ABSTRACT

While much has been written on the influence of Erik Erikson’s contributions to education, little has been said about his place in terms of his contribution to the general theoretical notion of what it means to be a human being. This article aims to broaden current reflections on Erikson’s position in the spectrum of work done on human development in general and on early child development especially. A concise qualitative theoretical overview sheds light on some basic biographical details, Erikson’s academic background, the work for which he is an established name, and his views on people as sentient beings. Also discussed are the emergence of his psychosocial development theory and his core research and its possible impact on theory and practice are discussed as is his largely unacknowledged contribution to the intertwined disciplines of self – and career counselling and life design-related science, practice, and profession.

摘要

虽然关于埃里克·埃里克森对教育的贡献的影响已经写了很多，但很少有人提到他对作为一个人意味着什么的一般理论概念的贡献。本文旨在拓宽当前对埃里克森在人类发展领域，尤其是儿童早期发展领域所做工作的立场的反思。简明的定性理论概述阐明了一些基本的传记细节、埃里克森的学术背景、以他为名的工作以及他对人作为有情众生的看法。