Module-1 Individual differences and personality
Why it is important to study Personality?
The more you know about ab out personalities, the better you will be able to understand why people do the things they do, and how to communicate with them. People who design advertisements are experts at how people think, and can come up with advertisements that help to sell their products. Society's leaders are experts a t making people want to follow their way of doing things. If you understand other people, you are also more likely to get along with them and not have wars.
Studying your own personality is also good. The more you understand about how your mind works and how you think and feel, the better you are able to control your mind and not just react blindly to what's going on around you.
The term personality comes from the Latin word persona meaning "mask". Allport defined personality as "the dynamic organization within the individual of those psychophysical systems that determine his characteristic behavior and thought."
Structure of Personality
According to Allport, the basic units of personality pe rsonality are personal dispositions. A. Personal Dispositions
Allport distinguished between common traits, which permit inter-individual comparisons, and personal dispositions, which are peculiar to the individual. He recognized three
overlapping levels of personal dispositions, the most general o f which are cardinal dispositions that are so obvious and dominating that they can not be hidden from other people. Not everyone has a cardinal disposition, but all people have 5 to 10 central dispositions, or characteristics around which their lives revolve. In addition, everyone has a great number of secondary dispositions, which are less reliable and less conspicuous than central traits. Personality theories
(a) Type and Trait approaches: approaches: This focus on people’s people’s characterist characteristics, ics, stubbornness stubbornness,, shyness and so forth and how these characteristics are organized into systems; (b) Dynamic Dynamic approaches: approaches: Focuses on on-going on-going interactions interactions among motive, motive, impulses impulses and psychological processes; (c) Learning Learning and Behavioral Behavioral approaches: approaches: emphasize emphasize the ways habits are are acquired through through basic condition or learning processes; (d) Humanistic approaches: emphasize the Self Self and the the importance of the individual’s individual’s subjective view of the world. Individual Differences
That people differ from each other is obvious. How and why they differ is less clear and is the subject of the study of Individual differences (IDs). Although to study individual differences seems to be to study variance, how are people different, it is also to study central tendency, how well can a person be described in terms of an overall within-person average. Indeed, perhaps the most important question of individual differences is whether people are more similar to themselves over time and across situations than they are to others, and whether the variation within a single person across time and situation is less
than the variation between people. A related question is that of similarity, for people differ in their similarities to each other. Questions of whether particular groups (e.g., groupings by sex, culture, age, or ethnicity) are more similar within than between groups are also questions of individual differences. Individual difference psychology examines how people are similar and how they differ in their thinking, feeling and behavior. For example, people can be classified classified according to intelligence and personality characteristics. Activities •
Discussion on relating themselves with their parents, for e.g. what a re some of traits similar similar to their parents and some traits that are unique to them in order to emphasize the importance of nature and an d nurture in personality development.
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Debate if we are born with a personality or we acquire it
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How the statement, statement, “ I love my parents” is interpreted interpreted differently by the students to explain individual differences.
Module –II Socialization Human infants infants are born without without any culture. They must be transformed transformed by their parents, parents, teachers, teachers, and others others into cultural and socially socially adept animals. The general process of acquiring culture is referred to as socialization. Successful socialization can result in uniformity within a society. A continuing continuing process whereby an individual individual acquires a personal personal identity and learns the norms, values, behavior, and social skills appropriate to his or her social position. Learning the customs, attitudes, and values of a social group, community, or cultur culture. e. Social Socializat ization ion is essent essential ial for the develop developmen mentt of indivi individua duals ls who can participate and function within their societies, as well as for ensuring that a society's cultural features will be carried on through new generations. Socialization is most strongly enforced by family, school, and peer groups and continues throughout an individual's lifetime. Socializat Socialization ion is important important in the process process of personalit personality y formation. formation. While While much of human personality is the result of our genes, the socialization process can mold it in particular directions by encouraging specific beliefs and attitudes as well as select selective ively ly provid providing ing experie experience nces. s. This This very very likely likely account accountss for much of the difference between the common personality types in one society in comparison to another another.. For instanc instance, e, the Semai tribesm tribesmen en of the central central Malay Malay Penins Peninsula ula of Malaysia typically are gentle people who do not like violent, aggressive individuals. In fact, they avoid them whenever whenever possible. possible. In contrast, contrast, the Yanomamö Indians Indians on the border area between Venezuela and Brazil usually train their boys to be tough and aggressive.
