The Hidden Lineage of Modern Management Science: Astrology, Alchemy and the MyersBriggs Type Indicator

Beneath the surface of some significant contemporary management practices there exists evidence of pre-modern cosmology. The influence of astrological and alchemical ideas on organisational conduct has not, however, attracted very much serious social-scientific attention to date. The Myers-Briggs Type Indicator (MBTIÒ) is described and reasons discussed for considering it to be a prime example of the underpinning of the modern by the pre-modern. C.G. Jung's role as mediator between pre-modern and modern is considered, with some investigation devoted to the four function-types and two attitude-types which he propounded, their origins in earlier symbolism, and their influence on subsequent psychological theory and practice. An astro-genealogical account of the development of the MBTI is offered, taking into account its debt to Renaissance and earlier forms of thinking and symbolism. In conclusion, a warning note is sounded: the modern need to place psychology on an entirely scientific footing can manifest as a dogmatic, belief-driven revisionism that produces a fragmentary, potentially alienating, view of the individual.

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Teachers are from Heaven, Students are from Hell — True or False?

Industry and Higher Education ◽

10.5367/000000003322776325 ◽

2003 ◽

Vol 17 (6) ◽

pp. 417-422

Author(s):

Luiz Fernando Capretz

Keyword(s):

Learning Styles ◽

Teaching And Learning ◽

Psychological Theory ◽

Learning Approaches ◽

Myers Briggs Type Indicator ◽

Approach To Learning ◽

University Teachers ◽

Class Differences ◽

Type Indicator ◽

Approach To Teaching

Researchers have long tried to relate personality types to teaching and learning styles. It is believed that the psychological theory behind the Myers–Briggs Type Indicator (MBTI) can help university teachers to accept variety in teaching and learning approaches. This paper makes some assertions about the personality traits of academics and students. These traits can create harmony or discord for individual students, depending on whether their approach to learning matches the teacher's approach to teaching. Although some teaching strategies can be useful for a whole class, differences among students make it necessary to diversify those strategies.

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Theory and practice of personalized learning

10.12737/1098272 ◽

2021 ◽

Author(s):

Sergey Kondrat'ev

Keyword(s):

General Education ◽

Psychological Theory ◽

Personalized Learning ◽

Theory And Practice ◽

Educational Institutions ◽

School Students ◽

Psychological Types ◽

The Social ◽

Psychological Mechanism ◽

The Individual

The monograph presents the psychological theory and organization of personalized learning in general education schools. The concept of integrative subjectivity of a person as a form of reflexive and areflexive self-existence is considered as the psychological basis of personalized learning. The author characterizes the personality and the social individual in the light of the humanitarian Christian paradigm: reveals the phenomenology of integrative subjectivity, its structural organization, levels and forms of development of the individual and the social individual. From the standpoint of the Christian psychology of education, the general psychological and socio-psychological aspects of personalized learning are revealed, the psychological typification of students and teachers is justified, the extraordinary pedagogical interaction as a psychological mechanism of personalized learning is presented, the experimental construction of psychological types of primary school students based on the perception of educational material, as well as the typological features of teachers. Technologies of personalized learning are presented. The monograph reflects the results of many years of theoretical and experimental research of the author. It is of interest to seminarians, students, postgraduates of Orthodox educational institutions, students of Higher theological courses, faculties of advanced training and retraining, as well as philosophers, psychologists, teachers, social workers, and specialists in the field of education.

