Concept of stasis in human character development
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The concept of stasis in human character development is a key philosophical issue in the theory of education. The "finished man" theory - that popular hand-me-down of Victorian era educators taken on recently as a major component of the contemporary "back-to-basics" political agenda - would have it believed that development of a personality, complete with work skills and maturity levels equitable to the demands of modern society, can and should be completed by the end of one's formal education, i.e., on or about the ages of eighteen through twenty-one, depending upon the high school or college aspirations of the individual. This sentiment is somewhat hysterically echoed by social reformers of a more liberal bent eager to provide equal opportunities for societal achievement to the young of minority status: education is recognized as one of the important foundation blocks to that success, hence, the graduating minority student must be provided a completed foundation upon which to build. The three studies examined in this following essay (Lerner, 1990; Hock & Schirtzinger, 1992; Caspi, Elder & Bem, 1988), however, all point to an empirical objection to the "finished man" theory --- successful human development never reaches a point of stasis.Which is not to state that the articles under review attack the issue head-on. Rather, each article considers empirical studies of human development from a different perspective, as evidenced by their titles:
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n the life span perspective of human development would have to decide that he would have been far more effective in proposing better evaluative tools for the programs existing - in order to produce some conclusive data - than to jump the gun and begin suggesting refinements to the programs themselves as if they were already proven effective.
Maternal Separation Anxiety: Its Developmental Course and Relation to Maternal Mental Health
This 1992 article by Ellen Hock and Mary Beth Schirtzinger of Ohio State University draws upon the authors' own research to support their hypothesis: that maternal separation anxiety is a normal, "healthy" experience that decreases with time - and that an increase in the maternal separation anxiety experience as the child ages is indicative of an unhealthy, arrested development pattern in the mother, a situation potentially destructive to the child's development as well.
Hock and Schirtzinger approached their study from the perspective of seeking data to justify theory; "attachment theory" and "object relations theory" have both found parallels in their consideration of mother-child relations.
Attachment theory emphasizes maternal behavior as that which provides for the child a balance bet
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Some common words found in the essay are:
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Approximate Word count = 1675
Approximate Pages = 7 (250 words per page)
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