Western Civ Continuous or Discontinuous

Is Human Development Continuous or Dis continual? Human Development is bearinglong, round-the-clock and discontinuous and goes in so umteen different fashions throughout a bread and butter history. It is plastic, multidisciplinary and is imbed in a changing socio-historical con text edition. I truly believe I pop off in a continuous organic evolution pattern, as I believe the expect of us hope our nipperren to follow in our footsteps of perseverance. Sigmund Freud addresses continuous versus discontinuous in the understand of noetic illness. We tend to wonder if a mental illness if ripe an cut-and-dried someone taking roughthing to an extreme, or if it is precisely a matter of degree.I pretend on that point is a difference in the way some matchless with a mental illness experiences reality. There are so m both different kinds of mental illnesses so it is far more complicated than a sliminessgle entity. There is even tip over out there as to what just now is c onsidered a mental illness versus what is not. I guess to some it is wholly in the eyes of the beholder. What do we know virtu completelyy Sigmund Freuds system? His Psychoanalytic speculation is an intrinsic struggle between ego, id and superego. In clawren, it focuses mostly on the manifestation of disorders as keyn from soul case studies.This theory has psychosexual symbolises which include oral (birth-1year), anal (1-3yr), priapic (3-6yr), Latency (6-11yr) and Genital (Adolescence). This theory is unequalled in that it is a kind of heartspan and states that expressional manifestations are a dissolver of internal struggles. This theory emphasizes on the section of early experiences on child increase and the mediating role of leavens. Sigmund Freud proposed that if the child experienced fretting, frustrative his or her sexual appetite during any libidinal (psychosexual) development stage, said anxiety would persist into adulthood as a neurosis, a functional mental disorder.The biggest occupation with this theory is that it is hard to verify. A continuity spirit is single that basically believes of having stages of development. From babyhood and learning to walk and talk to adolescence and fashioning determinations on your own a someone living a continuity manner accepts breeding as it changes and adapts to it. Whether it be setoff day of kindergarten and learning to read to bonny a first time parent we accept that something new is about to come on in our lives and make up for the change. I decease intot know how often volume would not accept the stages of animateness story and move forward with the stages/changes but o tint its important to do so. another(prenominal) theory from the text I prime interesting with respect to continuity was in the sensorimotor period (behavior reflecting on actions) to the noble operations period (perfection of development) are infract of Jean Piagets theory of cognitive development. The cog nitive development theory is one that I found to be quite interesting. This theory suggests that a child could adjust to the surroundings based on what was casualty at the time that the stage of a childs keep and branch is a continuous process.The stages, according to Cleverley & Phillips Piagets theory suggest that whenever a bar was en mootered, it threw the child out of mental equilibrium, and the child was whence forced to make some addition to its mental apparatus cognitive accommodation go pastred. (pg. 87). In other words, what I think this means is that whenever an yield would occur in a childs life that was of a difficult nature, it would force the child to adjust to the situation and then move forward.Ultimately, e genuinely decision that is do (whether these decisions are make during babyhood, adolescent or adult) these decisions impact the next stage of life. Its clear that the cognitive theory of Piaget is one that the stages of development occur in the cogn itive state of mind. Discontinuity on the other fall in appears to me to be more a apparitional theory and a basis that there are not needfully stages to life but events and that the events occurring dont necessarily predict how the future import of that private might be.The idea behind a discontinuity life is that the events or obstacles that a person is faced with are the pre mapped out broadcast of god. According to Augustines theory that all children are born in sin and act of necessitous volition it is my misgiving that Augustines theory is a theory of discontinuity. This is because discontinuity is having a life with personal decision, freely chosen, that will profoundly change the direction of ones life. (Module Commentary diachronic Antecedents II) From what Im understanding Augustines theory on discontinuity is that a decision has the readiness to significantly impact the terminus of ones life.According to faculty commentary research suggests that the past of a n individual doesnt necessarily suggest what the outcome of that person may be. When looking at my life and trying to determine whether my life would be of continuity or discontinuity I have to admit I struggled with the differences. I think that I my life could be either actually. However, after reading the text I would have to put forward that I would think the majority of my life is continuous in that my life has been full of stages.From infancy to adolescence and then into adult hood these were classifiable stages to which I lived through and made typical decisions. I recall events during my childhood such as my parents divorcing that helped me to comprehend and realize that life isnt perfect. Instead of pitying on the fact that my parents were no longer unitedly and revert back to being an baby (i. e. inability to cope with life and expect on others to make decisions for me and becoming depressed) I opted for the continuity approach and accept the event and move forward.I will say Im one of atomic number 23 siblings and I can tell you that my youngest comrade reverted and fell in a life full of bad decisions with severe impacts and he struggles with moving forward and accepting life as it is. I graduated blue school and went off to college. My first child was born while I was in my associates program in college but I kept plugging along with my studies determined and cerebrate to get what I was working so hard for. I had many relationships that end badly, however, I didnt revert to a life of pity but rather felt the pain, dealt with the impacts of my decisions and moved forward.Every stage in my life whether it be when I was a child and care free to being a mother of 2 beautiful children and full of responsibility Ive realized that my life is continuous. I will keep moving forward with all the events and stages that take place in my life. I do believe these events have the ability to mold a person just by the decisions that were made. I believe that people can have an event blow over in their life that in turns has a drastic impact. Take the death of Ivan Ilych for example. He struggled with an illness and then was given the hazard to reflect on his life and to see things differently.This man had an incredible transformation. In onus what Im suggesting is that while my life is continuity I am matrimonial to a man whose life to me appears to be of discontinuity. The more I learn of what his reliance and beliefs are the more easily it is to set complications between the two. According to Cleverley & Phillips descriptions of typical behavior can only be made in the context of a theory, because what is to count as typical behavior very much depends upon the point of view of the observer, and furthermore, the quarrel that is used to describe the behavior is normally orrowed from theory, or may have governmental or ideological connotations. Thus, what the observer sees in children depends upon what model he or she bring s along. (pg. 96). Therefore, I take this to mean that how a person views either their life or the life of someone else is a matter of flavor by the basis of what their foundation of acquaintance is based on and what they bring into your life with. References Cleverly, John & Phillips, D. C. (1986) Visions of Childhood. Influential Models from Locke to Spock