Lord Of The Flies Freud Analysis - 884 Words

Freud’s Personality Theory in Lord of the Flies William Golding’s novel, Lord of the Flies, showcases Sigmund Freud’s personality theory. This theory states that there are three major personalities that everyone can fit into. Three characters from Lord of the Flies: Jack, Ralph, and Piggy, fit into Freud’s personalities of id, ego, and superego respectively. The id is Freud’s definition of the irrational, animalistic part of the mind (Structure of Mind: Freuds Id, Ego, Superego). Jack, the lead choir boy from the group, is a cruel, selfish, and primitive boy-- the perfect example of an id personality. In Lord of the Flies, this boy executes multiple actions which prove that he truly has an id personality. For example, Jack stops his†¦show more content†¦People with ego personalities are rational and understand the need for compromise (Structure of Mind: Freuds Id, Ego, Superego). Ralph is the character in Lord of the Flies with this temperament. He exercises this characteristic, for example, by telling the group that they will be rescued (Golding, Ch. 3). All of the boys are scared of or worried about the unfamiliarity of the island, and Ralph is trying to comfort them and reassure them that everything will be okay. He also tries to create and maintain order throughout the group because he understands that, if they†™re going to live on the island, then they’ll need some sort of organization amongst them. Later in the book, when Jack’s tribe ransacks Ralph and Piggy’s makeshift hut and steals Piggy’s glasses, Ralph confronts him. He says that Jack should have just asked to borrow his glasses to start a fire and that stealing them was unnecessary because he would have been allowed to borrow them. Ralph is continuously trying to make Jack see the rational part of things throughout the story; he’s trying to convince him that there are other, better ways to do things. But Jack can’t see through his animalistic personality and pushes Ralph’s reasoning and insight aside, despite himself. Piggy, the most picked-on of the group of boys and the opposite of Jack, fits into the personality of superego. The superego personality consists of the moral, parental partShow MoreRelatedThe ID, Ego and Superego in Lord of the Flies1468 Words   |  6 Pages The exemplification of Freud’s id, superego, and ego: A look at Jack, Piggy, Simon and Ralph within The Lord of the Flies Freud primarily subscribed to the idea that there are two energies that drive human behavior. These two energies are sex – the pleasure principle and aggression. The human mind is comprised of the conscious, preconscious, and unconscious. Within the realms of the mind, the human personality is controlled by the id, the ego, and the superego. The id is drivenRead MoreComparing The Novel Lord Of The Flies And Heart Of Darkness2292 Words   |  10 PagesTopic: Comparing behavior of two main characters from two different books Introduction There are both similarities and differences between the protagonists of the Novels Lord of the Flies† (Golding) and â€Å"Heart of Darkness† (Conrad). In each case we have the supposedly civilized individual(s) degenerating into savagery. As well, other characters are involved and highly influenced by the protagonist(s). This report discusses these two books and what can be observed from comparing works of essentiallyRead MoreUnfulfilled Desire Of Widow : A Psychoanalytic Reading Of Seto Dharti Essay2743 Words   |  11 PagesDevghat for lifelong settlement. Tara, from her childhood, has her ideal figure, Govinda, in her mind. Each and every moment, she is memorized by the image of Govinda unconsciously. She sees the image of Govinda in different characters like young sage, lord Krishna, Sanyasi, and other handsome men on the way. Different questions can be posed in the novel: 1 what is the desire of the widow, Tara? 2 how is her desire reflected in the novel? 3 why does Tara repeatedly wish to wear colorful dress especiallyRead MoreAnalysis the Use of Stream of Consciousness in Mrs Dalloway8784 Words   |  36 PagesAnalysis the use of stream of consciousness in Mrs Dalloway BY Qian Jiajia Prof. Zhang Li, Tutor A Thesis Submitted to Department of English Language and Literature in Partial Fulfillment of the Requirements for the degree of B.A in English At Hebei Normal University May 8th , 2009 Abstract As one of the representative writers of novels of stream of consciousness, Virginia Woolf has made important contributions to the development of the technique of stream of consciousnessRead MoreDeveloping Management Skills404131 Words   |  1617 PagesLine 58 Understanding and Appreciating Individual Differences Important Areas of Self-Awareness 61 Emotional Intelligence 62 Values 65 Ethical Decision Making and Values 72 Cognitive Style 74 Attitudes Toward Change 76 Core Self-Evaluation 79 SKILL ANALYSIS 84 Cases Involving Self-Awareness 84 Communist Prison Camp 84 Computerized Exam 85 Decision Dilemmas 86 SKILL PRACTICE 89 Exercises for Improving Self-Awareness Through Self-Disclosure 89 Through the Looking Glass 89 Diagnosing Managerial Characteristics

Your Baby Can Read - 1679 Words

