Carl Gustav Jung Essay Example for Free (#2)

Carl Gustav Jung Essay Choose cite format: APA MLA Harvard Chicago ASA IEEE AMA Carl Gustav Jung, (26 July 1875 – 6 June 1961), was a Swiss psychologist and psychiatrist, and the founder of analytical psychology. His work and influence extends way beyond understanding personality, and he is considered to be one of the greatest thinkers to have theorised about life and how people relate to it. However, for the purpose of this assignment I will concentrate on Jung’s theory of Psychological Types. 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. Jung (1990, p.531) states that’ from earliest times, attempts have been made to classify individuals according to types, and so bring order to the chaos. The oldest attempts known to us were made by oriental astrologers who devised the so-called trigons of the four elements – air, water, earth, and fire. The air trigon in the horoscope consists of the three aerial signs of the zodiac, Aquarius, Gemini, Libra; the fire trigon is made up of Aries, Leo, Sagittarius. According to this age old view, whoever is born in these trigons shares in their aerial or fiery nature and will have a corresponding temperament and fate.‘ In the same paragraph, Jung states that ‘the astrological type theory, to the astonishment of the enlightened, still remains intact today,’ which is true. Closely connected with the astrological type theory is the division into the four temperaments which corresponds to the four humors (Jung, 1990, p.531). A Greek physician, Claudius Galen (AD130 – 200), distinguished four basic temperaments: the sanguine, the phlegmatic, the choleric, and the melancholic. Galen’s theory goes back to the ancient Greek physician Hippocrates’ (460 – 370BC), who described physical illness as being caused by the balance of bodily fluids, or humors as he labelled them’ (Maltby, et al, 2007, p.159). These bodily fluids are blood, black bile, yellow bile, and phlegm. Galen expanded on Hippocrates’ theory and applied it to describe human personality, stating that when the humors were in balance, an equitable temperament was the result, however, if the humors were out of balance, then physical illness and mental disturbance occurred (Maltby et al, 2007, p.160). However, ‘by the time of the Middle Ages, scholars dismissed the idea that bodily fluids were directly implicated in personality traits. But the behavioural descriptions associated with the four humours lived on’ (McAdams, 2000, p.256). Galen’s four temperaments provided much inspiration and historical reference for Carl Jung’s theory of psychological types. According to Jung’s theory we are all different in fundamental ways and each psychological type has a different idea of what it means to achieve personal success. However, www.personalitypage.com states that, ‘so many people are hung up on somebody else’s idea of what it means to be successful, that they are unaware of what is truly important to them‘. I agree, because for many years, I wanted to be somebody else as that person’s life seemed so much better than mine, or so I thought at the time. Jung was one of the few psychologists in the twentieth century to maintain that development extends beyond childhood and adolescence through mid-life and into old age (Stevens, 2001, p.38). Jung insisted that ‘we never finish the process of self-examination and growth that charts our journey towards individuation.’ (Snowdon, 2010, p.86). In my case, I believe I am on that journey of accepting myself as I truly am, becoming my true ‘self‘. Stevens (2001, p.38) claims that ‘it could be brought to the highest fruition if one worked with and confronted the unconscious,’ and for me, it is and has been important to face the ‘monsters that lurk’ (Snowdon, 2010, p.86) in my unconscious, even when it has been uncomfortable to do so. According to Jung, like Freud, there are three levels of consciousness in the psyche (mind);- conscious, personal unconscious and collective unconscious. Snowdon (2010, p.56) states that ‘the individual psyche is always changing as it seeks growth and wholeness.’ Jung referred to the ego when describing the more conscious aspect of the personality, the part of the psyche that selects perceptions, thoughts, feelings and memories that may enter our conscious awareness. Stevens (2002, p. 62) states that ‘the ego is then centre of consciousness and is responsible for our continuing sense of identity.’ The personal unconscious comprises of ‘all the acquisitions of personal life, everything forgotten, repressed, subliminally perceived, thought, felt’ (Jung, 1990, p.485). This is an aspect of the unconscious that Freud also emphasized and these forgotten experiences are accessible to consciousness, and for both Freud and Jung, ‘the exploration of the unconscious is the key to personal insight’ (McAdams, 2000, p. 135). Conscious attitudes within the psyche should always be balanced by unconscious attitudes, and Snowdon (2010, p.56) claims that ‘if a conscious attitude grows too strong then the unconscious will always seek to restore equilibrium,’ by means of dreams, fantasies, slips of the tongue and so on. However, if the unconscious message is ignored, then ‘neurosis or even disease may result’ (Stevens, 2010, p.57). Where the personal unconscious is unique for each individual the collective unconscious is not an ‘individual acquisition but rather the functioning of the inherited brain