All Of Civilization And Discontents By Sigmund Freud

Introduction Freud’s â€Å"All of Civilization and Discontents† can be described in a great to be a philosophical treatise where he attempts to introduce a psychological framework to replace the existing metaphysical and idealist framework. In his style, he persuades the audience to analyze the philosophical problems by applying them in his daily life. Nevertheless in his persuasion, he wants the reader to go beyond and see his own metaphysical construction. Written in the 30s, the book came at a time when Europe and America was experiencing growth in civilization and human existence was rapidly evolving. Consequently, the book focuses on the friction between the two and the change that civilization had achieved at that time while on the other hand there is the disquiet on the prohibitions that it brought to humans. To a large extent therefore, Freud tries to illustrate the two parallel paths that civilization and humans sought to contain. With reference to his earlier work on civilization and religion, he sets the ground on the unchanging nature of the human instinct despite the ‘covering over, transfer and incorporation.’ It is from this point that he delves in the discussion of civilization and its future. From this argument, the main arguments that are shaped are civilization reiterates individual development, the purpose of civilization is repressing human instincts that results in excruciating suffering and an individual still has the desire to die and live which areShow MoreRelatedThe And Its Discontents By Sigmund Freud852 Words   |  4 PagesSigismund Schlomo Freud or better known as Sigmund Freud was born on May 6th, 1856 and passed away on September 23rd, 1939. He was one of eight children growing up. At the age of 17, Freud attended the University of Vienna where he first studied law. He later changed his major to medicine. Freud was a neurologist in Austria and became a doctor of medicin e at the University of Vienna. He was well known for studying psychoanalytic theory of the mind. He created psychoanalysis which is a wayRead MoreSigmund Freud : Exploring The Human Psyche1723 Words   |  7 Pages Sigmund Freud: Exploring the Human Psyche Caroline Zapert Senior division Historical paper 1511 words Sigmund Freud was a thinker whose exploration of the human psyche helps us, as human beings, to understand why our lives and relationships make us feel the way we do. He tells why life is hard, how to cope, and sought answers as to how modern civilization came to be. His studies spurred from his own anxiety-ridden life. Born into a middle-class Jewish family in 1856 (McLeod), FreudRead More Freud and Hedda Gabler: The Wolf Behind the Protagonist1369 Words   |  6 PagesFrom its very creation until now; civilization has been at odds with the fundamental human instinct. While civilization is just a mechanism used to control the human instinct and place an order so a broader society can function; the basic human is far from controlled. Sigmund Freud in ‘From Civilizations and Its discontents’ suggest that nothing can really control human instinct but rather deter it from its ‘homo homini lupus’(Freud, 1697) nature which translates into man is a wolf to man. ThisRead More Science, Technology, and Human Values Essay1091 Words   |  5 PagesValues in Sigmund Freuds Civilization and Its Discontents, Henrik Ibsen and Arthur Millers An Enemy of the People, and Kurt Vonneguts Slaughterhouse-Five Technology has advanced to the point where it touches our lives in nearly every conceivable way-we no longer have to lift a finger to perform the most trivial tasks. The wealth of information and science we have learned in the last few centuries have made our lives easier but not always better, especially when concerning civilization as a wholeRead More Humanities’ Irrational and its Effects on a Utopian Society1690 Words   |  7 PagesThe human psyche is divided into rational and irrational drives. Courtesy of Sigmund Freud, it is divided into the id, ego, and super-ego. According to Freud, although the super-ego controls the other two to present ourselves in a rational state within society, the id often tends to be out of complete control by the conscious, making it an unconscious action. For Freud, it’s the recognition that the irrational is there, that it must be controlled to take over. Man’s aggressive nature does tend toRead MoreEgo and Super Ego in Dant es Inferno Essay1193 Words   |  5 Pagesand Dante in Inferno with Sigmund Freud’s discussion of the conscience or super-ego in Civilization and Its Discontents. 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TheRead MoreEssay on Sigmund Freud on Human Nature1381 Words   |  6 PagesSigmund Freud, a noteworthy trailblazer of modern-day philosophy, developed a deterministic view on human nature based on instinct and personality. Unlike other theories, Freud considers us not as humans, but animals with inborn biological drives: a complex species with primitive urges. These urges, he says, are only ke pt under control by the pressures between peers and the repression of society. Though the word â€Å"instinct† can relate to a wide range of impulses, Freud narrowed it down to fourRead More Positive Change In World Through Manipulation of Behavior in B.F Skinners Waldo Two812 Words   |  4 Pagesthe personal level. Sigmund Freud, in his works, specifically Civilization and Its Discontents, presents his view of human nature and what is innately problematic about it. Both Freud and Skinner agree that human behavior is the result of outside factors that severely hinder the concept of free will. Skinner believes that humans, in the correct environment, can live happily, while Freud understands that humans are destined to live in some degree of anguish or discontent.   Ã‚  Ã‚  Ã‚  Ã‚  Skinner usesRead MoreFreud and Bataille Essay1462 Words   |  6 PagesSigmund Freud, Civilization and its Discontents (1930) * Georges Bataille, â€Å"The Pineal Eye† (1927-1930) First Paper Due: What is Freud’s central thesis in Civilization and Its Discontents? What evidence does he use to support his argument? How might Bataille’s work confirm or refute Freud’s central argument(s) in Civilization and Its Discontents? Using Freud’s book as a methodological tool, analyze and interpret Bataille’s writing—what does it demonstrate or suggest about the fate of the psyche

A Comparison of Shakespeares Macbeth and Rupert Goolds...

