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2. What are the strengths and weaknesses of an individual or social perspective on adult learning? Is one more relevant than another in certain contexts? In many respects, the strengths and weaknesses of both individual and social perspectives are primarily functions of overemphasis to the exclusion of other considerations that are equally relevant to the effectiveness and appropriateness of adult learning. Quite obviously, an overly narrow focus on the individual perspective neglects other equally relevant factors including, but hardly limited to, social perspective. In that sense, it makes very little difference whether one perspective or the other is most conducive to learning; it only matters that the optimal approach is available for as many students as possible. For example, certain learners (of any age) underachieve relative to their assumed abilities by virtue of their greater ability to learn from doing, or from learning in an interactive environment instead of within the traditional educational environment emphasizing lecture-based passive learning. Others learners simply absorb information better when it is presented through visual media (such as television or computer screen) than from textbooks. Regardless of level of education, genuine learning would likely increase in proportion to the success of efforts designed to identify the optimal learning perspective for different individuals in order to provide educational programs that are most conducive to learning in as many cases as possible.
However, excessive focus on the individual perspective, as pointed out in the article, also represents potential misinterpretation of the degree to which individual factor are responsible for the optimal learning environment and method with respect to certain individuals. As illustrated in the article, individuals who seem to fit the "mold" of those who are anticipated to require a learning approach dictated by individual considerations may respond to entirely different learning methods including social methods. Likewise, individuals who would seem to fit the "mold" of those who are anticipated to require a learning approach dictated by social considerations may respond to entirely different methods including individual methods.
Mythic Constructions of Masculinity and Feminity: A Jungian Analysis A myth is a story that spreads out a psychological blueprint for a certain kind of human experience. The story of Parsifal and his search for the Holy Grail is a myth about what is required for a boy to reach a complete sense of manhood; the myth of Eros and Psyche shows what a girl must do to become a fully self-actualized
Emile Durkheim is regarded as one of the proverbial founding fathers of sociological research and theory. The two main works of his that can easily be considered his most brilliant and affecting works are The Rules of Sociological Method and The Division of Labor in Society. This particular report focuses on a particular article that was written for and appeared in a scholarly journal article in 2011. The article spoke
439). However, Johnson (n.d.) offers an optimistic view showing how patriarchy may be dismantled even in systems in which it appears to be pervasive, such as the military. In "Unraveling the Gender Knot," Johnson (n.d.) points out that it is a myth that gender disparity is inevitable and immutable. In fact, social systems are malleable and changeable. Change begins with "awareness and training about issues of privilege," according to Johnson
Herdt, G. (2004). Sexual development, social oppression, and local culture. Sexuality Research & Social Policy, 1(1), 39-62. doi:10.1525/srsp.2004.1.1.39 One of the most contentious debates in the field of psychology today is the question of nature vs. nurture, or the extent to which biology influences personal psychology vs. cultural constructs. Although it has fallen out of favor somewhat, there is also the Freudian 'essentialist' argument, which suggests that certain mental models span across
Figure 1 portrays three of the scenes 20/20 presented March 15, 2010. Figure 1: Heather, Rachel, and Unnamed Girl in 20/20 Program (adapted from Stossel, 2010). Statement of the Problem For any individual, the death of a family member, friend, parent or sibling may often be overwhelming. For adolescents, the death of person close to them may prove much more traumatic as it can disrupt adolescent development. Diana Mahoney (2008), with the
As Landis states: Agricultural societies historically have had no adolescent youth problem. Childhood merges directly into adulthood. In our frontier society of a few generations ago, the adolescent group was not recognized as a problem group. Young people took over the responsibilities of adulthood early and were accepted in adult roles by the society When urbanization, developed to the point where the adolescent had no place in the work world