Human Development in the Life Course

Author(s):  
Tania Zittoun ◽  
Jaan Valsiner ◽  
Dankert Vedeler ◽  
Joao Salgado ◽  
Miguel M. Goncalves ◽  
...  
Author(s):  
Stephen Katz

This chapter explores the critical intersections between ageing, human development, and the life course as precarious forms of life. The first part reviews the literature on global precarity and the endangerment of liveability in relation to ageing populations, with a focus on neoliberal strategies that naturalise and individualise risky life-course trajectories and health crises. The second part examines selected figures of the obese child, unstable adolescent, despairing mid-lifer, and cognitively impaired older adult as examples of crisis-laden personifications of social problems. Data are drawn from historical texts, popular images and professional knowledges. Conclusions revisit the work of Butler and Foucault to raise questions about current models of resilience and the possibilities of resistance and living differently.


Author(s):  
Susan Hallam

This article sets out a model that attempts to integrate the various theoretical approaches to understanding motivation, embedded within a broadly systemic approach as proposed by Bronfenbrenner (1979) which suggests that the process of human development depends on mutual accommodation which occurs throughout the life-course between an individual and the various systems that they or others close to them encounter in their environment. The model recognizes the importance of cognitive factors and self-determination in behaviour. A detailed account is provided of what we know about each of the elements outlined in the model as they relate to motivation in music.


1979 ◽  
Vol 2 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Glen H. Elder ◽  
Richard C. Rockwell

A life-course perspective is applied to the study of human development in ecological context. Three meanings of age (developmental, social, and historical) represent key elements of this perspective and depict lives in terms of aging, career, and historical setting. Age locates people in history (by birth year) and in the social structure. The neglect of such temporal distinctions in problem formulation has consequences in studies of status differences and psychological states, of careers and work satisfaction, of children's socioeconomic environment and the family economy, and of life change and stress. Alternative questions based on the life-course facilitate explanatory assessments of the relation between environmental and personal change.


2013 ◽  
Vol 10 (3) ◽  
pp. 289-308 ◽  
Author(s):  
Richard Bailey ◽  
Charles Hillman ◽  
Shawn Arent ◽  
Albert Petitpas

Despite the fact that physical activity is universally acknowledged to be an important part of healthy functioning and well-being, the full scope of its value is rarely appreciated. This article introduces a novel framework for understanding the relationships between physical activity (and specifically sport-related forms of physical activity) and different aspects of human development. It proposes that the outcomes of physical activity can be framed as differential ‘capitals’ that represent investments in domain-specific assets: Emotional, Financial, Individual, Intellectual, Physical, and Social. These investments, especially when made early in the life course, can yield significant rewards, both at that time and for years to come. The paper presents a new model—the Human Capital Model—that makes sense of these effects, outlines the different capitals, and briefly articulates the conditions necessary for the realization of Human Capital growth through physical activity.


2021 ◽  
Vol 22 (1) ◽  
pp. 100-106
Author(s):  
Thomas Kemple

Rather than refuting or challenging the claims by Baert, Morgan, and Ushiyama to originality, the objective of this commentary is to flesh out “existence theory” by extending its repertoire of examples and by expanding on its classical and philosophical sources. Drawing on precedents in canonical statements by Vico, Weber, Durkheim, Simmel, and Marx, this response poses questions about the model’s implied assumption of a time-line that traces a “straight” path from the past to the present and future by invoking the alternative imagery of a circular history, cyclical time, or “queer” life course. To support this argument, contemporary queer theories are invoked to supplement the concept-metaphor of “existential milestones” with that of “existential cornerstones,” which do not always suggest that human development follows a single path or a binding timeline. The civil institutions of religion, marriage, and burial, as discussed by both classical sociologists and queer theorists, for instance, may be defined by a sense of necessity and inevitability but also by contingency and coincidence.


2002 ◽  
Vol 7 ◽  
pp. 197-227 ◽  
Author(s):  
Richard A. Settersten ◽  
Tanetta E. Andersson

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