Ten Truths free essay sample

One of these ten truths is that perception greatly impacts the overall outcome of any given situation, and the other major impact is based on how you choose to respond to the way you interpret any situation. Take for example; I handed you a napkin out of kindness, and you interpret what I desired to be kindness as you being incompetent, so you get angry or frustrated at me. Your perception wasn’t accurate in that situation, and your reaction was based solely upon your interpretation; you could have miss-read the situation, but chosen to react in a more appropriate manner or fashion. The second of these ten truths is that communication plays a major role in out constantly changing world, more so than, very possibly, any other constant that exists. Look back 3,000 years ago, when only very limited, yet amazingly effective means of communication were available, like smoke signals, runners, and often beacons, placed were they could be seen from well over 100 miles away. We will write a custom essay sample on Ten Truths or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Now, jump 2,400 years into the future, about 1,400 AC, when the printing press was to be invented, producing the most astounding in knowledge that current history has ever seen, leading to the Renaissance. 600 years later, we have telephones, internet, more books than we can possibly read, more schools, for all ages and levels than we can count, and, to briefly peak at the dark side, weapons of mass destruction. None of those would be possible without communication, which seems to drive the assault on advancement with a fierce attitude and sharp mind. The third of these ten truths is that freedom plays the greatest part in development of youth, going hand in hand with love, without which we would develop into an entirely different species. Look at the differing types of humanity we have now, but focus on how some humans are considered monsters, not really a part of humanity anymore, but deemed as a separate entity or race, beyond our comprehension. In general, murderers and the likes tend to become something inhuman, but upon occasion, you’ll get someone like Gandhi, who has been deemed as almost a god by many, because he was so different. I myself have lived a life with limited freedom and love, and because of that, I am no longer human, but have become something else, not like a murderer, or like Gandhi, but something more intelligent and capable, with abilities humans can only dream of. The fourth of ten truths is that on earth, peace can only be obtained with the obliteration of the human race, they simply cant control their emotions enough to bring about world peace, or come even close, but I also know that what obstructs their path to true greatness, is also what defines them as a truly great race, in its own way. Perhaps peace is a circumstance of situation, it is certainly of perception, yet somewhere inside, no matter how deep or how hard you attempt to hide it, there is a sense, a reality, of unmatched chaos, and only those who face it at the deepest level will ever feel any true peace, both within, and without. Can humanity survive without some form of chaos, is it at all possible to achieve, I don’t believe so, in fact, I know it not to be possible, in any universe or alternate reality, because chaos is as essential to humanity as water or oxygen is, without it, we would cease to exist. At the same time, while humanity cannot survive without chaos o r oxygen and water, the may evolve into another species, very similar to what humanity is, but no longer the same, perhaps more in tune with nature and ultimate peace, or unfortunately, where they seem to be heading, farther from nature than ever, and far more chaotic. The fifth truth is that friends help to determine who you are, and who you will become in the future, because the greatest influences in your life are likely to be form friends, who can either drown you in darkness, or see you to the sun, through the night. Friends are often no chosen or picked, but found through circumstances beyond our control, and only when a bond has been formed and strengthened, you can choose to either temper it, or sever it, depending upon what you see in the other person. Most often, our friends are a reflection of ourselves, and because of that, we are generally able to give them genuine help and feedback when its needed, to help uplift us, but upon occasion, we choose a friend that reflects a negative aspect of us, and we begin a downward spiral that can only be described as a descent into hell. The last way we choose to keep our friends is by seeing something, some quality or trait, that another possesses, which you yearn to obtain, so you choose to bond with that person to be given a hope of becoming closer to that quality or trait, to be influenced by that person. The sixth of these ten truths is that writing will change you as a person, because when you write, you are able to express yourself in ways that defy spoken words or, indeed, any other form of expression, and as a result of that, writing is among the most sacred of them, keeping with it out deepest secrets and most ancient knowledge. Writing allows us to confide our deepest secrets to it, with no fear of