Carl Rogers Self Theory of Personality Development Since the study of personality began, personality theories have offered a wide variety of explanations for behavior and what constitutes the person. Carl Rogers (1902-1987) is truly truly the centra centrall figure figure in the humani humanisti sticc orient orientati ation. on. Rogers Rogers theory theory of person personali ality ty development development is based upon nineteen propositions propositions but the central focus is on the concept of ‘self’. In Rogers' view, the self is the central ingredient in human personality and personal adjustment. The main tenets of his theory will be focused upon here.
Self Rogers believed that when a child comes into this world, the concept of ‘self’ is present in him just like a tiny dot and it grows and develops as the age of child increases. Selfconcept is defined as the totality of a complex, organized, and dynamic system of learned beliefs, attitudes and opinions that each person holds to be true about his or her personal existence. existence. Rogers described described the self as a social social product, product, developing developing out of interpersonal interpersonal relationships and striving for consistency.
Self-Actualizing Self-Actualizing Tendency Rogers' Rogers' person-cent person-centered ered theory theory emphasized emphasized the concept of "self-actua "self-actualizat lization." ion." This concept implies that there is an internal, biological force to develop one's capacities and talents to the fullest. The individual's central motivation is to learn and to grow. Growth occurs when individuals confront problems, struggle to master then, and through that struggle develop new aspects of their skills, capacities, views about life. Life, therefore, is an endless process of creatively moving forward, even if only in small ways. Regarding this “self-actualization”, Rogers has related his experience of watching seaweeds on a seaside; he observed how seaweeds resisted against the heavy pounding of the sea waves crushing upon them. The seaweeds took the blows of waves upon them but after every attack they would stand erect again which shows their innate urge to live life. Rogers says, “Here in this palm like seaweed was the tenacity of life, the forward thrust of life, the ability to push into an incredibly hostile environment environment and not only hold its own, but to adapt, develop, and become itself.”
1
Organismic Valuing Process According to Rogers, it is an ongoing process in which values are never fixed or rigid, but experiences are being accurately symbolized and continually and freshly valued in terms of the satisfactions experienced by the individuals. The process is a subconscious guide guide that that evalu evaluat ates es exper experie ience nce for for its its grow growth th poten potenti tial al.. It draw drawss peopl peoplee towa toward rd experiences that are growth producing and away from those that would inhibit growth. Hence human beings instinctively value some things and abhor some, on the other hand.
Positive Regard Among many things that human organisms instinctively value is positive regard. It is one’s perception of some self-experience of another which makes a positive difference in one’s field of experience resulting in a feeling of warmth, liking, respect, sympathy and acceptance towards others. Hence with awareness of the self the need for positive regard develops and it is essential to the proper growth of one’s self.
Positive Self-regard Positive self-regard is self-esteem, self-worth, and a positive self-image. It is a positive attitude towards the self which is no longer directly dependent on the attitude of others. But this positive self-regard is achieved by experiencing the positive regard others show us over our years of growing up.
Conditions of Worth The need for positive self-regard leads to a selective perception of experience in terms of the conditions of worth that are made by others. A condition of worth develops when one’s behavior is evaluated as more or less worthy of self-regard by others. Hence, a child gets his favorite chocolate only when he performs well in a class test.
Conditional Positive Regard conditional positive regard . When Getting positive regard “on condition” Rogers calls conditional
people show conditional positive regard it means that an individual is taken not as a ‘self’ and an entity but as a collection of behaviours. Thus one is appreciated only on showing acceptable behaviours. Rogers is of the view that it hampers the positive growth of ‘self’ and as a result conditional positive self-regard develops. It means that one begins to like oneself only if he meets up with the standards others have applied to him, rather than
2
when he truly actualizes actualizes his potentials. potentials. And since these standards standards were created created without keeping each individual in mind, more often than not he finds himself unable to meet them, and therefore unable to maintain any sense of self-esteem.
Unconditional positive regard Unconditional positive regard is blanket acceptance and support of a person regardless of what the person person says says or does. does. Rogers Rogers believ believes es that that uncondi unconditi tional onal posit positive ive regard regard is essential to healthy development. People who have not experienced it may come to see themselves in the negative ways that others have made them feel.
