Sigmund Freud s Theory Of Psychoanalysis - 1413 Words

Ever since Sigmund Freud developed psychoanalysis theory, its applicability has been extended beyond therapy to literature. In the interpretation of dreams, Sigmund Freud coins the term the oedipus complex in reference to the greek mythology of Oedipus the king. The application of psychoanalysis to myth is treated by Dowden with scepticism and he states that the only significance of the psychoanalytic approach is in its recognition of how fundamental the images that recur in the myth are (Dowden, 1992, p.23). This essay will argue that Dowden’s treatment of the theory of psychoanalysis is valid but needs to be supplemented with a more comprehensive view of psychoanalysis and the various arguments for scepticism towards psychoanalysis. Dowden’s treatment of the theory of psychoanalysis focuses on the application of dream interpretation to myth and it’s related flaws. He refers to the freudian method of dream analysis as using dreams to â€Å"disclose the hidden o perations of the unconscious mind †¦ [through] symbolism, disposition, or projection† (Dowden, 1992, p.23). In this sense, it is reasonable to extend psychoanalysis to other products of human imagination such as myth. Dowden criticizes this approach to interpreting myth by raising several major problems. Firstly, he speculates that both psychoanalyst and classist tend to be inapt at psychoanalyzing myths. Secondly, he warns against analyzing the characters in the myth as though they are real in flesh. Thirdly, he dismissesShow MoreRelatedSigmund Freud s Theory Of Psychoanalysis2367 Words   |  10 Pages Sigmund Freud created psychoanalysis, a system through which an expert unloads oblivious clashes in light of the free affiliations, dreams and dreams of the patient. Psychoanalytic hypothesis is a strategy for exploring and treating identity issue and is utilized as a part of psychotherapy. Included in this hypothesis is the way to go that things that happen to individuals amid adolescence can add to the way they later capacity as grown-ups (Gay, 1998). Freud s psychodynamic methodology has promptedRead MoreSigmund Freud s Theory Of Psychoanalysis1339 Words   |  6 PagesSigmund Freud Biographic Description of Sigmund Freud Sigmund Freud was born on May 6, 1856 in Freiberg (currently known as Czech Republic). Freud is best known as the founder of psychoanalysis, which entails a scientific analysis of unpacking unconscious conflicts based on free associations, fantasies, and dreams of the patient. He was among the greatest psychologists of the 20th century, and his legacy lasts up to now. While young (4 years old), his family relocated to Vienna where he lived andRead MoreSigmund Freud s Psychoanalysis Theory2380 Words   |  10 Pages Contemporaries of Sigmund Freud’s Psychoanalysis Theory Kevin Stout Florida Institute of Technology Abstract Sigmund Freud created psychoanalysis, a system through which an expert unloads oblivious clashes in light of the free affiliations, dreams and dreams of the patient. Psychoanalytic hypothesis is a strategy for exploring and treating identity issue and is utilized as a part of psychotherapy. Included in this hypothesis is the way to go that things that happenRead MoreSigmund Freud s Theory Of Psychoanalysis1258 Words   |  6 Pages Sigmund Freud’s grand theory of Psychoanalysis was developed in the 19th century. He especially worked to prove that childhood events had a great and powerful impact on the teenage and adult mind in later years to come. Sigmund Freud was born in 1856 and died in 1939. He had a great desire to find treatment for psychopathology that all began with a great deal of time spent at Theodor Meynert’s Psychiatric Clinic. His time spent here was what created his desire to help people and find new ways toRead MoreSigmund Freud s Theory Of Psychoanalys is Essay1691 Words   |  7 Pages Freud’s theological perspective was termed Psychoanalysis. Freud believed people unconsciously repressed information, and that this hidden information was the cause of their distress. The unconscious is the space in your brain where thoughts, feelings, and desires are tucked away, and cannot be readily drawn upon and available to the conscious mind. Because 99% of this methodology is dealing with the unconscious, Freud believed that success could not be reached by the individual alone, rather theyRead MoreSigmund Freud s Theories About Psychoanalysis And The Unconscious Mind1003 Words   |  5 PagesPsychology, 5th Block Sigmund Freud s Theories about Psychoanalysis and the Unconscious Mind Sigmund Freud was well known for his theories on psychoanalysis, and it was used to help understand the unconscious mind better. In Freud s lifetime, he grew to be a very influential person of the twentieth century. The western society still uses words that he introduced in his time, some are libido, repression, denial, and neurotic. He was the founding father of the theory of psychoanalysis, which explains humanRead MoreThe Power Of Sigmund Freud s Theory Of Psychoanalysis1440 Words   |  6 PagesThe power of Sigmund Freud’s theory Sigmund Freud was a great philosopher who predicted and came up with theories that are widely