Topic:
Psychoanalytical Approach & its Educational implications (Sigmund Freud)
Submitted by: Pulovili
Lohe & Razoulhoutuonuo Kense, M.Ed, 1st Semester, Dept of Teacher
Education, Nagaland University
Nagaland
University
Topic/ Subtopic
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Resources
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Description
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Psychoanalytic
Theory – what Freud thought of Personality.
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|
video
is almost 5 minutes, talk about Freud’s structure of mind in brief.
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Freud’s
Psychoanalytic Theory of Instincts, Motivation, Personality, and Development
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video
is about 2 minutes 30 secs, gives a brief introduction on Freud’s life,
explains the structure of human mind taking the example of an iceberg.
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Psychodynamic
Perspectives on Personality
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summary
of Freud’s theories of human personality and psychosexual stages of
development as well as common criticisms.
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Freud’s
psychosexual Stages of Development
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explain
each stages of psychosexual development in brief.
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CONTENTS
Introduction
1. Personality:
Meaning, Definition
2. Objectives
3. Brief life
history of Sigmund Freud
4. Structure of
personality
5. Developmental
stages
6. Criticism of
Sigmund Freud’s Psychoanalytic approach
7. Educational
implication
8. Conclusion
9. Reference
OBJECTIVES:
1. To know the
psychoanalytical Approach and its influence on the branch of psychology.
2.
To understand the educational implications of
Psychoanalysis approach.
3.
To learn the structure of mind, components of
personality.
4. To learn the
psychosexual developments and its influence on the personality of an
individual.
Rabindranath Tagore writes, ‘we
should know that the great task of our educational effort in our institutions is
to provide for the education of the mind and all the senses through various
activities.’
According to Skinner, Educational
psychology covers the entire range of behaviour and personality as related to
education.
INTRODUCTION
In this assignment efforts has
being made to outline the role of psychoanalytical approach, by Sigmund Freud
in personality development. The work contains a brief life history of Sigmund
Freud, Structure of personality, developmental stages and its educational
implication.
We have make ourselves acquainted
if not, for a long time, with the wrong notions and misconception about the
term ‘Personality’. Thus, to know psychoanalytical approach in relation to the
development of personality some light have been thrown on the concept of
personality.
One can fine Sigmund Freud’s
psychoanalysis approach to be fascinating, sensational and challenging as well.
Freud holds that the anatomy of our personality is built on the three systems
Id, Ego and Superego.
This psychoanalytical theory like
any other personality theories attempts to formulate or represent significant
aspects of human behaviour. For better
understanding of the topic, resources like videos, e-books and other book
references have been attach.
PERSONALITY
There appears to be little
agreement among psychologists on the exact meaning of personality. Many
definitions on the term ‘personality has been incorporated by many
psychologists with divergence of views; this demonstrates the importance of the
subject.
At the outset, it must be pointed
out that personality should not be equated with character. While, character
denotes something ethical and moral and refers to the standards of right and
wrong, personality is not just the outward appearance and behaviour of a
person. It is the totality of everything about a person- his emotional, mental,
social, spiritual make up. In fact, it also includes ethical and physical make-
up of an individual. Thus, character is just one aspect of personality.
Meaning of
Personality:
Etymologically,
the word personality is derived from the Latin word ‘Persona’, which means mask
worn by the Roman actors. This word was used for the mask worn by the actors to
change their appearance but later on, it began to be used for the actors
themselves. Since then, the term personality has been used to depict outward
appearance or external behaviour. In this sense, personality means the
individual as seen by others. This way we have developed a wrong notion of the
term personality. We often listen to
comments like this man has a fine or magnetic
Personality or that man has a
poor personality. We try to paste such labels as fine, good or poor on
individual on the basis of their physical make- up, their manner of walking,
talking, dressing and a host of other similar characteristics.
Definition
of Personality:
According to G.W Allport (1937), “Personality is dynamic
organization within the individual of those psycho-physical systems that
determines his unique adjustment to the environment.”
JB Watson (1924) regarded personality as, “The sum of activities
that can be discovered by actual observation over a long enough period of time
to give reliable information.
In the words of RB Cattel (1967, 1970), “Personality is that which
permits a prediction of what a person will do in a given situation.”
A Brief Life History Of Sigmund Freud
Sigmund Freud was
born in Moravia, May 6, 1856 and died in London, September 23, 1939. He lived
in Vienna for nearly eighty years, left the city only when the Nazis overran
Austria. As a young man he wanted to become a scientist and with this goal in
mind he entered medical school of the University of Vienna in 1873 from which
he graduated eight years later. Freud never intended to practice medicine but
the scanty rewards of scientific work, the limited opportunities for academic
advancement for a Jew, and the need of a growing family forced him to enter
private practice. In spite of his practice, he found time for research and
writing, and his accomplishments as a medical investigator earned him a solid
reputation.
Psychoanalytical
Approach:
Sigmund Freud attacks the
traditional psychology of consciousness from a quite different direction. He
likened the mind to an ice-berg in which the smaller parts showing above the
surface of the water represents the region of consciousness while the much
larger mass below the water level represents the region of unconsciousness. In
this vast domain of the unconscious are to be found the urges, the passion, the
repressed ideas and feelings- a great underworld of vital unseen forces that
exercise an imperious control over the conscious thoughts and deeds of
individuals. From this point of view, a psychology that limits itself to the
analysis of consciousness is wholly inadequate for understanding the underlying
motives of human behaviour.