structure, which in its broad outlines is the same in all human beings (Jung, 1954, p.117). Therefore, the collective unconscious represents the shared experiences, emotions and memories we have inherited from previous generations. Jung believed that we were born with a built-in human developmental programme, which is buried deep within the collective unconscious (Snowdon, 2010, p. 80). According to Jung, the personal unconscious contains various complexes, while the collective unconscious contains archetypes (see Fig 1) ‘Complexes are related groups of emotionally charged ideas, thoughts and images’ (Snowdon, 2010, p.61), and can exert a strong influence on the thoughts and behaviour of a person. Some complexes may be beneficial and others may be potentially harmful, and Jung (1990, p.529) states that ‘complexes do not necessarily indicate inferiority. It only means that something discordant, unassimilated, antagonistic exists, perhaps as an obstacle, but also as an incentive to greater effort, and so, perhaps to new possibilities of achievement.’ Therefore, a therapist may use this knowledge to bring to the forefront of the client’s consciousness, a situation which they may be finding difficult to overcome. Complexes can be related to a particular archetype, Stevens (2001, p.48) states that ‘complexes are personifications of archetypes; they are the means through which archetypes manifest themselves in the personal psyche.’ An archetype is a universal thought form or predisposition to respond to the world in certain ways (Jung, 1936), and Jung believed they appeared to us in dreams, myths, religions, art and symptoms. Engler (1991, p.86) claimed that ‘it is helpful for us to get in touch with them because they represent the latent potentially of the psyche.’ The widely recognised archetypes are the persona, the shadow, the anima and the animus, and the self. The persona archetype is the mask that a person wears to hide their true nature from society. The shadow is an unconscious part of the personality that contains weaknesses and other aspects of personality that a person cannot admit to having’ (Snowdon, 2010, p.68). The anima is the unconscious feminine aspect of a man’s personality, and the animus is the masculine aspect of a woman’s personality. The self is the central archetype and true midpoint of the personality (Engler, 1991, p.89). A criticism of Jung’s theory was his lack of empirical research, in which his theory has been attacked as being â€Å"non-falsifiable and unscientific† (Hergenhahn, 1994, p.93). Jung based his psychology on explorations of his own inner world, as well as his work with people ranging from ‘normal’ to those with neurotic problems and even those suffering from psychosis (Snowdon, 2010, p.XXVI). Eysenck (Engler, 2009, p.316) believed that from the point of view of science, Jung’s contribution to the study of personality types was primarily negative as he permitted mystical notions to override empirical data. However, Jung was unconcerned claiming that he ‘cannot experience himself as a scientific problem. Myth is more individual and expresses life more precisely that does science (Stevens, 2001, p.156).’ Jung’s description of personality states that in order to identify a psychological type, it is necessary to determine whether a person’s psychic energy (libido) is turned inwards towards the subject (introversion), or outwards towards the object (extroversion). Introverts are people who prefer their own inner world of thoughts and feelings, whilst extroverts prefer the external world towards external relationships and objects. According to Jung (1990, p.415) ‘the presence of two attitudes is extremely frequent,’ although one is generally dominant and conscious and the other is subordinate and unconscious. However, McAdams (2000, p.310) claims that ‘Eysenck, a British psychologist of German origin, rejected the idea that conscious extroversion is connected to unconscious introversion, and vice versa.’ Unlike Jung, Eysenck linked extroversion and introversion to differences in brain activity, however this theory is speculative and Eysenck acknowledged that his hypotheses ‘must stand and fall by empirical confirmation’ (Eysenck, 1965). Introvert and extrovert dimensions are now found in several theories, one of those being Hans Eysenck’s theory of personality. Although Eysenck expressed considerable disdain for Jung’s approach to psychological types, some of his ideas were rather similar, for example, ’both defined the concepts by making reference to the direction of a person’s approach to life’ (McAdams, 2000, p.309). However, in other ways Eysenck’s concepts were quite difference, for example, whilst Jung believed that a person can be classified as either extroverted or introverted, he believed that most people fall somewhere between the two attitudes, ‘combining qualities of both the extroverted and introverted poles’ (McAdams, p. 310). Like Jung, Eysenck examined historical approaches to personality as well as conducting various methods of research, to uncover the underlying structure of personality. Eysenck suggested that the basic dimensions of personality may be summarised in the diagram below (see Fig 2), which show the two main dimensions of extroversion-introversion and stable-unstable, with the traits associated with each personality type. The diagram also shows how the four temperaments are related to these types. Carl Gustav Jung. (2017, Feb 05).