used in todays society. He is often referred to the father of psychoanalysis as he was one of the first people to analyze the human mind. He separated the human mind into three parts which help further explain the theory of psychoanalysis. The first part is known as the id, it is the part of the mind that deals with instincts. It is the unconscious part of the mindRead MoreHistorical Background Of Sigmund Freud s Theory Of Psychoanalysis774 Words   |  4 PagesHistorical Background Sigmund Freud dedicated the majority of his time on this earth to mainly covering his theory of psychoanalysis. He did not however have a lot of patience from contemporaries who diverged from his psychoanalytic principles. He attempted to keep control over the movement by expelling those who dared to disagree. Carl Jung and Alfred Alder, for example, worked closely with Freud, but each founded his own therapeutic school after repeated disagreements with Freud on theoretical andRead MoreThe Theory Of Psychoanalysis On The Unconscious Phases Of Personality Development1130 Words   |  5 PagesThe theory of Psychoanalysis In the early 1800s, Psychologist and researchers were fervent in postulating and hypothesizing. Searching earnestly for answers to the many questions that were prevalent in those days. The theory of Psychoanalysis was one of such theory that was founded. Psychoanalysis emphases on the unconscious phases of personality development. The main tenets of this theory are characterized into four subsections. Firstly, it states that early childhood experiences are important inRead MoreSigmund Freud s Theory Of Psychology1283 Words   |  6 PagesSigmund Freud (1856-1939), is a pioneer in the field of psychology in various ways. His dedication to his field helped shape the minds of many nineteen-century contemporary schools of thought. Most notably, Freud’s work in psychoanalytic theory, according to Tan (2011) earned him the title of, â€Å"father of psychoanalysis† (p. 322). Moreover, Tan Taykeyesu (2011) report that Freud’s genius is not just in psychoanalysis, but also when we â€Å"think Oedipus complex, infantile sexuality, and repression†

Essay on Adultery in the Military - 922 Words

Adultery in the Military As citizens of the United States of America we are all governed by a certain set of rules. These laws are set forth by our elected officials. These laws deal with almost all aspects of life including morally wrong actions such as murder and theft. However, these laws do not govern many other moral choices such as adultery. As members of the United States Armed Forces, we are also regulated by an additional set of rules. We must abide by the sanctions of the Uniform Code of Military Justice (UCMJ). Unlike our state laws, the UCMJ does have articles that address the subject of adultery. The UCMJ articles that now pertain to adulterous actions are very strict and limit personal choice. These articles†¦show more content†¦The United States Armed Forces is based on the principles oh honor. â€Å"Honor is a strict adherence to the military standards of conduct†¦lying, cheating, stealing, and deceit are forms of behavior that will not be tolerated† (Benin 32). A dultery is grave action that includes three of these four forms of behavior. It is the epitome of â€Å"breaking a promise,† and â€Å"deceiving someone† because of the serious commitments made within a marriage (Wasserstrom 192). The breaking of a promise and deception are what make adultery morally wrong (Wasserstrom 192-3). Some opponents of adultery use â€Å"the Principle of Utility† as a basis for their views. â€Å"This principle requires that whenever we have a choice between alternative actions or social policies, we must choose the one that has best overall consequences for everyone concerned† (Rachels 97). The opponents of adultery believe that adultery does more damage than good. It does harm to the person being deceived, and in the military, it can â€Å"disrupt moral and functioning in a military unit† (Capitol 1). In the adultery case of 1st Lt. Kelly Flinn USAF, the first female B-52 bomber pilot, the functioning of her military unit was definitely disrupted. Lt. Flinn lied â€Å"about an affair she had with the husband of an enlisted woman† (Capitol 2). â€Å"Lt. Flinn was charged with fraternization, disobeying a direct order, lying, conduct unbecoming to an officer, and she was charged with adultery. If you add up all the charges, theyShow MoreRelatedThe Mongols : Mongols Barbarians783 Words   |  4 Pagesbarbarians. The Mongols had a strong dominating military that was almost always successful, they contributed to many of the ideas that are still around today, and made a very stern set of laws that kept their community civilized which is why I believe that the Mongols were not barbarians. Although the Mongols were sometimes very brutal they were not barbarians. The Mongols were able to come up with very complex battle tactics like no other military in their era. In document three â€Å" History ofRead MoreReputation Of Men And Women In Othello1118 Words   |  5 PagesThroughout history, the reputation of men and women has been defined by society in a different matter. During the 16th century, men were