Parent-Child Relationship

Summary on the Typology of Human Nature in the Lonely Man Faith. (Soloveitchik)

“The Lonely Man of Faith,” a literal work that Soloveitchik did, offers a very significant insight into exploring the dualistic state of humans, and so is their thirst for purpose and fulfillment. In this literal work, the author critically examines a couple of far more contrasting forms in which humans exist, referring to them as “Adam I” and “Adam II,” uniquely representing the different surfaces of human experience.

In Adam I, there is a representation of the conventional aspect of human nature where it puts much more effort into how much man is always in thirst to conquer as well as to dominate the entire universe through various achievements and accomplishments too at the same time drawing its arguments from the Holly Bible.( Rouast et al. 2019) In the book of Genesis, a man was given a direct order to exercise dominion over the earth and appease it. This argument is further fueled by a much more competitive spirit whose main aim often is attaining a sustainable legacy through its attainment. Adam, I am often linked with the public persona alias, the outer self that relates with society at the same time while yearning to attain worldly responsibilities.

On the contrary, Adam II signifies the “existential” aspect of human nature, focusing on the spiritual desires of humans and how they relate to their supernatural beings and pursue a higher ethical and moral purpose. Adam II is retrieved from the scriptural story of Adam and Eve’s conception in the Garden of Eden, thus representing man’s existential solitude and longing for a connection with the Godly world. Furthermore, this element seeks perfection, spiritual development, and a deep joining with the definitive sense source. Adam II is, as a result, disturbed mainly by the “inner” self, contending with inquiries of faith, morality, and the quest for final significance.

Soloveitchik’s typology can be summarized using the following chart:

Relating to Soloveitchik’s typology of human nature, the diagram tends to distinguish among the alignments, inspirations, focus, and open personas associated with Adam I and Adam II. It attempts to highlight the conflicting aspects of human existence, and so are interior fights that individuals experience in reconciling these dimensions. Adam I is positioned focused on the external world, which stresses pursuing physical success and attaining worldly objectives. Being compelled by the ardent desire to achieve attention from others, Adam I focuses on physical actions. The public persona of Adam I is often modest, driven by the need to excel and outdo others in various scopes of life.

On the contrary, Adam II displayed an inward orientation, putting more effort into internal and spiritual nourishment matters. In this case, Adam II is much driven by the quest to attain the ultimate sense and the connection with the Devine, developing a deep and moral personality. In addition, the public persona of Adam II is often much more contemplative, primarily reflecting a sense of humility as well as showing a more significant commitment to intrinsic alteration.

Applying Soloveitchik’s Theory On Parent-Child Relationship

Soloveitchik’s typology is made up of two central modes of relating to the world: the “I-Thou” and the “I-It” relationships that can effectively be applied in explaining the fundamental relationship between child and parents as discussed below,

• I-Thou Relationship:

In this perspective, suggestions state that individuals often not only perceive but also engage with others in the most unique as well as independent beings, thus a significant credit of the intrinsic self-respect and worth of the other person, thus establishing a connection founded on joint appreciative, understanding, as well as respect for each party. (Goodman, 2023) Regarding the parent-child relationship, the I-Thou mode signifies robust and well-balanced contact between parents and children. This is much achieved through a mutual recognition that the parent often applies in viewing their children as separate people with their emotions, thoughts, and preferences. As a result, the parents often realize the value of recognizing the uniqueness of their children, thus responding differently to their personal needs on an equal basis, thus, strengthening the relationship between the two parties.

This particular approach also tends to express the need for compassion and understanding, where parents often strive to critically understand their children’s needs and various personal struggles and address them most effectively. To establish this, parents thus are expected to actively listen to the young one’s needs and validate their emotions and feelings on some issues of concern. As a result, this particular approach aids in boosting the already existing connection between the child and the parents. In addition, respect and autonomy are significantly effective in addressing the need for a stronger relationship between the parent and child. Parents often tend to provide their children with the needed space to establish their identity, and so is respecting every decision.

