the time they die. Everyone processes and interprets things and information differently. After researching these various developmental theories ecological theories best describe development. Urie Bronfenbrenner is the researcher that created the ecological theory. Psychoanalytic theories least describe development. Both Ecological and Psychoanalytic theories have certain aspects that I personally believe to make a valid point and certain aspects that do not make a valid point when it comes to development. Eclectic theoretical orientation takes pieces of each theory that makes the most sense when it comes to lifespan development and follows that system. Ecological theories are everyone and everything having an impact on a child’s development, even if those people and events have no direct contact with the child.
I like that this theory is separated based on what around you will affect your development the most. The theory branches out into many aspects of the human life and explains how each aspect would affect human development. I find that this theory is the most relatable and it also covers the widest range of possibilities for effects on development.
The organismic view of human nature is based on a living system rather than a machine (Miller, 2011). It sees humans as an active and organized whole that is constantly changing. The organismic view in Piaget’s theory can be seen through his stages of development. As children progress through each stage they gain new knowledge, hence the constant change. The contextualist view is based on how any one behavior has meaning and can only be explained through a social-historical context (Miller, 2011). The contextualist view in Vygotsky’s theory is seen through the emphasis of culture on the development of children. Although Piaget and Vygotsky had different worldviews they both used a wholistic approach and believed that children were active beings. Piaget emphasized the whole as a sum of its parts (Miller, 2011). He believed that an individual could only be understood by looking at them as a whole, rather than their parts alone. Vygotsky not only emphasized the whole rather than its parts, but also believed that the “whole is greater than the sum of its parts” (Miller, 2011). He believed that human nature could only be understood through a cultural context in order to have meaning. Once the
The second developmental theory is the sociocultural theory. The major theorist for this theory is Lev Vygotsky. Who was born in 1896 and died in 1934. He was a Russian theorist whose work didn’t actually get out until after his death because of the communist nature of Russia. The biggest part of this theory is that it’s less trial and error learning and more a person with more knowledge teaching the child. It really puts an emphasis on the teacher. He does say though that a peer with more knowledge can teach the child too. The weakness of this theory is he basically ignores the biological side of development. Also he makes it seem like the child has no control over their own future. The biggest pro is that it shows adults, primarily educators, that the world around them heavily effects the child’s education and life. That pro is also affecting the way we use it from an education stand point. We have to realize that each kid has a different upbringing and different culture outside the classroom. While I am not saying make a lesson plan for each kid. just try to be more individual with each
Developmental Psychology is an area which studies how we as humans change over the period of our life span. The majority of the focus is broken into three categories: cognitive, physical and social change. The creation of who we are today comes down to the everlasting debate of nature versus nurture. This ongoing debate of what makes us who we are and which one is the driving force in development may be so simple that it’s complex. Rather than it being a conflict of nature “versus” nurture, it is very well possible both play an equal part in the development of us as humans. In the beginning, we start off as single cell in the form of a zygote. In that moment, where the DNA begin to form and the first seconds of life take place, the zygote is already experiencing interaction with the womb. In the process of determining why we are who are it is better to look more at the interactions of nature and nurture, analyzing how both have shaped us.
Piel, J. (2002). Theories of Human Development: A Comparative Approach. New York: Allyn and Bacon.