A Hinduistic-Karmatic Approach to the Erikson’s Psychosocial Stages of Life Theory

 A Hinduistic-Karmatic Approach to the Erikson’s Psychosocial Stages of Life Theory

Hinduism is considered the world’s oldest major religion; the religion dates back several thousand years, but it does not have a definite starting point.  Hinduism recognizes four key stages to life based on the goals of humanity; caste systems also play an important role within the practice of the religion.  The goals of humanity include:

• Dharma:  implies duty or obligation to engage in right conduct, law, and morality

• Aretha: seeks to gain wealth and power

• Kama:  is experiencing the pleasures of life such as music, poetry, art, dance, food, and sex

• Moksha:  involves seeking liberation from life’s cycle of birth, death, and rebirth

The ultimate goal of Hinduism is to achieve the Moksha level of liberation by ending the soul’s cycle of reincarnation.  This is achieved by gaining virtue through the internal recognition of vanity, understanding of earthly suffering, and abandoning earthly desires for spiritual pursuits in order to achieve Nirvana.  The hierarchies within the caste system are connected to ideas of purity; therefore individuals at the lowest level of the system are often tasked to do the dirtiest jobs.  Justification for the caste system is based on the concept of karma.  Karma is the ideology that destiny is determined by a means of cause and effect.  A person’s actions in this current state or life determines their future existence; therefore whatever you do comes back to you.  While caste systems are important; the second most important aspect of the religion are the elements associated with the stage of life that one is in.  There are four stages of life according to Hinduism:

• Student:  an individual is to learn all that they can.

• Householder:  individuals are expected to get married, have children, have a career, and earn money

• Forest Dweller/Hermit (Retirement):  occurs when individuals are done raising children and are ready to retire; most individuals will remain in this stage

• Renunciate:   stage involves individuals who are committed to living the remainder of their life as celibate-beggars in spiritual pursuit; the ultimate is to prevent the process of reincarnation by reaching the highest level of actualization (Nirvana), thereby achieving liberation.

        Hinduism recognizes that an individual will have different goals based on their respective stage.  Similar to the concepts found in the Hinduistic practices of karmatic life experiences that involve reincarnative processes as a means of becoming self-actualized or liberated is the Stages of Psychosocial Development model developed by Dr. Erik Erikson in 1959.  According to theory, there are eight stages of development within the human life cycle.  Each stage is designed to help a person to gain new insight and mastery of life’s challenge by experiencing phases of psychosocial crisis; all stages are dependent upon the successful completion of the previous one.  Erikson’s model involves reaching liberation through virtuous, character building experiences.  As individuals progress through each stage, they must learn to deal with the bio-cultural elements of life in order to gain the associated virtue.  Although mastery of a stage is not required within one cycle, individuals who fail to demonstrate mastery may encounter similar karmatic challenges within the next stage.  Erikson’s model consists of the following stages based on approximate age:

Approximate Age:  Infant, 0-18 months

• Psychosocial Crisis Experienced: Basic Trust vs. Mistrust

• Virtue Learned Upon Successful Completion:  Hope

• Summary of Stage:  Bonds of love or mistrust are formed

Approximate Age:  Toddler, 18 months-3 years

• Psychosocial Crisis Experienced: Autonomy vs. Shame and Doubt

• Virtue Learned Upon Successful Completion:  Will

• Summary of Stage:  Physical skills and control are developed; concept of success, failure, doubt, and shame develop

Approximate Age:  Preschool, 3-5 years

• Psychosocial Crisis Experienced: Initiative vs. Guilt

• Virtue Learned Upon Successful Completion: Purpose

• Summary of Stage:  Development of assertiveness and initiative may result in feelings of guilt if done in excess

Approximate Age:  School Age, 6-12 years

• Psychosocial Crisis Experienced: Industry vs. Inferiority 

• Virtue Learned Upon Successful Completion:  Competence

• Summary of Stage:  Feelings of inferiority and incompetence may arise as one learn to adapts to life’s demands

Approximate Age:   Adolescent, 12-18 years

• Psychosocial Crisis Experienced:  Identity vs. Role Confusion

• Virtue Learned Upon Successful Completion:  Fidelity

• Summary of Stage:  Development of personal identity to include gender, religious, and political

