Abstract
Psychologists have developed a number of different approaches — some conflicting, some complementary — to the study of personality. But before examining these we need to ask whether personality owes anything to heredity or is entirely dependent upon the environment. The answer may give an indication of the influence which teachers have upon the personality development of their children. If personality is in part a consequence of heredity, then the teacher’s influence has clear limits. But if personality is acquired, then those limits may be much broader. To provide an answer, we have to look briefly at the early years of life, and see if research can tell us how and when personality makes its first appearance, and what happens subsequently.
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Additional Reading
Bruner, J., Goodnow, J. and Austin, G. (1956) A Study of Thinking. New York: Wiley. A classic text which fully outlines Bruner’s approach to cognitive style.(Also recommended for Chapter 3.)
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Eysenck, H.J. (1985) Rise and Fall of the Freudian Empire. Harmondsworth: Penguin. A sustained critique by a confessed opponent of Freudian theory.
Fisher, S. and Greenberg, R.P. (1985) The Scientific Credibility of Freud’s Theories and Therapy. New York: Columbia University Press. The most fair-minded and comprehensive survey of the scientific status of Freudian theories.
Fontana, D. (1983) Individual differences in personality: State-based versus trait-based approaches. Educational Psychology 3, 189–200.
Fontana, D. (1986) Teaching and Personality. Oxford: Basil Blackwell. A general introduction to personality and its significance at classroom level. (Also recommended for Chapters 7 and 14.)
Freud, A. (ed.) (1986) The Essentials of Psychoanalysis. Harmondsworth: Penguin. Freud’s classic work is The Interpretation of Dreams, also available in Penguin. But this version edited by his daughter of many of his major papers provides the reader with the best introduction to his work.
Hall, G.D. and Lindzey, G. (1973) Theories of Personality. New York: Wiley. For the reader with a particular interest in personality who wants an overview of the best-known theories.
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Kline, P. (1983) Personality: Measurement and theory. London: Hutchinson. Especially good on the subject of personality assessment.
Maslow, A.H. (1976) The Farther Reaches of Human Nature. Harmondsworth: Penguin. Maslow was a prolific and highly readable author. This is a particularly comprehensive summary of his main ideas.
Naylor, F.D. (1972) Personality and Educational Achievement. Sydney: Wiley. Still a useful introduction to the various ways of exploring links between personality and learning.
Warr, P.B. (1970) Thought and Personality. Harmondsworth: Penguin. Still one of the best introductions to cognitive style and its practical implications.
Warren, N. and Jahoda, M. (1973) Attitudes, 2nd edn. Harmondsworth: Penguin. A good general survey of the field.
Witkin, H., Moore C., Goodenough D. and Cox, P. (1977) Field-dependent cognitive styles and their educational implications. Review of Educational Research, 47, 1–64. A very comprehensive summary by Witkin of his own work and its relevance to education.
Wolheim, R. (1971) Freud. London: Fontana. One of the leading introductions to Freud’s life and work.
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© 1988 David Fontana
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Fontana, D. (1988). Personality. In: Psychology for Teachers. Psychology for Professional Groups. Palgrave, London. https://doi.org/10.1007/978-1-349-19213-7_8
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DOI: https://doi.org/10.1007/978-1-349-19213-7_8
Publisher Name: Palgrave, London
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