Life Rewound Project: Stages in Reverse

by | Jan 30, 2025 | Analysis

 

Use Erikson’s Stages of Development as a theoretical framework and analyze the character’s life journey in reverse. This project is made up of six parts. You will work on a section each week and bring it all together at the end. Below are instructions for Part IV.
● For each of the first four stages of development (industry vs. inferiority; initiative vs. guilt; autonomy vs shame/doubt; and trust vs. mistrust), identify and discuss the psychosocial, physical, emotional, and spiritual states experienced by the character.
● Explore how the character navigated developmental challenges and crises and the impact of significant relationships and life events on their identity formation.
● Suppose this character information is not available through your research. In that case, you may make an educated guess as to how or why this person may have experienced or handled certain events and situations in their lives.
● The character description should include two sources and be at least 400 words. The paper must follow APA 7th edition formatting, grammar, spelling, and punctuation guidelines.

Sample solution

Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell. 

In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.


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God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.

Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.

To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.

 

References

Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.

Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.

Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.

Part IV: Reverse Journey Through Erikson’s Stages – Character Analysis (Example using a fictional character)

This analysis explores the life journey of a fictional character, “Eleanor,” in reverse, using Erik Erikson’s stages of psychosocial development as a framework. Due to the fictional nature, some interpretations are based on educated guesses, filling in potential experiences where specific details are absent. Two sources are used for illustrative purposes, demonstrating how research might inform character development.

Industry vs. Inferiority (6-11 years):

  • Psychosocial State: During this stage, Eleanor likely faced the challenge of mastering new skills and navigating the social world of school. Success in academics, sports, or other activities would have fostered a sense of competence and industry. Conversely, struggles in these areas could have led to feelings of inferiority and inadequacy (Boeree, 2006). Given her later career as a successful architect, we can infer she experienced more industry than inferiority.
  • Physical State: Physically, this period encompasses rapid growth and developing coordination. Eleanor’s physical development likely supported her engagement in activities like sports or artistic pursuits, contributing to her sense of accomplishment.
  • Emotional State: Emotionally, Eleanor would have experienced a wider range of emotions, including joy, frustration, and anxiety related to performance and social acceptance. Her parents’ encouragement and support would have been crucial in shaping her emotional resilience.
  • Spiritual State: Spiritually, this stage might involve beginning to grapple with questions of right and wrong, fairness, and the meaning of achievement. Perhaps a religious upbringing or involvement in community activities influenced her moral development.

Part IV: Reverse Journey Through Erikson’s Stages – Character Analysis (Example using a fictional character)

This analysis explores the life journey of a fictional character, “Eleanor,” in reverse, using Erik Erikson’s stages of psychosocial development as a framework. Due to the fictional nature, some interpretations are based on educated guesses, filling in potential experiences where specific details are absent. Two sources are used for illustrative purposes, demonstrating how research might inform character development.

Industry vs. Inferiority (6-11 years):

  • Psychosocial State: During this stage, Eleanor likely faced the challenge of mastering new skills and navigating the social world of school. Success in academics, sports, or other activities would have fostered a sense of competence and industry. Conversely, struggles in these areas could have led to feelings of inferiority and inadequacy (Boeree, 2006). Given her later career as a successful architect, we can infer she experienced more industry than inferiority.
  • Physical State: Physically, this period encompasses rapid growth and developing coordination. Eleanor’s physical development likely supported her engagement in activities like sports or artistic pursuits, contributing to her sense of accomplishment.
  • Emotional State: Emotionally, Eleanor would have experienced a wider range of emotions, including joy, frustration, and anxiety related to performance and social acceptance. Her parents’ encouragement and support would have been crucial in shaping her emotional resilience.
  • Spiritual State: Spiritually, this stage might involve beginning to grapple with questions of right and wrong, fairness, and the meaning of achievement. Perhaps a religious upbringing or involvement in community activities influenced her moral development.

Initiative vs. Guilt (3-5 years):

  • Psychosocial State: At this stage, Eleanor would have been developing a sense of initiative, exploring her environment, and engaging in imaginative play. Supportive parents and caregivers would have encouraged her curiosity and independence. Conversely, overly critical or controlling adults could have instilled feelings of guilt and inhibited her exploration (McAdams, 2013). Her later career choice suggests a strong sense of initiative developed during this stage.
  • Physical State: Physically, Eleanor was developing greater motor skills and coordination. This might have led to her participation in activities like drawing, building, or playing dress-up, all crucial for developing initiative.
  • Emotional State: Emotionally, she would have experienced a growing range of emotions, including excitement, fear, and frustration. How her caregivers responded to these emotions would have significantly impacted her emotional development.
  • Spiritual State: Spiritually, Eleanor might have begun exploring her imagination and asking “why” questions about the world around her. This could have been a time of developing a sense of wonder and curiosity.

Autonomy vs. Shame and Doubt (2-3 years):

  • Psychosocial State: This stage is marked by the struggle for autonomy. Eleanor would have been asserting her independence, saying “no,” and exploring her will. Supportive parenting that allowed her to make choices within safe boundaries would have fostered a sense of autonomy. Overly controlling or critical parenting could have led to shame and doubt (Newman & Newman, 2017). Her later independence and self-assuredness suggest a successful navigation of this stage.
  • Physical State: Physically, Eleanor was developing increasing control over her bodily functions and motor skills. Toilet training and learning to dress herself would have been significant milestones.
  • Emotional State: Emotionally, she would have experienced a growing sense of self and a desire for independence. She might have displayed tantrums or other behaviors as she tested boundaries.
  • Spiritual State: Spiritually, this stage is less defined, but it might involve developing a sense of self as separate from her caregivers.

Trust vs. Mistrust (Infancy – 18 months):

  • Psychosocial State: This is the foundation of psychosocial development. Eleanor’s experiences during infancy would have shaped her basic sense of trust in the world. Consistent and loving caregiving would have fostered a sense of security and trust. Inconsistent or neglectful care could have led to mistrust and anxiety.
  • Physical State: Physically, this stage involves rapid growth and development. Eleanor’s physical needs would have been entirely dependent on her caregivers.
  • Emotional State: Emotionally, she would have experienced a range of basic emotions, such as joy, fear, and sadness. The responsiveness of her caregivers would have been crucial in shaping her emotional development.
  • Spiritual State: Spiritually, this stage is pre-verbal, but it lays the foundation for later spiritual development. A secure and loving environment can foster a sense of hope and optimism.

Impact of Relationships and Life Events:

Throughout these stages, Eleanor’s relationships with her parents, siblings (if any), peers, and other significant adults would have profoundly impacted her development. Positive and supportive relationships would have fostered her sense of competence, initiative, autonomy, and trust. Conversely, negative or abusive relationships could have hindered her development and led to emotional or psychological difficulties. Specific life events, such as moving, changing schools, or experiencing loss, would also have shaped her identity formation.

By examining Eleanor’s journey through these stages in reverse, we gain a deeper understanding of the complex interplay of psychosocial, physical, emotional, and spiritual factors that have shaped her into the person she becomes. This analysis, while partly speculative due to the fictional nature of the character, highlights the importance of considering developmental stages when understanding an individual’s life trajectory.

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