How are People Socialized?
Social Socializa izatio tion n is a learni learning ng proces processs that that begins begins shortly shortly after after birth. birth. Early Early childhood childhood is the period of the most intense intense and the most crucial crucial socializati socialization. on. It is then that we acquire acquire language and learn the fundamental fundamentalss of our culture. It is also when much of our personalit personality y takes shape. However, However, we continue continue to be socialized socialized through throughout out our lives. lives. As we age, age, we enter new statuse statusess and need need to learn learn the appropr appropriat iatee roles roles for them. them. We also have have experi experienc ences es that that teach teach us lessons lessons and potentially lead us to alter our expectations, beliefs, and personality. Socialization is the process by which children and adults learn from others. We begin learning from others during the early days of life; and most people continue their social learning all through life (unless some mental or physical disability slows or stops the learning process). Sometimes the learning is fun, as when we learn a new sport, art or musical technique from a friend we like. At other times, social learning is painful, as when we learn not to drive too fast by receiving a large fine for speeding.
Types of Socialization Natural socialization socialization occurs when infants and youngsters explore, play and
discover the social world around them. Planned socialization occurs when other people take actions designed to teach or train others -- from infancy on. Natural socialization is easily seen when looking at the young of almost any mammalian species (and some birds). Planned socialization is mostly a human phenomenon; and all through history, people have been making plans for teaching or training others.
Both natural and planned socialization can have good and bad features: It is wise to learn the best features of both natural and planned socialization and weave them into our lives. the type type of soci social al lear learni ning ng that that is base based d on Positive socialization socialization is the pleasurable and exciting experiences. We tend to like the people who fill our social learning processes with positive motivation, loving care, and rewarding opportunities. Negative socialization occurs when others use punishment, harsh criticisms or anger
to try to "teach us a lesson;" and often we come to dislike both negative socialization and the people who impose it on us. Our prior socialization helps explain a gigantic chunk of who we are at present -- what we think and feel, where we plan to go in life. But we are not limited by the things given to us by our prior social learning experiences; we can take all our remaining days and steer our future social learning in directions that we value. The more that we know about the socialization process, the more effective we can be in directing our future learning in the ways that will help us most. Activities •
Write a short note on any of o f the following: o
Friends who have helped you in the process of adapting to Amity University.
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Discuss your strong personal beliefs that shapes your behaviour with others.
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Role played by your parents in the process of your socialization.
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Any important figure you remember who has helped in shaping you the way you are.
Module-III Patriotism and National Pride Every social group has its own notions of loyalty. The institution of family embeds loyalty to the family as a social group. When a son and his wife and children separate from the rest of the family or when brothers divide their property, the neighborhood reacts with sorrow and not glee. Caste associations emphasize the benefits benefits which come from an active participati participation on and cooperation cooperation between different different members of the same caste. Tribal groups, too, emphasize similar benefits from collaboration. The notion of patriotism is different from such forms of group loyalty. The difference lies in its close affinity with the state. Patriotism is not based upon kinship or of shared descent like in families, castes and tribes. Patriotism is based upon the idea of a nation and its central institution, the state. What is Patriotism?
The standard dictionary definition reads “love of one's country.” This captures the core meaning of the term in ordinary use; but it might well be thought too thin. Stephen Nathanson (1993, 34–35) defines patriotism as involving:
1. Specia Speciall affect affection ion for for one's one's own coun country try 2. A sense sense of personal personal identi identificati fication on with with the country country 3. Specia Speciall concern concern for for the wellwell-bei being ng of the the country country 4. Willingnes Willingnesss to sacrifice sacrifice to promote promote the country country's 's good good
Accordingly, patriotism can be defined as love of one's country, identification with it, and special concern for its well-being and that of compatriots. Patriotism and nationalism
In the 19th century, Lord Acton contrasted “nationality” and patriotism as affection and instinct vs. a moral relation. Nationality is “our connection with the race” that is “merely natural or physical,” while patriotism is the awareness of our moral duties to the political community (Acton 1972, 163). Patriotism involves pride in, or endorsement of, one's country. coun try.