viewed accordingly to their military position and societal duties. On the other hand, a womans character was defined by their sexual history, commitment of adultery and servitude to their husband. Such a contrast in perceptions did not only alter the way in which women were regarded by their husbands and society, but it influenced the manner in which men definedRead MoreOthello as a Tragedy of Character1649 Words   |  7 Pagesplots (who’s the most evil character of the history) Othello can’t control himself and his jealousy that he radically changes through the end. This change stems from his being deceived by Iago (evil incarnate) and leading him to accuse his wife for adultery. At this point, as a characteristic of the classical tragedy, Othello turns out to be a â€Å"tragically divided character†: He’s divided between the choices of killing his innocent wife as a punishment or stop believing in Iag o’s deceptions, tricks andRead More Augustus and how he changed the roman Empire Essay1071 Words   |  5 Pagestotal control of Rome and tried to destroy each other. Civil war was the the only way to solve problems in politics. Consequently, the power of the military became strong. Control of Romes armies changed from the government to the generals because the soldiers began to listen to their generals rather than to the Government. On dismissal from military service, the soldiers had no farms to return to, and they depended entirely on whatever land and money their generals could provide since the governmentRead MoreThe US Militarys Sexual-Assault Problem Essay1180 Words   |  5 PagesIn the past, military news typically evolved tragic training incidents or deaths during overseas combat. However, over the last several years many incidents involving military personnel and sexual assault have made headlines across the United States. Military women and men have brought to l ight the lack of justice for victims of sexual assault, and the prevalence of such attacks. Questions arise as to why victims do not report incidents or seek assistance when they are physically or sexually assaultedRead MoreRoman Cinema And The Roman Empire951 Words   |  4 Pages and gladiator fights became the new entertainment for roman citizens. Gladiatorial presentations were different from theatrical entertainment and chariot races. The purposes of gladiator presentations were to exemplify the military ethic as well as to emphasize the military bias of Rome’s world dominance (Slater 72). The citizens began celebrating and accepting such barbarianism that gladiator fights became a grotesque form of entertainment. There was wild beast that were exhibited and killed toRead MoreAugustus Essay1148 Words   |  5 Pagesextended to laws regarding adultery, unchastity, and bribery. The Lex Julia di maritis ordinibus prohibited celibacy and childless marriages. It was made c ompulsory for roman citizens to get married. Special benefits, such as tax breaks, were established for couples with children in order to encourage procreation. Thus, this law had the â€Å"added advantage of replacing the decimated Roman population that was lost during the numerous civil wars†. To handle the issue of adultery, which the Romans thenRead MoreWomen s Role And Status Of Women1180 Words   |  5 Pagespotential for upward mobility. In the legal context, during the rule of the military dictator General Muhammad Zia-ul-Haq, various discriminatory laws against women were introduces during his Islamization process in the late 70’s and 80’s. For example, when the Hudood Ordinance was established in 1979, it equated rape with adultery. In the case of maximum punishment, testimonies by women were not admitted to prove rape or adultery. Instead the law required that the evidence should be provided by at leastRead MoreScarlet Letter And The Other Wes Moore Analysis989 Words   |  4 PagesThe Other Wes Moore, by Wes Moore, both stories exhibit that each choice a person makes has a consequence, good or bad. Each book is based around choices; The Scarlet Letter narrates the life of a young puritan woman, Hester Prynne, who committed adultery with man who hidden in plain sight for many years. While the people of her community tried to persuade her to reveal who the father is of her new child, she refused, determined to keep his secret hidden and his reputation clean. Since Hester committedRead MoreCharged with sex-related crimes involving 10 female Airmen, 4 counts of adultery, and several other900 Words   |  4 PagesCharged with sex-related crimes involving 10 female Airmen, 4 counts of adultery, and several other charges such as indecent conduct, misuse of position, and maltreatment of enlisted Airmen, former Command Chief of Air Force Materiel Command (AFMC) CMSgt William Gurney failed to ethically lead his Airmen. By his own admission, he was â€Å"caught in a cycle of sin and failed as an Airman and a husband.† 1 In this essay, I will discuss the Chief’s specialty an d some of the positions he held as a Printer

A Teacher Fosters Social Competence with Cooperative Learning Free Essays