Approximate Age:  Young Adult, Age:  19-39 years

• Psychosocial Crisis Experienced:  Intimacy vs. Isolation

• Virtue Learned Upon Successful Completion:   Love

• Summary of Stage:  Intimate relationships are sought and developed; may experience rejection and isolation

Approximate Age:  Middle Adulthood, Age:  40-64 years

• Psychosocial Crisis Experienced: Generativity vs. Stagnation

• Virtue Learned Upon Successful Completion:  Care

• Summary of Stage:  Involves seeking ways to support the next generation

Approximate Age:  Maturity, Age:  65-Death

• Psychosocial Crisis Experienced: Ego Integrity vs. Despair

• Virtue Learned Upon Successful Completion:  Wisdom

• Summary of Stage:  Characterized by self-reflection and acceptance; may experience a sense of fulfillment

While the stages of development Hinduism apply to reaching liberation as a means of ending the cycle of life, i.e. the matured soul, Erikson’s approach deals with life’s physical experiences with the ultimate goal of feeling self-fulfilled as one reaches the age of maturity and the end of life.  Based on Erikson's theory and the ideologies of Hinduism, one could pose the following questions as a means of self-reflection:  

• Will you achieve liberation or maturity by the end of your life based on your current path?
• If not, what are some areas in your life that need improvement?
• What strategies will you use to reach liberational-maturity in order to end karmatic life cycles?
• What lessons have you learned from your previous life experiences that can be used in the future?

Courses currently reviewing:  Cultural Literacy for Religion, The World's Great Religions:  Christianity, The African Diaspora, and Souls Beliefs.

Dr. Kristy Taylor, DHsc, PhD candidate, University of Sedona

On Pursing a Nontraditional Doctorate.... Doctorate of Philosophy in Comparative Religion

With the many things that I already have on my plate, I have decided pursue an additional doctorate degree.  Why?  I feel led by God to do so.  The difference here is that this will be a nontraditional approach to my education.  I will be attending the University of Sedona, and I plan to major in Comparative Religion.  Those who know me well, already know how much I love politics and discussions about religion.  I decided to pursue this alternative option as a means of educating myself and to whatever extent God plans to use me.

While I will not be able to teach at a university with this degree, I will continue to speak, write, and share knowledge wherever I am led to do so. As a Professor, typically, I would frown on such an approach to education, but I am pretty well established at this point with the credentials that I already have.  

The University of Sedona is not regionally accredited, but they do have the ability to award degrees as a seminary.  The organization is well established, and many of the graduates have gone on to have great careers.  The program requires that I complete 66 modules of education related to metaphysics, an exam, a thesis, and a dissertation.  In addition to what the minimum requirements are, I am also going to hold myself to a certain level of academic accountability by supplementing my education.

University of Sedona:  https://universityofsedona.com/

Also, in addition to the general articles that I post on here, this blog will also serve as a transcript of sorts of my educational experiences throughout the process.  I have chosen to supplement my education by reviewing lectures from the “The Great Courses” series, taking classes at my church’s on-site seminary through the adult education program, and Coursera.  Since “The Great Courses” will provide the foundation for my education, below are a list of the courses that I plan to review in the process in no particular order.  As a part of the challenge, I will be writing a 500 word article on a topic of choice for every 15 hours of lecture that I review, unless it is a short course.  I will produce at least one 500 word article for courses less than 10 hours.  I will do another posting on this topic later.  Utilizing “The Great Courses” database allows me to listen to some of the best experts and most renowned professors in the world on these topics.  This is going to be a great addition to my background in history and health education.