having some form of reaction because of that secret, and we can also create a degree of such intense meaning and emotion which otherwise would be impossible to convey to anther. A further bit of uniqueness about writing is that it captures the emotion and passion put into it, leaving such beauty to be read by another, who will respond to it in their own way, and inspiration will come to them, and through that inspiration greatness will be achieved. The seventh truth is that religion creates a sense of self-worth or, to put it more accurately, a sense of reason and purpose, with which we are guided by something else, something that differs from us so much, that we can only perceive it as a presence meant to help deliver us to some unknown point in the future. What is your purpose and your reason for being on this earth, we all have one, but so few of us every discover the answer to that question, and sorrowfully even fewer of us live up to what that answer entails. To be guided like we are, constantly, and for our entire life, just to fail in our search, or never begin to seek for what we are destined to do, to become, is why we have always fallen short of true grace, why we have never lived to our fullest potential. I believe that these other being look to us to accomplish what they cannot, or prevent mistakes that they have made and regretted, and that they feel for us such a sense of sorrow and profound sadness, because we a re all broken within, no longer capable of reaching our maximum potential. The eighth truth, is that emotion shapes who we were, who we are, and who we are to become in the future, simply because every emotion is a human reaction to a situation, and our thoughts determine the way we react, so in essence, our thoughts are in direct control over our emotions, with the exception of few circumstances. If you keep your thoughts on positive things, then your emotions will slowly begin to become more uplifted, tending to be positive the majority of the time, and since your overall thoughts and feelings have become positive, your life will begin to change in positive ways, leading to who you may become, and who you have become. Keeping your outlook and feeling positive will help shape who you become, but what does it create to help you change, well, when most people are positive, they’re more willing to accept things, and they tend to keep an open mind, so they learn more than your average person, leading to more positive changes. The ninth truth is that your memories and experiences define what your subconscious mind thinks, feels, and how it reacts to any given situation, but more importantly than that, it controls every thought you are conscious of making, because every conscious thought is inter-connected is some way with the subconscious mind. The near impossibility of linking those connections, whether on an individual basis, or a basis set on a much larger scale, is rarely overcome by anyone, simply because we have extremely limited access to the pathways leading into our subconsciousness, and the few who have at least a little access to it, are those like Gandhi and Einstein. While the subconscious mind is conceived by both memories and experienced, it is far from limited by them, because your every memory and experience is just another piece to its nearly limitless playground, and inside this playground it connects things together, creating a vast amount of knowledge, unattainable to most. The tenth and final truth is that knowledge of physics will unlock doors that majority of people may never even think exist, or may never conceive of in the first place, and that through the right knowledge of physics, an unlimited, and very rarely tapped pool of knowledge will become available. The more you know about physics, the greater your possibility of unearthing a route to that unlimited knowledge becomes, and the more connections you make, using any knowledge at your disposal, will only lead to greater pathways, less limited, more direct, and invaluable to your life. Shockingly, there is a very popular theory involving this pool of knowledge, called quantum jumping, where you can jump into the mind of yourself, in a different reality, and all of the knowledge your other self had obtained will be cast into your mind, meaning that if you are an architect in another reality, that knowledge could be yours. Of these ten truths, I believe that proper knowledge of physics is the greatest, for the possibilities of the world of physics is unending, and I also believe that anything you can imagine can be explained, broken down, and then be formulated or powered to become a reality. Lets take teleportation for example, its just impossible, right, well, sorry to burst your bubble, but its not all that hard to do, just take a quantum computer and scan your entire body for every genetic code and make up, then send the information to another quantum computer, where quantum powered machine re-constructs the code it reads and re-makes you. Pretty basic, right, well, that’s the beauty of physics, it can be put into basic and simple terms, yet explain some of the most difficult things that exist at the some time, and because it can explain things like that, it is, to me, the ultimate truth, the truth of all truths.

