Most of the time categorization process, discrimination process, dehumanization processes
for - genocide - preceded by 10 preliminary stages - 1. classification - 2. symbolization - 3. discrmination - 4. dehumanization - 5. organization - 6. polarization - 7. preparation - 8. persecution - 9. extermination - 10. denial
today is not the moment to expect a full scale spiritual revolution
for - spiritual revolution - timing - claim - we are in early stages - we are in the early stages of the spiritual revolution
Michael Lewis (1981-pages 403-405, 1987-pages 429-432) has developed a model for conceptualizing the progression of self-other differentiation and the concomitant development of self-recognition
for - Michael Lewis - child psychology - stages of self / other differentiation and self recognition
each one of those stages there's four St stages and we can say that there's equal amount of stages above it has a sacred version and and a version that the sacred is lost
for - wisdom stages - 4 middle school stages and - 4 high school stages - John Churchill
the soul can use the mind right and the mind is using the emotional body and so so now the the the journey is becoming more and more integrated
for - paraphrase - Buddhist framework - 4 turnings - 4 stages of initiation - John Churchill
paraphrase - Buddhist framework - 4 turnings - 4 stages of initiation - John Churchill - The fourth stage of "soul" - interdependent origination - systems thinking - can make use the knowledge of the third stage "mind" - which in turn uses the knowledge of the second stage "emotional body" - which uses the knowledge of the first stage "body"
A last preliminary word on method: what follows is not to be read as stylistic description, as the account of one cultural style or movement among others. I have rather meant to offer a periodizing hypothesis, and that at a moment in which the very conception of historical periodization has come to seem most problematical indeed. I have argued elsewhere that all isolated or discrete cultural analysis always involves a buried or repressed theory of historical periodization; in any case, the conception of the ‘genealogy’ largely lays to rest traditional theoretical worries about so-called linear history, theories of ‘stages’, and teleological historiography. In the present context, however, lengthier theoretical discussion of such (very real) issues can perhaps be replaced by a few substantive remarks.
Another beautifully put paragraph.
Jameson is dealing with the objections, that we encounter too, about creating "periods" (aka stages or phases or paradigms in our onto-social contexts). Because, of course, in any study of cultural phenomena and cultural evolution there are no completely sharp breaks. It is always, at least when zoomed in, evolution rather than revolution.
But that misses the point. Good theoretical (e.g. dynamical systems theory) and empirical reasons suggest that we do have more discrete changes.
His second point is that this genealogical not linear. - it is branching and refolding Again of course, though a simplified genealogy is a linear one (e.g. the kings/queens of England).
many of those empirical claims have been overturned.
If these claims have been overturned, why are Piaget's stages of development still widely taught and referenced? What am I misunderstanding here?
Nortje, A. (2023, March 9). Piaget’s stages: 4 stages of Cognitive Development & Theory. PositivePsychology.com. https://positivepsychology.com/piaget-stages-theory/#:~:text=Piaget%20argued%20that%20children’s%20cognitive,changes%2C%20reflecting%20these%20cognitive%20developments.
repetition of the cycle of stage
Hmmmmm.... so which stage are we in now?
Therefore, Fried's model of social evolution must be viewed as a tendencyrather than a specific sequence of stages through which every coherent community of people must pass
This seems important to note!
he Three Stages of Backward DesignThe UbD framework offers a three-stage backward design process for curriculum planning, and includes a template and set of design tools that embody the process. A key concept in UbD framework is align-ment (i.e., all three stages must clearly align not only to standards, but also to one another). In other words, the Stage 1 con-tent and understanding must be what is assessed in Stage 2 and taught in Stage 3.