Human development, the focus is often on child development
In discussions of human development, the focus is often on child development. While the lifespan perspective identifies that no one period of life has more influence on development than another, the stages of adolescence, early adulthood, middle adulthood, and late adulthood all have the opportunity for dramatic changes to the individual.
Initial Post
Based on your knowledge, experiences, and observations of the growth and development during adolescence, early adulthood, middle adulthood, and late adulthood, which stage brings the most change? Explain why you believe this stage of development involves the greatest amount of changes and include examples.
Rationality in the past was more reflective of ‘substantive’ value as an ‘ideal state’ of health but the modern ‘trend’ moved towards ‘formal’ methods that were effectively applied to ‘increase vitality’ and ‘enhance life expectancy’ in society (Cockerham, Abel & Luschen, 1993, Weber, 1904). This signifies that contemporary society has more control over their health as essentially more knowledgable in recognizing ‘consumption versus production’; ‘choices versus life-chances’; class similarities versus distinctions’; and ‘self-control versus conformity’ that shapes real operationalization healthy lifestyles I postmodern western society (Cockerham, Abel & Luschen, 1993, Weber, 1904).
In the West ‘formal rationality’ society applied practical experiments to dispute beliefs therefore making it possible to improve rather than abstract from worldly knowledge by challenging ‘religious dogma’, customs and traditions (Kennedy 1987 p.30, Cockerham, Abel & Luschen, 1993) and not just follow beliefs without questioning whether they are true or false, for example, whether God exists – can be or not be believed due to lack evidence and facts to prove there is a god (Cobern, 2000). Human thought during the enlightenment era believed what they were taught by religious leaders was not questioned, for example, the Calvinists’ belief was that life after death existed, however, no facts and information confirmed or denied this belief (Weber, 1904). However, knowledge in society provided science as a way to view information and facts to be true or false with consistency and evidence to confirm society’s reasoning and knowledge of whether it is a ‘reality’ or ‘belief’, for example, so you can feel, smell, taste or see it, therefore, the brain interprets whether it is ‘real’ or just a ‘belief’ (Cobern, 2000).