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ion; it is related to and based upon observable behavior but is not itself directly observable. She proposes no formal definition of ego development, but refers to the ••milestones" of that development (Loevinger, 1966). Because of the difficulty in defining the concept of ego development, the best way to understand it is through a careful description of the stages, themselves. In Loevinger•s scheme, there is a succession of milestone sequences. These milestone sequences represent broad patterns of change involving many aspects of personality. Milestone sequences are the observable behaviors that rise to prominence as one moves through a specific stage of ego development. The behavior, then, falls off as one moves to the next stage. 22 Loevinger uses the term "milestone" to differentiate from the polar variables that are aspects of one's development. For example, conformity is considered a milestone sequencei it continues to a certain point in one's ego development (the Conformist stage), then falls off. But, a behavior such as the tendency to stereotype, is a polar variable; it moves along a linear line. As a person develops, the tendency to stereotype decreases (Loevinger, 1966). She moves away from measuring polar (or dualistic) variables toward defining and measuring qualitative shifts in a trait that mark steps in a continuous progression (Knefelkamp, 1980). Loevinger's stages (See Table I) progress as follows (Loevinger, 1982): Presocial (I-1) stage-very infantile and entirely oriented toward the gratification of needs; Impulsive (I-2) stage -characterized by children being l'rrwcl:al Symbiotic: lm(Julsi"-~

Adults as Students: Ego Development and the Influence of the Academic Environment