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Individual Differences and Quality Of Translation: A Personality-Based Perspective

Psychology of Language and Communication ◽

10.2478/plc-2013-0003 ◽

2013 ◽

Vol 17 (1) ◽

pp. 37-64 ◽

Cited By ~ 3

Author(s):

Amin Karimnia ◽

Mahsa Mahjubi

Keyword(s):

Psychological Theory ◽

Personality Types ◽

Myers Briggs Type Indicator ◽

Type Indicator ◽

Significant Difference ◽

Text Types ◽

The One ◽

Post Hoc ◽

The Relationship

The current study was targeted at investigating the relationship between translation students’ personality types and the quality of their English-to-Persian translations with respect to different text types. To this aim, 35 undergraduate senior students of translation were randomly sampled. To obtain some demographic information about the participants, the researchers used a background questionnaire. The participants were given three different text types for the translation task. An advertisement, a scientific text and a narrative text were chosen to serve Reiss’ text typology (1971) including operative, informative and expressive texts, respectively. The students were also provided with retrospective questionnaires to shed light on their performance in the act of translating. Subsequently, once the participants’ personality types were determined via the Myers-Briggs Type Indicator (MBTI) anchored in Jung’s psychological theory, their dominant mental functions involving intuition, sensation, feeling and thinking were identified. To analyze the data, the One-way Analysis of Variance (ANOVA) procedure and post-hoc analysis were employed. The results of the study indicated that the only dichotomy showing a significant difference was that of intuition versus sensation. Simply put, the intuitors outperformed their sensor counterparts in the translation of the expressive text. Taking into account the findings of the current study, the researchers suggest some pedagogical guidelines too.

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Study on Personality Types of Dentists in different Disciplines of Dentistry

The Journal of Contemporary Dental Practice ◽

10.5005/jp-journals-10024-2083 ◽

2017 ◽

Vol 18 (7) ◽

pp. 554-558 ◽

Cited By ~ 3

Author(s):

Sukumaran Anil ◽

Farouk Ahmed Hussein ◽

Albatool S Alahmari ◽

Sara H Almubarak ◽

Sahar A Alateeq

Keyword(s):

Personality Type ◽

Personality Types ◽

Descriptive Statistics ◽

Myers Briggs Type Indicator ◽

Personality Styles ◽

Type Indicator ◽

Different Types ◽

Survey Results ◽

The Individual ◽

Practice Questions

ABSTRACT Aim The purpose of this study was to determine the most common personality type among dentists in seven selected clinical dentistry specialties using the Myers–Briggs Type Indicator (MBTI) and to compare between these different types of personalities. Materials and methods A survey containing the MBTI and demographic and practice questions was used to assess the personality styles of 243 dental specialists in Riyadh, Saudi Arabia. The survey results were analyzed using descriptive statistics. Results The results of the MBTI for 243 specialist dentists revealed, generally, a higher percentage of scoring for introversion (I) with an average of 65% than extroversion (E). The study identified 10 common personality types among these specialists: ISTJ, ISFJ, INFJ, ISTP, INFP, INTP, ENFP, ENTP, ENFJ, and ENTJ (extraversion–introversion (E–I), sensing–intuition (S–N), thinking–feeling (T–F), and judging–perception (J–P)). The dominant personality type in all seven clinical specialties in dentistry was ISTJ, with an average of 54%. Conclusion The personality types showed variation among the seven clinical dentistry specialties. However, among these seven clinician's specialties in dentistry, more than 50% of the individuals shared one common type of personality (ISTJ). Clinical significance The identification of the personality type might help in their association with coworkers, students, and patients as well as knowing the individual preferences toward different specialties in dentistry. How to cite this article Al-Dlaigan YH, Alahmari AS, Almubarak SH, Alateeq SA, Anil S. Study on Personality Types of Dentists in different Disciplines of Dentistry. J Contemp Dent Pract 2017;18(7):554-558.

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SCIENTIFIC PERSONAS IN THEORY AND PRACTICE – WAYS OF CREATING SCIENTIFIC, SCHOLARLY, AND ARTISTIC IDENTITIES

Persona Studies ◽

10.21153/ps2018vol4no1art748 ◽

2018 ◽

Vol 4 (1) ◽

pp. 1-5 ◽

Cited By ~ 3

Author(s):

Kirsti Niskanen ◽

Mineke Bosch ◽

Kaat Wils

Keyword(s):

