How did the study of human development emerge as a discipline?
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hard to answer, but through martial arts it could be answered.
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What you're interested in is calle Phrenology. As a "scientific" discipline, I'm afraid it was abandoned in the 19th century. \nHere's some links for more information:\nHistory of Phrenology\nhttp://pages.britishlibrary.net/phrenology/\nPeople who still think it's useful:\nhttp://www.phrenology.org/
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I don't know what discipline you're approaching this from (e.g., psychology, philosophy, sociology, anthropology), but here's a link to a study on intimacy vs. isolation from a scholarly perspective:\n\nhttp://www.oxfordscholarship.com/oso/public/content/philosophy/0195104609/toc.html\n\n_____________________
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salient - prominent \n\nmodern social and management research \n\n"positivism" and "idealism" are avenues toward (nurture) ie. behaviorism as a tool to control populations and idividuals. \n\nTo understand the basic starting point one looks at (nature) with evolutionary psych as a tool to understand basic drives.
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I've dragged out my old 1st year psych paper for you, I hope it helps!\n\nThe Humanistic approach was introduced in response to the limitations of psychodynamic theories, namely that it failed to address the meaning of behaviour and healthy growth. Humanistic psychology emphasises the study of the entire person, and that one’s behaviour is associated with self-image and emotions. This approach has philosophical roots in phenomenology and existentialism (Gross, 1996). Cohen coined the phrase ‘Humanistic Psychology’ in his book of the same name (1958, as cited in Gross 1996), and Maslow first introduced the ‘third force’ of psychological approaches, the other two being the psychoanalytic theory and behaviourism, in the same year. Fundamentally, the humanistic approach considers that a person’s behaviour is determined principally by the world around them but is not exclusively a product of the environment, and that people are driven to fulfill their potential. Rogers and Maslow are considered the most well known humanistic psychologists.\n \nCarl Rogers’ theory of self states that healthy development occurs through how the individual perceives their own being. The self is an ordered series of beliefs and perceptions, and most behaviour is explained in terms of endeavors to achieve constancy between self-image and actions (Gross, 1996).  It is when this congruence is not attained, such as through divergent actions and feelings, that defense mechanisms and distortion may deny access to awareness, and as a result threat, anxiety, and depression may be experienced (Butcher et al., 2004). Severe and persistent incongruence can lead to a disintegration of personality: psychoticism. The level of congruence can therefore be seen as a measure of mental health. However, Rogers regarded people as highly individual and unique and thus did not believe in diagnostic labeling. Roger’s view of humanity is also very positive; he said “There is no beast in man, there is only man in man” (1961, as cited in Gross 1996). He believes that there is a drive toward self-actualisation in every person, a concept that was also shared by Maslow. \n\nAbraham Maslow’s theory emphasises motivation as the impetus to understanding behaviour. He established the hierarchy of needs; a general pattern of needs recognition that needs to be satisfied in order to reach self-actualisation. It is often shown in the shape of a pyramid, with the basic needs at the broad-bottom.  It rises from physiological needs at the bottom, safety, love and belonging, and esteem, to self-actualisation at the peak. Prepotency, satisfaction at each level, is required to finally reach self-actualisation: the ambition of every person’s life (Gawel, 1997, as cited in Eysenck 1998). \n\nHumanistic therapy therefore combines aspects from both these theories to understand how to treat mental disorders. Humanistic psychologists are not concerned with past experiences or instinctual drives; instead they focus on integrating and actualising the self. Conscious choices, internal needs and response, and present circumstances form the basis of humanistic therapy. The therapist attempts to create a therapeutic atmosphere where clients can integrate the self. It is often referred to as client-centered therapy because the word ‘client’ as opposed to ‘patient’ implies that the person is responsible for the treatment. The objective of therapy is to allow the client to be himself, free from threat. The therapist has three main duties. The first is to show genuineness and emotional involvement, and not to hide behind professional impersonality. Secondly, the therapist must show unconditional positive regard: complete acceptance of the client as they are at the current time and non-judgement of any of the client’s feelings or actions. Finally, emphatic understanding is essential. The therapist must attempt to enter the inner world of the client through careful listening a
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1 : the science of human beings; especially : the study of human beings in relation to distribution, origin, classification, and relationship of races, physical character, environmental and social relations, and culture\n2 : theology dealing with the origin, nature, and destiny of human beings\n\nI hate it when that happens. =]
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Vygotsky came first.  He stressed social development. His major ideas included the zone of proximal development and scaffolding, internalization, and the rules of play.\n\nPiaget stressed 4 stages in cognitive development:  Sensorymotor, preoperational, concrete operational, and formal operational.
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Psychology was pretty easy for me in high school. I remember learning about child development (Piaget) and behavioral conditioning (Pavlov). I also remember learning about sensory adaptation. Now I also ended up getting a bachelor's degree in psychology from the University of Utah later on.
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Beyonce....a very good question in context to present scenario where globalisation and scientific revolution seems to have overtaken human emotions.Homo sapiens seems to have forgotten their roots and it's important that man should realise that world is beyond SCIENCE.For all this to happen in reality one must start from the grass root level,i.e from the famil.The moral values and the elements of culture in the form of\n1.Learning to read and write the original script\n2.Books and novels exploring the history and the beaut of the culture\n3.spiritual inclination etc.\nIf these small things are incorporated then the world may become a better place to live in
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For Karl Marx, the basic determining factor of human history is economics. According to him, humans — even from their earliest beginnings — are not motivated by grand ideas but instead by material concerns, like the need to eat and survive. This is the basic premise of a materialist view of history. At the beginning, people worked together in unity and it wasn’t so bad. \n\nBut eventually, humans developed agriculture and the concept of private property. These two facts created a division of labor and a separation of classes based upon power and wealth. This, in turn, created the social conflict which drives society. \n\nAll of this is made worse by capitalism which only increases the disparity between the wealthy classes and the labor classes. Confrontation between them is unavoidable because those classes are driven by historical forces beyond anyone’s control.
