Scheme of action

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Scheme of action ( syn. Pattern of action , operation scheme or action plan ) is a technical term in developmental psychology , the motor phenomena in the development stage of the 4th / 5th. Year of life together with a pronounced symbolic character . The term “scheme of action”, which was largely coined by Jean Piaget , was used by individual psychology before him and was later adopted by sociology , psychoanalysis and the philosophy of science . It can also be found in common parlance. In addition to the development of the language in the 3rd / 4th It comes in the 4th / 5th year of life, which is also based on motor skills and is also symbolic. Year of life to develop further perspectives for action in connection with a more intensive development of imagination and own ideas about the future.

Common usage

In common parlance, the “scheme of action” is an often pejorative phrase used to express an overly rigid manner of acting. According to this, action is taken again and again, in that the emotional values associated with the scheme come into play, how something should happen or run.

Individual psychology

Alfred Adler (1870–1937) writes that the pattern that the child uses in order to be able to act and find their way around corresponds to the urge of the mind to “capture the chaotic, flowing, never-to-be-grasped into fixed forms around it to calculate". In doing so, unreal assumptions would be made through fictions . Adler represented a position similar to that of Hans Vaihinger (1852–1933). He found that order was created in this way "in the wild tangle of penetrating sensations".

Psychoanalysis

Wolfgang Loch (1915–1995) is of the opinion that the early childhood scheme of action can be traced back to basic affective experiences of good and bad. He therefore proposes the dynamic concept of the affective scheme of action , which he relates to the static concept of the imago . The internalized affective schemata are relics of what has been experienced as well as the basis of reaction for future actions.

sociology

Alfred Schütz (1899–1959) emphasized the purposeful character of the action plans. The acting person always has a more or less concrete idea “in mind” of what he wants to realize or achieve with his actions. This objective is nothing more than the anticipated, realized action that is “designed” as an overall picture and projected into the future.

Philosophy of science

Ernst von Glasersfeld (1917–2010) tried the theories of a) inheritance of learning ability, b) the concept of cognitive schemes by Jean Piaget (1896–1980) and c) the theory of abduction by Charles Sanders Peirce (1839–1914) in a constructivist approach.

See also

Web links

Individual evidence

  1. ↑ Mentzos, Stavros : Neurotic Conflict Processing. Introduction to the psychoanalytic theory of neuroses, taking into account more recent perspectives. © 1982 Kindler, Fischer-Taschenbuch, Frankfurt 1992, ISBN 3-596-42239-6 ; Page 99 f.
  2. ↑ Piaget, Jean : The awakening of intelligence in the child . (1936), Klett, Stuttgart 1969
  3. ↑ Glasersfeld, Ernst von : Piaget's constructivist model: knowledge and learning . (1994)
  4. ↑ The Free Dictionary
  5. ↑ Adler, Alfred : About the nervous character . Basics of a comparative individual psychology and psychotherapy. Bergmann, Wiesbaden 1912; Page 58
  6. ↑ Vaihinger, Hans : The Philosophy of As Ob. System of the theoretical, practical and religious fictions of mankind based on an idealistic positivism. With an appendix on Kant and Nietzsche , 1911. Second edition: 1913, page 320.
  7. ↑ Wolfgang Loch : On the theory, technology and therapy of psychoanalysis . S. Fischer, Conditio humana, (ed. By Thure von Uexküll and Ilse Grubrich-Simitis ) 1972, ISBN 3-10-844801-3 , pp. 30, 34, 55, 83, 138, 142 f., 145.
  8. ^ Schütz, Alfred : Scientific interpretation and everyday understanding of human action . (1955) In: Collected Essays, Vol. I, The Hague 1971, pp. 3-53
  9. ↑ Schütz, Alfred: Choosing between draft plans . (1955) In: Collected Essays, Vol. I, The Hague 1971, pp. 55-109
  10. ↑ Glasersfeld, Ernst von : The schematic theory as a key to the paradox of learning . In: Hans Rudi Fischer & Siegfried J. Schmidt (ed.): Reality and World Generation. In memoriam Nelson Goodman. Carl Auer-Systeme Verlag, Heidelberg 2000, pages 119-127. [English: "Scheme theory as a key to the learning paradox", in: Tryphon, A. / Vonèche, J. (ed.) (2001): Working with Piaget: Essay in honor of Bärbel Inhelder, London: Psychology Press , 139-146].
  11. ↑ Schematic Theory

literature

  • Glasersfeld, Ernst from: Learning as a Constructive Activity . (1983)
  • Glasersfeld, Ernst from: Piaget's Legacy: Cognition as Adaptive Activity . (1997)
  • Piatelli-Palmarini, Massimo (ed.): Language and Learning .- The Debate between Jean Piaget and Noam Chomsky. (1980)
  • Riegler, Alexander: A cybernetic-constructivist model of cognition . (2001)