By embracing the various aspects of the I-Thou connection, parents often tend to create an atmosphere that is primarily built on not only trust but also mutual communication as well as open communication and so is reciprocated respect with their children. Furthermore, this particular approach tends to cultivate healthier progress in children since it permits them to direct themselves in the most authentic way and, at the same time, explore their welfare and passions and thus, as a result, they effectively develop their standards and beliefs. Significantly, to effective cultivation of this particular approach then, the parent’s engagement should not only be prioritized. Instead, it should be a more active one. It calls for the presence of the parents, attentively responding to their children’s emotional needs and thus supporting them in the best way they can effectively advocate in one way or the other. As a result of emphasizing the I-Thou mode of connecting more, parents appropriately lay the groundwork for a healthy and fulfilling parent-child relationship built on mutual understanding, empathy, and respect.

• I-It Relationship:

In its most unique manner, this mode is far much featured by instrumentalization and objectification of other people. In this mode, those within it perceive others as less valuable rather than acknowledging their helpful existence, thus often showing the unhealthy relationship between parent and child. Objectification is among the aspects of this approach where parents usually principal object to their children’s desires, ambitions, and prospects, thus projecting whatever they expect from them for the young ones. In this view, the children are never perceived as independent beings but rather as their parent’s extensions, thus the need to fulfill their parent’s expectations of them but not what they want for themselves.

In addition, parents who often adopt this approach have since been proven to apply control and manipulation in handling their children. These parents always appear to manipulate and control their children’s ambitions (Grönlund et al., 2020). Despite putting more emphasis on what the children need for themselves, parents here tend to prioritize their own needs over their children’s needs, thus affecting the mutual connection often present between the parent and the child. On the other means, these parents often lack empathy towards their children. They are always found to dismiss their children’s emotions and perceptions, thus not farming the needed genuine, empathetic connections with their kids, thus damaging the parent-child relationship.

Therefore, for an effective child-parent bond, it is significantly essential to imply the I-Thou mode of relating, for not only does it recognize and value the unique identity and independence of the child but also does it embrace the relationship by giving the child room for self-independence as well as effectively addressing to their various needs.

Adam I is perspective on the child-parent relationship.

Adam, I often have both negative and positive implications on child-parent relationships. On the positive side, parents that often hold on to their Adam I side are often willing to go on the extra mile in providing everything for their children’s success purposes. As a result, these children can feel the existence of their parents around them, who often challenge them to work harder to achieve their dreams. On the contrary, with over-reliance on Adam, I may sometimes push the parents to the extra mile of forcing their children beyond their capabilities even without considering the child’s personal and emotional needs.

In addition to this, parents also need to acknowledge that in promoting a healthy child-parent relationship for this particular view, they should be considerate of several factors, such as well-rounded development, which is often crucial in child development, especially for parents who invite Adam I perspective in raising their kids. In this aspect, both spheres of child development are considered. Parents here are not only expected to prioritize the academic qualifications of their children but also to consider is often the kid’s emotions, views, and thoughts on matters that directly affect them, just like social development, since various social skills are often essential to promote the compelling connection between a child with the immediate environment of which They exist where they effectively engage with their peers thus can hence develop a sense of belonging with not only their peers but also their parents as well.

While applying this particular approach, it is wise to remember that every child is unique, and their interests and strengths may not be similar but instead vary in diverse ways. Parents should, therefore, inspire their survey of different activities simultaneously, offering support and direction as these children realize their passions. By embracing a well-rounded approach to development, parents aid their children in growing into confident, empathetic, and creative individuals who are well-prepared to navigate various aspects of life positively.

Adam II’s perspective on the child-parent relationship.

This approach is often based on character and inner personal development; thus, parents embracing their Adam II side promote character development and instill the most appropriate values in their children. In this way, the parents are in a better position to encourage their children to keep pushing forward in realizing their personal needs and always to be responsible for their actions, thus creating an effective society for them. In addition, parents aiming to establish a strong connection with their children from this approach often show a compelling emotional connection and genuineness when constructing a trusting environment with the kids.

In addition, parents should cultivate a more trusting and engaging genuine relationship with their kids for proper guidance whenever they feel challenged in one way or another. Parents can offer their children the necessary support and advice while encouraging them to be responsible for their actions and choices. Therefore, this approach helps children cultivate a sense of agency and independence, thus empowering them to traverse their personal lives while remaining firm in their morals.

Therefore, Adam II’s viewpoint on the child-parent relationship highlights the significance of parents’ character enlargement and their unquestionable abilities to serve as moral exemplars. Parents can, as a result, effectively the maturing of a more dependable society in the future by correctly embodying the various values that they may wish to instill among their kids hence creating an emotionally committed environment that encourages the need of their children to hold responsibility in whatever they partake in their daily life activities thus the required autonomy in them.

