The Significant Individual Learning model (SIL), was developed by Nir Golan, educational and leadership expert, in order to help teachers to develop the uniqueness of their student .The psychologist, Carl Gustav Jung, used the concept of archetype in his theory of the human psyche. The term "archetype" has its origins in ancient Greek. SIL model is about the significant learning of the individual in order to reformulate his unique identity because each person is unique and no previous theory applied to all people.
The significant individual learning model assumes that the distinction between children and adults is no longer relevant in the digital age and that each student should be treated as a 'whole' individual person irrespective of his age.
Anthropogogy: The study of human learning
(Greek) – Anthrop (άνθρωπ) means people and Agy (άγω) means to conduct / lead.
Carl Gustav Jung believed that universal, mythic characters—archetypes—reside within the collective unconscious of people the world over. Archetypes represent fundamental human motifs of our experience as we evolved; consequentially, they evoke deep emotions.
Nir Golan offers a new definition of Anthropogogy as: "Leading a person (regardless of age) throughout significant individual learning towards behavioral change, which can be implemented immediately as a part of his unique identity." (Golan, 2014)
Although there are many different archetypes, Jung defined twelve primary types that symbolize basic human motivations. Each type has its own set of values, meanings and personality traits. Also, the twelve types are divided into three sets of four, namely Ego, Soul and Self. The types in each set share a common driving source, for example types within the Ego set are driven to fulfill ego-defined agendas.
This significant individual learning model provides tools for the teacher to assimilate the Anthropogogy approach in six steps, throughout which the teacher uses dialogue in order to guide the learner.
The six steps are:
1. Action- doing
2. Behavior- conceptualization of the action
3. Norm- transformation of the behavior to a norm
4. Value- defining the value in the behavior
5. Redefinition- redefinition of my unique identity
6. Teaching- Using the Anthropogogy model to teach the other
Details of the six stages of the Anthropogogy significant individual learning model:
1. Action- carrying out an action for the first time in response to an internal or external need. The teacher identifies and reflects the need of the learner: leading him/her to do what they did not do previously. The learner performs the action for the first time together with coaching from a professional person. The learner then experiences the consequences of his/her action and evaluates his/her response.
• The result of Step 1: Recognizing by the learner his/her need and the actual carrying out of the action for the first time (alongside reflection).
2. Behavior- conceptualization of the action:
The learner repeats the action using clear quality and quantity measurements. Adler wrote, ". . .in every mental phenomenon we discover anew the characteristic of pursuit of a goal, and all our powers, faculties, experiences, wishes and fears, defects and capacities fall into line with this characteristic" (Ansbacher & Ansbacher, 1956). The learner then describes the action, helping him/her to improve the repeated action and transfer it into standard behavior.
• The result of Step 2: Conceptualizing behavior and standardizing it according to the expectations.
3. Norm- transformation of the behavior into the norm:
Norm is defined as "a standard of achievement or behavior that is required, desired or designated as normal." These standards of behavior are "shared by members of a social group to which each member is expected to conform." Adler declared that each individual has an incomparable way of life, some are negative and some are positive. In this step, the behavior is transformed into norm and expected behavior.
• The result of Step 3: Understanding by the learner of the benefits of turning the behavior into the norm in order to reinforce the behavior in a social context.
4. Value- defining the value in the behavior:
The meaning of the behavior is defined to the learner as well as the benefits that may be gained from the norm to the learner and to his/her surroundings. The value then becomes the guiding principle to making future decisions connected to the behavior; helping decide when and how to use this behavior. In this manner, the behavior becomes more significant.
Adler claimed that every person had an idea about what their perfect self would be like (Cloninger, 1996). He named this image the fictional finalism. Fictional finalism applies clearer direction to decisions that are to be made concerning oneself. Although individuals may have an idea about their image, but they hardly ever understand it. Although the image may be altered, the common direction throughout one's life stays the same.
• The result of Step 4: Defining the value of the behavior by making it significant.
5. Redefinition of my unique identity- self-identity redefined
Alfred described this as feelings of lack of worth. He wrote, "We all wish to overcome difficulties."
"We all strive to reach a goal by the attainment of which we shall feel strong, superior, and complete". (Ansbacher & Ansbacher, 1956)
The values are acknowledged by the learner and assist in redefining his/her unique identity. The learner knows how to describe their newly unique identity and explain what their unique contribution is to those around them. Although the learning process affected one behavior, it helped to redefine his/her whole identity to him/herself.
Personality difficulties are rooted in a feeling of inferiority deriving from restrictions on the individual's need for self-assertion.
• The result of Step 5: Reformulating a unique identity by the learner.
According to Jung they can be 12 identity types:
The Ego Types
1. The Innocent
Motto: Free to be you and me
Core desire: to get to paradise
Goal: to be happy
Greatest fear: to be punished for doing something bad or wrong
Strategy: to do things right
Weakness: boring for all their naive innocence
Talent: faith and optimism
The Innocent is also known as: Utopian, traditionalist, naive, mystic, saint, romantic, and dreamer.
