An Acausal Connecting PrincipleJung wrote: The answer to this is that acausal events may be expected most readily where, on closer reflection, a causal connection appears to be inconceivable. Difficult, flawed, prone to misrepresentation, this theory none the less remains one of the most suggestive attempts yet made to bring the paranormal within the bounds of intelligibility. It has been found relevant by psychotherapists, parapsychologists, researchers of spiritual experience and a growing number of non-specialists.
Integrating styles and intelligences can help children learn in many ways—not just in the areas of their strengths. In the 20th century, two great theories have been put forward in an attempt to interpret human differences and to design educational models around these differences.
Learning-style theory has its roots in the psychoanalytic community; multiple intelligences theory is the fruit of cognitive science and reflects an effort to rethink the theory of measurable intelligence embodied in intelligence testing.
Both, in fact, combine insights from biology, anthropology, psychology, medical case studies, and an examination of art and culture. But learning styles emphasize the different ways people think and feel as they solve problems, create products, and interact.
The theory of multiple intelligences is an effort to understand how cultures and disciplines shape human potential. Though both theories claim that dominant ideologies of intelligence inhibit our understanding of human differences, learning styles are concerned with differences in the process of learning, whereas multiple intelligences center on the content and products of learning.
Until now, neither theory has had much to do with the other. Howard Gardner spells out the difference between the theories this way: In MI theory, I begin with a human organism that responds or fails to respond to different kinds of contents in the world.
Those who speak of learning styles are searching for approaches that ought to characterize all contents p. We believe that the integration of learning styles and multiple intelligence theory may minimize their respective limitations and enhance their strengths, and we provide some practical suggestions for teachers to successfully integrate and apply learning styles and multiple intelligence theory in the classroom.
Learning Styles Learning-style theory begins with Carl Jungwho noted major differences in the way people perceived sensation versus intuitionthe way they made decisions logical thinking versus imaginative feelingsand how active or reflective they were while interacting extroversion versus introversion.
Although learning-style theorists interpret the personality in various ways, nearly all models have two things in common: A focus on process. Learning-style models tend to concern themselves with the process of learning: An emphasis on personality.
Learning-style theorists generally believe that learning is the result of a personal, individualized act of thought and feeling. Most learning-style theorists have settled on four basic styles. Our own model, for instance, describes the following four styles: The Mastery style learner absorbs information concretely; processes information sequentially, in a step-by-step manner; and judges the value of learning in terms of its clarity and practicality.
The Understanding style learner focuses more on ideas and abstractions; learns through a process of questioning, reasoning, and testing; and evaluates learning by standards of logic and the use of evidence. The Self-Expressive style learner looks for images implied in learning; uses feelings and emotions to construct new ideas and products; and judges the learning process according to its originality, aesthetics, and capacity to surprise or delight.
Learning styles are not fixed throughout life, but develop as a person learns and grows. Our approximate breakdown of the percentages of people with strengths in each style is as follows: Mastery, 35 percent; Understanding, 18 percent; Self-Expressive, 12 percent; and Interpersonal, 35 percent Silver and Strong Most learning-style advocates would agree that all individuals develop and practice a mixture of styles as they live and learn.
In fact, most people seek a sense of wholeness by practicing all four styles to some degree. Educators should help students discover their unique profiles, as well as a balance of styles. Strengths and Limitations of a Learning-Style Model The following are some strengths of learning-style models: They tend to focus on how different individuals process information across many content areas.
They recognize the role of cognitive and affective processes in learning and, therefore, can significantly deepen our insights into issues related to motivation.“describe and evaluate carl jung’s theory concerning personality types and show how they might usefully help a therapist to determine therapeutic goals”.
Carl Gustav Jung . Business Training Games, Activities and Business Simulations. 22 Training Events for Developing Team Leaders - 3 Ring Binder. For many team leaders, leadership can seem like an intangible, unattainable skill - one that's best left to those at the top of the organization.
Introduction In this essay I aim to demonstrate an understanding of Jung’s personality types by describing and evaluating his theory and to show how they might useful in helping a therapist to determine therapeutic goals.
Coagulated by Craig Chalquist, PhD, author of Terrapsychology: Reengaging the Soul of Place (Spring Journal Books, ) and department chair of East-West Psychology at CIIS - Celtic Deities Glossary - Norse Deities Glossary - Jung's RED BOOK: Healing the Faustian Ego [ new!
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Synchronicity (German: Synchronizität) is a concept, first introduced by analytical psychologist Carl Jung, which holds that events are "meaningful coincidences" if they occur with no causal relationship yet seem to be meaningfully related. During his career, Jung furnished several different definitions of it.
Jung defined synchronicity as an "acausal connecting (togetherness) principle.