Kurt Lewin: Biography and Contributions PDF

KURT LEWIN: BIOGRAPHY AND CONTRIBUTIONS Biography of Kurt Lewin Born - September 9, 1890 into a Jewish family in Moligno, Poland. Died - February 12, 1947 in Newtownville, Massachusetts. Citizenship - Germany, United States. Fiel...

KURT LEWIN: BIOGRAPHY AND CONTRIBUTIONS Biography of Kurt Lewin Born - September 9, 1890 into a Jewish family in Moligno, Poland. Died - February 12, 1947 in Newtownville, Massachusetts. Citizenship - Germany, United States. Field - Psychology Institutions - Institute for Social Research Center for Group Dynamics (MIT), National Training Laboratories (Duke University Berlin) Known For - Group Dynamics, Action Research, T-Groups In 1910, studied Doctor of Philosophy and Psychology at University of Berlin and finished in 1914. Fought for four years in World War 1 in the infantry. He left the army as a lieutenant with an iron cross, and returned to the University of Berlin to teach. He became a part of the Psychological Institute and specifically made important contributions to the school of Gestalt psychology as a member of the faculty of the university. Emigrated to the United States in 1932. Taught at Stanford, Cornell, and IOWA Universities. Director of the Research Center for Group Dynamics at Massachusetts Institute of Technology in 1944. He studied the problems of motivation of individuals and groups. He did research on child development and personality characteristics. He has undertaken the type of investigation known as “Action Research” The researches at MIT led him to the formulation of his Field Theory. He stressed the importance of applying existing knowledge to the training of leaders and members in order to promote effective functioning of democratic groups. Lewin’s personal style focused on Experiential Learning. Additional Information On the warm September evening, Kurt Lewin spoke to an audience deeply concerned about the fate of their country and the future of democracy. His listeners welcomed his brave prediction, that is: “The handling of human beings not as isolated individuals, but in the social setting of groups – will soon be one of the most important theoretical and practical fields… There is no hope for creating a better world without a deeper scientific insight into the function of leadership and culture, and of other essentials of group life (Lewin, 1943). Lewin’s predictions came true. Field Theory Field Theory which asserts that if a person is to be understood, she must be seen in the light of how she views that world (subjective reality), not merely in terms of how the world really is (objective reality) At any moment of life, a person stands within such a field. Her behavior (B) at a specific moment will be a function (F) of the interaction between her person (P) and her environment (E). As Lewin puts it, B = f ( P , E ) If the person enters into dynamic interaction with the environment, the environment becomes part of her subjective reality, or the life space, which Lewin calls her Field. 1  KURT LEWIN: BIOGRAPHY AND CONTRIBUTIONS Behavior is derived from the totality of the coexisting facts. These coexisting facts make up the dynamic field. And that in the dynamic field, every part is dependent on every other part. That behavior depends on the present field, not on past or future encounters. To understand a person fully, one must observe how she manifests her beliefs, values, and attitudes in the dynamic interaction with her environment. Elements of the Dynamic Field Objective Reality - The environment consists of the objective reality that surrounds a person. It impinges on the person and may or may not evoke responses from her environment. ○ The external environmental conditions that surround the person. Subjective Reality - When the objective environment, however, evokes a response from the person, the objective reality becomes part of the person’s subjective reality or life space or psychological environment. ○ When the external environmental conditions have elicited a response from a person. Tension System - The continuing interaction within a person as she operates in her life space, and her dynamic interaction with her environment (OR/SR). A concept that played a central role in Lewin’s theory. ○ A person is in the state of tension within herself if an unsatisfied need or unfulfilled intention exists. Tension is released when the need is satisfied or the intention is fulfilled. There will be times in a person’s life when tensions are many and strong, at other times there will be few and a little intensity. Life Space - An adult person’s life space or subjective reality is composed of three major regions – home life, professional life, and social life – each further divided into subregions. ○ All these regions and subregions are in constant and dynamic interaction with one another. This results in a number of tensions created by unattained goals and unfulfilled intentions. ○ Example: House chores, managing kids, budgeting in the home life Object - Any elements within the subjective reality or psychological environment that relieves the tension. It can be a goal, an activity, or a concrete object. ○ Example: Winning a sport, sleeping, or candy bar. Valence - The quality in an object that makes the object of special interest to the individual. There are two kinds of valence: ○ Positive Valence - If the quality renders the object attractive to the individual. Effects approach behavior = Driving Force. ○ Negative Valence - If the quality of the object pushes her away from her goal. Elicits avoidance behavior = Restraining Force. ○ Example: A piece of chocolate elicits approach behavior for a hungry child, however if the piece of chocolate is on the table that is beyond her reach, a barrier has been put in her way, which brings a restraining force to bear on the child. If the child remains frustrated after constant attempts to get her hand on the chocolate, the table (barrier) soon requires for her a negative valence. If she is sufficiently frustrated, the child may ignore the chocolate and focus her attention somewhere else. And she is now said to have “left the field.” 