The Great Courses: 

• The Meaning of Life:  Perspectives from the World’s Great Intellectual Traditions
• Quest for Meaning:  Values, Ethics, and the Modern Experience
• Peoples and Cultures of the World
• The Spiritual Brain:  Science and the Religious Experience
• Mind-Body Medicine:  The New Science of Optimal Health
• The African Experience:  From Lucy to Mandela
• God and Mankind:  Comparative Religions
• Cultural Literacy for Religion:  Everything a Well Educated Person Should Know
• Philosophy of Mind:  Brains, Consciousness, and Thinking Machines
• American Religious History
• Confucius, Buddha, Jesus, and Muhammad
• Exploring the Roots of the Religion
• Great World Religions:  Christianity
• Philosophy of Religion
• Skeptics and Believers:  Religious Debate in Western Intellectual Tradition
• Introduction to the Study of Religion
• The Great ideas of Philosophy
• Comparative Religion
• Religions of the Axial Age:  An Approach to the World's Religions
• Mystical Tradition:  Judaism, Christianity, and Islam
• Philosophy as a Guide to Living
• Philosophy, Religion, and the Meaning of Life

The Great Courses:  http://www.thegreatcourses.com/

I use audible.com to access "The Great Courses" lectures as an affordable alternative.  I have been an audible subscriber for about 4 years.  www.audible.com

The plan is to listen to the lectures while driving, around the house, or any idle time that I have. I also plan to take a few courses through Coursera, but since I am completing this at my own pace, I am not going to be a big fan of have a structured time table.  I will add courses as I find interesting.  Currently, I am enrolled in the following course through Rutgers University:

Souls Beliefs, Causes and Consequences:

Course Description:  Throughout history, the vast majority of people around the globe have believed they have, however defined, a “soul.” While the question of whether the soul exists cannot be answered by science, what we can study are the causes and consequences of various beliefs about the soul and its prospects of surviving the death of the body. Why are soul and afterlife beliefs so common in human history? Are there adaptive advantages to assuming souls exist? Are there brain structures that have been shaped by environmental pressures that provide the foundation of body/mind dualism that is such a prominent feature of many religions? How do these beliefs shape the worldviews of different cultures and our collective lives? What is the role of competing afterlife beliefs in religion, science, politics, and war? This course explores several facets of this relatively unexplored but profoundly important aspect of human thought and behavior.  Link:  https://www.coursera.org/learn/soulbeliefs

Finally, and most importantly, I am taking classes at my church, through the Johnnie Coleman Theological Seminary.  This was not intended to be part of the educational curriculum per say, because it is part of my personal development, but these classes that I am taking as part of the master certificate program have thus far been very enlightening.  I am sure that they will have great influence over me in the coming years as I work through the program.  I am more likely to be done with the PhD before finishing my courses at the JCTS.  The classes include:

To obtain a Master Certificate, students are REQUIRED to take the following classes:

• Basic Truth Principles I
• Basic Truth Principles II
• Bible 1: Introduction to the Bible
• Bible 2: Old Testament I (Metaphysical I)
• Bible 3: Old Testament II (Metaphysical II)
• Bible 4: New Testament I (Metaphysical I)
• Bible 5: New Testament II (Metaphysical II
• Discover the Power Within You
• Principles of Prayer
• Principles of Healing
• Self-Discovery
• Advanced Metaphysical Class

Students are also REQUIRED to take three (3) Elective Classes 

JCTS Link:  http://www.jctseminary.org/

I will not write much about my experiences with JCTS, because this is a part of my personal develop, but these classes have been eye opening of for me.  I come to class eager and excited to learn.  I will add short reflective pieces to the blog in order to document my experiences.  My primary goal with the blog entries I make is to discuss my journey with this alternative route to education that I have chosen to pursue.  It is not necessarily to discuss or debate religious issues.

For each course that I review with regards to “The Great Courses” and Coursera, I will provide a course description, a list of the professors, and the topics that are being covered in the lectures. I also plan to use a textbook on world religion to review and quiz myself on the basics.  I was able to purchase Experiencing the World's Religions 4th ed. by Micheal Molley.  It is an older textbook, but the quizzes and interactive material can still be found online.  The awesome thing about this experience is that I can personalize my learning experience.  I plan to enjoy the journey.  My goal is to attend the 2017 graduation ceremony.

