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
Talent:
joy
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.
