ERIKSON'S STAGE THEORY

Implication of Erikson's Stage Theory

Implication of Erikson's Stage Theory

Introduction

The study is related to the implications of Erikson's stage theory. The process of adult learning theory and practice of adult education, nevertheless, we find a clear difference between these two systems in terms of goals and perspectives of adult learning. The main difference between them is reflected in the direct objectives and targets that employ adult learning to achieve them. In other words, individual counseling compared to regulatory guidance.

Discussion

Erikson's work became a popularized developmental model in the 1960s, being widely received in both academia and popular culture. Among the stages, identity was the most discussed aspect and led to the cultural phrase identity crisis. Observing that identity generally formed and integrated in adolescence only to be renegotiated throughout adulthood, Erikson later expanded this stage of human development to also be a constant psychosocial element in adult life as aging individuals encounter other identity crises, for instance, divorce, loss of vocation, death of a child (Bell, 2008, pp. 127-142).

Although Erikson's work is frequently referenced in the social sciences, the quantitative expectation of research over the past few decades did not mesh well with Erikson's theory-driven model (Erikson, 1950, pp. 42-58). Moving beyond a critique of sharp stages, the sequentially developing mind studied from various disciplines continues to gain traction, especially in the study of identity.

The Status Measure of Identity Formation

In an effort to quantitatively validate Erikson's stage theory for adult education, James Marcia sought to make a psychometric measure in which different qualities of identity formation could be specified. Instead of seeing Erikson's model of identity as a positive and mutual balancing of identity (consistency) with identity diffusion (fluidity), Marcia interpreted Erikson's description of identity development in relation to adult education as an insufficient dichotomy and sought to break it down into four identity statuses that could be measured. He distinguishes two factors that are relatively independent of each other in identity formation (Rooke and Torbert, 2005, pp. 1-12). The content of the qualitative interview and the later psychometric measure of identity neatly divides the questions into primary areas of vocation, gender, politics, and religion (Erikson & Erikson, 1997, pp. 12-34).

Marcia's measurement paradigm of identity status development has been well received by researchers and clinical therapists. In clinical work, it is a frequently taught aspect of personality psychology and has shaped the way in which psychologists interpret identity problems, in adolescence and adulthood (Marcia, Archer & Orlofsky, 1993, pp. 47-59). In academia, it has been used in hundreds of published articles, and variations of the status measure are, by far, the most widespread approach to studying identity in the social sciences. Furthermore, a good deal of research comes from other disciplines, where researchers have found different aspects that may cause or prevent identity achievement in relation to adult education (Slater 2003, 53). (Other variables, such as gender oppression, economic disparity, and ethnic marginalization, are associated with lower levels of identity development in adult ...