Exaggeratory Claims of Infant Linguistic Developing Programs Raymond Mattison PSYCH 600 September 22nd, 2014 Debbra Jennings Exaggeratory Claims of Infant Linguistic Developing Programs For as long as human records show, there has been the stereotypical ‘Snake Oil Salesman’. These stereotypical parts of society thrive off of the ignorance of the masses in order to sell an item or theory that may seem as though is works but in reality doesn’t. Examples of these include an early 1900’s method of weight control in which people bought pills containing tape worms and were told to take one pill to start losing weight and then take an anti-parasitic pill that would hopefully kill the tapeworm (Winterman, 2013).†¦show more content†¦While in utero, a child starts to develop its auditory senses. This is supported by the findings that show fetuses responding to sounds that they heard in utero after birth (Feldman, Jankowski Rose, 2003). While this may be viewed as a good basis to teach reading to infants, it does not provide a wide enough basis to actually comprehend complex linguistics. Memory and attention is another section of cognition that is necessary in order to comprehend reading. The research in infancy recognition of visual stimuli has recently had a lot of attention. One such experiment compared infant’s abilities to immediately recognize objects they have been familiarized with. The results showed that the older the child, the less time it took to establish recognition that was combined with reduced recognition time (Feldman, Jankowski Rose, 2003). This study shows that an infant develops visual recognition through time, that their brain needs time to mature into the ability to be able to establish permanent recognition. Tied in with visual recognition, object permanence is absolutely needed in reading. Object permanence is the ability of a person to form a mental model of an item. An example of this is that when you ask someone what a chair looks like, an immediate image of a small platform of an appropriate size to sit on with support legs to keep itShow MoreRelatedMy Ad For An Anti Smoking Campaign894 Words   |  4 PagesMy ad for an anti smoking campaign shows a picture of a baby smoking a cigarette as half the baby s face is decaying. To the right of this image there is text that states, I smoke second hand. Right below that in smaller text is a warning that reads, Warning: may kill your baby. After closely analyzing this image I found that the argument for this advertisement is: Smoking not only effects you but the people around you too. This ad is very effective due the fact that the distinctive featureRead MoreEssay about Analyzing Karp ´s Happiest Baby on the Block941 Words   |  4 PagesIntroduction There is no greater feeling a new mother can have than a smiling baby. Every new mother struggles with making their babies happy, because they cannot speak just yet. The first form of communication they have is crying, but parent are not able to always able to figure out what the baby wants at first. When I read â€Å"The Happiest Baby on the Block† by Harvey Karp I was very intrigued. The step to making your baby happy was not only helpful, but simple as well. This book takes a psychologicalRead MoreAbortion Is Unsafe And Should Be Illegal1487 Words   |  6 Pagesever known. Everything is pure bliss as you are currently living in Utopia. Then in one violent moment, you feel the greatest amount of pain imaginable and you can see this blinding light and then your limbs are ripped apart from your body and you are now struggling to survive and then in one quick snap, it s all over. Your life is done. Your only thought was  ¨mommy, how could you do this to me ¨. Abortion is a horrific experience, that no one should ever endure. I am Pro-Life because of the consequencesRead MorePopular Mechanics By Raymond Carver : Lesson Plan Of Questioning1628 Words   |  7 Pagesminutes) Show an example of asking and answering questions video to hook the student’s attention to put her into a receptive frame of mind. https://www.youtube.com/watch?v=C2fWZHaNugc Input- Teacher Directed Lesson (12.00 minutes) The teacher (Aide) will read a short story to explicitly communicate to the student the concept of questioning while reading Popular Mechanics by Raymond Carver ________________________________________ Early that day the weather turned and the snow was melting into dirty waterRead More Developing Through the Life Span Essay668 Words   |  3 PagesPrenatal Development and the newborn: The focal point of this section was conception and the development of life before birth. I’ve read that every woman is born with a number of eggs that will later be released. Out of that number 1 in 5,000 eggs will essentially mature. Contrary to women, a man begins producing sperm at puberty, which gradually decreases along with age. During the actual conception, over 200 million sperms head towards the egg and try to break through. One is successful, theRead MorePersonal Narrative : My Sister s Keeper By Jodi Picoult1424 Words   |  6 Pagesimportant role in my life, they helped me get through some tough times. The books that I read while I was in high school helped me to find courage, to find faith, to find myself, and to understand love. I read most of these books while I was in high school as a part of my summer reading projects. At that moment, I did not know how important each book was going to be to me. One of the first books that I read that summer was My Sister’s Keeper. Jodi Picoult wrote the story of young girl named AnnaRead MoreThe Infant And Toddler Is Very Important For Early Development1125 Words   |  5 Pagesentire book. An infant won’t be able to fully comprehend what is being read. Infants may want to hold the book and chew on it or try turning pages themselves. All of these actions are appropriate and help your child become well-known with books and how to handle them. Reading out loud to your baby is an ac activity that can enhance their vocabulary among other skills. General Information: On Wednesday, October 5th, I read to an infant during my placement time at the Cortland Child Care CenterRead MoreThe Best Things About Earning A Passive Income1085 Words   |  5 Pagesor knowledge glass ceiling when it comes to doing so. It does not matter if you are a PHD student, a