Sigmund Freud was the founder of
Psychoanalysis. His theory of psychoanalysis was dynamic and based on the
assumption that personality and personality development are determined by
conflicts and events that are largely unconscious in nature and which can be
understood only by its in- depth study.
Structure of
Personality
Freud’s anatomy
of personality was built around the concept of Id, Ego, and Super ego. Although
each of these provinces of the total personality has its own functions,
properties, components, operating principles, dynamisms, and mechanism, they
interact so closely with one another that it is difficult if not impossible to
disentangle their effects and weigh their relative contribution to human
behaviour. Behaviour is nearly always the product of an interaction among these
systems; rarely does one system operate to the exclusion of the other two.
The Id
The Id is raw, savage and immoral basic stuff of man’s personality
that is hidden in the deep layers of one’s unconscious mind. It consists of
such ambitions, desires, tendencies and appetites of an individual as guided by
pleasure seeking principle. It has no value, knows no laws, follows no rules,
does not consider right from wrong and considers only the satisfaction of its
needs and appetites.
The Ego
The Id cannot be allowed to discharge its energy wildly and
irresponsibly and thereby a second system, the Ego functions as a policeman to
check the unlawful activity of the Id. It is the executive with Veto powers. It
follows the principle of reality and acts with intelligence in controlling,
selecting and deciding what appetites have to be satisfied and which way these
are to be satisfied.
The Superego
The third system of personality is Super ego. It is the ethical
moral arm of the personality. It is idealistic and does not care for realities.
Perfection is its goal rather than pleasure. It is a decision-making body which
decides what is bad and what is good, virtue or vice according to the standard
of society that it accepts.
The mentioned constituents of personality play a significant role
in deciding the personality of an individual. The individuals who have a strong
or powerful ego are said to have strong or balanced personality because in
their case, ego is capable of maintaining proper balance between super ego and
Id.
However, in case an individual possess a weak ego, he is bound to
have a maladjusted personality. Here, two situations may arise. In one
situation the super ego may be more powerful than ego. In such case, it would
not provide a desirable outlet for the repressed wishes and impulses.
Consequently, it may lead to the formation of a neurotic personality (mental
disorder mark by anxiety or fear). In another situation, Id may prove more
powerful than ego. The person, thus may engage himself in unlawful or immoral
activities leading towards the formation of a delinquent personality.
 |
Relative position of Id, ego and super ego
DEVELOPMENTAL
STAGES
Freud tried to
explain the gradual development of the human personality through his well-known
concept of psycho-sexual development explained in detail as under.
According to
Freud, sex is the life urge or fundamental motive in life. All physical
pleasures arising from any of the organs or any of the functions are ultimately
sexual in nature. Sexuality is not the characteristic of only the grown- ups.
Children from the very beginning also have sexual desires. This he term it as
infantile sexuality. A child passes through the following five stages with
respect to his psycho-sexual development.
1. The Oral Stage: According to
Freud, mouth represents the first sex organ for providing pleasure to the
child. The beginning is made with the pleasure received from the mother’s
nipple or the bottle. Thereafter, it is used to derive pleasure by putting
anything like candy, stick his own thumb, etc in his mouth. The oral activities
of sucking, swallowing, and biting are the prototypes for many personality
traits that develop later. Under or over gratification during this stage can
result in Oral fixation or development of oral personality which is
characterized by a preoccupation with activities such as smoking, drinking,
over eating, nail biting and the like. They become gullible and perpetual
followers in later life.
2. The Anal Stage: At this
stage, the interest of the child shifts from mouth to the organs of
elimination, i.e., anus or the urethra. He receives pleasure by holding back or
letting go of the body’s waste material through the anus or urethra. This
stage, generally, ranges from two to three years. For instance, the child’s
first encounter and experience with rules and regulations in the form of toilet
training regulate their later behaviour. Fixation at this stage can lead to
obsessive cleanliness, perfection, or even messy and disorderliness
3. The Phallic Stage: Duration of
this phase, in the development of the child, ranges fron4-6 years. At this
stage the child’s interest gets shifted from the eliminating organs to the
genitals. The children now come to note the biological differences between the
sexes and derive pleasure from playing and manipulating the genital organs.
This type of awareness about sex organs according to Freud may give birth to a
number of complexes.
4. The Latency Stage: This period
starts from six years in case of girls and seven to eight years in case of boys
and extends till onset of puberty. At this stage, boys and girls prefer to be
in the company of their own sex and even neglect or hate members of the
opposite sex.
5. The Genital Stage: Puberty is
the starting point of the phallic stage. The adolescent boy and girl now feel a
strange feeling of strong sensation in the genitals and attraction towards the
members of the opposite sex. At this stage
they derive pleasure by self-stimulation of the genitals, may fall in
love with one’s own self by taking interest in beautifying and adorning their
own body organs and may take interest in making sexual relations with the
member of opposite sex. Thus, their behaviour is now centered around the
satisfaction of sexual needs either through homosexual or heterosexual
relationships. According to psychoanalysts fixation at this stage might lead to
sexual deviations and weak or confuse sexual identity.