William Shakespeare’s masterpiece, Macbeth, is a tragedy brilliantly brought to the 21st Century by Rupert Goold. Although Shakespeare’s Macbeth is a play set in 16th Century Scotland, Rupert Goold modernizes the play by changing the setting to a Soviet-styled country and implementing modern elements into the characters and theme. Although Shakespeare’s Macbeth and Rupert Goold’s film adaptation share many ideologies and a general storyline, a difference exists in the setting, the characters, and the overall ambience of the story. In an effort to successfully relate the plot to his audience, Rupert Goold places the setting for Macbeth in a bleak, militaristic, Society-styled state, described by critic Ben Brantley as a â€Å"joyless, stark†¦show more content†¦Through the manipulation of gazes, viewers of Rupert Goold’s film are able to experience the thoughts and consciousness of Macbeth. As what critic Ben Brantley describes as â€Å"raw susceptibility,† Lady Macbeth foreshadows danger through Macbeth’s poses. Rupert Goold successfully effuses more fear into the film by implementing staging devices and symbolism. Through the croaking of a raven and haunting background music, Goold subjects his viewers to the same state of agitation and rage felt by the characters. Goold emphasizes symbolism by using physical instruments such as a figurine, suggestive of the former Thane of Cowder. Through the figurine, the characters and the viewers, alike, are fixated by the prophecies mad e by the witches. The presence of a state of Hell is evident in the film. Unlike the witches’ cave in Shakespeare’s cave, the nurses of the film reveal their prophecies in an industrial room, only accessible through a caged elevator. The area, described by critic Nicholas de Jongh is an â€Å"atmosphere of existential strangeness†¦ a murky limbo.† At the end of play, after the beheading of Macbeth, Macbeth and Lady Macbeth are seen descending into the room, presumably entering the gates of Hell. By using the state of Hell, Rupert Goold makes his film more dramatic and frightening. The murder scenes of Rupert Goold’s film share similar elements ofShow MoreRelatedCompare And Contrast Rupert Goold And Macbeth Essay1225 Words   |  5 PagesShakespeare. Macbeth, was first performed in 1606. This play details a Scottish general named Macbeth who receives a prediction from a trio of witches that believes in the future he will become the king of Scotl and. Disbursed by political ambition and urged to action by his wife, Grouch, Macbeth murders king Duncan and takes over the throne himself. Yet, in return Macbeth then suffers from liability and paranoia. Copious amounts of adaptations have been made to modernise the 16th Century play. Rupert Goold’s

Joseph Andrews Characters Free Essays

Joseph Andrews A handsome and virtuous young footman whom Lady Booby attempts to corrupt. He is a protege of Mr. Adams and the devoted but chaste lover of Fanny Goodwill. We will write a custom essay sample on Joseph Andrews Characters or any similar topic only for you Order Now His adventures in journeying from the Booby household in London back to the countryside, where he plans to marry Fanny, provide the main plot of the novel. Mr. Abraham Adams A benevolent, absent-minded, impecunious, and somewhat vain curate in Lady Booby’s country parish. He notices and cultivates Joseph’s intelligence and moral earnestness from early on, and he supports Joseph’s determination to marry Fanny. His journey back to the countryside coincides with Joseph’s for much of the way, and the vibrancy of his simple good nature makes him a rival of Joseph for the title of protagonist. Fanny Goodwill The beautiful but reserved beloved of Joseph, a milkmaid, believed to be an orphan. She endures many unsuccessful sexual assaults. Sir Thomas Booby The recently deceased master of Joseph and patron of Mr. Adams. Other characters’ reminiscences portray him as decent but not heroically virtuous; he once promised Mr. Adams a clerical living in return for Adams’s help in electing Sir Thomas to parliament, but he then allowed his wife to talk him out of it. Lady Booby Sir Thomas’s widow, whose grieving process involves playing cards and propositioning servants. She is powerfully attracted to Joseph, her footman, but finds this attraction degrading and is humiliated by his rejections. She exemplifies the traditional flaws of the upper class, namely snobbery, egotism, and lack of restraint, and she is prone to drastic mood swings. Mrs. Slipslop A hideous and sexually voracious upper servant in the Booby household. Like her mistress, she lusts after Joseph. Peter Pounce Lady Booby’s miserly steward, who lends money to other servants at steep interest and gives himself airs as a member of the upwardly striving new capitalist class. Mr. Booby The nephew of Sir Thomas. Fielding has adapted this character from the â€Å"Mr. B. † of