Piaget Theories Essay

Piaget Theories Essay Free Online Research Papers People all over the world, through every generation, have watched in awe as infants that lack any real ability blossom into emotional, social, intelligent children. Many have wondered how it is that infants make this amazing transformation but few have moved past their wonder into a search for answers. Even fewer have found answers to these questions that are so profound that they have shaped how the world views childrens developmental processes. Jean Piaget is one of those few; he has shaped our understanding of the journey that children make. It is our desire to discover, explore, play with, and share Piagets theories in this essay. At the outset of researching Piaget, we hoped to gain knowledge of who he was as a person, but his work is so compelling that history remembers Jean Piagets work rather than Jean Piaget the man. The only item that we found regarding Piaget as a person was â€Å"The children favored being tested by Piaget in preference to anyone else, because he had an easy and informal manner, and really seemed interested in their responses. His behavior was a big change from the standard testing methods of that time, in which the answers were the only thing of importance. I believe that Piaget had strong inter-personal skills, as he was able to interact well with others and put them at ease.(www.users.muohio.edu) Without the benefit of obtaining personal knowledge regarding Piaget we will remand our information in this regard to historical fact. Piaget was born in 1896 in Neuchà ¢tel, Switzerland and in his childhood developed many scholarly interests including the study of mollusks, sea shells and animal life. Piaget pursued these interests in earnest, writing his first scientific paper at age 10 regarding his observations of an albino sparrow. Quite an impressive accomplishment! It was to be the first of hundreds of papers and over 60 books that Piaget would write on various fields of scientific study. These early interests in animal life proved to be a lifelong pursuit and led Piaget to obtain a degree in zoology from the University of Neuchà ¢tel in 1918 at the age of 22. Seeking to broaden his areas of study, Piaget moved to Zà ¼rich and under the tutelage of Carl Jung, explored the field of psychology. Having developed an interest in this field, Piaget once again moved; this time to Paris to study at the Sorbonne with Alfred Binet. It is all well and good to know the history of Piagets life but up to this point in his history there was nothing that would tie him to the study of children. Finally, we arrive at our destination, the question of why Piaget studied children. He found his impetus in work that he did evaluating the results of childrens intelligent tests and he was intrigued to find that children consistently failed at certain questions at certain ages. And that was that, he was hooked and shifted towards studying children in an effort to find the origins of knowledge, otherwise known as epistemology. People choose careers of interest everyday and in most cases; it is of little consequence to the world as a whole when they do so. Piagets career choice in contrast, was to have deep and lasting effects on what we know about how children learn. Through many years of observation and interaction with children Piaget formed theories that based childrens cognition on their interaction with the world at large. To us, this means play; because that is the main way in which children interact with the world. To say that Piagets major contribution to the world of child development is that they play would be an oversimplification and would do him a disservice so we will elaborate. According to the website Open Learn (http://openlearn.open.ac.uk) Piaget played a central role in the development of the view that play may be of crucial importance in childrens cognitive development. Piagets theories about learning emphasized the need for children to explore and experiment for themselves. For Piaget, play was a means by which children could develop and refine concepts before they had the ability to think in the abstract. Play was something that older children who have developed abstract thinking no longer needed. This gives us an overview of part of Piagets theory but we must explore the stages set forth in the theory to obtain a better understanding. Piaget observed various stages within a childs journey towards higher levels of cognition as follows: Sensorimotor Stage (0-2 years): Child is purely a physical being and has no ability to understand or reason. All reactions that the child has are reflexive, meaning that there is no thought to them. Physical actions that occur naturally during this time expand the range of responses of the child through assimilation. Assimilation is a term that describes taking external stimulus and internalizing it and simplifying it to fit categories already developed in the childs head rather than creating new categories as necessary. During the latter part of the sensorimotor stage the child has learned that people and objects continue to exist outside of their line of sight, a concept called object permanence. This is demonstrated in the good old game of peek a boo. Children act surprised when a person disappears behind their hands and laugh when they