In this way, Freud adopted a somewhat
different and unique approach for knowing and understanding the mechanism of
personality. However, some of his views, specially related to the dominance of
sex motive, prove indigestible to the followers of his school of
psychoanalysis. As a result his own disciples Alfred Adler and Carl Jung broke
away from him to propound their own views on personality and human behaviour.
Criticism of
Sigmund Freud Psychoanalytic Approach:
Psychoanalysis was not without critics. From every side and on
every conceivable score, Freud and his theory have been attacked, reviled,
ridiculed and slandered. The following are some of the criticism of
Psychoanalysis approach:
1. Freud chief
offences consisted of ascribing lustful and destructive wishes to the ‘baby’,
attributing incestuous and perverted urges to all human beings and explaining
human behaviour in terms of sexual motivation. Many people were infuriated by
Freud’s view of individual and called him a libertine and a pervert.
2. Freud’s
theory gave inadequate attention to the role of environment in the development
of personality.
3. The
experiences conducted by Freud were based on the date collected by patients
without any verification. According to critics, Freud never quantified his
findings and his theory was based on the concept of instincts which has been
discarded in the present day.
4. The concepts
like, repression and libido were used differently in different situations thus,
there was confusion regarding the precise meaning of those terms.
5. Mc Dougall
wrote, “The theory of strict determination developed by Freud leaves no scope
for creativity and volition on the part of human beings.
Educational
Implication of Psychoanalysis Approach:
1. Psychoanalysis
has brought out the need for early childhood education.
2. Freud
emphasizes on that unconscious motivation plays an important role in the
process of learning.
3. Psychoanalysis
emphasizes on the importance of experiences of early childhood in the process
of learning. These early experiences play an important role in laying the
foundation of the personality of the child. Among the major factors leading to
the development of positive attitudes in the child towards life are: affection,
love and sympathy.
4. Psychoanalysis
states that children should get opportunities to express their emotions freely
in and outside the class. This is very conducive to the healthy development of
children.
5. Psychoanalysis
throws a great deal of light on the causes leading to maladjustment in children.
The study of psychoanalysis approach helps the educator and care giver to know
the certain stage and the fixation in that particular stage leading to the
child maladjustment in his behavior, so as help the child out.
6. Psychoanalysis
appeals to the teacher to be positive in their outlook.
CONCLUSION:
The term personality signifies
something deeper than more appearance or outward behavior. Personality is the
totality of everything about a person – his emotional, mental, social and
spiritual make-up. In fact, it also includes ethical and physical make-up of an
individual.
The psychoanalytic approach of Freud
holds that the anatomy of our personality is built around three unified and
inter-relating systems Id, Ego, Super ego. The dominant and submissive role
played by one’s Id and Super ego in relation to one’s ego plays a significant
role in deciding the structure of one’s personality, like balance, neurotic or
psychotic personality. Freud while providing much importance to sexuality, laid
down five stages namely, oral, anal, genital, latency and phallic stage through
which a child passes with respect to psycho sexual development of his personality.
Freud’s theory was not without
critics. According to G Gorer (1968), Freud’s theory gave inadequate attention
to the role of environment in the development of personality. Freud’s
experiences were based on the data collected from patients without verification
from other sources. According to critics, Freud never quantified his findings
and his theory was based on the concept of instincts which has been discarded
now. Freud’s concepts of repression and libido were used differently in
different situations and thus there was confusion regarding the precise meaning
of these terms. Freud laid undue emphasis on sex in the personality
development, critics pointed out.
REFERENCES
Hall, Calvin. S and Lindzey Gardner: Theories of Personality (3rd
edition) Wiley Eastern publisher.
Aggarwal. J. C: Essentials of Educational Psychology (3rd
edition, 2014) Vikas publisher, New Delhi
Mangal. S.K: Essentials of Educational Psychology (2015) Eastern
Economy Edition, Asoke K.Gosh publisher, Delhi
DEFINITION:
CARDINAL TRAITS
CENTRAL TRAITS
SECONDARY TRAITS
REFERENCES:
Topic: Explain the theories of
personality with reference to Trait Approach
Name of the
Student Teacher’s: 1)Khriezovonuo Theiinuo,
2)Lhaineiting Guite,
Submitted To: Dr.M.RAJENDRA NATH BABU, ASSISTANT PROFESSOR,NU
CONTENTS
1. Introduction
2. Definition
3. Trait Approach Theory by Gordon Willard
Allport
i.
Brief life sketch of Allport
ii.
Trait Theory of Personality
iii.
Meaning of Trait
iv.
Allport Types of Trait
v.
Criticism
4. Conclusion
5. Educational Implications
6. References
INTRODUCTION
Personality has been
derived from Latin word “persona”
which means “mask” used by the
actors to change their appearance. It is the combination of an individual
thoughts, characteristics, behaviours, attitude, idea and habits.
Personality is what other see in us and portrayed. It is more than
that, it also about our conscious, sub-conscious of a person, includes all
aspects of conative and cognitive. Just by seeing one sight of a person, we
can’t judge a person. It is the product of growth and development, environment
and heredity.
For example, a child may not be born with a personality but
develops one as a result of continues interaction with his environment.
Personality is something unique and special.
BRIEF LIFE SKETCH OF GORDON WILLARD ALLPORT
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Gordon Willard Allport was an American Psychologist.
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He was defined and described as a shy and
studious boy who lived a fairly isolated childhood.
