Robert J. Havighurst

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Robert James Havighurst (born June 5, 1900 in De Pere , Wisconsin , United States , † January 31, 1991 in Richmond , Indiana ) was an American educational scientist and sociologist .

Life

After serving in the United States Army (1918) he studied at Ohio Wesleyan University and graduated in 1921 with a bachelor's degree (BA). At Ohio State University he received his Masters (MA) in 1922 and his Ph.D. in 1924. He was then a post-doctoral fellow at Harvard University . From 1928 to 1932 he was Assistant Professor of Physics at the University of Wisconsin – Madison and then until 1934 Associate Professor at Ohio State University.

From 1934 to 1947 he was director and co-director of the Rockefeller Foundation . In 1947 he received a chair in the Department of Education and Human Development at the University of Chicago . With funding from the Fulbright Program , he worked at the University of New Zealand from 1953 to 1954 and at the Universidad de Buenos Aires in 1961 . Until his retirement in 1983 he also performed additional tasks, such as co-director of the Center for Governmental Research Brazil (1956–1958), as a visiting professor at the University of Missouri (1965–1969) and as part of the White House Conference on Aging ( 1971).

Robert J. Havighurst had three brothers and a sister. Walter Edwin Havighurst (1901–1994) was a writer, critic and university professor; Alfred Freeman Havighurst (1904–1991) was a historian.

In 1930 he married Esythe D. McNelly, with whom he had two sons and three daughters.

Create

Havighurst researched the life cycle of people from birth to old age, examining particularly psychological and sociological aspects in the development of personality . He is considered one of the pioneers in the definition of human development stages. In 1948, in his book Developmental tasks and education, he described the concept of developmental tasks , in which he assumes that people have to cope with age-related problems in life in order to be able to contest a social existence at the next higher level. He assumed six basic age groups , for which he postulated respective coping strategies :

  • Infancy and early childhood (birth to 6 years of age) - Learning the first basic skills (such as walking, speaking) and first relationships, especially with family members
  • Middle childhood (age 6 to 13 years) - learning further physical and learning-related skills (games, reading, writing, arithmetic), developing first values ​​and independence
  • Adolescence (age 13 to 18 years) - replacement as a central development task, development of the gender-specific social role, preparation for professional demands
  • Early adulthood (ages 19 to 30) - choice of partner, starting a family and a household, professional development
  • Middle adulthood (age 30 to 60 years) - maintaining the standard of living, exercising civic and social responsibilities, adapting to physiological changes
  • Late adulthood (after 60 years of age) - adaptation to poorer health, fulfillment of social and civil obligations, adaptation to retirement, preparation for death

He distinguished three sources of development tasks:

  • physical maturity (e.g., walking, speaking, relationships with the opposite sex, adjusting to changes in middle age)
  • individual objectives or values ​​(e.g. learning the skills for professional success)
  • cultural pressure, expectations of society (e.g. perception of the role of a responsible citizen)

Havighurst was a member of the American Association of University Professors , the American Educational Research Association , the Sigma Xi Scientific Association, and the Phi Beta Kappa Honorary Academic Society . His writings are housed in the Special Collections Department of the University of Chicago Library . In 1997 he was inducted into the International Adult and Continuing Education Hall of Fame .

Fonts

  • with William Lloyd Warner, Martin Bernard Loeb: Who shall be educated? The challenge of unequal opportunities. Harper, New York 1944, OCLC 968701932 .
  • Developmental tasks and education. Washington 1948. 3rd edition: McKay, New York 1972, ISBN 978-0-679-30054-0 ( abstract ).
  • with Hilda Taba: Adolescent character and personality. Wiley, New York 1949, OCLC 1031727563 .
  • with Hugh Gerthon Morgan: The social history of a war-boom community. Greenwood, New York 1951, OCLC 4932 .
  • with Ruth E. Albrecht: Older people. Greenwood, New York 1953. New edition: Arno, New York 1980, ISBN 978-0-405-12785-4 .
  • Human development and education. Longmans, Green, New York 1953. New edition: McKay, New York 1967, OCLC 634406106 .
  • with Eugene A. Friedman: The meaning of work and retirement. University of Chicago Press, Chicago 1954. New edition: Arno, New York 1977, ISBN 978-0-405-10166-3 .
  • with Eugene Stivers, Robert Frank de Haan: A survey of the education of gifted children. University of Chicago Press, Chicago 1955, OCLC 757412276 .
  • with Bernice L Neugarten: Society and education. Allyn and Bacon, Boston 1955. 2nd edition 1964, OCLC 977585767 .
  • with Robert F. Peck , Ruth Cooper, Jesse Lilienthal, Douglas More: The Psychology of Character Development. Wiley, Hoboken 1960, OCLC 7334374498 .
  • with Paul Hoover Bowman, Gordon P. Liddle, Charles V. Matthews, James V. Pierce: Growing up in River City. Wiley, New York 1962, OCLC 869220090 . doi : 10.2307 / 2574973 .
  • with Winton M. Ahlstrom: 400 Losers. Jossey-Bass, San Francisco 1971, OCLC 7134188 .
  • with Daniel U. Levine: Farewell to schools. CA Jones, Worthington 1971, ISBN 978-0-8396-0015-2 .
  • with Guy H. Manaster: Cross-national research. Social-psychological methods and problems. Houghton Mifflin, Boston 1972, ISBN 978-0-395-13472-6 .
  • with Estelle Fuchs To live on this earth. American Indian education. Doubleday, Garden City 1972. New edition: University of New Mexico Press, Albuquerque 1983, ISBN 978-0-8263-0683-8 .
  • with Phillip H. Dreyer (Ed.): Youth. Transition to Adulthood. University of Chicago Press, Chicago 1975, ISBN 978-0-226-11341-8 .
    Author:
    Chapter 5: Objectives for youth development.
    Chapter 7: Youth in social institutions.
    Chapter 8: Youth and the meaning of the world.
    Chapter 12: Youth and cultural plurism.

Web links

Individual evidence

  1. ↑ Phillip R. Shriver: Who is Walter E. Havighurst? on miamioh.edu, accessed August 25, 2018
  2. ↑ Introduction to Robert Havighurst's Developmental Tasks on detsndt.ac.in
  3. ↑ Robert J. Havighurst on trace.tennessee.edu
personal data
SURNAME Havighurst, Robert J.
ALTERNATIVE NAMES Havighurst, Robert James (full name)
BRIEF DESCRIPTION American educationalist and sociologist
DATE OF BIRTH June 5, 1900
PLACE OF BIRTH De Pere , Wisconsin , United States
DATE OF DEATH January 31, 1991
Place of death Richmond , Indiana , United States