Friday, 18 March 2011

~~function of self by GORDON ALLPORT~~

understanding of ourself and the functions of our body part..
like, hand is yours..
develop in first and two years...

understanding of our own name.
give response to the people who calling our name..
start to speak.
develop in first and two years

understand and respect the feeling.
feel good about ourselves
develop between two and four years of ages..

using the word MINE...
"my father"
"my car"
develop in 4-6 years old

imaging our own self.
who you are....
develop in 4-6years old

improve ourselves.
know the limitation in our self.
develop in 6-12 years old

can make choice in life.
and start to make realistic choices..
develop after 12 years old

Wednesday, 16 March 2011

Gordon Allport

As the individual matures, the bond with the past is broken - Gordon Allport

Born : 11 November 1897
Died : 9 October 1967

Allport was one of the first psychologists to focus on the study of the personality, and is often referred to as one of the founding figures of personality psychology.

Personality Traits
Traits are measured on a continuum and are subject to social, environmental, and cultural influences.
  1. Personality traits are real and exists within each of us. They are not theoretical constructs or labels made up to account for behavior.
  2. Traits determined or cause behavior.
  3. Traits can be demonstrated empirically.
  4. traits are interrelated or may be overlap.
  5. Traits is vary from situation.

~Personal Dispositions~
Personal traits : it is a Traits that are peculiar to an individual, as opposed to traits shared by a number of people. 
Cardinal Traits : the most pervasive and influential that it touches almost every aspect of a person's life. He described it as a "ruling passion", a powerful force that dominates behavior. 
Central Traits : The handful of outstanding traits that describe a person's behavor. 
Secondary Traits : The least important traits, which a person many display inconsistently

~Habits and Attitudes~
Habits : specific, inflexible responses to specific stimuli, that is several habits may combine to form a traits. 
Attitudes : attitudes are similar to traits. however attitudes have specific objects of reference and involve either positive or negative evaluations.

Function of Autonomy of Motives

Allport was one of the first researchers to draw a distinction between Motive and Drive. He suggested that a drive formed as a reaction to a motive may outgrow the motive as a reason. The drive then is autonomous and distinct from the motive, whether it is instinct or any other. Allport gives the example of a man who seeks to perfect his task or craft. His reasons may be a sense of inferiority engrained in his childhood but his diligence in his work and the motive it acquires later on is a need to excel in his chosen profession. In the words of Allport, the theory "avoids the absurdity of regarding the energy of life now, in the present, as somehow consisting of early archaic forms (instincts, prepotent reflexes, or the never-changing Id). Learning brings new systems of interests into existence just as it does new abilities and skills. At each stage of development these interests are always contemporary; whatever drives, drives now.

The Development of the Proprium

  1. The Sense of Bodily Self, which is a sense of one's own body, including bodily sensations, attests to one's existence and therefore remains a lifelong anchor for self-awareness.
  2. The Sense of Self-identity , which is the second aspect of the proprium is self-identity. This is most evident when the child, through acquiring language, recognizes himself as a distinct and constant point of reference.
  3. The Sense of Self-Esteem or Pride, which is an individual's evaluation of himself and the urge to want to do everything for oneself and take all of the credit.
  4. The Sense of Self-Extension, occurs during the third year of life, which states that even though some things are not inside my physical body they are still very much a part of one's life.
  5. The Self-Image, or how others view "me" is another aspect of selfhood that emerges during childhood.
  6. The Sense of Self as a Rational-Coper occurs between the ages of six and twelve in which the child begins to realize fully that he ahs the rational capacity to find solutions to life's problems, so that they can cope effectively with reality demands.
  7. Propriate Striving, which Allport believed to be the core problem for the adolescent. It is the selection of the occupation or other life goal, the adolescent knows that their future must follow a plan, and in this sense makes them lose their childhood.
  8. Self as a Knower:The knower (thinking agent) "rides" on top of them. The thinker is different from his or her thoughts, is Allport's stand, contrary to William James, who ridiculously maintains that "The thoughts themselves are the thinker"

Sunday, 13 March 2011

~~tyPes Of persOnaLity in The Quran~~

SOUL is distinguished man from other beings.
our Psycho-spiritual tension depending on how soul is used...

Quran has State that:::::

سُوۡرَةُ الشّمس
وَنَفۡسٍ۬ وَمَا سَوَّٮٰهَا (٧) فَأَلۡهَمَهَا فُجُورَهَا وَتَقۡوَٮٰهَا (٨) قَدۡ أَفۡلَحَ مَن زَكَّٮٰهَا (٩) وَقَدۡ خَابَ مَن دَسَّٮٰهَا (١٠)
 By the Soul, and the proportion and order given to it;
 And its enlightenment as to its wrong and its right;-
Truly he succeeds that purifies it, !And he fails that corrupts it ...

these ayah is about the capability of ourselves in committing evils and being obedience....

