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development; autonomy versus shame) The positive attributes that can be gained during
this stage are pride, control, self-assurance, autonomy, self-certainty, and the will to be
oneself. (page 4) depicting how being an autonomous individual can be positive because
of other characteristics that may be developed by practicing being an autonomous
individual. One key distinction between these two conceptualizations of identity
development is the Navajos belief in the Holy Wind which according to Chisholm (1996)
is the force that drives and directs development, the Holy Wind is said to only prepare
the individual to take responsibility for himself (page 171). The theory that Erikson
provides implicitly contradicts the notion of the idea of a Holy Wind because Eriksons
theory implies all the power is in the individual to develop something of the like of good
thought. In other words, Eriksons theory doesnt recognize the influence of an outside
supernatural source in the identity development of an individual. Noting the similarities
and differences between these two theories of identity development points to the lack of
objectivity when studying the social sciences, the diversity of the human experience, and
supports the orienting concept that no way is the best way. The concept of
understanding human development may not have an objective truth or reality. Different
cultures define human development differently. Yet, there are many shared perspectives
throughout cultures about identity development.
References
Chisholm, J. (1996). Learning "respect for everything": Navajo images of
development. Images of Childhood, 167-183.
Muuss, R. (1968). Chapter 3: Erikson's Theory of Identity Development. In
Theories of adolescence (2nd ed.). New York: Random House.