VALUES EDUCATION Essay Research Paper PREFACEThe moral — страница 4

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dependent.talking, wants to hide inadequacies. 3rd age Early Childhood (About ages four to five years) (corollary to Freudian genital locomotor stage) Initiativevs.Guilt Lively imagination, vigorous realityLacks spontaneity, infantile jealousy testing, imitates adults, anticipate roles.castration complex, suspicious, evasive, role inhibition. 4th age Middle Childhood (about ages six to eleven years) (corollary to Freudian latency stage) Industryvs.Inferiority Has sense of duty and accomplishment,poor work habits, avoids strong Develops scholastic and social compe-competition, feels doomed to medio- tencies, undertakes real tasks, putscrity; lull before the storm of puberty Fantasy and play in better perspective,may conform as slavish behavior, Learns world tools, task

identification.Sense of futility. 5th age Puberty and Adolescence (about ages twelve to twenty years) Ego Identityvs.Role Confusion Temporal PerspectiveTime confusion Self-certainSelf-conscious Role experimenterRole fixation Sexual polarizationWork paralysis ApprenticeshipBisexual confusion Leader-followershipAuthority confusion Ideological commitmentValue confusion 6th age Early Adulthood Intimacyvs.Isolation Capacity to commit self to others, “trueAvoids intimacy, “character genitability” now possible, lieben andproblems,” promiscuous behavior; Arbeiten – “to love and to work”;repudiates, isolates, destroys, “mutuality of genital orgasm.”seemingly dangerous forces. 7th age Middle Adulthood Generativityvs.Stagnation Productive and creative for self &

othersEgocentic, nonproductive, early parental pride and pleasure, mature, enri-invalidism, excessive self-love, ches like, establishes and guides nextperson’s impoverishment, self- generation.indulgence. 8th age Late Adulthood Integrityvs.Despair Appreciates continuity of past, presentTime is too short; finds no meaning and future, acceptance of life cycle and in human existence, has lost faith in life style, has learned to cooperate withself and others, wants second chance inevitabilities of life, “state or quality ofof the life cycle with more advantages being complete, undivided, or unbrokenno feeling of world order or spiritual entirety”(Webter’s Dictionary); death losessense, “fear of death”. its sting.” THE LIFE CYCLE: EPIGENESIS OF IDENTITY (ERIK ERIKSON)

VIII ???????????????????Integrity vs. Despair VII ??????????????????….Generativity vs. Stagnation VI ???????????????????..Intimacy vs. Isolation V ???????????????????..Identity vs. Identity Confusion IV ???????????????????.Industry vs. Inferiority III ???????????????????.Initiative vs. Guilt II ????????????????????Autonomy vs. Shame, Doubt I ????????????????????.Trust vs. Mistrust DISCUSSION 1. At this age, on what stage should you be? 2. What behavior is characteristic of this age if failure was felt and encountered? 3. What behavior is characteristic of this age if failure was felt and encountered? 4. What good will it be to realize that one’s present behavior is caused by a failure experience? 5. Why is it possible to move to positive characteristics in stage even if one

has met failure? 6. How does knowledge of the causes of attitudes and behavior help correct wrong attitudes and beliefs? 7. How would the knowledge on the results of success and failure help one grow morally and spiritually? 8. Discuss each stage and site present actions of stages beginning with stage 1. CONCEPT FORMATION The inner self is the source of actions that are observable. If one condemns himself because of his behavior, he will not improve. On the other hand, if he is able to examine his actions and realize that actions of others towards him have caused his present behavior, he then examines himself and his capacity to change from negative reactions to failure and shift to the positive actions. On occasions too when he realizes his actions are wrong and can be traced to

causes, he can make the desire to change. He will realize that persons other than himself brought him failure but he can decide for himself to go against doing the wrong actions. In addition to that, as a Christian or as a believer of the Almighty, it would help him realize that he is given the grace to act righteously in order to be saved. Although certain events or people may leave experiences that would lead him to act negatively, God’s promise of leading him to do good can be a strength to hold onto and hope that one can still act positively for his age. One may examine his actions and may realize that he is already an adolescent but still acts not only negatively but also characteristics of an earlier age group. Again, knowledge about this would help him act better