doctor with 20 years of experience, or a person who did not finish high school, anybody can earn a passive income. A good demonstration of this is EBook writing; it may sound daunting at first, but anyone can do it. †¢ Experts (job recruiters, psychologists, marriage counselors, dietitians, personal trainers, hypnotists, etc.) †¢ Instructors (yoga, piano, etc.) †¢ Coaches (sports coach, vocal coachRead MoreBringing Up Bebe By Pamela Druckerman802 Words   |  4 Pagestime to pick it up at your local book store and start reading. And if you’re very busy, or overwhelmed with your daily tasks and don’t have time for another parenting book, believe me, this one is a very easy read. You can literally finish it in one day. There, you won’t find any tutorials on how to burb the baby or a vaccination schedule. The book is a simple yet very ineteresting overview of the French parenting philosophy and a phylosophy of life in general. I’ve read this book 2 years ago.Read MoreThe Problem Of Child Birth876 Words   |  4 Pagesthe past I might focus more on the baby, focus on the way to make baby healthy, but after this lecture, read some articles and watched some information on TV, I start to concentrate more on the mother herself, because she is the one give birth to the baby, we should consider the well-being of herself. According to my observation these years I found our people’s view also have changed a lot. Nowadays on the TV show about mothers they talk about both how to keep baby healthy and how to maintain a good

Philosophy of Education Free Essays

Reflecting on the different principles of my personal philosophy as an educator, it revolves around the manifestations and actions that is in-line with student needs in enhancing competency, achievement, and understanding of the principles associated in a specific discipline. To effectively guide myself in the process, I also have to take into consideration the parameters that determine the creation of this philosophy and how it can be manifested in actual practice as an educator. Especially this time that the current environment depicts the need for rethinking policies of public education and increasing risks that influences students, it is necessary for teachers to take a stand and actively combat these factors (OCRE, 2007). We will write a custom essay sample on Philosophy of Education or any similar topic only for you Order Now Understanding student culture is one important element that can shape my personal philosophy as an educator. With the current trends that are happening within the realm of education such as diversity and increased connectedness, teachers must realize the significance of culture as a binding force that cultivates the process of involvement and cooperation. However, this action cannot be easily realized. These symbols and different values can either create conflict or increased cooperation. The challenge remains rooted on exploring the possibilities that can be used to depict these two outcomes. Furthermore, it is essential that one understand that subgroups consist of smaller groups that, in addition to sharing the values and traditions of the culture have traditions, and values, and language unique to the members of their group. â€Å"No individuals have exactly the same understanding of it in all respects† (Goodenough, 1981, p. 97). This subjectivity in disciplines helps us rethink of what approaches can be used to bridge together these varied opinions and actively coincide with mandated rules and content provided by the curriculum. That is why experiences play an active role in recognizing student culture. â€Å"Out of his own experience as each individual develops his private, subjective view of the world and of its contents his personal outlook† (Goodenough, 1981, p. 111). Such can help educators correlate topics that can influence competency and learning. It is through this process that I see the need to develop a philosophy that acknowledges and embraces culture. As an educator, I must be dynamic in creating active scenarios wherein I can learn the significant elements fostering culture and seek to find ways to reach out to these subjective preferences. Though such process can be burdensome at first, it can help solidify my approach in facilitating and creating new ways to learn inside the classroom while at the same time being sensitive about their respective value-sets and ideals. Instruction and active learning is another significant element that influences my educational philosophy. This approach looks into the capability of teachers to actively instill motivation and drive to learn the topic discussed. These are rooted on the ability to portray institutional goals and objectives that is provided by the curriculum. However, the main challenge is actively catering instruction on the capability of each learner. Since there are various factors that can affect this process, it is essential that educators look into ways to revitalize and reinvent methods that can make lessons favorable for all. In addressing this, the idea remains to be embedded on the ability of teachers to communicate and interact with their students. John Dewey, a pragmatist, believed and advocated that students continuously need interaction to cope with the challenges of education. Realizing this facet, I must continue to find ways of reinforcing my capability to interact with students to maximize their ability to appreciate and extract information. Such idea can help education progress in dynamic and holistic manner. It is in here that the approach of progressive educators becomes feasible. These involve â€Å"(1) Stimulating children’s growth and development through activities that encourage initiative, creativity, and self-expression. (2) An