The Legacy of Recapitulation Theory in the History of Developmental Psychology
Notice bibliographique
Résumé
Abstract From the late 1800s, under the auspices of G. Stanley Hall and then independently by others, investigations of children’s development were undertaken from the perspective of recapitulation theory. This application of the theory was guided by the overarching premises that (a) human evolution was a linear chronology of biological and sociocultural progress; (b) an individual’s abilities, behaviors, and biological development followed the same evolutionary stages as had the human species (i.e., Ernst Haeckel’s dictum that ontogeny recapitulates phylogeny); and (c) the path of human evolution could be traced backward through identification of contemporary manifestations of development and behavior. An assumption of the theory was that the human species is hierarchically differentiated by race, a concept defined by physical attributes and sociocultural practices. Persons of north-western European descent were believed to be of a race that had achieved the greatest evolutionary advancement; those of African descent, as belonging to that with the least evolutionary distance from ape ancestry. Evolutionary achievement was also differentiated by gender and economic status, with Caucasian bourgeois males ranked as superior over all others. Additionally, evolutionary progress was applied to individuals in relation to their proximity to ideals of appearance, heteronormativity, behavior and well-being. Incorporation of these beliefs into the study of human development was productive of treatises and practices that had widespread influence in scientific and popular culture. Child-centred parenting advice, progressive educational reform, and youth organizations emphasized gendered behaviors that, it was believed, would ensure children’s surpassing their parent’s evolutionary attainment, resulting in continued progress toward an ideal Euro-Anglo race. The playground movement’s segregation of non-whites, the disabled, poor and unattractive from archetype white children was similarly based on the theory’s dictum that the former being seen by the latter would contaminate white evolutionary well-being. The theoretical beliefs became further rationalization for the incarceration of Indigenous children in residential facilities that through coercion and isolation from their communities were intended to abolish the ‘race’s’ genetic lineage. Even though child study regard for the theory declined by the 1920s, its regulatory prescripts endured within developmental psychology, continuing to significantly impact beliefs about women, non-whites, the economically disadvantaged, those with disabilities and those who are gender nonconforming. As example, through policies that limit access to educational funding with explanations that such opportunities fail to alter the economic trajectory of non-whites, and through educational content that presents bourgeois Euro-Anglo persons as representing developmental normality, Academic defence of the theory’s and its founding adherents includes its use to rationalize bigotry, violence and discrimination. It is a legacy that requires concerted effort to defeat.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,007 | 0,009 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,036 |
| Communication savante | 0,004 | 0,007 |
| Science ouverte | 0,002 | 0,003 |
| Intégrité de la recherche | 0,002 | 0,005 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».