Freud, Piaget and Democratic Leadership

Holmes, Roger W.

doi:10.2307/588354

Cited by 5 publications

(4 citation statements)

References 2 publications

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“…But factors in this group-despite their metaphysical-sounding descriptions-are not beyond the grasp of the hard-headed scientist. One can identify and measure ways in which a society or group tells an individual (Person) (Stone & Faberman, 1970), want to trust in some authority (Holmes, 1965), and are ready to comply with "authorities" (Haney, Banks, & Zimbardo, 1973;Milgram, 1974). In view of these considerations, it does not seem naive to suggest that an individual can be potently affected by the messages that he receives from his larger community.…”

Section: Determinants Of Relative Deprivation Theoretical Link Betwee...mentioning

confidence: 99%

A model of egoistical relative deprivation.

Crosby¹

1976

Psychological Review

1,256

984

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The present article examines the theory of relative deprivation. This theory states, basically, that objective and subjective well-being are not isomorphically related, so that sometimes the better-off one is, the worse-off one feels subjectively. After a brief review of work in the area of relative deprivation, a formal model is developed. It is argued that an individual feels resentment about failure to possess something (X) only when he sees that similar others possess X, he wants X, he feels entitled to possess X, he thinks that possession of X is feasible, and he does not blame himself for his failure to possess X. The antecedents of these conditions are explored, and the consequences of the emotion of relative deprivation are studied. Empirical evidence relating to the model is summarized briefly and is found to corroborate the model. Deprivation is relative, not absolute. People feel unjustly treated or inadequately compensated when they compare themselves to some standard of reference. Because deprivation is relative, it is often true that those who are the most deprived in an objective sense are not the ones most likely to experience deprivation. These are the essential concepts of the theory of relative deprivation. They find expression in common sense and anecdotal wisdom. DeTocqueville observed that "evils which are patiently endured when they seem inevitable become intolerable when once the idea of escape from them is suggested" (quoted in Davies, 1962, p. 6). Karl Marx wrote:A house may be large or small; as long as the surrounding houses are equally small it satisfies all social demands for a dwelling. But let a palace arise beside Requests for reprints should be sent to Faye

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Section: Determinants Of Relative Deprivation Theoretical Link Betwee...mentioning

confidence: 99%

A model of egoistical relative deprivation.

Crosby¹

1976

Psychological Review

1,256

984

View full text Add to dashboard Cite

show abstract

“…We know only too well that prejudice is part and parcel of intergroup relations, and in particular of race relations. Klineberg (1968) proposed recently the following general definition:…”

Section: Introductionmentioning

confidence: 99%

Cognitive aspects of prejudice

1969

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SummaryThe aim of this paper was to stress the importance of the adaptive cognitive functioning of man in the causation of prejudice. It was felt that this approach has the merits of economy, credibility and testability of explanation which are not always shared by views seeking the psychological causes of intergroup tensions in the evolutionary past of the species or in unconscious motivation. Three cognitive processes were considered from the point of view of their relevance to the genesis of prejudice in an individual: categorization, assimilation, and search for conceptual coherence.Though the paper was not concerned either with discussing ways to reduce prejudice or with outlining in any detail designs for future research, it is my belief that the general approach adopted here has implications, both for social action and for research, which have not been as yet consistently and fully taken into account.

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“…In 1934, he said, "Education alone may save our society from potential collapse, whether violent or slow." Piaget demonstrated the democratic and charismatic philosophies of leadership at this period (Holmes, 1965;Petrie, 2014). Some democratic leadership traits may be found in his collaborative and participatory leadership since he valued working with others.…”

Section: Leadership Approach Of Jean Piagetmentioning

confidence: 99%

Effective Educational Leadership: An Appraisal of Jean Piaget’s Leadership Aproach and Contributions to Education

Emanemua,

Akinlosotu

2023

IJEHSS

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It is impossible to overstate the importance of leaders in the sector. Educational leaders have a crucial role in establishing the course for stakeholders, including teachers, students, and school leaders and administrators, within the educational business. As a result, this essay evaluates the value of strong educational leadership in the area of education. The article focused on Jean Piaget and looked at his leadership style and contributions to education. It was discovered that Piaget's cognitive development theory, which later became recognized as the focus of the Swiss psychologist's work, was primarily concerned with child development. This hypothesis has been used as a foundation for describing how young infants learn arithmetic better by handling actual items and how they interact with objects. The fields of symbolic mathematics, artificial intelligence, and developmental psychology have all benefited from it. In conclusion, it is well known that many contemporary researchers have continued to criticize the writings and leadership styles of various leaders, including Jean Piaget. However, it is impossible to overlook the well-known influence of its employees on a variety of educational subjects, including educational psychology and philosophy of education.

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Freud, Piaget and Democratic Leadership

Cited by 5 publications

References 2 publications

A model of egoistical relative deprivation.

A model of egoistical relative deprivation.

Cognitive aspects of prejudice

Effective Educational Leadership: An Appraisal of Jean Piaget’s Leadership Aproach and Contributions to Education

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