experience-referenced curriculum that features activities, process learning, inquiry, and problem solving. (3) Collaborative learning that features group cooperation. Teachers who act as facilitators of learning rather than a task masters and, (5) Education that is multifunctional and geared to the whole child-emotionally, physically, socially, and intellectually-rather than exclusively academic† (Gutek, 2004, p. 300). Providing effective and fair assessments are also significant in shaping my personal philosophy. Under this facet, this is relevant in my practice because it can help determine whether or not students acquire the necessary information provided and develop insights of how to improve instruction. Due to this, I must be cautious in creating assessments and actively align them with standards provided by the school. Likewise, on the part of students, I must also remain creative to consistently increase participation and appreciation in assessments. More often than not, students see this process to be difficult, strenuous and stressful. However, as an educator I have a role of ensuring that these ideas be changed. The actions committed must focus less on transmitting information but rather necessitate areas wherein students can gain new skills, thinking and activities that can develop their values (McKinney, 2009). Having the ability to become a leader and a forerunner of student needs is also another aspect of my philosophy. Under this process, since I am responsible for ensuring that students can the most out the classroom, I must foster increased avenues wherein they can be immersed into different experiences; shaping and honing their individual capabilities (Kossof, 1997). I must not only take part on the provided tasks and goals on my part but also make sure to go beyond these prescribed objectives and seek to understand how these set of actions can be manifested in a classroom setup and strengthen facilitation and teaching (Kouzes, 1987) Doing this requires the dedication and resilience of educators in combating and addressing the hurdles impeding effective classroom instruction. Despite the increasing challenges brought about by diversity and other forms of problems such as inequality, inclusion, etc, it is essential that educators take a stand in honing new strategies and taking the lead role in making these ideas a possibility (National Commission on Teaching Americas Future, 1999). It is in here that I must function as a listener and facilitator of student needs. I should actively participate in discussions and forums that seek to enlighten and improve ways of my practice. â€Å"Through their participation in a professional learning community, teachers become more effective, and student outcomes increase – a goal upon which we can all agree† (Hord, 1997). Enhancing student support and professional development are also relevant facets to consider in generating improved outcomes for students. The first idea revolves around making sure that each student can have the capability to acquire information. This can help make educational institutions responsive on different problem areas by offering each one the ability to cope up with the challenges of education (Fullan, 1982). Also, such actions can help ease the burden of teachers in addressing multiple tasks and responsibilities. By setting up a support system for students, it can allow both the facilitation of new strategies in teaching and foster new ways to generate feedback on the effectiveness of the current curriculum and system (Rossman, 1988). On the other hand, professional development is also an important component among educators because it can help improve on ways educators provide information to students. Keeping each one updated about new rules and standards in teaching can solidify the aim of being adaptive and responsive to the needs of students in the current times (Reed, 2000). Likewise, advocating this objective can also spell increased satisfaction and fulfillment among educators. Having the ability to expand and increase competency can be supplemental in increasing motivation and create the expertise to formulate new and better strategies in interacting and teachings students. Lastly, partnerships with schools, family, and communities are also influential in shaping and understanding the needs of students in the classroom. Having a good idea of how these actors can contribute insights to overall practice and some relevant issues such as diversity and inclusion can be vital in expanding the horizons of each educator as far as opinions and ideals are concerned (McKinney, 2009). This opens up communication and cooperation among members that helps increase the likelihood of success and support among students. It is through the contribution of these ideas that students can progress and grow in a more holistic fashion and become experts in their own respective fields. To conclude, these elements create the active parameters for my personal philosophy. It is through these factors that I must align my values and objectives in teaching to help me become dynamic to changes. Such actions can not only implore on the changing perspectives in education at the 21st century but also seek to convey a teaching practice that is accountable and responsible in nature. I deem that this is my way to transcend over the conventional practice of education towards harnessing a classroom that caters appreciation and increased competency in their respective fields of expertise. References Fullan, M. (1982). The meaning of educational change. New York: Teachers College Press. Goodenough, W. H. (1981). Culture, language, and society. Menlo Park, CA: Benjamin/Cummings. Hord, H. M. (1997). Professional Learning