Kurt Lewin citáty
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Kurt Lewin byl americký psycholog německého původu. Je považován za průkopníka, někdy i zakladatele sociální psychologie. Jako jeden z prvních se zabýval studiem skupinové dynamiky. Byl 18. nejcitovanějším psychologem ve 20. století. Je autor pojmu gatekeeping. Wikipedia

✵ 9. září 1890 – 12. únor 1947

Kurt Lewin foto

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Kurt Lewin: 49 citátů0 lajků

Kurt Lewin citáty a výroky

„Není nic praktičtějšího než dobrá teorie.“

Originál: (en) There is nothing as practical as a good theory.
Zdroj: [David, Povolný, Nový děkan FI: Vzdělávání musí mít význam pro praxi, online.muni.cz, 1801-0814, 2015-10-04, 2015-10-06, http://www.online.muni.cz/udalosti/6612-novy-dekan-fi-vzdelavani-musi-mit-vyznam-pro-praxi]

Kurt Lewin: Citáty anglicky

“Only a few years ago one could observe, at least among German psychologists, a quite pessimistic mood. After the initial successes of experimental psychology in its early stages, it seemed to become clearer and clearer that it would remain impossible for experimental method to press on beyond the psychology of perception and memory to such vital problems as those with which psychoanalysis was concerned. Weighty 'philosophical' and 'methodological' considerations seemed to make such an undertaking a priori impossible.”

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Zdroj: 1930s, A Dynamic Theory of Personality, 1935, p. v.

“The second experiment, with four leaders, makes possible a comparison of the authoritarianism and democracy of four different leaders, and the "laissez-faire" method of two different leaders. In two cases it is also possible to compare the same atmosphere, created by two different leaders with the same club. One other type of control seemed very important, the nature of the club activity, and the physical setting…”

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Zdroj: 1930s, Patterns of aggressive behavior in experimentally created “social climates”, 1939, p. 272.

“[Progress in psychology depends] upon keeping in mind that general validity of the law and concreteness of the individual case are not antitheses, and that reference to the totality of the concrete whole situation must take the place of reference to the largest possible historical collection of frequent repetitions. This means methodologically that the importance of a case, and its validity as proof, cannot be evaluated by the frequency of its occurrence. Finally, it means for psychology, as it did for physics, a transition from an abstract classificatory procedure to an essentially concrete constructive method.”

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Zdroj: 1930s, A Dynamic Theory of Personality, 1935, p. 42 as cited in: Anthony C. Westerhof (1938) Representative psychologists. p. 48.

“The objective of social change might concern the nutritional standard of consumption, the economic standard of living, the type of group relation, the output of a factory, the productivity of an educational team. It is important that a social standard to be changed does not have the nature of a “thing” but of a “process.””

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Zdroj: 1940s, Quasi-Stationary Social Equilibria and the Problem of Permanent Change, 1947, p. 39.

“The valence of an object usually derives from the fact that the object is a means to the satisfaction of a need, or has indirectly something to do with the satisfaction of a need.”

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Zdroj: 1930s, A Dynamic Theory of Personality, 1935, p. 78.

“[Lewin formally defines a Gestalt as:] a system whose parts are dynamically connected in such a way that a change of one part results in a change of all other parts.”

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Zdroj: 1930s, Principles of topological psychology, 1936, p. 218, as cited in: Granville Stanley Hall, Edward Bradford Titchener, Karl M. Dallenbach (1937) The American journal of psychology. Vol. 50, p. 374.

“In its present state of development psychology must be thought of as a young science. There is only one field in which it is relatively well established and in which it has advanced steadily: this is the psychology of sensation and perception. The scientific character of this field is fully recognized. Its findings are based almost entirely on experimental evidence, and even when its theories are in conflict one feels that as far as method is concerned it stands on relatively firm ground. The situation is different with the psychology of will, of needs, and of personality despite the fact that these fields have always attracted popular interest. As recently as fifteen years ago it was assumed that they, by their very nature, were not amenable to scientific methods. The little experimental work that had been done seemed too artificial and abstract to give an insight into the real processes. It was generally accepted that experimental investigations of these elusive and highly complicated processes were intrinsically impossible, at least in so far as human beings are concerned. Thus in Europe these problems were treated in a half-literary, half-philosophical way, and in America the tendency was to study individual differences by means of tests.”

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Zdroj: 1930s, Principles of topological psychology, 1936, p. 3.

“The scope of time ahead which inﬂuences present behavior, and is therefore to be regarded as part of the present life-space, increases during development. This change in time perspective is one of the most fundamental facts of development. Adolescence seems to be a period of particularly deep change in respect to time perspective. The change can be partly described as a shift in scope. Instead of days, weeks, or months, now years ahead are considered in certain goals. Even more important is the way in which these future events influence present behavior. The ideas of a child of six or eight in regard to his occupation as an adult are not likely to be based on sufficient knowledge of the factors which might help or interfere with the realization of these ideas. They might be based on relatively narrow but definite expectations or might have a dream or playlike character. In other words, "ideal goals" and "real goals" for the distant future are not much distinguished, and this future has more the fluid character of the level of irreality. In adolescence a definite differentiation in regard to the time perspective is likely to occur. Within those parts of the life-space which represent the future, levels of reality and irreality are gradually being differentiated.”

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Kurt Lewin (1939) "Field theory and experiments in social psychology" in: American Journal of Sociology. Vol 44. p. 879.
1930s

“For Aristotelian physics the membership of an object in a given class was of critical importance, because for Aristotle the class defined the essence or essential nature of the object, and thus determined its behavior in both positive and negative respects.”