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The youngest of 4 sons. He was skilful with
words but not at sports.
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Born in Montezuma, Indiana, on Nov 11,1897
·
Allport came from a working family that
valued health and education. These resulted in Allport developing a great
interest in understanding human motivation, impulses and personality, resulting
in his trait theory of personality.
·
In 1915, Allport graduated second in his
class and earned a scholarship to Harvard College.
·
After getting his Harvard degree, Allport
travelled to Vienna, Austria, where he
met Sigmund Freud, who was a professor at Harvard College. This ended up
shaping his career and his contribution to American psychology.
·
Allport earned his PhD in psychology in 1922
under the guidance of Hugo Munsterberg. He made important contributions to
psychology but among his various contribution, there is one that stands out:
his idea on “Personality Traits”
·
Allport was one of the first psychologist to
focus on the study of personality
·
He died on October 9, 1967, from a lung cancer.
In
addition to his trait theory of personality he left an indelible mark on
psychology. He was regarded as the founding figures of personality psychology,
his lasting influence is still felt today.
TRAIT THEORY OF PERSONALITY
·
One of Gordon Willard Allport most
significant contribution to psychology was his theory on personality traits,
known as ‘Trait Theory.’ According to trait theory, our personality is made up
of several traits and these traits are enduring personal characteristics which
are resistant to change.
·
The trait approach is a way of studying
personality that places emphasise on the traits of an individual as markers of
personality. Traits are continuing patterns of behaviour and thoughts that are
generally stable over time.
·
In the trait approach the personality is
viewed in terms of various traits. In our day-to-day conversation we ascribe
traits to our friends and near one’s as being honest, shy, aggressive, lazy,
dull, dependent, etc.
·
The trait approach is focused on individual
differences and the interaction and combination of personality traits are what
makes individual personality unique. In psychology, trait theory (also called dispositional
theory) is an approach to the study of human personality.
·
According to Allport personality trait is the
best and most valid concept for the study of personality. According to him,
personality traits are the systems that have the capacity to make a variety of
stimuli functionally equivalent and to initiate and guide behaviour. For
example, a prejudiced individual will react to all the members of a minority
group (stimuli) as though they were identical (functionally equivalent) when in
fact they are not so.
MEANING OF TRAIT
Trait is defined as a stable manner of behaving in a very
consistent way. For example, a person who is always cleaned organized and
detailed. That would be considered enduring traits. Trait is often the things that
people use to describe another person such as nice, rude, funny, and honest.
The trait approach suggests that our personality is comprised by these
differing behavioural traits. It is a distinguishing feature of a personal
nature.
The traits are similar to habits. Some traits are primarily
individual traits. These are the personality traits that are more or less
specific to a given individual. On the other hand, common traits are more those
that are found in most individuals to some degree and which therefore make
measurement possible. Examples of such traits are sociability, dominance, etc.
DEFINITION:
Allport defined personality as “personality is the dynamic
organization within the individual of those psychophysical systems that
determine his unique adjustments to the environment”
GORDON ALLPORT TYPES OF TRAITS
According
to all port, personality traits are the basic units of structure of our
personalities. He along with one of his colleagues listed 18,000 words in the
English language. After analysis and rejection of the words on the basis of
synonym and inappropriateness, he arrived at 4,541 words for classifying these
into three main types, named as Cardinal Traits, Central Traits and secondary
Traits.
CARDINAL TRAITS
It is one which appears in most of the behaviour of the organism
and dominates on individuals every action. It is a primary trait so dominant in
an individual’s personal disposition that they colour virtually every aspect of
one’s behaviour and attributes. Though these traits, if found in an individual,
are limited to just one or two but they become the reference personalities by
which we describe others. For example, if a person has humorousness as a
cardinal trait, he will bring a sense of humour onto almost all situations
irrespective of its actual demands.
CENTRAL TRAITS
Central traits are those that are uniquely characteristic of the
individual and manifest in a wide range of situations. They represent those few
characteristic tendencies which can be ordinarily used to describe a person,
e.g. honesty, kindness, submissiveness, etc. According to all port, for knowing
an individual’s personality, we need to know only five to ten such central
traits.
SECONDARY TRAITS
Though secondary traits are not as dominant as the cardinal or
central traits, they are specific narrow traits and called attitudes. They
appear in only a relatively small range of situations and are not considered
strong to be regarded as integral parts of one’s personality. Thus, these
traits differ in intensity and magnitude from individual to individual and each
individual is unique in his adjustment.
CRITICISM OF TRAIT THEORY
1.
There is a view that a trait is a behavioral
disposition which is consistent and does not vary from situation to situation.
But trait is not a permanent or static of the individual because personality is
undergoing perceptual change.
2. It is difficult to quantify the
human traits.
3.
Halo effect operates when a person rates an
individual. He may rate the same individual high or low.
4.
The theory does not believe traits change
over time and that people remain the same at all times.
5.
It is hard to judge using personality tests
because behaviours change in situations. The theory generalizes by putting
people onto groups based on their results in personality inventories.
6.
The tests offer, in general, a full
understanding of the person and their traits. The theory uses group results to
judge individuals, which can cause people to appear different than they are
because they are being judged compared to others.
7.
The theory is subjective in nature as
different psychologists can have different understandings of the traits.