Samuel Richardson’s  Pamela; like Richardson’s character, Mr. Booby is a rather snobbish squire who marries his servant girl, Pamela Andrews. Pamela Andrews Joseph’s virtuous and beautiful sister, from whom he derives inspiration for his resistance to Lady Booby’s sexual advances. Pamela, too, is a servant in the household of a predatory Booby, though she eventually marries her lascivious master. Fielding has adapted this character from the heroine of Samuel Richardson’s  Pamela. Mr. Andrews The father of Pamela and, ostensibly, Joseph. Mrs. Andrews The mother of Pamela and, ostensibly, Joseph. Two Ruffians Highwaymen who beat, rob, and strip Joseph on the first night of his journey. Postilion Lends Joseph his greatcoat when Joseph is naked following the attack by the Ruffians. Mr. Tow-wouse The master of the inn where Joseph boards after being attacked by the Ruffians. He intends to lend Joseph one of his own shirts, but his stingy wife prevents him. Later he is discovered in bed with Betty the chambermaid. Mrs. Tow-wouse The frugal, nagging wife of Mr. Tow-wouse. Betty A chambermaid in the inn of Mr. and Mrs. Tow-wouse. Her initial care of Joseph bespeaks her basic good nature, but she is also lustful, and her association with him ends badly. Mr. Barnabas A clergyman who never passes up a drink and halfheartedly attends Joseph during his recovery from the attack by the Ruffians. Surgeon Belatedly addresses the injuries Joseph sustained during his attack by the Ruffians. Bookseller A friend of Mr. Barnabas, declines to represent Mr. Adams, author of several volumes of sermons, in the London book trade. Tom Suckbribe The Constable who fails to guard an imprisoned Ruffian and may have some financial incentive for failing in this office. Leonora The reclusive inhabitant of a grand house along the stage-coach route, a shallow woman who once jilted the hard-working Horatio for the frivolous Bellarmine and then was jilted in turn. Horatio An industrious lawyer who intended to marry Leonora but lost her to the wealthy and flamboyant Bellarmine. Bellarmine A Frenchified cavalier who values Leonora’s beauty enough to steal her away from Horatio but who finally rejects her when her father refuses to supply a dowry. Leonora’s Father A miserly old gentleman who refuses to bestow any money on his daughter during his life and thereby causes her to lose Bellarmine as a suitor. Leonora’s Aunt Leonora’s chaperone during the period of her courtship by Horatio and then Bellarmine; encourages Leonora to pursue her financial self-interest in choosing a mate. Mrs. Grave-airs A snobbish stage-coach passenger who objects to traveling with the footman Joseph but turns out to be the daughter of a man who was once a lower servant. Sportsman Encounters Mr. Adams while out shooting one night; extolls bravery when conversing with Adams but flees the scene when the cries of a distressed woman are heard. The Justice A local magistrate who does not take his responsibilities very seriously. He handles the case of Mr. Adams and Fanny when Fanny’s attacker accuses them of having beaten and robbed him. Mr. Wilson A gentleman who, after a turbulent youth, has retired to the country with his wife and children and lives a life of virtue and simplicity. His eldest son, who turns out to have been Joseph, was stolen by gypsies as a child. Mrs. Wilson The wife of Wilson. She once redeemed him from debtor’s prison, having been the object of his undeclared love for some time. Pedlar An apparent instrument of providence who pays one of Mr. Adams’s many inn bills, rescues Mr. Adams’s drowning son, and figures out the respective parentages of both Joseph and Fanny. Mrs. Adams The wife of Mr. Adams and mother of his six children, prone to nagging but also appreciative of her husband’s loving nature. Parson Trulliber An entrepreneurial and greedy clergyman, more dedicated to hog farming than to the care of souls, who refuses to lend Mr. Adams money for his inn bill. Mrs. Trulliber The downtrodden wife of Parson Trulliber. Hunter of Men An eccentric and rather sadistic country gentleman who sets his hunting dogs on Mr. Adams, allows his friends to play cruel jokes on him, and attempts to abduct Fanny. Captain One of the Squire’s friends, abducts Fanny on the Squire’s orders but is himself taken prisoner by servants of Lady Booby. Player One of the Squire’s friends, a failed actor who pursues Fanny on the Squire’s orders but flees when the Captain is taken prisoner. Poet One of the Squire’s friends, a failed playwright who pursues Fanny on the Squire’s orders but flees when the Captain is taken prisoner. Quack-Doctor One of the Squire’s friends; comes up with a Socratic practical joke that exploits Mr. Adams’s pedantry. Priest Discourses on the vanity of riches before asking Mr. Adams for money to pay his inn bill. Lawyer Scout Tells Mr. Adams that Joseph has worked long enough to