2. The Orphan/Regular Guy or Gal
Motto: All men and women are created equal
Core Desire: connecting with others
Goal: to belong
Greatest fear: to be left out or to stand out from the crowd
Strategy: develop ordinary solid virtues; be down to earth, the common touch
Weakness: losing one's own self in an effort to blend in or for the sake of superficial relationships
Talent: realism, empathy, lack of pretense
The Regular Person is also known as: The good old boy, everyman, the person next door, the realist, the working stiff, the solid citizen, the good neighbor, the silent majority.
3. The Hero
Motto: Where there's a will, there's a way
Core desire: to prove one's worth through courageous acts
Goal: expert mastery in a way that improves the world
Greatest fear: weakness, vulnerability, being a "chicken"
Strategy: to be as strong and competent as possible
Weakness: arrogance, always needing another battle to fight
Talent: competence and courage
The Hero is also known as: The warrior, crusader, rescuer, superhero, the soldier, dragon slayer, the winner and the team player.
4. The Caregiver
Motto: Love your neighbor as yourself
Core desire: to protect and care for others
Goal: to help others
Greatest fear: selfishness and ingratitude
Strategy: doing things for others
Weakness: martyrdom and being exploited
Talent: compassion, generosity
The Caregiver is also known as: The saint, altruist, parent, helper, and supporter.
The Soul Types
5. The Explorer
Motto: Don't fence me in
Core desire: the freedom to find out who you are through exploring the world
Goal: to experience a better, more authentic, more fulfilling life
Biggest fear: getting trapped, conformity, and inner emptiness
Strategy: journey, seeking out and experiencing new things, escape from boredom
Weakness: aimless wandering, becoming a misfit
Talent: autonomy, ambition, being true to one's soul
The explorer is also known as: The seeker, iconoclast, wanderer, individualist, and pilgrim.
6. The Rebel
Motto: Rules are made to be broken
Core desire: revenge or revolution
Goal: to overturn what isn't working
Greatest fear: to be powerless or ineffectual
Strategy: disrupt, destroy, or shock
Weakness: crossing over to the dark side, crime
Talent: outrageousness, radical freedom
The Outlaw is also known as: The rebel, revolutionary, wild man, the misfit, or iconoclast.
7. The Lover
Motto: You're the only one
Core desire: intimacy and experience
Goal: being in a relationship with the people, work and surroundings they love
Greatest fear: being alone, a wallflower, unwanted, unloved
Strategy: to become more and more physically and emotionally attractive
Weakness: outward-directed desire to please others at risk of losing own identity
Talent: passion, gratitude, appreciation, and commitment
The Lover is also known as: The partner, friend, intimate, enthusiast, sensualist, spouse, and team-builder.
8. The Creator
Motto: If you can imagine it, it can be done
Core desire: to create things of enduring value
Goal: to realize a vision
Greatest fear: mediocre vision or execution
Strategy: develop artistic control and skill
Task: to create culture, express own vision
Weakness: perfectionism, bad solutions
Talent: creativity and imagination
The Creator is also known as: The artist, inventor, innovator, musician, writer or dreamer.
The Self Types
9. The Jester
Motto: You only live once
Core desire: to live in the moment with full enjoyment
Goal: to have a great time and lighten up the world
Greatest fear: being bored or boring others
Strategy: play, make jokes, be funny
Weakness: frivolity, wasting time
The Jester is also known as: The fool, trickster, joker, practical joker or comedian.
10. The Sage
Motto: The truth will set you free
Core desire: to find the truth.
Goal: to use intelligence and analysis to understand the world.
Biggest fear: being duped, misled—or ignorance.
Strategy: seeking out information and knowledge; self-reflection and understanding thought processes.
Weakness: can study details forever and never act.
Talent: wisdom, intelligence.
The Sage is also known as: The expert, scholar, detective, advisor, thinker, philosopher, academic, researcher, thinker, planner, professional, mentor, teacher, contemplative.
11. The Magician
Motto: I make things happen.
Core desire: understanding the fundamental laws of the universe
Goal: to make dreams come true
Greatest fear: unintended negative consequences
Strategy: develop a vision and live by it
Weakness: becoming manipulative
Talent: finding win-win solutions
The Magician is also known as: The visionary, catalyst, inventor, charismatic leader, shaman, healer, medicine man.
12. The Ruler
Motto: Power isn't everything, it's the only thing.
Core desire: control
Goal: create a prosperous, successful family or community
Strategy: exercise power
Greatest fear: chaos, being overthrown
Weakness: being authoritarian, unable to delegate
Talent: responsibility, leadership
The Ruler is also known as: The boss, leader, aristocrat, king, queen, politician, role model, manager or administrator.
6. Teaching- Using the Anthropogogy model to teach the other. The learner becomes the teacher ("Melamed"). The learner uses his/her personal experience as a role model and teaches the other using his/her own unique identity. He/She applies the Anthropogogy model to lead a new learner to significant learning.
• The result of Step 6: Continuity of the learning process according to the Anthropogogy model to achieve significant learning for the learner and for the teacher.
The significant individual learning model (SIL) assumes that the distinction between children and adults is no longer relevant in the digital age and that each student should be treated as a 'whole' person irrespective of their age, people are focused on maintaining control over their lives. Most, if not all, people have several archetypes at play in their personality construct; however, one archetype tends to dominate the personality in general. It can be helpful to know which archetypes are at play in oneself and others, especially loved ones, friends and co-workers, in order to gain personal insight into behaviors and motivations.