1. Theory
I have identified, understood, and made use of the key theoretical literature pertaining to this essay topic. I found books on Lewin’s group theories. The theories identified were Field Theory, Group Dynamics, Leadership styles and behaviour, T-group theory and Laboratory method and the principles of topological psychology. Field theory interprets the relationship of the person’s behaviour and the environment known as life space. See Figure 1.
Group dynamics has two processes that are important for group behaviour. Interdependence of fate and ask interdependence. Subsequently based on the study findings Leewin’s research was based on groups and human behaviour. Examples are field theory, Group Dynamics, T-group theory, and leadership style. Research on T-group theory and laboratory method demonstrated the benefits in group discussions.I have identified, understood, and made effective use of the main research findings related to this essay. I found five original copies of books that were written by Lewin. Four were published after his death in 1947. The books listed below were published after Lewin’s death. Field of Theory in Social Science (1975), Points of Influence (1997), Principles of Topological Psychology (1969), and Resolving Social Conflicts (1948), more information is available from electronic journals. There are many papers that have been published about Lewin’s research on field studies and dynamics of groups.
This blog is a reasonably written essay about Kurt Lewin’s life and his contributions to the experimental social psychology. Lewin studies were focused on human behaviour and group activities. In 1946 he established the Research Centre for Group Dynamics. Together Lewin and his colleagues set up a group dynamics training centre for the Connecticut State Interracial Commission. The programme was specifically designed and implemented to encourage group discussions. These discussions involved decision-making and peer teaching. The meetings were initially set up for only staff members but later on other participants became involved too. Lippitt (1949) wrote that Lewin joined the group discussions to participate in active dialogue about differences of interpretations and observations of events. (See figure 2)
Figure 2 – The life space as a “dynamically, not closed” world. P person, E, Environment
4.APA style
I have followed the Publication Manual of the American Psychological Association (APA). (Burton 2007)
Had the essay checked for corrections by an academic counsellor at the student centre.
Concept Map
I have included figures to support the results (see figures 1,2,3)
A panoramic aerial photograph showing Lewin’s group research training centre.
Northward view of MIT's campus along the Charles River. Undergraduate dormitories MacGregor House, Burton-Connor House, Baker House, and McCormick Hall, as well as graduate dormitory Ashdown House, can be seen to the west of the Harvard Bridge and Massachusetts Avenue. The Maclaurin buildings and Killian Court can be seen at the center of the image.”
Abstract
Kurt Lewin 1890-1947, trained as a psychologist and lectured in philosophy and psychology at the Psychological Institute of the University of Berlin. Lewin’s contributions to social psychology research was the establishment various theories. Field theory was a construct from the Gestalt theory. Field theories procedures provide a broad understanding of group behaviour. Furthermore field theory practices are important for the investigations of interdependence of fate and task interdependence. Group Dynamics research emphasises the importance of experimental procedures in social psychology. Group dynamics was Lewin’s primary focus to explore human behaviour. His interest in different styles of leadership led to the exploration of group structures and behaviour. T-group theory, facilitation and experience was a specific project that was set up by Lewin and his colleagues to study group behaviour. The centre had been built for staff members only to teach one another, but eventually other members of the public were admitted to participate.
Kurt Lewin: What has he contributed to our understanding of Social Psychology?
Use yourself as a case example to show key theories and principles in action.
Introduction
Lewin’s contributions to our understanding of social psychology theories and research methods
Kurt Lewin 1890-1947, trained as a psychologist and lectured in philosophy and psychology at the Psychological Institute of the University of Berlin. In 1930 Stanford University offered Lewin a position as a visiting professor (Segal 1997). Eventually, he immigrated to the US and took up a teaching position at the University of Lowa. While he emphasized the importance of theory, he too believed that theories required practical applications (Segal 1997). Lewin’s keen interest in social processes drove him to undertake research in the area; and he began applying his theories to the war efforts, working for the government. He explored the morale of fighting troops and stimulated research into the psychological effects of war (Segal 1997). Lewin taught at the State University of Iowa in a Children’s’ Welfare Station and in 1946 established the Research Centre for Group Dynamics. He became the director of the centre at the Massachusetts Institute of Technology RMIT until his death in 1947 (Segal 1997).