To cite this article: Magnesio, S. B. Davis. We will write a custom essay sample on A Teacher Fosters Social Competence with Cooperative Learning or any similar topic only for you Order Now A Teacher Fosters Social Competence With Cooperative Learning. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Fall/Winter 2010. www. KaganOnline. com Miss Mag, do we have to work in groups? † â€Å"Miss Mag, I can’t work with him. † â€Å"Miss Mag, can I work alone? † Dodgeball tactics—duck, dart, and flee—seemed to be the game plan in my classroom whenever I wanted my students to work in groups. â€Å"Just try to work together! † I would say again and again. As a new teacher, I was shocked to find that most of my students didn’t know how to work in a group. Many of my 4th-grade students had been together since kindergarten, yet they interacted as strangers. They struggled to keep their heads above water when it came to social skills and group work. And I was drowning, treading back and forth, student to student, trying to keep up. Week after week, I found myself spending more time talking about being team players and working together than I spent teaching multiplication strategies and writing good leads. My soapbox was becoming old and worn, and I was overwhelmed and tired. Week after week, I found myself spending more time talking about being team players and working together than I spent teachingmultiplication strategies and writing good leads. My soapbox was becoming old and worn, and I was overwhelmed and tired. Many teachers experience challenges when they place students in a group and expect them to cooperate. As Johnson and Johnson (1990) point out, â€Å"Simply placing students in groups and telling them to work together does not, in and of itself, produce cooperation† (p. 29). Trying to get students to work cooperatively was one of the most frustrating aspects of my first two years of teaching. The easy solution would have been to throw my hands up and say, â€Å"These kids just can’t work together! † I could have given in and assigned individual projects and allowed the students to work alone and be done with it. However, I was learning about cooperative learning structures (Kagan Kagan, 2009) in a graduate mentoring and induction program for beginning teachers, and I wondered if these structures would work in my classroom. This wondering became the focus of a classroom-based research project I conducted as part of the graduate program. I hoped this study would help my students build positive social skills and become successful working together. In particular, I wanted them to listen to each other, to solve problems collaboratively, and to teach one another. I focused my inquiry project on the following questions: 1) How does a structural approach to cooperative learning influence the social skills of 4th graders? 2) How do cooperative learning structures influence awareness of others’ feelings and encourage appropriate choices in social settings? , and 3) What influence do student reflections have on social interactions? Related Literature Cooperative learning has been defined as groups of students working together to complete a common task (Johnson, Johnson, Holubec, 2002). Numerous studies have measured the success of cooperative learning as an instructional method regarding social skills development and student achievement across all levels, from primary grades through college. The general consensus is that cooperative learning can, and usually does, result in positive student outcomes in all areas (Johnson Johnson, 1990; Kagan Kagan, 2009; Marzano, Pickering, Pollock, 2001; Slavin, 1996). Social interaction theory (Piaget, 1970; Vygotsky, 1978) and motivational theory (Maslow, 1954) both help explain the effectiveness of cooperative learning. Social interaction theory views learning as a social activity in which people learn by listening and talking to others. As Kauchak and Eggen (2007) explain: Piaget views this social interaction as a catalyst for students to reevaluate their own beliefs about the world; Vygotsky sees social interaction as a vehicle for more knowledgeable people to share their expertise with others. In both instances, students learn by listening and talking. (pp. 305-306) In his theory of motivation, Maslow (1954) described a hierarchy of needs that moves from lower needs (e. g. , hunger, safety) to higher needs (e. g. , esteem, belonging). He argued that people strive to meet their lower needs before attempting to meet the higher needs. In Kagan Cooperative Learning, Kagan and Kagan (2009) explain the relationship between Maslow’s motivation theory and the effectiveness of cooperative learning: If students do not feel safe and included, their energy is directed to meeting those deficiency needs and is not free to meet the need to know and understand. . . . When we put cooperative learning in place the need for safety is satisfied through social norms (no put downs; disagreeing politely). The need for inclusion is satisfied through teambuilding and classbuilding. . . . With the needs of safety and security satisfied, the students have more free energy to move up the hierarchy, striving for esteem and knowledge. (p. 4. 