Incongruity Rogers identifies the "real "real self " as the aspect of one's being that is founded in the actualizing tendency, follows organismic valuing, needs and receives positive regard and self-regard. It is the "you" that, if all goes well, you will become. On the other hand, to the extent that our society is out of sync with the actualizing tendency, and we are forced to live with conditions of worth that are out of step with organismic valuing, and receive only conditional positive regard and self-regard, we develop instead an "ideal self". By ideal, Rogers is suggesting something not real, something that is always out of our reach, the standard we cannot meet. This gap between the real self and the ideal self, the "I am" and the "I should" is called incongruity. incongruity.
Fully Functional Individual According to Rogers, an individual may develop optimally and avoid the previously descri described bed outcom outcomes es if they they experi experienc encee only only "uncond "unconditi itiona onall positi positive ve regard regard"" and no conditions of worth develop. The needs for positive regard from others and positive selfregard would match organismic organismic evaluation evaluation and there would be congruence congruence between self and experi experience ence,, with with full full psychol psychologi ogical cal adjust adjustmen mentt as a result result.. This This ideal ideal human human condition has been called "fully functioning person" by Rogers. He listed characteristics of fully functioning persons: i. ii.
A growi growing ng openne openness ss to to experi experienc encee – they they move move away away from from defen defensiv sivene eness ss and and feel feel that they have a right to be attended to with care and respect when in need. An incre increasi asingl ngly y existe existenti ntial al lifes lifesty tyle le – livin living g each mome moment nt fully fully – not not disto distorti rting ng the moment to fit personality or self concept but allowing personality and self concept concept to emanat emanatee from from the experi experienc ence. e. This This result resultss in excite excitemen ment, t, daring daring,, adap adapta tabi bili lity ty,, tole tolera rance nce,, spon sponta tanei neity ty,, and a lack lack of rigi rigidi dity ty and sugg sugges ests ts a
3
iii. iii.
iv. iv.
v.
vi. vi.
vii. vii.
foundation of trust. "To open one's spirit to what is going on now, and discover in that present process whatever structure it appears to have " Incr Increa easi sing ng organi organism smic ic trus trustt – they they trus trustt their their own judgme judgment nt and their their abili ability ty to choose behaviour that is appropriate for each moment. They do not rely on existing codes and social norms but trust that as they are open to experiences they will be able to trust their own sense of right and wrong. Free Freedo dom m of choic choicee – not not bein being g shac shackl kled ed by the the rest restri rict ctio ions ns that that infl influe uenc ncee an incongruent individual, they are able to make a wider range of choices more fluently. They believe that they play a role in determining their own behaviour and so feel responsible for their own behaviour. behav iour. Creati Creativit vity y – it foll follows ows that that they they wil willl feel feel more more free free to be crea creativ tive. e. They They will will also also be more creative in the way they adapt to their own circumstances without feeling a need to conform. Reli Reliabi abili lity ty and const constru ruct ctiv iven enes esss – they can can be trust trusted ed to act constr construc ucti tive vely ly.. An individual who is open to all their needs will be able to maintain a balance between between them. Even aggressive needs will be matched matched and balanced by intrinsic intrinsic goodness in congruent individuals. A rich rich full full life life – he he descri describes bes the the life life of the the full fully y functi functioni oning ng indiv individu idual al as rich rich,, full full and and exci exciti ting ng and and sugge suggest stss that that they they exper experie ienc ncee joy joy and and pain pain,, love love and and heartbreak, fear and courage more intensely.