National Pride Quiz
What are the national pride of India? (a) National Flag :
The National Flag of India was designed by Pingali Venkayyaand
and adopted in its present form during the meeting of Constituent Assembly held on the 22 July 1947, a few days before India's independence from the British on 15 August, 1947. It served as the national flag of the Dominion of India between 15 August 1947 and 26 January 1950 and that of the Republic of India thereafter. In India, the term "tricolour" refers to the Indian national national flag. In the national flag of India the top band is of Saffron colour, indicating the strength and courage of the country. The white middle band indicates peace and truth with Dharma Chakra. The last band is green in colour shows the fertility, growth and auspiciousness of the land. This Dharma Cha kra depicted the "wheel of the law" in the Sarnath Lion Capital made by the 3rd-century BC Mauryan Mau ryan Emperor Ashoka. The chakra intends to show that there is life in movement and death in stagnation.
National Emblem : The National Emblem features Four lions standing back to back on a
platform. There is a wheel in the centre of the platform. A bull stands on the right of the wheel and a horse on its left. If you see the corners of the base you'll spot the outlines of other wheels. The words Satyameva Jayate ('Truth Alone Triumphs') from an ancient book the Mundaka Upanishad are written below the picture in Hindi. National Anthem: The National Anthem is the song Jana-gana-mana. It was written written by the Nobel Prize winning poet, Rabindranath Tagore in Bengali, but it is the Hindi translation which is used officially. Tagore's poem Bharat Bhagya Vidhata has five stanzas but only the first stanza is the National Anthem. The National Anthem was adopted by the Constituent Assembly on 24 January 1950. The playing time of the National Anthem is 52 seconds. National Song: The song Vande Mataram, composed in Sanskrit by Bankimchandra
Chatterji is India's National Song. The song was chosen because it had inspired many people during India's struggle for freedom. National Bird: The Indian peacock (Pavo cristatus) is the National Bird of India.
The peacock is a swan-sized bird with a tail of colourful feathers. National Animal:
The National animal is the majestic tiger ( Panthera Panthera tigris). tigris ).
The tiger is a big 'wild' cat with a thick yellow coat of fur, marked with dark stripes. It's strength and speed make it one of the most feared animals in the jungle.
National Nati onal Flower : The National Flower of India is the lotus. This bea utiful flower is
found on the surface of lakes and even dirty ponds especially during d uring the rainy season. Its stem and roots are not visible as they stay under the water . The lotus is a popular symbol. Sometimes it is used to show how a good thing can grow out of a bad place. Activity: Ask students what are some some things about India they would would remember and would feel proud about if they migrate to another county. e.g. Indian food, festivals, culture, Dress
Module-IV Human Rights, Values & ethics Human rights refer to the "basic rights and freedoms to which all humans are
entitled." Examples of rights and freedoms which have come to be commonly thought of as human rights include civil and political rights, such as the right to life and liberty, freedom of expression, and equality before the law; and economic, social and cultural rights, including the right to participate in culture, the right to food, the right to work, and the right to education. In the
pres presen entt age age of democr democrac acy, y, there there is alway alwayss a tend tendenc ency y to put all
emphasis on the rights and to forget that rights also imply duties. Every right carries with it a duty. If one has the right to follow one’s own religion, it is one’s duty to allow others to follow their own. Rights Rights and duties duties are equally equally important important and that is why our Constitution has laid down certain duties for the citizens along with rights. The inclusion of fundamental duties in the Constitution is for the feeling of patriotism and to give solidarity to the nation. These duties are incorporated with the purpose to help the citizens follow a code of conduct, which would strengthen the nation, protect its sovereignty and integrity and promote the ideas of harmony. The late Prime Minister Indira Gandhi mentioned, “If people keep the fundamental duties in their mind, we would soon witness peaceful and friendly relations.” Our Constitution lays down that it shall be the duty of every citizen of India •
To abide by the Constitution and respect its ideals, the national flag and the national anthem.
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To cherish and follow the noble ideas, which inspired the national struggle for independence.
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To uphold and protect p rotect the sovereignty, unity and integrity of India.
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To defend the country and render national services when called upon to do so.
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To promote the harmony and the spirit of common brotherhood among all the people of India transcending religious, linguistic and regional or sectional diversities, to renounce practices derogatory to the dignity of women.