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Are you talking about INTASC standard 2 (about student learning and develoment)? \nTeachers need to know how learning takes place in order to choose educational activiites which fit best with how learning takes place.  They also need to know about the development of students (cognitive, emotional, and physical) to understand how students of a particular age may learn best and choose developmentally appropriate practices for the students based on their attention span, interests, priorities, cognitive development, etc.
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Andreas Vesalius, "De Humani Corporis Fabrica" [On the Structure of the Human Body] first published in 1543
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Developed character give honesty & integrity.  Discipline gives inteligence and a sense of accomplishment.  Love provides a servants heart.  All these are developed before a realtionship begins.  Know yourself well so your true self can be commuicated to another rather than an image conjured up to satisfy the supposed desires of others.
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the study of things having to do with health?
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The science that deals with mental processes and behavior.\nClassics in the History of Psychology\n\n\nChristopher D. Green, York University, Toronto, Ontario\n\n\nIntroduction to:\n"New Methods for the Diagnosis of the Intellectual Level of Subnormals."\nAlfred Binet & Theodore Simon (1905).\n\nHenry L. Minton, University of Windsor\n\n© 1998 Henry L. Minton\nAll rights reserved.\n\nSir Francis Galton, who pioneered the study of individual differences in the late nineteenth century, was the first to attempt to measure intelligence. Following in the tradition of British empiricism, Galton believed that intelligence was a function of sensory acuity. Thus, individuals who exhibited high degrees of sensory discrimination were assumed to be highly intelligent. Moreover, because sensory acuity reflected native endowment, individual differences in intelligence were assumed to be primarily a function of heredity. In support of his hereditarian views, Galton had argued in his 1869 book, Hereditary Genius, that high levels of intellectual achievement followed genealogical lines; that is, eminent fathers tended to have eminent sons. In 1888, Galton set up an "anthropometric laboratory" in which he used such measures of sensory discrimination as visual acuity, auditory accuracy, and breathing capacity to assess levels of intelligence. Galton's efforts were followed up in the United States by psychologist James McKeen Cattell. Cattell coined the term, "mental tests" to refer to Galtonian measures. By 1901, however, after a series of studies by Cattell and his students that showed no relationship between sensory discrimination and indices of intellectual performance (academic grades), the Galtonian approach to measuring intelligence was generally abandoned. It appeared as though the "mental testing movement" was at an end.\n\nIt was against this backdrop of Galtonian measurement that Alfred Binet began his work on intelligence scales. Binet was a leading French psychologist with diverse interests in hypnosis, thinking, and individual differences. In contrast with Galton's use of sensory discrimination, Binet had argued in the 1890s that individual differences in intelligence had to be detected through measures of such complex processes as memory, imagination, attention, comprehension, and suggestibility. In 1904, Binet was appointed by the French minister of public instruction to a commission concerned with the problem of retardation among public schoolchildren in Paris. The early twentieth century was a period of time, both in Western Europe and North America, when public education was rapidly expanding in urban centers, a reflection of the increasing effects of urbanization and industrialization. School administrators turned to social scientists for expertise in reorganizing schools for more efficient classroom management. Such issues as how to handle slow learners was thus of paramount importance to educators.\n\nIt was clear to the commission that in order to address the problems of retarded children, special education programs had to be developed. It was therefore necessary to devise a means of identifying retarded children. Binet thus set about developing a scale that could differentiate those children who were slow learners from those who were able to keep pace with the level of instruction (normal children). He collaborated with Théodore Simon, a young physician who had worked with retarded children. Binet and Simon proceeded to assemble a scale composed of measures of the kinds of higher mental processes that Binet had argued were central to the assessment of intelligence. They constructed some of the specific cognitive tests themselves but they also modified a number of tests that had been developed by two French physicians, Drs. Blin and Damaye. Binet and Simon drew samples of "normal" children and children thought to be retarded from schools, hospitals, orphanages, and
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Scholars used to think that leadership was something that people are born with. The theory now is that leadership skills can be taught and improved through practice. If this was not the case leadership courses wouldn't exist, they would just pick the natural leaders all the time.
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the growth and development of an individual is affected by two distinct factors, nature and nurture, and i suppose you have already heard of these. Nature is primarily concerned with inherited characteristics from one's parents, whereas Nurture deals with a person's environment, and how it shapes his personality. now, culture plays a significant role in the development of a child under the "nurture" dimension.\n\nlanguage, beliefs, values, norms, or even material objects passed from one generation to the next are all indicative of culture, and its significance is profound as it touches every part of our lives. we came into this world without a language, without values, without morals, with no idea of religion, war, money, love, and so on. we processed none of those fundamental orientations we take for granted and yet are so much essential in determining who and what we are. so these beliefs and values are passed on from our parents to us, thus, we are moulded by what our parents have taught us, how we have undergone the socialisation process. this becomes a person's ground or basis for what he considers as essential, or morally and ethically correct. this guides his preferences and desicions.