gain a settlement in Lady Booby’s parish, but then becomes a willing accomplice in Lady Booby’s attempt to expel Joseph and Fanny. Justice Frolick The local magistrate who cooperates with Lady Booby’s attempt to expel Joseph and Fanny from her parish. Beau Didapper A guest of Lady Booby’s, lusts after Fanny and makes several unsuccessful attempts on her. Pimp A servant of Beau Didapper’s, attempts to persuade Fanny to accept his master’s advances and then makes a few attempts on his own behalf. Dick Adams A son of Mr. and Mrs. Adams, nearly drowns in a river but is rescued by the Pedlar. He then reads the story of Leonard and Paul to his parents’ guests. Leonard A married man who argues frequently with his wife while entertaining his friend Paul in their home. Like his wife, he eventually accepts Paul’s advice always to yield in disputes, even and especially when he knows himself to be right. Leonard’s Wife The wife of Leonard, with whom she argues frequently while they are entertaining his friend Paul in their home. Like her husband, she eventually accepts Paul’s advice always to yield in disputes, even and especially when she knows herself to be right. Paul Leonard’s friend, separately advises both Leonard and Leonard’s wife to adhere to the â€Å"Doctrine of Submission. † How to cite Joseph Andrews Characters, Essay examples

Cognitive Learning Theory free essay sample

Cognitive Learning Theory Psychology of Learning PSY 331 October 12, 2009 Abstract Cognitive learning theories emerged in the mid-1900s and were a dramatic departure from the behaviorist learning theories so popular at the time. The advent of the computer also contributed to the emergence of cognitive theories of learning because computers provided the first means to metaphorically conceptualize human cognition (Bates, 1999). Cognitive learning theories are based on the assumption that the student is an active learner, that the student actively processes information. These theories emphasize internal processing of information and material to which a student is exposed. Processing include receiving information, processing it and storing it for subsequent recall. The three names most often associated with cognitive learning theories are Bruner, Ausubel and Gagne. These recognized authorities emphasized different aspects of cognitive learning. Bruner emphasized categorization and developing a general concept from examples. Ausubel emphasized reception of information and the need to link that to prior learning. Ausubel gave us the advanced organizer. Gagne looked at the steps or events in learning; he viewed learning as a series of steps. This essay also provides an outline of the key elements in cognitive learning theory. Cognitive Learning Theory Cognitive learning theories are concerned with the processes that go on inside the brain as a person learns, i. e. , the internal processing of information (Bates, 1999; Cooper, 2005). These theories are based on the perspectives that students actively process information and that learning ccurs when students organize that information, store it and then find relationships between information, linking new to old knowledge, schema, and scripts (NSW HSC Online, n. d. ). The major premise in the cognitive school is that humans take in information from their environment through their senses and then process the information mentally (Epsychlopedia, 2000). Mental processing involves the acts of organizing the information, manipulating it to gain greater understanding, storing the new information in the memory and then relating this new information to information that is already stored in the memory (Epsychlopedia, 2000). Cooper (2005) explained: Contemporary research regarding cognitive learning theories has focused on information procession, memory, metacognition, theories of transfer, computer simulations, artificial intelligence, mathematical learning models. These theories were a departure from the behaviorist model, the movement from behaviorism to cognitivism was called the cognitive revolution (Bates, 1999). The advent of the computer also contributed to this movement because computers provided a means to metaphorically conceptualize human cognition (Bates, 1999). As Bates (1999) explains this turnaround in language, stimulus became inputs; response became outputs, and what occurred in between was information processing. There are three theorists most commonly associated with cognitive learning theories: Jerome Bruner, David Ausubel and Robert Gagne (NSW HSC Online, n. d. ). Cognitive learning theories are diverse and each of these theorists emphasized different aspects, however, they were all recognized as authorities in their fields (Cooper, 2005; NSW HSC Online, n. d. ). Bruner promoted discovery learning, which complemented Piagets stages of cognitive development (NSW HSC Online, n. . ). He believed teaching and learning