Comparing and Contrasting Soloveitchik’s and Rousseau’s Views On Parent-Child Relationship.

In his view, Soloveitchik argues that people often possess dual identities where He stresses their seclusion, uniqueness, and communal expectations. In the context of parent-child relationships, he further identifies the pressure between the parent’s role as a teacher and the child’s need for autonomy and self-discovery. On the other hand, He argues that paternities should act as leaders rather not commanding figures, thus providing room for children to advance their individuality thus effectively learn from their practices. Rousseau further campaigns for an education that nurtures freedom, autonomy, and moral liberation.

Among the various comparisons are their views on human nature, where they jointly recognize the significance of not only recognizing but also regarding a child’s innate nature. Whereas Soloveitchik focuses on the child’s dual nature as a separate and a member of the public, Rousseau stresses the child’s natural goodness and the need to cultivate their inherent potential ( D’Amore et al., 2020). In addition, authority and autonomy are other factors to consider when comparing these philosophers. As Soloveitchik identifies the rigidity between the parent’s authority and the child’s autonomy, Rousseau, on the other hand, advocates for a more unrestricted connection between the child and the parent. According to Soloveitchik, parents are expected to exercise their utmost authority despite equally respecting the child’s needs which contradicts Rousseau’s view of a more accessible relationship.

On community and society, Soloveitchik’s stress on the communal aspects of human existence is in hand with Rousseau’s concept of the social contract. (Goodman, 2023b) In His view drawn from the Jewish religious framework, He views individuals as a much more critical part of a greater community, further highlighting the need to establish effective interactions with others. This particular philosophy suggests that the parent-child relationship is never only about the relations between the parent and child. Still, it further relates it to the child’s place within the broader community, emphasizing the personality’s accountability to contribute to society’s well-being and improvement positively. This aligns with Rousseau’s concept that most people more often enter into a social bond with one another, where they willingly give in to certain rights and liberties to live comfortably in a more operative society. In his view, Rousseau holds that individuals are intrinsically good and that the community itself, through its institutions and structures, is, on most occasions, held responsible for corrupting this innate goodness (Savruk et al., 2021). Referring to this particular context of parent-child relationships, He puts a lot of emphasis on raising children who can, in an effective manner, passively engage with society as more accountable citizens at the same time striking a balance between individual freedom and societal expectations

To summarize, Soloveitchik and Rousseau jointly unite based on recognizing the community’s and society’s significant needs in the parent-child connection. Together, they both admit in one voice that individuals are not lonely entities as others may assume them to be; instead are deeply linked to the larger social fabric (Monteil et al., 2020). Soloveitchik puts a lot of recognition on an individual’s accountability to the community while being guided by spiritual teachings. On His point of honor, Rousseau tends to put more effort into effectively raising children who can direct society as accountable citizens. Although the vivid disparity based on their approaches, they, at the same time, both highlight the implication of considering the more significant social context, especially when it comes to the need to examine parent-child affairs

Relevance of Understanding Child-Parent Relationship.

In my personal life, I can effectively relate to the implication of the child-parent relationship as I may have experienced it personally or even observed it in my family. Therefore, understanding its impact helps me learn the importance of nurturing a healthy and supportive setting for youngsters, and I anticipate becoming a potential parent soon (Lange et al., 2019). Thus, spotting the effect of this relationship enables me to foster positive interactions and sensitive connections with the young generation. On the professional call, as a social worker, this topic is essentially crucial in this particular field of practice based on the fact that most workers often tend to deal with families, and so campaigning for children’s protection, thus establishing how this connection is activated, is significantly essential as in line with my carrier.

In addition, the child-parent relationship supports the social work profession’s Code of Conduct and Ethics, for it puts a lot of emphasis on the significant needs of not only stimulating the well-being but also the self-respect of individuals and families, for they are often the basic units of the societies of which we occupy in the present day. (Rollins, 2019) The Code further shows the significant need for social workers to enhance human relationships and address social problems, which can only be effective and smoother for someone with in-depth knowledge of handling different persons within these societies. In the context of child-parent relationships, social workers are therefore expected to effectively campaign not only for children’s rights but also for the safety of these same children. At the same time, they must ensure these kids have access to various necessary resources and support parents in their caregiving role just as they need to establish strong, more committed, responsible members of tomorrow’s society. As a social worker, one should strive to empower families by strengthening their capabilities and thus eventually promoting healthy dynamics within the child-parent relationship.