CONCLUSION:
The trait approach emphasizes behavioral consistencies and
describes personality on the basis of certain basic personality traits. What is
most important to understand is that everyone has different personality traits.
We each have certain traits that dominate our personality with the myriad of
traits that can arise in different situations.
EDUCATIONAL
IMPLICATIONS
Some
of the educational implications of the Trait theory are given below:
·
The theory helps in making value judgments
concerning the students personal value.
·
This theory helps in analyzing the problems
of students to bring out logical order out of confusion.
·
The theory helps in stimulation of something
new and different in the teaching learning process
·
It helps in the predictability and
constituency of the students.
·
The theory helps a teacher to know exactly
what they are accountable for and by what standards they have to judge the
students.
RESOURCES:
Video on
Gordon Allport: trait theory of personality. https://youtu.be/Dxr9OBV8nRE
Description:
·
Definition of personality;
·
Character traits https://youtu.be/5JYvfRA2eU Description:
·
Concept of trait
·
Types of traits by Allport
1)
Cardinal traits: they are dominant traits, eg, selflessness
2)
Central traits: they are less dominant, eg;
honesty or sociability or shyness
3)
Secondary traits: these traits are more preferences and attitudes.
REFERENCES:
1.
Kundu
CL, Personality Development . A-59,
Okhla industrial area, New Delhi: Sterling Publishers Private Limited.
2.
Mangal
S.k., Advanced Educational Psychology
(second edition), Patpargang Industrial estate, New Delhi: PHI Learning Private Limited.
3.
Pervin, Lawrence A. Personality: theory, assessment, and research.Southern
Gate,Chichester UK: Library of Congress in Publication Data.
5.
https:en.wikipedia.org>wiki>Trait.
6.
https://Study.com>academy>gordon
7. https://en.m.wikipedia.org>wiki
1.1.
Humanistic
Perspective
2.
Carl
Rogers’ Client-Centred Therapy/ Person’s-Centred Therapy.
2.1.
Rogers’
concept of ‘self’
2.2.
Characteristics
of Self-actualizers
2.3.
Five
characteristics of the fully functioning person:
2.4.
Educational
Implications of Roger’s Theory
3.
Maslow’s
Humanistic Theory of Personality
3.1.
Personality and the Hierarchy of Needs:
3.2.
Maslow’s hierarchal structure of needs may be briefly described level wise as
under:
3.3.
Characteristics of Self-Actualisation
5.
Strengths
6.
Conclusion
7. https://en.m.wikipedia.org>wiki
Topic:
- Theories of Personality with Reference to Humanistic Approach
Subtopic
:- ( Maslow, Carl Rogers) and its Educational Implications
Name
of Student-Teachers: - 1)
Sentisola (Roll
no. 23)
2)
T.Ruth Khiamniunan (Roll no.24)
Name
of the Assistant Professor: - Dr. M. Rajendra Nath Babu
Dept. Of Teacher Education
Nagaland University
Kohima Campus, Meriema
TOPIC/SUB TOPIC
|
RESOURCES
|
DESCRIPTION
|
Humanistic
Approach (Maslow, Carl Rogers)
|
1. https://youtu.be/dtiQV_mg2bg
|
1. A
flipped classroom video for the Humanistic Approach.
2. An
introduction to some basic ideas of Humanistic Psychology, Carl Rogers and
Abraham Maslow.
|
OBJECTIVES
1.
T
o acquire knowledge on Carl Rogers and Abraham Maslow’s Humanistic Theories of
Personalities.
2.
To
understand the concept of Self-actualization.
3.
To
develop the personality of prospective teachers based on Humanistic Theory of
Personality.
1.
Introduction
Humanistic
Psychology developed as a rebellion against what some psychologists saw as the
limitations of behavioural and psychodynamic psychology. In the 1930s and 1940s
the behaviourists were reducing all human behaviour to a series of conditioned
responses and psychodynamic theories were devising evermore complex theories of
the unconscious mind. The Humanistic movement aimed to restore balance in
psychology by addressing human needs and ordinary human experience with a
minimum of theory. The humanistic approach is thus often called the ‘third
force’ in psychology.
1.1.
Humanistic
Perspective
The humanistic
perspective emphasizes the person’s sense of self. It suggested that all
individuals naturally strive to grow, develop and be in control of their lives
and behaviour. Humanistic psychologists maintain that each of us has the
capacity to seek and reach fulfilment.
The humanistic
perspective, led by the psychologists such as Carl Rogers and Abraham Maslow,
wanted psychology to focus on the things that makes people uniquely human, such
as subjects emotions and freedom to choose ones’ destiny. Both Maslow and Roger
believed that human beings are always striving to fulfil their innate
capabilities and to become everything that their genetic potential will allow
them to become. This striving for fulfilment is called the self-actualizing
tendency. An important tool in human self-actualisation is the development of
an image of oneself, or the self-concept is based on what people are told by
others and how the sense of self is reflected in words and actions of important
people in ones’ life, such as parents, siblings, co-workers, friends and
teachers.
2.
Carl
Rogers’ Client-Centred Therapy/ Person’s-Centred Therapy.