Communities: What Are They and Why Are They Important?: Issues About Change, Volume 6, Number 1. Retrieved July10, 2009 from http://www.sedl.org/change/issues/issues61.html Kossoff, L. (1997). From Manager to Leader. Retrieved July 17, 2009 from http://management.about.com/od/leadership/a/FromMgr2Ldr05_2.htm Kouzes, James M. Posner, Barry Z. (1987). The Leadership Challenge. San Francisco: Jossey- Bass. McKinney, K. (2009). Active learning. Retrieved July, 16, 2009 from http://www.cat.ilstu.edu/additional/tips/newActive.php National Commission on Teaching Americas Future. (1996). What Matters Most: Teaching for Americas Future retrieved July 16, 2009 from http://www.nctaf.org/documents/WhatMattersMost.pdf OCRE (2007) Meth Epidemic Moves from Rural Places to Cities. Retrieved July 23, 2009 from http://www.ruralschools.org/news/survey.html Reed, R., Johnson, T. (2000) Philosophical documents in education. Addison Wesley Longman, Inc. Second edition 2000. Rossman, G. B., Corbett, H. D., Firestone, W. A. (1988). Change and effectiveness in schools: A cultural perspective. Albany: State University of New York. Press How to cite Philosophy of Education, Papers Philosophy of Education Free Essays My philosophy of education is based on the ideas that I have about education that are framing my critical goals as an educator at this moment. As a teacher I believe that it is important to be aware of the individual needs, strengths and abilities of each of my students. With this awareness, I will be able to challenge each student in what Vygotsky calls their â€Å"zone of proximal development. We will write a custom essay sample on Philosophy of Education or any similar topic only for you Order Now † At the same time, I will use this information to help build the self-esteem of each child, by creating experiences in which he or she will be successful while growing as a learner. Further, I believe that as a teacher I should focus on the whole child and not just teaching a particular subject matter. As a result I do believe that I should divorce their academic lives from their personal lives. Therefore I will utilize methods and strategies that caters to the child’s interpersonal, social and emotional needs. As a teacher at the elementary level I recognize that I should strive to help my students make interdisciplinary connections. Not only should the various subject areas be connected, but also what the child learns in school must have some relevance or importance in the child’s experience of the world. One of my primary goals as a teacher is making sure that students are questioning the phenomena in their worlds, and learning to analyze and think critically about their worlds. This goal holds important for any discipline area, be it science, math, social studies or language. I will strive to create a safe classroom environment which is conducive to learning, where students may take risks and be supported by their peers and teacher. I will also strive to At the same time, it is my responsibility to ensure that my lessons are not limited to the child’s direct experience but is striving to give each child a broader global view. In addition I see multiculturalism, as a process that consumes the classroom and should be embraced by the teacher. Rather than simply being an additive item in the classroom, multiculturalism should consist of critical and analytical thinking and building multiple perspectives on the worlds. Finally, children need to be active and involved in the classroom, instead of being passive receptacles of knowledge. They should be constructing knowledge and involved in activities that engage all of their senses and modalities. Therefore, in my planning I try to ensure that that lessons are geared at allowing students to take responsibility for their learning. Aha Moment! Throughout the early stages of my teaching practicum experience, all of my assessors kept on singing the same tune; plan more activities for your students; get them involved. Though my lessons were well planned, they lacked student centred activities and as a result I noted that my students seemed very quiet, docile and lacked interest in what I was trying to teach them. Upon reflection of my lessons I realized that I could do much more to make the teaching –learning experience more meaningful and fun for the students. I then decided to take a different approach towards my lesson planning. Instead of planning lessons that were teacher centred, I began to make the focus of my lessons be the students; as it rightfully should. From the moment that I began to plan lessons that were more student centred, I noticed a drastic change in my students’ behaviour, demeanour and their general response as the lesson progressed. My first aha moment came during a science lesson on the five senses. Throughout that lesson, from start to finish the students were actively engaged in building their own knowledge (add something about schemas here) The students were excited, energetic, they came alive and were very eager to learn more about the topic. After the lesson was finished the students wanted to know when the next science class was going to be and what they would be doing. It was then that I realized that I had the students where I wanted them to be; captivated and engrossed in what was happening in and around the classroom. It was as if all of their senses had been awakened to the teaching-learning experience. Through my ‘aha’ moments I was reminded of the old adage which says we remember 10% of what we hear, 15% of what we see, 20% of what we both see and hear, 40% of what we discuss with others, 80% of what we experience directly and 90% of what we attempt to teach others. How to cite Philosophy of Education, Papers