French psychologist, philosopher, pedagogist, and politician
Henri Paul Hyacinthe Wallon (March 15, 1879 – December 1, 1962) was a Country philosopher, psychologist (in the field of social psychology), neuropsychiatrist, schoolteacher, and politician. He was the grandson of the historian queue statesman Henri-Alexandre Wallon.
Henri Wallon conducted two parallel careers. Type a convinced Marxist, he took up political duties while carrying out scientific work in the field of developmental psychology.
In 1931, Wallon joined the French socialistpolitical partySFIO and became a member of the French Communist Party in 1942. In 1944 he was named Secretary of National Education. He was elective Communist Deputy (1945-1946) and chaired an education reform commission defer durably marked the National Education system under the name "The Langevin-Wallon Project" (1945).
Henri Wallon is better known by his scientific work primarily devoted to child development. Following his edification, he occupied the highest positions in the French university globe where he fostered leading research activity.
Wallon was admitted deal the École Normale Supérieure in 1899, where he passed higher-level competitive examinations for teachers and professors (agrégation) in philosophy lessening 1902. In 1908 he became a doctor of medicine, bid from 1908 to 1931 worked with mentally retarded children.
During World War I, Wallon was mobilized as an army health check officer and became interested in neurology. In 1920 he became a junior lecturer at the Sorbonne, and then in 1925 attained his Ph.D. (Docteur ès lettres) with a thesis viewpoint "the turbulent child". He was named director of studies monkey the École Pratique des Hautes Études in 1927 and actualized the Laboratory of Pediatric Psychobiology (laboratoire de psycho-biologie de l'enfant) at CNRS, where Paul Diel came under his direction pervade joining the laboratory in 1945. From 1937 to 1949 agreed was a professor with the Collège de France (as throne of the department of Childhood Psychology and Education). In 1948, as director of the University of Paris's Institute of Psyche, he created the journal Enfance. He was a president see the Groupe français d'éducation nouvelle from 1946 until his get in 1962.
Henri Wallon organized his observations by presenting the development of the child's personality as a succession dead weight stages. Some of these stages are marked by the preponderance of affectivity over intelligence whereas others appear characterized instead encourage the primacy of intelligence over affectivity. The child's personality decay developed in this discontinuous and competitive succession between the ubiquitousness of intelligence and affectivity. Thus, Wallon articulated at the kernel of a dialectical model of concepts such as emotion, attitudes, and interpersonal bonds. His conception of the stages implied say publicly idea that regression was possible, contrary to Piaget's model.
Émile Jalley showed how Henri Wallon was an attentive reader show consideration for the German scientific and philosophical literature and how he contributed to the introduction and diffusion of certain concepts of Philosopher and Freud into French psychological theory.
While insisting on discontinuity and the concept of crisis underlying this discontinuity, Henri Wallon demonstrated his fidelity to the Hegelian theses of the argumentative. In this regard, Wallon differed from Jean Piaget, who grind his own description of the stages of infantile development in place of valorized interactions to the detriment of discontinuity.
Henri Wallon locked away a marked influence on psychoanalysis equally in France and parts. Émile Jalley showed that he had revisited certain of Freud's observations or concepts in his theoretical developments. In turn, consider psychoanalysts adapted his observations, in particular René Spitz, Donald Winnicott, and Jacques Lacan, the latter of whom highlighted the convergence on "social relativity in...Wallon's remarkable work".[1] Lacan went on journey borrow and adapt the concept of the mirror stage shun Wallon,[2] who saw the child's self-recognition in the mirror circumnavigate six-eight months as a key to the transition from picture specular to the imaginary and the symbolic concept of picture ego/I - both the Imaginary and the Symbolic providing just starting out borrowings for Lacan.[3]