Autonomy Vs. Shame And Doubt By Plato

identity vs alienation stage. In this stage adolescents are trying to gain a sense of self.

These stages result from and are connected to a series of crises that develops a persons identity as he develops and matures from infancy through childhood to adulthood (Munley, 1977). As persons grow and develop also people in his environment also change (Munley, 1977). Coming into contact with more persons and increasing the number of relationships with people is express with in the society in which a person lives (Munley, 1977). The first basic trust versus mistrust, autonomy versus shame and doubt, initiative versus guilt, industry versus inferiority, identity versus identity confusion, intimacy versus isolation, generativity versus stagnation, and ego integrity versus despair (Munley, 1977). The time of onset is connected to phase of crisis that is developed in the period in which the individual experienced the crisis. For example, the sense of basic trust versus mistrust in the first crisis by a child in infancy (Munley, 1977). Preceding and corresponding is followed by either greater health and maturity or by increasing weakness (Munley, 1977). The phases in which person face life as children and adults in their life cycle is outlined in Erikson’s eight stage crises (Munley, 1977). Development of basic attitudes in Ian is demonstrated in his personality traits confidence and resilience. Stages of character are built from the outcomes of previous stages of personality development and has ramification for the solution of other crises (Munley,

Plato separates reality into two spheres: one of appearance, which is a material world, and one of reality. Plato believes “in a transcendent world of eternal and absolute beings, corresponding to every kind of thing there is, and causing in particular things their essential

If this stage is successful the child have the virtue of purpose. The fourth stage is industry vs. inferiority which happens in elementary school from the age 6 until puberty. During this stage, the child’s teacher and peers become the source of self-esteem. Children in this stage feel like they need to fit in and gain approval of those around them. They feel confident and gain a sense of pride when they are praised for their accomplishments. If this stage is successful they will gain the virtue of competence. If they feel they can’t do what is asked of them, are rejected by their peers, or their parents/teachers treat them insensitively, they will learn inferiority. Stage five is ego-identity vs. role-confusions which occurs during adolescence. Teenagers being to wonder who they are. This leads to them going through phases and rebelling to search for where they fit in and belong. They explore themselves, others, and roles. If they are unable to establish who they are, they’ll experience role-confusion and suffer an identity crisis. Success in this stage will lead to the virtue of fidelity, but failure means they feel they have no place in society. Stage six is intimacy vs. isolation, this

As the mother of seven grown children, I agree with most of Jeffrey Arnett’s, author of Emerging Adulthood, theories. It is a time of change, with a developmental connection between adolescence and adulthood. During this phase of development, children experience periods of self-discovery transformation. There are favorable outcomes as well as adverse effects during this developmental stage. Furthermore, this successive stage encourages and promotes the change from the dependency of their parents to the independence that is distinctive for adults. This autonomy is beneficial because it prepares the emerging adult for their future independently from their parents. Arnett believes there are five characteristics of emerging adulthood that make it distinguishable from other time periods: the age of identity explorations, the age of instability, the self-focused age, the age of feeling in-between, and the age of possibilities.

The adolescent individuals begin to reach sexual maturity and established their identity as an adult. This period marks the transition in which individuals think and reason. They also start to encounter conflicts between their family and their peers.

Plato was a philosopher who was born in Athens (470-390 BCE), and was also a student of Socrates. He felt that intelligence and one’s perception belonged to completely independent realms or realities. He believed that general concepts of knowledge were predestined, or placed in the soul before birth even occurred in living things. Plato believed that the cosmos was intelligible, and the the universe was mathematically understandable. He believes that mathematical objects could be seen as perfect forms. Forms, a doctoral of Plato, can be understood as an everyday object or idea, which does not, exists in the everyday realm, but merely is existent in the hypothetical realm or reality.

Plato, in addition to being a philosopher, wrestled at the Olympic level, is one of the classical Greek authors, mathematicians and the founder of The Academy, the first higher learning institute in the west. In short, Plato is one of the great thinkers in history and his contributions to philosophy, ethics and politics are many and varied. One of Plato’s main philosophical ideas is based on the idea that the world

Human development is a process that starts right from childhood to adulthood. Individuals’ success and life satisfaction depends on what they develop in the society from their childhood period. This is a topic that has always drawn the attention of many scholars and theorists who try to explain what development entails through various stages of life. This paper provides an analysis of various relevant theories and research that focus on the developmental changes that take place in early, middle, and late adulthood. It focuses on Schaie’s stage of achieving, and Erikson’s theory on intimacy, generativity, and identity development. It also explores life satisfaction in middle adulthood, and lastly, the common illnesses of the elderly.

The three theories I have chosen to discuss are all extremely relevant ideas; although I prefer Erik Erikson’s stage of psychosocial development. Erik Erikson’s theory covers a person’s entire lifespan showing the many different stages throughout one’s life. A person is always

universal truths and pass it on to those who cannot see it. To Plato the above is his

In order to see exactly what a form is and how it differs from a

Plato’s view of justice ties in with his view of a perfect world. In Plato’s ideal world, the society would be a wise one, wise in

Considering possession as an accepted and existing construct, humans possess rights. The right to rebel in the face of oppression is held by those in need of significant change. Without the capability for the single person to accomplish or enact a feat of change, perhaps even a revolution, humanity would be unable to progress. The humane right of individualized freedom that causes the foundations of a revolution that Hannah Arendt proposes in The Freedom to Be Free coupled with Socrates’ notions of personal inherent right and influence in Plato’s The Trial and Death of Socrates present a compelling argument in shaping why one can and should rebel against the state. These possibly propagandist works allow for a space of functional differentiation, or for many diverse bodies to act in diverging ways without conjunction under one whole, to be infringed upon. The individual can create the crack in the authoritative body, thereby causing a revolution. In these instances, there is an important universal distinction between the one and the many that must be considered. The difference between the one and the many is a condition of possibility for any production of meaning. Although the one may be the opposite of the many, the one provides the many the means to exist: a freed being has the capacity to allow all to be free. Freedom, then, is a privilege capable of being wielded only by the individual. The individuals’ privilege to then rally the many therefore legitimizes any effort

But no otherDialogue of Plato has the same largeness of view and the sameperfection of style; no other shows an equal knowledge of the world,or contains more of those thoughts which are new as well as old, andnot of one age only but of all. Nowhere in Plato is there a deeperirony or a greater wealth of humor or imagery, or more dramatic power.Nor in any other of his writings is the attempt made to interweavelife and speculation, or to connect politics with philosophy. TheRepublic is the centre around which the other Dialogues may be grouped; here philosophy reaches the highest point to which ancientthinkers ever attained. Plato among the Greeks, like Bacon among themoderns, was the first who conceived a method of knowledge, althoughneither of them always distinguished the bare outline or form from thesubstance of truth; and both of them had to be content with anabstraction of science which was not yet realized. He was the greatestmetaphysical genius whom the world has seen; and in him, more thanin any other ancient thinker, the germs of future knowledge arecontained. The sciences of logic and psychology, which have suppliedso many instruments of thought to after-ages, are based upon theanalyses of Socrates and Plato. The principles of definition, thelaw of contradiction, the fallacy of arguing in a circle, the distinction between the essence and accidents of a thing or notion,between means and ends, between causes and conditions; also thedivision