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Zdroj: 1930s, The conflict between Aristotelian and Galileian modes of thought in contemporary psychology, 1931, p. 143 Donald P. Spence (1994) The Rhetorical Voice of Psychoanalysis. p. 50 summarized this quote as "Class membership defined the essence or essential nature of the object".

“Working in this field I felt that I had begun a task methodologically and technically sound and necessary, the broader elaboration of which could not be expected for decades. Nevertheless it soon became clear that though these problems are difficult, they are by no means impossible to solve. One had only to clear out a number of hoary philosophical prejudices and to set his scientific goal high enough to arrive at explanation and prediction. Today it can no longer be doubted that the questions set, for example, by psychoanalysis are readily accessible to experimental clarification if only appropriate methods and concepts are employed.”

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Zdroj: 1930s, A Dynamic Theory of Personality, 1935, p. v-vi.

“Whatever is common to children of a given age is set up as the fundamental character of that age. The fact that three-year-old children are quite often negative is considered evidence that negativism is inherent in the nature of three-year-olds, and the concept of a negative age or stage is then regarded as an explanation for the appearance of negativism.”

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Zdroj: 1930s, The conflict between Aristotelian and Galileian modes of thought in contemporary psychology, 1931, p. 153 as cited in: Eells, T. D. (2007). " Generating and generalizing knowledge about psychotherapy from pragmatic case studies http://www2.scc.rutgers.edu/journals/index.php/pcsp/article/viewFile/893/2263". In: Pragmatic Case Studies in Psychotherapy, Vol 3, Nr. 1, p. 35-54.

“To instigate changes toward democracy a situation has to be created for a certain period where the leader is sufficiently in control to rule out influences he does not want and to manipulate the situation to a sufficient degree. The goal of the democratic leader in this transition period will have to be the same as any good teacher, namely to make himself superfluous, to be replaced by indigenous leaders from the group.”

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As cited in: M.K. Smith (2001) " Kurt Lewin, groups, experiential learning and action research http://www.infed.org/thinkers/et-lewin.htm". In: The Encyclopedia of Informal Education. <br class="br">1940s, Resolving social conflicts; selected papers on group dynamics, 1948

“The study of the conditions for change begins appropriately with an analysis of the conditions for “no change,” that is, for the state of equilibrium.”

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Zdroj: 1940s, Quasi-Stationary Social Equilibria and the Problem of Permanent Change, 1947, p. 40.

“The outlook of a Bruno, a Kepler, or a Galileo is determined by the idea of a comprehensive, all-embracing unity of the physical world. The same law governs the courses of the stars, the falling of stones, and the flight of birds. This homogenization of the physical world with respect to the validity of law deprives the division of physical objects into rigid abstractly defined classes of the critical significance it had for Aristotelian physics, in which membership in a certain conceptual class was considered to determine the physical nature of an object.”

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Zdroj: 1930s, A Dynamic Theory of Personality, 1935, p. 10 as cited in: Coleman Roberts Griffith (1943) Principles of systematic psychology. p. 215.

“One should view the present situation – the status quo – as being maintained by certain conditions or forces. A culture – for instance, the food habits of a certain group at a given time – is not a static affair but a live process like a river which moves but still keeps to a recognizable form…Food habits do not occur in empty space. They are part and parcel of the daily rhythm of being awake and asleep; of being alone and in a group; of earning a living and playing; of being a member of a town, a family, a social class, a religious group... in a district with good groceries and restaurants or in an area of poor and irregular food supply. Somehow all these factors affect food habits at any given time. They determine the food habits of a group every day anew just as the amount of water supply and the nature of the river bed determine the ﬂow of the river, its constancy or change.”

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Kurt Lewin (1943) "Psychological ecology". In: D. Cartwright (Ed.) Field Theory in Social Science. London: Social Science Paperbacks. As cited in: Bernard Burnes (2004) " Kurt Lewin and the Planned Approach to Change: A Re-appraisal https://blackboard.le.ac.uk/bbcswebdav/institution/College%20of%20Social%20Science/School%20of%20Management/DL%20Materials/MBA/2.%20Organizational%20Behaviour/Section%208/Burnes.pdf" in: Journal of Management Studies. Vol 41. Nr 6. p. 977-1002. <br class="br">1940s

“A successful individual typically sets his next goal somewhat but not too much above his last achievement. In this way he steadily raises his level of aspiration… The unsuccessful individual on the other hand, tends to show one of two reactions: he sets his goal very low, frequently below his past achievement… or he sets his goals far above his abilities.”

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Zdroj: 1940s, Resolving social conflicts; selected papers on group dynamics, 1948, p. 133 as cited in: Roger Dale, Madeleine MacDonald, Geoff Esland (1976) Schooling & Capitalism: A Sociological Reader. p. 111.

“The present report is a preliminary summary on one phase of a series of experimental studies of group life which has as its aim a scientific approach to such questions as the following : What underlies such differing patterns of group behavior as rebellion against authority, persecution of a scapegoat, apathetic submissiveness to authoritarian domination, or attack upon an outgroup? How may differences in subgroup structure, group stratification, and potency of ego- centered and group-centered goals be utilized as criteria for predicting the social resultants of different group atmospheres? Is not democratic group life more pleasant, but authoritarianism more efficient?”

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Zdroj: 1930s, Patterns of aggressive behavior in experimentally created “social climates”, 1939, p. 271.

“It is not the similarity or dissimilarity of individuals that constitutes a group, but interdependence of fate.”

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Kurt Lewin (1939) "When facing danger". In Lewin, G. W. (Ed.), Resolving Social Conﬂict. London: Harper & Row.
1930s

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