The ASALH Conference 2013: A Day by Day Reflective Account of a Life Changing Experience

Dr. Kristy Taylor and Ms. Lisa Ransom of
 JaxHeritage Consultants 

Earlier this month, October 2nd-6th, I had the opportunity to attend the ASALH conference.  ASALH stands for the Association for the Studyof African American History and Life; the organization was started by Dr. Carter G. Woodson on September 9th, 1915.  If you are not familiar with the work of Dr. Woodson, his book The Mis-Education of the Negro, is a must read for all persons interested in the study of African American history and life.  Many of the key points made by Dr. Wood in the 1933 publication of the book are still relevant today. The ASALH conference was one of the most important learning experiences that I have had in my professional career.  I also met great individuals like Ms. Lisa Ransom of JaxHeritage Consultants and Mr. Matt Bowman of Micanopy Winery. From the moment that I arrived at the conference the learning began, below is a synopsis of my ASLAH experience:

Day 1:  Wednesday 10/2/2013

I arrived in Jacksonville on Wednesday night, and I missed a few of the pre-conference events.  I did however take the time to find the hotel at which the conference was being held as well as catch a few scenic sites in the immediate River Front area.

Day 2:   Thursday 10/3/2013

Upon arriving at the conference, I went to the registration booth in order to ensure that everything was squared away for the event.  One of the first presentations that I attended was:  “From the South to Boston:  Perspectives on Black Migration, Activism, and Coalition Building."  I learned the about the civil rights movement from the Black-Brown Perspective and the influence of Hispanic and Latina culture on the movement, particularly in the Boston area.  The concept of Black-Brown relations during this era was new to me, and I never realized how these individuals worked together to achieve their goals and the commonalities that they shared.  I found this very interesting since I had always thought Boston to be more progressive.

I also visited the exhibit hall in which, I had the pleasure of purchasing a variety of books on African American life and history for only $5.00 each.  I walked away with at least 20 different books to add to my library at home.  While attending the luncheon for that day, I received a text from my supervisor that I would be allowed to proceed with teaching an African American History course at our college.  We currently do not offer the class, and it had been deactivated previously due to a lack of enrollment.  It was a very symbolic moment in my mind, as I set listening to the daughter of slain civil rights leader, Medgar Evers and Ms. Lisa McNair, the sister of Denise McNair, who died in the 16th Street Baptist Church bombing in Birmingham, AL.  I also had the pleasure of meeting them and taking a picture with them after event.  In addition, the panel was hosted by Mr. Jeffery Steinberg, founder of Sojourn to the Past. 

After the luncheon, I spent the rest of the day visiting and listening to various presentations such as:  Canada and the Emancipation Proclamation, Racial Uplift During and After the Civil, and Reinterpreting Reconstruction at each of which I was able to take plenty of notes for further research in the future.  The Thursday, plenary session was an appreciation for Dr. John Bracey, an influential leader, speaker, activist, and professor in the field of African American Studies.  The panel was consisted of other visionaries and revolutionaries such as Dr. Earnest Allen, Dr. Darlene Clark Hine, Dr. Stephanie Evans, Dr. John Higginson, and Dr. Sonia Sanchez (Yes, that Sonia Sanchez, the poet). 

Can you imagine what it felt like to sit in the presence of these individuals all in one space? At the luncheon, when I received the message that I would be allowed to teach African American History, I could only shed tears of joy as I listened to the young lady sing, Lift Every Voice and Sing.  In my mind it was a reconfirmation of my destiny as an educator in my community.

Day 3:  Friday, 10/4/2013

Pictured with Mr. Matt Bowman and Dr. Robert Hayling

When I arrived at the conference, I attended the Carter G. Woodson luncheon, and Dr. Kaye Wise Whitehead was the key note speaker; her speech was very heart-felt and motivational.  After the luncheon, I again spent most of the day going in and out of various presentations.  It is important to note that in order to gain full perspective on various topics, it is best to sit in on an entire presentation.  Because I wanted to learn as much as possible, I chose to visit various presentations at different points and focus on note taking for further research later on.  I attended Black Women Organizing between the Depression and the Cold War and August Meier’s Negro Thought in America 50 Years Later.  I found the presentation on Dr. August Meiers to be so interesting that I stayed the entire time.  I was surprised to learn that Dr. Bracey was leading the discussion.  It was very inspirational listening to him discuss Dr. Meiers, as well as the exchanges that occurred between him and Dr. Clark Hine, who was sitting in the audience. The plenary session was entitled, How Free is Free?: The March Since 1963, and it was yet another great reflective discussion on African American progress since the March on Washington.  I ended the night by attending the Taste of Black Expo, hosted by the Jack and Jill Chapter of Jacksonville, FL. 