The research centre was the place aided him to produce some his most outstanding contributions to social psychology research. Lewin’s contributions include five major theories. They include; Field Theory, Group Dynamics, Leadership styles and behaviour, T-group theory and laboratory method and the Principles of Topological Psychology (Lewin 1935). Field theory interprets the relationship of the person’s behaviour and the environment known as life space. Group dynamics is a study of group behaviour; consisting of two concepts interdependence of fate and task interdependence (Lewin 1935; 1969). Life space is presented in a topological formula of Behaviour (B) = Function (F) to show the person and the environment (E) = function (F) of life space (L, Sp) (B = F [P E] = F [L Sp]). Lewin recognised that modern society demands a multifaceted less prejudicial understanding of group problems. (Appendices See figure1)
Field Theory
Lewin’s (1975) Field theory was constructed from the Gestalt theory. The Gestalt theory is a coherent entirety, with its own laws. Gestalt constructs are regarded more as individual’s imagination than reality. A series of experiments was conducted to demonstrate that the Gestalt theory is based on people’s mental images. Gestalt is a system of units that are dynamically connected in a way that any change of one part may alter all the other parts. Lewin (1975) built on the Gestalt learning theory to develop his field theory of human behaviour. Lewin used diagrams to show the forces acting upon an individual or group at a given time. Furthermore, he conducted experiments that demonstrated the power of groups to alter individual attitudes and behaviour. Using his insight Lewin explored group-based methods for social change based on Gestalt learning theory. (Segal 1997; Vaughan & Hogg 2005).
Consequently, the laws of Gestalten influenced Lewin’s work resulting in the development of his field theory. Field theories present a broad understanding of group behaviour. Lewin’s successfully demonstrated experimentally the power of group pressure to alter an individual’s attitude and behaviour. In 2003 while working as a juror at the Adelaide Magistrates Court I experienced the effect of group pressure. The group had to agree as a whole cooperatively showing task interdependence. As a group of twelve individuals our task was to resolve legal cases. The case had to be completed as a unit group task. Disagreements from any member meant continuation of discussions until a unanimous vote was reached.
Group Dynamics
Group Dynamics research emphasises the importance of experiments in social psychology. The process applies cultural and anthropology theories to modern cultures (Lewin 1935). Group dynamics was the focus of Lewin’s primary experimental procedures with groups. Experiments were conducted in the laboratory or in the field (Lewin 1935). Field theory practices are important for the investigation of outcomes of interdependence of fate and task interdependence (Vaughan & Hoogg 2005). Interdependence of fate occurs when groups are formed under psychological pressure. The observation is that people form groups owing to common a fate shared by group members. Task interdependence is a significant factor in sharing work to achieve a goal. According to Lewin, groups are not formed due to similarity or dissimilarity (Smith 2001). Group dynamics, interdependence of fate is a crucial component for survival. As a student of the University of Canberra I belong to an interdependent group of students.
Students of social psychology depend on other students for online blog discussions. Blog discussion is an exercise of interdependence for sharing ideas among other students. The discussions offer opportunities for preliminary assignment feed-back. Working as a nurse the duties were task interdependent. Task interdependence is much practiced in hospitals especially during patient bathing. Hospital bed-making is conducted in small group pairs of nurses. Linen changing for bed-ridden patients requires the cooperation and team work of two nurses. Thus, demonstrating the effects of interdependence of fate and task interdependence on group behaviour.
Leadership style behaviour
Lewin’s (1948) interest in different leadership styles led to the exploration of group structures. The experiments resulted in the identification of three styles of leadership with their social climate and interpersonal dynamics. The democratic group demonstrated group-mindedness and friendliness. While, in contrast, the autocratic and laissez-faire groups showed aggression, hostility, scapegoat tendencies and discontent. Lewin acknowledged that there were differences in the behavioural styles of autocratic, democratic and laissez-faire. Lewin reasoned that the differences leadership styles may not have been due to individual differences. In his research Lewin analysed the children’s group results and concluded that autocratic leadership style was imposed upon the individual. Whereas, the democratic style leadership the individual has to learn democracy. In the autocratic style, the leader makes all the decisions. In the democratic style the leader involved other people in decision-making. . The experiments conducted on demonstrated the differences in that exist in leadership styles and behaviours. (Lewin, Lippitt & White 1939; as cited in Lewin 1948; Vaughan & Hogg 2005).
