Jungian typology as a holistic teaching strategy in higher education

Abstract

With an eye to the application of principles of holistic education and integrated development to higher education, this discussion has as its aim to describe the work of a reflective teaching team in educational psychology. Using developmental issues within the Jungian psychological functions of sensing (physical), intuition (creative, spiritual), thinking (cognitive), and feeling (social and emotional), our team designed activities and discussions related to the holistic growth of college students. Results indicate a theoretical model that can offer practical applications to teaching and learning of college students

Agricultural Communications Students Describe a Short-term Field Experience

“…The Supervisors were secure in their subject-specific knowledge, which allowed them to observe the entire newsroom operation while understanding how their transferable, managerial skills fit into the experience. In fact, their highest positively and negatively z-scored statements fell nearly evenly across the social-emotional, psychomotor, and creative sources of development of the Holistic (Montgomery, 2014;Montgomery et al, 2012) model. Interestingly, none of those statements stemmed from the cognitive quadrant, which dealt mostly with application and understanding of course content.…”

“…Two of the "most like" statements for this group stemmed from the psychomotor quadrant of the Holistic (Montgomery, 2014;Montgomery et al, 2012) model, suggesting these students felt physically stressed. Four "most like" statements stemmed from the cognitive quadrant, while two stemmed from the social-emotional quadrant.…”

“…Intuition is thought to include the areas that are less amiable to measure, such as creative thought, working out a problem, or getting the feeling for a better solution. Montgomery and her colleagues (Montgomery, Strunk, Steele, & Bridges, 2012) adapted these theories to apply to college students and was the theoretical framework used in this study to capture the holistic impressions of the student participants ( Figure 1). Cognitive development or the content learned; social and emotional development includes the human interactions in the work; psychomotor development is inclusive of the physical stress or comfort of working and staying in the city; and creative development allows for the areas of work that provided autonomy and self-expression.…”

“…This holistic educational theory was particularly helpful in constructing the instrument for sorting in the study. (Montgomery et al, 2012). All Rights…”

“…To sample the concourse to result in sortable statements, we needed to think more broadly, and we wanted a framework that would structure the responses in ways that would be beyond what they learned about the content and process of reporters, photographers, and interviewers to include the social and emotional aspects of the work. Therefore, chose a four-quadrant theoretic model (Montgomery, 2014;Montgomery et al, 2012) to provide areas over four domains of human development: cognitive (thinking and learning experience), social and emotional (feeling and relating experience), psychomotor (stress and physical experience), and creative (inspirational and insightful experience). The model was used as a framework for the development of 36 statements, called a Q-set.…”