How well trained teachers are in educational technology Research Paper

How well trained teachers are in educational technology - Research Paper Example nd and properly utilized with the use of technological devices such as laptops, projectors, iPads, slideshows, and various softwares amongst thousands of other devices and programs. Moreover, it is vital for students to be aware of how to properly utilize these devices to improve their educational learning and to enhance their understanding. This makes it further essential for teachers to be fully trained in using such devices and educational technology in order to facilitate the learning process (Mumtaz, 2000). As some teachers belong to older generations or some are technology-aversive, a large proportion of teachers have usually been found to be unable to properly use programs such as Microsoft Office, statistical software, and technological devices such as computers and projectors in general. Therefore, while it is important to judge how well teachers are able to communicate with students, nowadays, it is also just as important to judge whether they can use information technology effectively (Mumtaz, 2000). This study aims to analyze and determine whether teachers belonging to higher education institutes are able to properly use educational technology (computers, projectors, microphones, and software) to facilitate the learning process and how well-equipped these teachers are in the use of this technology. The study will focus on the teachers of the Brownsville Independent School District (BISD) in the local area and determine how these teachers are in the use of information technology and educational technology. The study will then aim to analyze the data on local teachers’ technology competence reasons and will aim to compare and it with previous literature regarding teachers’ competence in information technology. The participants of the study will include male and female teachers between the ages of 21 to 60 employed at BISD. Five teachers will be chosen from each school through random stratified sampling. A total of six teachers will be analyzed for

The Linguistics Theory Essay Example | Topics and Well Written Essays - 1750 words

The Linguistics Theory - Essay Example Words that relate just by meaning, form lexical relations, can take various forms: synonymy is when all the semantic components of the words are similar; antonyms are created when one component of the meanings differ, and hyponymy is the case of an extra component is added to differentiate one word from the other. The antonym is a lexical opposition. It was traditionally classified as a contrastive paradigmatic construction (meaning a complex lexical construction that unifies with other constructions, resulting in syntagmatic usage). Unlike other paradigmatic relations, antonymy is both a lexical and a semantic relationship. Unlike synonyms and hyponyms, antonyms can only exist in binary form. Some lexicologists use the term opposite to refer to the semantic relation and antonym specifically for opposites that are also lexically related. It is also thought that, unlike synonyms and hyponyms, the antonym can only be a contrast set of only two words. But, depending on the meaning, word s may have different antonyms. Besides the natural binarity of the antonym, there is also the possibility of a brighter spectrum of contrast. For instance, the antonym of happy would be: sad. But â€Å"angry† is also very different from happy and can easily be used to contradict it.Coordinated Antonymy, a discourse –functional category – it indicates exhaustiveness of the scale involved. It neutralizes the difference between normally opposed categories, by considering them and all the instances in between, as being true.