Cultural Identity ◽

Theory And Practice ◽

Evolutionary Stage ◽

Max Planck ◽

Scientific Institution ◽

The Real ◽

Scientific World ◽

Social Scientific ◽

The Individual ◽

Real Self

The concept of scientific persona was developed by historians of science at the Max Planck Institute in Berlin fifteen years ago in order to understand how science works and how it can be conducted in a credible way. The Latin word persona means mask and the discussions of the term were elaborations of Marcel Mauss´s introduction of the concept in an article published in 1938 (Mauss 1938). In Mauss´s conceptualisation, persona was a feature that characterized societies in an evolutionary stage—a stage where members of the society had started to perceive themselves as individuals, but were still expected to fulfill certain, culturally defined roles. In such contexts, persona was not mask to cover the ‘real’ self of the performer, but a mask that enhanced certain features of the person. Transferring Mauss’s approach to the scientific world, Lorraine Daston and Otto Sibum (2003) defined, in an often cited article in Science in Context, scientific persona as an intermediate between individual biography and social (scientific) institution: it is a cultural identity that forms the individual in body and mind, and creates a collective with a shared and recognizable physiognomy (ways to be and to behave). Daston and Sibum characterized scientific personas as templates that emerge and develop in historical contexts and used the concept to investigate the creation of certain types of scientists: when, how and why have distinct “scientific personae” emerged?

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Using Student Preferences to Guide Design Team Composition

Volume 3: 9th International Design Theory and Methodology Conference ◽

10.1115/detc97/dtm-3890 ◽

1997 ◽

Author(s):

Douglass J. Wilde

Keyword(s):

Psychological Theory ◽

Design Teams ◽

Myers Briggs Type Indicator ◽

Foundation Design ◽

Student Preferences ◽

Educational Counseling ◽

Modified Method ◽

Type Indicator ◽

Design Competition ◽

Design Division

Abstract For five years now Stanford’s Mechanical Engineering Design Division has experimented with restrictions on how students choose the members of their design teams. The constraints are based on voluntary student responses to a short questionnaire, essentially a sampling of questions from the Myers-Briggs Type Indicator widely used for vocational and educational counseling. This has produced teams performing qualitatively and quantitatively better, as measured by prizes won in the nationwide Lincoln Foundation Design Competition, than did teams of the thirteen years preceding. In 1995, Stanford teams won all but two of the twelve prizes awarded. This article describes these experiments, lists the results, describes how to construct a suitable questionnaire, reviews pertinent psychological theory, and gives mathematically precise instructions for constraining construction of the teams. The current procedure also incorporates information obtained from a recent survey on team satisfaction in a different project design course. This modified method seeks to generate satisfied teams without sacrificing prize-winning ability.

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Predicting judging-perceiving of Myers-Briggs Type Indicator (MBTI) in online social forum

PeerJ ◽

10.7717/peerj.11382 ◽

2021 ◽

Vol 9 ◽

pp. e11382

Author(s):

En Jun Choong ◽

Kasturi Dewi Varathan

Keyword(s):

Machine Learning Algorithms ◽

Personality Test ◽

Self Awareness ◽

Myers Briggs Type Indicator ◽

Type Indicator ◽

Textual Data ◽

Myers Briggs ◽

Personality Computing ◽

The Individual ◽

Do So

The Myers-Briggs Type Indicator (MBTI) is a well-known personality test that assigns a personality type to a user by using four traits dichotomies. For many years, people have used MBTI as an instrument to develop self-awareness and to guide their personal decisions. Previous researches have good successes in predicting Extraversion-Introversion (E/I), Sensing-Intuition (S/N) and Thinking-Feeling (T/F) dichotomies from textual data but struggled to do so with Judging-Perceiving (J/P) dichotomy. J/P dichotomy in MBTI is a non-separable part of MBTI that have significant inference on human behavior, perception and decision towards their surroundings. It is an assessment on how someone interacts with the world when making decision. This research was set out to evaluate the performance of the individual features and classifiers for J/P dichotomy in personality computing. At the end, data leakage was found in dataset originating from the Personality Forum Café, which was used in recent researches. The results obtained from the previous research on this dataset were suggested to be overly optimistic. Using the same settings, this research managed to outperform previous researches. Five machine learning algorithms were compared, and LightGBM model was recommended for the task of predicting J/P dichotomy in MBTI personality computing.