Going deeper, this particular Code of Ethics further puts more emphasis on the call for all associated with social work to actively and at the same time willingly engage in culturally competent practice and therefore develop the needed respect for diverse family structures and the various beliefs of which they hold on to base on their reasons. Social workers are also obliged to identify and appreciate the individuality of each child-parent relationship, as they should also consider the ethnic, societal, and contextual issues that influence family dynamics (Pentaris, 2020). This understanding, therefore, aids in shaping interventions that are much more respectful, comprehensive, and tailored to meet the specific needs of various families.

To summarize this issue, the child-parent relationship has, for a long time, held a massive personal and professional relevance, mainly in social work. Therefore, understanding the impact of the same enables individuals, including social workers, to foster healthy development in children and, at the same time, advocate for the practical well-being of children and thus immensely bring support to families where they create a more conducive and nurturing setting. By acknowledging its significance, a social worker can promote positive connections, healthy attachments, and the overall welfare of children and families.

Conclusion

Ultimately, as discussed above, Soloveitchik’s typology of human nature bids us to reflect on the stability between external accomplishments and internal development and to strive for a harmonious combination of both personas within ourselves and in our connections with others, thus embracing the values of Adam II alongside the drive of Adam I, we can effectively pursue a more satisfying and meaningful existence the modern society. In addition, understanding Soloveitchik’s typology has individual and professional significance, often impacting our individual lives and social work practice simultaneously. It further reminds us of the need to balance personal accomplishments and moral values, thus fostering honest connections while staying mindful of our moral obligations.

References

D’Amore, C., & Chawla, L. (2020). Significant Life Experiences that Connect Children with Nature: A Research Review and Applications to a Family Nature Club. Springer International Handbooks of Education, 799–825. https://doi.org/10.1007/978-3-319-67286-1_49

Goodman, D. R. (2023a). Soloveitchik’s Children: Irving Greenberg, David Hartman, Jonathan Sacks, and the Future of Jewish Theology in America. In Google Books. University of Alabama Press. https://books.google.co.ke/books?hl=en&lr=&id=SOm6EAAAQBAJ&oi=fnd&pg=PR7&dq=Applying+Soloveitchik%E2%80%99s+Theory+On+Parent+Child+Relationship+&ots=JnHQpKjp7H&sig=rwda8hM7YIkuzyadPTXhtbfd8SE&redir_esc=y#v=onepage&q&f=false

Goodman, D. R. (2023b). Soloveitchik’s Children: Irving Greenberg, David Hartman, Jonathan Sacks, and the Future of Jewish Theology in America. In Google Books. University of Alabama Press. https://books.google.co.ke/books?hl=en&lr=&id=SOm6EAAAQBAJ&oi=fnd&pg=PR7&dq=Soloveitchik%27s+stress+on+the+communal+aspects+of+human+existence+&ots=JnHQpQkscG&sig=9lTQxnTX3GcJPvzruCyBbRXd6hc&redir_esc=y#v=onepage&q&f=false

Grönlund, A., & Öun, I. (2020). Minding the Care Gap: Daycare Usage and the Negotiation of Work, Family, and Gender Among Swedish Parents. Social Indicators Research, 151(1), 259–280. https://doi.org/10.1007/s11205-020-02366-z

Lange, B. C. L., Callinan, L. S., & Smith, M. V. (2018). Adverse Childhood Experiences and Their Relation to Parenting Stress and Parenting Practices. Community Mental Health Journal, 55(4), 651–662. https://doi.org/10.1007/s10597-018-0331-z

Monteil, C., Simmons, P., & Hicks, A. (2020). Post-disaster recovery and sociocultural change: Rethinking social capital development for the new social fabric. International Journal of Disaster Risk Reduction, 42, 101356. https://doi.org/10.1016/j.ijdrr.2019.101356

Paris, P. (2020). Integrating religion and belief in social work practice: an exploratory study. Journal of Ethnic & Cultural Diversity in Social Work, 1–13. https://doi.org/10.1080/15313204.2020.1855493

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Savruk, D., & Kenan, S. (2021). On Moral Development in Education through Experience: Natural and Free Human Being in Rousseau. Eğitimde Nitel Araştırmalar Dergisi, 26, 126–154. https://dergipark.org.tr/en/pub/enad/issue/62224/932328