سُوۡرَةُ النَّازعَات
فَأَمَّا مَن طَغَىٰ (٣٧) وَءَاثَرَ ٱلۡحَيَوٰةَ ٱلدُّنۡيَا (٣٨) فَإِنَّ ٱلۡجَحِيمَ هِىَ ٱلۡمَأۡوَىٰ (٣٩) وَأَمَّا مَنۡ خَافَ مَقَامَ رَبِّهِۦ وَنَهَى ٱلنَّفۡسَ عَنِ ٱلۡهَوَىٰ (٤٠) فَإِنَّ ٱلۡجَنَّةَ هِىَ ٱلۡمَأۡوَىٰ (٤١)
And Half-Fire shall be placed in full view for (all) to see―
Then, for such as had transgressed all bounds,
And had preferred the life of this world,
The Abode will be Hell-Fire;
And for such as had entertained the fear of standing before their Lord's (tribunal) and had restrained (their) soul from lower Desires,
Their Abode will be the Garden.

there are three types of personality in the Quran::

1) BELIEVERS (mu'min)
3) HYPOCRITE (munafiq)

and these personality is characterized by the differences in our
-acts of worship
-social relationship
-family relationship
-moral and behavior
and- others.....

Saturday, 12 March 2011

~seNSe PerCeptiOn and CoGniTive~

sense perception:: as we already know, we have five sense
+ sight
+ hear
+ touch
+ smell
+ taste

:::::: different people have different perception ::::::
and this perception was different to one another and it is our right to think differently.
we need to remember that there are also have  error in the cognition.

~~~we CANNOT rigidly following old views 
we must have deeper understanding about something before we follow make it as our habit.
for example::: looking at our friends who was hard core smoker and we  rigidly
following our friends to smoke too even we know that it has bad effects to our health and lives.

~~~ we CANNOT act based on insufficient information.
if we want to believe in something, we must have valid information and considered other information 
and make a good decision.

~~~we MUST AVOID  emotional bias
if someone did something unpleasant to us, we cannot be unjust by accused he/she without any investigation.
give their RIGHT......  

Saturday, 26 February 2011

Erik Erikson

Born : 15 June 1902
Died : 12 May 1994

Our personality traits come in opposites. We think of ourselves as optimistic or pessimistic, independent or dependent, emotional or unemotional, adventurous or cautious, leader or follower, aggressive or passive. Many of these are inborn temperament traits, but other characteristics, such as feeling either competent or inferior, appear to be learned, based on the challenges and support we receive in growing up.

He divided the growth of the personality into 8 psychosocial correlates, different from Freud that focus on biological factors.

Saturday, 19 February 2011

~Motive n Drive~

motive ::: Motivation is the driving force which help causes us to achieve goals...

there are three type of motive and drive in our lives...

is about our self-preservation which individuals attempt to preserve their own existence and the psychical processes that establish these behaviors. 
(fight or flight theory)
and preservation of human race that divided into
sexual drive (reproducing) and motherhood instinct (mother love) .

have three branches which are

Motives that the individual is unaware of, but that still influence his behavior.

Saturday, 12 February 2011

Carl Jung

Carl Jung
Born : 26 July 1875 in Kesswil, Thurgau, Switzerland
Died : 6 June 1961 in Zurich, Zurich, Switzerland  

 He was a Swiss psychiatrist and founder of a neopsychoanalytic school of psychology, which he named Analytical Psychology.

Jung emphasized the importance of balance and harmony. He propose eight psychological types, based on the interactions of the two attitudes and four functions.

Jung's Psychological Types
Extraverted Thinking
Logical, Objectives, Dogmatic
Extraverted Feeling
Emotional, Sensitive, Sociable; more typical of women than men
Extraverted Sensing
Outgoing, Pleasure-seeking, adaptable
Extraverted Intuiting
Creative, able to motivate others and to seize opportunities
Introverted Thinking
More interested in ideas than in people
Introverted Feeling
Reserved, undemonstrative, yet capable of deep emotion
Introverted Sensing
Outwardly detached, expressing themselves in aesthetic pursuits
Introverted Intuiting
More concerned with the unconscious than with everyday reality

  • The Personal Unconscious ~ The reservoir of material that was once conscious but has been forgotten or suppressed
  • Complexes ~ A core or pattern of emotions, memories, perceptions, and wishes in the personal unconscious organized around common theme, such as power or status.
  • The Collective Unconscious ~ the deepest level of the psyche containing the accumulation of inherited experiences of human and pre-human species.
  • Archetypes ~ Images of universal experiences contained in unconscious.

Jung's Developmental Stages.
Ego development begins when the child distinguishes between self and others
Puberty to Young Adulthood
Adolescents must adapt to the growing demands of reality.
The Focus is on external, on education, career, and family. The conscious is dominant.
Middle Age
A period of transition when the focus on the personality shifts from external to internal in an attempt to balance the unconscious with the conscious.