reappear. Even as adults we would be quite entertained or frightened if we truly believed that a person had actually disappeared! As the book Theo ries of Childhood states â€Å"This is the first burst of the joy of learning† (pg. 65). As you can see, this explains the necessity of play as a tool of learning in the sensorimotor stage when children are purely physical beings and have no concept of anything abstract. Physical stimulation is the most valid form for children under two years of age to learn. Therefore, without play a child would not learn much in the first two years of life and their progression into other stages of cognitive development would be adversely affected. Preoperational Stage (2-7): The preoperational stage is so named because one of the major functions that a child is lacking it the ability to mentally â€Å"apply the operation of identity† (Martin Fabes 2009) which is to ascertain that a shape can be reversed back into its original shape. Through symbolic representation, children begin to be able to mentally assign representations to objects and people. Although the child can represent things mentally, they have yet to obtain the ability to form abstract thoughts. Children in this stage are egocentric and cant understand the world as others might see it. To prove egocentrism, Piaget developed a test in which children sat in a chair and looked at three mountains of progressively increasing heights with a stuffed animal sitting in a chair directly across from them. The child was then asked to view the mountains from the stuffed animals vantage point and to state which view the stuffed animal saw. The child would most often res pond that the view that the stuffed animal saw was that of their (the childs) original vantage point. Another key point in development comes when childrens understanding begins to expand through accommodation. Accommodation occurs when new information is taken in and existing ideas or categories are changed, accommodated, to fit that information. In previous stages of development children do not change their ideas to fit external information; they assimilate the information to meet preexisting categories. Concrete Operational Stage (7-11): Piaget theorized that in this stage children begin to use logic and reasoning. Abstract reasoning becomes possible which allows children to problem solve using an ever growing set of symbols. Children gain the ability to form concepts of their own accord and to accept concepts that demonstrate logic and reasoning. The ability to perform conservation tasks is formed. One of the methods that Piaget used to prove conservationism was to set out two rows of the same type of coins for children to explore. The rows of coins contained the same number of coins but one row was spaced differently, creating the illusion that it contained more coins. A child that has not reached the concrete operational stage when asked which row had more coins would respond that the row with the greater spacing has more coins. When a child reaches the concrete operational stage and understands conservationism would respond that both row had an equal number of coins. This type o f experiment aids in development by taking an abstract idea and making it real to the child. We propose that this would aid in bridging the gap from abstract theory by introducing symbolic play. Those coins act as symbols that a child can learn to understand which would eventually lead to children using symbols in their own mind to bring to life abstract ideas. Formal Operational Stage (12+): In this stage of cognition children come very close to the reasoning and logical abilities of an adult. Children do not require concrete symbols to form reasoning and instead use a process of deductive thinking, in which they use logic to deduce outcomes. Children are now able to think hypothetically and abstractly. In addition children can now think in terms of future developments, including their own future life possibilities. The information listed above is a broad overview of Piagets theories and explores some of the key elements and events of cognition in childhood. Piaget spent a good portion of his life dedicated to this study and made many more discoveries than we are able to mention here. One additional piece of information that should be considered in regard to the stages of cognition is that A chief tenet of Piagets theory is that these stages do not vary in order, cannot be skipped, and should not be rushed. (www.nndb.com). what a wonderful way to state that a child should progress in their own time without undue pressure to perform. Now that we have introduced Piagets theories of cognition we are free to explore how they interface with play and social and emotional development. To begin with we should note that â€Å"Play is NOT the same as learning; cognitive development requires both assimilation and adaptation, while play is assimilation without accommodation.