An Adventure of Life

Though technology changes on a day-to-day basis, the stages with which we cognitively and morally age do not change. Walt Disney's The Lion King is a prime example of how these stages occur in an organized manner no matter who we are, where we are, or in what time frame we grow up.

Kohlberg. Kohlberg's first stage, preconventional, is entered when children are able to tell what is right and what is wrong; the child then makes the decision whether or not to act on it. This stage was symbolized by Simba in a response to his uncle Scar. When Scar set Simba up for failure by "accidentally" letting it slip that the dark, shadowy place was an elephant graveyard and then asked Simba to promise never to go there, Simba's eyes lit up, saying, "No problem" (Disney, 1994.) He immediately ran to Nala to devise a scheme to "ditch the dodo" and journey to and through the graveyard. Though his father, Mufasa, had just told him he must never visit the shadowy place, Simba tried to avoid his authority and go anyway. (Hockenberry, 2005).

In the conventional stage, the subject is "concerned with conformity and loyalty," and "earns approval by being 'nice.'" (Hockenberry, 2005). This stage was not seen in this movie by this author. Kohlberg's postconventional phase specifies that behavior is defined by each individual person and certain standards are accepted by society, in general. Simba feels obligated to his mother, father, and his pride to go back to Pride Rock and take over the kingdom. Mufasa, when he appears to Simba in the stars, reinforced this in his son by saying, "You are my son and the one true king. You must go back" (Disney, 1994). (Hockenberry, 2005).

Piaget. The four stages of cognitive development by Piaget include sensorimotor, preoperational, concrete operational, and formal operational. Through sensorimotor play, babies use their senses and motor skills to discover the world and all that it holds. When Simba was born, Rafikii came to put a blessing on him and introduce him to the members of the kingdom. As Rafikii was shaking his "rattle" over him, Simba showed signs of sensorimotor by batting at it. The preoperational period includes animism, egocentricism, magical thinking, and transductive reasoning. A prime example of egocentricism is when Simba made Mufasa get up before sunrise. Simba believed that because he was excited and ready to start the day, Mufasa should have been excited as well.Simba demonstrated magical thinking when he told his Uncle Scar, "I didn't mean for it to happen," after Mufasa had been killed by the antelopes (Disney, 1994). Simba believed that it was his fault that his father died. (Hockenberry, 2005).

During the concrete operational period, logic enters the thought process. Simba manifested many instances of concrete operations throughout the movie. One example of this would be when Mufasa is telling Simba that "there's more to being King than getting what you want." Simba looks, wide-eyed, to his dad and asked, "There's more?" Also, when Mufasa was reprimanding Simba for endangering Nala and himself in the graveyard, Simba told his dad, "But you're not scared of anything!" (Disney, 1994). His mind could not fathom his big, brave, strong dad being afraid of anything! (Hockenberry, 2005).

During the formal operational period, children learn to be pliable in their reasoning skills.As Simba was kicking back with his pals, Timon and Pumbaa one evening after supper, the three of them were having a very philosophical conversation about the stars. Pumbaa asks their opinions on what the stars are. Simba's response was, "Somebody once told me that the great kings of the past are up there watching over us" (Disney, 1994). This statement appropriately represents the formal operational period. Another example of this would be when Simba is trying to talk himself out of going back home because he is scared of what the pride will think about him "killing Mufasa." Rafikii explains to Simba, that albeit change is not easy, it is good; and that though the past can hurt, you can either "run from it or learn from it" (Disney, 1994). This conversation allows Simba to realize that not everything in life is black and white. (Hockenberry, 2005).

Freud. Freud's first three stages (oral, anal, and phallic) were not depicted in this movie. The latency period however, was, with Simba doing what he needed to do in order to fit in with his buddies, Timon and Pumbaa. Though the thought of eating bugs repulsed him, he gobbled one up stating, "Slimy, yet satisfying" (Disney, 1994). His desire to have friends and to belong was so great, that he would even eat bugs just to keep them. Later in the movie, Simba and Nala's reconnection exemplified Freud's genital stage. During the genital stage, Freud states that, "The genital organs become the major source of sexual tensions and pleasures..." As Simba and Nala frolicked through the romantic landscape, they reconnected their previous friendship and built on it, ending with what appears to be a romantic kiss and a loving gaze (Hockenberry, 2005).

Erikson. Erikson's stages were all personified in this movie. From birth to one year old is thought by Erikson to be the most important stage with which we journey through. Trust is earned when parents care for the basic needs of the infant, which includes the bonding that parents and child share. Trust was established at the beginning of the movie as Simba was being nestled in his mother's arms. Safety and comfort were ascertained by this and love was demonstrated by the kiss that his mother gave him before Rafikii blessed him and introduced him to the kingdom. Toddlers seek autonomy by doing and earning achievements for themselves. Autonomy was demonstrated while Simba was learning to pounce on his own. His father lovingly watched, attempting to let Simba figure it out on his own. After his attempts were unsuccessful, Mufasa took him aside and gave him a lesson. Preschoolers learn initiative as they learn to listen to their conscience and obey it. There were a plethora of examples of the initiative versus guilt stage. As Mufasa was admonishing Simba for endangering his and Nala's lives with the hyenas, Simba shows initiative, stating, "I was just trying to brave like you," (Disney, 1994). (Hockenberry, 2005).

The next stage, typically demonstrated by school-age children is industry versus inferiority. Children this age prefer to be productive. They love to "help out" and say, "look what I can do!" I found that Scar's comment to Simba about working on "that little roar," fostered feelings of inferiority in Simba. Again, with the adolescent stage, identity versus role confusion, there was an overabundance of examples to represent this stage. During this stage, the adolescent's body is changing very quickly. They are no longer a child, but aren't quite an adult. They often wonder just exactly who they are. Simba questioned his identity several times. In one instance, Rafikii is talking with Simba. Rafikii declares, "I am not the one who's confused. You don't even know who you are." Rafikii tells Simba that he knows who Simba is, "You're Mufasa's boy!" Then, he proclaims that Mufasa is still alive and will lead Simba to him. Simba quickly realized that Rafikii was mistaken, "That's just my reflection" (Disney, 1994). To this, Rafikii replies that Mufasa lives inside of Simba and that he is guiding him in his life. This statement stimulates Simba to go home where he battles Scar, takes his place as king, and restores Pride Rock to the place of beauty that it once was! (Hockenberry, 2005).

Though these four theorists lived in a different time than now, there are examples all around that still today follow their beliefs. There must be some truth in their rationales because their examples live on and are seen through nearly every stage of life. Technology may change but there is little or no effect on this little adventure called life.
References

Hahn, D. (Producer), & Allers, R. & Minkoff, R. (Directors). (1994). The Lion King [Motion Picture]. United States: Walt Disney Pictures.

Hockenberry, M., (2005) Wong's Essentials of Pediatric Nursing (7^th ed., pp 87-90) St. Louis, MO: Mosby, Inc.