Henri Wallon conducted two parallel careers. As a convinced Marxist, he took up political duties while carrying out scientific work in the field of developmental psychology. He organized his observations by presenting the development of the child's personality as a succession of stages. Some of these stages are marked by the predominance of affectivity over intelligence whereas others appear characterized instead by the primacy of intelligence over affectivity. The child's personality is developed in this discontinuous and competitive succession between the prevalence of intelligence and affectivity. Thus, Wallon articulated at the core of a dialectical model of concepts such as emotion, attitudes, and interpersonal bonds. His conception of the stages implied the idea that regression was possible, contrary to Piaget's model.
Émile Jalley showed how Henri Wallon was an attentive reader of the German scientific and philosophical literature and how he contributed to the introduction and diffusion of certain concepts of
Hegel 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 dialectic. In this regard, Wallon differed from Jean Piaget, who in his own description of the stages of infantile development instead valorized interactions to the detriment of discontinuity. Henri Wallon had a marked influence on psychoanalysis equally in France and abroad. Émile Jalley showed that he had revisited certain of Freud's observations or concepts in his theoretical developments. In turn, certain psychoanalysts adapted his observations, in particular René Spitz, Donald Winnicott, and Jacques Lacan, the latter of whom owes Wallon, at least in its origin, for his mirror stage.El psicoanálisis sigue moldeando mi vida, evidentemente.
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