Directions of Change in Positive Adult Development
To determine whether a particular development in adulthood is positive or not, a value-judgment must be made about what kind of change in adult life is optimal or beneficial, and correspondingly what changes in adulthood are negative or deleterious. There are a number of competing standards for what constitutes positive development in adulthood, which can be broadly grouped into five directions (Robinson, 2012); orthogenetic (becoming more hierarchically complex), selective/adaptive (becoming more likely to pass on your genes and for offspring to survive and thrive), veridical (becoming less biased in your view of the world), eudemonic (becoming happier and healthier) and virtuous (becoming a better person from a particular moral or ethical standpoint).
Read more about this topic: Positive Adult Development
Famous quotes containing the words directions, change, positive, adult and/or development:
““Have we any control over being born?,” my friend asked in despair. “No, the job is done for us while we’re sleeping, so to speak, and when we wake up everything is all set. We merely appear, like an ornate celebrity wheeled out in a wheelchair.” “I don’t remember,” my friend claimed. “No need to,” I said: “what need have us free-loaders for any special alertness? We’re done for.””
—Marvin Cohen, U.S. author and humorist. The Self-Devoted Friend, New Directions (1967)
“The things that have come into being change continually. The man with a good memory remembers nothing because he forgets nothing.”
—Augusto Roa Bastos (b. 1917)
“People who talk about revolution and class struggle without referring explicitly to everyday life, without understanding what is subversive about love and what is positive in the refusal of constraints, such people have a corpse in their mouth.”
—Raoul Vaneigem (b. 1934)
“If the Russians have gone too far in subjecting the child and his peer group to conformity to a single set of values imposed by the adult society, perhaps we have reached the point of diminishing returns in allowing excessive autonomy and in failing to utilize the constructive potential of the peer group in developing social responsibility and consideration for others.”
—Urie Bronfenbrenner (b. 1917)
“For the child whose impulsiveness is indulged, who retains his primitive-discharge mechanisms, is not only an ill-behaved child but a child whose intellectual development is slowed down. No matter how well he is endowed intellectually, if direct action and immediate gratification are the guiding principles of his behavior, there will be less incentive to develop the higher mental processes, to reason, to employ the imagination creatively. . . .”
—Selma H. Fraiberg (20th century)