Rogers developed
his theory based on his worth with emotionally troubled people and claimed that
one has a remarkable capacity for self-healing and personal growth leading
towards self-actualisation. Rogers believed that every person can achieve their
goals, achievements called the art of self-actualisation. Rogers believed that
every person can achieve their goals, wishes and desires in life. These
achievements called the art of self-actualisation. Self-actualisation occurs
when a person’s “Ideal self” (i.e., who they would like to be) is congruent
with their actual behaviour (self-image)
2.1.
Rogers’
concept of ‘self’
The humanistic
approach states that the self is composed of concepts unique to oneself. The
self-concept includes these components:
1. Self-worth:
Self-esteem, what we think of ourselves. According to Roger, this concept
develops in early childhood and formed from the interaction of child with the
mother and the father.
2. Self-image/Real self:
How we ‘see’ ourselves which is important to good psychological health.
Self-image or inner personality (good/bad, beautiful/ugly). Self-image has an
effect on how a person thinks feels and behaves in the world.
3. Ideal self:
It consists of our goals and ambitions in life, and is dynamic i.e. forever
changing.
Rogers believed
that when the real self and the ideal self are very close or similar to each
other, people fell competent and capable. Rogers focused on the idea that we
need to achieve consistency between these two selves. We experience Congruence
when our thoughts about the real-self and ideal-self are very similar- in other
words, when our self-concept is accurate. High congruence leads to a greater
sense of self-worth and a healthy productive life. Conversely, when there is a
greater discrepancy between our ideal and actual selves, we experience a state
called Incongruence, which can lead to maladjustment. The humanistic approach
states that the self is composed of concepts unique to us.
Rogers believed
that we need to be regarded positively by others; we need to feel valued,
respected, treated with affection and love. Positive regard is to do with how
other people evaluate and judge us in social interaction. Rogers made a
distinction between unconditional positive regard and conditional positive
regard.
Unconditional
positive regard is where significant other (admired adults, friends, parents
and teachers) accepts and loves the person for what he or she is. Positive
regard is not withdrawn if the person does something wrong or makes a mistake.
The consequences
of unconditional positive regard are that the person feels free to try things
out and make mistakes, even though this may lead to getting it worse at times.
People who are able to self-actualize are more likely to have received
unconditional positive regard from others, especially their parents in
childhood.
Conditional
positive regard, praise and approval, depend upon the child, for example,
behaving in ways that the parents think correct. Hence, the child is not loved
for the person he or she is, but on condition that he or she behaves only in
ways approved by the parents.
2.2.
Characteristics
of Self-actualizers
The actualizing
tendency has two distinct aspects: the psychological and the biological
aspects. The psychological approach means the development of potentials that
make us view human beings more worth-while. The biological approach involves
drives to satisfy our important basic needs. Rogers believed that people are
all basically good and creative. He believed that the actualizing tendency is
selective and constructive; it is directional tendency. People develop their
innate goodness if society acts towards them in an encouraging and supportive
way. In other words, when a strong self-concept or external environment supports
the valuing process, they become constructive people, but, they must be in a
state of congruence in order to achieve self-actualisation for a person. This
indicates that self-actualisation occurs when an individual ideal self (who
would like to be) is congruent with his self-image (actual behaviour). Rogers
describes a person who is actualizing the self as a fully functioning person.
2.3.
Five
characteristics of the fully functioning person:
1. Open
to exercise- Both negative and positive emotions accepted. Negative feelings
are not denied, but worked through (rather than resorting to ego defense
mechanism).
2. Existential
living- In touch with different experiences as they occur in life, avoiding
prejudging and preconceptions. Being able to live fully appreciate the present,
not always looking back to the past or forward to future (i.e., living for the
moment).
3. Trust
feeling- Feelings, instincts and gut-reactions are paid attention to and
trusted. People’s own decisions are the right ones, and one should trust oneself
to make the right choices.
4. Creativity-
Creative thinking, risk taking are features of a person’s life. A person does
not play safe all the time. This involves the ability to adjust and change and
seek new experience.
5. Fulfilled
life- A person is happy and satisfied with life and always looking for new
challenges and experiences (McLeod, 2014) .
Rogers ‘self-theory’
or personality coincides with the humanistic philosophy as both emphasizes on
the ‘self’, ‘goodness’ and ‘self-realization’ or ‘self-actualization’.
2.4.
Educational
Implications of Roger’s Theory
1. Individuality
and self-concept of each person’s motivation in the development of personality
should be emphasized.
2. Good
rapport between learners and educators. The key to effective education lies in
better relationship between learners and educators.
3. Methods
of teaching should be learner-centred.
4. Role
of a teacher-create a conducive learning environment, encourage and motivate
the students. Teacher should know the needs and interests of the students and
be a guide and a help.
5. Teacher’s
personality- A teacher should be empathetic, trust-worthy, considerate and
interested in the individual and give emotional support to the students,
provide feedbacks in a constructive way.
3.
Maslow’s
Humanistic Theory of Personality
Abraham Harold
Maslow (1908-1970), an American psychologist, is considered to be the Father of
Humanistic Psychology. He is one of the theorists in adopting the humanistic
approach for studying human behaviour and personality. He approached the study
of personality psychology for focusing on subjective experiences and free will.
He was mainly concern with an individual’s innate drive toward self-actualization-a
state of fulfilment in which a person is achieving at his or her highest level
of capability.
