Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
A child in this stage also understands that other people can do the same thing, and they are able to take on the perspectives of disinterested parties in order to anticipate how such individuals would respond. The final stage takes place between the ages of 12 and 15, in which the child sees the societal role of perspectives and can evaluate their own perspective as well as the perspectives of others and compare them with the values and morals of the social system in which they live.
All of these stages of social perspective taking influence how a child makes friendships. The various stages impact how a child views the meaning of friendship. In the egocentric stage children see friends as being anyone who shares a common activity. As the child ages, and enters Stage 1, common activity continues to be the basis for friendship but they also consider the fact that friends are people who can 'choose' to do nice things for them. At this stage friendships can be very one-sided and easily revoked if the 'friend' does not serve the child's interest....
In stage 2 children develop a concern for what other people need and begin to understand reciprocity. In this stage common activities are no longer sufficient to form a friendship, but they place a great emphasis on their friends being people who share similar views and perspectives. In the final two stages, similarity is still important for the formation of friendships, but adolescents in these stages understand the obligations that go along with friendship and place an emphasis on the intimate aspects of friendship that lead to emotional support being offered unconditionally.
Thus, as a child learns to understand the views of others, these views change how they understand friendship. Friendship changes as a child grows older from something intended solely to meet the needs of the child, to a more mature perspective that sees friendship as a mutually beneficial relationship.
References
Damon, W. (1977). The Social World of the Child. San Francisco: Jossey-Bass.
Selman, R.L. (1980). The growth of interpersonal understanding. Orlando, FL: Academic Press.
Friendship in Lord of the Rings: The Fellowship of the Ring The Lord of the Rings embodies friendship and its importance through the many relations among its stimulating characters. Tolkien truly lives vicariously through his creations by emphasizing on companionship throughout the course of the epic fantasy. Relations such as those between Sam and Frodo, Gandalf and Aragorn and Legolas and Gimli, prove time and time again how friendship indeed was
This is what the friendship between Gilgamesh and Enkidu represents. Thus, during the friendship of Gilgamesh and Enkidu, the two engage in numerous adventures, often dangerous in nature. For example, Enkidu assists Gilgamesh in his fight against Humbaba, the guardian monster of the Cedar Forest. Even though Enkidu does not agree with the actions, he nonetheless cooperates with Gilgamesh in successfully defeating and killing Humbaba. He later assists Gilgamesh with
Aristotle's Friendships Elena Irrera interprets Aristotle's Nichomachean Ethics on friendship as having three distinct, but possibly overlapping purposes. In addition to friendships based on love, there are also friendships based on "ethical excellence" and "utility" (p. 7). Friendships based on love can be rooted in a mutual sense of understanding and trust, and are typically rooted in a long history of companionship. Friendships based on ethical excellence are more difficult to
The mentor guides and counsels and takes an interest in the younger person, and is inspired by seeing the trainee succeed. This may occur in the workforce, in the classroom between teacher and pupil, and even in cross-generational friendships. This mentoring relationship may have some overlap with friends who are also family members. One of the proudest things any parent can boast is that his or her child is a
Plato, Augustine and Montaigne all define friendship in different ways, though they share many similarities. Augustine, for instance, defined it in terms of the ultimate aim of man as a Christian, which is to be united to God: a friend was thus one who assisted or supported the development of that holy union. Plato viewed friendship in a more philosophical (and less theological vein) but nonetheless defined it as one
Huck Finn The Friendship of Huck and Jim As Huck and Jim drift on to Cairo, Huck begins to feel that Jim is displaying more hubris than a runaway slave should. His "civilized" self begins to come to the surface and he contemplates turning Jim in as it would be the "right" thing to do -- after all, Jim does belong to Miss Watson and not to himself. The struggle in Huck