The eye :: essays research papers

How Do We See?   Ã‚  Ã‚  Ã‚  Ã‚  Seeing involves more than opening our eyes. Through simple and fun experimentation the class will learn how the interaction of light, the eyes and the brain create the world we see. How Do We See?   Ã‚  Ã‚  Ã‚  Ã‚  Our eyes are constantly feeding information to us. When we are born our eyes need time to get used to seeing and understanding what exactly it is that you are seeing. Given time and experience the eyes learn to take in light, focus it and send information to our brain.   Ã‚  Ã‚  Ã‚  Ã‚  All that you have experienced to this point has involved seeing and gaining an understanding of all that goes on around you. Most of what you see involves a knowing of it from previous experiences.   Ã‚  Ã‚  Ã‚  Ã‚  We perceive things. We build perception. Perception is not determined simply by looking at something but by our brain searching for the best conclusion of all the available information. When perception is wrong we are confused. Sometimes the eyes and brain come to the wrong conclusion and we get an illusion or hallucinate.   Ã‚  Ã‚  Ã‚  Ã‚  When you look at something your eyes are sending information about color, shape, movement, depth and distance to your brain. Then the brain puts it all together so that you can identify the whole object. Seeing   Ã‚  Ã‚  Ã‚  Ã‚  The first thing one need understand about seeing is that if there is no light one cannot see. We are all able to see because light is bouncing off just about everything. There is more to seeing than meets the eye. When you look at an object you are seeing light that is bouncing or reflecting off of that object. Our eyes can take in light directly from a source, like looking at a light bulb, or indirectly after light bounces off of things like the moon.   Ã‚  Ã‚  Ã‚  Ã‚  When light bounces off of the surface of an object some light is absorbed and some light is reflected. We see only the light that is reflected or bounces off the object, so if you look at something that is blue that something you are looking at is absorbing all of the other colors and bouncing the color blue back at you.   Ã‚  Ã‚  Ã‚  Ã‚  The second thing to understand about seeing is the eye and brain connection. The eyes are one of the most important tools we have to gather information for our brain. The Eyes   Ã‚  Ã‚  Ã‚  Ã‚  Light passes through a transparent part of the eye called the cornea. The cornea is a lens which bends light inward.

