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Class 3: Erikson’s Lifespan Theory
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 7.1 | Saturday 8 am Rise and Shine!
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7.2 | Distribute notes by website?
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7.3 | Saturday 22 November 8 am here! Note: this is our last class AND also a time for you to make up essay/quiz etc. Very important
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8.1 | Freud has some relevance in the classroom
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8.2 | Sex education indirect
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8.3 | Explore why kids are acting out
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 10 | Introducing Erikson and his orientation
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10.1 | Little academic background! No Ph.D.! No B.A.!
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10.3 | Follower of Freud: Revised and expanded stages to include psychosocial conflicts
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10.4 | Humans strive to gain mastery over crises and to seek an identity
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10.5 | Remember that stages involve balance between poles: not all or nothing
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12 | Erikson’s Stages and Crises
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12.1 | Trust v. mistrust ----> hope
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12.1.1 | depends on caregiver’s own confidence (in U.S. lack of tradition)
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12.1.2 | infant must also develop some mistrust
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12.2 | Autonomy v. Shame ----> will
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12.2.1 | Similar to anal: child makes choice what to keep and what to discard
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12.2.3 | Conflict between maturational drive to control and societal expectations to obey
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12.3 | Initiative v. Guilt (about 3-6) ---> purpose (courage to pursue goals)
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12.3.1 | Freud: phallic stage: Erikson: child becomes intrusive
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12.3.2 | Child plans, has goals, and also fails
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12.3.3 | Note: Children have tremendous confidence in their abilities; tend to overestimate their abilities
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12.4 | Industry v. inferiority ----> competence
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12.4.1 | Unlike Freud, this period WAS important: children LEARN
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12.4.2 | Unresolved conflicts from previous stages may appear here
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12.4.3 | Erikson: even one teacher can make a difference (is this a worthless cliché: give me an example)
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12.4.4 | Note: Kauai study on resilience
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12.5 | Identity v. role confusion (very much like storm and stress in Freud’s theory) ----> fidelity (ability to keep loyalties
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12.5.1 | Anna Freud: new energy, new problems
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12.5.2 | Erikson: new energy + social conflicts, new problems
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12.5.3 | Anxiety leads to social inclusion and exclusion, stereotypes
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12.5.4 | Sexual orientation, politics, religion, career, “style”, what else?
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12.5.5 | Identity if lifelong
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12.5.6 | Is psychosocial moratorium a luxury just for rich kids?
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12.6 | Intimacy v. isolation ----> love
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12.6.1 | This is first stage beyond Freud (innovative!)
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12.6.2 | Identity must be solid here, otherwise no love
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12.6.3 | Forget Romeo & Juliet: teens don’t have real relationships because they are self-absorbed
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12.7 | Generativity v. self-absorbtion and stagnation
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12.7.1 | Caring for the next generation, not the “me” generation
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12.7.2 | Example: Why should my money go to pay for public schools?
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12.8 | Ego Integrity v. Despair -----> wisdom
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12.8.1 | Acceptance of one’s life as had to be, inevitable
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12.8.2 | The Life Review as in the movie Wild Strawberries
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12.8.3 | The elderly just don’t struggle with the physical process of aging; they also struggle with the memories
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13 | What it means to be a stage theory
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13.1 | Qualitatively different
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13.2 | Describe general issues
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13.3 | Unfold in invariant sequence
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13.3.1 | inevitable maturation clashes with social expectations
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13.4.1 | Erikson DID work in other cultures!
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13.4.2 | Cultures address them differently but all cultures address all issues (otherwise they would not last)
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13.5 | [Not fully hierarchical unlike Piaget’s theory]
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13.5.1 | Only the identity stage requires organization
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13.5.2 | Must we resolve an issue before going to the next stage?
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13.5.2.1 | Not necessarily BUT it reduces chances. Society and maturation pushes as along.
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14.1 | Erikson’s stages are still to close with Freud’s erogenous zone stages; no evidence
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14.2 | Gilligan: Theory over emphasizes independence esp. for girls
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14.2.1 | Note: Cultures have different views on childhood independence
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14.3 | Conceptually vague: how do we test this? Is the life review inevitable?
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14.4 | Anthropological criticism: not all cultures have turbulent adolescents! Theory not likely universal
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14.5 | More descriptive than explanatory
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15 | Very quick preview of Montessori
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15.1 | Know sensitive periods
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15.2 | Know how practices are adapted to these sensitive periods
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15.2.1 | E.g. why wasn’t Montessori not so keen about fairy tales?
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15.3 | Know “current evaluation” of M’s educational views
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15.4 | Note: we will have three guest speakers! and a demonstration!
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16 | Applied Essay Question
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16.1 | Pick one stage of Erikson’s theory that you believe is most strongly supported by experiences in your life or the life of someone close to you (e.g. child, spouse). Describe the issue in this stage and illustrate it clearly by referring to your own personal life experience or someone close to you. Next pick another stage that you think is weakly supported (i.e. does not apply) by your own life experience or someone close to you. Describe the issue in this stage and discuss how your experience or the experience of someone close to you differs. For example, you may have struggled with an Eriksonian issue at a much earlier age than expected in the stage theory. [Your answer will be scored largely on richness and accuracy of description.]
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