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An empirical study of personal resources in people involved in sports

Yaroslavl Pedagogical Bulletin ◽

10.20323/1813-145x-2021-1-118-126-134 ◽

2021 ◽

Vol 1 (118) ◽

pp. 126-134

Author(s):

Elena S. Shuchkovskaya ◽

Keyword(s):

Time Perspective ◽

Psychological Theory ◽

Theory And Practice ◽

Personal Resources ◽

Personal Resource ◽

Psychological Science ◽

Cultural Spaces ◽

Emotional Component ◽

The Individual ◽

Internal Balance

The theoretical part of the article is aimed at the study of personal resources. In psychological science, the problem of personal resources is widely discussed in various fields of psychological science, both domestic and foreign. Personal resources are considered as the most important factor of resilience, allowing the individual to face the challenges of the time, they expand the capabilities of a person and make him more productive and successful. Each of the fields of psychological science focuses on the significance of the effect of personal resource mobilization. The empirical part of the article presents a study of personal resources in people involved in sports. Psychological theory and practice contain contradictions that indicate a lack of knowledge of personal resources as a complex psychological phenomenon that remains problematic and in demand in personal and socio-cultural spaces. The relevance of the study lies in the lack of development of the problem of personal resources in the field of sports. The hypothesis of the study was the assumption about the existing features in the specifics of personal resources in people involved in sports, development of the problem of personal resources in the field of sports. The hypothesis of the study was the assumption about the existing features in the specifics of personal resources in people involved in sports. The study involved 86 people, including 64 girls and 22 men, using the following methods: F. D. Zimbardo's Time Perspective Questionnaire, S. Maddy's Resilience Test, and the «Motivation for Success» method.»T. Ehlers, «Motivation to avoiding failures» T. Ehlers, the Level of claims personality by V. K. Gerbachevsky. The results of the study showed that people who are engaged in sports tend to think for the future, can enjoy work; they have developed the ability to reduce and withstand existential anxiety, are able to maintain internal balance, are open to new experiences, can set themselves more difficult tasks. People who do not play sports are more likely todepend on the opinions of others, turn to past experience, and an emotional component is needed to implement their plans.

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Language in mental retardation: Individual and syndromic differences, and neurogenetic variation 1Based on a keynote presentation at the Third European Conference on Psychological Theory and Research in Mental Retardation, Geneva, September 1st, 2000.

Swiss Journal of Psychology ◽

10.1024//1421-0185.60.3.161 ◽

2001 ◽

Vol 60 (3) ◽

pp. 161-178 ◽

Cited By ~ 23

Author(s):

Jean A. Rondal

Keyword(s):

Mental Retardation ◽

Language Development ◽

Oral Language ◽

Psychological Theory ◽

Genetic Syndromes ◽

Explanatory Variables ◽

Keynote Presentation ◽

Genetic Origins ◽

The Sixties ◽

The Individual

Predominantly non-etiological conceptions have dominated the field of mental retardation (MR) since the discovery of the genetic etiology of Down syndrome (DS) in the sixties. However, contemporary approaches are becoming more etiologically oriented. Important differences across MR syndromes of genetic origin are being documented, particularly in the cognition and language domains, differences not explicable in terms of psychometric level, motivation, or other dimensions. This paper highlights the major difficulties observed in the oral language development of individuals with genetic syndromes of mental retardation. The extent of inter- and within-syndrome variability are evaluated. Possible brain underpinnings of the behavioural differences are envisaged. Cases of atypically favourable language development in MR individuals are also summarized and explanatory variables discussed. It is suggested that differences in brain architectures, originating in neurological development and having genetic origins, may largely explain the syndromic as well as the individual within-syndrome variability documented. Lastly, the major implications of the above points for current debates about modularity and developmental connectionism are spelt out.

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