Dickens shows the disasters of the failed Gradgrind philosophy with the use of foreshadowing, reoccurring themes, pathetic fallacy, symbolism along with the actions and outcomes of the characters being affected. He shows us warning signs which lead to the main progression of the novel when the main culprit of the educations system, Gradgrind, is forced to realize that it is inhumane to rule out love and imagination. Utilitarianism is a belief that actions are right if they are useful or for the benefit of a majority. Utilitarian thinkers threaten to replace ideas of morality with statistically based explanations. The education system where “little vessels” are “ready to have imperial gallons of facts poured into them” is the product of a system that claims that people should act only according to their self-interest.
When a person suffers with psychological distress, the way in which they interpret situations becomes skewed, which in turn has a negative impact on the actions they take. CBT aims to help people become aware of when they make negative interpretations, and of behavioral patterns which reinforce the distorted thinking. Cognitive Therapy helps people to develop alternative ways of thinking and behaving which reduce the psychological distress. Cognitive behavioral Therapy is, in fact, an umbrella term for many different therapies that share some common elements. Two of the earliest forms of Cognitive behavioral Therapy were Rational Emotive Behavior Therapy (REBT), developed by Albert Ellis in the 1950s, and Cognitive Therapy, developed by Aaron T. Beck in the 1960s.
Can we make the assumption that evil is just a division of a clear good? Maybe even a good thing overall? If it is necessary, those who decide to act with evil are merely enduring good values. Gardner shows a great example of the balance of good and evil in his novel Grendel, through Grendel’s interactions with humans and how he defines their
However, it is expected that negative experience with one personality trait will result in negative anticipations of other personality traits. This definition of the implicit personality theory by Hays (1958) is supported by Schneider (1973). He defines implicit personality theory as the inferences that people draw of others‟ personality on the base of a few central personal characteristics. Through the years definitions of implicit personality have been modified and added. The most used and well-known definition is that of Ashmore and Del Boca (1979)3 as cited in for example Eagly et al.
How does social learning theory explain the development of offending behaviour and how useful is this explanation? It is possible to explain the development of offending behaviour in several ways. The two major approaches including, first, genetic explanations which posit that aggressive or antisocial behaviours are an outcome of markers of a certain genetic makeup, passed down from parents (Braungart-Riekerm et al, 1995). While, the behaviourist approach argues that the development of offending behaviour is a consequence of conditioning or social learning (Patterson, 1982). Although each of these explanations has merit, genetic explanations have been criticised for its failure to clearly show how disparate behaviours can be seen as expressions of a single genotype and that existing evidence suggests there are more complex issues involved than is implied by a person’s genetic makeup (Renken et al, 1989).
Comparisons and contrasts between Jean Piaget and Lev Vygotsky Although Piaget and Vygotsky, both born in 1896, play a major in our understanding of child development there ideas are very different, Piaget’s background was in biology and natural sciences whilst Vygotsky concentrated on understanding human culture (Wood 1998, p.10). This assignment will highlight the similarities and differences in their work as well as link their theories to current practice in schools and early years settings and show how work completed over a decade ago can still have a part in current affairs in education today. Piaget believed that children are in charge of their own learning, and also (do not use also) importantly that certain skills must be acquired or stages must be reached before the child can progress the next stage. He stated that children reach various stages at particular ages, his is quite ridged about these. He described four stages of development ranging from birth to adulthood, in these stages Piaget states what children are capable of understanding and relates this to their reasoning skills.
Psych. 222-Developmental Psychology NATURE VS. NURTURE WHY ARE WE THE WAY WE ARE? Either way, we can essentially blame our parents to the contentious question: Nature vs. Nurture? Is it in the genes that are passed down from parents to their children, or is the way in which one is raised the culprit? “The nature versus nurture debate is an ongoing one.
However the conflict view argues that childhood has not improved because massive inequalities still exist amongst children such as the control and oppression of adults. The March of progress view argues that society has recognised that childhood is a distinct phase in one’s life where children should be treated separately to adults. Children are more valued, cared for, protected and educated due to the introduction of various laws. The child labour act of 1938 restricts children from going into paid employment and protects them from the exploitation of working life. In 1870 it became compulsory for all children to receive an education which provides children with equal opportunities.
Before industrialisation children were seen as mini-adults they dressed like their parents and did the same sort of work in the fields and homes and like their parents had no formal education. Aries says that after industrialisation society saw children differently from adults and society was concerned about the physical and moral well being of young people. Children where now expected to undertake years of formal education and often learn things their parents do not understand. Today families are often seen as child centered because couples have a fewer children and have more money and leisure time for their children. Gittens describes children as a luxury to be encouraged by adults and like a luxury people talk about to 'afford' a child.
Within those groups the diversity continues. Just as monolingual children have different levels of language proficiency in one language, bilingual children also have different proficiencies. Although at first glance children learning two languages at the same time may seem to develop language skills slower than monolingual children, research has shown that there is a considerable cognitive benefit to being bilingual (Anthony, Williams, Schoger, Zhang, Branum-Martin, et al. 2009). Bilingual children have also been shown to require less effort in areas of concept formation and also demonstrate a greater mental flexibility (Brown, 2007).