Self-actualisation
according to humanistic theory is realising of one’s full potential; can
include creative expression, quest for spiritual enlightenment, pursuit of
knowledge, or the desire to give into society. Thus according to this theory,
the behaviour or personality of human being depends upon his style of striving
towards the ultimate goal of self-actualization.
3.1.
Personality and the Hierarchy of Needs:
Maslow is most well-known
for his hierarchy of needs theory, in which he proposes that human beings have
certain needs in common and that these needs must be made in a certain order.
These needs range from the most basic physiological needs for survival to
higher level self-actualization and transcendence needs. Maslow’s hierarchy is
most often presented visually as a pyramid, with the largest, most fundamental
physiological need at the bottom and the smallest, most advance self-actualization
at the top. Each layer of the pyramid must be fulfilled before moving up the
pyramid to higher needs, and this process is continued throughout the lifespan.
A person must acquire and muster each level of need before proceeding to the
next need. Maslow’s humanistic theory of personality states that people achieve
their full potential by moving from needs to self-actualization.
3.2.
Maslow’s hierarchal structure of needs may be briefly described level wise as
under:
1. Level
one: physiological needs such as food, water, warmth,
rest, these are the basic needs that should first be met. For example, if a
person is hungry and homeless, he will not care much for completing a college
degree or belonging to a circle of friends.
2. Level
two: Safety needs such as security, safety, property,
resources to feel secure, protected and out of danger. Upon being assured of
safety and security, the individual can now focus on seeking out friendships
and groups in order to experience a sense of belonging.
3. Level
three: Belongingness and love needs such as friendship,
family, intimate relationship. To affiliate with others, the need to be loved,
accepted and the need to belong.
4. Level
four: Self-esteem needs such as confidence, strength,
achievement, independence, competence and respect by others. To gain approval
and recognition. People dedicate their efforts to adding to their
accomplishments and gaining the respect, admiration and appreciation of others
5. Level
five: Self-actualisation needs such as creativity,
spontaneity, problem solving, lack of prejudice, acceptance of facts, to find
self-fulfilment and realise one’s potential. Individuals who have reached this
stage know who they truly are and feel comfortable and content.
Maslow believed
that successful fulfilment of each layer of needs was vital in the development
of personality. The highest needs for self-actualization represent the
achievement of our fullest potential, and those individuals who finally
achieved self-actualisation were said to represent optimal physiological health
and functioning. Maslow stretched the field of physiological study to include
fully-functional individuals instead of only those with psychoses andhe shed a
mole positive light on personality psychology.
3.3.
Characteristics of Self-Actualisation
In his research,
Maslow studied the personalities of people who he considered to be healthy,
creative and productive, including Albert Einstein, Eleanor Roosevelt, Thomas
Jefferson, Abraham Lincoln and others who were known to be self-actualized, he
found that many of these people shared certain personality. Maslow viewed
self-actualizers as the supreme achievers in human race. From the study, Maslow
concluded that the self-actualized people have the following common characteristics
which distinguished them from the average person:
·
Great sense of awareness
·
Tendency to have peak experiences
·
Self-sufficiency and independence
·
Sense of humour
·
Democratic and egalitarian attitude
·
Creativity and inventiveness with the
ability to see things in a new way
·
Problem-centred rather than self-centred
·
Enjoyment of new experiences
·
Clear moral standards
·
Sociable
3.4. Educational
implications of Maslow’s humanistic theory of personality
·
This approach considers that teaching
learning process must be related to individual characteristics of students,
rather than reducing behaviour to a response in the environment.
·
Students are asked to solve the problem
by themselves without depending on others.
·
Development of self -concept,
self-expression and self-actualization of the child. Teachers must help in the
development of the students’ self-expression
·
Students should be given freedom to
explore and discover on their own, allow them to be involved in creative activities.
4. Criticism of Rogers’ and Maslow’s theories
Critics believed
that the humanistic views of personality point a very rosy picture, ignoring
the negative aspects of human nature. Their ideas have been criticised for the
lack of scientific rigor. It is difficult to test scientifically, and it has
been suggested this viewpoint could be considered more of a philosophical view
of human behaviour than a philosophical view of human behaviour than a
psychological explanation. As with all early psychological studies, questions
have been raised about the lack of empirical evidence used in his research. The
Humanism reliance on the subjective experiences of individual may make it
difficult to objectively measure, record, and study humanistic variables and
futures. Because the subject matter of humanistic psychology is the experience
of the individual person, there is a logical problem of applying theories
generated from one individual to another, we cannot, for example assume that
two people experience the same thing when they speak of a peak or spiritual
experience. Psychologists also worry that such an extreme focus on the
subjective experience of the individual does little to explain or appreciate
the impact of society on personality development. Furthermore, the hierarchy of
needs has been accused of cultural bias- mainly reflecting Western values and
ideologies. Critics argue that this concept is considered relative to each
culture and society cannot be universally applied.
5.
Strengths
One of the major
strengths of humanistic psychology is that it emphasizes the role of the
individual. It gives people more credit in controlling and determining their
state of mental health.
As Humanistic
approach values self-fulfilment and personal ideals, it satisfies the idea of
the most people regarding the meaning of being human. This
focuses more on human kind’s positive nature and free will that is relative to
change. It emphasizes individual choice and responsibility.
Students have
the ability to control or direct the classroom best suited to their needs and
this will help them to think for themselves.
6.
