week
2 dq 1 revision
Culture
and how to raise a child (Erickson, 2002).
James
Whale the director of Showboat and Frankenstein in Hollywoood
was born what the culture calls a “flaming queen” homosexual. His parents and
community had literally no idea what to do with him. He was creative, artistic,
imaginative, and so very very gay. His culture were
coal minors, as the movie about his final years points out, he was like a
giraffe being raised by an entirely different philum
of creature. They loved him, tried to nurture him. But in the end all they did was cause him irreversible pain as an
adult.
To
cultures who are more base end industrial discipline a child or an adult is
similar, the culture understand and responds to
violence. Yelling, spankings, the belt, etc. are what the culture understands
and responds to. However this is not what artistic
people (sexual orientation aside) respond to. Ultimately James Whale and
similar adults who have been disciplined through the use of
rather extreme side of violence tend to take the scares of that violence. That
violence shapes their life.
The
Victorian which carried over into the Edwardian “spare the rod, spoil the
child”. Not only encouraged this type of discipline, in some ways in some
western cultures not using rather extreme violence was seen
as a bad parenting technique (YÜKSEL, R.,
& DEMİRCİOĞLU, H. (2019). In effect if not child is not “whipped” on a
regular basis, that child will grew up spoiled and privileged.
Which
said “spare the rod” type of discipline, it prepares the child for adulthood
were finding good people to be around as an adult turns difficult (Borg, K., & Hodes, D. (2014). Violence and assaults
between people you know become how adults work out their differences.
In
the modern world, we have come to understand that violence, pain, torture, etc.
might come from love but in truth it does not cause the outcome needed for the
modern world (Deater-Deckard, K., & Dodge, K. A. (1997). Having violence and pain
associated with emotional attachment sends mixed signals. Adults become in a
way blinded to what is good parenting and what is in effect torture.
As opposed
to the “time out” type of discipline where the child needs to spend time just
relaxing, thinking about the actions done, and in effect meditating to find a
calmer way to interact with the world. The end results of violence produces the same as just a time out but with a rather extreme
amount of pain and humiliation added. Avoid the pain and humiliation and jump
to the time out has proved in the last several decades to be an effective form
of child rearing, attachment (kids learn the difference between what a good
boundary is and when people want to hurt them for x, y, z type of criminal
satisfaction. but that is a different subject.), and emotional management.
My
childhood does not apply well to most scenarios in psychology and sociology. I
have several factors which place me as being an extreme outlier in most
categories. First my fathers
family used to be on the extreme side of famous. New York City was conquered
and renamed by a cousin. Yes the island of Manhattan
in circa 1680 was seized from the Dutch by a cousin of myn. The university of
Edinburg was founded by my fathers
mothers mothers family. Well about 20 major world
class institutions were founded by my family. About 1000-5000 cities in America
were founded by my family. Automatically places me in an odd very outlander category.
Was born in spent the first 6 years in Tiffin Ohio. Which that city was seized
in 1810 from my family through a large sequence of intense battles. Those
battles were of course clandestine, so the winner did their absolute best to
not have those battles become part of history. He who controls the media
controls the population. Descendants of that army still control the city; eg German Town, although
they are not Germans they are Prussians. But that is little difference. At 6 my
Irish mother moved us to Colorado Springs Colorado into a city where instead of
virtually the entire population of the area knew me and was aware of my birth.
The exact opposite occurred, not only did no one know me, but I was a yankee in a western very pro-sons of the confederacy
culture. The culture shock was/is intense. I was born neuro a typical. I am not
Autistic or Asperger’s, but I was born on the spectrum. The field of Psychology
has not done enough research to understand how neuro a typical works well
enough yet to understand people like me. To most western cultures, I am not sure which
is worse for those so included to be inappropriate; being gay or being neuro a
typical. The reaction to both is usually the jump to violence, to use peer
pressure to make the outliers “act normal”. I am not gay, to the point I have
trouble relating to adult men. I hate sports, have less than no interest in
most conversations adult males have. I find that adult males talk about
virtually the same topics children do but with larger and more expensive toys.
I was not interested in those actives and playing those games as a child, and have less interest in talking about them as an
adult.
Spanking
discipline for the correct type of culture and people is the perfect way to get
the point across “do not do that”. However, for everyone else who does not
respond to said violence well, the discipline is in fact child abuse verging on
torture.
references
Borg, K., & Hodes, D.
(2014). Spare the rod, spoil the child? A literature review of outcomes of
physical punishment in relation to recent changes to Maltese Law. Malta
Medical Journal, 26(4), 39–43. Retrieved from
https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=a9h&AN=100482641&site=eds-live&scope=site
Chen, S. X., & Bond, M. H. (2010). Two languages, two
personalities? Examining language effects on the expression of personality in a
bilingual context. Personality
and Social Psychology Bulletin, 36,
1514–1528.
Deater-Deckard, K., & Dodge, K. A. (1997).
Spare the Rod, Spoil the Authors: Emerging Themes in Research on Parenting and
Child Development. Psychological Inquiry, 8(3), 230.
https://doi-org.ezp.waldenulibrary.org/10.1207/s15327965pli0803_13
Erickson, F. (2002). Culture and human development. Human Development, 45(4),
299–306. doi:10.1159/000064993
Kağitçibaşi, Ç., Sunar, D., Bekman, S., Baydar, N., & Cemalcilar, Z.
(2009). Continuing effects of early enrichment in adult life: The Turkish early
enrichment project 22 years later. Journal
of Applied Developmental Psychology, 30, 764–779. doi:10.1016/j.appdev.2009.05.003.
YÜKSEL, R., &
DEMİRCİOĞLU, H. (2019). Annelerin Farklı Kültürde Çocuk Yetiştirmeye Yönelik Görüşlerine İlişkin Nitel Bir Araştırma: Amsterdam Örneği. Sosyal Bilimler Arastirmalari Dergisi, 9(1),
171–187. Retrieved from
https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=sih&AN=136251513&site=eds-live&scope=site