2  KURT LEWIN: BIOGRAPHY AND CONTRIBUTIONS Group Dynamics Group Dynamics (Specific Perspective) - Also known as Group Process is defined as the interaction of forces or energies of the environment called Process Elements, at any given point in time, which actively influence the individual, the group, and the situation. ○ Process elements in this interaction are perceived as either threatening or accepting. In either case, tension can grow within the person and subject. The concepts of Valence and Tension play significant roles in the study of group dynamics. ○ Process elements can be found in a group which includes: Participation, communication, influence, styles of influence, decision making procedures, group atmosphere, membership, feelings, norms, emotional issues, task maintenance, leadership style, cohesiveness, and etc (can influence the individual, group, and the situation) ○ Example: To an individual, group acceptance can be a positive valence, and group disapproval a negative one. If the group shows characteristics attractive to an individual, it elicits an approach behavior from her. If the group behaves threateningly, avoidance behavior may well result in the individual. Group Dynamics (General Perspective) - Study of group behavior especially the interaction that occurs among people in small groups involved with business and social activities. ○ It is concerned with the structures and functioning of social groups, and with the types of roles played by group members. Roles are flexible and may change with changing goals or activities. National Education Association While Lewin continued to undertake investigation on the application of his Field Theory, a federally-funded organization in the US (NEA), entrusted with the research and development of innovative adult education methodologies, and organized a new unit – The National Training Laboratory (NTL) in Group Development. Laboratory Training and Group Dynamics ○ The collaboration of the two research centers found out the group as the link between the individual person and the larger social structure. They saw the group therefore, as a medium for serving two sets of interrelated functions: The reeducation of the individual toward greater integrity and greater understanding of herself and of the social conditions of her life, and toward behavioral effectiveness in planning and achieving changes both in herself and in her social environment. The facilitation of changes in the larger social structures upon which the individual lives depend. Some Applications of Kurt Lewin Gang Behavior - Religious services had been disturbed on Yom kippur by a gang Italian Catholics ○ Lewin assembled a group of workers comprised of: jews, negroes, and protestant. ○ The first action was to get the four young men who are arrested from crime put into custody of a local priest and the catholic big brothers. ○ Next, they involved as many community workers as possible to make improvements more likely. ○ It was decided that the act was not on Anti-Semitism (Anti-jews), but one of general hostility. 3  KURT LEWIN: BIOGRAPHY AND CONTRIBUTIONS ○ It was not a problem that could be solved by sending men to jail. ○ The solution was to eliminate the frustration of community life by establishing better housing, enhancing transportation, and building recreational facilities. ○ These would also allow members of a different background and groups to integrate. ○ Because of this project, conditions had improved greatly. ○ There seems to be no change in attitude towards negroes and jews, but aggression towards them had ceased. Law and Social Change - Prejudice caused discrimination, not resulting from it and altering that behavior could change attitude. ○ Lewin held that if universities were required by law to admit students on merit and not on the basis of race or religion, the practice would bring new and favorable attitudes. ○ Discrimination could be overcome by enforcing legislation with community education. ○ The Medical School of Columbia University was sued, Jews were permitted to enroll. ○ The case was settled out of court which led to the revisions of quotas in leading colleges and universities throughout the United States. Integration of Negro Sales Personnels Six Major Program Areas Developed by Lewin Group Productivity - Why was it that groups are so ineffective in getting things done. Communication - How influence spreads throughout the group. Social Perception - How a person’s group affected the way they perceived social events. Intergroup Relations - Relations between different groups. Group Membership - How individuals adjust to these conditions. Training Leaders - Improving the functioning of groups. Three Major Areas of Priority The Group Dynamic studies should be carried out in real life situations, concentrating on fighting prejudice. Lewin and his colleagues established 3 Major Research areas of priority: ○ The conditions which improve the effectiveness of community leaders who are attempting to better intergroup relations. ○ The effect of the conditions under which contact between persons from different groups take place. ○ The influence which are most effective in producing in minority group members and increased sense of belongingness and improved adjustments and better relations with individuals of other groups. Additional Information “Studying one’s own experiences in order to learn about group dynamics, on discussing mutual experiences with associates in order to increase mutual creativity and learning, and on behaving democratically in structuring learning situations.” - Kurt Lewin 4