needed to include concrete, pictorial then symbolic activities (NSW HSC Online, n. d. ). This, he said, would lead to more effective learning experiences (NSW HSC Online, n. d. ). Bruners work also focused on categorization and concept formation (Cooper, 2005). Bruners hands-on approach is along the lines of the construct ivist approach to learning (NSW HSC Online, n. d. ). Discovery learning is about leading the student to learn and discover for them selves (University of Natal, 2005). The teacher helps guide the student toward discovery and learning (University of Natal, 2005). Ausubel discussed the differences between rote learning, meaningful learning and the active nature of learning (NSW HSC Online, n. d. ). Ausubel also emphasized prior learning and initiated a learning tool called the advanced organizer (Cooper, 2005). The advanced organizer has its foundation in Gestalt psychology, which taught that information is learned by understanding how information fits together, how it interrelates, and how it is organized (Bates, 1999). Ausubel discussed expository and comparative organizers (Bates, 1999). The expository advanced organizer focused on new material emphasizing general concepts; the comparative advanced organized emphasize material the student already knows (Bates, 1999). One of the major differences between Bruner and Ausubel was that Bruner emphasized inductive learning, using specific observations or examples to determine the general rule or concept, and Ausubel emphasized deductive reasoning, learning a general rule or principle and then applying that to examples (University of Natal, 2005). Both emphasized meaningful learning but said this could only be achieved through different approaches (University of Natal, 2005). For Bruner, that was discovery, and for Ausubel, it was meaningful reception, which means that something like a concept can only become meaningful if it is linked to something already known (University of Natal, 2005). Gagne may be most famous for his task analysis and sequencing ideas (NSW HSC Online, n. d. ). His suggested sequence for learning anything included: aining the attention of the learner, telling the learner the objective of the task, stimulating recall of prior learning, presenting the new material to be learned, providing guidance for learning, eliciting performance, providing feedback regarding corrections needed, assessing performance and then enhancing retention and recall (NSW HSC Online, n. d. ). Gagne saw learning and instruction as a series of phases, using the cognitive steps of coding, storing, retrieving and transferring informati on (Cooper, 2005). Some of the key concepts of the cognitive theory of learning are: * Â ·The learner is active in processing information (University of Natal, 2005). * Â ·Schema. This is an internal knowledge structure. It means the person compares new information to existing cognitive structures, which are called schema. The schema is then changed in some way to accept and accommodate the new information (Mergel, 1998). * Â ·Three-Stage Information Processing Model. Information enters the sensory register, which means the individual receives information from their senses. This only lasts a few seconds before it is replaced. The information may be sent to the short-term memory where it remains for about 20 seconds. It might stay longer if the person rehearses that bit of information. The greatest amount that can be retained in short-term memory is about 7 items. If information is categorized or put into chunks, such as a telephone number, it can be retained in short-term memory longer. The information then goes to long-term memory and storage, which has unlimited capacity. Rote memorization can move information into long-term memory. However, it is the deeper levels of information processing that retain information, such as making links between old and new information or, as mentioned earlier, by categorizing (Mergel, 1998). Meaningful Effects. Any information that is meaningful to a person is easier to learn and retain. Also, if the learner can link the new information to a prior schema that is meaningful, it will be easier to learn and remember (Mergel, 1998). Serial Position Effects. The position of the information makes it easier or harder to learn and remember. For instance, the items on a list that are at the beginning or end will be easier to remember (Mergel, 1998). Practice Effects. Practicing and rehearsing information increases retention of that information (Mergel, 1998). Transfer Effects. Prior learning has an impact on new learning (Mergel, 1998). Organization Effects. When information is categorized, it is easier to learn and remember (Mergel, 1998). Mnemonic Effects. These are strategies we use to remember little bits of information, it is a way of categorizing what may have little meaning to something that is more meaningful.