† (www.uwgb.edu). While we agree that play is not learning, we would like to propose that it facilitates learning by guiding children through real life experiences which they can begin to use as symbolic representations of different scenarios. This is evidenced in the following quotes from Piaget regarding play: â€Å"It is primarily affective conflicts that appear in symbolic play. If there is a scene at lunch, for example, one can be sure that an hour or two afterward it will be recreated with dolls and will be brought to a happier solution. If the child has been frightened by a dog, in a symbolic game things will be arranged so that dogs will no longer be mean or children will become brave† (www.uwbg.edu) â€Å"Initially imbued with play symbolism but tend later to constitute genuine adaptations or solutions to problems and intelligent creations† ( www.uwbg.edu) In a module regarding Piaget, Weber State University (WSU) (www.weber.edu) sets forth some compelling demonstrations that endorse Piagets belief in play. Included in those demonstrations are that children use play to overcome egocentrism through repeated social interactions which allow the child to become conscious of others needs, interests and goals. In addition â€Å"assimilation and accommodation are both included in the interaction which unites the individual child to the environment and the childs reality. The give and take in play and imitation is one way that the child learns about the childs world.† Children can use play to understand symbols, a good example of this is dress up, when children play dress up they are using physical symbols to play out their inner world. In our view, one of the most important things that WSU sets forth is that play gives children first hand experiences and we believe that experience creates understanding beyond what can be spoken. The senses are attached to memory; touch, taste and smell in particular create lasting impressions and concrete memories for children, which they can use in the journey towards assimilation and accommodation. Anyone that has ever spent any length of time with a child knows that you can talk to them until you are blue in the face without transferring understanding; but show a child something and they will grab that new knowledge and run with it and build on it. The last subject that we have to explore is how Piagets theories addressed social and emotional development. We must remember Piagets background at this time and understand that cognition, particularly the origin of knowledge, was Piagets attraction to studying children. In this being Piagets focus, we find that he did not place any great emphasis on the topics of social and emotional development. There is some evidence that Piaget believed that social development was gained through the stages that he theorized. For example, the website Education.com states â€Å"Although Piaget (1962) felt that play has a primary role in the child’s development, he placed little emphasis on play as a factor in the child’s responses to the social environment. Nevertheless, he saw a role for peer interactions within play for social-cognitive development. More specifically, play interactions helped children understand that other players have perspectives different than their own. Play, f or Piaget, provides children with opportunities to develop social competence through ongoing interactions. (www.education.com) The absence of emphasis on social and emotional development has been cause for some to be critical of Piagets work. We must agree that to discount the emotional and social development of a child is to have only part of the story. We believe that analyzing children as whole beings would be greatly advantageous and may have enhanced Piagets theories. That being said, we recognize and respect that Piagets passion was the origin of knowledge, not of emotion or social relations and we are grateful that this passion compelled him to make advances in the field of child development that had not been explored previously. The lack of depth in these areas has given rise to some criticism of Piagets work. Indeed, there are several areas that modern research has found that Piaget may have improved upon, such as better distinguishing competence versus performance and further exploring the stages of development in relation to necessary milestones for development. In closing, we find that Piaget was a pioneer in child development studies and that his research has had profound and lasting effects on our understanding of children and on our interactions with them. Indeed, this is strongly stated in a quote from an anonymous scholar that stated â€Å"assessing the impact of Piaget on developmental psychology is like assessing the impact of Shakespeare on English literature or Aristotle on philosophy – impossible.† We have found that this sentiment is widely felt and we too, employ this as our view. Sources: users.muohio.edu/shermalw/honors_2001_fall/honors_papers_2000/duffey.html http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397481section=1.2.3 Discovering Child Development; 2009, Carol Lynn Martin Richard Fabes nndb.com/people/359/000094077/ uwgb.edu/hughesf/Theories%20of%20Play.htm http://departments.weber.edu/chfam/4990a/Theoryplay.html education.com/reference/article/play-social-emotional-development/ Research Papers on Piaget Theories EssayEffects of Television Violence on ChildrenStandardized TestingInfluences of Socio-Economic Status of Married MalesBook Review on The Autobiography of Malcolm XPersonal Experience with Teen PregnancyThe Relationship Between Delinquency and Drug UseResearch Process Part OneThree Concepts of PsychodynamicGenetic EngineeringRelationship between Media Coverage and Social and