Day 4:  Saturday, 10/5/2013

I arrived at the beginning of the luncheon on Saturday, and Mr. Bernard Kinsey was the keynote speaker.  Mr. Kinsey is a former CEO of Xerox, and he owns one of the largest personal collections of African American art and historical artifacts.  I was excited to find out that Mr. Kinsey is from the West Palm Beach area, although he and his wife currently reside in California.  I would love to some day have part of his collection on display at our main campus in the future. After the luncheon was over, I was standing in line to purchase Mr. Kinsey’s book, and I met Dr. Robert Hayling.  Dr. Hayling was a civil rights leader in St. Augustine, and he actually worked directly with Dr. Martin Luther King.  I think that it is important that we learn all we can from individuals like Dr. Hayling regarding the work that they did during this period.

I attended the Afro, EBlack Studies, and the Digital Revolution Seminar:  Recent Initiatives and the plenary session: Making Emancipation:  From a Black Reconstruction to a Black President.  The plenary session was not only very inspirational and informative, but I learned the names of several individuals whose work I would like to read in the future:  Dr. Edna Medford, Dr. Robin Kelley, and Dr. Paul Ortiz.  I found the perspectives of Dr. Kelley and Dr. Ortiz of particular interest.  Dr. Ortiz spoke from the perspective of the influence of Hispanic/Latino culture on the civil rights movement.  I also attended the ASALH Annual Banquet, and Dr. Johnetta B. Cole was the key note speaker.  Dr. Cole was a true inspiration, and I will be writing more about her later on.  I found her speech to be motivational in the sense that it was thought provoking, challenging, and promoted personal accountability and upliftment in the same sentiment.

Day 5:  Sunday, 10/6/2013

On Sunday, I spent the day touring various sites in St. Augustine.  I do not think, that I can do this experience justice by including it as a part of the overall synopsis of the ASALH experience, so I will write about it another day.  In short, I learned things about Florida’s history, that I never knew, and I also learned about Ft. Mose.  Ft. Mose is the first free African settlement in the United States.  The tour of St. Augustine was such a moving experience, and I also got to learn about Dr. Hayling’s influence in this area, because his name came up on several occasions throughout the tour.

Overall, the ASALH conference was a great learning and networking opportunity.  As I continue to work to build my knowledge and reputation in the field of American History, the ASALH conference will continue to play an important role in my personal and professional development.  

The Journey Begins: Kristy Taylor as Dr. Kristy Taylor, DHSc.......U.S. History Professor??

I thought that this would be a good place to share my thoughts, research, and experiences as a Health Science and American History Professor.  After recently finishing my doctorate in Health Science with an emphasis in Global Health from A.T. Still University my life started to head in a totally unexpected direction.  Last year, in the middle of finishing up my doctorate, I decided to take some additional courses in another subject area, just in case I would be affected by new legislation passed regarding Florida colleges.  I chose to take classes in American History from American Public University, and it has been one of the best decisions that I have ever made.  While it was difficult to take so many courses at the same time, now with only two classes left to finish my second master’s degree in History, the journey has been well worth it.

I find myself pursing my passion as I work to learn more about African American History, African Diaspora, the Founding Fathers, the Constitution, etc.  There is so much to learn!  There is also the other issue of combining my 10+ years of healthcare experience with my new career as an American History Professor (part-time).  I am far from the belief that I will ever stop teaching healthcare, as I have taught a variety of courses in this area over the years.  In fact, healthcare will always remain my primary area as I am very interested in researching health disparities, healthcare law, healthcare ethics, and other public health issues, particularly from various cultural perspectives. This blog is simply a place to share my passion for all things academia as it relates to health, history, and working in the field of education.  

Connect with me on Linkedin.com:  http://www.linkedin.com/in/kktaylor

Email:  DrKristyTaylor@gmail.com