13) Moreover, in many classrooms, the majority of interactions are teacher-student, which can create a competitive environment as students vie for the teacher’s approval. Cooperative learning helps balance this environment by encouraging students to work together to achieve learning goals. As Kagan and Kagan (2009) point out, â€Å"We live in an interdependent world in which, somewhat paradoxically, the ability to compete depends on the ability to cooperate† (p. 1. 18). Several prominent researchers have developed various models of cooperative learning. For example, two brothers, David and Roger Johnson, created the Learning Together and Student Controversy models (Johnson, Johnson, Holubec, 2002); Robert Slavin (1996) developed the Jigsaw II and Student Teams-Achievement Division models; and Spencer Kagan (1994) developed the Structural Approach to cooperative learning. Although different, these models each contain four defining elements of effective group interactions: 1) positive interdependence, 2) individual accountability, 3) equal participation, and 4) simultaneous interaction. Johnson, Johnson, and Holubec (2002) include a fifth element—group processing. Numerous practitioner studies have examined the impact of cooperative learning on student achievement and social skills development. For example, Nesbit and Rogers (1997) describe the benefits of integrating cooperative learning with science, reading, and writing instruction. Using several of the different cooperative learning models, the authors found that each method was successful in helping students work together in science to solve problems while using the tools of reading and writing. They suggested, however, that teachers begin with the Kagan structural approach before attempting the more complicated models of cooperative learning. Similarly, Muth (1997) found that cooperative learning could be used effectively during mathematics instruction to increase student comprehension of word problems, as well as to help them develop problem-solving skills. In the article â€Å"Using Cooperative Learning To Improve Reading and Writing in Mathematical Problem Solving,† she provides examples of how to implement cooperative learning in the mathematics classroom. Based on her experiences, Muth concludes that cooperative learning can improve reading and writing, as well as interpersonal skills, during mathematics instruction, particularly when students are working on problem-solving strategies. Bromley and Modlo (1997) found that cooperative learning helped maximize student learning in language arts instruction. A descriptive study of four teachers who implemented the Kagan Structural Approach during reading and writing instruction demonstrated the following benefits: 1) higher level thinking, 2) better communication between students, and 3) positive social relations. More recently, Law (2008) conducted two separate experimental studies on the effects of cooperative learning on 2nd-graders’ motivation and comprehension of text. In the first study, students in cooperative learning groups (n = 160) were compared with their counterparts in traditional instruction groups (n = 107). The results showed a significant difference between the two groups, with more favorable perceptions of teachers’ instructional practices and better reading comprehension in the experimental groups than in the control groups. In the second study, 51 second-graders participated in the instructional intervention program (cooperative learning). The results showed that students’ positive cooperative behavior and attitudes were related to their motivation and reading comprehension. When students perceived that their peers were willing to help each other and were committed to the group, they tended to be more motivated and performed better in reading comprehension. Numerous school-based studies in various grade levels have investigated the effects of using the Kagan Structural Approach to cooperative learning (Cline, 2007; Dotson, 2001; Howard, 2006; Murie, 2004). Consistently, these studies have shown positive effects on student achievement, attitudes, and engagement. Cline, for example, investigated the effects of using Kagan cooperative learning structures in her 5th-grade classes. During the 16-week study, she implemented the structures (e. g. , RallyCoach, RoundTable) during guided practice in one math class; in a comparison group, she used a more traditional method of instruction (e. g. , students working alone). Data collected from pre- and posttests revealed that the experimental group outperformed the comparison group on all measures of math achievement. Several studies have focused on the role of the teacher in implementing cooperative learning (Ding, Li, Piccolo, Kulm, 2007; Leonard McElroy, 2000; Lotan, 2003; Siegel, 2005). These studies concluded that the teacher’s decisions about how group tasks are set up, as well as his or her interventions during the group processing, are crucial to the success of cooperative learning in the classroom. In summary, findings from numerous studies demonstrate the positive outcomes of using cooperative learning throughout the curriculum. These benefits include improved academic performance, as well as enhanced social skills development. How to cite A Teacher Fosters Social Competence with Cooperative Learning, Papers