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To value and preserve the rich heritage of our composite culture.
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To protect and improve national environment including forests, lakes, rivers and wildlife and have compassion for living creatures.
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To develop scientific temper, humanism and the spirit of inquiry and reform.
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To safeguard public property and to abjure violence.
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To strive strive toward towardss excell excellence ence in all sphere spheress of indivi individua duall and collec collectiv tivee activity, so that the nation constantly rises to higher levels of endeavour and achievement.
Nothing can be got without paying the price. If we want certain rights, we will have to perform certain duties also. Every right implies a duty. These duties make us no t only good citizens but also responsible citizens. Fundamental duties have put the fundamental rights in the right perspective. They have balanced one thing with the other. Fundamental duties have been added to make the citizens patriotic and make them realize the importance of protecting the sovereignty and integrity of their country.
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Fundam Fundament ental al duties duties have been been incorp incorpora orated ted in the Constit Constituti ution on of India India to promote the ideas of harmony in the land of diversities and to strengthen the nation.
Values When we think of our values, we think of what is important to us in
our lives (e.g., security, independence, wisdom, success, kindness, pleasure). Each of us holds numerous values with varying degrees o f importance. A particular value may be very important to one person, but unimportant to another. are conceived of as guiding guiding principles principles in life which transcend specific specific situations situations may change over time, guide selection of behaviour and events and which are part of a dynamic system with inherent contradictions. Values the moral principles and beliefs of a person or group
Milton Rokeach (1973; 1979) “an enduring belief that a specific mode of conduct or end-state end-state of existence existence is personally personally or socially socially preferable preferable to an opposite opposite or converse converse mode of conduct or end-state of existence”. •
Values Values are belief beliefs. s. But they they are belief beliefss tied tied inextr inextrica icably bly to emoti emotion, on, not objective, cold ideas.
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Values are a motivational construct. They refer to the desirable goals people strive to attain.
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Values transcend specific actions and situations. They are abstract goals. The abstract nature of values distinguishes them from concepts like norms and attitudes, which usually refer to specific actions, objects, or situations.
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Values Values guide guide the select selection ion or evaluat evaluation ion of action actions, s, polici policies, es, people, people, and events. That is, values serve as standards or criteria.
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Values are ordered by importance relative to one another. People’s values form form an orde ordere red d syst system em of valu valuee prio priori riti ties es that that char charac acte teri rize ze them them as individuals. This hierarchical feature of values also distinguishes them from norms and attitudes.
Ethics is Investigation into the basic concepts and fundamental principles of human conduct. It includes study of universal values such as the essential equality of all men and women, human or natural rights, obedience to the law of land, concern for health and safety and, increasingly, also for the natural e nvironment. Activities
Group presentations on various religious beliefs and their understanding in today’s world (i.e. Hinduism, Islam, Christianity, Buddhism, Sikhism, Judaism, Jainism and so on).
Module-V Managing Diversity Diversity refers to any perceived difference among people: age, race, religion, functional functional specially specially,, profession profession,, sexual orientation, orientation, geographic geographic origin, origin, and lifestyl lifestyle, e, tenure with the organization or position and any other perceived difference. Diversity is more than equal employment and affirmative action. Elements of Diversity •
Age
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Gender
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Ethnicity
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Race
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Physical Ability
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Sexual Orientation
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Physical Characteristics
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Income
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Education
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Marital Status
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Religious Beliefs
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Geographic Location
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Parental Status
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Personality Type
Diversity:
The uniqueness of all individuals; includes everyone.
Diversity management
R. Roosevelt Thomas defined managing diversity as “a comprehensive managerial process for developing an environment that works for all employees.”
Diver Diversi sity ty mana manage geme ment nt is about about full full util utiliz izat atio ion n of peop people le with with diff differ eren entt backgrounds and experiences.
Effective diversity management strategy has a positive effect on cost reduction, creativity, problem solving, and organizational flexibility.
Ensuring that diversity is made visible and fruitful remains a central concern of diversity management. Activity
Group presentations on various religious beliefs and their understanding in today’s world (i.e. Hinduism, Islam, Christianity, Buddhism, Sikhism, Judism, Jainism and so on).