Dancers, Costumes and Movement Content Essay

Costume: The costume throughout Flesh and Blood is a very important attribute to the piece. All seven of the female dancers wear the same costume in each of the five sections therefore this shows that the costume that Lea Anderson chose was relevant to the themes within the piece all the way through. The costumes are of a medieval style, we know this from the design of the dress as they have square necks and tight fitting wrist length sleeves much like the dresses that were worn in that time period. The dresses reach ankle length on each of the dances and have a fitted torso with a dropped v-waist which then falls into a slightly gathered, loose material lower half which flows down from the waist to the ankle. In this piece I believe it is important for the dresses to be fitted on the arms and torso area as these are the main areas of which are used in the contact work such as lifts- and it then makes it easier to perform these moves as dancers can get a better grip on each other. There are also many intricate arm and hand movements where dancers have to intertwine with each other- therefore the tight fitting arms ensure that the moves can be performed with clarity and precision. The material of the dresses is particularly specific to the underlying storyline of Joan of Arc, as it is a metallic and shiny stretchy silver fabric. This infers the idea of the dresses symbolising armour, which is relevant to the battles that Joan of Arc had to fight. The masculine armour like fabric then contrasts against the feminine style of dress, again backing up the important theme of Joan of Arc throughout the piece. The shiny material also shimmers in the light and emphasises movements and enhances angles that the dancers perform, whether they are big or small moves which then makes developing motifs clearer to see. The dancers have bare feet in each section of the dance, I believe this adds a sense of vulnerability to the hard faced characters and shows that no matter how determined Joan of Arc was she, and also the characters within this dance all have a weak spot. The dresses that the dancers wear also have calf length, fitted grey leggings underneath which we see in section two- and also work to highlight and emphasize movement. I also believe it was important for the dancers to wear leggings as section two has a lot of floor  work involved so it is practical to have these underneath the dresses. Make-up and hair are also important aspects of the costume within this piece and they highlight areas of intricate movement. This is shown in the Cathedral in section 2 of the dance where small eye movements upwards, then to the left are used. This move is simple but is an important reoccurring motif which could symbolise looking up to god- and therefore needs to stand out, which is done through the use of dark eye makeup that contrasts against the dancers pale faces. The red lipstick worn throughout shows the dancers are still feminine even though they have to wear a masculine army colour, and have a short style of hair which is what Joan of Arc had to do in order to disguise herself. The red lipstick symbolises danger and passion and also shows that even though they are pretending to be males- they are still strong female characters for sticking up for what they believe in. Dancers: All of the dancers look on average between the ages of 25 to 35 and are all female. I believe this shows a strong sense of unity within the piece to symbolise the fact that they are part of an army and also makes them all equal to each other. This is important as it shows that the piece is thematic- rather than narrative with main characters. Due to the style of the dance, I believe the dancers will of had to have had training in ballet and contemporary and be able to perform in confined spaces such as the black box theatre setting which is used and be adaptable for the site specific places that they had to perform. Another key aspect of the performance is that the dancers are very precise in the unison sections. This is effective as it heightens smaller movements such as the tapping of the feet in the cathedral setting in section 2. A way that the dancers could have done this is through using specific counts in the music and keeping to a rhythm. Due to their being a lot of minimal eye movement in unison within the routine- also shown in the black box studio in section 5 when the dancers look up as if to heaven, it is important that the dancers were aware of their focus points so that their movements were precise and equal to each other, which is something that is important throughout this piece. Movements: Section 1: The movement in section one is very contained and small. It is a duet between two of the dancers and involves using a lot or inticate armwork where they have to weavein and out of each other. This could symbolise that the battle Joan of Arc had to face was a constant struggle. This concept is also shown and the first female dancer in this section looks as though she is being dominated and controlled by the second femal character who is stood behind her throughout- almost overlooking all of her actions and having imput into what she does. This is shown as a movement when dancer two pushes dancer one down to the floor to continue her movements on a lower level. This makes dancer two look more superior and therefore gives off the impression she is symbolic of the males telling Joan of Arc she wasn’t allowed to fight. Section 2: Section two involves all 7 of the female dancers and is set in a black box studio. The floor work in this section such as the repeat motif which is shown also in section five where the dancers lay on their back with their feet flat to the floor and their knees bent on and angle with their arms by their side as they push their legs straight out to move backwards gives off an impression that they are symbolising beetles and other insects. Thesharp and angled movements give off imagery as if they are symbolising being bugs- which links to the heaven and hell paintings by the artist Bosch. Because much of this section is on the floor it is symbolic of Hell being present- and is where most people believed Joan of Arc went after her burning at the stake. The calf length leggings and bare feet that the dancers are wearing can also be seen in this scuttling back movement and highlight the angles of the legs- as is also done with the tight fitting sleeves on the arms. Section 3: This section is set inside of a Cathedral and shows 3 of the dancer standing in the alter and the other 4 laid in the knave. This symbolises the communication that Joan of Arc is said to have had with God who told her to  battle with the men, this is shown through intricate eye movement from the dancers standing in the alter as the first thing they do it look upward to heaven, to the left as if to purgatory and then downwards as if to hell. Use of a head tilt to the right when looking to the left is also used which could symbolise shock in hearing or seeing something. The dancers laid on the floor are symbolic of the dreams that Joan of Arc is said to of had and repeat motifs such as the rolling of the fingers that tap onto the floor suggest that her nightmares and dreams were reoccurring and made her react immediately- even before she woke up and decided that she wanted to go into battle. The dynamics in this section are a lot slower then any other andthe dancers are all individuals which suggests that when Joan of Arc visited the church she was distanced from everyone else and felt more alone and vulnerable. Section 4: Section 4 is set outside of the cathedral and is an adapted version of section 1, as it has 2 unison duets- one further forward than the other. This section is also very contact based and manipulative which gives an indication of the relationship that the dancers have with each other. The ‘crusifix’ arm movement is a repeat motif throughout and is shown is section 2 when the dancers sit up from the floor, as if god is helping them progress and become better people. It is also shown in section 4 when the dancers are lifted by the dominating dancers, and their feet are left loosely flailing beneath them while their arms lower so their palms are flat facing downwards. This motif could symbolise that god is now taking Joan of Arcs soul to Heaven as she is burnt at the stake. The shaking of the feet indicates that many people believed she would go to Hell- which is why the arms are lowered from the crucifix movement as this is less holy and God wouldn’t have wanted tha t for the female who stood up for herself.

