Locke\'s Environmentalism PDF

Preview

Summary

Locke's Environmentalism. Enjoy. ...

Description

Theories of Child Development Locke’s Environmentalism 1.) The middle class has extreme influence; as they continued to rise, they made serious social uproars that slowly demolished the feudal era. This was because the middle class no longer excepted the original status of everyone’s position being predetermined by birth. 2.) The feudal era fought hard to stay; they created economical regulations and waged an ideological war. It accused the new middle class of selfishly abandoning loyalty, honor, and the old ways. People 1.) Dennis Diderot and Nicolas de Condocret were writers who helped influence some of the game changers of this time period that wanted to instill change in the social order. These writers argued that if people could rid themselves of the authoritarian state and church, they could live freely and diplomatically, and that science, technology, and education could progress for the betterment of society. Environmentalism 1.) Locke rejected the idea that there were vast, innate differences among people. Instead, he believed that people are largely shaped by their social environments. This provides a new hope for people who are looking to create a new social order as his works produced many wonderful ideas and possibilities. For example, if one could change their social environments and education, one could create an egalitarian society. 2.) He studied medicine so that he could study the natural sciences, even though he was a devoted Christian man. He assisted Robert Boyle and was deeply impressed by the scientific method and its use of empirical studies. Scientific Method – a method of procedure that has characterized natural science since the 17th century, consisting in a systematic observation, movement, and experiment, and formulation, testing, and modification of hypotheses. Empirical Studies – it is a way of getting knowledge by means of direct and indirect observation of experience; empirical evidence is the record of ones direct or indirect observations of experience and can be analyzed quantitatively or qualitatively. Quantitatively – with regard to the quantity or number of something rather than its quality Qualitatively – with regards to the quality or qualities of something rather than its quantity.

3.) As a physician, Locke successfully treated Lord Ashley, the earl of Shaftesbury; became Shaftesbury’s personal friend and secretary, and also tutored his grandson. His association with the earl became troublesome, as Shaftesbury was imprisoned for criticizing the king. Locke wrote a series of letters to his friend Edward Clark on how to raise Clark’s son while he was in asylum in Holland after fleeing his home. Locke’s View of Development Locke wanted parents to spend more time with their children and help them learn. He thought that children’s development or knowledge of needed parents to help children experience new things; basically, nurturing is one of the most important parts of development. 1.) His first research was to refute those innate ideas that existed at the time about people and their differences. “the mind to be, as we say, white paper void of all characteristics, without any ideas. How comes it to be furnished? ...Whence has it all the materials of reason and knowledge? To this I answer in one word, from experience; in that all of our knowledge is founded, and from that ultimately derives itself.” 2.) Locke argued that observations of children will show that these ideas are not present from the beginning but are rather learned from the social environment around these children. Locke stated that children’s minds are like blank slates, and that their experiences and knowledge is derived from the environment around them. 3.) He noted that although most of a person’s development comes from the environment, children can also learn by reflecting on past actions and mistakes that had been taken by them as a result of the social environment. 4.) How does the environment exert its effects? 

Thoughts and feelings develop through associations



Much behavior also develops through repetition



Humans also learn through imitation; observation of others



Finally, humans learn through rewards and punishments.

These principles work with the development of human character....