My first experience with autocratic style leadership was when I worked for a Textile Company in Adelaide. Workers were not consulted or involved in any decision making. We were constantly monitored and given instructions endlessly. There was a markedly big difference to working in the hospital where I was consulted in decision-making. The differences do not mean that a certain style of leadership is better than the other. The style of leadership depends on the type of work involved. Professionally skilled workers (for instance nurses) require little or no supervision. While untrained workers for instance, factory employees do need regular observation.
T-group theory and laboratory methods
Lewin’s (1948) leadership and training group dynamics for the Connecticut State Interracial Commission was established in 1946. The programme was designed and implemented to encourage group discussion and decision-making. Participants were staff members who had to teach each other. Initially the meetings were only for staff members but later other people were integrated into the programme. In 1949 the programme name was shortened to T-group theory consisting of four elements. Firstly, the feedback is a key ingredient of T-group theory. Secondly unfreezing is when trainers seek to create an environment in which values and beliefs can be changed. Thirdly, participation and observation is when members participate emotionally in the group as well as objectively observing themselves and others. Finally cognitive aids; are an expression that were developed in psycho-educational and cognitive-behavioural group therapy. The task of T-group theory is to facilitate learning to its members (Lewin, Lippitt, Bradford & Benne 1946; as cited in Smith 2001).
T-group theory, facilitation and experience was a specific project that was set up by Lewin and his colleagues for group studies. The programme demonstrates the benefits of group discussion. This is proven in practical activities of study groups. T-groups theory is a broad topic without specifications. Apart from the mention of group discussions the T-group theory and laboratory method offers no other information about its activities. I would support (Reid’s 1981; as cited in Smith 2001) comment that some group leaders exaggerate their evaluation of group behaviour. However the four elements state the key concepts of T-groups ingredients. According to statements of the four elements, the T-group theory appears to have a broad range of topics.
Conclusion
Kurt Lewin made major contributions to social psychology experimental research. Most notably was his field theory with its connections to the Gestalt theory and human behaviour. The interdependent field is the person’s relationship to life space. Research in this area was focused on the effects of interdependence of fate and task interdependence. The interpretation of interdependence of fate suggests that groups are formed psychologically. Lewin’s group dynamics theory was a process applicable to cultural and anthropology studies. Whereas, his leadership style behaviour research assisted us in understanding their influence on group behaviour. The T-group theory provides a general understanding of facilitated learning in group training. Lewin recognised that topology was the best method for determining the pattern of an individual’s life space
Reference
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Lewin, K. (1935). A dynamic theory of personality, selected paper. New York and London: McGraw-Hill Book Company, Inc.
Lewin, K., Lippitt, R. & White, R. K. (1939). Patterns of aggressive behaviour in experimentally created social climates: Journal of Social Psychology, 10, 271-301. Retrieved October 10, 2007 from http://changingminds.org/dissciplines/leadership/styles/lewin_style.htm
Lewin, K. (1969). Principles of topological psychology. McGraw-Hill Book Company: New York and London.
Lewin, K. (1975). Field theory in social science, selected theoretical papers. Dorwin Cartwright, Westport Connecticut: New York Harper.
Segal, M. (1997). Points of influence: A guide to using personality theory at work. San Francisco, Jossey-Bass Publishers.
Myers, D. G. (1995). Psychology, (4th Ed.). New York, Worth Publishers.
Smith, M. K. (2001) Group experiential learning and action.
Research retrieved, October 15, 2007 from,
http://www.infed.org/thinkers/et-lewin.htm
White, K, W. (1988). The Stream of Thoughts: The life space, selective inattention. Journal of humanistic psychology, 28, (2) 73-86.
Vaughan, G. M. & Hogg, M. A. (2005). Introduction to social psychology (4th Ed.). Sydney, Pearson Education.