The Managed Health Care System - 1678 Words

Assignment 1 Introduction The managed health care system is a complex process that must align financial incentives and goals. Therefore, managed care is thought of as a complex puzzle that once one piece is moved it will affect the outcomes of the rest of the system (Boyd Finamn, 2010). As a result, it is essential that the managed care organization have the ability to align its financial incentives with the goals of all parties involved, such as the providers who deliver healthcare services and the health insurance plan with its benefits. The purpose of this paper is to assess the history of managed care. Meaning of Managed Care: Relevant Scenarios Managed care has been around since the twentieth century, which managed care has continued to develop. Therefore, the definitions of managed care may vary from different scholars and/or textbooks. As a result, one meaning of managed care is to provide health care services at a reduced rate to members of an insured group through an agreement among specific suppliers and an insurer (Ereflect, 2009). Furthermore, some relevant scenarios for the meaning of managed care are the ability to increase access to a variety of healthcare services, managing medical practice, curbing medical spending, and restricting physician entrepreneurialism (Rodwin, 2010). In addition, managed care has been used by the states and private entities to promote diverse goals (Rodwin, 2010). Therefore, the initial growth of managed care was partlyShow MoreRelatedManaged Care : A Complex Health Care System1469 Words   |  6 PagesManaged Care is a complex health care system in which physicians, hospitals, an d other healthcare professionals organize in an interrelated system of people and facilities that communicate with one another and work together as a unit, commonly referred to as a network. 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Political Relations Between Humans And Their Government

Political theorists emphasize the relationship between humans and their government when examining possible forms of society, for this is the most crucial element of political structure. In nearly every theorized society, humans empower their government, which in turn benefit them. How humans empower their government and the benefits received is where philosophers often differ. For example, Aristotle believes the purpose of politics is to better the lives of the citizens. Their lives are bettered partially through the individual participation of the citizens as through citizens sharing in the administration of justice and the holding of public office. Political involvement is a privilege of citizens, who are free from the necessary tasks of lives like manual laborers. Politics is dependent on good citizenry, which is achieved by upholding a constitution that the collective has approved. Conversely, Hobbes focuses on the protection of his citizens as a purpose of government. As powerfu l as some men may be, power united is the greatest power according to Hobbes. The belief in unified power is much of the driving force behind Hobbes’ Leviathan and as his purpose for politics. Despite the differences between the two philosophers proposed purpose of politics, both purposes come from the philosophers’ view of the components of society. As the most basic unit of society, human natures drive the purpose of politics in both Hobbes’ and Locke’s forms of government. In order toShow MoreRelatedCivil Society in South Africa Essay1562 Words   |  7 PagesThis literature review will focus on civil society and its relation to the state in South Africa. The first section will briefly summarize the emergence of civil society in South Africa. The next section will discuss transformations that occurred in civil society during South Africa’s transitional period from the Apartheid regime toward democracy in 1994. 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This paper will be discussing the Scientific Management, Cultural Perspective, Political-Economic Theory, and Human Relations Theory. It will also be discussing each of the key concepts that are associated within each theoretical perspective. I will state some of the strengths and some of the weaknesses of each theory that was mentioned above. Lastly, my opinion for each of these theories would be provided to give youRead MoreStrengths and Weaknesses of Neorealism, Neoliberalism and Constructivism1390 Words   |  6 Pagesbeen a ‘hotbed’ of activity. Activity in the sense, we humans have been showing activeness both mentally and physically, which have transformed our globe from an archaic one to an advanced one. That advancement is evident in every sphere of our life, as well as in the ‘sphere’, we live in. In addition, that advancement or development is seen in one of the important activities of the ‘sphere†™, the activity of politics. 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