Conclusion
The goal of personality
according to Rogers’ and Maslow’s theory is self-actualization i.e. realization
of one’s basic human potential to the maximum extend and as effectively as
possible. The theories, thus present bright picture of human behaviour and
personality by setting an ultimate goal of self-actualization. They have also
addressed such topics as the promotion of international peace and
understanding, the reduction of violence, and the promotion of social welfare
and justice for all. Thus, humanistic psychology is actually concerned with how
each individual fulfils his or her own potential so that they can make their
most valuable contribution to the larger society.
Selected
Reference
Cherry Kendra
(2019). Overview of Humanistic Psychology.
Retrieved from htpps://www.verywellmind.com/what-is-humanistic-psychology-2795242
Cirrarelli
Saundra K (2017). Psychology. Pearson India Education Services Pvt Ltd.
5TH Edition. First
impression. P-520. ISBN- 978-0-13-447796-1
Jarvis Matt
(2000). Theoretical Approaches in Psychology. Routledge. P-68, 69.
ISBN- 0-415-19108-4
McLeod Saul A. (2014).
Carl Rogers. SimplyPsychology.
Retrieved from
https://www.simplypsychology.org/carl-rogers.html/
Point 1: Preliminary Information
(a)
Course Title : CC: 101
(Psychology of Learning and
Development)
(b)
Discipline : Teacher Education
(c)
Topic : ‘Creativity’
(d)
Sub-topic : Synectics (Gordon)
Point 2: Name of the Student Teacher’s:
1.
Merilo Lotha
(Roll.No.17)
2.
Niepalu
Dasai (Roll.No.18)
Point 3: Name of the Faculty:
Dr.
M. Rajendra Nath Babu
Assistant
Professor
Dept.
of Teacher Education
Nagaland
University, Kohima
Topic/Sub-topic
|
Resources
|
Description
|
“Gordon
Technique on creativity”
“Synectics”
|
|
Meaning,defination
and explanation.
“Synectics
–Teacher”
“Analogy”
|
INTRODUCTION:
William J.J Gordon was born on 9th sept.
1919 and died on 30th June 2003.
He attended
the University in Pennsylvania. He was an American inventor and
Psychologist.Synectics is a problem solving methodology that stimulates thought
process of which the subjects may be unaware.This Synectics method was
developed by George M.Prince and Gordon in 1950
. In 1961,Gordon and his
associates designed a model of creative
thinking called ‘Synectics’. The model was originally designed to increase
creative expression, empathy and insight and help ‘creativity groups’ to develop and solve problem.
DEFINITION
Creativity
is defined as the tendency to generate or recognize ideas,alternatives, or
possibilities that may be useful in solving problems, communicating with
others, and entertaining ourselves and others.
SYNECTICS
Synectics is derived from the Greek word Syn meaning
‘’bringing together’ and ectikos meaning
‘’diversity’’. So, Synectikos
means ‘’bringing different things
into unified connection’’.
Synectics is a creative problem solving
technique . It tries to make conscious the unconscious mechanism of
creativity.Synectics is an approach to problem solving that focuses on
cultivating creative thinking , often small group of individuals with diverse
experience and skills.Gordon has adapted synectics for use with school children
.The chief element in synectics is the
use of analogies. This approach is often
used in group work which help the students to develop creative responses to
problem solving and allows them to think critically.
Gordon main assumptions on creativity
1. Creativity
is important in everyday activities.Most of us assosiate the creative process with the development of
great works of art or music,or perhaps with a new clever invention.
2. The creative
process is not at all mysterious. It can be described and taught. It is
possible to train a person directly to increase their creativity.
3. Invention process or creative invention is
similar in all fields of arts,science and engineering –and is characterized by
the some underlying intellectual processes.
4. Individual
and Group Creativity are analogous.
THREE TYPES OF ANALOGIES:
1. Personal Analogy: To make
personal analogies requires students to empathize with the ideas or object to
be compared. Students must feel they have become part of the physical elements
of the problem. The identification may be with a person, plant, animal, or
nonliving thing.
For
example, how do you feel when the sun comes out and dries you up?
2.
Direct
Analogy: Direct analogy is a simple comparison of two objects or
concepts. The comparison does not have to be identical in all respect. Its
function is simply to transpose the condition of the real topic or problem
situation to another in order to present a new view of an idea or problem.
For example, which is softer- a whisper or a
kitten’s fur?
3.
Compressed
conflict: The third metaphorical form is compressed conflict, generally a
two word description of an object in which the words seem be opposite or to
contradict each other.
For Example, How is a computer shy and
aggressive?
Two Strategies or Models of teaching based on
synectics procedures is:
Ø Making the
familiar strange (creating something new): is designed to make the familiar
strange, to help students see old problems, ideas, or products in a new, more
creative light.
Ø Making the
strange familiar: is designed to make new, unfamiliar ideas more meaningful.
CONCLUSION:
Synectics is a way to approach creativity and
problem solving in a rational way. With these assumptions in mind, synectics
believes that people can be better at being creative if they understand how
creativity works. The success of the synectics methodology depends highly on
the skill of a trained facilitator.
REFERENCES
1. Gordon,William J.J. Synectics: The
Development of Creative Capacity.(New york: Harper and row,Publisher, 1961),3).
2. The practice of Creativity by George Prince
1970