Rogers Self theory Relativity to Language Learning As Carl Rogers’s theory is humanistic in its essence, it has wide ranging implications in language learning. When children start going to school at the age of four or five, they are being taught to write their names firstly. This is the beginning of the development of their ‘self’. They feel important and good when the teacher calls them by their names. It gives them a sense of identity and uniqueness; they recognize themselves as individuals and beings with a distinct identity and thus it consequently leads to the development of a positive self-image. Simil Similarl arly, y, on advance advanced d stages stages if the learne learners rs are being being taught taught to write write essays essays and paragraphs on ‘Myself”, it helps in building their positive self-regard. They develop a sense of high self-esteem and worth for themselves which helps them in becoming fully functi functioni oning ng indivi individual dualss who can develo develop p their their person personali ality ty and selves selves to the fulles fullestt possible possible extent. Writing about one’s own self also enhances one’s creative creative abilities abilities and promotes a sense of openness towards different life experiences. Also, on an advanced stage learners could be encouraged to pen down their feelings and ideas about life or certain experiences which they find difficult to express and cope with. In this way they would be able to overcome their fears and complexes and to give an outlet to their
4
troubled emotions. It would help them to redefine and strengthen their ‘self’ and to develop it fully. Applying Roger’s concept of unconditional positive regard, language can be utilized to teach expressions of courtesy and goodwill to the learners. When they will be taught to use such expressions as ‘thank you’, ‘sorry’, ‘good to see you’, ‘nice meeting you’ etc in classroom situations they will automatically learn to give unconditional positive regard in real life situations as well. Using Communicative Approach to language teaching the students could be asked to greet people whom they are meeting for the first time, to help some stranger find his way around town etc. Moreover through ‘contact assignments’ the learners could be sent out of the classroom with a stated purpose to talk to people in the target language. In a train station or at an airport, for example, they can interview tourists. Such types of activities would involve a higher degree of communication with strangers and people of all kind which would eventually foster a spirit of giving unconditional positive regard in the learners. They would learn to offer help and be good and kind to people without putting conditions on them. This, in turn, would also make them worthy in their own eyes as well. Feelings of brotherhood, unity and harmony can be promoted within a society by making the language learners work in pairs or groups. Tango seating, information gap, jigsaw activities activities,, role-plays role-plays and simulations simulations are some of the classroom classroom techniques techniques which when used for language teaching automatically teach learners to accept each others’ differences and give positive conditional regard for effective learning. The concepts of ‘my’, ‘we’ and ‘us’ should be taught to them using these classrooms tasks. Using Rogers theory of personality development in language learning a better society can be formed whose members have self-respect, sense of worth and dignity and also respect, courtesy and tolerance for others.
Islamic Perspective of Rogers’ Theory of Personality Development Development In Islamic perspective, a very comprehensive concept of ‘self’ is found. Quran makes the distinction between soul (ruuh) and self (nafs). The "soul", most often referred to in the Qur'an as ruh (17:85)(78:38), is that force within each human being which is the essence of existe existence nce without without which the physic physical al body is render rendered ed lifele lifeless, ss, an essenc essencee that that transcends physicality and mortality.
5
The "self" or nafs or nafs is sometimes reference to each individual living human being (3:185); the individual (2:286); the soul (89:27); but most often to the center of human tendencies, emotions and desires (79:40) (91:7-10) Then Allah (S.W.A) further classifies Self (Nafs); He defines seven types of selves on the basis of their qualities. •
. Nafs.e.Ammara is the commanding self
•
Nafs.e.Lawwama is the regretful self
•
Nafs.e.Mulhema is the inspired self
•
Nafs.e. Mutmeinna is the contented self
•
Nafs.e.Radiya is the pleased self
•
Nafs.e.Mardiya is the self pleasing to Allah
•
Nafs.e.Kamila is the Pure self
As far as Rogers’ concept of self development is concerned, Tazkiya-tun-Nafs (cleansing of the self), an essential feature in human development in Islam refers to the purification of the "self" from all negative and evil tendencies that may arise from weaknesses in human inclination towards those negative things which could appeal to our desires and lead us to act inappropriately. In contrast to Rogers notion of ‘self’ ‘self’ which is centered on the social interaction interaction only, in Isla Islam m the the spir spirit itua uall dime dimens nsio ion n of the the self self is also also vivi vivifi fied ed by givi giving ng atte attent ntio ion n and expression to those positive qualities that emanate from the best inner promptings of the nafs and the qalb (heart). (heart). Spirituality thus entails the developing of a heightened level of Allah-consciousness coupled with an increased dedication to the cultivation of a spirit of righte righteous ousnes ness. s. It is a proces processs of ascendi ascending ng levels levels of awaren awareness ess by organi organizin zing g one's one's journey through life in intimate communion with the Divine, ever aware that "from Him we come and unto Him is our ultimate return" and realizing that manifesting ihsaan / (goodness) throughout our lives is eventually what matters most. Regardi Regarding ng the uncondi unconditio tional nal positi positive ve regard regard of Rogers’ Rogers’ theory Islam Islam gives gives us the ihsaan)) that emanates from husn-niyyah / (sincere intention), concepts of Goodness / ((ihsaan husn-zann / (positive consideration), husn-al-khuluq / (good character) and 'amal-us salih / (righteous deeds). A person who is spiritually developed is expected to harbor
6
good intentions, a clean heart and positive attitude, an endearing personality while always displaying exemplary behavior; characteristics of perhaps the ideal social being. In conclusion, it can be said that Rogers’ theory of personality development was a significan significantly tly valuable addition to the theories of learning. learning. It is humanistic humanistic in its essence and thus can be related to Islamic philosophy as well. It set the ground for the upcoming theorists to develop the learning theory from this perspective.
7
